An Email Invitation Will Be Sent out to the All Subscribers List on CMC’S Email System

Agenda for November 19th, 2020, 3pm to 5pm, CCC ConferZoom (An email invitation will be sent out to the all subscribers list on CMC’s email system. If you wish to attend please use Zoom meeting ID: 974 2993 2866 or email [email protected] with questions. Please title your email subject line “Academic Senate request”)

https://cccconfer.zoom.us/j/97429932866

Any person who requires a modification or accommodation in order to participate in a meeting should direct such request to Bonnie Bilger, Chief Human Resources Officer/EEO Officer, at [email protected] or (760) 366- 5285 at least 48 hours before the meeting, if possible.

A. Confirmation of the Agenda

B. Approval of the Minutes 11/5/2020 p.5

C. Audience comments. This section of the agenda is reserved for senate guests who wish to speak on items not on the agenda. Comments are limited to a total of three minutes for each person giving comments. Time for audience comments will also be provided as needed or requested during each agenda item.

D. Reports a. Senate i. Officers (President, VP, Secretary, State Senate Rep., Edu. Tech, Curriculum, PSE, Part Time faculty Rep.) ii. SLOA Coordinators iii. Senators b. Associated Students c. Administration d. Board of Trustees

E. Consent Agenda: The following items on the consent agenda will not be discussed. If any senator wishes to remove an item from the consent agenda, the motion should be made during agenda confirmation, item A above.

1 a. Physical Sciences Two-Year Rotation (Includes Astronomy, Geology, Physics and Chemistry) p.16 b. Computer Information Systems Two-Year Rotation p.17 c. Sociology Two-Year Rotation p.18 d. Updated CIS Certificate of Achievement p.20 e. Updated CIS Associate in Science p.22

F. Discussion/Action Items: a. Deactivations i. CIS 082E Adobe Photoshop for Print and Web Design p.24 ii. CIS 82F Adobe Illustrator for Print and Web Design I iii. CIS 82G Adobe InDesign I iv. CIS 82I Introduction to Adobe Acrobat v. CIS 83E Adobe Photoshop Advanced Concepts for Print and Web Design vi. CIS 84 Visual Design vii. Certificate of Proficiency for Web Design p.25 viii. Certificate of Achievement for Graphic Design Technology b. Faculty letter when curriculum modifications are made p.125 c. Curriculum Committee membership update p.126 d. Hiring Committees for Human Resources (standing item) i. Philosophy, PT – 2 needed ii. Spanish, PT – 2 needed iii. ASL, PT – 2 needed iv. VP of Academic Affairs – 2 needed e. Call to Action faculty work-group ASAP discussion p.26 f. Vice-President of Academic Affairs (CIO) Job Description – Feedback Requested, Bilger p.31 g. Equal Employment Opp Plan – Feedback Requested, Bilger p.35 h. Dual Enrollment: Set up CMC Committee and CCAP renewal p.67 i. Guided Pathways IE7 grant information and CMC focus p.86 j. Graduation: Congratulatory messages

G. Information/Discussion: a. College Structure alignment to pathways p.96 b. Student Survey Results from SP 2020 p.104 c. HOWL Update d. College Council info i. Agenda and Minutes from November 4, 2020 p.130 ii. Agenda and Minutes from October 21, 2020 p.127 e. Competency-based Education Information

H. Committee Reports: (Please inform Schiel and Avila of corrections.) 2 a. Senate Committees i. Curriculum – Anderson, Avila, Berger, Brakebill, Bridenbecker, Chlebik, Christensen, DeSantis, Gibbons, Llort, Maclaughlin, Martin, Monypeny, Schiel, Page, Pieper, Steines, Velásquez (Curriculum Program Assistant Shannon Frechette). ii. Library – Monypeny, Baird, Friedt, Parkin, Basu. iii. Professional Standards and Ethics – Christensen, Baird, Itnyre, Walker. iv. Educational Technology - Anderson, Berger, Connor, Holley, Martin, Monypeny, Parkin, Powell v. Cultural Education Enhancement – Allen, Baird, Gibbons, Martin, Monypeny. vi. FLEX - Maclaughlin, Brakebill, Friedt, Holley, Martin, Schiel, Velasquez. vii. Minimum Qualifications and Equivalency - Velasquez, Avila, Chlebik, DeSantis, Friedt, Haig, Llort, Parkin, Powell, Tyne, Walker, Basu, Delaney, Brakebill. viii. Academic Integrity - Danza, Walker, Parkin. ix. Hospitality (ad hoc) – Bridenbecker, Drozd, Itnyre, Parkin. x. Transfer Center Advisory Committee - Nafziger, Anderson, Schiel, Velasquez. xi. MAVSAC- O’Donnell, Anderson, Avila, Chlebik, DeGuzman, Nafziger xii. Brown Bag Teaching- Danza, Friedt, Gibbons, Holley, Martin, Page. b. District Committees: i. Academic Calendar - Chlebik (alternate Connor). ii. Student Success Planning Committee – Anderson, Avila, Baird, Gibbons, Haig, Holley, Nafziger, Powell, Siciliano, Velasquez, (Abell). iii. Budget Advisory - Velasquez (alternate Parkin). iv. Equal Employment Opportunity – Avila, Velasquez (alternate Parkin). v. Commencement - Avila, Christensen, Velasquez. vi. Scholarship – Allen, Baird, Chlebik, Llort, Monypeny, Nafziger vii. Desert Studies - Baird, Delaney, Powell, Steines, Tyne, Basu, Bridenbecker. viii. Technology – Anderson, Berger, Monypeny (alternate Parkin). ix. Employee Development Fund-Velasquez. x. Professional Development - Maclaughlin (alternate Chlebik).

3 xi. CTE - Brakebill, Chlebik, DeGuzman, Drozd, Friedt, Haig, Martin, Page, Powell, Schiel, Steines, Tyne. xii. Salary Advancement - Connor, Llort. xiii. Foundation Board – Schiel. xiv. Marketing Committee – Avila, Nafziger, Schiel xv. Institutional Effectiveness - Berger, Christensen, Gibbons, DeSantis. xvi. Facilities –Friedt.

I. Future agenda items and items to be carried over to the next meeting (these items are on hold [but not forgotten] due to time constraints and pressing time-sensitive matters)

a. Call to Action shared resolution drafting (tabled at College Council)

4 Minutes for November 5th, 2020 3pm to 5pm

Present (bold denotes those not in attendance): ALLEN, CATHY; ANDERSON, JENNIFER; AVILA, KRYSTAL; BAIRD, ELLEN; BASU, ANAMIKA; BERGER, BRAD; BRAKEBILL, JIM; BRIDENBECKER, BRUCE; CHLEBIK, KATRINA; CHRISTENSEN, LEE ANN; CONNOR, KYLEE; DANZA, MIKE; DE GUZMAN, LORENZA; DELANEY, PAUL; DESANTIS, JOE; DROZD, JEFF; FRIEDT, PAUL; GIBBONS, HEIDI; HAIG, JEFF; HOLLEY, JOHN; ITNYRE, CATHY; LLORT, YADIRA; MACLAUGHLIN, COLIN; MARTIN, KIMBERLEY; MONYPENY, DEREK; NAFZIGER, CASSANDRA; NORTON, DAVID; PAGE, DAWN; PARKIN, STEVE; PIEPER, DEAN; POWELL, JIM; SALOMON, MARISSA; SCHIEL, MELYNIE; SICILIANO, ANTHONY; STEINES, HEIDI; TYNE, SHEILA; VELASQUEZ, VICTORIA; WALKER, MICHEL

Part Time Rep: GILMORE, HEATHER

Student Rep: SMITH, LEILA, Jenn De Falco,

Others in attendance: JANE ABELL, MATTHEW BARBOZA, BONNIE BILGER, JENN O’DONNELL, MICHAEL REESE, LINDA THOMAS, SHANNON FRECHETTE

J. Confirmation of the Agenda M/S/U- Chlebik/Powell

K. Approval of the Minutes 10/15/2020 M/S/U- Connor/Chlebik

L. Audience comments. This section of the agenda is reserved for senate guests who wish to speak on items not on the agenda. Comments are limited to a total of three minutes for each person giving comments. Time for audience comments will also be provided as needed or requested during each agenda item.

a. Veteran’s Day video request from Marissa Salomon

M. Consent Agenda: The following items on the consent agenda will not be discussed. If any senator wishes to remove an item from the consent agenda, the motion should be made during agenda confirmation, item A above. M/S/U- Connor/Chlebik

a. Approval of Revised Program - Associate of Science Degree in General Business b. Approval of Revised Courses i. CD 010 Child Development ii. CD 012 Child, Family & Community iii. CD 014 Principles and Practices in Early Childhood Education iv. CD 015 Child Development Practicum v. CD 030 Introduction to Curriculum

5 vi. CD 075 Observation and Assessment c. Approval to add Distance Education Modality to the following courses i. ANTH 001 Introduction to Physical Anthropology ii. ANTH 003 Archaeology: An Introduction to Prehistory iii. ASL 001 Elementary American Sign Language I iv. BI 015 General Microbiology v. CD 019 Language Arts and Literacy for Young Children vi. GEOG 007 World Regional Geography vii. HIST 003 History of World Civilizations - I viii. MATH 001A Calculus ix. MATH 001B Calculus x. MATH 005 Trigonometry xi. MATH 010 College Algebra xii. MATH 012 Pre-Calculus xiii. MATH 016 Mathematics for Elementary School Teachers xiv. MATH 040 Intermediate Algebra xv. MATH 041 Intermediate Algebra Supplemental Course xvi. MATH 050 Elementary Algebra

N. Discussion/Action Items: a. Election committee – Vote for Senate President- i. Gibbons- one candidate- Melynie Schiel ii. Motion to approve Melynie Schiel as Senate President M/S- Connor/Gibbons Abstain-Gilmore b. Approval of new Courses M/S/U- Chlebik/Gilmore i. ASC 101A Library Workshop - Library Orientation ii. ASC 101B Library Workshop - Search Strategies iii. ASC 101C Library Workshop - Evaluating Sources iv. ASC 101D Library Workshop - APA Format v. ASC 101E Library Workshop - MLA Format c. Deactivation of the following courses which have been replaced by new courses. M/S/U-Connor/Christensen i. ASC 101 Information Competency Skills Effective Spring 2021 ii. N 002A Maternal-Child (Pediatrics) Nursing with Family Health iii. N 003A Concepts of Nursing Practices III with Gerontological II iv. N 003B Psychiatric Nursing & Gerontological Nursing III v. N 004A Concepts of Nursing Practice IV vi. N 004B Nursing Management, Leadership & Preceptorship vii. N 076A Nursing Transition I d. Hiring Committees for Human Resources (standing item): M/S/U- Haig/Gibbons

6 i. EMT PT- Use Standing nursing committee: Dawn Page, Jim Brakebill ii. NA/HHA PT- Dawn Page, Lorenza DeGuzman iii. VN FT Tenure position – Dawn Page, Lorenza DeGuzman, Heidi Steins iv. Emergency FT RN Grant position- use same committee as VN FT Tenure e. AP 3410 and BP 3410: Nondiscrimination i. Bilger- We are required to have these and are out of date. This is the League of California Community College recommended language. This is a first reading so there will be another chance to speak to these f. AP 3430 and BP 3430: Anti-Harassment i. No feedback g. AP 7280 and BP 7280: Telecommuting i. Schiel- These include the updates we recommended last time. Bilger- We discussed the fact that these policies affect the classified group more than the faculty as this group already works independently on their own hours on a contract. It was to make it more expressive of that concept. Berger- Home safety checklist- there is an item for your phone being on the side of the desk of your writing hand is not on. It seems a little safety. Also, about the fire extinguisher being within 10 feet of your workstation, mine is a little further away. Bilger- This was recommended by the insurance company and they want us to have safe workstations. There is a statement that says evaluated by the employee as being satisfactory so you could have your phone on the other side if you wanted. This is a way of getting employees to think about having work safety and good ergonomics at home as well as at work. We can add more language to make that clear. Berger- It does say if you check no to any of these then you are subject to a review by the employer. There’s a place that clearly says that the liability of any equipment you’re using that belongs to the district is borne by the person who is telecommuting. Bilger- It’s in the AP but basically it says if you owned it to start with then it’s yours and you’re responsible for maintaining it. If you are using it and accessing the colleges network or equipment and that causes damage to your equipment, then we would be responsible. Berger- The other thing that is not addressed clearly is the issue of materials you may be using i.e. paper, printer, and ink. It seems if this were to be long term then the school should pay for this. Bilger- We are still under COVID accommodations and

7 this is meant more as a permanent policy. I’m struggling with finding the right thing that works for both situations, honestly. Berger- for example I had to upgrade my internet, but I can see how I am using it for the college and my personal use. I wonder how this affects part timers. Schiel- I would say that this is more connected to the union. It might be helpful for Brad to connect with Jeff from the concerns of working conditions. So, it might be more appropriate for Jeff to bring forward any additional concerns to College Council. Haig- That works and remember we have the CARES Act money for things Brad is bringing up to reimburse those costs. I could ask at the next budget committee. Gilmore-From a PT view. I needed to scan my timesheet and I downloaded an app but its only free for so long and then had to purchase a scanning app. I guess this is something we could bring up. I know a lot of PT have purchased things to have their workspace be usable. Schiel- Jeff will take this over on the Union side. h. Graduation: Congratulatory messages and Select faculty speaker i. Avila- Graduation committee would like to ask you to send any congratulatory messages (videos/pictures) to Jolie to be included in the virtual ceremony. Send to Jolie with the drop box link on the ASAP. If you need help Jolie is willing to help. ii. Faculty Speaker: Krystal Avila i. Set expiration date for the use of the “Emergency” Distance Education Certification to May 25th, 2021. M/S/U- Chlebik/Gilmore i. Martin- So I am asking as the DE Coordinator that we set the expiration date for the Emergency DE Certification as 5/25/21 so we can move forward with getting everyone certified. Then when Fall rolls around we won’t need emergency as everyone will be fully certified before the expiration date. Schiel- just to clarify the Senate allowed for emergency cert for next term, you are being proactive in getting the full certification. Martin- You can enroll in the online training course that is going on now. This will allow us to meet the ACCJC regulations. Llort- will you be offering the course during SP/SU? Martin- Yes and I will keep it open until the expiration date so as new people are hired, they can join. Motion to set the emergency distance ed certification expiration to May 25, 2021 M/S/U- Chlebik/Gilmore j. Educational Technology Committee, multiple action items i. Approve committee Mission Statement. M/S/U- Martin/Connor

8 ii. Recommend to the district that the college locate and hire a vendor that can provide real-time captioning of online class meetings for students with hearing disabilities. 1. Berger- our courses do not have real time captioning. Martin- For us to be in compliance we need to be offering real time captioning whether we have anyone in the course who needs it or not. Jenn Anderson is in the process of talking to vendors that could provide this. It is expensive as it will need a person to type this. An AI is not as effective. We are trying to get 3 options to present this to the Senate again. Jenn was also talking about having interpreters sit in on the zoom meeting and would perform the interpretation, but students don’t always have that option. Barboza- there’s a document that Dr. Reese put up for everyone Berger- This is more of a discussion item for now as we need to work out a policy. Reese- I put the memo in from the Chancellors Office about captioning and some funding sources. Anderson- We want to make sure the vendor is the most user-friendly for faculty as well. Schiel- This is mandatory correct? If this is something the district is supposed to do, then do we need to have this conversation. Anderson-It is an Institutional responsibility. This is more information to let you know this is what is coming to your classes. Abell- It is a legal liability for the campus. Martin- Do we know how the institution is moving on this? Abell- I will put on the (check video) how to get this going. There are multiple funding sources for this out there. ACCESS and DE Coordinators are working together to get all the courses on board. Berger- I think it would help to have the Senate make a motion that we recommend we address this as soon as possible. Motion: The Senate recommends the college moves forward on hiring a vendor for real time captioning M/S/U- Martin/Gilmore iii. Discuss creating a policy that defines rules for camera on and off choices for students and faculty in the synchronous online teaching environment. - Skip this for Item K iv. Recommend to the district that a support service be created for students who need technical help, and that the service be primarily provided by tech-savvy student workers. 1. Berger-We know the students need the equipment and need to know how to use it. We should be providing resources for this like a tutor. There have been emails with J. Abell and M.

9 Reese and it seems feasible. Motion for Senate to request to we move forward with Tech Tutors M/S/U-Martin/Chlebik Christensen- Do we have some tech training/workshop for students before the semester starts? Nafziger- Could be part of winter prep? Powell- GCU has an office for technical support available for all students and training to make sure they know how to sign on and submit items online. We don’t want someone’s lack of technology Gibbons- will this be face to face or will this be all online. Martin- Ideally, I think we would want both for the time being probably just online. Powell-it seems that the students that are struggling would need face to face. Gibbons- I was thinking where the LRC is housed would be a perfect location for this. I’d like to help in any way I can. Powell- Maybe a stand-alone kiosk since were so small or maybe one of the library meeting rooms. Pieper- We have to be careful not to give up those conference rooms in the library. We want to make sure these are not taken from the students for offices. Schiel- we don’t have to make a decision of what we would do but that we are endorsing the idea. v. Discuss faculty office computer options/needs. 1. Berger- It has been mentioned that it would be nice if faculty offices had a laptop with a docking station instead of a desktop so that it can be used in the classroom or at home. I’d like to get some feedback on this. Chlebik- I personally would like it. Schiel- to clarify you still have your monitor and keyboard the laptop becomes the box. Connor- I like the idea and flexibility my only concern would be that it has the same computing power of my desktop. Pieper- I used it before and you can get laptops with the same power and they have all the same advantages of a PC and you can take it with you. We could have people switch if they wanted to and convert over time. Martin- are we talking about district owned or our own? Berger- District but I am assuming you could hook up your own. We could get one and try it out. Powell- for equivalent power you would pay more for the docking station system. Schiel- it looks like some are interested and some are not. I am not sure there is a majority. Jeff is this something you could ask the union members. Haig- We could ask for a couple volunteers and see how this goes. Schiel- Are you all good with a protype? Kylee and Dean both volunteered. Abell- Jared sent out a request for using COVID CARES funds- A request like this could work for

10 this. Schiel- I think we could have a senate recommend asking the district to look further into this as availability. Berger- The IS folks said it could be more expensive, but it could be done. We would work with IS to figure out equipment. k. Cameras-on policy: Endorse CCC Counsel recommendation that “cameras should be presumptively optional for live synchronous online classes” i. Martin- Motion cameras should be presumptively optional for live synchronous online classes. M/S/U- Martin/Chlebik This would mean that they do not have to be on camera unless they are notified ahead of time for a particular presentation/assignment. There are other ways to go about showing presence like a chat/poll/quiz Haig- Is this for the student or the faculty. Schiel- Kim mentioned privacy issues on this especially for students. Bridenbecker- If a student refuses to do a video presentation Martin- I just did a one-on-one presentation l. Approve 21-22 and 22-23 Academic Calendars M/S/U- Bridenbecker/Haig i. Chlebik- we have already approved the 21-22 calendar, but we are bringing the 22-23 to match MUSD request to work with them on Spring Break. Video For the 22-23 Calendar it really is a mirror image. We just shifted everything by a day. Last day to drop with a refund is in Ed Code. m. Request information from CMC Administration about the status of Howl Editor selection i. Reese- I will investigate it and get back to you n. SSSP and Equity committee structure modification and rename to Guided Pathways Committee- Motion Endorse the committee structure (add a student representative) and staff the committee M/S/U-Connor/Berger i. Schiel- We have the SSPC committee that was a everyone come without specific members we are suggesting that we change this to a Guided Pathways Committee, and you can see the proposal. Abell- This is really to make GP front and center in the institution, we tried to have the mishmash and things got lost with that structure and we want to make sure we can have a focus on GP but everything is still under that umbrella. Avila- Staff the committee- Schiel- Volunteers for this committee- 5- Instructional: Pieper, Non-Instructional: Nafziger, Velasquez o. Call to Action: Call to Action faculty workgroup ASAP discussion- Tabled p. Review membership – Academic Calendar Committee

11 i. Chlebik- Just asking for the Senates blessing. It used to be co- chaired by the CIO and Dean and now will be co-chaired by the two Deans. Schiel- this is a change to a participatory committee so we would have to endorse this or not. Motion to accept the changes to this committee. M/S/U-Powell/Gilmore

O. Information/Discussion: a. AP 5041 Student Records Preferred Name - to BOT b. Planning for All Staff Day in January 2021 i. Chlebik-Committee meets on 11/18 and we need input Martin- Did you get my email. Chlebik- yes that was very good, and I sent it over to Bonnie (virtual scavenger hunt). Based on the input we had on the surveys it will be via zoom. Bilger- Topics or speakers please send those via email to Katrina and/or Bonnie. Schiel- Something I would like to see is the whole campus talk about GP again. Every single person contributes to our efforts. It would be cool to have a Pillar activity or something to engage us. Martin- have a presentation about what each department is doing for GP c. College Council agenda 10/03/20 d. Competency-based Education Interest Form e. Info on MOU for DE coordinator (requested last meeting) f. Annual Curriculum Certification form – signed by CEO, CIO, Senate President, and Curriculum Chair

P. Committee Reports: (Please inform DeSantis and Avila of corrections.) a. Senate Committees i. Curriculum – Anderson, Avila, Berger, Brakebill, Bridenbecker, Chlebik, Christensen, DeSantis, Gibbons, Llort, Maclaughlin, Martin, Monypeny, Schiel, Page, Pieper, Steines, Velásquez (Curriculum Program Assistant Shannon Frechette). ii. Library – Monypeny, Baird, Friedt, Parkin, Basu. iii. Professional Standards and Ethics – Christensen, Baird, Itnyre, Walker. iv. Educational Technology - Anderson, Berger, Connor, Holley, Martin, Monypeny, Parkin, Powell v. Cultural Education Enhancement – Allen, Baird, Gibbons, Martin, Monypeny. vi. FLEX - Maclaughlin, Brakebill, Friedt, Holley, Martin, Schiel, Velasquez.

