Arizona Community College Presidents' Council report on workforce development expenditures (A.R.S. [section] 15-1472) 2010 |
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,! REPORT ON VVORKFORCE DEVELOPMENT EXPEND!TURES A.R.S. §15-1472 FY 2009-10 Data Provided by: Arizona Community College Presidents' Council Districts Report Prepared by: Arizona Community College Presidents' Council December 7,2010 Arizona Community College Presidents' Council Jeanne Swarthout, Ph.D. Northland Pioneer College Box 610 Holbrook, Arizona 86025 December 7,2010 Honorable Janice K. Brewer 1700 W. Washington Phoenix, Arizona 85007 Dear Governor Brewer, On behalf of the Arizona Community College Presidents' Council, it is my pleasure to present you with the Report on Workforce Development Expenditures for FY 2009-10 in accordance with A.R.S. §151472. The Arizona Community College Presidents' Council and 1appreciate your continued support of our mission and the mutual constituents we serve. Sincerely, Jeanne Swarthout, Ph.D.. Arizona Community College Presidents' Council Chair c. Honorable Kirk Adams, Speaker, Arizona House Honorable Ken Bennett, Secretary of State Honorable Robert Burns, President, Arizona Senate Mr. Don Cardon, Director, Arizona Department of Commerce Senator Russell K. Pearce, Chair, Joint Legislative Budget Committee Ms. GladysAnn Wells, Director, Arizona State Library ACKNOWLEDGEMENTS The Arizona Community College Presidents' Council (ACCPC) prepared this report on behalf of the community college districts . Each community college district provided the data contained in this report through their institutional effectiveness/research offices ACCPC thanks the following individuals and the members of their staff. Without their efforts the preparation of this document would not have been possible. Cochise County Community College District Cochise College - Or. Jerome Ward Coconino County Community College District Coconino Community College - Or. Stephen Chambers Graham County Community College District Eastern Arizona College - Mr. Glen Snider Maricopa County Community College District Maricopa Community Colleges - Ms. Beth Hunt Larson Mohave County Community College District Mohave Community College - Ms. Shelly Castaneda Navajo County Community College District Northland Pioneer College - Ms. Debra Myers Pima County Community College District Pima Community College - Or. Nicola Richmond Pinal County Community College District Central Arizona College - Mr. William Brown Yavapai County Community College District Yavapai College - Mr. Tom Hughes YumalLa Paz County Community College District Arizona Western College - Ms. Mary Schaal Dr Maria Vasilieva compiled this report on behalf of ACCPC. Report Overview ,." DISTRICT REPORTS TABLE OF CONTENTS .,. ,..,., ..... "., ," ... , ,..,.."" .. """'"'' '" ....,,,,, , ,,1 Cochise County Community College District Cochise College ,. "" Coconino County Community College District Coconino Community College"., "" , Graham County Community College District Eastern Arizona College" "",." .""" Maricopa County Community College District Maricopa Community Colleges.", Mohave County Community College District Mohave Community College ... ""." Navajo County Community College District Northland Pioneer College" Pima County Community College District Pima Community College" .", , Pinal County Community College District Central Arizona College", .""., Yavapai County Community College District Yavapai Community College." Yuma/La Paz Counties Community College District Arizona Western College", ",,2 ""., ,,36 42 " ".. ",,47 ".,,109 "" ,." .. 115 " ",122 "'''''''''''''''''' "'"'''''''''''''''''''' ..,,, 144 """ ...... ,159 " 165 REPORT OVERVIEW ARS §15-1472 requires community college districts to submit an annual report that outlines each district's expenditures of Proposition 301 Workforce Development funds in the previous fiscal year. Funds for community college districts are broadly targeted at opportunities to assist in workforce development AR S. §15-1472 provides for wide discretion in deploying funds for. 1 Partnerships with businesses and educational institutions 2 . Additional faculty for improved and expanded classroom instruction and course offerings 3.. Technology, equipment and technology infrastructure for advanced teaching and learning in classrooms or laboratories 4.. Student services such as assessment, advisement and counseling for new and expanded job opportunities 5. The purchase, lease or lease-purchase of real property, for new construction, remodeling or repair of buildings or facilities on real property.. Effective July 1, 2001, each district in Arizona established a separate workforce development account to receive tax revenues authorized under Proposition 301 Each district receives $200,000 base revenue annually, and any additional funds received during the fiscal year are apportioned based on audited full time student equivalents (FTSE) This document contains a review of each of the Arizona Community College Presidents' Council (ACCPC) district's expenditures for workforce development programs and initiatives, goals, accountability measures, community and business partnerships, and bUdget Data were submitted by each ACCPC district and compiled by ACCPC. REPORT ON WORKFORCE DEVELOPMENT EXPENDITURES A.R.S. §15-1472 FY 2009-10 COCHISE COUNTY COMMUNITY COLLEGE DISTRICT Submitted by: Dr. J.D. Rottweiler President 2 COCHISE COLLEGE 4190 W. State Highway 80 Douglas, Arizona 85607 520.515.0500 www.cochise.edu OVERVIEW Effective July 1, 2001, each community college in Arizona established a separate workforce development account to receive tax revenues authorized under Proposition 301. Such revenues may be utilized for new initiatives as well as for enhancements to or expansion of existing workforce development efforts that otherwise may be limited due to fiscal restraints. Each year, monies received through Proposition 301 are allocated to support Governing Board-approved workforce development and job training purposes, then a formal Workforce Development Plan is submitted to the State of Arizona in accordance with ARS 15-1472 - Community college district workforce development accounts, reports These purposes may include such goals as • partnerships with businesses and educational institutions • additional faculty for improved and expanded classroom instruction and course offerings • technology, equipment, and technology infrastructure for advanced teaching and learning classrooms and laboratories • student services such as assessment, advisement, and counseling for new and expanded job opportunities • the purchase, lease, or lease-purchase of real property, for new construction, remodeling, or repair of buildings or facilities on real property A report on the outcomes of the annual Workforce Development Plan is generally submitted to the state by December 1 of each fiscal year. This report provides information on the outcomes of the Workforce Development Plan for FY1 O. BACKGROUND To encompass the complex issues related to workforce development, Cochise College adopted and continues to use the Workforce Development Strategic Positioning Model offered by Larry Warford and William Flynn in the February/March 2000 issue of The Community College Journal. Warford and Flynn suggested that workforce development efforts be planned through dividing the local workforce population into four segments "based on the recognition that lifelong learning is rapidly becoming the major growth industry in community 3 colleges and the emerging focus for workforce development" (p. 32). The four major workforce segments identified by the authors are • The emerging worker those typically 22 years of age or younger who are preparing for their first full-time employment; often they do not have the necessary academic skills to advance quickly. • The transitional worker those who are moving from one career to another for a variety of reasons; often their motivation is high but their time is short • The entrepreneur those who operate or own a small to medium-size business and view the local community college as an in-house training center; often they seek a quick and economical return on investment • The incumbent worker those who are currently employed and need additional training to maintain their current job or to take advantage of a promotional opportunity; they often rely on professional development programs and access to educational opportunities to attain new skills at an accelerated pace As in previous years, Cochise College continues to implement and expand workforce development plans by utilizing Proposition 301 funds. EXECUTIVE SUMMARY The Cochise College FY10 Workforce Development Plan implemented initiatives in 10 areas These included the following goals and purposes 1.. Continue to support the Early Childhood Education (ECE) program to meet state, national and local requirements as well as marketplace needs by supporting the position of coordinator of the ECE program.. 2.. Continue to support administrative positions in the Small Business Development Center (SBDC) to help meet local marketplace needs. 3.. Continue to support Nursing and Allied Health programs to better meet the shortages in selected healthcare professional fields 4. Continue to support the expansion of the Emergency Medical Technician (EMT) and Paramedicine programs to the extended learning centers in the College's service area. 5.. Provide adequate space and improve equipment for select Career and Technical Education (CTE) programs. 6 Develop and/or expand K-12 outreach programs to encourage linkages between K-12 students, higher education and the workplace. 7.. Support the College's Running Start Academy, which includes a variety of actions designed to develop increased opportunities for students to acquire Science, Technology, Engineering and Mathematics (STEM) skills and enroll in coursework leading to law enforcement careers 4 8 Expand community and workforce development outreach efforts of the College's Center for Lifelong learning (Cll) through support of two program specialist positions . 9. Support transition programs that are designed to improve the recruitment, retention and success of disadvantaged students. 10. Expand and improve the Culinary Arts/Hospitality Administration program through supporting a new full-time faculty position for the program During FY10, the College anticipated that Proposition 301 revenues would total $925,000. The total amount originally budgeted for FY10 was $1,066,620, with the additional $141,620 to be taken from the FY09 balance brought forward Actual revenues received were $832,90898 Actual expenditures for the year were $884,793. 98.. The additional $51,885.74 was taken from the fund balance from previous years The balance carried forward to FY11 is $1,117,810..21 (See Attachment A for a full summary of actual expenditures for FY1 0.) 5 SECTION I: Introduction To encompass the complex issues related to workforce development, Cochise College continues to utilize the Workforce Development Strategic Positioning Model offered by Larry Warford and William Flynn in the February/March 2000 issue of The Community College Journal. Warford and Flynn suggested that workforce development efforts be planned through dividing the local workforce population into four segments "based on the recognition that lifelong learning is rapidly becoming the major growth industry in community colleges and the emerging focus for workforce development" (p . 32)., The four major workforce segments identified by the authors are • The emerging worker those typically 22 years of age or younger who are preparing for their first full-time employment; often they do not have the necessary academic skills to advance quickly., • The transitional worker: those who are moving from one career to another for a variety of reasons; often their motivation is high but their time is short • The entrepreneur those who operate or own a small to medium-size business and view the local community college as an in-house training center; often they seek a quick and economical return on investment • The incumbent worker those who are currently employed and need additional training to maintain their current job, or those who seek additional training for promotional opportunity; they often rely on professional development programs and access to educational opportunities to attain new skills at an accelerated pace., 6 SECTION II: Strategic Positioning for Workforce Development and Accountability Measures Cochise College has integrated the efforts of 10 initiatives (Attachments B and C) that address the needs of each of the four segments of the workforce noted above, as well as meeting standards for approved activities for use of Proposition 301 funds . Cochise College allocates these funds for workforce development initiatives with the goal of evaluating these programs and, if successful, ultimately moving these programs to institutional funding after they are established Each initiative is outlined below and addresses a host of variables. 1. Early Childhood Education (ECE) According to Arizona's school readiness action plan, "Early education teachers can have a profound impact on a child's potential for success, but Arizona's early education industry provides little incentive for teachers to remain in the field . This plan supports training and education for early childhood teachers, and builds strategies to increase the retention and compensation of early childhood education teachers" To meet this call for support, one of the state plan's "ten action steps" is to "increase the pool and retention of qualified early childhood professionaIs" To this end, Cochise College has, since 2003, provided both degree pathway and workforce skills coursework aimed at addressing the need for qualified early childhood educators . The Proposition 301 funds will continue the salary of the Early Childhood Education Coordinator position in order to maintain program effectiveness. The ever-changing complexities of understanding and working with state and national regulations regarding early childhood education and childcare licensing, protocol, accreditation and certification require the intense focus of effort, time and resources possible only with a full-time ECE program coordinator The ECE Coordinator reports to the Director of the Center for Teacher Education . Courses are offered district-wide. Accountability Measures As a result of this project, the Cochise College Early Childhood Education program accomplished the following. • Objective Recruit students for a professional development program • Outcomes The Coordinator of Teacher Education worked with the Professional Career Pathway Project (PCPP) as well as with T E.AC.H. Early Childhood® ARIZONA to help recruit and retain child care providers who are receiving scholarships through those two agencies in order to obtain or renew 7 their Child Development Associate or to earn an Associate of Applied Science or an Associate of Arts in Early Childhood Education. In FY10, 12 students were able to take 42 credits of ECE courses via PCPP Through T EAC.H, 21 participants were enrolled in a total of 212 accumulative credits for FY 2010 • Objective: Maintain and support faCUlty and staff to ensure program effectiveness. • Outcome Early childhood education courses are offered on a two year rotating cycle ensuring that students may complete the degree in a timely manner Faculty and staff resources have been allocated in a manner consistent with the program timeline and effectiveness. • Objective. Provide support for ECE associate faCUlty . • Outcome Adequate resources have been provided to associate faculty members to maintain the two year cycle of course offerings. • Objective Assist in building collaboration among agencies. • Outcomes: The Coordinator of Teacher Education is a member of the board of directors of the Cochise Education Foundation, which works with the community to award mini-grants for creative and innovative classroom projects, provides grants to assist aspiring teachers who are majoring in education and reside in Cochise County, and provides honoraria and recognition to outstanding teachers. She also participates in meetings and activities through First Things First and serves as a point of contact as well as advisor for T.EAC.H scholars. She also serves as a member of the Bisbee Arts Commission and assists local artists, teachers, and children with funding and events which promote the local art community.. Through her Cochise classes, the Coordinator works with students, community members, as well as businesses to provide materials and support to local teachers through projects such as the "Tissue Issue" • Objective. Maintain curriculum alignment for meeting state standards and university transfer requirements. • Outcomes Cochise College Early Childhood Education courses are in line with all state standards relevant to the field.. Transfer articulation agreements with the state universities are in place based upon the criteria established through the statewide Early Childhood Education Articulation Task Force • Objective Offer courses to satisfy state requirements . • Outcomes: Courses offered by Cochise College are fully aligned with state requirements for an Early Childhood endorsement on an Elementary Education teaching certificate, university early childhood education programs and Arizona's ECE Articulation Task Force's Common Course Matrix 8 2. Small Business Development Center (SBDC) During FY02 and FY03, the SBDC hired a business consultant by matching Proposition 301 funds with SBDC funds to provide consultation services and training to supplement those offered by the Center Director/Consultant. The Center continues to provide an exceptional level of services within the 6,125 square miles of Cochise County, in spite of the limited number of staff Although the Center has attempted to meet requests for services through hiring consultation services on an intermittent contract basis, this approach did not provide sufficient consistency or availability of services within its service area.. The addition of an individual dedicated to these efforts has greatly enhanced the ability of the SBDC to deliver services in support of small business development. The Center partners with the Sierra Vista, Benson, Bisbee and Douglas Chambers of Commerce as well as both the Sierra Vista and the Douglas Economic Development Foundations to deliver workshops. The SBDC offers opportunities to the entrepreneurial and transitional segments of the workforce, and provides continuing training for incumbent, transitional and emerging workers in collaboration with other college centers and departments. Services are available in communities throughout the county, including Douglas, Benson, Naco, Bisbee, Elfrida, Willcox, San Simon, Tombstone and Sierra Vista.. Because of the extensive travel involved for both the Director/Consultant and the Business Consultant to provide consulting and training in these communities, travel reimbursement (based on 9,500 miles x A45/mile) was included in the FY10 budget proposal. Accountability Measures Outcome measures were determined according to the Arizona Small Business Development Network's annual proposal. The Network established goals for the calendar year 2009. The results, as reflected below, have met or exceeded the established goals In the case of job creation, the results were 77.9% higher than the original goaL Service Estimated Outcomes Actual Outcomes Lonq Term Counselinq 35 Long Term Clients 42 Lonq Term Clients Business Start-ups 17 Business Start-ups 23 Business Start-ups Jobs Creation 131 Jobs Created 233 Jobs Created Joint Counselinq Cases 5 Joint Counseling Cases 5 Joint Counselinq Cases These results could only have been achieved with the funds received through Prop . 301 9 3. Nursing and Allied Health The Nursing/Allied Health department strives to meet the needs of the community by providing educational opportunities which prepare students to work in the healthcare professions.. Cochise College currently offers the following degrees, certificates, and courses.: Associate of Applied Science Degree in Nursing, Nursing Assistant certificate program, Medical Assistant certificate program, Emergency Medical Technician course, Paramedicine certificate program, and Associate of Applied Science Degree in Paramedicine. Classes are held district-wide. In addition to the obvious nursing shortages, there is also a documented, critical shortage of allied health professionals in several other areas. The Assistant Director for Allied Health facilitates the College's conducting of needs assessment and feasibility studies for possible new allied health programs.. This development of new health career programs and expansion of current programs provide opportunities for emerging, transitional and incumbent workers.. Private sector contributions and partnerships with regional hospitals and other healthcare organizations are explored and maintained The Director of the Nursing/Allied Health program reports to the Dean of the Douglas Campus and, as noted above, the programs are offered district-wide. Accountability Measures The goals and corresponding accomplishments of the Nursing Program for FY10 were as follows. • Objective: Continue offering the Certified Nursing Assistant (CNA), the Medical Assistant (MA), the Associate Degree Nursing (ADN), the Emergency Medical Services (EMS), and the Paramedicine programs. • Outcome The college continued offering the CNA, MA, AND and EMS programs during FY10.. In addition, the college began work to expand its allied health curriculum to include a new Medication Assistant program, which will begin in summer of 2011 as a result of community demand. This new program requires that students have been CNAs for at least six months before enrolling.. The Paramedicine program is currently on hold with an improved curriculum being developed The intention is to offer the revised program beginning in the fall of 2011 e Objective: Continue use of the SmarTest to improve student ability to pass the NCLEX-RN examination 10 • Outcome The college has continued using the SmarTest to support student success on the NCLEX-RN instrument In fact, the college's result for NLCEX-RN was over a 90% pass rate in the past year Moreover, the college has begun to use the SmarTest for EMT students and is planning to utilize it for the revised Paramedicine program • Objective Hire and retain the faculty and staff needed for effective delivery of allied health programs. • Outcome This has been accomplished, although finding qualified faculty remains a challenge for the Douglas area • Objective. Maintain the recently revived program for the Paramedicine degree and continue the partnership with the American Heart Association for Advanced Cardiac Life Support (ACLS) and Pediatric Advanced Life Support (PALS). • Outcome. .A.s noted earlier, the Paramedicine degree program is being refined and will be offered in 2011 The college continues its partnership with the American Heart Association for ACLS and PALS training through its Center for Lifelong Learning. In FY10, 368 students participated in training for ACLS and PALS through CLL. • Objective. Update and improve allied health curriculum and implementation of programs. • Outcome Work has been accomplished on updating and improving all the allied health areas.. Moreover, the college is adding a new Medication Assistant program; improved its advisory committee for the existing Medical Assistant program in order to identify and implement positive changes. The CNA program will expand to Willcox High School as part of dual enrollment for first time in August of 2011 . • Objective Review and revise the Nursing curriculum in keeping with the recent recommendations received from the Arizona State Board of Nursing and the National League of Nursing Accrediting CounciL • Outcome: The program has begun the process of reviewing and revising the curriculum. This process will include a customized, detailed analysis of Cochise's results on NCLEX exam so that, as part of an integrated assessment process, curriculum and student learning can be strengthened through application of this knowledge regarding student learning outcomes 4. Emergency Medical Technician (EMT) - BensonlWillcox The purpose of this initiative is to respond to community needs by ensuring that at least one complete or refresher basic EMT course will be offered at the extended learning centers in Benson and Willcox during FY10 11 The EMT coordinator provides district-wide services and reports to the Assistant Director of Allied Health who, in turn, reports to the Director of Nursing and Allied Health The center managers in Benson and Willcox report to the Dean of Extended Learning and Workforce Development Accountability Measures • Objective The EMT program will offer at least one complete Basic or Refresher EMT course with a minimum of ten students at the Benson and Willcox Centers • Outcome. One EMT174 (complete EMT course) is offered every semester at the Benson Center, with a range of 10-24 students.. However, due to lack of enrollment, no EMT174 courses have been offered in Willcox in the last two years.. Nevertheless, plans are in progress for offering a possible EMT174 course for Fall 2011 at the Willcox Center instead of Benson • Outcome The assistant director of Allied Health position has been eliminated so the EMT coordinator reports to the director of Nursing and Allied Health • Outcome A strong relationship between the Benson EMT program and Health Care Innovations (Benson ambulance) has been established and provides excellent employment opportunities for students completing EMT174. 5. Support for Career and Technical Education (CTE) Programs Cochise College's ability to deliver high quality CTE programs which target current and emerging needs for workforce development depends on the availability of adequate, appropriate learning environments, including physical space as well as technical equipment The Sierra Vista campus did not have sufficient facilities to house the current workforce development programs, so its construction technology and avionics programs could not be located in the existing facilities on campus during the 2009-10 academic year The Cochise College Master Facilities Plan (MFP) for the Sierra Vista campus incorporated a new CareerlTechnology building to house current and future workforce development programs, including the move of the construction technology program onto campus The failure of the $87 7 million General Obligation Bond election in November, 2006, caused the college to re-evaluate the type and size of CTE building it could construct. The new CTE building on the Sierra Vista Campus became operational in 2009 but was not adequate for housing all of the current CTE programs and the facilities on the Douglas Campus have been inadequate for a number of years. 12 Therefore, in order to provide appropriate learning environments for CTE students, to increase the College's capacity to expand existing CTE programs, and to offer new programs, additional space and new equipment have been essential With the funds allocated for this project, the College was able to lease space close enough to the Sierra Vista campus to make it more convenient for CTE students to utilize student services and other campus support facilities. This critical space was leased during the past academic year to support the BUilding Construction Technologies (BCT), the Heating, Ventilation and Air Conditioning (HVAC), the Manufacturing Technologies (GTC), and the Avionics (AVT) programs, with the expectation of attracting and retaining students and thus improving workforce development efforts in Cochise County.. During the summer of 2010, as a result of construction and renovation of facilities, it was possible to leave the leased facilities behind and relocate these CTE programs to the Sierra Vista Campus. Accountability Measures As a result of this project, Cochise College intended to accomplish a number of objectives designed to make high quality CTE programs available to students • Objective The College will provide sufficient space for effective delivery of a number of CTE programs. • Outcomes: The BCT and HVAC programs were housed in a leased facility near the Sierra Vista campus during FY10 and relocated to the modified CTE Building.. These modifications included fencing to enclose the back of the bUilding to store supplies, the dropping of power and compressed air lines into two new labs in the building, the piping of natural gas into the HVAC lab, and the addition of new stools and tables for the BCT lab. • Objective: The College will take steps to recruit and retain CTE students . • Outcome: The lead instructor for the BCT program became involved in several off-campus events to raise community awareness regarding the BCT program.. This included work with the Southern Arizona Contractors Association (SACA) and with Habitat for Humanity Enrollment increased from 169 enrollments in FY08 to 204 in FY09 and 316 enrollments in FY10. • Objective. The faculty will modify the existing curriculum for HVAC and BCT program. • Outcome The curriculum was modified for BCT courses. The classes were expanded and an online component was included to expand the material covered in class. • Objective Efforts will be made to improve industry partnerships for the technology programs. 