STATE BOARD OF COMMUNITY COLLEGES Mr. Scott Shook, Chair February 17, 2017

North Carolina Community College System Dr. W. Dallas Herring State Board Room Caswell Building, 200 West Jones Street Raleigh, North Carolina

Thursday, February 16, 2017 COMMITTEE MEETING Personnel Committee 11:30 a.m. AW North Carolina Conference Room

BOARD MEETING 12:00 p.m. Dr. W. Dallas Herring State Board Room  Call to Order  Roll Call  Ethics Awareness and Identification of Conflicts or Potential Conflicts of Interest

COMMITTEE MEETINGS Finance Committee 1:30 p.m. Conference Room 201-A Programs Committee 1:30 p.m. J. Gregory Poole Conference Room Strategic Planning Committee 1:30 p.m. AW North Carolina Conference Room Accountability and Audit Committee and Policy Committee 3:00 p.m. Dr. W. Dallas Herring State Board Room Legislative Affairs Committee 4:00 p.m. Dr. W. Dallas Herring State Board Room Chair’s Agenda Review 4:30 p.m. Dr. W. Dallas Herring State Board Room

Friday, February 17, 2017 BOARD MEETING 9:00 a.m. Dr. W. Dallas Herring State Board Room  Call to Order  Roll Call  Ethics Awareness and Identification of Conflicts or Potential Conflicts of Interest  Approval of Minutes from January 20, 2017 Meeting  Approval of Minutes from January 30, 2017 Meeting  Approval of Agenda  Approval of Consent Agenda (Consent Agenda items are listed on the Consent Agenda and are designated by [CA] on the Full Agenda)  Introduction of Mr. David Heatherly, President, Coastal Carolina Community College  Introduction of Dr. Michael Elam, President, Halifax Community College  Introduction of Dr. Kimberly Gold, President, Robeson Community College  Introduction of Dr. Maria Pharr, President, South Piedmont Community College

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Reports  NC Association of Community College Presidents, Dr. Deborah Lamm, President  NC Association of Community College Trustees, Dr. Donny Hunter, President & CEO  NC Comprehensive Community College Student Government Association (N4CSGA), Ms. Kirsten Stovall, President

COMMITTEE REPORTS PERSONNEL COMMITTEE, Ms. Janet Lowder, Chair For Information SBCC Code Report – February 2017 (Attachment PER 1) System Office Organizational Chart (Attachment PER 2)

FINANCE COMMITTEE, Mr. Lynn Raye, Chair For Information Estimated Receipts – January 2017 (Attachment FC 1) FY 2016-17 Mid-Year State Board Reserve Fund Report (Attachment FC 2) SBCC Code Report – February 2017 (Attachment FC 3)

For Action Decrease Purchasing Delegation Request – Johnston Community College (Attachment FC 4) Compensation Reserve Report FY 2016-17 (Attachment FC 5) Annual Report to the State Building Commission of Capital Projects (Attachment FC 6) [CA] FY 2017-18 NC Community College Grant Program Payment Schedule (Attachment FC 7) [CA] FY 2017-18 State Financial Aid Allocation for the Targeted Assistance Student Program (Attachment FC 8) [CA] Construction and Property (Attachment FC 9) [CA] Contract for Enterprise Resource Planning Project (Attachment FC 10)

PROGRAMS COMMITTEE, Dr. Sam Powell, Chair For Information Curriculum Program Application as Approved by the System President (Attachment PROG 1) Curriculum Program Termination as Approved by the System President (Attachment PROG 2) SBCC Code Report – February 2017 (Attachment PROG 3)

For Future Action Cooperative Innovative High School Report (Attachment PROG 4) Associate in Fine Arts Uniform Articulation Agreement (Attachment PROG 5)

For Action Initiation of the Rulemaking Process to Amend Title 1, Chapter G – Full-Time Equivalent (FTE) (Attachment PROG 6) Cambridge Course Weighting Request (Attachment PROG 7) NC Community Colleges Career and College Ready Report (Attachment PROG 8) [CA] Cooperative Innovative High School Applications (CIHS) (Attachment PROG 9) [CA] Combined Course Library – Continuing Education (Attachment PROG 10) [CA]

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STRATEGIC PLANNING COMMITTEE, Dr. Darrell Saunders, Chair For Information Presentation by Carolina Demography UNC Strategic Plan (Attachment PLAN 1)

For Action Strategic Planning Committee Charter (Attachment PLAN 2) Strategic Planning Process (Attachment PLAN 3) Strategic Planning Timeline (Attachment PLAN 4)

ACCOUNTABILITY AND AUDIT COMMITTEE, Representative Jimmie Ford, Chair For Information Update on QAR (Quality Assurance Review) Update on Wayne Community College Update on Martin Community College

For Discussion NC Community College System Governance (in conjunction with Policy Committee)

POLICY COMMITTEE, Mr. Ernie Pearson, Chair For Information SBCC Code Report – February 2017 (Attachment POL 1)

For Future Action Recommendations for Initial Proprietary School Licensure (Attachment POL 2)

For Discussion NC Community College System Governance (in conjunction with Accountability and Audit Committee)

LEGISLATIVE AFFAIRS COMMITTEE, Mr. Jim Rose, Chair For Information Legislative Update – 2017-19 Biennium

NEW BUSINESS

PRESIDENT’S REPORT

BOARD MEMBERS QUESTIONS/COMMENTS

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DATE OF FUTURE MEETINGS The next State Board meeting is scheduled for Thursday, March 16, 2017 through Friday, March 17, 2017 in the Dr. W. Dallas Herring State Board Room located in the Caswell Building in Raleigh, North Carolina. More information regarding this meeting will be communicated.

EXPIRING TERMS AND VACANCIES There are currently no terms expiring and one vacancy for the membership of the State Board.

ADJOURNMENT

Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919) 807-6970 or by e-mail at [email protected] [ 4 ]

CONSENT AGENDA

FINANCE COMMITTEE, Mr. Lynn Raye, Chair Annual Report to the State Building Commission of Capital Projects (Attachment FC 6) FY 2017-18 NC Community College Grant Program Payment Schedule (Attachment FC 7) FY 2017-18 State Financial Aid Allocation for the Targeted Assistance Student Program (Attachment FC 8) Construction and Property (Attachment FC 9)

PROGRAMS COMMITTEE, Dr. Sam Powell, Chair NC Community Colleges Career and College Ready Report (Attachment PROG 8) Cooperative Innovative High School Applications (CIHS) (Attachment PROG 9) Combined Course Library – Continuing Education (Attachment PROG 10)

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State Board of Community Colleges Caswell Building, 200 West Jones Street Raleigh, North Carolina January 20, 2017 9:00 a.m. CALL TO ORDER Following proper public notification, Chairman Scott Shook called the State Board of Community Colleges (SBCC) Meeting to order at 9:02 a.m. in the Dr. W. Dallas Herring State Board Room of the Caswell Building.

ROLL CALL Mr. Bryan Jenkins called the roll and the following members were present:

Dr. Breeden Blackwell Mr. Ernie Pearson Ms. Kirsten Stovall Ms. Lisa Estep Dr. Samuel Powell Mr. Jerry Vaughan Representative Jimmie Ford Mr. Lynn Raye Mr. Hal Weatherman (rep for Mr. Bobby Irwin Mr. James Rose Lt. Governor Dan Forest) * Mr. Schorr Johnson (rep for Dr. Darrell Saunders Treasurer Dale Folwell) Mr. Scott Shook Ms. Janet Lowder Mr. Robert Stephens Mr. Bill McBrayer

*Attended by telephone Absent: Mr. Todd Johnson, Mr. Clark Twiddy, and Dr. Candler Willis

ETHICS AWARENESS AND IDENTIFICATION OF CONFLICTS OF INTEREST Representative Ford reminded members of the Board of the ethical requirements for those who are public servants and requested that members identify any conflicts or potential conflicts of interest that they may have with respect to any item on the agenda. Having so requested, the Chair asked that the record reflect no conflicts.

APPROVAL OF THE MINUTES Mr. Raye made a motion to approve the minutes of the November 18, 2016 meeting of the State Board of Community Colleges. Representative Ford seconded the motion and the minutes were unanimously approved.

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Dr. Blackwell made a motion to approve the minutes of the December 20, 2016 meeting of the State Board of Community Colleges. Mr. McBrayer seconded the motion and the minutes were unanimously approved.

CHANGES TO AGENDA The Chair polled the committee chairs as to any changes to the agenda and the results were as follows:

PERSONNEL COMMITTEE, Ms. Janet Lowder, Chair Ms. Lowder stated Personnel Committee would like to move PER 2 from Future Action to Action.

FINANCE COMMITTEE, Mr. Lynn Raye, Chair Mr. Raye stated Finance Committee has no changes.

PROGRAM SERVICES COMMITTEE, Dr. Samuel Powell, Chair Dr. Powell stated Program Services Committee has no changes.

STRATEGIC PLANNING COMMITTEE, Dr. Darrell Saunders, Chair Dr. Saunders stated Strategic Planning Committee has no changes.

ACCOUNTABILITY AND AUDIT COMMITTEE, Representative Jimmie Ford, Chair Representative Ford stated Accountability and Audit Committee has no changes.

POLICY COMMITTEE, Mr. Ernest Pearson, Chair Mr. Pearson stated Policy Committee would like to move POL 2 from Future Action to Action.

LEGISLATIVE AFFAIRS COMMITTEE, Mr. James Rose, Chair Mr. Rose stated Legislative Affairs Committee would like to move LEG 2 from Future Action to Action.

APPROVAL OF THE AGENDA Representative Ford made a motion to approve the agenda, Dr. Powell seconded the motion, and the motion was unanimously approved by voice vote.

APPROVAL OF THE CONSENT AGENDA Mr. Raye made a motion to approve the consent agenda as recommended, Dr. Powell seconded the motion, and the motion was unanimously approved by voice vote.

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Items approved on the Consent Agenda were as follows: FINANCE COMMITTEE, Mr. Lynn Raye, Chair BioNetwork Allocation Request for Host Colleges (Attachment FC 12) NCWorks Career Coach Program Allocations (Attachment FC 13) Service Agreement for ISIR Verification Services 2017-2018 (Attachment FC 14) Construction and Property (Attachment FC 15)

PROGRAMS COMMITTEE, Dr. Sam Powell, Chair Associate in Engineering (A10500) Program Applications (Attachment PROG 10) Curriculum Program Application (Fast Track for Action) (Attachment PROG 11) Curriculum Standard Revision (Attachment PROG 12) Captive/Co-Opted Groups (Attachment PROG 13)

REPORTS: Dr. Deborah Lamm, President of North Carolina Association of Community College Presidents President Lamm stated that the Presidents’ Association did not meet in December. The quarterly meeting will be January 25-27, 2017 at Nash Community College.  The theme will be “NC Community Colleges: Economic Catalysts and Education Advocates.”  Sessions will be held discussing legislative advocacy. The Association is considering which options to endorse.  Speakers will be: o Kelly Steinhilper, VP of Communications for SC Technical College System o Christopher Chung, CEO of the Economic Development Partnership of NC o Norris Tolson, CEO of the Carolinas Gateway Partnership o David Baime, Senior VP of Government Relations and Policy Analysis for AACC  The Winter Meeting promises to be informative as presidents, in collaboration with trustee and system office staff, make decisions about how NCACCP will move community colleges forward.

Dr. Donny Hunter, President, North Carolina Association of Community College Trustees Dr. Donny Hunter greeted the board. The trustees are preparing for the Law and Legislative Seminar in Raleigh on March 29-31, 2017.  The NCACCT Staff is working with the Presidents Association to plan a Legislative visit day.  Last Friday there was a trustees meeting to discuss what can be done about employing a lobbyist to work with the Community College System.  Discussions about a coalition continue. The first meeting will be occurring next Monday. There has been a good response and interest in forming the coalition.  The trustees are focusing on forming a Community College Caucus.  The trustees are working on restructuring the Community College PAC.

Ms. Kirsten Stovall, President of the North Carolina Comprehensive Community College Student Government Association Ms. Stovall updated the board on N4CSGA activities

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 The N4CSGA Executive Board hosted a conference call meeting on December 17, 2016. The board discussed the Spring Division meetings which will be held February 25, 2017 and the annual Spring Conference which will be April 7-9, 2017 at the Sheraton Imperial in Raleigh/Durham.  N4CSGA Executive Board accepted the resignations of two board members due to personal reasons. On behalf of the Executive Board, the board is sad to see them leave. The members’ hard work contributed to the success of the N4CSGA during the fall semester.  The next N4CSGA meeting is scheduled for January 28, 2017. At this meeting the board will be holding interviews for the Campus Activities Chair and the Parliamentarian position. Planning for the Spring Division meetings and Spring Conference will continue.

ADMINISTRATION OF THE OATH OF OFFICE Associate Justice Paul Newby of the North Carolina Supreme Court administered the oath of office to the new State Board member, Mr. Robert Stephens. Chairman Shook thanked Justice Newby.

Chairman Shook gave Mr. Stephens a few moments to introduce himself.

COMMITTEE REPORTS PERSONNEL COMMITTEE, Ms. Janet Lowder, Chair Initiate the Rulemaking Process to Amend 1C SBCCC 200.94 – Local College Personnel Policies (Attachment PER 2) Ms. Lowder asked Ms. Martin to review the item. Ms. Martin stated that this rule change would give community college employees the same flexibility for shared leave as system office and other state employees currently have.

On behalf of the Personnel Committee, Ms. Lowder recommended and moved the following item be approved by the board:

Initiate the Rulemaking Process to Amend 1C SBCCC 200.94 – Local College Personnel Policies (Attachment PER 2)

The motion was unanimously approved by voice vote.

The Board went into closed session pursuant to North Carolina General Statute section 143-318.11(a)(1) to prevent the disclosure of information that is confidential or privileged pursuant to North Carolina General Statute section 115D-27 and pursuant to North Carolina General Statute section 143- 318.11(a)(6) to consider the qualifications, competence, performance, and fitness of individual prospective public employees following a motion by Ms. Lowder, a second by Mr. McBrayer, approved via voice vote.

Mr. Jenkins presented the candidate submitted by the Board of Trustees as Acting President at Martin Community College and answered questions from the members.

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Ms. Lowder moved to go back into open session with second from Representative Ford, approved via voice vote.

On behalf of the Personnel Committee, Ms. Lowder recommended and moved the following item be approved by the board:

Dr. Brian Busch to serve as Acting President of Martin Community College retroactive to January 18, 2017

The motion was unanimously approved by voice vote.

FINANCE COMMITTEE, Mr. Lynn Raye, Chair Information Connect NC Bond Status Report (Attachment FC 4) Mr. Raye shared that the Connect NC Bond report has been delivered to the General Assembly.

Amend 1E SBCCC 800.2 – “General Provisions” (Attachment FC 8) Ms. Grovenstein stated this code change was reviewed at the November 2016 meeting and has received no comments. This rule clarifies the SBCC Code pertaining to student waiver status.

On behalf of the Finance Committee, Mr. Raye recommended and moved the following item be approved by the board:

Amend 1E SBCCC 800.2 – “General Provisions” (Attachment FC 8)

The above item was approved by voice vote.

FY 2016-17 Supplemental State Aid Allocation (Attachment FC 9) Ms. Grovenstein stated that additional allocation to the colleges is the result of action by Office of State Budget and Management. The retirement and health insurance rates changed for the second half of the fiscal year. This allocation from state funds will cover any additional costs to the college.

On behalf of the Finance Committee, Mr. Raye recommended and moved the following item be approved by the board:

FY 2016-17 Supplemental State Aid Allocation (Attachment FC 9)

The above item was approved by voice vote.

Purchasing Delegation Request – Davidson County Community College (Attachment FC 10) Ms. Grovenstein shared that in the State Board Code (1H SBCCC 500.2) there are four levels of purchasing delegation. Davidson County Community College has requested to increase from $10,000 to $25,000. Division of Purchase of Contract has not replied with any concerns, so consistent with SBCC Code, the staff recommends approval of the request.

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 Chairman Shook asked about types of purchases the delegation allows. Ms. Grovenstein stated the delegation includes purchasing of goods and services. The colleges can purchase up to the delegated amount without having to go through the Division of Purchase and Contract. The college still have to abide by the rules set about by Division of Purchase and Contract.  Chair Shook asked if the two-year renewal is automatic and Ms. Grovenstein stated the delegation automatically renews as long as there are no issues. The college does have to wait at least two years to request any additional delegation increases.  Mr. Vaughan recollected an issue with a college and vendor contract in the past in relation to delegation. Ms. Haygood stated that an issue occurred where a college attempted to bifurcate the contract in order to avoid reaching the delegated authority and thereby avoiding having to ask for approval by Division of Purchase and Contract. There was no such activity at Davidson County Community College.  Mr. McBrayer verified most colleges are under Tier 1. Ms. Grovenstein agreed and reviewed the Tier 1 and Tier 2 colleges. Mr. Pearson asked why Tier 4 exists if no college falls under Tier 4. Ms. Haygood stated no college has made such a request.

On behalf of the Finance Committee, Mr. Raye recommended and moved the following item be approved by the board:

Purchasing Delegation Request – Davidson County Community College (Attachment FC 10)

The above item was approved by voice vote.

Purchasing Delegation Request – Fayetteville Technical Community College (Attachment FC 11) Ms. Grovenstein stated this is identical to Attachment FC 10 only for Fayetteville Technical Community College. All requirements were completed.

On behalf of the Finance Committee, Mr. Raye recommended and moved the following item be approved by the board:

Purchasing Delegation Request – Fayetteville Technical Community College (Attachment FC 11)

The above item was approved by voice vote.

Construction and Property (Attachment FC 15) [CA] Mr. Raye shared that there are twenty-seven new projects requested for approval and two new projects have been completed.

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PROGRAMS COMMITTEE, Dr. Sam Powell, Chair Initiation of the Rulemaking Process to Amend Title 1, Chapter G – Full-Time Equivalent (FTE) (Attachment PROG 7) Dr. Powell shared this item is currently for Future Action, but will be voted on at the next board meeting. The members are encouraged to take time to review this item.

Ms. Haygood shared that this rule doesn’t substantively change how FTE is defined, however it does codify and clean up the rule. The primary purpose of the rule is to enable the System President, on a limited basis, to establish an academic calendar outside of the traditional reporting year. This change was made at the request of the colleges.

Ms. Haygood reviewed the funding model of community colleges and discussed the difference between the community college mode and the university system.

Cambridge Course Weighting Request (Attachment PROG 8) Dr. Powell stated Cambridge Course Weighting made a presentation during the committee meeting. The group will be back to present information to the full board in February.

STRATEGIC PLANNING COMMITTEE, Dr. Darrell Saunders, Chair Dr. Saunders stated the committee reviewed the future action items on the agenda. The committee is happy to have Ms. Haygood as System Office staff to the committee.

ACCOUNTABILITY AND AUDIT COMMITTEE, Representative Jimmie Ford, Chair Wayne Community College Investigative Audit (Attachment AUD 1) Representative Ford asked Mr. Jenkins to review the audit report issued in December by the Office of the State Auditor (OSA). Mr. Jenkins shared OSA received a hotline tip pertaining to concerns at Wayne Community College in the early fall. An instructor in the Turfgrass Management curriculum was awarding credit to a student without the student doing the coursework. This student works as an employee at Wayne Community College. Over a 12-month period, Wayne Community College awarded the employee 28 course credit hours without evidence of class attendance. There is no evidence the college employee took any quizzes, exams, tests, or participated in any projects. The college employee was not listed on the course grade sheets. In addition, the college employee did not purchase textbooks for four of the five classes that required textbooks. It was also discovered by the auditor that the instructor owns a side landscaping business where the student works with him doing landscaping work.

The recommendations from OSA:  Wayne Community College should repay the United States Department of Education $5,775  Wayne Community College should repay the North Carolina Community College System $3,770  Wayne Community College should consider disciplinary action against the instructor and college employee

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President Thomas Walker responded via letter on behalf of the college. The letter stated the college would act on the recommendations. Disciplinary action was taken in accordance with the college’s procedural manual. The Accountability and Audit Committee has instructed staff to reach out to the president of Wayne Community College to gather details about the actions taken and report to the committee next month.

Update on Martin Community College Mr. Jenkins shared with the board Martin Community College held a Board of Trustees meeting on Tuesday, January 17, 2017 and reassigned Dr. Ann Britt to a new role at the college and approved Dr. Brian Busch to serve as Acting President effective January 18, 2016.

Per the request of the board, Chair Jackie Gilliam attended to give an update to the State Board of Community Colleges. Chair Gilliam provided the State Board members a copy of her notes.  Significant changes at Martin Community College by Board of Trustees o Modified Leadership Structure: Dr. Brian Busch is now Acting President. o Dr. Britt has assumed duties of Special Assistant to the Acting President and will retire March 2017. Dr. Britt will work from home and assist Dr. Busch as needed.  The Martin Community College Board of Trustees has established a Search Committee for Interim President which includes representatives from each appointing entity.  In response to the Martin Community College Corrective Action Plan, Chair Gilliam would like to clarify a few things: o The Corrective Action Plan submitted to the State Board in December had not been approved by the full Martin Community College Board of Trustees. o The payment to Dr. Britt of $199,115.27 is not for extra, unused vacation time. In 2008, the Board of Trustees, at that time, wanted reward Dr. Britt monetarily. The board could not give the president an increase in salary at that time. An attorney, who was a board member, advised the board to give the president bonus and sabbatical days. The Martin Community College Board of Trustees has given other county employees bonus days when they could not give a salary increase. The days were given as unrestricted bonus days. When those days were given, the board hoped the president would use some or all of the days. That did not happen due to the 2014 fraud and abuse allegations. After the extensive investigative audit by the State Auditor’s Office there were no findings.  Progress on Governance/Bylaws o The bylaws have been amended to require the Board to ratify actions of the Executive Committee at the next Board meeting. The minutes reflect that all Executive Committee actions have been ratified by the full Board and the Executive Committee has never tried to circumvent a majority of the trustees. A similar change was made to the section on committees and a majority vote of the Board is required. o The bylaws were amended to remove one of the Vice-Chair positions. o The bylaws have been updated effective January 17, 2017 to clear up the appearance of two sets of bylaws. History notes will be added to the bylaws as requested when they are reprinted. New board members are provided a copy of the bylaws as well as a copy of General Statute 115D. Each member is encouraged to read and understand the General Statutes. SBCC 02/17/2017 - 8 -

 Divisiveness and partisanship have not historically been the norm within the Martin Community College Board of Trustees. There have been differing opinions but everyone was working toward the good of the school. Recent additions to the Board of Trustees has changed the environment. A majority of the Board of Trustees remain willing to share opinions and abide by the majority vote.

Chair Gilliam stated that the corrective action plan sent to the State Board of Community Colleges was not reviewed and approved by the full Martin Community College Board of Trustees. There is a plan to address that error. Mr. Vaughan asked if that means Martin Community College did not submit a corrective action plan by the deadline. Chair Gilliam stated a committee of two people were assigned to work on the action plan. The Chair expected to call a special meeting to review and approve the plan. The committee composed a list of responses and emailed the document to those Board members who have email. The members were to respond by the next day with any comments or questions to the committee. Many of the Martin Community College Board of Trustee members do not review their emails daily and the committee did not wait for the Board to respond to the proposed corrective action plan. The attorney for the board advised the Martin Community College Board of Trustees the primary things that the State Board wanted were change to the leadership structure and the Bylaws. The other items to be included in the Corrective Action Plan were a short paragraph from the CFO and Human Resources. Information from the CFO and Human Resources were not included. The corrective action plan received by the State Board, did not come from the Martin Community College Board of Trustees.

Chair Gilliam thanked the State Board for allowing her to speak and shared System Office staff has been very helpful through this process. The Chair committed to providing quarterly reports to the State Board and keeping them apprised as the Martin Community College Board of Trustees moves forward.

Mr. Raye asked how often the Martin Community College Board of Trustees meet. Chair Gilliam stated the bylaws require a minimum of quarterly meetings, but the Board meets every other month or as business requires. It has been suggested by a current trustee the board meet monthly, however that is not feasible for all of the members. Ms. Estep stated if the community college needs the Board of Trustees to meet every month, they need to meet every month. Chair Gilliam stated the next regularly scheduled meeting is March. Everyone has been accommodating to the additional called meetings. Once the search committee completes the list of interim candidates, the Board will be called together to discuss the findings of the search committee.

Ms. Estep asked if ratified corrective action plan by the Martin Community College Board of Trustees exists. Chair Gilliam said there is a corrective action plan that was sent to the State Board, but it has not been approved by the full Board.

Chairman Shook stated the goal of the requested Corrective Action Plan was to help get Martin back on track to be a highly successful succeeding community college. The State Board received the plan and felt there were positives but had additional questions. If the Martin Community Colleges Board Chair knew the State Board of Community Colleges was reviewing a plan that was not approved, why is it the State Board is just now hearing that the Corrective Action Plan is still not approved? The State Board is frustrated because there is a problem at Martin Community College. There are tools and resources that can help fix the problem but the situation has to be acknowledged. The Board Chair needs to take

SBCC 02/17/2017 - 9 - ownership and show leadership. The State Board’s job is administration and advocacy. When money and resources are mismanaged which results in reversions, that looks poorly on the system. Everyone needs to be on the same page going the same direction. There are tools to help and the State Board is trying to help Martin Community College move in the right direction. The State Board does not want the service area to lose the community college. When the Task Force went to visit and conducted interviews, there was a lot of frustration shared about interaction levels with the employees of the community college. When the report was issued, the State Board stated the basic levels of prescribed standards of administration were not being met. By the Board Chair stating that the Corrective Action Plan is not viable, then the State Board feels that this issue is back at step one.

Chair Gilliam said that as soon as possible, she had let Mr. Jenkins know that the full Martin Community College Board had not approved the plan. The Board has not met to remove the parts of the Corrective Action Plan that the majority does not feel are correct. The substantive parts were accurate and the Board will submit a corrected Corrective Action Plan. Chairman Shook said that the plan the State Board of Community College gave the Martin Community College Board of Trustees was clear. The Corrective Action Plan that was received, the State Board is just now being told is still not ratified and that it will be changed. Ms. Estep asked where are the errors in the corrective action plan?

Ms. Estep stated that as a member of the Task Force, every person including the Board Chair was given the opportunity to speak to the committee. There is a pattern of financial issues and unfilled positions at the college. During the interviews, there was a stream of people in fear of the college shutting down. No one from the State Board of Community Colleges has ever stated, “We want Dr. Britt gone.”

Chair Gilliam stated that she was not interviewed because when the email was sent, she was not available due to a family medical issue. Chair Gilliam said “Of the majority, a select number were interviewed.” Mr. Jenkins shared the Assistant to the President and Board of Trustees reached out to let him know of the Board Chair’s situation. A meeting was arranged with Chair Gilliam to speak to Chair Powell and President Fouts via phone. Mr. Jenkins stated the email inviting people to speak to the Task Force was sent to all stakeholders of the college. Ms. Kismet Matthews was asked to contact Ms. Jean Stevens, who doesn’t have email, to invite her to participate in the interviews. Six of the twelve board members met with the Task Force Committee.

Although the full Martin Community College Board of Trustee has not approved the Corrective Action Plan, it has been accepted, and the Martin Community College Board of Trustees is moving forward.

Mr. Vaughan stated he didn’t feel the current conversation is productive. All of the details may be interesting, but none of it is important. The State Board hasn’t heard one word about what the Martin Community College Board of Trustees is doing for the students. The school needs to be moved in a different direction because there is no confidence that the current Board of Trustees to get the school where it needs to go. Whatever process the State Board has to put into place to move the school forward, he would recommend. Ms. Estep seconded. Mr. Irwin said that with the current report that the State Board received, the process is still behind. The students are suffering and he also has no confidence in the Board of Trustees at Martin Community College, who can’t even agree on an action plan. The trustees have failed the county, the school system, and most importantly the students. Mr. Raye told Chair Gilliam there has to be continuity with the board. People (the members) have to be

SBCC 02/17/2017 - 10 - willing to serve for the good of the cause. If Martin Community College Board of Trustees are not meeting but every two months, with the problems the college has, the board is not meeting enough. If you have board members who don’t want to meet once a month, then they need to be replaced. Mr. Raye suggested that Chair Gilliam seek another position. Chair Gilliam said that she had submitted her resignation as chair in September, but the attorney recommended she complete her term through June.

Dr. Blackwell asked why has the Martin Community College Board of Trustees allowed the events to occur over such a long period of time. The events are the things that have led to the college being in this position. Has the Martin Community College Board not been paying attention or do they not care? Chair Gilliam shared with in respect to the finances, nearly every time there was a finance report submitted over the last several months, the Board of Trustees has asked questions. Chair Gilliam stated she regularly checks behind the report. Dr. Britt reported to the Board of Trustees that there was something wrong in the Finance Department. The answers from the Chief of Finance sound plausible.

Ms. Estep shared perhaps Dr. Blackwell was interested in the fact that several million in allocated funding went unspent and reverted to the State. Chair Gilliam stated that several years in succession there were vacancies in high cost positions which caused the reversion. As a business owner it seemed wrong to spend the money. Chair Shook said the issue is that the college was not being run effectively. Leadership and critical positions have not been filled for several years which impacted the students.

Mr. Pearson said it seems that the Martin Community College Board of Trustees is totally lost.

Mr. Pearson motioned to go into closed session pursuant to North Carolina General Statute sections 143-318.11(a)(3) to consult with an attorney employed or retained by the public body in order to preserve the attorney-client privilege between the attorney and the public body, Mr. Raye seconded and the board approved via voice vote.

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Reconvene in closed session.

The State Board members solicited legal advice from the General Counsel and System Office staff available options within the State Board authority to assure that Martin Community College will move forward in a timely fashion, but also that the students are not negatively impacted by the issues at the college.

Mr. Raye motioned to go into open session, Dr. Powell seconded and the board approved via voice vote.

POLICY COMMITTEE, Mr. Ernest Pearson, Chair Initiation of the Rulemaking Process to Amend 3B SBCCC Subchapter 400 – “Temporary Rules” (Attachment POL 2) Mr. Pearson stated that this rule will provide for temporary rules to be put in place when needed. If there is an emergency situation the temporary rule can be put in place for a limited amount of time or until it goes through the regular rule making process to make it permanent.

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On behalf of the Policy Committee, Mr. Pearson recommended and moved the following item be approved by the board:

Initiation of the Rulemaking Process to Amend 3B SBCCC Subchapter 400 – “Temporary Rules” (Attachment POL 2)

The above item was unanimously approved by voice vote.

Amend 2A SBCCC 300.6 – “North Carolina Proprietary School Fee Schedule” (Attachment POL 3) Mr. Pearson stated that this rule increases the fees for Proprietary Schools. There were no comments.

On behalf of the Policy Committee, Mr. Pearson recommended and moved the following item be approved by the board:

Amend 2A SBCCC 300.6 – “North Carolina Proprietary School Fee Schedule” (Attachment POL 3)

The above item was unanimously approved by voice vote.

Amend 3B SBCCC Subchapter 200 – “Public Input” (Attachment POL 4) Mr. Pearson stated this rule allows a person to request notice via email about proposed rule changes.

On behalf of the Policy Committee, Mr. Pearson recommended and moved the following item be approved by the board:

Amend 3B SBCCC Subchapter 200 – “Public Input” (Attachment POL 4)

The above item was unanimously approved by voice vote.

Proposed Proprietary School Legislation (Attachment POL 5) Mr. Pearson shared a proposal with the Board. The Proprietary School system is currently housed and supported by the System Office. The State Board of Proprietary Schools is seeking legislation to be separated from the NC Community College System. Upon the creation of the State Board of Proprietary School in 2011 the intent was to be an interim step toward becoming independent.

The recommendation from the Policy Committee was to approve the legislative change subject to the legislation providing the following:  The System President may designate a person to sit as a member of the Proprietary School Board.  The Proprietary School Board send us copies of any actions taken to license or revoke licenses.

Mr. Pearson shared the committee agreed on the recommendations to encourage cross coordination since proprietary schools can teach the same thing in a service area as a community college. Mr. Corl stated during the committee meeting, the State Board of Proprietary Schools should not have any issue

SBCC 02/17/2017 - 12 - with sending notification of licensing changes, but does not know if the State Board of Proprietary Schools will agree to the President of the Community College System designating a member.

The goal of the board agreeing to support this legislation is to allow Ms. Shuping to answer legislator questions when asked the view of the State Board on the topic. Ms. Shuping asked if the intent is for the representative from the Community College System be a voting member. Mr. Pearson stated that is the intent.

On behalf of the Policy Committee, Mr. Pearson recommended and moved the following item be approved by the board:

Approve the Proposed Proprietary School Legislation with the provision that the System President appoint a voting member to the Proprietary School Board and that the Proprietary School Board send the State Board copies of licensing actions. (Attachment POL 5)

The above item was unanimously approved by voice vote.

LEGISLATIVE AFFAIRS COMMITTEE, Mr. James Rose, Chair Mr. Rose shared that Representative Hugh Blackwell came and spoke to the committee. Representative Blackwell seems to be a true friend and supporter of the community college system.

AACC Federal Legislative Agenda (Attachment LEG 1) Mr. Rose recommended everyone read the AACC Legislative Agenda to possibly be discussed at a future meeting.

Legislative Update – 2017-19 Biennium Ms. Shuping stated the Legislative session will convene at noon on Wednesday, January 25, 2017. Committee chairmanships have been appointed. Once the committee member lists are complete, the information will be disseminated to the Board.

Additional Special Provisions – 2017-19 Biennium (Attachment LEG 2) Ms. Shuping reviewed the additional provisions that staff recommends.  Ensure a Highly-Skilled Workforce Pipeline: allow high school students to enroll in courses leading to a state or industry credential  Youth Apprenticeship Tuition Waiver Clarification – will include “pre-apprenticeship” waivers. Ms. Estep asked if there are differing guidelines for pre-apprenticeship and apprenticeship. Dr. Chapman and President Williamson said the programs are youth apprenticeships.  ERP Planning and Design Funding and Reporting  Agency Exemptions from DIT Oversight

On behalf of the Legislative Affairs Committee, Mr. Rose recommended and moved the following item be approved by the board:

SBCC 02/17/2017 - 13 -

Additional Special Provisions – 2017-19 Biennium (Attachment LEG 2)

The above item was unanimously approved by voice vote.

AWARDS COMMITTEE, Ms. Janet Lowder, Chair The Board went into closed session pursuant to North Carolina General Statute sections 143- 318.11(a)(2) following a motion by Ms. Lowder, Mr. McBrayer seconded and approved via voice vote.

The respective award selections were presented for discussion.

Mr. Raye moved to go back into open session with second from Dr. Powell, approved via voice vote.

Chairman Shook reminded the gallery to not share the award winners with others outside the meeting so the State Board members would have the opportunity contact the winners after the meeting.

On behalf of the Awards Committee, Ms. Lowder recommended and moved the following item be approved by the board:

2017 State Board Community College Award Winners  Excellence in Teaching award to Ashley Hagler at Gaston Community College  Staff Member of the Year award to Susan Nobles at Pitt Community College  President of the Year award to David Shockley at Surry Community College  Distinguished Partners in Excellence award to Service Thread and Richmond Community College  I.E. Ready Award to Jeff Hockaday

The above item was unanimously approved by voice vote.

NEW BUSINESS

Mr. Pearson motioned the following item be approved by the board, seconded by Mr. McBrayer:

The State Board directs the System President to hire an exempt, temporary employee exclusively to guide and assist the Martin Community College Board of Trustees in implementing any and all appropriate corrective actions. Said person will work at the direction of the State Board of Community Colleges and System President. Furthermore, the Martin Community College Board of Trustees and Interim President will cooperate fully with this individual in identifying and implementing corrective actions. Additionally, if the reports of this individual to the State Board of Community Colleges indicate the Martin Community College Board of Trustees Chair or trustees or Interim President do not cooperate to the satisfaction of the State Board of Community Colleges, the State Board of Community Colleges will withhold State funds at the end of the academic term or pursue alternative options to ensure the continued service to the citizens of Martin and Bertie Counties.

SBCC 02/17/2017 - 14 -

The above item was approved by voice vote.

Dr. Blackwell motioned the following item be approved by the board, seconded by Mr. Raye:

The State Board directs staff to research and document the authority of the State Board and report to the Board at our next meeting. Furthermore, the State Board directs staff to propose other options to be considered by the State Board to ensure the Board has adequate oversight authority over the 58 colleges within our system and report said options at our next meeting.

The above item was approved by voice vote.

PRESIDENT’S REPORT TO THE STATE BOARD OF COMMUNITY COLLEGES President Williamson shared an overview of the Small Business Center Network. He introduced Ms. Anne Shaw, Small Business Center Director to recognize the Small Business Center Network Excellence Award Winners for 2015-2016.  Rookie of the Year – Jerry Edmonds from Halifax Community College  Innovation Award – Programs / Seminars – LaShon Harley from Durham Technical Community Colleges  Innovation Award – Services / Collaboration – Lee Woodard from James Sprunt Community College  Business Success Story – Most Impact – Ginger O’Neal from College of The Albemarle  Business Success Story – Overcoming Challenges – Melissa Evans from Wilson Community College  State Director’s Award – Mark Hagenbuch from Guilford Technical Community College  State Directors Award – Jim Ensor from Pitt Community College

President Williamson congratulated the colleges and the award recipients.

Each State Board member will be receiving weekly emails with a dashboard of the activities occurring in Customized Training in North Carolina. Staff is working to develop a similar dashboard for Small Business Center. The members are encouraged to review the weekly updates and contacting either President Williamson or Ms. Little with any questions.

President Williamson recognized Katherine Davis from the System Office and Candace Holder from Surry Community College as the Most Valuable Team in October 2016 for helping Halifax Community College in a time of need.

President Williamson said one of the things that came out of the listening tour is the concept of branding. There needs to be information communicated to students and parents to show that community colleges are a viable option for students to start their career. President Williamson shared the “I Made It” website: http://www.imadeitsc.com/ which was created by the South Carolina Technical College System.

SBCC 02/17/2017 - 15 -

DATE OF NEXT MEETING The next State Board Meeting will be held on Thursday, February 16, 207 through Friday, February 17, 2017 in the Dr. W. Dallas Herring State Board Room located in the Caswell Building in Raleigh, North Carolina. More information regarding this meeting will be communicated.

Chair Gilliam thanked the State Board for allowing her to speak on behalf of the students and the community.

EXPIRING TERMS AND VACANCIES There are currently no terms expiring and one vacancy for the membership of the State Board.

ADJOURNMENT There being no further business to come before the Board, Mr. Vaughan made the motion to adjourn, seconded by Dr. Saunders unanimously approved by voice vote at 12:56 p.m.

RESPECTFULLY SUBMITTED BY: APPROVED BY: Secretary

______James C. Williamson, PhD, System President Mr. Scott Shook, Chair

SBCC 02/17/2017 - 16 -

State Board of Community Colleges Caswell Building, 200 West Jones Street Raleigh, North Carolina January 30, 2017 10:00 a.m. CALL TO ORDER Following proper public notification, Chairman Scott Shook called the telephonic State Board of Community Colleges (SBCC) Meeting to order at 10:03 a.m. in the Dr. W. Dallas Herring State Board Room of the Caswell Building.

ROLL CALL Mr. Jenkins called the roll and the following members were present on the phone:

Representative Jimmie Ford Mr. Bill McBrayer Mr. Scott Shook Mr. Bobby Irwin Mr. Ernie Pearson Mr. Robert Stephens Mr. Schorr Johnson (rep for Mr. Lynn Raye Mr. Clark Twiddy Treasurer Dale Folwell Mr. James Rose Dr. Candler Willis Ms. Janet Lowder Dr. Darrell Saunders

Absent: Lt. Governor Dan Forest, Dr. Breeden Blackwell, Ms. Lisa Estep, Mr. Todd Johnson, Dr. Samuel Powell, Ms. Kirsten Stovall, and Mr. Jerry Vaughan

ETHICS AWARENESS AND IDENTIFICATION OF CONFLICTS OF INTEREST Mr. Jenkins reminded members of the Board of the ethical requirements for those who are public servants and requested members identify any conflicts or potential conflicts of interest they may have with respect to any item on the agenda. Having so requested, the Chair asked the record reflect no conflicts.

APPROVAL OF THE AGENDA Mr. Raye made a motion to approve the agenda, Representative Ford seconded the motion, and the motion was unanimously approved by voice vote.

COMMITTEE REPORTS PERSONNEL COMMITTEE, Ms. Janet Lowder, Chair The Board went into closed session pursuant to North Carolina General Statute section 143-318.11(a)(1) to prevent the disclosure of information that is confidential or privileged pursuant to North Carolina General Statute section 115D-27 and pursuant to North Carolina General Statute section 143- SBCC 01/30/2017 - 1 -

318.11(a)(6) to consider the qualifications, competence, performance, and fitness of individual prospective public employees following a motion by Ms. Lowder, a second by Mr. Irwin and voice vote approval.

Chairman Shook reviewed the information on the candidate for Interim President of Martin Community College.

Ms. Lowder moved to return to open session with a second from Mr. Raye, approved via voice vote.

On behalf of the Personnel Committee, Ms. Lowder recommended and moved the following item be approved by the board:

Dr. Ken Boham as Interim President of Martin Community College effective February 1, 2017

The motion was unanimously approved by voice vote.

NEW BUSINESS The board discussed the Pandora’s Box article.

BOARD MEMBERS QUESTIONS/COMMENTS

DATE OF NEXT MEETING The next State Board Meeting will be held on Thursday, February 16, 207 through Friday, February 17, 2017 in the Dr. W. Dallas Herring State Board Room located in the Caswell Building in Raleigh, North Carolina. More information regarding this meeting will be communicated.

EXPIRING TERMS AND VACANCIES There are currently no terms expiring and one vacancy for the membership of the State Board.

ADJOURNMENT There being no further business to come before the Board, Representative Ford made the motion to adjourn, unanimously approved by voice vote at 10:14 a.m.

RESPECTFULLY SUBMITTED BY: APPROVED BY: Secretary

______James C. Williamson, PhD, System President Mr. Scott Shook, Chair

SBCC 01/30/2017 - 2 - AGENDA State Board of Community Colleges PERSONNEL COMMITTEE Caswell Building, A.W. North Carolina Conference Room Thursday, February 16, 2017 – 11:30 a.m.

Call to Order

Roll Call

Ethics Awareness and Conflict of Interest

Approval of Agenda

Approval of Minutes – January 19, 2017

For Information  SBCC Code Report – February 2017 (Attachment PER 1)  System Office Organizational Chart (Attachment PER 2)

New Business

Adjourn

NOTE: Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919) 807-6970 or by e-mail at [email protected] MINUTES Personnel Committee State Board of Community Colleges January 19, 2017

PERSONNEL COMMITTEE MEMBERS PRESENT Mrs. Janet Lowder, Chair Mr. Bobby Irwin Dr. Sam Powell Rep. Jimmie Ford Mr. Bill McBrayer

Members Absent: Dr. Candler Willis

OTHERS IN ATTENDANCE Ms. Jennifer Haygood Mr. Bryan Jenkins Mrs. Q. Shanté Martin

WELCOME AND ETHICS STATEMENT Mrs. Lowder called the meeting to order at 11:30 a.m. in the AW North Carolina Conference Room of the Caswell Building. Ms. Lowder read the required Ethics Statement. No conflicts noted

ROLL CALL Mr. Jenkins took the roll of the Personnel Committee members.

APPROVAL OF THE AGENDA Mrs. Lowder requested a motion to approve the January 19, 2017 agenda as presented. Rep. Ford made a motion to approve the agenda and Mr. Irwin seconded the motion. The agenda was unanimously approved by the committee.

APPROVAL OF THE MINUTES Mrs. Lowder asked for a motion to approve the November 17, 2016 minutes. Mr. Irwin mad a motion to approve the minutes and Rep. Ford seconded the motion. The minutes were approved by the committee.

FOR INFORMATION Ms. Martin presented the SBCC Code Report for information and discussion.

FOR FUTURE ACTION Ms. Martin presented Attachment PER 2, Initiation of the Rulemaking Process to Amend 1C SBCCC 200.94 – “Local College Personnel Policies”, for discussion and consideration. Following a discussion, the committee suspended the rules and moved the item to For Action following a motion by Dr. Powell, a second by Mr. McBrayer, and a voice vote by the committee.

FOR ACTION Following a motion by Mr. Irwin and a second by Dr. Powell, the committee approved Attachment PER 2, Initiation of the Rulemaking Process to Amend 1C SBCCC 200.94 – “Local College Personnel Policies”.

SBCC 02/17/2017 MINUTES Personnel Committee State Board of Community Colleges January 19, 2017 The Board entered into closed session pursuant to North Carolina General Statute section 143- 318.11(a)(1) to prevent the disclosure of information that is confidential or privileged pursuant to North Carolina General Statute section 115D-27 and pursuant to North Carolina General Statute section 143-318.11(a)(6) to consider the qualifications, competence, performance, and fitness of individual prospective public employees following a motion by Ms. Lowder, a second by Mr. Irwin, and a voice vote by the committee.

Consideration of Candidate for Acting President of Martin Community College Mr. Jenkins presented, for discussion and consideration, Dr. Brian Busch as Acting President of Martin Community College. Mr. Jenkins shared background information about Dr. Busch. He also shared the Board of Trustees at Martin Community College feels Dr. Brian Busch is the ideal candidate to serve as Acting President.

The committee returned to open session following a motion by Ms. Lowder, a second by Dr. Powell, and a voice vote by the committee.

Following a motion by Mr. Irwin and a second by Dr. Powell, the committee approved Dr. Brian Busch as Acting President of Martin Community College via voice vote.

NEW BUSINESS Mr. McBrayer inquired about the personnel policies currently under the purview of the SBCC. Mr. Irwin stated he, too, had questions. Ms. Martin offered a brief summary. The committee discussed and following a motion by Dr. Powell and a second by Mr. McBrayer, directed staff to research and report to the committee about potential governance changes following a voice vote.

ADJOURNMENT There being no further business to come before the committee, the committee adjourned via voice vote at 12:19 p.m. following a motion by Mr. Irwin and second by Dr. Powell.

Recording Secretary, Bryan Jenkins

SBCC 02/17/2017 Attachment PER 1

STATE BOARD OF COMMUNITY COLLEGES

SBCC Code Report

RULE ACTION RULEMAKING PROCESS EXPECTED DATE STATUS Initiation of Rulemaking Process August 19, 2016 COMPLETED Publication on NCCCS Website August 23, 2016 COMPLETED AMEND 1E SBCCC 900.1 Written Comment Period Ends September 22, 2016 COMPLETED – “Curriculum Tuition Review Comments with SBCC Committee October 20, 2016 COMPLETED Refunds” 2nd Written Comment Period Ends (if substantive November 1, 2016 COMPLETED changes) Hearing Date (if applicable) N/A N/A Presented to SBCC for Adoption November 18, 2016 COMPLETED Prospective Effective Date of Rule February 1, 2017 COMPLETED

Initiation of Rulemaking Process October 21, 2016 COMPLETED Publication on NCCCS Website October 25, 2016 COMPLETED AMEND 3B SBCCC Written Comment Period Ends November 24, 2016 COMPLETED Subchapter 200 – Review Comments with SBCC Committee N/A N/A “Public Input” 2nd Written Comment Period Ends (if substantive N/A N/A changes) Hearing Date (if applicable) N/A N/A Presented to SBCC for Adoption January 20, 2017 COMPLETED Prospective Effective Date of Rule February 1, 2017 COMPLETED

SBCC 02/17/2017 Attachment PER 1

RULE ACTION RULEMAKING PROCESS EXPECTED DATE STATUS Initiation of Rulemaking Process November 18, 2016 COMPLETED Publication on NCCCS Website November 22, 2016 COMPLETED AMEND 1E SBCCC 800.2 Written Comment Period Ends December 22, 2016 COMPLETED – “General Provisions” Review Comments with SBCC Committee N/A N/A 2nd Written Comment Period Ends (if substantive N/A N/A changes) Hearing Date (if applicable) N/A N/A Presented to SBCC for Adoption January 20, 2017 COMPLETED Prospective Effective Date of Rule February 1, 2017 COMPLETED

Initiation of Rulemaking Process November 18, 2016 COMPLETED Publication on NCCCS Website November 22, 2016 COMPLETED AMEND 2A SBCCC Written Comment Period Ends December 22, 2016 COMPLETED 300.6 – “North Carolina Review Comments with SBCC Committee N/A N/A Proprietary School Fee 2nd Written Comment Period Ends (if substantive N/A N/A Schedule” changes) Hearing Date (if applicable) N/A N/A Presented to SBCC for Adoption January 20, 2017 COMPLETED Prospective Effective Date of Rule February 1, 2017 COMPLETED

Initiation of Rulemaking Process January 20, 2017 COMPLETED Publication on NCCCS Website January 24, 2017 COMPLETED AMEND 1C SBCCC Written Comment Period Ends February 23, 2017 PENDING 200.94 – “Local College Review Comments with SBCC Committee March 16, 2017 Personnel Policies” 2nd Written Comment Period Ends (if substantive March 28, 2017 changes) Hearing Date (if applicable) N/A Presented to SBCC for Adoption April 21, 2017 Prospective Effective Date of Rule May 1, 2017 Page 2 of 3 SBCC 02/17/2017 Attachment PER 1

RULE ACTION RULEMAKING PROCESS EXPECTED DATE STATUS Initiation of Rulemaking Process February 17, 2017 PENDING Publication on NCCCS Website February 21, 2017 AMEND Title 1, Chapter Written Comment Period Ends March 23, 2017 G – “Full-Time Review Comments with SBCC Committee April 20, 2017 Equivalent (FTE)” 2nd Written Comment Period Ends (if substantive May 2, 2017 changes) Hearing Date (if applicable) N/A Presented to SBCC for Adoption May 19, 2017 Prospective Effective Date of Rule June 1, 2017

Initiation of Rulemaking Process January 20, 2017 COMPLETED Publication on NCCCS Website January 24, 2017 COMPLETED AMEND 3B SBCCC Written Comment Period Ends February 23, 2017 PENDING Subchapter 400 – Review Comments with SBCC Committee March 16, 2017 “Temporary Rules” 2nd Written Comment Period Ends (if substantive March 28, 2017 changes) Hearing Date (if applicable) N/A Presented to SBCC for Adoption April 21, 2017 Prospective Effective Date of Rule May 1, 2017

Page 3 of 3 SBCC 02/17/2017 Attachment PER 2 North Carolina Community Colleges System Office EXECUTIVE DIVISION

State Board of Community Colleges (21 members) State Board of Proprietary Schools (21 members)

President’s Office Office of Proprietary Schools Dr. Jimmie Williamson, President Scott Corl, Ex. Director (2.0 FTE) (2.0 FTE)

Programs and Student Services Chief of Staff’s Office Dr. Lisa Chapman, Sr. Vice President and Jennifer Haygood, Chief of Staff Chief Academic Officer (2.0 FTE) (50.0 FTE) Research and Performance Management Technology Solutions and Distance Learning Bill Schneider, Associate Vice President Jim Parker, Sr. Vice President and Chief (6.0 FTE) Information Officer (77.0 FTE) Human Resources Jane Phillips, Director Economic Development (4.0 FTE) Maureen Little, Vice President (12.0 FTE) Public and Foundation Affairs Vacant, Executive Director Business and Finance (3.0 FTE) Elizabeth Grovenstein, Vice President and Chief Financial Officer (28.0 FTE) Strategic Planning and Policy Anne Bacon, Director (1.0 FTE)

Accountability and State Board Affairs Legal Affairs Governmental Relations Bryan Jenkins, Executive Director Q. Shante Martin, General Counsel Mary Shuping, Director (8.0 FTE) (2.75 FTE) (1.0 FTE) 1 SBCC 02/17/2017 Attachment PER 2 North Carolina Community Colleges System Office PROGRAMS AND STUDENT SERVICES DIVISION

Office of the Chief Academic Officer Dr. Lisa Chapman, Sr. Vice President and Chief Academic Officer (2.0 FTE)

Student Services Student Success Center JW Kelley, Associate Vice President Roxanne Newton, Executive Director (6.0 FTE) (2.0 FTE)

Programs Education Innovations Wesley Beddard, Associate Vice President Matt Meyer, Associate Vice President (15.0 FTE) (1.0 FTE)

Workforce Continuing Education Margaret Roberton, Associate Vice President Special Projects (9.0 FTE) Susan Barbitta, Associate Director (1.0 FTE)

College and Career Readiness Gilda Rubio‐Festa, Associate Vice President (14.0 FTE)

2 SBCC 02/17/2017 Attachment PER 2 North Carolina Community Colleges System Office

TECHNOLOGY SOLUTIONS AND DISTANCE LEARNING DIVISION

Office of the Chief Information Officer Jim Parker, Sr. Vice President and Chief Information Officer (2.0 FTE)

Application Solutions Development & Quality Assurance IT Operations Arthur Hohnsbehn, Associate Vice President and Stephen Reeves, Associate Vice President, CIO of Assistant CIO Operations and Security (24.0 FTE) (24.0 FTE)

Strategic Portfolio Management ERP Project Management Office Chris Cline, Associate Vice President Patrick Fleming, Director (18.0 FTE) (6.0 FTE)

ERP ERP Business Architecture Joel Brubraker, Subject Matter Expert – Technical Users Danny Gilchrist, Chief Architect (1.0 FTE) (2.0 FTE)

3 SBCC 02/17/2017 Attachment PER 2 North Carolina Community Colleges System Office

BUSINESS AND FINANCE DIVISION

Office of the Chief Financial Officer Elizabeth Grovenstein, Vice President and Chief Financial Officer (2.0 FTE)

State Level Accounting and Operations College Finance and Operations Alice Smith, Associate Vice President Brandy Andrews, Associate Vice President (5.0 FTE) (10.0 FTE)

Administrative and Facility Services (11.0 FTE)

ECONOMIC DEVELOPMENT DIVISION

Office of the Vice President Maureen Little, Vice President (2.0 FTE)

Customized Training Small Business Center Network BioNetwork (8.0 FTE) Anne Shaw, State Director/ Vacant, Director Coastal Carolina SBC Director (1.0 FTE) (1.0 FTE)

4 SBCC 02/17/2017 AGENDA State Board of Community Colleges FINANCE COMMITTEE Caswell Building Conference Room 201A February 16, 2017 – 1:30 p.m.