12 vii. Minimum Qualifications and Equivalency - Velasquez, Avila, Chlebik, DeSantis, Friedt, Haig, Llort, Parkin, Powell, Tyne, Walker, Basu, Delaney, Brakebill. viii. Academic Integrity - Danza, Walker, Parkin. ix. Hospitality (ad hoc) – Bridenbecker, Drozd, Itnyre, Parkin. x. Transfer Center Advisory Committee - Nafziger, Anderson, Schiel, Velasquez. xi. MAVSAC- O’Donnell, Anderson, Avila, Chlebik, DeGuzman, Nafziger xii. Brown Bag Teaching- Danza, Friedt, Gibbons, Holley, Martin, Page. b. District Committees: i. Academic Calendar - Chlebik (alternate Connor). ii. Student Success Planning Committee – Anderson, Avila, Baird, Gibbons, Haig, Holley, Nafziger, Powell, Siciliano, Velasquez, (Abell). iii. Budget Advisory - Velasquez (alternate Parkin). iv. Equal Employment Opportunity – Avila, Velasquez (alternate Parkin). v. Commencement - Avila, Christensen, Velasquez. vi. Scholarship – Allen, Baird, Chlebik, Llort, Monypeny, Nafziger vii. Desert Studies - Baird, Delaney, Powell, Steines, Tyne, Basu, Bridenbecker. viii. Technology – Anderson, Berger, Monypeny (alternate Parkin). ix. Employee Development Fund-Velasquez. x. Professional Development - Maclaughlin (alternate Chlebik). xi. CTE - Brakebill, Chlebik, DeGuzman, Drozd, Friedt, Haig, Martin, Page, Powell, Schiel, Steines, Tyne. xii. Salary Advancement - Connor, Llort. xiii. Foundation Board – Schiel. xiv. Marketing Committee – Avila, Nafziger, Schiel xv. Institutional Effectiveness - Berger, Christensen, Gibbons, DeSantis. xvi. Facilities –Friedt.

Q. Reports a. Senate i. Officers 1. President- Dual Enrollment joint session- we will also be updating the CCAP. Student success Board Session. I thought

13 it went well. Abell- We are going to do 3 focus groups over the month of November and will send out that information soon. 2. VP- No Report 3. Secretary- No Report 4. State Senate Rep.- No Report 5. Edu. Tech- No Report 6. Curriculum- Llort- We adjusted the Curriculum to say we are going replace members if they are not present. We need to staff two additional members for our CTRAC committee- Please send an email to Yadira if you can do this. 7. PSE- No Report 8. Part Time faculty Rep.- No Report ii. SLOA Coordinators- iii. Senators-. Christensen- Plenary is this Saturday so send any thoughts to LeAnne. Avila-EOPS applications are now open on the student portal. Please ask your students to apply. Gilmore- Our Academic Senate website needs to be updated. Siciliano- I sent out an email regarding the OER and how we will notate this on the schedule. One will be no cost and one that says OER. I sent out the instructions. Just forward the information to Micah so that the info could be put into the schedule. b. Associated Students- c. Administration- i. Bilger- VEBA is finally getting our open enrollment to us. It is extended to November 13th please be on the look out for this. d. Board of Trustees-

R. Future agenda items and items to be carried over to the next meeting (these items are on hold [but not forgotten] due to time constraints and pressing time-sensitive matters)

a. College Alignment to Guided Pathways b. Call to Action shared resolution drafting (tabled at College Council) c. Call to Action: Call to Action faculty workgroup ASAP discussion Adjourn- M/S/U- Chlebik/Schiel

14 Copper Mountain College Academic Senate Agenda Packet (ASAP)

Date of Senate Meeting: Nov. 19th, 2020

Requested by: Curriculum Committee

Subject: Update 2-year rotation cycles: 1. Physical Sciences (A, CH, G, PH) -- attached 2. CIS Computer Information Systems-- attached 3. SOC Sociology -- attached

Type of Consideration: Consent Desired Outcome: Consent Background: Reviewed and approved by Curriculum Committee on Nov. 12th, 2020. ======

15 COPPER MOUNTAIN COLLEGE PHYSICAL SCIENCE TWO YEAR PROGRAM COURSE CYCLE

Student Name Date

Fall 2020 Spring 2021 Crs. No. Title Units Crs. No. Title Units A 001 Descriptive Astronomy 3 A 001 Descriptive Astronomy 3 A 001L Descriptive Astronomy Lab 1 A 001L Descriptive Astronomy Lab 1 CH 001A General Chemistry 5 CH 001B General Chemistry 5 CH 003 Introductory General Chemistry 4 CH 003 Introductory General Chemistry 4 G 010 The Earth Sciences 4 G 001 Physical Geology 4 PH 001 Introductory Physics 4 G 010 Earth Sciences 4 PH 004B Physics for Scientists & Engineers 4 PH 004A Physics for Scientists & Engineers 4

Fall 2021 Spring 2022 Crs. No. Title Units Crs. No. Title Units A 001 Descriptive Astronomy 3 A 001 Descriptive Astronomy 3 A 001L Descriptive Astronomy Lab 1 A 001L Descriptive Astronomy Lab 1 CH 001A General Chemistry 5 CH 001B General Chemistry 5 CH 003 Introductory General Chemistry 4 CH 003 Introductory General Chemistry 4 CH 010A Organic Chemistry (Add) 5 CH 005 Bio - Organic Chemistry 4 G 001 Physical Geology 4 CH 010B Organic Chemistry (Add) 5 G 010 The Earth Sciences 4 G 001 Physical Geology 4 PH 001 Introductory Physics 4 G 010 Earth Sciences 4 PH 004B Physics for Scientists & Engineers (Add) 4 PH 001 Introductory Physics 4 PH 004C Physics for Scientists & Engineers (Add) 4 PH 004A Physics for Scientists & Engineers (Add) 4

Fall 2022 Spring 2023 Crs. No. Title Units Crs. No. Title Units A 001 Descriptive Astronomy 3 A 001 Descriptive Astronomy 3 A 001L Descriptive Astronomy Lab 1 A 001L Descriptive Astronomy Lab 1 CH 001A General Chemistry 5 CH 001B General Chemistry 5 CH 003 Introductory General Chemistry 4 CH 003 Introductory General Chemistry 4 G 001 Physical Geology 4 CH 005 Bio - Organic Chemistry 4 G 010 The Earth Sciences 4 G 001 Physical Geology 4 PH 001 Introductory Physics 4 G 010 Earth Sciences 4

PH 004B Physics for Scientists and Engineers 4 PH 001 Introductory Physics 4

PH 004C Physics for Scientists and Engineers 4 PH 004A Physics for Scientists and Engineers 4

Updated 11/12/2020

SCI-PHY COPPER MOUNTAIN COLLEGE COMPUTER INFORMATION SYSTEMS TWO YEAR PROGRAM COURSE CYCLE

Student Name Date

FALL 2021 SPRING 2022 Crs. No. Title Units Crs. No. Title Units

CIS 070A Computer Business Applications 3 CIS 070A Computer Business Applications 3 CIS 076B Word I 3 CIS 072D Excel I 3 CIS 078B Word II 3 CIS 074 Excel II 3 CIS 082C Web Publishing 3 CIS 073C Access I 3 CIS 062 Beginning Dreamweaver 1.5 CIS 063 Intermediate Dreamweaver 1.5

FALL 2022 SPRING 2023 Crs. No. Title Units Crs. No. Title Units

CIS 070A Computer Business Applications 3 CIS 070A Computer Business Applications 3 CIS 076B Word I 3 CIS 072D Excel I 3 CIS 078B Word II 3 CIS 074 Excel II 3 CIS 030 Planning and Creating an E-Business 3 CIS 073C Access I 3 CIS 082H Web-Based Animation with Animate 3 CIS 086 Web Page Content Development 2

updated 10/26/2020

17 COPPER MOUNTAIN COLLEGE SOCIOLOGY TWO YEAR PROGRAM COURSE CYCLE

Student Name Date

FALL 2021 SPRING 2022 Crs. No. Title Units Crs. No. Title Units

SOC 001 Introduction to Sociology 3 SOC 001 Introduction to Sociology 3

SOC 002 Social Problems 3 SOC 004 Social Analysis and Critical Thinking 3

SOC 003 Fundamentals of Statistics 4 PSY 005 Behavioral and Social Science Research Methods 4

SOC 010/ SOC 004 Social Analysis and Critical Thinking 3 Introduction to Marriage and Family 3 PSY 010

SOC 014/ SOC 014/ Introduction to Race and Ethnicity 3 Introduction to Race and Ethnicity (Added) 3 EGSJ 014 (Added) EGSJ 014

FALL 2022 SPRING 2023 Crs. No. Title Units Crs. No. Title Units

SOC 001 Introduction to Sociology 3 SOC 001 Introduction to Sociology 3

SOC 002 Social Problems 3 SOC 004 Social Analysis and Critical Thinking 3

SOC 003 Fundamentals of Statistics 4 PSY 005 Behavioral and Social Science Research Methods 4 SOC 010/ SOC 004 Social Analysis and Critical Thinking 3 Introduction to Marriage and Family 3 PSY 010 SOC 014/ SOC 014/ Introduction to Race and Ethnicity (Added) 3 Introduction to Race and Ethnicity (Added) 3 EGSJ 014 EGSJ 014

Updated 11/13/2020

18 Copper Mountain College Academic Senate Agenda Packet (ASAP)

Date of Senate Meeting: Nov. 19th, 2020

Requested by: Curriculum Committee

Subject: Updated certificate & degree: 1. CIS certificate attached 2. CIS A.A. degree -- attached

Type of Consideration: Consent Desired Outcome: Consent Background: Reviewed and approved by Curriculum Committee on Nov. 12th, 2020. ======

19 11/16/2020 Program Outline Report: Computer Information Systems COMPUTER INFORMATION SYSTEMS CERTIFICATE OF ACHIEVEMENT:18 OR GREATER SEMESTER (OR 27 OR GREATER QUARTER) UNITS Description

The Computer Information Systems program encompasses a broad area of study which includes basic computer concepts, microcomputer business applications, and computer science concepts. This program prepares students for entry-level positions. Software studied includes the latest versions of Windows, the Microsoft Office Suite, Internet applications, and desktop and Web publishing. Courses are designed to develop basic and advanced computer skills and to develop problem-solving strategies. The certificate and A.A. degree require 29 and 61-62 units respectively, with an emphasis on microcomputer application courses which prepare students for immediate entry into the job market. The A.A. degree also requires 18 units of general education.

Program Learning Outcomes Upon successful completion of this program, students will be able to:

1. Design and create solutions to a real world situation using the appropriate software. (Institutional SLOS: Information Competency) 2. Integrate text, graphics and color for designing, editing, and producing high-quality publications. (Institutional SLOS: Information Competency) 3. Analyze the goals, purpose, and mission of a website and develop design documents based on this analysis. (Institutional SLOs: Critical Thinking and Information Competency) 4. Design workflow process in the creation of real-world projects. (Institutional SLOs: Communication, Critical Thinking, and Information Competency

Degree Requirements:

Required Courses: Credit Hours: (21 Required) CIS070A Computer Business Apps for Windows 3 CIS076B Word I 3 CIS072D Excel I 3 CS086 Visual Basic Programming I 3 CIS073C Access Database Management 3 CIS074 Excel II 3 CIS078B Word II 3

Restricted Electives: Credit Hours: (6 Required) BUMA010 Introduction to Business 3 CS001 Microcomputer Specialist/A+ Training 3 CIS030 Planning & Creating an E-Business 3 CIS062 Beginning Dreamweaver 1.5 CIS063 Intermediate Dreamweaver 1.5 CIS082H Web-Based Animation With Animate 3 BUAC066 Bookkeeping 3 CIS082C Web Publishing I 3 BUAA001 Administrative Professional 3 CS003 Computer Network Specialist/CompTIA Net+ Training 3

p.20 https://cmccd.curricunet.com/Report/Program/GetReport/164?reportId=51 1/2 11/16/2020 Program Outline Report: Computer Information Systems CS004 Computer Security Specialist / Security Training 3 CS005 Certified Ethical Hacker 3

Total: 27

Generated on: 11/16/2020 11:29:27 AM

21 https://cmccd.curricunet.com/Report/Program/GetReport/164?reportId=51 2/2 11/16/2020 Program Outline Report: Computer Information Systems COMPUTER INFORMATION SYSTEMS A.A. DEGREE Description

The certificate and A.A. degree require 29 and 61-62 units respectively, with an emphasis on microcomputer application courses which prepare students for immediate entry into the job market. The A.A. degree also requires 18 units of general education.

Program Learning Outcomes Upon successful completion of this program, students will be able to:

Degree Requirements:

Required Courses: Credit Hours: (24 Required) CIS070A Computer Business Apps for Windows 3 CIS076B Word I 3 CIS072D Excel I 3 CS073 Introduction to Computer Science 3 CS086 Visual Basic Programming I 3 CIS074 Excel II 3 CIS073C Access Database Management 3 CIS078B Word II 3

Restricted Electives: Credit Hours: (18 Required) BUMA010 Introduction to Business 3 BUAC010 Computer Accounting for Small Businesses 2 BUAC066 Bookkeeping 3 CS001 Microcomputer Specialist/A+ Training 3 CS080 Systems Analysis and Design 3 CS086A Visual Basic Programming II 3 CS087 Assembler Language Programming 3 CS089 C++ Programming I 3 CS089A C++ Programming II 3 p.22 https://cmccd.curricunet.com/Report/Program/GetReport/163?reportId=51 1/2 11/16/2020 Program Outline Report: Computer Information Systems CIS030 Planning & Creating an E-Business 3 CIS062 Beginning Dreamweaver 1.5 CIS063 Intermediate Dreamweaver 1.5 CIS082H Web-Based Animation With Animate 3 CIS086 Web Page Content Development 2 CIS082C Web Publishing I 3 BUAA001 Administrative Professional 3 CS003 Computer Network Specialist/CompTIA Net+ Training 3 CS004 Computer Security Specialist / Security Training 3 CS005 Certified Ethical Hacker 3

General Education Requirement: Credit Hours: (18 Required) To ensure an individualized education plan, we strongly urge students to meet with an Academic Advisor before selecting courses from the subject areas listed above. Some course substitutions may be approved.

Advisor: Powell

Total: 60

Generated on: 11/16/2020 11:29:13 AM

23 https://cmccd.curricunet.com/Report/Program/GetReport/163?reportId=51 2/2 Copper Mountain College Academic Senate Agenda Packet (ASAP)

Date of Senate Meeting: Nov. 19th, 2020

Requested by: Curriculum Committee

Subject: Deactivations 1. CIS 082E Adobe Photoshop for Print and Web Design 2. CIS 82F Adobe Illustrator for Print and Web Design I 3. CIS 82G Adobe InDesign I 4. CIS 82I Introduction to Adobe Acrobat 5. CIS 83E Adobe Photoshop Advanced Concepts for Print and Web Design 6. CIS 84 Visual Design 7. Certificate of Proficiency for Web Design 8. Certificate of Achievement for Graphic Design Technology

Type of Consideration: Action Desired Outcome: Action Background: Reviewed and approved by Curriculum Committee on Nov. 12th, 2020. ======1. CIS 082E Adobe Photoshop for Print and Web Design 2. CIS 82F Adobe Illustrator for Print and Web Design I 3. CIS 82G Adobe InDesign I 4. CIS 82I Introduction to Adobe Acrobat 5. CIS 83E Adobe Photoshop Advanced Concepts for Print and Web Design 6. CIS 84 Visual Design 7. Certificate of Proficiency for Web Design 8. Certificate of Achievement for Graphic Design Technology

24 Copper Mountain College Academic Senate Agenda Packet (ASAP)

Date of Senate Meeting: Nov. 19th, 2020

Requested by: Curriculum Committee

Subject: Deactivations of certificates: 1. Certificate of Proficiency for Web Design 2. Certificate of Achievement for Graphic Design Technology

Type of Consideration: Action Desired Outcome: Action Background: Reviewed and approved by Curriculum Committee on Nov. 12th, 2020. ======

25 Copper Mountain College Academic Senate Agenda Packet (ASAP)

Date of Senate Meeting: 11/5/2020

Requested by: Avila, Krystal; Nafziger, Cassandra; Martin, Kim; Gibbons, Heidi; Velasquez, Victoria; Baird, Ellen; Schiel, Melynie

Subject: Faculty Engagement in the Call to Action

Type of Consideration: X Action Item □ Information/Discussion

Desired Outcome:

1. The Academic Senate establish a faculty-led committee addressing aspects of the “Call to Action.” The proposed committee charter and configuration is on the next page of this ASAP.

2. The Academic Senate recommend and support collegial institutional discussion and investigation into academic peer-reviewed sources addressing multiple perspectives on race, racism and anti-racism.

3. The Academic Senate review and affirm the Copper Mountain College Equity Statement and our role as front-line educators in making the charge in the statement a reality.

Copper Mountain College commits to closing the achievement and opportunity gaps that exist in the education system by intentionally focusing on disproportionately impacted and historically marginalized student groups. The college further commits to breaking down existing systemic barriers, fostering equal opportunity, and providing access to quality higher education for all students.