13 • Outcome Such efforts were made There are close associations with SACA (which represents about 100 organizations and whose board members include the lead HVAC faculty member) and Habitat for Humanity, as indicated above. In addition, the program has developed numerous additional partnerships, including o State Board of SkillsUSA, who board members include the lead HVAC faculty member. o Several utility companies as part of the Utility certificate These include Sulphur Springs Valley Electric Cooperative (SSVEC), Southwest Gas, Apache Nitrogen Products, APS, and Arizona Electric Power Cooperative, Inc (AEPCO) o Arizona Builders Association, which serves as a sponsor and partner with NCCER for apprenticeship training. o Tree House Farm and Sanctuary in an ongoing service partnership o Southeast Arizona Governments Organization (SEAGO) as a partner providing the program with 45 first-time students for electrical classes o Burgs Heating and Cooling o Little Willy Heating and Cooling • Objective Steps will be taken to expand enrollment in specified CTE programs, including BUilding and Construction Technologies (BCT), General Technology (GTC), and Avionics (AVT) . • Outcome Efforts at expanding enrollments were successful for BCT and AVT, but not for GTC. 6. K-12 Outreach The link between Cochise College and Cochise County schools is critical for building a unified, integrated system of quality education to support meaningful career development and an interest in lifelong learning for students.. This linkage has been nurtured and strengthened in recent years. Various K-12 outreach initiatives will further strengthen these linkages by exploring innovative ways of connecting educational partners to improve the quality of education in southeastern Arizona, to help improve the college-readiness of local students in order to increase their success rates in higher education, and to develop pathways that will meet student needs while also addressing current and future workforce demands. Accountability Measures As a result of this effort for K-12 Outreach, the college intended to accomplish a number of objectives.. However, due to some changes in personnel, this project 14 was never fully launched accomplished. Nonetheless, some planned objectives were • Objective Assist K-12 students in developing the knowledge, skills and interest that will encourage them to envision a future involving a meaningful career and lifelong learning. • Outcome Two other college programs included in the FY10 Workforce Development Plan (Running Start Program and Transition Program) focused on assisting high school students in envisioning a positive future and engaging them in activities designed to get students involved in college work The project entitled "K-12 Outreach" did not really become engaged in the activities specifically planned for it • Objective Contact schools within Cochise County regarding possible programs for encouraging student achievement and developing students' ability to transition to higher education • Outcome As noted above, the K-12 Outreach program was not implemented as planned although other activities at the college have been developed to encourage high school student achievement and transition to higher education . • Objective Partner with area schools in order to encourage greater participation in educational opportunities designed to increase the quantity and quality of students in the educational pipeline. • Outcome As noted above, the K-12 Outreach program was not implemented as planned although other activities at the college have been developed to increase the quantity and quality of students in the educational pipleline • Objective Work with other institutions in a statewide effort to assess the college-readiness of high school students and strengthen the ongoing efforts between the high schools and the College to articulate curriculum in both the academic and the career and technical education areas. • Outcome As noted above, the K-12 Outreach program was not implemented as planned 7. Running Start Program One of the greatest needs in workforce development for the future of Arizona involves the science, technology, engineering and mathematics (STEM) fields Cochise College's efforts to work with local school systems to facilitate student transition to higher education have positioned it well for developing and implementing innovative approaches to engaging middle and high school students in programs leading toward higher education in the STEM fields 15 In addition, another emerging need in Arizona is for law enforcement personnel and an effective approach for meeting this need also involves engaging middle and high school students in programs leading toward higher education in criminal justice programs One way in which Cochise College is addressing the needs in both areas is by creating a variety of focus areas in its Running Start Academy.. The Running Start Academy is a program offered on the college campuses for high school juniors and seniors and designed to be flexible in content For example, the initial program on the Sierra Vista Campus (SVC) focused on math, science and engineering courses; a second focus was added in the fall of 2009 in criminal justice.. The initial focus for the Douglas Campus (DC) was criminal justice in the fall of 2009.. Classes are designed to be held on the college campus in the afternoons (after high school).. Students begin the program in their junior year in high schooL Students must apply to be admitted and must meet the criteria, including prerequisites for the classes.. They are enrolled in a student learning cohort taking the same classes. In order to be considered for the program, each student agrees to participate in all classes and in the additional support classes that might be provided to ensure academic success. Moreover, each student agrees to participate in tutoring as needed. Students pay college tuition and fees and purchase their own books Accountability Measures The objectives and corresponding outcomes for this project include Cochise College efforts to. • Objective Developing marketing materials and marketing the programs. • Outcomes: Marketing brochures have been created and distributed at numerous venues.. In addition, several Cochise College representatives have attended meetings and functions with stakeholder groups.. Running Start programs have also been featured in various local media • Objective Recruiting and enrolling one cohort of juniors (24) and one cohort of seniors (11-24) for each campus • Outcome. There are junior and senior cohorts on the Sierra Vista campus as well as a senior cohort on the Douglas campus • Objective. Creating a program in applied engineering using mechatronics as the curriculum. • Outcome The mechatronics program has been adopted by the college and the program has been launched . • Objective Creating a program in criminal justice 16 • Outcome The Running Start version of the college's Administration of Justice program was launched on the Douglas Campus during the spring 2010 semester.. • Objective Developing a second engineering lab . • Outcome: It was decided that the program would be better served by the college having two different sorts of labs Therefore, instead of a second dedicated engineering lab, the college developed one engineering/physics lab and one fully-equipped mechatronics lab • Objective Establish and utilize an advisory committee including representatives from Ft Huachuca • Outcome This was accomplished and the committee has met • Objective Hiring instructors ~ Outcome Instructors for engineering, mechatronics, and mathematics have been hired in support of the Running Start program • Objective Creating a pathway for students from high school to Running Start. • Outcome The pathway has been created with area high schools so that it permits students to complete high school graduation requirements and begin college classes without interfering with state education funding allocations • Objective. Articulate courses and degrees with the universities through the state system of articulation • Outcome.: One of the engineering courses is articulated with the three state universities, the other course is articulated with two universities and the third is pending. The degree is fully aligned with the Arizona General Education Curriculum for Science (AGEC-S) requirements . • Objective Track student success using baseline data, which will be developed with such measures as cumulative GPA, total credit hours, and retention. • Outcome Students in the program have been tracked since the spring of 2008 cohort began at the college for enrollment and for GPA. 8. Center for Lifelong Learning The Center for Lifelong learning (Cll) has become fully staffed and greatly expanded Cochise College's offerings in workforce training. Its new database has helped determine the success of programs, allowing Cll to adjust its program mix and improve its service to the college and the community 17 Accountability Measures As a result of the support provided, Cll determined to: • Objective. Provide at least two new workforce training programs in each of the College's constituent communities • Outcome In Douglas, workforce programs were provided under the Border Protection Professionals Pre-Academy and for the local call center In Bisbee, Cll offered training for computer skills at the local hospital and Red Cross / CPR training for the local Boys and Girls Club.. Border Protection Professionals Pre-Academies were also offered in Nogales. In Sierra Vista, workforce training was provided for the City of Sierra Vista, Fort Huachuca military personnel and contractors, Sierra Vista Hospital and Cochise County Workforce Development office in computer skills, stress management, customer service and time management The City of Willcox asked Cll to provide customer service training to all city employees. This training was successfully completed • Objective Offer community education programs in underserved areas of the College's service region, including o Douglas o Bisbee o Benson o Willcox • Outcome. A wide range of programs were offered in these traditionally underserved areas, including o Douglas - Programs appeared in all schedules with several new offerings An agreement with Douglas High School was reached to provide space for programs in the community o Bisbee - Programs appeared in each schedule and were held at the Boys and Girls Club of Bisbee . o Benson - In the winter schedule, a full range of programs, including the lunch lecture Series, were held. o Willcox - Due to new construction of the Willcox Center, it was not possible to hold programs in FY 10, but a full schedule of programs will be offered in FY11 . • Objective Record and analyze program enrollment and success, using an improved database • Outcome Database was implemented January 1, 2010 and is being used to record and analyze enrollment • Objective Expand productivity in terms of both enrollment and program growth 18 • Outcome In FY10, 248 total programs were held, compared to 203 programs in FY09 for a 22..2% increase in programs, and total enrollment equaled 2,894, compared to 2,150 in FY2009, for a 34.6% increase in enrollments • Objective Expand the number of partnerships established and/or maintained with community institutions . • Outcome Partnerships were maintained with the following organizations. o Arizona-Mexico Commission o American Heart Association o Bisbee Boys and Girls Club o Bisbee Chamber of Commerce o Bisbee Corral of the Westerners o Bisbee Council for the Arts and Humanities o Border Colleges Consortium o Border Learning Committee o Border Task Force o Cochise County - Arizona Centennial Committee o Cochise County Comprehensive Economic Development Strategy (CEDS) committee o Cochise County Historical Society o Cochise County Tourism Council o Community Partners of Southeast Arizona o Hispanic Association of Colleges and Universities o Museum Association of Cochise County o Naco Heritage Alliance o Rotary o Sierra Vista Chamber of Commerce Leadership Academy o Sierra Vista Historical Society o Southeast Arizona Governments Organization (SEAGO) o Sulphur Springs Valley Historical Society o United Way of Sierra Vista and Cochise County o Warren Ballpark Centennial Celebration Committee 9. Transition Programs In an effort to improve the retention of students in CTE programs, Cochise College developed a Freshman Year Experience Program (FYE) to begin implementation with two cohorts of students in fall of 2009 The FYE was designed to include a summer bridge program and the use of student learning coordinators to work closely with student participants to ensure success (e.g . , intrusive advising, mentoring, and tutoring) The goals of this transition program involve integrating three important concepts into one program to help ensure the academic success of students at Cochise 19 • Successful transition to college • Academic, career and personal/social development • Long-term focus on degree/goal completion The Task Force established the following mission statement "The Freshman Year Experience (FYE) serves the new student by providing a shared experience that promotes a successful transition to college personal, social, academic and career development; and, long-term focus on degree/goal completion . " Accountability Measures The criteria used as the primary indices of success for this project involved a positive gain in the following indices for the cohorts compared to students who did not participate in the FYE. In addition, it expected that there would be a positive change in a student's attitudes and beliefs about college and success in college However, only one cohort was developed in the fall of 2009. This cohort was located on the Sierra Vista Campus. These students were also part of the STEM-focused "Running Start" program. Of the 28 students who began by taking the CPO 150 portion of the FYE, 24 successfully completed the course. These students were also assigned a college staff or faculty member as a mentor during the fall 2009 semester and follow up meetings continued into the spring of 2010. As a result of this experience, Douglas Campus academic staff, TRiO program staff, and Housing staff have begun development of a plan to address the unsuccessful effort to initiate a transition program (FYE) component on the Douglas Campus An appropriate, comparable transition program cohort will begin in the Spring 2011 semester • Objective Term GPA • Outcome. Participating students earned a GPA of 2.85. • Objective Persistence-defined as completion of semester course work. • Outcome All 25 students completed the semester with Cochise College and only five did not earn all of the credit in which they were enrolled . • Objective: Retention-defined as continuing enrollment from semester to semester • Outcome Of the 25 students enrolled in the Fall of 2009, 17 were retained for the Spring of 2010, for a retention rate of 68% • Objective The number of times students earned a "0" or "F" for the semester 20 • Outcome Out of the approximately 125 grades posted for students involved in the program, there were 6 "0" grades, 6 "F" grades, and 2 "W" grades • Objective The number of times students earned a "W" for the semester • Outcome: As noted above, 2 "W" grades were posted out of the 125 total grades.. • Objective' Percentage of students who were retained to the next semester • Outcome As noted above, the retention rate was 68% • Objective: Number of credits the students enrolled in the next semester, • Outcome. The students who originally enrolled in the Fall 2009 semester enrolled in 148 credits for the Spring 2010 semester. 10. Culinary Arts The Associate of Applied Science Degree in Culinary Arts provides training in the culinary arts for direct employment in the field of professional cooking as an assistant to the chef or food and beverages director. Funds were used to hire a full time faculty member to be responsible for establishing teaching standards, for marketing the program, for recruiting students and for coordinating efforts with the local high schools Accountability Measures The goals and objectives of the Culinary Arts project included • Objective Hiring a full time faculty member for the program. • Outcome A full time faculty member was hired • Objective Establishing teaching standards district-wide, • Outcome The new full-time faculty member has begun working on this • Objective: Strengthening a community advisory committee composed of professionals in the field, potential employers and representatives from area high schools. • Outcome Because of the new full-time faculty member, the program was able to strengthen its advisory committee and revise the curriculum • Objective Developing and implementing a marketing plan designed to expand enrollments in the program • Outcome The marketing plan has been postponed until additional space is available, as present facilities could not accommodate additional students. 21 • Objective Streamlining the curriculum so that a student can complete the program in a two-year time frame • Outcome The curriculum has been streamlined for two years and work is in progress for implementing a core culinary curriculum that can be completed in one year • Objective Developing a dual enrollment program with area high schools (articulating the program with the schools who are actually developing culinary programs at the high school level) Outcome High school visits have been made and more will be scheduled., Cochise is assisting with the planning for Buena High School's new culinary facility., Enrollment for dual credit should increase dramatically with Buena's Culinary students, as more than 250 students were present for the culinary arts demonstration., • Objective Increasing enrollments in the program by at least 10% during the 2009/2010 academic year, • Outcome Total enrollments in the Culinary Arts program increased 9%, from 178 in 2008-09 to 194 in 2009-10. This involved a modest 6% decrease at the Ft Huachuca site from 167 to 157 students and a substantial 236% increase at the Douglas Campus site, from 11 to 37 students., • Objective Making revisions to the curriculum with the cooperative efforts of the advisory committee and the new full-time faculty member. • Outcome The AAS degree program was re-worked to have more emphasis on cooking classes . AAS and certificates are now closely related to industry standards. Several new classes were added to curriculum, including Saucier (CUL 217) and Advanced Confections 1 & 2 (CUL 222 & CUL 223) 22 Section III: Budget Overview 1. Early Childhood Education Approximately 5.5% of the Proposition 301 funds spent in FY10 were used to support the Early Childhood Education program Budget Item FY 10 FY 10 Budgeted Amount Actual Expenditures Coordinator Salary $47,500 $35,860.36 Benefits -0- $12,497.15 Total $47,500 $48,357.51 2. Small Business Development Center (SBDe) Approximately 4.7% of the Proposition 301 funds spent in FY10 were used to support the SBDC. - Budget Item FY10 FY10 Budgeted Amount Actual Expenditures Personnel w/benefits $37,971 $32,045.52 Consultants $70000 Supplies $5,852 ..59 Travel $4,229 $2,31331 Miscellaneous $609 12 Total $42,200 $41,520.54 3. Nursing and Allied Health Approximately 374% of the Proposition 301 funds spent in FY10 were used to support the Nursing and Allied Health projects. Budget Item FY10 FY 10 Budgeted Amount Actual Expenditures Administrative Salaries/Stipend $138,600 $117,290.33 Associate Faculty/ CNA, Labs & $87,877 $58,84765 Clinicals, Medical Asst. Classified Salaries $26,224 $27,328.79 Non-student Hourlv Salaries $27,359 $58,551.18 Benefits $59,320 $52,986.39 EquipmenUSupplies $33,839 $16,428.12 Total $373,219 $331,432.46 23 4. Emergency Medical Technician - Benson and Willcox Approximately 1..6% of the Proposition 301 funds spent in FY10 were used to support the EMT programs at these centers. Budget Item FY10 FY 10 Budgeted Amount Actual Expenditures Associate Faculty Salaries $12,870 $11,025.04 Lab Aides $1,760 $1,950.00 Benefits $1,041.24 Instructional Supplies $950 -0- Total - $15,580 $14,016.28 5. Support for Career and Technical Education Programs Approximately 15.3% of the Proposition 301 funds spent in FY10 were used to support expanding the size or improving the quality of CTE programs through provision of facilities, supplies and equipment $8,94248 of the funds originally budgeted for the K-12 Outreach project were utilized instead to support this project through purchase of supplies and equipment for the new CTE facilities at the college . Budget Item FY10 FY 10 Budgeted Amount Actual Expenditures Building Lease and Related Payments $72,770 $126,451.72 EquipmenUSupplies $20,000 $8,942.48 Development and Implementation of $2,230 -0- Outreach Efforts Total $95,000 $135,394.20 6. K-12 Outreach Approximately 0.02% of the Proposition 301 funds spent in FY10 were used to strengthen the links between Cochise College and the K-12 system in the county $8,942.48 of the funds originally budgeted for this project were utilized to support the accessibility of supplies and equipment in the new CTE facilities at the college . Budget Item FY10 FY 10 Budgeted Amount Actual Expenditures Consultants $5,000.00 -0- Miscellaneous $20,000 $212.95 Total $25,000.00 $212.95 24 7. Running Start Approximately 7..6% of the Proposition 301 funds spent in FY10 were used to support work with local school systems to develop the interest, skills and knowledge of high school cohorts in the STEM fields and in criminal justice, while encouraging students to continue through the educational pipeline in these fields, including university-level education . Budget Item FY10 FY 10 Budgeted Amount Actual Expenditures - Full-time Instructor Salary $45,000 $47,702.00 Associate faculty $24,000 -0- Benefits $13,650 $14,384.36 Equipment $30,000 -0- Contracted Services $2,500 -0- Supplies $9,737 $3,225.44 Traininq/Travel $10,000 $2,000.00 Total $134,887 $67,311.80 8. Center for Lifelong Learning Approximately 94% of the Proposition 301 funds spent in FY10 were used to support the Center for Lifelong Learning in reaching out and serving the workforce training and lifelong learning needs of communities and individuals across the College's extended service area Budget Item FY10 FY 10 Budgeted Amount Actual Expenditures Proqram Specialists $65,634 $63,707.22 Benefits $22,465 $17,033.94 Equipment $2,000 -0- Supplies $5,000 $1,923.53 Traininq/Travel $2,500 $376.48 Total $97,599 $83,041.17 9. Transition Programs Approximately 120% of the Proposition 301 funds spent in FY10 were used to support the FYE pilot program designed to assist students in succeeding during their first year of college 25 Budget Item FY10 FY 10 Bud~eted Amount Actual Expenditures Learning Coordinators $73,392 $42,712.14 Tutors (Non-Student Hourly) $50,000 $31,103.35 Summer Bridge Faculty $9,600 $4,840.00 Special Student Hourly -0- $8,565.00 Benefits $21,283 $18,222.45 Supplies $7,800 $920.89 Training/Travel $6,000 -0- MapWorks-Licensing $7,775 -0- Marketing $1,312 -0- Total $177,162 $106,363.83 10. Culinary Arts/Hospitality Administration Approximately 64% of the Proposition 301 funds spent in FY10 were used to hire a full time faculty member in order to support and encourage expanded course offerings at multiple sites in the district Budget Item FY10 FY 10 Budgeted Amount Actual Expenditures - Faculty Salary $58,473.00 $44,040.00 Benefits -0- $13,103.24 Total $58,473.00 $57,143.24 26 SECTION IV: Private Sector/In Kind Contributions See Attachment B for Private Sector/In Kind Contributions. SECTION V: Demographic Profile of District Cochise College serves Cochise County, which has a total population of approximately 140,263 spread over 6,169 square miles The largest community served is Sierra Vista with a population of 46,597, followed, in order of total population, by Douglas, Bisbee, Benson, Willcox, Huachuca City, and Tombstone. Cochise County has several unique features and many challenges. Located in the southeast corner of the state, the county shares borders with both New Mexico and Mexico. The major communities are culturally diverse and geographically separated . Median age in the county (39 .8 years) varies from a low in Douglas of 30.5 years to a high in Benson of 496 years . In Douglas, 78.6% of the population speaks Spanish at home, while in Sierra Vista the number is only 10.9%. The unemployment rate for Cochise County in 2009 was 74%.. Within the county's major population areas, the unemployment rates in 2009 ranged from a low of 44% in Sierra Vista to a high of 129% in Benson. Median household income for the county in 2008 was $43,821, with a per capita income of $22,160. The public sector (government) in Cochise County accounts for 33..2% of all nonfarm civilian employment The largest private sector industry grouping is trade, transportation and utilities, which accounts for 16.6% of all civilian nonfarm employment and 24 .9% of all private sector employment 27 APPENDIX A: Expenditures per Initiative FY10 INITIATIVES Budget Item ECE SBDC Nursing EMT CTE Support Personnel $35,860.36 $24.059.22 $262,017.95 $12,975.04 Benefits $12,497.15 $7,986.30 $52,986.39 $1,041.24 Travel expenses $2.313.31 Supplies & equipment $5,852.59 $16,428.12 $8.942.48 Miscelianeous/Program Implementation $609.12 Contracted Services $700.00 Space Rental $126,451.72 Totals $48,357.51 $41,520.54 $331,432.46 $14.016.28 $135,394.20 INITIATIVES (CONT'D) Budget Item K-12 Outreach Running Start Lifelong Transition Culinary Arts Learning Programs Personnel $47,702.00 $63,707.22 $87,220.49 $44.040.00 Benefits $14.384.36 $17,033.94 $18.222.45 $13,103.24 Travel expenses $2,000.00 $376.48 Supplies & eqUipment $3,225.44 $1,923.53 $920.89 Miscelianeous/Proqram Implementation $212.95 Contracted Services Space Rental Totals $212.95 $67,311.80 $83.041.17 $106,363.83 $57,143.24 Total' Expenditures Budget Item Totals Personnel $577,582.28 Benefits $137,255.07 Travel expenses $4,689.79 Supplies &equipment $37,293.05 Miscelianeous/Proqram Implementation $822.07 Contracted Services $700.00 Space Rental $126,451.72 Totals $884,793.98 28 APPENDIX B FY 2009-2010 (FY10) Private Sectorlln Kind Contributions COCHISE COLLEGE Company/Organization Description Amount of Contribution Lawley Automotive ProvIsion of classroom space, equipment and Intern positions for automotive tralnlnq Not available Lawley Automotive - Ford Store ProvIsion of classroom space and equipment for automotive tralnlnq Not available 23 Private health-related organizations and Individual medical practitioners In-kind support for medical assistant (MA) training Not Available 10 Private health-related organizations In-kind support for emergency medical technician (EMT) training Not Available 6 Pnvate health-related organizations In-kind support for paramediclne training Not Available 10 Private health-related organizations In-kind support for Certified Nursing Assistant (CNA) training Not Available 27 Pnvate health-related organizations and In-kind support for Associate Degree Nursing (ADN) training Not Available individual medical practitioners Sierra Vista Regional Health Center Direct support of Emergency Medical Services Education Est. $60,000 Coordinator for 40 hours per week Copper Queen Community Hospital Five $1,000 scholarships for nursing students $5,000 Total: =: 80 Private Sector Partnership Arrangements Not Available 29 APPENDIX C Summary of Strategic Positioning Emerging Transitional Entrepreneur Existing Worker Worker Worker Worker 1. ECE X X X 2. SSDC X X X X 3. Nursing X X X 4. EMT X X X 5. CTE Support X X X 6. K-12 Outreach X X X X 7. Running Start X X X X 8. Lifelong Learning X X X X 9. Transition Programs X X X X 10. Culinary Arts X X X X 30 APPENDIX D Summary of Cochise College Outcomes - FY10 1. Early Childhood Education (ECE) • The Coordinator of Teacher Education worked with the Professional Career Pathway Project (PCPP) as well as with T.E.A.C.H. Early Childhood® ARIZONA to help recruit and retain child care providers who are receIving scholarships to obtain or renew their Child Development Associate or to earn an Associate degree in Early Childhood Education. In FY10, 12 students were able to take 42 credits of ECE courses via PCPP" Through T.E.A.C.H., 21 participants were enrolled in a total of 212 accumulative credits for FY 2010. • Early childhood education courses are offered on a two year rotating cycle ensuring that students may complete the degree in a timely manner. Resources have been allocated In a manner consistent with this goal. • Adequate resources were provided to maintain the two year cycle of course offerings. • The Coordinator of Teacher Education IS a member of the board of directors of the Cochise Education Foundation, participates in meetings and activities through First Things First and serves as a pOint of contact as well as advisor for T.E.A.C.H. scholars. The Coordinator works with students, community members, and businesses to provide materials and support to local teachers through projects such as the "Tissue Issue". .. Cochise College Early Childhood Education courses are In line with all state standards relevant to the field. Transfer articulation agreements with the state universities are In place based upon the criteria established through the statewIde Early Childhood Education Articulation Task Force. .. Courses offered by Cochise College are fully aligned with state requirements for an Early Childhood endorsement on an Elementary Education teaching certificate, with university early childhood education programs, and with Arizona's ECE Articulation Task Force's Common Course MatriX. 2. Small Business Development Center (SBDC) • 42 Long Term Clients • 23 Business Start-ups • 233 Jobs Created • 5 JOint Counseling Cases 31 3. Nursing and Allied Health • The college continued offering the CNA, MA, RN and EMS programs, is updating and improving all the allied health areas, began work to expand its allied health curriculum to include a new Medication Assistant program, and will expand the CNA program to Willcox In 2011. • The college has continued using the SmarTest to support student success on the NCLEX-RN instrument, with the result being over a 90% pass rate. The college has begun to use the SmarTest for EMT students and is planning to utilize it for the revised Paramedicine program. • The program hired and/or retained the faculty and staff needed for effective delivery of allied health curricula. • The Paramedicine degree program is being refined for enrollment in 2011. • The college continues its partnership with the American Heart Association for ACLS and PALS training through its Center for Lifelong Learning. • The program has begun reviewing and revIsing the cUrriculum based on a customized, detailed analysIs of the most recent NCLEX results. 4. Emergency Medical Technician (EMT) and Paramedicine • One complete EMT course has been offered every semester at the Benson Center, with a range of 10-24 students, with plans for offering EMT174 for Fall 2011 at the Willcox Center. • The assistant director of Allied Health position has remained unfilled this year while its value IS assessed. • A strong relationship between the Benson EMT program and Health Care Innovations (Benson ambulance) provides employment opportunities for students completing EMT174. 5. Career and Technical Education (CTE) • The BCT and HVAC programs were housed In a leased facility near the Sierra Vista campus dUring FY10, then relocated to a modified CTE Building on campus. These modifications included fencing to enclose the back of the building to store supplies, the dropping of power and compressed air lines into two new labs In the building, the piping of natural gas into the HVAC lab, and the addition of new stools and tables for the BCT lab. • The lead instructor for the BCT program became involved In several off-campus events to raise community awareness regarding the BCT program. ThiS included work with the Southern Arizona Contractors Association (SACA) and with Habitat for Humanity. 32 • The curriculum was modified for BCT courses; the classes were expanded and an online component was included to expand the material covered In class. • Outcome: Enrollment was expanded In certain CTE programs, including Avionics Technology (which increased 65%, from 20 enrollments to 33 enrollments) and BCT (which Increased 86%, from 169 enrollments in 2008 to 316 In 2010). 6. K-12 Outreach • The project entitled "K-12 Outreach" did not really become engaged in the activities specifically planned for it although other activities at the college have been developed to encourage high school student achievement and transition to higher education. 