Call to Order

Roll Call

Ethics Awareness and Conflict of Interest

Approval of Agenda

Approval of Minutes • January 19, 2017

For Information • Estimated Receipts – January 2017 (Attachment FC 1) • FY 2016-17 Mid-Year State Board Reserve Fund Report (Attachment FC 2) • SBCC Code Report – February 2017 (Attachment FC 3)

For Action • Decrease Purchasing Delegation Request – Johnston Community College (Attachment FC 4) • Compensation Reserve Report FY 2016-17 (Attachment FC 5) • Annual Report to the State Building Commission of Capital Projects (Attachment FC 6) [CA] • FY 2017-18 NC Community College Grant Program Payment Schedule (Attachment FC 7) [CA] • FY 2017-18 State Financial Aid Allocation for the Targeted Assistance Student Program (Attachment FC 8) [CA] • Construction and Property (Attachment FC 9) [CA] • Contract for Enterprise Resource Planning Project (Attachment FC 10)

New Business

Adjourn

FINANCE COMMITTEE January 19, 2017 - 1:30 p.m.

Members Present: Lynn Raye Janet Lowder Lisa Estep Schorr Johnson Jim Rose Robert Stephens

System Office Staff and Others: Elizabeth Grovenstein, NCCCS Maureen Little, NCCCS Brandy Andrews, NCCCS Joy Martin, NCCCS Jessica Balazsi, NCCCS Rondra McMillan, NCCCS Debbie Batten, NCCCS Mary Shuping, NCCCS Chris Cline, NCCCS Ken Ramos, Ellucian Dorrine Fokes, NCCCS Bryan Conrad, OSBM Jason Forlines, NCCCS Dr. Dale McInnis, Richmond CC Cheryl Kaminski, NCCCS Dr. Jimmy Tate, Roanoke-Chowan CC J. W. Kelly, NCCCS David Forester, Roanoke-Chowan CC

CALL TO ORDER Mr. Lynn Raye called the meeting to order at 1:30 p.m.

ROLL CALL Carmen Cargill took the roll of the Finance Committee members.

ETHICS AWARENESS AND CONFLICT OF INTEREST Mr. Raye read the required ethics statement. There were no conflicts of interest.

AGENDA Mr. Raye asked for a motion to approve the agenda for the meeting as presented. Mr. Rose motioned, seconded by Ms. Lowder.

MINUTES Mr. Raye asked for a motion to approve the minutes of the November 17, 2016, meeting as presented. Ms. Lowder moved and Mr. Rose seconded the motion.

FOR INFORMATION Estimated Receipts (Attachment FC 1) Ms. Grovenstein provided an overview of the December 2016 Estimated Receipts. Ms. Grovenstein stated that receipts through the end of December were approximately $159 million, which is about 53.5% of budget. Ms. Grovenstein further stated that receipts are down slightly, approximately 1%, as compared to last year’s benchmark.

SBCC Finance Committee Minutes January 19, 2017 Page -1-

Annual Survey of Fees (Attachment FC 2) Ms. Grovenstein reviewed the Annual Survey of Fees FY 2015-16 and stated that each year colleges are surveyed regarding the local fees the SBCC has authorized colleges to charge. These fees, which fall into four categories; Instructional Technology Fees, Student Activity Fees, College Access, Parking and Security Fees (CAPS), and Required Specific Fees, are retained by the college. Ms. Grovenstein proceeded to review and discuss the report in detail.

Capital Improvement Funds Expended or Obligated Report (Attachment FC 3) Ms. Grovenstein reviewed the Capital Improvement Funds Expended or Obligated Report stating that the report tracks capital expenditures for all community colleges from July 1963 through June 2016. Ms. Grovenstein stated that 68% of the funds expended come from local funding sources which is in line with the general statute which places the responsibility for capital improvements at the local level. An additional 30% of the total funds expended were from state funds, with the remaining 2% from federal funding sources.

Connect NC Bond Status Report (Attachment FC 4) Ms. Grovenstein presented the Connect NC Bond Status Report stating this is a new report to the Committee. The report details, by college, each project that has been approved using Connect NC Bond funds. Ms. Grovenstein stated the report details whether the project is new construction or R&R, and indicates if any additional funds have been authorized. Ms. Grovenstein indicated that 111 projects have been authorized to date, representing $147 million of the total Connect NC Bond Funding.

System Office Contract Report as of December 31, 2016 (Attachment FC 5) Ms. Grovenstein reviewed the semi-annual contract report. She stated that of the 19 contracts issued, 12 were issued to a community college. Additionally, only 1 contract was over $50,000, which was issued to South Piedmont Community College.

System Office Grants Awarded Report as of December 31, 2015 (Attachment FC 6) Ms. Grovenstein reviewed the grants report which is also provided to the Board on a semi- annual basis. Ms. Grovenstein stated that the NCCCS received approximately $30 million in grant funding and that the majority of these funds support Adult Education and Literacy, Career and Technical Education programs, and Golden Leaf Scholarship programs.

SBCC Code Report – January 2017 (Attachment FC 7) Ms. Grovenstein presented the SBCC Code Report. Ms. Grovenstein stated the first item on the report, “Curriculum Tuition Refunds” was approved at the November meeting and will go into effect on February 1, 2017. The item titled “General Provisions” will be presented as FC 8. Other items of note on the SBCC Code Report, “North Carolina Proprietary School Fee Schedule”, and “Temporary Rules” are on the Policy Committee agenda for discussion and “Local College Personnel Policies” is on the Personnel Committee agenda for discussion.

SBCC Finance Committee Minutes January 19, 2017 Page -2-

For Future Action Amend 1E SBCCC 800.2 – “General Provisions” (Attachment FC 8) Ms. Grovenstein proceeded to review the item stating the process for adopting this rule was initiated at the November committee meeting. The rule seeks to resolve an issue with waivers for curriculum and continuing education students and would set the students eligibility for the waivers at the beginning of the term or course. If a students’ status should change during the term, the change would be effective with the next term or course.

After discussion, Mr. Rose motioned for approval, seconded by Ms. Lowder.

FY 2016-17 Supplemental State Aid Allocation (Attachment FC 9) Ms. Grovenstein reviewed the request to allocate an additional $5,293,245 to the 58 community colleges. Ms. Grovenstein indicated that on November 9, 2016, the Office of State Budget and Management (OSBM) notified all state agencies of retirement and health insurance rate changes and the release of statewide reserve funds to support this purpose.

Ms. Lowder motioned for approval, seconded by Mr. Rose, and the request was approved.

Purchasing Delegation Request – Davidson County Community College (Attachment FC 10) Purchasing Delegation Request – Fayetteville Technical Community College (Attachment FC 11) Ms. Grovenstein presented the request for additional purchasing delegation from Davidson and Fayetteville Technical Community Colleges (FC 10 and FC 11) concurrently. Ms. Grovenstein stated both colleges currently have Tier 1 designation authority and are requesting approval for Tier 2 delegation authority of $25,000. Ms. Grovenstein further stated that approval of the State Division of Purchase and Contract was requested and the required 60-day time period had expired.

Mr. Rose motioned for approval, Mr. Johnson seconded and the request was approved.

BioNetwork Allocation Request for Host Colleges (Attachment FC 12) Ms. Grovenstein reviewed the request to approve an additional $2,122,023 to be allocated to the BioNetwork host colleges for the current operational funds for salaries, equipment, and other costs for the remaining two quarters of fiscal year (FY) 2016-17.

After discussion, Ms. Lowder motioned, seconded by Mr. Rose and the following allocations were approved.

Host College Allocation Time Frame A-B Technical CC $433,408 January 1, 2017 – June 30, 2017 Forsyth Technical CC $236,625 January 1, 2017 – June 30, 2017 Gaston College $430,164 January 1, 2017 – June 30, 2017 Pitt CC $350,785 January 1, 2017 – June 30, 2017 Wake Tech CC $671,041 January 1, 2017 – June 30, 2017

SBCC Finance Committee Minutes January 19, 2017 Page -3-

NCWorks Career Coach Program Allocations (Attachment FC 13) Ms. Grovenstein presented the request to approve the allocation of $1,000,000 for FY 2017-18 and $1,000,000 for FY 2018-19 for salary, benefits, and travel expenses of NCWorks Career Coaches. These funds would be contingent upon approval of the State General Fund Appropriations and require the colleges to match the funds with non-state funds.

Following discussion, Ms. Lowder motioned and was seconded by Mr. Rose.

Service Agreement for ISIR Verification Services 2017-2018 (Attachment FC 14) Ms. Grovenstein reviewed the request to approve a Service Agreement with the North Carolina State Education Assistance Authority (NCSEAA) for an amount up to $220,000 for the provision of services related to the matching and verification of “Institutional Student Information Records” (ISIR) and “SARC C Code Resolution” for those ISIRs that are unable to be verified. Ms. Grovenstein stated that colleges’ participation in the service is voluntary and the following colleges have requested to participate in the service agreement:

• College of the Albemarle • Craven Community College • Durham Technical Community College • Gaston Community College • Johnston Community College • Piedmont Community College • Robeson Community College • Wake Technical Community College Mr. Rose motioned, seconded by Ms. Lowder and the motioned passed.

Construction and Property (Attachment FC 15) Ms. Grovenstein introduced the agenda item and called attention to the project detail report (Attachment FC 15A). Ms. Grovenstein requested feedback from the Committee on the presentation of the report. The members requested that the Construction and Property agenda items be consolidated into a single report in grid format.

After discussion of project details, Mr. Rose moved, Ms. Lowder seconded, and the Committee approved the following new projects.

A. Project Approval – New

1. Durham Technical Community College – Project No. 2246 – Facility Services Building – Main Campus – Estimated cost is $2,000,000 composed of all local funds.

2. Rowan-Cabarrus Community College – Project No. 2276 – Outdoor Learning Center Phase II – Main Campus – Estimated cost is $1,500,000 composed of all local funds. SBCC Finance Committee Minutes January 19, 2017 Page -4-

Mr. Raye requested each member take a few moments to review the detailed report provided and ask for any needed clarification. Mr. Raye recognized Dr. Jimmie Tate, President of Roanoke-Chowan Community College who provided the Board with additional information on the colleges’ Greenhouse project.

Following additional discussion, Ms. Lowder moved, Mr. Rose seconded, and the Committee approved the following New – Connect NC Bond projects.

B. Project Approval – New – Connect NC Bonds (Additional detail found on Attachment A).

1. Catawba Valley Community College – Project No. 2274 – Public Safety Driving Range – Main Campus – Estimated cost is $3,900,000, composed of all state funds (Connect NC Bonds – 46620/New Construction).

2. Catawba Valley Community College – Project No. 2275 – Tarlton Complex and Student Services Center (Instructional/Student Services) Roof Replacements - Main Campus – Estimated cost is $650,000 composed of all state funds (Connect NC Bonds – 46620/Repairs and Renovations).

3. Durham Technical Community College – Project No. 2245 – Newton Building (Instructional Classrooms) Renovation and Addition – Main Campus – Estimated cost is $20,000,000, composed of $18,000,000 local funds and $2,000,000 state funds (Connect NC Bonds – 46620/New Construction).

4. Edgecombe Community College – Project No. 2094 – Center for Innovation (Instructional Classrooms) Main Campus – Estimated cost is $4,800,000, composed of all state funds (Connect NC Bonds – 46620/New Construction).

5. Edgecombe Community College – Project No. 2260 – McIntyre Building (Instructional Classrooms) Renovation - Main Campus – Estimated cost is $200,000, composed of all state funds (Connect NC Bonds – 46620/Repairs and Renovations). Note: Contingent upon receiving completed package.

6. Edgecombe Community College – Project No. 2261 – Barnes Building (Instructional Classrooms) Renovation – Rocky Mount Campus – Estimated cost is $200,000, composed of all state funds (Connect NC Bonds – 46620/Repairs and Renovations). Note: Contingent upon receiving completed package.

7. Edgecombe Community College – Project No. 2262 – Norfleet House (Instructional Classroom) Renovation – Estimated cost is $50,000, composed of all state funds (Connect NC Bonds 46620/Repairs and Renovations). Note: Contingent upon receiving completed package.

SBCC Finance Committee Minutes January 19, 2017 Page -5-

8. McDowell Technical Community College – Project No. 2251 – Cosmetology Center – Main Campus – Estimated cost is $2,500,000, composed of all state funds (Connect NC Bonds – 46620/New Construction).

9. Montgomery Community College – Project No. 2277 – Building 200 Interior Renovations (Instructional Classrooms) – Main Campus – Estimated cost is $125,000, composed of all state funds (Connect NC Bonds – 46620/Repair and Renovations). Note: Contingent upon Board of Trustees approval, which is expected on January 11, 2017.

10. Montgomery Community College – Project No. 2278 – Building 100 Interior Renovations (Administrative/Instructional Classrooms), HVAC and Roof – Main Campus – Estimated cost is $3,245,000, composed of all state funds (Connect NC Bonds – 46620/Repairs & Renovations). Note: Contingent upon Board of Trustees approval, which is expected on January 11, 2017.

11. Roanoke-Chowan Community College – Project No. 2265 – Handicap Access Update – Main Campus – Estimated cost is $550,000 composed of all state funds (Connect NC Bonds – 46620/Repairs and Renovations).

12. Roanoke-Chowan Community College – Project No. 2266 – Fine Arts Center (Instructional Classrooms) Main Campus – Estimated cost is $2,694,000, composed of all state funds (Connect NC Bonds – 46620/New Construction).

13. Roanoke-Chowan Community College – Project No. 2267 – Jernigan Auditorium (Instructional Classrooms) Renovation – Main Campus – Estimated cost is $500,000, composed of all state funds (Connect NC Bonds – 46620/Repairs and Renovations).

14. Roanoke-Chowan Community College – Project No. 2268 – Health Sciences Program/Biology Lab (Instructional Classrooms) Renovation – Main Campus – Estimated cost is $50,000, composed of all state funds (Connect NC Bonds – 46620/Repairs and Renovations).

15. Roanoke-Chowan Community College – Project No. 2269 – Davis Center (Multi-Purpose Facility) Renovation – Main Campus – Estimated cost is $300,000, composed of all state funds (Connect NC Bonds – 46620/Repairs and Renovations).

16. Roanoke-Chowan Community College – Project No. 2270 – Mathematics Laboratory and Tutoring Center (Instructional Classrooms) Renovation – Main Campus – Estimated cost is $52,517, composed of all state funds (Connect NC Bonds – 46620/Repairs and Renovations).

17. Roanoke-Chowan Community College – Project No. 2271 – Industrial Skills Building (Instructional Classrooms) Renovation – Main Campus – Estimated cost is $1,000,000, composed of all state funds (Connect NC Bonds – 46620/Repairs and Renovations).

SBCC Finance Committee Minutes January 19, 2017 Page -6-

18. Roanoke-Chowan Community College – Project No. 2272 – Campus Wide Classroom Renovation – Main Campus – Estimated cost is $1,090,000, composed of all state funds (Connect NC Bonds – 46620/Repairs and Renovations).

19. Roanoke-Chowan Community College – Project No. 2279 – Greenhouse (Instructional Classrooms) Main Campus – Estimated cost is $90,000, composed of all state funds (Connect NC Bonds – 46620/New Construction).

20. Sampson Community College – Project No. 2163 – Welding and Activity Center Buildings (Instructional Classrooms) Main Campus – Estimated cost is $4,774,533, composed of $500,000 state equipment funds and $4,274,533, state funds (Connect NC Bonds – 46620/New Construction).

21. Surry Community College – Project No. 2257 – Emergency Services Training Center (Instructional Classrooms) Propane Disconnect Valves Replacement – Main Campus – Estimated cost is $25,000, composed of all state funds (Connect NC Bonds – 46620/Repairs and Renovations).

22. Surry Community College – Project No. 2258 – Building S Welding Storage Addition – Main Campus – Estimated cost is $80,000, composed of all state funds (Connect NC Bonds – 46620/New Construction).

23. Surry Community College – Project No. 2259 – Building V (Instructional Classrooms) Second Floor Renovation – Main Campus – Estimated cost is $403,000, composed of all state funds (Connect NC Bonds – 46620/Repairs and Renovations).

24. Vance-Granville Community College – Project No. 2188 – Buildings 1-6, and 9 (Instructional Classrooms) HVAC and Fire Alarm System Replacement – Main Campus – Estimated cost is $4,174,500, composed of all state funds (Connect NC Bonds – 46620/Repairs and Renovations).

25. Vance-Granville Community College – Project No. 2248 – Campus Wide Exterior Masonry Repair and Restoration – Main Campus – Estimated cost is $1,000,000, composed of all state funds (Connect NC Bonds – 46620/Repairs and Renovations).

26. Vance-Granville Community College – Project No. 2249 –Building 10 (Instructional Classrooms) Phase II Renovation – Main Campus – Estimated cost is $423,725, composed of $150,000 local funds and $273,725 state funds (Connect NC Bonds – 46620/Repairs and Renovations).

27. Vance-Granville Community College – Project No. 2250 –Building 2 Welding Lab Renovation – Franklin County – Estimated cost is $152,260, composed of all state funds (Connect NC Bonds – 46620/Repairs and Renovations).

SBCC Finance Committee Minutes January 19, 2017 Page -7-

Ms. Lowder moved, seconded by Mr. Rose seconded, and the Committee approved the following Amended – Connect NC Bond projects.

C. Project Approval – Amended – Connect NC Bonds

1. Craven Community College – Project No. 2093 – STEM Building (Instructional Classrooms) – Havelock Campus – Estimated cost is $4,991,215, composed of $50,000, local funds, $500,000 state equipment funds, and $4,441,215 state funds (46620). Project is amended to add $500,000 state equipment funds and $4,441,215 state funds (Connect NC Bonds – 46620/New Construction).

2. Mayland Community College – Project No. 2177 – Avery Learning Center (Instructional Classrooms) Roof Replacement – Avery County – Estimated cost is $90,000, composed of all state funds. Project is amended to increase funds by $40,000 (Connect NC Bonds – 46620/Repairs and Renovations).

3. Mitchell Community College – Project No. 2155 – Mooresville Façade and Classroom (Instructional Classrooms) Renovation – Mooresville Campus – Estimated cost is $1,147,750, composed of all state funds. Project is amended to reduce scope of work and therefore decrease funds by $686,173 (Connect NC Bonds – 46620/Repairs and Renovations).

4. Pamlico Community College – Project No. 2201 – Johnson Building (Instructional Classrooms) Renovation – Main Campus – Estimated cost is $4,793,233, composed of $600,000 Golden Leaf funds and $4,193,233 state funds (Connect NC Bonds – 46620/Repairs and Renovations). Project is amended to decrease state funds by $600,000 to correct funding source, originally approved as all Connect NC Bond funds.

5. Rowan-Cabarrus Community College – Project No. 2234 – Building 300 (Instructional Classrooms) Exterior and Interior Multipurpose Renovation – Main Campus – Estimated cost is $480,000, composed of all state funds. Project is amended to add $230,000 state funds (Connect NC Bonds – 46620/Repairs and Renovations). Note: Contingent upon receiving completed package.

6. Surry Community College – Project No. 2129 – Yadkin Industrial Training Center & Truck Driving Track (Instructional Classrooms) – Yadkin County – Estimated cost is $2,672,420, composed of $200,000 Golden Leaf funds and $2,472,420 state funds (46620). Project is amended to increase funds by $572,420, state funds (Connect NC Bonds – 46620/New Construction). Note: Contingent upon Board of Trustees approval which is expected on January 9, 2017.

7. Wake Technical Community College – Project No. 2178 – Ready Hall New Addition (formerly Ready Hall Renovation) – Main Campus – Estimated cost is $9,123,927, composed of all state funds (Connect NC Bonds – 46620/New Construction). Project is

SBCC Finance Committee Minutes January 19, 2017 Page -8-

amended to change project name and funding from a renovation to a new addition, and revising project scope.

Ms. Lowder moved, Mr. Rose seconded, and the Committee approved the following Final – Project Close Out – Connect NC Bonds projects.

D. Project Approval – Final – Project Close Out – Connect NC Bonds

1. Surry Community College – Project No. 2208 – Building I Air Compressor Room Addition (Instructional Classroom) – Main Campus – Actual cost is $30,135.89, composed of all state funds (Connect NC Bonds – 46620/New Construction). Project is completed and funds are decreased by $1,364.11.

2. Wilkes Community College – Project No. 2149 – Walker Center Auditorium (Instructional Classrooms) Roof Replacement – Main Campus – Actual cost is $67,889, composed of all state funds. (Connect NC Bonds – 46620/Repairs and Renovations). Project is completed and funds are decreased by $82,111.

Mr. Rose motioned, seconded by Ms. Lowder, and the Committee approved the following Acquisition and Disposal of Real Property.

E. Acquisition and Disposal of Real Property

1. Asheville-Buncombe Technical Community College – The Board of Trustees of Asheville- Buncombe Technical Community College request permission as per G.S. 115D-15 to renew a lease for ten years for the Smith-McDowell House to Western North Carolina Historical Association. The Smith-McDowell House is used as a museum of local history. The Board of Trustees have determined that the property is unnecessary for college purposes.

2. Durham Technical Community College – Main Campus – The Board of Trustees of Durham Technical Community College request permission as per G.S. 115D-15 to dispose of by demolition, the following buildings. The Board of Trustees have determined that the buildings are unnecessary for college use.

• Newton Building North Wing (20,000 square feet) located on Cooper Street, Durham, North Carolina.

• Facility Services Building (42,000 square feet) located at the corner of Lawson Street and Bacon Street, Durham, North Carolina.

3. Isothermal Community College – The Board of Trustees of Isothermal Community College request permission as per G.S. 115D-15 to transfer the following properties to Rutherford County. This conveyance will allow the County to use the property as security in a loan transaction to provide funding to demolish existing structures and to

SBCC Finance Committee Minutes January 19, 2017 Page -9-

construct the Comprehensive Applied Sciences and Workforce Development Center (Project #2088, approved by the State Board in October 30, 2015).

• 3.3 acres of property located at the main campus with a building approximately 37,740 square feet.

• 1.17 acres of property located at the main campus with a building approximately 22,454 square feet.

4. Wayne Community College – The Board of Trustees of Wayne Community College request permission as per G.S. 115D-15 to transfer approximately 4.95 acres of property located at 3000 Wayne Memorial Drive, Goldsboro, North Carolina to Wayne County. This Conveyance will allow the County to build and maintain a retainage pond. The Board of Trustees have determined that the property is unnecessary for college use.

Adjournment Mr. Rose motioned, seconded by Ms. Lowder and the meeting was adjourned at 2:51 p.m.

SBCC Finance Committee Minutes January 19, 2017 Page -10- Attachment FC 1

STATE BOARD OF COMMUNITY COLLEGES ESTIMATED TUITION AND FEES COLLECTED THROUGH January 31, 2017

INCR/DECR OVER 2014-15 2015-16 2016-17 PRIOR YEAR

BUDGETED RECEIPTS $ 357,932,547 $ 350,495,365 $ 341,978,024 -2.4%

ACTUAL NET RECEIPTS COLLECTED 214,335,128 209,705,709 211,793,789 1.0%

BUDGETED RECEIPTS UNCOLLECTED $ 143,597,419 $ 140,789,656 $ 130,184,235

PERCENT OF BUDGET COLLECTED 59.9% 59.8% 61.9%

PERCENT OF BUDGET BENCHMARK (3 year average) 63.0% COLLECTION BENCHMARK $ 215,501,665

DIFFERENCE BETWEEN ACTUAL & BENCHMARK (3 year average) $ (3,707,876) PERCENT OVER-REALIZED / (SHORTFALL) -1.7%

PERCENT OF BUDGET BENCHMARK (last year) 62.1% COLLECTION BENCHMARK $ 212,345,454

DIFFERENCE BETWEEN ACTUAL & BENCHMARK (last year) $ (551,665) PERCENT OVER-REALIZED / (SHORTFALL) -0.3%

FY 2016-17 BUDGETED RECEIPTS REFLECTS THE FOLLOWING LEGISLATIVE ADJUSTMENTS:

$ (16,476,737) ENROLLMENT DECLINE ADJUSTMENT $ 8,069,396 TUITION INCREASE ADJUSTMENT* $ (110,000) IN-STATE TUITION FOR VETERAN ADJ.

$ (8,517,341) -0.02% BUDGETED RECEIPTS DECREASE

*Increase represents the annualization of the tuition increase effective January 1, 2016.

SBCC 02/17/2017 Attachment FC 2

STATE BOARD OF COMMUNITY COLLEGES Mid-Year State Board Reserve Fund Report

Background: G.S. 115 D-5(j) provides that "[t]he State Board of Community Colleges shall use its Board Reserve Fund for feasibility studies, pilot projects, start-up of new programs, and innovative ideas. Effective July 1, 2011, the requirement to report biannually to the Joint Legislative Education Oversight Committee on State Board Reserve funds was removed during the 2011 Legislative Session per House Bill 200 Section 8.2.(b) (S.L. 2011-145). However, this report has continued to be provided to the State Board on a biennial basis for information.

Summary of Report: In May of 2016, the State Board approved up to $24,900 to be used for securing assistance in the development of an updated sampling methodology for Compliance Services. The contract was awarded to Greg Isley for the period May 23, 2016 through August 31, 2016. A total of $2,475 was expended through December 31, 2016.

In August of 2016, the State Board approved an allocation of $125,000 to Wake Technical Community College for FY 2016-17 ($70,000) and FY 2017-18 ($55,000) to serve as the lead college for the Career and College Ready Alignment Partnership. A total of $3,620.28 was expended through December 31, 2016.

In September of 2016, the State Board approved up to $85,000 to continue work on the nursing initiative to provide a seamless RN to BSN articulation between the NC Community College System and the University of North Carolina. A total of $685.15 was expended through December 31, 2016.

State Board Reserve Funds Unencumbered as of December 31, 2016: $70,100.

Contact: Elizabeth Grovenstein Vice President and Chief Financial Officer

SBCC 02/17/2017 Attachment FC 3

STATE BOARD OF COMMUNITY COLLEGES

SBCC Code Report

RULE ACTION RULEMAKING PROCESS EXPECTED DATE STATUS Initiation of Rulemaking Process August 19, 2016 COMPLETED Publication on NCCCS Website August 23, 2016 COMPLETED AMEND 1E SBCCC 900.1 Written Comment Period Ends September 22, 2016 COMPLETED – “Curriculum Tuition Review Comments with SBCC Committee October 20, 2016 COMPLETED Refunds” 2nd Written Comment Period Ends (if substantive November 1, 2016 COMPLETED changes) Hearing Date (if applicable) N/A N/A Presented to SBCC for Adoption November 18, 2016 COMPLETED Prospective Effective Date of Rule February 1, 2017 COMPLETED

Initiation of Rulemaking Process October 21, 2016 COMPLETED Publication on NCCCS Website October 25, 2016 COMPLETED AMEND 3B SBCCC Written Comment Period Ends November 24, 2016 COMPLETED Subchapter 200 – Review Comments with SBCC Committee N/A N/A “Public Input” 2nd Written Comment Period Ends (if substantive N/A N/A changes) Hearing Date (if applicable) N/A N/A Presented to SBCC for Adoption January 20, 2017 COMPLETED Prospective Effective Date of Rule February 1, 2017 COMPLETED

SBCC 02/17/2017 Attachment FC 3

RULE ACTION RULEMAKING PROCESS EXPECTED DATE STATUS Initiation of Rulemaking Process November 18, 2016 COMPLETED Publication on NCCCS Website November 22, 2016 COMPLETED AMEND 1E SBCCC 800.2 Written Comment Period Ends December 22, 2016 COMPLETED – “General Provisions” Review Comments with SBCC Committee N/A N/A 2nd Written Comment Period Ends (if substantive N/A N/A changes) Hearing Date (if applicable) N/A N/A Presented to SBCC for Adoption January 20, 2017 COMPLETED Prospective Effective Date of Rule February 1, 2017 COMPLETED

Initiation of Rulemaking Process November 18, 2016 COMPLETED Publication on NCCCS Website November 22, 2016 COMPLETED AMEND 2A SBCCC Written Comment Period Ends December 22, 2016 COMPLETED 300.6 – “North Carolina Review Comments with SBCC Committee N/A N/A Proprietary School Fee 2nd Written Comment Period Ends (if substantive N/A N/A Schedule” changes) Hearing Date (if applicable) N/A N/A Presented to SBCC for Adoption January 20, 2017 COMPLETED Prospective Effective Date of Rule February 1, 2017 COMPLETED

Initiation of Rulemaking Process January 20, 2017 COMPLETED Publication on NCCCS Website January 24, 2017 COMPLETED AMEND 1C SBCCC Written Comment Period Ends February 23, 2017 PENDING 200.94 – “Local College Review Comments with SBCC Committee March 16, 2017 Personnel Policies” 2nd Written Comment Period Ends (if substantive March 28, 2017 changes) Hearing Date (if applicable) N/A Presented to SBCC for Adoption April 21, 2017 Prospective Effective Date of Rule May 1, 2017 Page 2 of 3 SBCC 02/17/2017 Attachment FC 3

RULE ACTION RULEMAKING PROCESS EXPECTED DATE STATUS Initiation of Rulemaking Process February 17, 2017 PENDING Publication on NCCCS Website February 21, 2017 AMEND Title 1, Chapter Written Comment Period Ends March 23, 2017 G – “Full-Time Review Comments with SBCC Committee April 20, 2017 Equivalent (FTE)” 2nd Written Comment Period Ends (if substantive May 2, 2017 changes) Hearing Date (if applicable) N/A Presented to SBCC for Adoption May 19, 2017 Prospective Effective Date of Rule June 1, 2017

Initiation of Rulemaking Process January 20, 2017 COMPLETED Publication on NCCCS Website January 24, 2017 COMPLETED AMEND 3B SBCCC Written Comment Period Ends February 23, 2017 PENDING Subchapter 400 – Review Comments with SBCC Committee March 16, 2017 “Temporary Rules” 2nd Written Comment Period Ends (if substantive March 28, 2017 changes) Hearing Date (if applicable) N/A Presented to SBCC for Adoption April 21, 2017 Prospective Effective Date of Rule May 1, 2017

Page 3 of 3 SBCC 02/17/2017 Attachment FC 4

STATE BOARD OF COMMUNITY COLLEGES Decrease Purchasing Delegation Request – Johnston Community College

Request: The State Board is requested to accept Johnston Community College’s request to self- impose a decrease in its purchasing delegation to $10,000 (see Attachment 4A). Johnston Community College may request another compliance review from the Division of Purchasing and Contract one year after implementation of the lower delegation and upon completion of this compliance review, may submit a request to the State Board to increase its purchasing delegation as outlined in State Board policy.

Background: G.S. 115D-58.14, as amended by S.L. 2009-132, authorizes the State Board of Community Colleges, in consultation with the Department of Administration, to increase or decrease the purchasing/delegation benchmark for each community college based on the college's overall capabilities, including staff resources, purchasing compliance reviews, and audit reports. The State Board may, in its discretion, reduce a community college's purchasing/delegation benchmark at anytime. 1H SBCCC 500.2 sets out the State Board’s special purchasing delegation policy, including the application and evaluation processes. This policy provides for four tiers of purchasing delegation authority: (1) $10,000, (2) $25,000, (3) $50,000, and (4) $100,000.

When an increase in purchasing delegation/benchmark is approved by the State Board, a college assumes the responsibilities of the increase in delegation and continues to be subject to all statutes and rules governing community college purchasing. A college that is granted an increase in purchasing delegation authority must agree to maintain a level of staffing, legal representation, and professional expertise that is consistent with what was represented on its increase in purchasing delegation application. If for any reason the college cannot maintain such a level, the college must notify the Administrative and Facility Services Section of the System Office.

If a college receives compliance findings on a compliance review from the Department of Administration, Division of Purchase and Contract or received audit findings related to purchasing on its most recent financial statement audit, the State Board at its discretion based upon the type of findings and the college’s official response, may decrease the delegation amount.

The State Board approved an increase of Johnston Community College’s purchasing delegation/benchmark to $25,000 (Tier 2) at its April 20, 2012 meeting. The Division of Purchase and Contract conducted a compliance review in late 2016. The compliance review report was issued January 24, 2017 with fifteen findings (see Attachment 4B). On January 31, 2017, the Interim State Purchasing Officer, Angie Dunaway, sent a memo recommending that the State Board take action to decrease the purchasing delegation at Johnston Community College (see Attachment 4C).

SBCC 02/17/2017

Attachment FC 4

Effective Date: Upon approval of the State Board of Community Colleges.

Contact: Elizabeth P. Grovenstein Vice President and Chief Financial Officer

SBCC 02/17/2017

Attachment FC 4A

February 9th, 2017

TO: Jennifer Haygood, Executive Vice President North Carolina Community College System

FROM: David Johnson, President Johnston Community College

SUBJECT: Purchasing Compliance Review

On November 9th, 2016, JCC received the results of a Purchasing Compliance Review via an exit conference with Ms. Tammie Kuhn, Compliance Officer, Department of Purchasing and Contract. I was extremely disappointed in that review. JCC took immediate action to rectify the concerns. Ms. Kuhn was kind enough to send commendation on prompt actions taken.

To show further commitment to improvement, I would like to propose an additional response to the exit and official compliance reports. Effective immediately, we propose to self-impose a reduction in our State delegation of $25,000 down to $10,000 to accompany the plan of corrective action submitted on January 18, 2017. After one year of improvement actions, we will invite the Department of Administration to return and process a follow-up compliance review.

By way of information, the following has already taken place at JCC in response to the exit and official reports. Through retirement, resignation, and termination, three of the four members of the purchasing department present throughout the audited period are no longer with the College. Although I am very disappointed in the performance of the college during the audited period, I am heartened by the positive attitude and capabilities of our new staff.

In addition to rebuilding our Purchasing Department, we re-worked all purchasing processes and procedures to ensure they comply with State, NCCCS, and College rules. This reset included multiple rounds of employee training (which are ongoing) in all aspects of purchasing, including the use of procurement cards. As well as rebuilding the purchasing department, we have taken the following steps:

1. New Purchasing Processes: Effective 11/09/2016, purchasing card users are required to obtain written permission for non-emergency purchasing card purchases via the Direct Pay Form. This requirement is included in our training sessions. 2. Internal Audit: The JCC Controller facilitates a 10% audit of e-pro, p-card, and direct pay purchases on a monthly basis. The first internal audit for the month of January 2017 is currently underway.

SBCC 02/17/2017 Attachment FC 4A

3. Appropriate Organization: The Purchasing Director and Human Resources Director reviewed job descriptions of each of the four positions within the Purchasing and Receiving Department to ensure appropriate job descriptions, internal controls, and duties are in place. Several changes to job descriptions were made. 4. New Purchasing Manual: A new purchasing manual was written to more clearly define our delegations, processes, and procedures and, ensure Johnston Community College is compliant with State regulations. 5. A new P-Card Manual was written that more clearly defines the need for prior approval of p-card purchases. Procedures are included in training sessions presented to campus employees. 6. Training Plan: Three training classes were developed: a. "Purchasing 101" that gives an overall view of procurement activities; b. “Using the e-Procurement System”, detailing how to use the system with new requirements; c. “Using the Purchasing Card”, reinforcing p-card requirements. Three rounds of training have been conducted so far. A fourth round of training begins February 9, 2017. 7. Purchasing Card Review: On November 9, P-card use was temporarily frozen until a review of purchasing cards was completed on 11/14/16. Two cards were revoked. Remaining cards were re-enabled as users underwent training. 8. E-Pro User Review: A list of e-Pro users was reviewed in early December to ensure everyone with an account went to training. 9. Communication Plan: In order to communicate changes in purchasing to the campus community, we took the following actions: a. Re-vamped the existing JCC purchasing website to include links to the new manuals and forms. b. Added links to the State Purchasing Manual and the JCC Purchasing Manual to the JCC Purchasing website. c. Added a calendar of purchasing training events to new website. d. Made many announcements regarding purchasing to specific groups on campus. e. Created links to online training for general purchasing, term contracts, and purchasing card usage. f. Established metrics regarding JCC Purchasing Performance (# direct payments, # p-card payments, # amount spent, # bids completed, etc.). 10. Comprehensive Equipment Audit: JCC currently does not have scanner capability within our equipment module in Colleague. We are currently working with our IT department to create that capability and will increase the frequency of equipment audits.

By this document, previous conversations, and evidence of corrective action, I hope you see we are very serious about improving the state of purchasing at Johnston Community College. In fact, we are well on our way to having a clean compliance audit report at its next occurrence.

I look forward to further discussions about this matter, especially as those conversations relate to suggestions for additional improvement actions. SBCC 02/17/2017 Attachment FC 4B

JOHNSTON COMMUNITY COLLEGE

Compliance Review

January 2017

Prepared by:

DEPARTMENT OF ADMINISTRATION

DIVISION OF PURCHASE AND CONTRACT

SBCC 02/17/2017

THIS PAGE IS INTENTIONALLY LEFT BLANK1

1 Pages have been intentionally left blank to conform to double-sided print format.

TABLE OF CONTENTS

Page

Objectives, Scope and Methodology ...... 1

Findings and Recommendations Summary2 ...... 2

Appendices:

Appendix A: Administrative Code ...... A-1

Appendix B: Agency Response ...... B-1

2 A finding sheet for each individual finding or grouped similar findings was provided to the agency. THIS PAGE IS INTENTIONALLY LEFT BLANK OBJECTIVE, SCOPE AND METHODOLOGY

North Carolina Administrative Code, Title 1, Chapter 5, Section .1605, requires the Division of Purchase and Contract to conduct compliance reviews on purchasing practices at all agencies. The purpose of the compliance review is to determine if an agency is complying with North Carolina's purchasing laws and regulations and whether the agency should continue having the same delegation amount, have it reduced, or increased (See Appendix A for Administrative Code).

The compliance review objectives are to:

1. Determine that Johnston Community College’s purchasing staff understands and adheres to North Carolina General Statute Article 3 of Chapter 143 and Administrative Code Title 1, Chapter 5. 2. Determine that Johnston Community College’s internal policies, procedures, and processes accurately reflect the applicable requirements of North Carolina General Statutes and the Administrative Code. 3. Exchange ideas of how the State of North Carolina can become more efficient and cost effective. 4. Communicate and offer training opportunities via the Division of Purchase and Contract or in conjunction with professional organizations (i.e. CAGP, NIGP, etc.) to better educate and, in turn, increase productivity of purchasing personnel. 5. Develop a mutually beneficial working relationship between Johnston Community College and the Division of Purchase and Contract.

The scope and methodology of this review included3:

 Review of the purchasing organization.  Analysis of current policies, procedures, and processes.  Interview, via questionnaire, of the Purchasing Officer.  Examination of a sample of purchasing transactions.  Review of direct payments.  Review of procurement card transactions.

The review of purchasing transactions was for the period August 1, 2015 through July 31, 2016. A random sample4 of 119 purchase orders was selected from a population of 3,749 E-Procurement purchase orders. A random sample of 21 direct payments was selected from a population of 89 direct pay payment files. A random sample of 121 P-Card purchases was selected from a population of 7,380 P-card purchase files. The random sample is intended to provide a diverse selection of transactions for review including; contracts (term, agency specific, service), requisitions, approvals, purchase orders, file documentation, the receiving process, invoices, retention, etc.

3 Disclaimer: A Compliance Review is limited in scope and will not disclose all exposures in a purchasing practice.

4 Statistical sample was drawn from the E-Procurement order system and Works to test purchasing expenditures. The sample was drawn to achieve a 90% confidence level with a +/- 3% upper error limit with an expected error rate of 3%.

1 FINDINGS AND RECOMMENDATION SUMMARY

Finding 1: Incorrect Commodity Codes Of the 119 purchase orders reviewed, 7% (8) contained incorrect commodity codes. The North Carolina Procurement Manual, Section 2.3, requires the use of appropriate commodity codes. Utilizing the correct commodity code enables the Division of Purchase and Contract; as well as, the College, to analyze spend data to determine what goods and/or services should be considered for Statewide Term Contract or Agency Specific Contract. This data is used for leverage buying and strategic sourcing to help save money for the College and the State of North Carolina. Recommendation: Johnston Community College must input correct commodity codes into the E- Procurement System.

Finding 2: Not Purchasing from Statewide Term Contract Of the 119 purchase orders reviewed, 8% (10) did not utilize available Statewide Term Contracts and did not show evidence that pricing received was less than offered by Statewide Term Contract vendors. Of the 21 direct pay files reviewed, 10% (2) did not utilize available Statewide Term Contracts and did not show evidence that pricing received was less than offered by Statewide Term Contract vendors. Of the 121 P-card transactions reviewed, 3% (4) did not utilize available Statewide Term Contracts and did not show evidence that pricing received was less than offered by Statewide Term Contract vendors. The North Carolina Administrative Code, 01 NCAC 5B.1101(b), requires all State Agencies, Community Colleges and Universities to purchase from available Statewide Term Contracts. Community Colleges and Universities have been granted purchasing flexibility but must provide appropriate documentation when exercising the flexibility option. Not utilizing Statewide Term Contracts impacts business decisions regarding term contract spend; as well as, strategic sourcing and leverage buying. In addition to not purchasing from Statewide Term Contract there was not sufficient documentation in the files reviewed onsite as to why the item on term contract did not meet the College’s requirement as required by the North Carolina Administrative Code, 01 NCAC 05B.1105, nor was there documentation related to exercising purchasing flexibility as allowed by North Carolina General Statutes, § 115D-58.14. If purchasing flexibility is being utilized, the file must be documented showing that the cost was less and the items are the same or substantially similar in quality, service, and performance as items available under Statewide Term Contracts. Recommendation: Johnston Community College must comply with North Carolina General Statutes and the North Carolina Administrative Code by utilizing Statewide Term Contracts or, when authorized, adequately documenting the reason for deviating from this requirement in the respective file.

A-2 FINDINGS AND RECOMMENDATION SUMMARY

Finding 3: Not Seeking Competition for Purchases Over $5,000 Of the 119 purchase orders reviewed, 6% (7) were purchased without required competition and lacked sufficient documentation to justify non-competition. Of the 21 direct pay files reviewed, 10% (2) were purchased without required competition and lacked sufficient documentation to justify non-competition. The North Carolina Administrative Code, 01 NCAC 5B.0301(2), requires competition to be sought for all purchases that exceed $5,000, not covered by Statewide Term Contract. Per the North Carolina Administrative Code, 01 NCAC 5B.1401, when waiver of competition is deemed necessary, adequate documentation must be maintained in the purchase order file to support not obtaining competition. Also, the North Carolina Administrative Code, 01 NCAC 5B.1401, requires that any waiver of competition that exceeds the College’s delegation be submitted to the State Purchasing Officer for prior review. North Carolina General Statutes, § 143-53(a)(5), requires prior review by the State Purchasing Officer of any waiver of competition if the expenditure exceeds $10,000 regardless of the College’s delegation amount. Additionally, not obtaining quotes on the state’s solicitation form for purchases over $5,000 is a violation of the North Carolina Administrative Code, 01 NCAC 5B.1402. Recommendation: Johnston Community College must solicit competition for purchases involving an expenditure of public funds over $5,000, or appropriately document justification for a waiver of competition.

Finding 4: Splitting Requirements to Avoid Transaction Limits Of the 21 direct pay files reviewed, 10% (2) appear to be transactions that were spilt to avoid procurement rules. Of the 121 P-card transactions reviewed, 2% (2) appear to be transactions that were spilt to avoid procurement rules. In accordance with the North Carolina Administrative Code, 01 NCAC 5B.0315, an agency shall not divide requirements in order to keep the expenditure under its benchmark or delegation and thereby avoid following the appropriate contracting requirement. In the case of similar and related items and groups of items, the dollar limits apply to the total cost of the requirement rather than the cost of any single item. Recommendation: Johnston Community College must consider complete requirements and not divide transactions to keep expenditures under its delegation.

3 FINDINGS AND RECOMMENDATION SUMMARY

Finding 5: Not Utilizing P&C QA Inspectors When Required Of the 119 purchase orders reviewed, 4% (5) required a QA Inspection that was not obtained. The North Carolina Administrative Code, 01 NCAC 5B.901, requires that all goods deliveries be inspected. Generally, it is the responsibility of the receiving agency to inspect all materials, supplies, and equipment upon delivery to ensure compliance with the contract requirements and specifications. For certain items, however, the contract must require an inspection by the Division of Purchase and Contract, and a representative from the Division must provide that inspection. This representative is one of P&C’s Quality Acceptance Inspectors. When the inspection is required to be conducted by P&C, notice of the mandatory inspection, as well as contact information for the QA Inspectors, must be included in the bid. Template language suitable to do this is included on the P&C web site. Resource materials available on the P&C web site provide guidance and instructions about integrating the inspections process in various phases of the solicitation, as needed. Recommendation: Johnston Community College must coordinate with a P&C QA Inspector for required inspections.

Finding 6: Not Utilizing P&C Approved Solicitation Templates Of the 119 purchase orders reviewed, 3% (3) were solicitations that did not use the appropriate solicitation template published by the Division of Purchase and Contract. In accordance with the North Carolina Administrative Code, 01 NCAC 5B.0301(2)(a)(iii), solicitation documents shall include standard language, including terms and conditions as published by the Division of Purchase and Contract on its home web page, unless prior written approval is obtained from the Division for unusual requirements. Recommendation: Johnston Community College must use P&C’s solicitation templates when required.

Finding 7: Using State Purchase Card for Unofficial Purchases Of the 121 P-card purchases reviewed, 7% (9) did not appear to be for “Official Use” The North Carolina Administrative Code, 01 NCAC 5B.1523(a), states that procurement cards (organizational charge cards) are for official use only. P-cards may only be used in accordance with the administrative code and the Statewide Term Contract established and maintained by the Division of Purchase and Contract. Recommendation: Johnston Community College must ensure that P-card purchases are for an “official” purpose.

4 FINDINGS AND RECOMMENDATION SUMMARY

Finding 8: Insufficient Documentation to Support SPO Approval of an Emergency Purchase Of the 119 purchase orders reviewed, 4% (5) were a pressing need or emergency purchase and were not properly documented and submitted to the Division of Purchase and Contract as required. In accordance with North Carolina General Statutes, § 143-57, and the North Carolina Administrative Code, 01 NCAC 5B.1602, in case of any emergency or pressing need arising from unforeseen causes including but not limited to delay by contractors, delay in transportation, breakdown in machinery, or unanticipated volume of work, the Secretary of Administration shall have power to obtain or authorize obtaining in the open market any necessary supplies, materials, equipment, printing or services for immediate delivery to any department, institution or agency of the State government. A report on the circumstances of such emergency or need and the transactions thereunder shall be made a matter of record promptly, thereafter. If the expenditure exceeds $10,000, the report shall also be made promptly thereafter to the Division of Purchase and Contract. Recommendation: Johnston Community College should solicit competition whenever possible. If competition is not solicited, the reason(s) for the waiver of competition shall be made part of the procurement file. The College is required to submit documentation to the Division of Purchase and Contract for prior approval of an emergency purchase exceeding $10,000 and must report an emergency or pressing need purchase that exceeds $10,000 when prior approval is not obtained. Additionally, the College must also obtain prior approval for P-card transaction limit increases which may be required for an emergency or pressing need purchase.

Finding 9: Accepting A Vendor’s Terms and Conditions Of the 119 purchase orders reviewed, 3% (3) were contractual agreements with Venders using the Vendor’s terms and conditions. Of the 21 direct pay files reviewed, 10% (2) were contractual agreements with Vendors using the Vendors terms and conditions. Of the 121 P-card transactions reviewed, 1% (1) was a contractual agreement with the Vendor using the Vendors terms and condition. The North Carolina Administrative Code, 01 NCAC 5B.0301(2)(a)(iii), requires use of contract language and terms and conditions published by the Division of Purchase and Contract for all contracts unless prior approval is obtained for unusual requirements. The State’s terms and conditions are designed to protect the State’s interests. The Vendor’s terms and conditions protect the interests of the Vendor. It is in the best interest of the College to not enter in to contractual agreements with Vendors using their contract documents. Recommendation: Johnston Community College should not sign contracts with Vendors using the Vendor’s contract forms.

5 FINDINGS AND RECOMMENDATION SUMMARY

Finding 10: Internal Purchasing Policy Not Followed Of the 119 purchase orders reviewed, 2% (2) were not processed in accordance with the Johnston Community College internal purchasing procedures and did not contain the proper documentation. Of the 121 P-card transactions reviewed, 6% (7) were not processed in accordance with the Johnston Community College internal purchasing procedures and did not contain the proper documentation. In accordance with the Johnston Community College internal purchasing procedures all purchases less than $2,500 require a verbal quote in writing. Purchases $2,500 to $5,000, not covered by a state term contract, will not be processed without a written quote. If a waiver of competition is applicable, in accordance with the North Carolina Administrative Code, 01 NCAC 05.1400, adequate documentation must be maintained in the purchase order file to support not obtaining competition. Also, North Carolina General Statutes, § 143-57, requires that any waiver of competition that exceeds $10,000 must be submitted to the State Purchasing Officer for prior review. The purpose of this internal policy is to ensure College funds are being spent prudently. Without obtaining quotes, the College is not assured it is paying the lowest possible cost. In addition, procurement files that do not contain proper accurate and complete data may be questioned as to their legitimacy. Complete data provides a clear audit trail of the reason and intent of the purchase. Recommendation: Johnston Community College must comply with their internal purchasing procedures by seeking and documenting the verbal quotes for all non-state term contract purchases less than $2,500 and $2,500 to $5,000 per Johnston Community College internal Purchasing Policy. Furthermore, if a waiver of competition is warranted, the file must contain adequate documentation justifying the reason for deviating from the competition requirement.

6 FINDINGS AND RECOMMENDATION SUMMARY

Finding 11: Direct Payments Are Being Utilized Instead of Issuing Purchase Orders Through the North Carolina E-Procurement System—Repeat Finding Of the 21 direct pay files reviewed, 48% (10) should have been processed using the NC E- Procurement System. North Carolina General Statutes, § 143-48.3, directs the Division of Purchase and Contract to develop and maintain the NC E-Procurement System and authorizes the Division to establish rules governing its use. The North Carolina Procurement Manual, Section 3.4.1(7), establishes the NC E-Procurement System as the methodology to issue purchase orders to properly document purchases; as required by the North Carolina Administrative Code, 01 NCAC 05B.1903. The use of direct payments for purchases covered by the North Carolina General Statutes, Chapter 143, Article 3, lacks the necessary transparency required in public procurement. Properly documented and maintained purchase files are an essential tool in maintaining the trust of the State’s taxpayers. All purchases, without regard to value, must be properly documented to ensure that the government’s activities are transparent and above reproach. Additionally, using the NC E-Procurement System allows the Division of Purchase and Contract to gather accurate spend data, enabling the Division to establish the most effective and efficient Statewide Term Contracts. This finding was also documented during Johnston Community College’s previous compliance review; December, 2010. Recommendation: Johnston Community College must minimize the use of direct payments and maximize, to the fullest extent possible, the use of the NC E-Procurement System.

Finding 12: Awarding Contracts Over Approved Delegation Limit Without SPO Approval Of the 119 purchase orders reviewed, 3% (4) were over the College’s delegation level and awarded without prior approval of the SPO. In accordance with the North Carolina General Statutes, § 143-52.1(a): when the dollar value of a contract to be awarded under Article 3 of Chapter 143 of the General Statutes exceeds the delegation established pursuant to G.S. § 143-53.1, an award recommendation shall be submitted to the State Purchasing Officer for approval. Recommendation: Johnston Community College must submit contracts valued over their delegation level of $25,000 to the Division of Purchase and Contract for review and approval by the State Purchasing Officer.

7 FINDINGS AND RECOMMENDATION SUMMARY

Finding 13: P-Card Transaction Limits above $2,500 Without Prior Approval Of the 121 P-card transactions reviewed, 2% (2) were over the $2,500 per-transaction limit without prior approval of the SPO. The North Carolina Administrative Code, 01 NCAC 5B.1523(c), sets the per-transaction limit for P-cards at $2,500. The per-transaction limit can be raised but only with prior approval of the SPO. In an emergency situation, as defined by the North Carolina Administrative Code, 01 NCAC 5B.1602, or Governor’s declaration, the P-Card transaction limit may be raised by the agency card administrator if approval from the SPO cannot be received in a timely manner but the transactions must still be reported to the SPO. The transaction file contained no evidence of SPO approval nor emergency approval of the raised transaction limits. Recommendation: Johnston Community College must return all P-card per-transaction limits to no more than $2,500. The College must submit requests for higher limits to the Division of Purchase and Contract and maintain documentation of SPO approval of higher limits in the appropriate files.

Finding 14: No Vendor Certification as Required by the Iran Divestment Act of 2015 Of the 119 purchase orders reviewed, 5% (6) did not have certification from the vendor as required by the Iran Divestment Act. Of the 21 direct pay files reviewed, 14% (3) did not have certification from the vendor as required by the Iran Divestment Act. Of the 121 P-card transactions reviewed, 1% (1) did not have certification from the vendor as required by the Iran Divestment Act. North Carolina General Statutes, § 143C-6A-5(a), dictates that a State Agency shall require a person that attempts to contract with the State or political subdivision of the State, including a contract renewal or assumption, to certify, at the time the bid is submitted or the contract is entered into, renewed, or assigned, that the person or the assignee is not identified on a list created by the State Treasurer pursuant to G.S. § 143C-6A-4. A State agency shall include certification information in the procurement record. Any purchase greater than $1,000, without regard to method of payment, is, in essence, a contract and is, therefore subject to this requirement. The Division of Purchase and Contract required vendors awarded Statewide Term Contracts to fulfill the certification requirement at the time the contract was awarded, as a result it is not necessary to obtain certification when purchasing from Statewide Term Contracts. All other purchases greater than $1,000 made by the College require the certification be obtained and maintained in the procurement file. Recommendation: Johnston Community College must comply with the requirement of North Carolina General Statutes, § 143C-6A-5(a), and obtain vendor certification when making any purchase or awarding any contract greater than $1,000.

