maricopa county community college district governing board … · 2020-06-08 · audio conference....

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

Maricopa County Community College District Governing Board Agenda

May 19, 2020

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

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

As a consequence of the COVID 19 Pandemic, and in order to comply with Governor Ducey’s Executive Order 2020-18, regarding Physical Distancing to Mitigate COVID 19 Transmission, as well as guidance from the Centers for Disease Control, the Board’s May 19th Agenda Review will be conducted entirely remotely. There will be no physical meeting. In order for the general public to attend Agenda Review, either:

• Follow this link | Enter your name and email address | Choose Join by browser Please proceed to follow the onscreen instructions to continue to view the event; or

• If you do not wish to see the presented materials during the meeting, you may choose to join solely by audio conference. Dial +1-408-418-9388 | Enter meeting access code 965 854 303# #

AGENDA REVIEW 4:00 p.m. WebEx Evemts

CALL TO ORDER AGENDA REVIEW FOR THE MAY 26, 2020 PUBLIC HEARING, SPECIAL SESSION, AND REGULAR BOARD MEETING ADJOURNMENT

https://maricopa.webex.com/maricopa/onstage/g.php?MTID=e49fe154e3f702800779ba14dc66e0f7e

AR Draft

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

Maricopa County Community College District Governing Board Agenda

May 26, 2020

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

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

As a consequence of the COVID 19 Pandemic, and in order to comply with Governor Ducey’s Executive Order 2020-18, regarding Physical Distancing to Mitigate COVID 19 Transmission, as well as guidance from the Centers for Disease Control, the Board’s May 26th Regular Board Meeting will be conducted entirely remotely. There will be no physical meeting. In order for the general public to attend the Regular Board Meeting, either:

• Follow this link | Enter your name and email address | Choose Join by browser Please proceed to follow the onscreen instructions to continue to view the event. Members of the District community and public who wish to comment regarding Truth in Taxation or Citizen’s Interim will be able to use an icon in the app to notify the meeting host of your wish to comment and you will be called on in order of appearance.

• If you do not wish to see the presented materials during the meeting, you may choose to join solely by audio conference. Dial +1-408-418-9388 | Enter meeting access code 266 907 902# # Members of the District community and public who wish to comment regarding Truth in Taxation or Citizen’s Interim who cannot connect via the link above may do so by sending an email to [email protected] no later than 1:00 PM on Tuesday, May 26th. Comments received in a timely fashion will be read into the record. Comments submitted through this email should comply with Governing Board rules regarding civility.

PUBLIC HEARINGS: CONSIDERATION OF TRUTH IN TAXATION AND REVIEW OF FY2020-21 BUDGETS 6:30 P.M. WebEx Events CALL TO ORDER PUBLIC HEARINGS 1.1 Review Truth in Taxation—Notice of Tax Increase 1.2 Review Proposed FY2020-21 Budget—Maricopa County Community College District ADJOURNMENT

https://administration.maricopa.edu/governing-board/agenda.

https://maricopa.webex.com/maricopa/onstage/g.php?MTID=e34f77fe6ca2d78a41bb0cbede16099a0

mailto:[email protected]

mailto:[email protected]

Governing Board Agenda | May 26, 2020 | AR Draft Page 2

SPECIAL SESSION To Follow Public Hearings RE-CALL TO ORDER ACTION 1.1 Approve Truth in Taxation—Notice of Tax Increase 1.2 Adopt Proposed MCCCD FY2020-21 Budget ADJOURNMENT REGULAR MEETING To follow Special Session WebEx Events

GENERAL 1. Re-Call to Order 2. Pledge of Allegiance 3. Substitutions 4. Student Life Reports (No Report) 5. Faculty Executive Council Report—Ms. Patrice Nango

• Introduction of AFA President 6. Adjunct Faculty Association Report—Mr. Patrick Roddy

• General Update on the Adjunct Faculty Association 7. Maricopa Student Senate Report (No Report) 8. Emeritus, Awards, and Recognition (No Report) 9. Chancellor Report—Dr. Steven Gonzales

• Pandemic Planning CITIZENS INTERIM This is an opportunity for members of the public to address the Governing Board. In compliance with the Open Meeting Law, the Governing Board will neither discuss nor act on issues raised during this portion of the agenda. When necessary, issues will be taken under advisement and placed on subsequent agenda. Presenting concerns to the Board and the free expression of ideas should be communicated with Decorum and respect. Uncivil or disorderly conduct is not permitted. The use of derisive or insulting language or the direction of remarks that defame, attack, or harass an individual may serve as cause for the Board’s President to direct that the speaker immediately concludes his or her remarks. CONSIDERATION OF CONSENT AGENDA All items with an asterisk are consent matters unless they are removed from the Consent Agenda at this time. Any item may be removed from the agenda by the Chancellor as a matter of administrative prerogative, or by the Governing Board upon motion duly made, seconded, and approved. Consent Agenda items will be approved by one motion and there will be no specific discussion of these items. Items removed from the Consent Agenda will be approved during the consideration of the Non-Consent Agenda. ACTION 10. CHANCELLOR/BOARD/LEGAL 11. ACADEMIC AFFAIRS *11.1 Approve Curriculum-Academic Degrees and Policies *11.2 Approve Agreements for Dual Enrollment with Charter and Private Schools *11.3 Approve Intergovernmental Agreements for Dual Enrollment with

Public School Districts *11.4 Approve Continuing Grant with National Science Foundation: Collaborative Research:

TRAIN (Transfer to Interdisciplinary Natural Sciences): A Community College-University Consortium to Increase Community College Student Transfer and Success—Glendale Community College

Governing Board Agenda | May 26, 2020 | AR Draft Page 3

*11.5 Approve Continuing Grant with National Science Foundation: Collaborative Research: TRAIN (Transfer to Interdisciplinary Natural Sciences): A Community College-University Consortium to Increase Community College Student Transfer and Success—Phoenix College