Background:

At the August 21st Academic Senate meeting, the body agreed to take a leadership role in the Call to Action engagement for our college. At that time, an ad hoc group was formed to discuss and formulate a formal recommended committee configuration that would determine how the Academic Senate would

26 engage in the initiative and to what extent faculty primacy applies for the Call to Action. The group met and set forth a committee recommendation that is included in this ASAP so that we can do our best and most urgent work to address issues of diversity, equity and inclusion in our classrooms, counseling sessions, and all other engagements on campus.

Also, group had a lively discussion that expanded beyond the charter from the senate; however, the topics made it clear that among members of the college community, there are vastly different perspectives around the concepts of race, racism, and anti-racism. To that end, the Academic Senate is asked to support the idea that these topics and interpretation of these topics vary among scholars, and that the collegial discussion and investigation of multiple perspectives is appropriate for an institution of higher learning. The success of the “Call to Action” depends on the hearts and minds of those who are charged to deliver it. Open dialogue and honest discourse will serve to be most meaningful in this situation.

27 Proposal for new Academic Senate standing committee

Name: Diversity, Equity and Inclusion Committee

The Diversity, Equity and Inclusion Committee provides faculty leadership to develop and promote policies, activities, and procedures to intentionally close achievement and opportunity gaps among historically marginalized student groups. The committee will further focus on recognizing and breaking down systemic barriers, fostering equal opportunity, and providing quality education to all students.

Committee Membership

1. Elected co-chairs who shall serve in the following capacities:

a. The full-time faculty co-chair shall be an officer of the Academic Senate with 20% reassigned time. (Compensation subject to District and Association agreement. This is only a proposal) b. The part-time faculty co-chair shall be compensated on an hourly basis for engagement with the part-time faculty body and for participation in the committee. (Compensation subject to District and Association agreement. This is only a proposal) c. Six full-time faculty from the Academic Senate shall represent the following disciplines. At least one member from Math, one from English, one from Sciences, one from Humanities, one from Non- credit, and one non-teaching faculty member. Should there be no member from a specific area, the position will automatically be considered “at large.” d. Two part-time faculty members (in addition to the co-chair) who shall be compensated for their participation in the committee and for any committee work that is preapproved by Vice President of Academic Affairs. The college will be asked to designate a budget of hours for the committee to have an estimate of compensable work for the PT faculty members. (Compensation subject to District and Association agreement. This is only a proposal)

Committee Work

Hold standing faculty Diversity, Equity and Inclusion Committee meeting monthly. The initial work would be to address the immediate issues of the “Call to Action”* engaging with college leadership and making recommendations to either the Curriculum Committee or the Academic Senate as appropriate. Then, the regular work of the committee would be to do the following.

1. Receive, discuss, and disseminate research on disproportionate impact, making appropriate recommendations within faculty purview.

28 2. Participate in the revision and ongoing evaluation of the Copper Mountain College equity plan.

3. Procure, develop, and deliver ongoing support for all faculty to evaluate classroom and learning cultures, curriculum, lesson plans, syllabi, and course evaluation protocols to ensure they support diversity, equity, and inclusion.

4. Serve as a resource for ongoing dialogue, both open and anonymous, of race, racism, and anti-racism issues and ideas on campus.

*The “Call to Action” is broken down into six items. The items are summarized here.

1. A system wide review of law enforcement officers and first responder training and curriculum. 2. Campus leaders must host open dialogue and address campus climate. 3. Campuses must audit classroom climate and create an action plan to create inclusive classrooms and anti-racism curriculum. 4. District Boards review and update Equity plans with urgency. 5. Shorten the time frame for the full implementation of the Diversity, Equity and Inclusion Integration Plan. 6. Join and engage in the Vision Resource Center “Community Colleges for Change.”

The Diversity, Equity and Inclusion Committee shall immediately work on the following items from the call to action.

1. Entirely in faculty purview:

Item 1 - Review of law enforcement officers and first responder training and curriculum. This may mean that committee members receive training and assistance with recognizing needed changes in curriculum. Extensive training would require discussion of alternative FLEX or compensation. (Compensation subject to District and Association agreement. This is only a proposal)

Item 3 - Audit classroom climate and create an action plan to create inclusive classrooms and anti-racism curriculum. This may mean that committee members receive training and assistance with recognizing needed changes in the classroom environment. Extensive training would require discussion of alternative FLEX or compensation. (Compensation subject to District and Association agreement. This is only a proposal)

29 2. Faculty leadership is essential:

Item 2 – Faculty leaders are campus leaders and should collaborate with the Superintendent/President on hosting open dialogue.

Item 4 – This committee will engage extensively with the Equity plan

Item 5 – This committee will be essential to expediting the Diversity, Equity and Inclusion Integration plan by a. reviewing preferred qualifications criteria for new faculty and b. reviewing the campus employment climate for faculty in minoritized groups and recommending actions within faculty purview to improve and or mobilize climate change as appropriate.

3. The only low hanging fruit (do you want this clause here?)

Item 6 – the vision resource center. All faculty are already members.

Join and engage in the Vision Resource Center “Community Colleges for Change.” As an educational community, we all need to continue to invest time to learn. The Chancellor’s Office has created a virtual community in the Vision Resource Center where content, dialogue and modules will be uploaded. Visit visionresourcecenter.cccco.edu. After logging in, under the “Connect” menu, visit “All Communities” and look for “Community Colleges for Change”. Select the community and then click “Join Community” to access the content.

30 COPPER MOUNTAIN COMMUNITY COLLEGE DISTRICT Management Job Description

Executive DeanVice President of Academic Affairs Chief Instructional Officer (CIO)

DEFINITION:

Under the direction of the Superintendent/President, serve as the Chief Instructional Officer, and a member of the senior management staff. Lead campus-wide efforts in promoting, educating, and supporting an equity- minded institution, and embedding inclusive, culturally competent practices into the fabric of the institution. Assist with development and oversight of District policies and procedures related to instruction and Academic Affairs. In addition, responsible for leading instructional enrollment management strategies and priorities; overseeing schedule and catalog development; faculty and staff selection, development and evaluation; leadership in the improvement of teaching and learning; and successful participation in a collaborative, data-informed, decision-making process.

REPRESENTATIVE DUTIES: The following duties are typical of those performed by employees in this job title; however, employees may perform other related duties, and not all duties listed are necessarily performed by each employee in the job title.

 Analyze, interpret, and explain complex federal, state and local laws, rules, regulations, and policies. Apply policies through educating, informing and training appropriate personnel.  Plan, organize, oversee and evaluate the college's instructional program and learning resources.  Ensure that the college's curriculum and instructional program comply with all relevant federal, state and local regulations.  Establish goals for Academic Affairs in consultation with the President and the faculty, utilizing a participatory governance model.  Lead faculty and, the Dean of InstructionArts and Science, and the Associate Dean of CTE/Noncredit in developing and prioritizing annual budget recommendations and administer the annual Academic Affairs budget.  Coordinate and promote cooperative and strategic short- and long-term planning efforts among departments of the District insuring alignment with the college mission, strategic initiatives, institutional goals, and educational plans. Exec DeanVice President of Academic Affairs Board Approval Date: May 14, 2020______ACMGMT VP and Chief OfficersEDCO Salary Schedule Page 1 of 4 31  Develop, recommend and administer policies and procedures for Academic Affairs.  Supervise and participate in the selection and evaluation of faculty and staff.  Demonstrate a commitment to shared governance and provide the leadership necessary to ensure its success.  Work closely with the Executive DeanVice President of Student Services to promote innovation, communication, and collaboration between Instruction and Student Services.  Participate in internal and external college initiatives as assigned.  Participate in the collection and preparation and timely reporting of instructional and student data reports required by the District, the Chancellor's Office, ACCJC, and other agencies.  Provide leadership in the improvement of teaching and learning.  Communicate the vision, mission, goals and objective to the various constituencies of the college.  Participate in the District’s accreditation reporting and processes.  Provide leadership in envisioning new programs to meet student and community needs.  Direct the development of the College Catalog and coordinate catalog contributors to ensure accurate and timely updates.  Supervise, evaluate, and provide direction and leadership for personnel, including the Dean of InstructionArts and Sciences, the Coordinator for Library Services, Coordinator and Associate Dean of Military BaseCareer Technical Education and Non-Credit Programs, Coordinator for Developmental Education, and and other direct reports. Participate in the selection of employees.  Adjudicate student appeals and grievances within areas of responsibility.  Liaison with community agencies, schools, special programs and interest groups affecting instructional programs and services offered to CMC students.  Work collaboratively with faculty and classified union leadership in bargaining, grievance resolution, and other related areas.  Serve on various college committees including the Curriculum Committee, Academic Calendar Committee, Technology and Communications Committee, Student Success Planning Committee and others as assigned. Participate in professional organizations as appropriate to assignment.  Perform other duties as assigned by the Superintendent/President.

EMPLOYMENT STANDARDS:

 Education and Experience: Minimum:  Master’s Degree from an accredited college. Exec DeanVice President of Academic Affairs Board Approval Date: May 14, 2020______ACMGMT VP and Chief OfficersEDCO Salary Schedule Page 2 of 4 32  Two full-time years of teaching experience, preferably at the community college level.  One yearsyear of responsible administrative or leadership experience at the community college level in one or more instructional programs, or the equivalent.  Demonstrated evidence of sensitivity to and understanding of the diverse academic, socioeconomic, cultural, ethnic background and ability of community college students.

Desirable:  At least 5 years of full-time experience at a California Community College.  Experience in a collective bargaining environment.  Ability to initiate, develop, implement and evaluate new policies, concepts and procedures.  Knowledge of department budget development and administration.  Familiarization with or ability to acquire knowledge of California Education Code sections relating to community college instructional programs, admissions and records, and other student services programs.  Experience in curriculum and program development.  Familiar with educational technology and on-line teaching delivery.  Understanding of community college educational mission.  Experience in class scheduling and understanding of enrollment management.  Experience in evaluating instructional programs and personnel.

PROFESSIONAL CHARACTERISTICS

 Ability to communicate effectively in a group and individual setting, and develop positive working relationships across all constituency groups.  A collaborative management style that can be applicable to staff at all organizational levels and to students.  Demonstrated skill in team building, particularly with staff in multiple service areas.  Ability to analyze data and information from diverse sources to create comprehensive educational services policies and plans.

Exec DeanVice President of Academic Affairs Board Approval Date: May 14, 2020______ACMGMT VP and Chief OfficersEDCO Salary Schedule Page 3 of 4 33  Ability to provide an appropriate interpretation of federal, state, and local laws and regulations.

PERSONAL ATTRIBUTES:

 Integrity, credibility, and high standards of professional conduct.  Responsive, accessible, and committed to collegial relations.  A leadership style that is creative, collaborative, productive, and outcome -oriented.

WORKING CONDITIONS:

 Academic leadership role in community college participatory governance process.  Community leadership.  Challenging office environment providing support to students, faculty, classified employees and community members.  Frequent interaction with local, state and federal agencies.

Exec DeanVice President of Academic Affairs Board Approval Date: May 14, 2020______ACMGMT VP and Chief OfficersEDCO Salary Schedule Page 4 of 4 34 COPPER MOUNTAIN COMMUNITY COLLEGE DISTRICT

EQUAL EMPLOYMENT OPPORTUNITY PLAN

January 1, 2021 - December 31, 2023

E.E.O. Plan January 1, 2021-December 31, 2023 Page 1 of 25 35 Table of Content Plan Components 1. INTRODUCTION………………………………………………………………………3 2. DEFINITIONS….……………………………..………………………………………..4 3. POLICY STATEMENT……………………………………………………………..….5 4. DELEGATION OF RESPONSIBILITY, AUTHORITY, AND COMPLIANCE...……6 5. ADVISORY COMMITTEE…………………………………………………………….7 6. COMPLAINTS………………………………………………………………………….8 7. NOTIFICATION TO DISTRICT EMPLOYEES……………………………………....9 8. TRAINING FOR SCREENING/SELECTION COMMITTEES……………………….9 9. ANNUAL WRITTEN NOTICE TO COMMUNITY-BASED AND PROFESSIONAL ORGANIZATIONS……………………………………………………………………..10 10. ANALYSIS OF DISTRICT WORKFORCE AND APPLICANT POOL……………...10 11. ANALYSIS OF DEGREE OF UNDERREPRESENTATION AND SIGNIFICANT UNDERREPRESENTATION…………………………………………………………..11 12. METHODS TO ADDRESS UNDERREPRESENTATION……………………………11 13. ADDITIONAL MEASURES TO SUPPORT DIVERSITY AND ENSURE EQUAL EMPLOYMENT OPPORTUNITY……………………………………………………..14 14. DEVELOPING AND MAINTAINING AN INSTITUTIONAL COMMITMENT TO DIVERSITY…………………………………………………………………………….16 15. ACCOUNTABILITY AND CORRECTIVE ACTION………………………………...18 16. PERSONS WITH DISABILITIES: ACCOMMODATIONS…………………………..18 17. GRADUATE ASSUMPTION PROGRAM OF LOANS FOR EDUCATION………...19

APPENDIX A: STUDENT BODY EEO DATA APPENDIX B: NEO GOV EEO REPORT

E.E.O. Plan January 1, 2021-December 31, 2023 Page 2 of 25 36 1. INTRODUCTION

The Copper Mountain Community College District Equal Employment Opportunity (E.E.O.) Plan (the "Plan") was adopted by the governing board on May 11, 2017. The Plan reflects the District's commitment to equal employment opportunity. It is the District's belief that taking active and vigorous steps to ensure equal employment opportunity will create a working and academic environment, which is welcoming to all. Through an educational experience in an inclusive environment, our students will be better prepared to live and work in an increasingly global society. The Plan's continued focus is equal employment opportunity in its recruitment and hiring policies and practices pursuant to Title 5 regulations (section 53000 et seq.). The Plan contains an analysis of the demographic makeup of the District's workforce population and an analysis of whether underrepresentation of monitored groups exists. The Plan also includes the requirements for a complaint procedure for noncompliance with the Title 5 provisions relating to equal employment opportunity programs. To properly serve a diverse population, the District will endeavor to hire and retain faculty and staff who are sensitive to, and knowledgeable of, the needs of the student body it serves. The Plan will be reviewed by the District at least once every three years and be revised as necessary and submitted to the State Chancellor's Office. The State Chancellor's Office retains the authority to review plans on a case-by-case basis.

Daren Otten, Ed.D Date Superintendent/President

E.E.O. Plan January 1, 2021-December 31, 2023 Page 3 of 25 37 2. DEFINITIONS1 a. Adverse Impact: A statistical measure (such as those outlined in the EEO Commission's Uniform Guidelines on Employee Selection Procedures) that is applied to the effects of a selection procedure and demonstrates a disproportionate negative impact on any group protected from discrimination pursuant to Government Code section 12940. A disparity identified in a given selection process will not be considered to constitute adverse impact if the numbers involved are too small to permit a meaningful comparison. b. Diversity: Means a condition of broad inclusion in an employment environment that offers equal employment opportunity for all persons. It requires both the presence, and the respectful treatment, of individuals from a wide range of ethnic, racial, age, national origin, religious, gender, sexual orientation, disability and socioeconomic backgrounds. c. Equal Employment Opportunity: Means that all qualified individuals have a full and fair opportunity to compete for hiring and promotion and to enjoy the benefits of employment with the District. Equal employment opportunity should exist at all levels in the seven job categories which include executive/administrative/managerial, faculty and other instructional staff, professional non-faculty, secretarial/clerical, technical and paraprofessional, skilled crafts, and service and maintenance. Equal employment opportunity also involves: (1) Identifying and eliminating barriers to employment that are not job related. (2) Creating an environment that fosters cooperation, acceptance, democracy, and free expression of ideas and that is welcoming to men and women, persons with disabilities, and individuals from all ethnic and other groups protected from discrimination pursuant to Government Code section 12940. d. Equal Employment Opportunity Plan: A written document in which a District's workforce is analyzed and specific plans and procedures are set forth for ensuring equal employment opportunity. e. Equal Employment Opportunity Programs: All the various methods by which equal employment opportunity is ensured. Such methods include, but are not limited to, using nondiscriminatory employment practices, actively recruiting, monitoring and taking additional steps consistent with the requirements of section 53006. f. Ethnic Group Identification: Means an individual's identification in one or more of the ethnic groups reported to the Chancellor pursuant to section 53004. These groups shall be more specifically defined by the Chancellor consistent with state and federal law. g. In-house or Promotional Only Hiring: Means that only existing District employees are allowed to apply for a position. h. Monitored Group: Means those groups identified in section 53004(b) for which monitoring and reporting is required pursuant to section 53004(a).

E.E.O. Plan January 1, 2021-December 31, 2023 Page 4 of 25 38 i. Person with a Disability: Any person who (1) has a physical or mental impairment as defined in Government Code section 12926 which limits one or more of such person's major life activities, (2) has a record of such an impairment, or (3) is regarded as having such an impairment. A person with a disability is "limited" if the condition makes the achievement of the major life activity difficult. j. Reasonable Accommodation: Means the efforts made on the part of the District in compliance with Government Code section 12926. k. Screening or Selection Procedures: Any measure, combination of measures, or procedures used as a basis for any employment decision. Selection procedures include review of application forms, the full range of assessment techniques, including but not limited to traditional skills demonstration tests, physical, educational, and work experience requirements, and interviews. l. Significantly Underrepresented Group: Means any monitored group for which the percentage of persons from that group employed by the district in any job category listed in section 53004(a) is below eighty percent (80%) of the projected representation for that group in the job category in question.

3. POLICY STATEMENT2 The Copper Mountain Community College District is committed to the principles of equal employment opportunity and diversity and will implement a comprehensive program to put those principles into practice. It is the District's policy to ensure that all qualified applicants for employment and employees have full and equal access to employment opportunity, and are not subjected to discrimination in any program or activity of the District on the basis of ethnic group identification, race, color, national origin, religion, age, sex, gender, gender identity, gender expression, physical disability, mental disability, ancestry, sexual orientation, citizenship status, transgender status, parental status, marital status, military and veteran status, medical condition, or on the basis of these perceived characteristics, or based on association with a person or group with one or more of these actual or perceived characteristics. The District will strive to achieve a workforce that is welcoming to men, women, persons with disabilities, and individuals from all ethnic and other groups to ensure the District provides an inclusive educational and employment environment. Such an environment fosters cooperation, acceptance, democracy and free expression of ideas. The District believes that in order to effectively address and comply with federal and state mandates and the District's goals on equal employment opportunity and diversity, the Board of Trustees, administration, faculty, and classified staff must recognize that equal employment opportunity and diversity are shared responsibilities.