7. Running Start • Marketing brochures were created and distributed at numerous venues. In addition, several Cochise College representatives attended meetings and functions with stakeholder groups. Running Start programs have also been featured in various local media. e There are junior and senior cohorts on the Sierra Vista campus and a senior cohort on the Douglas campus. e The mechatronlcs program was approved by the college and the program was launched. • The Running Start version of the college's Administration of Justice program was Initiated on the Douglas Campus during the spnng 2010 semester. • The college has developed one engineering/physIcs lab and one fully-eqUipped mechatronics lab. • An advisory committee including representatives from Ft. Huachuca was established and has met. • Instructors for engineering, mechatronics, and mathematics were hired In support of the Running Start program. • A pathway was created with area high schools so that students can complete high school graduation requirements and begin college classes without Interfering with state education funding allocations. • One of the engineenng courses is articulated with the three state universities; the other course is articulated with two universities and the third IS pending. The degree IS fully aligned with the Arizona General Education Curriculum for Science (AGEC-S) requirements. 33 • Students in the program have been tracked since the spring of 2008 cohort began at the college for enrollment and for GPA. 8. Center for Lifelong learning (Cll) • The Center delivered at least two new workforce training programs in each of the College's constituent communities. • Cll offered community education programs in underserved areas, including Douglas, Bisbee, and Benson. Due to new construction of the Willcox Center, it was not possible to hold programs In FY 10. but a full schedule of programs will be offered in FY11. • The staff began recording and analyzing program enrollment and success, using an Improved database. • Cll expanded productivity In terms of both enrollment and program growth, with a 34.6% increase in enrollments and a 22.2% Increase In programs.. • Cll established and/or maintained 24 partnerships with a wide variety of community institutions. 9. Transition Programs • Participating students earned a GPA of 2.85. • All 25 students completed the semester with Cochise College and only five did not earn all of the credit In which they were enrolled. • Of the 25 students enrolled In the Fall of 2009, 17 were retained for the Spring of 2010, for a retention rate of 68%. • Out of the approximately 125 grades posted for students Involved In the program, there were 6 "0" grades, 6 "F" grades, and 2 "W" grades. • The students who onglnally enrolled in the Fall 2009 semester enrolled In 148 credits for the Spnng 2010 semester. 34 10. Culinary Arts/Hospitality Administration Program • The College hired a new full time faculty member who has worked with associate faculty and a community advisory committee to improve and expand the curriculum and began establishing district-wide teaching standards. • The AAS degree program was revised to place more emphasis on cooking classes. AAS and certificates are now closely related to industry standards. The curriculum has been streamlined for completion within a twoyear time frame; work has begun on implementing a core culinary curriculum that can be completed In one year; and several new classes were added to the curriculum. • Enrollments in the Culinary Arts program increased by 9%, from 178 in 2008-09 to 194 in 2009-10. • College personnel have made high school visits and helped with planning Buena High School's new culinary facility. More than 250 students were present for the culinary arts demonstration at the high school. 35 REPORT ON WORKFORCE DEVELOPMENT EXPENDITURES A.R.S. §15-1472 FY 2009-10 COCONINO COUNTY COMMUNITY COLLEGE DISTRICT Submitted by: Dr. Leah Bornstein President 36 COCONINO COMMUNITY COLLEGE 2800 South Lone Tree Road Flagstaff, Arizona 86001 928.527.1222 www.coconino.edu OVERVIEW Given its expansive district and limited resources, Coconino Community College (CCC) is continually challenged to provide effective countywide workforce development programs and services. Economically, Coconino County is in a state of transition from resource-based employment (e . g, forest products, mining, grazing) to tourism and technology-based industries. However, the outcomes achieved via Prop 301 funds will enable CCC to work toward fully accomplishing its mission. to provide personalized and accessible opportunities in higher education by offering transfer, career, and technical programs to county residents EXECUTIVE SUMMARY CCC's Lone Tree Campus and district offices were completed in January 2002.. The College then focused resources at the original Fourth Street Campus on career and technical education.. Fourth Street houses the Industrial Technology and Construction programs, the CISCO Academy Regional Center, the Nursing Program, three informational technology training labs, a videoconferencing classroom, Fire and Emergency Medical Sciences, Allied Health programs, Culinary Arts, an exercise/dance studio, adult education and GED testing, the Small Business Development Center, and the Community and Corporate Learning Center The adult education classroom furthers partnership opportunities with the Arizona Department of Economic Security CCC continues to enhance and leverage existing resources and partnerships to expand its delivery of workforce development programs and activities throughout the District CCC's Fourth Street Campus and Technology Center serves as the nexus of these efforts This location is in close proximity to the Coconino Career Center and local Workforce Investment Board (WIB) and the Arizona Department of Economic Security (DES) office, two key College partners The Coconino County Workforce Investment Board has certified the College as a training provider, in full compliance with Workforce Investment Act requirements.. Consequently, the Career Center and DES will supplement the College's service delivery and direct their clients to the training opportunities available at CCC. 37 SECTION I: Introduction CCC is the main training entity in workforce development for the county. Due to the rural nature of the county and its dispersed population, for-profit training institutions are not viable. The College must meet this need To do so in the rural environment is costly and challenging. In FY 02, CCC utilized Proposition 301 funding to support three key areas of workforce development training including support for the Fourth Street Campus and Technology Center, CISCO and the Industrial Technologies and Construction department Funding for these areas has continued with the addition of the new nursing program in FY 04. For FY 10 support for these areas will again continue with the exception of support for the Fourth Street Campus and Technical Center which needed to be transferred to the General Fund due to the decline in funding. SECTION II: Strategic Positioning for Workforce Development and Accountability Measures 1. CISCO The College's CISCO Networking Academy program is the Regional Center in northern Arizona. The CISCO program was implemented in July 2001 Student, community, and business interest in the CISCO program has been strong; CCC serves as the regional training center and continues to develop and support local academies under the CISCO structure.. Continued support for CISCO enabled CCC to provide training for additional instructors at the local academy level and provide instruction for students at CCC Work Force Development funded salaries and benefits for the coordinator for the CISCO program.. All operating costs were supplemented by the general fund This initiative was supported with $34,550 or 9.2 percent of the Prop 301 budget 2. Industrial Technology/Construction Early in FY 03, the Fourth Street Campus and Technology Center was remodeled. This project included construction of a shop and classrooms to house the Industrial Technologies and Construction program.. The ITC program serves as the trades' training center and provides crucial training opportunities for the district's burgeoning construction trades including recent growth in the green building emphasis areas. This year's funding supported the salary and benefits of the Department Chair of Industrial Technology and Construction to ensure continued management and growth of viable programs This initiative was supported with $85,225 or 22.6 percent of the budget 3. Nursing The College's newly established associate of applied science degree in nursing is an exceptional vehicle for fulfilling its mission in prOViding accessible, affordable, and transferable opportunities in higher education to residents of Coconino County.. Rural Arizona shares in the critical shortage of nurses, which negatively impacts the quality of healthcare and the general economy of the state. The College's nursing program is impacting healthcare and workforce needs by providing a career opportunity with higher 38 pay, while addressing the critical shortage of skilled nurses in northern Arizona.. The program primarily serves students who live in the county, who turn to the Community College for help in meeting their career objectives, and who plan to remain in the county. The demand for this program continues to grow. CCC increased the number of admissions to 40 during the 2007/08 academic year The college obtained full approval of the nursing program in the fall of 2010. WFO funded salaries and benefits for the administrator and two faculty members for the nursing program.. All operating costs were supplemented by the general fund This initiative was supported with $256,888 or 68.,2 percent of the budget SECTION III: Budget Overview See Attachments A for bUdget overview SECTION IV: Private Sectorlln Kind Contributions See Attachment B for Private Sector/In Kind Contributions., SECTION V: Demographic Profile of District CCC serves an 18,608 square mile geographical area,. The district encompasses a region of vast diversity. Approximately 29 percent of the county's 115,000 citizens are Native Americans, residing on five reservations and experiencing 25-40 percent unemployment in their communities. Also, 10 percent of the county's residents are of Hispanic heritage and are substantially under-represented in rapidly growing technology-related occupations., 39 ATTACHMENT A Workforce Development Expenditures FY 2010 COCONINO COMMUNITY COLLEGE Budget Overview,- _ Budget Item :=J Allocated ~~ed ==raudget Balance] % Expended CISCO (B2105C) Salaries $26,409 $26,409 0 100 Benefits $8,141 $8,141 0 100 Sub-total $34,550 $34,550 0 100 Vocational Education (B2155) Salaries $65,952 $65,952 0 100 Benefits $19,273 $19,273 0 100 - Sub-total $85,225 $85,225 0 100 ---'-------- -- -- Nursing (B2134) --r---- Salaries $203,178 $203,178 0 100 Benefits $53,710 $53,710 0 100 Sub-total $256,888 $256,888 0 100 TOTAL $376,663 $376,663 0 100 - 40 ATTACHMENT B Private Sector Contributions FY 2010 Coconino community college is committed to leveraging state dollars with private sector contributions. The chart below indicates the private sector and in kind contributions CCC received during the 2010 fiscal year. Company Amount of Contribution Nestle Purina $5,000 Flagstaff Rotary Foundation $1,000 Flagstaff Medical Center $100,000 Kemper & Ethel Marley Fund $86,159 JP Morgan/Chase Bank $20,000 City of Flagstaff $10,000 Robert & Audrey Erb $1,000 Coconino County Board of Supervisors $5,000 Raymond Foundation $25,000 --- Sunwest Bank $1,500 W.. L Gore and Associates $13,500 CampusWorks $5,000 GeoFund $5,000 Dr. Leah Bornstein & Joe Finley $5,000 Robertson Family Trust $1,000 Hi Line Vending (Pepsi) $3,682 Flagstaff Community Foundation $5,000 Roger & Elizabeth Fontaini $1,000 Mangum, Wall, Stoops, & Warden $1,000 Val & Dale Gleave $1,000 Other undetermined sources $100,000 41 REPORT ON WORKFORCE DEVELOPMENT EXPENDITURES A.R.S. §15-1472 FY 2009-10 GRAHAM COUNTY COMMUNITY COLLEGE DISTRICT Submitted by: Mark Bryce, J.D. President 42 EASTERN ARIZONA COLLEGE 615 North Stadium Avenue Thatcher, Arizona 85552 928.428.8233 www.eac.edu OVERVIEW Eastern Arizona College devised and implemented a Workforce Development Plan for FY 09 to embrace the spirit of Proposition 301 and to address the unique requirements of its rural Graham and Greenlee Counties' service area as well as the Gila Service area by contracted services provided to Gila County by Eastern Arizona College Eastern Arizona College's FY 2010 Workforce Development Plan included the following goals and purposes • Strengthen teaching and learning through support for new instructional technologies and the infrastructure needed for those technologies including continued mediation of classroom facilities . • Assist in the support of the Small Business Development Center (SBDC) to meet the needs of small businesses in Eastern Arizona College's Graham and Greenlee service area.. EXECUTIVE SUMMARY Funding was allocated to achieve proposed goals and purposes.. Eastern Arizona College's workforce Development Plan for FY 2010 targeted two of five categories authorized by A.RS. § 15-1472 SECTION I: Introduction Actual Proposition 301 revenues and expenditures are disaggregated in Attachment A A summary of Eastern Arizona College's Workforce Development Plan matrix is presented in Attachment B. 43 SECTION II: Strategic Positioning for Workforce Development and Accountability Measures 1. Strengthening Teaching and Learning (Mediated Classroom Technology) This proposal was funded to provide continued instruction and training enhanced by the use of new mediated classroom equipment The equipment expenditures directly enhance our Academic Programs Building and new Nursing Education BUilding Classroom mediation continues to positively impact the quality of instruction and student learning outcomes, Eastern Arizona College is committed to fully mediating all classrooms, 2. Facilitate Support for Small Business Development Centers Funding assisted the local SBDC goals of advisement and counseling for new and developing businesses and employment opportunities SECTION III: Budget Overview See Attachment A for budget overview SECTION IV: Private Sector/In Kind Contributions There were none" SECTION V: Demographic Profile of District Eastern Arizona College, founded in 1888, currently serves residents of Graham and Greenlee counties In addition to the main campus in Thatcher, the College delivers educational programs at 12 other locations and contracted services to Gila County" During FY 2010, Eastern Arizona College enrolled 5,179 students in Graham County, 130 students in Greenlee County, 845 students in prison programs, and 4,143 in Gila County for a total of 10,297 students" In Graham and Greenlee Counties service area there was an increase of 15,,5% in Full-time Student Equivalents, and an enrollment increase of 6,1 % as compared to FY 2009, In the Gila County service area there was a 2,,1% increase in Full-time Student Equivalents, despite an 11 % decrease in enrollment to a change in senior tuition waiver policy as compared to FY 2009, The proportion of full-time students In Gila County continues to grow by more than 10% per annum 44 ATTACHMENT A Workforce Development Expenditures FY 2010 EASTERN ARIZONA COLLEGE Budget Overview Budget Item Amount of Expenditure $364,644 35,000 Technical infrastructure including mediated classroom technology .-----=-:..-..t---------=~--:...:- Facilitate support for Small Business Development Center TOTAL $399,644 45 ATTACHMENT B EASTERN ARIZONA COLLEGE Workforce Development Plan Matrix FY 2010 A.R.S. § 15-1472 Goal Accountability Allocation Budgeted Actual Purposes Measurement of Funds Amount Amount Partnerships with Enhance support Graham/Greenlee Graham/ businesses and for economic educational Greenlee educational development and partnerships educational $135,000 $13,487 institutions educational assisted partnerships partnerships Additional faculty for Enhance support Expanded Expanded improved and for occupational occupational occupational expanded training training in areas of training in classroom importance to rural areas of 75,000 0 importance instruction and Arizona to rural course offerings communities Arizona communities Enhance support Other classroom Expanded for classroom training support classroom 75,000 0 training training Technology, Strengthen Continuation of Continuation equipment, and teaching and mediated of mediated technology learning through classroom classroom infrastructure for support for new technology and technology advanced teaching instructional updated computer oanf dcoumppduatteinrg 180,000 351,157 and learning in technologies and equipment equipment classrooms or the infrastructure laboratories needed for those technologies Student services such as Facilitate support SBDC partnership SBDC assessment, for Small partnership advisement, and Business match 35,000 35,000 counseling for new Development and expanded job Centers opportunities To purchase, lease, or lease-purchase of real property, for new construction, None None None NA NA remodeling, or repair of buildings or facilities on real property. TOTAL PROJECTED/ ACTUAL FUNDING 1$500,000 I $399,644 46 REPORT ON WORKFORCE DEVELOPMENT EXPENDITURES A.R.S. §15-1472 FY 2009-10 MARICOPA COUNTY COMMUNITY COLLEGE DISTRICT Submitted by: Dr. Rufus Glasper Chancellor 47 MARICOPA COMMUNITY COLLEGES 2411 West 14th Street Tempe, Arizona 85281 480.731.8000 www.maricopa.edu FY 2009-2010 Proposition 301 Workforce Development and Job Training Annual Report OVERVIEW The Maricopa Community Colleges are committed to the workforce development and job training needs of its many constituents We exist in a dynamic and global environment where workforce demands of the public and private sector evolve and change at a rapid pace, and shifts in population demographics of the workforce present enormous challenges During these challenging economic times, we have worked to align our strategies to ensure partnership development, resource leveraging, and tailored workforce development and training that meets the needs of the employer community in the Greater Phoenix region. SECTION I: Introduction Establishment of Funding Criteria and Process The Chancellor's Executive Council reviews and approves the Proposition 301 allocation process The process stipulates that each College and Skill Center receive a $50,000 base allocation. The most recently established Colleges receive a $50,000 supplemental allocation (Chandler-Gilbert, Estrella Mountain, Paradise Valley, and South Mountain) The balances of allocable funds are distributed to Colleges and Skill Centers on the basis of the annual occupational Full Time Student Equivalent (FTSE) enrollment (see Appendix A) . The allocation process aligns with the FY 10 Proposition 301 Annual Plan that was approved by the Maricopa County Community College District (MCCCD) Governing Board and submitted to the Arizona Department of Commerce As the funds are allocated to the Colleges, they continue to target opportunities that assist in workforce development As defined by state statute, funds were deployed for the following purposes 1. Partnerships with businesses and educational institutions, 2.. Additional faculty members for improved and expanded classroom instruction and course offerings, 3 Technology, equipment, and technology infrastructure for advanced teaching and learning in classrooms or laboratories, 4. Student services such as assessment, advisement, and counseling for new and expanded job opportunities, and 48 5. The purchase, lease, or lease-purchase of real property, for new construction, remodeling or repair of buildings or facilities on real property The Maricopa Occupational Administrators Council was directed to establish an agreed upon set of industry priorities that were recommended to the Colleges for their allocation.. The industry priorities identified for FY 10 were.: • Aerospace and Aviation • Biosciences • High Technology/Manufacturing • Advanced Business and Financial Services • Health Care • Teacher Education • Public Safety/Homeland Security ��� P-20 Career Pipeline Development • Sustainability and Green Technologies • Apprenticeships/Internships and Re-training • Response to Local Workforce Needs In addition, the Colleges were encouraged to give additional consideration to the following emerging workforce trends in the expenditure of their allocation • Changing Demographics in the Workplace • Soft Skills/Job Readiness Development • Systems Thinking as it applies to the Workplace • Math and Science Skill Development • Globalization Each College is required to submit its proposed plan for the use of its allocation which aligns with the recommended industry priorities and emerging workforce trends These plans must be received prior to the allocation of the resources SECTION II: Strategic Positioning for Workforce Development and Accountability Measures The Proposition 301 funds were allocated to the ten Colleges and two Skill Centers with the requirement that the following criteria would be reported for inclusion in the Proposition 301 Annual Report for the District, and were based on their individual College proposed plan required prior to allocation of funding 1 IndustrylWorkforce Initiative per Industry Priorities and Trends 2. Allocation of Funds Spent and Description of Funded Projects 3. Performance/Outcome Measures 4 Private Sector/In Kind Contributions 49 Appendix B includes the FY 10 individual College reports which respond to these criteria The following section is the outcome information regarding the Maricopa Small Business Development Center for FY 10. Maricopa Small Business Development Center (SBDC) An important aspect of workforce development in the 21 sl century economy is nurturing an entrepreneurial workforce The following outcomes resulted from the allocation of Proposition 301 funding to the Maricopa Small Business Development Center. 1.. In 2009-2010, SBDC staff supported the Prop 301 initiative with the following client work • One-on-one counseling to 2,040 small businesses, with 6,019 hours, leading to 443 new jobs, 169 retained jobs, 139 startups, $16 5 million in new capital, and $174 million in increased revenues. • Presented -168 seminars and workshops to 1,511 participants throughout the Phoenix metro area, many at various Maricopa college campuses. 2.. The Maricopa SBDC has extensive partnership relationships throughout the community. The strength of these partnerships can be gauged by the fact that several of the organizations contribute funds to the support of the SBDC. Notable examples include • The City of Phoenix Small Business Department and Neighborhood Services Department, to whose clients we provided business advice and training.. We also provided intensive business assessments and technical assistance to City of Phoenix clients. The City of Phoenix granted the SBDC $25,000 to provide Viral Marketing assistance in 2010 • The City of Mesa Neighborhood Services Department to whose minority, woman, and micro business clients we provided business advice. The City of Mesa contributed almost $75,000 to the SBDC under Community Development Block Grant funding during 2010. • The City of Scottsdale provided office and training space in its downtown facilities for the SBDC. • The City of Glendale and Glendale Community College provided commitments that allowed the AZSBDC Network to bid on the Statewide Procurement Technical Assistance Center grant, which will be decided by year end 3. The Maricopa SBDC has worked hard to increase its linkages with Maricopa's Colleges Significant progress has been made in this regard including • Continuing of the SBDC's first satellite center, "M3 SBDC" (signifying Mesa Minority/Micro business) in October 2005 at the MCC downtown campus 50 • Continuing the operation of a satellite center at the Rio Salado Life Long Learning Center in Surprise which opened in September 2008. • Opening of a satellite center in downtown Scottsdale in Aug 2009, and coordinating seminars and classes with SCC Piute Center • Provided counseling, seminars, and classes for PVCC, with plans to open a satellite office there by year end 2010 • Provided counseling, seminars, and classes for Glendale/Peoria area, with discussions with GCC regarding having an SBDC satellite office in the near future for 2011 • Planning and budgeting for a satellite office at Estrella Mountain in January 2011 Also working on online Entrepreneurship curriculum • Assisted Gateway with small business incubator, and provided assistance with entrepreneurial center planned Co-accredited NxLevel small business curriculum and are looking at other small business offerings 4. Minority Program - Prop. 301 funds the salary for the Program Coordinator, and supports minority centers in Mesa, minority programs offered throughout the District, and classes and workshops specifically targeting minority groups.. Our Minority Program Coordinator was recognized by the U S Small Business Administration as the Minority Advocate of the year for 2010. Results from working with minority clients of the center reflect 134 new jobs, 85 retained jobs, 28 startups, $900 thousand in increased capital, and $3.1 million in increased sales . 5.. High Technology Program - Prop 301 funds the salary for the Program Coordinator, and supports technology programs the Center sponsors throughout the District For example, the SBDC has built relationships with incubators for Chandler-Gilbert (providing two days per week on-site counseling and assistance, along with training, mentor meetings, and other services) and assistance with a new Incubator for Gateway CC, via business plan assistance, serving on advisory committee, etc. 6 In 2010 the Maricopa SBDC and State Office applied for and received a grant from the US Small Business Administration for Clean Technology. A 3-year $140K per year award, the grant is providing additional funding to expand technology offerings to Green businesses, and providing technology readiness assessments, SBIR, intellectual property, entrepreneurial training, and other specialized client services. Results from working with technology businesses of the center reflect 90 new jobs, 37 retained jobs, $5.6 million in increased capital, and $3.1 million in increased sales 51 SECTION III: Budget Overview The Maricopa Community Colleges FY 10 Actual Expenditures totaled $6,028,891 (see Appendix A).. The detailed College reports include the status and outcomes of the Proposition 301 initiatives (see Appendix B). SECTION IV: Private Sector"n Kind Contributions At the request of the Joint Legislative Budget Committee (JLBC), the Maricopa Community Colleges have provided a summary of information regarding the identified private sector contributions and benefits from the use of Proposition 301 funds to support workforce development program outcomes. These contributions are provided in Appendix B by project and by College Please note that the Colleges reported those contributions that could be clearly identified and quantified If there was not an agreedupon formula or mechanism in place to establish a monetary value of the in-kind contribution or service, a dollar amount is not shown. Private sector contributions varied from direct cash to a wide range of in-kind and less tangible benefits to the workforce development programs.. Examples of some of those contributions and benefits include: • Direct cash for program development/expansion/faculty/support staff • Use of facilities • Marketing support • Provision of supplies and course materials • Provision of speakers • Capital (equipment) • Access to state-of-the-art, specialized equipment • Scholarships and tuition for employees enrolled in specialized programs • Career/job opportunities • Internships • Clinical sites for healthcare programs • Collaborative projects with community agencies (shared expenses) • Leveraging additional program dollars from local, state, and federal sources • Strengthening of advisory committees with local expertise and higher level individuals within the industry or employment sector Please note that this document only reflects those contributions and benefits related to specific programs funded by Proposition 301 dollars, not all workforce development programs supported by the ten Colleges. 