*11.6 Approve Continuing Grant with National Science Foundation: Collaborative Research: TRAIN (Transfer to Interdisciplinary Natural Sciences): A Community College-University Consortium to Increase Community College Student Transfer and Success—South Mountain Community College

*11.7 Approval of Intergovernmental Agreement with Pascua Yaqui Tribe and South Mountain Community College to Provide a Career Technical Education Program

*11.8 Approve Intergovernmental Agreement between the City of Phoenix and the Center for Entrepreneurial Innovation of the Maricopa Community College District

*11.9 Approve U.S. Small Business Administration Award for Arizona Small Business Development Center Network—CORE 1

*11.10 Approve U.S. Small Business Administration Award for Arizona Small Business Development Center Network—CORE 2

*11.11 Approve New Grant Award—Arizona Small Business Development Center Network-Procurement Technical Assistance Center

12. BUSINESS SERVICES *12.1 Approve Renewal of MCCCD’s Student Insurance FY2021 *12.2 Approve Job Order Contracting Purchase Order for Administration Building Roofing

Replacement at Glendale Community College *12.3 Approve Conceptual Approval for Remodeling in the TC50 Building at Mesa Community College *12.4 Approve Conceptual Approval for the Deferred Maintenance and Remodel of Building A

at Phoenix College *12.5 Approve Designation of Individual to Certify Expenditure Limit Report *12.6 Approve Budgeted Expenditure Amendment for FY2019 *12.7 Approve Bookstore Contract Extension with Follett for One Year *12.8 Approve Food Service Contract Extension with Chartwells for One Year FIRST READ & INFORMATION ITEMS 13. HUMAN RESOURCES 13.1 Employment and Separations (March 14, 2020-April 10, 2020) MONITORING REPORTS 14. BUSINESS SERVICES 14.1 Budget Analysis Report Fund 1: General Unrestricted Fund for the Ten Months Ending

April 30, 2020 COMMUNITY LINKAGE 15. Governing Board Reports

• Current Event Summaries ESTABLISHMENT OF NEXT MEETING DATES, TIMES, AND LOCATIONS 16. June 9, 2020, 4:00 p.m., Work Session on Charter School Budgets, WebEx Events

*REMOTE SESSION* 17. June 23, 2020, 6:30 pm., Regular Board Meeting, WebEx Events *REMOTE SESSION* ADJOURNMENT

AR Draft

Funding Source

Account Information

NON-CONSENT ACTION ITEM

Governing Board Agenda Meeting Date May 26, 2020

Item Number Item Title Responsible Agents 1.1 TRUTH IN TAXATION HEARING –

NOTICE OF TAX LEVY INCREASE Dr. James Moore

Recommendation The Governing Board will be asked to approve a shift of a portion of the secondary tax rate to the primary tax rate, which will result in a decrease of $.05 for a $100,000 home. The tax shift will generate an estimated $1.3 million, exclusive of new property, which will be dedicated for capital. Submitted for action is the proposal to shift a portion of the planned reductions in the secondary property tax levy as bonds are paid off to the primary tax levy and to adopt a 0.26% primary property tax increase as part of the FY2020-21 Proposed Budget. In accordance with relevant statutory and Constitutional provisions, the MCCCD proposes increasing its primary property taxes on existing property in FY2020-21 by 0.26%, which equals $1,315,031 in additional property tax revenues from existing property. Through a roll call vote (as required per statute), it is recommended that the Governing Board approve the District’s proposed increase in primary taxes on existing property in FY2020-21. Justification In the 1996 legislative session, a Truth in Taxation statute was passed (ARS 15-1461.01). It requires political subdivisions to publish notice of, and to hold public hearings on, proposed tax increases on existing property. This law is intended to increase public awareness of proposed tax increases. A 1999 amendment to ARS 15-1461.01 requires the political subdivisions to also issue a press release. In compliance with this statute, a Truth in Taxation notice was published in the Arizona Republic on May 11 and May 18, 2020; and a press release was issued on May 8, 2020. A comparison of the effects of the calculated Truth in Taxation rate ($1.1220) to the proposed tax rate ($1.1250) reveals that the primary property taxes levied by the Maricopa County Community College District on a $100,000 home will rise from $112.20 to $112.50--a $0.30 per year, or 0.26%. The total combined primary and secondary tax rates ($1.2881) and property tax levied by the District, however, will decline by $4.04 from $132.85 for FY2019-20 to $128.81 for FY2020-21. Property tax increases and growth in other revenues provide funding to meet a wide variety of needs, allowing the Maricopa Community College District to better serve students and the community. With approval of this item, the total tax levy increase of $1,315,031will be dedicated to fund FY2020-21 and future capital needs.

AR Draft

Funding Source

Account Information

NON-CONSENT ACTION ITEM

Governing Board Agenda Meeting Date: May 26, 2020

Item Number Item Title Responsible Agents 1.2 Adoption of the Proposed

Fiscal Year 2020-21 Budget Dr. James Moore

Recommendation Attached for adoption is the Proposed FY 2020-21 Budget. The Proposed FY2020-21 Budget includes a proposal to shift a portion of the secondary property tax rate to the primary tax rate, which will reduce a $100,000 home tax bill by $.05 in FY21. The tax shift will generate $1.3 million dedicated to FY2020-21 and future capital needs. The estimated all funds resources for FY2020-21 Proposed Budget total $1.6 billion, which consist of $1.1billion of on-going revenue and $540.7 million of fund balance. The proposed use of funds include $1.2 billion all fund expenditures and $347.6 million of reserves and contingencies. Pursuant to Arizona Revised Statutes, the proposed Legal Budget has been made available online on the District’s main web page effective May 11th, 2020 and was published in the Arizona Republic on May 18th, 2020. The Truth in Taxation notice also has been published in the Arizona Republic on May 11 and May 18, 2020.