An Equal Employment Opportunity Plan will be maintained to ensure the implementation of equal employment opportunity principles that conform to federal and state laws.1

E.E.O. Plan January 1, 2021-December 31, 2023 Page 5 of 25 39 4. DELEGATION OF RESPONSIBILITY, AUTHORITY AND COMPLIANCE3 It is the goal of the District that all employees promote and support equal employment opportunity. The general responsibilities for the prompt and effective implementation of this Plan are set forth below. Governing Board The Board of Trustees is ultimately responsible for proper implementation of the District's Plan at all levels of college operations. The Board of Trustees is responsible for adopting a plan that is in compliance with Title 5 of the California Code of Regulations. Superintendent/ President The Board of Trustees delegates to the Superintendent/ President the responsibility for ongoing implementation of the Plan and for providing leadership in supporting the District's equal employment opportunity policies and procedures. The Superintendent/ President shall advise the Board of Trustees regarding statewide policy emanating from the Board of Governors of the California Community Colleges and direct the publication of an annual report on Plan implementation. The Superintendent/ President shall evaluate the performance of all administrative staff who report directly to him/her on their ability to follow and implement the Plan. Equal Employment Opportunity Officer The District has designated the Chief Human Resources Officer as its equal employment opportunity officer who is responsible for the day-to-day implementation of the Plan. If the designation of the equal employment opportunity officer changes before this Plan is next revised, the District will notify employees and applicants for employment of the new designee. The equal employment opportunity officer is responsible for administering, implementing and monitoring the Plan and for assuring compliance with the requirements of Title 5, sections 53000 et seq. The equal employment opportunity officer is also responsible for receiving complaints described in Plan Component 6 and for ensuring that applicant pools and selection procedures are properly monitored. College Equal Employment Opportunity Advisory Committees

1 Title 5 section 53001. All subsequent references are also to Title 5 unless otherwise specified. 2 Section 53002

E.E.O. Plan January 1, 2021-December 31, 2023 Page 6 of 25 40 The College has an Equal Employment Opportunity Advisory Committee to act as an advisory body to the equal employment opportunity officer and the District to promote understanding and support of equal employment opportunity. The Equal Employment Opportunity Advisory Committee shall: EEO Committee Mission: Assist the District in developing and implementing the Equal Employment Opportunity plan as required by Title 5; recommend policies regarding equal employment opportunity, student equity and non-discrimination policies in accordance in Title 5 and any other laws and regulations; recommend and review procedures for filing discrimination complaints; develop communication processes to notify employees of the EEO plan and policies; develop and participate in training of employees who participate on screening or selection committees; assist in the development of and participate in the training of employees and students on policies and regulations concerning non-discrimination, equal employment opportunity, and student equity. Agents of the District Any organization or individual, whether or not an employee of the District, who acts on behalf of the governing board with regard to the recruitment and screening of personnel, is an agent of the District and is subject to all the requirements of this Plan. Good Faith Effort The District shall make a continuous good faith effort to comply with all the requirements of this Plan. 5. ADVISORY COMMITTEE The District has established a District-wide Equal Employment Opportunity Advisory Committee (the "Advisory Committee") to assist the District in implementing its Plan. The Advisory Committee may also assist in promoting an understanding and support of equal opportunity and nondiscrimination policies and procedures. The Advisory Committee may sponsor events, training, or other activities that promote equal employment opportunity, nondiscrimination, retention and diversity. The equal employment opportunity officer shall train the Advisory Committee on equal employment compliance and the Plan itself. The Advisory Committee shall receive training in all of the following: • Title 5 and of state and federal nondiscrimination laws. • Identification and elimination of bias in hiring. • Educational benefits of workforce diversity. • Role of the advisory committee in carrying out the District's EEO plan. The committee shall include a diverse membership whenever possible. A substantial good faith effort to maintain a diverse membership is expected. If the District has been unable to meet this requirement, it will document that efforts were made to recruit advisory committee members who are members of monitored groups.

E.E.O. Plan January 1, 2021-December 31, 2023 Page 7 of 25 41 The Advisory Committee shall hold a minimum of four (4) meetings per fiscal year, with additional meetings if needed to review EEO and diversity efforts, programs, policies, and progress. When appropriate, the Advisory Committee shall make recommendations to the Board 2 of Trustees, the Superintendent/President, and the equal employment opportunity officer.

6. COMPLAINTS4

Complaints Alleging Violation of the Equal Employment Opportunity Regulations (Section 53026).

The District has established the following process permitting any person to file a complaint alleging that the requirements of the equal employment opportunity regulations have been violated. Any person who believes that the equal employment opportunity regulations have been violated may file a written complaint describing in detail the alleged violation. All complaints shall be signed and dated by the complainant and shall contain, to the best of the complainant's ability, the names of the individuals involved, the date(s) of the event(s) at issue, and a detailed description of the actions constituting the alleged violation. Complaints involving current hiring processes must be filed as soon as possible after the occurrence of an alleged violation and not later than sixty (60) days after such occurrence unless the complainant can verify a compelling reason for the District to waive the sixty (60) day limitation. Complaints alleging violations of the Plan that do not involve current hiring processes must be filed as soon as possible after the occurrence of an alleged violation and not later than ninety (90) days after such occurrence unless the violation is ongoing.

A complainant may not appeal the District's determination pursuant to section 53026 to the State Chancellor's Office, but under some circumstances, violations of the equal opportunity regulations in Title 5 may constitute a violation of a minimum condition for receipt of state aid. In such a case, a complaint can be filed with the State Chancellor's Office, but the complainant will be required to demonstrate that he/she made previous reasonable, but unsuccessful, efforts to resolve the alleged violation at the college and/or District level using the process provided by section 53026. (See California Community Colleges Chancellor's Office Guidelines for Minimum Conditions Complaints at:

https://www.cccco.edu/-/media/CCCCO-Website/About-Us/Divisions/Office-of-the-General-

Counsel/Programs/Unlawful-Discrimination/x_DiscrimComplaintForm_pdf.pdf (Complaint Form) https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/General-Counsel/Guidelines- Policies-and-Forms/Forms (Guidelines for Minimum Conditions Complaints) The District may return without action any complaints that are inadequate because they do not state a clear violation of the EEO regulations. All returned complaints must include a District statement of the reason for returning the complaint without action.

E.E.O. Plan January 1, 2021-December 31, 2023 Page 10 of 25 42 The complaint shall be filed with the equal employment opportunity officer. If the complaint involves the equal employment opportunity officer, the complaint may be filed with the Superintendent/ President. To the extent practicable, a written determination on all accepted written complaints will be issued to the complainant within ninety (90) days of the filing of the complaint. The equal employment opportunity officer will forward copies of all written 3 complaints to the Chancellor's Office upon receipt. In the event that a complaint filed under section 53026 alleges unlawful discrimination, it will be processed according to the requirements of section 59300 et seq. Complaints Alleging Unlawful Discrimination or Harassment (Section 59300 et seq.) The District has adopted procedures for complaints alleging unlawful discrimination or harassment. The Chief Human Resources Officer is responsible for receiving such complaints and for coordinating their investigation. The District's discrimination and sexual harassment complaint procedures are summarized in Administrative Procedure 3430

7. NOTIFICATION TO DISTRICT EMPLOYEES5 The commitment of the Board of Trustees and the Superintendent/President to equal employment opportunity is emphasized through the broad dissemination of its Equal Employment Opportunity Policy Statement and the Plan. The Plan and subsequent revisions will be distributed to the District's Board of Trustees, the Superintendent/President, administrators, managers, faculty, and staff. The Plan will be available on the District's website, and when appropriate, may be distributed by e-mail. Each year, the District office will provide all employees with a copy of the board's Equal Employment Opportunity Policy Statement and written notice summarizing the provisions of the District's Equal Employment Opportunity Plan. The policy statement will be printed in the college catalogs and class schedules. The Human Resources Department will provide all new employees with a copy of the written notice described above when they commence their employment. The annual notice will contain the following provisions: 1. The importance of the employee's participation and responsibility in ensuring the Plan's implementation. 2. Complete copies of the Plan are accessible, in the campus library, on the college’s internet website, and the Office of Human Resources.

E.E.O. Plan January 1, 2021-December 31, 2023 Page 11 of 25 43 8. TRAINING FOR SCREENING/SELECTION COMMITTEES6 Any organization or individual, whether or not an employee of the District, who is involved in the recruitment and screening/selection of personnel shall, prior to their participation, receive training that includes, but is not limited to: • Requirements of the Title 5 regulations on equal employment opportunity (section 53000 et. seq.) and of state and federal nondiscrimination laws. • Educational benefits of workforce diversity. • Elimination of bias in hiring decisions. • Best practices in serving on a selection or screening committee. Persons serving in the above capacities will be required to receive training within the 12 months prior to service. This training is mandatory and individuals who have not received this training 4will not be allowed to serve on screening/selection committees. The Human Resources Department is responsible for providing the required training. Any individual, whether or not an employee of the District, acting on behalf of the District with regard to recruitment and screening of employees is subject to the equal employment opportunity requirements of Title 5 and the District's Equal Employment Opportunity Plan.

9. ANNUAL WRITTEN NOTICE TO COMMUNITY-BASED AND PROFESSIONAL ORGANIZATIONS7

The EEO officer will provide written notice to appropriate community-based and professional organizations concerning the Plan. The notice will inform these organizations that they may obtain a copy of the Plan, and shall solicit their assistance in identifying diverse qualified candidates. The notice will include a summary of the Plan. The notice will also include the internet address where the District advertises its job openings and the names, departments, and phone number members of individuals to call in order to obtain employment information. The District will actively seek to reach those institutions, organizations, and agencies that may be recruitment sources.

10. ANALYSIS OF DISTRICT WORKFORCE AND APPLICANT POOL8

The District shall annually collect employee demographic data, monitor applicants for employment on an ongoing basis to evaluate the implementation of this Plan, and to provide data needed for the Plan. For purposes of the data collection and reports required to be made, each

5 Section 53026 6 Section 53003 (c)(3) 7 Section 53003 (c)(4) 8 Section 53003 (c)(5) E.E.O. Plan January 1, 2021-December 31, 2023 Page 12 of 25 44 applicant or employee shall be afforded the opportunity to identify his or her gender, ethnic group identification, and if applicable, his or her disability. A person may designate multiple ethnic groups with which he or she identifies, but shall be counted in only one ethnic group for reporting purposes: Chinese, Japanese, Filipinos, Koreans, Vietnamese, Asian Indians, Hawaiians, Guamanians, Samoans, Laotians, and Cambodians are to be counted and reported as part of the Asian/Pacific Islander group as well as in separate subcategories.

The District shall gather information and conduct a periodic, longitudinal analysis of its employees and applications, broken down by numbers of persons from monitored group status in each of the following seven job categories:

1. Executive/administrative/managerial. 2. Faculty and other instructional staff. 3. Professional non-faculty. 4. Secretarial/clerical. 5. Technical and paraprofessional. 6. Skilled crafts. 7. Service and maintenance.

Monitored groups are men, women, American Indians/Alaskan Natives (Native Americans), Asians, Blacks/African-Americans, Hispanics/Latinos, Pacific Islanders, Whites/Caucasians, and persons with disabilities.

The District shall annually report to the State Chancellor, in a manner prescribed by the State Chancellor, this data for the results of its annual survey of employees at each college in the district.

This information is gathered to determine whether additional measures are required pursuant to section 53006 and to implement and evaluate the effectiveness of those measures. However, in determining whether additional measures are necessary to ensure that monitored groups have not been excluded on an impermissible basis, analysis of the separate subgroups is not necessary.

The District will review this information at least once every three years.

11. ANALYSIS OF DEGREE OF UNDERREPRESENTATION AND SIGNIFICANT UNDERREPRESENTATION9

This component cannot be completed until such time as the State Chancellor's Office provides workforce availability data. At the time that such data is provided, the District will revise this component of the Plan.

E.E.O. Plan January 1, 2021-December 31, 2023 Page 13 of 25 45 12. METHODS TO ADDRESS UNDERREPRESENTATION10

The District will ensure equal employment opportunity, which involves creating an environment that fosters cooperation, acceptance, democracy, and free expression of ideas, and that is welcoming to men and women, persons with disabilities, and individuals from all ethnic and other groups that are protected from discrimination. In so doing, the District places great emphasis on the recruitment of potential applicants in order to create a diverse pool of qualified individuals from which to hire. With a diverse pool, the District takes steps within the screening/selection process to allow for the hiring of candidates with varied backgrounds who can contribute and effectively communicate in a diverse community. The equal employment 5opportunity provisions are applicable to all full-time and part-time hiring, including any hiring meant to address the ratio of full-time to part-time faculty that may be required by Education Code section 87482.6.

This Plan component cannot be completed until such time as the State Chancellor's Office provides workforce availability data referenced in Title 5 section 53003(c)(7). At the time that such data is provided, the District will revise this component of the Plan.

The District will continue, with the assistance of the Equal Employment Opportunity Advisory Committee, to implement its equal employment opportunity, hiring, recruitment, and promotional policies and procedures consistent with the following:

Recruitment

Efforts will be undertaken on a regular basis to develop and contact new recruitment sources that ensure diverse pools of candidates. Diverse pools should include, but not be limited to, men and women, persons with disabilities, and individuals from all ethnic and other groups protected from discrimination. Equal Employment Opportunity Advisory Committee is encouraged to utilize and notify the district of additional recruitment options that may enable the district to obtain a diverse pool of applicants. All recruitment announcements will state that the district is an "Equal Employment Opportunity Employer."

Job Announcements

The District's job announcements will state clearly job specifications setting forth the knowledge, skills, and abilities necessary to job performance. For all positions, job requirements will include demonstrated sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students. For faculty and administrative positions, requirements will also include knowledge of

9 Section 53003 (c)(6); Section 53004 10 Section 53003 (c)(7)

E.E.O. Plan January 1, 2021-December 31, 2023 Page 14 of 25 46 the history and culture of underrepresented groups and groups that have experienced discrimination. All faculty and administrative positions will state as a preferred or desired qualification knowledge of multiculturalism and training in cultural proficiency. Job specifications, including any "required," "desired," or "preferred" qualifications beyond the state minimum qualifications which the District wishes to utilize, will be reviewed by the equal employment opportunity officer before the position is announced, to ensure conformity with equal employment regulations and state and federal nondiscrimination laws. All job announcements shall state that the District is an "Equal Employment Opportunity Employer."

For identified public contact or community liaison positions, bilingual ability in the language spoken by a significant number of students may be a required qualification. Before bilingual ability in the identified languages can be made a required qualification, the District will identify the specific positions that may require bilingual ability and the language(s) needed; and in which positions bilingual ability in a particular language may be listed as a required, preferred, or desired qualification.

Review of Initial and Qualified Applicant Pools11

The application for employment shall provide for self-identification of the applicant's gender, ethnic group identification, and if applicable, his or her disability. This information shall be kept confidential and shall be used only in research, monitoring, evaluating the effectiveness of the District's equal employment opportunity program, or any other purposes specifically authorized in Title 5 or by any applicable statute or regulation.

After the application deadline has passed, the composition of the initial applicant pool shall be recorded and reviewed by the equal employment opportunity officer or designee. All initial applications shall be screened to determine which candidates satisfy job specifications set forth in the job announcement. The group of candidates who meet the job specifications shall constitute the "qualified applicant pool."

The composition of the qualified applicant pool shall be reviewed and compared to the composition of the initial applicant pool. If the equal employment opportunity officer or designee finds that the composition of the qualified applicant pool may have been influenced by factors which are not job related, appropriate action will be taken. This applicant pool data shall be reviewed in conducting the analysis described in Title 5 section 53006(a).

Screening/Selection Committee Procedures12

The District seeks to employ qualified persons with a broad range of backgrounds and abilities who have the knowledge and experience to work effectively in a diverse environment. The

E.E.O. Plan January 1, 2021-December 31, 2023 Page 15 of 25 47 selection process is based on merit, and will extend to all candidates a fair, impartial examination of qualifications based on job-related criteria.

All screening and/or selection techniques, including the procedure for developing interview questions, and the selection process as a whole, shall be:

1. Provided to the State Chancellor upon request. 2. Designed to ensure that for all positions, meaningful consideration is given to the extent to which applicants demonstrate a sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students. "Meaningful consideration" means that candidates shall be required to demonstrate sensitivity to diversity in ways relevant to the specific position. 3. Based solely on job-related criteria. 4. Designed to avoid an adverse impact, as defined above, and monitored by means consistent with this section to detect and address any adverse impact which does occur for any monitored group.

The District may not designate or set aside particular positions to be filled by members of any group defined in terms of ethnic group identification, race, color, national origin, religion, age, gender, disability, ancestry, sexual orientation, or engage in any other practice which would result in discriminatory or preferential treatment prohibited by state or federal law. The District will not apply the Plan in a rigid manner which has the purpose or effect of so discriminating.

The District shall review all of its job specifications to ensure that seniority or length of service may be taken into consideration only to the extent it is job related, is not the sole criterion, and is included in the job announcement consistent with the requirements of this Plan.

Selection testing for employees shall follow procedures as outlined in the Equal Employment Opportunity Commission's "Uniform Guidelines on Employee Selection Procedures."

Whenever possible, screening committees shall include a diverse membership which will bring a variety of perspectives to the assessment of applicant qualifications.

The Board of Trustees or its designee shall have the authority to make all final hiring decisions based upon careful review of the candidate or candidates recommended by a screening committee. This includes the right to reject all candidates and to order further review by the screening committee or to reopen the position when necessary to further achieve the objectives of this Plan. However, a consistent pattern of not hiring qualified candidates from a monitored group who are recommended by screening committees may give rise to an inference that the selections are not consistent with the objectives of equal employment opportunity.

E.E.O. Plan January 1, 2021-December 31, 2023 Page 16 of 25 48 13. ADDITIONAL MEASURES TO SUPPORT DIVERSITY AND ENSURE EQUAL EMPLOYMENT OPPORTUNITY13

The District shall review the information gathered pursuant to Title 5 section 53003(c)(6) (Component 10) to determine if significant underrepresentation of a monitored group may be the result of non-job-related factors in the employment process. For the purposes of this subdivision, the phases of the employment process include but are not limited to recruitment, hiring, retention and promotion. The information to be reviewed shall include, but need not be limited to:

1. Longitudinal analysis of data regarding job applicants, gathered pursuant to section 53003(c)(6), to identify whether over multiple job searches, a monitored group is 6disproportionately failing to move from the initial applicant pool, to the qualified applicant pool. 2. Analysis of data regarding potential job applicants, to the extent provided by the State Chancellor, which may indicate significant underrepresentation of a monitored group. 3. Analysis pursuant to section 53003(c)(7) to determine whether the group is significantly underrepresented.

Where the review described above identifies that significant underrepresentation of a monitored group may be the result of non-job related factors in the employment process, the District shall implement additional measures designed to address the specific area of concern. These additional measures shall include the following:

1. Review its recruitment procedures and identify and implement any additional measures which might reasonably be expected to attract candidates from the significantly underrepresented group. 2. Consider various other means of reducing the significant underrepresentation which do not involve taking monitored group status into account, and implement any such techniques which are determined to be feasible and potentially effective. 3. Determine whether the group is still significantly underrepresented in the category or categories in question after the measures described in (1) and (2) have been in place a reasonable period of time. 4. Review each locally established "required," "desired", or "preferred" qualification being used to screen applicants for positions in the job category to determine if it is job•related and consistent with: a. Any requirements of federal law. b. Qualifications which the Board of Governors has found to be job-related throughout the community college system, including the requirement that

11 Section 53003 (c)(8) 12 Section 53023 13 Section 53024

E.E.O. Plan January 1, 2021-December 31, 2023 Page 17 of 25 49 applicants for academic and administrative positions demonstrate sensitivity to the diversity of community college students. 5. Discontinue the use of any locally established qualification that has not been found to satisfy the requirements set forth in paragraph (1)(4) of this subdivision. 6. Continue using qualification standards meeting the requirements of paragraph (4) of 7. This subdivision only where no alternative qualification standard is reasonably available which would select for the same characteristics, meet the requirements of paragraph (4) and be expected to have a less exclusionary effect. 8. Consider the implementation of additional measures designed to promote diversity that are reasonably calculated to address the area of specific need.

For purposes of this section, "a reasonable period of time" means three years, or such longer period as the State Chancellor may approve, upon the request of the Equal Employment Opportunity Advisory Committee and the District’s Superintendent/ President, where the District has not filled enough positions to appreciably affect its work force in the job category in question.

14. DEVELOPING AND MAINTAINING AN INSTITUTIONAL COMMITMENT TO DIVERSITY 14

The District recognizes that establishing and maintaining a richly diverse workforce is an on• going process that requires continued institutionalized effort and that multiple approaches are appropriate to fulfill its mission. Equal employment opportunity means that all qualified individuals have a full and fair opportunity to compete for hiring and promotion and to enjoy the benefits of employment with the District. Equal employment opportunity should exist at all levels and in all job categories. Ensuring equal employment opportunity also involves creating an environment that fosters cooperation, acceptance, democracy, free expression of ideas, and is welcoming to men and women, persons with disabilities, and individuals from all ethnic and other groups protected from discrimination.