52 SECTION V: Demographic Profile of District The Maricopa Community College District ranks as the nation's largest system of its kind and is the largest single provider of higher education and job training in Arizona. The District serves as a major resource for those seeking post-secondary education and training .. Consisting of ten regionally accredited Colleges, two Skill Centers and multiple satellite education centers located throughout the 9,000+ square miles of Maricopa County, Maricopa has 3,800 full and 4,100 part-time employees and an annual budget of over $1 billion. Maricopa educates and trains more than 260,000 persons annually, with nearly 220,000 enrolled in credit courses and over 41,000 enrolled in ABE/GED, skill center, non-credit and special interest courses and programs Maricopa's student body is 55 percent female and 42 percent male, ethnic compositions include 55 percent white, 20 percent Hispanic, 7 percent African American, 4 percent Asian, and 3 percent American Indian In the 2008-09 academic year, the District awarded over 18,000 degrees and certificates.. That same year, nearly 6,200 Bachelor degree recipients from Arizona's three pUblic universities graduated with 12 or more credits from the Maricopa Community Colleges The Maricopa Community Colleges are recognized as a premier provider of workforce development and job training programs and services. Maricopa has a tradition of being responsive to employer needs and providing training and education that lead to marketable skills and gainful employment Source. MCCCD 2009 Fact Book 53 APPENDIX A Maricopa Community Colleges FY 2009-10 Proposition 301 BUdget by Charge Centers FY09·10 % Charge Ctr Description Actual $ Actual $ Cum% Numerical Order By CC 1 Aerospace & aviation $ 0.0% 2 Bioscience/biotechnology $ 0.0% 3 High tech $ 143,020 2.4% 4 Advanced business & financial services $ 42,389 0.7% 5 Health care $ 832,433 138% 6 Teacher education $ 567,390 9.4% 7 Public safety/homeland security $ 322,125 53% 8 Career pipeline development $ 233,135 39% 9 Apprenticeships/internships & retraining $ 214,314 3..6% 10 Response to Local Workforce Needs $ 788,529 131% 11 Sustainability & Green Technologies 12 Quality Instruction $ 2,885,556 479% $ 6,028,891 100.0% Sort· Descending Magnitude Budget $ 12 Quality Instruction $ 2,885,556 479% 479% 5 Health care $ 832,433 13.8% 617% 10 Response to Local Workforce Needs $ 788,529 13 1% 747% 6 Teacher education $ 567,390 94% 842% 7 Public safety/homeland security $ 322,125 5.3% 89.5% 8 Career pipeline development $ 233,135 3.9% 934% 9 Apprenticeships/internships & retraining $ 214,314 36% 969% 3 High tech $ 143,020 24% 993% 4 Advanced business & financial services $ 42,389 07% 1000% 1 Aerospace & aviation $ 00% 100.0% 2 Bioscience/biotechnology $ 00% 1000% 11 Sustainability & Green Technologies $ 0.0% 1000% $ 6,028,891 100.0% 54 Maricopa Community Colleges FY09-10 Prop 301 Distnct Summary By Prop 301 Charge Center 1 2 3 4 5 6 7 8 9 10 11 12 Advanced Public safety Career Apprenticeships Response to Sustainability Aerospace Bioscience i High tech business & Health Teacher J homeland pipeline internships & to Local & Green Quality &aviation biotechnology financial care education Total security development retraining Workforce Technologies Instruction services Needs Chandler-Gilbert $ - $ - $ 13,192 $ 6,526 $ 563 $ 27,062 $ 137,529 $ 26,273 $ - $ 6,508 $ 546,132 $ 763,783 GateWay $ - $ - $ 60,888 $ - $ 309,214 $ 45,405 $ - $ 45,709 $ 6,077 $ - $ - $ 467,294 Maricopa SC $ - $ - $ - $ - $ - $ - $ - $ - $ - $ 117,578 $ - $ 117,578 Estrella Mountain $ - $ - $ - $ 3,045 $ 30,800 $ 29,528 $ - $ 66,775 $ $ - $ 441,196 $ 571,344 SWSC $ - $ - $ - $ - $ 56,573 $ - $ - $ 24,958 $ - $ - $ - $ 81,530 Glendale $ - $ - $ 27,703 $ - $ (9,810) $ - $ 50,516 $ - $ - $ 4,617 $ 314,166 $ 387,191 Mesa $ - $ - $ 38,188 $ - $ 28,157 $ 64,673 $ - $ - $ - $ 252,225 $ 635,852 $ 1,019,095 Paradise Valley $ - $ - $ - $ - $ 98,662 $ 19,218 $ 124,448 $ - $ - $ 785 $ 100,031 $ 343,144 Phoenix College $ - $ - $ - $ - $ 312,788 $ - $ 9,632 $ - $ - $ 28,156 $ 199,708 $ 550,284 Rio Salado $ - $ - $ - $ - $ - $308,131 $ - $ - $ 208,237 $ - $ 219,384 $ 735,752 Scottsdale $ 3,049 $ 5,487 $ 23,915 $ 54,525 $ 83,094 $ 321,498 $ 491,569 South Mountain $ - $ - $ - $ 32,818 $ - $ 49,459 $ - $ 14,895 $ - $ - $ 107,590 $ 204,762 SBDC/DW $ - $ - $ - $ - $ - $ - $ - $ - $ - $ 295,565 $ 295,565 Total $ - $ - $143,020 $ 42,389 $ 832,433 $567,390 $ 322,125 $ 233,135 $ 214,314 $ 788,529 $ 2,885,556 $ 6,028,891 55 Maricopa Community Colleges FY09-10 Prop 301 Budget $ By Prop 301 Charge Center FY09-10 % Charge Ctr Description Budget $ Budget $ Cum% Numerical Order By CC 1 Aerospace & aviation $ 00% 2 Bioscience/biotechnology $ 0.0% 3 High tech $ 96,042 1.6% 4 Advanced business & financial services $ 94,684 1.6% 5 Health care $ 655,112 11 1% 6 Teacher education $ 511,420 87% 7 Public safety/homeland security $ 315,281 54% 8 Career pipeline development $ 116,351 20% 9 Apprenticeships/internships & retraining $ 105,937 1.8% 10 Response to Local Workforce Needs $ 896,647 15.3% 11 Sustainability & Green Technologies $ 5,000 01% 12 Quality Instruction $ 3,079,398 524% $ 5,875,872 100.0% Sort - Descending Magnitude Budget $ 12 Quality Instruction $ 3,079,398 524% 524% 10 Response to Local Workforce Needs $ 896,647 15.3% 67.7% 5 Health care $ 655,112 11 1% 788% 6 Teacher education $ 511,420 87% 87.5% 7 Public safety/homeland security $ 315,281 5.4% 92.9% 8 Career pipeline development $ 116,351 20% 94.9% 9 Apprenticeships/internships & retraining $ 105,937 1.8% 96.7% 3 High tech $ 96,042 1.6% 983% 4 Advanced business & financial services $ 94,684 1.6% 99.9% 11 Sustainability & Green Technologies $ 5,000 01% 1000% 1 Aerospace & aviation $ 00% 1000% 2 Bioscience/biotechnology $ 0.0% $ 5,875,872 100.0% 56 Maricopa Community Colleges FY09·10 Prop 301 District BUdget Summary By Prop 301 Charge Center 1 2 3 4 5 6 7 8 9 10 11 12 Aerospace & Bioscience! High Advanced Health Teacher Public safety! Career Apprenticeships Response to Sustalnability aViation biotechnology tech business & care education homeland pipeline internships to Local & Green Quality financial services security ~evelopmen & retraining Workforce Needs Technologies Instruction Total Chandler-Gilbert $ - $ $ - $ $ - $ 33,640 $ 116'512 1$ 27,112 $ $ - $ $ 600,983 $ 778,247 GateWay $ - $ - $ ",000 \' - $ 195,773 $ - $ - $ - $ - $ 18,560 $ $ - $ 230,133 Maricopa SC $ $ $ - $ - $ - $ - $ - $ - $ - $ 81,014 $ - $ 81,014 Estrella Mountain $ $ - $ 18.110 $ 18,110 $ - $ - $ - $ 18,110 $ 41,937 $ 60,046 $ - $ 434,455 $ 590,767 SWSC $ - $ - $ - $ - $ 48,293 $ - $ 16,550 $ - $ - $ - $ - $ 64,843 Glendale $ $ $ 34,685 $ - $ 64,000 $ - $ 64,000 $ - $ 64,000 $ - $ - $ 325,607 $ 552,292 Mesa $ $ - $ 27,447 $ - $ 80,280 $ 37,760 $ - $ - Ii - $ 158,200 $ - $ 740,277 $1,043,964 Paradise Valley $ - $ - $ - $ - $ 100,000 $ 5,000 $ 74,021 $ - - $ - $ - $ 109,888 $ 288,909 Phoenix College $ - $ $ - $ - $ 166,766 $ - $ - $ - $ $ 35,940 $ - $ 206' 412 1 $ 409,118 Rio Salado $ - $ - $ - $ - $ $374,288 $ - $ - $ $ 116,129 $ - $ 220,584 $ 711,001 Scottsdale $ - $ - $ - $ 76,574 $ - $ 12,000 $ 44,198 $ 66,129 $ $ $ - $ 327,056 $ 525,957 South Mountain $ $ - $ - $ - $ - $ 48,732 $ - $ 5,000 $ - $ 69,759 $ 5,000 $ 114,136 i$ 242,627 SBDCi'GPEC Dues $ - $ - $ - $ $ - $ - $ - $ - $ $ 357,000 $ - $ - $ 357,000 Total $ - $ - $ 96,042 $ 94,684 $ 655,112 $ 511 ,420 $ 315,281 $ 116,351 $ 105,937 $ 896,647 $ 5,000 $ 3,079,398 $ 5,875,872 57 MARICOPA COMMUNITY COLLEGES FYIO Projected Proposition 301 Revenue and Expenditures Projected Revenue Available for Alloc. 1$ 8,972,900 $ 7,079,600 ALLOCAnONS I FY 2009 FY 2010 Faculty - Salary & Benefits $ 3,649,700 $ 3,578,313 SBDC $ 275,000 $ 315,000 GPEC Dues $ 27,000 $ 42,000 FY 2009IFY20 I0 Allocations to Colleges $ 4,018,200 $ 2,439,474 Contingency Reserve $ 1,003,000 $ 704,813 TOTAL EXPENDITURES.................... $ 8,972,900 $ 7,079,600 FY08 Occ Ed Base New College Per FTSE FY 2010 Colleges/Skill Centers FTSE Prorata Share Allocation Allocation Allocation Allocation College 1,0598 5% 50,000 50,000 $ 77,264 177.264 Estrella Mountain 7724 3% 50,000 50,000 $ 56,3 12 156,312 Southwest Skill Center 2036 1% 50,000 $ 14,843 64,843 Gateway Community College 2,470.8 11% 50,000 $ 180,133 230,133 Maricopa Skill Center 4254 2% 50,000 $ 31,014 81,014 Glendale College 24235 11% 50,000 $ 176,685 226,685 Mesa Community College 3,4797 15% 50,000 $ 253,687 303,687 Paradise Valley Community College 1,0839 50/0 50,000 50,000 $ 79,021 179,021 Phoenix College 2,0946 9% 50,000 $ 152,706 202,706 Rio Salado College 6,0410 2t% 50,000 $ 440,417 490,417 Scottsdale Community College 2,0424 9% 50,000 $ 148,901 198,901 South Mountain Community College 390.8 2% 50,000 50,000 $ 28,49 I 128.491 TOTAL 22.4879 100% 600,000 200,000 $ 1,639.474 $ 2,439,474 FY 2009 Prop 30 I Allocation Colleges/Skill Centers FY07 Occ Ed Prorata Share Base New College Per FTSE Total Allocation Chandler Gilbert Community 9293 4% 50,000 50,000 129,852 $ 229,852 Estrella Mountain 685.4 3~/Q 50,000 ;0,000 95,772 $ 195,772 Southwest Skill Center 2323 1% 50,000 32,460 $ 82,460 Gateway Community College 2,565 I 11% 50,000 358,424 $ 408,424 Maricopa Skill Center 495 I 20/0 50,000 69.18 I $ 119,181 Glendale College 2,475.5 11% 50,000 345,904 $ 395,904 Mesa Community College 3,583 2 16% 50,000 500,684 $ 550,684 Paradise Valley Community College 1,0863 5% 50,000 50,000 151.790 $ 251.790 Phoenix College 2,1713 9% 50,000 303,398 $ 353,398 Rio Salado College 6.4749 28% 50,000 904,744 $ 954,744 Scottsdale Community College 1,9243 8% 50,000 268,884 $ 318,884 South Mountain Community College 408.7 20/0 50,000 50,000 57.108 $ 157,108 TOTAL 23,031.4 100% 600,000 200,000 $ 3,218,200 $ 4,018,200 58 --{ FY 2009-2010 Ii-'-----------------------------------------------, C"i,;·A"''''.L,..''',;k"''''''tJ'''·;;.,'''''<''""·4,~''''j':;·.;''''',;""".)t;",i'" MARICOPA COMMUNITY COLLEGES - CURRENT RESTRICTED FUND 3 PROPOSITION 301 REVENUE AND EXPENDITURE SUMMARY Increasej (Decrease) Amount Percent $ (335,912) -9.84% 40,000 14.55% 12,000 40.00% (1,578,726) -39.29% 203,728 20.37% 1,000,000 -31.61% (2,504,485) -22.00% 0.00% $ (3,163,395) -14.30% FY 2008-09 Adopted REVENUES BUdget % of Total Prop 301 Sales Tax Revenue $ 8,972,900 40.56% Prop 301 CapItal DistributlOn 0.00% Interest Income 200,000 0.90% Fund Balance Carryforward EstImate* 12,948,930 58.53% Total Revenues $ 22,121,830 100.00% EXPENDITURES Quality InstructlOn $ 3,415,310 15.44% Small Busmess Development Ctr. 275,000 1.24% GPEC Dues 30,000 0.14% College Workforce ImtlatIves** 4,018,200 18.16% Reserve** 1,000,000 4.52% Capital DistributlOn*** 0.00% Carryforward EstImate* 11,383,320 51.46% Carryforward for specIal projects 2,000,000 9.04% Total Expenditures $ 22,121,830 100.00% FY 2009-10 Adopted Budget % of Total $ 7,004,600 36.95% 1,000,000 5.27% 75,000 0.40% 10,878,835 57.38% $ 18,958,435 100.00% 7,079,600 $ 3,079,398 16.24% 315,000 1.66% 42,000 0.22% 2,439,474 12.87% 1,203,728 6.35% 1,000,000 5.27% 8,878,835 46.83% 2,000,000 10.55% $ 18,958,435 100.00% $ (1,968,300) 1,000,000 (125,000) (2,070,095) $ (3,163,395) -21.94% NjA -62.50% -15.99% -14.30% FY10 Carryforward Estimates mclude carryforward balances of Prop 301. Colleges will receIve allocatlOns for workforce mltIatlves for workforce needs. *** Mancopa receIved a $1 million scheduled each on FY04-05 and FY 07-08 for capItal distributlOn that IS glVen to a smgle different commumty college campus every year on a rotatmg baSIS. MarIcopa will receIve $1 million m FY07-8 (EMCC), FY09-10 (Chandler-Gilbert), FY09-1O (Williams Gateway) and FYl1-12(Red MountamjEast Mesa) for a total of $5 million. 59 Prop 301 Budget Balances as of 6130110 (Designated Carryforward) Charge FYTD FYTD Fund Unit Center Grant Initiative Description Op Budget Expenditures 320 100 328121 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Electrophysiology EqUipment 328202 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Bioscience Lab Tech Expansion 328006 RE Pr 328138 328304 328417 328418 328119 328200 328201 328509 328122 PROP 301 OTHER Culinary Program 328204 PROP 301 OTHER Legal Studies Electronic 12,278.82 14,593.52 328305 PROP 301 OTHER Fashion Design 27,823.66 13,562.50 327001 PROP 301 ADMIN P301 Faculty 206,412.00 199,707.84 TOTAL PHOENIX COLLEGE 522,517.68 550,283.84 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 232,016.69 312,787.57 44150 PROP 301 TEACHER EDUCATION 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY 43,986.51 9,632.41 44170 PROP 301 CAREER DEVELOPMENT 44180 PROP 301 INTERNSHIPS & RETRAINING 44190 PROP 301 OTHER 40,102.48 28,156.02 45430 PROP 301 QUALITY INSTRUCTION 206,412.00 199,707.84 522,517.68 550,283.84 Charge FYTD FYTD Fund Unit Center Grant Initiative Description Op BUdget Expenditures 320 150 328009 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Immunohistochemistry Tral 328205 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Cadavar Specimens 328106 44120 PROP 301 HIGH TECH Cisco Networking Equip 328109 44120 PROP 301 HIGH TECH CAD Program Software 328233 44120 PROP 301 HIGH TECH CAD Faculty 34,685.00 27,703.11 328101 44140 ARE 328102 4414 ARE 328301 4 THCARE 328415 441 301 H HCARE 328110 44150 PROP 301 TEACHER EDUCATION 328007 44160 PR /HOMELAND SECURI 328100 OM NDSECURI 328103 OM SECURI 328107 ELAND SECURITY 328108 ELAND SECURITY 328206 OMELAND SECURITY 60 328207 328008 328105 328413 328414 328104 328416 327001 PROP 301 OTHER PROP 301 ADMIN TOTAL GLENDALE 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION 44160 PROP 301 PUBLIC SAFETY/HOIVIELAND SECURITY 44170 PROP 301 CAREER DEVELOPMENT 44180 PROP 301 INTERNSHIPS & RETRAINING 44190 PROP 301 OTHER 45430 PROP 301 QUALITY INSTRUCTION 34,685.00 64,167.11 . 57,610.41 . .53,839. 129,306. 325,607.00 665,215.01 27,703.11 (9,810.16) • 50,815.79, 22043.41 38844.73 FYTD Expenditures 15309.06 30095.78 . _.' 0 o 45709.05 .0 .18 FYTD 22043.41 44128.33 o Op BUdget N Polyso Electroneurodiagnotics Learning Center Tutor OSH Technology ABE & ESL Cent ESLCenter T-Ten indus NG ING 441 441 0 44140 44140 44140 44140. 44140 44140 44140 44140 44140 44140 44140 44140 44150 44150 44160 44170 44170 4 Grant Initiative 328112 328401 328426 328011 328013 328111 328209 328235 328236 328237 328241 328300 328302 328303 328402 328403 328404 328427 328429 328430 328432 328208 328311 328055 328010 328400 328113 328238 Charge Center 200 Unit 320 Fund 61 36789.18 0 596,022.70 467,293.57 66,171.74 60.888.14 353,175.70 309,214.36 ' 32,378.74 45,404.84 i<~ 98,432.85 45,709.05 9,074.49 6,077.18:,: 36,789.18 596,022,70 467,293,57 117,578.00 117,578.00 117,578.00 117,578.00 Cosmetology Statrtup P301 Faculty Water Technologies Quality SpeCialist Program Rapid Response Contingency P301 Faculty 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY 44170 PROP 301 CAREER DEVELOPMENT 4 oF> 301 INTERNSHIPS & RETRAINING 441 OP 301 OTHER 45430 PROP 301 QUALITY INSTRUCTION 44180 PROP 301 INTERNSHIPS & RETRAINING 44180 PROP 301 INTERNSHIPS & RETRAINING 44190 PROP 301 OTHER 45430 PROP 301 ADMIN TOTAL GATEWAY 328014 44190 PROP 301 OTHER 327001 45430 PROP 301 ADMIN TOTAL SKILL CENTER 328239 328431 328012 327001 320 210 Charge Fund Un~ Cen~r 320:~-~21~3~--:3~2~8~04';"7=-=i==~==~~==~=".....~~~~~~~~~,.... 328048 328223 328131 328132 327001 FYTD 157,500.26 24957.75 o 81,530.40 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY 44170 PROP 301 CAREER DEVELOPMENT 44180 PROP 301 INTERNSHIPS & RETRAINING 44190 PROP 301 OTHER 45430 PROP 301 QUALITY INSTRUCTION 130,674.84 56,572.65 157,500,26 81,530.40 Fund Unit Charge Center Grant Initiative Description FYTD Op Budget FYTD Expenditures 320 250 328016 328136 44120 PROP 301 HIGH TECH 44120 PROP 301 HIGH TECH Biotechnology Prog Expnslon ManufactUring Program 12571.02 1914.91 oo 62 1,221,604.03 38187.68 28157.02 64672.51 87390.19 73936.73 o 90898.57 635,852.35 1.019,095.05 67447 81851:9 64672.51 87420:96 73936.74 613.42 90898.57 740,277.00 High Tech Program HealthcarePrOgrams Teacher Ed Exp Culinary A Vet Tech P Interior Desig High Demand P301 Faculty 44120 PROP 301 HIGH TECH 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION 44190 PROP 301 OTHER 44190 PROP 301 OTHER 44190 PROP 301 OTHER 44190 PROP 301 OTHER 45430 PROP 301 ADMIN TOTAL MESA 328419 328015 328017 328018 328019 328020 328137 327001 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION .44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY 44170 PROP 301 CAREER DEVELOPMENT of' 301. INTERNSHIPS & RETRAINING OP 301 OTHER 45430 PROP 301 QUALITY INSTRUCTION 81,932.93 81,851.90 740,277.00 1,221,604.03 38,187.68 Charge FYTD FYTD Fund Unit Center Grant Initiative Description Op BUdget Expenditures 320~-";3~0~0;;""-""3;';2;';'80~2~2~":'44~1~2~0';";"'-=P~R';'O~P~30;"1~H~IG'"H-:-=T:E~C~H~----------~M~o~ti';"'on~P;;'ic~tu-re-=T"'el"'e"'vi-sl-o-n-----------.;.:;...;.,;;,,;;,;i~--""O-=:;.;....;;,;,,;,;;.;.~O 328025 44120 PROP 301 HIGH TECH Computer Lab 0 0 328027 44120 PROP 301 HIGH TECH Culinary Arts EqUipment 0 0 328028 44120 PROP 301 HIGH TECH Monitors for Architectural 0 0 328053 44120 PROP 301 HIGH TECH Autocad Software 0 0 328126 44120 PROP 301 HIGH TECH ForenSIc SCience Production 0 0 328211 44120 PROP 301 HIGH TECH Betabolic Cart 0 0 328213 44120 PROP 301 HIGH TECH Revit Software 0 0 328214 44120 PROP 301 HIGH TECH Clinical Simulators 0 0 328408 44120 PROP 301 HIGH TECH Animation Technology Cert 3052.9 3048.9 328021 4 PROP 301 BUS & FINANCIAL SERVICES Hospitality &Tourism 0 0 328026 44 LTH CARE Hi Te 00 328234 CARE Nursi . 0 0 328406 CARE Local 2 5486.72 328407 4414 PR CARE YogaTOO 328210 44150 PROP 301 TEACHER EDUCATION Taking Courses to Higher 0 0 328409 44150 PROP 301 TEACHER EDUCATION Faculty ProfeSSional Deve 27350.25 23915.14 328428 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY' SRPMIC Public Safety Acad 96583.11 0 328023 44170 PROP 301 CAREER DEVELOPMENT English for SpeCial Purpo 0 0 328024 44170 PROP 301 CAREER DEVELOPMENT CIS Fast Track Certification 0 0 328054 44170 PROP 301 CAREER DEVELOPMENT Home Remodeling Program 0 0 328123 44170 PROP 301 CAREER DEVELOPMENT Program Promotion 0 0 328212 44170 PROP 301 CAREER DEVELOPMENT Architectural 3-D Trainer 0 0 328405 44170 PROP 301 CAREER DEVELOPMENT Accounting TutOring Center 66583.09 54525.16 328124 44190 PROP 301 OTHER Tourism development & mgmt 13621.48 5637.44 328125 44190 PROP 301 OTHER Theatre Production 0 0 328127 44190 PROP 301 OTHER Business Institute 4243.46 61108 328128 44190 PROP 301 OTHER Rapid Response 25052.94 16348.95 63 327001 45430 PROP 301 ADMIN P301 Faculty 327,056.00 321,498.46 TOTAL SCOTTSDALE 569,029.95 491,568.77 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 3,052.90 3,048.90 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY 44170 PROP 301 CAREER DEVELOPMENT 44180 PROP 301 INTERNSHIPS & RETRAINING 44190 PROP 301 OTHER 42,917.88 45430 PROP 301 QUALITY INSTRUCTION 327,056.00 321,498.46 569,029.95 491,568.77 Charge FYTD Fund Unit Center Grant Initiative Description 320 350 328118 44130 1 BUS & FINANCIAL SERVICES ccupational Program 328031 44140 HEALTH CARE Program Expansion 328032 44140 EALTH CARE Dental Assist/Allied Health 328229 44140 P EALTH CARE Healthcare Programs 0 328029 44150 PROP 301 TEACHER EDUCATION Teacher Prep Expansion 0 328230 44150 PROP 301 TEACHER EDUCATION Education Programs 282874.44 328425 44150 PROP 301 TEACHER EDUCATION Education/Early Childhood 25256.31 328030 44160 .PROP 301 PUBLIC SAFETY/HOMELAND SECURITY Public Safety Programs 328033 44170 PROP 301 CAREER DEVELOPMENT AZTEC Software Implementation 328231 44170 PROP 301 CAREER DEVELOPMENT Online ESUUteracy 328232 44180 I RAINING Local Wor~force Needs 328406 44180 I RAINING Local WofktorceNeeds 327001 45430 PROP 301 ADMIN P301 Faculty TOTAL RIO SALADO 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 1.16 44140 PROP 301 HEALTH CARE (4,576.85) 44150 PROP 301 TEACHER EDUCATION 378,863.69 308,130.75 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY 44170 PROP 301 CAREER DEVELOPMENT 44180 PROP 301 INTERNSHIPS & RETRAINING 44190 PROP 301 OTHER 45430 PROP 301 QUALITY INSTRUCTION 220,584.00 219,383.82 799,146.60 735,751.72 Charge FYTD FYTD Fund Unit Center Grant Initiative Description Op Budget Expenditures 320 400 328036 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Bio & Environmental SClen 328139 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Title V Coop BUilding 328037 44120 PROP 301 HIGH TECH Cisco 0 0 328217 44120 PROP 301 HIGH TECH MusIc Busmess 0 0 328423 44120 PROP 301 HIGH TECH Tech SupportlAhwluke 640.63 0 328218 44130 PROP 301 BUS & FINANCIAL SERVICES Business Programs 0 0 328220 44130 PROP 301 BUS & FINANCIAL SERVICES Interpreter Training 64 328306 328307 328421 328035 328215 328216 328034 328308 328422 328424 328140 328219 328220 327001 PROP 301 TEACHER EDUCATION PROP 301 TEACHER EDUCATION PROP 301 CAREER DEVELOPMENT PROP 301 CAREER DEVELOPMENT PROP 301 OTHER PROP 301 OTHER PROP 301 OTHER PROP 301 ADMIN TOTAL SOUTH MOUNTAIN 67375.06 9800 10200 23499.23 o 5000 3834.21 114,136.00 274,238.42 49459.22 o 10096.41 4798.12 oo o 107,589.88 204,761.72 77,175.06 107,589.88 204,761.72 32,818.09 49,459.22 640.63 39,753.29 8,834.21 114,136.00 274,238.42 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY 44170 PROP 301 CAREER DEVELOPMENT 44'180 PROP 301 INTERNSHIPS & RETRAINING, 44190 PROP 301 OTHER 45430 PROP 301 QUALITY INSTRUCTION Fund Op Budget 320 Unit 450 Charge Center 328041 328310 328309 328312 328313 328039 328017 328221 328040 328130 328420 328141 328240 327001 Grant 44100 44120 44130 44130 44130 44140 44150 44150 44160 44160 44170 44190 44190 45430 Initiative PROP 301 AEROSPACE & AVIATION PROP 301 HIGH TECH PROP 301 BUS & FINANCIAL SERVICES PROP 301 BUS & FINANCIAL SERVICES PROP 301 BUS & FINANCIAL SERVICES PROP 301 HEALTH CARE PROP 301 TEACHER EDUCATION PROP 301 TEACHER EDUCATION PROP 301 PUBLIC SAFETY/HOMELAND RITY PROP 301 PUBLIC SAFETY/HOMELAND ITY PROP 301 CAREER DEVELOPMENT PROP 301 OTHER PROP 301 OTHER PROP 301 ADMIN TOTAL CHANDLER GILBERT Description Aerospace & Williams - New Hanger Solar Panellntall Prg Library Oce Ed Resources Wison Education index Crimi ustice rogram Teacher Ed Program Exp Teacher Ed Law Enforcement Academy Fire Science Business & Computing Stud Electric Utility Tech Pro CGCC Rapid Response P301 Faculty FYTO o 20431.06 6526 oo 562.87 o 27061.68 113646.2 24935.39 26272.99 6507.62 62386.01 600,983.00 889,312.82 FYTD Expenditures o 13191.7 6526 ,0 ,0 562.87. o 27061.68 1125 2493 26272.96 6507.62 o 546,131.55 763,783.11 13,191.70 6,526.00 562.8Y" 27,061.68 137,528.73. 26,272.96 20,431.06 6,526.00 562.87, 27,061.68 138,581.59 26,272.99 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION 44160 PROP 301 PUBLIC SAFETY/HOMEi.J!.ND SECURITY 44170 PROP 301 CAREER DEVELOPMENT 65 . 301INTERNSHI~S& RETRAINING 301 OTHER PROP 301 QUALITY INSTRUCTION 600,983.00 889,312.82 546,131.55 763,783.11 Charge FYTD FYTD Fundl~_-:U;.:,n~it;,..._-:::C:,:;e~n~te~r_,,:"G~ra::::n;.;;t-:;ln::;i~ti~at;:.iv::;e~:,,:,:,,:,~=~ ~~~;;,;;";;,;,;.. O=P.;:B;";;u;,;;d~g.;;.et::"",:-:-:,::,,,,,:.....;E=:x;;:p;;,,;e;;,n;,;;d::.;it:;;u;;,,;re;;:s::- 320 500 328046 44120 PROP 301 HIGH TECH 0 328043 44140 PR HEALTH CARE 328044 44140 P 1 HEALTH CARE 328045 44150 PROP 301 TEACHER EDUCATION 328042 44160 P 301 PU ETY/HOMELAND SECURITY· 328222 44160 301 PUB ETY/HOMELAND SECURITY 328129 44190 PROP 301 OTHER 328135 44190 PROP 301 OTHER 327001 45430 PROP 301 ADMIN TOTAL PARADISE VALLEY 785.13 100,030.81 343,143.91 98,662.18 19,218.20 124,447.59 7,446.40 22,484.85 109,888.00 494,935.16 198,404,01 23,634.58 133,077.32 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY 44170 PROP 301 CAREER DEVELOPMENT 44180 PROP 301 INTERNSHIPS & RETRAINING 44190 PROP 301 OTHER 45430 PROP 301 QUALITY INSTRUCTION Fundi 320 Unit 550 Charge Center 328225 328228 328410 328050 328226 328049 328133 328224 328227 328051 328411 328052 328134 328412 327001 Grant 44110 44130 44130 44140 44140 44150 44150 44150 44150 44170 44170 44190 44190 44190 45430 Initiative PROP 301 BIOSCIENCE/BIOTECHNOLOGY PROP 301 BUS & FINANCIAL SERVICES PROP 301 BUS & FINANCIAL SERVICES PROP 301 HEALTH CARE PROP 301 HEALTH CARE PROP 301 TEACHER EDUCATION PROP 301 TEACHER EDUCATION PROP 301 TEACHER EDUCATION PROP 301 TEACHER EDUCATION PROP 301 CAREER DEVELOPMENT PROP 301 CAREER DEVELOPMENT PROP 301 OTHER PROP 301 OTHER PROP 301 OTHER PROP 301 ADMIN TOTAL ESTRELLA MOUNTAIN Description BiOSCience K-12 Banking & Finance Business & IT Fields Support tection Tech Teacher Education Hybrid Post Bac Program Ed Pathways Prog Dev Speech/Lang Pathology Ass Career Pipeline Pre-englneenng & SMET PR Culinary Studies Rapid Response ACE Coordinator P301 Faculty FYTD Op BUdget o o 33101.62 51938.51 o 31517.79 700 277.85 5647.02 45285.32 46351.73 506.2 1575.95 o 434,555.00 651,456.99 FYTD Expenditures oo 3045.23 3079\).91 . '0 23952 oo 5575.71 21512.94 45262.5 o oo 441,196.03 571,344.32 TOTAL ALL CAMPUSES 6,958,557.62 5.733,325.86 66 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 320 700 45430 PROP 301 QUALITY INSTRUCTION 327030 45430 PROP 301 SBDC 327583 45430 GPEC DUES 2010 TOTAL Total FY09-10 P301 Expenditure SBDC GPEC Dues 434,555.00 651,456.99 315,000.00 42,000.00 357,000.00 441,196.03 571,344.32 253,565.20 42,000.00 295,565.20 6,028,891.06 67 COLLEGE/SKILL CENTER: Appendix 8 - College Detail MARICOPA COMMMUNITY COLLEGES FY 2010 Proposition 301 Annual Report Chandler-Gilbert Community College FY 2010 PROPOSITION 301 AMOUNT: .....:$~_.....::$c;::2:..::.l-"--7,2....:6=5:.=2'----_->.(Reportshould include actual and/or planned uses of funds.) Charge Prop 301 Initiative Amount Performance/Outcome Private Sector Center Title Spent Initiative Description Measures Contributions 7 Fire SCience $24,935 Continued support for development of 1) Continued Seeking continued access CGCC's Fire SCience program to meet the employment of to specialized facilities and needs of the local community fire program director on equipment for training In departments special services partnership with Chandler contract and Gilbert fire departments 2) Continued EMT and FSC courses In fall 09 and spring 10 enrolling non-sponsored students at the Williams campus 3) Continued partnerships with Chandler and Gilbert fire departments for sponsored student cohorts 4) Increasing demand for the classes 68 7 TLarawinEinngfoArcceamdeemnty $112,593 oLpaewraEtninfgorscuepmpeonrtt Training Academy (LETA) 1) Cofopnrtoingureadmedmirepclotoyrm, ent Cmounlttiipnlueeldawpaerntnfoerrcsehmipewntith clerical support staff agenCies (Mesa, Chandler, I members Gilbert, Tempe, PhoeniX, 2) Purchase Instructional Peoria, Maricopa County) and general supplies, sponsoring recruits and maintain vehicles and providing access to equipment specialized training facilities 3) Completion of cohort 4 and equipment; continued & 5 (graduating 26 partnership with Central cadets) and Arizona College for access preparation for to driving track admission of cohort 6 In fall 2010 i25 cadets) 6 Teacher EducatIOn $27,062 Teacher preparation program support 1) Continued employment Multiple partnerships with of teacher education local public school districts program adVisor to and with private schools to support student support student externshlp persistence to and service learning I associate degree experiences; transfer and attainment and to articulation agreements with facilitate transfer and ASU, NAU, and Grand articulation Canyon University 2) Program adVisor outreach contributed to 1,054 adVisement visits In 2009-10 an 86 percent Increase In adVisor visits from 08- 09 (from 919 to 1054) 8 BUSiness and $26,273 Operational support for coordinator of 1) Provided coordinator Continued partnerships with Computing Studies BUSiness and Computing Studies to adVise BUSiness local bUSiness and Industry Student AdVisement enrichment program and Computing representatives serving on Studies students, to program adVISOry conduct outreach and committees and emplOying recruiting services, to graduates coordinate stUdent internships, and to Worked with adVisors from Identify partnership ASU, NAU, UoA and Grand opportunities with Canyon University bUSiness, Industry, 69 and upper division education providers 2) Provided personal advisement to 200 business and computing studies students and support to 100 students online 3) Developed documents regarding degree and certificate programs offered within the divIsion ~, Library Occ Ed $6,526 I Supplement funding of eXisting Initiatives 1) Additional support for NA Resources NurSing, Law Enforcement Training Academy, Teacher Education, BUSiness and Computing Studies, Fire SCience, and Electric Utility Technology 10 Electric Utility $6.508 Electric Utility Technology Program support 1) Expanded enrollment Continued donation of Technology by supporting specialized equipment and summer contract for supplies by APS and SRP I program coordinator for recruitment and retention 2) Supported program activities by providing fuel and repairs for specialized vehicles and eqUipment 70 5 Nursing $ 563 Nursing program operating support 1) Continued support of Multiple hospitals and program by healthcare facilities purchasing contribute by providing Instructional and access for clinical general supplies, and education; Includes funding specialized Chandler Regional, Mercy database Gilbert, and Gilbert subscnptions, instate Emergency Hospitals travel. 3, 11 Solar Program $13,192 Solar Panel Installation Program 1) Supplies, equipment Development and part time wages to equip warehouse for solar classes and upcoming course offenngs 2) Design and manufacture for roof truss cart (classroom supplies) 71 COLLEGE/SKILL CENTER: MARICOPA COMMMUNITY COLLEGES FY 2010 Proposition 301 Annual Report September 2010 Estrella Mountain Community College FY 2010 PROPOSITION 301 AMOUNT: -"$'---'1..::::..56=,=31=2'----- _ (Report should include actual and/or planned uses of funds.) Charge Prop 301 Initiative Amount Performance/Outcome Private Sector Center Title Spent Initiative Description Measures Contributions These career fields have been identified as Contmue to update a list the top career mterests of students who have of students mterested in taken the Kuder Career Assessment through the major (baseline) EMCC. Conduct at least one adVIsement seSSIon with Providing discIpline specific adVIsement each student (from and a case management approach m serving contact list) each students m these fields will mcrease student semester (fall/spring)- retention to graduatiOn and Improve student 75% Program AdvIsor satisfactIon with the serVIces they receive. Encourage students to 8 BUSlOess and IT Fields $36,220 take a career Scope of work: assessment, follow up WIth results- 50% • ProvIde one stop student service to Meet WIth diSCIpline students, primarily those 111 the selected faCUlty each semester- • Sfieerldvse (aasbtohveel)iaIson to faculty 111 these C10o0n%tact university I diSCIplines to proVide a means of shanng diSCipline specific I 111formatlOn between student serVIces and adVIsors for updates-the faCUlty regarding curriculum and 75% program issues PartIcipate 111 diSCipline 72 • Connect with university representatives In specific career fairs at these disCiplines to keep updated on EMCC-lOO% unIversity program changes ParticIpate in adVIsor • Serve as resource for other adVIsors With updates and provide regard to Issues related to these InformatIOn related to careers/majors the major - 80% • PartiCipate in discipline specific career RetaIn students from fairs (on & off campus) and recruitment fall to sprIng semester - events 75% • Develop contact list of students interested --------------.. In these majors; follow up With 728 students (29%) adVisement appoIntments, career fair expressed interest in Busmess and/or InfonnatlOn Information, Kuder, etc. Technology career fields m • Develop & mamtaIn resources to assist in FY 2009110 adVising students In these majors These career fields have been Identified as ContInue to update a list the top career 111terests of students who have of students interested 111 taken the Kuder Career Assessment through the major (baseline) EMCC. Conduct at least one adVisement sessIOn With ProViding diSCipline specific adVIsement each student (from and a case management approach m serving contact list) each students 111 these fields will Increase student semester (fall/spnng)- SCience, Technology, retention to graduatIOn and Improve student 75% satisfaction with the services they receive. Encourage students to 8 EnPgriongereanmngAadnVdIsMorath $32.220 take a career Scope of work: assessment, follow up With results- 50% • PrOVide one stop student serVIce to Meet with diSCipline students. primarily those 111 the selected faculty each semester-fields (above) 100% • Serve as the liaIson to faCUlty m these
Object Description
TITLE | Arizona Community College Presidents' Council report on workforce development expenditures (A.R.S. [section] 15-1472) |
CREATOR | Arizona Community College Presidents' Council. |
SUBJECT | Community college students--Arizona--Statistics; High school graduates--Arizona--Statistics; Community colleges--Arizona--Statistics |
Browse Topic |
Education |
DESCRIPTION | This title contains one or more publications. |
Language | English |
Material Collection |
State Documents |
Source Identifier | CCD 26.3:W 56 |
Location | o475111675 |
REPOSITORY | Arizona State Library, Archives and Public Records--Law and Research Library |
Description
TITLE | Arizona Community College Presidents' Council report on workforce development expenditures (A.R.S. [section] 15-1472) 2010 |
DESCRIPTION | 174 pages (PDF version). File Size 6,657 KB |
