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MEETINGS OF THEBOARD OF TRUSTEESWednesdayMay 8, 20136:30p.m.7:00p.m.Special MeetingRegular MeetingMeeting Location:Board Room, 100 Administration Building11555 Old Oregon Trail, Redding, CaliforniaMISSION STATEMENTThe Shasta-Tehama-Trinity Joint Community College District provides students of diversebackgrounds, interests, and abilities with open access to educational and life-long learning opportunities,thereby contributing to the social, cultural, and economic development of our region.The District offers programs and extensive distance education offerings in general educationand transfer curriculum , career-technical education, and basic skills education where studentsare provided opportunities to practice and improve critical thinking, effective communication,quantitative reasoning, information competency, community and global awareness, self-efficacy,and workplace skills.SHASTA-TEHAMA-TRINITY JOINT COMMUNITY COLLEGE DISTRICT

MEETING OF THE BOARD OF TRUSTEESSHASTA-TEHAMA-TRINITY JOINT COMMUNITY COLLEGE DISTRICT11555 OLD OREGON TRAIL, BUILDING 100, BOARD ROOMREDDING, CALIFORNIAWEDNESDAY, MAY 8, 20137:00P.M.AGENDAGeneral MattersPage#1. CALL TO ORDER 12. ROLL CALL 13. FLAG SALUTE 14. INTRODUCTION OF SPECIAL GUESTS 1Public Comment and Reports5. CALL FOR REQUESTS FROM THE AUDIENCE TO SPEAK TO ANY ITEMON THE AGENDAThe Shasta-Tehama- Trinity Joint Community College District welcomes public comment on issueswithin the jurisdiction of the college. The college's "Dear Visitor'' letter (available at all Board meetings),explains how to address the Governing Board on either items on the agenda or issues noton the agenda. Pursuant to Board Policy 2342, comments should be limited from two to fiveminutes, subject to the discretion of the Chairperson. At the conclusion of public comment, theBoard Members may respond to the comments made by the public to the Board, may ask staff toreview a matter, or may ask that a matter be put on a future agenda. Members of the Board, however,may not discuss or take action on matters raised during public comment unless the mattersare properly notice9 for discussion and action.In our on-going efforts as an institution to be more sustainable, conserve natural resources, andreduce mailing costs, we are asking that you review our Board Agendas online via the Shasta Collegeweb site, versus being sent a hard copy, effective January 1, 2010. According to District policy,"Public has access to the agenda through the college internet site, by requesting a paper copy,and by viewing a copy posted in the lobby of the Administration Building 100, at 11555 Old OregonTrail, Redding, California."The Board Agendas, Minutes, and Attachments are available via the following:• Web: http:/lwww.shastacollege.edulboardagenda.aspx• Phone: (530) 242-7510 I Fax: (530) 225-4994 I Email: tmarkword@shastacollege.eduPersons with disabilities needing assistance such as listening devices or otheraccommodations, please notify the President's Office at (530) 242-7510 as soon as possibleso arrangements can be made. ·

BOARD AGENDA FOR THE SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICTMAY 8, 201326. REPORTSPage #6.1 Faculty Association 26.2 Academic Senate 26.3 Classified Employees' Association 26.4 Student Senate 26.5 Board Members 26.6 Superintendent/President 26.7 Academic Affairs 56.8 Administrative Services 6• Lease Revenue Bonds Expenditures 7• District Financial Reports 8• Budget to Actuals 106.9 Student Services 117. APPROVAL OF MINUTES7.1 Minutes of the Board’s Sabbatical Leave Subcommittee 12Meeting held April 10, 20137.2 Minutes of the Board’s Special Meeting held April 10, 2013 377.3 Minutes of the Board’s Regular Meeting held April 10, 2013 668. CONSENT/ACTION AGENDA8.1 Personnel – Administrative/Management/Supervisory Staff 818.2 Personnel – Employment – Academic 858.3 Personnel – Employment – Classified 878.4 Donations 908.5 Staff Travel 918.6 Field Trips 92

BOARD AGENDA FOR THE SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICTMAY 8, 201339. DISCUSSION/ACTION AGENDAPage #9.1 Report on Results of Shasta College’s 2013 Student Success 94Scorecard (replaces the Accountability Reporting for CommunityColleges-ARCC)9.2 Setting of 2013-2014 Annual Budget for Trustee Conference 95Travel9.3 Student Trustee Privileges 989.4 Resolution in Honor of California Day of the Teacher 104(No. 2012-13-17)9.5 Resolution in Honor of Classified School Employee Week 106(No. 2012-13-18)9.6 First Reading of Revised or New Board Policies 1089.7 New Stand-Alone Credit Courses 1129.8 Resolution Substantiating Application to the California 113Community College Chancellor’s Office for the TehamaCampus Center (No. 2012-13-19)9.9 Quarterly Financial Report 1159.10 Recycling of District Electronic Property 1199.11 Consideration to Reject Claim filed by Annette Kapaona 1219.12 Consideration to Reject Claim filed by Morgan Barker 12210. ANNOUNCEMENTS10.1 Future Board Meeting Dates• June 12, 2013• July 10, 2013• August 21, 2013 (in lieu of August 14, 2013)• September 11, 201310.2 Commencement• May 24, 201311. COMMENTS FROM INDIVIDUAL MEMBERS OF THE BOARD

4BOARD AGENDA FOR THE SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICTMAY 8, 201312. COMMENTS FROM THE AUDIENCE13. DATE OF THE NEXT REGULAR BOARD MEETING- June 12, 201314. RECESS TO CLOSED SESSION TO CONSIDER, DISCUSS, AND/OR TAKEACTION UPON ANY OF THE FOLLOWING CONSENT ITEMS:14.1 California Government Code Section 3549. 1:COLLECTIVE BARGAINING SESSION14.2 California Government Code Section 48912:CONSIDERATION OF STUDENT SUSPENSION OR OTHERDISCIPLINARY ACTION- NOT EXPULSION14.3 California Government Code Section 54957:PUBLIC EMPLOYEE DISCIPLINE/DISMISSAL/RELEASE15. RECONVENE IN OPEN SESSION16. ADJOURN

SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-60065TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:Joe Wyse,Superintendent/PresidentMeridith RandallVice President of Academic AffairsITEM NO.: 6.7SUBJECT:ACADEMIC AFFAIRS REPORTBACKGROUNDMeridith Randall will provide an update on Academic Affairs.RECOMMENDATIONNo action is required.

6SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-6006TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:Joe Wyse,Superintendent/PresidentMorris Rodrigue,Vice President of Administrative ServicesITEM NO.: 6.8SUBJECT:ADMINISTRATIVE SERVICES REPORTBACKGROUNDMorris Rodrigue will provide an update on Administrative Services, as well as on the following reports:• Lease Revenue Bonds Expenditures• District Financial Reports- Income and expenditures for the month of March 2013• Budget to Actuals- Funds 11 and 12 Combined (General and Categorical Funds) year-to-datethrough March 31, 2013RECOMMENDATIONNo action is required.

-~--~------------·rnntrArtc::.7,104,036Shasta-Tehama-Trinity Joint Community College District Lease Revenue Bonds Projects Board Report Through May 1, 20132008A Lease Revenue Bonds Budget ExpensesBalance ofBudgetConstructionArchitectural,Account#ProjectProjectsEngineering,and/orTotalOtherReference Management Installation Income/ExpensesInspectionsrnntr:>rtc:Bond Issuance Costs 138,340 II138,340 138,340 -Interest YTD (103,627) (103,627) (103,627) -ICompleted ProjectsIShasta Central Plant HVAC UjJgrades 71502-620000 I 1,713,668 I 4,015 1,684,854 24,799 1,713,668 -Shasta Central Plant Lighting UQgrades 71502-620000 55,157 55,157 55,157 i -Shasta Central Plant Water Heaters 71502-620000 12,987 I 12,987 12,987 I -Theatre Remodel 71508-620000I500,000 14,828 1 354 477,206 7,612 500,000 -Football Stadium Pedestrian Walkway 71018-612000 164,075 1,363 2,035 160,677 164,075 --Football Stadium Loud Speaker System 71018-640000 8,641 1 I 8,641 8,641 -Pool Mechanical Room Roof 71056-620000 184,518 184,518 184,518 -Gym Bleachers Refurbishing 71002-620001 I207,096 2;695 203,631 770 207,096 1 -Gym Floor Refinishing 71002-620007!33,335 33,335 33,335 I!-Stadium Booth Repairs 71002-620005 9,129 9,129 1 9,129 I -Stadium Lighting__ 71002-612008 8,733 I 110 I 8,623 8,733 -Gym Room 1904 Tech LJpdate 71002-620009 1,682 i 1,682 1,682 -Gym HVAC I 71002-620003 I 6,055 I 386 5,669 I 6,055 -Gym Locker Room Remodel 71002-620004 62,916 60,603 2,313 62,916 -Sewer Pond Lift Station 71038-640000 47,634 i I47,634 47,634 -ADA Building Access 71039-620000 45,753 I 45,753 45,753 -ADA Site Access 71039-612000 I 109,859 39,213 ' 3,328 62,825 4,493 109,859 ! -Open Projects ' !Pool Deck Repairs 71002-612002 33,277 I 1,128 I 7,149 8,277 25,000Bat Abatement/Soffit 71084-573000 63,223 4,608 i 550 43,065 ' 48,223 15,000-Gas Line Replacement 71058-612000 i 155,479 2,587 147,171 149,758 5,721Welding Building Project 71066-620000 266,167 37,279 5,848 221,094 241 264,462 1,705Amphitheater Deck 15,000 I - 15,000Library carpet-Complete Replacement FirstIFloor I 50,000 i I - I 50,000IConversion - ClassroomsEmergency Lock Down, Push Button11,000 1 - 11,000Contingency 44,903 I - 44,903 13,845,000 99,988 1 20,339 I 3,398,950 157,396 3,676,672 168,328 !I I I2009A/B Lease Revenue Bonds Budget ExpensesBalance ofBudgetProjectsi Architectural, ! P . ct i ConstructionAccount# iIand/orE ngmeenng, M tReference IInspections anagemen InstallationOtherTotal Expenses·-----·-·-· I---~·IIBond Issuance Costs133,0541 133,054 133 054 i -Solar Field 71507-612000 7,224,082 50,326 I 25,960 1 43,760 7,224,082 i -Transfer to General Fund for LRC Reimb. 3,871,736 i I 3,871,736 ! 3,871,736 ------Interfund Transfers (P_riilcipaLP_ayment) L._____ 460,121 ii 460,121 ! ! 460,121 -Water Line ReQiacement 71068-612000I 7oo,ooo I---· ----t CO]

Shasta-Tehama-Trinity Joint Community College DistrictReport of Income and Expenditures- Cash BasisMarch 1- March 31, 2013GeneralFund11 & 12Bond 2002 Lease/Rev RevenueSinking Bondlnt/ Bondlnt/ Revenue Repair/Fund Rdmp Fund Rdmp Fund Fund Replace Fund21 23 24 34 35CapitalParking OutlayAuxiliary Improvement ProjectFund Fund Fund36 37 41Beginning Cash Balance6,006,76825,177 1,113,347 15,405 945,957 314,198447,226 709,263 1 ,962,147Cash Received(+)1,329,813(293) 70,48417,565Cash Disbursed{-)Payroll1,607,267* Benefits1,511,872Other Operating Expenses3,134,46134,40214,672Total Operating Disbursements6,253,600- - - 34,402 -14,672 - - Ilnterfund Transfers ln(Out)2,722,499Ending Cash Balance3,805,48025,177 1 '113,054 15,405 982,039 314,198450,119 709,263 1,962,147(*) HDVL, worker's compensation insurance, unemployment insurance, PERS, STRS, FICA and federal/state tax paymentsBoard Report8

Shasta-Tehama-Trinity Joint Community College DistrictReport of Income and Expenditures - Cash BasisMarch 1 - March 31, 2013Beginning Cash BalanceCash Received ( +)Cash Disbursed(-)Payroll*BenefitsOther Operating ExpensesTotal Operating Disbursementslnterfund Transfers ln(Out)Ending Cash BalanceLeaseRevenue Classified Student Student Scholarship/Bond Project BUM Benefit Senate Student Fin. Aid LoanFund Fund Fund Rep Fee Fund Fund42 67 71 72 74 75149,967 371,271 82,127 3,941 38,738 258,90416 2,704,854 17,9321,455 1,486 1,4791,455 - 1,486 - - 1,479(2,707,018) (15,481)148,512 371,271 80,657 3,941 36,574 259,876Clubs Phi ThetaFund Kappa78 89 Totals97,710 5,025 12,547,1718,538 194 4,149,10311,98311,983 - 6,319,07794,265 5,219 10,377,197-Board Report9

10Shasta CollegeBudget to Actuals- Year to Date as of March 31, 2013Fund 11 and 12 Combined (General and Categorical funds}. Should be approximately 75% of budget2011/2012 201212013Expenditures %of Budget Expenditures %of BudgetAcademic Instructional $ 6,607,389 79.00% $ 6,615,401 78.97%Academic Administrators 1,786,899 76.41% 1,666,885 72.48%Acad.emic Non Instructional Contract 1,416,113 81.32% 1,551,600 76.98%Instructional Hourly 2,919,492 71.95% 2,909,462 70.33%Non Instructional Hourly 278,731 49.08% 235,216 59.60%Classified Contract 4,535,376 72.75% 4,436,407 71.01%Instructional Aides Contract 428,906 69.38% 440,070 71.45%Classified Management 1,290,323 71.19% 1,275,531 70.42%Non Instructional Hourly 610,676 73.86% 606,614 76.41%Instructional Aides Hourly 77,811 59.93% 60,532 49.71%Student Hourly 269,660 61.89% 252,747 76.22%BenefitsSTRS 930,066 62.30% 941,832 63.00%PERS 690,756 69.42% 706,892 67.71%Social Security and Medicare 771,513 76.32% 745,186 74.04%Health Insurance 3,110,827 76.38% 2,877,060 69.85%Unemployment Insurance 371,545 75.20% 265,286 68.99%Workers' Camp Insurance 624,904 70.84% 598,657 70.60%Retirees Health Benefits 1,960,704 88.21% 1,802,541 76.72%SuppliesInstructional 312,361 56.16% 329,898 76.92%Non Instructional 630,246 55.55% 636,166 57.54%Insurance 387,677 94.03% 426,765 96.43%Building and Copier Leases 340,426 76.98% 290,139 74.71%Repairs 223,063 63.95% 215,089 65.24%Utilities I Telephone 630,660 59.73% 700,490 67.37%Service Fees I Other Charges 1,511,059 60.59% 1,071,119 60.57%Software Licenses 465,427 91.26% 498,447 81.86%Other Operating Costs 1,044,085 52.54% 772,669 44.96%(Advertising, Printing, Staff Development,Audits, Dues, Election, Postage, etc.)Capital OutlaySite Improvement 2,939 71.68% 0.00%Building Improvement 0.00% 9,865 70.11%Library Books 27,674 82.87% 64,668 102.29%Equipment 375,171 47.64% 371,076 52.01%Debt Retirement 53,590 49.99% 53,590 49.99%Student Aid 343,778 86.61% 328,617 71.07%lnterfund Transfers 351,496 25.22% 117,462 10.30%Totals35,381,343 70.98% 33,873,979 69.53%

11SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-6006TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:Joe Wyse,Superintendent/PresidentKevin O'Rorke,Vice President of Student ServicesITEM NO.: 6.9SUBJECT:STUDENT SERVICES REPORTBACKGROUNDKevin O'Rorke will provide an update on Student Services.RECOMMENDATIONNo action is required.

12SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-6006TO:BOARD OF TRUSTEESDATE:05/08/13FROM:Joe Wyse,Superintendent/PresidentITEM NO.:7.1INITIATOR:SUBJECT:MINUTES OF THE BOARD'S SABBATICAL LEAVE SUBCOMMITTEEMEETING HELD APRIL 10, 2013BACKGROUNDThe unapproved minutes of the Board's Sabbatical Leave Subcommittee meeting held April 1 0,2013 are attached.RECOMMENDATIONThe Superintendent/President recommends the Board approve the minutes, as submitted.

13MEETING OF THE SABBATICAL LEAVE SUBCOMMITTEEOF THE BOARD OF TRUSTEESSHASTA-TEHAMA-TRINITY JOINT COMMUNITY COLLEGE DISTRICTWEDNESDAY, APRIL 10, 2013MINUTESThe Sabbatical Leave Subcommittee of the Board of Trustees of the Shasta-Tehama-Trinity Joint CommunityCollege District met on Wednesday, April 10, 2013, in the Board Room of the Shasta College AdministrationBuilding located at 11555 Old Oregon Trail, Redding, CA.The meeting was called to order by Mr. Kendall Pierson, Sabbatical Leave SubcommitteeChair, at 6:06p.m.Roll Call indicated the following:Trustees PresentMrs. Judi BeckMr. Kendall PiersonMr. Scott Swendiman arrived at 6:18p.m.Trustees AbsentNoneMr. Pierson asked if there were any requests from the audience to speak to any item onthe agenda. Ms. Terry Turner, Communications Studies Instructor, said they would liketo present their sabbatical proposals. Mr. Wyse said they would be called on to do so.Mr. Wyse said it's really fun to be able to do this. Sabbatical leaves have been on holdfor a number of years here. He said it gives him great pleasure to have the two candidateshere tonight that are recommended for approval on their sabbatical proposals.We've decided the presentations will be in alphabetical order. Mr. Mark Blaser, ChemistryInstructor, will go first. Ms. Terry Turner is here as well. The presentations shouldrun 5 to 10 minutes. Mr. Pierson asked when the last time a sabbatical leave wasgranted. He thought there was one of short duration a few years ago. Mr. Wyse saidthe last time was at his first Board meeting as a Vice President at Shasta College, whichwas in 2007. Mr. Pierson said this is a very good thing.Mr. Blaser thanked the Board for reinstituting sabbaticals, as they have been sadly lackingfor awhile. This is really good, and he hopes it will continue. Mr. Blaser gave aPowerpoint presentation regarding his proposed sabbatical leave [attached hereto asExhibit A].Mr. Pierson said you're probably already doing this, but after returning do you envisionchanging techniques in the classroom? Mr. Blaser answered yes, that when he comesback from the sabbatical he'll basically be ready to make very significant changes inhow he operates in the classroom but he needs good reasons why before makingchanges. There are little things he's tried-bits and pieces-but it's tough without datato know how much of a change should be made. Mr. Pierson asked if he would bemeasuring the results. Mr. Blaser said yes, that SLOs do monitor certain things and assesschanges to see if there was improvement or not. He said he's been doing it in bitsand pieces. With more time, he can do a good job of it, essentially. Mr. Pierson saidthe thought came to mind that you can make changes in the classroom, measure them,

MEETING OF THE SABBTICAL LEAVESUBCOMMITTEE OF THE BOARD OF TRUSTEES - 2- APRIL 10, 201314and then apply them to learning outcomes. Mr. Blaser said he also hopes to expandthis to his colleagues in that he learned it, tried it, and it's working well. If they're interestedthey can try and adopt the new practices. Mr, Blaser said he's used a clickerclass response for a long time with pretty good results. He can quantify it there, butthere are lots of moving parts to play with. Mr. Pierson said it's been a long time sincehe was in class. That's the thing about when there is success in the classroom: it's hardto put your finger on it. Mr. Blaser said as a follow up to his inspiration, part of the reasonCarl Wieman is an inspiration to him is he was looking at their website and they aretalking about what they're doing. He printed a few copies of the shortest paper by Mr.Weiman entitled entitled "WHY NOT TRY A Scientific Approach to Science Education?"Mr. Blaser handed copies to the Board [attached hereto as Exhibit B]. Mr. Piersonthanked Mr. Blaser for his presentation.Ms. Turner said good evening to the Board members, her fellow sabbatical leave presenter,the College President, the Vice Presidents, and Ms. Markword. Ms. Turnerhanded out a folder containing copies of her Powerpoint slides and an article from Redding.comentitled "Shasta College Instructor Teaches How To Land And Keep A Job"[attached hereto as Exhibit C]. Ms. Turner then gave a Powerpoint presentation regardingher proposed sabbatical leave [attached hereto as Exhibit D].Mr. Pierson said with the rapid change in communication due to technological devices,emails, and texts, are you going to cover any of that and how it affects relationships?Ms. Turner responded there will be a module on nonverbal communication talking abouthow communication has changed. The messages we're sending by text is an additionallanguage module. I'll find out for sure best practices, but will talk about the difference inthe level of relationships. If you only text or tweet, we don't know you in the same way.Mr. Pierson said he can only imagine in five years what it will be like with this velocity ofchange. The next five years will be like the last 20 years. Ms. Turner said the studentsin her class say this is the only class where they talk to someone else. They didn't realizetheir communication skills were so bad. Ms. Turner said her favorite story is from astudent talking about her husband. She said she always thought she communicatedwith her husband, but she noticed their conversations were getting shorter and shorter.Last night, she started using active listening. She said tears were falling down her faceas they talked for three hours.Ms. Turner said she is excited to put together what she learns, and find out what everyoneelse is doing and share it with the community. Mr. Pierson said it's an interestingphenomenon. Ms. Turner said people are getting good at superficial relationships, butotherwise don't know what to do. Mr. Swendiman said texting is the most challengingpart due to the lack of inflection in messages. It gives a 180 degree span of choicesabout what the message meant. He said the response he got after sending a text to hiscousin was that she was wasting his time. He texted back that he meant nothing of thesort, to which his cousin apologized. Ms. Turner said that was a good response. Mr.Swendiman said it's good to consider, Ms. Turner said 97% of messages are nonverbal;tone of voice, inflection, or body language. Emoticons don't do it. Mr. Swendimansaid often you don't know what they mean. Ms. Turner said the same can be true of acronyms.Mr. Pierson thanked Ms. Turner for her presentation.Mr. Pierson said the task of the Sabbatical Leave Subcommittee is to put forth the recommendedsabbaticals during regular meeting status.

MEETING OF THE SABBTICAL LEAVESUBCOMMITTEE OF THE BOARD OF TRUSTEES - 3 - APRIL 10, 201315Ms. Meridith Randall, Vice President of Academic Affairs, said the intention of the Collegewas to grant one sabbatical. The committee who reviewed the sabbatical leavesubmissions felt like these were both really strong applications. It's going to be hard tocover some of the classes, but despite that the committee thought it was such a goodplan we wanted them both to go out. Through the questions asked, we realized thebenefit to the instructors and students when they come back. Mr. Pierson said it's apparentthis will benefit the College, and the information gained won't stay in that one discipline.It's great to see us do this again.1 ~ COMMENTS FROM THI;,) X0[)J§:NGE1 ,6 ~ ADJOURNMr. Pierson asked if there were any comments from the audience. There were none.It was moved by Mr. Scott Swendiman, seconded by Mrs. Judi Beck, and carried TOADJOURN THE MEETING.Mr. Kendall Pierson, Subcommittee Chair, adjourned the meeting at 6:35p.m.Theresa MarkwordRecorder

EXHIBIT AMark BlaserSabbatical Proposal2013-14~ Shasta College16• Science Education Research at CWSEI-UBC• Science Education Research at CU-SEI• POGIL Research• Open Stax College Chemistry textbook• Argonne National Laboratory VAT Research• Other stuffCarl WiemanPhysics Nobel PrizeBose-Einstein Condensate"Why is our students not learning?"