8 FINDINGS AND RECOMMENDATION SUMMARY

Finding 15: Issuing Purchase Orders After the Fact: Confirming Orders Of the 119 purchase orders reviewed, 5% (5) were issued at the conclusion of the transaction to facilitate payment to the vendor; commonly referred to as “confirming orders”. The North Carolina Administrative Code, 01 NCAC 05B.0102, requires requisitions to be in electronic or written form. North Carolina General Statutes, § 143-48.3, directs the Division of Purchase and Contract to develop and maintain the NC E-Procurement System and authorizes the Division to establish rules governing its use. The North Carolina Procurement Manual, Section 3.4.1(7), establishes the NC E-Procurement System as the methodology to issue purchase orders to facilitate approvals, the encumbrance of funds and to properly document purchases; as required by the North Carolina Administrative Code, 01 NCAC 05B.1903. A confirming order is a purchase order that is entered in to the NC E-Procurement System at the conclusion of a purchase; generally, to facilitate payment to the vendor. This violates the proper use of the NC E-Procurement System. This circumvents the requirement to ensure the availability of funds prior to committing the State to a financial obligation, as called for in the Office of State Budget and Management, Budget Manual, Section 3.0, Paragraphs 3.5.3 and 3.7.1. Approval processes and the proper encumbrance of funds are dependent on purchasers following the proper procedures when placing orders; using the NC E-Procurement System automates the process and ensures proper authority to make purchases. Recommendation: Johnson Community College must cease the practice of confirming orders and follow proper NC E-Procurement procedures for each purchase.

9 APPENDIX A ADMINISTRATIVE CODE

Chapter 5 – PURCHASE AND CONTRACT

.1605 COMPLIANCE REVIEWS

(a) The Division of Purchase and Contract shall conduct compliance reviews on purchasing practices at all agencies. The purpose of the compliance review shall be for determining if an agency is complying with North Carolina’s purchasing statutes and rules adopted thereunder, and whether it should continue having the same level of delegation, have it reduced, or if it qualifies for an increase. A copy of the compliance report shall be provided to the agency’s executive officer, the State Auditor, the State Budget Officer, the local school administrative unit’s Board, any of which are applicable. (b) The Division’s staff may enter the premises and obtain an agency’s purchasing records for the purpose of the compliance review. The agency shall cooperate with the Division’s staff, providing them with requested records, adequate office space for conducting the review, and agency purchasing staff for discussion of purchase transactions. The Division shall not unnecessarily require of the agency any more than is needed to complete the review. (c) The SPO may lower, or raise if requested, an agency’s (excluding the universities) general delegation, if the results of a compliance review by the compliance staff of the Division merit such action as determined by the SPO. The SPO may lower the delegation to any level, including the complete removal of the delegation, depending on the nature of any violations found. The SPO shall report to the University’s Board of Governors the results of any compliance review conducted at any of the universities, and shall provide to them the SPO’s recommendation, based on those results, on what that university’s benchmark should be. (d) The SPO shall provide to each agency, upon request, the Division’s assistance in educational training for the agency’s staff, to better acquaint them with the purchasing statutes and rules.

History Note: Authority G.S. §143-54; Eff. April 1, 1999.

A-1 APPENDIX B AGENCY RESPONSE

B-1 APPENDIX B AGENCY RESPONSE

B-2 APPENDIX B AGENCY RESPONSE

B-3 APPENDIX B AGENCY RESPONSE

B-4 APPENDIX B AGENCY RESPONSE

B-5 APPENDIX B AGENCY RESPONSE

B-6 APPENDIX B AGENCY RESPONSE

B-7 APPENDIX B AGENCY RESPONSE

B-8 APPENDIX B AGENCY RESPONSE

B-9 Attachment FC 4C

SBCC 02/17/2017 Attachment FC 5

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM REPORT ON THE USE OF FUNDS FROM THE 2016-17 COMPENSATION RESERVE

Session Law 2016-94, appropriated $17 million recurring compensation reserve for salary increases for State-funded local community college employees. Session Law 2016-94 also appropriated $17 million non-recurring compensation reserve for one time bonuses for State- funded local community college employees. The compensation reserve appropriations included the associated cost of the employers' retirement and social security contributions. Recurring funds were included in the colleges’ formula allotments. Non-recurring funds were allocated to the colleges in a separate allotment.

Section 36.10.(d) of S.L. 2016-94 stated, “Funds for compensation increases may be used for any one or more of the following purposes: (i) merit pay, (ii) across-the-board increases, (iii) recruitment bonuses, (iv) retention increases, (v) any other compensation increase pursuant to policies adopted by the State Board of Community Colleges.” The provision required the State Board of Community Colleges make a report on the use of funds to the General Assembly no later than March 1, 2017. This report is submitted to fulfill this requirement.

The following charts show the use of funds from both the recurring and non-recurring reserves based on type of increase and employee type. Overall, 55% of the recurring reserve funds supported increases to instructional employees and 45% to non-instructional. For non- recurring reserve funds, 51% of the funds were awarded to instructional and 49% to non- instructional personnel for one time bonuses. Attachment A provides this breakout by community college.

Compensation Reserve Compensation Reserve Increases by Employee Type Increases by Employee Type Recurring Non-Recurring

Non- Instructional Non- 45% Instructional Instructional Instructional 55% 49% 51%

Page 1 of 5 SBCC 02/17/2017 Attachment FC 5

The majority of the compensation reserve funds were used to support across-the-board increases at all 58 colleges for both recurring (87%) and non-recurring (85%) adjustments. Attachments B (recurring) and C (non-recurring) provide this breakout by community college. The remainder of the compensation reserve funds were used to support other forms of compensation increases, including retention/market adjustments, merit increases, recruitment bonuses, and other adjustments authorized by college personnel policies. Forty-three (43) colleges used a portion of their recurring compensation reserve allocations for these types of targeted adjustments. Similarly, 27 colleges used a portion of the compensation reserve allocations for one-time targeted adjustments.

Use of Compensation Reserve Use of Compensation Reserve Funds - Recurring Funds - Non-Recurring

Merit, Other, Merit, $577,195 $999,182 $1,022,890 Other, $890,444 3% 6% 6% 5% Retention/Market Retention/Market Rate, $636,354 Rate, $634,080 4% 4%

Across-the- Across-the Board, Board,$14,583,410, $14,918,095 85% 87%

Twenty colleges provided recurring retention/market rate increases while 11 colleges provided one-time retention/market increases, which comprise 4% of the compensation reserve funds. While the specific positions affected by this increase did vary by college, there were common themes consistent with adjustments colleges reported in 2015-16 reserve fund adjustments. Among the retention/market adjustments provided to instructional faculty, some colleges increased salaries for instructors broadly, while other colleges gave targeted increases to particular instructional personnel. Health sciences faculty, career and technical education (CTE) faculty, math instructors, and those with departmental chair duties were most frequently targeted. Among non-instructional staff, student services (such as financial aid advisors), business office, information technology, and institutional effectiveness staff were common themes. Many colleges also provided increases to maintain compliance with college salary plans approved by local boards of trustees and hard-to-fill positions that in recent months had not attracted interested and/or qualified candidates, such as nursing department chairs and IT system administrators.

Page 2 of 5 SBCC 02/17/2017 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM Attachment A 2016-17 Compensation Reserve Increases by Employee Type

RECURRING NON-RECURRING Non- Non- Instructional Instructional Instructional Instructional Total Alamance CC 138,657 181,177 84,317 115,121 519,272 Asheville-Buncombe TCC 227,687 278,620 214,985 291,322 1,012,614 Beaufort County CC 43,341 101,124 51,460 93,005 288,930 Bladen CC 60,931 57,374 58,143 60,162 236,610 Blue Ridge CC 94,999 77,448 65,299 84,231 321,978 Brunswick CC 93,166 56,365 148,323 145,968 443,822 Caldwell CC & TI 173,632 120,659 364,846 273,793 932,930 Cape Fear CC 387,770 250,869 76,714 62,227 777,580 Carteret CC 73,620 65,321 177,592 156,884 473,417 Catawba Valley CC 164,930 169,546 175,135 234,462 744,073 Central Carolina CC 211,655 197,942 309,091 862,673 1,581,361 Central Piedmont CC 527,294 644,470 83,183 142,546 1,397,493 Cleveland CC 87,820 137,909 87,102 96,347 409,178 Coastal Carolina CC 347,387 0 105,390 129,398 582,175 College of the Albemarle 98,171 85,278 110,208 182,962 476,619 Craven CC 134,639 100,149 171,274 171,073 577,135 Davidson County CC 93,083 200,087 103,532 98,552 495,255 Durham TCC 206,310 136,037 526,991 317,838 1,187,176 Edgecombe CC 84,682 117,402 223,707 376,710 802,501 Fayetteville TCC 531,648 313,181 283,733 108,295 1,236,857 Forsyth TCC 458,759 141,658 510,087 313,895 1,424,399 Gaston College 276,473 115,555 63,906 55,577 511,511 Guilford TCC 512,963 311,019 80,321 63,207 967,510 Halifax CC 67,253 52,230 92,117 80,330 291,930 Haywood CC 79,959 63,569 74,305 82,804 300,637 Isothermal CC 65,627 91,482 202,924 103,121 463,154 James Sprunt CC 49,988 54,191 52,605 51,574 208,358 Johnston CC 205,847 100,198 132,000 172,283 610,328 Lenoir CC 120,997 183,286 27,847 56,033 388,163 Martin CC 30,829 53,051 54,521 73,854 212,255 Mayland CC 49,745 78,630 111,523 0 239,898 McDowell TCC 74,983 36,540 93,501 111,517 316,541 Mitchell CC 90,126 114,892 40,742 47,774 293,534 Montgomery CC 31,986 56,530 175,104 68,187 331,807 Nash CC 169,028 74,263 192,797 154,589 590,678 Pamlico CC 44,507 25,599 36,256 33,850 140,212 Piedmont CC 97,251 53,413 86,222 64,442 301,328 Pitt CC 354,666 245,678 356,174 244,170 1,200,688 Randolph CC 91,956 132,380 109,674 114,662 448,672 Richmond CC 109,863 108,115 98,369 119,609 435,957 Roanoke-Chowan CC 26,772 56,697 40,900 42,569 166,938 Robeson CC 121,487 91,666 137,627 75,526 426,305 Rockingham CC 96,621 47,259 64,935 78,945 287,760 Rowan-Cabarrus CC 182,222 271,909 180,018 274,113 908,262 Sampson CC 110,098 33,929 80,079 63,948 288,055 Sandhills CC 159,714 125,989 133,307 152,396 571,406 South Piedmont CC 73,422 126,016 92,357 77,391 369,186 Southeastern CC 74,743 95,005 113,326 102,645 385,719 Southwestern CC 124,786 91,185 108,513 112,688 437,173 Stanly CC 109,842 111,360 96,897 145,730 463,829 Surry CC 96,292 146,335 166,616 153,218 562,461 Tri-County CC 43,146 66,020 43,146 66,020 218,332 Vance-Granville CC 154,188 101,467 141,929 113,726 511,310 Wake TCC 753,551 650,584 754,342 649,793 2,808,270 Wayne CC 172,789 102,529 172,789 102,529 550,636 Western Piedmont CC 94,340 85,502 106,387 73,454 359,682 Wilkes CC 132,262 103,851 143,794 92,319 472,226 Wilson CC 72,123 77,660 73,018 76,765 299,566 Total $9,362,627 $7,768,199 $8,662,000 $8,468,824 $34,261,650

SBCC Page 3 of 5 02/16/2017 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM Attachment B Use of 2016-17 Compensation Reserve Funds-Recurring

Across-the-Board Merit Pay Retention/Market Other Total Increases Increases Rate Increases Compensation Alamance CC 187,389 0 132,445 0 319,834 Asheville-Buncombe TCC 418,122 0 12,776 75,409 1 506,308 Beaufort County CC 126,718 4,320 0 13,427 1 144,466 Bladen CC 85,864 7,106 16,312 9,023 1,4 118,305 Blue Ridge CC 167,501 0 2,096 2,850 1 172,448 Brunswick CC 108,958 4,017 0 36,556 2 149,533 Caldwell CC & TI 294,291 0 0 0 294,291 Cape Fear CC 638,639 0 0 0 638,639 Carteret CC 115,085 10,670 0 13,186 1,2 138,941 Catawba Valley CC 334,476 0 0 0 334,476 Central Carolina CC 397,765 0 11,832 0 409,597 Central Piedmont CC 1,171,764 0 0 0 1,171,764 Cleveland CC 165,074 0 53,848 6,807 1 225,730 Coastal Carolina CC 347,387 0 0 0 347,387 College of the Albemarle 159,806 0 0 23,643 2 183,451 Craven CC 146,173 0 32,251 56,365 2 234,790 Davidson County CC 218,569 33,178 0 41,423 2 293,172 Durham TCC 288,857 27,662 0 25,828 1 342,348 Edgecombe CC 135,527 0 8,302 58,254 2 202,086 Fayetteville TCC 792,043 40,175 0 12,611 1 844,830 Forsyth TCC 600,417 0 0 0 600,417 Gaston College 361,319 0 0 30,709 1 392,029 Guilford TCC 659,988 0 110,457 53,537 1 823,983 Halifax CC 119,483 0 0 0 119,483 Haywood CC 143,528 0 0 0 143,528 Isothermal CC 114,433 0 0 42,676 1,2 157,109 James Sprunt CC 92,737 0 0 11,442 1,2 104,179 Johnston CC 306,045 0 0 0 306,045 Lenoir CC 255,732 32,195 0 16,356 1 304,284 Martin CC 61,880 0 22,000 0 83,880 Mayland CC 128,375 0 0 0 128,375 McDowell TCC 85,473 0 26,050 0 111,523 Mitchell CC 173,549 0 0 31,469 1,2 205,018 Montgomery CC 56,103 0 0 32,413 2 88,518 Nash CC 220,258 15,128 0 7,905 1,2 243,291 Pamlico CC 54,478 0 15,628 0 70,106 Piedmont CC 130,636 0 4,950 15,078 2 150,666 Pitt CC 600,344 0 0 0 600,344 Randolph CC 193,404 25,740 0 5,192 1 224,337 Richmond CC 175,046 24,523 4,090 14,319 2 217,980 Roanoke-Chowan CC 54,747 0 0 28,722 4 83,473 Robeson CC 152,772 0 0 60,381 1 213,154 Rockingham CC 102,247 0 0 41,633 2 143,882 Rowan-Cabarrus CC 369,321 41,393 0 43,417 1 454,132 Sampson CC 144,027 0 0 0 144,027 Sandhills CC 238,708 3,409 0 43,586 2 285,705 South Piedmont CC 178,318 16,320 0 4,800 1 199,439 Southeastern CC 132,252 0 0 37,496 1 169,749 Southwestern CC 182,406 0 7,299 26,266 1,4 215,971 Stanly CC 153,667 56,184 3,770 7,580 1 221,203 Surry CC 183,413 0 59,214 0 242,627 Tri-County CC 109,166 0 0 0 109,166 Vance-Granville CC 20,481 235,174 0 0 255,655 Wake TCC 1,404,135 0 0 0 1,404,135 Wayne CC 275,318 0 0 0 275,318 Western Piedmont CC 107,940 0 23,073 48,828 1,2,4 179,841 Wilkes CC 162,212 0 68,974 4,927 1 236,114 Wilson CC 113,729 0 20,987 15,067 1 149,784 Total $14,918,095 $577,195 $636,354 $999,182 $17,130,867

1: Educational attainment 2: Experience-based 3:Equity adjustment 4: Recruitment Bonuses SBCC Page 4 of 5 02/16/2017 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM Attachment C Use of 2016-17 Compensation Reserve Funds-Non-Recurring

Across-the-Board Merit Pay Retention/Market Other Increases Increases Rate Increases Compensation Total Alamance CC 290,750 22,874 0 6,210 4 319,838 Asheville-Buncombe TCC 506,307 0 0 0 506,307 Beaufort County CC 144,465 0 0 0 144,465 Bladen CC 118,305 0 0 0 118,305 Blue Ridge CC 171,116 0 0 1,331 4 172,451 Brunswick CC 149,531 0 0 0 149,531 Caldwell CC & TI 294,291 0 0 0 294,291 Cape Fear CC 638,639 0 0 0 638,639 Carteret CC 138,941 0 0 0 138,941 Catawba Valley CC 0 334,476 0 0 334,476 Central Carolina CC 395,297 14,300 0 0 409,597 Central Piedmont CC 953,805 0 217,959 0 1,171,764 Cleveland CC 225,729 0 0 0 225,729 Coastal Carolina CC 347,387 0 0 0 347,387 College of the Albemarle 183,449 0 0 0 183,449 Craven CC 231,075 0 3,713 0 234,788 Davidson County CC 293,170 0 0 0 293,170 Durham TCC 324,391 17,058 0 898 4 342,351 Edgecombe CC 197,938 4,146 0 0 202,084 Fayetteville TCC 832,257 12,572 0 0 844,829 Forsyth TCC 600,417 0 0 0 600,417 Gaston College 304,461 0 87,567 0 392,028 Guilford TCC 0 0 0 823,982 2 823,984 Halifax CC 39,827 79,656 0 0 119,483 Haywood CC 143,528 0 0 0 143,528 Isothermal CC 118,337 0 38,772 0 157,109 James Sprunt CC 104,179 0 0 0 104,179 Johnston CC 306,045 0 0 0 306,045 Lenoir CC 304,283 0 0 0 304,283 Martin CC 83,880 0 0 0 83,880 Mayland CC 80,686 15,880 31,809 0 128,375 McDowell TCC 111,523 0 0 0 111,523 Mitchell CC 193,577 0 11,441 0 205,018 Montgomery CC 67,971 20,545 0 0 88,516 Nash CC 71,730 0 161,412 10,149 2 243,293 Pamlico CC 62,729 7,377 0 0 70,106 Piedmont CC 150,664 0 0 0 150,664 Pitt CC 534,436 65,908 0 0 600,344 Randolph CC 224,336 0 0 0 224,336 Richmond CC 187,435 26,390 4,153 1 217,978 Roanoke-Chowan CC 0 83,469 0 0 83,469 Robeson CC 213,153 0 0 0 213,153 Rockingham CC 143,880 0 0 0 143,880 Rowan-Cabarrus CC 395,236 58,895 0 0 454,131 Sampson CC 144,027 0 0 0 144,027 Sandhills CC 267,106 18,597 0 0 285,703 South Piedmont CC 199,438 0 0 0 199,438 Southeastern CC 169,748 0 0 0 169,748 Southwestern CC 201,408 1,800 7,763 5,000 4 215,975 Stanly CC 221,202 0 0 0 221,202 Surry CC 189,845 0 52,782 0 242,627 Tri-County CC 109,166 0 0 0 109,166 Vance-Granville CC 0 238,946 16,709 0 255,655 Wake TCC 1,404,135 0 0 0 1,404,135 Wayne CC 275,318 0 0 0 275,318 Western Piedmont CC 136,968 0 0 42,873 4 179,845 Wilkes CC 236,113 0 0 0 236,113 Wilson CC 149,783 0 0 0 149,783 Total $14,583,410 $1,022,890 $634,080 $890,444 $17,130,848

1:Educational attainment 2: Experience-based 3: Equity 4:Recruitment Bonus SBCC Page 5 of 5 02/16/2017 Attachment FC 6

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM ANNUAL REPORT TO THE STATE BUILDING COMMISSION OF CAPITAL PROJECTS UTILIZING INCREASED CONSTRUCTION DELEGATION AUTHORITY PURSUANT TO G.S. 115D-9

Project Name and Number Contract IF CONTRACT AWARD IS TO A MINORITY Date Project Estimated Design Contractor (Company or Individual's (ACTIVE PROJECTS BETWEEN Design Firm Award BUSINESS(ES), (OR PERSON), IDENTIFY BY Established Cost Fee Name) for each contract awarded JULY 1, 2015 - JUNE 30, 2016) Amount CATEGORY PROVIDED * (B) (H) (A) (I) (F) (D) Central Piedmont CC North Energy Plant (#2012) 5/20/16 3,172,224 Morris Berg 205,000 Bulla Smith 3,500 Rodgers (CM) 231,264 x Giles Renovation (#2040) 5/16/14 5,250,000 LS3P 288,300 McCracken & Lopez (C) 39,600 PSI (SI) 6,072 EHG Inc. 136,900 x Christopher Bryan 23,340 Pyramid Masonry 16,628 Steel Fab 69,467 x On Site Woodworking 11,299 Davco 220,200 x Burgess Sales 157,931 Sears Contract 151,162 x Acousti Engineering 116,770 Lomax Tile & Marble 44,123 x Garmon & Company 122,375 Southern Painting 58,300 x Warco Construction 54,200 Nycom 838,057 Carolina Fire Control 81,500 Heyworth Plumbing 476,633 x P C Godfrey 836,700 x Palmetto Air & Water Balance 22,750 Lake Electric 458,500 Rodgers -General Works 93,838 x Cato Phase 3 (#2041) 5/16/14 23,975,687 Little Diversified 1,340,000 Systems Worcx ( C) 87,350 Rodgers Builders(CM) 1,812,225 x Pedulla Trucking Excavating and Paving 1,759,465 x Haywood Baker 270,000 Christopher Bryan Company 1,432,698 Structural Steel of Carolina 1,674,551 x Metro Waterproofing 84,730

SBCC 02/17/2017 Attachment FC 6

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM ANNUAL REPORT TO THE STATE BUILDING COMMISSION OF CAPITAL PROJECTS UTILIZING INCREASED CONSTRUCTION DELEGATION AUTHORITY PURSUANT TO G.S. 115D-9

Project Name and Number Contract IF CONTRACT AWARD IS TO A MINORITY Date Project Estimated Design Contractor (Company or Individual's (ACTIVE PROJECTS BETWEEN Design Firm Award BUSINESS(ES), (OR PERSON), IDENTIFY BY Established Cost Fee Name) for each contract awarded JULY 1, 2015 - JUNE 30, 2016) Amount CATEGORY PROVIDED * (B) (H) (A) (I) (F) (D) Southern Piping Company 49,595 x Excel Electrical Technologies 141,475 Pedulla Trucking Excavating and Paving 712,401 x x Metolina Landscape Co. 68,120 Old North State Masonry 1,432,200 Steel Construction Systems 199,688 Carocraft Cabinets 91,637 Davco Roofing & Steet Metal 647,770 Strickland Waterproofing Co. 114,400 S&S Glazing 498,900 Burgess Sales & Supply 288,589 Sears Contracts 1,401,250 x Bonitz Contracting 221,150 Lomax Tile & Marble 123,757 x Bonitz Flooring Group 234,844 Southern Painting & Maintenance Spec. 126,850 Warco Construction 217,040 Maxson and Associates 35,539 Irwin Seating Company 27,300 Otis Elevator Co. 274,300 Heyworth Plumbing Co. 341,350 x Catawba Mechanical Services 1,486,200 x x x Research Air Flo 27,320 Fountain Services 1,872,000 Performance Fire Protection 273,137 Levine Campus Phase 3 (#2042) 6/12/14 31,620,000 Moseley Architects 1,645,900 McCracking & Lopez(C) 99,075 Balfour Beatty Construction (CM) 2,365,000 Tec Electric 284,766 x Pedulla Truckings, Excavating 2,227,500 x Harper Campus Phase 4 (#2043) 6/12/14 42,250,000 Jenkins Peer Architects 2,463,000 McCracken & Lopez (C) 96,875 Balfour Beatty Construction (CM) 3,117,500 Bylthe Development Company 3,949,125

SBCC 02/17/2017 Attachment FC 6

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM ANNUAL REPORT TO THE STATE BUILDING COMMISSION OF CAPITAL PROJECTS UTILIZING INCREASED CONSTRUCTION DELEGATION AUTHORITY PURSUANT TO G.S. 115D-9

Project Name and Number Contract IF CONTRACT AWARD IS TO A MINORITY Date Project Estimated Design Contractor (Company or Individual's (ACTIVE PROJECTS BETWEEN Design Firm Award BUSINESS(ES), (OR PERSON), IDENTIFY BY Established Cost Fee Name) for each contract awarded JULY 1, 2015 - JUNE 30, 2016) Amount CATEGORY PROVIDED * (B) (H) (A) (I) (F) (D) Advanced Technology Center Building (#2044) 4/15/16 25,500,000 The FWA Group 1,415,300 System Worcx (C) 92,700 Terracon Consultants(SI) 145,320 Rodgers (CM) 1,993,264 x Showalter Construction 705,000 Cam-Ful Industries 74,000 P.C. Godfrey 49,870 Heede Southeast 29,500 Strickland Waterproffing 42,700 Ed Center Basic Skills/Literacy (#2045) 4/15/16 56,100,000 Bergmann Associates 3,283,500 McCracken & Lopez(SI) 112,800 System Worcx(C) 175,800 S&me, Inc.(SI)-Abestos 30,000 S&me, Inc.(SI)-GeoTech 14,000 S&me, Inc.(SI)Abatement T 7,500 S&me, Inc.(SI)Enviormenta 7,200 Rodgers (CM) 4,358,896 x Student Success Service Building (#2046) 4/15/16 30,606,500 Perkins Eastman 1,895,570 McCracken & Lopez(SI) 60,000 ECS Carolinas, LLP(SI) 8,400 Rodgers (CM) 2,332,776 x The Survey Company 5,080 ATC @ Charlottetowne (#2047) 9/16/16 33,363,000 McCrackens & Lopez(SI) 67,200 Harris Conference Center Renovation (#2077) 7/17/15 757,880 Ai Design Group Inc 31,861 Ls3p Associates Ltd 43,200 Hinson Electrical Contractors 5,720 Warco Construction 65,486 Burgess Sales & Supply 7,210 Cabinets By Design 11,000 Bonitz Flooring 77,675 Access Services 17,600 x GCA Service Group 3,119 Rodgers (CM) 14,680 x Overcash Center Roof Replace (#2086) 10/21/16 500,000 Nations Roof 500,000

SBCC 02/17/2017 Attachment FC 6

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM ANNUAL REPORT TO THE STATE BUILDING COMMISSION OF CAPITAL PROJECTS UTILIZING INCREASED CONSTRUCTION DELEGATION AUTHORITY PURSUANT TO G.S. 115D-9

Project Name and Number Contract IF CONTRACT AWARD IS TO A MINORITY Date Project Estimated Design Contractor (Company or Individual's (ACTIVE PROJECTS BETWEEN Design Firm Award BUSINESS(ES), (OR PERSON), IDENTIFY BY Established Cost Fee Name) for each contract awarded JULY 1, 2015 - JUNE 30, 2016) Amount CATEGORY PROVIDED * (B) (H) (A) (I) (F) (D) Guilford Technical CC Donald W. Cameron Campus (#1682) 4/18/08 45,576,709 Perkins Eastman 176,179 Samet/SRS, Inc. A Joint Venture 467,317 Perkins Eastman 4,779,061 Samet/SRS, Inc. A Joint Venture 31,755,238 Renee Rogers dba Mechanical Construction Solutions (Cx) 430,135 x Beco 27,100 x Moser Mayer Phoenix Center for Advanced Manufacturing (#2028) 12/18/14 28,824,997 (Road Entrance) 29,710 Muter Construction (Road Entrance) 199,000 x Moser Mayer Phoenix (Programming & Schematic Design) 137,000 N/A Perkins Eastman 992,269 N/A Moser Mayer Phoenix 1,601,606 N/A

Westcott Small & Assoc 8,000 x Commissioning Worcx (Cx) 96,750 Aviation Center Improvements (#1872) 3/16/12 2,414,823 N/A N/A N/A N/A Koury Bldg Renovations (#2074) 3/20/15 710,000 ESPA Arch and Planners 61,000 S&S Bldg. & Development, LLC 617,343 S&ME, Inc. 10,000 Medlin Campus Center Renovations - Connect NC Teague Freyaldenhoven Bonds (#2132) 5/20/16 9,519,543 Freyaldenhoven 159,900 N/A MCC Cafeteria Renovations - Main Campus (#2130) 5/20/16 375,000 N/A N/A Information Technology Services (#2131) 5/20/16 1,610,793 N/A N/A Koury Hospitality Building Culinary Renovation Phase II (#2138) 5/20/16 681,000 N/A N/A Underpass & Connector Rds - Life Safety Main Campus (#2187) 6/23/16 5,450,000 Moser Mayer Phoenix 446,200 N/A Jamestown Renovations (#1809) 1/17/12 1,791,262 N/A N/A Student Services LRC Sustainable Energy (#1742) 1/16/09 90,000 J. Hyatt Hammond 20,500 N/A HVAC & Classroom Renovations (#1682) 4/1/12 6,003,471 N/A N/A Aviation Classroom Bldg (#1605) 1/19/07 10,600,382 Efird Sutphin Pearce 61,000 Efird Sutphin Pearce 814,070 Monteith Construction Corporation 7,651,745 EMC Engineers, Inc (Cm) 140,986 John Davenport Engineering - site 6,500 x

SBCC 02/17/2017 Attachment FC 6

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM ANNUAL REPORT TO THE STATE BUILDING COMMISSION OF CAPITAL PROJECTS UTILIZING INCREASED CONSTRUCTION DELEGATION AUTHORITY PURSUANT TO G.S. 115D-9

Project Name and Number Contract IF CONTRACT AWARD IS TO A MINORITY Date Project Estimated Design Contractor (Company or Individual's (ACTIVE PROJECTS BETWEEN Design Firm Award BUSINESS(ES), (OR PERSON), IDENTIFY BY Established Cost Fee Name) for each contract awarded JULY 1, 2015 - JUNE 30, 2016) Amount CATEGORY PROVIDED * (B) (H) (A) (I) (F) (D) Wake Technical CC John B. Hawkins Life Cycle - Roofs & Elevators (#1982) 4/19/13 1,729,373 (Elevators) 72,000 Davis Kane Architects (Roofs) 85,000 Greater Diversity News (Ad-Design Roofs & Elevators) 130 x News & Observer (Ad-Design Roofs & Elevators) 657 John R. McAdams Main Campus Land Acquisition & Parking Lots (#1983) 4/19/13 9,545,962 Company 1,086,770

John R. McAdams Company (Reimbursables) 36,750 Gelder & Associates (Lot P) 2,226,014 Fred Smith Company 4,884,000 Greater Diversity News (Ad-Design) 47 x News & Observer (Ad-Design) 279 Duke Energy 6,965 NWC Buildings A & B Renovations (#1981) 4/19/13 1,872,873 HH Architecture 233,490 x HH Architecture (Reimbursa 10,000 x Salisbury & Moore Construction 69,515 TCC Enterprises, Inc. 836,392 Greater Diversity news (Ad-Design) 48 x News & Observer (Ad-Design) 289 Commonwealth Blinds 3,215 Main Campus Classroom & Office Building (#1858) 10/28/11 13,430,605 Little Diversified Architect 1,178,149.5 Eaton Corporation (C) 87,333 S&ME, Inc. (CMT) 64,803.3 Stewart Engineering, Inc. 10,500 x Balfour Beatty Construction 11,856,042 Balfour Beatty Construction 72,776 x News & Observer (Ad-Design, CMT, Cx, CM@R 692 Greater Diversity News (Ad-Design, CMT) 107 x Carolina Sign 1,450 Restoration Systems 15,944 W.W. Grainger 172 Electro Micro Security Systems 2,082 WT P-Card (Misc.) 50 Signs By Tomorrow 2,622 x Troy Hutchins Construction 48,270 SBCC 02/17/2017 Attachment FC 6

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM ANNUAL REPORT TO THE STATE BUILDING COMMISSION OF CAPITAL PROJECTS UTILIZING INCREASED CONSTRUCTION DELEGATION AUTHORITY PURSUANT TO G.S. 115D-9

Project Name and Number Contract IF CONTRACT AWARD IS TO A MINORITY Date Project Estimated Design Contractor (Company or Individual's (ACTIVE PROJECTS BETWEEN Design Firm Award BUSINESS(ES), (OR PERSON), IDENTIFY BY Established Cost Fee Name) for each contract awarded JULY 1, 2015 - JUNE 30, 2016) Amount CATEGORY PROVIDED * (B) (H) (A) (I) (F) (D) Pearce, Brinkly, Cease & NWC Building F, Plant, Bridges, Parking Deck (#1717) 8/18/08 59,403,055 Lee 90,865 Clark Nexsen 5,252,874 Clark Nexsen (Reimbursables) 10,000 S&ME, Inc. (CMT) 338,622 MBP (Cx) 154,000 Froehling & Robertson (CMT) 245,160 x x Falcon Engineering (CMT & SI) 305,218 x Stroud, Pence & Associates (Structural Review) 30,100 AMG Office Solutions 5,000 Brame 4,385 Carolina Advanced Digital 155,369 City of Raleigh 456,225 Commonwealth Blinds 1,887 Dell 16,646 Duncan Parnell 10,611 Forms & Supply 193 Greater Diversity News (Ad-CM@R) 49 x Image 360 2,519 Interior Systems 4,305 James Opdenbrouw 16 Krueger International 1,429,084 Lowe's Home Center 915 N.C. Department of Revenue 68 News & Observer (Ad-CM@R) 289 Poyner Spruill 84,436 Skanska USA Building, Inc. 49,688,622 Skanska USA Building, Inc. (Pre-Con) 363,900 Tiger Direct 607 W.W. Grainger 13,568

SBCC 02/17/2017 Attachment FC 6

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM ANNUAL REPORT TO THE STATE BUILDING COMMISSION OF CAPITAL PROJECTS UTILIZING INCREASED CONSTRUCTION DELEGATION AUTHORITY PURSUANT TO G.S. 115D-9

Project Name and Number Contract IF CONTRACT AWARD IS TO A MINORITY Date Project Estimated Design Contractor (Company or Individual's (ACTIVE PROJECTS BETWEEN Design Firm Award BUSINESS(ES), (OR PERSON), IDENTIFY BY Established Cost Fee Name) for each contract awarded JULY 1, 2015 - JUNE 30, 2016) Amount CATEGORY PROVIDED * (B) (H) (A) (I) (F) (D) NWC Building L (Health Science, Skilled T, Plant) LS3P Associates, Ltd. (#1984) 4/19/13 35,986,115 (Advanced Planning) 105,400.00 LS3P Associates, Ltd. 2,612,526.80 LS3P Associates, Ltd. (Reimbursables) 20,000.00 Affiliated Engineers (Cx) ST/RP 64,700

Hanson Professional (Cx) 114,850.00 Stroud, Pence & Associates (Structural Review) 17,300.00

S&ME, Inc. (CMT) S.T./RP 217,354.00 S&ME, Inc. (CMT) HSB 142,055.00 Barnhill Contracting Company (Pre-Constr) Health Science) 112,370 Barnhill Contracting Company (Health Sciences) 17,889,024 Clancy & Theys/Balfour Beatty (Pre-Constr) Skilled T./Plant 92,895

Clancy & Theys/Balfour Beatty (Applied Tech.) 7,077,254 Clancy & Theys/Balfour Beatty (Regional Plant #3) 4,855,238 News & Observer (Ad-Cx) 478 Greater Diversity News (Ad-Design, Cx) 91 x Bass, Nixson, & Kennedy (Pressure Test) 964 Dell (AV Equipment) 5,858 Raleigh-Durham Electrical 607 Clark Nexsen Architecture NWC Bldg. M Multi-Purpose (#1985) 4/19/13 29,270,691 (Program) 128,740

Clark Nexsen Architecture 2,346,993

Clark Nexsen Architecture (Reimbursables) 10,000 Affiliated Engineers (Cx) 139,500 S&ME, Inc. (CMT) 137,568 Stroud, Pence & Associates (Structural Review) 17,600 Clancy & Theys/Balfour Beatty (Pre-Constr) 181,110 Clancy & Theys/Balfour Beatty 23,729,005 News & Observer (Ad-CMR) 687 Greater Diversity News (Ad-Cx, CMR) 201 x

SBCC 02/17/2017 Attachment FC 6

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM ANNUAL REPORT TO THE STATE BUILDING COMMISSION OF CAPITAL PROJECTS UTILIZING INCREASED CONSTRUCTION DELEGATION AUTHORITY PURSUANT TO G.S. 115D-9

Project Name and Number Contract IF CONTRACT AWARD IS TO A MINORITY Date Project Estimated Design Contractor (Company or Individual's (ACTIVE PROJECTS BETWEEN Design Firm Award BUSINESS(ES), (OR PERSON), IDENTIFY BY Established Cost Fee Name) for each contract awarded JULY 1, 2015 - JUNE 30, 2016) Amount CATEGORY PROVIDED * (B) (H) (A) (I) (F) (D)

O'Brien Atkins Associates NWC Parking Deck & Roadways (#1986) 4/19/13 7,324,483 (Programming) 587,453

O'Brien Atkins Associates 1,018,410

O'Brien Atkins Associates (Reimbursables) 10,000 S&ME, Inc. (CMT) 95,512 Clancy & Theys/Balfour Beatty (Pre- Construction/Parking Deck) 47,527 Clancy & Theys/Balfour Beatty (Pre- Construction/Roadways) 25,460 Clancy & Theys/Balfour Beatty 5,345,723 Wildlands Engineering (Offset Credits) 62,411

News & Observer (Ad-Design, CMT, CM@R) 597 Greater Diversity News (Ad-Design, CMT, CMR) 223 x NWC Parking Lot G (#1885) 2/17/12 1,700,000.00 Stewart Engineering, Inc. (D 155,486.58 x Triangle Grading & Paving, Inc. 1,506,102 News & Observer (Ad/Bids) 776 Greater Diversity News (Ad/Bid) 113,18 X Smith Moore Leatherwood 1,279 KBE Landscaping, Inc. 4,376 Mary Sklodowski 210 PHSC Medical Lab & Dental Assisting (#2179) 6/23/16 3,471,200 Boomerang Design 309,397 Greater Diversity News (Ad-Design) 48 x News & Observer (Ad-Design) 289

SBCC 02/17/2017 Attachment FC 6

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM ANNUAL REPORT TO THE STATE BUILDING COMMISSION OF CAPITAL PROJECTS UTILIZING INCREASED CONSTRUCTION DELEGATION AUTHORITY PURSUANT TO G.S. 115D-9

Project Name and Number Contract IF CONTRACT AWARD IS TO A MINORITY Date Project Estimated Design Contractor (Company or Individual's (ACTIVE PROJECTS BETWEEN Design Firm Award BUSINESS(ES), (OR PERSON), IDENTIFY BY Established Cost Fee Name) for each contract awarded JULY 1, 2015 - JUNE 30, 2016) Amount CATEGORY PROVIDED * (B) (H) (A) (I) (F) (D) PSEC Bldg. Renovation - Ph. 3 & Land Acquisition Moseley Architects (#1987) 4/19/13 9,024,460 (Advanced Planning) 79,942 Moseley Architects 637,760 Moseley Architects (Reimbursables) 5,000 Engineered Designs, Inc. (C 52,300 x S&ME, Inc. (CMT) 126,065 News & Observer (Ad-Construction, Design, Cx) 249 Greater Diversity News (Ad-Construction, Design, Cx) 54 x Holt Brothers Construction 6,924,356 x Compuchem Laboratory (Lead Testing) 160 AMG Office Solutions, Inc. 1,350 Lowe's Home Center 4,281 Smith, Moore, Leatherwood, LLP (Land Acquisition) 1,218,039 Carolina Advanced Digital 103,904 Image 360 2,519 Dell 7,686 Systems Electronics, Inc. 2,340 W.W. Grainger, Inc. 448 Wake Tech P-Card Charge 107

SBCC 02/17/2017 Attachment FC 6

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM ANNUAL REPORT TO THE STATE BUILDING COMMISSION OF CAPITAL PROJECTS UTILIZING INCREASED CONSTRUCTION DELEGATION AUTHORITY PURSUANT TO G.S. 115D-9

Project Name and Number Contract IF CONTRACT AWARD IS TO A MINORITY Date Project Estimated Design Contractor (Company or Individual's (ACTIVE PROJECTS BETWEEN Design Firm Award BUSINESS(ES), (OR PERSON), IDENTIFY BY Established Cost Fee Name) for each contract awarded JULY 1, 2015 - JUNE 30, 2016) Amount CATEGORY PROVIDED * (B) (H) (A) (I) (F) (D) RTP Campus - Building, Regional Plant, Roadways Perkins & Will (Building (#1988) 4/19/2013 54,744,988 Programming) 187,600.00

Perkins & Will (Building) 3,744,860.00 Perkins & Will (Reimbursables) 187,600.00 BBH Design (Regional Plant Programming) 71,000.00 Stewart Engineering (Roadways) 469,550.00 x Stewart Engineering (Surveying) 65,680.00 x Stewart Engineering (Reimbursables) 24,000.00 x Kleinfelder (GeoTech) 40,100.00 Kleinfelder (CMT/SI) 356,633.00 Hanson Professional Services, Inc. (Cx) 270,500.00

Stroud Pence & Associates (Peer Review) 37,400.00 Clancy Theys/Holt BrohersConstruction (JV) Building (Holt-HUB) 39,575,053 x Clancy Theys/Holt BrohersConstruction (JV) Building (Pre-Con) (Holt-HUB) 394,600 x Greater Diversity News (Ad-Design, LEED, Cx, Geo, Survey, CM&R) 312 x News & Observer (Ad-Design, LEED, Cx, Geo, Surveying, CM&R) 1,512 Hatch Mott MacDonald (TIA) 1,200 AMG Office Solutions, Inc. 900 KBE Landscaping 2,300 N.C. DOT (Traffic Light) 5,000 Lowe's Home Center 488 Town of Morrisville (Inspections, Infrastructure, Applications, TIA) 71,811 Pancho Mitigation Comapny (Stream Mitigation Credits) 141,300 Total 649,891,699 47,971,959 266,942,333 23 5 4 2 32 1

* Minority Business Category: (B) - Black (H) - Hispanic (A) - Asian American ( I ) - American Indian (F) - Female (D) - Disadvantaged (Socially and Economically)

SBCC 02/17/2017 Attachment FC 7

STATE BOARD OF COMMUNITY COLLEGES FY 2017-18 NC Community College Grant Program Payment Schedule

Request for Funding: The State Board of Community Colleges is asked to approve the 2017-18 NC Community College Grant Program Payment Schedule.

Background: As demonstrated by the attached payment schedule, the NC Community College Grant program is designed to complement grants provided through the federal Pell Grant and North Carolina Education Lottery Scholarship programs. The Pell Grant is a post-secondary educational federal grant sponsored by the U.S. Department of Education. The NC Education Lottery Scholarship is a state scholarship designed for students whose federal EFC ranges from $2,001 to $5,000. A student must demonstrate financial need to qualify. The amount of the award provided by each program is based on the Expected Family Contribution (EFC) derived from the information on the Free Application for Federal Student Aid (FAFSA) form. For 2017-18 the maximum Pell Grant is $5,920 based on a zero EFC. As the EFC range increases, Pell Grant eligibility decreases. Together these grants help students meet the costs of tuition, books, supplies, and transportation expenses.

Effective for the 2016-17 year, the NC General Assembly passed legislation that requires that the payment schedule include an incentive for students to enroll in 15 or more semester hours each term. The premise for this initial year is to provide an incentive of an additional $400 that would allow students to increase their enrollment to 15 hours with minimal personal expense.

Eligibility: In 2017-18, NC Community College Grant awards will be awarded to students whose federal EFC ranges from $1,301 to $8,500, subject to fund availability. For full-time students with an EFC equal to or less than $5,000, the combination of federal Pell Grant, NC Lottery Scholarship and NC Community College Grant funds will provide at least $4,640. (Example) A student who has an expected family contribution of $2,501-$2,600 will receive the following awards: Pell $3,370, Lottery Scholarship $550 and Community College Grant $720, totaling $4,640.

To increase the program’s impact, the Community College Grant Program has been expanded to provide eligibility for students whose EFC ranges from $5,001 to $8,500. Given the program’s commitment to Pell-eligible students, full-time students, whose EFCs range from $1901 to $5000, will receive a maximum Community College Grant award of $1,120. Full-time students whose federal EFC ranges from $5001 to $8,500 will receive awards on a sliding scale from $2,370 to $1,770. All Community College Grant awards are pro-rated for students who attend three-quarter or half time. Based on this award schedule, approximately $17.5 million in NC Community College grants will be awarded to students.

Contact: Wanda White Director of Financial Aid and Student Success

SBCC 02/17/2017

Attachment FC 7A

2017-2018 NC Community College Grant Program Payment Schedule

Pell Grant Proposed State Awards - CC Grant Proposed State Awards - ELS Total from Combined Sources

EFC Ranges Full-Time 3/4-Time 1/2-Time 15+ Time Full Time 3/4 Time 1/2 Time Full-Time 3/4-Time 1/2-Time 15+ Time Full Time 3/4 Time 1/2 Time $00000 to $00000 $5,920 $4,440 $2,960 $0 $0 $0 $0 $0 $0 $0 $5,920 $5,920 $4,440 $2,960 $00001 to $00100 $5,870 $4,403 $2,935 $0 $0 $0 $0 $0 $0 $0 $5,870 $5,870 $4,403 $2,935 $00101 to $00200 $5,770 $4,328 $2,885 $0 $0 $0 $0 $0 $0 $0 $5,770 $5,770 $4,328 $2,885 $00201 to $00300 $5,670 $4,253 $2,835 $0 $0 $0 $0 $0 $0 $0 $5,670 $5,670 $4,253 $2,835 $00301 to $00400 $5,570 $4,178 $2,785 $0 $0 $0 $0 $0 $0 $0 $5,570 $5,570 $4,178 $2,785 $00401 to $00500 $5,470 $4,103 $2,735 $0 $0 $0 $0 $0 $0 $0 $5,470 $5,470 $4,103 $2,735 $00501 to $00600 $5,370 $4,028 $2,685 $0 $0 $0 $0 $0 $0 $0 $5,370 $5,370 $4,028 $2,685 $00601 to $00700 $5,270 $3,953 $2,635 $0 $0 $0 $0 $0 $0 $0 $5,270 $5,270 $3,953 $2,635 $00701 to $00800 $5,170 $3,878 $2,585 $0 $0 $0 $0 $0 $0 $0 $5,170 $5,170 $3,878 $2,585 $00801 to $00900 $5,070 $3,803 $2,535 $0 $0 $0 $0 $0 $0 $0 $5,070 $5,070 $3,803 $2,535 $00901 to $01000 $4,970 $3,728 $2,485 $100 $0 $0 $0 $0 $0 $0 $5,070 $4,970 $3,728 $2,485 $01001 to $01100 $4,870 $3,653 $2,435 $200 $0 $0 $0 $0 $0 $0 $5,070 $4,870 $3,653 $2,435 $01101 to $01200 $4,770 $3,578 $2,385 $300 $0 $0 $0 $0 $0 $0 $5,070 $4,770 $3,578 $2,385 $01201 to $01300 $4,670 $3,503 $2,335 $400 $0 $0 $0 $0 $0 $0 $5,070 $4,670 $3,503 $2,335 $01301 to $01400 $4,570 $3,428 $2,285 $500 $100 $0 $0 $0 $0 $0 $5,070 $4,670 $3,428 $2,285 $01401 to $01500 $4,470 $3,353 $2,235 $570 $170 $128 $0 $0 $0 $0 $5,040 $4,640 $3,481 $2,235 $01501 to $01600 $4,370 $3,278 $2,185 $670 $270 $203 $135 $0 $0 $0 $5,040 $4,640 $3,481 $2,320 $01601 to $01700 $4,270 $3,203 $2,135 $770 $370 $278 $185 $0 $0 $0 $5,040 $4,640 $3,481 $2,320 $01701 to $01800 $4,170 $3,128 $2,085 $870 $470 $353 $235 $0 $0 $0 $5,040 $4,640 $3,481 $2,320 $01801 to $01900 $4,070 $3,053 $2,035 $970 $570 $428 $285 $0 $0 $0 $5,040 $4,640 $3,481 $2,320 $01901 to $02000 $3,970 $2,978 $1,985 $1,070 $670 $503 $335 $0 $0 $0 $5,040 $4,640 $3,481 $2,320 $02001 to $02100 $3,870 $2,903 $1,935 $1,070 $670 $503 $335 $100 $0 $0 $5,040 $4,640 $3,406 $2,270 $02101 to $02200 $3,770 $2,828 $1,885 $1,120 $720 $540 $360 $150 $0 $0 $5,040 $4,640 $3,368 $2,245 $02201 to $02300 $3,670 $2,753 $1,835 $1,120 $720 $540 $360 $250 $125 $125 $5,040 $4,640 $3,418 $2,320 $02301 to $02400 $3,570 $2,678 $1,785 $1,120 $720 $540 $360 $350 $175 $175 $5,040 $4,640 $3,393 $2,320 $02401 to $02500 $3,470 $2,603 $1,735 $1,120 $720 $540 $360 $450 $225 $225 $5,040 $4,640 $3,368 $2,320 $02501 to $02600 $3,370 $2,528 $1,685 $1,120 $720 $540 $360 $550 $275 $275 $5,040 $4,640 $3,343 $2,320 $02601 to $02700 $3,270 $2,453 $1,635 $1,120 $720 $540 $360 $650 $325 $325 $5,040 $4,640 $3,318 $2,320 $02701 to $02800 $3,170 $2,378 $1,585 $1,120 $720 $540 $360 $750 $375 $375 $5,040 $4,640 $3,293 $2,320 $02801 to $02900 $3,070 $2,303 $1,535 $1,120 $720 $540 $360 $850 $425 $425 $5,040 $4,640 $3,268 $2,320 $02901 to $03000 $2,970 $2,228 $1,485 $1,120 $720 $540 $360 $950 $475 $475 $5,040 $4,640 $3,243 $2,320 $03001 to $03100 $2,870 $2,153 $1,435 $1,120 $720 $540 $360 $1,050 $525 $525 $5,040 $4,640 $3,218 $2,320 $03101 to $03200 $2,770 $2,078 $1,385 $1,120 $720 $540 $360 $1,150 $575 $575 $5,040 $4,640 $3,193 $2,320 $03201 to $03300 $2,670 $2,003 $1,335 $1,120 $720 $540 $360 $1,250 $625 $625 $5,040 $4,640 $3,168 $2,320 $03301 to $03400 $2,570 $1,928 $1,285 $1,120 $720 $540 $360 $1,350 $675 $675 $5,040 $4,640 $3,143 $2,320 $03401 to $03500 $2,470 $1,853 $1,235 $1,120 $720 $540 $360 $1,450 $725 $725 $5,040 $4,640 $3,118 $2,320 $03501 to $03600 $2,370 $1,778 $1,185 $1,120 $720 $540 $360 $1,550 $775 $775 $5,040 $4,640 $3,093 $2,320 $03601 to $03700 $2,270 $1,703 $1,135 $1,120 $720 $540 $360 $1,650 $825 $825 $5,040 $4,640 $3,068 $2,320 $03701 to $03800 $2,170 $1,628 $1,085 $1,120 $720 $540 $360 $1,750 $875 $875 $5,040 $4,640 $3,043 $2,320 $03801 to $03900 $2,070 $1,553 $1,035 $1,120 $720 $540 $360 $1,850 $925 $925 $5,040 $4,640 $3,018 $2,320 $03901 to $04000 $1,970 $1,478 $985 $1,120 $720 $540 $360 $1,950 $975 $975 $5,040 $4,640 $2,993 $2,320 $04001 to $04100 $1,870 $1,403 $935 $1,120 $720 $540 $360 $2,050 $1,025 $1,025 $5,040 $4,640 $2,968 $2,320 $04101 to $04200 $1,770 $1,328 $885 $1,120 $720 $540 $360 $2,150 $1,075 $1,075 $5,040 $4,640 $2,943 $2,320 $04201 to $04300 $1,670 $1,253 $835 $1,120 $720 $540 $360 $2,250 $1,125 $1,125 $5,040 $4,640 $2,918 $2,320 $04301 to $04400 $1,570 $1,178 $785 $1,120 $720 $540 $360 $2,350 $1,175 $1,175 $5,040 $4,640 $2,893 $2,320 $04401 to $04500 $1,470 $1,103 $735 $1,120 $720 $540 $360 $2,450 $1,225 $1,225 $5,040 $4,640 $2,868 $2,320 $04501 to $04600 $1,370 $1,028 $685 $1,120 $720 $540 $360 $2,550 $1,275 $1,275 $5,040 $4,640 $2,843 $2,320 $04601 to $04700 $1,270 $953 $635 $1,120 $720 $540 $360 $2,650 $1,325 $1,325 $5,040 $4,640 $2,818 $2,320 $04701 to $04800 $1,170 $878 $585 $1,120 $720 $540 $360 $2,750 $1,375 $1,375 $5,040 $4,640 $2,793 $2,320 $04801 to $04900 $1,070 $803 $0 $1,120 $720 $540 $360 $2,850 $1,425 $1,425 $5,040 $4,640 $2,768 $1,785 $04901 to $05000 $970 $728 $0 $1,120 $720 $540 $360 $2,950 $1,475 $1,475 $5,040 $4,640 $2,743 $1,835 $05001 to $05100 $870 $653 $0 $2,370 $1,970 $1,478 $985 $0 $0 $0 $3,240 $2,840 $2,131 $985 $05101 to $05200 $770 $0 $0 $2,370 $1,970 $1,478 $985 $0 $0 $0 $3,140 $2,740 $1,478 $985 $05201 to $05300 $670 $0 $0 $2,370 $1,970 $1,478 $985 $0 $0 $0 $3,040 $2,640 $1,478 $985 $05301 to $05328 $606 $0 $0 $2,370 $1,970 $1,478 $985 $0 $0 $0 $2,976 $2,576 $1,478 $985 $05329 to $05500 $0 $0 $0 $2,370 $1,970 $1,478 $985 $0 $0 $0 $2,370 $1,970 $1,478 $985 $05501 to $06000 $0 $0 $0 $2,270 $1,870 $1,403 $935 $0 $0 $0 $2,270 $1,870 $1,403 $935 $06001 to $06500 $0 $0 $0 $2,170 $1,770 $1,328 $885 $0 $0 $0 $2,170 $1,770 $1,328 $885 $06501 to $07000 $0 $0 $0 $2,070 $1,670 $1,253 $835 $0 $0 $0 $2,070 $1,670 $1,253 $835 $07001 to $07500 $0 $0 $0 $1,970 $1,570 $1,178 $785 $0 $0 $0 $1,970 $1,570 $1,178 $785 $07501 to $08000 $0 $0 $0 $1,870 $1,470 $1,103 $735 $0 $0 $0 $1,870 $1,470 $1,103 $735 $08001 to $08500 $1,770 $1,370 $1,028 $685 $0 $0 $0 $1,770 $1,370 $1,028 $685

SBCC 02/17/2017 Attachment FC 8

STATE BOARD OF COMMUNITY COLLEGES FY 2017-18 State Financial Aid Allocation for the Targeted Assistance Student Program

Request: The State Board is requested to approve $550,000 in allocations to colleges for the Targeted Assistance Student Program.