Language | English |
TYPE | Text |
RIGHTS MANAGEMENT | Copyright to this resource is held by the creating agency and is provided here for educational purposes only. It may not be downloaded, reproduced or distributed in any format without written permission of the creating agency. Any attempt to circumvent the access controls placed on this file is a violation of United States and international copyright laws, and is subject to criminal prosecution. |
DATE ORIGINAL | 2010-12-7 |
Time Period |
2010s (2010-2019) |
ORIGINAL FORMAT | Paper |
Source Identifier | CCD 26.3:W 56 |
DIGITAL IDENTIFIER | rpt_workforce_dev2010.pdf |
DIGITAL FORMAT |
PDF (Portable Document Format) |
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REPOSITORY | Arizona State Library, Archives and Public Records -- Law and Research Library |
File Size | 6816447 Bytes |
Full Text | ,! REPORT ON VVORKFORCE DEVELOPMENT EXPEND!TURES A.R.S. §15-1472 FY 2009-10 Data Provided by: Arizona Community College Presidents' Council Districts Report Prepared by: Arizona Community College Presidents' Council December 7,2010 Arizona Community College Presidents' Council Jeanne Swarthout, Ph.D. Northland Pioneer College Box 610 Holbrook, Arizona 86025 December 7,2010 Honorable Janice K. Brewer 1700 W. Washington Phoenix, Arizona 85007 Dear Governor Brewer, On behalf of the Arizona Community College Presidents' Council, it is my pleasure to present you with the Report on Workforce Development Expenditures for FY 2009-10 in accordance with A.R.S. §151472. The Arizona Community College Presidents' Council and 1appreciate your continued support of our mission and the mutual constituents we serve. Sincerely, Jeanne Swarthout, Ph.D.. Arizona Community College Presidents' Council Chair c. Honorable Kirk Adams, Speaker, Arizona House Honorable Ken Bennett, Secretary of State Honorable Robert Burns, President, Arizona Senate Mr. Don Cardon, Director, Arizona Department of Commerce Senator Russell K. Pearce, Chair, Joint Legislative Budget Committee Ms. GladysAnn Wells, Director, Arizona State Library ACKNOWLEDGEMENTS The Arizona Community College Presidents' Council (ACCPC) prepared this report on behalf of the community college districts . Each community college district provided the data contained in this report through their institutional effectiveness/research offices ACCPC thanks the following individuals and the members of their staff. Without their efforts the preparation of this document would not have been possible. Cochise County Community College District Cochise College - Or. Jerome Ward Coconino County Community College District Coconino Community College - Or. Stephen Chambers Graham County Community College District Eastern Arizona College - Mr. Glen Snider Maricopa County Community College District Maricopa Community Colleges - Ms. Beth Hunt Larson Mohave County Community College District Mohave Community College - Ms. Shelly Castaneda Navajo County Community College District Northland Pioneer College - Ms. Debra Myers Pima County Community College District Pima Community College - Or. Nicola Richmond Pinal County Community College District Central Arizona College - Mr. William Brown Yavapai County Community College District Yavapai College - Mr. Tom Hughes YumalLa Paz County Community College District Arizona Western College - Ms. Mary Schaal Dr Maria Vasilieva compiled this report on behalf of ACCPC. Report Overview ,." DISTRICT REPORTS TABLE OF CONTENTS .,. ,..,., ..... "., ," ... , ,..,.."" .. """'"'' '" ....,,,,, , ,,1 Cochise County Community College District Cochise College ,. "" Coconino County Community College District Coconino Community College"., "" , Graham County Community College District Eastern Arizona College" "",." .""" Maricopa County Community College District Maricopa Community Colleges.", Mohave County Community College District Mohave Community College ... ""." Navajo County Community College District Northland Pioneer College" Pima County Community College District Pima Community College" .", , Pinal County Community College District Central Arizona College", .""., Yavapai County Community College District Yavapai Community College." Yuma/La Paz Counties Community College District Arizona Western College", ",,2 ""., ,,36 42 " ".. ",,47 ".,,109 "" ,." .. 115 " ",122 "'''''''''''''''''' "'"'''''''''''''''''''' ..,,, 144 """ ...... ,159 " 165 REPORT OVERVIEW ARS §15-1472 requires community college districts to submit an annual report that outlines each district's expenditures of Proposition 301 Workforce Development funds in the previous fiscal year. Funds for community college districts are broadly targeted at opportunities to assist in workforce development AR S. §15-1472 provides for wide discretion in deploying funds for. 1 Partnerships with businesses and educational institutions 2 . Additional faculty for improved and expanded classroom instruction and course offerings 3.. Technology, equipment and technology infrastructure for advanced teaching and learning in classrooms or laboratories 4.. Student services such as assessment, advisement and counseling for new and expanded job opportunities 5. The purchase, lease or lease-purchase of real property, for new construction, remodeling or repair of buildings or facilities on real property.. Effective July 1, 2001, each district in Arizona established a separate workforce development account to receive tax revenues authorized under Proposition 301 Each district receives $200,000 base revenue annually, and any additional funds received during the fiscal year are apportioned based on audited full time student equivalents (FTSE) This document contains a review of each of the Arizona Community College Presidents' Council (ACCPC) district's expenditures for workforce development programs and initiatives, goals, accountability measures, community and business partnerships, and bUdget Data were submitted by each ACCPC district and compiled by ACCPC. REPORT ON WORKFORCE DEVELOPMENT EXPENDITURES A.R.S. §15-1472 FY 2009-10 COCHISE COUNTY COMMUNITY COLLEGE DISTRICT Submitted by: Dr. J.D. Rottweiler President 2 COCHISE COLLEGE 4190 W. State Highway 80 Douglas, Arizona 85607 520.515.0500 www.cochise.edu OVERVIEW Effective July 1, 2001, each community college in Arizona established a separate workforce development account to receive tax revenues authorized under Proposition 301. Such revenues may be utilized for new initiatives as well as for enhancements to or expansion of existing workforce development efforts that otherwise may be limited due to fiscal restraints. Each year, monies received through Proposition 301 are allocated to support Governing Board-approved workforce development and job training purposes, then a formal Workforce Development Plan is submitted to the State of Arizona in accordance with ARS 15-1472 - Community college district workforce development accounts, reports These purposes may include such goals as • partnerships with businesses and educational institutions • additional faculty for improved and expanded classroom instruction and course offerings • technology, equipment, and technology infrastructure for advanced teaching and learning classrooms and laboratories • student services such as assessment, advisement, and counseling for new and expanded job opportunities • the purchase, lease, or lease-purchase of real property, for new construction, remodeling, or repair of buildings or facilities on real property A report on the outcomes of the annual Workforce Development Plan is generally submitted to the state by December 1 of each fiscal year. This report provides information on the outcomes of the Workforce Development Plan for FY1 O. BACKGROUND To encompass the complex issues related to workforce development, Cochise College adopted and continues to use the Workforce Development Strategic Positioning Model offered by Larry Warford and William Flynn in the February/March 2000 issue of The Community College Journal. Warford and Flynn suggested that workforce development efforts be planned through dividing the local workforce population into four segments "based on the recognition that lifelong learning is rapidly becoming the major growth industry in community 3 colleges and the emerging focus for workforce development" (p. 32). The four major workforce segments identified by the authors are • The emerging worker those typically 22 years of age or younger who are preparing for their first full-time employment; often they do not have the necessary academic skills to advance quickly. • The transitional worker those who are moving from one career to another for a variety of reasons; often their motivation is high but their time is short • The entrepreneur those who operate or own a small to medium-size business and view the local community college as an in-house training center; often they seek a quick and economical return on investment • The incumbent worker those who are currently employed and need additional training to maintain their current job or to take advantage of a promotional opportunity; they often rely on professional development programs and access to educational opportunities to attain new skills at an accelerated pace As in previous years, Cochise College continues to implement and expand workforce development plans by utilizing Proposition 301 funds. EXECUTIVE SUMMARY The Cochise College FY10 Workforce Development Plan implemented initiatives in 10 areas These included the following goals and purposes 1.. Continue to support the Early Childhood Education (ECE) program to meet state, national and local requirements as well as marketplace needs by supporting the position of coordinator of the ECE program.. 2.. Continue to support administrative positions in the Small Business Development Center (SBDC) to help meet local marketplace needs. 3.. Continue to support Nursing and Allied Health programs to better meet the shortages in selected healthcare professional fields 4. Continue to support the expansion of the Emergency Medical Technician (EMT) and Paramedicine programs to the extended learning centers in the College's service area. 5.. Provide adequate space and improve equipment for select Career and Technical Education (CTE) programs. 6 Develop and/or expand K-12 outreach programs to encourage linkages between K-12 students, higher education and the workplace. 7.. Support the College's Running Start Academy, which includes a variety of actions designed to develop increased opportunities for students to acquire Science, Technology, Engineering and Mathematics (STEM) skills and enroll in coursework leading to law enforcement careers 4 8 Expand community and workforce development outreach efforts of the College's Center for Lifelong learning (Cll) through support of two program specialist positions . 9. Support transition programs that are designed to improve the recruitment, retention and success of disadvantaged students. 10. Expand and improve the Culinary Arts/Hospitality Administration program through supporting a new full-time faculty position for the program During FY10, the College anticipated that Proposition 301 revenues would total $925,000. The total amount originally budgeted for FY10 was $1,066,620, with the additional $141,620 to be taken from the FY09 balance brought forward Actual revenues received were $832,90898 Actual expenditures for the year were $884,793. 98.. The additional $51,885.74 was taken from the fund balance from previous years The balance carried forward to FY11 is $1,117,810..21 (See Attachment A for a full summary of actual expenditures for FY1 0.) 5 SECTION I: Introduction To encompass the complex issues related to workforce development, Cochise College continues to utilize the Workforce Development Strategic Positioning Model offered by Larry Warford and William Flynn in the February/March 2000 issue of The Community College Journal. Warford and Flynn suggested that workforce development efforts be planned through dividing the local workforce population into four segments "based on the recognition that lifelong learning is rapidly becoming the major growth industry in community colleges and the emerging focus for workforce development" (p . 32)., The four major workforce segments identified by the authors are • The emerging worker those typically 22 years of age or younger who are preparing for their first full-time employment; often they do not have the necessary academic skills to advance quickly., • The transitional worker: those who are moving from one career to another for a variety of reasons; often their motivation is high but their time is short • The entrepreneur those who operate or own a small to medium-size business and view the local community college as an in-house training center; often they seek a quick and economical return on investment • The incumbent worker those who are currently employed and need additional training to maintain their current job, or those who seek additional training for promotional opportunity; they often rely on professional development programs and access to educational opportunities to attain new skills at an accelerated pace., 6 SECTION II: Strategic Positioning for Workforce Development and Accountability Measures Cochise College has integrated the efforts of 10 initiatives (Attachments B and C) that address the needs of each of the four segments of the workforce noted above, as well as meeting standards for approved activities for use of Proposition 301 funds . Cochise College allocates these funds for workforce development initiatives with the goal of evaluating these programs and, if successful, ultimately moving these programs to institutional funding after they are established Each initiative is outlined below and addresses a host of variables. 1. Early Childhood Education (ECE) According to Arizona's school readiness action plan, "Early education teachers can have a profound impact on a child's potential for success, but Arizona's early education industry provides little incentive for teachers to remain in the field . This plan supports training and education for early childhood teachers, and builds strategies to increase the retention and compensation of early childhood education teachers" To meet this call for support, one of the state plan's "ten action steps" is to "increase the pool and retention of qualified early childhood professionaIs" To this end, Cochise College has, since 2003, provided both degree pathway and workforce skills coursework aimed at addressing the need for qualified early childhood educators . The Proposition 301 funds will continue the salary of the Early Childhood Education Coordinator position in order to maintain program effectiveness. The ever-changing complexities of understanding and working with state and national regulations regarding early childhood education and childcare licensing, protocol, accreditation and certification require the intense focus of effort, time and resources possible only with a full-time ECE program coordinator The ECE Coordinator reports to the Director of the Center for Teacher Education . Courses are offered district-wide. Accountability Measures As a result of this project, the Cochise College Early Childhood Education program accomplished the following. • Objective Recruit students for a professional development program • Outcomes The Coordinator of Teacher Education worked with the Professional Career Pathway Project (PCPP) as well as with T E.AC.H. Early Childhood® ARIZONA to help recruit and retain child care providers who are receiving scholarships through those two agencies in order to obtain or renew 7 their Child Development Associate or to earn an Associate of Applied Science or an Associate of Arts in Early Childhood Education. In FY10, 12 students were able to take 42 credits of ECE courses via PCPP Through T EAC.H, 21 participants were enrolled in a total of 212 accumulative credits for FY 2010 • Objective: Maintain and support faCUlty and staff to ensure program effectiveness. • Outcome Early childhood education courses are offered on a two year rotating cycle ensuring that students may complete the degree in a timely manner Faculty and staff resources have been allocated in a manner consistent with the program timeline and effectiveness. • Objective. Provide support for ECE associate faCUlty . • Outcome Adequate resources have been provided to associate faculty members to maintain the two year cycle of course offerings. • Objective Assist in building collaboration among agencies. • Outcomes: The Coordinator of Teacher Education is a member of the board of directors of the Cochise Education Foundation, which works with the community to award mini-grants for creative and innovative classroom projects, provides grants to assist aspiring teachers who are majoring in education and reside in Cochise County, and provides honoraria and recognition to outstanding teachers. She also participates in meetings and activities through First Things First and serves as a point of contact as well as advisor for T.EAC.H scholars. She also serves as a member of the Bisbee Arts Commission and assists local artists, teachers, and children with funding and events which promote the local art community.. Through her Cochise classes, the Coordinator works with students, community members, as well as businesses to provide materials and support to local teachers through projects such as the "Tissue Issue" • Objective. Maintain curriculum alignment for meeting state standards and university transfer requirements. • Outcomes Cochise College Early Childhood Education courses are in line with all state standards relevant to the field.. Transfer articulation agreements with the state universities are in place based upon the criteria established through the statewide Early Childhood Education Articulation Task Force • Objective Offer courses to satisfy state requirements . • Outcomes: Courses offered by Cochise College are fully aligned with state requirements for an Early Childhood endorsement on an Elementary Education teaching certificate, university early childhood education programs and Arizona's ECE Articulation Task Force's Common Course Matrix 8 2. Small Business Development Center (SBDC) During FY02 and FY03, the SBDC hired a business consultant by matching Proposition 301 funds with SBDC funds to provide consultation services and training to supplement those offered by the Center Director/Consultant. The Center continues to provide an exceptional level of services within the 6,125 square miles of Cochise County, in spite of the limited number of staff Although the Center has attempted to meet requests for services through hiring consultation services on an intermittent contract basis, this approach did not provide sufficient consistency or availability of services within its service area.. The addition of an individual dedicated to these efforts has greatly enhanced the ability of the SBDC to deliver services in support of small business development. The Center partners with the Sierra Vista, Benson, Bisbee and Douglas Chambers of Commerce as well as both the Sierra Vista and the Douglas Economic Development Foundations to deliver workshops. The SBDC offers opportunities to the entrepreneurial and transitional segments of the workforce, and provides continuing training for incumbent, transitional and emerging workers in collaboration with other college centers and departments. Services are available in communities throughout the county, including Douglas, Benson, Naco, Bisbee, Elfrida, Willcox, San Simon, Tombstone and Sierra Vista.. Because of the extensive travel involved for both the Director/Consultant and the Business Consultant to provide consulting and training in these communities, travel reimbursement (based on 9,500 miles x A45/mile) was included in the FY10 budget proposal. Accountability Measures Outcome measures were determined according to the Arizona Small Business Development Network's annual proposal. The Network established goals for the calendar year 2009. The results, as reflected below, have met or exceeded the established goals In the case of job creation, the results were 77.9% higher than the original goaL Service Estimated Outcomes Actual Outcomes Lonq Term Counselinq 35 Long Term Clients 42 Lonq Term Clients Business Start-ups 17 Business Start-ups 23 Business Start-ups Jobs Creation 131 Jobs Created 233 Jobs Created Joint Counselinq Cases 5 Joint Counseling Cases 5 Joint Counselinq Cases These results could only have been achieved with the funds received through Prop . 301 9 3. Nursing and Allied Health The Nursing/Allied Health department strives to meet the needs of the community by providing educational opportunities which prepare students to work in the healthcare professions.. Cochise College currently offers the following degrees, certificates, and courses.: Associate of Applied Science Degree in Nursing, Nursing Assistant certificate program, Medical Assistant certificate program, Emergency Medical Technician course, Paramedicine certificate program, and Associate of Applied Science Degree in Paramedicine. Classes are held district-wide. In addition to the obvious nursing shortages, there is also a documented, critical shortage of allied health professionals in several other areas. The Assistant Director for Allied Health facilitates the College's conducting of needs assessment and feasibility studies for possible new allied health programs.. This development of new health career programs and expansion of current programs provide opportunities for emerging, transitional and incumbent workers.. Private sector contributions and partnerships with regional hospitals and other healthcare organizations are explored and maintained The Director of the Nursing/Allied Health program reports to the Dean of the Douglas Campus and, as noted above, the programs are offered district-wide. Accountability Measures The goals and corresponding accomplishments of the Nursing Program for FY10 were as follows. • Objective: Continue offering the Certified Nursing Assistant (CNA), the Medical Assistant (MA), the Associate Degree Nursing (ADN), the Emergency Medical Services (EMS), and the Paramedicine programs. • Outcome The college continued offering the CNA, MA, AND and EMS programs during FY10.. In addition, the college began work to expand its allied health curriculum to include a new Medication Assistant program, which will begin in summer of 2011 as a result of community demand. This new program requires that students have been CNAs for at least six months before enrolling.. The Paramedicine program is currently on hold with an improved curriculum being developed The intention is to offer the revised program beginning in the fall of 2011 e Objective: Continue use of the SmarTest to improve student ability to pass the NCLEX-RN examination 10 • Outcome The college has continued using the SmarTest to support student success on the NCLEX-RN instrument In fact, the college's result for NLCEX-RN was over a 90% pass rate in the past year Moreover, the college has begun to use the SmarTest for EMT students and is planning to utilize it for the revised Paramedicine program • Objective Hire and retain the faculty and staff needed for effective delivery of allied health programs. • Outcome This has been accomplished, although finding qualified faculty remains a challenge for the Douglas area • Objective. Maintain the recently revived program for the Paramedicine degree and continue the partnership with the American Heart Association for Advanced Cardiac Life Support (ACLS) and Pediatric Advanced Life Support (PALS). • Outcome. .A.s noted earlier, the Paramedicine degree program is being refined and will be offered in 2011 The college continues its partnership with the American Heart Association for ACLS and PALS training through its Center for Lifelong Learning. In FY10, 368 students participated in training for ACLS and PALS through CLL. • Objective. Update and improve allied health curriculum and implementation of programs. • Outcome Work has been accomplished on updating and improving all the allied health areas.. Moreover, the college is adding a new Medication Assistant program; improved its advisory committee for the existing Medical Assistant program in order to identify and implement positive changes. The CNA program will expand to Willcox High School as part of dual enrollment for first time in August of 2011 . • Objective Review and revise the Nursing curriculum in keeping with the recent recommendations received from the Arizona State Board of Nursing and the National League of Nursing Accrediting CounciL • Outcome: The program has begun the process of reviewing and revising the curriculum. This process will include a customized, detailed analysis of Cochise's results on NCLEX exam so that, as part of an integrated assessment process, curriculum and student learning can be strengthened through application of this knowledge regarding student learning outcomes 4. Emergency Medical Technician (EMT) - BensonlWillcox The purpose of this initiative is to respond to community needs by ensuring that at least one complete or refresher basic EMT course will be offered at the extended learning centers in Benson and Willcox during FY10 11 The EMT coordinator provides district-wide services and reports to the Assistant Director of Allied Health who, in turn, reports to the Director of Nursing and Allied Health The center managers in Benson and Willcox report to the Dean of Extended Learning and Workforce Development Accountability Measures • Objective The EMT program will offer at least one complete Basic or Refresher EMT course with a minimum of ten students at the Benson and Willcox Centers • Outcome. One EMT174 (complete EMT course) is offered every semester at the Benson Center, with a range of 10-24 students.. However, due to lack of enrollment, no EMT174 courses have been offered in Willcox in the last two years.. Nevertheless, plans are in progress for offering a possible EMT174 course for Fall 2011 at the Willcox Center instead of Benson • Outcome The assistant director of Allied Health position has been eliminated so the EMT coordinator reports to the director of Nursing and Allied Health • Outcome A strong relationship between the Benson EMT program and Health Care Innovations (Benson ambulance) has been established and provides excellent employment opportunities for students completing EMT174. 5. Support for Career and Technical Education (CTE) Programs Cochise College's ability to deliver high quality CTE programs which target current and emerging needs for workforce development depends on the availability of adequate, appropriate learning environments, including physical space as well as technical equipment The Sierra Vista campus did not have sufficient facilities to house the current workforce development programs, so its construction technology and avionics programs could not be located in the existing facilities on campus during the 2009-10 academic year The Cochise College Master Facilities Plan (MFP) for the Sierra Vista campus incorporated a new CareerlTechnology building to house current and future workforce development programs, including the move of the construction technology program onto campus The failure of the $87 7 million General Obligation Bond election in November, 2006, caused the college to re-evaluate the type and size of CTE building it could construct. The new CTE building on the Sierra Vista Campus became operational in 2009 but was not adequate for housing all of the current CTE programs and the facilities on the Douglas Campus have been inadequate for a number of years. 12 Therefore, in order to provide appropriate learning environments for CTE students, to increase the College's capacity to expand existing CTE programs, and to offer new programs, additional space and new equipment have been essential With the funds allocated for this project, the College was able to lease space close enough to the Sierra Vista campus to make it more convenient for CTE students to utilize student services and other campus support facilities. This critical space was leased during the past academic year to support the BUilding Construction Technologies (BCT), the Heating, Ventilation and Air Conditioning (HVAC), the Manufacturing Technologies (GTC), and the Avionics (AVT) programs, with the expectation of attracting and retaining students and thus improving workforce development efforts in Cochise County.. During the summer of 2010, as a result of construction and renovation of facilities, it was possible to leave the leased facilities behind and relocate these CTE programs to the Sierra Vista Campus. Accountability Measures As a result of this project, Cochise College intended to accomplish a number of objectives designed to make high quality CTE programs available to students • Objective The College will provide sufficient space for effective delivery of a number of CTE programs. • Outcomes: The BCT and HVAC programs were housed in a leased facility near the Sierra Vista campus during FY10 and relocated to the modified CTE Building.. These modifications included fencing to enclose the back of the bUilding to store supplies, the dropping of power and compressed air lines into two new labs in the building, the piping of natural gas into the HVAC lab, and the addition of new stools and tables for the BCT lab. • Objective: The College will take steps to recruit and retain CTE students . • Outcome: The lead instructor for the BCT program became involved in several off-campus events to raise community awareness regarding the BCT program.. This included work with the Southern Arizona Contractors Association (SACA) and with Habitat for Humanity Enrollment increased from 169 enrollments in FY08 to 204 in FY09 and 316 enrollments in FY10. • Objective. The faculty will modify the existing curriculum for HVAC and BCT program. • Outcome The curriculum was modified for BCT courses. The classes were expanded and an online component was included to expand the material covered in class. • Objective Efforts will be made to improve industry partnerships for the technology programs. 