The District will promote cultural events and speakers on issues dealing with diversity, and explore how to infuse diversity into the classroom and curriculum. The District will promote the concept of cultural proficiency. The District will provide learning opportunities and personal growth in the area of diversity and evaluate how the physical environment can be responsive to its diverse employee and student populations.

E.E.O. Plan January 1, 2021-December 31, 2023 Page 18 of 25 50 This District shall locally develop and implement, on a continuing basis, indicators of its institutional commitment to diversity such as:

1. Conduct surveys of campus climate on a regular basis, and implements concrete measures that utilize the information drawn from the surveys. 2. Conduct exit interviews with employees who voluntary leave the district, maintains a data base of exit interviews, analyzes the data for patterns impacting particular monitored groups, and implements concrete measures that utilize this information. 3. Provide training on elimination of bias in hiring and employment. 4. Provide cultural awareness training to members of the campus community. 5. Maintain a variety of programs to support newly-hired employees such as mentoring, 7 professional development, and leadership opportunities. 6. Audit and/or maintain job descriptions and/or job announcements. 7. Provide training for the board of trustees on the elimination of bias in hiring and employment at least once every election cycle. 8. Conduct timely and thorough investigation of all harassment and discrimination complaints, and takes appropriate corrective action in all instances where a violation is found. 9. Ensure compliance with the requirements of government code section 12950.1 (ab1825), and includes all forms of harassment and discrimination. 10. Ensure district publications and the website convey its diversity and commitment to equal employment opportunity. 11. Have a mission statement that conveys its commitment to diversity and inclusion, and recognition that a diverse and inclusive workforce promotes its educational goals and values. 12. Require applicants for all positions to demonstrate sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students in a manner specific to the position. 13. Encourage staff members to serve as resources, consultants, mentors and/or leaders to colleagues at other districts in the areas of E.E.O. and diversity enhancement. 14. Maintain updated curricula, texts, and/or course descriptions to expand the global perspective of the particular course, readings, or discipline. 15. Address issues of inclusion/exclusion in a transparent and collaborative fashion. 16. Attempt to gather information from applicants who decline job offers to find out why, records this information, and utilize it. 17. Conduct longitudinal analysis of various employment events by monitored group status such as: hiring, promotion, retention, voluntary resignation, termination, and discipline.

14 Section 53006

E.E.O. Plan January 1, 2021-December 31, 2023 Page 19 of 25 51 18. Highlight the district's equal employment opportunity and diversity policies in job announcements and in its recruitment, marketing, and other publications. 19. Conduct diversity dialogues, forums, and cross-cultural workshops. 20. Recognize and value staff and faculty who have promoted diversity and equal employment opportunity principles by awarding a yearly diversity recognition award. 21. Establish an "equal employment opportunity and diversity" online presence by highlighting the district's diversity and equal employment opportunity, ADA, sexual harassment and nondiscrimination policies, procedures and programs on the district's website. The website will also list contact persons for further information on all of these topics. 22. Promote various cultural celebrations on campus. 23. Recognize multilingualism and knowledge of multiculturalism as a desired, and when appropriate, required skill and qualification for community college employees. 24. Have a formal diversity program on campus that is visible, valued and adequately funded. 25. Develop leadership opportunities with current staff focusing on diversity. 26. Ensure that top administrative staff support diversity objectives and that the diversity and/or equal employment opportunity officer position is maintained as a cabinet or other high-level administrative position. 27. Seek direct contact with student, professional, community and other organizations that represent the diverse community we serve. These organizations can serve as resources for referring potential candidates.

15. ACCOUNTABILITY AND CORRECTIVE ACTION15

The District shall annually certify to the State Chancellor that it has timely complied with all of the following:

1. Recorded, reviewed, and reported the data required regarding qualified applicant pools. 2. Reviewed and updated the Strategies Component of the Plan. 3. Investigated and appropriately responded to formal harassment or discrimination complaints filed pursuant to subchapter 5 (commencing with section 59300) of chapter 10 of Title 5.

16. PERSONS WITH DISABILITIES: ACCOMMODATIONS

Applicants and employees with disabilities shall receive reasonable accommodations consistent with the requirement of Government Code, sections 11135 et equ. and 12940(m), Section 53025 of the Title 5 California Code of Regulation, Section 504 of the Rehabilitation Act of 1973, and

E.E.O. Plan January 1, 2021-December 31, 2023 Page 20 of 25 52 the Americans with Disabilities Act. A qualified employee or applicant with a disability is an individual who, with or without reasonable accommodations, can perform the essential functions of the job in question. Such reasonable accommodations may include, but are not limited to, job site modifications, job restructuring, flexible scheduling, re-assignment to a reasonably equivalent vacant position, adaptive equipment, and auxiliary aids.

The Human Resources department is responsible for ensuring that applicants and employees with disabilities are provided with reasonable accommodations consistent with the requirements set 8 forth in all applicable federal, state, and local laws.

17. GRADUATE ASSUMPTION PROGRAM OF LOANS FOR EDUCATION

The District will encourage community college students to become qualified for, and seek employment as, community college employees. The District will post information concerning such programs, and make information available to students in the course catalog and website.

15 Section 53024.2

E.E.O. Plan January 1, 2021-December 31, 2023 Page 21 of 25 53 APPENDIX A:

E.E.O. Plan January 1, 2021-December 31, 2023 Page 22 of 25 54 California Community Colleges Chancellor's Office Student Enrollment Status Summary Report by Age

2019- 2018- 2017- 2016- 2015- 2020 2019 2018 2017 2016 Copper Mountain Total 2,565 2,664 2,810 2,673 2,677 19 or Less 25.07 % 25.71 % 24.06 % 18.71 % 19.20 % 20 to 24 32.67 % 32.09 % 34.16 % 34.04 % 36.23 % 25 to 29 15.36 % 15.58 % 15.20 % 16.84 % 16.03 % 30 to 34 9.36 % 9.98 % 9.18 % 10.18 % 9.08 % 35 to 39 6.12 % 5.74 % 6.01 % 7.26 % 6.50 % 40 to 49 6.32 % 5.97 % 6.33 % 6.70 % 6.46 % 50 + 5.11 % 4.92 % 5.05 % 6.29 % 6.50 %

Source: Datamart https://datamart.cccco.edu

5.11 % 6.32 % 50 +

40-49 25.07 % 6.12 % 35-39 19 or Less

9.36 % 30-

25-29

15.36 % 20-24

32.67 %

E.E.O. Plan January 1, 2021-December 31, 2023 Page 23 of 25 55 California Community Colleges Chancellor's Office Student Enrollment Status Summary Report by Gender

2019- 2018- 2017- 2016- 2015- 2020 2019 2018 2017 2016 Copper Mountain 2,565 2,664 2,810 2,673 2,677 Total 58.75 58.70 57.64 Female 60.58 % 58.68 % % % % 40.62 41.00 42.06 Male 38.83 % 40.71 % % % % Unknown 0.58 % 0.64 % 0.60 % 0.30 % 0.30 %

Source: Datamart https://datamart.cccco.edu

E.E.O. Plan January 1, 2021-December 31, 2023 Page 24 of 25 56 California Community Colleges Chancellor's Office Student Enrollment Status Summary Report by Ethnicity

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 Copper Mountain Total 2,677 2,673 2,810 2,664 2,565 African-American 6.16 % 5.87 % 7.37 % 6.87 % 6.67 % American Indian/Alaskan Native 0.90 % 0.97 % 0.75 % 0.68 % 0.62 % Asian 2.58 % 2.17 % 1.99 % 1.58 % 1.64 % Filipino 1.64 % 1.31 % 1.78 % 1.69 % 1.83 % Hispanic 30.11 % 32.25 % 34.41 % 37.09 % 38.36 % Multi-Ethnicity 6.35 % 6.55 % 6.26 % 6.64 % 6.59 % Pacific Islander 0.41 % 0.75 % 0.68 % 0.56 % 0.66 % Unknown 2.24 % 2.13 % 1.42 % 1.43 % 3.24 % White Non-Hispanic 49.61 % 48.00 % 45.34 % 43.47 % 40.39 %

Source: Datamart https://datamart.cccco.edu

E.E.O. Plan January 1, 2021-December 31, 2023 Page 25 of 25 57 APPENDIX B:

E.E.O. Plan January 1, 2021-December 31, 2023 Page 26 of 25 58 EEO Summary Report Generated by Sharlah Harvey on 10/06/2020 17:05:54 For records between 01/01/19 and 01/01/20 1177 records found.

Job Title F M T T A A A A A A A P P P P A A A A A A A P P P P B F H M N O W o B F H M N O W o C I J K L M X G H S X C I J K L M X G H S X t t EEO Category - EEO1-Administrative Support Workers Department - Student Services Admissions and Records Specialist II 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 Student Support Specialist 0 0 0 0 0 0 0 2 0 5 1 0 1 0 0 0 0 5 4 0 0 0 0 0 0 0 0 0 2 1 0 0 0 0 0 0 6 9 1 2 Total for Student Services 0 0 0 0 0 0 0 2 0 5 1 0 1 0 0 0 0 6 5 0 0 0 0 0 0 0 0 0 2 1 0 0 0 0 0 0 6 9 Total for EEO1-Administrative Support 1 2 Workers 0 0 0 0 0 0 0 2 0 5 1 0 1 0 0 0 0 6 5 0 0 0 0 0 0 0 0 0 2 1 0 0 0 0 0 0 6 9 EEO Category - EEO1-Executive/Senior Level Officials and Managers Department - Academic Affairs Associate Dean of CTE and 1 1 3 2 4 Instructional Services 1 0 0 1 1 0 2 0 2 2 1 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 6 1 4 3 4 1 0 0 2 0 4 7 Associate Dean of CTE and 1 2 Non-Credit 0 0 0 0 0 0 1 4 0 0 0 0 0 0 0 0 0 8 3 0 1 0 0 0 0 0 5 0 0 5 1 1 0 0 1 0 9 3 Executive Dean of Academic 1 2 Affairs (CIO) 0 0 0 0 0 0 0 5 1 1 0 0 0 0 0 0 0 2 9 0 1 0 0 0 0 0 7 0 1 1 1 0 0 0 0 0 8 9 1 2 5 1 5 9 Total for Academic Affairs 1 0 0 1 1 0 3 9 3 3 1 0 0 0 0 0 0 0 2 0 4 0 0 0 0 0 8 1 5 9 6 2 0 0 3 0 1 9 Total for EEO1-Executive/Senior Level Officials 1 2 5 1 5 9 and Managers 1 0 0 1 1 0 3 9 3 3 1 0 0 0 0 0 0 0 2 0 4 0 0 0 0 0 8 1 5 9 6 2 0 0 3 0 1 9 EEO Category - EEO1-Professionals Department - Academic Affairs Noncredit (ESL) Instructor, Part- 1 Time Faculty 0 0 0 0 0 0 0 1 0 1 2 1 0 0 0 0 0 6 1 0 0 0 0 1 0 0 0 0 1 1 0 0 0 0 0 0 3 6 1 Total for Academic Affairs 0 0 0 0 0 0 0 1 0 1 2 1 0 0 0 0 0 6 1 0 0 0 0 1 0 0 0 0 1 1 0 0 0 0 0 0 3 6 Department - Student Success Center Noncredit, Part-Time Instructor 0 0 0 0 0 0 0 4 0 1 1 0 0 0 0 0 0 3 9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 3 Total for Student Success Center 0 0 0 0 0 0 0 4 0 1 1 0 0 0 0 0 0 3 9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 3 2 59 Total for EEO1-Professionals 0 0 0 0 0 0 0 5 0 2 3 1 0 0 0 0 0 9 0 0 0 0 0 1 0 0 0 0 1 1 0 0 0 0 0 0 6 9 EEO Category - EEO4-Officials & Administrators

F M T T A A A A A A A P P P P A A A A A A A P P P P B F H M N O W o B F H M N O W o C I J K L M X G H S X C I J K L M X G H S X t t Department - Student Services 1 2 1 2 Dean of Student Services 0 1 0 1 0 0 0 4 0 3 1 0 0 0 0 0 0 3 3 0 0 0 0 0 0 0 5 1 3 3 0 1 0 0 0 0 3 6 1 2 1 2 Total for Student Services 0 1 0 1 0 0 0 4 0 3 1 0 0 0 0 0 0 3 3 0 0 0 0 0 0 0 5 1 3 3 0 1 0 0 0 0 3 6 1 2 1 2 Total for EEO4-Officials & Administrators 0 1 0 1 0 0 0 4 0 3 1 0 0 0 0 0 0 3 3 0 0 0 0 0 0 0 5 1 3 3 0 1 0 0 0 0 3 6 EEO Category - EEO4-Paraprofessionals Department - Human Resources Human Resources Specialist II 1 2 (Confidential) 1 0 0 0 0 0 0 1 1 5 2 0 0 0 0 0 0 3 3 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 1 4 7 1 2 Total for Human Resources 1 0 0 0 0 0 0 1 1 5 2 0 0 0 0 0 0 3 3 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 1 4 7 1 2 Total for EEO4-Paraprofessionals 1 0 0 0 0 0 0 1 1 5 2 0 0 0 0 0 0 3 3 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 1 4 7 EEO Category - EEO4-Professionals Department - Health Sciences Coordinator of the Health Sciences Programs 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 3 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 Emergency Medical Technician (EMT), Part-time Inst 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 4 5 Total for Health Sciences 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4 4 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 4 6 Total for EEO4-Professionals 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4 4 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 4 6 EEO Category - EEO4-Service/Maintenance Department - Maintenance and Operations 1 2 Custodian On-Call 2019 0 0 0 0 0 0 0 1 0 3 1 0 0 0 0 1 0 2 8 0 0 0 0 0 0 0 2 0 4 0 1 0 0 0 0 0 3 0 1 2 Total for Maintenance and Operations 0 0 0 0 0 0 0 1 0 3 1 0 0 0 0 1 0 2 8 0 0 0 0 0 0 0 2 0 4 0 1 0 0 0 0 0 3 0 1 2 Total for EEO4-Service/Maintenance 0 0 0 0 0 0 0 1 0 3 1 0 0 0 0 1 0 2 8 0 0 0 0 0 0 0 2 0 4 0 1 0 0 0 0 0 3 0 EEO Category - EEO6-Clerical & Secretarial Department - Academic Affairs 1 2 1 Program Assistant - Curriculum 0 0 0 0 0 0 0 1 0 6 2 1 2 0 0 0 0 7 9 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 8 0 1 2 1 Total for Academic Affairs 0 0 0 0 0 0 0 1 0 6 2 1 2 0 0 0 0 7 9 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 600 0 8 0 Department - Student Success Center 3 5 1 1 Program Assistant 0 0 0 0 0 0 1 3 1 5 3 0 2 0 1 1 0 3 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 2 3 5 1 1 Total for Student Success Center 0 0 0 0 0 0 1 3 1 5 3 0 2 0 1 1 0 3 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 2 1 5 7 1 2 Total for EEO6-Clerical & Secretarial 0 0 0 0 0 0 1 4 1 1 5 1 4 0 1 1 0 0 9 0 0 0 0 0 0 0 1 0 1 0 0 1 1 0 0 0 8 2 EEO Category - EEO6-Executive, Administrative and Managerial

F M T T A A A A A A A P P P P A A A A A A A P P P P B F H M N O W o B F H M N O W o C I J K L M X G H S X C I J K L M X G H S X t t Department - Academic Affairs 1 2 2 3 Dean of Instruction 0 0 0 1 0 0 0 5 0 2 0 1 0 0 0 0 0 2 1 0 1 0 0 0 1 0 4 0 4 2 1 2 0 0 0 0 1 6 1 2 2 3 Total for Academic Affairs 0 0 0 1 0 0 0 5 0 2 0 1 0 0 0 0 0 2 1 0 1 0 0 0 1 0 4 0 4 2 1 2 0 0 0 0 1 6 Department - President's Office 2 4 Superintendent/President 0 0 0 0 0 0 0 3 0 1 0 0 0 0 0 0 0 5 9 1 2 0 0 0 0 0 9 0 2 2 1 0 0 0 0 0 8 5 2 4 Total for President's Office 0 0 0 0 0 0 0 3 0 1 0 0 0 0 0 0 0 5 9 1 2 0 0 0 0 0 9 0 2 2 1 0 0 0 0 0 8 5 Total for EEO6-Executive, Administrative and 1 3 1 4 8 Managerial 0 0 0 1 0 0 0 8 0 3 0 1 0 0 0 0 0 7 0 1 3 0 0 0 1 0 3 0 6 4 2 2 0 0 0 0 9 1 EEO Category - EEO6-Faculty Department - Academic Affairs American Sign Language (ASL), Part-Time Instructor 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 1 1 Art, Part-Time Instructor 1 0 0 0 1 0 1 0 0 0 1 0 0 0 0 0 0 2 6 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 8 9 Automotive, Part-time Instructor 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 1 1 0 0 0 0 0 0 6 9 Biology (Physiology) Instructor, Part-Time Faculty 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 2 3 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 Chemistry, Part-time Instructor 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 3 5 ECE Instructor, Part-Time Faculty 0 0 0 0 0 0 0 2 0 2 2 0 0 0 0 0 0 2 8 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 Education Instructor, Part-Time 1 Faculty 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 8 0 0 0 0 0 0 0 0 1 0 0 2 0 0 0 0 0 0 3 6 Full-Time Instructor, Child 1 Development 0 0 0 0 0 0 0 4 1 3 2 0 1 0 0 0 0 5 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 Full-Time Instructor, RN Program-Medical/Surgical Nursing 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 3 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 2 1 4 Head Coach, Part-time Faculty 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 1 0 2 0 0 0 0 8 3 Home Health Aide, Part-Time 61 Instructor 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 4 5 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 Math, Part-Time Instructor 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 3 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 4 5 Noncredit Counselor / Adult 1 1 Education 0 0 0 1 0 0 0 1 0 2 2 0 0 0 0 0 0 1 7 0 0 0 0 0 0 1 0 0 1 0 0 1 0 0 1 0 2 6 Part-Time CTE Veterans Counselor 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 1 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 2 Part-Time Instructor, Culinary 0 0 0 0 0 0 0 1 0 1 0 0 0 1 0 0 0 3 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Part-Time Instructor, English 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 2 Part-Time Instructor, Physics 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 Part-Time Instructor, Sociology 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 2 4 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 2 Part-Time Instructor, Spanish 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 2 F M T T A A A A A A A P P P P A A A A A A A P P P P B F H M N O W o B F H M N O W o C I J K L M X G H S X C I J K L M X G H S X t t