Background: According to G.S. 115D-40.1(b), the “….State Board may allocate up to ten percent (10%) of the funds appropriated for Financial Assistance for Community College Students to the following students:

1. Students who enroll in low-enrollment programs that prepare students for high-demand occupations. 2. Students with disabilities who have been referred by the Department of Health and Human Services, Division of Vocational Rehabilitation, and are enrolled in a community college.”

In May 2002, the State Board made available for allocation to all 58 community colleges $500,000 a year for Targeted Assistance for full-time enrolled students. In July 2003, the State Board increased the availability by an additional $262,806 and included a provision to award these funds for less than half-time enrolled students. In July 2011, the State Board based on funding availability reduced the overall funding to $550,000 and consolidated the two programs into one Targeted Assistance Student Program.

Rationale: The General Assembly appropriates $16.3 million annually from the Escheat Fund to support financial assistance for community college students. The majority of this appropriation supports the NC Community College Grant Program. Based on an analysis of funding availability and projected NC Community College Grant Program awards, only $550,000 is available in FY 2017-18 to support the Targeted Assistance Student Program awards. According to the college priorities and community needs, this allocation can be used to offer financial assistance for students who 1) enroll in low-enrollment programs that prepare students for high demand occupations, 2) have disabilities and have been referred by the Division of Vocational Rehabilitation, or 3) enroll on a less than half time basis. Each college is allocated a base of $1,000. The remaining funds are allocated on a pro-rata basis as determined by each college’s percentage of total 2015-16 Pell Grant disbursements.

Fund Source and Availability: Funding is contingent on FY 2017-18 appropriations from the General Assembly. Funds are expected to be appropriated from the Escheat Fund.

Contact: Wanda White Director of Financial Aid and Student Success

SBCC 02/17/2017 Attachment FC 8A North Carolina Community College System Targeted Assistance Student Program FY 2017-18 2015-2016 Percent Allotment Based Base Federal Pell Grant of on Percent of Total Total Community Colleges Allotment Disbursements Pell Grant Disbursements Allocations Alamance CC $1,000 $7,458,833 1.9% $9,369 $10,369 Asheville-Buncombe TCC $1,000 $10,485,347 2.7% $13,171 $14,171 Beaufort County CC $1,000 $2,392,454 0.6% $3,005 $4,005 Bladen CC $1,000 $3,169,092 0.8% $3,981 $4,981 Blue Ridge CC $1,000 $3,044,720 0.8% $3,825 $4,825 Brunswick CC $1,000 $2,515,504 0.6% $3,160 $4,160 Caldwell CC and TI $1,000 $5,554,433 1.4% $6,977 $7,977 Cape Fear CC $1,000 $14,245,955 3.6% $17,894 $18,894 Carteret CC $1,000 $2,920,503 0.7% $3,668 $4,668 Catawba Valley CC $1,000 $7,644,092 2.0% $9,602 $10,602 Central Carolina CC $1,000 $8,044,896 2.1% $10,105 $11,105 Central Piedmont CC $1,000 $29,862,545 7.6% $37,511 $38,511 Cleveland CC $1,000 $5,039,559 1.3% $6,330 $7,330 Coastal Carolina CC $1,000 $8,284,028 2.1% $10,406 $11,406 College of the Albemarle $1,000 $2,870,048 0.7% $3,605 $4,605 Craven CC $1,000 $5,490,804 1.4% $6,897 $7,897 Davidson County CC $1,000 $7,948,250 2.0% $9,984 $10,984 Durham TCC $1,000 $6,982,059 1.8% $8,770 $9,770 Edgecombe CC $1,000 $6,384,493 1.6% $8,020 $9,020 Fayetteville TCC $1,000 $23,550,659 6.0% $29,582 $30,582 Forsyth TCC $1,000 $14,023,295 3.6% $17,615 $18,615 Gaston College $1,000 $9,741,373 2.5% $12,236 $13,236 Guilford TCC $1,000 $27,036,668 6.9% $33,961 $34,961 Halifax CC $1,000 $2,564,414 0.7% $3,221 $4,221 Haywood CC $1,000 $3,079,262 0.8% $3,868 $4,868 Isothermal CC $1,000 $3,549,261 0.9% $4,458 $5,458 James Sprunt CC $1,000 $2,539,729 0.6% $3,190 $4,190 Johnston CC $1,000 $5,842,794 1.5% $7,339 $8,339 Lenoir CC $1,000 $4,821,961 1.2% $6,057 $7,057 Martin CC $1,000 $913,456 0.2% $1,147 $2,147 Mayland CC $1,000 $1,635,316 0.4% $2,054 $3,054 McDowell TCC $1,000 $1,519,681 0.4% $1,909 $2,909 Mitchell CC $1,000 $4,435,317 1.1% $5,571 $6,571 Montgomery CC $1,000 $1,114,318 0.3% $1,400 $2,400 Nash CC $1,000 $6,417,520 1.6% $8,061 $9,061 Pamlico CC $1,000 $722,798 0.2% $908 $1,908 Piedmont CC $1,000 $2,414,213 0.6% $3,033 $4,033 Pitt CC $1,000 $20,056,803 5.1% $25,194 $26,194 Randolph CC $1,000 $5,163,223 1.3% $6,486 $7,486 Richmond CC $1,000 $6,101,692 1.6% $7,664 $8,664 Roanoke-Chowan CC $1,000 $1,902,110 0.5% $2,389 $3,389 Robeson CC $1,000 $5,240,300 1.3% $6,582 $7,582 Rockingham CC $1,000 $2,826,562 0.7% $3,550 $4,550 Rowan-Cabarrus CC $1,000 $10,886,847 2.8% $13,675 $14,675 Sampson CC $1,000 $2,545,866 0.6% $3,198 $4,198 Sandhills CC $1,000 $5,611,380 1.4% $7,049 $8,049 South Piedmont CC $1,000 $3,067,332 0.8% $3,853 $4,853 Southeastern CC $1,000 $2,870,731 0.7% $3,606 $4,606 Southwestern CC $1,000 $4,274,401 1.1% $5,369 $6,369 Stanly CC $1,000 $4,680,252 1.2% $5,879 $6,879 Surry CC $1,000 $3,559,345 0.9% $4,471 $5,471 Tri-County CC $1,000 $2,250,192 0.6% $2,826 $3,826 Vance-Granville CC $1,000 $4,925,816 1.3% $6,187 $7,187 Wake TCC $1,000 $31,560,064 8.1% $39,643 $40,643 Wayne CC $1,000 $5,805,148 1.5% $7,292 $8,292 Western Piedmont CC $1,000 $3,944,047 1.0% $4,954 $5,954 Wilkes CC $1,000 $4,880,661 1.2% $6,131 $7,131 Wilson CC $1,000 $3,272,991 0.8% $4,112 $5,112 TOTAL $58,000 $391,685,413 100.0% $492,000 $550,000

NOTE: Targeted Assistance Student Program funding is calculated by dividing the total of the federal Pell Grant disbursements for all community colleges ($391,685,413) by the amount received by each college. The percentage is used to distribute $492,000 with an additional $1,000 base added to each college distribution. SBCC 02/17/2017 Attachment FC 9 STATE BOARD OF COMMUNITY COLLEGES Construction and Property February 17, 2017

A. Project Approval - New (Non-State and Other State funds)

Type of Project

Campus or Project New Repair and Estimated Item College Project Name Description County Number Construction Renovation Project Cost

Renovation of approximately 83,000 square feet of instructional space, site Main development, parking lot improvements and a maintenance storage 1 Forsyth Tech Campus 2263 Oak Grove Center and Main Campus Renovations building. Estimated cost is $21,000,000, composed of all non-state funds. X 21,000,000

Construction of office, classrooms, lab, and hanger space to provide training Main for the aviation/aerospace manufacturing and services industries. 2 Forsyth Tech Campus 2264 Aviation Center - Smith Reynolds Estimated cost is $16,600,000, composed of all non-state funds. X 16,600,000 Construction of classroom building (approx 80,000 sq ft), 315 space temporary parking lot and a 200 space permanent parking lot. Estimated RTP cost is $43,994,800, of which $6,599,220 (non-state) is now available for 3 Wake Tech Campus 2282 Classroom Building 2 planning. X 43,994,800 North Construction of Automotive & Collision Repair Facility at the North Wake Wake Campus (approx 90,000 sq ft). Estimated cost is $41,800,400, of which 4 Wake Tech Campus 2283 Automotive and Collision Repair Facility $6,270,000 (non-state) is now available for planning. X 41,800,400 Replacement of HVAC equipment and systems primarily at the Southern Wake and Perry Health Sciences Campuses, but may also include work at Multiple the other campuses. Estimated cost is $6,043,000, of which $863,286 (non- 5 Wake Tech Campuses 2284 Mechanical Equipment Replacement state) is now available for planning. X 6,043,000

Replacement of building automation system controls at the Southern Wake and Perry Health Sciences Campuses, but may also include work at the other campuses. The replacements will include items such as head end systems, controllers, actuators, etc. as well as upgrading and replacing older Multiple pneumatic and digital control systems to newer systems. Estimated cost is 6 Wake Tech Campuses 2285 Building Automation System Controls Upgrades $6,014,800, of which $217,943 (non-state) is now available for planning. X 6,014,800 Repairs to elevators at Northern Wake, Perry Health Sciences Campus, but may include other campuses. The repairs will include components such as control systems, elevator cabs, hydraulic systems, electrical systems, etc. Multiple Estimated cost is $802,300, of which $114,614 (non-state) is now available 7 Wake Tech Campuses 2286 Elevator Modernization for planning. X 802,300

Building envelope upgrades at Southern Wake, Northern Wake and Perry Health Sciences, but may include other campuses. The upgrades will include system components for roofs, windows, walls, floors, caulking, Multiple flashing, etc. Estimated cost is $6,005,800, of which $857,951 (non-state) is 8 Wake Tech Campuses 2287 Building Envelope Upgrades now available for planning. X 6,005,800

SBCC 02/17/2017 Attachment FC 9 STATE BOARD OF COMMUNITY COLLEGES Construction and Property February 17, 2017

Campus or Project New Repair and Estimated Item College Project Name Description County Number Construction Renovation Project Cost

Type of Project

Upgrade to building electrical system components at Southern Wake and Perry Health Sciences Campuses, but may include other campuses. Electrical replacements will include system components such as interior and exterior lighting systems, electrical devices, panel boards, motors, switches, conduit wiring, lightning protection systems, transformers, generators, etc. Multiple Estimated cost is $5,469,500, of which $781,357 (non-state) is now 9 Wake Tech Campuses 2288 Electrical Replacements available for planning. X 5,469,500 Replacement of life safety systems and components. This will include system components such as fire alarm systems and components, emergency lighting systems, emergency generator systems, etc. Estimated Multiple cost is $2,024,500, of which $289,215 (non-state) is now available for 10 Wake Tech Campuses 2289 Life Safety Equipment Replacement planning. X 2,024,500

Renovation of the restrooms in the Library Education Building, Southern Main Wake Campus. Renovation will bring approximately 1,500 square feet of 11 Wake Tech Campus 2290 Library Education Building Restroom Renovation restroom space up to current ADA Accessibility standards. X 748,200 Upgrading of existing cameras and provide additional new security cameras Multiple across all campuses. Estimated cost is $1,172,300, of which $296,300 (non- 12 Wake Tech Campuses 2291 Security Camera Upgrades and Additions state) is now available for planning. X 1,172,300

Installation of additional new cellular signal repeaters to increase the signal strength in the buildings at Southern Wake, Perry Health Sciences and Multiple Western Wake, but may include other campuses. Estimated cost is 13 Wake Tech Campuses 2293 Cellular Signal Repeaters $1,847,000, of which $263,857 (non-state) is now available for planning. X 1,847,000 Replacement of existing wayfinding signage in accordance with signage Multiple standards. Estimated cost is $1,045,700, of which $618,700 (non-state) is 14 Wake Tech Campuses 2295 Signage Upgrades now available for planning. X 1,045,700

Upgrades to site pedestrian walkways at Southern Wake and Perry Health Sciences Campus, but may include other campuses. Work will include replacing sidewalks, stairs, ramps, curbs cuts, handicapped parking spaces Multiple in order to meet the new standards. Estimated cost is $2,765,700, of which 15 Wake Tech Campuses 2296 Site Accessibility Upgrades $395,100 (non-state) is now available for planning. X 2,765,700 Construction of a new road, repave existing roadways and parking lots at Multiple the Southern Wake Campus. Estimated cost is $7,061,200, of which 16 Wake Tech Campuses 2297 Southern Loop Road and Paving $2,695,943 (non-state) is now available for planning. X 7,061,200

Construction of a Facilities Management & Warehouse Building (approx Multiple 47,000 sq ft) at the Southern Wake Campus. Estimated cost is $2,849,610, 17 Wake Tech Campuses 2299 Facilities Management and Warehouse Building of which $2,849,610 (non-state) is now available for planning. X 2,849,610

SBCC 02/17/2017 Attachment FC 9 STATE BOARD OF COMMUNITY COLLEGES Construction and Property February 17, 2017

B. Project Approval - Amended (Non-State and Other State funds)

Campus or Project New Repair and Item College Project Name Description Undetermined County Number Construction Renovation

N/A

SBCC 02/17/2017 Attachment FC 9 STATE BOARD OF COMMUNITY COLLEGES Construction and Property February 17, 2017

C. Project Approval - New (Connect NC Bond Funds)

New Repair and Campus or Project Item College Project Name Description Construction Renovation Undetermined County Number Connect NC Connect NC

Construction of a Student Advancement Center (33,782 sq ft) to include space for students, medium and large classroom spaces, student and campus activities and meetings for alumni, foundation, marketing and media relations. Estimated cost is $8,545,500, of which $4,000,000 Main (Connect NC Bonds - 46620/New Construction) is now available for 1 Pitt Campus 2280 Student Advancement Center planning. 4,000,000 4,545,500 Renovation to replace flooring, ceiling tiles, minor HVAC repairs, electrical, data cabling and sheetrock repair due to the asbestos abatement of the facility. The building currently houses the Academic Support Center (tutoring/computer resources), One-Stop student services (financial aid, registration, advising, transcripts/records), Student Testing Center, Chemistry, Biology Labs, computer labs used for multiple classes, Main Business/Accounting classrooms. Estimated cost is $250,000, composed of 2 Stanly Campus 2273 Patterson Building Renovation all state funds (Connect NC Bonds - 46620/Repairs and Renovations). 250,000

Renovation to structurally renovate all exterior and interior student and administration doors campus wide. Programs housed in these buildings include Culinary, Auto Mechanics, Allied Health, and the Book Store. Main Estimated cost is $430,00, composed of all state funds (Connect NC Bonds - 3 Tri-County Campus 2307 Campuswide Access Door Renovation 46620/Repair and Renovations). 430,000 Construction of Culinary Laboratory Building to provide instructional lab space for culinary technology and baking/pastry arts program. Estimated cost is $2,000,000, composed of all state funds (Connect NC Bonds - 46620/New Construction). Note: President Williamson, under the Main authority granted to him by the State Board, approved this project on 4 Wilkes Campus 2238 Culinary Laboratory Building January 27, 2017. 2,000,000

SBCC 02/17/2017 Attachment FC 9 STATE BOARD OF COMMUNITY COLLEGES Construction and Property February 17, 2017

D. Project Approval - Amended - Connect NC Bonds

New Repair and Campus or Project Item College Project Name Description Construction Renovation Undetermined County Number Connect NC Connect NC

Project is amended for an increase in project scope. Project funding is $105,000 (40720); and amended to increase Connect NC Bonds - - Beaufort Main 46620/New Construction by $3,494,750, for an amended project total of 1 County Campus 2079 Public Safety and Workforce Development Complex $3,599,750. 3,494,750 Project is amended to revise the project scope due to an increase in project cost. Project funding is amended to increase Connect NC Bonds - - Main 46620/Repair & Renovation by $270,000, for an amended project total of 2 Lenoir Campus 2139 Elevator Replacements and Renovations. $720,000. 270,000

Project is amended to for an increase in project cost. Project funding is - Main amended to increase Connect NC Bond - 46620/New Construction by 3 Nash Campus 2137 Vehicle Shelter for Fire/EMS Program $12,390, for an amended project total of $43,440. 12,390

Project is amended for an increase in project scope. Project funding is - Main Advanced Manufacturing Center - Repairs and amended to increase Connect NC Bonds - 46620/Repair & Renovation by 4 Wayne Campus 2100 Renovations $697,077, for an amended project total of $1,708,751. 697,077

SBCC 02/17/2017 Attachment FC 9 STATE BOARD OF COMMUNITY COLLEGES Construction and Property February 17, 2017

E. Acquisition and Disposal of Real Property

Campus or Project Item College Acquisition and/or Disposal Action Requested County Number

The Board of Trustees of Forsyth Technical Community College request permission as per G.S. 115D-15 to dispose of, by demolition, the following buildings. The Board of Trustees have determined these buildings are unnecessary for college use.

-Piedmont Building - approximately 21,815 sq ft -Parkway Building - approximately 6,945 sq ft -Winston Building - approximately 15,697 sq ft Main -Salem Building - approximately 18,700 square feet 1 Forsyth Tech Campus N/A Disposal of Real Property -Carolina Annex Building - approximately 1,440 square feet

SBCC 02/17/2017 Attachment FC 10

STATE BOARD OF COMMUNITY COLLEGES Contract for Enterprise Resource Planning Project

Request: The State Board of Community Colleges is asked to approve a contract with for an amount not to exceed . The contract term will begin , and end

Background: On November 10, 2016, the North Carolina Community College System Office (System Office) issued an RFP to solicit offers for professional services to assist the North Carolina Community College System (NCCCS) Office in planning a modernized Enterprise Resource Planning (ERP) system for the State's fifty-eight (58) Community Colleges and the System Office. These services will assist System Office IT Leadership and Enterprise Resource Planning (ERP) Program Management Office (PMO) in the identification of business requirements and understanding best business practices for the new ERP system.

Rationale: The System Office IT Leadership and ERP PMO require access to the technical knowledge and strategic sourcing abilities of a professional services vendor in order to "begin planning and designing a modernized ERP for the State's fifty-eight (58) Community Colleges” as required by S.L. 2016-94, H.B. 1030, s. 7.10A.(a).

Method of Procurement: In accordance with the procurement practice of the State of North Carolina, approval is being sought by outside purchasing authorities. Approval of the contract by the State Board is contingent upon approval by the State DIT Procurement Office.

Contract Amount and Time Period: The contract amount will not exceed for the period beginning , through . .

Fund Source and Availability:

Contact(s) James Parker Sr. Vice President, CIO

SBCC 02/17/2017 AGENDA State Board of Community Colleges PROGRAMS COMMITTEE Caswell Building J. Gregory Poole Conference Room February 16, 2017 – 1:30 p.m.

Call to Order

Roll Call

Ethics Awareness and Conflict of Interest

Approval of Agenda

Approval of Minutes – January 19, 2016

For Information Finance Committee  FY 2017‐18 NC Community College Grant Program Payment Schedule (Attachment FC 7)  FY 2017‐18 State Financial Aid Allocation for the Targeted Assistance Student Program (Attachment FC 8)

Programs Committee  Curriculum Program Application as Approved by the System President (Attachment PROG 01) o Edgecombe Community College . Entrepreneurship (A25490) o Richmond Community College . Early Childhood Administration (Certificate) (C55400) . Early Childhood Preschool (Certificate) (C55860)  Curriculum Program Termination as Approved by the System President (Attachment PROG 02) o Blue Ridge Community College . Manicuring/Nail Technology (Certificate) (C55400) . Plumbing (Diploma) (D35300) o Caldwell Community College . Truck Driver Training (Certificate) (C60300) o Gaston College . School‐Age Care (Certificate) (C55450) o Mitchell Community College . Phlebotomy (Certificate) (C45600) . School‐Age Education (A55440) o South Piedmont Community College . General Occupational Technology (A55280)  SBCC Code Report – February 2017 (Attachment PROG 03)

NOTE: Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919) 807‐7147 or by e‐mail at [email protected] AGENDA For Future Action  Cooperative Innovative High School Report (Attachment PROG 04)  Associate in Fine Arts Uniform Articulation Agreement (Attachment PROG 05)

For Action Agenda Items  Initiation of the Rulemaking Process to Amend Title 1, Chapter G – “Full‐Time Equivalent (FTE)” (Attachment PROG 06) *  Cambridge Course Weighting Request (Attachment PROG 07) [CA]*

Consent Agenda Items  NC Community Colleges Career and College Ready Joint Report (Attachment PROG 08) [CA]*  Cooperative Innovative High School Applications (CIHS) (Attachment PROG 09) [CA]*  Combined Course Library – Continuing Education (Attachment PROG 10) [CA]

New Business

Adjourn

*Items received in previous month’s Agenda Review

NOTE: Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919) 807‐7147 or by e‐mail at [email protected] MINUTES Programs Committee State Board of Community Colleges January 19, 2017

MEMBERS PRESENT: Dr. Sam Powell, chair Dr. Breeden Blackwell Ms. Kirsten Stovall Dr. Candler Willis, vice chair* Mr. Bill McBrayer

Absent: Lt. Governor Dan Forest *via phone

SYSTEM OFFICE STAFF AND OTHERS: Dr. Lisa Chapman Dr. J.W. Kelley Mr. Matthew Hayes Ms. Renee Batts Dr. Hilmi Lahoud (Charlotte‐Mecklenburg Mr. Wesley Beddard Ms. Leslie Leake Schools (CMS)) Ms. Amy Cooke Ms. Margaret Roberton Mr. Brian Schultz (CMS) Ms. Alexandra Doles Dr. Frank Scuiletti Ms. Stephanie Kelso (CMS) Dr. Lisa Eads Dr. Bob Witchger Ms. Sherry Reach (Cambridge Ms. Jennifer Frazelle Dr. Wanda White International Examinations) Dr. Trudie Hughes Ms. Julie Woodson (NCACCT) Mr. Keith Lucey (Cambridge Mr. Nate Humphrey International Examinations)

WELCOME AND ETHICS STATEMENT Dr. Powell called the meeting to order at 1:30 p.m. in the J. Gregory Poole Conference Room in the Caswell Building. Roll was taken and there was a quorum. Dr. Powell read the Ethics Awareness and Conflict of Interest Statement and asked if there were any known conflicts. None were noted.

APPROVAL OF THE AGENDA Dr. Powell requested a motion to approve the January 19, 2017 agenda. Dr. Blackwell made a motion to approve the agenda and Mr. McBrayer seconded the motion. The agenda was unanimously approved by the committee.

APPROVAL OF THE MINUTES Dr. Powell requested a motion to approve the November 17, 2016 minutes. Mr. McBrayer made a motion to approve the minutes and Dr. Blackwell seconded the motion. It was unanimously approved by the committee.

FOR INFORMATION Finance Committee Agenda Items NCWorks Career Coach Program Allocations (Attachment FC 13) [CA] Dr. Powell asked if the Career Coach Program was in design for 2 years. Dr. Chapman clarified that the program is at about 1.5 years into implementation. This is the first full year for coaches. There is continued discussion with the legislature on expanding the funding for the program due to the need for a broader reach. Dr. Powell asked if the expansion is dependent on the legislature approving. Dr.

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Chapman confirmed that this is recurring funding and that the legislature would need to continue the recurring funding.

Service Agreement for ISIR Verification Services 2017‐2018 (Attachment FC 14) [CA] Dr. Powell asked if the ISIR Verification Service was a centralized system which Dr. White confirmed. Dr. Powell followed up asking that, if a student went from one college to another, would this information be carried over. Dr. White confirmed that if the record was verified at the North Carolina State Education Assistance Authority, then those records would not have to be verified again at another community college.

Dr. Powell asked if it is envisioned that all of the community colleges would participate in the future. Dr. White stated that community college participation is voluntary and that some colleges already have a process in place that they feel is working for their system, they are able to process the records in a timely manner themselves, especially with students being able to use 2015 tax returns for the 2016‐ 2017 and the 2017‐2018 school year. With these records already on file, the community colleges have chosen to not enter into the verification process with the State Education Assistance Authority.

Dr. White stated that this service is recommended to colleges that have a shortage of staff or an inexperienced staff in order to process student records in a timely manner for the fall or spring semester.

Programs Committee Information Items Curriculum Program Application as Approved by the System President (Attachment PROG 1)  Fayetteville Technical Community College o Industrial Systems Technology (A50240) Jennifer Frazelle stated the documents are in order.

Curriculum Program Termination as Approved by the System President (Attachment PROG 2) o Bladen Community College . School‐Age Education (A55440) o College of the Albemarle . Industrial Systems Technology (A50240) o Haywood Community College . Entrepreneurship (A25490) . School‐Age Education (A55440) o Randolph Community College . Phlebotomy (Certificate) (C45600) o Rockingham Community College . Professional Arts and Crafts: Clay (A30290) . Professional Arts and Crafts: Sculpture (A30290) o South Piedmont Community College . Baking and Pastry Arts (A55130) o Southeastern Community College . Forestry Management Technology (A15200) SBCC 02/17/2017

. Environmental Science Technology (A20140) . Invasive Species Management (Certificate) (C20240) . Pharmacy Technology (A45580) . Therapeutic Massage (A45750) . Sustainability Technologies (A40370) o Vance‐Granville Community College . Entrepreneurship (A25490)

Dr. Chapman stated that Bladen Community College offers school‐age education programs that are still meeting the needs of the students beyond early childhood education. Programs may be consolidated or may be taught through continuing education rather than curriculum.

Ms. Jennifer Frazelle stated that College of the Albemarle had a turnover of staff including a new vice president when they applied to offer Industrial Systems Technology, and that the college’s initial market analysis to determine the workforce need did not take into consideration that the need is being met by two sister colleges that also offer the program. Dr. Chapman pointed out that Industrial Systems Technology is an expensive program to run due to the cost of equipment.

Dr. Chapman stated that there are some niche programs near the end of list that have low enrollment and are no longer needed. Dr. Blackwell was surprised that Southeastern Community College is dropping Forestry Management Technology. Dr. Blackwell asked if the Forestry Management Program will be offered without the technology component. Ms. Frazelle stated that the college reported a changing workforce need. Staff will follow‐up. Dr. Chapman stated that it may be difficult for the college to sustain this program.

SBCC Code Report (Attachment PROG 3) Ms. Leslie Leake reviewed the report. There were no questions or concerns.

North Carolina Community College Curriculum Standard Revisions (Attachment PROG 4) o Associate in Arts (A10100) Curriculum Standard o Associate in Science (A10400) Curriculum Standard

Dr. Chapman stated that the revisions clarify terminology for community college partners. Mr. Beddard shared that this revision includes language to include both The University of North Carolina system as well as the Signatory Institutions of North Carolina Independent Colleges and Universities. Twenty‐six independent colleges and universities have signed the Independent Comprehensive Articulation Agreement. Dr. Blackwell asked for a list of colleges that have adopted the Independent Comprehensive Agreement. Mr. Beddard stated that some schools like Duke, Wake Forest, and Davidson will not sign as these institutions have limited transfer numbers, but they are typically generous in awarding credits based on the agreement. Dr. Blackwell asked if full credit is given to the students and Mr. Beddard stated that almost all of the schools do offer full credit even if they have not joined as a signatory institution.

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Three Year Accountability Reports – Programs Implemented During 2013 (Attachment PROG 5) Dr. Chapman stated community colleges are required to report status of programs three years after program implementation. This report requirement was added to the program application process in 2012. The list of programs presented represents programs implemented in 2013, which were the first series of reports due.

Ms. Jennifer Frazelle stated forty program accountability reports had been submitted by the due date and were completed in a thoughtful and thorough manner by the colleges. Academic Programs staff reviewed the reports and consulted with colleges on any areas of concern. Since the revised program application process required additional local board involvement, it was the recommendation of staff that the local board review and sign the accountability reports before they are submitted. Dr. Chapman stated that this change would enable the local board to be informed about programs they are supporting for appropriation. Dr. Powell recommended adding a signature line to the accountability report for the local board indicating that the information has been shared with the Board of Trustees.

FOR FUTURE ACTION: NC Community Colleges Career and College Ready Report (Attachment PROG 6) Ms. Barbitta reviewed the report which will be submitted to the legislature in March 2017. Information sessions will be held this Spring across the state to engage additional partnerships from high schools and community colleges for Phase II and site visits will be conducted at currently participating partnerships. Information gathered will be used to narrow options for partnerships. Dr. Chapman clarified that this is an unfunded mandate that requires annual reports on success including how students move through course and how course affects students’ career and college readiness going through the Community College system and the UNC system.

Dr. Powell asked for details about enrolling students and if it is mandatory. Ms. Barbitta stated that the course will be a mandatory elective for students below the cutoff during Phase III, full implementation (Fall 2018). Currently the college/high school models can determine if the remedial courses are mandatory or optional. In some schools, a large number of students would fall below the required GPA, which is causing trepidation. One high school in Pitt County would have over 300 seniors who would be required to participate in this program if the GPA cutoff was 2.8. This school opted for a lower GPA cutoff. Data from the Phase I models will help inform the correct GPA to be used moving forward.

Initiation of the Rulemaking Process to Amend Title 1, Chapter G – Full‐Time Equivalent (FTE) (Attachment PROG 7) Dr. Chapman reviewed the impact of this code change. It will clarify language in the rule about how colleges record FTE and enable the System President to establish an academic calendar outside of the traditional reporting year.

Cambridge Course Weighting Request (Attachment PROG 8) Dr. Eads stated that Charlotte‐Mecklenburg school system is requesting that the Cambridge courses receive the same GPA weighting as AP/IB dual enrollment courses that are accepted by the Articulation SBCC 02/17/2017

Agreement. G.S. 116‐11(10a) outlines GPA standardization. This request was presented to the University of North Carolina (UNC) Board of Governors during the October 10, 2015 meeting and approved. Dr. Chapman explained that requests of this nature should go to both boards, but due to staffing changes, this did not happen. Dr. Chapman clarified that while UNCGA has already approved this weighting, the Programs Committees’ independent decision should not be affected by that.

Dr. Eads and Dr. Chapman, with the assistance of representatives from Cambridge, reviewed information based on member questions:  Charlotte‐Mecklenburg is currently the only district in North Carolina that offers this program but the school district is hoping to take the lead in utilizing this program so that more districts may decide to offer this program to their students as well.  Cambridge is a department of University of Cambridge that provides instructionally aligned materials from kindergarten up through high school years. The program is similar to AP and IB courses. The tests are given at the end of the course, which lasts one full year. There are no gaps like the AP courses which can have the class end in the first semester but tests are not administered until the end of the second semester.  The courses have equal weight and rigor in the view of the Department of Education and state universities. Cambridge offers the rigorous coursework that is seen in the IB program but offers the flexibility provided by the AP program. Cambridge allows a student to take a course load that is specific to them where they can decide to take the full course load or they can choose to take a subject that they excel in and focus specifically on that strength.  There is an $8,000 flat license fee for the schools to join and a charge for the end‐of‐course exams. If a school reaches the threshold of $12,000 in a year, then Cambridge does not charge the license fee that gives schools access to all 70 courses, all 50 courses for grades 11‐12, all support materials, all old exams, and trainings. Currently there is a student fee to take the end‐of‐course exams but Cambridge requesting legislation to treat these exams like the AP/IB exams and have the exams be provided by the state. There will be a cost to the district.  The student that pass all seven exams would receive a secondary diploma option called the Advanced International Certificate of Education. North Carolina does not accept diplomas from the AP, IB, or Cambridge programs. Students will be able to obtain this diploma before they finish or even start their senior year so they can have this diploma by the time seniors graduate.  Cambridge allows the schools to decide what is beneficial to the school as far as courses offered. Schools may decide that they only wish to participate in a single course that AP or IB does not provide; the school may provide the entire Cambridge courses in addition to the AP and IB courses; or the school may use only the Cambridge courses.  Dr. Powell asked if there is a minimum number of students per class or if there would be a situation where a high school teacher would be teaching a class where there are some Cambridge students, some AP students, and some IB students in the same class. Cambridge stated it would be fine. Dr. Chapman clarified that these students have the opportunity where they could take the college transfer pathway through the community college system as well.  One of the differences with the Cambridge program is that they offer the rigorous courses in grades 11‐12 but also provide these courses in grades 9‐10 so they are prepared for the college‐ level grade 11‐12 classes. These courses also allow students to have time for other activities like sports and ROTC. Dr. Blackwell asked how student athletes would be able to have time to meet the academic rigor of these courses while playing sports. Cambridge provided examples of student

SBCC 02/17/2017

athletes who are graduating from this program but this program provides guidance along with the teachers and staff which sets the students with the tools to succeed. The program looks at grades, strengths, and interests and after an application process, they would be approved or denied. They do provide opportunities for students to take the course if they show a weakness in an area. The grading depends on the finding on the individual institution and varies among the schools. In Florida, courses are given credit to the lowest passing grade which is an “E”, the equivalent of a “C” in school grades.

Dr. Powell explained that the request needs to be addressed by the full State Board at the February meeting. This will cause delays but the representatives from Cambridge understand that this is the process and they are willing to go through the entire process to gain approval.

North Carolina Community College Cooperative Innovative High School Applications (CIHS) (Attachment PROG 9) Dr. Eads reviewed the criteria to approve new cooperative innovative high schools. The State Board of Education has approved the 12 (11 new) applications which are now presented to the State Board. Fayetteville Tech is restructuring their program and is requesting funds. There are currently 116 innovative high schools and 103 are partnered with community colleges, not including the 11 schools applying.

FOR ACTION: Items for the Consent Agenda [CA] Associate in Engineering (A10500) Program Applications (Attachment PROG 10) [CA] o Cape Fear Community College o Isothermal Community College

Dr. Chapman reviewed a request to approve the Associate In Engineering for Fall 2017. Documents are complete and the requesting community colleges met requirements.

Curriculum Program Application (Fast Track for Action) (Attachment PROG 11) [CA] o Cape Fear Community College . Business Analytics (A25350) . Emergency Management (A55460) o Durham Technical Community College . Hospitality Management (A25110) o McDowell Technical Community College . Landscape Gardening (A15260) o Montgomery Community College [CA] . Associate Degree Nursing (A45110) o Western Piedmont Community College . Cosmetology (A55140)

Dr. Chapman reviewed requests to approve programs under the Fast Track for Action. Documents are complete for all of the applications and the requesting community colleges met requirements. Ms. SBCC 02/17/2017

Renee Batts stated that after approved by committee, the Associate Degree Nursing will go before the Nursing Board.

Curriculum Standard Revision (Attachment PROG 12) [CA] o Carteret Community College . Culinary Arts (A55150) o Pitt Community College . Nuclear Medicine Technology (A45460) o Wake Technical Community College [CA] . Criminal Justice Technology/Latent Evidence (A5518A)

Dr. Chapman reviewed requests to approve revisions.

Dr. Eads stated that the Culinary Arts revision adds another option to meet nutrition course requirement. All of the colleges were in favor with the exception of one who feels that the current courses meet their needs.

Ms. Batts stated that there are two exams that can be taken by Nuclear Medicine Technology program graduates to meet requirements: the Nuclear Medicine Technology Certification Board exam or the American Registry of Radiologic Technologist exam. Effective January 1, 2017 for students to be eligible to take the Nuclear Medicine Technology credentialing exams, they must graduate from a program accredited by the Joint Review Committee on Educational Programs in Nuclear Medicine Technology (JRCNMT). While not all of the community college programs are accredited by JRCNMT, students will continue to be eligible to take the American Registry of Radiologic Technologists credentialing exam if they successfully complete a nuclear medicine program. Of the five colleges, four approved and one abstained as they do not offer the program this year.

Mr. Frank Scuiletti stated that Latent Evidence is offered by 12 colleges. Four colleges did not respond. The challenge is that students and parents do not understand the title “Latent Evidence” as most know this as “Forensic Science”. The request is to change the title of the course to meet local industry needs. Dr. Blackwell asked why four colleges did not respond. Mr. Scuiletti stated that most colleges know that no response is a Yes vote. Dr. Chapman stated that there are multiple attempts to get responses and Ms. Frazelle stated that there was a slower response possibly due to the holiday season.

Captive/Co‐Opted Groups (Attachment PROG 13) [CA] o Sandhills Community College – Hoke Correctional Institution . HRD‐4100 Working Smart (HRD Working Smart)

Nate Humphrey reviewed the information. There was a request to offer the Working Smart curriculum 24‐30 hours which is a transition program with modules created by Charlotte Works to improve student self‐awareness, self‐management, work ethics, communication skills, and problem solving.

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A motion was made by Dr. Blackwell to approve Attachments PROG 10‐13, seconded by Mr. McBrayer and approved via voice vote.

OTHER BUSINESS

ADJOURN The meeting was adjourned at 2:49 p.m. on a motion by Dr. Powell, seconded by Dr. Blackwell.

Respectfully submitted, Alexandra Doles Recording Secretary

SBCC 02/17/2017 Attachment PROG 01

STATE BOARD OF COMMUNITY COLLEGES

Curriculum Program Applications As Approved by the System President

The System President has approved the applications listed below.

Edgecombe Community College Entrepreneurship (A25490)

Richmond Community College Early Childhood Administration (Certificate) (C55850) Early Childhood Preschool (Certificate) (C55860)

Contact: Ms. Jennifer Frazelle Director

SBCC 02/17/2017

Attachment PROG 02

STATE BOARD OF COMMUNITY COLLEGES

Curriculum Program Terminations As Approved by the System President

Information: The System President has approved the terminations as listed below:

Background: 1D SBCCC 400.95(b) states the following: The college shall terminate a curriculum program when there has been no enrollment for two years; a college may request an one‐year extension of a curriculum program upon justification of the potential for employment opportunities and student enrollment.

On December 5, 2016, the System Office sent a letter to fifty‐one colleges to notify them of programs that had not demonstrated enrollment in over two years. The letter requested that they either send in a program termination request or provide justification and a request for an extension. The terminations below resulted from this request.

Blue Ridge Community College Manicuring/Nail Technology (Certificate) (C55400) Rationale: No enrollment for two or more years. Due to changes in the industry, employers are hiring those with a full cosmetology license which encompasses all areas of the industry. Termination Semester: Fall 2017

Plumbing (Diploma) (D35300) Rationale: No enrollment for two or more years. The largest employer of graduates from the plumbing program went out of business due to the decline in the housing market a few years ago. The remaining smaller shops expressed more interest with hiring individuals with short‐term training and certifications, therefore, the college has moved the program to continuing education. Termination Semester: Spring 2017

Caldwell Community College and Technical Institute Truck Driver Training (Certificate) (C60300) Rationale: No enrollment for two or more years. The college has successfully transitioned the truck driver training program fully from curriculum to continuing education which has proven to be more fluid and supportive of student scheduling challenges. Termination Semester: Spring 2017

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Attachment PROG 02

Gaston College School‐Age Care (Certificate) (C55450) Rationale: No enrollment for two or more years. Students are not applying for this certificate due to the reduction in available teacher assistant positions. Termination Semester: Fall 2017

Mitchell Community College Phlebotomy (Certificate) (C45600) Rationale: No enrollment for over two years. The College had difficulty finding sufficient clinical sites for the students. The College will offer courses through continuing education to meet community and workforce needs. Termination Semester: Spring 2017

School‐Age Education (A55440) Rationale: No enrollment for over two years. Lack of student interest. Students choose to enroll in the Early Childhood Education program instead of the School‐Age Education program. Termination Semester: Spring 2017

South Piedmont Community College General Occupational Technology (A55280) Rationale: No enrollment for over two years. Students prefer to enroll in the Associate in General Education degree program, which allows them to take courses tailored to their individual occupational interests. Termination Semester: Spring 2017

Contact: Ms. Jennifer Frazelle Director

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Attachment PROG 03

STATE BOARD OF COMMUNITY COLLEGES

SBCC Code Report

RULE ACTION RULEMAKING PROCESS EXPECTED DATE STATUS Initiation of Rulemaking Process August 19, 2016 COMPLETED Publication on NCCCS Website August 23, 2016 COMPLETED AMEND 1E SBCCC 900.1 Written Comment Period Ends September 22, 2016 COMPLETED – “Curriculum Tuition Review Comments with SBCC Committee October 20, 2016 COMPLETED Refunds” 2nd Written Comment Period Ends (if substantive November 1, 2016 COMPLETED changes) Hearing Date (if applicable) N/A N/A Presented to SBCC for Adoption November 18, 2016 COMPLETED Prospective Effective Date of Rule February 1, 2017 COMPLETED

Initiation of Rulemaking Process October 21, 2016 COMPLETED Publication on NCCCS Website October 25, 2016 COMPLETED AMEND 3B SBCCC Written Comment Period Ends November 24, 2016 COMPLETED Subchapter 200 – Review Comments with SBCC Committee N/A N/A “Public Input” 2nd Written Comment Period Ends (if substantive N/A N/A changes) Hearing Date (if applicable) N/A N/A Presented to SBCC for Adoption January 20, 2017 COMPLETED Prospective Effective Date of Rule February 1, 2017 COMPLETED

SBCC 02/17/2017 Attachment PROG 03

RULE ACTION RULEMAKING PROCESS EXPECTED DATE STATUS Initiation of Rulemaking Process November 18, 2016 COMPLETED Publication on NCCCS Website November 22, 2016 COMPLETED AMEND 1E SBCCC 800.2 Written Comment Period Ends December 22, 2016 COMPLETED – “General Provisions” Review Comments with SBCC Committee N/A N/A 2nd Written Comment Period Ends (if substantive N/A N/A changes) Hearing Date (if applicable) N/A N/A Presented to SBCC for Adoption January 20, 2017 COMPLETED Prospective Effective Date of Rule February 1, 2017 COMPLETED

Initiation of Rulemaking Process November 18, 2016 COMPLETED Publication on NCCCS Website November 22, 2016 COMPLETED AMEND 2A SBCCC Written Comment Period Ends December 22, 2016 COMPLETED 300.6 – “North Carolina Review Comments with SBCC Committee N/A N/A Proprietary School Fee 2nd Written Comment Period Ends (if substantive N/A N/A Schedule” changes) Hearing Date (if applicable) N/A N/A Presented to SBCC for Adoption January 20, 2017 COMPLETED Prospective Effective Date of Rule February 1, 2017 COMPLETED

Initiation of Rulemaking Process January 20, 2017 COMPLETED Publication on NCCCS Website January 24, 2017 COMPLETED AMEND 1C SBCCC Written Comment Period Ends February 23, 2017 PENDING 200.94 – “Local College Review Comments with SBCC Committee March 16, 2017 Personnel Policies” 2nd Written Comment Period Ends (if substantive March 28, 2017 changes) Hearing Date (if applicable) N/A Presented to SBCC for Adoption April 21, 2017 Prospective Effective Date of Rule May 1, 2017 Page 2 of 3 SBCC 02/17/2017 Attachment PROG 03

RULE ACTION RULEMAKING PROCESS EXPECTED DATE STATUS Initiation of Rulemaking Process February 17, 2017 PENDING Publication on NCCCS Website February 21, 2017 AMEND Title 1, Chapter Written Comment Period Ends March 23, 2017 G – “Full‐Time Review Comments with SBCC Committee April 20, 2017 Equivalent (FTE)” 2nd Written Comment Period Ends (if substantive May 2, 2017 changes) Hearing Date (if applicable) N/A Presented to SBCC for Adoption May 19, 2017 Prospective Effective Date of Rule June 1, 2017

Initiation of Rulemaking Process January 20, 2017 COMPLETED Publication on NCCCS Website January 24, 2017 COMPLETED AMEND 3B SBCCC Written Comment Period Ends February 23, 2017 PENDING Subchapter 400 – Review Comments with SBCC Committee March 16, 2017 “Temporary Rules” 2nd Written Comment Period Ends (if substantive March 28, 2017 changes) Hearing Date (if applicable) N/A Presented to SBCC for Adoption April 21, 2017 Prospective Effective Date of Rule May 1, 2017

Page 3 of 3 SBCC 02/17/2017 Attachment PROG 04

STATE BOARD OF COMMUNITY COLLEGES Cooperative Innovative High School Report

Request: The State Board of Community Colleges is asked to approve the Cooperative Innovative High Schools (CIHS) report for the 2015‐2016 school year.

Background: The General Assembly established the following criteria to evaluate Cooperative Innovative High Schools:

115C‐238.55. Evaluation of cooperative innovative high schools.

The State Board of Education and the governing Boards shall evaluate the success of students in cooperative innovative high schools approved under this Part. Success shall be measured by high school retention rates, high school completion rates, high school dropout rates, certification and associate degree completion, admission to four‐year institutions, post‐graduation employment in career or study‐related fields, and employer satisfaction of employees who participated in and graduated from the schools.

Rationale: Cooperative Innovative High Schools (CIHS) enable students to concurrently obtain a high school diploma and begin or complete an associate degree program, master a certificate or vocational program, or earn up to two years of college credit within five years. Review and evaluation of CIHS student outcomes ensures continued program success.

Contact Person: Dr. Lisa Eads Program Coordinator

SBCC 02/17/2017 Attachment PROG 04

Public Schools of North Carolina State Board of Education Department of Public Instruction

North Carolina Community Colleges

Report to the North Carolina General Assembly

Cooperative Innovative High School Programs

SL 2012-142 (HB 950, Budget Bill), sec. 7.11(g) GS 115C-238.50-.55

Date Due: March 15, 2017 Report # 42 DPI Chronological Schedule, 2016-2017 STATE BOARD OF EDUCATION

SBE VISION: Every public school student will graduate ready for post-secondary education and work, prepared to be a globally engaged and productive citizen.

SBCC 02/17/2017 1 Attachment PROG 04

SBE MISSION: The State Board of Education will use its constitutional authority to lead and uphold the system of public education in North Carolina.

WILLIAM COBEY BECKY TAYLOR TODD CHASTEEN

Chair :: Chapel Hill – At-Large Greenville – Northeast Region Blowing Rock – Northwest Region

A.L. COLLINS REGINALD KENAN WAYNE MCDEVITT

Vice Chair :: Kernersville – Piedmont Triad Region Rose Hill – Southeast Region Asheville – Western Region

DAN FOREST AMY WHITE ERIC DAVIS

Lieutenant Governor :: Raleigh – Ex Officio Garner – North Central Region Charlotte – At-Large

DALE FOLWELL OLIVIA OXENDINE PATRICIA N. WILLOUGHBY

State Treasurer :: Raleigh – Ex Officio Lumberton – Sandhills Region Raleigh – At-Large

MARK JOHNSON GREG ALCORN

Secretary to the Board :: Raleigh Salisbury – Southwest Region

NC DEPARTMENT OF PUBLIC INSTRUCTION

Mark Johnson, State Superintendent: 301 N. Wilmington Street :: Raleigh, North Carolina 27601- 2825

In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.

Inquiries or complaints regarding discrimination issues should be directed to:

Deputy State Superintendent :: 6368 Mail Service Center, Raleigh, NC 27699-6368 :: Phone: (919) 807-3200 :: Fax: (919) 807-3388

Visit us on the Web :: www.ncpublicschools.org

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Report to the North Carolina General Assembly: §115C-238.50 ~ Cooperative Innovative High School Programs

In response to N.C.G.S. §115C-238.50, the North Carolina Department of Public Instruction (NCDPI) initially established Cooperative Innovative High Schools (CIHS) in 2004 with the NC Community Colleges System (NCCCS) and the University of North Carolina General Administration (UNCGA). G.S. §115C-238.50, authorizes “local boards of education to jointly establish with one or more boards of trustees cooperative innovative programs in high schools and colleges or universities that will expand students' opportunities for educational success through high quality instructional programming. These cooperative innovative high school programs shall target any of the following groups: (1) High school students who are at risk of dropping out of school before attaining a high school diploma. (1a) High school students with parents who did not continue education beyond high school. (2) High school students who would benefit from accelerated academic instruction.”

In the thirteen years since the General Assembly authorized the establishment of Cooperative Innovative High School Programs, students, including many at-risk of dropping out and historically underserved, are seeing increased academic outcomes that surpass those of students across the state. As CIHS continue to open in more North Carolina school districts, a growing number of students are benefitting from new opportunities, leading to stronger outcomes with higher rates of academic achievement, graduation and postsecondary enrollment.

North Carolina has made significant progress in opening and sustaining innovative secondary schools that share the critical goal of graduating every student well prepared for success in college, careers and life. Today CIHS extend across 73 of the state’s 115 districts, with 106 individual schools operating for the 2015-16 school year, the period covered by this report. 92 CIHS partner with N.C. community colleges, nine with the U.N.C. System institutions and five with independent colleges. 83 CIHS are early colleges, eleven are middle colleges, and there are 22 other innovative CIHS models, including STEM schools and career academies. Ten new CIHS opened in the fall of 2016. Those ten schools are not included in this report.

CIHSs are supported by a tri-agency partnership between NCDPI, NCCCS and the UNCGA. The Joint Advisory Committee (JAC) is comprised of staff from each agency, who

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meet regularly and collaborate to support CIHSs throughout the year through technical support, resource development, policy and advocacy and data collection and analysis. This support includes regular meetings in each State Board of Education region, webinars for principals, counselors and college liaisons, working support sessions for CIHS applicants, and visits to each new CIHS, as well as resources developed by the JAC and shared via the NCDPI CIHS website: http://www.dpi.state.nc.us/cihs/.

Together, these schools are transforming teaching and learning for their students, while also helping to prompt the growth of innovative practices in many other districts and schools. A growing number of districts are now embracing similar innovations for all their schools, as more CIHS demonstrate sustained success.

The state’s most recent data from NCDPI, the NCCCS and the UNCGA continue to show gains in areas of high school retention rates, high school completion rates, certification and associate degree completion, admission to four year institutions, and a reduction in drop- out rates.

Highlights of the Cooperative Innovative High Schools included these in 2015-2016:

 Enrollment in Cooperative Innovative High Schools in 2015-2016 was 22,458 students.  In total, 4,457 students graduated from Cooperative Innovative High Schools.  Certification Completion: 755 CIHS students graduated with career certifications.  Associate Degree Completion: 1,927 CIHS students graduated with an associate degree.  Admission to Four Year Institutions: 2,989 CIHS students were admitted to UNC System four year institutions.  High school retention rates above state averages.  High school completion rates above state averages.  High school drop-out rates below state averages.

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 Academic outcomes above state averages: CIHS outperformed statewide averages in each reported subject: math 1, biology, and English II.  CIHS students received better grades, on average, than college age students in all the core academic areas. Including all college courses taken by CIHS students on community college campuses, 85 percent received a passing grade of C or better.

Following the complete data captured below in response to legislative requirements, this report, for the first time, includes success stories from across North Carolina’s growing network of CIHS. These stories, of student and of school transformations, illustrate the powerful impact many CIHS are having in our communities.

The principal of Columbus Career and College Academy, for example, writes “about a student who came to us in ninth grade who would not talk at all to anyone, student or teacher.” She continues: “Because our school is smaller, we are able truly to ‘learn’ our students and what their challenges are. We all worked to develop a relationship with this student and to push him outside his comfort zone, while making sure he felt supported and safe. By the time this student graduated, he did so with an Associate's Degree and was giving presentations in front of classes. The personality of the school is what makes us different. We work as a family and team to address the individual needs of our students.”

This continued success is a result of hard work by NC’s teachers, principals and districts. With sustained efforts of professional development and technical assistance from NCDPI, the NC Community Colleges System and the UNC General Administration, the State Board of Education and NCDPI expect continued progress to increase access and successful participation in Cooperative Innovative High Schools across NC to further meet the intent of the legislation.

Report Requirements

This report responds to the requirements of the legislation enacted in N.C.G.S. §115C-238.55, which establishes that “the State Board of Education and the governing Boards shall evaluate the success of students in cooperative innovative high schools approved under this Part. Success shall be measured by high school retention rates, high school completion rates, high school dropout rates, certification and associate degree completion, admission to four-year

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institutions, post-graduation employment in career or study-related fields, and employer satisfaction of employees who participated in and graduated from the schools.”

The State Board of Education/NCDPI report fulfills some requirements, while others are fulfilled by accompanying data from the NCCCS and the UNCGA.