17Traditional Science teaching Modelthink hard, figure out subjecttell students how to understand it--------- ..... \''IIgive problem to solverrrrLouderIfI'\I,\\II.. _________ .-',, ,l'~---~~'~Carl Wieman, Science Education Talk, Harvard University, 2009Major advances past 1-2 decadesConsistent picture of How People LearnScienceclassroomstudiesbrainresearchcognitivepsychologyCarl Wieman, Science Education Talk, Harvard University, 2009

18Measuring conceptual mastery- Physics exampleForce Concept Inventory - basic concepts of force & motion1st semester physics ,..., (9)Pre:~ost test- whot % learned? (100's of courses) a~~~:::.,'0c:il 0 2:!u.{)JAveraggj~_g.rnedL(OJ!rSS!_16 traditional LectureimprovedmethodsFraction of unknown basic concepts learnedOn average learn

19CWSEICarl Wieman Science Education Initiativeat the University of British ColumbiaHomeAbout CWSEI Dep;anments ResourcesEvents Contact Ua Get Involv-ed Refated Effort.s f.OV Event New•THE CARL WIEMAN SCIENCE EDUCATION INITIATIVEAchieving the most effective, evidence-based science education(effective science education, backed by evidence)The Carl W1ernn Scie nce Educ.a.t!on lrtittatlw ~CYt'S£1) ~ il mulh-vur projutli T~• Uftlvtn.h., of8r M Columbil il1m11d 11dra.matk.alty imp rovln~ undergraduate sdtnce rtduc11 ottRSSEND -OF- YCAR ( VENTAPR I L 8, 2013ror Information & materials on ourEnd of · Y~a r Event, click HERE.1he CWS£1 ht!~t. Cltpa rt n·tnts tak~ a four-sttp, sc rni1 1C ~pp~oach to tuch1ngEJ.tabllsh wtu.t t.tudtnts should ltarr.S.d t ndf u l v m('uure whit students J.ft actu&~V lei r, Jr.iAdap~ Instructional rT•e:ho.ds al'ld currt

20Java Security AdvisoryHow to secure your Java and still run simulationsReild nowHomeSimulation11• N.wSimaPhysic&BiologyChemistryEarth ScienceMathCutting Edge Re&earchBy Grade levelAll SimsSimulations >New Sims-~,~--/-- -t•,• IJ!// ~:j .Graphing Un&sSwitch to IndexForces and Motion:BasicsTranslated SimsFor TeachersStay ConnectedHow to Run SimulationsTroubleshootingFAQsFor TranslatorsDonateResearchAbout PhETPrincipal Sponsors1 2 ) I, t -Build a FractionGene Expression • TheBasics-: . ....;;, ! . .!a

-Access-SlC!HNopenstax COLLEGETha future of Educallort.I JOIN NOW IJ uFACULTY STUDENTS ADMINISTRATORS ,l STAXOASH HELP US ll. ADOUT US21DESERVES ANOTHER.Peer-reviewedtext materials.It's Innovation In education. And the time Is right. OpenStax College offersstudents free textbooks thnt meet scope and sequence requirements for mostcourses. These are peer-reviewed texts written by professional contentdevelopers. Adopt a book today for a ttlrnkey classroom solution or modify It tosuit your teaching approach. Free online and low·costln print, OpenStox COllegeOpen Stax College Chemistry textbookAbout 1 Work with Argonne I Safety 1 News 1 Community I Events 1 Careers 1 DirectoryENSRGY I!NVIRONMENT SECIJRITV USER FACIUT!I!S SCIENCE TECHNOLOGYSCIENCE HIGHLIGHTAn Important flrst stepRESOURCES rORArgonne scientists, In collaboration withresearchers from the Sanford-BurnhamMedical Research lnstttute, uncover the-INDUSTRYSTUDENTSDtv IonsEvon~Argonne National Laboratory VAT(Vulnerability Assessment Team) Research

22Other Stuff:• Organize local science teachers• Look into sister school partnershipfor ~ Shasta College• Attend National Science Conferences• Visit other colleges and instructors that aredoing effective, interesting, innovative thingsAfter completion of sabbatical:• Summarize results• Employ results inShasta College classes• Disseminate results to colleagues'h

EXHIBIT B23A SCIENTIFIC APPROACHTO SCIENCE EDUCATION?BY CARL WIEMANhe purpose of science education is no longer simplyto train that tiny fraction of the population who willbecome the next generation of scientists. We needa more scientifically literate populace to addressthe global challenges that humanity now faces andthat only science can explain and possibly mitigate,such as global warming, as well as to make wise decisions,informed by scientific understanding, about issues such asgenetic modification. Moreover, the modern economy islargely based on science and technology, and for that economyto thrive and for individuals within it to be successful, we needtechnically literate citizens with complex problem-solvingskills.In short, we now need to make science education effectiveand relevant for a large and necessarily more diverse fraction ofthe population.What do I mean by an effective education in science? I believea successful science education transforms how studentsthink, so that they can understand and use science like scientistsdo. (See Figure 1 ). But is this kind of transformation really possiblefor a large fraction of the total population?Figure 1. Transporting student thinking fromnovice to expert.Carl Wieman, recipient of the Nobel Prize in physics in 2001 and theCarnegie Foundation's U.S. University Professor of the Year Award in2004, currently directs the Carl Wieman Science Education Initiativeat the University of British Columbia and the Colorado Science EducationInitiative. Prior to joining UBC, he served on the faculty at theUniversity of Colorado from 1984 to 2006 as a distinguished professorof physics and presidential teaching scholar. This article is adaptedfrom his lecture at the Carnegie Foundation's Centennial celebrationat the Library of Congress.CHANGE • SEPTEMBER/OCTOBER 2007••9

24The hypothesis that I and others have advanced is that it ispossible, but only if we approach the teaching of science like ascience. That means applying to science teaching the practicesthat are essential components of scientific research and thatexplain why science has progressed at such a remarkable pacein the modem world.The most important of these components are:• Practices and conclusions based on objective data ratherthan-as is frequently the case in education-anecdote or tradition.This includes using the results of prior research, such aswork on how people learn.• Disseminating results in a scholarly manner and copyingand building upon what works. Too often in education, particularlyat the postsecondary level, everything is reinvented,often in a highly flawed form, every time a different instructorteaches a course. (I call this problem "reinventing the squarewheel.")• Fully utilizing modem technology. Just as we are alwayslooking for ways to use technology to advance scientific research,we need to do the same in education.These three essential components of all experimental scientificresearch (and, not incidentally, of the scholarship of teachingand learning) can be equally valuable in science education.Applied to the teaching of science, they have the capability todramatically improve both the effectiveness and the efficiencyof our educational system.THE LEARNING PUZZLEWhen I first taught physics as a young assistant professor,I used the approach that is all too common when someone iscalled upon to teach something. First I thought very hard aboutthe topic and got it clear in my own mind. Then I explained itto my students so that they would understand it with the sameclarity I had.At least that was the theory. But I am a devout believer in theexperimental method, so I always measure results. (See Figure2.) And whenever I made any serious attempt to determinewhat my students were learning, it was clear that this approachjust didn't work. An occasional student here and there mighthave understood my beautifully clear and clever explanations,but the vast majority of students weren't getting them at all.Figure 2. Student reaction to my brilliantlyclear explanations.rr~rrrrrrrrrrrrr~??????????????????????????????????????????For many years, this failure of students to learn from myexplanations remained a frustrating puzzle to me, as I think itis for many diligent faculty members. What eventually led meto understand it was that I was encountering the even biggerpuzzle of my graduate students.I have conducted an extensive research program in atomicphysics over many years that has involved many graduate10students, on whose professional development I have spent alot of time and thought. And over the years I became awareof a consistent pattern. New graduate students would come towork in my laboratory after 17 years of extraordinary successin classes, but when they were given research projects to workon, they were clueless about how to proceed. Or worse--oftenit seemed that they didn't even really understand what physicswas.But then an amazing thing happened: After just a few yearsof working in my research lab, interacting with me and theother students, they were transformed. I'd suddenly realizethey were now expert physicists, genuine colleagues. If thishad happened only once or twice it would have just seemed anoddity, but I realized it was a consistent pattern. So I decided tofigure it out.One hypothesis that occurred to me, as it has to many otherresearch advisors who have observed similar transformations,is that the human brain has to go through a 17-year "caterpillar"stage before it is suddenly transformed into a physicist"butterfly." (See Figure 3.) But I wasn't satisfied with thatexplanation, so I tackled it like a science problem. I startedstudying the research on how people learn, particularly howthey learn science, to see if it could provide a more satisfactoryexplanation of the pattern. Sure enough, the research did haveanother explanation to offer that also solved the earlier puzzleof why my classroom teaching was ineffective.Figure 3. Brain-development possibility: 17 years asintellectual caterpillar before transformation intophysicist butterfly?7qRESEARCH ON LEARNINGIn a traditional science class, the teacher stands at the frontof the class lecturing to a largely passive group of students.Those students then go off and do back-of-the-chapter homeworkproblems from the textbook and take exams that are similarto those exercises.The research has several things to say about this pedagogicalstrategy, but I'll focus on three findings-the first aboutthe retention of information from lecture, the second about understandingbasic concepts, and the third about general beliefsregarding science and scientific problem-solving. The data Idiscuss were mostly gathered in introductory college physicscourses, but these results are consistent with those of similarstudies done in other scientific disciplines and at other gradelevels. This is understandable, because they are consistent withwhat we know about cognition.Retaining lnfonnationLectures were created as a means of transferring informationfrom one person to many, so an obvious topic forCHANGE • SEPTEMBER/OCTOBER 2007

25research is the retention of the information by the many. Theresults of three studies-which can be replicated by any facultymember with a strong enough stomach-are instructive.The first is by Joe Redish, a highly regarded physics profes"sor at the University of Maryland. Even though the studentsthought his lectures were wonderful, Joe wondered how muchthey were actually learning. So he hired a graduate student tograb students at random as they filed out of class at the endof the lecture and ask, "What was the lecture you just heardabout?" It turned out that the students could respond with onlywith the vaguest of generalities.Zdeslav Hrepic, N. Sanjay Rebello, and Dean Zollman atKansas State University carried out a much more structuredstudy. They asked 18 students from an introductory physicsclass to attempt to answer six questions on the physics of soundand then, primed by that experience, to get the answers to thosequestions by listening to a 14-minute, highly polished commercialvideotaped lecture given by someone who is supposed tobe the world's most accomplished physics lecturer. On most ofthe six questions, no more than one student was able to answercorrectly.In a final example, a number of times Kathy Perkins and Ihave presented some non-obvious fact in a lecture along withan illustration, and then quizzed the students 15 minutes lateron the fact. About 10 percent usually remember it by then. Tosee whether we simply had mentally deficient students, I oncerepeated this experiment when I was giving a departmentalcolloquium at one of the leading physics departments in theUnited States. The audience was made up of physics facultymembers and graduate students, but the result was about thesame-around 10 percent.Given that there are thousands of traditional science lecturesbeing given every day, these results are quite disturbing. Dothese findings make sense? Could this meager transfer of informationin lectures be a generic problem?These results do indeed make a lot of sense and probablyare generic, based on one of the most well-established-yetwidely ignored-results of cognitive science: the extremelylimited capacity of the short-term working memory. Theresearchtells us that the human brain can hold a maximum ofabout seven different items in its short-term working memoryand can process no more than about four ideas at once. Exactlywhat an "item" means when translated from the cognitivescience lab into the classroom is a bit fuzzy. But the numberof new items that students are expected to remember and processin the typical hour-long science lecture is vastly greater.So we should not be surprised to find that students are able totake away only a small fraction of what is presented to themin that format.Understanding Basic ConceptsWe physicists believe that one of the great strengths ofphysics is that it has a few fundamental concepts that canbe applied very widely. This has inspired physics~educationresearchers to study how well students are actually learningthe basic concepts in their physics courses, particularly at theintroductory level.These researchers have created some good assessment toolsfor measuring conceptual understanding. Probably the oldestCHANGE • SEPTEMBER/OCTOBER 2007and most widely used of these is the Force Concepts Inventory(FCI) (see Hestenes, 1992 in "Resources" below). This instrumenttests students' mastery of the basic concepts of force andmotion, which are covered in every first-semester postsecondaryphysics course. The FCI is composed of carefully developedand tested questions that usually require students to applythe concepts of force and motion in a real-world context, suchas explaining what happens when a car runs into a truck. TheFCI-now administered in hundreds of courses annually-normallyis given at the beginning and end of the semester to seehow much students have learned during the course.Richard Hake compiled the FCI results from 14 different traditionalcourses and found that in the traditional lecture course,students master no more than 30 percent of the key conceptsthat they didn't already know at the start of the course (SeeFigure 4). Similar sub-30-percent gains are seen in many otherunpublished studies and are largely independent of lecturerquality, class size, and institution. The consistency of thoseresults clearly demonstrates that the problem is in the basicpedagogical approach: The traditional lecture is simply notsuccessful in helping most students achieve mastery of fundamentalconcepts. Pedagogical approaches involving more interactiveengagement of students show consistently higher gainson the FCI and similar tests.Figure 4.o:o 8dSource: Plot from R. Hake, "A six-thousand-student survey," AJP 66, 64-74 ( 1998).Affecting BeliefsStudents believe certain things about what physics is andhow one goes about learning the discipline, as well as how onesolves problems in physics. If you interview a lot of people,you find that their beliefs lie on a spectrum that ranges from"novice" to "expert." My research group and others have developedsurvey instruments that can measure where on this scale aperson's beliefs lie.What do we mean by a "novice" in this context? Adaptingthe characterization developed by David Hammer, novices seethe content of physics instruction as isolated pieces of information-handeddown by an authority and disconnected from theworld around them-that they can only learn by memorization.To the novice, scientific problem-solving is just matching thepattern of the problem to certain memorized recipes.11

26Experts-i.e., physicists-see physics as a coherentstructure of concepts that describe nature and that have beenestablished by experiment. Expert problem-solving involvesemploying systematic, concept-based, and widely applicablestrategies. Since this includes being applicable in completelynew situations, this strategy is much more useful than the noviceproblem-solving approach.Once you develop the tools to measure where people'sbeliefs lie on this expert-to-novice scale, you can see howstudents' beliefs change as a result of their courses. What youwould expect, or at least hope, is that students would begin theircollege physics course somewhere on the novice side of thescale and that after completing the course they would have becomemore expert-like in their beliefs.What the data say is just the opposite.On average, students have more novicelikebeliefs after they have completed anintroductory physics course than they hadwhen they started; this was found for nearlyevery introductory course measured.More recently, my group started lookingat beliefs about chemistry. If anything, theeffect of taking an introductory collegechemistry course is even worse than fortaking physics.So we are faced with another puzzleabout traditional science instruction. Thisinstruction is explicitly built around teachingconcepts and is being provided by instructorswho, at least at the college level,are unquestionably experts in the subject.And yet their students are not learning concepts,and they are acquiring novice beliefsabout the subject. How can this be?Research on learning once again providesanswers. Cognitive scientists havespent a lot of time studying what constitutesexpert competence in any discipline,and they have found a few basic components.The first is that experts have lotsof factual knowledge about their subject,which is hardly a surprise. But in addition,experts have a mental organizational structure that facilitatesthe retrieval and effective application of their knowledge. Third,experts have an ability to monitor their own thinking ("metacognition"),at least in their discipline of expertise. They areable to ask themselves, "Do I understand this? How can I checkmy understanding?" ·A traditional science instructor concentrates on teaching factualknowledge, with the implicit assumption that expert-likeways of thinking about the subject come along for free or arealready present. But that is not what cognitive science tells us.It tells us instead that students need to develop these differentways of thinking by means of extended, focused mental effort.Also, new ways of thinking are always built on the prior thinkingof the individual, so if the educational process is to be successful,it is essential to take that prior thinking into account:This is basic biology. Everything that constitutes "understanding"science and "thinking scientifically" resides in the12long-term memory, which is developed via the construction andassembly of component proteins. So a person who does not gothrough this extended mental construction process simply cannotachieve mastery of a subject.When you understand what makes up expert competenceand how it is developed, you can see how cognitive scienceaccounts for the classroom results that I presented earlier. Studentsare not learning the scientific concepts that enable expertsto organize and apply the information of the discipline, nor arethey being helped to develop either the mental organizationalstructure that facilitates the retrieval and application of thatknowledge or a capacity for metacognition. So it makes perfectsense that they are not learning to think like experts, eventhough they are passing science coursesby memorizing facts and problem-solvingrecipes.Improved Teaching and LearningIf we now return to the puzzle of mygraduate students-why their first 17 yearsof education seemed so ineffective, whilea few years of doing research turned graduatestudents into expert physicists-we seethat the first part of the mystery is solved:Those traditional science courses did littleto develop expert-like thinking about physics.But why is working in a research lab sodifferent?A lot of educational and cognitiveresearch can be reduced to this basic principle:People learn by creating their ownunderstanding. But that does not mean theymust or even can do it without assistance.Effective teaching facilitates that creationby getting students engaged in thinkingdeeply about the subject at an appropriatelevel and then monitoring that thinking andguiding it to be more expert-like.When you put it in those terms, yourealize that this is exactly what all mygraduate students are doing 18 or 20hours a day, seven days a week. (Or atleast that is what they claim-the reality is a bit less.) Theyate focused intently on solving real physics problems, and Iregularly probe how they're thinking and give them guidanceto make it more expert-like. After a few years in that environmentthey tum into experts, not because there is somethingmagic in the air in the research lab but because they are engagedin exactly the cognitive processes that are required fordeveloping expert competence.Once I realized this, I started to think how these ideas couldbe used to improve the teaching of undergraduate science. Ofcourse it would be very effective to put every student into aresearch lab to work one-on-one with a faculty member ratherthan taking classes. Wh~le that would probably work very welland is not so different from my own education, obviously it isnot practical as a widespread solution. So if the economic realitiesdictate that we have to use courses and classrooms, howcan we use these ideas to improve classroom teaching? The keyCHANGE • SEPTEMBER/OCTOBER 2007

27is to get these desirable cognitive activities, as revealed by research,into normal course activities.I am not alone in coming to this conclusion. There is asignificant community of science-education researchers,particularly in physics, who are taking this approach to thedevelopment and testing of new pedagogical approaches. Thisis paying off in clear demonstrations of improved learning.Indeed, some innovative pedagogical strategies are sufficientlymature that they are being routinely replicated by other instructorswith similar results.So what are a few examples of these strategies, and how dothey reflect our increasing understanding of cognition?Reducing Cognitive LoadThe first way in which one can use research on learning tocreate better classroom practices addresses the limited capacityof the short-term working memory. Anything one can do toreduce cognitive load improves learning. The effective teacherrecognizes that giving the students material to master is themental equivalent of giving them packages to carry. (See Figure5). With only one package, they can make a lot of progress in ahurry. If they are loaded down with many, they stagger around,have a lot more trouble, and can't get as far. And when theyexperience the mental equivalent of many packages dumped onthem at once, they are squashed flat and can't learn anything.So anything the teacher can do to reduce that cognitive loadwhile presenting the material will help. Some ways to do so areobvious, such as slowing down. Others include having a clear,logical, explicit organization to the class (including makingconnections between different ideas presented and connectionsto things the students already know), using figures where appropriaterather than relying only on verbal descriptions andFigure 5. Result of loading student up with low,medium, and high cognitive loads.CHANGE • SEPTEMBER/OCTOBER 2007minimizing the use of technical jargon. All these things reduceunnecessary cognitive demands and result in more learning.Addressing BeliefsA second way teachers can improve instruction is by recognizingthe importance of student beliefs about science. This is an areamy own group studies. We see that the novice/expert-like beliefsare important in a variety of ways-for example they correlatewith content learning and choice of major. However, our particularinterest is how teaching practices affect student beliefs. Althoughthis is a new area of research, we find that with rather minimal interventions,a teacher can avoid the regression mentioned above~The particular intervention we have tried addresses student beliefsby explicitly discussing, for each topic covered, why this topicis worth learning, how it operates in the real world, why it makessense, and how it connects to things the student already lawws.Doing little more than this eliminates the usual significant declineand sometimes results in small improvements, as measured by oursurveys. This intervention also improves student interest, becausethe beliefs measured are closely linked to that interest.Stimulating and Guiding ThinkingMy third example of how teaching and learning can be improvedis by implementing the principle that effective teachingconsists of engaging students, monitoring their thinking, andproviding feedback. Given the reality that student-faculty interactionat most colleges and universities is going to be dominatedby time together in the classroom, this means the teachermust make this happen first and foremost in the classroom.To do this effectively, teachers must first know where thestudents are starting from in their thinking, so they can buildon that foundation. Then they must find activities that ensurethat the students actively think about and process the importantideas of the discipline. Finally, instructors must have mechanismsby which they can probe and then guide that thinking onan ongoing basis. This takes much more than just mastery ofthe topic-it requires, in the memorable words of Lee Shulman,"pedagogical content knowledge."Getting students engaged and guiding their thinking in theclassroom is just the beginning of true learning, however. Thisclassroom experience has to be followed up with extended"effortful study," where the student spends considerably moretime than is possible in the classroom developing expert-likethinking and skills.Even the most thoughtful, dedicated teachers spend enormouslymore time worrying about their lectures than they doabout their homework assignments, which I think is a mistake.Extended, highly focused mental processing is required tobuild those little proteins that make up the long-term memory.No matter what happens in the relatively brief period studentsspend in the classroom, there is not enough time to develop thelong-term memory structures required for subject mastery.To ensure that the necessary extended effort is made, andthat it is productive, requires carefully designed homeworkassignments, grading policies, and feedback. As a practicalmatter, in a university environment with large classes the mosteffective way for students to get the feedback that will maketheir study time more productive and develop their melacognitiveskills is through peer collaboration.13

28Using TechnologyI believe that most reasonably good teachers could engagestudents and guide their thinking if they had only two or three studentsin the class. But the reality of the modem university is thatwe must find a way to accomplish this with a class of 200 students.There are a number of new technologies that, when used properly,can be quite effective at extending instructors' capabilities so thatthey can engage and guide far more students at once.A caveat: Far too often, the technology drives instructionand student thinking rather than the educational purposesdriving the development and use of the technology. A secondcaveat: There is far too little careful testing of varioustechnologies' effectiveness in increasing the learning of realstudents. However, here are three demonstrably effective usesof technology."Just-in-time teaching" was introduced by Gregor Novack,Andy Gavrin, Evelyn Patterson, and Wolfgang Christian. Thetechnique uses the Web to ask students questions concerningthe material to be covered, questions that they must answer justbefore class. The students thus start the class already engaged,and the instructor, who has looked at the students' ~swers,already knows a reasonable amount about their difficulties withthe topic to be covered.A second technology that I have worked with extensivelyis personal-response systems or "clickers." Each student has aclicker with which to answer questions posed during class. Acomputer records each student's answer and can display a histogramof those responses. The clicker efficiently and quicklygets an answer from each student for which that student is accountablebut which is anonymous to their peers.I have found that these clickers can have a profound impacton the educational experience of students. The most productiveuse of clickers in my experience is to enhance the PeerInstruction (PI) technique developed by Eric Mazur, particularlyfor less active or assertive students.I assign students to groups the first day of class (typicallythree to four students in adjacent seats) and design each lecturearound a series of seven to 1 0 clicker questions that coverthe key learning goals for that day. The groups are told theymust come to a consensus answer (entered with their clickers)and be prepared to offer reasons for their choice. It is in thesepeer discussions that most students do the primary processingof the new ideas and problem-solving approaches. The processof critiquing each other's ideas in order to arrive at a consensusalso enormously improves both their ability to carry onscientific discourse and to test their own understanding.Clickers also give valuable (albeit often painful) feedbackto the instructor when they reveal, for example, that only 10percent of the students understood what was just explained.But they also provide feedback in less obvious ways. Bycirculating through the classroom and listening in on theconsensus-group discussions, I quickly learn which aspectsof the topic confuse students and can then target those pointsin the follow-up discussion. Perhaps even more important isthe feedback provided to the students through the histogramsand their own discussions. They become much more investedin their own learning. When using clickers and consensusgroups, I have dramatically more substantive questions perclass period-more students ask questions and the students14represent a much broader distribution by ethnicity and gender-thanwhen using the peer-instruction approach withoutclickers.A third powerful educational technology is the sophisticatedonline interactive simulation. This technique can be highly effectiveand takes less time to incorporate into instruction thanmore traditional materials. My group has created and testedover 60 such simulations and made them available for free(www.phet.colorado.edu). We have explored their use in lectureand homework problems and as replacements for, or enhancementsof, laboratories.The "circuit construction kit" is a typical example of a simulation(See Figure 6). It allows one to build arbitrary circuitsinvolving realistic-looking resistors, light bulbs (which lightup), wires, batteries, and switches and get a correct rendition ofvoltages and currents. There are realistic volt and ammeters tomeasure circuit parameters. The simulation also shows cartoonlikeelectrons moving around the circuit in appropriate paths,with velocities proportional to current. We've found this simulationto be a dramatic help to students in understanding thebasic concepts of electric current and voltage, when substitutedfor an equivalent lab with real components.Figure 6. Circuit constructions kit interactivesimulation.Source: Physics Ecducation Technology Project, University of ColoradoAs with all good educational technology, the effectivenessof good simulations comes from the fact that their design isgoverned by research on how people learn, and the simulationsare carefully tested to ensure they achieve the desiredlearning. They can enhance the ability of a good instructor toportray how experts think when they see a real-life situationand provide an environment in which a student can learn byobserving and exploring. The power of a simulation is thatthese explorations can be carefully constrained, and what thestudent sees can be suitably enhanced to facilitate the desiredCHANGE • SEPTEMBERIOCTOBER 2007