Spanish Instructor, Part-Time Faculty 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 1 1 1 1 1 6 0 2 5 0 Total for Academic Affairs 1 1 0 1 1 0 1 1 1 3 1 0 2 1 0 0 0 0 4 1 2 1 0 0 0 1 4 1 7 6 0 4 0 0 1 0 2 0 Department - Health Sciences RN Nursing Clinical - Medical/Surgical, Part-Time 1 Faculty 0 1 0 0 1 0 0 0 0 2 0 0 0 0 0 0 0 8 2 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 2 RN Nursing Clinical Pediatrics, Part-Time Faculty 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 2 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Vocational Nursing Clinical Instructor, Part-Time Faculty 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 1 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 Total for Health Sciences 0 1 0 0 1 0 0 0 0 2 2 0 1 0 0 0 0 1 8 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 1 3 Departme nt - Library 2 3 1 2 Librarian 1 1 0 1 0 0 0 4 1 3 1 0 0 0 0 0 0 2 4 0 1 0 0 0 0 0 1 2 4 2 1 0 0 0 0 0 8 9 Total for 2 3 1 2 Library 1 1 0 1 0 0 0 4 1 3 1 0 0 0 0 0 0 2 4 0 1 0 0 0 0 0 1 2 4 2 1 0 0 0 0 0 8 9 Department - Student Services EOPS Counselor, Part-Time 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Total for Student Services 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Department - Student Success Center Counselor, Part-Time Faculty - 1 1 Student Success Center 0 0 0 0 0 0 0 3 0 3 2 0 0 0 0 0 0 0 8 0 0 0 0 0 0 2 1 0 0 2 0 0 0 0 0 0 2 7 1 1 Total for Student Success Center 0 0 0 0 0 0 0 3 0 3 2 0 0 0 0 0 0 0 8 0 0 0 0 0 0 2 1 0 0 2 0 0 0 0 0 0 2 7 1 1 1 Total for 1 2 1 0 7 2 1 1 7 3 62 EEO6-Faculty 2 3 0 2 2 0 1 9 2 1 6 0 3 1 0 0 0 4 6 1 3 1 0 0 0 3 6 3 2 0 1 5 0 0 1 0 3 9 EEO Category - EEO6-Service/Maintenance Department - Maintenance and Operations Maintenance & Operations 1 2 Worker On-Call 2019 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 3 0 1 0 1 0 0 1 1 0 4 1 1 2 Maintenance Worker 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 2 0 3 1 0 2 0 1 1 0 0 0 2 4 Total for Maintenance and Operations 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 5 0 4 1 1 2 0 2 2 0 4 1 2 4 Total for EEO6-Service/Maintenance 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 5 0 4 1 1 2 0 2 2 0 4 1 EEO Category - EEO6-Technical & Paraprofessionals Departme nt - Library 1 3 1 1 Library Specialist 0 1 0 1 0 0 0 3 1 2 8 0 0 0 0 0 0 9 5 0 0 0 0 0 0 0 1 1 0 1 0 0 0 0 1 0 0 4 Total for 1 3 1 1 Library 0 1 0 1 0 0 0 3 1 2 8 0 0 0 0 0 0 9 5 0 0 0 0 0 0 0 1 1 0 1 0 0 0 0 1 0 0 4 Department - Student Services 1 1 Financial Aid Specialist II 0 0 0 1 0 0 0 1 0 3 1 0 1 0 0 0 0 2 9 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 2 3 F M

T T A A A A A A A P P P P A A A A A A A P P P P B F H M N O W o B F H M N O W o C I J K L M X G H S X C I J K L M X G H S X t t

1 1 Total for Student Services 0 0 0 1 0 0 0 1 0 3 1 0 1 0 0 0 0 2 9 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 2 3 3 5 1 1 Total for EEO6-Technical & Paraprofessionals 0 1 0 2 0 0 0 4 1 5 9 0 1 0 0 0 0 1 4 0 0 0 0 0 0 0 1 1 0 2 0 0 0 0 1 0 2 7

EEO Category - Other Department - Academic Affairs VOLUNTEER 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 1 3 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 2 4 Total for Academic Affairs 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 1 3 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 2 4 Departme nt - ACCESS 1 2 Instructional Assistant, ACCESS 0 0 0 0 0 0 0 3 0 3 2 0 0 0 0 0 0 3 1 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 4 6 Total for 1 2 ACCESS 0 0 0 0 0 0 0 3 0 3 2 0 0 0 0 0 0 3 1 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 4 6 Department - Student Tutor Student Worker (FWS) and/or 1 2 1 Tutor - 2018-2019 0 0 0 0 0 0 2 5 0 4 1 1 1 0 0 0 0 2 6 0 0 0 0 0 0 0 2 1 3 1 0 0 0 0 0 0 9 6 Total for Student 1 2 1 Tutor 0 0 0 0 0 0 2 5 0 4 1 1 1 0 0 0 0 2 6 0 0 0 0 0 0 0 2 1 3 1 0 0 0 0 0 0 9 6 Department - Maintenance and Operations 63

1 Security On-Call 2019 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 1 1 1 2 0 1 1 0 0 0 0 7 4 1 Total for Maintenance and Operations 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 1 1 1 2 0 1 1 0 0 0 0 7 4 Department - Student Worker Student Worker (FWS) - 2019- 1 3 6 1 2020 0 0 0 0 0 0 1 4 1 2 7 2 2 0 0 1 0 8 8 0 0 0 0 0 0 0 3 0 3 1 0 0 0 0 0 0 9 6 Student Worker (FWS) and 1 2 Tutors 0 0 0 0 0 0 0 1 0 7 1 1 0 0 0 0 0 2 2 0 0 0 0 0 0 0 0 2 0 1 1 0 0 0 0 0 4 8 1 5 9 1 2 Total for Student Worker 0 0 0 0 0 0 1 5 1 9 8 3 2 0 0 1 0 0 0 0 0 0 0 0 0 0 3 2 3 2 1 0 0 0 0 0 3 4 1 Total for 1 2 1 7 4 3 6 Other 0 0 0 0 0 0 3 4 1 6 1 4 4 0 0 1 0 7 1 0 0 0 0 0 0 1 8 4 9 4 2 1 0 0 0 0 5 4

3 6 3 5 8 8 5 1 5 3 1 8 1 5 3 1 1 0 4 Total 4 5 0 7 3 0 8 1 9 8 0 7 3 1 1 3 0 7 7 2 0 1 0 1 1 4 0 0 0 5 3 4 1 2 7 1 8 0

Key AC - Chinese AI - Asian Indian AJ - Japanese AK - Korean AL - Loatian AM - Cambodian AX - Other Asian B - Black or African American F - Filipino H - Hispanic or Latino M - Mexican American American Chicano N - American Indian Alaskan Native O - Other Non White PG - Guamanian PS - Samoan PX - Other Pacific Islander W - White or Caucasian

64 NEOGOV APPLICANTS

65 NEOGOV APPLICANTS

66 Copper Mountain College Academic Senate Agenda Packet (ASAP)

Date of Senate Meeting:

Requested by: Melynie Schiel and Mike Reese

Subject: CMC Dual Enrollment Committee

Type of Consideration: x Action Item □ Information/Discussion

Desired Outcome:

1. Formalize a CMC Dual Enrollment Committee (Proposal underlined below) 2. Inform the Senate of legislation affecting Dual Enrollment 3. Initiate review of the Dual Enrollment MOU with MUSD

Background:

At the October 1st Academic Senate Meeting, the group voted on a proposal initiated by VP Reese for an inter-district committee on Dual Enrollment. The adopted proposal follows:

CHAIRS · MUSD Assistant Superintendent of Instructional Services (Amy Woods) · CMC Vice President of Academic Affairs

MEMBERS 1. MUSD Assistant Superintendent of Instructional Services (Amy Woods) 2. MUSD Director of Secondary Curriculum (Dustin Howard) 3. MUSD Counselor 4. MUSD Faculty Member 1 5. MUSD Faculty Member 2 6. MUSD Faculty Member 3 7. CMC Associate Dean of Career Technical Education and Non-credit (Matthew Barboza) 8. CMC Dean of Arts and Sciences (Linda Thomas) 9. CMC Dean of Student Services (Jennifer O’Donnell) 10. CMC Faculty Member 1 11. CMC Faculty Member 2 12. CMC Faculty Member 3

67 ADVISORY MEMBERS 1. CMC Academic Senate President (Melynie Schiel) 2. CMC Curriculum Chair (Yadira Llort) 3. CMC Dean of Planning, Research, and Institutional Effectiveness (Alma Correa) 4. CMC Faculty Association President (Jeff Haig) 5. CMC Master Scheduler (Micah Escamilla) 6. CMC VPSS (Jane Abell) 7. CMC Articulation Officer (Krystal Avila)

PURPOSE To plan, implement, evaluate, and improve dual enrollment between Morongo Unified School District and Copper Mountain Community College District, in order to create a college-going culture and provide enhanced higher education opportunities and superior career options for residents of the Morongo Basin

RESPONSIBILITIES

· Serve as a dual enrollment resource · Create Career and College Access Pathways agreements and submit them to the MUSD and CMCCD governing boards and the California Community College Chancellor’s Office for approval · Plan dual enrollment offerings and build them into MUSD and CMC schedules and pathways · Assist dual enrollment students with onboarding · Market dual enrollment, including outreach and recruitment · Ensure compliance with AB 288, AB 30, collective bargaining agreements, and other regulations · Ensure quality instruction and student support in dual enrollment · Evaluate student access, success, and equity in dual enrollment and publicize results · Drive continuous improvement in dual enrollment

MEETINGS · 90-120 minutes, four to six times per year · Next meeting: Thursday, 29 October 2020, 1:00 to 2:30 p.m. Please have agenda items to Amy Woods by 25 October 2020.

Given the broad CMC Committee membership, the proposal is to create the CMC Dual Enrollment committee with the CMC Members of the CMC-MUSD Dual Enrollment committee. However, given the 10+1, voting roles would be different for CMC’s internal committee.

PURPOSE

Review, evaluate, and update (as necessary) the CMC-MUSD Dual Enrollment program and CMC’s proposal for the CCAP agreement as needed.

68 CHAIRS · CMC Academic Senate President or Designee (should this be a specific position?) · VPAA (Mike Reese)

MEMBERS · Faculty Member 1 – Appointed by the Academic Senate (Vicki Velasquez) · Faculty Member 2 – Appointed by the Academic Senate (Jim Brakebill) · Faculty Member 3 – Appointed by the Academic Senate (Kim Martin) · Faculty Curriculum Chair (Yadira Llort) · Faculty Association President (Jeff Haig) · Faculty Articulation Officer (Krystal Avila) · CMC Associate Dean of Career Technical Education and Non-credit (Matthew Barboza) · CMC Dean of Arts and Sciences (Linda Thomas) · CMC Dean of Student Services (Jennifer O’Donnell)

ADVISORY MEMBERS · CMC Dean of Planning, Research, and Institutional Effectiveness (Alma Correa) · CMC Master Scheduler (Micah Escamilla) · CMC VPSS (Jane Abell)

The first task of this committee will be to review the MUSD, CMC CCAP agreement that expires at the end of this Academic Year. The CCAP agreement follows this ASAP.

Also following this ASAP is the relevant legislation AB 288 and AB 30.

69 COPPER MOUNTAIN COMMUNITY COLLEGE DISTRICT AND MORONGO UNIFIED SCHOOL DISTRICT MEMORANDUM OF UNDERSTANDING College and Careers Access Pathways (CCAP) Partnership Agreement

Statement of Agreement This memorandum of understanding (MOU) serves as an agreement between Copper Mountain Community College District (College) and the participating high school district Morongo Unified School District (District) to establish a College and Careers Access Pathways (CCAP) Partnership Agreement in order to provide dual-credit courses for academic, developmental, and occupational courses that will be accessible and beneficial to high school students.

Confidentiality

The College and the District will perform the services as outlined in this MOU in accordance with the privacy and confidentiality rules and regulations as mandated by federal, state, and/or local laws. The College and the District will not disclose any confidential information to a third party except as required by law (such as FERPA).

Recitals / Statement of Purpose

Whereas this CCAP Partnership purpose is to offer dual enrollment opportunities for students who may not already be college-bound or who are underrepresented in higher education;

Whereas the goal of Dual Enrollment is to develop seamless pathways from high school to community college for career technical education or preparation for transfer, improving high school graduation rates, or helping high school students achieve college and career readiness;

Whereas successful completion of transfer courses will enable students to earn, simultaneously, college credit transferable to two-and four-year colleges and universities and satisfy high school graduation requirements;

Whereas the purpose of this CCAP Partnership is to afford current high school students the opportunity to enroll in dual enrollment courses to expand student access to affordable higher education as well as provide challenging academic and occupational experiences while reducing the costs of a college education for students and their families; and

Whereas successful completion of occupational courses will allow students to earn, simultaneously, college credits, to satisfy high school graduation requirements, and to assist in the transition to the community college, job opportunities, or careers;

Resolved that Copper Mountain Community College District and Morongo Unified School District enter into this College and Career Access Pathways Partnership Agreement that will benefit the residents of the Morongo Basin.

1 | P a g e Dual Enrollment MOU VERSION 2- 2018-2020 DRAFT for Review; last updated 8/29/19 70 Terms of the Partnership Agreement

a. Number of students to be served: Not to exceed 500 students (from Twenty-nine Palms High School, Yucca Valley High School, and Black Rock High School). b. Total number of FTES to be claimed by the College: Not to exceed 50 Full-Time Equivalent Students (FTES) for Copper Mountain College. c. Scope and nature of community college courses to be offered. (See Addendum 1.) Time, location, and listing for academic year 2019-20. (See Addendum 2) All future academic year listings will be provided as Addendum 2. College classes will be offered at both comprehensive high schools in the Morongo Unified School District (Twentynine Palms High School and Yucca Valley High School), and at the ACCE-East/West facilities. d. Criteria to assess the ability of pupils to benefit from the courses in the agreement. Dual enrollment courses will be limited to junior and senior level students. The following criteria will be assessed for each student applying for dual enrollment; students should meet at least three of the following four criteria:  High School G.P.A.—students should have a 2.5 or higher academic unweighted G.P.A. on high school coursework.  High School Transcripts—student grades for relevant courses should be “A” or “B.”  PSAT scores—students should have a score of 900 or above.  SBAC—A score of “Proficient” or higher on the Smarter Balanced Assessment e. Protocols for information sharing: Protocols for information sharing shall be in compliance with all applicable state and federal privacy laws, joint facilities use, and parental consent for high school pupils to enroll in community college courses. f. Point of contact for the College and the District: a. The College i. Executive Dean of Academic Affairs (CIO) ii. Dean of Instruction iii. Office of Academic Affairs b. The District i. Assistant Superintendent of Instructional Services ii. Director of Secondary Curriculum iii. MUSD Instructional Services g. Employer of Record for purposes of assignment monitoring and reporting to the San Bernardino County Office of Education: Morongo Unified School District h. Participating district assuming reporting responsibilities pursuant to applicable federal teacher quality mandates: MUSD will assure that their teachers hold the applicable credential for the areas in which they teach while CMC will make certain that instructors meet the required minimum qualifications outlined in the most recent Minimum Qualifications Handbook published by the Chancellor’s Office.

Certifications

The College and the District affirm the following certifications: a. Any community college instructor teaching a course on a high school campus has not been convicted of any sex offense as defined in ECS 87010 or any controlled substance offense as defined in ECS 87011. EC 76004(m)(2)

2 | P a g e Dual Enrollment MOU VERSION 2- 2018-2020 DRAFT for Review; last updated 8/29/19 71 b. Any community college instructor teaching a course at an MUSD high school campus has not displaced or resulted in the termination of an existing high school teacher who is teaching the same course on that high school campus. EC 76004(i) c. A qualified high school teacher who is teaching a course offered for college credit at an MUSD high school campus has not displaced or resulted in the termination of an existing community college faculty member teaching the same course at a CMC campus. EC 76004(j) d. CMC courses offered for college credit at the partnering high school campus do not reduce access to the same course offered at a CMC campus. EC 76004(k)(1) e. CMC courses that are oversubscribed or have a waiting list shall not be offered in this AB 288 CCAP Partnership Agreement EC. 76004(k)(2) f. Participation in this CCAP Partnership Agreement is consistent with the core mission of CMC pursuant to ECS 66010.4, and high school students participating in this AB 288 CCAP Partnership Agreement will not lead to enrollment displacement of otherwise eligible adults at a CMC campus. EC 76004(k)(3) g. Any remedial course taught by CMC faculty [which includes a qualified high school teacher who is teaching a college course as an “employee” of the College pursuant to CCR, Title 5, Section 58058(b)] at an MUSD high school campus shall be offered only to high school students who do not meet their grade level standard in math, English, or both, based on an interim assessment in grade 10 or 11, as determined by the District, and that delivery of these remedial courses shall involve a collaborative effort between the District teachers and the College faculty to deliver an innovative remediation course as an intervention in the student’s junior or senior year to ensure the student is prepared for college- level work upon high school graduation. EC 76004(n) h. Both the District and the College comply with local collective bargaining agreements and all state and federal reporting requirements regarding the qualifications of the teacher or faculty member teaching an AB 288 CCAP Partnership Agreement course offered for high school credit EC 76004. i. The College certifies that it does not receive full compensation for the direct education costs of the course(s) from any public or private agency, individual, or group. EC 84752; Cal. Code Regs., Title 5, 58051.5 j. The College is responsible for obtaining certification from the District, verifying that the instructional activity to be conducted will not be fully funded by other sources. EC 84752; Cal. Code Regs., Title 5, 58051.5

Permissive AB 288 CCAP Partnership Agreement Activities and Practices

Because The College does not have a middle college high school, the College will not assign priority for enrollment and course registration to students in this CCAP Partnership Program. EC 76001(e)

The College will limit enrollment in a CMC course solely to MUSD high school students when that course is offered at an MUSD high school campus during the regular high school day and the course is pursuant to the AB 288 CCAP Partnership Agreement. EC 76004(o)

The College and the District will allow a special part-time high school student participating in the AB 288 CCAP Partnership Agreement to enroll in up to a maximum of fifteen units each fall or spring semester if all of the following circumstances are satisfied [EC 76004(p)]:  The units constitute no more than four community college courses per fall or spring semester.  The units are part of an academic program that is part of a CCAP Partnership Agreement.  The units are part of an academic program that is designed to award students both a high school diploma and an associate degree or a certificate or credential.

3 | P a g e Dual Enrollment MOU VERSION 2- 2018-2020 DRAFT for Review; last updated 8/29/19 72 Student Fees

MUSD high school students enrolled in CMC courses offered through this CCAP Partnership Agreement shall not be assessed or charged a fee prohibited by EC 49011, including a fee charged to the high school student or the student’s parent/guardian, as a condition for course registration or for textbooks, supplies, materials, and equipment needed to participate in the course. EC 49010 et seq.; 76004(f).

MUSD high school students who are enrolled in courses offered through this AB 288 CCAP Partnership Agreement and are properly classified as having “special part-time student” status—as described by EC 76004(p) as well as in the third bullet of the “Permissive AB 288 CCAP Partnership Agreement Activities and Practices” section just above—shall be exempt from the following Community College Fee Requirements:  Student Representation Fee EC. 76060.5  Nonresident Tuition Fee. EC 76140  Transcript Fee. EC 76223  Course Enrollment Fees. EC 76300  Apprenticeship Course Fees. EC 76350  Child Development Center Fees. EC 79121

State Apportionment

Neither the College nor the District shall receive apportionment or a state allowance for an instructional activity for which the other has been, or shall be, paid apportionment or an allowance.

The attendance of an MUSD high school student at CMC as a special part-time or full-time student pursuant to this AB 288 CCAP Partnership Agreement is authorized attendance for which the College shall be credited or reimbursed pursuant to ECS 48802 or 76002, provided that the District has not received reimbursement for the same instructional activity. EC 76004(s)

Reporting to the California Community College Chancellor’s Office

As prescribed in EC 76004(t), the College in conjunction with the District, shall report to the CCC Chancellor’s Office the following information relating to this AB 288 CCAP Partnership Agreement: a. The total number of high school students by school site enrolled in this AB 288 CCAP Partnership Agreement, aggregated by gender and ethnicity, and reported in compliance with all applicable state and federal privacy laws. b. The total number of CMC course by course category and type and by school site enrolled in by this AB 288 CCAP Partnership Agreement. c. The total number and percentage of successful course completions, by course category and type and by school site, of CCAP partnership participants. d. The total number of Full-Time Equivalent Students (FTES) generated by CCAP partnership participants.