The following table reviews the report requirements and indicates which agency or source addresses the required information:

High School Retention Rates CIHS Annual Reports High School Completion Rates NCDPI and CIHS Annual Reports High School Drop-out Rates NCDPI Certification and Associate Degree Completion NCCCS and CIHS Annual Reports Admission to Four Year Institutions UNCGA Post-graduation employment Data not available Employer satisfaction of CIHS graduates Data not available CIHS Success Stories CIHS Annual Reports List of Current CIHS by LEA NCDPI

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Cooperative Innovative High Schools Legislative Accountability Data 2015-2016 Source: NCDPI

District Name School Name Retention Number Graduation Rate* of Rate Dropouts 1 Alamance Burlington Alamance-Burlington Middle College High >95 0 >95 Schools School 2 Anson County Schools Anson County Early College High School >95 <10 >95 3 Asheville City Schools School of Inquiry and Life Sciences at >95 0 93.4 Asheville 4 Avery County Schools Avery County High School >95 <10 >95 5 Avery County Schools Avery County High School STEM Academy >95 0 >95 6 Avery County Schools Avery County High School Viking Academy >95 0 >95 7 Beaufort County Schools Beaufort County Early College High School 92.7 0 >95 8 Bertie County Schools Bertie Early College High >95 <10 90.9 9 Brunswick County Brunswick County Early College High School >95 0 >95 Schools 10 Buncombe County Buncombe County Early College High School 94.8 <10 >95 Schools 11 Buncombe County Buncombe County Middle College High School 95.0 <10 92.3 Schools 12 Buncombe County Martin L Nesbitt Jr. Discovery Academy >95 0 n/a Schools 13 Burke County Schools Burke Middle College High School >95 0 >95 14 Cabarrus County Cabarrus-Kannapolis Early College >95 0 >95 Schools 15 Caldwell County Schools Caldwell Career Center Middle College >95 0 >95 16 Caldwell County Schools Caldwell Early College High School >95 0 >95 17 Catawba County Schools Challenger (Catawba) Early College High >95 0 >95 School 18 Charlotte-Mecklenburg Cato Middle College High >95 0 >95 Schools 19 Charlotte-Mecklenburg Charlotte Engineering Early College 83.2 0 n/a Schools 20 Charlotte-Mecklenburg Levine Middle College High >95 0 >95 Schools 21 Charlotte-Mecklenburg Performance Learning Center >95 0 91.8 Schools 22 Cherokee County Tri-County Early College High 89.5 0 >95 Schools

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23 Cleveland County Cleveland Early College High School >95 0 >95 Schools 24 Columbus County Columbus Career and College Academy SE >95 0 84.6 Schools Campus 25 Craven County Schools Craven Early College High >95 0 >95 26 Craven County Schools Early College EAST High School >95 0 >95 27 Cumberland County Cross Creek Early College >95 0 >95 Schools 28 Cumberland County Cumberland International Early College High >95 0 >95 Schools School 29 Cumberland County Cumberland Polytechnic High School >95 0 >95 Schools 30 Currituck County Schools JP Knapp Early College High School >95 0 >95 31 Davidson County Davidson Early College >95 0 >95 Schools 32 Davidson County Yadkin Valley Regional Career Academy >95 0 n/a Schools 33 Davie County Schools Davie County Early College High >95 0 >95 34 Duplin County Schools Duplin Early College High School 94 0 >95 35 Durham Public Schools City of Medicine Academy 94.4 0 >95 36 Durham Public Schools Hillside New Tech High School >95 0 >95 37 Durham Public Schools Josephine Dobbs (JD) Clement Early College >95 0 >95 High School 38 Durham Public Schools Middle College High School at DTCC >95 0 >95 39 Edgecombe County Edgecombe Early College High >95 0 >95 Schools 40 Franklin County Schools Franklin County Early College 87.3 0 >95 41 Gaston County Schools Gaston Early College High School >95 0 90.9 42 Granville County Schools Granville Early College High 90 0 90.9 43 Greene County Schools Greene Early College High School >95 0 >95 44 Guilford County Schools Academy at Smith >95 0 >95 45 Guilford County Schools Bennett Early/Middle College 86.0 0 >95 46 Guilford County Schools The Academy at High Point Central >95 0 >95 47 Guilford County Schools The Early College at Guilford College >95 0 >95 48 Guilford County Schools Greensboro College Middle College 93.4 0 >95 49 Guilford County Schools Middle College at GTCC- Greensboro 93.6 0 >95 50 Guilford County Schools Middle College at GTCC- Jamestown >95 0 >95 51 Guilford County Schools Middle College at GTCC- High Point >95 0 >95 52 Guilford County Schools Middle College at NC A&T State University >95 0 >95 53 Guilford County Schools Middle College at UNCG >95 0 >95

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54 Guilford County Schools STEM Early College at NC A&T State >95 0 >95 University 55 Haywood County Haywood Early College 94.9 0 78.3 Schools 56 Henderson County Henderson Early College >95 0 >95 Schools 57 Hertford County Schools Hertford County Early College High School >95 0 94.7 58 Hoke County Schools SandHoke Early College High School 91.3 0 94.9 59 Hyde County Schools Mattamuskeet Early College High School >95 0 88.9 60 Iredell-Statesville Collaborative College for Technology and 93.3 0 >95 Schools Leadership 61 Iredell-Statesville Crossroads Art and Science Early College 94.2 0 >95 Schools 62 Jackson County Schools Blue Ridge Early College >95 0 >95 63 Jackson County Schools Jackson County Early College >95 0 >95 64 Johnston County Johnston County Early College Academy >95 0 >95 Schools 65 Johnston County Johnston County Middle College High >95 0 >95 Schools 66 Lee County Schools Lee Early College >95 0 >95 67 Lenoir County Schools Lenoir County Early College High 94.1 0 >95 68 Macon County Schools Macon Early College High School >95 0 89.7 69 Madison County Schools Madison Early College High School >95 0 >95 70 McDowell County McDowell Early College >95 0 >95 Schools 71 Mitchell County Schools Mayland Early College 92.7 0 81.3 72 Nash-Rocky Mount Nash Rocky Mount Early College High School >95 0 >95 Schools 73 New Hanover County Isaac M Bear Early College >95 0 >95 Schools 74 New Hanover County Wilmington Early College High School >95 0 >95 Schools 75 Northeast Regional Northeast Regional School of Biotechnology >95 0 n/a School and Agriscience 76 Pender County Schools Pender Early College High School >95 0 >95 77 Pitt County Schools Pitt Early College >95 0 n/a 78 Polk County Schools Polk County Early College >95 0 ** 79 Public Schools of PSRC Early College at RCC >95 0 >95 Robeson County 80 Randolph County Randolph Early College High School >95 0 >95 Schools

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81 Richmond County Richmond Early College High School >95 0 >95 Schools 82 Rockingham County Rockingham County Early College High 94.1 0 >95 Schools 83 Rowan-Salisbury Rowan County Early College >95 0 >95 Schools 84 Rutherford County Rutherford Early College High School 94.1 0 >95 Schools 85 Sampson County Sampson Early College High >95 0 90 Schools 86 Scotland County Schools Scotland Early College High >95 0 >95 87 Stanly County Schools Stanly Early College High School >95 0 >95 88 Stokes County Schools Stokes Early College High School >95 0 >95 89 Surry County Schools Surry Early College High School >95 0 >95 90 Tyrell County Schools Columbia Early College High School >95 0 91.9 91 Union County Schools Union County Early College >95 0 >95 92 Vance County Schools Vance County Early College High School 91.7 0 >95 93 Wake County Public Vernon Malone College and Career Academy 85.9 0 >95 Schools 94 Wake County Public Wake Early College of Health and Science >95 0 >95 Schools 95 Wake County Public Wake STEM Early College High School >95 0 >95 Schools 96 Wake County Public Wake Young Men's Leadership Academy >95 0 n/a Schools 97 Wake County Public Wake Young Women's Leadership Academy 93.4 0 n/a Schools 98 Warren County Schools Warren Early College High 85.6 0 80 99 Wayne County Schools Wayne Early/Middle College High School >95 0 >95 100 Wayne County Schools Wayne School of Engineering >95 0 >95 101 Weldon City Schools Roanoke Valley Early College High School 94.9 0 87.8 102 Wilkes County Schools Wilkes Early College High School >95 0 91.3 103 Wilson County Schools Wilson Early College Academy >95 0 92.3 104 Winston Salem/Forsyth Early College of Forsyth County >95 0 >95 County Schools 105 Winston Salem/Forsyth Middle College of Forsyth County 90 0 90 County Schools 106 Yadkin County Schools Yadkin Early College >95 0 >95 *Self-reported data collected from 2016 Annual Reports submitted by 116 Cooperative Innovative High Schools.

**Cohort size too small to calculate data through system.

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Cooperative Innovative High Schools Performance Data 2015-2016 Source: NCDPI

District Name School Name Grade Score Growth 1 Alamance Burlington Schools Alamance-Burlington Middle College High School A 85 Met 2 Anson County Schools Anson County Early College High School B 72 Not met 3 Asheville City Schools School of Inquiry and Life Sciences at Asheville A 86 Exceeded 4 Avery County Schools Avery County High School C 67 Met 5 Avery County Schools Avery County High School STEM Academy A 87 Met 6 Avery County Schools Avery County High School Viking Academy B 75 Met 7 Beaufort County Schools Beaufort County Early College High School A 92 Exceeded 8 Bertie County Schools Bertie Early College High A 86 Met 9 Brunswick County Schools Brunswick County Early College High School A+NG 94 Exceeded 10 Buncombe County Schools Buncombe County Early College High School A 91 Met 11 Buncombe County Schools Buncombe County Middle College High School A 90 N/A 12 Buncombe County Schools Martin L Nesbitt Jr. Discovery Academy A 92 Met 13 Burke County Schools Burke Middle College High School A 100 N/A 14 Cabarrus County Schools Cabarrus-Kannapolis Early College A 88 Met 15 Caldwell County Schools Caldwell Career Center Middle College A 94 Met 16 Caldwell County Schools Caldwell Early College High School A 87 Met 17 Catawba County Schools Challenger (Catawba) Early College High School A+NG 96 Exceeded 18 Charlotte-Mecklenburg Schools Cato Middle College High A 97 N/A 19 Charlotte-Mecklenburg Schools Charlotte Engineering Early College B 73 Met 20 Charlotte-Mecklenburg Schools Levine Middle College High A 95 N/A 21 Charlotte-Mecklenburg Schools Performance Learning Center C 61 Not met 22 Cherokee County Schools Tri-County Early College High B 75 Not met 23 Cleveland County Schools Cleveland Early College High School A+NG 87 Exceeded 24 Columbus Career and College Academy SE Columbus County Schools Campus B 71 Not met 25 Craven County Schools Craven Early College High B 81 Met 26 Craven County Schools Early College EAST High School B 82 Met 27 Cumberland County Schools Cross Creek Early College B 84 Not met 28 Cumberland International Early College High Cumberland County Schools School A+NG 90 Met 29 Cumberland County Schools Cumberland Polytechnic High School A 92 Exceeded 30 Currituck County Schools JP Knapp Early College High School A 85 Exceeded 31 Davidson County Schools Davidson Early College A 88 Met 32 Davidson County Schools Yadkin Valley Regional Career Academy C 66 Met 33 Davie County Schools Davie County Early College High A 94 Exceeded 34 Duplin County Schools Duplin Early College High School B 83 Met

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35 Durham Public Schools City of Medicine Academy A+NG 87 Exceeded 36 Durham Public Schools Hillside New Tech High School A 93 Exceeded 37 Josephine Dobbs (JD) Clement Early College Durham Public Schools High School C 65 Not met 38 Durham Public Schools Middle College High School at DTCC A+NG 96 Exceeded 39 Edgecombe County Schools Edgecombe Early College High A 96 Exceeded 40 Franklin County Schools Franklin County Early College B 84 Exceeded 41 Gaston County Schools Gaston Early College High School A 96 Exceeded 42 Granville County Schools Granville Early College High A 89 Exceeded 43 Greene County Schools Greene Early College High School B 83 Exceeded 44 Guilford County Schools Academy at Smith A 89 N/A 45 Guilford County Schools Bennett Early/Middle College A 92 Not met 46 Guilford County Schools The Academy at High Point Central B 79 Exceeded 47 Guilford County Schools The Early College at Guilford College A 89 Exceeded 48 Guilford County Schools Greensboro College Middle College B 79 Exceeded 49 Guilford County Schools Middle College at GTCC- Greensboro A 91 Exceeded 50 Guilford County Schools Middle College at GTCC- Jamestown B 83 Met 51 Guilford County Schools Middle College at GTCC- High Point B 75 Met 52 Guilford County Schools Middle College at NC A&T State University B 80 Exceeded 53 Guilford County Schools Middle College at UNCG A 96 Exceeded 54 Guilford County Schools STEM Early College at NC A&T State University B 83 Met 55 Haywood County Schools Haywood Early College A 85 Met 56 Henderson County Schools Henderson Early College A 99 Exceeded 57 Hertford County Schools Hertford County Early College High School B 81 Exceeded 58 Hoke County Schools SandHoke Early College High School A 85 Exceeded 59 Hyde County Schools Mattamuskeet Early College High School C 60 Met 60 Collaborative College for Technology and Iredell-Statesville Schools Leadership A 95 Exceeded 61 Iredell-Statesville Schools Crossroads Art and Science Early College B 83 Met 62 Jackson County Schools Blue Ridge Early College C 58 Met 63 Jackson County Schools Jackson County Early College A 86 Met 64 Johnston County Schools Johnston County Early College Academy A 97 N/A 65 Johnston County Schools Johnston County Middle College High A 93 Exceeded 66 Lee County Schools Lee Early College A 87 Met 67 Lenoir County Schools Lenoir County Early College High C 67 Not met 68 Macon County Schools Macon Early College High School B 77 Met 69 Madison County Schools Madison Early College High School B 84 Exceeded 70 McDowell County Schools McDowell Early College B 78 Not met 71 Mitchell County Schools Mayland Early College B 81 Met 72 Nash-Rocky Mount Schools Nash Rocky Mount Early College High School A 86 Exceeded 73 New Hanover County Schools Isaac M Bear Early College A 90 Exceeded

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74 New Hanover County Schools Wilmington Early College High School A 95 Exceeded 75 Northeast Regional School of Biotechnology and Northeast Regional School Agriscience B 76 Met 76 Pender County Schools Pender Early College High School A 95 Exceeded 77 Pitt County Schools Pitt Early College A 90 Exceeded 78 Polk County Schools Polk County Early College A 88 Met 79 Public Schools of Robeson County PSRC Early College at RCC A 92 Exceeded 80 Randolph County Schools Randolph Early College High School A+NG 92 Exceeded 81 Richmond County Schools Richmond Early College High School A+NG 88 Met 82 Rockingham County Schools Rockingham County Early College High A 90 Exceeded 83 Rowan-Salisbury Schools Rowan County Early College B 77 Not met 84 Rutherford County Schools Rutherford Early College High School A 89 Met 85 Sampson County Schools Sampson Early College High B 84 Exceeded 86 Scotland County Schools Scotland Early College High A 94 Exceeded 87 Stanly County Schools Stanly Early College High School A 87 Met 88 Stokes County Schools Stokes Early College High School B 83 Not met 89 Surry County Schools Surry Early College High School A+NG 93 Exceeded 90 Tyrell County Schools Columbia Early College High School B 70 Exceeded 91 Union County Schools Union County Early College A+NG 94 Exceeded 92 Vance County Schools Vance County Early College High School A 85 Exceeded 93 Wake County Public Schools Vernon Malone College and Career Academy B 73 Met 94 Wake County Public Schools Wake Early College of Health and Science A 93 Met 95 Wake County Public Schools Wake STEM Early College High School B 76 Met 96 Wake County Public Schools Wake Young Men's Leadership Academy B 77 Met 97 Wake County Public Schools Wake Young Women's Leadership Academy A 94 Exceeded 98 Warren County Schools Warren Early College High C 67 Met 99 Wayne County Schools Wayne Early/Middle College High School A 97 Exceeded 100 Wayne County Schools Wayne School of Engineering B 82 Met 101 Weldon City Schools Roanoke Valley Early College High School B 73 Met 102 Wilkes County Schools Wilkes Early College High School B 81 Met 103 Wilson County Schools Wilson Early College Academy A 86 Exceeded 104 Winston Salem/Forsyth County Schools Early College of Forsyth County A 93 Met 105 Winston Salem/Forsyth County Schools Middle College of Forsyth County A 95 N/A 106 Yadkin County Schools Yadkin Early College A 90 Exceeded

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The performance data captured above show that:

 More that 95 percent of CIHS students are promoted to the next grade level year after year.  95 percent of Cooperative Innovative High Schools have a 0 percent drop-out rate.  92.5 percent of CIHS scored a B or above on their N.C. School Report Card. All CIHS scored a C or above.  95 out of 106 CIHS met or exceeded growth.

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NC Community College System Office, Dual Enrollment Trends NCCCS CIHS Data 2015-16

Cooperative Innovative High School College Completion Cooperative Innovative High School students demonstrated high levels of success in the completion of college programs over the past year. In 2015-16, 1927 Cooperative Innovative High School students graduated with an associate degree. Additionally, 755 students graduated with a certificate in a career and technical education program. This data was provided by the Local Education Agencies and was verified by their community college partners.

Program Enrollment Dual enrollment in North Carolina Community Colleges steadily increased over the past three years. In Fall 2015, more than 31,000 high school students were enrolled in Cooperative Innovative High Schools (CIHS) and Career and College Promise (CCP). Figure 1a, Figure 1b, and Figure 1c. illustrate the fall dual enrollment trends in Cooperative Innovative High schools (early college, middle college, and other CIHS programs) and Career and College Promise (career and technical education pathways and college transfer pathways). Figure 1a. Fall Dual Enrollment Trends in North Carolina Community Colleges

35,000 EARLY COLLEGE

557 30,000 MIDDLE COLLEGE 9030 25,000 385 334 5694 OTHER 4998 INNOVATIVE HS 20,000 3880 7721 13698 10196 CCP ‐ CAREER & 19341 15469 6844 15,000 5844 TECHNICAL 4627 18348 1052 543 1216 231 318811 793 1019 CCP ‐ COLLEGE 10,000 15730 TRANSFER

11642 11832 5,000 10507 10631 11327 11360 OTHER DUAL 8317 6099 ENROLLMENT 4228 PROGRAMS 1993 0 2006FA 2007FA 2008FA 2009FA 2010FA 2011FA 2012FA 2013FA 2014FA 2015FA

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Figure 1b. Fall 2015 Cooperative Innovative High School Enrollment by Gender Fall 2015 Enrollment by Gender

70% 62% 62% 60% 49% 51% 50% 38% 38% 40% 30% 20% 10% 0% Early College Middle College Other Innovative HS

Female Male

Figure 1c. Fall 2015 Cooperative Innovative High School Enrollment by Ethnicity Fall 2015 Enrollment by Ethnicity 80% 64% 60% 54% 51%

40% 22% 16% 17% 19% 20% 12% 10% 6% 6% 6% 2% 3% 0%2% 2% 0%2% 0% 3% 0% 1% 3% 0% Early College Middle College Other Innovative HS

American Indian/Alaska Na Asian Black Hawaiian/Pacific Islander Hispanic White Multiple Unknown

Course Enrollment Course enrollment also increased in 2015-16. Data from the North Carolina Community College System shows that early college students enrolled in 65,987 courses, middle college students enrolled in 8,244 courses, and other cooperative innovative high school students enrolled in 4,863 courses. Additionally, 27,511 students enrolled in career and technical education pathway courses and 39,645 students enrolled in college transfer pathway courses via Career and College Promise. Figure 2 illustrates the total course enrollments by student type in 2015-16.

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Figure 2. Total College Course Enrollment by Student Type 2015- 16 Course Enrollments by Student Type 70,000 65,987 60,000 50,000 39,645 40,000 27,511 30,000 20,000 8,244 10,000 4,863 0 CIE CIH CIM CTE CTP

Student Type CIE – Cooperative Innovative Early College CTE – Career and College Promise Career and Technical Education Pathway CIH – Cooperative Innovative High School (Other) CTP – Career and College Promise College Transfer Pathway CIM – Cooperative Innovative Middle College

On average, early college students enrolled in 5.1 courses, middle college students enrolled in 5.9 courses, and other cooperative innovative high school students enrolled in 3.3 courses in 2015-16. Students enrolled in Career and College Promise on average enrolled in 2.3 career and technical education pathway courses and 3.1 college transfer pathway courses. Figure 3 illustrates the average number of community college course enrollment by student type in 2015- 16.

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Figure 3. Average Number of College Courses Enrolled by Student Type 2015-16 Average Number of Courses Enrolled by Student Type 7.0 5.9 6.0 5.1 5.0

4.0 3.3 3.1 3.0 2.3 2.0

1.0

0.0 CIE CIH CIM CTE CTP

Student Type CIE – Cooperative Innovative Early College CTE – Career and College Promise Career and Technical Education Pathway CIH – Cooperative Innovative High School (Other) CTP – Career and College Promise College Transfer Pathway CIM – Cooperative Innovative Middle College

Dual Enrollment College Course Success High school students who participate in dual enrollment programs demonstrate high college course success rates. In the Fall of 2015, dual enrollment students received better grades, on average, than college-age students. Eighty-four percent of early college students received a passing grade of C or better, 87 percent of middle college students earned a C or better, and 83 percent of other cooperative innovative high school students earned a C or better in college coursework. Career and College Promise career and technical education students and college transfer students also out performed traditional college students. Eighty-two percent of career and technical education pathway students earned a C or better and 88 percent of college transfer pathway students earned a C or better in college coursework.

Grade point averages (GPA) for dual enrollment students was also higher than traditional college students. In the fall of 2015, the average GPA was 2.99 for early college students, 3.06 for middle college students, and 3.01 for other cooperative innovative students. Students enrolled in Career and College Promise career and technical education pathways earned an average GPA of 3.03 and college transfer pathway students averaged a 3.30 GPA. Figure 4a and Figure 4b illustrate course success rates in fall 2015.

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Figure 4a. Fall 2015 College Course Success Rates Fall 2015 Course Success

100% 84% 87% 83% 82% 88% 3.40 72% 80% 3.20 60% 3.30 3.00 40% 2.80 2.99 3.06 3.01 3.03 20% 2.60 2.80 0% 2.40 General Early College Middle College Other CCP ‐ CTE CCP ‐ Transfer Population Innovative HS

C or Better Average Grade

Figure 4b. Fall 2015 College Course Success Rates Fall 2015 Course Success 100% 16% 13% 17% 18% 12% 28% 80% 10% 15% 14% 14% 13% 25% 60% 14% 27% 27% 28% 28% 24% 40% 46% 54% 20% 34% 42% 41% 41% 0% General Population Early College Middle College Other Innovative HS CCP ‐ CTE CCP ‐ Transfer

A B C Other

UNC General Administration, CIHS Enrollment Data

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UNCGA Data 2015-16

Institutions within the University of North Carolina (UNC) system admitted 1,933 Cooperative and Innovative High School students for Fall 2015. A breakdown by campus is indicated in the following table.

Number of Cooperative Innovative High School students admitted to UNC institutions Fall 2015

Number of Admitted Students UNC Institution Fall 2015 Appalachian State University 177 Elizabeth City State University 17 East Carolina University 194 Fayetteville State University 129 North Carolina A&T 25 North Carolina Central University 177 North Carolina State University 159 University of North Carolina - Chapel Hill 143 University of North Carolina - Asheville 61 University of North Carolina - Charlotte 207 University of North Carolina - Greensboro 171 University of North Carolina - Pembroke 89 University of North Carolina - School of the Arts <10 University of North Carolina - Wilmington 146 Western Carolina University 188 Winston-Salem State University 48 1,933

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Cooperative Innovative High School Programs: Success Stories from across North Carolina Based on CIHS Annual Reports submitted by Schools

This year, NCDPI asked all CIHS in North Carolina to share success stories as part of the CIHS Annual Report. The JAC was thrilled with the response!

Here are stories from across the state of students transforming their lives, often overcoming great hardships, with the support of a family of caring educators in an innovative school. Here also are stories of school transformation, as CIHS staff continue to examine and redesign their programs to meet the needs of their students. Here are the benefits of the CIHS program.

Student names have been removed from these stories to protect their privacy.

Buncombe Early College High School, Buncombe County Schools

“At BCEC, one aspect of our purposeful design is to have multiple student supports in place to increase college course pass rates as well as to build relationships. Student surveys consistently indicate that our students think our greatest strength as educators are the relationships we build with them. Students are comfortable being themselves, sharing their highs and lows, and becoming self-advocates. Each student is assigned a “House” teacher when they enter BCEC who advises them during their five years of school at BCEC. House teachers visit all of their students at their homes the summer before they enter ninth grade, building relationships with students and families. Finally, every student who is enrolled in a college course is also enrolled in a “College Support” class. In College Support, teachers and students conference weekly and create a plan to improve grades, change work habits, communicate with instructors, etc. These support classes allow us to keep our relationships strong while monitoring progress. Support teachers also empower students by helping them to keep their teachers and parents informed of their progress. Because of this system of supports, we continue to meet our mission to serve students to earn their diploma and their degree!”

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Buncombe Middle College High School, Buncombe County Schools

“Our primary mission at Buncombe County Middle College is to serve students who might not earn their high school diploma without our support. Increasingly, we are finding that we can also connect these students to opportunities beyond high school. Recently, a student came to us after dropping out of his base high school. He really disliked his "regular" high school because he never fit the traditional mold, but he knew that he needed a diploma. When this student first enrolled, we spoke about this diploma and about cars. He became interested in the HET (Heavy Equipment Transport) course work at A-B Tech, and we got him started in those classes. In his first few HET classes he never missed a day. He had blended his high school and college classes beautifully. This student went from dropping out to maintaining a B average with us and A-B Tech. He is a bright young man who graduated while completing 47 hours or 13 courses at A-B Tech. We know he is currently employed full time working on diesel engines. This student is what Buncombe County Middle College is about: a second chance!”

Camden Early College High School, Camden County Schools

“In the 2015-2016 school year, we had a student who was classified as exceptional, who was not doing well. He had repeated numerous classes and was one year behind his age peers. We had held multiple conferences with him, his parents and his teachers to “get him on track” and to find a way that we could reach him and nothing seemed to work; the last meeting we had concluded with his parents deciding he would be withdrawn at the end of the 2015-2016 school year and attempt to get his GED at the local community college. Once we received preliminary approval regarding our application to become a CIHS, we spoke to the student about the welding certification program at the College of the Albemarle, which he had shown interest in early on in his high school career. He expressed interest in the program so we scheduled a parent conference; we told all parties that in order for us to send him to the college campus and help him receive his certification, we had to see a significant improvement in his effort and behavior at school during the spring semester. At the end of the semester, the student had no referrals (he had several first semester) and had passed all his classes. We are four weeks away from the end of our first semester as an early college and this student has continued to pass all his high school classes, maintain a high level of good behavior and is doing very well in the College of the Albemarle’s welding program. At our last meeting with him and his parents, it was decided that he will stay for a fifth year (2017-2018) so that he may complete the welding certification program. I know, without a doubt, had we not been able to work with this student’s SBCC 02/17/2017 22 Attachment PROG 04

schedule and get him involved in a vocational, hands-on program at the community college, he would have been a high school dropout. Instead, he is a senior well on his way to his high school diploma as well as his credential certification in welding.”

Cato Middle College High School, Charlotte Mecklenburg Schools

“We have a set of siblings at our middle college high school. The set of siblings have worked diligently and will complete their Associate Degrees in two years, having taken full advantage of the dual credit options. One of these students has been offered a full scholarship to Winthrop University. The other two students were recognized at the CPCC Scholar Reception on November 11, 2016. They were recognized for academics. These students are among the top 2% of 3700 minorities attending CPCC. Only 68 minority students were invited to attend and these students were among the 68. The triplets have taken full advantage of the middle college high school and it has served them well.”

Challenger Early College High School, Catawba County Schools

“One of our senior girls is a true overcomer! She came to us from a broken home, divorced parents. She lived with her dad; mom is an alcoholic and is in-and-out of jail. She quickly made friends and succeeded in classes. She achieved a high enough GPA for an invitation into the National Beta Club. On the day that the $30 was due for membership, her dad refused to come to school and pay the fee. Her friends collected the money among themselves to pay the fee for her, overwhelming the student and the staff with their generosity. By her junior year, she was class president and a member of the community college's student leadership team. She worked part-time and excelled in her classes, which then resulted in National Honor Society membership. The student sought me out, the principal, for mentoring; she asked me if she could meet with me regularly for coaching, advice, and leadership development. Over the summer before senior year, her dad would no longer let her live with him so, she became homeless and began living with friends. She spent a night in jail due to the domestic violence laws in North Carolina and her involvement in a home-situation. She stopped working because of stress and lack of transportation. Now, in the middle of her senior year, she continues to make good grades and to keep her commitment to Beta Club and National Honor Society. This school, I believe, creates options for her she wouldn't have at any other place. She is given the opportunity to master content, rather than having a traditional grade that might be based on behavior or

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attendance. She has a mentor teacher that she contacts for support, encouragement, and strategies when needed. Above all, she will finish her associate degree by the time she completes a Future-Ready diploma in May 2016. When she walks across the stage, she will be credentialed to get a job that fully supports her living needs. In addition, she will most likely be accepted to UNC – Charlotte; we are currently waiting on this news. This student will further herself with education and skills for a future that she designs, rather than a future that statistics would have predicted.”

Collaborative College for Technology and Leadership, Iredell-Statesville Schools

“CCTL has many success stories! CCTL is unique in our Digital Media technology focus which complements our efforts in making students career and college ready! In addition, CCTL teaches students academic study-skills and other soft skills such as time management, responsibility, organization, conferencing, and accountability. As such, our graduates consistently tell us they were prepared for life after CCTL -- whether that included employment, the military, or higher education.

Our graduates frequently provide us with anecdotal success stories!

One student: Secured a position after high school using her digital media skills as an assistant TV producer.

Another student: Explained how three students in her university dorm had dropped out in her first semester, and how she had to and knew how to use her time and study skills to study 25 hours per week in one hard subject.

Another student: While involved in Teen Court and a step team at the university, she worked hard to keep her grades up, and graduate on time in only 2 years. Additionally, she used her student court experience plus her technology experience to improve the court website and teen court website as part of her internship. As a part-time job, she created and maintained websites for other entities.

Many students present themselves and their knowledge within digital portfolios. Many students are highly capable of presenting to people and demonstrating their technology skills plus knowledge to future employers, scholarship committees, internship supervisors, etc.

In summary, when our graduates return to visit us, we can take them into a Focus classroom of current students and they can explain how to make the most of their experience at CCTL and SBCC 02/17/2017 24 Attachment PROG 04

how the thorough preparation within our program allowed them to be more successful after attending CCTL.”

Columbus Career and College Academy, Columbus County Schools

“I am very proud of the work we have done at Columbus Career and College Academy (CCCA). CCCA is truly an example of a school that prepares students to be both College and Career ready! With the design of our school, we offer students a program where, upon graduation, they can earn a high school diploma, industry certifications, and college coursework/degrees. This design has allowed us to blend career and college skills to create a strong foundation for students. This has resulted in students earning nationally recognized certifications. Additionally, we have had students win national competitions in Culinary Arts and Broadcasting. With these strong foundations, our students are empowered to reach for the next level. We often have students decide to go on to the college level to further their skillset, when they had no intention of doing so as a freshman. This is important because CCCA is located in a very rural and low-economic county where students are not always exposed to the idea of continuing education beyond high school. With the help of the Early College program, we have students who have excelled and achieved scholarships to go to four-year universities.

One of our favorite stories is about a student who came to us in ninth grade who would not talk at all to anyone, student or teacher. Because our school is smaller, we are able truly to ‘learn’ our students and what their challenges are. We all worked to develop a relationship with this student and to push him outside of his comfort zone while making sure he felt supported and safe. By the time this student graduated, he did so with an Associate's Degree and was giving presentations in front of classes. The personality of the school is what makes us different. We work as a family and team to address the individual needs of our students.”

Craven Early College High School, Craven County Schools

One successful student “graduated from Craven Early College High School with her high school diploma and from Craven Community College with her Associate of Arts degree in May 2016. This student entered CECHS as a relatively quiet, timid freshman. Over the years, she worked hard to earn good grades, and she began to get involved in many of the service learning projects available through our high school. She joined Junior Civitan and eventually became

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President of the CEC chapter. She emerged as a student leader in our school, heading up service projects and consistently contributing to our local community.

She is a first-generation college student. She currently attends Brevard College and was awarded numerous scholarships to make her attendance at this college possible. Scholarships were awarded based both on her academic success and her participation/leadership in extra- curricular activities.

Clearly, this student is a CEC success story. She makes us (her CEC family), her friends and family, our school district, and community extremely proud. She continues to serve in her new college community and is already participating in service projects at Brevard. We look forward to seeing her legacy continued through her younger brother, who is currently a freshman at Craven Early College.”

Crossroads Arts & Science Early College, Iredell-Statesville Schools

“Our school experienced some major changes last year from August to June 2016. We did some self-reflection, surveying, and data research to determine what program improvements were necessary. After the review process, our staff decided to expand our program to include more options for our students. Initially, we were known as being a Fine Arts focused early college (VPAC). During our data review, we determined that our high school graduation rate was very high (97%), however we had a small percentage of our students graduating with a Fine Arts Associate degree. A majority of our students were seeking degrees in Arts and Science, while only about 15% were seeking a Fine Arts major. With this information, we worked collectively with our district central office, our IHE partner, our community, and our students to expand our elective options at the high school level, and degree options at the college level. As we made plans to offer more course options and degree pathways, we decided a school name change was necessary. We surveyed our students, parents, community, and staff for input on names. We ended with renaming our school Crossroads Arts & Science Early College, and this name change became official on July 1, 2016. We also added a CTE position that offers 3 CTE course options for students. Students can choose between Fine Arts electives such as Dance, Band, Chorus, Visual Art, Piano, Guitar, and orchestra or they can pick a CTE track that includes Principles of Business and Finance, Entrepreneurship, and Project Management. In addition, students have more options in their completion pathways from our

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IHE. Students now have access to the certificate programs, and along with all the degree options that Mitchell Community College provides.

Last winter, we recruited new students based on these new program changes for 2016-17. We were happy to see almost 100 more applicants than normal during our application window. We filled all our new CTE sections, so that helped validate our expansion plan. Our students are meeting with high school and college advisors to discuss their various degree options. We also have our first student accepted into the Nursing program at IHE. Overall, these program changes have helped us meet the needs of more students. We look forward to seeing more students complete or meet their career goals.”

Davie Early College High School, Davie County Schools

“We want to share the story of two students who best represent the mission of Davie Early College High School. These students come from backgrounds full of hardships and tragedy. Both are from single parent homes and have lived in poverty their entire lives. These two unforgettable students are first generation college, in financial need and represent those underserved in the university setting.

One student is an African American female whose father was murdered when she was in elementary school. Her mother worked two jobs ever since to make ends meet for her and her younger brother. When she decided to attend our school, she was quiet, insecure, and scared. She didn't know who she was or where she was going; she only knew she wanted to break the cycle of poverty and the only way to do that was through education. It may have seemed like an impossibility at first, but with the support of the Davie Early College High School, this student became the Valedictorian of her class and received a full scholarship to Chapel Hill where she will pursue a bachelor’s degree in public policy, with a minor in social and economic justice. She finished high school with a 4.8 GPA while working and leading extracurricular activities. She was awarded the 2016 Academic Excellence Award for the Davidson County Community College system. She was the first Early College student to win this award for Davidson County Community College. She was also awarded the Davie Early College Phoenix Award, which represents the very best at Early College. This award considers academics, citizenship, leadership and character. We have a tradition of reading words of affirmation for each graduate. Our affirmation for this student was, “With a soft voice and a fierce heart, you are on your way to conquer the world. We have been blessed by your presence with us.”

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Another student is a first-generation English speaker whose mother immigrated here from Latin America. This student rarely spoke when she first came to our school. She was unsure of herself and felt her opinions and ideas had no worth. Our school requires students to perform 20 hours of community service each year, so she chose to volunteer at a local preschool. When she saw their need for age appropriate books, she found her voice through a passion for service. She organized and led a county wide book drive that benefited several preschools in our town. In finding her voice, she found strength and self-worth. She also received a full scholarship to UNC Chapel Hill and plans to become a pediatric speech therapist. This student graduated high school with a 4.5 GPA while working and leading extracurricular activities. She was also awarded the Davie Early College Phoenix Award. Her graduation affirmation was, “We are grateful for your gentle spirit, your generous heart, and your unassuming nature. You have blessed us greatly with your time and gifts.”

These are just two of countless success stories. Our school is a real family. We strive to identify and bring out the best in each other, students and teachers. We support one another. We push one another. We celebrate one another. We are grateful for our school community, Davie County Early College High School and for the opportunity to support and teach students in a collaborative and innovative environment that encourages ALL STUDENTS to reach their full potential regardless of background and socio-economic status.”

Edgecombe Early College High School, Edgecombe County Schools

“Edgecombe Early College has a literacy partnership with our IHE's library that has been central to our self-directed reading program called Early College Reads. Due to this collaboration, our 160 students have read over 2,000 books in the past year outside of their regular academic classes! This just goes to show the great things that can happen when a CIHS and IHE work together to improve student outcomes!”

Franklin Early College High School, Franklin County Schools

“We are fortunate to have many students that work extremely hard during their time at Franklin County Early College. One student is a particular success story. She will be the first in her family to graduate from college. She has been persistent and pushed herself to reach her goals throughout her experience at the Early College. In November of 2015, her Dad was in a terrible car crash and became paralyzed. As a result, she has taken on the responsibility of supporting her Dad and nursing him back to health while balancing a full course load. She is a resilient,

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humble, and helpful young lady that never complains. She came during the summer to decorate the school! She is graduating a year early, ranking in the top 3% of her class with hopes of attending the University of North Carolina at Chapel Hill with a major in Biological Science to become an Anesthesiologist.”

Granville Early College High School, Granville County Schools

“One student, adopted at the age of 10, survived more personal challenges in her 19 years than some people experience in a lifetime. While at Granville Early College High School, she lived on her own with a family friend and worked at McDonald’s as a means of supporting herself. On several occasions, this student served me at the McDonald’s drive-through window. She was efficient and professional, had a pleasant speaking voice, and always had a smile on her face. One evening last fall, one of the workers at McDonald’s was assaulted and wounded by another person who fired a gun. This happened while this student was working. Although she was shaken initially by the incident, she didn’t let it stop her. She continued to work there while managing college courses at Vance-Granville Community College with perseverance and maturity. She pressed through in five years and graduated in May 2016 with her high school diploma and her Associate of Arts degree.

She now attends the University of North Carolina at Greensboro. I received a text from her in September (9/25/16). She wanted us to know that signing up as an independent student, the college’s financial aid department was able to give her all the financial assistance she needed, including student insurance. She even received $170 back in refunds. This student still works part-time jobs outside of school, but she is making it in college and on her way.”

Greensboro College Middle College, Guilford County Schools

One student’s “dad was concerned about his daughter’s current educational situation, so he sought help from her traditional high school principal. He knew his daughter was bright and talented, but she had become disengaged and unmotivated with school. Suffering from anxiety and stress, this student spent most of her 11th grade year in a home-schooling environment taking online classes. However, that wasn’t working for her either. She had lost her passion for learning; she even considered dropping out and giving up. With a referral from the principal, her dad contacted Greensboro College Middle College in hopes that she would be able to make a

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new start. He wanted her to have the chance to re-engage with school, graduate and attend college. Both she and her dad knew it would take a lot of effort and hard work to make up for the time she lost and the poor grades she earned in some of her courses. She was also seeking a place she could make new friends and feel accepted by her peers.

During meetings with the Greensboro College Middle College administration and counseling department, this student was enrolled. Working together, a schedule was crafted which enabled her to complete all the courses she needed to graduate high school on time with her cohort, and to enroll in some Greensboro College courses. She also found, with support from the school staff and students, that she was happy and excited about school once again. Now she has been accepted by every college that she applied to, including University of Alabama, Mississippi State University, Coastal Carolina University, Wingate University, University of Kentucky, Florida Gulf Coast University, College of Charleston, and Savannah College of Art and Design.

This student’s story exemplifies the essence of what the Middle College program was designed to do, which is to enable students to reach their full potential, graduate high and prepare for college. Each year many students just like her attend Greensboro College Middle College, looking for a unique school environment where they can get the most out of their last years of high school. Our goal is to keep providing that opportunity.”

Haywood Early College High School, Haywood County Schools

Haywood Early College was established ten years ago, we are located on the campus of Haywood Community College. We have a strong support system of collaboration with our community college. This support allows us to meet the needs of our students at every level, academically, emotionally, and financially. An example of this support system is happening with a 4th year student that was diagnosed with an aggressive and very rare type of cancer during her 3rd year of enrollment. Over the past 2 years this student has been in treatment in many different locations, and sometimes in different states. Our community college partner has helped us bridge the gaps that have occurred during this duration of the student’s illness. We have worked together to ensure that this student can and will complete the rigorous requirements of obtaining a high school diploma and Associate's in Arts degree. This is the fourth high school in which I have worked, I can truly say that this is the way students should be treated and taught. The CIHS experience is special and I enjoy watching the many ways in which everyone works together to support each and every student’s learning experience.

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Hertford County Early College High School, Hertford County Schools

“Our school has had too many successes to try to name just one; I will mention a few. In the last four years, our school has shown growth across the board in all EOC tested areas and on several North Carolina Final Exams. We have managed to raise our school’s performance grade by four points in 2015-2016. None of our teachers left our school last year. We increased our enrollment by intaking the largest class in school history for 2016-2017 with a total of 51 accepted students. 49 of the 50 students attended. Two relocated out of the state.

We have started a Peer Tutoring Program with our local primary school, established a PTSO complete with officers for each role, secured a grant to host our first Summer Transition Program in 2015, created an Advisory Period, Community Service Program, Fit Fridays, monthly campus-wide clean-up opportunities, monthly Club Days, Study Hall & Remediation Period, revamped the Master Schedule so that all teachers have a common planning time, increased parental involvement, and have improved our relationship with our community college partners by establishing monthly meetings and revising our MOA. Our school has been recognized by Newsweek Magazine and the U. S. News and World Report for graduating students who are career and college ready at extremely high rates. We have also managed to leverage district resources to provide additional compensation for teachers who teach during their planning time.

Our school has also paved the way for establishing a schedule of Peer School Visits for other early colleges across the state to meet monthly to share best practices, in addition to starting a school-based community garden. Our school staff and students lead and serve at various conferences across the state and was in the process of applying for and receiving an innovative excellence award with NCNS prior to its closing. We have also established CTE concentrator pathways for students to become CTE concentrators and earn work readiness certifications. We’ve also been featured in our local newspaper on several occasions because of the success of our students and staff.”

Macon Early College High School, Macon County Schools

“I had always feared that I wasn’t capable of handling the challenges that would come with going to college, such as the difficult coursework and new lifestyle. But that all changed when I got to Macon Early College. MEC helped me attain the skills necessary to succeed in my continued education. The wonderfully supportive staff, well-developed curriculum, and many

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opportunities for student leadership helped me transition in to life at a university. The successes I’ve achieved thus far are due largely to the experiences at MEC that have helped me grow as a person.” - Student, MEC Class of 2016

This student “is currently attending UNC at Chapel Hill where he is majoring in Biology and Political Science.”

Mayland Early College High School, Mitchell, Avery and Yancey County Schools

“MECHS has a young lady who has been in foster care for several years. She has chosen to pursue an Associate Degree in Human Services so that she can give back what she has received. Her personal story is filled with tragedy and loss but she has overcome these hardships with the help of the caring faculty at Mayland Early College High School.”

Middle College at UNCG, Guilford County Schools

“The first success story involves an African American male student that graduated in my first graduating class, 2015. This student came from a single parent home and does not have a consistent relationship with his father. He transferred to the MC at UNCG in the spring of his sophomore year as an "average" student, as he described himself, making Cs. After one semester at the MC at UNCG, he was able to realize his true potential and started making straight A's in both his honors level and college classes. He graduated with over 30 college credits and ranked in the top ten in his class. He applied to and was accepted into over ten colleges and universities, including Harvard. He decided to go to UNCG and dually enroll in Harvard in preparation of becoming a nurse.

Another success story involves a student that tried to dropout multiple times during her junior year. She came from a divorced home where the parents do not get along and are constantly fighting. She went back and forth between two homes with completely different expectations and structures. She was screaming for attention from her mother and felt that her mother did not love her or care about her. She felt that her father was too strict and had too high of expectations. She did not feel wanted in either home. She started missing a lot of school and ran away multiple times. She indicated that she was not returning to school and had checked on what it was going to take to get her GED. After several meetings with a team of people; both parents, school social worker, counselor, the student and the principal, we devised a plan of

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action to try to keep her in school and allow her to graduate a year early. Those plans fell through because she did not successfully complete the course work to meet graduation requirements. We then went to plan B; getting her enrolled into the summer classes she needed to have her meet those requirements. This time she was successful and met all graduation requirements this past August. The student is doing better and is considering going to GTCC in the near future.”

Nash-Rocky Mount Early College High School, Nash Rocky Mount Schools

“Early Colleges are intentionally designed for the student who would benefit from advanced instruction, or who is first generation college, or who is otherwise at risk of dropping out. The two success stories below from the Nash-Rocky Mount Early College, highlight on an individual student basis, the fulfillment of this purpose as set forth by the NC General Assembly in the legislation that created Early Colleges. Another attribute of our Early College that made this success possible is our scale. Although we exist on a large sprawling campus, we are a small community of learners where every teacher knows every student by name. We are an AVID school and integrate AVID strategies and advisory in our AVID electives that students take at each grade level. It is in the building of relationships as this community of learners that we are able to achieve such successes as these stories…and also other successes, such as being an "A" school and having a graduation rate above 96%.

One of our students who graduated this past May (2016) came to ECHS as a freshman with determination and dreams. Despite her health conditions she persevered. Although she had to wear a machine that kept her heart pumping because of a condition with her aorta, she never allowed her health to be an excuse. She learned the skills necessary to be successful in a rigorous curriculum. She never missed a day of school and could always be found in the college's library or a teacher’s classroom studying if she was not in class. When her health declined, she did not waiver. She would advocate for herself, as she had learned from her teachers, because her education was very important to her. During her senior year of high school, she received the news that she needed a heart transplant. Her experiences being part of the Early College family, helped her see this news as just another challenge to overcome, and she had no problem stepping up to the plate. The result? Despite having a heart transplant her senior year, she fulfilled the Early College’s mission by graduating with her Associate’s Degree from Nash Community College and receiving her high school diploma. Today, she is a student at NC Wesleyan College. SBCC 02/17/2017 33 Attachment PROG 04

Another one of our students who will graduate this coming May (2017) came to Early College to earn his associate degree. It was not long before the academics of a liberal arts education left him longing for more hands-on courses. By 12th grade, he struggled to keep up with classroom academics and his attendance was sub-par. The college liaison and counselor helped him explore the certificates offered at Nash Community College. The machining program sparked an interest because his father has a workshop of machining tools at their house. Once he started to take machining courses, he became a completely different student. He was excited again about attending school and often brought his finished work from class back to show his high school teachers. His parents are so excited about the new enthusiasm that he shows for his work. He will graduate this spring with his high school diploma as well as his Community College Certificate in Industrial Systems Technology—Machining Maintenance. He will also be attending a National Conference with the Community College Machining Club this summer.”

Pender Early College High School, Pender County Schools

“The success of Pender Early College can be observed through the achievements of the students and teachers. This diverse school pulls students from every part of the county and mirrors the demographics of the county. Teachers consistently go above what is expected by building lasting relationships with students, challenging and engaging students, and working with students outside of class time. They have literally changed the course of some of their students’ lives. One such student was the first student in her family to graduate from high school. She struggled with her classes at Pender Early College, particularly English classes. She lacked academic support from her house and English was her second language. However, for five years the teachers and staff supported and encouraged her. At the end of her time at Pender Early College she graduated from high school and obtained more than 30 credits at Cape Fear Community. This student is one of the many success stories at Pender Early College.”

Rutherford Early College High School, Rutherford County Schools

“Approximately 88% of the student population at Rutherford Early College High School is economically disadvantaged and/or first generation college going. This year we are celebrating our 6th consecutive year of a 100% graduation rate. Last year students at REaCH completed 918 college classes with a 84% passing rate of a C or better. We base our success on the great

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relationships that we develop with our students and families, our focus on continuous improvement through data driven professional development, and the incredible support network we have developed to meet the needs of our student population. In 2013 REaCH was recognized as a National Blue Ribbon School and in 2015 Ms. Ledbetter, history teacher at REaCH, was awarded Region 8 teacher of the year.

Rutherford Early College continues to grow and adapt to the needs of our community. We currently plan to expand the opportunities for our students in Applied Science and Business to prepare students who are interested in advanced manufacturing or business. We are committed to ensuring that every student graduates college or career ready.”

Sandhoke Early College High School, Hoke County Schools

“In learning to understand what it means to develop college readiness in students, Sandhoke leadership team embraced a whole-team approach to implementing systemic practices in every classroom that support expected academic behaviors essential to academic success in both high school and college. For many students, the high expectations for academic behaviors and skills has been challenging; we saw a high percentage of our students flailing, trying to survive and stay in school. Many students wanted to quit the program before finishing the associate degree while others gave no other choice but to focus on their high school diploma. So we have set the pace to implement a comprehensive approach to dealing with students’ social emotional learning.

First, we are developing a comprehensive counseling program for all students. We have improved our parent conferencing to ensure students' voices are heard and it is students identifying strategies to improve academic performance. The intervention team meets once a month and continues to identify students struggling socially and academically in classrooms. We create Personal Education Plans for those students falling below a 70 in any class. We added additional time to weekly advisory to provide students and advisors more time to review grades through Power School and other activities created by counselors. We placed freshman seminar in 4th block and created a syllabus for the course that includes rotation to receive academic support in English, Math and Spanish and 30-45 minutes of study time. Freshman Seminar also has guest speakers and other activities focused on helping students develop emotionally.

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We host 3 P.A.S.S. nights (Providing Academic support for Student Success), which have three facets to the event: informational sessions for parents, show and tell of students learning by students and teacher conferencing.

We realigned curriculum: Biology became a 3rd year course, Chemistry became the second year and MATH 2 is a prerequisite for chemistry. We saw an increase in NCFE scores in chemistry in 2015-16. We are experiencing more mature, more responsible students in biology; this also will support students as they enroll in college biology in an effort to increase performance in the science courses and more science associates. We implemented a Special Interest English to focus on the NCGP and SAT/ACT prep; this enabled ENG 4 be instructed to its fullest capacity to increase ENG 4 NCFE scores; it was also implemented to improve students’ performance on ACT/SAT assessments. We restricted Accuplacer testing to reinforce the need to learn in class the content for placement success. We are gaining improved results on Pre ACT, PSAT and ACT scores for college placement in to English and Math courses. Our fall 2016 PREACT scores resulted in 19.1 composite for 91 students. In fall 2015 we implemented Applied Math for students entering high school with low math scores but also for high performers because we recognized our promotional rate was impacted by students not maturing within the first semester of high school and thus we identified GPAs were suffering; so we paired Advance Inquiry with Applied Math and Freshman Seminar to help students transition more successfully into high school and the rigor SH integrates in all of its classrooms. Our 2015-16 Math 1 scores improved tremendously, earning an overall 84.5 proficiency. Our efforts to provide all students equal and equitable access to an excellent education resulted in earning an "A" grade for 2015-16 School Year. We are seeing about 69% of students graduating with both a high school diploma and an associate degree. We also are experiencing our students entering the military and workforce ready. We have created an academic environment designed to give students ownership over their journey.”

Stanly Early College High School, Stanly County Schools

“The article below was written by our school's student reporter for our local newspaper. It originally appeared in the paper in October. It features a school-wide event that involved all students and staff.”

The Early College is Going Global

By [Student Name]

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“On Friday, October 14th, 2015 Teacher of the Year Serenity Smith gave a phenomenal presentation on global awareness.

Mrs. Smith toured many South African schools and cities over the summer. She was incredibly changed after bearing witness to the stark divide between the wealth and poverty of the country, and learning about Apartheid and its effect on South Africans. She saw how eager the children are to learn and how education is a privilege to them. Most remarkable of all, despite the children’s own struggles, many of their school assignments deal with helping other people and the community.

Mrs. Smith decided that her own place of education could make a difference as well. Stanly Early College will have a Global Awareness Week from October 17th-21st. To enhance students’ cultural perspectives, they will be asked to participate in activities that will illustrate the struggles of students in less fortunate situations.

The first day will include a Water Walk, in which students will walk to the “community spring” to take water to the village. The only source of water for many impoverished villages is a relatively close creek or stream.

No Technology Day is next, when students’ cellphones will be turned in to the teachers and no electronics will be used in the classroom. Many schools in South Africa cannot afford the abundance of cell phones, projectors, and computers found in American schools.

The third day, students will be asked to bring a modest lunch consisting of a sandwich and a light side or two. Countless children around the globe have to ration their food to make it through the day.

The fourth day students will be asked give up comfortable chairs and desks for sitting on the floor. Cozy furniture is a luxury that third-world schools can’t always provide.

The finale of the week is a guest speaker who will discuss the struggles he or she has had to face growing up. Hopefully students will be inspired by a personal perspective of global struggles.

The Early College is also planning to sponsor a child in a less fortunate country so that she can go to school. The cost is only $39 a month, or roughly $1.25 a day. Certain days will be set, during which the school will raise money. For example, students will be able to pay a dollar to wear a hat to school. Mrs. Smith also plans on broadening the global reach in the future, so that possibly each grade level can sponsor a different child.

SBCC 02/17/2017 37 Attachment PROG 04

It is all too easy to live in a bubble and only be aware of happenings in one’s own community. Mrs. Smith and the Early College plan to combat this apathy with education about global issues, as well as fundraising to make a small difference in the world, and a huge difference to a child.”

STEM Early College at NC A&T, Guilford County Schools

The STEM Early College at N.C. A&T was designated as a 2014-2015 STEM School of Distinction (Prepared Level) and received the NC STEM recognition in 2014.