13 • Outcome Such efforts were made There are close associations with SACA (which represents about 100 organizations and whose board members include the lead HVAC faculty member) and Habitat for Humanity, as indicated above. In addition, the program has developed numerous additional partnerships, including o State Board of SkillsUSA, who board members include the lead HVAC faculty member. o Several utility companies as part of the Utility certificate These include Sulphur Springs Valley Electric Cooperative (SSVEC), Southwest Gas, Apache Nitrogen Products, APS, and Arizona Electric Power Cooperative, Inc (AEPCO) o Arizona Builders Association, which serves as a sponsor and partner with NCCER for apprenticeship training. o Tree House Farm and Sanctuary in an ongoing service partnership o Southeast Arizona Governments Organization (SEAGO) as a partner providing the program with 45 first-time students for electrical classes o Burgs Heating and Cooling o Little Willy Heating and Cooling • Objective Steps will be taken to expand enrollment in specified CTE programs, including BUilding and Construction Technologies (BCT), General Technology (GTC), and Avionics (AVT) . • Outcome Efforts at expanding enrollments were successful for BCT and AVT, but not for GTC. 6. K-12 Outreach The link between Cochise College and Cochise County schools is critical for building a unified, integrated system of quality education to support meaningful career development and an interest in lifelong learning for students.. This linkage has been nurtured and strengthened in recent years. Various K-12 outreach initiatives will further strengthen these linkages by exploring innovative ways of connecting educational partners to improve the quality of education in southeastern Arizona, to help improve the college-readiness of local students in order to increase their success rates in higher education, and to develop pathways that will meet student needs while also addressing current and future workforce demands. Accountability Measures As a result of this effort for K-12 Outreach, the college intended to accomplish a number of objectives.. However, due to some changes in personnel, this project 14 was never fully launched accomplished. Nonetheless, some planned objectives were • Objective Assist K-12 students in developing the knowledge, skills and interest that will encourage them to envision a future involving a meaningful career and lifelong learning. • Outcome Two other college programs included in the FY10 Workforce Development Plan (Running Start Program and Transition Program) focused on assisting high school students in envisioning a positive future and engaging them in activities designed to get students involved in college work The project entitled "K-12 Outreach" did not really become engaged in the activities specifically planned for it • Objective Contact schools within Cochise County regarding possible programs for encouraging student achievement and developing students' ability to transition to higher education • Outcome As noted above, the K-12 Outreach program was not implemented as planned although other activities at the college have been developed to encourage high school student achievement and transition to higher education . • Objective Partner with area schools in order to encourage greater participation in educational opportunities designed to increase the quantity and quality of students in the educational pipeline. • Outcome As noted above, the K-12 Outreach program was not implemented as planned although other activities at the college have been developed to increase the quantity and quality of students in the educational pipleline • Objective Work with other institutions in a statewide effort to assess the college-readiness of high school students and strengthen the ongoing efforts between the high schools and the College to articulate curriculum in both the academic and the career and technical education areas. • Outcome As noted above, the K-12 Outreach program was not implemented as planned 7. Running Start Program One of the greatest needs in workforce development for the future of Arizona involves the science, technology, engineering and mathematics (STEM) fields Cochise College's efforts to work with local school systems to facilitate student transition to higher education have positioned it well for developing and implementing innovative approaches to engaging middle and high school students in programs leading toward higher education in the STEM fields 15 In addition, another emerging need in Arizona is for law enforcement personnel and an effective approach for meeting this need also involves engaging middle and high school students in programs leading toward higher education in criminal justice programs One way in which Cochise College is addressing the needs in both areas is by creating a variety of focus areas in its Running Start Academy.. The Running Start Academy is a program offered on the college campuses for high school juniors and seniors and designed to be flexible in content For example, the initial program on the Sierra Vista Campus (SVC) focused on math, science and engineering courses; a second focus was added in the fall of 2009 in criminal justice.. The initial focus for the Douglas Campus (DC) was criminal justice in the fall of 2009.. Classes are designed to be held on the college campus in the afternoons (after high school).. Students begin the program in their junior year in high schooL Students must apply to be admitted and must meet the criteria, including prerequisites for the classes.. They are enrolled in a student learning cohort taking the same classes. In order to be considered for the program, each student agrees to participate in all classes and in the additional support classes that might be provided to ensure academic success. Moreover, each student agrees to participate in tutoring as needed. Students pay college tuition and fees and purchase their own books Accountability Measures The objectives and corresponding outcomes for this project include Cochise College efforts to. • Objective Developing marketing materials and marketing the programs. • Outcomes: Marketing brochures have been created and distributed at numerous venues.. In addition, several Cochise College representatives have attended meetings and functions with stakeholder groups.. Running Start programs have also been featured in various local media • Objective Recruiting and enrolling one cohort of juniors (24) and one cohort of seniors (11-24) for each campus • Outcome. There are junior and senior cohorts on the Sierra Vista campus as well as a senior cohort on the Douglas campus • Objective. Creating a program in applied engineering using mechatronics as the curriculum. • Outcome The mechatronics program has been adopted by the college and the program has been launched . • Objective Creating a program in criminal justice 16 • Outcome The Running Start version of the college's Administration of Justice program was launched on the Douglas Campus during the spring 2010 semester.. • Objective Developing a second engineering lab . • Outcome: It was decided that the program would be better served by the college having two different sorts of labs Therefore, instead of a second dedicated engineering lab, the college developed one engineering/physics lab and one fully-equipped mechatronics lab • Objective Establish and utilize an advisory committee including representatives from Ft Huachuca • Outcome This was accomplished and the committee has met • Objective Hiring instructors ~ Outcome Instructors for engineering, mechatronics, and mathematics have been hired in support of the Running Start program • Objective Creating a pathway for students from high school to Running Start. • Outcome The pathway has been created with area high schools so that it permits students to complete high school graduation requirements and begin college classes without interfering with state education funding allocations • Objective. Articulate courses and degrees with the universities through the state system of articulation • Outcome.: One of the engineering courses is articulated with the three state universities, the other course is articulated with two universities and the third is pending. The degree is fully aligned with the Arizona General Education Curriculum for Science (AGEC-S) requirements . • Objective Track student success using baseline data, which will be developed with such measures as cumulative GPA, total credit hours, and retention. • Outcome Students in the program have been tracked since the spring of 2008 cohort began at the college for enrollment and for GPA. 8. Center for Lifelong Learning The Center for Lifelong learning (Cll) has become fully staffed and greatly expanded Cochise College's offerings in workforce training. Its new database has helped determine the success of programs, allowing Cll to adjust its program mix and improve its service to the college and the community 17 Accountability Measures As a result of the support provided, Cll determined to: • Objective. Provide at least two new workforce training programs in each of the College's constituent communities • Outcome In Douglas, workforce programs were provided under the Border Protection Professionals Pre-Academy and for the local call center In Bisbee, Cll offered training for computer skills at the local hospital and Red Cross / CPR training for the local Boys and Girls Club.. Border Protection Professionals Pre-Academies were also offered in Nogales. In Sierra Vista, workforce training was provided for the City of Sierra Vista, Fort Huachuca military personnel and contractors, Sierra Vista Hospital and Cochise County Workforce Development office in computer skills, stress management, customer service and time management The City of Willcox asked Cll to provide customer service training to all city employees. This training was successfully completed • Objective Offer community education programs in underserved areas of the College's service region, including o Douglas o Bisbee o Benson o Willcox • Outcome. A wide range of programs were offered in these traditionally underserved areas, including o Douglas - Programs appeared in all schedules with several new offerings An agreement with Douglas High School was reached to provide space for programs in the community o Bisbee - Programs appeared in each schedule and were held at the Boys and Girls Club of Bisbee . o Benson - In the winter schedule, a full range of programs, including the lunch lecture Series, were held. o Willcox - Due to new construction of the Willcox Center, it was not possible to hold programs in FY 10, but a full schedule of programs will be offered in FY11 . • Objective Record and analyze program enrollment and success, using an improved database • Outcome Database was implemented January 1, 2010 and is being used to record and analyze enrollment • Objective Expand productivity in terms of both enrollment and program growth 18 • Outcome In FY10, 248 total programs were held, compared to 203 programs in FY09 for a 22..2% increase in programs, and total enrollment equaled 2,894, compared to 2,150 in FY2009, for a 34.6% increase in enrollments • Objective Expand the number of partnerships established and/or maintained with community institutions . • Outcome Partnerships were maintained with the following organizations. o Arizona-Mexico Commission o American Heart Association o Bisbee Boys and Girls Club o Bisbee Chamber of Commerce o Bisbee Corral of the Westerners o Bisbee Council for the Arts and Humanities o Border Colleges Consortium o Border Learning Committee o Border Task Force o Cochise County - Arizona Centennial Committee o Cochise County Comprehensive Economic Development Strategy (CEDS) committee o Cochise County Historical Society o Cochise County Tourism Council o Community Partners of Southeast Arizona o Hispanic Association of Colleges and Universities o Museum Association of Cochise County o Naco Heritage Alliance o Rotary o Sierra Vista Chamber of Commerce Leadership Academy o Sierra Vista Historical Society o Southeast Arizona Governments Organization (SEAGO) o Sulphur Springs Valley Historical Society o United Way of Sierra Vista and Cochise County o Warren Ballpark Centennial Celebration Committee 9. Transition Programs In an effort to improve the retention of students in CTE programs, Cochise College developed a Freshman Year Experience Program (FYE) to begin implementation with two cohorts of students in fall of 2009 The FYE was designed to include a summer bridge program and the use of student learning coordinators to work closely with student participants to ensure success (e.g . , intrusive advising, mentoring, and tutoring) The goals of this transition program involve integrating three important concepts into one program to help ensure the academic success of students at Cochise 19 • Successful transition to college • Academic, career and personal/social development • Long-term focus on degree/goal completion The Task Force established the following mission statement "The Freshman Year Experience (FYE) serves the new student by providing a shared experience that promotes a successful transition to college personal, social, academic and career development; and, long-term focus on degree/goal completion . " Accountability Measures The criteria used as the primary indices of success for this project involved a positive gain in the following indices for the cohorts compared to students who did not participate in the FYE. In addition, it expected that there would be a positive change in a student's attitudes and beliefs about college and success in college However, only one cohort was developed in the fall of 2009. This cohort was located on the Sierra Vista Campus. These students were also part of the STEM-focused "Running Start" program. Of the 28 students who began by taking the CPO 150 portion of the FYE, 24 successfully completed the course. These students were also assigned a college staff or faculty member as a mentor during the fall 2009 semester and follow up meetings continued into the spring of 2010. As a result of this experience, Douglas Campus academic staff, TRiO program staff, and Housing staff have begun development of a plan to address the unsuccessful effort to initiate a transition program (FYE) component on the Douglas Campus An appropriate, comparable transition program cohort will begin in the Spring 2011 semester • Objective Term GPA • Outcome. Participating students earned a GPA of 2.85. • Objective Persistence-defined as completion of semester course work. • Outcome All 25 students completed the semester with Cochise College and only five did not earn all of the credit in which they were enrolled . • Objective: Retention-defined as continuing enrollment from semester to semester • Outcome Of the 25 students enrolled in the Fall of 2009, 17 were retained for the Spring of 2010, for a retention rate of 68% • Objective The number of times students earned a "0" or "F" for the semester 20 • Outcome Out of the approximately 125 grades posted for students involved in the program, there were 6 "0" grades, 6 "F" grades, and 2 "W" grades • Objective The number of times students earned a "W" for the semester • Outcome: As noted above, 2 "W" grades were posted out of the 125 total grades.. • Objective' Percentage of students who were retained to the next semester • Outcome As noted above, the retention rate was 68% • Objective: Number of credits the students enrolled in the next semester, • Outcome. The students who originally enrolled in the Fall 2009 semester enrolled in 148 credits for the Spring 2010 semester. 10. Culinary Arts The Associate of Applied Science Degree in Culinary Arts provides training in the culinary arts for direct employment in the field of professional cooking as an assistant to the chef or food and beverages director. Funds were used to hire a full time faculty member to be responsible for establishing teaching standards, for marketing the program, for recruiting students and for coordinating efforts with the local high schools Accountability Measures The goals and objectives of the Culinary Arts project included • Objective Hiring a full time faculty member for the program. • Outcome A full time faculty member was hired • Objective Establishing teaching standards district-wide, • Outcome The new full-time faculty member has begun working on this • Objective: Strengthening a community advisory committee composed of professionals in the field, potential employers and representatives from area high schools. • Outcome Because of the new full-time faculty member, the program was able to strengthen its advisory committee and revise the curriculum • Objective Developing and implementing a marketing plan designed to expand enrollments in the program • Outcome The marketing plan has been postponed until additional space is available, as present facilities could not accommodate additional students. 21 • Objective Streamlining the curriculum so that a student can complete the program in a two-year time frame • Outcome The curriculum has been streamlined for two years and work is in progress for implementing a core culinary curriculum that can be completed in one year • Objective Developing a dual enrollment program with area high schools (articulating the program with the schools who are actually developing culinary programs at the high school level) Outcome High school visits have been made and more will be scheduled., Cochise is assisting with the planning for Buena High School's new culinary facility., Enrollment for dual credit should increase dramatically with Buena's Culinary students, as more than 250 students were present for the culinary arts demonstration., • Objective Increasing enrollments in the program by at least 10% during the 2009/2010 academic year, • Outcome Total enrollments in the Culinary Arts program increased 9%, from 178 in 2008-09 to 194 in 2009-10. This involved a modest 6% decrease at the Ft Huachuca site from 167 to 157 students and a substantial 236% increase at the Douglas Campus site, from 11 to 37 students., • Objective Making revisions to the curriculum with the cooperative efforts of the advisory committee and the new full-time faculty member. • Outcome The AAS degree program was re-worked to have more emphasis on cooking classes . AAS and certificates are now closely related to industry standards. Several new classes were added to curriculum, including Saucier (CUL 217) and Advanced Confections 1 & 2 (CUL 222 & CUL 223) 22 Section III: Budget Overview 1. Early Childhood Education Approximately 5.5% of the Proposition 301 funds spent in FY10 were used to support the Early Childhood Education program Budget Item FY 10 FY 10 Budgeted Amount Actual Expenditures Coordinator Salary $47,500 $35,860.36 Benefits -0- $12,497.15 Total $47,500 $48,357.51 2. Small Business Development Center (SBDe) Approximately 4.7% of the Proposition 301 funds spent in FY10 were used to support the SBDC. - Budget Item FY10 FY10 Budgeted Amount Actual Expenditures Personnel w/benefits $37,971 $32,045.52 Consultants $70000 Supplies $5,852 ..59 Travel $4,229 $2,31331 Miscellaneous $609 12 Total $42,200 $41,520.54 3. Nursing and Allied Health Approximately 374% of the Proposition 301 funds spent in FY10 were used to support the Nursing and Allied Health projects. Budget Item FY10 FY 10 Budgeted Amount Actual Expenditures Administrative Salaries/Stipend $138,600 $117,290.33 Associate Faculty/ CNA, Labs & $87,877 $58,84765 Clinicals, Medical Asst. Classified Salaries $26,224 $27,328.79 Non-student Hourlv Salaries $27,359 $58,551.18 Benefits $59,320 $52,986.39 EquipmenUSupplies $33,839 $16,428.12 Total $373,219 $331,432.46 23 4. Emergency Medical Technician - Benson and Willcox Approximately 1..6% of the Proposition 301 funds spent in FY10 were used to support the EMT programs at these centers. Budget Item FY10 FY 10 Budgeted Amount Actual Expenditures Associate Faculty Salaries $12,870 $11,025.04 Lab Aides $1,760 $1,950.00 Benefits $1,041.24 Instructional Supplies $950 -0- Total - $15,580 $14,016.28 5. Support for Career and Technical Education Programs Approximately 15.3% of the Proposition 301 funds spent in FY10 were used to support expanding the size or improving the quality of CTE programs through provision of facilities, supplies and equipment $8,94248 of the funds originally budgeted for the K-12 Outreach project were utilized instead to support this project through purchase of supplies and equipment for the new CTE facilities at the college . Budget Item FY10 FY 10 Budgeted Amount Actual Expenditures Building Lease and Related Payments $72,770 $126,451.72 EquipmenUSupplies $20,000 $8,942.48 Development and Implementation of $2,230 -0- Outreach Efforts Total $95,000 $135,394.20 6. K-12 Outreach Approximately 0.02% of the Proposition 301 funds spent in FY10 were used to strengthen the links between Cochise College and the K-12 system in the county $8,942.48 of the funds originally budgeted for this project were utilized to support the accessibility of supplies and equipment in the new CTE facilities at the college . Budget Item FY10 FY 10 Budgeted Amount Actual Expenditures Consultants $5,000.00 -0- Miscellaneous $20,000 $212.95 Total $25,000.00 $212.95 24 7. Running Start Approximately 7..6% of the Proposition 301 funds spent in FY10 were used to support work with local school systems to develop the interest, skills and knowledge of high school cohorts in the STEM fields and in criminal justice, while encouraging students to continue through the educational pipeline in these fields, including university-level education . Budget Item FY10 FY 10 Budgeted Amount Actual Expenditures - Full-time Instructor Salary $45,000 $47,702.00 Associate faculty $24,000 -0- Benefits $13,650 $14,384.36 Equipment $30,000 -0- Contracted Services $2,500 -0- Supplies $9,737 $3,225.44 Traininq/Travel $10,000 $2,000.00 Total $134,887 $67,311.80 8. Center for Lifelong Learning Approximately 94% of the Proposition 301 funds spent in FY10 were used to support the Center for Lifelong Learning in reaching out and serving the workforce training and lifelong learning needs of communities and individuals across the College's extended service area Budget Item FY10 FY 10 Budgeted Amount Actual Expenditures Proqram Specialists $65,634 $63,707.22 Benefits $22,465 $17,033.94 Equipment $2,000 -0- Supplies $5,000 $1,923.53 Traininq/Travel $2,500 $376.48 Total $97,599 $83,041.17 9. Transition Programs Approximately 120% of the Proposition 301 funds spent in FY10 were used to support the FYE pilot program designed to assist students in succeeding during their first year of college 25 Budget Item FY10 FY 10 Bud~eted Amount Actual Expenditures Learning Coordinators $73,392 $42,712.14 Tutors (Non-Student Hourly) $50,000 $31,103.35 Summer Bridge Faculty $9,600 $4,840.00 Special Student Hourly -0- $8,565.00 Benefits $21,283 $18,222.45 Supplies $7,800 $920.89 Training/Travel $6,000 -0- MapWorks-Licensing $7,775 -0- Marketing $1,312 -0- Total $177,162 $106,363.83 10. Culinary Arts/Hospitality Administration Approximately 64% of the Proposition 301 funds spent in FY10 were used to hire a full time faculty member in order to support and encourage expanded course offerings at multiple sites in the district Budget Item FY10 FY 10 Budgeted Amount Actual Expenditures - Faculty Salary $58,473.00 $44,040.00 Benefits -0- $13,103.24 Total $58,473.00 $57,143.24 26 SECTION IV: Private Sector/In Kind Contributions See Attachment B for Private Sector/In Kind Contributions. SECTION V: Demographic Profile of District Cochise College serves Cochise County, which has a total population of approximately 140,263 spread over 6,169 square miles The largest community served is Sierra Vista with a population of 46,597, followed, in order of total population, by Douglas, Bisbee, Benson, Willcox, Huachuca City, and Tombstone. Cochise County has several unique features and many challenges. Located in the southeast corner of the state, the county shares borders with both New Mexico and Mexico. The major communities are culturally diverse and geographically separated . Median age in the county (39 .8 years) varies from a low in Douglas of 30.5 years to a high in Benson of 496 years . In Douglas, 78.6% of the population speaks Spanish at home, while in Sierra Vista the number is only 10.9%. The unemployment rate for Cochise County in 2009 was 74%.. Within the county's major population areas, the unemployment rates in 2009 ranged from a low of 44% in Sierra Vista to a high of 129% in Benson. Median household income for the county in 2008 was $43,821, with a per capita income of $22,160. The public sector (government) in Cochise County accounts for 33..2% of all nonfarm civilian employment The largest private sector industry grouping is trade, transportation and utilities, which accounts for 16.6% of all civilian nonfarm employment and 24 .9% of all private sector employment 27 APPENDIX A: Expenditures per Initiative FY10 INITIATIVES Budget Item ECE SBDC Nursing EMT CTE Support Personnel $35,860.36 $24.059.22 $262,017.95 $12,975.04 Benefits $12,497.15 $7,986.30 $52,986.39 $1,041.24 Travel expenses $2.313.31 Supplies & equipment $5,852.59 $16,428.12 $8.942.48 Miscelianeous/Program Implementation $609.12 Contracted Services $700.00 Space Rental $126,451.72 Totals $48,357.51 $41,520.54 $331,432.46 $14.016.28 $135,394.20 INITIATIVES (CONT'D) Budget Item K-12 Outreach Running Start Lifelong Transition Culinary Arts Learning Programs Personnel $47,702.00 $63,707.22 $87,220.49 $44.040.00 Benefits $14.384.36 $17,033.94 $18.222.45 $13,103.24 Travel expenses $2,000.00 $376.48 Supplies & eqUipment $3,225.44 $1,923.53 $920.89 Miscelianeous/Proqram Implementation $212.95 Contracted Services Space Rental Totals $212.95 $67,311.80 $83.041.17 $106,363.83 $57,143.24 Total' Expenditures Budget Item Totals Personnel $577,582.28 Benefits $137,255.07 Travel expenses $4,689.79 Supplies &equipment $37,293.05 Miscelianeous/Proqram Implementation $822.07 Contracted Services $700.00 Space Rental $126,451.72 Totals $884,793.98 28 APPENDIX B FY 2009-2010 (FY10) Private Sectorlln Kind Contributions COCHISE COLLEGE Company/Organization Description Amount of Contribution Lawley Automotive ProvIsion of classroom space, equipment and Intern positions for automotive tralnlnq Not available Lawley Automotive - Ford Store ProvIsion of classroom space and equipment for automotive tralnlnq Not available 23 Private health-related organizations and Individual medical practitioners In-kind support for medical assistant (MA) training Not Available 10 Private health-related organizations In-kind support for emergency medical technician (EMT) training Not Available 6 Pnvate health-related organizations In-kind support for paramediclne training Not Available 10 Private health-related organizations In-kind support for Certified Nursing Assistant (CNA) training Not Available 27 Pnvate health-related organizations and In-kind support for Associate Degree Nursing (ADN) training Not Available individual medical practitioners Sierra Vista Regional Health Center Direct support of Emergency Medical Services Education Est. $60,000 Coordinator for 40 hours per week Copper Queen Community Hospital Five $1,000 scholarships for nursing students $5,000 Total: =: 80 Private Sector Partnership Arrangements Not Available 29 APPENDIX C Summary of Strategic Positioning Emerging Transitional Entrepreneur Existing Worker Worker Worker Worker 1. ECE X X X 2. SSDC X X X X 3. Nursing X X X 4. EMT X X X 5. CTE Support X X X 6. K-12 Outreach X X X X 7. Running Start X X X X 8. Lifelong Learning X X X X 9. Transition Programs X X X X 10. Culinary Arts X X X X 30 APPENDIX D Summary of Cochise College Outcomes - FY10 1. Early Childhood Education (ECE) • The Coordinator of Teacher Education worked with the Professional Career Pathway Project (PCPP) as well as with T.E.A.C.H. Early Childhood® ARIZONA to help recruit and retain child care providers who are receIving scholarships to obtain or renew their Child Development Associate or to earn an Associate degree in Early Childhood Education. In FY10, 12 students were able to take 42 credits of ECE courses via PCPP" Through T.E.A.C.H., 21 participants were enrolled in a total of 212 accumulative credits for FY 2010. • Early childhood education courses are offered on a two year rotating cycle ensuring that students may complete the degree in a timely manner. Resources have been allocated In a manner consistent with this goal. • Adequate resources were provided to maintain the two year cycle of course offerings. • The Coordinator of Teacher Education IS a member of the board of directors of the Cochise Education Foundation, participates in meetings and activities through First Things First and serves as a pOint of contact as well as advisor for T.E.A.C.H. scholars. The Coordinator works with students, community members, and businesses to provide materials and support to local teachers through projects such as the "Tissue Issue". .. Cochise College Early Childhood Education courses are In line with all state standards relevant to the field. Transfer articulation agreements with the state universities are In place based upon the criteria established through the statewIde Early Childhood Education Articulation Task Force. .. Courses offered by Cochise College are fully aligned with state requirements for an Early Childhood endorsement on an Elementary Education teaching certificate, with university early childhood education programs, and with Arizona's ECE Articulation Task Force's Common Course MatriX. 2. Small Business Development Center (SBDC) • 42 Long Term Clients • 23 Business Start-ups • 233 Jobs Created • 5 JOint Counseling Cases 31 3. Nursing and Allied Health • The college continued offering the CNA, MA, RN and EMS programs, is updating and improving all the allied health areas, began work to expand its allied health curriculum to include a new Medication Assistant program, and will expand the CNA program to Willcox In 2011. • The college has continued using the SmarTest to support student success on the NCLEX-RN instrument, with the result being over a 90% pass rate. The college has begun to use the SmarTest for EMT students and is planning to utilize it for the revised Paramedicine program. • The program hired and/or retained the faculty and staff needed for effective delivery of allied health curricula. • The Paramedicine degree program is being refined for enrollment in 2011. • The college continues its partnership with the American Heart Association for ACLS and PALS training through its Center for Lifelong Learning. • The program has begun reviewing and revIsing the cUrriculum based on a customized, detailed analysIs of the most recent NCLEX results. 4. Emergency Medical Technician (EMT) and Paramedicine • One complete EMT course has been offered every semester at the Benson Center, with a range of 10-24 students, with plans for offering EMT174 for Fall 2011 at the Willcox Center. • The assistant director of Allied Health position has remained unfilled this year while its value IS assessed. • A strong relationship between the Benson EMT program and Health Care Innovations (Benson ambulance) provides employment opportunities for students completing EMT174. 5. Career and Technical Education (CTE) • The BCT and HVAC programs were housed In a leased facility near the Sierra Vista campus dUring FY10, then relocated to a modified CTE Building on campus. These modifications included fencing to enclose the back of the building to store supplies, the dropping of power and compressed air lines into two new labs In the building, the piping of natural gas into the HVAC lab, and the addition of new stools and tables for the BCT lab. • The lead instructor for the BCT program became involved In several off-campus events to raise community awareness regarding the BCT program. ThiS included work with the Southern Arizona Contractors Association (SACA) and with Habitat for Humanity. 