29TABLE I. COMPARISON OF LEARNING RESULTSFROM TRADITIONALLY TAUGHT COURSES ANDCOURSES USING RESEARCH·BASED PEDAGOGYlearning. Using these various effective pedagogical strategies,my group and many others have seen dramatic improvementsin learning.INSTITUTIONAL CHANGEWe now have good data showing that traditional approachesto teaching science are not successful for a large proportionof our students, and we have a few research-based approachesthat achieve much better lem11ing. The scientific approach toscience teaching works, but how do we make this the normfor every teacher in every classroom, rather than just a set ofexperimental projects? This has been my primary focus for thepast several years.A necessary condition for changing college educationis changing the teaching of science at the major researchuniversities, because they set the norms that pervade theeducation system regarding how science is taught and whatit means to "leai11" science. These departments producemost of the college teachers who then go on to teach scienceto the majority of college students, including future schoolteachers. So we must start by changing the practices ofthose departments.There are several major challenges to modifying how theyeducate their students. First, in universities there is generallyno connection between the incentives in the system and studentleai11ing. A lot of people would say that this is because researchuniversities and their faculty don't care about teaching or studentleai11ing. I don't think that's true-many instructors care agreat deal. The real problem is that we have almost no authenticassessments of what students actually leai11, so it is impossibleto broadly measure that learning and hence impossible to connectit to resources and incentives. We do have student evaluationsof instructors, but these are primarily popularity contestsand not measures of learning.The second challenge is that while we know how to developthe necessary tools for assessing student leai1ling in a practical,widespread way at the university level, carrying this outwould require a significant investment. Introducing effectiveresearch-based teaching in all college science courses-by,for instance, developing and testing pedagogically effectivematerials, supporting technology, and providing for facultydevelopment-would also require resources. But the budgetfor R&D and the implementation of improved educationalmethods at most universities is essentially zero. More generally,there is not the political will on campus to take the stepsCHANGE • SEPTEMBER/OCTOBER 2007required to bring about cultural change in organizations likescience departments.Our society faces both a demand for improved science educationand exciting opportunities for meeting those demands.Taking a more scholarly approach to education-that is, utilizingresearch on how the brain learns, carrying out careful research onwhat students are leai11ing, and adjusting our instructional practicesaccordingly-has great promise. Research clearly showsthe failures of traditional methods and the superiority of somenew approaches for most students. However, it remains a challengeto insert into every college and university classroom thesepedagogical approaches and a rnindset that teaching should bepursued with the Saine rigorous standards of scholarship as scientificresearch.Although I aill reluctant to offer simple solutions for sucha complex problem, perhaps the most effective first step willbe to provide sufficient carrots and sticks to convince the facultymembers within each department or program to come toa consensus as to their desired leai1ling outcomes at each level(course, program, etc.) and to create rigorous means to measurethe actual outcomes. These leai1ling outcomes cannot be vaguegeneralities but rather should be the specific things they wantstudents to be able to do that demonstrate the desired capabilitiesand mastery and hence can be measured in a relativelystraightforward fashion. The methods and instruments for assessingthe outcomes must meet certain objective standards ofrigor and also be collectively agreed upon and used in a consistentmanner, as is done in scientific research. jg15

Shasta College instructor teaches how to land and keep a job: Recor ... http:/ /www.redding.com/news/2009/jul/ 19/local/?print= 130EXHIBIT Creddmg:comPrinkn·frinnd1yRead mor.g at mdd!ny.comShasta College instructor teaches how to landand keep a jobBy Sonney Wolfe Contributing writerSunday, July 19, 2009Being one of hundreds to apply for a single job is common these days, and it'simportant to stand out.That's where Terry Turner's Interpersonal Communications 10 class at Shasta Collegecan help.Turner doesn't just teach from a textbook. She pulls from her experiences in corporateAmerica and mixes it with communication skills to show individuals how to stand out ininterviews, thrive in a corporate culture and grow functional, personal relationships.It's no wonder Turner ended up with a master's in speech and communicationeducation. Growing up, her household environment was a mix between a Southernhospitality, Tennessean mother and a dynamic, New Yorker father. Not to mention herfather was a military general, which landed them all over the world from Washington,D.C., to Saudi Arabia. As a child, she learned to speak English, Italian and Arabic. Shesays growing up in so many different cultures is what gave her the passion to teachcommunication skills to others.On top of that, she spent almost a decade teaching and training employees forMcDonnell Douglas."It was there I learned what corporate America wants from their employees." She saidshe has a "dual thrust" for her classes. "One, I try to incorporate tips to survive orthrive in corporate America. And then, what to do to really have fun and enjoy yourfamily and loved ones."Her suggestions focus mostly on the way people communicate. Some of her tipsinclude simple things, like showing empathy when your boss is upset; keeping yourtone of voice neutral even though you have strong feelings about something; makingsure that your body language is positive (no folded arms) and also remembering toconsider others' perspectives.Ralph Perrin, dean of arts, communications and social sciences at Shasta College,said, "She demonstrates respect. She encourages respect in her classroom, and bydoing that, the students give respect back to her, and she doesn't have to ask for it.She commands respect without demanding it. People that do that well become veryeffective."1 of24/9/2013 4:13PM

Shasta College instructor teaches how to land and keep a job : Recor ... http:/ /www.redding.com/news/2009/jul/ 19/local/?print= 131Perrin said students tell him one, even two years after taking her class that they stilluse the skills Turner taught them.Shasta College's vice president of academic affairs, William Cochran, said you canfind teachers with real-world experience in the career and technical fields, but it's rareto find it in the core disciplines, like with Turner."That's unique. You don't find that very often in academe," Cochran said. "You findresearchers and people that are very good at their discipline, but how does that applyto the outside world?"Turner hasn't left the corporate world, either. Cochran said Turner and her husbandhave a private consulting firm that helps businesses train their trainers, work withdifficult people, communicate in the workplace and give how-tos on customer service."She really has taken on the role, far beyond the classroom, that she lives what shetalks about," he said.Turner's Interpersonal Communications 10 class will be offered this fall at ShastaCollege.Sonney Wolfe is a freelance writer who lives in Redding.© 2013 Scripps Newspaper Group - Online2 of24/9/2013 4:13PM

EXHIBIT D324/22/2013Do{/Human Relations Skills"matter?Yes ....Remember 9-11?1

334/22/2013Important in Business50% of chief financial officers said:((Interpersonal abilities arethe most important communication skillsfor financial professionals:'The Health Care FieldRepeated Studies prove:• Patients are more informed and comfortable• Patient care is better/more successful2

344/22/2013Important For Leaders88% of "extraordinary" leaders:• Communicated well• Asked effective questions• Used good Listening SkillsBenefits1. Effective leaders2. Motivated employees3· Satisfied and loyal customers4· Profitable, successful companys. More enjoyable personal relationships3

354/22/2013Wouldn't it be greatif Shasta College couldHelp people developExcellentHuman Relations(Interpersonal Communication)Skills?My Sabbatical Process:Identify most current theory, knowledge and skillsin Communication:• In a broad spectrum of textbooks• Through phone and email dialogue with colleaguesaround the country• By visits & observations at other colleges/universities4

364/22/2013Sabbatical Outcome:Seven Stand Alone Modules- uPick them up andTeach them"- used in three ways:• Improve student communication skills in any discipline• Market the Modules locally/nationwide• Teach training sessions in our business community5

37SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-6006TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:Joe Wyse,Superintendent/PresidentITEM NO.: 7.2INITIATOR:SUBJECT: MINUTES OF THE BOARD'S SPECIAL MEETING HELD APRIL 10, 2013BACKGROUNDThe unapproved minutes of the Board's special meeting held April 10, 2013 are attached.RECOMMENDATIONThe Superintendent/President recommends the Board approve the minutes, as submitted.

38SPECIAL MEETINGOF THE BOARD OF TRUSTEESSHASTA-TEHAMA-TRINITY JOINT COMMUNITY COLLEGE DISTRICTWEDNESDAY, APRIL 10, 2013MINUTESThe Board of Trustees of the Shasta-Tehama-Trinity Joint Community College District met in a specialsession on Wednesday, April 10, 2013, in the Board Room of the Shasta College Administration Buildinglocated at 11555 Old Oregon Trail, Redding, CA.The meeting was called to order by Mr. Scott Swendiman, Board President, at 6:38p.m.Roll Call indicated the following:Trustees PresentMrs. Judi BeckMr. Harold LucasMr. Duane MillerMr. Kendall PiersonMrs. Rayola PrattMr. Bob SteinacherMr. Scott SwendimanMs. Renee Schneider, Student TrusteeTrustees AbsentNoneMr. Swendiman asked if there were any requests from the audience to speak to anyitem on the agenda. There were none.Mr. Rodrigue said he was invited to do a work study session on parts of the budget wetypically don't have time to go over. We went over trust funds a few months ago, sonow we'll talk about some of the other funds.Mr. Rodrigue provided a handout (attached hereto as Exhibit A), and said he askedNancy Funk, Comptroller, to be here to answer questions. One thing you don't seewhen the 311 report is presented is Fund 10 General Fund. Basically, the statewide reportis a combination of unrestricted and restricted general funds (Funds 11 and 12 together).Mr. Lucas said when you say 311 report, it's an acronym. What is that? Mr.Rodrigue said it's the annual version of the 311 Q quarterly reports. It reports to thestate on how our funds are expended over the year within the different funds. Mr.Pierson asked if this is the report with the two questions at the end asking about substantiveproblems. Mr. Wyse said it's the Chancellor's Office name for report 311. Mr.Rodrigue said he pulled out of the budget and accounting manual pieces of differenttypes of funds. Debt Service is in the 20s; Special Revenue Funds are in the 30s; CapitalProjects Funds are in the 40s; Internal Service Funds are in the 60s; and Trust Fundsare in the 70s (the same as what we discussed a couple of months ago). In the handoutthis information is expanded for your reference. As we work through the handout, we'lltake a look at the final budget we brought to you. Mr. Lucas asked the percentage ofthe general fund that is restricted versus unrestricted. Mr. Rodrigue said there is $40million unrestricted, and $8 million restricted. Mr. Lucas asked for the percentage, andsaid we would need to divide it: Mr. Rodrigue said about 80% of our funds are unre-

SPECIAL MEETING OF THE BOARD OF TRUSTEES - 2- APRIL 10, 201339stricted. Mrs. Pratt asked when funds are transferred, where do we transfer from; whatarea of the budget? Mr. Rodrigue said as we work our way through the handout, he willpoint it out.Mr. Rodrigue said in the handout, go past Funds 11 and 12 to Fund 36. The 30s are forSpecial Revenue Funds, with the first one for auxiliary fund fundraising. This fund wouldbe for Athletics fund raising or for raising money through Fine Arts theatre presentations.Fund 34 on the next page is the revenue fund for the dorms, the student center, foodservices, and the bookstore. This shows revenues and expenses that occur within thatrealm. Something to keep an eye on was mentioned by Mrs. Pratt. When we do transfers,if you look at the bottom of the page, you'll see Transfer to Interest and RedemptionFund in the amount of $484,27 4; circle that, and I will point it out later. Also circlethe one below which is the Transfer to Repair and Replacement Fund. Mr. Rodriguesaid he would provide examples showing where there are transfers back and forth. Mr.Wyse said this is where the cafeteria workers are paid out of. Mr. Rodrigue said Fund34 pays for operating the dorms, cafeteria, etc. Mr. Pierson said also food supplies. Mr.Miller asked why the solar field is in there. Mr. Rodrigue said because we are getting achunk of rebate for that, so a piece of that rebate is allocated to Fund 34 revenues tooffset utility expenses.Mr. Rodrigue said Fund 35 on the next page is the Repair and Replacement ReserveFund for those things in Fund 34 (dorms, bookstore, and campus center). He said tonote that the $58,905 Transfers from Revenue Fund is shown on Fund 34 as a transferout. Mr. Wyse said this fund would be used if the roofs need fixing for those buildings.Mr. Rodrigue said these projects are in the area planning that College Council is workingwith along with the Budget Committee. It will allow us to help fund some of the initiatives.If during consideration of the initiatives we picked upgrading the locks at thedorms, we would be improving security. If this were approved, the expenditure for thisupgrade would come out of this fund. Mr. Pierson said he doesn't understand. Fund 34has income coming in from the dorms, and operational expenses for the dorms. Whynot retain the income and use it there to offset expenses rather than have it transferredto another fund? Ms. Funk replied we created the Repair and Replacement ReserveFund in order to segregate out a portion of the profit. We still do retain a fair amount ofprofit, but that way it gives them a sub-fund so it can continue to build up in the event ofa major repair at the dorms (for example, if the showers need replacing). Mr. Lucassaid the income and expenses are the same amount. We must be operating out of areserve some place. Ms. Funk asked which one. Mr. Lucas replied any one of them.Total income is shown as $287,075. Ms. Funk said that is the beginning balance. Thisis presented more like a balance sheet. Total income is $60,567 above that line, and totalexpenditures are $35,576, so we end up with a net increase. It continues to grow.Mr. Pierson said the title is reserve fund, and Fund 34 is an operational fund. Ms. Funksaid part of this is the loan the dorms took out about four years ago. They wanted to doa major remodel. It felt a little inequitable making a proposition to borrow from their ownfund. Each year out of the operating budget they are paying money back to Fund 35.Part of the $58,905 is repayment of the dorm loan. Mr. Swendiman said they have ahigher reserve, so they did it backwards. Mrs. Pratt asked if there was no interest paidon the loan. Ms. Funk replies that is correct, since they borrowed from themselves.This is also according to state and county regulations.Mr. Rodrigue said Fund 37 is the Parking Improvement Fund. Within Fund 12 you willfind the revenue and expenses for parking fees and associated expenses (such as thesalary for our Parking Enforcement Officer). You'll see a Transfer from the RestrictedFund of $49,274 where the excess lands in the Parking Improvement Fund. Mr. Pierson

SPECIAL MEETING OF THE BOARD OF TRUSTEES - 3 - APRIL 10, 201340said there is an $800,000 beginning balance, but we're only bringing in $50,000 thisyear. He asked if there were years with big transfers, or if we've been holding thesefunds for a long time. Mr. Rodrigue said one of the challenges is what can we putagainst the parking fund or charge to it to help with the budget crisis? We've tightenedup what's going in there. Mr. Pierson asked where it came from. Mr. Wyse said it wasbuilt up over time. Mr. Rodrigue said we're assessing whether it's time to raise parkingfees. There's not enough money to do significant major improvements. Mr. Miller askedif the $90,000 was spent at the entrance. Mr. Wyse said $133,000 was spent; $90,000was the estimate. Mr. Swendiman asked if we had any idea of long term future repairs.Mr. Rodrigue said for the asphalt by the pool, we're not happy with how that has workedout. We had it sealed over. For our climate, it's not working out well. It's just not holdingup. It's expensive to go in and completely take out the parking lots and redo thebase. The process we're investigating actually using on the interior of campus is pulverizingand reusing the material. George Estrada, Director of Physical Plant, has an engineerlooking at it for our parking lots. It will be significantly more expensive than thepool lot, but a lot less than for complete replacement. This is where we think it will endup at in the long run. Mr. Estrada will be here later to answer any questions. Mrs. Prattasked if when we reuse the materials it's pulverized. Mr. Rodrigue said the pulverizedmaterial becomes the base, which saves labor and materials. Mr. Swendiman saidSean Weaver [Redding] has developed a new decomposed granite. Mr. Miller said it'scalled TechniSoil. Mr. Swendiman asked if it can be used in a parking lot. Mr. Rodriguesaid it's more for walking paths. He put some in his backyard for a basketball court. Mr.Miller said it holds up really well. Mr. Rodrigue agreed, but said it's not for parking lotuse. Mrs. Pratt asked about the possibility of raising parking fees. Mr. Rodrigue saidwe would have to bring it to Student Senate and get their thoughts on it. We would haveto have a lot of conversations in order to really go at the parking lots. It's not a cheapendeavor. Mrs. Pratt asked if the number of parking spaces would be increased. Mr.Rodrigue replied no, it would just be to redo the lots.Fund 41 is for Capital Outlay for major maintenance items. An example is in our areaplans and initiatives within our planning cycle, there are items in there that if approvedare areas where we could put funds to do major upgrades, such as for our classrooms.This fund is for major projects that relate to capital outlay, such as scheduled maintenance.Mrs. Pratt asked how long it's been since our classrooms were updated. Mr.Rodrigue said we've updated some of them, but there is a backlog of classrooms needingupgrades. Mr. Tom Orr, Dean of Extended Education, is chairing the committeewhich is looking at furniture and standards to guide us for good selection. A classroomupgrade could run $20-25,000 or more, depending on the furniture. It's not cheap. Mrs.Pratt said a few years ago we upgraded restrooms. Have they all been upgraded? Mr.Rodrigue said no, there's a long way to go. It looks like a lot of money, but it's really not.The Lease Revenue Bond is all wrapped up. There is no scheduled maintenance moneyfrom the state. Mrs. Pratt asked if there is any hope of money from the state. Mr.Rodrigue said not this year, but maybe next year.Mr. Rodrigue said Fund 21 is one we always chuckle about. It's a single bond whichhas never been redeemed from the original building. Mr. Wyse said to check yoursafes. One $25,000 bond was never redeemed. Ms. Funk said this was back in thedays of bearer bonds. Mr. Lucas asked if they still carry liability. Mr. Rodrigue repliedyes. Mr. Lucas asked if there was a statute of limitations. Ms. Funk replies no-we'veasked repeatedly.Mr. Rodrigue said the Lease Revenue Bond Projects Fund is one of the reports we presentevery month, so we'll be referring back to that. Another line to take a look at is on

SPECIAL MEETING OF THE BOARD OF TRUSTEES - 4- APRIL 10, 201341the next page which shows the Lease Revenue Bond Interest and Redemption Fund.The $484,274 pointed out from earlier shows here as funds transferred over from theRevenue Fund. The reason there's the big number of $9.9 million is it represents the refundedbonds.Fund 43 is our 2002 General Obligation Bond Projects Fund. Next year, this will begone, as everything was completed in 2011/2012. On the following page is Fund 23which is our 2002 General Obligation Bond Interest and Redemption Fund. We had abig refunding on a piece of our GO Bond, which is why there are such big numbers in2011/2012.Mr. Rodrigue said Fund 67 is the classified Bargaining Unit Members' Benefits Fund.This was established some years back. This page shows the income and expenses forthat fund. Mrs. Pratt asked how the money is distributed to the classified employees.Mr. Rodrigue replied the classified union determines how it is distributed. Mr. Wyse saidthrough an agreement in an MOU, the District assists in distributing the money to theclassified members.The next page shows the Student Senate and Clubs of Shasta College Fund. Note inthe first part showing Funds 71 and 72, the Student Representation Fees are in Fund72, and all the rest of the Student Senate funds are in Fund 71 . Student Clubs fundsare shown down below. Fund 79 is Phi Theta Kappa funds, and 'Fund 78 is all the restof the club funds combined.Mr. Rodrigue said we talked about Fund 74 a few months ago when we discussed the70s funds . He asked if there were any last questions. Mr. Pierson said he appreciatesthe detail on the more obscure funds.5. CO!VJMENTS F~OM THE AUDIENGJi,.--' -- ---~Mr. Swendiman asked if there were any comments from the audience. There werenone.---=...;. __ ADJG>URNIt was moved by Mr. Duane Miller, seconded by Mr. Kendall Pierson, and carried TOADJOURN THE MEETING.Mr. Scott Swendiman, Board President, adjourned the meeting at 7:05 p.m.c:~:;J~t1wdTheresa MarkwordRecorder

EXHIBIT A4210 GENERAL FUNDThe General Fund is the primary operating fund of the district. It is used to account forthose transactions that, in general, cover the full scope of operations of the district(instruction, administration, student services, maintenance and operations, etc.). Allfinancial resources, and transactions except those required to be accounted for in anotherfund, shall be accounted for in the General Fund.11 UNRESTRICTED SUBFUNDThe Unrestricted Subfund is used to account for resources available for the generalpurposes of district operations and support of its educational program.12 RESTRICTED SUBFUNDThe Restricted Subfund is used to account for resources available for the operation andsupport of the educational programs that are specifically restricted by laws, regulations,donors, or other outside agencies as to their expenditure.20 Debt Service FundsDebt Service Funds are used to account for the accumulation of resources for, and thepayment of, general long-term debt principal and interest. Revenues accounted for in DebtService funds are primarily from special property tax levies, interest, or operational incomefrom completed projects financed by revenue bonds, energy loans, or may receiveinterfund transfers from other funds servicing the debt. Debt Service Fund cash andinvestments are generally maintained in the appropriate county treasury.30 Special Revenue FundsSpecial Revenue Funds are used to account for the proceeds of specific revenue sourceswhose expenditures are legally restricted. In general, Special Revenue Fundsencompass support services that are not directly related to the educational program ofthe college.

4340 Capital Projects FundsCapital Projects Funds are used to account for financial resources to be used for theacquisition or construction of major capital facilities and other capital outlay projects(other than those financed by proprietary and fiduciary funds). Resources accumulated forfuture acquisition or construction of capital projects are recorded in this fund.The following are examples of expenditures that may be recorded in Capital Projects Funds.• Acquisition or construction of new capital facilities (e.g., land, buildings,site improvements).• Improvements or extensions to the life of existing capital facilities, including majorrepair and remodeling projects such as Scheduled Maintenance and Special Repair.• Initial equipping of buildings (library books, furniture, fixtures, classroom supplies,etc.).• Significant capital equipment purchases.60 INTERNAL SERVICE FUNDSInternal Service Funds are used to account for the financing of goods or servicesprovided by one department or organizational unit to other units on a costreimbursement.70 TRUST FUNDSIf any of the following conditions are present, a trust fund is appropriate.• There is a formal agreement granting the district discretionary authority.• There are contractual or regulatory conditions restricting the useof the funds or requiring the district to exercise a managementrole or report the results of operations in its financial statements.• There is a compelling reason to measure operations (revenues,expenditures/expenses, and fund balance) and report the resultsin the district's financial statements. Examples of compellingreasons may include the materiality of the revenues andexpenditures/expenses, or the usefulness of the information tothe readers of the financial statements.