After review of the estimated available resources and the District’s needs, several budget recommendations are included in the FY2020-21 Proposed Budget. The proposed expenditure budget includes addressing the significant deferred maintenance problems and various other capital needs, continued investment in Transformation initiatives, and other operation expenses. Justification In an effort to avoid seeking a bond to fund capital needs, a decision was made to forego additional bond issuance and shift the declining secondary tax rate to the primary rate for capital. As the total tax rate declines from bonds being paid off, shift a portion of the planned reduction from the secondary levy to the primary tax levy to fund future capital needs.

• Capital needs to maintain facilities and refresh capital equipment remains. • Planning for areas of student growth and modernization of facilities will require significant

remodeling and even construction of new buildings. • Adopted strategy: as the secondary rate declines, shift the rate to the primary levy to fund capital

needs in the future and possibly forego bonds, but still allow the total property tax levy to decline. The detailed FY2020-21 Proposed Budget is attached to this Action Item.

AR Draft


Agenda Item No. 1.2 Continuation—Page 2 of 2

Property Taxes 497,640,717$ -$ 16,519,044$ -$ 74,558,711$ 588,718,472$ In Lieu Tax, SRP 8,622,905 - 1,250,414 9,873,319 State Appropriations/Other State - 11,656,242 - 11,656,242

Subtotal Tax Support: 506,263,622$ -$ 16,519,044$ -$ 11,656,242$ 75,809,125$ 610,248,033$

General Tuition 177,237,000$ 2,758,602$ 179,995,602$ Out-of-State Tuition 15,838,000 5,180,209 21,018,209 Out-of-District Tuition 197,280 - 197,280 Fees (Course fees, Other fees) 4,593,128 16,682,486 21,275,614 Non-Credit/ Special Interest 3,005,909 3,005,909

Subtotal Tuition/Fees: 197,865,408$ 27,627,206$ -$ -$ -$ -$ 225,492,614$

State Appropriations/STEM Funding 1,600,000$ 1,600,000$ Grants & Contracts 1,906,956$ 38,647,409 40,554,365$ Financial Aid - 171,345,063 171,345,063 Interest Income 3,050,000 1,426,505 1,500,000 250,000 6,226,505 Food Service/Auxiliary Programs 4,666,340 4,666,340 Miscellaneous Other Revenues 1,890,588 2,395,779 4,286,367

Subtotal Other Rev/Grants & Contracts 4,940,588$ 10,395,580$ 1,500,000$ 211,592,471$ 250,000$ -$ 228,678,639$

Total On-Going Revenues 709,069,618$ 38,022,786$ 18,019,044$ -$ 211,592,471$ 11,906,242$ 75,809,125$ 1,064,419,286$

Transfers 11,609,743$ -$ 11,609,743$

Total Revenues with Transfers 709,069,618$ 49,632,529$ 18,019,044.0$ -$ 211,592,471$ 11,906,242$ 75,809,125$ 1,076,029,029$

Fund Balance & TransfersCollege & DO Fund Balance 65,337,089$ 75,353,457$ 29,886,151$ 170,576,697$ District-Wide Fund Balance 197,338,841 18,467,160 63,536,284 3,920,238 6,419,705 68,976,363 358,658,590 Transfers In (Out) 4,719,511 6,780,489 - 11,500,000

Total Fund Balance & Transfers 202,058,352$ 83,804,249$ 145,670,230$ 3,920,238$ 29,886,151$ 6,419,705$ 68,976,362.5$ 540,735,287$

Total Resources 911,127,970$ 133,436,778$ 163,689,274$ 3,920,238$ 241,478,622$ 18,325,947$ 144,785,488$ 1,616,764,317$

Chandler-Gilbert College 56,862,061$ 1,610,891$ 19,068,049$ 947,954$ 78,488,955$ Estrella Mountain College 41,200,496 1,012,518 24,067,346 598,487 66,878,847 Glendale College 85,323,827 2,286,315 39,427,686 685,381 127,723,209 GateWay College 37,186,500 11,657,670 20,893,584 2,300,128 72,037,882 Mesa College 103,554,459 6,483,501 38,811,173 966,210 149,815,343 Phoenix College 61,948,186 2,715,000 29,086,164 337,479 94,086,829 Paradise Valley College 42,160,351 1,620,337 12,402,458 - 56,183,146 Rio Salado College 60,530,736 12,281,750 28,184,925 176,491 101,173,902 Scottsdale College 53,788,307 2,341,862 11,511,436 476,906 68,118,511 South Mountain College 28,963,729 889,251 10,938,964 2,862,896 43,654,840

District Office 70,138,896 1,702,119 3,952,873 450,000 76,243,888

College Capital Projects 22,576,607 22,576,607

Distrtict-Wide 76,476,801 41,058,940 1,368,997 8,524,015 127,428,753 Debt Service Payment - 74,205,925 74,205,925 Carryforward 25,389,367 25,389,367 Other Recommendations 5,600,000 5,600,000

749,123,716$ 44,601,214$ 63,635,547$ -$ 239,713,655$ 18,325,947$ 74,205,925$ 1,189,606,003$

Fund Balance 162,004,254$ 88,835,565$ 100,053,727$ 3,920,238$ 1,764,967$ -$ 70,579,563$ 427,158,313$

Reserves & Designations 82,450,807$ 88,835,565$ 100,053,727$ 3,920,238$ 1,764,967$ -$ 70,579,563$ 347,604,866$