During the 2015-2016 school year, a team of students earned third place recognition in the National Real World Design challenge. The students worked collaboratively on designing a solution to a real-world engineering challenge. A team of students from The STEM Early College at N.C. A&T were also RWDC State Champions during the 2013-2014 and the 2014- 2015 school years.

Students in the Environmental Club presented five demonstrations at The Center for Energy Research and Technology 2016 Energy Day. The students showed elementary and middle school students how a wind turbine works, how to cook with solar energy, how to use light bulbs efficiently, how to create art with recyclable materials, and how to use a bicycle to produce energy.

Through the financial support of Syngenta, The STEM Early College at N.C. A&T hosts a two- week agricultural summer camp. Since its inception, the camp has increased its enrollment from approximately 15 participants to approximately 26 participants. Additionally, the camp has grown to not only include local high school students, but also students from different states who are visiting relatives in Guilford County while on summer break. The purpose of the camp is to expose students to all phases of the food supply chain. The students visit various agricultural related businesses, such as Syngenta and John Deere, and small farms and markets, like Braeburn Farms and the Farmer's Curb Market. They have participated in soil testing and planting and gardening designs.

Stokes Early College High School, Stokes County Schools

“We have many success stories. Below are just a few:

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One student “graduated in May 2016. She was offered just over $975,000 in scholarship awards. Her story graced our local newspaper as well as several news segments on WXII and FOX8. This student is from a single parent home, and her motivation to excel came from being the first person in her family to attend college. She is now a junior at Elon University.

Another student, a current junior at Appalachian State University, graduated in May 2016. She was the recipient of the ACCESS Scholarship, which completely covers her tuition and room and board. She is the first person in her family to attend college. This student succeeded in the face of many challenges including cerebral palsy, a mother and brother in prison, and extreme poverty.

Another student, a current junior at Winston-Salem State University, received a full academic scholarship. She and her sister, another Stokes Early College graduate, are the first individuals in their family to attend college. This student overcame physical disabilities with her legs and hearing, which delayed her walking and speech in her adolescent years, to excel in our program. She was our valedictorian in May 2016.”

Tri-County Early College High School, Cherokee County Schools

“Tri-County Early College’s graduating class of 2016 was truly a challenge from the beginning. One student had been diagnosed with Muscular Dystrophy a year before and we watched as he deteriorated from walking with crutches to using a walker to pushing himself in a wheelchair to being completely wheelchair bound with almost no muscle strength or ability to move at all. His schedule had to be strategically done so he could leave when he got too tired in the afternoons. Absences and missed classes had to be offset with extra support and help, but the extra time and effort were always well worth it for TCEC’s faculty and staff. He was determined and never complained, although we all knew he was struggling beyond what we could understand. This student graduated this past May with 40+ hours of college credits. He currently attends Young Harris University where he is studying pre-engineering. He is totally independent of his family, living with a caregiver in a specially designed dormitory. His goals are to earn a Bachelor’s degree in Computer Engineering. If anyone had a right to give up and just focus on living, this student did. He credits TCEC for giving him the care and encouragement he needed to finish high school and for giving him the courage and confidence to enter college just like all his peers.

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That student may have been physically disabled, but many of his classmates had behavioral, emotional, and learning disabilities, both diagnosed and suspected. One student had a reading disability. Passing any English, literature, or reading-based class was truly a chore for him. He graduated with 36 college credit hours and although he did not immediately go to college after graduation, the fact that he persevered through high school and received his diploma is a testament to both his and his teachers’ determination. Another student had an acute deficit in his math skills and in his confidence to do math correctly, no matter how basic. He needed many hours of one-on-one help and reassurance in his abilities. He is currently a history major at Western Carolina University.

The list is long for this group. Another student wrestled with gender identity while two others grappled with sexual identity. Another had extreme depression coupled with anxiety along with an Asperger’s diagnosis. Another student was the son of divorced parents who lived with his mother. His father never paid child support. Another student never even knew who his father was. Another student’s family was one of extreme poverty which manifested itself in the typical behaviors seen of those in such circumstances. One of her brothers was in prison and one had two children with two different mothers by the time he turned 19. Both had dropped out of high school and neither of her parents had graduated from high school. Another student was also raised in extreme poverty but was the oldest child and spent a great deal of time watching her two younger siblings while her mom and dad worked away and overnight much of the time. Another student’s parents had gone through a nasty divorce which contributed to her mother getting hooked on methamphetamines. Another student lost her father when she 10 and had never recovered from the sense of abandonment she felt, which led her to harm herself through cutting. Another student’s father was physically abusing his mother and threatened to harm him and his brother if they told anyone. Another student’s mother was a drug addict and alcoholic. Another student was autistic. Another student had been granted a protective order against her mother who kept threatening to harm her and remove her from school. Several of these students had fallen behind in earning enough credits for their high school diploma but were able to opt for a fifth year and become super seniors instead of dropouts. Of this group, only a few had happy, stable home lives and pasts.

Because of the close relationships developed between staff and students at TCEC and the tremendous amount of support we are able to offer, students who most said would never make it, did. Not only did they finish high school or stay a fifth year to complete it, 78% of them also earned an Associate’s Degree in College Transfer. 86% of them went on to a university, one of them stayed at TCCC to finished his Associate’s Degree in Machining, one is running his own SBCC 02/17/2017 40 Attachment PROG 04

livestock business, and one joined the Air Force two ranks above his peers of the same age. Of the five who chose to stay a fifth year, all of them are on track to receive their AA in College Transfer in May. ALL these students will tell you that the Early College is the reason they are where they are today. They feel as if they were truly cared for and purposefully prepared for their futures. They have been given a chance to change their lives and the lives of their families. This is how Tri-County Early College measures its success. This is the difference an Early College can make.”

Yadkin Valley Regional Career Academy, Davidson County Schools

We are building our internship program this year to give our students workforce exposure in their pathway of study. We have partnered with Novant Health for our Health Science programs, and HAECO for our Advanced Manufacturing program. We have doubled our internship this year and several of our students have received job offers because of this.

NC Cooperative Innovative High Schools and School Districts Currently Open in 2016-17

District School IHE Name Alamance-Burlington Middle College High 1 Alamance-Burlington Schools School Alamance Community College 2 Alexander County Schools Alexander Early College Catawba Valley Comm College 3 Anson County Schools Anson Early College High School South Piedmont Comm College School of Inquiry and Life Sciences at A-B Technical Community 4 Asheville City Schools Asheville College 5 Avery County Schools Avery County High School Mayland Community College 6 Avery County Schools Avery County High School STEM Academy Mayland Community College 7 Avery County Schools Avery County High School Viking Academy Mayland Community College 8 Beaufort County Schools Beaufort County Early College High School Beaufort Community College 9 Bertie County Schools Bertie County Early College High School Martin Community College 10 Brunswick County Schools Brunswick County Early College High School Brunswick Community College Buncombe County Early College High A-B Technical Community 11 Buncombe County Schools School College Buncombe County Middle College High A-B Technical Community 12 Buncombe County Schools School College A-B Technical Community 13 Buncombe County Schools Martin L. Nesbitt Jr. Discovery Academy College Western Piedmont Comm 14 Burke County Schools Burke Middle College High School College

SBCC 02/17/2017 41 Attachment PROG 04

Rowan -Cabarrus Comm 15 Cabarrus Kannapolis Schools Cabarrus Early College of Technology College Cabarrus-Kannapolis Early College High Rowan -Cabarrus Comm 16 Cabarrus Kannapolis Schools School College Caldwell Comm College and 17 Caldwell County Schools Caldwell Career Center Middle College Tech Institute Caldwell Comm College and 18 Caldwell County Schools Caldwell Early College High School Tech Institute 19 Camden County Schools Camden Early College College of the Albemarle 20 Catawba County Schools Challenger Early College High School Catawba Valley Comm College Charlotte-Mecklenburg 21 Schools Cato Middle College High School Central Piedmont Comm College Charlotte-Mecklenburg 22 Schools Charlotte Engineering Early College UNC Charlotte Charlotte-Mecklenburg 23 Schools Harper Middle College High Central Piedmont Comm College Charlotte-Mecklenburg 24 Schools Levine Middle College High Central Piedmont Comm College Charlotte-Mecklenburg 25 Schools Performance Learning Center Central Piedmont Comm College 26 Chatham County Schools Chatham School of Science and Engineering Central Piedmont Comm College 27 Cherokee County Schools Tri County Early College High School Tri-County Comm. College 28 Cleveland County Schools Cleveland Early College High School Cleveland Comm. College 29 Columbus County Schools Columbus Career and College Academy Southeastern Comm College 30 Craven County Schools Craven Early College High School Craven Community College

Early College EAST (Eastern Applied 31 Craven County Schools Sciences and Technology) Craven Community College 32 Cumberland County Schools Cross Creek Early College High School Fayetteville State University Cumberland International Early College High 33 Cumberland County Schools School Fayetteville State University 34 Cumberland County Schools Howard Health & Life Sciences High School Fayetteville Tech Comm College 35 Currituck County Schools J.P. Knapp Early College High School College of the Albemarle 36 Davidson County Schools Davidson Early College High School Davidson County Comm College 37 Davidson County Schools Yadkin Valley Regional Career Academy Davidson County Comm College 38 Davie County Schools Davie County Early College High School Davidson County Comm College 39 Duplin County Schools Duplin Early College High School James Sprunt Comm College 40 Durham Public Schools City of Medicine Academy Durham Tech Comm College 41 Durham Public Schools Hillside New Tech High School Durham Tech Comm College Josephine Dobbs Clement Early College 42 Durham Public Schools High School North Carolina Central University 43 Durham Public Schools Middle College High School At DTCC Durham Tech Comm College 44 Edgecombe County Schools Edgecombe Early College High School Edgecombe Comm College 45 Franklin County Schools Franklin County Early College High School Vance-Granville Comm College 46 Gaston County Schools Gaston Early College High School Gaston College 47 Granville County Schools Granville Early College High School Vance-Granville Comm College 48 Greene County Schools Greene Early College High School Lenoir Community College

SBCC 02/17/2017 42 Attachment PROG 04

49 Guilford County Schools Greensboro College Middle College Greensboro College 50 Guilford County Schools Middle College at Bennett Bennett College 51 Guilford County Schools Middle College At GTCC - Greensboro Guilford Tech Comm College 52 Guilford County Schools Middle College at GTCC - High Point Guilford Tech Comm College North Carolina A&T State 53 Guilford County Schools Middle College at N.C. A&T University 54 Guilford County Schools Middle College at UNC Greensboro UNC- Greensboro Middle College High School At GTCC - 55 Guilford County Schools Jamestown Guilford Tech Comm College STEM Early College at North Carolina A&T North Carolina A&T State 56 Guilford County Schools State University University 57 Guilford County Schools The Academy at Ben L Smith High School Guilford Tech Comm College 58 Guilford County Schools The Academy at High Point Central Guilford Tech Comm College 59 Guilford County Schools The Early College at Guilford College Guilford College 60 Haywood County Schools Haywood Early College High School Haywood Comm College 61 Henderson County Schools Henderson Early College High School Blue Ridge Comm College Roanoke-Chowan Comm 62 Hertford County Schools Hertford County Early College High School College 63 Hoke County Schools Sandhoke Early College High School Sandhills Comm College 64 Hyde County Schools Mattamuskeet Early College High School Beaufort Community College Collaborative College for Technology and 65 Iredell-Statesville Schools Leadership Mitchell Community College 66 Iredell-Statesville Schools Crossroads Art and Science Early College Mitchell Community College 67 Jackson County Schools Blue Ridge Early College High School Southwestern Comm College 68 Jackson County Schools Jackson Early College High School Southwestern Comm College Johnston County Career and Technical 69 Johnston County Schools Leadership Academy Johnston Comm College 70 Johnston County Schools Johnston County Early College Academy Johnston Comm College 71 Johnston County Schools Johnston County Middle College Johnston Comm College 72 Lee County Schools Lee County Early College High School Central Carolina Comm College 73 Lenoir County Schools Lenoir County Early College High School Lenoir Community College 74 Macon County Schools Macon County Early College High School Southwestern Comm College A-B Technical Community 75 Madison County Schools Madison Early College High School College 76 McDowell County Schools McDowell Early College McDowell Community College 77 Mitchell County Schools Mayland Early College High School Mayland Community College Nash-Rocky Mount Early College High 78 Nash Rocky Mount Schools School Nash Community College 79 New Hanover County Schools Isaac Bear Early College High School UNC Wilmington 80 New Hanover County Schools Wilmington Early College High School Cape Fear Comm College 81 Northampton County Schools Northampton Early College Halifax Community College Northeast Regional School of Biotechnology 82 Northeast Regional School and Agriscience Martin Community College 83 Pender County Schools Pender Early College High School Cape Fear Comm College Person Early College of Innovation and 84 Person County Schools Leadership Piedmont Community College SBCC 02/17/2017 43 Attachment PROG 04

Pitt County Schools Early College High 85 Pitt County Schools Schools School Pitt Community College 86 Polk County Schools Polk County Early College High School Isothermal Comm College Public Schools of Robeson 87 County PSRC Early College at RCC Robeson Community College 88 Randolph County Schools Randolph Early College High School Randolph Comm College 89 Richmond County Schools Richmond County Early College High School Richmond Community College 90 Rockingham County Schools Rockingham Early College High School Rockingham Community College Rowan -Cabarrus Comm 91 Rowan County Schools Rowan Early College High School College 92 Rutherford County Schools Rutherford Early College High School Isothermal Comm College 93 Sampson County Schools Sampson Early College High School Sampson Comm College 94 Scotland County Schools Scotland Early College High School Richmond Community College 95 Stanly County Schools Stanly Early College High School Stanly Community College 96 Stokes County Schools Stokes County Early College High School Forsyth Tech Comm College 97 Surry County Schools Surry Early College High School of Design Surry Community College 98 Tyrell County Schools Columbia Early College High School Beaufort Community College 99 Union County Schools Union County Early College High School South Piedmont Comm College 100 Vance County Schools Vance County Early College High School Vance-Granville Comm College Vernon Malone College and Career 101 Wake County Public Schools Academy Wake Tech Community College 102 Wake County Public Schools Wake Early College of Health Sciences Wake Tech Community College 103 Wake County Public Schools Wake STEM Early College North Carolina State University 104 Wake County Public Schools Wake Young Men's Leadership Academy St. Augustine's University 105 Wake County Public Schools Wake Young Women's Leadership Academy St. Augustine's University 106 Warren County Schools Warren Early College High School Vance-Granville Comm College Caldwell Comm College and 107 Watauga Public Schools Watauga Innovation Academy Tech Institute 108 Wayne County Schools Wayne Early Middle College High School Wayne Community College Wayne School of Engineering at Goldsboro 109 Wayne County Schools High School Wayne Community College 110 Weldon City Schools Roanoke Valley Early College Halifax Community College 111 Wilkes County Schools Wilkes Early College High School Wilkes Comm College 112 Wilson County Schools Wilson Academy of Applied Technology Wilson Community College 113 Wilson County Schools Wilson Early College Academy Wilson Community College

Winston-Salem/Forsyth 114 County Schools Early College of Forsyth County Forsyth Tech Comm College

Winston-Salem/Forsyth 115 County Schools Middle College of Forsyth County Forsyth Tech Comm College 116 Yadkin County Schools Yadkin Early College High School Surry Community College

SBCC 02/17/2017 44 Attachment PROG 05 (REVISED 02/14/2017) STATE BOARD OF COMMUNITY COLLEGES Associate in Fine Arts Uniform Articulation Agreement

Request: The State Board of Community Colleges is requested to approve the Proposal for a Uniform Articulation Agreement Between The University of North Carolina Baccalaureate of Fine Arts Programs and the North Carolina Community College System Associate in Fine Arts Visual Arts Programs, which is an agreement jointly created by the North Carolina Community College System and the University of North Carolina Baccalaureate of Fine Arts Visual Arts programs.

Background: Since 2013 community college and university visual arts faculty, department chairs, and administrators have been focused on forging productive, collaborative relationships founded on the common goal of best serving students pursuing the visual arts in North Carolina’s public community colleges and universities. The implementation of the 2014 Comprehensive Articulation Agreement between the two systems presented motivation for visual arts programs across North Carolina’s institutions of public higher education to re- evaluate the needs of students, to improve curriculum, and to commit to improving inter- institutional collaboration in order to put student success first. There is strong evidence of the successes of these efforts, with highlights including the establishment of the NC Community College AFA Association (NCCCAFAA), the creation of the annual NC Community College Fine Arts Conference (a statewide conference for both community college and university faculty that is in its fourth year in 2017), the inaugural joint visual arts Foundations Summit of September 2016 hosted by the UNC Greensboro College of Visual and Performing Arts, and the creation of the Alliance of Visual Arts Programs (AVAP), a joint alliance of visual arts department chairs and directors from NC’s community college and university programs.

The Alliance of Visual Arts Programs and the NC Community College Associate in Fine Arts Association have worked together to develop improvements in the transfer process that include the following actions: the creation, submission, and implementation of community college AFA Visual Arts curriculum standard revision; the establishment of a community college visual arts core that is closely aligned with a university foundations core; and the creation of the proposed agreement for articulation of the AFA Visual Arts to Bachelor of Fine Arts Articulation Agreement.

Rationale: The Uniform Articulation Agreement is focused on developing seamless transfer for students who begin visual arts studies at a community college and then transfer to one of the UNC baccalaureate of fine arts visual arts programs.

Contact Person: Wesley Beddard, Associate Vice President

SBCC 02/17/2017 Attachment PROG 05 (REVISED 02/14/2017)

PROPOSAL FOR A UNIFORM ARTICULATION AGREEMENT

BETWEEN

THE UNIVERSITY OF NORTH CAROLINA

BACCALAUREATE OF FINE ARTS PROGRAMS

AND

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM

ASSOCIATE IN FINE ARTS IN VISUAL ARTS PROGRAMS

Effective: Fall 2017

Approved by the State Board of Community Colleges on XXXXXXXX

Approved by The UNC Board of Governors on XXXXXXXX

1 SBCC 02/17/2017 Attachment PROG 05 (REVISED 02/14/2017)

TABLE OF CONTENTS

I. Background ...... 3

II. Purpose and Rationale ...... 4

III. Policies ...... 4

IV. Regulations ...... 5

Appendices

A. Participating Programs……………………………………………………………………………………………………………8

B. AFA in Visual Arts to BFA Transfer Committee Procedures.……………………….……. 9

C. AFA in Visual Arts to BFA Transfer Committee Membership….………………………....9

D. AFA in Visual Arts to BFA Articulation Agreement Transfer Credit Appeal

Procedure………………………………………………………………10

E. Associate in Fine Arts (AFA) in Visual Arts Curriculum Standard………………………..……..………12

F. NC Public Colleges and Universities Honoring the AFAVA to BFA AA……………………………………..14

2 SBCC 02/17/2017 Attachment PROG 05 (REVISED 02/14/2017)

I. Background

Since 2013 community college and university visual arts faculty, department chairs, and administrators have been focused on forging productive, collaborative relationships founded on the common goal of best serving students pursuing the visual arts in North Carolina’s public community colleges and universities. The implementation of the 2014 Comprehensive Articulation Agreement between the two systems presented motivation for visual arts programs across North Carolina’s institutions of public higher education to re-evaluate the needs of students, to improve curriculum, and to commit to improving inter-institutional collaboration in order to put student success first. There is strong evidence of the successes of these efforts, with highlights including the establishment of the NC Community College AFA Association (NCCCAFAA), the creation of the annual NC Community College Fine Arts Conference (a statewide conference for both community college and university faculty that is in its fourth year in 2017), the inaugural joint visual arts Foundations Summit of September 2016 hosted by the UNC Greensboro College of Visual and Performing Arts, and the creation of the Alliance of Visual Arts Programs (AVAP), a joint alliance of visual arts department chairs and directors from NC’s community college and university programs.

The AVAP and the NCCCAFAA have worked together to develop improvements in the transfer process that include the following actions: the creation, submission, and implementation of community college AFA VA curriculum standard revision; the establishment of a community college visual arts core that is closely aligned with a university foundations core; and the creation of AFAVA to BFA AA.

The Associate in Fine Arts in Visual Arts to Bachelor of Fine Arts Articulation Agreement (AFAVA to BFA AA) is an agreement jointly created by the North Carolina Community College System and the University of North Carolina BFA visual arts programs. The AFAVA to BFA AA is focused on developing seamless transfer for students who begin visual arts studies at a community college and then transfer to one of the UNC BFA visual arts programs. There are seven BFA-granting institutions within the UNC system whose focus is on the visual arts. While the individual names of these seven BFA degrees may vary slightly between program, for the sake of consistency and clarity we will refer to all four-year BFA [visual arts] degrees as “BFA” within this document. The specific title of each degree will be listed in Appendix A, under Participating Programs.

3 SBCC 02/17/2017 Attachment PROG 05 (REVISED 02/14/2017)

II. Purpose and Rationale

This document presents a uniform, statewide academic progression agreement that will promote educational advancement opportunities for Associate in Fine Arts in Visual Arts graduates moving between North Carolina community colleges and the constituent institutions of The University of North Carolina in order to complete Bachelor of Fine Arts degree. It describes a progression degree plan that includes required general education and prerequisite courses that are acceptable to all state-funded visual arts Bachelor of Fine Arts visual arts programs. AFA in Visual Arts graduates will meet entrance requirements at all of the North Carolina public universities and will meet entrance requirements for application directly to the Bachelor of Fine Arts programs. AFA in Visual Arts graduates must meet the portfolio submission requirements and associated timelines as published by each BFA program. Acceptance into any BFA program is not guaranteed. Each student must follow the admissions process of the specific receiving institution.

This proposal supports the mission of the North Carolina State Board of Community Colleges and Goals 1 and 2 of the University of North Carolina’s strategic document Our Time Our Future, University of North Carolina Strategic Direction. It moves these objectives forward by creating a more seamless and rational transfer process for community college Associate in Fine Arts in Visual Arts students.

III. Policies

The AFAVA to BFA AA is made between the State Board of the North Carolina Community College System and The University of North Carolina Board of Governors. It applies to all North Carolina community colleges that offer the Associate in Fine Arts in Visual Arts program and to those constituent institutions of The University of North Carolina that operate Bachelor of Fine Arts Programs. For the list of participating programs, see Appendix A. The AFAVA to BFA AA applies to all community college students who enter the Associate in Fine Arts in Visual Arts degree program after the effective date of this agreement and who successfully complete the AFA in Visual Arts degree.

4 SBCC 02/17/2017 Attachment PROG 05 (REVISED 02/14/2017)

A. AFA in Visual Arts to BFA Transfer Committee (AFABFATC) Authority to interpret and make changes in the AFAVA to BFA AA rests with the AFA to BFA Transfer Committee (AFABFATC). The AFABFATC is an eight-member co-chaired committee appointed by the Presidents of the North Carolina Community College System and The University of North Carolina. Questions concerning the AFAVA to BFA AA should be directed to the appropriate system’s chief academic office (CAO) with an explanation of the institutional policy that may (appear to) be in conflict with AFAVA to BFA AA. The CAO will forward unresolved questions to the AFABFATC for resolution. Each system will appoint one ex-officio non-voting member of the AFABFATC For further details, see Appendices B and C.

B. Transfer Credit Appeal

If an AFAVA to BFA AA student perceives that the terms of the AFAVA to BFA AA have not been honored, s/he may follow the AFAVA to BFA AA Transfer Credit Appeal Process as outlined in Appendix D.

IV. Regulations

A. Transfer of Credits The AFAVA to BFA AA establishes the procedures governing the transfer of credits for students who graduate from North Carolina Community College AFA in Visual Arts programs and apply to BFA [visual arts] programs at constituent institutions of The University of North Carolina. The AFAVA to BFA AA does not address admission to a specific institution or BFA program within an institution.

1. Eligibility To be eligible for the transfer of credits under the AFAVA to BFA AA, an applicant must enter a community college AFA in Visual Arts program on or after the effective date of this agreement and must earn an AFA in Visual Arts degree in a North Carolina Community College with a GPA of at least 2.0 and a grade of C or better in all transfer courses.

In order to use the AFAVA to BFA AA effectively, students should follow the prescribed AFA in Visual Arts course list. (Appendix E)

2. Procedures governing transfer of Associate in Fine Arts in Visual Arts into Bachelor of Fine Arts

a. The AFAVA to BFA AA enables students who have graduated from North Carolina community college AFA in Visual Arts programs to complete a

5 SBCC 02/17/2017 Attachment PROG 05 (REVISED 02/14/2017)

common list of courses that meet the entrance requirements at all of the BFA in visual arts programs at the constituent institutions of The University of North Carolina. However, because visual arts program admissions are competitive, no student is guaranteed admission to a visual arts program. In addition to meeting entrance requirements transfer students may also be required to submit a portfolio of their creative work, depending on the portfolio requirements for each institution. b. A student who completes an AFA in Visual Arts with a GPA of at least 2.0 and a grade of C or better in the AFAVA to BFA AA courses listed in Appendix E will have fulfilled the BFA program entry requirements, and all courses in the Universal General Education Transfer Component will transfer with course equivalency to fulfill General Education requirements for the BFA. c. These students will receive at least 60 semester hours of academic credit upon admission to a UNC institution.

3. Certification of the Associate of Fine Arts in Visual Arts degree completion Certification of completion of the Associate of Fine Arts in Visual Arts degree in is the responsibility of the community college at which the courses were completed. Transcript identification of the Universal General Education Transfer Component Courses is also the responsibility of the community college at which the courses were completed.

4. Transfer of Courses not originated at North Carolina community colleges Transfer courses that do not originate in a North Carolina Community College or UNC institution may be used under the AFAVA to BFA AA with the following stipulations:

a. Courses must be completed at a regionally accredited institution of higher education; b. Courses must meet general education requirements; and c. Courses may total no more than 14 hours of general education course credit. d. If the courses are used to complete the AFAVA degree, the courses will transfer as a part of the degree.

5. Transfer of Advanced Placement (AP) course credit Advanced Placement (AP) course credits, awarded for a score of three or higher, are acceptable as part of a student’s successfully completed AFAVA degree under the AFAVA to BFA AA.

B. Impact of the AFAVA to BFA AA on other articulation agreements The AFAVA to BFA AA takes precedence over bilateral articulation agreements established between constituent institutions of The University of North Carolina and the North Carolina Community College System but does not necessarily preclude such agreements. Institution-to- institution articulation agreements that fall within the parameters of the AFAVA to BFA AA and

6 SBCC 02/17/2017 Attachment PROG 05 (REVISED 02/14/2017) enhance transferability of students from community colleges to senior institutions are acceptable. Institutional agreements conflicting with the AFAVA to BFA AA are not permitted.

7 SBCC 02/17/2017 Attachment PROG 05 (REVISED 02/14/2017)

Appendices

Appendix A: Participating Programs NCCCS Associate in Fine Arts in Visual Arts Programs As of December 22, 2016

The following North Carolina community colleges have received approval to offer the Associate in Fine Arts in Visual Arts (A10600) degree:

Asheville-Buncombe Technical Community College Guildford Technical Community College Blue Ridge Community College Mitchell Community College Caldwell Community College and Technical Institute Pitt Community College Cape Fear Community College Roanoke-Chowan Community College Carteret Community College Rockingham Community College Catawba Valley Community College Rowan-Cabarrus Community College Central Piedmont Community College Sandhills Community College Cleveland Community College South Piedmont Community College Coastal Carolina Community College Southwestern Community College College of the Albemarle Surry Community College Craven Community College Tri-County Community College Durham Technical Community College Vance-Granville Community College Fayetteville Technical Community College Wake Technical Community College Forsyth Technical Community College Western Piedmont Community College

UNC System BFA Programs with Degree Titles

Appalachian State University – BFA in Studio Art East Carolina State University – BFA in Art UNC Asheville – BFA in Art UNC Chapel Hill – BFA in Studio Art UNC Charlotte – BFA in Art UNC Greensboro – BFA in Studio Art Western Carolina University – BFA in Art

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Appendix B: AFAVA to BFA AA Transfer Committee Procedures Articulation between the North Carolina Community College System and The University of North Carolina is a dynamic process. To ensure the currency of the AFAVA to BFA AA, occasional modifications to that agreement may be necessary. The AFAVA to BFA AA Transfer Committee (AFABFATC) will receive requests for modification only upon the recommendation of the chief academic officer of the NCCCS or UNC. Because the modification process involves faculty and administrative review, this process may require up to 12 months for final action. Decisions made by the AFABFATC will be consistent with all pertinent accreditation standards.

Appendix C AFAVA to BFA AA Transfer Committee Membership

AFABFATC members shall serve three-year, staggered terms. An individual may serve no more than two consecutive terms. Some initial appointments may be for 1 or 2 years to allow for staggering of terms.

The AFABFATC shall have co-chairs, one from the NCCCS members, and one from the UNC members. Co-chairs shall be elected by the membership, and shall serve staggered terms.

NCCCS Members:

• Four representatives including: o One representative from the NCCCS administration (Non-Voting) o One representative from the NCCC AFA Association Executive Committee (an AFA in Visual Arts representative) o Two representatives from the community college AFA in Visual Arts schools. This member will be nominated by their peers and appointed by the CAO of the NCCCS. Self- nomination with endorsement by peers is permitted.

UNC Members:

• Four representatives including: o One representative from the University of North Carolina (Non-Voting) o Three representatives from the university BFA institutions. These three members will be nominated by their peers and appointed by the CAO of UNC. Self-nomination with endorsement by peers is permitted.

9 SBCC 02/17/2017 Attachment PROG 05 (REVISED 02/14/2017)

Appendix D AFAVA to BFA Articulation Agreement Transfer Credit Appeal Procedure

Guiding Principle: If a student from a North Carolina Community College System (NCCCS) college believes the terms of the AFAVA to BFA AA have not been honored by a University of North Carolina (UNC) institution to which the student has been admitted, the student may invoke the AFAVA to BFA AA Transfer Credit Appeal Procedure.

Steps in Filing an Appeal Step #1: • By the last day of classes of the first semester for which admission is offered, the student must submit an AFAVA to BFA AA Transfer Credit Appeal Form along with any supporting documentation to the Director of Admissions or other campus designee at the UNC campus to which the student has been admitted. Students first enrolling at the senior institution in a summer session must submit their appeal by the end of the subsequent fall semester.

• The student must specify on the appeal form the specific AFAVA to BFA AA language that is in contention. Appeals that lack this information will not be considered.

• The Director of Admission or other campus designee will review the appeal and respond in writing (email or letter) to the student within 15 business days. Step #2: • If the student is not satisfied with the decision of the Director of Admission or other campus designee, he/she may appeal on the same form to the Chief Academic Officer (Provost) of the specific University within 15 days of written notice of the director’s decision.

• The Provost will review the appeal and respond in writing (email or letter) to the student within 15 business days of receiving the student’s appeal. Step #3 • If the student is not satisfied with the decision of the Provost, he/she may appeal to the AFA to BFA Transfer Committee (AFABFATC) appeals subcommittee, composed of the Co-chairs, a representative from the UNC General Administration, and a representative from the NCCCS. The student must submit the appeal to the subcommittee within 15 days of the receipt of the Provost’s decision. The appeal to the AFA to BFA Transfer Committee (AFABFATC) appeals subcommittee should be sent to:

UNC-GA AFA to BFA Transfer Committee (AFABFATC) AFAVA to BFA AA Appeal PO Box 2688, Chapel Hill, NC 27515

If a consensus is reached by the subcommittee, the student will be notified within 15 business days; if a consensus resolution is not reached, the appeal will be forwarded by the subcommittee to the full AFABFATC within 10 business days. The AFABFATC will review the appeal and notify the student of the final decision within 10 business days of receiving the appeal.

10 SBCC 02/17/2017 Attachment PROG 05 (REVISED 02/14/2017)

AFAVA to BFA AA Transfer Credit Appeal Form

University of North Carolina/North Carolina Community College System

Section 1: Student Information (to be completed by the student submitting the form)

• The completed form and any supporting documentation must be submitted to the UNC institution’s Director of Admission by the last day of classes of the first semester for which admission is offered or by the end of the subsequent fall semester for students enrolling in the summer. • You must specify the nature of the appeal and cite the specific AFAVA to BFA AA language that is in contention. Appeals that do not include this information cannot be considered.

Last Name: ______First: ______MI: _____ (Please print or type)

Address: ______(Number and Street) (City) (State) (Zip)

Telephone: ______Email: ______(Area code/Number)

Community College from which AFAVA was earned: ______

UNC institution offering admission: ______beginning (semester/yr) ______

Section 2: Basis for your appeal: State your concern(s), citing specific language in the AFAVA to BFA AA that is applicable to your contention. Attach AFAVA to BFA AA supporting documents.

Student Signature: ______Date ______

11 SBCC 02/17/2017 Attachment PROG 05 (REVISED 02/14/2017)

Appendix E Effective Term: Fa2016

Associate in Fine Arts in Visual Arts (A10600) Curriculum Standard Approved by the State Board of Community Colleges on February 19, 2016; Editorial revision 06/29/2016.

The Associate in Fine Arts in Visual Arts degree shall be granted for a planned program of study consisting of a minimum of 60 semester hours of college transfer courses. Within the degree program, the institution shall include opportunities for the achievement of competence in reading, writing, oral communication, fundamental mathematical skills, and basic computer use.

UNIVERSAL GENERAL EDUCATION TRANSFER (UGETC) COMPONENT All Universal General Education Transfer Component courses will transfer for equivalency credit.

English Composition (6 SHC) ENG 111 Writing and Inquiry (3 SHC) ENG 112 Writing/Research in the Disciplines (3 SHC)

Communications and Humanities/Fine Arts (6 SHC) Select two courses from two different disciplines. ART 111 Art Appreciation (3 SHC) COM 231 Public Speaking (3 SHC) ENG 231 American Literature I (3 SHC) ENG 232 American Literature II (3 SHC) ENG 241 British Literature I (3 SHC) ENG 242 British Literature II (3 SHC) MUS 110 Music Appreciation (3 SHC) MUS 112 Introduction to Jazz (3 SHC) PHI 215 Philosophical Issues (3 SHC) PHI 240 Introduction to Ethics (3 SHC)

Social/Behavioral Sciences (6 SHC) Select two courses from two different disciplines. ECO 251 Principles of Microeconomics (3 SHC) ECO 252 Principles of Macroeconomics (3 SHC) HIS 111 World Civilizations I (3 SHC) HIS 112 World Civilizations II (3 SHC) HIS 131 American History I (3 SHC) HIS 132 American History II (3 SHC) POL 120 American Government (3 SHC) PSY 150 General Psychology (3 SHC) SOC 210 Introduction to Sociology (3 SHC)

12 SBCC 02/17/2017 Attachment PROG 05 (REVISED 02/14/2017)

Math (3-4 SHC) Select one course from the following: MAT 143 Quantitative Literacy (3 SHC) MAT 152 Statistical Methods I (4 SHC) MAT 171 Precalculus Algebra (4 SHC) MAT 271 Calculus I (4 SHC) MAT 272 Calculus II (4 SHC)

Natural Sciences (4 SHC) Select 4 SHC from the following: AST 111 Descriptive Astronomy (3 SHC) and AST 111A Descriptive Astronomy Lab (1 SHC) AST 151 General Astronomy I (3 SHC) and AST 151A General Astronomy I Lab (1 SHC) BIO 110 Principles of Biology (4 SHC) BIO 111 General Biology I (4 SHC) CHM 151 General Chemistry I (4 SHC) GEL 111 Geology (4 SHC) PHY 110 Conceptual Physics (3 SHC) and PHY 110A Conceptual Physics Lab (1 SHC)

ART (15 SHC) Additional Universal General Education Transfer Courses: ART ART 114 Art History Survey I (3 SHC) ART 115 Art History Survey II (3 SHC)

Other Required: ART ART 121 Two-Dimensional Design (3 SHC) ART 122 Three-Dimensional Design (3 SHC) ART 131 Drawing I (3 SHC)

An additional 18-20 SHC of courses should be selected from the courses classified as pre-major, elective, general education, or UGETC within the Comprehensive Articulation Agreement. Students should select these courses based on their intended major and transfer university.

Academic Transition (1 SHC) ACA 122 College Transfer Success (1 SHC)

Total Semester Hours Credit (SHC) in Program: 60-61* *One semester hour of credit may be included in a 61 SHC Associate in Fine Arts in Visual Arts program of study. The transfer of this hour is not guaranteed.

Students must meet the receiving university's foreign language and/or health and physical education requirements, if applicable, prior to or after transfer to the senior institution.

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Appendix F

North Carolina Public College and Universities Honoring the AFAVA to BFA AA

The following institutions do not award BFA degrees but offer BA degrees in the visual arts and agree to honor the AFAVA to BFA AA.

14 SBCC 02/17/2017 Title 1, Chapter G is proposed for amendment as follows: Attachment PROG 06

1 State Board of Community Colleges Code 2 TITLE 1 – COMMUNITY COLLEGES 3 4 CHAPTER G. FULL-TIME EQUIVALENT (FTE) 5 6 SUBCHAPTER 100. OPERATIONAL POLICIES DEFINITIONS AND GENERAL 7 PROVISIONS 8 9 1G SBCCC 100.1 Definitions 10 The following terms shall have the following meanings throughout this Title unless the 11 context of a specific rule requires a different interpretation: The following definitions apply 12 to this Chapter: 13 (1) Credit Hours: 14 (a) Credit of one semester hour is awarded for each 16 hours of "class work." Class 15 work is lecture and other classroom instruction. Class work is under the 16 supervision of an instructor. 17 (b) Credit of one semester hour is awarded for each 32 hours of "experiential 18 laboratory work." Experiential laboratory work means instruction given to a student 19 by an instructor to increase the student's knowledge and skills without immediate 20 student application. 21 (c) Credit of one semester hour is awarded for each 48 hours of "faculty directed 22 laboratory work." Faculty directed laboratory involves structured and coordinated 23 demonstration by an instructor with immediate student application. 24 (d) Credit of one semester hour is awarded for each 48 hours of "clinical practice." 25 Clinical practice is a structured, faculty-directed learning experience in a health 26 sciences program which develops job proficiency. Clinical practice requires 27 significant preparation, coordination, and scheduling by the faculty and is under 28 the supervision of an instructor or preceptor who is qualified for the particular 29 program. 30 (e) Credit of one semester hour is awarded for each 160 hours of "work experience" 31 such as cooperative education, practicums, and internships. Work experience

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1 involves the development of job skills by providing the student with employment 2 that is directly related to, and coordinated with, the educational program. Student 3 activity in work experience is planned and coordinated by a college representative, 4 and the employer is responsible for the control and supervision of the student on 5 the job. 6 (2) Full-time Student means a student enrolled in 12 or more credit hours. For the 7 summer session, Full-time Student means a student enrolled in nine or more credit 8 hours. 9 (3) Part-time Student means a student enrolled in less than 12 credit hours. 10 (4) FTE means one full-time equivalent (FTE) student or 256 student membership 11 hours per semester (based on a typical semester of 16 weeks x 16 student 12 membership hours per week). 13 (5) Student Membership Hour means one hour of scheduled class or laboratory 14 for which the student is enrolled. A college shall provide a minimum of 50 minutes 15 of instruction for each scheduled class hour. 16 (6) Annual Curriculum FTE means the total of the student hours in membership for 17 fall and spring semesters divided by 512 (256 student hours per semester x 2). 18 (7) Annual Continuing Education (non-credit) FTE means the total of the student 19 hours in membership for the three reporting periods divided by 688 (based on two 20 typical semesters of 16 weeks and a typical summer term of 11 weeks). The three 21 reporting periods are fall semester, spring semester, and the summer term. 22 (8) Budget Full-time Equivalent (B/FTE). B/FTE means the number of FTE which 23 determines a college's operating budget. 24 (9) College means any institution established pursuant to G.S. 115D except for the 25 N. C. Center for Textile Technology. 26 (2) “Academic Term Reporting Period”: The calendar year is divided into three academic 27 term reporting periods and are defined as follows: 28 (a) Spring Term (Period 1): January 1 - May 15; 29 (b) Summer Term (Period 2): May 16 - August 14; 30 (c) Fall Term (Period 3): August 15 - December 31.

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1 (3) “Annual Reporting Period”. 2 (a) Continuing Education. The annual reporting period for continuing education 3 programs is defined as the Spring Term (Period 1), Summer Term (Period 2), and 4 Fall Term (Period 3) reporting periods in a specified calendar year. 5 (b) Curriculum. The annual reporting period for curriculum programs is defined as the 6 Summer Term (Period 2), Fall Term (Period 3), and Spring Term (Period 1) 7 reporting periods completed immediately preceding the end (June 30th) of a 8 specified fiscal year. 9 (4) “Budget Full-Time Equivalent (BFTE)” – The number of full-time equivalent (FTE) 10 students for which colleges are funded through State funding formulas. 11 (5) “Full-Time Equivalent (FTE) Student” – An amount of instruction that equates to an 12 annual full-time equivalent student as provided by the following definitions: 13 (a)“Continuing Education FTE” – One continuing education FTE equals 688 student 14 hours in membership as defined in 1G SBCCC 200.94. 15 (b) “Curriculum FTE” – One curriculum FTE equals 512 student hours in membership 16 as defined in 1G SBCCC 200.93. 17 18 History Note: Authority G.S. 115D-5; 115D-54; S.L. 1995, c. 625; 19 Eff. September 1, 1993; 20 Temporary Amendment Eff. June 1, 1997; 21 Amended Eff. June 1, 2017; December 1, 2012; July 1, 1998. 22 23 1G SBCCC 100.98 RESERVED FOR FUTURE CODIFICATION 24 25 1G SBCCC 100.99 Budget FTE Funding 26 (a) All student membership hours generated by the college for a given class shall be 27 counted for budget FTE purposes provided 100 percent of the instructional cost is paid 28 from college funds (funds budgeted through the college's budget including State 29 Current, County Current, or College Funds). These provisions apply to all instructional 30 contracts which generate budget FTE including Basic Skills classes. For purpose of

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1 this Rule, instructional cost includes the salary of the instructor(s) as well as fringe 2 benefits, supplies, materials, and travel paid from college funds. College-sponsored 3 instruction shall not supplant existing training which may take place without the 4 college's involvement. Following are Rule applications: 5 (1) A company or entity may reimburse the college for a given class up to 50 percent 6 of the instructional cost. The student hours in membership generated in the class 7 may be reported for budget FTE. If the college is reimbursed for more than 50 8 percent of the instructional cost for a given class, student hours in membership 9 reported for the class shall be prorated in the same proportion as the college 10 funding. If the college is reimbursed for 100 percent of the instructional cost, the 11 class would be gratis [see Paragraph (b) of this Rule] and no budget FTE would 12 be generated. 13 (2) In cases where a company or entity donates funds to a college with no expectation 14 for instruction in return, these funds shall be treated as college funds and may be 15 used to generate budget FTE. 16 (3) The community college shall not contract with a company or entity to provide 17 training to its current employees. 18 (b) Any class for which the instructor's services are provided at no cost or for which the 19 instructional cost is paid totally and directly by an external agency is a "gratis" class. 20 In this situation, the class is reported as self-supporting, and does not generate 21 budget/FTE. If a portion of the class is gratis, student hours shall be prorated 22 accordingly. 23 (c) Categorical state allotments to colleges, except literacy and Human Resources 24 Development, such as Small Business, Customized Training Programs, Community 25 Service, and Block Grants do not earn budget/FTE and are not subject to the 26 provisions of this Rule. 27 28 History Note: Authority G.S. 115D-5; 115D-31; 115D-58.5; S.L. 2001, c. 424, s. 29 30.3(b),(e); 30 Eff. September 1, 1988;

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1 Temporary Amendment Eff. October 15, 1992 for a period of 180 days to 2 expire on April 15, 1993; 3 Temporary Amendment Eff. November 1, 1993 for a period of 180 days 4 or until the permanent rule becomes effective, whichever is sooner; 5 Amended Eff. June 1, 1994; September 1, 1993; 6 Temporary Amendment Eff. October 4, 2001; 7 Amended Eff. December 1, 2012; May 1, 2009; April 1, 2003. 8 9 SUBCHAPTER 200. FTE REPORTING CATEGORIES/CRITERIA 10 11 1G SBCCC 200.1 General Provisions 12 (a) FTE Reporting. As directed by the System Office, colleges shall report FTE enrollment 13 in all course sections scheduled during each academic term reporting period. If a 14 course section is scheduled for a time period that crosses academic term reporting 15 periods, the FTE enrollment shall be reported as follows: 16 (1) For curriculum course sections that are regularly scheduled, as defined in 1G 17 SBCCC 200.93(b), FTE enrollment shall be reported in the academic term 18 reporting period in which the 10% point of the class falls. 19 (2) For curriculum course sections that are non-regularly scheduled, as defined in 1G 20 SBCCC 200.93(c), and all continuing education course sections, FTE enrollment 21 shall be reported in the academic term reporting period in which the last day of the 22 course falls. 23 The System Office shall provide colleges no less than 21 calendar days after the 24 end of the academic term reporting period to submit FTE enrollment data. 25 (b) Instruction Provided Outside the College’s Service Area. Excluding clinical instruction, 26 a college may provide instruction outside its service area, as established per 1A 27 SBCCC 300, only if the appropriate instructional service agreement is executed 28 consistent with 1D SBCCC 300.6 and 1D SBCCC 400.96. If the instructional service 29 agreement provides for the sharing of FTE, the colleges that are party to the

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1 agreement shall prorate the number of FTE reported consistent with the provisions of 2 the agreement and the rules of this Chapter. 3 4 History Note: Authority G.S. 115D-5; 5 Eff. June 1, 2017. 6 7 1G SBCCC 200.93 Reporting of Student Hours in Membership for Curriculum 8 Classes 9 (a) Academic Term. College boards of trustees shall locally determine the beginning 10 and end date for each academic term within the timeframes of the academic term 11 reporting periods defined in 1G SBCCC 100.1, unless an exception is granted by 12 the System President. The System President may grant an exception if it would 13 not result in an overlap with another academic term, the 10% point of all course 14 sections would fall within the corresponding academic term reporting period, and 15 the exception would not negatively impact the college’s ability to meet data 16 reporting requirements. The academic semester for all credit courses shall be 17 designed so that all classes may be scheduled to include the number of 18 instructional hours shown in the college catalog and the approved curriculum 19 program of study compliance document and reported for FTE purposes (see 1D 20 SBCCC 400.95(a) and 1H SBCCC 200.87(a)(3)). Instructional hours include 21 scheduled class and laboratory sessions as well as examination sessions. Length 22 of semesters or courses may vary as long as credit hours are assigned consistent 23 with 1G SBCCC 100.1 and as long as membership hours are reported consistent 24 with the other provisions of this Rule. If necessary to meet the needs of particular 25 constituents (for example, courses provided at high schools, military bases, 26 prisons, or at the specific request of business), without an exception by the System 27 President, colleges may schedule curriculum course sections that fall outside the 28 academic term beginning and end dates, as defined by the college’s board of 29 trustees. If such course sections cross academic term reporting periods, FTE 30 enrollment shall be reported consistent with the provisions of 1G SBCCC 200.1(a).

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1 Also, note 1G SBCCC 200.99 which identifies the reporting periods for submission 2 of Institution Class Reports. 3 (b) Regularly Scheduled Classes. 4 (1) A class is regularly scheduled if it meets all of the following criteria: 5 (A) assigned definite beginning and ending time; 6 (B) specific days the class meets is predetermined; 7 (C) specific schedule is included on the Institution Master Schedule or other official 8 college documents; 9 (D) class hours are assigned consistent with college catalog and curriculum 10 standard requirements; and 11 (E) identified class time and dates are the same for all students registered for the 12 class excluding clinical or cooperative work experience; 13 (i) Classes which have a regularly scheduled lecture section and a non 14 regularly scheduled laboratory section shall satisfy this criteria. The census 15 date (10% point) shall be determined from the regularly scheduled portion 16 of the class. Verification of student participation in the laboratory section of 17 the class shall be available for review. 18 (ii) A student shall be considered absent if that student did not attend during 19 the specified times or days the class was scheduled to meet. 20 (2) A student shall be considered to be in class membership when the student meets 21 all of the following criteria: 22 (A) enrolled as evidenced by payment of the applicable tuition and fees, or 23 obtained a waiver as defined in G.S. 115D 5(b)G.S. 115D-5(b); 24 (B) attended one or more classes prior to or on the 10 percent point in the class; 25 (C) has not withdrawn or dropped the class prior to or on the 10 percent point. 26 (3) Definition of a Student Membership Hour. A student membership hour is one hour 27 of scheduled class or laboratory for which the student is enrolled. A college shall 28 provide a minimum of 50 minutes of instruction for each scheduled class hour. A 29 college shall provide sufficient time between classes to accommodate students 30 changing classes. A college shall not report more hours per student than the

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1 number of class hours scheduled in the approved curriculum program of study 2 compliance document. 3 (4) Calculation of Student Membership Hours for Regularly Scheduled Classes. 4 Student membership hours are obtained by multiplying the number of students in 5 membership at the 10 percent point in the class by the total number of hours the 6 class is scheduled to meet for the semester as stated in the college catalog and 7 the approved curriculum program of study compliance document (see 1D SBCCC 8 400.97(4)). 9 (5) Maintenance of Records of Student Membership Hours. Accurate attendance 10 records shall be maintained for each class through the 10 percent point of the 11 class. Attendance records shall be signed by the instructor or lead instructor, 12 verifying their accuracy, and shall be maintained by the college until released from 13 all audits compliance reviews (see the Public Records Retention & Disposition 14 Schedule for Institutions in the Community College System). Student membership 15 hours shall be summarized in the Institution's Class Report and certified by the 16 president or designee. For classes identified as non traditional delivery (see 17 Subparagraph (e)(1) of this Rule), documentation of student contact prior to the 10 18 percent point shall be maintained in the same manner as the attendance records 19 mentioned in this Rule. 20 (c) Non Regularly Scheduled Classes. 21 (1) A non regularly scheduled class may include any or all of the following: 22 (A) a class where a definitive beginning and ending time is not determined; 23 (B) a class offered in a learning laboratory type setting (see 1G SBCCC 24 200.94(b)(6) for definition of learning laboratory); 25 (C) a class self paced in that the student progresses through the instructional 26 materials at the student's own pace, and can complete the class as soon as 27 the student has successfully met the educational objectives. Classes offered 28 as independent study are generally offered in this manner;

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1 (D) a class in which a student may enroll during the initial college registration period 2 or in which the student may be permitted to enroll at any time during the 3 semester; or 4 (E) any class not meeting all criteria for a regularly scheduled class, as shown in 5 Subparagraph (b)(1) of this Rule, is considered to be a non regularly scheduled 6 class for reporting purposes. Classes defined as non traditional (see Paragraph 7 (e) of this Rule) which are identified as a separate student hour reporting 8 category are not subject to the above provisions in Paragraph (c). 9 (2) Definition of Student Membership. A student is considered to be in class 10 membership when the student meets the following criteria: 11 (A) enrolled as evidenced by payment of the applicable tuition and fees, or 12 obtained a waiver as defined in 1E SBCCC 800.97(a) consistent with 1E 13 SBCCC 800; and 14 (B) attended one or more classes. 15 (3) Definition of a Student Contact Hour. For non-regularly scheduled classes, student 16 contact hour is defined as actual time of student attendance in a class or lab. 60 17 minutes shall constitute an hour. A college shall not report more hours per student 18 than the number of class hours scheduled in the approved curriculum program of 19 study compliance document. 20 (4) Calculation of Student Contact Hours for Non Regularly Scheduled Classes. For 21 these classes, actual time of class attendance for each student determined to be 22 in membership shall be reported. Student contact hours for these classes are the 23 sum of all the hours of actual student attendance in a class in a given semester, 24 and shall not exceed the hours in the approved curriculum program of study 25 compliance document. (see 1D SBCCC 400.97(4)). 26 (5) Maintenance of Records of Student Contact Hours. Accurate attendance records 27 shall be maintained for each class of the nature described in this Rule through the 28 entire semester. Attendance records shall be signed by the instructor or lead 29 instructor, verifying their accuracy, and shall be maintained by the college until 30 released from all audits compliance reviews (see the Public Records Retention &

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1 Disposition Schedule for Institutions in the Community College System). Student 2 contact hours shall be summarized in the Institution's Class Report and certified 3 by the president or designee. 4 (d) Skills Laboratory or Computer Tutorial Laboratory. Individualized instructional 5 laboratories are similar to learning laboratories (see 1G SBCCC 200.94(b)(6)) except 6 the participants are curriculum students. Skills labs or computer tutorial labs are 7 remedial or developmental in nature and intended for students who are experiencing 8 academic difficulty in a particular curriculum course. A skills laboratory instructor shall 9 be qualified in the single subject area of the skills laboratory. A computer tutorial 10 laboratory coordinator need not be qualified in any of the subject area(s) provided in 11 a computer tutorial laboratory. Student contact hours may be reported for budget/FTE 12 when students are required by their instructor to attend either of the laboratories for 13 remedial or developmental work and when the skills laboratory instructors or computer 14 tutorial coordinators are paid with curriculum instructional funds. 15 (1) Documentation of instructor referral shall be maintained for auditing compliance 16 review purposes. The College shall maintain Maintain documentation until 17 released by audit from all compliance reviews. 18 (2) Homework assignments shall not be reported for budget/FTE. (See 1G SBCCC 19 200.95(a)). 20 (3) Calculation of Student Contact Hours for Skills Laboratory or Computer Tutorial 21 Laboratory. For these classes, actual time of class attendance shall be reported; 22 60 minutes shall constitute an hour. Student hours generated for these types of 23 classes are the sum of all the hours of actual student attendance in a class in a 24 given semester. 25 (e) Classes Identified as Curriculum Non Traditional Delivery. 26 (1) Definition. Due to the methodology by which instruction is delivered, non traditional 27 delivery classes are not consistent with the definitions of regularly scheduled or 28 non regularly scheduled classes described in this Rule. Non traditional delivery 29 classes are defined as those classes which are offered through media such as

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1 internet, telecourses, videocassette and other electronic media excluding classes 2 offered via the North Carolina Information Highway. 3 (2) For those classes identified as non traditional delivery, student attendance in class 4 or in an orientation session, submission of a written assignment or submission of 5 an examination, is the basis for the determination of class membership at the 10 6 percent point of the class. Student membership hours earned in non traditional 7 delivery classes shall be calculated by multiplying the number of students in 8 membership, as defined in the prior sentence, times the number of hours assigned 9 to the class in official college documents. For these classes, the number of hours 10 assigned shall be consistent with the credit hours assigned according to 1G 11 SBCCC 100.1, as well as the curriculum standard. 12 (3) Non-traditional instruction delivered is pre-structured into identifiable units. Non 13 traditional delivery classes do not include classes identified as independent study 14 which are not media based. 15 (f) Curriculum Student Work Experience and Clinical Practice. The following criteria 16 apply to the reporting guidelines for students enrolled in curriculum work experience 17 and clinical practice courses, exclusive of work station based training. Examples of 18 student work experience include cooperative education, practicums, and internships. 19 Clinical practice refers to work experience in health occupation programs. 20 (1) Student membership hours for student work experience and clinical practice shall 21 not generate budget/FTE without prior approval by the System Office for such 22 activities through the appropriate curriculum standard. 23 (2) Work Experience. Work experience for curriculum courses shall earn budget/FTE 24 at the 100 percent rate of assigned work experience hours and shall not exceed a 25 maximum of 320 membership hours per student per semester. 26 (A) These classes shall be coordinated by college personnel paid with college 27 instructional funds and may be located in one or more sites. 28 (B) These classes shall be specified in the approved curriculum of the college 29 consistent with the applicable curriculum standard (see 1D SBCCC 30 400.97(3)(a)(ii)(D)).