Shasta-Tehama-Trinity Joint Community College District2012-2013Final BudgetSummaryFundIIIIFund TitleEstimatedBeginning FundBalanceEstimatedBudgeted Budgeted Ending FundIncome ExR_enditures Balance11 General Fund!- Unrestricted12 General Fundi- Restricted36 Auxiliary Fund34 Revenue Fun~35IRepair and Replacement Reserve Fund37 Parking Impr9vement Fund41 Capital Outla~ Projects Fund21 Bond Interest and Redemption FundI42 Lease Reven4e Bond Projects Fund24 Lease Revenue Bond Interest & Redemption Fund43 2002 General! Obligation Bond Projects Measure A23 2002 General! Obligation Bond Interest & Redemption Fund67 Classified Bargaining Unit Members' Benefits Fund71 & 72 Student Senate of Shasta College Fund78 & 89 Student Clubs of Shasta College Fund74 Student Financial Aid Fund75 Scholarship and Loan Fund77 Shasta College Trustees' Scholarship FundTotals 2012-2013 Final Budget$ 10,422,226604,2631,074,408251,499708,7721,943,88625,177944,4751,128,356-10,335,236477,021129,05782,1473,538292,5743,565,615$ 39,308,937 $ 40,257,369 $ 9,473,7947,069,225 7,069,225123,150 357,086 370,3271,809,550 1,834,806 1,049,15260,405 31,000 280,90414,295 126,296 596,771154,000 888,578 1,209,308- - 25,1773,000 455,856 491,6191,890,295 1,864,215 1,154,436- - -2,507,800 2,541,452 10,301,5842,500 216,000 263,52143,580 36,800 135,837120,000 115,000 87,14717,601,311 17,601,311 3,538399,000 399,000 292,574196,000 99,000 3,662,615[$ 3T,988~0 l$m71,303,048] $ 73,892,994TI 2.9,398~4 I2012-2013 Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)44

Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetGeneral Fund- Unrestricted45Fund 11 2010-2011 2011-2012ActualAdopted2011-2012 2012-2013Estimated ProposedActual FinalBeginning Balance $ 7,413,099 $ 10,205,057Estimated Beginning Balance 7/1/12INCOMEFederal IncomeForest Reserve Fund $ 71,059 $ 51,500Miscellaneous (Adm. Fees, Federal Projects) 233,284 237,973Total Federal Income $ 304,343 $ 289,473$$$10,293,814$ 10,422,226170,195 $ 30,000205,694 131,172375,889 $ 161,172State IncomeApprenticeship Allowance $ 5,132 $ 5,132State Apportionment 24,729,412 20,625,802Board Finandal Assistance 42,778 46,094Faculty One-time Parity 159,265 159,265Faculty Part-time Office Hours 8,952 8,676Home Owners Exemption - All Counties 242,233 241,400limber Tax Receipts 46,760 15,000Lottery 1,021,017 933,400One-time fundsMiscellaneous: Adm. Fees, State Projects 502,227 333,692Total State Income $ 26,757,776 $ 22,368,461$$5,132 $ 5,13220,784,252 20,223,71846,094 119,631159,265 159,2658,952 8,952234,901 239,400118,481 76,000957,258 848,656420,034 394,07422,734,369 $ 22,074,828Local IncomeProperty Taxes $ 11,554,965 $ 12,785,200Contract Education 51,057 57,000Sales 104,582 100,900Rentals and Leases (Fadlities) 149,085 140,200Interest 110,383 72,000Community Services 529,751 569,892Enrollment Fees 1,851,967 2,518,700Non-Resident Tuition 470,541 505,800Student Fees and Charges 234,691 92,600Miscellaneous Local Income 735,930 629,300Total Local Income $ 15,792,952 $ 17,471,592$$11,598,351 $ 12,378,50010,940 20,00098,020 69,400159,257 154,93857,563 32,000382,738 461,0002,:194,936 2,814,600350,725 410,000201,517 116,500723,148 608,99915,777,195 $ 17,065,937Other Financing SourcesInterfund Transfers In $ 3,871,736 $ -Other Income 18,261 8,500Total Other Financing Sources $ 3,889,997 $ 8,500Total Income i 46,745,068 i 40,138,026Total Income/Beginning Balance li 54,158,167 i 50,343,083$$ii- $13,830 7,00013,830 $ 7,00038,901,283 i 39,308,93749,195,097 i 49,731,163 I2012-2013 Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetGeneral Fund - Unrestricted462010-2011 2011-20122011-2012 2012-2013ActualAdoptedEstimatedActualProposedFinalEXPENDITURESAcademic SalariesInstructional Contract $ 8,501,103 $ 8,363,530Non Instructional Contract 1,031,917 1,051,690Academic Administrators 2,309,142 2,156,400Instructional Hourly 4,317,110 4,131,636Non Instructional Hourly 101,892 333,300Total Academic Salaries $ 16,261,164 $ 16,036,556$$8,241,790 $ 8,377,3891,013,205 1,126,0132,233,974 2,118,5813,978,923 4,014,920179,853 218,72815,647,745 $ 15,855,631Classified SalariesNon Instructional Contract $ 5;026,292 $ 5,241,370Instructional Aides Contract 605,116 618,193Classified Management/Supervisory/Confidential 1,165,653 1,233,072Non Instructional Hourly 500,296 342,558Instructional Aides Hourly 112,844 108,569Student Hourly 162,574 181,949Total Classified Salaries $ 7,572,775 $ 7,725,711$$5,128,894 $ 5,278,017584,740 615,9451,253,124 1,256,740428,245 407,525111,990 123,381146,677 158,6367,653,670 $ 7,840,244Employee BenefitsSTRS- State Teachers Retirement $ 1,305,401 $ 1,412,269PERS - Public Employees Retirement 752,395 810;344Social Security & Medicare 899,976 828,185Medical/Dental/Vision/Life Insurance 3,420,077 3,397,632Unemployment Insurance 226,107 459,447Workers Compensation Insurance 760,426 777,185Retirement Incentives 319,686Retirees Health Benefits 6,071,395 2,145,137Total Employee Benefits $ 13,755,463 $ 9,830,199$$1,228,042 $ 1,391,384752,620 840,499865,104 830,7263,296,734 3,376,805408,415 336,274737,108 744,4782,118,440 2,273,9449,406,463 $ 9,794,110SuppliesInstructional $ 267,619 $ 387,713Non-Instructional 496,996 593,032Total Supplies $ 764,615 $ 980,745$$222,323 $ 238,100533,532 607,829755,855 $ 845,9292012-2013 Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetGeneral Fund- Unrestricted472010-2011 2011-2012 2011-2012 2012-2013ActualAdoptedEstimatedActualProposedFinalOther Operating ExpensesDues and Memberships $ 55,889 $ 65,484 $ 57,226 $ 61,225Insurance 215,893 343,025 360,565 401,439Legal and Professional Services 137,643 123,000 70,123 114,400Election 10,574 10,000 100,000Interest 70,889 3,817 3,825Postage 53,227 66,150 37,800 51,400Staff Development, Travel, and Conference 149,350 180,801 211,903 225,468Building and Equipment Rental/Leases 305,971 379,443 263,394 362,717Personal/Consultant Services 81,362 173,738 62,973 45,570Repairs 271,818 372,826 245,788 356,941Utilities/Eiectricit:'{/GasjWater/Waste/Telephone 967,619 1,042,550 985,710 1,034,498Service Fees/Other Charges 1,092,948 1,052,187 945,231 993,753Software Licenses and Maintenance 518,428 444,362 484,227 453,391Advertising, Printing, and Miscellaneous Operating 94,738 220,420 (40,084) 122,457Field Trips (Classroom related, athletics) 118,996 193,530 172,442 185,438Other Categorical ExpensesOperating Backcharges (135,645} (202,060} (197,244} (237,500}Total Other Operating Expenses $ 4,009,700 $ 4,465,456 $ 3,663,871 $ 4,275,022Capital OutlaySite Development $ - $ - $ - $ 2,800Building Improvement 17,224 2,870 14,070Library Books 14,095 18,280 18,848 3,482Equipment 212,704 245,357 128,020 241,476Total Capital Outlay $ 244,023 $ 266,507 $ 146,868 $ 261,828Other OutgoInterfund Transfers (Lease Rev, FinAid, Rev Fund) $ 1,149,432 $ 1,393,867 $ 1,391,218 $ 1,277,399Debt Principal and Interest 107,181 107,207 107,181 107,206Total Other Outgo $ 1,256,613 $ 1,501,074 $ 1,498,399 $ 1,384,605Total Expenditures I $ 43,864,353 $ 40,806,248 $ 38,772,871 $ 40,257,369 IRESERVESMandated 5% Reserve $ 2,193,218 $ 2,040,312 $ 1,938,644 $ 2,023,024Revolving Cash 52,500 52,500 52,500 52,500Reserve for Potential Mid-Year Cuts 770,000 708,381 708,381 2,300,000Undesignated Reserve 7,278,096 6,735,642 7,722,701 5,098,270Total Reserves and Ending Balance $ 10,293,814 $ 9,536,835 $ 10,422,226 $ 9,473,794Total Expenditures &. Reserves 1$ 54,158,167 $ 50,343,083 $ 49,195,097 $ 49,731,163 ISUMMARYNet Income (Loss) I~ 2,880,715 ~ (668,222} ~ 128,412 ~ (948,432}12012-2013 Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

48Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetGeneral Fund - RestrictedFund 12 2011-2012AdoptedBeginning Balance $ -2011-2012 2012-2013Estimated ProposedActual Final$ - $INCOMEFederal IncomeCollege Work Study Program $ 201,917VTEA 409,130TANF 119,138TRIO/SSS 290,111TRIO/Talent Search 241,639TRIO/Upward Bound 246,539GearUp 950,223Miscellaneous Federal Grants 561,553Total Federal Income $ 3,020,250State IncomeBoard Financial Assistance $ 343,536Extended Opportunity Programs 718,693Disabled Students Program 387,092CARE Program 88,695CaiWorks 378,134Matriculation 251,105Faculty/Staff Diversity 6,751Block Grant/Instructional EquipmentTelecommunication Grant (TriP) 142,853SBA Small Business Development Center 391,071EWD Grants 367,200CTE Grants 804,285Lottery 183,489Miscellaneous Grants and Projects 229,391Total State Income $ 4,292,295Local IncomeHealth Services Fees $ 403,866Parking Services Fees 360,966Miscellaneous 26,400Total Local Income $ 791,232Other Financing SourcesTransfer from CSEA Benefits Fund $ 428,264Total Other Financing Sources $ 428,264Total Income $ 8,532,041Total Income/Deferred Revenue/Beginning Balance I$ 8,532,041$$$$$$$$$$183,093 $ 118,545411,446 324,270113,181 113,181244,173 280,650194,118 166,855228,647 238,683732,105 45,000412,771 568,4042,519,534 $ 1,855,588352,067 $ 351,034726,542 704,804394,468 380,18687,695 87,695374,124 374,124250,959 250,8685,463 5,4006,145 135,000324,477 262,730395,514 215,127963,443 903,970210,105 170,810354,095 485,3564,445,097 $ 4,327,104352,627 $ 380,633314,527 277,00043,664 12,900710,818 $ 670,533425,794 $ 216,000425,794 $ 216,0008,101,243 $ 7,069,2258,101,243 $ 7,069,225 12012-2013 Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

49Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetGeneral Fund - Restricted2011-2012Adopted2011-2012 2012-2013Estimated ProposedActual FinalEXPENDITURESAcademic SalariesInstructional Contract $ -Non Instructional Contract 768,405Academic Administrators 160,874Instructional Hourly 6,915Non Instructional Hourly 170,627Total Academic Salaries $ 1,106,821Classified SalariesNon Instructional Contract '$ 947,383Classified Management 425,377Non Instructional Hourly 320,895Instructional Aides HourlyStudent Hourly 275,890Total Classified Salaries $ 1,969,545Employee BenefitsSTRS- State Teachers Retirement $ 91,915PERS - Public Employees Retirement 150,066Social Security & Medicare 157,111Medical/Dental/Vision/Life Insurance 836,215Unemployment Insurance 56,999Workers Compensation Insurance 99,574Retirees Health Benefits 64,623Total Employee Benefits $ 1,456,503SuppliesInstructional $ 104,070Non-Instructional 409,266Total Supplies $ 513,336$$$$$$$$- $702,130 716,677177,589 121,18189,343 36,000259,599 195,4651,228,661 $ 1,069,323826,275 $ 847,783468,635 476,237500,508 255,527233,576 179,9902,028,994 $ 1,759,53786,903 $ 83,511154,682 168,050177,885 146,635857,050 661,08656,003 39,549104,573 88,23164,890 63,5881,501,986 $ 1,250,650129,340 $ 122,055235,646 257,048364,986 $ 379,1032012-2013 Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

50Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetGeneral Fund - Restricted2011-2012Adopted2011-2012 2012-2013Estimated ProposedActual FinalOther Operating ExpensesDues and Memberships $ 13,205Insurance 69,250Legal and Professional Services 3,148Postage 4,620Staff Development, Travel, and Conference 173,768Building and Equipment Rental/Leases 97,663Personal/Consultant Services 675,231Repairs 2,000Utilities 4,050Service Fees/Other Charges 1,302,284Software License 49,684Advertising, Printing, and Miscellaneous Operating . 77,859Field Trips 141,000Total Other Operating Expenses $ 2,613,762Capital OutlaySite Improvement $ 1,000BuildingsLibrary BooksEquipment 461,802Total Capital Outlay $ 462,802Other OutgoInterfund Transfers $ -Grants, Scholarships, Student Maint. Allowance 72,770Student Vouchers, Reimbursements 336,502(fatal Other outgo-),....--r$ 409,272Total Expenditures, Capital Outlay & Other Outgo I$ 8,532,041$$$$$$$13,867 $ 2,94027,474 41,1072,781 1,8002,864 2,570138,474 131,61859,189 50,029431,270 652,7983,420 2,000782 501,341,758 683,33834,901 33,82661,376 83,02840,419 34,7502,158,575 $ 1,719,854- $5,96424,271 16,518298,668 484,425328,903 $ 500,94356,575 $ 9,79584,404 78,000348,159 302,020489,138 $ 389,8158,101,243 $ 7,o69,22s 12012-2013 Fi nat BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

51Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetAuxiliary FundFund 362011-2012EstimatedActual2012-2013ProposedFinalBeginning BalanceIncomeLocal IncomeTotal IncomeINCOMETotal Income and Beginning Balance$$$588,413 $ 604,263186,106 $ 123,150186,106 $ 123,150774,519 $ 727,413 I2011-2012EstimatedActual2012-2013ProposedFinalEXPENDITURESExpendituresSalaries and Employee BenefitsSuppliesOther Operating ExpensesEquipmentCapital OutlayStudent Aid and AwardsTotal Expenditures$$7,00068,62455,95431,1436,1851,350170,256$ 5,005220,780104,15126,525625$ 357,086Net Ending Balance$604,263$ 370,327Total Expenditures and Net Ending BalanceI$774,519$ 727,413 12012-2013 Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

52Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetRevenue FundFund 34 2011-2012 2012-2013Estimated ProposedActualFinalBeginning Balance $1,133,387 $ 1,074,408INCOMEIncomeBookstore Commissions $Food ServiceFood Service InstructionInterestDormitory Rentals/Other FeesCampus Center FeesOther Miscellaneous IncomePG & E Solar Field RebateTotal Income $155,892 $ 160,000666,214 727,00012,218 14,0008,570 10,000463,382 435,500369,242 369,35022,330 22,30074,334 71,4001,772,182 $ 1,809,550Total Income/Beginning Balance I$2,905,569 $ 2,883,95812011-2012 2012-2013Estimated ProposedActualFinalEXPENDITURESOperating ExpendituresSalaries $Payroll Taxes and BenefitsSuppliesUtilitiesOther Operating ExpensesEquipmentPrincipal and Interest on DebtTransfer to Interest and Redemption FundTransfer to Repair and Replacement FundTotal Expenditures $Net Ending Balance $527,334 $ 576,580211,503 250,747401,183 399,87781,638 75,80038,483 41,9901,046 4,37326,795 26,802484,274 399,73258,905 58,9051,831,161 $ 1,834,8061,074,408 $ 1,049,152Total Expenditures and Net Ending Balance I$2,905,569 $ 2,883,958 12012-2013 Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

53Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetRepair and Replacement Reserve FundFund 352011-2012EstimatedActual2012-2013ProposedFinalBeginning Balance $INCOMEIncomeInterest $Transfers from Revenue FundTotal Income $Total Income and Beginning Balance I$226,5081,66258,90560,567287,075$ 251,499$ 1,50058,905$ 60,405$ 311,904 1EXPENDITURES2011-2012EstimatedActual2012-2013ProposedFinalExpendituresSupplies $RepairsSite ImprovementsBuildingsTotal Expenditures $Ending Balance $Total Expenditures and Ending Balance I$-23,07612,50035,576251,499287,075$ 8,0008,00015,000$ 31,000$ 280,904$ 311,90412012-2013 Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

54Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetParking Improvement FundFund 372011-2012EstimatedActual2012-2013ProposedFinalBeginning BalanceINCOMEIncomeInterestTransfer from Restricted FundTotal IncomeTotal Income and Beginning Balance$$$I$828,485 $ 708,7724,707 $49,27453,981 $4,5009,79514,295882,466 $ I 723,067 IEXPENDITURESExpendituresRepairs and Operating ExpensesSite ImprovementTransfer to Interest and Redemption FundTotal ExpendituresEnding BalanceTotal Expenditures and Ending Balance$$$I$2011-2012 2012-2013Estimated ProposedActualFinal893 $ 7,000133,172 90,00039,629 29,296173,694 $ 126,296,708,772 $ 596,771882,466 $ 723,067 12012-2013 Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

55Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetCapital Outlay Projects FundFund 412011-2012EstimatedActual2012-2013ProposedFinalBeginning BalanceINCOMEIncomeScheduled MaintenanceRedevelopment AgenciesCompensation for Loss of Fixed AssetsState Bond Proceeds - Library AnnexInterestTotal IncomeTotal Income and Beginning Balance$$$1,834,258 $ 1,943,886- $147,33487,303187,71710,368432,722 $145,0009,000154,0002,266,980 $ 2,097,886 IEX PEN DITU RESExpendituresSupplies and Operating ExpensesSite ImprovementEquipmentBuilding ImprovementTransfer to Interest and Redemption FundTotal ExpendituresNet Ending Balance$$$2011-2012 2012-2013Estimated ProposedActualFinal115,882 $ 51,00018,087 71,0003,140 245,88925,599 347,901160,386 172,788323,094 $ 888,5781,943,886 $ 1,209,308Total Expenditures and Net Ending BalanceI$ 2,266,980 $ 2,097,886 12012-2013 Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

56Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetBond Interest and Redemption FundFund 212011-2012EstimatedActual2012-2013ProposedFinalBeginning BalanceIncomeTaxesTotal IncomeINCOMETotal Income and Beginning Balance$$$25,177 $ 25,177- $- $25,177 $ 25,177 I2011-2012EstimatedActual2012-2013ProposedFinalEXPENDITURESExpendituresDebt Principle ReductionImpound TransferTotal Expenditures$$--$$Ending BalanceTotal Expenditures and Ending Balance$I$25,177 $ 25,17725,177 $ 25,177 12012-2013 Final BudgetAdopted September 12, 2012Revised 1 0/1 0/12 (Funds 23 and 24)

57Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetLease Revenue Bond Projects FundFund 422011-2012EstimatedActual2012-2013ProposedFinalBeginning Balance$1,440,673 $ 944,475IncomeInterestINCOME$3,285 $ 3,000Total IncomeTotal Income and Beginning Balance$I$3,285 $ 3,0001,443,958 $ 947,475 IEXPENDITURESExpendituresSupplies and Operating ExpensesEquipmentSite ImprovementBuildingsTotal ExpendituresNet Ending BalanceTotal Expenditures and Net Ending Balance$$$I$2011-2012 2012-2013Estimated ProposedActualFinal40,352 $47,634119,934 147,732291,563 308,124499,483 $ 455,856944,475 $ 491,6191,443,958 $ 947,475 12012-2013 Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

58Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetLease Revenue Bond Interest and RedemptionFund 242011-2012EstimatedActual2012-2013ProposedFinalBeginning Balance$ 1,593,937 $ 1,128,356INCOMEIncomeInterestProceeds from RefinancingTransfer from General FundTransfer from Capital Outlay FundTransfer from Revenue FundTransfer from Parking FundTotal IncomeTotal Income and Beginning Balance$ 27,6209,920,0471,371,638160,386484,27439,629$ 12,003,594I$ 13,597,531$ 26,0801,262,399172,788399,73229,296$ 1,890,295$ 3,018,651 1EXPENDITURESExpendituresCost of Issuance - RefinancingDebt Principle ReductionDebt Interest ReductionTotal ExpendituresEnding BalanceTotal Expenditures and Ending Balance2011-2012EstimatedActual$ 91,35711,340,0001,037,818$ 12,469,175$ 1,128,356I$ 13,597,5312012-2013ProposedFinal$1,015,000849,215$ 1,864,215$ 1,154,436$ 3,018,651 12012-2013 Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

59Shasta-Tehama-Trinity Joint Community College District2012-2013 Final Budget2002 General Obligation Bond ProjectsFund 432011-2012EstimatedActual2012-2013ProposedFinalBeginning BalanceIncomeInterestTotal IncomeINCOMETotal Income and Beginning Balance$$$326,027 $949 $949 $326,976 $ - I2011-2012EstimatedActual2012-2013ProposedFinalEX PEN DITU RESExpendituresSupplies and Operating ExpensesSite ImprovementBuildingTotal Expenditures$$628325,556792326,976.$$Net Ending Balance$-$Total Expenditures and Net Ending BalanceI$326,976$ -I2012-2013 Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

60Shasta-Tehama-Trinity Joint Community College District2012-2013 Final Budget2002 General Obligation Bond Interest and RedemptionFund 232011-2012EstimatedActual2012-2013ProposedFinalBeginning BalanceINCOMEIncomeInterestTaxesProceeds from Bond RefinancingPremium on Bond RefinancingTotal IncomeTotal Income and Beginning Balance$$$I$1,873,979 $ 10,335,2367,885 $ 7,8003,369,586 2,500,0007,250,000481,90211,109,373 $ 2,507,80012,983,352 $ 12,843,036 1EXPENDITURESExpendituresDebt Principle ReductionDebt Interest ReductionBond Issuance CostsTotal ExpendituresEnding BalanceTotal Expenditures and Ending Balance$$I$2011-2012 2012-2013Estimated ProposedActualFinal1,075,000 $ 1,380,0001,450,822 1,161,452.122,2942,648,116 $ 2,541,45210,335,236 $ 10,301,58412,983,352 $ 12,843,036 12012-2013 Final BudgetAdopted September 12, 2012Revised 1 0/1 0/12 (Funds 23 and 24)

61Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetClassified Bargaining Unit Members' Benefits FundFund 672011-2012EstimatedActual2012-2013ProposedFinalBeginning BalanceIncomeInterestTotal IncomeINCOMETotal Income and Beginning Balance$$$897,944 $ 477,0214,871 $ 2,5004,871 $ 2,500902,815 $ 479,521 IEXPENDITURES2011-2012 2012-2013Estimated ProposedActualFinalExpendituresTransfer to Restricted FundTotal ExpendituresEnding BalanceTotal Expenditures and Ending Balance$$$I$425,794 $ 216,000425,794 $ 216,000477,021 $ 263,521902,815 $ 479,521 12012-2013 Final BudgetAdopted September 12,2012Revised 10/10/12 (Funds 23 and 24)

62Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetStudent Senate and Clubs of Shasta College FundSTUDENT SENATE2011-2012 2012-2013Estimated ProposedActualFinalBeginning Balance - Funds 71 & 72INCOMEIncomeGeneralActivity CardsATM RentInterestEventsStudent Representation FeesTotal Income$$$112,7555,44141,7817815938812,94352,420$ 129,057$ 3,70036,0005008802,500$ 43,580Total Income and Beginning BalanceI$165,175$ 172,637 IEXPENDITURESExpendituresWages and Related BenefitsScholarshipsOperating ExpensesEquipmentTotal Expenditures$$6193,54631,41953436,118$3,80032,0001,000$ 36,800Net Ending Balance$129,057$ 135,837Total Expenditures and Net Ending BalanceI$165,175$ 172,637 1STUDENT CLUBS2011-2012EstimatedActual2012-2013ProposedFinalBeginning Balance - Funds 78 & 89$77,001 $ 82,147IncomeClubsTotal IncomeINCOME$$119,985 $ 120,000119,985 $ 120,000Total Income and Beginning Balance196,986 $ 202,147 1EXPENDITURESExpendituresClubsTotal ExpendituresNet Ending BalanceTotal Expenditures and Net Ending Balance$$$I$114,839 $ 115,000114,839 $ 115,00082,147 $ 87,147196,986 $ 202,147 I Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

63Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetStudent Financial Aid FundFund 742011-2012EstimatedActual2012-2013ProposedFinalBeginning BalanceINCOMEIncomeSEOG GrantsPELL GrantsBureau of Indian AffairsNational Service AwardCal GrantsEOPS/CARENSL -Federal/LocalOther Grants/AwardsTransfer from General FundTotal IncomeTotal Income and Beginning Balance$$$I$3,538 $ 3,538196,950 $ 63,07612,904,910 12,823,15761,133 32,757149,597 122,1101,055,986 934,2202,000 26,7763,798,248 3,580,4653,75019,510 15,00018,188,334 $ 17,601,31118,191,872 $ 17,604,849 1EXPENDITURESExpendituresSEOG GrantsPELL GrantsBureau of Indian AffairsNational Service AwardCal GrantsEOPS/CARENSL -Federal/LocalOther Grants/ AwardsReturn Title IV FundsTotal ExpendituresNet Ending BalanceTotal Expenditures and Net Ending Balance$$$I$2011-2012 2012-2013Estimated ProposedActualFinal196,950 $ 63,07612,904,910 12,823,15761,133 32,757149,597 - 122,1101,055,986 934,2202,000 26,7763,798,248 3,580,4653,75019,510 15,00018,188,334 $ 17,60i,3113,538 $ 3,53818,191,872 $ 17,604,849 12012-2013 Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

64Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetScholarship and Loan FundFund 752011-2012EstimatedActual2012-2013ProposedFinalBeginning Balance$308,378 $ 292,574INCOMEIncomeDonationsLate Fee IncomeTransfer from Trustee Scholarship FundTotal Income$$290,31821097,717388,245$ 300,00099,000$ 399,000Total Income and Beginning BalanceI$696,623$ 691,57412011-2012EstimatedActual2012-2013ProposedFinalEXPENDITURESExpendituresAwardsBad Debt ExpenseTotal Expenditures$$404,0481404,049$ 399,000$ 399,000Ending Balance$292,574$ 292,574Total Expenditures and Ending BalanceI$696,623$ 691,57412012-2013 Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

65Shasta-Tehama-Trinity Joint Community College District2012-2013 Final BudgetShasta College Trustees' Scholarship FundFund 772011-2012 2012-2013ProposedEstimated Actual FinalBeginning Balance$3,453,450 $ 3,565,615INCOMEIncomeInvestment EarningsContributionsTotal Income$$176,397 $33,485209,882 $176,00020,000196,000Total Income and Beginning Balance3,663,332 $3,761,615 I2011-2012 2012-2013ProposedEstimated Actual FinalEXPENDITURESExpendituresTransfer to Scholarship/Loan FundOther Operating ExpensesTotal ExpendituresNet Ending BalanceTotal Expenditures and Net Ending Balance$ 97,717$ 97,717$ 3,565,615I$ 3,663,332$ 99,000$ 99,000$ 3,662,615$ 3,761,615 12012-2013 Final BudgetAdopted September 12, 2012Revised 10/10/12 (Funds 23 and 24)

SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-600666TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:Joe Wyse,Superintendent/PresidentITEM NO.: 7.3INITIATOR:SUBJECT: MINUTES OF THE BOARD'S REGULAR MEETING HELD APRIL 10, 2013BACKGROUNDThe unapproved minutes of the Board's regular meeting held April 10, 2013 are attached.RECOMMENDATIONThe Superintendent/President recommends the Board approve the minutes, as submitted.