UNCOMMITTED FUND BALANCE 79,553,447$ -$ -$ -$ -$ -$ -$ 79,553,447$

FY20-21 PROPOSED REVENUE AND EXPENDITURES ALL FUNDS BUDGET SUMMARY

RestrictedFund 3 Prop 301

Unexpended Plant Debt Service

Quasi Endowment*

UNRESTRICTED FUND RESTRICTED FUND

Expenditures by Unit

Total Expenditures

Total All Funds

General FundFund 1

AuxiliaryFund 2



Quasi Endowment*

Total All Funds

RevenuesGeneral Fund

Fund 1AuxiliaryFund 2

FY20-21 Proposed Budget

May 26, 2020

Section A: General Overview FY20-21 Proposed Budget

Page 2

Table of Contents

SECTION A: GENERAL OVERVIEW ...................................................................................................................... 4

Map of Maricopa Community Colleges ......................................................................................................... 6

Vision and Mission ............................................................................................................................................. 7

Introduction ................................................................................................................................................... 8

Overview of Proposed Budget ........................................................................................................................... 8

Future Budget Plan ..................................................................................................................................... 8

Budget Prep Assumptions .......................................................................................................................... 8

Fund Balances ................................................................................................................................................ 9

Unrestricted Funds ..................................................................................................................................... 9 Restricted Funds ....................................................................................................................................... 10

Fund Balance for Allocation ..................................................................................................................... 11

Required and Recommended Budget Items. ............................................................................................... 12

Executive Budget Summary ......................................................................................................................... 13

General Fund ................................................................................................................................................ 13

Revenues .................................................................................................................................................. 13

Auxiliary Fund .............................................................................................................................................. 14

Restricted Fund (Fund 3).............................................................................................................................. 14

Capital (Plant) Fund...................................................................................................................................... 14

SECTION B: BUDGET SUMMARIES ................................................................................................................... 17

All Funds Summary of Resources ................................................................................................................. 18

All Funds FTE Summary ................................................................................................................................ 20

General Fund Summaries ............................................................................................................................. 21

General Fund Resources and Expenditures .............................................................................................. 21

General Fund Expenditure by College and Function ................................................................................ 22 General Fund Expenditure by College and Account Category ................................................................. 23 General Fund - Budgeted Position Summary ........................................................................................... 24

Auxiliary Fund Summary .............................................................................................................................. 25

Auxiliary Fund Budgeted Position Summary ............................................................................................ 27


Page 3

Restricted (Fund 3) Summary ...................................................................................................................... 28

Restricted Fund Budgeted Position Summary .......................................................................................... 29 Proposition 301 Revenue & Expenditure ................................................................................................. 30

Plant Fund Revenue & Expenditure Summary ............................................................................................. 32

Debt Service - Revenue & Expenditure Summary ....................................................................................... 33

SECTION C: LEGAL BUDGET .............................................................................................................................. 34

SCHEDULE A – Summary of Budget Data ..................................................................................................... 35

SCHEDULE B – Resources ............................................................................................................................. 36

SCHEDULE C –Expenditures and Other Outflows ........................................................................................ 37

SECTION D: APPENDIX ..................................................................................................................................... 38

Student Enrollment ...................................................................................................................................... 39

Historic Tuition ............................................................................................................................................. 41

Historic Property Assessment ...................................................................................................................... 42

Historic Property Tax Rates ...................................................................................................................... 43 Property Taxes for Various Home Values ................................................................................................. 44

Tax Rates Calculation ................................................................................................................................ 45

Expenditure Limitation Report Worksheet .................................................................................................. 46

SECTION E: GLOSSARY ..................................................................................................................................... 47


Page 4

Proposed Budget

FY2020-21

SECTION A: GENERAL OVERVIEW


Page 5

Administration and Addresses

MCCCD Governing Board & District Administration: 2411 W 14th Street – Tempe, AZ 85281|Ph. (480) 731-8000

Governing Board Members Positions District Ms. Marie Sullivan President 3 Mr. Lauren Hendrix Secretary 1 Ms. Jean McGrath Member 4 Dr. Tom Nerini Member 5 Mr. Dana Saar Member 2 Dr. Linda Thor Member At-large Ms. Kathleen Winn Member At-large

District Leadership Dr. Steven Gonzales Interim Chancellor Dr. Karla Fisher Executive Vice Chancellor and Provost Ms. Darcy Renfro Chief Workforce and Economic Development Officer Dr. James D. Moore Interim Chief Operating Officer Mr. Gary Yaquinto Chief Financial Officer Ms. Georgetta Kelly Chief Human Resources Officer Dr. Mark Koan Chief Information Officer Ms. Leslie Cooper General Counsel Mr. Brian Spicker Interim President & CEO MCCCD Foundation

College Leadership & Administration Dr. Greg Peterson,

President Chandler-Gilbert Community College

2626 E. Pecos Road Chandler, AZ 85225 Ph. (480) 732-7000

Dr. Maria Wise, Interim President

GateWay Community College 108 N. 40th Street Phoenix, AZ 85034 Ph. (602) 286-8000

Dr. Teresa Leyba-Ruiz, President

Glendale Community College 6000 W. Olive Avenue

Glendale, AZ 85034 Ph. (623-845-3012

Dr. Reynaldo Rivera, President

Estrella Mt. Community College 3000 N. Dysart Road Avondale, AZ 85392 Ph. (623) 935-8000

Dr. Lori Berquam, Interim President

Mesa Community College 1833 W. Southern Avenue

Mesa, AZ 85202 Ph. (480) 461-7000

Dr. Paul Dale, President

Paradise Valley Community College 18401 N. 32nd Street Phoenix, AZ 85032 Ph. (602) 787-6500

Dr. Larry Johnson, Jr., President

Phoenix College 1202 W. Thomas Rd. Phoenix, AZ 85013 Ph. (602) 285-7500

Kate Smith, M.S. Interim President Rio Salado College 2323 W 14th Street Tempe, AZ 85281

Ph. (480) 517-8540

Christina M. Haines, M.Ed. Interim President

Scottsdale Community College 9000 E. Chaparral Road

Scottsdale, AZ 85256 Ph. (480) 423-6000

Dr. Shari Olson, President

South Mt. Community College 7050 S. 24th Street Phoenix, AZ 85040 Ph. (602) 343-8000

http://www.cgc.maricopa.edu/Pages/Default.aspx

http://www.gatewaycc.edu/

http://www.gc.maricopa.edu/

http://www.estrellamountain.edu/

http://www.mesacc.edu/

http://www.pvc.maricopa.edu/

http://www.pc.maricopa.edu/

http://www.riosalado.edu/

http://www.scottsdalecc.edu/

http://southmountaincc.edu/


Page 6

Map of Maricopa Community Colleges

The map below shows the location of the ten colleges within the Maricopa County Community College District and satellite locations where educational programs are provided to the community.