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1 (C) The college shall maintain documentation of all student work experience hours. 2 (3) Clinical Practice. Curriculum clinical practice, as defined in 1G SBCCC 100.1, 3 refers to clinical experience in health occupation programs which shall earn 4 budget/FTE at the 100 percent rate for student membership hours. These classes 5 shall be consistent with the curriculum standards set forth in 1D SBCCC 400.97. 6 The maximum membership hours in a clinical experience which may be reported 7 per student in a given semester is 640. These classes shall be supervised by 8 college instructors who are qualified to teach in the particular program and are paid 9 with college instructional funds. These classes may be located in one or more 10 sites. 11 12 History Note: Authority G.S. 115D-5; S.L. 1995, c. 625; 13 Eff. September 30, 1977; 14 Amended Eff. July 24, 1978; 15 Emergency Amendment Eff. August 10, 1978 for a period of 120 days to 16 expire on December 8, 1978; 17 Emergency Amendment Made Permanent With Change Eff. December 8, 18 1978; 19 Amended Eff. September 1, 1993; September 1, 1988; September 1, 1985; 20 November 1, 1983; 21 Temporary Amendment Eff. June 1, 1997; 22 Amended Eff. June 1, 2017; December 1, 2012; August 1, 2004; August 1, 23 2000; July 1, 1998. 24 25 1G SBCCC 200.94 Reporting of Student Hours in Membership for Continuing 26 Education Classes 27 (a) Regularly Scheduled Classes. 28 (1) Definition of Regularly Scheduled Class. A class is considered to be regularly 29 scheduled if it meets all of the following criteria: 30 (A) Assigned definite beginning and ending time;

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1 (B) Specific predetermined days and time the class meets; 2 (C) Specific schedule is included on the Institution Master Schedule or other official 3 college documents; 4 (D) Class hours are assigned consistent with State Board approval and official 5 college documents; and 6 (E) Identified class time and dates are the same for all students registered for the 7 class excluding clinical or work experience: 8 (i) Classes which have a regularly scheduled lecture section and a 9 non-regularly scheduled laboratory section will satisfy the criteria. The 10 census date (10% point) shall be determined from the regularly scheduled 11 portion of the class. Verification of student participation in the laboratory 12 section of the class shall be available for review; or 13 (ii) A student is considered absent if that student did not attend during the 14 specified times or days the class was scheduled to meet. 15 (2) Definition of Student Membership. A student is considered to be in class 16 membership when the student meets all of the following criteria: 17 (A) Enrolled as evidenced by payment of the applicable registration fees, or 18 obtained a waiver as defined in Paragraph (a) of Rule 1E SBCCC 400.99 19 consistent with 1E SBCCC 800. 20 (B) Attended one or more classes held prior to or on the 10 percent point in the 21 class; and 22 (C) Has not withdrawn or dropped the class prior to or on the 10 percent point of 23 the class. 24 (3) Student Membership Hour. A student membership hour is one hour of scheduled 25 class or laboratory for which the student is enrolled. A college shall provide a 26 minimum of 50 minutes of instruction for each scheduled class hour. A college 27 shall not report more hours per student than the number of class hours scheduled 28 in official college documents. Colleges shall not report more hours per student 29 than the number of hours specified in the instructor's contract.

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1 (4) Calculation of Student Membership Hours for Regularly Scheduled Classes. 2 Student membership hours are obtained by multiplying the number of students in 3 membership at the 10 percent point in the class by the total number of hours the 4 class is scheduled to meet as stated in official college documents. 5 (5) Maintenance of Records of Student Membership Hours. Accurate attendance 6 records shall be maintained for each class. Attendance records shall be signed by 7 the instructor or lead instructor, verifying their accuracy, and shall be maintained 8 by the college until released from all audits compliance reviews as provided in the 9 Public Records Retention & Disposition Schedule for Institutions in the Community 10 College System. Student membership hours shall be summarized in the 11 Institution's Class Report and certified by the president or designee. 12 (b) Non-Regularly Scheduled Classes. 13 (1) Definition of Non-Regularly Scheduled Class. A non-regularly scheduled class 14 may include any or all of the following: 15 (A) A class where a definitive beginning and ending time is not determined; 16 (B) A class offered in a learning laboratory type setting (see Subparagraph (b)(6) 17 of this Rule for definition of learning laboratory); 18 (C) A self-paced class where the student progresses through the instructional 19 materials at the student's own pace, and can complete the courses as soon as 20 the student has successfully met the educational objectives. Classes offered 21 as independent study are generally offered in this manner; 22 (D) A class in which a student may enroll during the initial college registration 23 period or in which a student may be permitted to enroll at any time during the 24 semester; or 25 (E) Any class not meeting all criteria for a regularly scheduled class as shown in 26 Subparagraph (a)(1) of this Rule, is considered to be a non-regularly scheduled 27 class for reporting purposes. Note classes defined as non-traditional (see 28 Paragraph (c) of this Rule) which are identified as a separate student hour 29 reporting category are not subject to the provisions in Paragraph (b) of this 30 Rule.

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1 (2) Definition of Student Membership. A student is considered to be in class 2 membership when the student meets the following criteria: 3 (A) Enrolled as evidenced by payment of the applicable registration fees, or 4 obtained a waiver as defined in Paragraph (a) of Rule 1E SBCCC 400.99 5 consistent with 1E SBCCC 800; and 6 (B) Attended one or more classes. 7 (3) Definition of Student Contact Hour. A student contact hour is one hour of student 8 attendance in a class for which the student is in membership as defined in 9 Subparagraph (b)(2) of this Rule. Sixty minutes shall constitute an hour. 10 (4) Calculation of Student Contact Hours for Non-Regularly Scheduled Classes. For 11 these classes, actual time of class attendance for each student determined to be 12 in membership shall be reported. Sixty minutes shall constitute an hour. Student 13 contact hours for these classes are the sum of all the hours of actual student 14 attendance in a class in a given semester. 15 (5) Maintenance of Records of Student Contact Hours. Accurate attendance records 16 shall be maintained for each class. Attendance records shall be signed by the 17 instructor or lead instructor, verifying their accuracy, and shall be maintained by 18 the college until released from all audits compliance reviews as provided in the 19 Public Records Retention and Disposition Schedule for Institutions in the 20 Community College System. Student membership hours shall be summarized in 21 the Institution Class Report and certified by the president or designee. 22 (6) Learning Laboratory. Learning laboratory programs consist of self-instruction 23 using programmed text, audio-visual equipment, and other self-instructional 24 materials. A learning laboratory coordinator has the function of bringing the 25 instructional media and the student together on the basis of objective and 26 subjective evaluation and of counseling, supervising, and encouraging persons 27 working in the laboratory. Contact hours shall be calculated as noted in 28 Subparagraph (b)(4) of this Rule. 29 (c) Classes Identified as Extension Non-Traditional Delivery.

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1 (1) Definition. Due to the methodology by which instruction is delivered, 2 non-traditional delivery classes are not consistent with the definitions of regularly 3 scheduled or non-regularly scheduled classes described in this Rule. 4 Non-traditional delivery classes are defined as those classes which are offered 5 through media such as internet, telecourses, videocassette, and other electronic 6 media excluding classes offered via the North Carolina Information Highway. 7 (2) For those classes identified as non-traditional delivery, student attendance in class 8 or in an orientation session, submission of a written assignment or a submission 9 of examination is the basis for the determination of class membership at the 10 10 percent point of the class. Student membership hours in such classes shall be 11 calculated by multiplying the number of students in membership, as defined in the 12 prior sentence, times the number of instructional hours delivered which are 13 determined as follows: 14 (A) Determine the number of hours of instruction delivered via non-traditional 15 delivery; and 16 (B) Add the number of hours of class meetings. 17 (d) Extension Student Work Experience and Clinical Practice. The following criteria apply 18 to the reporting guidelines for students enrolled in extension work experience and 19 clinical practice courses, exclusive of work station based training. To be eligible for 20 approval, these work experience or clinical practice courses shall be required by a 21 licensing agency or accrediting body. Examples of student work experience include 22 cooperative education, practicums, and internships. 23 (1) Student membership hours for student work experience and clinical practice shall 24 not generate budget FTE without prior approval of such activities by the System 25 Office. When the number of approved student work experience membership hours 26 increases by more than 30 percent per course, a new request for approval shall 27 be submitted. 28 (2) Work Experience. Work experience for extension courses shall earn budget/FTE 29 at the 100 percent rate for student membership hours, as required by a licensing 30 agency or accrediting body. These classes shall be coordinated by college

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1 personnel paid with college instructional funds and may be located in one or more 2 sites. 3 (3) Clinical Practice. Clinical practice, as defined in 1G SBCCC 100.1, refers to clinical 4 experience in health occupation courses which shall earn budget/FTE at the 100 5 percent rate for student membership hours, as defined in Subparagraph (a)(3) of 6 this Rule, and shall not exceed a licensing agency or accrediting body 7 requirements. These classes shall be supervised by college instructors who are 8 qualified to teach in the particular program and who are paid with college 9 instructional funds. These classes may be located in one or more sites. 10 (e) The Adult High School Diploma work experience shall not exceed 160 hours per 11 student. 12 13 History Note: Authority G.S. 115D-5; S.L. 1995, c. 625; 14 Eff. September 1, 1988; 15 Amended Eff. September 1, 1993; 16 Temporary Amendment Eff. June 1, 1997; 17 Amended Eff. June 1, 2017; December 1, 2012; August 1, 2004; August 18 1, 2000; July 1, 1998. 19 20 1G SBCCC 200.95 Limitations in Reporting Student Membership Hours 21 (a) Student hours shall not be reported for budget/FTE which result from: 22 (1) Conferences or visits. 23 (2) Seminars or Meetings. 24 (3) Programs of a service nature rather than instructional classes. 25 (4) Enrollment of high school students not in compliance with 1D SBCCC 400.2, 1D 26 SBCCC 300.4(c) and 1D SBCCC 200.95. 27 (5) Unsupervised classes. 28 (6) Proficiency or challenge exams except that the actual time required to take the 29 exam may be counted in membership; students shall be registered in the class

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1 consistent with Paragraph (a) of Rules 1E SBCCC 300.99 and 1E SBCCC 900.99 2 1E SBCCC 300 or 1E SBCCC 400. 3 (7) Homework assignments. 4 (8) Inter-institutional or intramural sports activities including those of prison inmates. 5 (b) Self-supporting classes shall not be reported for regular budget purposes (those 6 classes supported by student fees or a class in which instruction is provided gratis); 7 all recreational extension classes fall in this category. 8 (c) Occupational extension instruction shall not be offered in sheltered workshops and 9 adult developmental activity centers (ADAP) except sheltered workshops and ADAP 10 centers may contract with the community college to provide occupational extension 11 courses on a self-supporting basis. 12 (d) Educational programs offered in a correctional department setting shall report full-time 13 equivalent (FTE) student hours on the basis of contact hours. 14 15 History Note: Authority G.S. 115D-5; 16 Eff. September 1, 1988; 17 Temporary Amendment Eff. October 15, 1992, for a period of 180 days 18 to expire on April 15, 1993; 19 Amended Eff. September 1, 1993; 20 Temporary Amendment Eff. November 1, 1993, for a period of 180 days 21 or until the permanent rule becomes effective, whichever is sooner; 22 Amended Eff. June 1, 2017; February 1, 2015; December 1, 2012; April 23 1, 2010; June 1, 2008; April 1, 1997; June 1, 1994. 24 25 1G SBCCC 200.96 Training for Public Safety Agencies 26 (a) Training for Public Law Enforcement Agencies. 27 (1) When a college is an accredited and designated direct delivery agency for initial 28 certification training for public law enforcement agencies and funds 50% or greater 29 of the instructional cost and the school director's salary, the college shall report the 30 hours generated from the instruction for full budget FTE when the training is

Page 18 of 24 SBCC 02/17/2017 Attachment PROG 06

1 delivered in accordance with all other budget FTE and program requirements. For 2 the purposes of this Subparagraph, the college shall supervise the school director 3 and instructors. The college must also maintain full authority and control over the 4 curriculum. Enrollment for any training course shall be open to all students who 5 satisfy any course prerequisites, and who meet the requirements for admission of 6 trainees imposed by the NC Criminal Justice Education and Training Standards 7 Commission in 12 NCAC 09B .0203. Enrollment shall not be limited or restricted 8 to the members, employees, associates, or trainees of any direct delivery agent or 9 agents unless required by the NC Criminal Justice Education and Training 10 Standards Commission. 11 (2) When a public law enforcement agency external to a college is the accredited and 12 designated direct delivery agency for initial certification training, the college may 13 deliver a maximum of 25% of the total program hours and shall receive full budget 14 FTE for the hours generated. A college shall not receive any state funds for hours 15 generated above 25% of the total program hours. 16 (A) A college shall provide initial certification law enforcement training for an 17 accredited and designated direct delivery public law enforcement agency under 18 a written agreement. The agreement shall: 19 (i) confirm that the public law enforcement agency does not have the funds to 20 provide the training; 21 (ii) designate the source of funds for the training; 22 (iii) list the courses to be taught; 23 (iv) stateprovide the total hours of instruction to be delivered; and 24 (v) be signed by the president or the president's designee, and the senior 25 official of the public law enforcement agency. 26 (B) The college shall receive full budget FTE for hours generated when the training 27 is delivered in accordance with this agreement and all other budget FTE and 28 program requirements. The college shall maintain a copy of the agreement on 29 file until released from audit all compliance reviews..

Page 19 of 24 SBCC 02/17/2017 Attachment PROG 06

1 (3) A college may deliver in-service training for designated direct delivery public law 2 enforcement agencies beyond the initial certification training and receive full 3 budget FTE for hours generated when the training is delivered in accordance with 4 all other budget FTE and program requirements. A college providing in-service 5 training for public law enforcement agencies is not subject to subparagraph (a)(1) 6 or (a)(2) of this Rule. 7 (b) Training for Public Fire and Rescue Agencies. 8 (1) When a college is a designated direct delivery agency for initial certification training 9 for public fire and rescue services agencies and funds 50% or greater of the 10 instructional cost, the college shall report hours generated from instruction for full 11 budget FTE when the training is offered in accordance with all other budget FTE 12 and program requirements. For the purposes of this Subparagraph, the college 13 shall supervise the school director and instructors. The college must also maintain 14 full authority and control over the curriculum. Enrollment for any training course 15 shall be open to all students who satisfy any course prerequisites. Enrollment shall 16 not be limited or restricted to the members, employees, associates, or trainees of 17 any direct delivery agent or agents. 18 (2) When a public fire and rescue agency external to a college is the designated direct 19 delivery agency for initial certification training, the college may deliver a maximum 20 of 25% of the total program hours and shall receive full budget FTE for the hours 21 generated. A college shall not receive any state funds for hours generated above 22 25% of the total program hours. 23 (A) A college shall provide initial fire and rescue training for a designated direct 24 delivery public fire and rescue agency under a written agreement. The 25 agreement shall: 26 (i) confirm that the public fire and rescue agency does not have the funds to 27 provide the training; 28 (ii) designate the source of funds for the training; 29 (iii) list the courses to be taught; 30 (iv) stateprovide the total hours of instruction to be delivered; and

Page 20 of 24 SBCC 02/17/2017 Attachment PROG 06

1 (v) be signed by the president or the president's designee, and the senior 2 official of the public fire and rescue agency. 3 (B) The college shall receive full budget FTE for hours generated when the training 4 is delivered in accordance with this agreement and all other budget FTE and 5 program requirements. The college shall maintain a copy of the agreement on 6 file until released from audit all compliance reviews. 7 (3) A college may deliver in-service training for public designated direct delivery fire 8 and rescue agencies beyond the initial certification training and receive full budget 9 FTE for hours generated when the training is delivered in accordance with all other 10 budgetary FTE and program requirements. A college providing in-service training 11 for public fire and rescue agencies is not subject to subparagraph (b)(1) or (b)(2) 12 of this Rule. 13 (c) Training for Emergency Medical Services Agencies. 14 (1) When a college is a designated direct delivery agency for initial certification 15 training for public emergency medical services training and funds 50% or greater 16 of the instructional costs, the college shall report hours generated from instruction 17 for full budget FTE when the training is offered in accordance with all other budget 18 FTE and program requirements. For the purposes of this Subparagraph, the 19 college shall supervise the school director and instructors. The college must also 20 maintain full authority and control over the curriculum. Enrollment for any training 21 course shall be open to all students who satisfy any course prerequisites. 22 Enrollment shall not be limited or restricted to the members, employees, 23 associates, or trainees of any direct delivery agent or agents. 24 (2) When a public emergency medical services agency external to a college is the 25 designated direct delivery agency for initial certification training, the college may 26 deliver a maximum of 25% of the total program hours and shall receive full budget 27 FTE for the hours generated. A college shall not receive any state funds for hours 28 generated above 25% of the total program hours.

Page 21 of 24 SBCC 02/17/2017 Attachment PROG 06

1 (A) A college shall provide initial emergency medical services training for a direct 2 delivery public emergency medical services agency under a written agreement. 3 The agreement shall: 4 (i) confirm that the public emergency medical services agency does not have 5 the funds to provide the training; 6 (ii) designate the source of funds for the training; 7 (iii) list the courses to be taught; 8 (iv) stateprovide the total hours of instruction to be delivered; and 9 (v) be signed by the president or the president's designee, and the senior 10 official of the emergency medical services agencies. 11 (B) The college shall receive full budget FTE for hours generated when the training 12 is delivered in accordance with this agreement and all other budget FTE and 13 program requirements. The college shall maintain a copy of the agreement on 14 file until released from audit all compliance reviews. 15 (3) A college may deliver in-service training for designated direct delivery public 16 emergency medical services agencies beyond the initial certification training and 17 receive full budget FTE for hours generated when the training is delivered in 18 accordance with all other budgetary FTE and program requirements. A college 19 providing in-service training for public emergency medical services agencies is not 20 subject to subparagraphs (c)(1) or (c)(2) of this Rule. 21 22 History Note: Authority G.S. 115D-5; 23 Eff. August 1, 2004; 24 Amended Eff. June 1, 2017; June 1, 2008. 25 1G SBCCC 200.97 Human Resources Development Program Continuation 26 Each college shall operate a Human Resources Development (HRD) program to provide 27 assessment services, employability training, and career development counseling to 28 unemployed and underemployed individuals. FTE shall be generated from HRD 29 programs. Each college shall provide HRD instruction and support necessary for 30 unemployed and dislocated workers to be served within the college service areas.

Page 22 of 24 SBCC 02/17/2017 Attachment PROG 06

1 2 History Note: Authority G.S. 115D-5; 3 Eff. November 1, 2005. 4 5 1G SBCCC 200.98 Customized Training Program 6 (a) Local colleges shall provide customized training programs for companies 7 experiencing job growth, productivity enhancement needs, or creating technology 8 investment to support the economic development of the State. Training programs for 9 these companies shall be administered by the local college, with consultation and 10 assistance from the department's System Office Economic Development staff. 11 (b) State funds are appropriated to the North Carolina Community College System office 12 in a separate line to support the Customized Training Program. These funds shall be 13 used only to support companies experiencing job growth, productivity enhancement 14 or technology investment. 15 16 History Note: Authority G.S. 115D-5; 17 Eff. February 1, 1976; 18 Readopted Eff. January 5, 1978; 19 Amended Eff. July 1, 2009; September 1, 1993; December 1, 1984. 20 21 1G SBCCC 200.99 REPORTING STUDENT MEMBERSHIP HOURS TO THE 22 DEPARTMENT 23 (a) Curriculum and extension college class reports summarizing student membership 24 hours shall be submitted to the Department during each student membership hour 25 reporting period defined in this Paragraph. 26 (1) The three student membership hour reporting periods are as follows: 27 (A) Period 1 - (Spring Period): January 1 - May 15; 28 (B) Period 2 - (Summer Period): May 16 - August 14; 29 (C) Period 3 - (Fall Period): August 15 - December 31.

Page 23 of 24 SBCC 02/17/2017 Attachment PROG 06

1 (2) College class reports for all regular budget curriculum and extension 2 classes shall be submitted 21 calendar days after the conclusion of each 3 student reporting period defined in Subparagraph (a)(1) of this Rule. Note 4 the following schedule concerning application of the designated periods: 5 (A) all reports received by June 5 shall be designated Period 1; 6 (B) all reports received by September 4 shall be designated Period 2; 7 and 8 (C) all reports received by January 21 shall be designated Period 3. 9 (b) For learning laboratories, skills laboratories, multi-entry, multi-exit and other non- 10 regularly scheduled classes where actual student time in class is determined, student 11 contact hours shall be calculated on the last day of each respective student membership 12 hour reporting period for a given class and submitted to the Department according to 13 Subparagraphs (a)(1) and (a)(2) of this Rule. Also, note Paragraphs (b) and (c) of Rule 14 1G SBCCC 200.93 and Paragraphs (a) and (b) of Rule 200.94 regarding calculation of 15 student membership hours. 16 (c) College class reports for non-regular budget extension classes such as customized 17 training for job growth, productivity enhancement, or technology investment, HRD, JTPA, 18 self-supporting, and recreational shall also be submitted to the System Office in 19 accordance with Subparagraphs (a)(1) and (a)(2) of this Rule. 20 REPEALED by the State Board of Community Colleges, eff. 1 June 2017. 21 22 History Note: Authority G.S. 115D-5; 115D-31; 115D-58.5; S.L. 1995, c. 625; 23 Eff. September 1, 1988; 24 Temporary Amendment Eff. June 1, 1997; 25 Amended Eff. May 1, 2009; July 1, 1998.July 1, 1998; 26 Repeal Eff. June 1, 2017. 27

Page 24 of 24 SBCC 02/17/2017 Attachment PROG 07

STATE BOARD OF COMMUNITY COLLEGES Cambridge Course Weighting Request

Charlotte‐Mecklenburg Schools request that Cambridge courses be considered for GPA weighting similar to AP (Advanced Placement) and IB (International Baccalaureate) courses. Cambridge courses are offered to high school students throughout the United States and abroad and are accepted at universities across the world including many UNC institutions. Charlotte‐Mecklenburg Schools is the first district in North Carolina to offer the courses and consequently need approval to weight the courses on the same scale as AP and IB.

Background: G.S. 116‐11(10a) provides that “grade point average and class rank shall be calculated by a standard method to be devised by institutions of higher education.” “Institutions of higher education” includes the State Board of Community Colleges and The University of North Carolina. The current weighting for courses is as follows:

 AP, IB, and other college courses, including dual enrollment and North Carolina community college transfer courses from the Comprehensive Articulation Agreement – 5.0 points  Honors course – 4.5 points  Standard course – 4.0 points

Rationale: In order to achieve equal weighting for all college‐level courses, it is proposed that Cambridge courses receive the same weight as AP, IB, and North Carolina community college transfer courses from the Comprehensive Articulation Agreement which is 5.0 points.

The Cambridge courses were presented to the University of North Carolina (UNC) Board of Governors committee on Educational Planning, Policies, and Programs during the October 10th, 2016 meeting. The UNC Board of Governors approved the proposed weighting for the Cambridge courses.

Contact: Dr. Lisa Eads Program Coordinator

SBCC 02/17/2017

Attachment PROG 07

North Learning Community 4339 Stuart Andrew Blvd. Charlotte, North Carolina 28217 Dr. Eads,

I am the Superintendent of the North Learning Community, part of the Charlotte‐Mecklenburg School District. I am writing to you in regards of the Cambridge International Examinations (CIE) program that we would like for the North Carolina Community College Systems Office to review in order to receive equity in quality points with other Advanced Studies programs in North Carolina.

Our interest in CIE centered on the fact that our students could increase their readiness for college and career, while earning college credits. Many universities and colleges in North Carolina recognize the fact that this program prepares our students for the college setting. In addition to this, CIE provides our students with the opportunity to earn an International Diploma that is recognized around the world.

We believe that this program has much to offer the students of North Carolina, and because of this we started the implementation of the program in the Hopewell Feeder Pattern in the 2015‐ 2016 school year. This program offers our students the rigor, problem solving skills, and international perspective that is vital to success in both academia and life.

Interest in the program has increased. The number of students who are taking these courses almost tripled this year from 230 to close to 600. Students start the journey in elementary school, and continue through to high school, helping to develop a strong foundation in our students. Teachers are trained by Cambridge Trainers to help ensure that the program fulfills its purpose with fidelity.

The Cambridge Curriculum fulfills a very important need in CMS, by helping us add rigor, critical thinking and problem solving with a global perspective. Providing our families with educational choices is very important to us at CMS, and CIE is helping us give these choices to the families we serve.

Sincerely, Matthew G. Hayes, Ed.D. Community Superintendent ‐ North Learning Community Charlotte Mecklenburg Schools

P h o n e: 980‐ 344‐ 7 1 0 0 F a x : 980‐ 343‐ 0 6 2 4 www . cms.k12 .nc .us SBCC 02/17/2017

Cambridge International Examinations Overview

Cambridge International Examinations is part of Cambridge Assessment Inc., a non-profit department of the University of Cambridge.

Cambridge International Examinations provides an academically rigorous curriculum emphasizing critical thinking and inquiry based learning that helps students develop the knowledge and skills needed to be successful in college and beyond.

Cambridge International Examinations:  Is part of the University of Cambridge, renowned worldwide for excellence in education  Is the world’s largest provider of international education programs and qualifications for students ages 5 – 19  Develops successful learners in over 160 countries  Is used in over 10,000 schools worldwide  Is in partnership with educators worldwide, including 40 national governments and education reform projects

Emphasis on a Learner Centered Approach  Our programs provide learners with the foundation to achieve high levels of academic and personal learning in an engaging way. Together with schools, we aim to develop learners who are: o Confident in working with information and ideas – their own and of others o Responsible for themselves, responsive to and respectful of others o Reflective as learners, developing their ability to learn o Innovative and equipped for new and future challenges o Engaged intellectually and socially, and ready to make a difference

What does Cambridge Offer? Cambridge Pathway The Cambridge Pathway offers programs and qualifications from primary through secondary and pre-university years:  Coherent and aligned instructional system for students ages 5-19  Progressive curriculum with one stage building on the next  Internationally recognized courses backed by leading research and assessment practice  Supports for educators and classrooms, such as publications, online resources, training, and professional development

The Cambridge Pathway for Ages 14-19

International General Certificate of Secondary Education (IGCSE®) for ages 14 to 16.  Features internationally based standards and end of course assessments for over 70 subjects, including 30 languages  Is the world’s most popular international qualification for 14 to 16 year olds  Develops learner knowledge, understanding and skills  Includes written, oral, coursework and practical assessment  Approved as Honors Level Courses by the Charlotte Mecklenburg School district per the North Carolina Honors Level Course Rubric Framework  IGCSE end of course exams have rigorous questions requiring more than rote-memory. They require the application of knowledge in unfamiliar contexts and require development of thought and argumentation  Accepted for admission in many four year and 2 year junior and community colleges

 In many subjects there is a choice between core and extended curricula, making Cambridge IGCSE suitable for a wide range of abilities  Excellent college prep curricula

Cambridge International Advanced Subsidiary (AS) and Advanced (A) levels for ages 16-19, designed for those ready for college level courses while in high school.

 Established and well known rigorous curriculum  Requires deep understanding, independent learning, analysis and critical thinking skills  Features internationally based standards and end of one year (AS level) or two year (A level) course assessments for over 55 subjects o Students can specialize or retain breadth, providing flexibility  Teachers are provided with sample unit lesson plans and professional development  Over 500 colleges and universities in the US, such as MIT, Duke, and all Florida colleges and universities, have credit and placement policies for A and AS level course examinations.  Tens of thousands of students use it every year to gain entrance at leading universities worldwide  Students can earn the prestigious Advanced International Certificate of Education (AICE) diploma by earning 7 credits while passing at least one exam at the AS or A level from each subject group: Math & Science, Languages, Arts & Humanities plus AS level Global Perspectives & Research. AS level exams passed equal 1 credit and A level exams passed equal 2 credits.  AICE diploma recipients may be eligible for university scholarships e.g. o Florida students who earn the AICE diploma are eligible for the 4 year FL Bright Futures Academic Scholar Award scholarship which can be used at all state universities, state colleges, and private colleges in Florida. AICE Diploma recipients are exempt from the scholarship’s minimum SAT/ ACT score requirement.  Research (Shaw, S. & Bailey, C, 2011) with Florida State University shows Cambridge AICE students and AP students earning higher first year GPA compared to IB.

What are people saying about Cambridge?

“The AS/A Level Physics courses were the first time I was able to apply theory to practical matters. The laboratory and theoretical components were integrated very seamlessly. I am confident that this approach is what allowed me to successfully apply my AS/A level knowledge in physics courses at MIT.

I felt prepared to tackle new concepts at the college level and further build upon areas I had already been introduced to, because the Cambridge curricula required me to draw inferences, rather than simply state a particular law."

– Isabel Plana, Former student of Cambridge Physics (and who took 10 Cambridge courses), Ronald W. Reagan Doral Senior High School in Miami, FL, who attended MIT

“Cambridge courses demand that students own the lessons, rather than just experience them. Grappling with the integration of concepts, applying lessons to real and hypothetical situations, and communicating original insights are part of the learning process for Cambridge courses. Students who engage in such rigorous learning activities experience impressive gains in standardized test performance. But, they also thrive beyond the classroom as a result of the analytical, research, communication, and problem solving skills they develop through engaging in the Cambridge curriculum.” - Geoff McKee, School District of Palm Beach County, Florida Instructional Superintendent.

“Students who have taken Cambridge International A Levels do very well at our campus. They are well prepared for our curriculum and we find that they have a lot of confidence, but also that they have a good, deep subject knowledge, [and] the ability to think critically and well.” – Stuart Schmill, Dean of Admissions, MIT

“We think the Cambridge curriculum is superb preparation for university.” - Christoph Guttentag, Dean of Undergraduate Admissions, Duke University

Attachment PROG 08

PROGRESS ON THE IMPLEMENTATION OF THE CAREER AND COLLEGE READY GRADUATES PROGRAM

A Report to the: Joint Legislative Education Oversight Committee

Submitted By The State Board of Community Colleges and the State Board of Education

March 2017

SBCC 02/17/2017 1 Attachment PROG 08

BACKGROUND Section 10.13 of S.L. 2015‐241, Career and College Ready Graduates, requires the State Board of Community Colleges (SBCC), in consultation with the State Board of Education (SBE), to develop a program for implementation beginning in the 2016‐17 school year that introduces the college developmental mathematics and developmental reading and English curriculums in the high school senior year and provides opportunities for college remediation for students prior to high school graduation through cooperation with community college partners.

This program will be mandatory for high school students in their senior year who have not met benchmarks established by the SBCC in their junior year. High schools are required to use the curriculum approved by the SBCC, in consultation with the SBE. The SBCC is also required to determine the appropriate measure of successful completion to ensure students are prepared for coursework at a North Carolina community college. The training will be prepared and delivered by the professional development sub‐committee of the CCRGAP committee. The courses will be delivered by high school faculty after completing training requirements. The NC Community College System will provide oversight for the program.

In working to design the program, the NCCCS and DPI are partnering to support the goal of students successfully graduating from public high schools who are career and college ready. In doing so, both the NCCCS and DPI are engaged in developing the best additional strategies to target specific academic deficiencies.

As a first step, the NCCCS convened a community college stakeholder team to lead the development of strategies to design and implement the career and college ready graduate program. The team is composed of mathematics faculty; English/reading faculty; and, statewide association representatives.1

The team investigated programs in North Carolina as well as other states and identified four tenets essential to support a successful program: 1. Program development must be data‐informed. 2. One strategy may not sufficiently address the state‐wide need. 3. The program should build on policies already in place as well as possible partnerships with work already occurring within the State. 4. Students who successfully complete the program should be career and college ready, including all public higher education in North Carolina.

Wake Technical Community College was designated as the Lead College, via a competitive RFP process, to assist with coordination of community college/high school partnerships and organizing regional professional development.

1 NC Association of Community College Presidents; NC Student Development Administrators; NC College English Instructors; NC Community College Association of Distance Learners; NC Association of Community College Instructional Administrators; NC Association of Development Educators; and, NC Mathematics Association of Two‐Year Colleges SBCC 02/17/2017 2 Attachment PROG 08

A. Measures for Determining Student Participation in Remedial Coursework. The ACT benchmark in math and English, with slight variance in conjunction with high school GPA, is the initial factor in determining whether a student is required to enroll in remedial coursework during the senior year, for all but one of the Phase I models. Students who meet these standards are exempt from the career and college ready graduate coursework.

College Course ACT Subject‐Area Test The ACT Benchmark

English Composition English 18

College Algebra Mathematics 22

Unweighted high school GPA 2.7 – 2.75

Students who do not meet the above benchmarks would be required to enroll in remedial coursework in their senior year, in addition to their other courses.

B. 2016‐17 Phase I Models The seven college/high school partnership models for the 2016‐17 academic year have all volunteered. The community college and respective high school(s) have worked diligently to create the best program possible for their students. Many of the Phase I models are utilizing the Southern Regional Education Board (SREB) Essential of College Mathematics (ECM) course. The SREB Math Ready is a course taught by several secondary schools and approved to minimum admission requirements by the UNC system as well as the fourth math for NC Community Colleges Multiple Measures for Placement. The course is designed to support learning of math concepts to enable students to be prepared for college coursework.

1. Asheville‐Buncombe Community College partnering with:  Asheville City Schools: Targeting math. Embedding National Repository of Online Courses (NROC) EdReady within Essentials of College Math. The class will contain students who are both Career and College Ready and those who are not; everyone will complete the remediation work and it will count towards the grade in the ECM class. The exact percentage that the remediation work will count is still under discussion. The criteria for remediation are students that have an unweighted high school GPA below 2.7. Post remediation, the NC DAP will be used to determine success or failure. The course is the traditional 18‐week semester long course.

 Buncombe County: Targeting math. Embedding NROC’s EdReady within Essentials of College Math. The class will contain students who are both Career and College Ready and those who are not; everyone will complete the remediation work and it will count towards the grade in the ECM class. The exact percentage that the remediation work will count is still under discussion. The criteria for remediation are students that have an unweighted high school GPA below 2.7. Post remediation, the NC DAP will be used to determine success or failure. The course is the traditional 18‐week semester long course.

SBCC 02/17/2017 3 Attachment PROG 08

 Madison County: Targeting math. They are incorporating the remediation as part of their smart lunch and only students that need remediation will be targeted.

2. Alamance Community College partnering with:  Southern Alamance High School: Targeting math and English. The remediation will be a semester‐long course. Southern Alamance High School has provided students with a first block and third block where students will be able to complete their math and/or English remediation.

Math. Using the NROC EdReady as a stand‐alone course. The criteria for remediation are ACT scores: reading below 18, math below 22, or an unweighted high school GPA below 2.6. A student will take an in‐class diagnostic test in EdReady, that aligns with the NC DAP Developmental Math Modules (DMA). The results of the diagnostic test will create personalized assignments for each student. In order for students to be determined as mastering the content, they will need to master one of the paper tests that is given to ACC developmental students. Students will need to complete them in order, as students in college complete them. The stand‐alone class is pass/fail. The student will be required to complete all of the coursework that was not mastered during the assessment. Students will then be assessed (proctored) on each individual DMA needed. Students who do not complete all of their modules at the end of the semester can retake the placement test. This will allow them to test out of any modules they currently have not completed during their senior year.

English: Using NROC’s Developmental English course that has been imported into a Moodle (Learning Management System) course. The student will be required to complete all of the coursework that was not mastered during the assessment. Students will then be assessed (proctored) on each individual DRE needed.

3. Brunswick Community College partnering with:  Brunswick County Schools: Targeting reading and English. Spring 2017 Brunswick will be using a new elective course. It will be a Moodle (Learning Management System) course built from NROCs Developmental English course. The first semester of a students’ senior year the English IV course will be taken and the second semester will be the remediation course. The criteria for needing remediation will be an ACT score less than 18 English, less than 22 on reading, or an unweighted high school GPA of less than 2.7. Proficiency will be determined by a specific grade during year one of implementation and/or the results of the NC DAP. A student will take the NC DAP at the beginning and end of the remediation course for data collection purposes. If a student demonstrates mastery on the NC DAP this will be considered valid at Brunswick CC (and at any of the 58 community colleges). The first year of the model will involve one classroom in one high school. Participation is optional for year one. The counselors plan to present the remediation class as part of the student's course plan for the spring to increase the likelihood that the student will take the course. The actual grade for the class will be pass/fail. Brunswick CC faculty are meeting with the course instructor and the

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school's English‐Language Arts coach to create their in‐depth plan for pacing, scheduling of class sessions, criteria for assessment, etc. The biggest challenge right now is locating the computers/Chromebooks for the classroom. There are concerns that the students will not have steady access to computers, which would be a major challenge!

4. Central Piedmont Community College partnering with:  Charlotte Mecklenburg Schools – Harding HS, Myers Park HS, Olympic (TEAM) HS, Vance HS, and West Charlotte HS. Targeting math. CPCC will embed EdReady into Advanced Models and Functions (AFM). All students in the AFM class will be required to participate in the remediation. The CMS high schools have varying needs therefore additional math courses are being considered. The model design is aimed at embedding remediation into existing courses in order to minimize disruptions to the learning environment. The EdReady content is aligned as a support mechanism for the most essential prerequisite topics of each course. The EdReady content is not explicitly aligned to the Developmental Mathematics modules (DMAs) however there is a strong correlation between the EdReady content and the DMA learning objectives. The model does not currently include a crosswalk to the DMAs. The criteria for determining students that are not Career and College Ready are those students that scores less than 18 on the ACT math. Students will be given an initial diagnostic assessment followed by a personalized study plan that is aligned with the high school curriculum. The students will be required to illustrate mastery of the prerequisite/developmental topics in EdReady and earn a C or higher in the AFM class.

5. Davidson County Community College partnering with:  Lexington City Schools: targeting math and reading/English. DCCC and Lexington City Schools are offering two stand‐alone, 9‐week math program and 9‐week reading program. The 9‐week remediation courses will be offered the first semester of a student’s senior year and the second semester will contain the fourth math course and/or English course. The criteria for remediation is an ACT score below 18 on the English and a score below 21 on the math, or an unweighted high school GPA of less than 2.7.

Math: The remediation course will utilize NROC’s EdReady that has been aligned with the Developmental Math Modules. There will be mastery assignments throughout the course and not a high stakes assessment at the end of the course. A crosswalk has been developed between the NROC EdReady course and the Developmental Math modules (DMA)s. The class will be pass/fail and students will receive a pass based on effort, success, and successful completion of an appropriate number of modules. To further explain this process, students come to this math course with varied abilities and backgrounds. If students work, make progress, and complete the number of modules they are able to complete in the time allowed, then they receive a P, as well as non‐course credit for the modules they mastered. We have to remember that many of these students will be seeking a technical certificate, diploma or associate’s degree. Some of these programs may not require all of the DMA modules. Successful completion of any modules will decrease the time necessary at DCCC to complete a SBCC 02/17/2017 5 Attachment PROG 08

program and decrease the classroom time necessary to earn a family sustaining wage. When a student enrolls at Davidson County CC individual DMA credit will be awarded for modules in which the student has demonstrated mastery.

English: In English/Reading, students will work through the NROC English materials to improve their reading, comprehension, and writing skills. If they master the skills for 096, 097, and/or 098, students will receive a P and will be awarded non‐course credit for the remedial college courses based on their own individual skill attainment. During this model year, DCCC will deem success as the completion of as many modules as possible to ensure each student’s understanding and mastery of the skills in each module.

6. Pitt Community College partnering with:

 JH Rose High School & South Central High School: Pitt CC is offering a "bundle" of courses to students that are not career and college ready, as deemed by their high school teachers and the NC DAP. The bundle includes a professional development course, a research course, a college study skills course and developmental math and developmental English course. The bundle is taught each semester, Monday through Friday for a 90‐minute block. Upon completion students retake the NC DAP. The results from the NC DAP are used for placement at Pitt CC. Pitt CC is not currently using the state‐wide English or math course but is considering using these courses beginning fall 2017.

7. Randolph Community College partnering with:  Asheboro High School: targeting math. Randolph CC and Asheboro High School will embed Developmental Math Modules (DMA) material within two SREB courses. They will not be using a technology based intervention. Students will take the NC DAP and this will be used as a pre and post assessment. There will be one grade for the SREB course that is inclusive of the remediation work. The criteria for determining career and college ready are all students that made a C or D in Math 3 (or were on the path to do so when registration took place). Those students are placed in Essentials for College Mathematics.

C. State‐wide courses. The math sub‐committee of the CCRGAP task force has created a NROC EdReady math course. The math sub‐committee incorporated input from community college faculty, high school teachers, the DPI, and LEAs wherever possible. This course was sent to all members of the CCRGAP taskforce (over 90) for review. The course has been closely aligned with the Developmental Math Modules offered at the 58 community colleges, is mastery based, and allows a student to earn “credit” for these modules at the community college. Although successful completion of the entire course is the goal we realize that might not be obtainable for all students. This newly created course will allow for a reduced developmental education footprint, if not completely mastered. The EdReady math course resides in the cloud. Students will be given a URL that has been customized for their participating college. SBCC 02/17/2017 6 Attachment PROG 08

The English sub‐committee of the CCRGAP task force has created an English/reading course. The English sub‐committee incorporated input from community college faculty, high school teachers, the DPI, and LEAs wherever possible. This course was sent to all members of the CCRGAP taskforce (over 90) for review. The course has been closely aligned with the Developmental English courses offered at the 58 community colleges and allows a student to earn “credit” for these courses at the community college. Although successful completion of the entire course is the goal we realize that might not be obtainable for all students. This newly created course will allow for a reduced developmental education footprint, if not completely mastered. The English course resides in the Virtual Learning Community (VLC). Every participating high school senior will be assigned a community college email address in order to access the course.

It is important to note that both the state‐wide math and English course rely heavily upon technology. Although a paper/pencil option will be made available, the courses were not created with that approach at the forefront. Internet, bandwidth, and accessibility to computers within the high schools is of utmost concern. The above‐referenced curriculum discussion will allow community college/high school partnerships to utilize one of the existing courses, or to establish frameworks for new courses, that will align with NCDPI graduation standards as well as satisfy college‐level course prerequisite requirements.

D. Assessment to Determine Successful Completion. After completing remedial coursework, students will be assessed to determine career and college readiness. In some of the models this assessment will occur at the end of the remedial intervention in the student’s senior year. Some math models will be utilizing a mastery‐based approach whereby students are assessed at multiple points during the course. In order to progress, mastery must be demonstrated on preceding modules. Students will be able to receive “credit” for individual developmental math modules at their respective community college. Grading of the final English assessment will utilize a rubric. The score on the final assessment will determine whether or not a student successfully completes all of the English remediation or only receives credit for one or two of the developmental English courses. Students will be able to receive “credit” for individual developmental English courses at their respective community college

E. Evaluation of Models & Design for Professional Development. While the models are in progress, the CCRGAP taskforce will monitor, assess, and determine recommendations for which approach or approaches should be potentially scaled state‐wide and for ongoing professional development and collaboration. A professional development sub‐committee of the CCRGAP taskforce has been created to further develop the professional development. The PD sub‐committee will also establish an evaluation plan that will position colleges and school districts to review the success levels of student completers of the adopted courses.

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F. 2017‐18 Phase II Models Conversations are in progress with UNCGA regarding possible funding contributions as GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) communities will be partnering with CCRGAP beginning spring 2017. There are 10 GEAR UP community college/high school partnerships beginning work spring 2017. Two additional community college/high school partnerships will participate in Phase II. These community college/high school partnerships are:

GEAR UP Communities 1. Alamance Community College partnering with Graham High School, Hugh M. Cummings High School and Walter M. Williams High School 2. College of the Albemarle partnering with John A. Holmes High School in Chowan County and College of the Albemarle partnering with Perquimans County High School in Perquimans County 3. Lenoir Community College partnering with Kinston High School, North Lenoir High School, South Lenoir High School, and Lenoir Early College 4. McDowell Technical Community College partnering with McDowell High and Alternative Learning Center 5. Pamlico Community College partnering with Pamlico County High School 6. Piedmont Community College partnering with Person High School 7. Rockingham Community College partnering with Morehead High School, Dalton L. McMichael High School and Reidsville High School 8. Richmond Community College partnering with Scotland High School and Scotland Early College 9. Vance‐Granville Community College partnering with Warren County High School, Warren Early College High School, and Warren New Tech High School 10. Mayland Community College partnering with Mountain Heritage High School

Others Forsyth Technical Community College partnering with Stokes County Schools Bladen Community College

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Phase I Models – At a Glance

AB‐Tech Alamance Brunswick Criteria for Unweighted HS GPA < 2.6 ACT reading < 18 ACT reading < 18 determining career or ACT reading < 18 Math < 22 or unweighted Math < 21 or unweighted Math < 21 HS GPA < 2.6 HS GPA < 2.7 and college ready

Number of partnering 8 1 1 high schools

Remediation required Yes No Optional during year one. of students not CCR?

Targeted subject Math Math and English English

Length of course Asheville City Schools and Semester Semester Buncombe County: 18‐week semester Madison County: Offered during “Smart” lunch.

Embedding or Stand‐ Embedded within the SREB Stand‐alone course Stand‐alone “mandatory alone? ECM course elective”

Using State‐wide No, not yet. No, not yet. N/A EdReady math course?

Using state‐wide N/A Yes Yes NROC English course?

Criteria for NC DAP Math – Mastery of a Class grade and/or NC DAP determining success paper/pencil test identical to one given to ACC students.

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Central Piedmont Davidson Pitt Randolph Criteria for ACT math < 18 ACT reading < 18 Students that A student that receives determining and registered for the Math < 21 or identify as planning a grade below a B in AFM class unweighted HS GPA < on attending Pitt CC Math III career and 2.7 and identified by college ready faculty as not career and college ready

Number of 5 1 1 1 partnering high schools

Remediation Yes, any student Yes No Yes required of registered for AFM will be required to students not participate in the CCR? remediation

Targeted Math Math and English Math and English Math subject

Length of Semester 9‐weeks for math and Year‐long Semester course 9‐weeks for English

Embedding or Embedded within Stand‐alone Embedded within a Embedded within the Stand‐alone? Advanced Functions CCP cluster ECM course and Models

Using State‐ No Yes Spring 2017 – No No – using paper/pencil wide EdReady Fall 2017 ‐ Yes approach math course?

Using state‐ N/A Yes Spring 2017 – No N/A wide NROC Fall 2017 ‐ Yes English course?

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Conclusion. The NCCCS Career and College Ready Graduate Alignment Partnership team believes the current plan has strong potential for success as it is designed to ensure that: 1. Input and participation from the community colleges, DPI, LEA’s and high school teachers has been incorporated at every phase. 2. The possible need for multiple strategies to sufficiently address the State‐wide need is identified and supported. 3. The program is built on policies already in place as well as partnerships with work already occurring within the State. 4. Students who successfully complete the program should be career and college ready, including all public higher education in North Carolina. 5. Students that are not able to complete the entire program will still be able to reduce their developmental education footprint when enrolling at their community college.

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STATE BOARD OF COMMUNITY COLLEGES Cooperative Innovative High School Applications

Request: At the request of staff, the State Board of Community Colleges is asked to approve the applications for new Cooperative Innovative High Schools (CIHS) for the 2017‐2018 school year. The list of CIHS applications seeking approval are indicated in the chart on the next page.

Background: During the 2011 legislative session, the General Assembly established the following criteria to define a cooperative innovative high school (G.S. 115C‐238.50A): a) It has no more than 100 students per grade level; b) It partners with an institution of higher education to enable students to concurrently obtain a high school diploma and begin or complete an associate degree program, master a certificate or vocational program, or earn up to two years of college credit within five years c) It is located on the campus of the institution of higher education, unless the governing Board . . . specifically waives the requirement through adoption of a formal resolution.

Rationale: New cooperative innovative high school (CIHS) applications are submitted to the North Carolina Department of Public Instruction. CIHS Applications are reviewed by the Joint Advisory Committee (JAC), which includes members from the North Carolina Department of Public Instruction, the North Carolina Community College System, and the University of North Carolina General Administration. Representatives from North Carolina New Schools also attend the JAC meetings, but are not voting members of the JAC.

Once JAC members review each of the cooperative innovative high school applications, recommendations for application approvals are sent from the JAC to the State Board of Education. New cooperative innovative high schools (CIHS) must be approved by the State Board of Education and then are sent to the State Board of Community Colleges for approval. New CIHS applications were presented to the State Board of Education for information at their December meeting and are anticipated to be approved at their January 4‐5, 2017 meeting. Cooperative innovative high school applications also now include location waivers if the school is not located on a community college campus.

Contact Person: Dr. Lisa Eads Program Coordinator

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JOINT ADVISORY COMMITTEE REVIEW SUMMARY 2016‐17 COOPERATIVE INNOVATIVE HIGH SCHOOL (CIHS) APPLICATIONS

Applications for New CIHS (11) Proposed Name of CIHS LEA Partner IHE Partner Funding Location Requested JAC Request Waiver Recommendation ASHE EARLY COLLEGE Ashe County Schools Wilkes Community Yes No ‐ Located on the Approve to open College college campus with funding

BLADEN EARLY COLLEGE Bladen County Schools Bladen Community Yes No ‐ Located on the Approve to open College college campus with funding MIDDLE COLLEGE AT Charlotte Mecklenburg Central Piedmont Yes No ‐ Located on the Approve to open MERANCAS CAMPUS Schools Community College college campus with funding

ELIZABETH CITY PASQUOTANK Elizabeth City‐Pasquotank College of Albemarle Yes No ‐ Located on the Approve to open EARLY COLLEGE Public Schools college campus with funding

HARNETT EARLY COLLEGE Harnett County Schools Central Carolina Yes No ‐ Located on the Approve to open Community College college campus with funding

AGRICULTURE AND SCIENCE Iredell‐Statesville Public Mitchell Community Yes Yes – 158 Raider Road, Approve to open EARLY COLLEGE Schools College Olin, NC 28660 with funding

MCDOWELL ACADEMY FOR McDowell County Schools McDowell Technical Yes No ‐ Located on the Approve to open INNOVATION Community College college campus with funding

MONTGOMERY EARLY Montgomery County Montgomery Yes Yes ‐ 1011 Page Street, Approve to open COLLEGE Schools Community College Troy, NC 27371 with funding

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ONSLOW EARLY COLLEGE Onslow County Schools Coastal Carolina Yes No ‐ Located on the Approve to open Community College college campus with funding

WAKE CTE NORTH Wake County Public Wake Technical Yes Yes ‐ Approve to open EARLY COLLEGE School System Community College 931 Durham Road, with funding Wake Forest, NC 27587 WASHINGTON EARLY COLLEGE Washington County Beaufort County Yes No ‐ Located on the Approve to open Schools Community College college campus with funding

Application of Existing CIHS Requesting Funding (1) Existing Name of CIHS LEA Partner IHE Partner Funding Request Location Requested JAC Waiver Recommendatio n CUMBERLAND Cumberland County Fayetteville Technical Yes No ‐ Located on the Approve to POLYTECHNIC HIGH Schools Community College To expand/change college campus request funding SCHOOL program for more students and program offerings.

The Joint Advisory Committee recommends the eleven (11) Cooperative Innovative High School (CIHS) applications listed above to the State Board of Education and the State Board of Community Colleges for approval to open with funding for 2017‐18 school year. Additionally, the Joint Advisory Committee recommends the approval to request additional funding for one (1) existing CIHS.

Note: All funding requests go to the General Assembly for allocation and final approval.

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Attachment PROG 10

State Board of Community Colleges Combined Course Library ‐ Continuing Education

New Course Approvals, Modifications, and Tier Designations

The State Board is asked to approve the following courses for placement in the Combined Course Library (CCL).

Request #1 (New) Recommended Program Tier Course ID Course Title Hours Area Designation INS 3121 Life Insurance 48 F25 – Business 3 INS 3122 Accident and Health or 48 F25 – Business 3 Sickness Insurance INS 3127 Claims Adjusting 48 F25 – Business 3 INS 3128 Medicare Supplement/Long‐ 48 F25 – Business 3 Term Care/Estate Planning

Descriptions:

INS 3121 Life Insurance: This course is designed for instructional areas related to life insurance topics to meet the pre‐licensing education requirements for insurance agents as prescribed by the North Carolina Department of Insurance‐Agent Services Division. Programs must be approved by the NC Department of Insurance and provide information on qualified instructors. Topics include annuities, whole, term and life insurance. The course intent is to prepare students to take the NC Department of Insurance – Life Insurance license exam. This course is designed to align with NCCCS Curriculum Course INS 121.