MEETING OF THE BOARD OF TRUSTEESOF THE SHASTA-TEHAMA-TRINITY JOINT COMMUNITY COLLEGE DISTRICTWEDNESDAY, APRIL 10, 201367MINUTESThe Board of Trustees of the Shasta-Tehama-Trinity Joint Community College District met in regularsession on Wednesday, April 10, 2013, in the Board Room of the Shasta College AdministrationBuilding located at 11555 Old Oregon Trail, Redding, CA.The meeting was called to order by Mr. Scott Swendiman, Board President, at 7:06p.m.Roll Call indicated the following:Trustees PresentMrs. Judi BeckMr. Harold LucasMr. Duane MillerMr. Kendall PiersonMrs. Rayola PrattMr. Bob SteinacherMr. Scott SwendimanMs. Renee Schneider, Student TrusteeTrustees AbsentNoneMr. Swendiman led the flag salute.Superintendent/President Joe Wyse said there were no special guests present this evening.Mr. Swendiman asked if there were any requests from the audience to speak to any itemon the agenda.Dr. Ralph Perrin, Dean of Arts Communications and Social Sciences, asked to speak toItem 8.1.6.1 FACULTY ASSOCIATION REPORTMs. Joan Bosworth, President of the Faculty Association, provided the following report:I just have a brief report. The faculty appear to have come back rested from a wonderfulspring break, which was very enjoyable for most. We've been busy, as JenniferMcCandless will tell you, on hiring committees, which is a wonderful thing. We're glad tobe hiring faculty, and are excited to see what next year will bring.

MEETING OF THE BOARD OF TRUSTEES - 2- APRIL 10, 2013686.2 ACADEMIC SENATE REPORTMs. Jennifer McCandless, Academic Senate President, provided the following report:At the last Board meeting, I mentioned we were voting for our Excellent Educator of theYear. I would like to congratulate this year's winner: Bethany Schaarschmidt, NutritionInstructor. There were lots of great nominees along with Bethany, so it was tough for theExecutive Committee to decide. Also, as Ray Nicholas reported at the last meeting, thePart-Time Excellent Educator of the Year award will take effect next spring, so we'll haveboth a full-time and part-time Excellent Educator. We're working on getting some kind ofmonetary support so we can give out cash awards along with the titles, much like thestate Hayward award. We're working on that. Mr. Swendiman asked how they will gainfunds for that. Ms. McCandless replied we'll be asking the Board, the President, theFoundation, etc.6.3 CLASSIFIED EMPLOYEES' ASSOCIATION REPORTMr. Steven Reeves, President of CSEA Chapter 381, saidI would like to let everyone know of an unfortunate incident involving one of our classifiedpersonnel, Patricia Carver. Her home burned down and she lost just about everything.Fortunately, Patricia and her pets are fine. The Security department and Lynda Little inthe Business Office are accepting cash donations which is Patricia's immediate need atthis time. The Security office is also having a fundraising spaghetti feed dinner on April26th. It's being held here on campus in the cafeteria. Mr. Swendiman asked the time of thefund raiser. Mr. Reeves said they will send out a flyer. Mr. Swendiman asked where cashdonations should be sent. Mr. Reeves replied the Security office or to Lynda Little in theBusiness Office.Although not directly CSEA related, I am heading up the Bike Commute Challenge hereat Shasta College which starts on May 5 through May 18. We won this challenge in2010, and this year I am working with several other CSEA members and Faculty to rallyour students and our community. Hopefully we can win again. In 2010 we won a verynice bicycle rack that is currently installed here on campus.CSEA is still working with the District on our 2013-2016 Successor Bargaining Unit Contract.6.4 STUDENT SENATE REPORTMs. Renee Schneider, Student Senate President, provided the following report:Tonight there is not a lot to report. Student Senate is gearing up for April elections whichwill be held on April 24th and 25th. There are several candidates running. We are sendingsix students from Student Senate to the Gen Assembly conference. Last, as StevenReeves mentioned, we are helping out as we can with bike month and are encouragingstudents to get to school via bike, if they can.6.5 BOARD MEMBER REPORTSMr. Swendiman asked if there were any Board Member reports.Mrs. Pratt said "wrangling and roping" kudos to Meridith Randall for the Wild West programdone for the conference; it sounds like it was interesting. The program was great.Ms. Randall said Peter Griggs created the program. Mrs. Pratt said it's a gorgeous program,and thanked Mr. Wyse for putting it in the weekly Board packet.

MEETING OF THE BOARD OF TRUSTEES - 3 - APRIL 10, 201369Mrs. Beck said some of us attended the Athletic Department fundraiser at Win-River. Wehope to get the numbers for it. It was a wonderful evening. Dean Gary Houser said wewill have the numbers soon. Mr. Swendiman said it was a good time, and his group hada designated driver. He said he can't believe who Bill Walton was, and all that he's donein his life. Dean Houser said he was a highly recognized athlete for us. Mr. Swendimansaid it was very special. He said he also attended the production of Jerusalem. It wasvery interesting. He went after reading the comments in the newspaper which he feltwere valid depending on your age. For the next generation after mine, it would be stunningto witness. The acting was unbelievable; they didn't miss a beat. It was really, reallygood. Mr. Swendiman said he was not offended by any of it and thought it representedreality. He enjoyed it. Mrs. Beck said she received a few phone calls from people whowere not enthralled with it. Mr. Swendiman said there were some volunteer ushers intheir 70s, and they found nothing to appreciate about it, but it's nothing more than a generationalthing. They hadn't experienced any of that. It was fantastic, and the lead coulddo anything, he was so good.6.6 SUPERINTENDENT/PRESIDENT'S REPORTMr. Wyse said first, I want to mention the new Student Success Scorecard that has beenreleased from the Chancellor's Office. The scorecards give college-by-college views ofstudent performance and were a major recommendation of the Student Success TaskForce. The scorecard enables users to easily track a college's certificate and degree attainmentand transfer rates, persistence rates, and "momentum points," such as thecompletion of 30 units, which is typically considered to be the halfway mark to transferringto a four-year institution as a junior or completing an associate degree. This scorecardreplaces the old accountability report-ARCC-that you have been used to seeing.We plan to give a presentation at the May Board meeting to present and discuss what iscontained in this scorecard. Next month, Marc Beam, Director of Research and Planning,will be at the meeting to present information on the new scorecard.Second, I want to highlight the Shasta Promise agreement that is on tonight's Boardagenda. Tom Armelino, County Superintendent of Schools, has led this effort of helpingpromote a college and career readiness culture in our county. Shasta College includesTrinity and Tehama. The goal of this effort is for all Shasta County students to receive aneducation that prepares them for success, without remediation, in all post-secondary optionswith a focus on high skill and high wage employment. This isn't a college-onlymessage; a four-year university experience isn't for everyone. Options include apprenticeships,certificate programs, trade schools and the military. There is a press conferencescheduled for tomorrow at the Shasta County Office of Education at 1:45 p.m.tohighlight this agreement.Finally, I'd like to report that our integrated planning efforts continue to progress. We arefollowing the timelines and processes in our Integrated Planning Manual, andalthough all of us participating in the process are finding things we would like to improveabout it, I am pleased that we are doing what we said we would do. I continue to remindus all that part of the integrated planning process is the opportunity to evaluate andchange the process for the better! Thanks to all for continuing to be involved in this ongoingeffort.

MEETING OF THE BOARD OF TRUSTEES - 4- APRIL 10, 2013706.7 SHASTA COLLEGE FOUNDATION QUARTERLY REPORTMr. Scott Thompson, Executive Director of the Shasta College Foundation, provided thefollowing report:Foundation Facebook Page Launched!Thanks to Peter Griggs, Communications Design Coordinator, and Nancy de Halas, theFoundation has launched our first Facebook page. With this page we are going to tellour story. Our focus will be on campus events we are working on or sponsoring. Weare starting to support more areas on campus, and this will be a way of sharing that information.(www.facebook.com/ShastaCollegeFoundation)Our first posting was Spanish artist Rosana Castrillo Diaz's show, and installation in ourart gallery. Today we posted the story of Shasta College student, Samuel Diener, wholast week attended the National Undergraduate Literature Conference held at WeberState University in Ogden, Utah. The Foundation sponsored Samuel's trip to this prestigiousconference. Samuel was accepted to present his poetry at this conference, attendedby students and educators from around the United States. Out of 180 student entries,he was one of six students selected to have his poetry published in the WSU journal,Metaphor. We feel honored to have Samuel represent Shasta College. IdaliaHuckman-Crye and Dr. Frank Nigro championed Samuel and share in the pride of hisaccomplishments.With Eva Jimenez's help, I would like to show you our Facebook page and invite you to"like" and follow us as we highlight Foundation supported events. This month we willhighlight the Heritage Film Festival in Red Bluff and Randy Reed's Coral Sea oceanographyfield trip to Humboldt.Robinson ForeclosureWe continue to work with Fidelity Default Resolution in Rancho Cordova on the finalstages of foreclosing the Robinson property in Cottonwood. As of this week, Jenny Vial,Senior Vice President at Fidelity, tells me we should conclude this foreclosure in threemonths. That means we will have the property on the market for sale this summer. Weare very close.Teresa Poore Trust- Student Textbook FundIn February, the Foundation made its first spring semester disbursement in the amount of$5,000 to the Teresa Poore Student Textbook Fund. This fund was initiated last year bythe Shasta College Textbook Committee, under the direction of Heather Wylie. This initialdisbursement funded 12 students. This textbook grant is for students in need, on afirst come, first serve basis, that funds up to $400 per student. The application process ishandled through Angela Nava in our Financial Aid office. The Poore Trust is a $1.1 millionfund that will generate approximately $40,000 in interest per year. This fall semesterwe should be able to disburse $20,000- $25,000 for this program. Teresa Poore's generosityis going to make a significant difference to our students.Burney Property UpdateLast week I spoke to realtor Rob Middleton, who has the Burney property listed. He saidthings are starting to pick up in Burney and two private parties have been interested inthe building.William Beaty Trust UpdateI continue to work with attorney Evan Delgado on the Beaty Trust. On Tuesday, I receivedthe following email from Evan Delgado. "/ have the information I need to proceed

MEETING OF THE BOARD OF TRUSTEES - 5- APRIL 10, 201371and anticipate next week getting you information about the trust assets and a trust distributionagreement. Under the agreement, a distribution of most of the bequest would bemade immediately with a smaller amount distributed after a timber sale is completed."Trinity Trail UpdateRecently I met with Pat Frost, a Foundation Regent in Trinity County and adjunct instructor,about reviving the Trinity Trail project. This project has been dormant as we havestruggled with two issues. The first issue is obtaining an easement on the adjacentproperty. The second issue has been the availability of the CCC's to build the trail likethey did at our Tehama campus. We have just been informed that there is a strong possibilitythat they will be available this summer. Therefore, we are going to give this projectanother push."Pay it Forward"Our "Pay it Forward' voluntary deduction staff drive continues to be an important programfor funding campus programs and events. From my last report in January, theFoundation has sponsored the following campus events:$155.82$500.00$145.50$100.00$486.50$2,500.00$2,000.00$500.00$125.00$174.85Mrs. Pratt asked the value of the Rolland Robinson property. Mr. Thompson replied approximately$1 million; it might be worth more now. This should bring in to the Foundationbetween $400,000 and $600,000 of undesignated funds, which is pretty rare. Mr.Lucas asked what undesignated meant. Mr. Thompson said the money will come directlyto Shasta College for its use. Usually funds are designated for scholarships. Mr. Lucasasked if the property was divided into lots, or if it's a single parcel. Mr. Thompsonsaid the parcel is subdivided. Mr. Lucas said it's been a long haul. Mr. Thompson saidwe're not there yet. Mr. Swendiman asked if the subdivision was final. Mr. Thompson

MEETING OF THE BOARD OF TRUSTEES - 6- APRIL 10, 201372replied no. Mr. Miller said then it's a single piece of property. Mrs. Beck said she seeshim frequently. He's lost some of his alertness, but he's an amazing man. Mr. Thompsonsaid this is a really good thing for the college, and it's really nice that you visit him. Mrs.Pratt asked if everyone knows about this Board of Trustees member. Mr. Thompson saidhe was a former Trustee on the Shasta College Board. Mrs. Pratt said he fought reallyhard to get a college in Cottonwood. Mr. Lucas said he was one of the original Boardmembers. Mrs. Beck said he left in 1993. Mr. Wyse said a fun thing was his being partof the Shasta Dam project. Mrs. Beck said he is a very interesting man. Last year wetook him to Shasta Dam, where he was given a personal tour. They treated him verynicely.Regarding the Teresa Poore trust, Mr. Lucas asked if the students are required to returnthe purchased books back to the Foundation. Mr. Thompson said he is not sure; theTextbook Committee handles that. Mr. Lucas said it would really increase circulation ifthey were returned to the Foundation. Mr. Thompson replied from what he understands,the editions change so quickly they wouldn't be usable in two years. Mr. Pierson askedthe per semester average textbook cost for students. Ms. Schneider replied one textbookcan cost from $20 to $200; it depends on the class. Mr. Pierson said so the costcan reach $300 to $500 easily. Ms. Schneider replied yes.Mr. Swendiman asked whose property we would be crossing with an easement. Mr.Thompson replied it's private property; they are reluctant to give it to us. We may haveto buy it. They are absentee landlords.Mr. Lucas said you're getting a lot done. Mr. Thompson said it's a lot of fun. Mr. Piersonasked how long the Foundation has been in existence. Mr. Thompson replied since1995. Mr. Pierson asked if there was an initial endowment. Mr. Thompson said we itstarted with $400,000, and now we have $3 million in assets. A lot of money has beenspecifically designated, so the endowments are different. Mr. Swendiman asked if any ofthe funds are managed by the Shasta Regional Foundation. Mr. Thompson replied theyare managed by Stifel Nicolaus (Rod Long) who manages the college's money too. Wehave an investment committee that works with them; I'm not involved in that part of it.6.8 ACADEMIC AFFAIRS REPORTMs. Meridith Randall, Vice President of Academic Affairs, said she wanted to mention inaddition to her written report a couple of highlights from the CIO Conference. There were80 to 90 Vice Presidents of Instruction in attendance from all over the state. The keynotespeaker was Stan Jones from Complete College America. There were five good pointsbased on research that helps with students' success:1. Reducing choices2. Clear Pathways3. Embedding remediation rather than forcing students to go through it first4. Influencing students to attend college full time5. Reforming Placement PracticesThese are all things Shasta College is working at. Barbara Be no, President of the ACCJC,presented upcoming changes in accreditation. The standards are revised for 2014 so it willaffect our next full visit. They are going to include a section on integrity for colleges (not forthe ACCJC), and a few other things. There will be more emphasis on the time it takes studentsto reach their degrees. There will be common metrics, standards, and extra scrutiny fordistance education. Ms. Randall said she was pleased that Eva Jimenez and Frank Nigrowere able to come to part of the conference training for deans to learn more about the system.

MEETING OF THE BOARD OF TRUSTEES - 7 - APRIL 10, 2013736.9 ADMINISTRATIVE SERVICES REPORTMr. Morris Rodrigue, Vice President of Administrative SeNices, provided the following reports:~f!E!~f! fif!Yf!(}Llf!_ E}gn_cj~ ~~Pf!'!cJ!~L!rf!~ .....Mr. Rodrigue said Mrs. Pratt said she would like to know what the big changes are in thisfirst report on Lease Revenue Bonds Expenditures. We're not spending dollars, but weare shifting and adjusting. We want to close out this fund. The waterline project is completeand almost closed out. We are working toward closing out other projects. A coupleof things to note are that ADA Building Access and ADA Site Access funds are beingused to fund other things. We are still working on pool deck repairs. Bat abatement wascompleted, but at a lower amount. We left in the gas line project. When you look at afew added items, such as the Amphitheatre Deck project, please note that part of the redevelopmentdollars help pay for the lease revenue bond. In order to do that, we needsome projects in public spaces and we can account for money spent in that way. That'sone of the reasons the Amphitheatre Deck project is on the list. It's deteriorated, and anyrepairs in terms of wood will not be satisfactory. We're looking at putting in a concretesurface to make it safe and usable. It's roped off as we take a look at trying to fix it. Anotherproject on the list is for the Library Carpet. There is still a bunch of carpeting notreplaced. This is another public space so it's a good place to put the funds. You mighthave noticed the donated carpet tiles in the lobby. We're testing them now to see if weshould use them across campus. They're extremely durable, easy to clean, and laydown really fast. The carpet tiles in the lobby are for a high traffic area; we can get lowergrade tiles for lower traffic areas, for example, between the stacks in the Library. Wewant to make sure it's a good product first. Mrs. Pratt asked how our institution was chosento test the carpet tiles. Mr. Rodrigue said George Estrada, Director of Physical Plant,is persistent. Mr. Estrada said the vendor showing us his products said he would give us30 yards of carpet tiles to test, and I told them we needed 99 yards. They gave it to us.They brought in the material and an installer from Pennsylvania to show us how to installthe tiles. Butte College is testing them too. We'll see how we like it as it goes along. Mr.Pierson asked the price per square foot. Mr. Rodrigue replied $30 per square yard. Ourown staff will do the installation. The benefit is its long-term life, ease of cleaning, andself-installation. It went down much faster than we anticipated. They came in the morningand within 'Y:! day the main area was complete, and they were just finishing the detailwork. Mrs. Pratt asked if that included removing the old carpet. Mr. Rodrigue said it wasremoved prior to the installation day. The carpet tiles are easy to take up and put backdown, and they're easy to clean. We can order more than we need, and can swap themout for cleaning. Mrs. Pratt asked if the price was $30 per square yard or square foot.Mr. Rodrigue replied $30 per square yard, and there are 9 square feet per square yard.The next item on the report is for Emergency Lock Downs. There are a number of thingsto do for emergency lock downs in the buildings. The first phase is to put push buttonsinside all of the classrooms to be used in an emergency. This will allow instructors tolock the door with a push button from the inside instead of locking the door with a keyfrom the outside. It's not unusual for instructors to not bring their keys. Mr. Miller askedif this can be done remotely so there will not be a lot of hardwiring required. Mr. Rodriguesaid they will just be push locks. We will then phase in exterior door locks andelectronic access. Another phase in will be for security, but that piece will be much moreexpensive. The other phase in will be security for this building. Mr. Rodrigue said theseare some of the new items. Other items you've seen before. Some dollars have beenshifted, but we felt that was the best way to spend down this money. Mr. Reeves askedif college staff would be installing the locks on the doors. Mr. Rodrigue replied yes.

MEETING OF THE BOARD OF TRUSTEES - 8- APRIL 10, 201374District Financial Reports. ................................. ........................ .. ...................... .Mr. Rodrigue said our ending cash balance is at $6 million. At the end of March, wewere at $3.8 million. In April (on April 1 0 1 h) we'll get an influx of property tax dollars. Thiswill boost our cash balance back up. We'll be looking good for the next couple ofmonths.to Actua/sMr. Rodrigue said at the bottom of the report you'll see 61.9%. At the top is the percentageof where we should be, which is at 66.67%, which is good. Last year at this time wewere at 62.8%. As we're getting close to the end of the fiscal year and are analyzing ouractual expenditures, I wouldn't be surprised if we end up 2 to 2.5% under budget. This isgood because we started with a budgeted deficit of $850,000. We're trying to get asclose as we can to break even, or even end the year in the black. Mrs. Pratt asked whatthat percentage is in dollars. Mr. Rodrigue said 1% is about $400,000, so 2% would beabout $800,000. 2.5% would equate to about $1 million.7.1 APPROVAL OF THE MINUTES OF THE BOARD'S REGULAR MEETING HELDMARCH 13, 2013It was moved by Mr. Kendall Pierson, seconded by Mr. Robert Steinacher, and carriedTO APPROVE THE MINUTES OF THE BOARD'S REGULAR MEETING HELD MARCH13, 2013. The Student Trustee advisory vote was affirmative.Mr. Wyse said the job description for Project Coordinator- Senior in Item 8.2 was revised,and corrected pages have been provided.Mr. Swendiman called on Dr. Ralph Perrin to speak to Item 8.1.Dr. Perrin said he would like to recognize Robert Soffian on 27 years of service, andthanked Scott Swendiman for mentioning the play. It was his swan song. For over 27years, Robert has impacted the community in a very heavy way. He filled his classeswith large audiences, and packed his Humanities through the Film classes term afterterm. He has taught thousands of students. We put in the Board agenda that he directedover 50 different plays, but it was closer to over 75 plays in those 27 years. Robertselected plays on purpose to challenge his students in their acting careers. Mr.Swendiman mentioned the skill of the actors. Robert has an uncanny ability to direct thestudents to pull the acting ability out of them, and he's had quite a career here. Dr. Perrinsaid he wanted to recognize those years of service before the Board.Mr. Wyse said he echoes that. He couldn't say it any better than Dr. Perrin. Eventhough Robert sometimes likes to push the envelope, he's a wonderful person to speakwith and to talk about ideas with, and his excitement is apparent when talking about hisstudents. Mrs. Pratt said Robert lives near her, and he's an interesting recruiter. He wasable to recruit her entire family to work on costumes for a whole summer. It was reallyfun, and they did it several times. It was moms and dads and kids, and it was kind of amiracle he was able to talk people into that.