Page 7

Vision and Mission VISION

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

MISSION

The Maricopa Community Colleges provide access to higher education for diverse students and communities. We focus on learning through:

• University Transfer Education • General Education • Developmental Education • Workforce Development • Student Development Services • Continuing Education • Community Education • Civic Responsibility • Global Engagement

The Maricopa Community Colleges are committed to:

COMMUNITY – We value all people – our students, our employees, their families and the communities in which they live and work. We value our global community of which we are an integral part.

EXCELLENCE - We value excellence and encourage our internal and external communities to strive for their academic, professional, and personal best.

HONESTY AND INTEGRITY - We value academic and personal honesty and integrity and believe these elements are essential in our learning environment. We strive to treat each other with respect, civility and fairness.

INCLUSIVENESS - We value inclusiveness and respect for one another. We believe that team work is critical, that each team member is important and we depend on each other to accomplish our mission.

INNOVATION - We value and embrace an innovative and risk-taking approach so that we remain at the forefront of global educational excellence

LEARNING - We value lifelong learning opportunities that respond to the needs of our communities and are accessible, affordable, and of the highest quality. We encourage dialogue and freedom to have an open exchange of ideas for the common good

RESPONSIBILITY - We value responsibility and believe that we are each accountable for our personal and professional actions. We are responsible for making our learning experiences significant and meaningful.

STEWARDSHIP - We value stewardship and honor the trust placed in us by the community. We are accountable to our communities for the efficient and effective use of resources as we prepare our students for their role as productive world citizens.


Page 8

Introduction The Maricopa District is one of the largest community college systems in the nation and is the largest public higher education institution in Arizona. In FY2020-21, the District will continue to build on its long history of services to the community.

The Maricopa County Community College District (District) is fiscally sound and has adequate reserves to meet future contingencies. The District strives to maximize the resources entrusted to us by the taxpayers and students. Maricopa Transformation initiatives will require additional resources, as we develop new approaches to better serve our students and increase student retention, which will lead to more graduates. However, future decisions will need to be made to ensure long-term stability related to both operational and capital expenditures.

Overview of Proposed Budget

This Proposed budget compares the estimated revenue and expenditures from FY19-20 with the Proposed FY20-21 Budget. This provides a base for future budgeted expenditure and revenue comparisons. Throughout the budget process, the District evaluates the ability to sustain approved initiatives in the future.

Future Budget Plan The Transformation initiated in FY18 includes the recommendation that a budget process be developed that supports and promotes organizational performance around the following questions:

• Are we allocating funds appropriately among our colleges to obtain the best outcomes?

• Are revenues sufficient to fund critical education and support services now and in the future?

A study is continuing to help answer these questions. The following elements will be used for future budget planning:

• Fairness and Equity Study – develop adjustment methods to resolve identified inequalities • Adequacy Study – are colleges funded sufficiently • Increased college involvement around budgeting for initiatives and outcomes

Budget Prep Assumptions The following assumptions have been used in building the FY20-21 budget:

• Property tax levy is based on 2020 Net Primary Assessed Value, provided by Maricopa County Assessor on February 10, 2020;

• FTSE is estimated to be flat because of the uncertainty due to the COVID-19 impact; • General Fund expenditure growth includes required or previously agreed upon expenditure additions; • No re-allocation of funds held by colleges for FY20-21 (except for enrollment changes); and • Impacts of Covid-19 are unknown and unclear; declines in Prop 301 Revenue are expected.


Page 9

Fund Balances Balances are estimated carryforward from prior year plus new revenues, less current year estimated expenditures. At Maricopa, we categorize funding as unrestricted or restricted.

Unrestricted Funds Unrestricted funds are those that can be allocated for different purposes. They include:

• General fund (Fund 1) – the largest and main operating fund for the Maricopa Community Colleges. The General Fund accounts for unrestricted resources that will be expended in the current year for operating purposes such as instruction, public service, academic support, student services, institutional support, operation/maintenance of plant, plus scholarships. It includes continuing and one-time expenditures.

• Auxiliary Fund (Fund 2) – includes revenues and expenditures that support a variety of self-supporting activities, including contract training, the three Skill Centers under Gateway, non-credit instruction, and food services.

• Plant Fund (Fund 7) – MCCCD’s capital fund. The major sources of funds are from the property tax levy for capital and prior years fund balance.

Estimated balances for the Unrestricted Funds are shown below.

Category FY19-20 FY20-21Unrestricted Fund (Fund 1) 197.3$ 187.4$ Auxiliary Fund (Fund 2) 83.8$ 88.8$ Plant Fund (Fund 7) 138.9$ 100.1$

Subtotal - Unrestricted 420.0$ 376.3$

Estimated Balances ComparisonUnrestricted Funds

(in Millions)


Page 10

Restricted Funds Restricted funds account for all externally restricted activity such as grants, bond debt service and student financial aid, and include:

• Restricted (Fund 3) – revenue sources include federal, state and local funds for grants or contracts and federal financial aid;

• Proposition 301 – a statewide November 2000 referendum that raised sales taxes for education (community colleges are required to use the funds for workforce development and training);

• Debt Service (Fund 8) – payments of interest and principal for General Obligation bonds purchased for the 2004 Capital Bond Program; and

• Quasi Endowment Fund (Fund 6) – portion of Worker’s Compensation reserves required by the Industrial Commission.