Other AB 288 CCAP Partnership Agreement Requirements

The CMC governing board, through the Office of the Director of Institutional Research and prior to establishing a vocational or occupational training program (career technical education programs), shall conduct a job market study of the labor market area, and determine whether or not the results justify the proposed vocational education program. EC 78015 et seq.

4 | P a g e Dual Enrollment MOU VERSION 2- 2018-2020 DRAFT for Review; last updated 8/29/19 73 Program Management Responsibilities of the College and the District

Dual enrollment courses, offered as part of this AB 288 CCAP Partnership Agreement, are governed by the policies and regulations of Copper Mountain Community College District. These policies, regulations, and standards apply to students, faculty, staff, instructional procedures, academic standards and course offerings, and curriculum content, whether courses are offered at the college campus; at off-campus sites, including distance learning and internet; or at secondary schools.

Each high school will select a coordinator who will serve as the liaison between the high school and Copper Mountain College; the liaison will be responsible for submitting all necessary student documentation prior to the students taking any courses.

A dual enrollment oversight committee composed of employees from both the District and the College will be organized and meet regularly to review the program and develop suggestions for improvement.

The College and the District will jointly select dual enrollment courses for transfer and/or occupational areas.

As these dual enrollment classes will be offered at high schools campuses of the District, the instructor of record as well as the applicable high school administrators will be responsible for the supervision of the students. The instructor of record will be responsible for the evaluation of students.

Academic advising will be the joint responsibility of both the College and the District or individual high schools in the District. It is agreed that both the College and the District will insure that ancillary and support services are provided for students (for example, counseling and guidance, placement assistance, assessment, and tutoring).

Matters of student discipline will be handled cooperatively between Copper Mountain College’s Associate Dean of Student Success and Equity (or her/his designee) and the respective high school administrators.

Matters of complaint regarding instruction will be handled cooperatively between or among the College’s Dean of Instruction, the College’s Associate Dean of Student Success and Equity, and the high school administrators.

A dual enrollment course will be identified on both the college and high school transcript in the standard format and will not be identified as dual enrollment.

College SLO (Student Learning Outcomes) assessments will serve as the measurement for any high school assessment mechanisms (benchmarks, etc.). Dual enrollment instructors will coordinate these assessments with the College Dean of Instruction.

Admission / Tuition / Books & Materials / Fees / Withdrawal

The participating high schools will be responsible for providing onsite the CMC Student Success and Support (formerly, matriculation) services for students enrolling in college-level courses that are part of the dual enrollment program at the high school/district campuses.

Copper Mountain College will provide the necessary training regarding Student Success and Support Programs (matriculation services) to the participating high schools. All high school students must be fully

5 | P a g e Dual Enrollment MOU VERSION 2- 2018-2020 DRAFT for Review; last updated 8/29/19 74 matriculated to the college prior to taking Copper Mountain College courses (application, assessment, and orientation).

Participating high schools must determine and submit a process to the District and the College that identifies students who would be eligible for college coursework. The process should reflect a high degree of confidence that the student being assessed is eligible for an academic track and would be successful in college coursework.

The enrollment period for students in the Dual Enrollment program as part of this AB 288 CCAP Partnership Agreement shall begin as soon as the College and the District have determined the schedule of courses and before the last day of the District’s school in the spring. If a class under this program has openings at the beginning of the new school year, the District’s high school students may be allowed to add a class during the first week of the District’s classes.

As noted above, high school students enrolling in dual enrollment classes through this AB 288 CCAP Partnership Agreement will pay no fees.

High school students who enroll in dual enrollment courses taught at an MUSD high school will not be charged fees or tuition,

Parent / School Agreement Contracts will be collected from each high school student participating in the dual enrollment program and submitted as a group packet by the designated coordinator at the participating high school. The originals will be kept at the high schools, and copies will be provided to the College.

Dual enrollment students will have access to Copper Mountain College services: that is, the library, tutoring, student I.D. cards, and any other services provided to other CMC students.

The maximum number of students who will be allowed to enroll in a dual enrollment course will be limited to the course cap as determined by the Course Outline of Record (COR) and will not exceed the maximum available classroom space.

Recruitment into the dual enrollment program will be the responsibility of both the College and the District.

All participating students will be required to utilize textbooks and materials chosen for that course. The participating high school district will provide the textbook(s) for the course, based upon need.

All textbooks for dual enrollment classes must be approved by the appropriate College department faculty and Dean of Instruction and may be used for at least three years for those courses but cannot be used for more than five years in those instances where the textbook has a newer edition.

Student withdrawal dates/policies will be consistent with the existing adopted policies of the College.

Minimum Qualifications/Employment Application/Faculty Mentoring/Salary/ Faculty Replacement

Instructors must submit a completed employment application to Copper Mountain College Human Resources department, and that application must be approved prior to teaching any College courses. The College lists minimum qualifications for instructors teaching agreement / contract courses, and instructor qualifications are consistent with requirements in other similar courses offered by the College. Cal. Code Regs., Title 5, 53410

6 | P a g e Dual Enrollment MOU VERSION 2- 2018-2020 DRAFT for Review; last updated 8/29/19 75 Faculty teaching dual enrollment college-level, occupational, or developmental courses must meet the minimum qualifications as defined by the California Community College Chancellor's Office most recent version of the document, Minimum Qualifications for Faculty and Administrators in California Community Colleges, when qualifications are initially determined, as well as the relevant Copper Mountain College’s hiring criteria. The College’s Office of Human Resources will maintain the documentation that instruction claimed for apportionment under this AB 288 CCAP Partnership Agreement is under the immediate supervision and control of an employee of the College who has met the minimum qualifications for instruction in the discipline of the course.

Instructors need to provide the supervision and control necessary for the protection of the health and safety of students and may not have any other assigned duty during the instructional activity or class. As a general rule, faculty must be physically present in the classroom or lab or within line-of-sight of the students. Cal. Code Regs., Title 5, 58050, 58051, 58056, 58058  Where the instructor is not a paid employee of the College, the College will have an additional written agreement/contract with each instructor requiring student attendance and FTES to be reported by the instructor as required by the College and stating that the College has the primary right to control and direct the instructional activities of the instructor teaching courses under this AB 288 CCAP Partnership Agreement. Cal. Code Regs., Title 5, 58058(b)  The College will demonstrate control and direction through such actions as providing the instructor an orientation, an instructor’s manual, Course Outlines of Record (COR), curriculum materials, testing and grading procedures, and any other materials and services the College would provide to its part- time faculty teaching at the College’s campuses.

As noted above and as provided under EC 76004(o), the courses offered under this AB 288 CCAP Partnership Agreement shall be offered on the high school campuses of the District and are not in facilities open to the general public. Cal Code Regs., Title 5, 58051.5

The College policy on open enrollment (Cal. Code Regs., Title 5, 55005) as well as a description of courses and information on whether the courses are offered for credit and is transferable will be published in the college catalogue, schedule of classes, and any addenda to the schedule of classes. Cal. Code Regs., Title 5, 51006

Either: Degree and Certificate programs as well as the courses that make-up these programs have all been approved by the California Community College Chancellor’s Office; Or: The College has received delegated authority to approve these courses separately at the local level. Cal. Code Regs., Title 5, 55002, 58050(a)(5)

College faculty who teach in dual enrollment courses at a District high school will be compensated at a step and pay in alignment with, as applicable, the Associate (part-time) or Full-time faculty College regulations, including sick leave.

The College Dean of Instruction in consultation with Morongo Unified School District will grant final approval to teach dual enrollment courses. The College Dean of Instruction (and/or) (her/his) appropriate designee will orient the approved faculty member to the College’s policies and procedures.

District high school teachers may teach Copper Mountain College courses up to sixty-seven percent (67%) of a full•time CMC teaching load which is also the limit for the regular Copper Mountain College Associate Faculty who teach for the College.

7 | P a g e Dual Enrollment MOU VERSION 2- 2018-2020 DRAFT for Review; last updated 8/29/19 76 A dual enrollment instructor whose absences threaten the students' ability to earn college credit may need to be replaced. In that instance, the replacement should have the appropriate minimum qualifications, as stated above.

It will be the responsibility of the District to find and fund a replacement for a high school faculty member participating in the dual enrollment program if the faculty member is unable to complete her/his instructional assignment. The College will make every attempt to assist in finding an appropriate replacement to complete the term.

Faculty Evaluation and Responsibilities

Instructors will be evaluated in accordance with their respective collective bargaining agreements.

All dual enrollment courses will be taught to the approved Copper Mountain College Course Outline of Record, demonstrating the pace, rigor, and quality of a college-level course.

The instructors for dual enrollment courses will take attendance and notify the designated high school administrator/counselor of any attendance problems related to the high school student.

Instructors teaching dual enrollment courses will discuss with either the high school counselor or the dual enrollment liaison any recommendations to drop a student prior to any formal drop process being implemented.

Employees of the District high schools who teach dual enrollment courses as part of the school/district contracted teaching assignment shall not receive any additional (extra duty) compensation from the District or the College.

Instructors teaching dual enrollment college courses must submit grades to both the College and their respective participating high school and no later than the respective due dates. Other due dates required by the College must also be maintained.

Entire Agreement

This MOU contains the entire MOU between the parties and supersedes all prior written and oral agreements with respect to the subject matter herein. Any modifications will require mutual agreement by both parties. This MOU may only be amended by a written amendment approved and signed by both parties.

Term and Termination

This agreement shall become effective July 1st, 2019 through June 30th, 2021. This MOU will be evaluated on an annual basis prior to the termination date by the dual enrollment oversight committee.

This MOU can be terminated by either party and without cause by providing sixty (60) days written notification to the other party prior to the commencement of an academic semester.

Mutual Indemnification and Hold Harmless 8 | P a g e Dual Enrollment MOU VERSION 2- 2018-2020 DRAFT for Review; last updated 8/29/19 77 The College shall indemnify and hold the District, its officers, employees, representatives, agents and volunteers harmless from and against any and all liability, loss, claim, demand, suit, damage, cause of action, cost and expense, including reasonable attorney’s fees, arising from personal or bodily injuries, property damage or otherwise, arising out of or in connection with any activity undertaken by the District pursuant to this Agreement hereof; provided that such liability, loss, claim, demand, suit, damage, cause of action, cost and expense is not the result of the negligence or willful misconduct, error or omission of the District’s officers, employees, representatives, agents or volunteers.

The District shall indemnify and hold the College, its officers, employees, representatives, agents and volunteers harmless from and against any and all liability, loss, claim, demand, suit, damage, cause of action, cost and expense, including reasonable attorney’s fees, arising from personal or bodily injuries, property damage or otherwise, arising out of or in connection with any activity undertaken by the College pursuant to this Agreement hereof; provided that such liability, loss, claim, demand, suit, damage, cause of action, cost and expense is not the result of the negligence or willful misconduct, error or omission of the College’s officers, employees, representatives, agents or volunteers.

Notices

All notices to either party pertaining to this MOU must be in writing and shall be delivered either in person, by certified or registered mail, and shall be addressed as follows:

To the College: Copper Mountain College District Business Services Department P. O. Box 1398 (6162 Rotary Way) Joshua Tree, CA 92252-1398

To the District: Morongo Unified School District Business Services Department P.O. Box 1209 29 Palms, CA 92277

9 | P a g e Dual Enrollment MOU VERSION 2- 2018-2020 DRAFT for Review; last updated 8/29/19 78 Execution of MOU

This MOU will not become effective or in force until all of the parties named below have fully executed this MOU. Only the legally authorized representative of each institution is allowed to sign this MOU.

______Chief Instructional Officer Date Copper Mountain College

______Superintendent/President Date Copper Mountain College

______Assistant Superintendent, Business Services Date Morongo Unified School District

______Superintendent Date Morongo Unified School District

10 | P a g e Dual Enrollment MOU VERSION 2- 2018-2020 DRAFT for Review; last updated 8/29/19 79 Addendum 1 Scope and Nature

Possible course offerings in any given school year may include any of the following:

Art  Art 010 (“Introduction to Art”) – 3 CMC college units Child Development  Child Development 010 (“Child Development 010”)—4 CMC college units  Child Development 012 (“Child, Family, and Community”)—3 CMC college units  Child Development 074 (“Living and Teaching in a Diverse Society”)—3 CMC college units  Child Development 076 (“Guidance and Discipline for Young Children”)—3 CMC college units  Education 010 (“Introduction to Elementary Classroom Teaching”)—3 CMC college units College Success  Student Development 065 (“College and Personal Success”)—3 CMC college units Computer Science  Computer Science 001 (“Microcomputer Support Specialist - A+ Training”)—3 CMC college units Criminal Justice  Criminal Justice 002 (“Criminal Law”)—3 CMC college units  Criminal Justice 032 (“Introduction to Criminology”)—3 CMC college units Economics  Economics 001 (“Principles of Macroeconomics”)—3 CMC college units  Economics 002 (“Principles of Microeconomics”)—3 CMC college units English  English 003-A (“English Composition”)—3 CMC college units  English 001-B (“Composition and Literature”)—3 CMC college units Geology and Natural Resources  Geology 001 (“Physical Geology”)—3 CMC college units  Geology 005 (“Environmental Geology”)—4 CMC college units  Geology 010 (“Earth Science”)—4 CMC college units  Natural Resources 001 (“Conservation of Natural Resources”)—3 CMC college units Math  Math 001A and 001B (“Calculus”)—4 CMC college units for each course  Math 010 (“College Algebra”)—4 CMC college units  Math 014 (“Statistical Methods”)—4 CMC college units  Math 012 (“Precalculus”)-5 CMC college units  Math 016 (“Mathematics for Elementary School Teachers”)—3 CMC college units Natural Sciences  Biology 004 (“Elements of Biology”)—3 CMC college units  Biology 004L (“Elements of Biology Lab”)—1 CMC college unit  Chemistry 003 (“Introductory General Chemistry”)—4 CMC college units Political Science  Political Science 001 (“Introduction to Government”)—3 CMC college units  Political Science 002 (“Introduction to Comparative Governments”)—3 CMC college units  Political Science 004 (“Introduction to International Relations”)—3 CMC college units Psychology  Psychology 001 (“General Psychology”)—3 CMC college units  Psychology 010 (“Marriage and Family”)—3 CMC college units

11 | P a g e Dual Enrollment MOU VERSION 2- 2018-2020 DRAFT for Review; last updated 8/29/19 80  Psychology 023 (“Psychology of Women”)—3 CMC college units Spanish  Spanish 001 (“Elementary Spanish”)—5 CMC college units  Spanish 002 (“Elementary Spanish”)—5 CMC college units  Spanish 003 (“Intermediate Spanish”)- 4 CMC college units Theatre Arts  Theatre Arts 001 (“Introduction to Theatre”) 3 CMC college units

12 | P a g e Dual Enrollment MOU VERSION 2- 2018-2020 DRAFT for Review; last updated 8/29/19 81 Addendum 2 Time, Location, and Listing of Community College Courses AY 19-20

Dual Enrollment Course Schedule 2019-20 School Site: Twentynine Palms High School

Course Teacher Period Semester Room # Enrollment # Composition & Literature 3 Jamie Anderson Fall 31 20 ENG 001B 9:20-10:17

College Composition 4 Tim Stanford Spring 45 14 ENG 003A 10:22-11:19

College and Personal 5 Success Trish Anderson Fall 31 34 11:54-12:51 STDV 065

General Psychology 5 Trish Anderson Spring 31 27 PSY 001 11:54-12:51

Child, Family, and 6 Community Trish Anderson Fall 31 6 12:56-1:53 CD 012 Child Health, Safety, and 6 Nutrition Trish Anderson Spring 31 6 12:56-1:53 CD 044

Introduction to Criminology 2 David Lopez Fall 55 17 CJ 032 8:18-9:15

Criminal Law 2 David Lopez Spring 55 16 CJ 002 8:18-9:15

TOTAL 140

13 | P a g e Dual Enrollment MOU VERSION 2- 2018-2020 DRAFT for Review; last updated 8/29/19 82 Dual Enrollment Course Schedule 2019-20 School Site: Yucca Valley High School

Course Teacher Period Semester Room # Enrollment # 1/5 College Composition Dr. Trent Nicholson P1- 7:11-8:04 Fall L7 70 ENG 003A P5– 12:02-12:55 1/5 Composition & Literature Dr. Trent Nicholson P1- 7:11-8:04 Spring L7 63 ENG 001B P5 – 12:02-12:55 Introduction to 1 Criminology Bradley Ramos Fall F10/11 16 7:11-8:04 CJ 032

Criminal Law 1 Bradley Ramos Spring F10/11 13 CJ 002 7:11-8:04

College Algebra 4B Mike Wali Fall G3 32 Math 010 11:04-11:57

Pre-calculus 4B Mike Wali Spring G3 27 Math 012 11:04-11:57

Conservation of Natural 6 Resources Cindy Zacks Spring T3 10 1:00-1:53 NR 001

Elementary Spanish 3 Mary Riggs-Cuyno Spring C5 18 SPAN 002 9:07-10:00

Introduction to Art 4B Abbey Sarver Spring C1 32 ART 010 11:04-11:57

Total 281

14 | P a g e Dual Enrollment MOU VERSION 2- 2018-2020 DRAFT for Review; last updated 8/29/19 83 AB 30 (HOLDEN) COLLEGE & CAREER ACCESS PATHWAYS (CCAP) PARTNERSHIPS Summary

ASSEMBLY BILL 3 0 ( HOLDEN ) F Research has demonstrated that dual enrollment students are more likely to enter college, persist in college to completion, and graduate. Through Assembly Bill 30 (Holden), which A amends Ed Code 76004, California can increase access to college opportunities, streamline the process to develop strong partnerships between K-12 and C community colleges, and remove barriers for students.

BACKGROUND T Dual enrollment is an effective strategy that leverages partnerships between high school and community college to create seamless pathways from high school to college. Dual enrollment has three key benefits: reduction of time to degree completion, increasing college attainment, and closing achievement gaps for underrepresented students.

Dual Enrollment as an Approach to Reduce Time to Degree Completion The change in traditional timelines for college completion can become expensive when viewed in terms of college costs, taxpayers’ subsidies, and the S wages students forfeit with each additional semester of enrollment (DesJardins, Ahlburg,& McCall., 2002; Gilmore & Hoffman, 1997). Dual enrollment enables students to acquire college credits early by completing foundational courses while simultaneously completing a high school H diploma.

Dual Enrollment as an Approach to Increase College Attainment Projections suggest that the state will continue to need greater numbers of highly educated workers.“In 2030, if current trends persist, 38% of jobs will E require at least a bachelor’s degree. However, population and education trends suggest that only 33% of working-age adults in California will have bachelor’s degrees by 2030—a shortfall of 1.1 million college graduates”(Public Policy Institute of California, 2018). Dual enrollment is a strategy that can lead E to more graduates. A California study of 3,000 student, sixty percent students of color and forty percent first-generation, found that dual enrollment participants are more likely to graduate from high school; less likely to need basic skills in college; more likely to persist in postsecondary education (Hughes, Rodríguez, Edwards,& Belfield, 2012). T Dual Enrollment as an Approach to Close the Achievement Gap According to an October 2018 Career Ladders study, students who participate in dual enrollment at a community college during high school are more likely to graduate and enter college and more likely to complete a certificate, degree, or transfer. A key finding was that students most underrepresented84 in community colleges often benefit the most. PROTECT DUAL ENROLLMENT PATHWAYS

California’s Legislature has already taken steps to remove some barriers to dual enrollment access by adopting the Definitions College and Career Access Pathways Act, (AB 288 of 2016) which facilitated the development and promotion of K-12 DUAL ENROLLMENT/CONCURRENT ENROLLMENT and community college dual enrollment programs that target a broader range of high school students. These two terms are often used interchangeably. Dual and Prior to AB 288, no more than 5% of the students in a concurrent enrollment offer high given grade at a high school could participate in a school students access to college- community college class as part of a dual enrollment level coursework. In some cases, program. students earn both high school and college credit depending on However, barriers for students and for the development of approval from local school and community college governing effective partnerships still exist and more can be done. boards.