INS 3122 Accident and Health or Sickness Insurance: This course is designed for instructional areas related to accident and health insurance topics to meet the pre‐licensing education requirements for insurance agents as prescribed by the North Carolina Department of Insurance‐Agent Services Division. Topics include health, accidental death & dismemberment, HMO, personal accident, major medical, critical illness and disability. Programs must be approved by the NC Department of Insurance and provide information on qualified instructors. The course intent is to prepare students to take the NC Department of Insurance – Accident and Health Insurance license exams. This course is designed to align with NCCCS Curriculum Course INS 122.

INS 3127 Claims Adjusting: This course is designed for instructional areas related to adjusters insurance topics to meet the pre‐licensing education requirements for insurance agents as prescribed by the North Carolina Department of Insurance‐Agent Services Division. Programs must be approved by the NC Department of Insurance and provide information on qualified instructors. Topics include property & casualty, crops, workers compensation and public lines. Programs must be approved by the NC Department of Insurance and provide information on qualified instructors. The course intent SBCC 02/17/2017

Attachment PROG 10

is to prepare students to take the NC Department of Insurance – Adjustor license exams. This course is designed to align with NCCCS Curriculum Course INS 127.

INS 3127 Medicare Supplement/Long‐Term Care/Estate Planning: This course is designed for instructional areas related to Medicare Supplement and Long‐Term Care insurance topics to meet the pre‐licensing education requirements for insurance agents as prescribed by the North Carolina Department of Insurance‐Agent Services Division. Programs must be approved by the NC Department of Insurance and provide information on qualified instructors. Topics include Medicare supplements, advantage plans, Plan D, and long term care. The course intent is to prepare students to take the NC Department of Insurance – Medicare Supplement/Long‐Term Care and Estate Planning Insurance license exams. This course is designed to align with NCCCS Curriculum Course INS 128.

Rationale: These courses are requested to facilitate a Continuing Education to Curriculum bridge within the Accounting and Finance degree program, specifically aligning with the Insurance concentration. The requested structure supports the industry goals to develop the workforce pipeline.

Potential Credentials: North Carolina Department of Insurance

Request #2 (New) Recommended Program Tier Course ID Course Title Hours Area Designation FIP 3650 Mobile Water Supply 16 R30 ‐ Fire & 3 Rescue Services FIP 6512 TR Emergency Medical Care 12 R30 ‐ Fire & 3 Rescue Services

Descriptions:

FIP 3650 Mobile Water Supply: This certification‐related course is designed to educate fire apparatus drivers who are responsible for operating apparatus designed primarily for picking up, transporting and delivering water to fire emergency scenes. This Mobile Water Supply (Chapter 10) course presents general principles of operating apparatus equipped with various water dumping systems, with application of those principles. This course includes an overview of safe maneuvering, accident prevention, fill site and dump site operations, as well as relay operation procedures. This is a NC Fire and Rescue Commission certification course approved for offering as of July 1, 2017. This course should be offered consistent with the most current Commission guidelines. Contact the Office of State Fire Marshal (OSFM) for details.

FIP 6512 TR Emergency Medical Care: This certification‐related course is designed to give the candidate a basic understanding of emergency medical care procedures. This course should be offered consistent with the most current NC Fire and Rescue Commission guidelines. Contact the Office of State Fire Marshal (OSFM) for details. Reference: NFPA 1006 Chapters Five and Six. This SBCC 02/17/2017

Attachment PROG 10

course is part of the Technical Rescuer (TR) Certification Program approved by the NC Fire and Rescue Commission for offering as of July 1, 2017. This course should be offered consistent with the most current Commission guidelines. Contact the Office of State Fire Marshal (OSFM) for details.

Rationale: These courses are requested to align with two new certifications approved by the North Carolina Fire and Rescue Commission, effective July 1, 2017.

Potential Credentials: North Carolina Fire and Rescue Commission (Dept. of Insurance/Office of State Fire Marshal)

Request #3 (New) Recommended Program Tier Course ID Course Title Hours Area Designation FIP 3630 Pumps Introduction 15 R30 ‐ Fire & 3 Rescue Services FIP 3631 Pumps Basic Operations 24 R30 ‐ Fire & 3 Rescue Services FIP 3632 Pumps Maintenance & 24 R30 ‐ Fire & 3 Testing Rescue Services FIP 3633 Pumps Sprinklers & 15 R30 ‐ Fire & 3 Standpipes Rescue Services FIP 3634 Pumps Hydraulics 15 R30 ‐ Fire & 3 Rescue Services FIP 3635 Pumps Water Supply 15 R30 ‐ Fire & 3 Rescue Services

Descriptions (Abbreviated):

FIP 3630 Pumps Introduction: This certification‐related course will explain and identify job or individual requirements for pump operators and will detail safe operation of the vehicle. This Pumps Introduction (Chapter 05) course is part of the Pumps Certification Program approved by the NC Fire and Rescue Commission for offering as of July 1, 2017. This course should be offered consistent with the most current Commission guidelines. Contact the Office of State Fire Marshal (OSFM) for details.

FIP 3631 Pumps Basic Operations: This certification‐related course will review and explain basic elements of pump operations including priming, lift, drafting, pumping from a hydrant, setting engine pressure and calculating friction loss.

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FIP 3632 Pumps Maintenance & Testing: This certification‐related course is designed to educate driver/operators responsible for the operation of fire department pumping apparatus.

FIP 3633 Pumps Sprinklers & Standpipes: This certification‐related course will discuss and detail operations regarding set up and supply operations for pump operators for sprinkler systems and wet and dry standpipe systems.

FIP 3634 Pumps Hydraulics: This certification‐related course will detail vacuum pressure, normal operating pressure, residual, head and static pressure as it relates to the operation of a fire pumper during an emergency operation.

FIP 3635 Pumps Water Supply: This certification‐related course will review and discuss the methods by which water supply is obtained and maintained during an emergency operation.

Rationale: These courses are requested to align with the revised Pumps certifications approved by the North Carolina Fire and Rescue Commission, effective July 1, 2017.

Potential Credentials: North Carolina Fire and Rescue Commission (Dept. of Insurance/Office of State Fire Marshal)

Request #4 (New) Recommended Program Tier Course ID Course Title Hours Area Designation FIP 3640 Aerial Introduction 15 R30 ‐ Fire & 3 Rescue Services FIP 3641 Aerial Basic Operations 15 R30 ‐ Fire & 3 Rescue Services FIP 3642 Aerial Maintenance & 30 R30 ‐ Fire & 3 Testing Rescue Services

Descriptions (Abbreviated):

FIP 3640 Aerial Introduction: This certification‐related course is designed to introduce personnel to various types of aerial fire apparatus and their applications to emergency operations. This is a NC Fire and Rescue Commission certification course. This Aerial Introduction (Chapter 06) course is part of the Aerials Certification Program approved by the NC Fire and Rescue Commission for offering as of July 1, 2017.

FIP 3641 Aerial Basic Operations: This certification‐related course will review the application and use of various types of aerials including articulating booms, telescoping booms, elevated platforms, and aerial ladders.

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FIP 3642 Aerial Maintenance & Testing: This certification‐related course is designed to educate driver/operators responsible for the operation of aerial apparatus.

Rationale: These courses are requested to align with the revised Aerial certifications approved by the North Carolina Fire and Rescue Commission, effective July 1, 2017.

Potential Credentials: North Carolina Fire and Rescue Commission (Dept. of Insurance/Office of State Fire Marshal)

Contact: Margaret Roberton, Associate Vice President Workforce Continuing Education

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AGENDA State Board of Community Colleges STRATEGIC PLANNING COMMITTEE Caswell Building, A.W. North Carolina Conference Room Thursday, February 16, 2017 - 1:30 p.m.

Call to Order

Roll Call

Ethics Awareness and Conflict of Interest

Approval of Agenda

Approval of Minutes – January 19, 2017

For Information • Presentation by Carolina Demography • UNC Strategic Plan (Attachment PLAN1)

For Action • Strategic Planning Committee Charter (Attachment PLAN2) • Strategic Planning Process (Attachment PLAN3) • Strategic Planning Timeline (Attachment PLAN4)

New Business

Adjourn

NOTE: Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919) 807-7147 or by e-mail at [email protected] MINUTES STRATEGIC PLANNING COMMITTEE January 19, 2017 – 1:30 p.m.

COMMITTEE MEMBERS PRESENT: Darrell Saunders, Chair Jimmie Ford Jerry Vaughan Bobby Irwin, Vice-Chair Ernie Pearson

Members Absent: Clark Twiddy

OTHERS IN ATTENDANCE: Jennifer Haygood Chreatha Alston Bill Schneider Shanté Martin Sondra Jarvis

CALL TO ORDER Dr. Saunders called the meeting to order at 1:32 p.m. in the AW North Carolina Conference Room of the Caswell Building.

ROLL CALL Ms. Jarvis took the roll of the Legislative Affairs Committee members.

ETHICS STATEMENT Mr. Irwin read the Ethics Awareness and Conflict of Interest Statement and asked if there were any known conflicts. None were noted.

APPROVAL OF THE AGENDA Dr. Saunders asked for a motion to approve the agenda for the January 19, 2017 meeting. Mr. Irwin moved to approve, Mr. Vaughan seconded, and the committee approved the agenda without change.

APPROVAL OF THE MINUTES Dr. Saunders requested a motion to approve the November 17, 2016 minutes. Representative Ford moved to approve, Mr. Vaughan seconded, and the minutes were approved by the committee as presented.

FOR INFORMATION Current Strategic Plan Implementation Update Ms. Haygood is happy to be staffing the Strategic Planning committee starting this month. Mr. Bill Schneider and Ms. Anne Bacon will be working with her on the information provided.

Ms. Haygood reviewed where the system stands in relation to the current Strategic Plan. • Department of Commerce has won a grant to have apprenticeships in North Carolina. • General Assembly will start the session late January. The Legislative Agenda that the system is focusing on is developed around the current strategic goals. • Career Pathways has had a lot of activity. SBCC 02/17/2017 MINUTES STRATEGIC PLANNING COMMITTEE January 19, 2017 – 1:30 p.m. • The Finance Committee will be approving Career Coach allocations for the coming year. • Align 4NC Works is still moving forward, but staff is planning for the future.

Ms. Haygood said that staff would like to focus the committee discussions to lead to tangible outcomes. This would enable staff to map strategic plans to agenda items.

FOR FUTURE ACTION Draft Strategic Planning Committee Charter (Attachment PLAN 1) Staff is proposing a Strategic Planning Committee charter which was modeled after the Accountability and Audit Committee charter. Ms. Haygood reviewed the document highlighting the Responsibility (V) section emphasizing the important role of the Strategic Planning Committee.

Mr. Vaughan suggested that Advances in Technology should be called out in its own bullet. Representative Ford asked if the ERP (Enterprise Resource Planning) system discussed at the Issues Lunch need to be addressed through the Strategic Plan committee. Ms. Haygood said that some IT decisions will be addressed by the Strategic Planning Committee in coordination with the Finance Committee. Mr. Pearson recommended that the committee make sure to stay in alignment with the System President while working on the next plan.

Ms. Haygood reviewed various reports outlined in the Duties (VI) section that staff will be developing to present to the committee on a regular basis.

Ms. Haygood shared with the committee that the Proprietary School Board is asking to be separated from the system and oversight of the State Board. They currently have a separate cost center so it would not change the funding for NC Community Colleges. The system staff recommends the support of the Proprietary School Board proposal. The Proprietary Schools will lose a lot of resources once removed. The Policy Committee will discuss and take official action.

Draft Strategic Planning Process (Attachment PLAN 2) Ms. Haygood reviewed the outline for the planning process. Currently staff is waiting to see what Governor Cooper’s goals will be so that they can be taken into account.

Representative Ford said that he would imagine the strategic plan would filter down to the local colleges. Ms. Haygood said the colleges will be included in the planning. Representative Ford recommended a working meeting to develop the plan.

Draft Strategic Planning Timeline (Attachment PLAN 3) After the legislative session, staff will start work on Phase 2 Environmental Scan and Early Stakeholder Engagement and Phase 3 System Strategic Plan Development with the Colleges (from Attachment PLAN 2).

SBCC 02/17/2017 MINUTES STRATEGIC PLANNING COMMITTEE January 19, 2017 – 1:30 p.m. Ms. Haygood assured the committee that the President and the Board will be involved from the beginning of the process. Staff will make sure that what is developed is a plan for the whole agency and that everyone has a role in the plan. The current risks the system are facing are daunting. There are a number of retirements, there is a lot of turnover, and more and more colleges are asking for training from the System Office. The current way the system is dealing with these issues, does not meet college’s needs. The technology and regulatory complexity continues to grow and become more of an issue. Many of the issues in the background are starting to impact students. Mr. Irwin said that if training is part of the problem, then we need to go back and look at the budget and figure out how to add the training.

Ms. Haygood and Mr. Schneider shared some of the ways to help the colleges include: • More information on how what a person does affects or impacts another. • On demand training is needed. • Manage turnover and minimize impact of the system hiring from within the system. • Process documentation needs to be created. • Is there a way to centralize and value or maximize resources? • Working with professional associations on best practices. • Salaries within the colleges cannot compete with private industry.

The committee discussed collaboration with colleges and other agencies. There is the issue of colleges working collaboratively while still wanting to maintain autonomy. Centralization would help in some areas; however, the college knows best how to serve the individual community. Ms. Haygood said that working between agencies can be difficult and the meetings are not always as meaningful as they could be. Many of the current collaborations are legislatively mandated, not organic.

The committee agreed that the right people need to be brought to the table to plan for the future of the system.

NEW BUSINESS

ADJOURN There being no other business, Dr. Saunders asked for a motion to adjourn. Representative Ford motioned, seconded by Mr. Irwin and the committee adjourned at 2:47 p.m. following a voice vote.

Respectfully submitted, Sondra Jarvis Recording Secretary

SBCC 02/17/2017 Attachment PLAN 1

MEETING OF THE BOARD OF GOVERNORS Strategic Planning Committee

Approval of the Definitions, Goals, Metrics, and Targets for the UNC Strategic Plan ...... Craig Souza

Situation: The definitions, goals, metrics, and targets for UNC’s Strategic Plan are ready for approval.

Background: The Strategic Plan focuses on five themes: Access, Student Success, Affordability and Efficiency, Economic Impact and Community Engagement, and Excellent and Diverse Institutions. In December, after months of committee work, the Strategic Planning Committee approved the final draft of the definitions, goals, metrics, and targets and recommended it for approval to the full board.

Assessment: The Board of Governors will vote on the definitions, goals, metrics, and targets adopted by the Strategic Planning Committee in its December meeting.

Action: This item requires a vote by the Board of Governors.

SBCC 02/17/2017 Attachment PLAN 1 University of North Carolina Strategic Plan Definitions, Goals, Metrics, and Targets January 2017 Access

Definition of Access

Access is the opportunity for all North Carolinians who are prepared for the associated rigorous learning experiences to pursue a university education. Providing North Carolinians access and encouragement to pursue higher education is not confined solely to helping students gain admittance to college. It also includes:

• Providing multiple access points (e.g., pathways for transfer students, availability of online courses, etc.) into the University; • Academic, financial, cultural, and other knowledge-based services to help all students – but particularly those who are underserved for any reason – aspire to, enroll in, and graduate from institutions that match their interests and capabilities.

Goal 1: Increase Access to Success

Topical Area: Increase access to success.

Goal: The University of North Carolina’s undergraduate enrollments and baccalaureate degree recipients will more closely reflect the demographics and growth rate of the state by 2021-22.

Metrics: While maintaining rigorous standards, by 2021-22, increase enrollments of and completions by underserved students, including those from low-income families, rural counties, and others who are underserved for any reason.

Enrollment:

• Low-income: By fall 2021, increase enrollment of low-income students by 13% over fall 2015 levels (an average of 2% per year) to reduce the existing participation gap by at least half.

• Rural: By fall 2021, increase enrollment of students from Tier 1 and Tier 2 counties by 11% over fall 2016 levels (an average of 2% per year) to reduce the existing participation gap by at least half.

Completions:

• Low-income: Our natural growth rate projects an increase in low-income graduates of 32% (an average of 5% per year) over 2015-16 levels by 2021-22. Building upon past successes, the University will increase the number of low-income graduates by 37% (an average of 6% per year) over 2015-16 levels by 2021-22.

• Rural: Our natural growth rate projects an increase in graduates from Tier 1 and Tier 2 counties of 12% (an average of 2% per year) over 2015-16 levels by 2021-22. Building upon past

1 SBCC 02/17/2017 Attachment PLAN 1 University of North Carolina Strategic Plan Definitions, Goals, Metrics, and Targets January 2017 Access (con’t)

successes, the University will increase the number of graduates from Tier 1 and Tier 2 counties by 20% (an average of 3% per year) over 2015-16 levels by 2021-22.

Goal 2: Improve the Transition from K-12 to College

Topical Area: Alignment of postsecondary and K-12 policies, practices, and standards to improve student transitions.

Goal: Improve student transitions from high school to college and community college to the University through better alignment of K-12, community college, and University policies, practices, and standards.

Metric: By May 2017, UNC General Administration will convene a multi-agency working group, including but not limited to representatives from K-12, the University, North Carolina community colleges, and the State Education Assistance Authority, to recommend policies and strategies designed to improve readiness and the transition to postsecondary education.

By 2018, the working group will report its recommendations to the UNC Board of Governors, State Board of Education, State Board of Community Colleges and other governance bodies. The working group will focus on issues including but not limited to: efforts to engage with and inform prospective students about postsecondary options and financial aid, integration of state data systems, alignment of standards and admission requirements, and teacher preparation and professional development.

2 SBCC 02/17/2017 Attachment PLAN 1 University of North Carolina Strategic Plan Definitions, Goals, Metrics, and Targets January 2017 Student Success

Definition of Student Success

Student Success is a combination of positive intellectual, personal, and social development facilitated by a high-quality university education. It includes:

• The development of competencies – critical and creative thinking, life-long learning, technological mastery, resilience, effective communication, flexibility, and collaboration, among others – for meaningful engagement in 21st-century life; • The timely acquisition of a degree.

Goal 1: All Useful Learning

Topical Area: Student experiences and postgraduate success.

Goal: Provide all students with outstanding academic and experiential learning opportunities to acquire all useful learning needed to be responsible citizens, productive members of the workforce, and life-long learners in a global environment.

Metric: By 2018, the University will implement a survey of current students and alumni that will measure the degree of engagement during their academic careers and satisfaction in postgraduate life. (Potential indicators: student learning gains, involvement in campus organizations, internships, research, job placement and earnings, and well-being.)

Goal 2: Improve Timely Degree Completion while Reducing Achievement Gaps

Topical Area: Timely degree completion and reducing achievement gaps.

Goal: Improve timely degree completion for all and be the nation’s leader in degree completion by groups with disproportionate achievement gaps.

Metrics:

By 2021-22:

• Increase the number of undergraduate degrees awarded per 100 full-time students (undergraduate degree efficiency) by 1.4 to reach a target of 23.5.

• Increase the proportion of first-time, full-time freshman who graduate with a bachelor’s degree from any accredited institution within five years by 5.1 percentage points to reach a target of 70%.

• Reduce by half existing gaps (as of 2016) in undergraduate degree efficiency among student groups with disproportionate achievement gaps.

3 SBCC 02/17/2017 Attachment PLAN 1 University of North Carolina Strategic Plan Definitions, Goals, Metrics, and Targets January 2017 Affordability & Efficiency

Definition of Affordability & Efficiency

Article IX, Section 9 of the North Carolina State Constitution requires that “The General Assembly shall provide that the benefits of The University of North Carolina and other public institutions of higher education, as far as practicable, be extended to the people of the State free of expense.”

That constitutional mandate encourages a working compact among the state’s elected officials, taxpayers, and UNC to deliver the University’s multifaceted mission at the highest levels of quality in a cost-effective manner without regard to a student’s ability to pay.

Goal 1: Affordability

Topical Area: The cost of attending the University has been increasing faster than the median income in North Carolina.

Goal: Offer education of equal or higher quality than currently provided at a cost that is both consistent with the State constitution and attainable to students and families in North Carolina.

Metric: Commit to affordable tuition by limiting annual percent increases in undergraduate resident tuition rates to no more than the increase in the median family income,1 while providing autonomy and incentives for UNC institutions that can demonstrate that the financial investment made by students, families, and taxpayers is of excellent value.

Goal 2: Efficiency

Topical Area: The University is charged to fulfill its mission through the efficient use of available resources to ensure the highest quality of service to the citizens of the state.

Goal: Pursue and utilize increased operational and financial flexibility for the benefit of the educational, research, and public service missions of the University.

Metric: Increase operational and financial flexibility for the University and demonstrate its financial impact. This includes reductions in regulatory burdens and increases in financial reporting and transparency.

1 General Administration will calculate the median family income using a three-year average of U.S. Census Bureau data on the Median Household Income in North Carolina.

4 SBCC 02/17/2017 Attachment PLAN 1 University of North Carolina Strategic Plan Definitions, Goals, Metrics, and Targets January 2017 Economic Impact and Community Engagement

Definition of Economic Impact and Community Engagement

Universities have sustained impact on state and regional economies through the students they attract and teach, the research they perform, the innovation they encourage, the people they employ, the services they offer, and the partnerships they build with their communities and across the world. The University can enhance economic impact and community engagement by preparing graduates to be well-rounded citizens and lifelong learners to meet the state’s long-term needs; improving quality of life; investing in foundational research; speeding the discovery, application, and translation of research; and deepening sustained partnerships that strengthen local communities and the state’s economy.

Goal 1: Critical Workforces

Topical Area: The University plays a critical role in addressing the economy’s need for lifelong learners by preparing students with skills applicable to growing fields and by preparing them for an economy that will require ongoing learning, adapting, and enhancement of skills and abilities.

Goal: While maintaining excellence in the delivery of a foundational liberal arts education, increase the number of high quality credentials awarded in health sciences, STEM, K-12 education, and other emerging regional workforce needs.

Metric: By 2021-22, increase the number of credentials (including, but not limited to: bachelor’s, master’s, doctoral degrees, and post-baccalaureate certificates) awarded in the fields of health sciences, STEM, K- 12 education, and other emerging regional workforce needs by an aggregate of 25% over 2015-16 levels.

Goal 2: Research Productivity

Topical Area: Research and scholarship are integral to the University’s threefold mission of teaching, research, and public service. Research-related activities are beneficial in a variety of ways, including discovering critical medical treatments, improving the quality of life for citizens of North Carolina and the world, and attracting top faculty to UNC institutions. Successful translation of research discoveries into marketable innovations, products, and services requires a strong foundation in fundamental and applied research.

Goal: Strive for continuous improvement in research and scholarship, collaboration with UNC institutions and outside entities, and effective commercialization of technologies.

Metric: By 2021-22, increase combined revenue from research and development sponsored program awards and licensing income by $275 million.

5 SBCC 02/17/2017 Attachment PLAN 1 University of North Carolina Strategic Plan Definitions, Goals, Metrics, and Targets January 2017 Economic Impact and Community Engagement (con’t)

Goal 3: Community Engagement

Topical Area: North Carolina communities face a host of challenges in finance, infrastructure, disaster recovery, and other areas. UNC institutions have expertise to offer in a variety of fields. Working together, communities and the University can address issues facing their regions.

Goal: Increase investment of time and resources in strengthening North Carolina communities.

Metric: By Fall 2018, in consultation with UNC General Administration, the University’s constituent institutions will each create an implementation plan (including focus area, proposed activities, metrics, and targets) to assist a North Carolina community or region in need (these include Tier 1 or 2 counties or any local education authority that qualifies for a UNC lab school).

6 SBCC 02/17/2017 Attachment PLAN 1 University of North Carolina Strategic Plan Definitions, Goals, Metrics, and Targets January 2017 Excellent and Diverse Institutions

Definition of Excellent and Diverse Institutions

The University’s constituent institutions are individually distinct and mission-focused and collectively comprise an inclusive and vibrant university system, committed to excellence and the fullest development of a diversity of students, faculty, and staff.

Goal 1: Area(s) of Distinction

Topical Area: Area(s) of distinction.

Goal: Strengthen the reputation and accomplishments of the University by having each constituent institution identify mission-focused academic “area(s) of distinction” and achieve significant regional or national recognition within those area(s) by 2021-22.

Metric: By May 2017, each institution will identify area(s) of distinction (including baseline data, metrics, and targets).

Goal 2: Human Capital

Topical Area: Recruitment, retention, and development of faculty and staff.

Goal: The University will systematically focus on recruitment, retention, and development of the most talented and diverse workforce possible at all levels over the next five years.

Metric: By May 2017, UNC General Administration will create an implementation plan (including the details of proposed data collection and metrics) to systematically measure – at all levels – engagement, retention, succession planning, and investment in professional development in order to promote system- wide improvements in these areas.

7 SBCC 02/17/2017 Attachment PLAN 2

STRATEGIC PLANNING COMMITTEE CHARTER NORTH CAROLINA COMMUNITY COLLEGE SYSTEM

I. Background The State Board of Community Colleges derives its authority from North Carolina G.S. 115D. The Strategic Planning Committee was established on July 9, 2009.

II. Purpose The purpose of the Strategic Planning Committee is to assist the State Board of Community Colleges (SBCC) with its responsibilities for the North Carolina Community College System’s mission, vision, and strategic direction.

III. Organization The Strategic Planning Committee shall be a standing committee of the State Board of Community Colleges. The Chair of the State Board shall appoint the membership, designate the chair and vice-chair, prescribe the duties, and determine the size of the committee. In addition, the Chair shall appoint a non-voting representative of the North Carolina Association of Community College Presidents and a non-voting representative of the North Carolina Association of Community College Trustees to the committee upon the recommendation of the presiding officer of each association. The membership of the committee may be rotated biennially at the discretion of the State Board Chair.

IV. Meetings Regular meetings of the State Board shall be held at least ten times a year on dates determined by the State Board. The Strategic Planning Committee shall meet on the same schedule as the other standing committees, as determined by the State Board.

V. Responsibilities The responsibilities of the Strategic Planning Committee include: • Understanding the organization’s industry, market/community, and core competencies. Keeping up-to-date on educational trends, workforce needs, other opportunities to improve the scope, cost effectiveness, and quality of services provided by the System. • Understanding how advances in technology impact instruction, student services, and institutional support functions as well as providing input on how those impacts should inform our System’s technology roadmap. • Helping management identify critical strategic issues facing our System, including risks and opportunities. • Ensuring management has established an effective strategic planning process, including development of a three- to five-year strategic plan with measurable goals and metrics. • Ensuring that the strategic planning process includes stakeholder input and an implementation process. • Monitoring the System’s performance against measurable targets or progress points.

SBCC 02/17/2017 Attachment PLAN 2

• Annually reviewing the strategic plan and recommending modifications to the full board as needed based on changes in the educational environment, community needs, legislative developments, and other factors. • Reviewing strategic plans of partner organizations to assure that the System's strategic plan aligns, where appropriate.

VI. Duties Committee staff will provide the committee with the following reports: • Progress on strategic plan implementation. • Bi-annual environmental assessment/educational trends summary. • Workforce needs assessment. • Competitor/partner assessment. • Operational and financial assessment. • Summaries of stakeholder input (e.g., surveys of stakeholder perceptions).

SBCC 02/17/2017 Attachment PLAN 3

STATE BOARD OF COMMUNITY COLLEGES Strategic Planning Process

Phase 1: Initial Definition of Plan Purposes, Scope, and Process (Why go through this process?) • Provide an understanding of the purposes and potential value of the strategic planning process. • Consulting with community college leaders, make initial decisions about the intended uses and users of the plan. • Identify strategic plan stakeholders. • Agree on a process and establish responsibilities for the various steps in the process. • Obtain commitment and approval for strategic planning process.

Phase 2: Environmental Scan and Early Stakeholder Engagement (Where are we currently?) • Identify legal mandates and responsibilities. • Establish process to collect stakeholder input. • Assess environmental factors (SWOT analysis – external, market, internal). • Identify critical issues, choices, challenges and opportunities.

Phase 3: System Strategic Plan Development with the Colleges (Where do we as a System want to go, how will we get there, and how will we know it?) Working with community colleges and other stakeholders... • Review and revise, if necessary, statements of vision, mission, and values. • Agree on a small number of broad goals. • Develop objectives and strategies. • Develop plan metrics.

Phase 4: System Office Plan Development (How will the System Office serve colleges -- and ultimately, students and businesses?) • The System Office will use the Strategic/IT Plan (required by the Office of State Budget and Management and Department of Information Technology) as its primary operational plan to drive agency progress toward System strategic plan goals, objectives and metrics. • The System Office's two-year Strategic and IT Plan will promote greater use of metrics and connect the four-year strategic plan to the legislative agenda, biennial budget planning, and IT strategies to support the work of the 58 colleges. • Other management tools may be used if needed to help achieve the strategic plan goals.

Phase 5: Plan Implementation, Monitoring, Evaluation, and Adjustments (How do we need to adjust based on changing circumstances and stakeholder feedback?) • Distribute the Strategic Plan to community colleges, government decision makers, partners and other stakeholders. Promote the plan vision via System communications and branding. • Mobilize for action called for in Strategic Plan. (SBCC, System Office, Presidents' Association) • Follow operational plan(s), aligning resources accordingly. (System Office) • Incorporate into individual work plans, wherever appropriate. (System Office) • Monitor progress. • Reassess the strategic plan periodically and adjust accordingly. SBCC 02/17/2017 Attachment PLAN 4

Strategic Planning Timeline: Option A – Long Session

Initial Definition of 01/01/17 - 04/10/17 Plan Purposes, Process Environmental Scan and Early Engagement 03/01/17 - 12/31/17 Develop 4-yr. System Strategic Plan with Colleges 08/01/17 - 05/18/18 05/18/18 - Start Implementing/Monitoring Plan 12/31/18 Dev. 2-yr. System Office Plan 05/18/18 - 10/31/18

SBCC System Plan Review 05/18/18

2017 Jan Mar May Jul Sep Nov 2018 Mar May Jul Sep Nov 2018

10/31/18 07/31/17 04/20/18 SO Estimated end of legislative session Presidents' Association submits Preview of Plan Str./IT Plan

SBCC 02/17/2017 Attachment PLAN 4

Strategic Planning Timeline: Option B – Short Session

Initial Definition of 01/01/17 - 04/10/17 Plan Purposes, Process

Env. Scan & Id. Critical Issues 03/01/17 - 8/31/17 Develop Goals, Strategies, Metrics 07/01/17 - 02/16/18 02/16/18 - Start Implementing/Monitoring Plan 12/31/18 System Office 04/01/18 - 07/31/18 Planning SBCC Plan Approval 02/16/18

2017 Jan Mar May Jul Sep Nov 2018 Mar May Jul Sep Nov 2018

10/31/18 01/26/18 07/31/17 SO Estimated end of Presidents' Association Preview of Plan submits legislative session Str./IT Plan 05/01/17 07/15/17 Estimated start/end of legislative session SBCC 02/17/2017 AGENDA State Board of Community Colleges ACCOUNTABILITY AND AUDIT COMMITTEE Caswell Building, Dr. W. Dallas Herring State Board Room Thursday, February 16, 2017 – 3:00 p.m.

Call to Order

Roll Call

Ethics Awareness and Conflict of Interest

Approval of Agenda

Approval of Minutes – January 19, 2017

For Information  Update on QAR (Quality Assurance Review)  Update on Wayne Community College  Update on Martin Community College

For Discussion  NC Community College System Governance**

New Business

Adjourn

**This will be a joint discussion between the Policy Committee and the Accountability and Audit Committee.

NOTE: Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919) 807-7147 or by e-mail at [email protected] MINUTES Accountability and Audit Committee State Board of Community Colleges January 19, 2017

ACCOUNTABILITY AND AUDIT COMMITTEE MEMBERS PRESENT: Jimmie Ford, Chair Lisa Estep Scott Shook Jerry Vaughan, Vice-Chair Samuel Powell Breeden Blackwell Darrell Saunders

Absent: Candler Willis

OTHERS IN ATTENDANCE: Jimmie Williamson Bryan Jenkins Lawrence Rouse Lisa Chapman Jennifer Haygood (James Sprunt CC) Elizabeth Grovenstein Sondra Jarvis Maureen Little Margaret Roberton Chreatha Alston Dale McInnis (Richmond CC)

WELCOME AND ETHICS STATEMENT Representative Ford called the meeting to order at 3:06 p.m. in the Dr. W. Dallas Herring State Board Room. Chairman Shook read the Ethics Awareness and Conflict of Interest Statement and asked if there were any known conflicts. None were noted.

APPROVAL OF THE AGENDA Representative Ford requested a motion to approve the January 19, 2017 meeting agenda. Dr. Blackwell moved to approve, Dr. Saunders seconded, and the committee approved the agenda without change.

APPROVAL OF THE MINUTES Representative Ford requested a motion to approve the November 17, 2016 minutes. Dr. Blackwell moved to approve, Mr. Vaughan seconded, and the minutes were approved by the committee as presented.

FOR INFORMATION Wayne Community College Investigative Audit (Attachment AUD 1) Mr. Jenkins reviewed the audit report issued in December by the Office of the State Auditor (OSA). Mr. Jenkins shared OSA received a hotline tip pertaining to concerns at Wayne Community College in early fall. The gentleman conducting the audit requested a meeting with Ms. Haygood to discuss how the System calculates FTE. Ms. Haygood asked Mr. Jenkins and Dr. Chapman to also participate in the meeting. During the meeting, the investigator shared information about the hotline call and the investigation he was conducting at Wayne Community College.

The investigation resulted in discovering that an instructor in the Turfgrass Management curriculum was awarding credit to a student without the student doing the coursework. This student works as an employee at Wayne Community College. Over a 12-month period, Wayne Community College awarded the employee 28 course credit hours without evidence of class attendance. There is no evidence the SBCC 02/17/2017 MINUTES Accountability and Audit Committee State Board of Community Colleges January 19, 2016 college employee took any quizzes, exams, tests, or participated in any projects. The college employee was not listed on the course grade sheets. In addition, the college employee did not purchase textbooks for four of the five classes that required textbooks. The recommendations from OSA:  Wayne Community College should repay the United States Department of Education $5,775  Wayne Community College should repay the North Carolina Community College System $3,770  Wayne Community College should consider disciplinary action against the instructor and college employee

President Thomas Walker responded via letter on behalf of the college. The letter stated the college would act on the recommendations. Disciplinary action was taken in accordance with the college’s procedural manual. Mr. Jenkins stated that Dr. Walker has only been at the college since September 2016. Ms. Estep requested the System Office ask for the details of the actions taken. Mr. Vaughan stated he would like to know if both employees were disciplined.

The Accountability and Audit Committee has instructed staff to reach out to the president of Wayne Community College to gather details about the actions taken and report to the committee next month.

Dr. Blackwell made a motion to request information from President Walker at Wayne Community College. Ms. Estep seconded the motion and the committee approved via voice vote.

Update on Martin Community College As of Thursday, January 19, 2017. Since the meeting on December 20, 2016, state funds were withheld from the President’s Salary. At its most recent meeting, the Martin Community College Board of Trustees meeting, Dr. Britt has been moved to Special Assistant to the Acting President. The request has been made for the State Board to approve Dr. Brian Bush as acting president. Chair Jaqueline Gilliam will be at the Board meeting Friday, January 20, 2017 to address the State Board.

Chairman Shook said that the County Commissioners passed a motion to withhold salary or severance out of county funds to support the State Board action. Currently the Martin Community College Board of Trustees have appointed a committee to identify a candidate for interim president. No BOT meeting is scheduled scheduled until March which does not align with the commitment to meet monthly. The committee agreed to address remaining questions with the BOT Chair when she attends the SBCC meeting. There is change in leadership to move forward, but there are still issues at the college. Ms. Estep stated there seems to be a lack of urgency. The committee feels a change within the Board of Trustees could prove helpful as the college moves forward.

Representative Ford voiced concern about Dr. Britt having access to the campus when she isn’t being paid.

SBCC 02/17/2017 MINUTES Accountability and Audit Committee State Board of Community Colleges January 19, 2016

The committee discussed Martin CC’s upcoming SACS review. President Williamson stated he will speak to SACS to make a case for delaying the accreditation review while the college is trying to “right the ship” if so desired by Martin CC. Chairman Shook asked Dr. Chapman how long it could take for the college to be stable from a SACS perspective. Dr. Chapman said that it could take a minimum of two years. President Rouse agreed that it would take two years if everything is going well and the Board of Trustees is actively involved. President Williamson stated finance and governance are two important areas in the SACS accreditation review. McInnis and Rouse reviewed areas of concern which could lead to sanctions.

NEW BUSINESS

ADJOURNMENT Representative Ford, asked for a motion to adjourn. Mr. Shook moved to adjourn, Dr. Blackwell seconded. and the committee agreed at 3:42 p.m. via voice vote.

Respectfully submitted, Sondra Jarvis, Recording Secretary

SBCC 02/17/2017

AGENDA State Board of Community Colleges POLICY COMMITTEE Caswell Building, Dr. W. Dallas Herring State Board Room Thursday, February 16, 2017 - 3:00 p.m.

Call to Order

Roll Call

Ethics Awareness and Conflict of Interest

Approval of Agenda

Approval of Minutes – January 19, 2017

For Information  SBCC Code Report – February 2017 (Attachment POL 1)

For Future Action  Recommendations for Initial Proprietary School Licensure (Attachment POL 2) *

For Discussion  NC Community College System Governance**

New Business

Adjourn

*The Policy Committee will be asked to suspend the rules and move this item to the FOR ACTION agenda. The Full Board will then be asked to suspend the rules and place this item on the ACTION agenda.

**This will be a joint discussion between the Policy Committee and the Accountability and Audit Committee.

NOTE: Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919) 807- 7147 or by e-mail at [email protected] Minutes Policy Committee State Board of Community Colleges January 19, 2017

POLICY COMMITTEE MEMBERS IN ATTENDANCE: Mr. Ernie Pearson, Chair Ms. Janet Lowder Mr. Lynn Raye Mr. Bobby Irwin Mr. Bill McBrayer Mr. Jim Rose

Absent: Mr. Todd Johnson; Mr. Clark Twiddy

OTHERS IN ATTENDANCE: Ms. Shanté Martin Mr. Scott Corl Ms. Carmen Cargill

WELCOME AND ETHICS STATEMENT Mr. Pearson called the meeting to order at 3:00 pm in Conference Room 201A of the Caswell Building. Mr. Irwin read the Ethics Awareness and Conflict of Interest Statement and asked if there were any known conflicts. None were noted.

APPROVAL OF THE AGENDA Mr. Pearson requested a motion to approve the January 19, 2017 agenda as presented. Mr. McBrayer made a motion to approve the agenda and Mr. Raye seconded the motion. It was unanimously approved by the committee.

APPROVAL OF THE MINUTES Mr. Pearson requested a motion to approve the November 17, 2016 minutes. Mr. Pearson made a motion to approve the minutes and Ms. Lowder seconded the motion. It was unanimously approved by the committee.

FOR INFORMATION SBCC Code Report – January 2017 (Attachment POL 1) Ms. Martin reviewed the SBCC Code report updates for this month detailing which committee’s agenda each rule is before.

FOR FUTURE ACTION Initiation of the Rulemaking Process to Amend 3B SBCCC Subchapter 400 – “Temporary Rules” (Attachment POL 2) Ms. Martin reviewed the request to initiate the rulemaking process to amend 3B SBCCC Subchapter 400 – “Temporary Rules”. Ms. Martin stated the proposed rule change will allow the SBCC the authority to adopt temporary rules to address any unforeseen circumstances to protect students or other constituents in a timely manner. Ms. Martin explained that the temporary rule would have an expiration date and the SBCC would need to initiate the permanent rulemaking process within a specified time to have the rule become permanent.

SBCC 02/17/2017 Minutes Policy Committee State Board of Community Colleges January 19, 2017

After discussion, this item was moved to the For Action Agenda. Mr. Raye motioned for approval and Mr. McBrayer seconded.

FOR ACTION Amend 2A SBCCC 300.6 – “North Carolina Proprietary School Fee Schedule” (Attachment POL 3) Ms. Martin provided a brief review of the request to amend 2A SBCCC 300.6 – “North Carolina Proprietary School Fee Schedule”. Mr. Pearson asked for any comments or questions. None were received.

Mr. McBrayer motioned, Mr. Irwin seconded and the committee approved the request to amend 2A SBCCC 300.6 – “North Carolina Proprietary School Fee Schedule”.

Amend 3B SBCCC Subchapter 200 – “Public Input” (Attachment POL 4) Ms. Martin introduced the request to amend 3B SBCCC Subchapter 200 – “Public Input”. There were no questions or comments.

Mr. Ray motioned for approval, seconded by Mr. McBrayer. The request to amend 3B SBCCC Subchapter 200 – “Public Input” was approved.

Proposed Proprietary School Legislation (Attachment POL 5) Mr. Scott Corl addressed the Board and discussed the proposal presented by the State Board of Proprietary Schools seeking legislation to be separate from the NC Community College System. Mr. Corl stated that in 2011 when the State Board of Proprietary School was created, the intent was for Proprietary Schools to become independent.

After a lengthy discussion, Mr. Rose brought forth a motion that the SBCC support the provision. Mr. Pearson restated the motion as follows:

Approve the Proposed Proprietary School Legislation with the provision that the System President appoint a voting member to the Proprietary School Board and that the Proprietary School Board send the State Board copies of licensing actions.

Mr. McBrayer seconded this motion and the Committee unanimously approved.

ADJOURNMENT Ms. Lowder motioned and Mr. Rose seconded to adjourn the meeting. The motion was adopted and the meeting adjourned at 3:39 pm.

Respectfully submitted, Carmen Cargill Recording Secretary

SBCC 02/17/2017 Attachment POL 1

STATE BOARD OF COMMUNITY COLLEGES

SBCC Code Report

RULE ACTION RULEMAKING PROCESS EXPECTED DATE STATUS Initiation of Rulemaking Process August 19, 2016 COMPLETED Publication on NCCCS Website August 23, 2016 COMPLETED AMEND 1E SBCCC 900.1 Written Comment Period Ends September 22, 2016 COMPLETED – “Curriculum Tuition Review Comments with SBCC Committee October 20, 2016 COMPLETED Refunds” 2nd Written Comment Period Ends (if substantive November 1, 2016 COMPLETED changes) Hearing Date (if applicable) N/A N/A Presented to SBCC for Adoption November 18, 2016 COMPLETED Prospective Effective Date of Rule February 1, 2017 COMPLETED

Initiation of Rulemaking Process October 21, 2016 COMPLETED Publication on NCCCS Website October 25, 2016 COMPLETED AMEND 3B SBCCC Written Comment Period Ends November 24, 2016 COMPLETED Subchapter 200 – Review Comments with SBCC Committee N/A N/A “Public Input” 2nd Written Comment Period Ends (if substantive N/A N/A changes) Hearing Date (if applicable) N/A N/A Presented to SBCC for Adoption January 20, 2017 COMPLETED Prospective Effective Date of Rule February 1, 2017 COMPLETED

SBCC 02/17/2017 Attachment POL 1

RULE ACTION RULEMAKING PROCESS EXPECTED DATE STATUS Initiation of Rulemaking Process November 18, 2016 COMPLETED Publication on NCCCS Website November 22, 2016 COMPLETED AMEND 1E SBCCC 800.2 Written Comment Period Ends December 22, 2016 COMPLETED – “General Provisions” Review Comments with SBCC Committee N/A N/A 2nd Written Comment Period Ends (if substantive N/A N/A changes) Hearing Date (if applicable) N/A N/A Presented to SBCC for Adoption January 20, 2017 COMPLETED Prospective Effective Date of Rule February 1, 2017 COMPLETED

Initiation of Rulemaking Process November 18, 2016 COMPLETED Publication on NCCCS Website November 22, 2016 COMPLETED AMEND 2A SBCCC Written Comment Period Ends December 22, 2016 COMPLETED 300.6 – “North Carolina Review Comments with SBCC Committee N/A N/A Proprietary School Fee 2nd Written Comment Period Ends (if substantive N/A N/A Schedule” changes) Hearing Date (if applicable) N/A N/A Presented to SBCC for Adoption January 20, 2017 COMPLETED Prospective Effective Date of Rule February 1, 2017 COMPLETED

Initiation of Rulemaking Process January 20, 2017 COMPLETED Publication on NCCCS Website January 24, 2017 COMPLETED AMEND 1C SBCCC Written Comment Period Ends February 23, 2017 PENDING 200.94 – “Local College Review Comments with SBCC Committee March 16, 2017 Personnel Policies” 2nd Written Comment Period Ends (if substantive March 28, 2017 changes) Hearing Date (if applicable) N/A Presented to SBCC for Adoption April 21, 2017 Prospective Effective Date of Rule May 1, 2017 Page 2 of 3 SBCC 02/17/2017 Attachment POL 1

RULE ACTION RULEMAKING PROCESS EXPECTED DATE STATUS Initiation of Rulemaking Process February 17, 2017 PENDING Publication on NCCCS Website February 21, 2017 AMEND Title 1, Chapter Written Comment Period Ends March 23, 2017 G – “Full-Time Review Comments with SBCC Committee April 20, 2017 Equivalent (FTE)” 2nd Written Comment Period Ends (if substantive May 2, 2017 changes) Hearing Date (if applicable) N/A Presented to SBCC for Adoption May 19, 2017 Prospective Effective Date of Rule June 1, 2017

Initiation of Rulemaking Process January 20, 2017 COMPLETED Publication on NCCCS Website January 24, 2017 COMPLETED AMEND 3B SBCCC Written Comment Period Ends February 23, 2017 PENDING Subchapter 400 – Review Comments with SBCC Committee March 16, 2017 “Temporary Rules” 2nd Written Comment Period Ends (if substantive March 28, 2017 changes) Hearing Date (if applicable) N/A Presented to SBCC for Adoption April 21, 2017 Prospective Effective Date of Rule May 1, 2017

Page 3 of 3 SBCC 02/17/2017 Attachment POL 2

STATE BOARD OF COMMUNITY COLLEGES Recommendations for Initial Proprietary School Licensure

The State Board of Proprietary Schools recommends approval to license the following Proprietary Schools, as required under Article I, Chapter 115D, North Carolina General Statutes, starting upon approval by the State Board of Community Colleges and ending June 30, 2017, to offer the programs listed.

SHADES OF PURPLE 178 Mine Lake Court, Suite 200 Raleigh, NC 27615

Programs Clock Hours Medical Assistant 300

Medical Billing and Coding 300

Medical Office Administration 220

Phlebotomy 100

SBCC 02/17/2017 AGENDA State Board of Community Colleges LEGISLATIVE AFFAIRS COMMITTEE Caswell Building, Dr. W. Dallas Herring State Board Room February 16, 2017 – 4:00 p.m.

Call to Order

Roll Call

Ethics Awareness and Conflict of Interest

Approval of Agenda

Approval of Minutes  January 19, 2017

For Information  Legislative Update – 2017-19 Biennium

New Business

Adjourn

NOTE: Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919) 807-7147 or by e-mail at [email protected] MINUTES LEGISLATIVE AFFAIRS COMMITTEE January 19, 2017 – 3:30 p.m.

COMMITTEE MEMBERS PRESENT: Jim Rose, Chair Lynn Raye Jerry Vaughan Breeden Blackwell Darrell Saunders Lisa Estep Scott Shook

Members Absent: Todd Johnson and Clark Twiddy

OTHER BOARD MEMBERS PRESENT: Jimmie Ford Samuel Powell Bill McBrayer Candler Willis

OTHERS IN ATTENDANCE: Jimmie Williamson Maureen Little Scott Corl Lisa Chapman Mary Shuping Bryan Jenkins Elizabeth Grovenstein Shanté Martin Sondra Jarvis Jennifer Haygood Chreatha Alston Margaret Roberton

CALL TO ORDER Mr. Rose called the meeting to order at 3:43 p.m. in the Dr. W. Dallas Herring State Board Room of the Caswell Building.

ROLL CALL Ms. Jarvis took the roll of the Legislative Affairs Committee members.

ETHICS STATEMENT Mr. Rose read the Ethics Awareness and Conflict of Interest Statement and asked if there were any known conflicts. None were noted.

APPROVAL OF THE AGENDA Mr. Rose asked for a motion to approve the agenda for the January 19, 2017 meeting as amended. Mr. Raye made the motion, seconded by Dr. Saunders, and approved via voice vote.

APPROVAL OF THE MINUTES Mr. Rose asked for a motion to approve the minutes for the meetings on October 20, 2016 and November 17, 2016 as presented. Dr. Saunders made the motion, seconded by Dr. Blackwell, and approved via voice vote.

FOR INFORMATION Proposed Proprietary School Legislation Ms. Martin shared with the Legislative Affairs committee that the Policy committee approved supporting the separation of the Proprietary Schools with representation (appointment) from the System President and continuing to receive information on licensure.

SBCC 02/17/2017 MINUTES LEGISLATIVE AFFAIRS COMMITTEE January 19, 2017 – 3:30 p.m.

Legislative Guest Ms. Shuping introduced Representative Hugh Blackwell to the Board. Rep. Blackwell shared his concerns going into the current legislative session.  College or Credentials completion. The workforce needs 60-67% of adults with the post high school credential. In NC we have a long way to go. The community colleges are going to be needed to meet that goal.  Would like to look at the funding formula and no long fund in arrears.  Leviton is having a big problem in finding qualified employees. One of the issues raised was marketing. The Community College System isn’t viewed as a good option versus the University system by students and parents. The system needs to recruit students to choose the community college.  Community Colleges have to give courses that complete with certification that are recognized within the job force of North Carolina. There needs to be students and faculty that are lifelong learners.  Guidance work to direct students in the high schools will be important to show students what is available.  Need to continue work on salary increases for faculty.  Career and College Readiness – there is a role to play by the community colleges. A few years ago, one of the first bills signed by Governor McCrory, each high school diploma lists whether a student is career, college, or both ready. There are not parameters defining how that is determined. He plans to introduce legislation to define career or college ready. He would like to get input on how that should be defined. Mr. Raye commented said he agrees that there needs to be a requirement that a student should be able to read when they come out of school. The Community colleges are always picking up the pieces.

Mr. Vaughan said the fact that Rep. Blackwell connected NC GAP to marketing is wonderful. The momentum needs to be there for the marketing. Rep. Blackwell said the air is out of the NC GAP balloon and left in limbo. Money would need to be moved from one area to another to support the marketing.

Mr. Raye agreed that the career coaching is important, but there needs to be parent coaching also.

Chairman Shook said that we were ready for NC GAP, but the University system was not excited. He would like to see an incentive program for students that choose to go to the Community College System.

SBCC 02/17/2017 MINUTES LEGISLATIVE AFFAIRS COMMITTEE January 19, 2017 – 3:30 p.m. Rep. Blackwell would like to see NC partner with Complete College America group which encourage accelerate student’s completion schedule by taking a full load of classes by taking 15 credit hours per semester. It could mean less receipts but there would be an overall savings.

Looking 2-4 years ahead, you have to adjust based on what is happening during the year. Don’t wait, be flexible to make internal adjustments. There needs to be agility like a profitable business would be.

Mr. McBrayer said the community colleges have to be cognizant of the audience. Not every student is right out of high school. Rep. Blackwell said that the mature student would benefit as well. Colleges need to offer the information in a way that allows the student to be flexible. Maybe a college could take a survey to see when it would be best for the students, not what time is good for the college.

Rep. Blackwell shared some hot button topics that will be addressed during the legislative session.

Mr. Rose thanked Rep Blackwell for bringing up the important things that are needed. We need to remember to focus on reading and mathematics. Rep Blackburn said that reading is the most important building block. Unfortunately, there are problems in K-12 that schools are trying to address.

Dr. Blackwell said there needs to be program in the public schools that address the needs of all the students, not just the “average students”. Legislators need to be cognizant of the kids that are going to fall between the cracks because of special needs or the social limitations. Rep. Blackwell said that he has been an advocate for smaller class sizes to individualize help for each student. One of the expectations was better or more communication with the parents. Ms. Estep said that there also needs to be for support for special needs in the community college system. The smaller class sizes work, but there needs to teachers in that specialized training and specialized programs.

The committee thanked Representative Blackwell.

AACC Federal Legislative Agenda (Attachment LEG 1) Ms. Shuping asked the members to review the attached AACC agenda and let her know if they have any questions.

FOR FUTURE ACTION Additional Special Provisions – 2017-19 Biennium (Attachment LEG 2) Ms. Haygood reviewed the additional special provisions recommended by staff.  Ensure a Highly-Skilled Workforce Pipeline: allow high school students to enroll in courses leading to a state or industry credential

SBCC 02/17/2017 MINUTES LEGISLATIVE AFFAIRS COMMITTEE January 19, 2017 – 3:30 p.m.  Youth Apprenticeship Tuition Waiver Clarification – will include “pre-apprenticeship” waivers.  ERP Planning and Design Funding and Reporting  Agency Exemptions from DIT Oversight

Chairman Shook motioned to move Additional Special Provisions from Future Action to Action, Mr. Raye seconded the motion and the committee approved via voice vote.

Ms. Estep motioned to approve the Additional Special Provisions for the 2017-19 Biennium. Chairman Shook seconded the motion and the committee approved via voice vote.

NEW BUSINESS

ADJOURN There being no other business, Mr. Rose asked for a motion to adjourn. Mr. Vaughan motioned, seconded by Mr. Raye and the committee adjourned at 4:54 p.m. following a voice vote.

Respectfully submitted, Sondra Jarvis Recording Secretary

SBCC 02/17/2017