Estimated balances for the restricted funds are shown below.

Category FY19-20 FY20-21Restricted Fund - Other 29.9$ 1.8$ Restricted Fund - Prop 301 6.4$ -$ Debt Service 69.0$ 70.6$ Quasi Endowment Fund 3.9$ 3.9$

Subtotal - Restricted 109.2$ 76.3$

Grand Total - All Funds Balances * 529.2$ 452.5$

* Tota ls may not add due to rounding

(in Millions)

Estimated Balances ComparisonRestricted Fund

The grand total balances appear to be significant. It is misleading, however, to only focus on total balances available and not consider what these balances represent and why they are needed, as explained below.


Page 11

Fund Balance for Allocation Although the grand total fund balance for FY21 is estimated at $452.5 million, the restricted portion must be removed since its use is limited. This leaves $376.3 million.

It is anticipated some revenue will not be received, such as student bad debt and uncollected tax levy; therefore, $6.5 million is removed to recognize these potential losses. In addition, portions of the fund balance should be held for claims ($5m), financial stability ($70.9m), college operating and auxiliary reserves ($114.2m), and college and district-wide capital projects ($100.1m) that have already been committed for future use.

This leaves an estimated balance of about $79.6 million available for possible allocation after all of these adjustments.

All Fund Balances 452.5$ Less Restricted Funds (76.3)$

Net Unrestricted Fund 376.3$ Less:

GF - Financial Stability (70.9)$ GF - Std Bad Debt, Uncollected Tax Levy (6.5)$ GF - Claim Reserve (5.0)$ College:

GF - College Reserve/CF (25.4)$ Auxiliary Fund - Colleges (88.8)$ Capital Fund - College & DW Projects (100.1)$

Total Reseves -$ (296.7)$

Ending Balance - Available for Allocation * 79.6$

* Tota ls may not add due to rounding

Estimated Balances for June 30, 2021As of April 2020

(in Millions)

Some cautions to be noted regarding possible allocation of the ending balance:

• The ending balance should be used for one time funding only or to ensure funds for ongoing costs are held for future expenditures;

• Annual revenue growth from property tax, tuition and fees only average $10-$13 million/year in recent years. This is insufficient to cover large expenditure commitments;

• Funding is required to meet capital needs (including deferred maintenance of $377m); no source for future needs. A portion of balances needs to be available to ensure capital needs can be met. In FY2019-20, the Governing Board approved a tax increase which included shifting of secondary tax dedicated for capital. This tax shift must be approved by the Governing Board annually to continue;

• Maricopa’s Transformation improvements requires continuing investment; and


Page 12

• Operating costs will continue to increase (technology licenses, updated systems, health insurance, ASRS).

Required and Recommended Budget Items. Discussion of allocation should recognize that there are required and recommended items for consideration.

The Required FY20-21 budget items of $1.1 million include:

Arizona State Retirement: contribution rate increase (employer and employees) from 12.11% to 12.22% - $0.4 million

Employee Manual costs: salary increase for employees who obtain job related degrees - $0.4 million

Institutional Scholarships (President and Honors): increased funding needed to retain and attract highly qualified students - $0.3 million

An additional $5.6 million are recommended to be included in the FY20-21 Proposed Budget for the following:

• Maricopa’s continued transformation improvements • Colleges’ and District Initiatives

Total Required Commitments and Additional Expenditure Recommendation - $6.7 million.


Page 13

Executive Budget Summary

• The Projected FY20-21 Resources of $1.6 billion includes all of the estimated fund balances available for each fund group. All funds are shown in Section B Budget Summaries.

• The General Fund Resources total for FY20-21 is $911.1 million, a decrease of $11.0 mil (-1.2%) compared to the estimated resources of FY19-20.

• The Auxiliary Fund totals $133.4 million, an increase of $3.6 million (2.8%) compared to the estimated actual resources in FY19-20.

• The Restricted Fund (Other) total for FY20-21 is $241.5 million, an increase of $7.5 mil (3.2%) compared to the estimated resources in FY19-20

• The Restricted Fund (Prop 301) total for FY20-21 is $18.3 million, a decrease of $15.7 mil (-46.2%) compared to the estimated actual resources in FY19-20

• The Unexpended Plant Fund totals $163.7 million for FY20-21, a decrease of $38.8 million (-19.1%) compared to the estimated resources for FY19-20.

• The FY20-21 Debt Service totals $144.8 million, a decrease of $7.0 million (-4.6%) over the FY19-20 estimated actuals.

• The District’s colleges have flexibility to reallocate budgets and to use new allocations to meet high priority needs and accomplish goals to continue to better serve the community.

General Fund

Revenues Property Taxes: The amount of additional property taxes from new construction is projected to remain fairly level for two years with slower growth thereafter. Based on the 2020 Maricopa County Assessor’s valuations, the property tax levy from new construction will increase from $10 million for FY19-20 to $13 million for FY20-21.

Effective 2015, the voter-approved Proposition 117 altered the calculation of property tax. For 2015 both the Primary and the Secondary tax rates are calculated based on the same assessed valuation -- the Limited Property valuation (see the Appendix - Historic Property Assessment). Proposition 117 also capped the growth of a property’s limited property value at no more than 5% per year. This new law does not affect the total amount of property tax collections, but rather redistributes the tax obligation among property owners.

On May 26th, 2020 the Governing Board will be asked to approve a shift of a portion of the secondary tax rate to the primary tax rate, which will result in a decrease of $.05 for a $100,000 home. The tax shift will generate an estimated $1.3 million, exclusive of new property, which will be dedicated for capital.

Tuition and Fees:

The Governing Board approved tuition and fee rates at its April 7, 2020 meeting. The tuition rate for an in-county full-time student is $85/credit or $2,550 annually based on 30 credits/year.