AB 30 (Holden) Expands and Protects Dual Enrollment. Specifically, the bill:

Prevents College and Career Access Pathways (CCAP) partnerships across California from expiring at the end of 2021 and ensures dual enrollment opportunities remain available to students who may not already be college bound or who are underrepresented in higher education; Streamlines the process for developing CCAP agreements between K-12 and community college districts;

Adds continuation high schools to the definition of students that can benefit from dual enrollment programs; Allows units completed as part of a CCAP dual enrollment program to count towards determining registration priority at a community college;

Allows high school students to complete one application for the duration of their attendance at a community college as a dual enrollment student and simplifies the student application; Prohibits assessing any fees to high school students in CCAP courses, including students in adult continuation high schools; and Enables the Legislature to regularly check-in on the progress of CCAP partnerships by requiring a summary report every five years.

85 COMMUNITY COLLEGE LEAGUE OF CALIFORNIA 2017 O STREET SACRAMENTO, CA | 916-245-5040 | WWW.CCLEAGUE.ORG 7/15/2020 Program Grants ~ College Futures Grantee Community

PLEASE NOTE: Before you proceed in submitting your application, please reach out to your Program Officer and inform them that you have a proposal draft in the system.

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Organization Information

The following is general information we have on file for your organization. If the following information is incorrect, please contact the program associate assigned to this proposal.

Organization Growing Inland Achievement

Street Address

EIN

City Rancho Cucamonga

Website http://inlandempiregia.org/

State CA

Phone (909) 256-0011

Zip Code 91730

Request

Guided Pathways Support for Inland Empire Colleges 86 https://collegefutures.force.com/fgm_portal__communityapplicationreview?appID=0060G00000x3gxYQAQ&from=dashboard&id=7012I0000010g6JQ… 1/10 7/15/2020 Program Grants ~ College Futures Grantee Community Project Title:

$531,245.00 Amount Requested:

1/1/2021 Project Start Date:

12/31/2021 Project End Date:

If applicable, indentify the counties served by this project. Riverside; San Bernardino If there is no specific region, please select "Statewide."

This grant will serve all twelve Region IX community colleges in the Inland Empire, with a primary focus on: Barstow Community College, College of the Desert, Copper Mountain College, Crafton Hills College, Mt. San Jacinto College, Palo Verde College, and San Bernardino Valley College. The If this grant serves education institutions, additional five community colleges in the IE are participating in the CAGP please list them below. project and are therefore not the main focus of this grant. However, certain components will involve all 12 colleges as the ultimate goal is for a cohesive and regional implemenation of the Guided Pathways principles.

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Outcomes & Milestones

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Implementation/Communications: What outcomes do you hope to achieve as a result of this work? Who will be impacted and/or what will be different if it is successful? What do you hope to learn during its course? Technical Assistance: What outcomes do you hope to achieve as a result of the technical assistance? What will be different if it is successful? What do you hope to learn during its course? Planning: What will the planning process accomplish? What do you hope to learn? Research / Evaluation: What new knowledge/information is being created through this research? How would this research contribute to the field? Who would benefit from knowing about this research? How would they benefit?

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Enter each outcome or milestone SEPARATELY. (For example, if you added one outcome and one milestone, there should be two records below.) 87 https://collegefutures.force.com/fgm_portal__communityapplicationreview?appID=0060G00000x3gxYQAQ&from=dashboard&id=7012I0000010g6JQ… 2/10 7/15/2020 Program Grants ~ College Futures Grantee Community Make sure to enter all outcomes before entering milestones. The due date for all outcomes should match the end date for the grant. Enter the milestones chronologically by due date. Milestones should be lifted from your work plan and should reflect major deliverables and/or events. Generally, there should be no more than 5 outcomes for the entire grant, and no more than 5 milestones per year of the grant term.

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Type Description

Milestone By December 2021, all IE7 colleges will have received a site visit from NCII.

Milestone In April 2021, all 12 IE colleges will participate in the IE GP Summit.

Milestone By December 2021, all IE7 colleges will have participated in at least one virtual town hall.

Milestone By December 2021, all IE7 colleges will have participated in at least one topical workshop.

Milestone By December 2021, all IE7 colleges will have participated in at least one sub-regional workshop.

Outcome All faculty, staff, and administration will be trained on the four GP pillars and how each of their college roles fit within the pillars.

Outcome All faculty, staff, and administration will be trained on integrating key strategies to support the GP pillars: onboarding, advising, program mapping, meta-majors, first year experience, technology.

Outcome All faculty, staff, and administration will be trained on key emerging topics related to GP: Advancing Equity Through Pathways, Teaching & Learning with a Pathways Mindset, Creating Community and a Sense of Belonging through Pathways, Student Financial Stability & Pathways, and Workforce Connections & Pathways.

Proposal Narrative

Growing Inland Achievement, in partnership with the Region IX California Community College Guided Pathways Coordinators propose the Inland Empire 7 Guided Pathways Project (IE7GP). IE7GP will provide support for the implementation of Guided Pathways (GP) grounded in advancing equity through the process of systems change and student support. Requested funds will provide technical assistance, professional development, and assistance with curricula alignment for more seamless pathways into and through the community college system. Ultimately, successful implementation Project Summary: of the GP model will reduce the inequities experienced by the region’s low- income and minority students, and improve the educational and economic What do you propose to do and why? outcomes of all of its students. (200 words) The Inland Empire houses 12 community colleges, five of which have applied for and been accepted into either phase one or two of the California Guided Pathways (CAGP) project. The IE7GP will complement the statewide program by: a) providing an intensive parallel program for the seven IE colleges not involved in the statewide program (most of these colleges did not feel they had the capacity to either go through the application process or to sustain the intensity of the institute, yet are eager to implement GP); and b) bringing all twelve colleges together for intentional regional planning.

Work Plan: The project will take place from January to December 2021. GIA has partnered with National Center for Inquiry & Improvement (NCII) to provide a What are the major project phases and series of supports based on the CAGP institute model. Key participants will timeline, what are the key activities of the include the seven IE colleges that are not participating in the CAGP (Barstow, project, and who are the key participants? College of the Desert, Copper Mountain, Crafton Hills, Mt. San Jacinto, Palo 88 https://collegefutures.force.com/fgm_portal__communityapplicationreview?appID=0060G00000x3gxYQAQ&from=dashboard&id=7012I0000010g6JQ… 3/10 7/15/2020 Program Grants ~ College Futures Grantee Community (600 words) Verde, and San Bernardino Valley). With the ultimate goal to create a connected regional GP initiative, some activities will include all 12 IE colleges.

College Site Visits –Representatives from NCII, in partnership with the Region IX GP Coordinators and GIA leadership will conduct site visits to each of the twelve campuses. The team will spend time with the entire college to introduce the GP Big Picture and to follow up on issues that emerged from the listening sessions held in June. This will more thoroughly engage the entire campus and ensure that all stakeholders understand the purpose and value of GP.

Sub-regional One-Day Sessions –With the IE region spanning 27,000 square miles, there exist regional differences better served in smaller cohorts. For example, three of the colleges have 6,000 or less students and are located in rural areas of the region; implementation of GP may look different at these colleges than at the larger more suburban colleges with enrollments between 10,000- 23,000. These one-day visits will both facilitate sharing between like colleges in the region as well as focus on collective sub-regional sense-making and problem solving.

One-Day Topical Workshops – Colleges will participate in professional development (PD) around key GP issues, specifically targeting those identified during listening sessions held during June 2020. Key issues include: 1) Equity: Almost all seven colleges indicated the need to embed an equity/racial lens into the GP process. Most colleges have begun discussions but now need guidance on how to embed structures and strategies. 2) Technology: Advanced to the forefront of urgency with the COVID pandemic, students and faculty alike are in need of support to best utilize the technology that is available and to ensure equitable access throughout the region. This includes those without the financial resources as well as those who have learning challenges. For example, vision and other challenges may require access to audio technology. (3) Integrating curricula with mapping. Many colleges have made progress on mapping and on meta majors; they now need help to integrate the curricula and further engage faculty members. Additional PD may include: leadership for transformational change; business process re-engineering under a guided pathways umbrella; or catalyzing a culture of inquiry.

Guided Pathways Annual Summit: This two-day virtual convening will bring all twelve college teams together to work on customized GP topics that will be determined based on input from colleges, and the IEGP team leaders. The summit will also focus on the four national emerging GP topics, all of which align with issues raised by the IE7. These include: a) Advancing Equity, b) Student Success Teams, c) Pedagogy under the GP Framework, and d) Integrating Student Financial Stability Efforts into the GP process.

Virtual Support – Each semester, NCII will host a region wide webinar, 1-2 virtual town halls as well as offer 2-4 hours of “office hours” per college. Additionally, NCII will offer document review and support for each of the seven colleges.

Timeline:

Spring Semester 2021

Topical Workshops 89 https://collegefutures.force.com/fgm_portal__communityapplicationreview?appID=0060G00000x3gxYQAQ&from=dashboard&id=7012I0000010g6JQ… 4/10 7/15/2020 Program Grants ~ College Futures Grantee Community Sub-regional one-day sessions Site visits – one per colleges 1-2 Town Hall Webinars “Office hours” for each college GP Two-Day Summit (April)

Fall Semester 2021

Topical Workshops Sub-regional one-day sessions Site visits – one per colleges 1-2 Town Hall Webinars “Office hours” for each college

Regional Programmatic Expenses:

Venue deposit for the 2022 in-person summit will be paid in fall 2021 Sub-regional one day session expenses: incentives and materials One-day topical workshops: incentives and materials

Professional Support: NCII will provide both individualized and cohort- based PD and TA to the IE7GP colleges as well as broader regional support. Costs associated with this include:

NCII Core Team Support:

NCII California Project Manager will dedicate 5 days a month to Budget Justification: supporting the project. Please provide a detailed explanation of your The NCII Director will dedicate two days per month to this project; budget. a Senior Partner, a Project Partner, and Operational Lead will each dedicate one day per month. (200 words) Travel: (subject to change based on pandemic restrictions)

The NCII team will travel to each of the seven colleges for site visits and regional workshops, clustered in groups of three and four. Costs will cover air travel, lodging and expenses. The NCII team will deliver two one-day topic-based workshops. Costs will cover air travel, lodging and expenses for two events. The NCII team will lead a large portion of the two-day annual summit. Costs will cover air travel, lodging and expenses.

Indirect: GIA will receive 10% indirect fees for management of the grant.

Organization Capability: GIA is a cross-sector collective impact collaborative whose mission is to improve the long-term economic outlook of the IE through improving Provide a brief summary of your organization educational attainment. GIA was established when area education leaders and explain why it is well-positioned to carry recognized a collaborative approach was necessary to make lasting systemic out/lead this work (e.g. organizational / change and address regional inequities. Each of the region’s community methodological expertise, previous record of colleges and its two major universities are active participants committed to success in similar projects, ability to bring key working together to bring about student success. This network includes partners together, alignment with institutional representatives from 120 regional post-secondary institutions, community and priorities, etc.). If your organization is for- workforce partners. GIA supports this network with access to resources, profit and IRS expenditure responsibility rules connecting the sub-regional networks, and helping the region and its apply to the grant, then you must include statewide partners understand the area with data and research. information on all the personnel in your organization working on the project, including In 2018, with support from the College Futures Foundation, the IEGP their name, title, and role in the project. Taskforce was created to develop a regional plan to implement GP. Following the March 2019 GP planning summit, GIA was asked to increase its (400 words) leadership role in the GP effort because of its inter-segmental and cross- sector relationships, access to regional and national experts, and because of the trust it has built with key regional stakeholders. With GIA’s goals directly 90 https://collegefutures.force.com/fgm_portal__communityapplicationreview?appID=0060G00000x3gxYQAQ&from=dashboard&id=7012I0000010g6JQ… 5/10 7/15/2020 Program Grants ~ College Futures Grantee Community aligned with the GP pillars, GIA has the resources, relationships, and commitment to lead this work.

The Region IX GP Coordinators will also work with GIA and the community colleges to provide support, and to align with other established communities of practice, including the Region IX Classified Ambassadors Network, Region IX GP Leads/Coordinators Group, Region IX Researchers, and Region IX Student Equity Leaders Group. These coordinators bring a statewide, regional and local perspective to the project given their statewide networks and individual work with each of the colleges for the past two years.

Finally, GIA will partner with NCII to provide professional development. NCII is highly respected in the GP community and was the lead organization in implementing the successful CAGP-20 project on which this project will be modeled. NCII works closely with colleges to understand their particular needs, culture, and priorities, and grounding work in the student experience; particularly, how institutional approaches, policies, programs, and services can be (re)imagined to create meaningful student experiences.

These three partners bring an unmatched set of complementary skills and resources. Region IX colleges are eager and excited to participate in this work. GIA, NCII and the GP Coordinators have met with each of the seven colleges to discuss their progress to date and their perceived needs moving forward. All of these colleges have signed a participation contract (attached).

Long-term Impact: GIA’s vision for long term impact:

If the project is successful (e.g. achieves the 1. A transformed student experience that places students first. Rather intended outcomes and/or provides than the institution driving the student experience, student needs will meaningful learnings for future work), what is drive the institution. your vision for its long-term impact on your 2. Equity embedded throughout the system with revised policies and organization, other institutions, and the field? practices, and expectations that hold the entire college community accountable. (400 words) 3. Region-wide curriculum aligned and ADTs coordinated with local CSUs and UC’s where Region IX students are likely to transfer. 4. Shared meta majors that allow students to identify broader categories of career options that can ensure seamless regional planning. 5. Colleges and individuals connected across sectors and silos, and effective systems leadership that builds on the complementary strengths of each institution. 6. Student-facing technology that allows: a) system-wide tracking of credits and courses; and b) student resources for financial aid, basic needs (food, housing, childcare), and academic assistance. 7. Increased effectiveness of virtual learning with technology that is accessible to students, faculty that are adequately trained in technology, and curricula appropriate for online pedagogy. 8. Cross-sector collaboration that builds pathways from K-12 through community colleges to universities and connected to good and promising jobs in the region.

Building on Jobs for the Future’s ecosystems model, GIA and its partners will prioritize building regional leadership capacity and collaboration to remove systemic and structural roadblocks. This process will result in institutions collaborating to create an educational environment where all students, especially low-income and students of color, have the breadth of supports needed to create and follow a clear path to post-secondary education and employment with living wages and opportunities for advancement. Using statewide data collected on LaunchBoard, GIA will track student success among this population to measure progress long term.

Further, GIA’s recently adopted goals outline its long-term vision for impact in the region. The first three goals serve to drive the focus of the organization’s work: 1) Increase educational attainment, with specific emphasis on accelerating success for historically marginalized student groups; 2) Foster an efficient, high-quality education system that creates equal access for all students; and 3) Build equitable structures in education to eradicate systemic racism. The implementation of GP will effectively guide the IE toward achieving these goals which will in the long-term build toward the final two goals: 4) Fuel a robust future economy that increases equitable career91 https://collegefutures.force.com/fgm_portal__communityapplicationreview?appID=0060G00000x3gxYQAQ&from=dashboard&id=7012I0000010g6JQ… 6/10 7/15/2020 Program Grants ~ College Futures Grantee Community opportunities and employment; and 5) Eliminate the chasms in wealth, income, and poverty rate which disproportionately affect people of color.

In 2018, GIA was selected by Complete College America (CCA) as one of four Metro Momentum Pathways projects to receive technical support in the implementation of CCA’s Game Changer strategies which closely align to the GP pillars. Three regional meetings led by CCA have already laid initial groundwork for the GP initiative. GIA will leverage resources from this Other Resources: partnership to further prepare for implementation with targeted professional development workshops in the fall of 2020. GIA will also leverage resources What other resources will support this project from participation as a Bill and Melinda Gates Foundation Intermediary for (e.g. internal funding or in-kind support, other Scale (IFS). As part of this network GIA has access to the intellectual capital funders etc.)? from other regional initiatives through the Network Improvement Community. (200 words) GIA will also leverage lessons being learned in real time through a research partnership with Crafton College’s student voice project. This mixed methods project, currently underway, uses innovative software to capture live data from students to identify potential barriers and enabling factors for student success related to the implementation of GP.

GIA and its IE partners all have a deep commitment to embedding GP into the fabric of the higher education system. With support from the CCCCO and its GP Coordinators, all IE colleges have been invested in this transformation for the past two years. Colleges have acknowledged that while it was difficult at first to become convinced that this was different from another “initiative”, each has made significant progress toward this shift. With commitment from the Chancellors’ office and the GIA network to the long-term success of this Sustainability: project, both funding and other resources will be prioritized. As part of the Gates Foundation IFS, GIA also has access to opportunities for support – How will a successful project be sustained both financially as Gates offers introductions to other funders, and as thought past the grant period? partners as GIA has access to the Network Improvement Community.

(200 words) Ultimately the successful implementation of the GP principles will provide its own level of sustainability. Currently the IE’s three-year completion rate is the lowest in the state at 22.5%. This has been in part due to the large numbers of minority and low-income students put into remedial English and math, lengthening their time to completion. While AB705 has helped change this, the full implementation of GP will move Region IX students through the system in economically efficient ways that will also benefit the sustainability of the colleges.

COVID-19 and the resurgence of racial justice issues have changed the educational landscape and highlighted two key risks. First is the danger of an increased digital divide. The sudden switch to online learning left many students unable to participate fully in their classes due to lack of broadband or devices. There is an urgent need to increase access to technology and to build capacity of faculty and administration around the pedagogy of online education and support. While GIA and its partners responded swiftly with Risks: emergency funding and by partnering with local broadband providers for free or reduced costs, the need is still great. Additionally, many students lack quiet What are the most challenging obstacles that and appropriate places to study. Second is the increase in students with you anticipate facing and what risks might unmet basic needs. Already struggling students now face even higher risk of you encounter along the way? hunger, homelessness, poor health, and other poverty-related concerns. While not insurmountable, the risks presented by these changes have long (200 words) lasting effects. Response to the current environment must be thoughtful, and colleges must commit to sustainable strategies.

An additional challenge could include college faculty and staff who are uncomfortable with change and feel challenged by the racial equity agenda. College GP teams have been working to mitigate these issues through increased communication and education, and by recruiting participation from all segments of the colleges to ensure all voices are heard.

College Futures Partnership: College Futures Foundation has proven to be a valuable thought and investment partner for GIA since 2015. GIA looks forward to deepening this relationship with ongoing conversations and insight into GP at the state92 and https://collegefutures.force.com/fgm_portal__communityapplicationreview?appID=0060G00000x3gxYQAQ&from=dashboard&id=7012I0000010g6JQ… 7/10 7/15/2020 Program Grants ~ College Futures Grantee Community What opportunities exist for College Futures national levels. With the IE7GP project closely following the CAGP project we staff to be engaged with you during the work? look to CFF to keep us connected and informed about developments and What kind of partnership would be most opportunities to both align and scale in this space. It would be helpful for us to beneficial to the work? match our colleges with others in the state that have similar demographics or circumstances. Also, given CFF’s connections to various leaders (i.e. (200 words) education, community development, social justice, etc.) throughout the country, we would appreciate links to expertise in these areas with a particular focus on racial equity - either individual leaders or other resources – as equity must drive the process. Finally, we welcome introductions to other funders CFF may know with a similar interest to innovate in this work.

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