MEETING OF THE BOARD OF TRUSTEES - 9- APRIL 10, 201375Mr. Wyse recommended approval of the consent agenda, and pointed out a slight revisionof the job description on pages 34-37.It was moved by Mr. Harold Lucas, seconded by Mr. Duane Miller, and carried TO AP­PROVE THE CONSENT/ACTION AGENDA, as amended. The Student Trustee advisoryvote was affirmative.9.1 APPOINTMENT OF COMMITTEE ON BOARD SELF-EVALUATIONMr. Wyse said last year the Trustees appointed to the Committee on Board Self­Evaluation were Scott Swendiman, Bod Steinacher, and Kendall Pierson. This year, theywill be Rayola Pratt, Harold Lucas and Duane Miller.Mr. Swendiman reiterated the appointment of Rayola Pratt, Harold Lucas and DuaneMiller to serve on the Board's Self-Evaluation Committee.9.2 SECOND READING OF REVISED OR NEW BOARD POLICIESMr. Wyse said there is a correction on page 54 in the recommendation section, as actionwill need to be taken by the Board on these policies. A handout has been provided.It was moved by Mr. Duane Miller, seconded by Mr. Kendall Pierson, and carried TOAPPROVE THE PROPOSED REVISIONS TO THE BOARD POLICIES AS PRESENT­ED. The Student Trustee advisory vote was affirmative.9.3 SABBATICAL LEAVE REQUESTS FOR 2013-2014Mr. Wyse said earlier tonight the Board's Sabbatical Leave Subcommittee met and heardpresentations from two faculty members recommended for sabbaticals next year. Mr.Mark Blaser, Chemistry Instructor, has requested a one year sabbatical, and Ms. TerryTurner, Communications Studies Instructor, has requested a one semester sabbatical.We enjoyed their presentations immensely, and believe that the subcommittee is inagreement to grant two sabbaticals for next year.It was moved by Mrs. Judi Beck, seconded by Mrs. Rayola Pratt, and carried TO AP­PROVE THE SABBATICAL LEAVE REQUESTS FOR EACH OF THE APPLICANTSWHO PRESENTED THIS EVENING, AS FOLLOWS:• Mark Blaser, Chemistry Instructor• Terry Turner, Communications Studies InstructorThe Student Trustee advisory vote was affirmative.9.4 GRANT PROPOSALS- AGRICULTURE, WATER & ENVIRONMENT TECHNOLOGYSECTOR AND SMALL BUSINESS SECTORMs. Randall said these two grants are being submitted by the college under a new organizationof the Chancellor's Office Workforce and Economic Development Division. DeanJimenez can explain this more clearly. Dean Jimenez said the new Vice Chancellor VanTon-Quinlivan is realigning the EWD focus statewide. There are 10 sectors they are focusingon. The campaign is about doing what matters most for jobs and the economy.The Vice Chancellor wants to integrate EWD with curriculum. This is really exciting. Ofthe 10 sectors, Shasta College had decided to pursue two of the 10 RFAs which are tar-

MEETING OF THE BOARD OF TRUSTEES - 10- APRIL 10, 201376geted for agriculture and small business. This decision was made through the North/FarNorth Regional Consortia regarding who has key talent and resources. We're really excitedabout this opportunity. Mrs. Pratt said for the second one on Small Business Sectoris says "region." The one above names colleges, but for what region? Ms. Jimenez saidboth of the grants are regional; they are both targeted for the North/Far North region.The grant covers those colleges listed. If awarded, we represent all of these colleges.The Vice Chancellor's entire focus is not just integrating EWD with curriculum, but bringingus all together as a region. We can share curriculum across regions. The focus withthe small business and agriculture is best practices in the industry. We would host activitiesrelated to agriculture in Redding and bring people here for seminars and workshops.It was moved by Mr. Kendall Pierson, seconded by Mr. Duane Miller, and carried TOAPPROVE THE GRANT PROPOSALS. The Student Trustee advisory vote was affirmative.9.4.1 GRANT PROPOSAL- POSITIVE CHILD GUIDANCE PROJECTMs. Randall said this was a late addition after the agendas were printed. Some of thefaculty and other individuals in our ECE program would like to apply for a First 5 Shastathree-year grant offering Triple P curriculum to a variety of child care providers.It was moved by Mr. Harold Lucas, seconded by Mr. Robert Steinacher, and carried TOAPPROVE THE GRANT PROPOSAL. The Student Trustee advisory vote was affirmative.9.5 MEMORANDUM OF UNDERSTANDING WITH BUTTE-GLENN COMMUNITY COLLEGEDISTRICTMr. Wyse said he will speak to this item, as Kevin O'Rorke, Vice President of StudentServices, is on vacation. This is a Memorandum of Understanding with the Butte-GlennCommunity College District regarding the foster youth network grant. We have the grantand it will give us some money to help participate in activities. Mr. Wyse recommendedapproval.It was moved by Mrs. Judi Beck, seconded by Mr. Robert Steinacher, and carried TOAPPROVE THE MEMORANDUM OF UNDERSTANDING WITH BUTTE-GLENN COM­MUNITY COLLEGE DISTRICT. The Student Trustee advisory vote was affirmative.9.6 THE SHASTA PROMISE INITIATIVEMr. Wyse said since he highlighted this in his report, he recommends approval as presented.Mrs. Pratt said in the report it says without remediation. Don't some students need remediation?Mr. Wyse said for students finishing high school, the goal is to reduce theremediation rate, and get students to not throw away part of their senior year. Onlyabout 22 to 23% of Shasta County graduates finish A-G curriculum in high school totransfer to a four-year school. It's a detriment to them. They can still come to ShastaCollege, but it's better if they're better prepared. They don't test into transfer level subjects.We'd like to reduce that. Mr. Swendiman said to listen to the process, after a fewyears-once we cycle through it-we might completely sidestep remediation becausestudents will be equally prepared out of 8 1 h grade. We're starting in kindergarten, actually.Mr. Wyse said The Shasta Promise initiative was modeled after the Long Beach initiative,but is different. We're rural, and they're urban. Not a lot of places have tried to dothis for high school and higher education to align. Mr. Swendiman said everyone is in-

MEETING OF THE BOARD OF TRUSTEES - 11 - APRIL 10, 201377volved, short of one district. Mr. Wyse said College Options is looking to expand intomore counties. They think they will see expansion. Mr. Swendiman said Dr. Kate Maharpretty much funded College Options for 5 years with her efforts. Mrs. Pratt said on page93, we will be providing students with the opportunity to learn about and apply for collegefinancial aid. I also think they should learn about paying back their financial aid. We'reteaching and remediating; a lot of parents lost their homes, and we don't want anotherbubble like that. Mr. Wyse said we provide financial aid entrance and exit counseling,and are making sure when they leave they are reminded of it. Ms. Schneider said shejust missed it, but her brother will be receiving it. Mrs. Pratt said we need to let studentsknow they are going into a weak economy and paying it back may be difficult.It was moved by Mr. Harold Lucas, seconded by Mr. Robert Steinacher, and carried TOAPPROVE THE SHASTA PROMISE INITIATIVE AGREEMENT. The Student Trusteeadvisory vote was affirmative.9.7 LETTER OF UNDERSTANDING WITH SIMPSON UNIVERSITY FOR SPORTS COMPLEXPROJECTMr. Rodrigue said the first page of this Letter of Understanding has been revised to betterdefine COLLEGE and UNIVERSITY. A handout for pages 102 and 103 has been provided.He said we've brought this to the Board before when we did work out at theSimpson University athletic field. This is a continuation of additional work by our HeavyEquipment classes so they can gain real world experience.It was moved by Mrs. Rayola Pratt, seconded by Mr. Robert Steinacher, and carried TOAPPROVE THE LETTER OF UNDERSTANDING WITH SIMPSON UNIVERSITY. TheStudent Trustee advisory vote was affirmative.9.8 CONSULTING SERVICES AGREEMENT WITH TOTAL COMPENSATION SYSTEMS, INC.Mr. Rodrigue said part of our GASB 45 retiree health benefits obligation is to have an actuarialstudy completed every two years. This is the agreement to start the process ofthe actuarial study. We are seeking Board approval.It was moved by Mr. Robert Steinacher, seconded by Mr. Duane Miller, and carried TOAUTHORIZE ADMINISTRATION TO ENTER INTO A CONSULTING SERVICESAGREEMENT WITH TOTAL COMPENSATION SYSTEMS, INC. The Student Trusteeadvisory vote was affirmative.9.9 ANNUAL OPERATING PLAN WITH THE CALIFORNIA DEPARTMENT OF FORESTRY ANDFIRE PROTECTIONMr. Rodrigue said this agreement is one John Moore, Transportation Supervisor, workson which allows the California Department of Forestry and Fire Protection to use ourequipment, and Shasta College gets paid for our water tender and dozer used to providesupport at fire incidents. Dean Jimenez's area benefits from this.Dean Jimenez said last year she made the statement that she hoped we would have aheavy fire season, and we did have a good fire season last summer. We brought inclose to $80,000 to the general fund from the dozer and water tender. This is a reallygood project. And no, we did not go out and start any fires.It was moved by Mrs. Rayola Pratt, seconded by Mr. Duane Miller, and carried TO APPROVETHE ANNUAL OPERATING PLAN FOR COOPERATING AGENCY PERSONNEL ON CALFIRE INCIDENT COMMAND TEAMS. The Student Trustee advisory vote was affirmative.

MEETING OF THE BOARD OF TRUSTEES - 12- APRIL 10, 2013789.10 2012-13 SPENDING PLAN FOR THE EDUCATIONAL PROTECTION ACCOUNTMr. Rodrigue said part of Proposition 30 was the establishment of an Educational ProtectionAccount (EPA). Funds are funneled into this account which can only be spent on instructionaltype items. They may not be used for administrative costs, etc. We are requiredto provide a spending plan for this money. If you take a look on the next page,you will see the areas in which we plan to allocate the EPA funds. We are estimating wewill receive $6 million. We felt it was better to look at a higher number in case we getmore. It's important to point out there are more dollars to allocate. At the end of the yearwe will have to audit the funds, and post and publish the audit on our website.It was moved by Mr. Harold Lucas, seconded by Mr. Robert Steinacher, and carried TOAPPROVE THE 2012-13 SPENDING PLAN FOR THE EDUCATIONAL PROTECTIONACCOUNT FUNDS. The Student Trustee advisory vote was affirmative.9.11 DONATION OF SURPLUS KILNMr. Rodrigue said we have a kiln we have not been using. Dean Tom Orr brought this toour attention. Dean Orr said the kiln was donated to us by a resident in Tehama County,so we are donating it to support the Tehama County Arts Council's Green Room Studio,which will then fulfill the donor's original wishes. It doesn't appear that we will have a ceramicsclass any time soon at the Tehama campus, but we have another kiln in reserve,just in case.It was moved by Mr. Robert Steinacher, seconded by Mr. Duane Miller, and carried TOAUTHORIZE ADMINISTRATION TO DONATE THE SURPLUS KILN TO THE TEHAMACOUNTY ARTS COUNCIL. The Student Trustee advisory vote was affirmative.10.1 FUTURE BOARDMEETING DATES10.2 COMMENCEMENTMr. Swendiman announced the future Board Meetingdates as:• May 8, 2013• June 12, 2013• July 10, 2013• August 21, 2013 (In lieu of August 14, 2013)Mr. Swendiman announced the date of commencement asMay 24, 2013.Mr. Swendiman asked if there were any comments from the individual members of theBoard. There were none.Mr. Swendiman asked if there were any comments from the audience.Ms. Bosworth noted the passing of two retired faculty. Richard Dalrymple taught for usfor 40 years in the English Department, and was one of the teachers from whom she tookEnglish 1A and 1 B classes. His service is on Saturday. Susan Wiggett taught in ourNursing program. It was very sad to see they've passed. They donated a great portionof their lives to educating our students. Mrs. Pratt said Richard's service is Saturday?Ms. Bosworth replied yes, at 2:00p.m. at the Pilgrim Congregational Church.

MEETING OF THE BOARD OF TRUSTEES - 13- APRIL 10, 201379Dean Jimenez said last year, several of you attended the student recognition banquet forthe BAIT Division. This year's event will be held on April 18 1 h at 5:00p.m. at the GrandPavilion. It's a student-driven evening to recognize students for their outstandingachievements. We hosted over 300 guests last year. You are all welcome to attend. OnMay gth, we're repeating a really great program we started last year at Shasta College:the N.E.W. program (non-traditional employment for women). Last year, we hosted closeto 300 young high school ladies to expose them to non-traditional careers. This is oursecond annual event. This year, hopefully KRCR and the radio station will be there.This was such a big event last year. It was recognized by the North/Far North Consortia,who talked about it with American River College. We held a statewide webinar so othercommunity colleges can implement this program. If you would like to attend, you arewelcome. Mrs. Beck asked if Dean Jimenez is sending the information out to the FallRiver outreach campuses. Dean Jimenez replied yes.Mr. Swendiman announced the date of the next regular Board meeting as Wednesday,May 8, 2013.Mr. Swendiman recessed the meeting to Closed Session at 8:10p.m. regarding:14.1 California Government Code Section 3549. 1:COLLECTIVE BARGAINING SESSION14.2 California Government Code Section 48912:CONSIDERATION OF STUDENT SUSPENSION OR OTHERDISCIPLINARY ACTION - NOT EXPULSION14.3 California Government Code Section 54957:PUBLIC EMPLOYEE DISCIPLINE/DISMISSAL/RELEASEMr. Swendiman reconvened the meeting in open session at 8:35p.m. With respect toItem:14.1 California Government Code Section 3549. 1:COLLECTIVE BARGAINING SESSION• Mr. Swendiman said there was no report.14.2 California Government Code Section 48912:CONSIDERATION OF STUDENT SUSPENSION OR OTHERDISCIPLINARY ACTION- NOT EXPULSION• Mr. Swendiman said there was no report.14.3 California Government Code Section 54957:PUBLIC EMPLOYEE DISCIPLINE/DISMISSAL/RELEASE• Mr. Swendiman said there was no report.

MEETING OF THE BOARD OF TRUSTEES - 14- APRIL 10, 20138016. ADJOURNIt was moved by Mr. Harold Lucas, seconded by Mrs. Rayola Pratt, and carried TOADJOURN THE MEETING.Board President Scott Swendiman adjourned the meeting at 8:36p.m.

SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-600681TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:SUBJECT:Joe Wyse,Superintendent/PresidentLaura Cyphers Benson,Associate Vice President of Human ResourcesCONSENT AGENDAPERSONNEL ITEMS- EMPLOYMENTADMINISTRATIVE/MANAGEMENT/SUPERVISORY STAFFITEM NO.: 8.1BACKGROUNDNew Position Description, Educational AdministratorAttached is a new position description for Associate Dean, Full-Time, 12 months, Range 50,$8,370 to $9,033 per month on the current Administrative/Confidential Salary Schedule.RECOMMENDATIONThe Superintendent/President recommends the employment items be approved as submitted.

82Range 50Hours/day 8Hours/week 40Months 12SHASTA-TEHAMA-TRINITY JOINT COMMUNITY COLLEGE DISTRICTJOB TITLE:Associate DeanDESCRIPTION OF BASIC FUNCTIONS AND RESPONSIBILITIES:To develop, plan, and manage respective assigned departments and programs, includingbudget management and coordination with other campus departments. To coordinate andprovide oversight of classrooms and labs. To exercise leadership in carrying out the College'sstrategic plan in close collaboration with other departments and community organizations.Employees in this job class are overtime exempt, receive administrative direction within aframework of general guidelines, and exercise supervision over faculty and support staff. Thisis an educational administrative position, which requires excellent communication and strongleadership skills.SUPERVISOR:Division Dean or as assigned.TYPICAL DUTIES:• Provide direction and supervision to staff and/or faculty employees to include: prioritizingand assigning work; conducting performance evaluations; ensuring faculty and staff aretrained; and make hiring, termination and disciplinary actions with subordinate employees• Develop, implement, and evaluate program goals, objectives, policies, and services that areconsistent with the College missionDirect, oversee, and participate in the development of the department work plan; monitorworkflow; review and evaluate work products, methods, and procedures• Provide direction for curriculum, instructional, and/or program development, equipment, andimplementation; evaluate results and make appropriate modifications• Interpret and apply policies and procedures for mediation and conflict resolution withstudents, faculty, staff, and external entities• Develop and implement policies, procedures, and processes designed to improve studentlearning outcomes• Engage in a program of professional improvement in order to remain current in area ofresponsibilityDirect the development of research materials; provide reports and recommendations onstaffing, scheduling, enrollment, services, and other areas as required• Develop, coordinate, and administer budgets; control and monitor expenditures in theirrespective programs.• Collaborate with other organizations to promote organizational effectiveness, awareness,and public relationsCreated 4-2013Board Approved:1

83Associate Dean2• In collaboration with the faculty, lead the efforts to develop and monitor student learningoutcomes in classes and programs• Participate in a variety of administrative, board, and other meetings; conduct departmentmeetings; work closely with faculty coordinators.• Participate in professional organizations, and maintains an understanding and workingknowledge of current ideas, research, and practices related to their respective programs.• Prepare written and oral reports on student learning and other areas as needed• Coordinate and maintain computerized records on student progress in achieving goals.• Perform other duties similar to the above in scope and function as assigned.EMPLOYMENT STANDARDS:Knowledge of:• Principles of leadership, management, and supervision including planning, organizing,assigning, and reviewing work; performance appraisal and discipline; employee selectionand professional developmentBudget development and implementation• Current issues and opportunities facing California community colleges• Computer software programs• Working with a diverse student and employee populationAbility to:Manage the activities and operations of a college department/programExercise initiative and creativity to meet educational needs and solve problems• Motivate faculty, staff, and colleagues to continually improve programs and servicesIdentify problems, determine effective solutions, and take independent action for successfulresults• Prepare and present effective reports, recommendations, and correspondenceEffectively present information to the public• Build teams and consensus• Establish and maintain effective working relationships• Work with designated computer programs and systems• Communicate clearly and effectivelyEducation/Experience:Master's degree in area related to job assignment; OR the equivalent.

Associate Dean384• Minimum of one year of formal training, internship, or leadership experience in anadministrative role.• Demonstrated sensitivity to, and understanding of, the diverse academic, socioeconomic,cultural, and ethnic backgrounds of staff and students, as well as staff and students withphysical and/or learning disabilities.

SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-600685TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:SUBJECT:Joe Wyse,Superintendent/PresidentLaura Cyphers Benson,Associate Vice President of Human ResourcesCONSENT AGENDAPERSONNEL ITEMS- EMPLOYMENT- ACADEMICITEM NO.: 8.2BACKGROUNDProbationary/RegularNew HireScott Yates, English Instructor, received his Bachelor of Arts Degree in English from Christian HeritageCollege in 1998 and his Master of Arts Degree in English from San Francisco State Universityin 2001. From the fall of 2007 until June of 2010, Mr. Yates worked as a teacher of English atYemen Modern School in Yemen. From the fall of 2010 to the summer of 2012, Mr. Yates workedat Sana'a International School in Yemen as a teacher of Literature, Writing and Cultural Studies.Mr. Yates has been an adjunct English Instructor at Shasta College since the fall of 2012. Mr.Yates comes well qualified to assume his responsibilities as an English Instructor at Shasta Collegebeginning with the 2013 Fall Semester on or about August 16, 2013. The starting annual salaryrange is $42,196-$76,760 per year (175-day assignment) commensurate with previous educationand experience.StipendsThe following employees have been offered a stipend as listed:

86CONSENT AGENDAPERSONNEL ITEMS- EMPLOYMENT- ACADEMICMay 8, 2013Page TwoTemporary, Grant Funded, Interim, Leave Replacement, Hourly, Substitute, and Extra Assignment:Part-Time, Temporary, Substitute and Extra Assignment Personnel for 2013 spring semester(Placement on the salary schedule commensurate with previous education and experience:$44.52-$58.07 per hour) as listed below::.::.~·.:·~ :~.N~~~:~·:::::~ . L "'"'' .. ;!:· .~:Z~YY9:815:e§~~.,Q)~M§P.::·:··~::z~L , . . . :J":~ .. :.A1~9.QN;t~;:":.Jr Dianne Rhodes i Non-Co~rse Based Faculty to assist in the CSL and Clinical ·$47.52 per hour \. 1 Lab, Apnl1 through May 30, 2013 i (Grant Funded, 1· · not to exceedI20 hours)RECOMMENDATIONThe Superintendent/President recommends the employment items be approved/ratified assubmitted.

SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-600687TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:SUBJECT:Joe Wyse,Superintendent/PresidentLaura Cyphers Benson,Associate Vice President of Human ResourcesCONSENT AGENDAPERSONNEL ITEMS- EMPLOYMENT- CLASSIFIEDITEM NO.: 8.3BACKGROUNDNew Hires/PromotionsTracy Jennings, Senior Staff Secretary- Research and Planning, Range 29, $15.70 per hour, 40hours per week, 12 months per year, beginning on or about May 1, 2013.Janet Krewson, Administrative Assistant- Health Sciences and University Programs, Range 33,$18.21 per hour, 40 hours per week, 12 months per year, beginning April 1, 2013.Shiloh Lawler, Senior Staff Secretary- Physical Plant, Range 29, $19.12 per hour, 40 hours perweek, 12 months per year, beginning April 1, 2013.Rochelle Morris, Personnel Recruitment Assistant, Range 25, $18.20 per hour, 40 hours per week,12 months per year, beginning April 15, 2013.Sonia Moss, Admissions and Records Technician II, Range 28, $15.31 per hour, 40 hours perweek, 12 months per year, beginning April 4, 2013.Kate Williamson, Library Information Technician, Range 26, $15.31 per hour, 40 hours per week,11 months per year, beginning April 8, 2013.Substitute/Working Out of Class/Additional Assignment:...·,_ci''·NAMERANGE/P'OSTTION...., . < ·:: PURP®'~E ..DATES·.·HRLYRATE;.Corey Alworth Custodian Range 24, On call as needed March 1, 2013$13.87 for sick leave, through June 30,vacation, workers' 2013compensation,etc.Toni Cancilla I nterpreter/Transliterator Range 28, Extra interpreting April 10, 2013- Extra Assignment $17.76 assignment (Grant Funded)Deborah Carlisi Extended Education Range 25, Substitute as April 8, 2013Staff Secretary $14.22 needed for Susan through June 30,Ayers and Karen 2013Foster

CONSENT AGENDAPERSONNEL ITEMS – EMPLOYMENT – CLASSIFIEDMay 8, 2013Page Two88CORRECTED PAGENAMECarey CastagnoliVeronica ChavesPOSITIONLibrary InformationTechnicianHourly FacultyTechnicianBrian Connolly Campus Safety Officer /Campus Safety OfficerIIRANGE/HRLY RATERange 26,$14.57Range 34,$17.76Range 38 / 45$19.61 /$23.31Linda Ksenzulak Staff Secretary – HSUP Range 25,$14.22Kailey O’ConnorJamie SpielmannInterpreter/Transliterator- Extra AssignmentHuman ResourcesTechnicianSharon Strazzo Senior Staff Secretary -CurriculumRange 28,$15.31Range C19,$21.65Range 29,$19.13John Vang Head Resident Range 23,$13.53PURPOSESubstitute forCurrent VacancySubstitute forJamie SpielmannSubstitute forWeston Blair, TaeSong, HeatherRossi, NickPargett, and JoeLauermanSubstitute forCurrent VacancyExtra interpretingassignment.Substitute forPearl Alworth andDiane YorksSubstitute forCurrent VacancySubstitute forRichard Robinson,Shannon Forbes,Elsie Day, andBetty ReedDATESApril 23, 2013through May 24,2013April 18, 2013through June 30,2013February 15, 2013through June 30,2013April 1, 2013through May 31,2013April 10, 2013(Grant Funded)April 15 throughJune 30, 2013July 1, 2013through December30, 2013April 9, 2013through May 31,2013Approval of Temporary Short-term Classified Positions04-13-100, Student Services Assistant – Student Services/Counseling, Range 24, $13.87 per hour,beginning May 9, 2013 through June 30, 2013, to help with student inquiries and scheduling appointments.Identified employees are: Mary Bailey and Albany HudsonShort-Term Instructional / Non-Instructional Assistant, $8.00 per hour, to work as neededduring the 2012-2013 school year:• Deborah Carlisi – Proctor ExamsSpecial Services Provider, $11.00 per hour, to work as needed during the 2012-2013 schoolyear:• Marlena Duchi – Survey Worker (Grant Funded)• Arlene Miranda – Survey Worker (Grant Funded)• Jessica Poppleton – Survey Worker (Grant Funded)

CONSENT AGENDAPERSONNEL ITEMS – EMPLOYMENT – CLASSIFIEDMay 8, 2013Page Three89CORRECTED PAGESpecialists: $18.00 per hour; Consultants/Community Education Presenters: $20.00 perhour; Professional Experts/Contract & Community Education Professionals/Consultants:$35.00 - $50.00 per hour; to work as needed during the 2012-2013 school year:NAME WORK PERFORMED HOURLY RATERebecca LuffProvide a Shasta County CalWORKs Professional$50.00Workplace Series ClassVoluntary Reduction in Work AssignmentMarlene Pero, Library Information Technician, Full-Time, has requested a voluntary reduction inwork assignment from 11 months, 40 hours per week to fill the vacant Library Information Technicianposition, Part-Time, 11 months, 19.5 hours per week beginning April 16, 2013. June 3, 2013.RECOMMENDATIONThe Superintendent/President recommends the employment items be approved/ratified as submitted.

90SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-6006TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:SUBJECT:Joe Wyse,Superintendent/PresidentPresident's CabinetDONATIONSITEM NO.: 8.4BACKGROUNDStan Gorden, 24444 Highway 70, Bonanza, OR 97623, has donated an 8' single axle steel trailerto the Agriculture Program. The donor estimates the value at $500.00.Dawn Kusumoto, 9 Laguna Pt. Rd., Chico, CA 95928, has donated $500.00 to the Shasta YouthSymphony.RECOMMENDATIONThe Superintendent/President recommends that the Board accept the donations as offered withthe appropriate letters of appreciation.

SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-600691TO:BOARD OF TRUSTEESDATE:05/08/13FROM:Joe Wyse,Superintendent/PresidentITEM NO.:8.5INITIATOR:President's CabinetSUBJECT:STAFF TRAVELBACKGROUNDNancy Berkey,Project DirectorGateway to CollegeGateway to College PeerLearning ConferenceMandatory TrainingCharles Cort,Nursing InstructorADEA Directors' ConferencePortland, OR... 1 ...1 6/7-11,2013IGrant FundedRon Marley,Fire TechnologyInstructorSouth Canyon Fire FatalityStaff RideGlenwood Spring,coI5/18-26, 2013No Cost to theDistrictHeather Wylie,Sociology InstructorT Future of Commu riity.l Engagement in Higheri Education ConferenceTufts UniversityMedford, MA7/17-20, 2013Grant FundedRECOMMENDATIONThe Superintendent/President recommends that the Board approve the travel as submitted.

SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-600692TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:SUBJECT:Joe Wyse,Superintendent/PresidentPresident's CabinetFIELD TRIPSITEM NO.: 8.6BACKGROUNDThe following field trips are submitted for Board approval/ratification:Black Bear Diner andApplebee's Restaurant, ReddingSuzie Clark,Project Director, EWDJason Davis,Welding InstructorEWDWelding ClubStudentsHatchet Ridge Wind Farm 4/10/2013 , Grant FundedYuba College Welding Olympics 1 4/17/2013Sierra c6ile9e welding Expo········ 14iiii2613 ' No cost to theSacramento, CA' DistrictEva Jimenez,Dean for BAITLLN ClubStudentsOregon Shakespearean FestivalAshland, ORCultural Enrichment5/10-11' 2013i No cosfto thei DistrictTrena Kimler-Richards,Agriculture InstructorAGASJohn Livingston, NS 55Equipment Operationsand MechanicalTechnology InstructorArtois Feed MillMillville and ShingletownRedding Rancheria4/25/2013 : No Cost to theI District·-+--4·~·,···1·· g.~ ,···2··o···-1-3.. ............. ~~ .. ~·~-·:, ....:No cost to theDistrictRon Marley,Fire TechnologyInstructorFire TechnologyCoursesEric Marshall, WTT 186Adjunct WaterTreatment TechnologyInstructorVarious locations in Shasta,Lassen and Tehama Counties4/15/2013-1 5t17t2o13INo Cost to theDistrictKn 4/16/2013 : No Cost to""'='~~-:--="'C""-~~--..--"""""i-':"'.-:·'C"::-:.""C:'~c":"'~·~·--;iDistrictCity of Mt. Shasta Wastewater 4/23/20131Treatment Planti :::::: ...... ,,............:::::::.....,...............:::: .......::···.-:··•.............··~,~~~................................... +······~~ ........................... ~ ... ~~ ..... ~ ... ~;Truckee/Tahoe Sanitation Agency 5/4-5, 2013Wastewater Treatment Plant andReno/Sparks Water ReclamationTreatment Plant

93FIELD TRIPSMay 8, 2013Page TwoJohn McCullah,Adjunct NaturalResources InstructorMultiple locations within ShastaCountyJulie Nelson,Adjunct NaturalResources InstructorAGNR6Hwy 44 VernPoolsWaters Gulch north ofLakeDistrict Fundedi Ken Nolte,Natural ResourcesInstructorAGNR 1Run4/22/2013 to the5/08/2013 i District FundedSylvia Ruano,i Livingston-stone i=isllRaiclleiY~to the·················· · i u ..,...P···w········a·····r···d···;····=B-·o······u·····n···d·.:·························i' ·oc;:··r···e-·gon Shakespearean Festival · 6T28i2613 ··· ············ ·;.····=················:····=··············:········.················ 1Project Director for Students ! Ashland, ORTRiO Upward Bound' Summer Academy Cultural EventAnn Sittig,Spanish InstructorBrian Spillane,Counselor/PuenteCoordinator andKylee Duran-Cox,Adjunct EnglishInstructor/PuenteCoordinatorLUNA ClubStudentsPuenteStudentsNapa Valley College 5/04/2013Napa, CAAB540 Dreamer's ConferenceWhiskeytown Recreation Area 5/23/2013End of Year Meeting and Celebra-. tion EventNo Cost to theDistrict; partial' SC Foundation' FundedDistrict FundedWTT 184City of Redding Corporation Yard 4/04/2013No Cost to theDistrict· MUS 42 and 31Laxson Auditorium5/10/2013 andChico, CA 5/11/2013Auxiliary FundedRECOMMENDATIONThe Superintendent/President recommends that the Board approve/ratify the field trips.

94SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-6006TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:SUBJECT:Joe Wyse,Superintendent/PresidentJoe Wyse,Superintendent/PresidentITEM NO.: 9.1REPORT ON RESULTS OF SHASTA COLLEGE'S 2013 STUDENT SUCCESSSCORECARD (REPLACES THE ACCOUNTABILITY REPORTING FORCOMMUNITY COLLEGES-ARCC)BACKGROUNDIn 2004, Assembly Bill1417 triggered the creation of a performance measurement system for CaliforniaCommunity Colleges which became known as Accountability Reporting for the CommunityColleges (ARCC). In late Fall 2012, the Student Success Scorecard (Scorecard) was built on theexisting ARCC reporting system with the purpose of providing stakeholders with clear and conciseinformation on key student success metrics in order to improve performance. The Scorecard focuseson the profile and performance of each college, with the indicators measuring both intermediateprogress and completion by college for several groups of student demographics. The Scorecardassists policymakers, local college officials, and elected boards in determining system andcollege performance in specific areas of effort, as well as informs the public about overall systemperformance.STATUSMarc Beam, Director of Research and Planning, will report on Shasta College's performance indicatorspublished in the Scorecard. The presentation and discussion of the Scorecard results fulfillthe legislative requirement that the Governing Board of each community college "interact" with theircollege's Scorecard results. Proof of such interaction is provided to the State via submission ofBoard meeting minutes.RECOMMENDATIONThe Superintendent/President recommends that the Board discuss the information presented, andaccept the report on the results of Shasta College's 2013 Student Success Scorecard.

SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-600695TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:Joe Wyse,Superintendent/PresidentJoe Wyse,Superintendent/PresidentITEM NO.: 9.2SUBJECT:SETTING OF 2013-2014 ANNUAL BUDGET FOR TRUSTEE CONFERENCETRAVELBACKGROUNDAccording to Board Policy 2735, "The Governing Board will establish an annual budget for Trusteeconference travel expense with an equal pro-rata expenditure limit allocated to each trustee. TheStudent Trustee will be authorized for expenses related to the annual state conference of StudentTrustees."The 2012-2013 Trustee conference travel expense budget was $6,000, to be disbursed as needed,with $700 of the $6,000 for the Student Trustee to attend the CCLC Student Trustee Workshop.Attached is a copy of Board Policy and Administrative Procedure 2735.RECOMMENDATIONThe Superintendent/President recommends that the Governing Board establish its 2013-2014annual budget for Trustee conference travel and update the monetary amount in AP 2735 accordingly.

Shasta-Tehama-Trinity Joint Community College DistrictBoard of TrusteesBoard Policy Manual96Board Member TravelBP 2735Reference: Education Code Section 72423Members of the Governing Board will receive actual and necessary expenses in accordancewith appropriate administrative procedures.Authorization for individual board member conference travel will be granted by action of theBoard of Trustees at open meeting and in advance of the occurrence.The governing board will establish an annual budget for trustee conference travel expense withan equal pro-rata expenditure limit allocated to each trustee. The student trustee will be authorizedfor expenses related to the annual state conference of student trustees.Committee/Organization RepresentativeA governing board member may be selected to serve as the Board's representative on committees,or other organizations related to Board responsibilities, by action of the Board of Trusteesat an open meeting. Such action serves as authorization to receive actual and necessary expensesincurred by the governing Board Member in connection with committee service. Saidexpenses are not subject to the annual board member allocation for conference travel.See Administrative ProceduresBoard Approved 4/09/03Reviewed by the Board Ad Hoc Committee on Policy 11/14/07Amended 6/11/08BP 2735- 1

Shasta-Tehama-Trinity Joint Community College DistrictBoard of TrusteesAdministrative Procedures Manual97Board Member TravelAP 2735Reference: Education Code Section 72423According to Board Policy 2735, "The Governing Board will establish an annual budget for trusteeconference travel expense with an equal pro-rata expenditure limit allocated to each trustee.The student trustee will be authorized for expenses related to the annual state conference ofstudent trustees."The 2012-13 trustee conference travel expense budget is set at $6,000 total allocation, to bedisbursed as needed, with $700 of the $6,000 for the student trustee to attend the CCLC studenttrustee workshop.Board Approved Revisions 10/13/04Board Reaffirmed 9/28/05Board Approved Revisions 5/10/06Board Approved Revisions 5/09/07Board Approved Revisions 5/14/08Board Approved Revisions 5/13/09Board Reviewed Revisions 5/12/10Board Reviewed Revisions 5/11/11Board Reviewed Revisions 5/09/12AP 2735-1

98SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-6006TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:SUBJECT:Joe Wyse,Superintendent/PresidentJoe Wyse,Superintendent/PresidentSTUDENT TRUSTEE PRIVILEGESITEM NO.: 9.3BACKGROUNDCalifornia Education Code section 72023.5(d) states, "The governing board of each communitycollege district that affords the student member or members of the board any of the privilegesenumerated in subdivision (b) shall, by May 15 of each year, adopt rules and regulations implementingthis section. These rules and regulations shall be effective until May 15 of the followingyear."Attached are current Board Policies 2010, 2015, and 2725 as well as Administrative Procedure2015 regarding Student Trustee privileges.The privileges that are currently awarded to the Student Trustee include:• Compensation of $100 per month.• Mileage reimbursement to and from Board Meetings.• The privilege to have an advisory vote on all matters, except those considered in closedsession. The advisory vote shall not be included in determining the vote required to carryany measure before the Board.• The privilege to serve a term of one year, commencing on May 15.The Board has the discretion to approve any of the following:• The privilege to have an advisory vote on all matters, except those considered in closedsession. The advisory vote shall not be included in determining the vote required to carryany measure before the Board.• The privilege to make and second motions.• The privilege to attend closed sessions, other than closed sessions on personnel or collectivebargaining matters.• The privilege to receive compensation.• The privilege to serve a term of one year, commencing on May 15.RECOMMENDATIONThe Superintendent/President recommends the Board use its discretion at this time to approvecertain privileges for the Student Trustee.

Shasta-Tehama-Trinity Joint Community College DistrictBoard of TrusteesBoard Policy Manual99Board MembershipBP 2010Reference: Education Code Sections 72023, 72103; 72104The Board shall consist of seven (7) members elected by the qualified voters of the District.Members shall be elected by trustee area as defined in Board Policy 2100. The Board of Trusteesshall designate the President of the Student Senate of Shasta College, elected at large bythe Shasta College student body, as student member of the Board, with an advisory vote on allmatters, except those considered in closed session. The advisory vote shall not be included indetermining the vote required to carry any measure before the Board. The term of the studentmember shall be for one year commencing on May 15 of each year [Ed. Code 72023.5(b)].Any person who meets the criteria contained in law is eligible to be elected or appointed amember of the Board.An employee of the District may not be sworn into office as an elected or appointed member ofthe Governing Board unless he or she resigns as an employee.No member of the Governing Board shall, during the term for which he or she is elected, hold anincompatible office.Board Approved 4/09/03Board Reaffirmed 5/11/05Board Reaffirmed 5/1 0/06Board Reaffirmed 5/09/07Reviewed by the Board Ad Hoc Committee on Policy 6/27/07 .BP2010-1

Shasta-Tehama-Trinity Joint Community College DistrictBoard of TrusteesBoard Policy Manual100Student MemberBP 2015Reference: Education Code Section 72023.5The Board shall include one (1) student member. The Board of Trustees shall designate thePresidE;mt of the Student Senate of Shasta College, elected at large by the Shasta College studentbody, as student member of the Board. The term of office shall be up to one year commencingon the day of swearing in as the Student Senate President. Per the Student SenateConstitution, if the office of Student Senate President becomes vacant, the Vice President willassume the position of Student Senate President.The Student Trustee will have an advisory vote on all matters, except those considered inclosed session. The advisory vote shall not be included in determining the vote required to carryany measure before the Board.The student member shall be a resident of California at the time of nomination, and during theterm of service, and shall be enrolled in and maintain a minimum of at least five (5) semesterunits in the District at the time of nomination and throughout the term of service. The studentshall maintain a G.P.A. of 2.0 or better.The student member shall be seated with the Board and shall be recognized as a full member ofthe Board at meetings. The student member is entitled to participate in discussion of issues andreceive all materials presented to members of the Board (except for closed session). The studentmember shall be entitled to any mileage allowance necessary to attend board meetings tothe same extent as publicly elected trustees.See Administrative ProceduresBoard Reaffirmed Privileges 4/09/03, 5/12/04,5/11/05, 5/10/06, 5/09/07' 5/14/08Reviewed by the Board Ad Hoc Committee on Policy 6/27/07Reviewed by the Board Ad Hoc Committee on Policy 11/14/07Board Approved 6/11/08Board Reaffirmed Privileges 5/13/09BP2015-1

Shasta-Tehama-Trinity Joint Community College DistrictBoard of TrusteesBoard Policy Manual101Board Member CompensationBP 2725Reference: Education Code 72024, Government Code Section 53201The District provides actual and necessary expenses incurred by Board members in authorizedtravel or school business or at conferences or professional meetings. Board members will bereimbursed for all "out of pocket" expenses incurred in serving the District, and will receive permile mileage for such services, including transportation to and from Board meetings, at the establisheddistrict mileage rate.• Each Member of the Governing Board of the District who actually attends all meetings heldby the Board shall receive as compensation for his or her services a sum not to exceed twohundred forty dollars ($240) in any month.• Any member of the Governing Board who does not attend all meetings held by the Board inany month shall receive as compensation for his or her services an amount not greater thana pro rata share of the number of regular meetings actually attended based upon the maximumcompensation of two hundred forty dollars ($240) in any month.• A Governing Board Member shall be paid for any meeting, when absent, if the Board, byResolution, duly adopted and included in its minutes, finds that at the time of the meeting heor she is performing services outside the meeting for the community college district, he orshe was ill or on jury duty, or the absence was due to a hardship deemed acceptable by theboard.Upon application, Board members will be awarded the same fringe benefits enjoyed by the staffmembers of the college, including health, dental and vision insurance paid for by the District. Inaddition, directors' and officers' insurance will be provided for each Board Member.For Board Members first elected to a term of office that began before January 1, 1995, the Districtshall pay the full health insurance premium of former Board Members and their dependents,who have reached the age of fifty-five (55) and who have rendered fifteen (15) or more yearsservice to the District as a Board Member. In no event shall the District provide a higher benefitlevel of coverage for any former Board Member than the District provides for current Boardmembers. When such a former Board Member reaches age sixty-five (65), the District shallthen contribute the premium necessary to provide Medicare supplemental health insurancecoverage for the former Board member and his/her dependent(s). If it elects to do so, the Districtmay continue to provide the full health insurance premium for former Board members afterthe former Board member reaches age sixty-five (65). At its sole discretion, the District retainsthe right to determine whether the District will provide Medicare supplemental health insurancecoverage (Medigap) or the full health insurance premium provided to current Board members.For Board Members first elected to a term of office that began January 1, 1995 or after, the Districtshall not pay the health insurance premiums for those former Board Members or their dependents.BP 2725- 1

Shasta-Tehama-Trinity Joint Community College DistrictBoard of TrusteesBoard Policy Manual102Board Member CompensationBP 2725Compensation of Student TrusteeThe Student Trustee will receive per mile mileage for transportation to and from Board meetings,at the established district mileage rate.The Student Trustee, who attends all public meetings held by the Board shall receive as compensationfor services a sum not to exceed one hundred dollars ($1 00) in any month. If theStudent Trustee does not attend all meetings held by the Board in any month he/she shall receiveas compensation for his or her services an amount not greater than a pro rata share of thenumber of regular meetings actually attended based upon the compensation of one hundreddollars ($100) in any month.Board Approved Revisions 6/25/03Reaffirmed 5/12/04Reaffirmed 5/11/05Reaffirmed 5/10/06Reaffirmed 5/09/07Reviewed by the Board Ad Hoc Committee on Policy 9/12/07Reviewed by the Board Ad Hoc Committee on Policy 11/14/07Reviewed by the Board Ad Hoc Committee on Policy 11/12/08Board Approved Revisions 6/11/08BP 2725-2

Shasta-Tehama-Trinity Joint Community College DistrictBoard of TrusteesAdministrative Procedures Manual103Student MemberAP 2015Reference: Education Code Section 72023.5The student member shall have the following responsibilities:• Attend meetings of the Board of Trustees• Attend commencement and be seated with the Board on the platform• Represent, and advocate for, all students of the District• Participate as a member of the Citizens Bond Oversight CommitteeThe student member may attend ceremonies such as groundbreaking and ribbon cutting, etc.The student member may attend the CCLC Student Trustee training or another appropriateCCLC conference with the Student Trustee travel monies budgeted for that fiscal year.Board Reviewed 6/11 /08AP 2015- 1

104SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-6006TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:Joe Wyse,Superintendent/PresidentJoe Wyse,Superintendent/PresidentITEM NO.: 9.4SUBJECT:RESOLUTION IN HONOR OF CALIFORNIA DAY OF THE TEACHER(NO. 2012-13-17)BACKGROUND"California Teachers: Honoring our past. Guiding the future." is this year's theme for CaliforniaDay of the Teacher being held on May 8, 2013. It's important to remind the public that California'sfuture depends on today's students succeeding. If we are to ensure the success of our students,we must have the resources needed to provide a quality education."Day of the Teacher" arose out of legislation co-sponsored by CTA and the Association of MexicanAmerican Educators. Senator Joseph Montoya wrote the bill, which was adopted in 1982. Californiahas patterned its celebration after the traditional "EI Dia del Maestro" festivities observed inMexico and other Latin American countries.Attached is Resolution No. 2012-13-17 proclaiming May 8, 2013 as California Day of the Teacher.RECOMMENDATIONThe Superintendent/President recommends the Board adopt this Resolution.

105SHASTA-TEHAMA-TRINITY JOINT COMMUNITY COLLEGE DISTRICTRESOLUTION NO. 2012-13-17CALIFORNIA DAY OF THE TEACHER"California Teachers: Honoring our past. Guiding the future."WHEREAS, an educated citizenry serves as the foundation of ourdemocracy; andWHEREAS, today's teachers mold the minds and train the workforce of the future; andWHEREAS, no other profession touches as many persons with such a lasting effect; andWHEREAS, good teaching grows in value and pays dividends far beyond the classroom.NOW, THEREFORE, BE IT RESOLVED, we do hereby proclaim May 8, 2013, as CaliforniaDay of the Teacher. We urge all citizens to observe this day by taking the time to rememberand honor those who give the gift of knowledge through teaching.AYES:NOES:ABSENT:ABSTENTIONS:ATTEST:President, Board of TrusteesShasta-Tehama-Trinity JointCommunity College DistrictSecretary, Board of TrusteesShasta-Tehama-Trinity JointCommunity College District

106SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-6006TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:Joe Wyse,Superintendent/PresidentJoe Wyse,Superintendent/PresidentITEM NO.: 9.5SUBJECT:RESOLUTION IN HONOR OF CLASSIFIED SCHOOL EMPLOYEE WEEK(NO. 2012-13-18)BACKGROUND"Fulfilling California's Promise" is the theme for this year's Classified School Employee Week,which began as a resolution at CSEA's Annual Conference in 1984. Two years later, it was adoptedas California Senate Bill 1552 and decreed to be an official recognition of classified school employees.Today, CSEA members celebrate the week with picnics, barbecues and other socialevents. At work, many members wear CSEA shirts and other symbols of union pride.Since 1986, California has taken the third week in May to honor the invaluable contributions ofclassified school employees. From the custodians who maintain the cleanliness of our facilities, tothe food service workers providing meals, to the financial aid staff who find the money to help payfor college tuition, CSEA members are the classified employees that make our schools runsmoothly.Attached is Resolution No. 2012-13-18 designating the week of May 19-25, 2013 as ClassifiedSchool Employee Week.RECOMMENDATIONThe Superintendent/President recommends the Board adopt this Resolution.

107SHASTA-TEHAMA-TRINITY JOINT COMMUNITY COLLEGE DISTRICTRESOLUTION NO. 2012-13-18CLASSIFIED SCHOOL EMPLOYEE WEEK"Fulfilling California's Promise"WHEREAS, the week of May 19-25, 2013, has been designated Classified School EmployeeWeek; andWHEREAS, Classified school employees provide valuable services to the school and studentsof the Shasta-Tehama-Trinity Joint Community College District; andWHEREAS, Classified school employees contribute to the establishment and promotion of apositive instructional environment; andWHEREAS, Classified school employees strive for excellence in all areas relative to theeducational community; andWHEREAS, the Board of Trustees recognizes the contribution of Classified school employees toquality education in the State of California and the Shasta-Tehama-Trinity Joint CommunityCollege District.NOW, THEREFORE, BE IT RESOLVED, the Shasta-Tehama-Trinity Joint Community CollegeDistrict hereby recognizes and wishes to honor the contributions of the Classified schoolemployees to quality education in the State of California and in the Shasta-Tehama-Trinity JointCommunity College Distric~ and declares the week of May 19-25, 2013 as Classified SchoolEmployee Week.AYES:NOES:ABSENT:ABSTENTIONS:ATTEST:President, Board of TrusteesShasta-Tehama-Trinity JointCommunity College DistrictSecretary, Board of TrusteesShasta-Tehama-Trinity JointCommunity College District

108SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-6006TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:Joe Wyse,Superintendent/PresidentJoe Wyse,Superintendent/PresidentITEM NO.: 9.6SUBJECT:FIRST READING OF REVISED OR NEW BOARD POLICIESBACKGROUNDAttached or available online is a copy of proposed revisions to, or new, Board Policies, as follows:• BP 4250 Probation, Disqualification and Readmission (Revised)The proposed changes were reviewed by Cabinet and forwarded to members of the CollegeCouncil for the participatory governance process.RECOMMENDATIONThere is no action requested at this time.

Shasta-Tehama-Trinity Joint Community College DistrictBoard of TrusteesBoard Policy Manual109Probation, Disqualification and Readmission BP 4250Reference: Education Code Section 70902(b)(3); Title 5, Sections 55030-55035For the purposes of Board Policy, the phrases "units attempted," "all units," or "all unitsattempted" mean all units of credit for which the student was enrolled at Shasta College regardlessof whether the student completed the course or received any credit or grade. This specificallyincludes all "Pass," "No Pass," "1," and "W" grades. The word "semester" shall refer to theFall and Spring terms. The condensed summer session is not considered a "semester."1. Standards for Probation(a) Academic Probation. A student who has attempted at least 12 semester units asshown by the official academic record shall be placed on academic probation if thestudent has earned a cumulative grade point average below 2.0 in all units which weregraded on the basis of the grading scale described in Board Policy, Section 4230.(b)(c)Progress Probation. A student who has attempted at least 12 units as shown by the officialacademic record shall be placed on progress probation when the percentage ofall units in which a student has enrolled and for which entries of "W", "I", and "NP," arerecorded reaches or exceeds fifty percent (50%).For record purposes, Any changes made in the student's class schedule as a result ofa counselor recommendation shall be treated as occurring within the first four weeks ofthe semester or 30% of the term for classes less than a semester in length.2. Notification of ProbationStudents shall be notified by the Admissions and Records Office that they are on probationno later than 20 working days after the start of the next successive semester. The notificationwill include an explanation of the conditions that the student must satisfy as a result oftheir probation.3. Removal from Probation(a) A student on academic probation for a grade point deficiency shall be removed from.probation when the student's accumulated grade point average is 2.0 or higher.(b)A student on progress probation because of an excess of units for which entries of"W", "1", and "NP," are recorded shall be removed from probation when the percentageof units in this category drops below fifty percent (50%).4. Extension of Probation(a) A student on academic probation who earns a grade point average of 2.0 or better forthe semester, but whose cumulative grade point average still results in academic probation,shall have his/her probation extended an additional semester prior to dismissal.(b)A student on progress probation who completes more than 50% of all units attemptedfor the semester, but whose cumulative records still results in progress probation, shallhave his/her probation extended an additional semester prior to dismissal.BP 4250- 1

Shasta-Tehama-Trinity Joint Community College DistrictBoard of TrusteesBoard Policy Manual110Probation, Disqualification and ReadmissionBP 42505. Standards for Dismissal(a) For purposes of this section, semesters shall be considered consecutive on the basis ofthe student's enrollment (for example, a fall semester foiiO'Ned by a fall semester shallbe considered consecutive if the student 'Nas not enrolled in the spring semester of thatacademic year)so long as the break in the student's enrollment does not exceed onefull primary term.(b)(c)A student who is on academic probation shall be dismissed if the student earned a cumulativegrade point average of less than 2.0 in all units attempted and graded in eachof three consecutive semesters, including the semester that placed the student on probation(which were graded on the basis of the grading scale described in Board Policy,4230).A student who has been placed on progress probation shall be dismissed if the percentageof units in which the student has been enrolled for which entries of "W", "1", and"NP," (as defined in Board Policy, 4230) are recorded in at least three consecutive semestersreaches or exceeds fifty percent (50%) in accordance with Board Policy, 4230).6. Notification of DismissalThe Admissions and Records Office shall make every reasonable effort to notify a student ofdismissal from Shasta College due to academic disqualification as soon as that informationis available following the completion of the semester. If a dismissed student has already enrolledin classes for a fall or spring semester, the Admissions and Records Office will disenrollthe student retroactively as of the first day of the new term. The Admissions and RecordsOffice will notify the student in writing of this action. Dismissal does not apply to summerschool.7. Reinstatement. A student who has been dismissed from Shasta College because of academicor progress disqualification must meet with a counselor and then file a request for reinstatementwith the Admissions and Records Office. A dismissed student may be reinstatedafter an absence of one or more fall or spring semesters. This will not preclude the studentfrom being eligible for priority registration.(a)(b)Academic Dismissal. A student who was dismissed because of academic probationmust earn satisfactory grades (a grade point average of 2.0 or better) during the semesterof reinstatement. A student who does not earn the required grade point average willbe dismissed.Progress Dismissal. A student who was dismissed because of progress probation mustsatisfactorily complete more than 50% of all units attempted during the semester of reinstatement.A student who does not complete the required percentage of units will bedismissed.BP 4250-2

Shasta-Tehama-Trinity Joint Community College DistrictBoard of TrusteesBoard Policy Manual .111Probation, Disqualification and ReadmissionBP 42508. AppealAny student may appeal probation or dismissal procedures and regulations if that studentfeels there are special mitigating circumstances. All appeals shall be sent to the ScholasticStandards Committee, accompanied by a report from the student's counselor.See Administrative ProceduresBoard Approved 3/12/03Academic Senate Approved 11/08/04Board Approved Revisions 2/09/05Reviewed by the Board Ad Hoc Committee on Policy 11/14/07Board Approved Revisions 1/16/08Reviewed by the Board Ad Hoc Committee on Policy 11/12/08Changes submitted by Student Services 4/30/13Board 1st Reading 5/08/13BP 4250-3

112SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-6006TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:SUBJECT:Joe Wyse,Superintendent/PresidentMeridith Randall,Vice President of Administrative ServicesNEW STAND-ALONE CREDIT COURSESITEM NO.: 9.7BACKGROUNDThe two new stand-alone credit courses listed below have been approved by the CurriculumCouncil and Academic Senate:• ESCI 97 Special Topics in Earth Science: Southern Cascades Volcanism• ESC I 98 Special Topics in Earth Science: Field-Based Volcanology of the SouthernCascadesRECOMMENDATIONThe Superintendent/President recommends that the Board approve these courses as submitted.

SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-6006113TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:Joe Wyse,Superintendent/PresidentMeridith Randall,Vice President of Administrative ServicesITEM NO.: 9.8SUBJECT:RESOLUTION SUBSTANTIATING APPLICATION TO THE CALIFORNIACOMMUNITY COLLEGE CHANCELLOR'S OFFICE FOR THE TEHAMACAMPUS CENTER (NO. 2012-13-19)BACKGROUNDAs part of the process to seek "Education Center" status by the Chancellor's Office for the TehamaCampus, a formal resolution approved by the Board of Trustees is required.RECOMMENDATIONThe Superintendent/President recommends that the Board approve this resolution.

114SHASTA-TEHAMA-TRINITY JOINT COMMUNITY COLLEGE DISTRICTRESOLUTION NO. 2012-13-19RESOLUTION SUBSTANTIATING APPLICATION TO THECALIFORNIA COMMUNITY COLLEGES CHANCELLORS OFFICE FOR THETEHAMA CAMPUS CENTERWHEREAS, the Board of Trustees of the Shasta-Tehama-Trinity Joint Community CollegeDistrict of Shasta, Tehama, and Trinity Counties, State of California, has declared the TehamaCampus Educational Center Status application and approval as a priority item;andWHEREAS, the District has completed its due diligence and determined this educational centerto be necessary to serve the students within the District.NOW, THEREFORE, BE IT RESOLVED AND ORDERED that the Board of Trustees of theShasta-Tehama-Trinity Joint Community College District approve the application to the State ofCalifornia to achieve official educational center status for the Tehama Carrpus location.PASSED AND ADOPTED this 8 1 h day of May, 2013 by the following vote of the Board ofTrustees:AYES:NOES:ABSENT:ABSTENTIONS:ATTEST:President, Board of TrusteesShasta-Tehama-Trinity JointCommunity College DistrictSecretary, Board of TrusteesShasta-Tehama-Trinity JointCommunity College District

115SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-6006TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:SUBJECT:Joe Wyse,Superintendent/PresidentMorris Rodrigue,Vice President of Administrative ServicesQUARTERLY FINANCIAL REPORTITEM NO.: 9.9BACKGROUNDAB 2910 requires the Superintendent of each community college district to provide a quarterlyFinancial Status Report to the governing board for review. The information contained in this reportis intended to provide an overall view of the District's financial condition. The report for the periodJanuary 1, 2013 through March 31, 2013 is attached.RECOMMENDATIONThe Superintendent/President recommends that the Board acknowledge receipt of the 2012-2013third quarter Financial Status Report in compliance with Education Code 84040.3.

Certify Quarterly Data- CCFS-311 Q (Quarterly Financial Status Report)Page 1 of I116CALIFORNIA COMMUNITY COLLEOESCHANCELLOR'S OFPICEQyan~rly, Financial $tat\Js Repo.n.. CCF$.311 QeeRTIFY QUARTERLY PATADistrict:(170) SHASTA-TEH-TRIISHANGE Ttt.E._F'~~!c:l~ __ lilFiscal Year: 2012-2013Quarter Ended: (Q3) Mar 31, 2013Your Quarterly Data is Certified for this quarter.Chief Business OfficerCBO Name:Morris RodrigueDistrict Contact PersonName:Lynda LittleCBO Phone:CBO Signature:Date Signed: ';;f;frj-530-242-7525Telephone:Title:530-242-7681Sr. District Accounting TechnicianChief Executive Officer Name:Joe WyseFax:530-225-3942CEO Signature:Date Signed:E-Mail:llittle@shastacollege.eduElectronic Cert Date: 04/12/2013California Community Colleges, Chancellor's OfficeFiscal Services Unit1102 Q Street, Suite 4SS4Sacramento, California 9S814-6S11Send questions to:Christine Atalig (916)327-5772 cataljq@lcccco edu or Tracy Britten (916)323-6899 tbritten@cccco edu© 2007 State of California. All Rights Reserved.http://misweb.cccco.edu/cc311 Q/certify.aspx4/12/2013

~ ---~~- -""' -~ -View Quarterly Data- CCFS-31\Q (Quarterly Financial Status Report)Page 1 of2117I. ~~J\l~~~-~~::~~;;;;;~~;~:::::u::~·::~~~--~~~~l-~::;:F;;,;:::f···CALlFOl\NlA COMMUNITY COLLBOESCHANCELLOR'S OFFICEQuarterly Ftnan~.al $~tus R~ort. CCFS-31 t QVIEW QVAAT~RJ,Y OATADistrict:(170) SHASTA-TEH-TRIjcHAN~!._THE PE!!IOJ?_]ilFiscal Year: 2012-2013Quarter Ended: (Q3) Mar 31, 2013As of June 30 for the fiscal year specifiedLine Description ActualActual · ·· Actual ·· i · Projecteci2009-10 2010-11 2011-12 2012-2013;;,~d---· I ·--·------------------·-··· I •A.3 , Total Unrestricted Revenue (A.1 + A.2) 41,282,077 46,745,067' 38,902,901: 39,386,331i::: l Othoc Ou~o (Obi•"' 71 oo 7200 7300 7400 7500 7600) '·'"""I ·~::::~~ ':::::::1 '·'"·'""~,_13:_: ___ ~-~~~!._~~~t~~~~=xp~~~~-rE!~~:~_+ B.~------···-···-- 41,307,619, 43,864,3521 38,762,894 40,167,057C. ]Revenues Over(Under) Expenditures (A.3- B.3) -25,5421 2,880,715\ 140,007, ·780,726-·-·-···+-·--··-~---------·-----··---·-------·- ----·-··-----1------·-·--"''""j··"-""""""·-·1··"·-----·-0. :Fund Balance, Beginning 7,438,641[ 7,413,099\ 10,293,814[ 10,433,821·-·--··-i--·-··-··---·--------.--.. - ...... -........... - ---·------·---·-· ...... ·---·-··------·----1''' .................. -+----···---·----.. ;0.1 i Prior Year Adjustments+(-) O[ o[ o,_ ___ .. __ ·-+-----··-------------·;---·----·--·------·-·-····------·--·-·---·---· I I I0.2 l Adjusted Fund Balance, Beginning (D + 0.1) 7,438,641[ 7,413,099! 10,293,814[ 10,433,821'l~nd Balance, Ending (C.+ 0.2) 7,413,0991 10,293,81~/ 10,433,821! 9,653,09517.9°/ol 23.5%1II1I0II. Annualized Attendance FTES:~~~~ali~~cl FTES (excluding apprentice and non-resident)\G.;l. 1As of the specified quarter ended for each fiscal year111.\Ttal G!:!n~raiFllnd GCish E!CIIancf)(Unrl:l:;tric:;tf)d Cl!ld Rf:l:;trictecl)2oo9-1ci ·· ·" ·· 2o1o~1i. ·· 2oi1-12 · ; ·2o12:2o131f:l. 1~~~sh, excluding borrowed funds 6,018,925! 6,281,455\ 3,913,812~~~-~--- -----H. 2 \Cash, borrowed funds only [ 2,ooo,oo?L o\ OJH. 3'Total Cash (H.1+ H.2) 7,579,047] 8,018,925! 6,281,455/ 3,913,8121-~~~--~ ------------~-------~~---~--------~------~---L-~-~---·--l-----~-·-----·"IV. _Unrestricted Ge11eral Fund Revenue, E:;xpenditure and Fund Balance:1LineDescriptionAdoptedBudget: Year-to-DateActualsPercentagelK. !Revenues Over(Under) Expenditures (1.3- J.3) -948,432\ -1,000,243-·-----------~-------------·-·-------···-------·---·------··--·---·--·---------l-----+-----...L---~--------------·----··-·"L ~djusted Fund Balance, Beginning 10,433,821 10,433,821 i 10,433,821_,........._1___________________________,__,.........._ ·--·---·------------·- I ,-------·-···-.....~~~-~~:~-~-~~-c:-:-,;;;;~~n:i~~~~;~~:~~~~~~~ ...-n__d-_it-u-re·~~~~-~~--=~=..-.. ~==== 9 =·- 4 _ 8 _2- 5 3=·~-6-:_:--'.:====-9 -·= 4 _ 3 -2 3 _3-·~-4-:~::~~-~~~·= 8 ==~L==~~~~=--~=http://misweb.cccco.edu/cc311 Q/view.aspx4/12/2013

View Quarterly Data- CCFS-311 Q (Quarterly Financial Status Report)V. Has the district settled any employee contracts during this quarter?YESPage 2 of2118Contract Period Settled(Specify)YYYY-YYTe m pco_ra_l)' ___ _ClassifiedTotal CostIncrease % * %*b. BENEFITS:Year 3:*As specified in Collective Bargaining Agreement or other Employment Contractc. Provide an explanation on how the district intends to fund the salary and benefit increases, and also identify the revenue source/object code.The District extended the current contract with the Faculty Association through 2013-2014. There was no Increase to salary and benefits.VI. Did the district have significant events for the quarter (include incurrence of long-term debt, settlement ofaudit findings or legal suits, significant differences in budgeted revenues or expenditures, borrowing of funds(TRANs), issuance of COPs, etc.)?NOIf yes, list events and their financial ramifications. (Enter explanation below, include additional pages if needed.)VII.Does the district have significant fiscal problems that must be addressed?This year?Next year?YESYESIf yes, what are the problems and what actions will be taken? (Enter explanation below, include additional pages if needed.)For the 2012-13 year the Di,strict has a budgeted deficit of approximately $950,000. The District has been controlling expenses In order to reduce the level of this deficit. Our currentprojections indicate that this deficit will be covered unless the State applies a larger than projected deficit factor to community college funding.Looking into 2013-14 uncertainty exists as to (1) how much of the current year's structural budget deficit will carry forward and (2) the way In which the Governor's proposed 3.6%Increase in funding may be captured by the District. It will be a challenge to capture this proposed funding if a significant portion of it is allocated for restoring enrollment rather thanCOLA.http://misweb.cccco.edu/cc311 Q/view.aspx4/12/2013

119SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-6006TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:SUBJECT:Joe Wyse,Superintendent/PresidentMorris Rodrigue,Vice President of Administrative ServicesRECYCLING OF DISTRICT ELECTRONIC PROPERTYITEM NO.: 9.10BACKGROUNDThe California Legislature established through SB20/SB50 a system for collection and recycling ofcertain electronic wastes. The Physical Plant Division, in conjunction with the Information Servicesand Technology Department, has identified a valid electronic waste recycling center to dispose ofequipment and materials the District has identified as electronic waste.STATUSAll technology equipment comes to the Information Services & Technology Department for evaluation,possible upgrade, and/or reallocation. Any equipment that cannot be donated, upgraded, reallocated,or is damaged beyond economical repair is then determined eligible for electronic recycling.The Information Services & Technology Department has accumulated both broken and obsoleteequipment and supplies deemed appropriate for electronic recycling. Attached is a list of the itemsidentified for recycling.RECOMMENDATIONThe Superintendent/President recommends that the Board approve the recycling of eligible Districtelectronic property as submitted.

120Technology Surplus For Recycle - SummaryApril 26, 2013DescriptionAccess pointCameraCameraCom_j)UterCopier :PersonalData storageDocument cameraDocument cameraDSU/CSUDVD playerFaxFaxFaxMini computercomponentMonitorMonitorNetwork hubOverhead projectorPIA SystemPort replicatorPrinter-inkjetPrinter -inkjetPrinter-inkjetPrinter-inkjetPrinter-inkjetPrinter-inkjet AIOPrinter-laser AIOPrinter-laser AIOPrinter-laser AIOPrinter-laser BWBrand NameCiscoHPOlympusAppleCanonSunElmoElmoKentroxSonyBrotherCanonHPHPDellDellAsante3MI onDellAppleCanonHPHPHPHPBrotherDellHPHPModel# Qty CommentsAironet 1130AG4 Non-functional. Determined no longer useful to the district.Photos mart1 Obsolete. Determined no longer useful to the district.D340L1 Obsolete. Determined no longer useful to the district.iMac G5-2.1 GHz1 Non-functional. Determined no longer useful to the district.PC4301 Obsolete. Determined no longer useful to the district.411 104MB external SCSI hard drive 1 Obsolete. Determined no longer useful to the district.EV-400AF1 Obsolete. Determined no longer useful to the district.EV-6000AF1 Obsolete. Determined no longer useful to the district.Datasmart 6561 Obsolete. Determined no longer useful to the district.DVP-NS700P1 Unreliable. Determined no longer useful to the district.lntellifax 2900, SuperG3 (1 ea.)2 Non-functional. Determined no longer useful to the district.LaserCiass 9000S1 Non-functional. Determined no longer useful to the district.1040 fax 1 Obsolete, purchased 2000, hard drive erased, no OS. Determined nolonger useful to the district.9133 modular disc drive, 9000-300 (1 ea.) 2 Obsolete. Determined no longer useful to the district.CRT-17"Flat panel-17" & 19" (1 ea.)Obsolete-CRT style. Replaced with flat panel monitors. Determined2 no longer useful to the district.2 Non-functional. Determined no longer useful to the district.10T1 Obsolete. Determined no longer useful to the district.213 & 9700 (1 ea.) 2 Non-functional. Determined no longer useful to the district.IPA031 Non-functional. Determined no longer useful to the district.C-Port for Dell Latitude laptop4 Obsolete. Determined no longer useful to the district.Color Stylewriter 24001 Non-functional. Determined no longer useful to the district.BJC-553 Obsolete. Determined no longer useful to the district.Thinkjet1 Obsolete. Determined no longer useful to the district.Business Inkjet 11 oo1 Non-functional. Determined no longer useful to the district.Deskjet 722C (5), 882C (2), 930C (1), 940C 23 Obsolete or non-functional. Replaced with newer, most cost-efficient(3), 5550 (2), 5650 (9), 6940 (1) workgroup printer. Determined no longer useful to the district.Officejet4215, 5610 (1 ea.)2 Non-functional. Determined no longer useful to the district.MFC-8640D1 Non-functional. Determined no longer useful to the district.1235cn ali-in-one1 Non-functional. Determined no longer useful to the district.Laser Jet 3020 ( 1), 3055 (2)3 Non-functional. Determined no longer useful to the district.Laser Jet 5P (1 ), 1100 (2), 21 ootn (2), 2200dtn 10 Obsolete or non-functional. Determined no longer useful to the(1), 2420 (1), 4050n (1), 4350tn (1), 5000n (1) district.Printer-laser colorProjector 8mm stillsScannerScannerScannerSlide scannerTape drive externalTapejllayerTV-CRTUPSHPDukaneHPUmaxVisioneerLaser Jet 4550n, 4650dn (1 ea.)SuperMicromatic 28A 15AScanjet 6200C (1), 6300C (3)Astra400UOne-touch 8700, 8900 (1 ea.Nikon Coolscan LS-10EHPSureStore Tape 5000Bell & Howel I CassetteVarious Burle 9" TC213A, RCA 9" Colortrak TX826ZD,Panasonic 27" PVM2750, Sylvania #6727DF,Sony 32"APC BackUPS 5002 Non-functional. Determined no longer useful to the district.1 Obsolete. Determined no longer useful to the district.4 Obsolete. Determined no longer useful to the district.1 Obsolete. Determined no longer useful to the district.2 Obsolete. Determined no longer useful to the district.1 Obsolete. Determined no longer useful to the district.1 Obsolete. Determined no longer useful to the district.1 Obsolete. Determined no longer useful to the district.5 Obsolete-CRT style. Replaced with other options. Determined nolonger useful to the district.1 Non-functional. Determined no longer useful to the district.

121SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-6006TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:Joe Wyse,Superintendent/PresidentMorris Rodrigue,Vice President of Administrative ServicesITEM NO.: 9.11SUBJECT:CONSIDERATION TO REJECT CLAIM FILED BY ANNETTE KAPAONABACKGROUNDAnnette Kapaona, a Shasta College student, has filed a claim for medical expenses incurred fortreatment of an injury in the amount of $470.00 due to an incident that occurred on the main campuson February 1, 2013. Due to medical privacy laws the claim is not attached.The District insurance carrier has advised Administration to reject the claim. Further investigationis underway.RECOMMENDATIONThe Superintendent/President recommends that the Board reject the claim filed by AnnetteKapaona, as advised by the District insurance carrier, and authorize the issuance of a letter ofnotification and warning regarding claimant rights.

122SHASTA-TEHAMA-TRINITYJOINT COMMUNITY COLLEGE DISTRICT11555 Old Oregon TrailP.O. Box 496006, Redding, CA 96049-6006TO: BOARD OF TRUSTEES DATE: 05/08/13FROM:INITIATOR:Joe Wyse,SuperintendenUPresidentMorris Rodrigue,Vice President of Administrative ServicesITEM NO.: 9.12SUBJECT:CONSIDERATION TO REJECT CLAIM FILED BY MORGAN BARKERBACKGROUNDMorgan Barker, a Shasta College employee, has filed a claim for damages to her personal vehiclein the amount of $750.92 due to an incident that occurred on the main campus on December 12,2012. The claim and repair estimate filed by Ms. Barker are attached.The District insurance carrier has advised Administration to reject the claim. Further investigationis underway.RECOMMENDATIONThe Superintendent/President recommends that the Board reject the claim filed by Morgan Barker,as advised by the District insurance carrier, and authorize the· issuance of a letter of notificationand warning regarding claimant rights.

~Shasta.CollegeReceivedMAR 2 g 2013Shasta CollegeAdministrative Services123CLAIM FOR INJURY OR DAMAGEClaims for death, injury to person, or to personal property must be filed not later than six (6) months after the" occurrence. Claims for .damages to real property must be filed not later than one year after the occurrence.(Government Code Section 911.2)Name of ClaimantMailing AddressCity, State, ZipPhone No.Date of injury/damage(Please print or type)••• l_ _____ Date of Birth:----......12=/..-11=/...:.:12=-------- Time of Day 12:45pm - estLocation of accident/damage Parking lot west of 2200 Building. Main Campus .Describe circumstances of damage or how injury occurred (use back of form if more room needed):Refer to security. report - dated 12/11/12 by Shasta College security. Pulled into parking spotand bumper hag a piece of rebar sticking up- this caught on my bumper and pulled jt off.Explain what action by Shasta College or its employees caused the damage or injury:Maint. Rebar sticking up on parking bumper caused damage. after my accident this was fixed.Amount you are claiming (attach estimates or bills, if possible):~R~e~p=ai~r~a~s~d~e~ta~il~e=d~o~n~a~ti~a~c~he~d~e~&~im~a=t~e~----------------------$~75~0~·~92~.----------------------------------~-------------------------$---------------------------------------------------------------$ $ __________ ___Total ClaimIf total amount claimed exceeds $10,000, is this a Limited Civil case?Names and addresses of witnesses, doctors and hospitals (if applicable):Yes __ No __ICRIMINAL PENALTY FOR PRESENTINGd/ijAUDULENT CLAIM OR MAKING FALSE STATEMENTS: Everyperson who, with intent to defraud, presenis[.~,f'paymentany false or fraudulent claim against a public entity may beguilty of a felony punishable by fine and/or itn'/!irisonment. (California Penal Code, Section 72)Please return completed form toShasta College, Attn: Administrative ServicesP.O. Box 496006, Redding, CA 96049~6006

124Preliminary EstimateCustomer: BARKER, MICHAELVehicle: 2010 HOND INSIGHT EX 40 H/B 4-1.3L-G/E MAROON/GRAYJob Number:Line Oper Description Part Number Qty Extended Labor PaintPrice$1 FRONT BUMPER2 0/H bumper assy 2.3~ * Rpr Bumper cover 2....0. 2.84 Add for Clear Coat 1.15 # Rpr REPAIR OPEN TO HIDDENDAMAGE6 # Rep! MISSING RETAINERS, CLIPS, 1OPEN TO INVOICE7 # Rep! TINT COLOR 1 0.5SUBTOTALS 0.00 4.8 3.9ESTIMATE TOTALSCategory Basis Rate Cost$Parts 0.00Body Labor 4.8 hrs @ $68.00 /hr 326.40Paint Labor 3.9 hrs @ $ 68.00 /hr 265.20Paint Supplies 3.9 hrs @ $ 38.00 /hr 148.20Subtotal 739.80Sales Tax $ 148.20 @ 7.5000% 11.12Grand Total 750.92THE ABOVE ESTIMATE IS BASED ON OUR INSPECITON AND DOES NOT COVER HIDDEN DAMAGE FOUND AFTERTHE VEHICLE HAS BEEN TORN DOWN FOR REPAIRS ADDffiONAL PARTS AND / OR LABOR MAY BE REQUIREDAFTER THE WORK HAS BEEN STARTED.SPECIAL PARTS NOTE:ALL CRASH PARTS ON THISESTIMATEMARE NEW " OEM" PARTSORIGINAL EQUIPMENT MANUFACTURE UNLESS OTHERWISE SPECIFIED, PARTS DECRIBED ASRECHROMED,RECORED,OR REMANUFACTURED ARE EITHER "RECONDffiONED" PARTS OR "REBUILT" PARTS.CRASH PARTS DECRIBEb AS " QUALITY REPLACEMENT PARTS" ARE NON OEM AFTERMARKET PARTS, "LKQ" LIKEKIND AND QUALITY PARTS ARE USED OEM PARTS.WARRANTYALL WORKMANSHIP ON BODY,FRAME,MECHANICAL AND PAINT LABOR WILL BE WARRANTEED FOR AN UNLIMITEDAMOUNT OF TIME. ALL PARTS AND PAINT MATERIALS WILL BE WARRANTEED FOR THE MANUFACTURERS LISTEDTIME, TO THE ORIGINAL OWNER FOR WHOM THE REPAIRS WERE DONE, ALL WARRANTY REPAIRS ARE TO BEDONE AT ARTISTIC BODY AND PAINT UNLESS OTHER ARRAINGMENTS ARE MADE PRIOR TO.CUSTOMER SIGNATURE: __________ _BY ARTISTIC BODY & PAINT:DATE: ___ _3/29/2013 9:34:59 AM 042786 Page 2