Page 14

The Arizona Constitution mandates the provision of higher education "as nearly free as possible" and tuition for Maricopa Community College District remains below the national average of public two-year institutions. Students attending Maricopa Colleges prior to transferring to a Baccalaureate granting institution should expect to pay tuition at about 20-25 percent of Arizona’s public four-year institutions.

State Aid:

In FY2015-16, the Arizona Legislature changed the law to discontinue State Aid funding for Maricopa and Pima County Community College Districts. For FY19-20 the District received one time funds of $5.8 million for health care specialty expansions. The District also received a multiyear (FY20, FY21, and FY22) funding of $1.6 million for STEM expansion.

Fund Balance: An estimated $197.3 million of fund balance will be included in the report as resources.

Fund Transfers: The Proposed FY20-21 budget also assumes incoming transfers of $4.7 million from District-Wide Capital Fund balance.

Auxiliary Fund The Auxiliary Fund includes contract training and other substantially self-supporting activities, such as the skill centers, non-credit instruction, course fees, and food services. The FY20-21 Proposed budget for Auxiliary Fund totals $133.4 million in resources. Section B provides a summary of all Auxiliary funds.

Restricted Fund (Fund 3) The Restricted Fund (Other) FY20-21 budget is $241.5 million. Proposition 301 Proposed budget for FY20-21 is estimated at $18.3 million, which includes $6.4 million of fund balance.

Proposition 301

In 2018, the Governor signed into law a bill to extend Proposition 301 for another 20 years. The District anticipates receiving $11.7 million in Proposition 301 sales tax revenues for FY20-21 to support workforce development initiatives. The Workforce Development Office will work with the colleges to develop a plan for FY21 and a 5-year plan to maximize the benefits of this fund. Strategies to be examined include:

• Workforce Faculty/Employees; • Workforce Equipment needs; • Workforce Information System Development • MCOR Fund Commitment

Capital (Plant) Fund


Page 15

The Unexpended Plant Fund is $163.7 million for FY20-21. An evaluation of facilities helped the District prioritize where capital funds are most needed. Since we cannot rely on State funding, and bond resources are being consumed, the only ongoing source of capital funds is from the shift of the secondary property tax dedicated to capital as bonds are paid down.

Life without the Bond: • As the total tax rate declines from bonds being paid off, shift the planned reduction from the secondary

levy to the primary tax levy to fund future capital needs.

• Capital needs to maintain facilities and refresh capital equipment remains.

• Planning for areas of student growth and modernization of facilities will require significant remodeling and even construction of new buildings.

• Adopted strategy: as the secondary rate declines, shift the rate to the primary levy to fund capital needs in the future and possibly forego bonds, but still allow the total property tax levy to decline.

The chart on the following page shows the effect of retaining a small portion of the tax levy decline in the future for maintenance and other capital needs.

For FY20-21, the total tax rate would have been $1.2851 per $100 of assessed valuation, with $1.1220 of this as primary. As highlighted below, the proposed tax increase of $0.0030 puts the primary rate at $1.1250 and the total tax rate to $1.2881 per $100 assessed valuation. This is still a reduction in the total tax rate from the current year’s rate of $1.3285. The total tax increase (0.26%) would raise an estimated $1.3 million (exclusive of new construction) for a cumulative total of $16.5 million will be dedicated for FY20-21 and beyond for capital purposes.


Page 16

Fiscal Year Primary SecondaryTotal Tax

RateCapital

Adjustment Primary * SecondaryAdjusted Tax Rate

Total $ Set Aside for

Capital ($ in Million)

Proposed Tax Increase

($ in Million)

2013-14 $1.2896 $0.2459 $1.5355 $1.2896 $0.2459 $1.5355

2014-15 $1.2824 $0.2363 $1.5187 $1.2824 $0.2363 $1.5187

2015-16 $1.2628 $0.2312 $1.4940 $1.2628 $0.2312 $1.4940

2016-17 $1.2376 $0.2275 $1.4651 $1.2376 $0.2275 $1.4651

2017-18 $1.1956 $0.2140 $1.4096 $1.1956 $0.2140 $1.4096

2018-19 $1.1558 $0.2046 $1.3604 $0.0150 $1.1708 $0.2046 $1.3754 6.1$

2019-20 $1.1236 $0.1720 $1.2956 $0.0217 $1.1565 $0.1720 $1.3285 15.2$

2020-21 Proposed $1.1220 $0.1631 $1.2851 $0.0030 $1.1250 $0.1631 $1.2881 16.5$ 1.3$

2021-22 $1.1257 $0.1186 $1.2443 $0.0300 $1.1557 $0.1186 $1.2743 30.4$ 13.8$

2022-23 $1.1443 $0.1094 $1.2537 $0.0200 $1.1643 $0.1094 $1.2737 39.9$ 9.5$

2023-24 $1.1528 $0.0654 $1.2182 $0.0250 $1.1778 $0.0654 $1.2432 52.1$ 12.2$

2024-25 $1.1661 $0.0635 $1.2296 $0.0100 $1.1761 $0.0635 $1.2396 57.2$ 5.0$

2025-26 $1.1645 $0.0261 $1.1906 $0.0250 $1.1895 $0.0261 $1.2156 70.2$ 13.0$

2026-27 $1.1777 $0.0254 $1.2031 $0.0100 $1.1877 $0.0254 $1.2131 75.5$ 5.4$

2027-28 $1.1759 $0.0000 $1.1759 $0.0261 $1.2020 $0.0000 $1.2020 89.9$ 14.4$

* Calculation is based on adjusted net assessed valuation for existing property- with 1% increase annually starting FY22.