32 • The curriculum was modified for BCT courses; the classes were expanded and an online component was included to expand the material covered In class. • Outcome: Enrollment was expanded In certain CTE programs, including Avionics Technology (which increased 65%, from 20 enrollments to 33 enrollments) and BCT (which Increased 86%, from 169 enrollments in 2008 to 316 In 2010). 6. K-12 Outreach • The project entitled "K-12 Outreach" did not really become engaged in the activities specifically planned for it although other activities at the college have been developed to encourage high school student achievement and transition to higher education. 7. Running Start • Marketing brochures were created and distributed at numerous venues. In addition, several Cochise College representatives attended meetings and functions with stakeholder groups. Running Start programs have also been featured in various local media. e There are junior and senior cohorts on the Sierra Vista campus and a senior cohort on the Douglas campus. e The mechatronlcs program was approved by the college and the program was launched. • The Running Start version of the college's Administration of Justice program was Initiated on the Douglas Campus during the spnng 2010 semester. • The college has developed one engineering/physIcs lab and one fully-eqUipped mechatronics lab. • An advisory committee including representatives from Ft. Huachuca was established and has met. • Instructors for engineering, mechatronics, and mathematics were hired In support of the Running Start program. • A pathway was created with area high schools so that students can complete high school graduation requirements and begin college classes without Interfering with state education funding allocations. • One of the engineenng courses is articulated with the three state universities; the other course is articulated with two universities and the third IS pending. The degree IS fully aligned with the Arizona General Education Curriculum for Science (AGEC-S) requirements. 33 • Students in the program have been tracked since the spring of 2008 cohort began at the college for enrollment and for GPA. 8. Center for Lifelong learning (Cll) • The Center delivered at least two new workforce training programs in each of the College's constituent communities. • Cll offered community education programs in underserved areas, including Douglas, Bisbee, and Benson. Due to new construction of the Willcox Center, it was not possible to hold programs In FY 10. but a full schedule of programs will be offered in FY11. • The staff began recording and analyzing program enrollment and success, using an Improved database. • Cll expanded productivity In terms of both enrollment and program growth, with a 34.6% increase in enrollments and a 22.2% Increase In programs.. • Cll established and/or maintained 24 partnerships with a wide variety of community institutions. 9. Transition Programs • Participating students earned a GPA of 2.85. • All 25 students completed the semester with Cochise College and only five did not earn all of the credit In which they were enrolled. • Of the 25 students enrolled In the Fall of 2009, 17 were retained for the Spring of 2010, for a retention rate of 68%. • Out of the approximately 125 grades posted for students Involved In the program, there were 6 "0" grades, 6 "F" grades, and 2 "W" grades. • The students who onglnally enrolled in the Fall 2009 semester enrolled In 148 credits for the Spnng 2010 semester. 34 10. Culinary Arts/Hospitality Administration Program • The College hired a new full time faculty member who has worked with associate faculty and a community advisory committee to improve and expand the curriculum and began establishing district-wide teaching standards. • The AAS degree program was revised to place more emphasis on cooking classes. AAS and certificates are now closely related to industry standards. The curriculum has been streamlined for completion within a twoyear time frame; work has begun on implementing a core culinary curriculum that can be completed In one year; and several new classes were added to the curriculum. • Enrollments in the Culinary Arts program increased by 9%, from 178 in 2008-09 to 194 in 2009-10. • College personnel have made high school visits and helped with planning Buena High School's new culinary facility. More than 250 students were present for the culinary arts demonstration at the high school. 35 REPORT ON WORKFORCE DEVELOPMENT EXPENDITURES A.R.S. §15-1472 FY 2009-10 COCONINO COUNTY COMMUNITY COLLEGE DISTRICT Submitted by: Dr. Leah Bornstein President 36 COCONINO COMMUNITY COLLEGE 2800 South Lone Tree Road Flagstaff, Arizona 86001 928.527.1222 www.coconino.edu OVERVIEW Given its expansive district and limited resources, Coconino Community College (CCC) is continually challenged to provide effective countywide workforce development programs and services. Economically, Coconino County is in a state of transition from resource-based employment (e . g, forest products, mining, grazing) to tourism and technology-based industries. However, the outcomes achieved via Prop 301 funds will enable CCC to work toward fully accomplishing its mission. to provide personalized and accessible opportunities in higher education by offering transfer, career, and technical programs to county residents EXECUTIVE SUMMARY CCC's Lone Tree Campus and district offices were completed in January 2002.. The College then focused resources at the original Fourth Street Campus on career and technical education.. Fourth Street houses the Industrial Technology and Construction programs, the CISCO Academy Regional Center, the Nursing Program, three informational technology training labs, a videoconferencing classroom, Fire and Emergency Medical Sciences, Allied Health programs, Culinary Arts, an exercise/dance studio, adult education and GED testing, the Small Business Development Center, and the Community and Corporate Learning Center The adult education classroom furthers partnership opportunities with the Arizona Department of Economic Security CCC continues to enhance and leverage existing resources and partnerships to expand its delivery of workforce development programs and activities throughout the District CCC's Fourth Street Campus and Technology Center serves as the nexus of these efforts This location is in close proximity to the Coconino Career Center and local Workforce Investment Board (WIB) and the Arizona Department of Economic Security (DES) office, two key College partners The Coconino County Workforce Investment Board has certified the College as a training provider, in full compliance with Workforce Investment Act requirements.. Consequently, the Career Center and DES will supplement the College's service delivery and direct their clients to the training opportunities available at CCC. 37 SECTION I: Introduction CCC is the main training entity in workforce development for the county. Due to the rural nature of the county and its dispersed population, for-profit training institutions are not viable. The College must meet this need To do so in the rural environment is costly and challenging. In FY 02, CCC utilized Proposition 301 funding to support three key areas of workforce development training including support for the Fourth Street Campus and Technology Center, CISCO and the Industrial Technologies and Construction department Funding for these areas has continued with the addition of the new nursing program in FY 04. For FY 10 support for these areas will again continue with the exception of support for the Fourth Street Campus and Technical Center which needed to be transferred to the General Fund due to the decline in funding. SECTION II: Strategic Positioning for Workforce Development and Accountability Measures 1. CISCO The College's CISCO Networking Academy program is the Regional Center in northern Arizona. The CISCO program was implemented in July 2001 Student, community, and business interest in the CISCO program has been strong; CCC serves as the regional training center and continues to develop and support local academies under the CISCO structure.. Continued support for CISCO enabled CCC to provide training for additional instructors at the local academy level and provide instruction for students at CCC Work Force Development funded salaries and benefits for the coordinator for the CISCO program.. All operating costs were supplemented by the general fund This initiative was supported with $34,550 or 9.2 percent of the Prop 301 budget 2. Industrial Technology/Construction Early in FY 03, the Fourth Street Campus and Technology Center was remodeled. This project included construction of a shop and classrooms to house the Industrial Technologies and Construction program.. The ITC program serves as the trades' training center and provides crucial training opportunities for the district's burgeoning construction trades including recent growth in the green building emphasis areas. This year's funding supported the salary and benefits of the Department Chair of Industrial Technology and Construction to ensure continued management and growth of viable programs This initiative was supported with $85,225 or 22.6 percent of the budget 3. Nursing The College's newly established associate of applied science degree in nursing is an exceptional vehicle for fulfilling its mission in prOViding accessible, affordable, and transferable opportunities in higher education to residents of Coconino County.. Rural Arizona shares in the critical shortage of nurses, which negatively impacts the quality of healthcare and the general economy of the state. The College's nursing program is impacting healthcare and workforce needs by providing a career opportunity with higher 38 pay, while addressing the critical shortage of skilled nurses in northern Arizona.. The program primarily serves students who live in the county, who turn to the Community College for help in meeting their career objectives, and who plan to remain in the county. The demand for this program continues to grow. CCC increased the number of admissions to 40 during the 2007/08 academic year The college obtained full approval of the nursing program in the fall of 2010. WFO funded salaries and benefits for the administrator and two faculty members for the nursing program.. All operating costs were supplemented by the general fund This initiative was supported with $256,888 or 68.,2 percent of the budget SECTION III: Budget Overview See Attachments A for bUdget overview SECTION IV: Private Sectorlln Kind Contributions See Attachment B for Private Sector/In Kind Contributions., SECTION V: Demographic Profile of District CCC serves an 18,608 square mile geographical area,. The district encompasses a region of vast diversity. Approximately 29 percent of the county's 115,000 citizens are Native Americans, residing on five reservations and experiencing 25-40 percent unemployment in their communities. Also, 10 percent of the county's residents are of Hispanic heritage and are substantially under-represented in rapidly growing technology-related occupations., 39 ATTACHMENT A Workforce Development Expenditures FY 2010 COCONINO COMMUNITY COLLEGE Budget Overview,- _ Budget Item :=J Allocated ~~ed ==raudget Balance] % Expended CISCO (B2105C) Salaries $26,409 $26,409 0 100 Benefits $8,141 $8,141 0 100 Sub-total $34,550 $34,550 0 100 Vocational Education (B2155) Salaries $65,952 $65,952 0 100 Benefits $19,273 $19,273 0 100 - Sub-total $85,225 $85,225 0 100 ---'-------- -- -- Nursing (B2134) --r---- Salaries $203,178 $203,178 0 100 Benefits $53,710 $53,710 0 100 Sub-total $256,888 $256,888 0 100 TOTAL $376,663 $376,663 0 100 - 40 ATTACHMENT B Private Sector Contributions FY 2010 Coconino community college is committed to leveraging state dollars with private sector contributions. The chart below indicates the private sector and in kind contributions CCC received during the 2010 fiscal year. Company Amount of Contribution Nestle Purina $5,000 Flagstaff Rotary Foundation $1,000 Flagstaff Medical Center $100,000 Kemper & Ethel Marley Fund $86,159 JP Morgan/Chase Bank $20,000 City of Flagstaff $10,000 Robert & Audrey Erb $1,000 Coconino County Board of Supervisors $5,000 Raymond Foundation $25,000 --- Sunwest Bank $1,500 W.. L Gore and Associates $13,500 CampusWorks $5,000 GeoFund $5,000 Dr. Leah Bornstein & Joe Finley $5,000 Robertson Family Trust $1,000 Hi Line Vending (Pepsi) $3,682 Flagstaff Community Foundation $5,000 Roger & Elizabeth Fontaini $1,000 Mangum, Wall, Stoops, & Warden $1,000 Val & Dale Gleave $1,000 Other undetermined sources $100,000 41 REPORT ON WORKFORCE DEVELOPMENT EXPENDITURES A.R.S. §15-1472 FY 2009-10 GRAHAM COUNTY COMMUNITY COLLEGE DISTRICT Submitted by: Mark Bryce, J.D. President 42 EASTERN ARIZONA COLLEGE 615 North Stadium Avenue Thatcher, Arizona 85552 928.428.8233 www.eac.edu OVERVIEW Eastern Arizona College devised and implemented a Workforce Development Plan for FY 09 to embrace the spirit of Proposition 301 and to address the unique requirements of its rural Graham and Greenlee Counties' service area as well as the Gila Service area by contracted services provided to Gila County by Eastern Arizona College Eastern Arizona College's FY 2010 Workforce Development Plan included the following goals and purposes • Strengthen teaching and learning through support for new instructional technologies and the infrastructure needed for those technologies including continued mediation of classroom facilities . • Assist in the support of the Small Business Development Center (SBDC) to meet the needs of small businesses in Eastern Arizona College's Graham and Greenlee service area.. EXECUTIVE SUMMARY Funding was allocated to achieve proposed goals and purposes.. Eastern Arizona College's workforce Development Plan for FY 2010 targeted two of five categories authorized by A.RS. § 15-1472 SECTION I: Introduction Actual Proposition 301 revenues and expenditures are disaggregated in Attachment A A summary of Eastern Arizona College's Workforce Development Plan matrix is presented in Attachment B. 43 SECTION II: Strategic Positioning for Workforce Development and Accountability Measures 1. Strengthening Teaching and Learning (Mediated Classroom Technology) This proposal was funded to provide continued instruction and training enhanced by the use of new mediated classroom equipment The equipment expenditures directly enhance our Academic Programs Building and new Nursing Education BUilding Classroom mediation continues to positively impact the quality of instruction and student learning outcomes, Eastern Arizona College is committed to fully mediating all classrooms, 2. Facilitate Support for Small Business Development Centers Funding assisted the local SBDC goals of advisement and counseling for new and developing businesses and employment opportunities SECTION III: Budget Overview See Attachment A for budget overview SECTION IV: Private Sector/In Kind Contributions There were none" SECTION V: Demographic Profile of District Eastern Arizona College, founded in 1888, currently serves residents of Graham and Greenlee counties In addition to the main campus in Thatcher, the College delivers educational programs at 12 other locations and contracted services to Gila County" During FY 2010, Eastern Arizona College enrolled 5,179 students in Graham County, 130 students in Greenlee County, 845 students in prison programs, and 4,143 in Gila County for a total of 10,297 students" In Graham and Greenlee Counties service area there was an increase of 15,,5% in Full-time Student Equivalents, and an enrollment increase of 6,1 % as compared to FY 2009, In the Gila County service area there was a 2,,1% increase in Full-time Student Equivalents, despite an 11 % decrease in enrollment to a change in senior tuition waiver policy as compared to FY 2009, The proportion of full-time students In Gila County continues to grow by more than 10% per annum 44 ATTACHMENT A Workforce Development Expenditures FY 2010 EASTERN ARIZONA COLLEGE Budget Overview Budget Item Amount of Expenditure $364,644 35,000 Technical infrastructure including mediated classroom technology .-----=-:..-..t---------=~--:...:- Facilitate support for Small Business Development Center TOTAL $399,644 45 ATTACHMENT B EASTERN ARIZONA COLLEGE Workforce Development Plan Matrix FY 2010 A.R.S. § 15-1472 Goal Accountability Allocation Budgeted Actual Purposes Measurement of Funds Amount Amount Partnerships with Enhance support Graham/Greenlee Graham/ businesses and for economic educational Greenlee educational development and partnerships educational $135,000 $13,487 institutions educational assisted partnerships partnerships Additional faculty for Enhance support Expanded Expanded improved and for occupational occupational occupational expanded training training in areas of training in classroom importance to rural areas of 75,000 0 importance instruction and Arizona to rural course offerings communities Arizona communities Enhance support Other classroom Expanded for classroom training support classroom 75,000 0 training training Technology, Strengthen Continuation of Continuation equipment, and teaching and mediated of mediated technology learning through classroom classroom infrastructure for support for new technology and technology advanced teaching instructional updated computer oanf dcoumppduatteinrg 180,000 351,157 and learning in technologies and equipment equipment classrooms or the infrastructure laboratories needed for those technologies Student services such as Facilitate support SBDC partnership SBDC assessment, for Small partnership advisement, and Business match 35,000 35,000 counseling for new Development and expanded job Centers opportunities To purchase, lease, or lease-purchase of real property, for new construction, None None None NA NA remodeling, or repair of buildings or facilities on real property. TOTAL PROJECTED/ ACTUAL FUNDING 1$500,000 I $399,644 46 REPORT ON WORKFORCE DEVELOPMENT EXPENDITURES A.R.S. §15-1472 FY 2009-10 MARICOPA COUNTY COMMUNITY COLLEGE DISTRICT Submitted by: Dr. Rufus Glasper Chancellor 47 MARICOPA COMMUNITY COLLEGES 2411 West 14th Street Tempe, Arizona 85281 480.731.8000 www.maricopa.edu FY 2009-2010 Proposition 301 Workforce Development and Job Training Annual Report OVERVIEW The Maricopa Community Colleges are committed to the workforce development and job training needs of its many constituents We exist in a dynamic and global environment where workforce demands of the public and private sector evolve and change at a rapid pace, and shifts in population demographics of the workforce present enormous challenges During these challenging economic times, we have worked to align our strategies to ensure partnership development, resource leveraging, and tailored workforce development and training that meets the needs of the employer community in the Greater Phoenix region. SECTION I: Introduction Establishment of Funding Criteria and Process The Chancellor's Executive Council reviews and approves the Proposition 301 allocation process The process stipulates that each College and Skill Center receive a $50,000 base allocation. The most recently established Colleges receive a $50,000 supplemental allocation (Chandler-Gilbert, Estrella Mountain, Paradise Valley, and South Mountain) The balances of allocable funds are distributed to Colleges and Skill Centers on the basis of the annual occupational Full Time Student Equivalent (FTSE) enrollment (see Appendix A) . The allocation process aligns with the FY 10 Proposition 301 Annual Plan that was approved by the Maricopa County Community College District (MCCCD) Governing Board and submitted to the Arizona Department of Commerce As the funds are allocated to the Colleges, they continue to target opportunities that assist in workforce development As defined by state statute, funds were deployed for the following purposes 1. Partnerships with businesses and educational institutions, 2.. Additional faculty members for improved and expanded classroom instruction and course offerings, 3 Technology, equipment, and technology infrastructure for advanced teaching and learning in classrooms or laboratories, 4. Student services such as assessment, advisement, and counseling for new and expanded job opportunities, and 48 5. The purchase, lease, or lease-purchase of real property, for new construction, remodeling or repair of buildings or facilities on real property The Maricopa Occupational Administrators Council was directed to establish an agreed upon set of industry priorities that were recommended to the Colleges for their allocation.. The industry priorities identified for FY 10 were.: • Aerospace and Aviation • Biosciences • High Technology/Manufacturing • Advanced Business and Financial Services • Health Care • Teacher Education • Public Safety/Homeland Security ��� P-20 Career Pipeline Development • Sustainability and Green Technologies • Apprenticeships/Internships and Re-training • Response to Local Workforce Needs In addition, the Colleges were encouraged to give additional consideration to the following emerging workforce trends in the expenditure of their allocation • Changing Demographics in the Workplace • Soft Skills/Job Readiness Development • Systems Thinking as it applies to the Workplace • Math and Science Skill Development • Globalization Each College is required to submit its proposed plan for the use of its allocation which aligns with the recommended industry priorities and emerging workforce trends These plans must be received prior to the allocation of the resources SECTION II: Strategic Positioning for Workforce Development and Accountability Measures The Proposition 301 funds were allocated to the ten Colleges and two Skill Centers with the requirement that the following criteria would be reported for inclusion in the Proposition 301 Annual Report for the District, and were based on their individual College proposed plan required prior to allocation of funding 1 IndustrylWorkforce Initiative per Industry Priorities and Trends 2. Allocation of Funds Spent and Description of Funded Projects 3. Performance/Outcome Measures 4 Private Sector/In Kind Contributions 49 Appendix B includes the FY 10 individual College reports which respond to these criteria The following section is the outcome information regarding the Maricopa Small Business Development Center for FY 10. Maricopa Small Business Development Center (SBDC) An important aspect of workforce development in the 21 sl century economy is nurturing an entrepreneurial workforce The following outcomes resulted from the allocation of Proposition 301 funding to the Maricopa Small Business Development Center. 1.. In 2009-2010, SBDC staff supported the Prop 301 initiative with the following client work • One-on-one counseling to 2,040 small businesses, with 6,019 hours, leading to 443 new jobs, 169 retained jobs, 139 startups, $16 5 million in new capital, and $174 million in increased revenues. • Presented -168 seminars and workshops to 1,511 participants throughout the Phoenix metro area, many at various Maricopa college campuses. 2.. The Maricopa SBDC has extensive partnership relationships throughout the community. The strength of these partnerships can be gauged by the fact that several of the organizations contribute funds to the support of the SBDC. Notable examples include • The City of Phoenix Small Business Department and Neighborhood Services Department, to whose clients we provided business advice and training.. We also provided intensive business assessments and technical assistance to City of Phoenix clients. The City of Phoenix granted the SBDC $25,000 to provide Viral Marketing assistance in 2010 • The City of Mesa Neighborhood Services Department to whose minority, woman, and micro business clients we provided business advice. The City of Mesa contributed almost $75,000 to the SBDC under Community Development Block Grant funding during 2010. • The City of Scottsdale provided office and training space in its downtown facilities for the SBDC. • The City of Glendale and Glendale Community College provided commitments that allowed the AZSBDC Network to bid on the Statewide Procurement Technical Assistance Center grant, which will be decided by year end 3. The Maricopa SBDC has worked hard to increase its linkages with Maricopa's Colleges Significant progress has been made in this regard including • Continuing of the SBDC's first satellite center, "M3 SBDC" (signifying Mesa Minority/Micro business) in October 2005 at the MCC downtown campus 50 • Continuing the operation of a satellite center at the Rio Salado Life Long Learning Center in Surprise which opened in September 2008. • Opening of a satellite center in downtown Scottsdale in Aug 2009, and coordinating seminars and classes with SCC Piute Center • Provided counseling, seminars, and classes for PVCC, with plans to open a satellite office there by year end 2010 • Provided counseling, seminars, and classes for Glendale/Peoria area, with discussions with GCC regarding having an SBDC satellite office in the near future for 2011 • Planning and budgeting for a satellite office at Estrella Mountain in January 2011 Also working on online Entrepreneurship curriculum • Assisted Gateway with small business incubator, and provided assistance with entrepreneurial center planned Co-accredited NxLevel small business curriculum and are looking at other small business offerings 4. Minority Program - Prop. 301 funds the salary for the Program Coordinator, and supports minority centers in Mesa, minority programs offered throughout the District, and classes and workshops specifically targeting minority groups.. Our Minority Program Coordinator was recognized by the U S Small Business Administration as the Minority Advocate of the year for 2010. Results from working with minority clients of the center reflect 134 new jobs, 85 retained jobs, 28 startups, $900 thousand in increased capital, and $3.1 million in increased sales . 5.. High Technology Program - Prop 301 funds the salary for the Program Coordinator, and supports technology programs the Center sponsors throughout the District For example, the SBDC has built relationships with incubators for Chandler-Gilbert (providing two days per week on-site counseling and assistance, along with training, mentor meetings, and other services) and assistance with a new Incubator for Gateway CC, via business plan assistance, serving on advisory committee, etc. 6 In 2010 the Maricopa SBDC and State Office applied for and received a grant from the US Small Business Administration for Clean Technology. A 3-year $140K per year award, the grant is providing additional funding to expand technology offerings to Green businesses, and providing technology readiness assessments, SBIR, intellectual property, entrepreneurial training, and other specialized client services. Results from working with technology businesses of the center reflect 90 new jobs, 37 retained jobs, $5.6 million in increased capital, and $3.1 million in increased sales 51 SECTION III: Budget Overview The Maricopa Community Colleges FY 10 Actual Expenditures totaled $6,028,891 (see Appendix A).. The detailed College reports include the status and outcomes of the Proposition 301 initiatives (see Appendix B). SECTION IV: Private Sector"n Kind Contributions At the request of the Joint Legislative Budget Committee (JLBC), the Maricopa Community Colleges have provided a summary of information regarding the identified private sector contributions and benefits from the use of Proposition 301 funds to support workforce development program outcomes. These contributions are provided in Appendix B by project and by College Please note that the Colleges reported those contributions that could be clearly identified and quantified If there was not an agreedupon formula or mechanism in place to establish a monetary value of the in-kind contribution or service, a dollar amount is not shown. Private sector contributions varied from direct cash to a wide range of in-kind and less tangible benefits to the workforce development programs.. Examples of some of those contributions and benefits include: • Direct cash for program development/expansion/faculty/support staff • Use of facilities • Marketing support • Provision of supplies and course materials • Provision of speakers • Capital (equipment) • Access to state-of-the-art, specialized equipment • Scholarships and tuition for employees enrolled in specialized programs • Career/job opportunities • Internships • Clinical sites for healthcare programs • Collaborative projects with community agencies (shared expenses) • Leveraging additional program dollars from local, state, and federal sources • Strengthening of advisory committees with local expertise and higher level individuals within the industry or employment sector Please note that this document only reflects those contributions and benefits related to specific programs funded by Proposition 301 dollars, not all workforce development programs supported by the ten Colleges. 52 SECTION V: Demographic Profile of District The Maricopa Community College District ranks as the nation's largest system of its kind and is the largest single provider of higher education and job training in Arizona. The District serves as a major resource for those seeking post-secondary education and training .. Consisting of ten regionally accredited Colleges, two Skill Centers and multiple satellite education centers located throughout the 9,000+ square miles of Maricopa County, Maricopa has 3,800 full and 4,100 part-time employees and an annual budget of over $1 billion. Maricopa educates and trains more than 260,000 persons annually, with nearly 220,000 enrolled in credit courses and over 41,000 enrolled in ABE/GED, skill center, non-credit and special interest courses and programs Maricopa's student body is 55 percent female and 42 percent male, ethnic compositions include 55 percent white, 20 percent Hispanic, 7 percent African American, 4 percent Asian, and 3 percent American Indian In the 2008-09 academic year, the District awarded over 18,000 degrees and certificates.. That same year, nearly 6,200 Bachelor degree recipients from Arizona's three pUblic universities graduated with 12 or more credits from the Maricopa Community Colleges The Maricopa Community Colleges are recognized as a premier provider of workforce development and job training programs and services. Maricopa has a tradition of being responsive to employer needs and providing training and education that lead to marketable skills and gainful employment Source. MCCCD 2009 Fact Book 53 APPENDIX A Maricopa Community Colleges FY 2009-10 Proposition 301 BUdget by Charge Centers FY09·10 % Charge Ctr Description Actual $ Actual $ Cum% Numerical Order By CC 1 Aerospace & aviation $ 0.0% 2 Bioscience/biotechnology $ 0.0% 3 High tech $ 143,020 2.4% 4 Advanced business & financial services $ 42,389 0.7% 5 Health care $ 832,433 138% 6 Teacher education $ 567,390 9.4% 7 Public safety/homeland security $ 322,125 53% 8 Career pipeline development $ 233,135 39% 9 Apprenticeships/internships & retraining $ 214,314 3..6% 10 Response to Local Workforce Needs $ 788,529 131% 11 Sustainability & Green Technologies 12 Quality Instruction $ 2,885,556 479% $ 6,028,891 100.0% Sort· Descending Magnitude Budget $ 12 Quality Instruction $ 2,885,556 479% 479% 5 Health care $ 832,433 13.8% 617% 10 Response to Local Workforce Needs $ 788,529 13 1% 747% 6 Teacher education $ 567,390 94% 842% 7 Public safety/homeland security $ 322,125 5.3% 89.5% 8 Career pipeline development $ 233,135 3.9% 934% 9 Apprenticeships/internships & retraining $ 214,314 36% 969% 3 High tech $ 143,020 24% 993% 4 Advanced business & financial services $ 42,389 07% 1000% 1 Aerospace & aviation $ 00% 100.0% 2 Bioscience/biotechnology $ 00% 1000% 11 Sustainability & Green Technologies $ 0.0% 1000% $ 6,028,891 100.0% 54 Maricopa Community Colleges FY09-10 Prop 301 Distnct Summary By Prop 301 Charge Center 1 2 3 4 5 6 7 8 9 10 11 12 Advanced Public safety Career Apprenticeships Response to Sustainability Aerospace Bioscience i High tech business & Health Teacher J homeland pipeline internships & to Local & Green Quality &aviation biotechnology financial care education Total security development retraining Workforce Technologies Instruction services Needs Chandler-Gilbert $ - $ - $ 13,192 $ 6,526 $ 563 $ 27,062 $ 137,529 $ 26,273 $ - $ 6,508 $ 546,132 $ 763,783 GateWay $ - $ - $ 60,888 $ - $ 309,214 $ 45,405 $ - $ 45,709 $ 6,077 $ - $ - $ 467,294 Maricopa SC $ - $ - $ - $ - $ - $ - $ - $ - $ - $ 117,578 $ - $ 117,578 Estrella Mountain $ - $ - $ - $ 3,045 $ 30,800 $ 29,528 $ - $ 66,775 $ $ - $ 441,196 $ 571,344 SWSC $ - $ - $ - $ - $ 56,573 $ - $ - $ 24,958 $ - $ - $ - $ 81,530 Glendale $ - $ - $ 27,703 $ - $ (9,810) $ - $ 50,516 $ - $ - $ 4,617 $ 314,166 $ 387,191 Mesa $ - $ - $ 38,188 $ - $ 28,157 $ 64,673 $ - $ - $ - $ 252,225 $ 635,852 $ 1,019,095 Paradise Valley $ - $ - $ - $ - $ 98,662 $ 19,218 $ 124,448 $ - $ - $ 785 $ 100,031 $ 343,144 Phoenix College $ - $ - $ - $ - $ 312,788 $ - $ 9,632 $ - $ - $ 28,156 $ 199,708 $ 550,284 Rio Salado $ - $ - $ - $ - $ - $308,131 $ - $ - $ 208,237 $ - $ 219,384 $ 735,752 Scottsdale $ 3,049 $ 5,487 $ 23,915 $ 54,525 $ 83,094 $ 321,498 $ 491,569 South Mountain $ - $ - $ - $ 32,818 $ - $ 49,459 $ - $ 14,895 $ - $ - $ 107,590 $ 204,762 SBDC/DW $ - $ - $ - $ - $ - $ - $ - $ - $ - $ 295,565 $ 295,565 Total $ - $ - $143,020 $ 42,389 $ 832,433 $567,390 $ 322,125 $ 233,135 $ 214,314 $ 788,529 $ 2,885,556 $ 6,028,891 55 Maricopa Community Colleges FY09-10 Prop 301 Budget $ By Prop 301 Charge Center FY09-10 % Charge Ctr Description Budget $ Budget $ Cum% Numerical Order By CC 1 Aerospace & aviation $ 00% 2 Bioscience/biotechnology $ 0.0% 3 High tech $ 96,042 1.6% 4 Advanced business & financial services $ 94,684 1.6% 5 Health care $ 655,112 11 1% 6 Teacher education $ 511,420 87% 7 Public safety/homeland security $ 315,281 54% 8 Career pipeline development $ 116,351 20% 9 Apprenticeships/internships & retraining $ 105,937 1.8% 10 Response to Local Workforce Needs $ 896,647 15.3% 11 Sustainability & Green Technologies $ 5,000 01% 12 Quality Instruction $ 3,079,398 524% $ 5,875,872 100.0% Sort - Descending Magnitude Budget $ 12 Quality Instruction $ 3,079,398 524% 524% 10 Response to Local Workforce Needs $ 896,647 15.3% 67.7% 5 Health care $ 655,112 11 1% 788% 6 Teacher education $ 511,420 87% 87.5% 7 Public safety/homeland security $ 315,281 5.4% 92.9% 8 Career pipeline development $ 116,351 20% 94.9% 9 Apprenticeships/internships & retraining $ 105,937 1.8% 96.7% 3 High tech $ 96,042 1.6% 983% 4 Advanced business & financial services $ 94,684 1.6% 99.9% 11 Sustainability & Green Technologies $ 5,000 01% 1000% 1 Aerospace & aviation $ 00% 1000% 2 Bioscience/biotechnology $ 0.0% $ 5,875,872 100.0% 56 Maricopa Community Colleges FY09·10 Prop 301 District BUdget Summary By Prop 301 Charge Center 1 2 3 4 5 6 7 8 9 10 11 12 Aerospace & Bioscience! High Advanced Health Teacher Public safety! Career Apprenticeships Response to Sustalnability aViation biotechnology tech business & care education homeland pipeline internships to Local & Green Quality financial services security ~evelopmen & retraining Workforce Needs Technologies Instruction Total Chandler-Gilbert $ - $ $ - $ $ - $ 33,640 $ 116'512 1$ 27,112 $ $ - $ $ 600,983 $ 778,247 GateWay $ - $ - $ ",000 \' - $ 195,773 $ - $ - $ - $ - $ 18,560 $ $ - $ 230,133 Maricopa SC $ $ $ - $ - $ - $ - $ - $ - $ - $ 81,014 $ - $ 81,014 Estrella Mountain $ $ - $ 18.110 $ 18,110 $ - $ - $ - $ 18,110 $ 41,937 $ 60,046 $ - $ 434,455 $ 590,767 SWSC $ - $ - $ - $ - $ 48,293 $ - $ 16,550 $ - $ - $ - $ - $ 64,843 Glendale $ $ $ 34,685 $ - $ 64,000 $ - $ 64,000 $ - $ 64,000 $ - $ - $ 325,607 $ 552,292 Mesa $ $ - $ 27,447 $ - $ 80,280 $ 37,760 $ - $ - Ii - $ 158,200 $ - $ 740,277 $1,043,964 Paradise Valley $ - $ - $ - $ - $ 100,000 $ 5,000 $ 74,021 $ - - $ - $ - $ 109,888 $ 288,909 Phoenix College $ - $ $ - $ - $ 166,766 $ - $ - $ - $ $ 35,940 $ - $ 206' 412 1 $ 409,118 Rio Salado $ - $ - $ - $ - $ $374,288 $ - $ - $ $ 116,129 $ - $ 220,584 $ 711,001 Scottsdale $ - $ - $ - $ 76,574 $ - $ 12,000 $ 44,198 $ 66,129 $ $ $ - $ 327,056 $ 525,957 South Mountain $ $ - $ - $ - $ - $ 48,732 $ - $ 5,000 $ - $ 69,759 $ 5,000 $ 114,136 i$ 242,627 SBDCi'GPEC Dues $ - $ - $ - $ $ - $ - $ - $ - $ $ 357,000 $ - $ - $ 357,000 Total $ - $ - $ 96,042 $ 94,684 $ 655,112 $ 511 ,420 $ 315,281 $ 116,351 $ 105,937 $ 896,647 $ 5,000 $ 3,079,398 $ 5,875,872 57 MARICOPA COMMUNITY COLLEGES FYIO Projected Proposition 301 Revenue and Expenditures Projected Revenue Available for Alloc. 1$ 8,972,900 $ 7,079,600 ALLOCAnONS I FY 2009 FY 2010 Faculty - Salary & Benefits $ 3,649,700 $ 3,578,313 SBDC $ 275,000 $ 315,000 GPEC Dues $ 27,000 $ 42,000 FY 2009IFY20 I0 Allocations to Colleges $ 4,018,200 $ 2,439,474 Contingency Reserve $ 1,003,000 $ 704,813 TOTAL EXPENDITURES.................... $ 8,972,900 $ 7,079,600 FY08 Occ Ed Base New College Per FTSE FY 2010 Colleges/Skill Centers FTSE Prorata Share Allocation Allocation Allocation Allocation College 1,0598 5% 50,000 50,000 $ 77,264 177.264 Estrella Mountain 7724 3% 50,000 50,000 $ 56,3 12 156,312 Southwest Skill Center 2036 1% 50,000 $ 14,843 64,843 Gateway Community College 2,470.8 11% 50,000 $ 180,133 230,133 Maricopa Skill Center 4254 2% 50,000 $ 31,014 81,014 Glendale College 24235 11% 50,000 $ 176,685 226,685 Mesa Community College 3,4797 15% 50,000 $ 253,687 303,687 Paradise Valley Community College 1,0839 50/0 50,000 50,000 $ 79,021 179,021 Phoenix College 2,0946 9% 50,000 $ 152,706 202,706 Rio Salado College 6,0410 2t% 50,000 $ 440,417 490,417 Scottsdale Community College 2,0424 9% 50,000 $ 148,901 198,901 South Mountain Community College 390.8 2% 50,000 50,000 $ 28,49 I 128.491 TOTAL 22.4879 100% 600,000 200,000 $ 1,639.474 $ 2,439,474 FY 2009 Prop 30 I Allocation Colleges/Skill Centers FY07 Occ Ed Prorata Share Base New College Per FTSE Total Allocation Chandler Gilbert Community 9293 4% 50,000 50,000 129,852 $ 229,852 Estrella Mountain 685.4 3~/Q 50,000 ;0,000 95,772 $ 195,772 Southwest Skill Center 2323 1% 50,000 32,460 $ 82,460 Gateway Community College 2,565 I 11% 50,000 358,424 $ 408,424 Maricopa Skill Center 495 I 20/0 50,000 69.18 I $ 119,181 Glendale College 2,475.5 11% 50,000 345,904 $ 395,904 Mesa Community College 3,583 2 16% 50,000 500,684 $ 550,684 Paradise Valley Community College 1,0863 5% 50,000 50,000 151.790 $ 251.790 Phoenix College 2,1713 9% 50,000 303,398 $ 353,398 Rio Salado College 6.4749 28% 50,000 904,744 $ 954,744 Scottsdale Community College 1,9243 8% 50,000 268,884 $ 318,884 South Mountain Community College 408.7 20/0 50,000 50,000 57.108 $ 157,108 TOTAL 23,031.4 100% 600,000 200,000 $ 3,218,200 $ 4,018,200 58 --{ FY 2009-2010 Ii-'-----------------------------------------------, C"i,;·A"''''.L,..''',;k"''''''tJ'''·;;.,'''''<''""·4,~''''j':;·.;''''',;""".)t;",i'" MARICOPA COMMUNITY COLLEGES - CURRENT RESTRICTED FUND 3 PROPOSITION 301 REVENUE AND EXPENDITURE SUMMARY Increasej (Decrease) Amount Percent $ (335,912) -9.84% 40,000 14.55% 12,000 40.00% (1,578,726) -39.29% 203,728 20.37% 1,000,000 -31.61% (2,504,485) -22.00% 0.00% $ (3,163,395) -14.30% FY 2008-09 Adopted REVENUES BUdget % of Total Prop 301 Sales Tax Revenue $ 8,972,900 40.56% Prop 301 CapItal DistributlOn 0.00% Interest Income 200,000 0.90% Fund Balance Carryforward EstImate* 12,948,930 58.53% Total Revenues $ 22,121,830 100.00% EXPENDITURES Quality InstructlOn $ 3,415,310 15.44% Small Busmess Development Ctr. 275,000 1.24% GPEC Dues 30,000 0.14% College Workforce ImtlatIves** 4,018,200 18.16% Reserve** 1,000,000 4.52% Capital DistributlOn*** 0.00% Carryforward EstImate* 11,383,320 51.46% Carryforward for specIal projects 2,000,000 9.04% Total Expenditures $ 22,121,830 100.00% FY 2009-10 Adopted Budget % of Total $ 7,004,600 36.95% 1,000,000 5.27% 75,000 0.40% 10,878,835 57.38% $ 18,958,435 100.00% 7,079,600 $ 3,079,398 16.24% 315,000 1.66% 42,000 0.22% 2,439,474 12.87% 1,203,728 6.35% 1,000,000 5.27% 8,878,835 46.83% 2,000,000 10.55% $ 18,958,435 100.00% $ (1,968,300) 1,000,000 (125,000) (2,070,095) $ (3,163,395) -21.94% NjA -62.50% -15.99% -14.30% FY10 Carryforward Estimates mclude carryforward balances of Prop 301. Colleges will receIve allocatlOns for workforce mltIatlves for workforce needs. *** Mancopa receIved a $1 million scheduled each on FY04-05 and FY 07-08 for capItal distributlOn that IS glVen to a smgle different commumty college campus every year on a rotatmg baSIS. MarIcopa will receIve $1 million m FY07-8 (EMCC), FY09-10 (Chandler-Gilbert), FY09-1O (Williams Gateway) and FYl1-12(Red MountamjEast Mesa) for a total of $5 million. 59 Prop 301 Budget Balances as of 6130110 (Designated Carryforward) Charge FYTD FYTD Fund Unit Center Grant Initiative Description Op Budget Expenditures 320 100 328121 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Electrophysiology EqUipment 328202 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Bioscience Lab Tech Expansion 328006 RE Pr 328138 328304 328417 328418 328119 328200 328201 328509 328122 PROP 301 OTHER Culinary Program 328204 PROP 301 OTHER Legal Studies Electronic 12,278.82 14,593.52 328305 PROP 301 OTHER Fashion Design 27,823.66 13,562.50 327001 PROP 301 ADMIN P301 Faculty 206,412.00 199,707.84 TOTAL PHOENIX COLLEGE 522,517.68 550,283.84 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 232,016.69 312,787.57 44150 PROP 301 TEACHER EDUCATION 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY 43,986.51 9,632.41 44170 PROP 301 CAREER DEVELOPMENT 44180 PROP 301 INTERNSHIPS & RETRAINING 44190 PROP 301 OTHER 40,102.48 28,156.02 45430 PROP 301 QUALITY INSTRUCTION 206,412.00 199,707.84 522,517.68 550,283.84 Charge FYTD FYTD Fund Unit Center Grant Initiative Description Op BUdget Expenditures 320 150 328009 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Immunohistochemistry Tral 328205 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Cadavar Specimens 328106 44120 PROP 301 HIGH TECH Cisco Networking Equip 328109 44120 PROP 301 HIGH TECH CAD Program Software 328233 44120 PROP 301 HIGH TECH CAD Faculty 34,685.00 27,703.11 328101 44140 ARE 328102 4414 ARE 328301 4 THCARE 328415 441 301 H HCARE 328110 44150 PROP 301 TEACHER EDUCATION 328007 44160 PR /HOMELAND SECURI 328100 OM NDSECURI 328103 OM SECURI 328107 ELAND SECURITY 328108 ELAND SECURITY 328206 OMELAND SECURITY 60 328207 328008 328105 328413 328414 328104 328416 327001 PROP 301 OTHER PROP 301 ADMIN TOTAL GLENDALE 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION 44160 PROP 301 PUBLIC SAFETY/HOIVIELAND SECURITY 44170 PROP 301 CAREER DEVELOPMENT 44180 PROP 301 INTERNSHIPS & RETRAINING 44190 PROP 301 OTHER 45430 PROP 301 QUALITY INSTRUCTION 34,685.00 64,167.11 . 57,610.41 . .53,839. 129,306. 325,607.00 665,215.01 27,703.11 (9,810.16) • 50,815.79, 22043.41 38844.73 FYTD Expenditures 15309.06 30095.78 . _.' 0 o 45709.05 .0 .18 FYTD 22043.41 44128.33 o Op BUdget N Polyso Electroneurodiagnotics Learning Center Tutor OSH Technology ABE & ESL Cent ESLCenter T-Ten indus NG ING 441 441 0 44140 44140 44140 44140. 44140 44140 44140 44140 44140 44140 44140 44140 44150 44150 44160 44170 44170 4 Grant Initiative 328112 328401 328426 328011 328013 328111 328209 328235 328236 328237 328241 328300 328302 328303 328402 328403 328404 328427 328429 328430 328432 328208 328311 328055 328010 328400 328113 328238 Charge Center 200 Unit 320 Fund 61 36789.18 0 596,022.70 467,293.57 66,171.74 60.888.14 353,175.70 309,214.36 ' 32,378.74 45,404.84 i<~ 98,432.85 45,709.05 9,074.49 6,077.18:,: 36,789.18 596,022,70 467,293,57 117,578.00 117,578.00 117,578.00 117,578.00 Cosmetology Statrtup P301 Faculty Water Technologies Quality SpeCialist Program Rapid Response Contingency P301 Faculty 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY 44170 PROP 301 CAREER DEVELOPMENT 4 oF> 301 INTERNSHIPS & RETRAINING 441 OP 301 OTHER 45430 PROP 301 QUALITY INSTRUCTION 44180 PROP 301 INTERNSHIPS & RETRAINING 44180 PROP 301 INTERNSHIPS & RETRAINING 44190 PROP 301 OTHER 45430 PROP 301 ADMIN TOTAL GATEWAY 328014 44190 PROP 301 OTHER 327001 45430 PROP 301 ADMIN TOTAL SKILL CENTER 328239 328431 328012 327001 320 210 Charge Fund Un~ Cen~r 320:~-~21~3~--:3~2~8~04';"7=-=i==~==~~==~=".....~~~~~~~~~,.... 328048 328223 328131 328132 327001 FYTD 157,500.26 24957.75 o 81,530.40 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY 44170 PROP 301 CAREER DEVELOPMENT 44180 PROP 301 INTERNSHIPS & RETRAINING 44190 PROP 301 OTHER 45430 PROP 301 QUALITY INSTRUCTION 130,674.84 56,572.65 157,500,26 81,530.40 Fund Unit Charge Center Grant Initiative Description FYTD Op Budget FYTD Expenditures 320 250 328016 328136 44120 PROP 301 HIGH TECH 44120 PROP 301 HIGH TECH Biotechnology Prog Expnslon ManufactUring Program 12571.02 1914.91 oo 62 1,221,604.03 38187.68 28157.02 64672.51 87390.19 73936.73 o 90898.57 635,852.35 1.019,095.05 67447 81851:9 64672.51 87420:96 73936.74 613.42 90898.57 740,277.00 High Tech Program HealthcarePrOgrams Teacher Ed Exp Culinary A Vet Tech P Interior Desig High Demand P301 Faculty 44120 PROP 301 HIGH TECH 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION 44190 PROP 301 OTHER 44190 PROP 301 OTHER 44190 PROP 301 OTHER 44190 PROP 301 OTHER 45430 PROP 301 ADMIN TOTAL MESA 328419 328015 328017 328018 328019 328020 328137 327001 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION .44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY 44170 PROP 301 CAREER DEVELOPMENT of' 301. INTERNSHIPS & RETRAINING OP 301 OTHER 45430 PROP 301 QUALITY INSTRUCTION 81,932.93 81,851.90 740,277.00 1,221,604.03 38,187.68 Charge FYTD FYTD Fund Unit Center Grant Initiative Description Op BUdget Expenditures 320~-";3~0~0;;""-""3;';2;';'80~2~2~":'44~1~2~0';";"'-=P~R';'O~P~30;"1~H~IG'"H-:-=T:E~C~H~----------~M~o~ti';"'on~P;;'ic~tu-re-=T"'el"'e"'vi-sl-o-n-----------.;.:;...;.,;;,,;;,;i~--""O-=:;.;....;;,;,,;,;;.;.~O 328025 44120 PROP 301 HIGH TECH Computer Lab 0 0 328027 44120 PROP 301 HIGH TECH Culinary Arts EqUipment 0 0 328028 44120 PROP 301 HIGH TECH Monitors for Architectural 0 0 328053 44120 PROP 301 HIGH TECH Autocad Software 0 0 328126 44120 PROP 301 HIGH TECH ForenSIc SCience Production 0 0 328211 44120 PROP 301 HIGH TECH Betabolic Cart 0 0 328213 44120 PROP 301 HIGH TECH Revit Software 0 0 328214 44120 PROP 301 HIGH TECH Clinical Simulators 0 0 328408 44120 PROP 301 HIGH TECH Animation Technology Cert 3052.9 3048.9 328021 4 PROP 301 BUS & FINANCIAL SERVICES Hospitality &Tourism 0 0 328026 44 LTH CARE Hi Te 00 328234 CARE Nursi . 0 0 328406 CARE Local 2 5486.72 328407 4414 PR CARE YogaTOO 328210 44150 PROP 301 TEACHER EDUCATION Taking Courses to Higher 0 0 328409 44150 PROP 301 TEACHER EDUCATION Faculty ProfeSSional Deve 27350.25 23915.14 328428 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY' SRPMIC Public Safety Acad 96583.11 0 328023 44170 PROP 301 CAREER DEVELOPMENT English for SpeCial Purpo 0 0 328024 44170 PROP 301 CAREER DEVELOPMENT CIS Fast Track Certification 0 0 328054 44170 PROP 301 CAREER DEVELOPMENT Home Remodeling Program 0 0 328123 44170 PROP 301 CAREER DEVELOPMENT Program Promotion 0 0 328212 44170 PROP 301 CAREER DEVELOPMENT Architectural 3-D Trainer 0 0 328405 44170 PROP 301 CAREER DEVELOPMENT Accounting TutOring Center 66583.09 54525.16 328124 44190 PROP 301 OTHER Tourism development & mgmt 13621.48 5637.44 328125 44190 PROP 301 OTHER Theatre Production 0 0 328127 44190 PROP 301 OTHER Business Institute 4243.46 61108 328128 44190 PROP 301 OTHER Rapid Response 25052.94 16348.95 63 327001 45430 PROP 301 ADMIN P301 Faculty 327,056.00 321,498.46 TOTAL SCOTTSDALE 569,029.95 491,568.77 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 3,052.90 3,048.90 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY 44170 PROP 301 CAREER DEVELOPMENT 44180 PROP 301 INTERNSHIPS & RETRAINING 44190 PROP 301 OTHER 42,917.88 45430 PROP 301 QUALITY INSTRUCTION 327,056.00 321,498.46 569,029.95 491,568.77 Charge FYTD Fund Unit Center Grant Initiative Description 320 350 328118 44130 1 BUS & FINANCIAL SERVICES ccupational Program 328031 44140 HEALTH CARE Program Expansion 328032 44140 EALTH CARE Dental Assist/Allied Health 328229 44140 P EALTH CARE Healthcare Programs 0 328029 44150 PROP 301 TEACHER EDUCATION Teacher Prep Expansion 0 328230 44150 PROP 301 TEACHER EDUCATION Education Programs 282874.44 328425 44150 PROP 301 TEACHER EDUCATION Education/Early Childhood 25256.31 328030 44160 .PROP 301 PUBLIC SAFETY/HOMELAND SECURITY Public Safety Programs 328033 44170 PROP 301 CAREER DEVELOPMENT AZTEC Software Implementation 328231 44170 PROP 301 CAREER DEVELOPMENT Online ESUUteracy 328232 44180 I RAINING Local Wor~force Needs 328406 44180 I RAINING Local WofktorceNeeds 327001 45430 PROP 301 ADMIN P301 Faculty TOTAL RIO SALADO 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 1.16 44140 PROP 301 HEALTH CARE (4,576.85) 44150 PROP 301 TEACHER EDUCATION 378,863.69 308,130.75 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY 44170 PROP 301 CAREER DEVELOPMENT 44180 PROP 301 INTERNSHIPS & RETRAINING 44190 PROP 301 OTHER 45430 PROP 301 QUALITY INSTRUCTION 220,584.00 219,383.82 799,146.60 735,751.72 Charge FYTD FYTD Fund Unit Center Grant Initiative Description Op Budget Expenditures 320 400 328036 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Bio & Environmental SClen 328139 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Title V Coop BUilding 328037 44120 PROP 301 HIGH TECH Cisco 0 0 328217 44120 PROP 301 HIGH TECH MusIc Busmess 0 0 328423 44120 PROP 301 HIGH TECH Tech SupportlAhwluke 640.63 0 328218 44130 PROP 301 BUS & FINANCIAL SERVICES Business Programs 0 0 328220 44130 PROP 301 BUS & FINANCIAL SERVICES Interpreter Training 64 328306 328307 328421 328035 328215 328216 328034 328308 328422 328424 328140 328219 328220 327001 PROP 301 TEACHER EDUCATION PROP 301 TEACHER EDUCATION PROP 301 CAREER DEVELOPMENT PROP 301 CAREER DEVELOPMENT PROP 301 OTHER PROP 301 OTHER PROP 301 OTHER PROP 301 ADMIN TOTAL SOUTH MOUNTAIN 67375.06 9800 10200 23499.23 o 5000 3834.21 114,136.00 274,238.42 49459.22 o 10096.41 4798.12 oo o 107,589.88 204,761.72 77,175.06 107,589.88 204,761.72 32,818.09 49,459.22 640.63 39,753.29 8,834.21 114,136.00 274,238.42 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY 44170 PROP 301 CAREER DEVELOPMENT 44'180 PROP 301 INTERNSHIPS & RETRAINING, 44190 PROP 301 OTHER 45430 PROP 301 QUALITY INSTRUCTION Fund Op Budget 320 Unit 450 Charge Center 328041 328310 328309 328312 328313 328039 328017 328221 328040 328130 328420 328141 328240 327001 Grant 44100 44120 44130 44130 44130 44140 44150 44150 44160 44160 44170 44190 44190 45430 Initiative PROP 301 AEROSPACE & AVIATION PROP 301 HIGH TECH PROP 301 BUS & FINANCIAL SERVICES PROP 301 BUS & FINANCIAL SERVICES PROP 301 BUS & FINANCIAL SERVICES PROP 301 HEALTH CARE PROP 301 TEACHER EDUCATION PROP 301 TEACHER EDUCATION PROP 301 PUBLIC SAFETY/HOMELAND RITY PROP 301 PUBLIC SAFETY/HOMELAND ITY PROP 301 CAREER DEVELOPMENT PROP 301 OTHER PROP 301 OTHER PROP 301 ADMIN TOTAL CHANDLER GILBERT Description Aerospace & Williams - New Hanger Solar Panellntall Prg Library Oce Ed Resources Wison Education index Crimi ustice rogram Teacher Ed Program Exp Teacher Ed Law Enforcement Academy Fire Science Business & Computing Stud Electric Utility Tech Pro CGCC Rapid Response P301 Faculty FYTO o 20431.06 6526 oo 562.87 o 27061.68 113646.2 24935.39 26272.99 6507.62 62386.01 600,983.00 889,312.82 FYTD Expenditures o 13191.7 6526 ,0 ,0 562.87. o 27061.68 1125 2493 26272.96 6507.62 o 546,131.55 763,783.11 13,191.70 6,526.00 562.8Y" 27,061.68 137,528.73. 26,272.96 20,431.06 6,526.00 562.87, 27,061.68 138,581.59 26,272.99 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION 44160 PROP 301 PUBLIC SAFETY/HOMEi.J!.ND SECURITY 44170 PROP 301 CAREER DEVELOPMENT 65 . 301INTERNSHI~S& RETRAINING 301 OTHER PROP 301 QUALITY INSTRUCTION 600,983.00 889,312.82 546,131.55 763,783.11 Charge FYTD FYTD Fundl~_-:U;.:,n~it;,..._-:::C:,:;e~n~te~r_,,:"G~ra::::n;.;;t-:;ln::;i~ti~at;:.iv::;e~:,,:,:,,:,~=~ ~~~;;,;;";;,;,;.. O=P.;:B;";;u;,;;d~g.;;.et::"",:-:-:,::,,,,,:.....;E=:x;;:p;;,,;e;;,n;,;;d::.;it:;;u;;,,;re;;:s::- 320 500 328046 44120 PROP 301 HIGH TECH 0 328043 44140 PR HEALTH CARE 328044 44140 P 1 HEALTH CARE 328045 44150 PROP 301 TEACHER EDUCATION 328042 44160 P 301 PU ETY/HOMELAND SECURITY· 328222 44160 301 PUB ETY/HOMELAND SECURITY 328129 44190 PROP 301 OTHER 328135 44190 PROP 301 OTHER 327001 45430 PROP 301 ADMIN TOTAL PARADISE VALLEY 785.13 100,030.81 343,143.91 98,662.18 19,218.20 124,447.59 7,446.40 22,484.85 109,888.00 494,935.16 198,404,01 23,634.58 133,077.32 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 44120 PROP 301 HIGH TECH 44130 PROP 301 BUS & FINANCIAL SERVICES 44140 PROP 301 HEALTH CARE 44150 PROP 301 TEACHER EDUCATION 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY 44170 PROP 301 CAREER DEVELOPMENT 44180 PROP 301 INTERNSHIPS & RETRAINING 44190 PROP 301 OTHER 45430 PROP 301 QUALITY INSTRUCTION Fundi 320 Unit 550 Charge Center 328225 328228 328410 328050 328226 328049 328133 328224 328227 328051 328411 328052 328134 328412 327001 Grant 44110 44130 44130 44140 44140 44150 44150 44150 44150 44170 44170 44190 44190 44190 45430 Initiative PROP 301 BIOSCIENCE/BIOTECHNOLOGY PROP 301 BUS & FINANCIAL SERVICES PROP 301 BUS & FINANCIAL SERVICES PROP 301 HEALTH CARE PROP 301 HEALTH CARE PROP 301 TEACHER EDUCATION PROP 301 TEACHER EDUCATION PROP 301 TEACHER EDUCATION PROP 301 TEACHER EDUCATION PROP 301 CAREER DEVELOPMENT PROP 301 CAREER DEVELOPMENT PROP 301 OTHER PROP 301 OTHER PROP 301 OTHER PROP 301 ADMIN TOTAL ESTRELLA MOUNTAIN Description BiOSCience K-12 Banking & Finance Business & IT Fields Support tection Tech Teacher Education Hybrid Post Bac Program Ed Pathways Prog Dev Speech/Lang Pathology Ass Career Pipeline Pre-englneenng & SMET PR Culinary Studies Rapid Response ACE Coordinator P301 Faculty FYTD Op BUdget o o 33101.62 51938.51 o 31517.79 700 277.85 5647.02 45285.32 46351.73 506.2 1575.95 o 434,555.00 651,456.99 FYTD Expenditures oo 3045.23 3079\).91 . '0 23952 oo 5575.71 21512.94 45262.5 o oo 441,196.03 571,344.32 TOTAL ALL CAMPUSES 6,958,557.62 5.733,325.86 66 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY 320 700 45430 PROP 301 QUALITY INSTRUCTION 327030 45430 PROP 301 SBDC 327583 45430 GPEC DUES 2010 TOTAL Total FY09-10 P301 Expenditure SBDC GPEC Dues 434,555.00 651,456.99 315,000.00 42,000.00 357,000.00 441,196.03 571,344.32 253,565.20 42,000.00 295,565.20 6,028,891.06 67 COLLEGE/SKILL CENTER: Appendix 8 - College Detail MARICOPA COMMMUNITY COLLEGES FY 2010 Proposition 301 Annual Report Chandler-Gilbert Community College FY 2010 PROPOSITION 301 AMOUNT: .....:$~_.....::$c;::2:..::.l-"--7,2....:6=5:.=2'----_->.(Reportshould include actual and/or planned uses of funds.) Charge Prop 301 Initiative Amount Performance/Outcome Private Sector Center Title Spent Initiative Description Measures Contributions 7 Fire SCience $24,935 Continued support for development of 1) Continued Seeking continued access CGCC's Fire SCience program to meet the employment of to specialized facilities and needs of the local community fire program director on equipment for training In departments special services partnership with Chandler contract and Gilbert fire departments 2) Continued EMT and FSC courses In fall 09 and spring 10 enrolling non-sponsored students at the Williams campus 3) Continued partnerships with Chandler and Gilbert fire departments for sponsored student cohorts 4) Increasing demand for the classes 68 7 TLarawinEinngfoArcceamdeemnty $112,593 oLpaewraEtninfgorscuepmpeonrtt Training Academy (LETA) 1) Cofopnrtoingureadmedmirepclotoyrm, ent Cmounlttiipnlueeldawpaerntnfoerrcsehmipewntith clerical support staff agenCies (Mesa, Chandler, I members Gilbert, Tempe, PhoeniX, 2) Purchase Instructional Peoria, Maricopa County) and general supplies, sponsoring recruits and maintain vehicles and providing access to equipment specialized training facilities 3) Completion of cohort 4 and equipment; continued & 5 (graduating 26 partnership with Central cadets) and Arizona College for access preparation for to driving track admission of cohort 6 In fall 2010 i25 cadets) 6 Teacher EducatIOn $27,062 Teacher preparation program support 1) Continued employment Multiple partnerships with of teacher education local public school districts program adVisor to and with private schools to support student support student externshlp persistence to and service learning I associate degree experiences; transfer and attainment and to articulation agreements with facilitate transfer and ASU, NAU, and Grand articulation Canyon University 2) Program adVisor outreach contributed to 1,054 adVisement visits In 2009-10 an 86 percent Increase In adVisor visits from 08- 09 (from 919 to 1054) 8 BUSiness and $26,273 Operational support for coordinator of 1) Provided coordinator Continued partnerships with Computing Studies BUSiness and Computing Studies to adVise BUSiness local bUSiness and Industry Student AdVisement enrichment program and Computing representatives serving on Studies students, to program adVISOry conduct outreach and committees and emplOying recruiting services, to graduates coordinate stUdent internships, and to Worked with adVisors from Identify partnership ASU, NAU, UoA and Grand opportunities with Canyon University bUSiness, Industry, 69 and upper division education providers 2) Provided personal advisement to 200 business and computing studies students and support to 100 students online 3) Developed documents regarding degree and certificate programs offered within the divIsion ~, Library Occ Ed $6,526 I Supplement funding of eXisting Initiatives 1) Additional support for NA Resources NurSing, Law Enforcement Training Academy, Teacher Education, BUSiness and Computing Studies, Fire SCience, and Electric Utility Technology 10 Electric Utility $6.508 Electric Utility Technology Program support 1) Expanded enrollment Continued donation of Technology by supporting specialized equipment and summer contract for supplies by APS and SRP I program coordinator for recruitment and retention 2) Supported program activities by providing fuel and repairs for specialized vehicles and eqUipment 70 5 Nursing $ 563 Nursing program operating support 1) Continued support of Multiple hospitals and program by healthcare facilities purchasing contribute by providing Instructional and access for clinical general supplies, and education; Includes funding specialized Chandler Regional, Mercy database Gilbert, and Gilbert subscnptions, instate Emergency Hospitals travel. 3, 11 Solar Program $13,192 Solar Panel Installation Program 1) Supplies, equipment Development and part time wages to equip warehouse for solar classes and upcoming course offenngs 2) Design and manufacture for roof truss cart (classroom supplies) 71 COLLEGE/SKILL CENTER: MARICOPA COMMMUNITY COLLEGES FY 2010 Proposition 301 Annual Report September 2010 Estrella Mountain Community College FY 2010 PROPOSITION 301 AMOUNT: -"$'---'1..::::..56=,=31=2'----- _ (Report should include actual and/or planned uses of funds.) Charge Prop 301 Initiative Amount Performance/Outcome Private Sector Center Title Spent Initiative Description Measures Contributions These career fields have been identified as Contmue to update a list the top career mterests of students who have of students mterested in taken the Kuder Career Assessment through the major (baseline) EMCC. Conduct at least one adVIsement seSSIon with Providing discIpline specific adVIsement each student (from and a case management approach m serving contact list) each students m these fields will mcrease student semester (fall/spring)- retention to graduatiOn and Improve student 75% Program AdvIsor satisfactIon with the serVIces they receive. Encourage students to 8 BUSlOess and IT Fields $36,220 take a career Scope of work: assessment, follow up WIth results- 50% • ProvIde one stop student service to Meet WIth diSCIpline students, primarily those 111 the selected faCUlty each semester- • Sfieerldvse (aasbtohveel)iaIson to faculty 111 these C10o0n%tact university I diSCIplines to proVide a means of shanng diSCipline specific I 111formatlOn between student serVIces and adVIsors for updates-the faCUlty regarding curriculum and 75% program issues PartIcipate 111 diSCipline 72 • Connect with university representatives In specific career fairs at these disCiplines to keep updated on EMCC-lOO% unIversity program changes ParticIpate in adVIsor • Serve as resource for other adVIsors With updates and provide regard to Issues related to these InformatIOn related to careers/majors the major - 80% • PartiCipate in discipline specific career RetaIn students from fairs (on & off campus) and recruitment fall to sprIng semester - events 75% • Develop contact list of students interested --------------.. In these majors; follow up With 728 students (29%) adVisement appoIntments, career fair expressed interest in Busmess and/or InfonnatlOn Information, Kuder, etc. Technology career fields m • Develop & mamtaIn resources to assist in FY 2009110 adVising students In these majors These career fields have been Identified as ContInue to update a list the top career 111terests of students who have of students interested 111 taken the Kuder Career Assessment through the major (baseline) EMCC. Conduct at least one adVisement sessIOn With ProViding diSCipline specific adVIsement each student (from and a case management approach m serving contact list) each students 111 these fields will Increase student semester (fall/spnng)- SCience, Technology, retention to graduatIOn and Improve student 75% satisfaction with the services they receive. Encourage students to 8 EnPgriongereanmngAadnVdIsMorath $32.220 take a career Scope of work: assessment, follow up With results- 50% • PrOVide one stop student serVIce to Meet with diSCipline students. primarily those 111 the selected faculty each semester-fields (above) 100% • Serve as the liaIson to faCUlty m these |