Scenario for Capital FundingMCCCD Property Tax Rates per $100 of Assessed Valuation

Actual FY2014 to FY2020, Projected FY2021 to FY2028

PROJECTION WITH TAX SHIFT

Proposed Budget

FY20-21

SECTION B: BUDGET SUMMARIES

Section B: Budget Summaries FY20-21 Proposed Budget

Page 18

All Funds Summary of Resources

Fund Description AdoptedFY19-20

Est. Actual Resources

FY19-20

Projected Resources

FY20-21 % of TotalIncrease/

(Decrease) % Change

Fund 1 General Operating 891,526,596$ 922,152,268$ 911,127,970$ 56.4% (11,024,298)$ -1.2%

Fund 2 Current Auxiliary 102,465,579 129,825,553 133,436,778 8.3% 3,611,226 2.8%

Fund 3 Current Restricted - Other 189,651,340 234,002,524 241,478,622 14.9% 7,476,098 3.2%

Fund 3 Current Restricted - Prop 301 35,637,360 34,057,980 18,325,947 1.1% (15,732,033) -46.2%

Fund 6 Quasi Endowment 3,071,200 3,920,238 3,920,238 0.2% - 0.0%

Fund 7 Plant 179,391,965 202,456,741 163,689,274 10.1% (38,767,467) -19.1%

Fund 8 Debt Service 151,822,988 151,822,988 144,785,488 9.0% (7,037,501) -4.6%

1,553,567,028$ 1,678,238,291$ 1,616,764,317$ 100.0% (61,473,974)$ -3.7%Total

FY21 Projectedvs. FY20 Est. Actual

$-

$300

$600

$900

$1,200

$1,500

$1,800

Fund 1 Fund 2 Fund 3- Other

Fund 3- Prop

301

Fund 6 Fund 7 Fund 8 TOTAL

Est. Actual ResourcesFY19-20 $922.2 $129.8 $234.0 $34.1 $3.9 $202.5 $151.8 $1,678.2

Projected ResourcesFY20-21 $911.1 $133.4 $241.5 $18.3 $3.9 $163.7 $144.8 $1,616.8

Mill

ions

Comparison FY20 Est Actual vs FY21 Projected($ in Million)


Page 19

Property Taxes 497,640,717$ -$ 16,519,044$ -$ 74,558,711$ 588,718,472$ In Lieu Tax, SRP 8,622,905 - 1,250,414 9,873,319 State Appropriations/Other State - 11,656,242 - 11,656,242

Subtotal Tax Support: 506,263,622$ -$ 16,519,044$ -$ 11,656,242$ 75,809,125$ 610,248,033$

General Tuition 177,237,000$ 2,758,602$ 179,995,602$ Out-of-State Tuition 15,838,000 5,180,209 21,018,209 Out-of-District Tuition 197,280 - 197,280 Fees (Course fees, Other fees) 4,593,128 16,682,486 21,275,614 Non-Credit/ Special Interest 3,005,909 3,005,909

Subtotal Tuition/Fees: 197,865,408$ 27,627,206$ -$ -$ -$ -$ 225,492,614$

State Appropriations/STEM Funding 1,600,000$ 1,600,000$ Grants & Contracts 1,906,956$ 38,647,409 40,554,365$ Financial Aid - 171,345,063 171,345,063 Interest Income 3,050,000 1,426,505 1,500,000 250,000 6,226,505 Food Service/Auxiliary Programs 4,666,340 4,666,340 Miscellaneous Other Revenues 1,890,588 2,395,779 4,286,367

Subtotal Other Rev/Grants & Contracts 4,940,588$ 10,395,580$ 1,500,000$ 211,592,471$ 250,000$ -$ 228,678,639$

Total On-Going Revenues 709,069,618$ 38,022,786$ 18,019,044$ -$ 211,592,471$ 11,906,242$ 75,809,125$ 1,064,419,286$

Transfers 11,609,743$ -$ 11,609,743$

Total Revenues with Transfers 709,069,618$ 49,632,529$ 18,019,044.0$ -$ 211,592,471$ 11,906,242$ 75,809,125$ 1,076,029,029$

Fund Balance & TransfersCollege & DO Fund Balance 65,337,089$ 75,353,457$ 29,886,151$ 170,576,697$ District-Wide Fund Balance 197,338,841 18,467,160 63,536,284 3,920,238 6,419,705 68,976,363 358,658,590 Transfers In (Out) 4,719,511 6,780,489 - 11,500,000

Total Fund Balance & Transfers 202,058,352$ 83,804,249$ 145,670,230$ 3,920,238$ 29,886,151$ 6,419,705$ 68,976,362.5$ 540,735,287$

Total Resources 911,127,970$ 133,436,778$ 163,689,274$ 3,920,238$ 241,478,622$ 18,325,947$ 144,785,488$ 1,616,764,317$

Chandler-Gilbert College 56,862,061$ 1,610,891$ 19,068,049$ 947,954$ 78,488,955$ Estrella Mountain College 41,200,496 1,012,518 24,067,346 598,487 66,878,847 Glendale College 85,323,827 2,286,315 39,427,686 685,381 127,723,209 GateWay College 37,186,500 11,657,670 20,893,584 2,300,128 72,037,882 Mesa College 103,554,459 6,483,501 38,811,173 966,210 149,815,343 Phoenix College 61,948,186 2,715,000 29,086,164 337,479 94,086,829 Paradise Valley College 42,160,351 1,620,337 12,402,458 - 56,183,146 Rio Salado College 60,530,736 12,281,750 28,184,925 176,491 101,173,902 Scottsdale College 53,788,307 2,341,862 11,511,436 476,906 68,118,511 South Mountain College 28,963,729 889,251 10,938,964 2,862,896 43,654,840

District Office 70,138,896 1,702,119 3,952,873 450,000 76,243,888

College Capital Projects 22,576,607 22,576,607

Distrtict-Wide 76,476,801 41,058,940 1,368,997 8,524,015 127,428,753 Debt Service Payment - 74,205,925 74,205,925 Carryforward 25,389,367 25,389,367 Other Recommendations 5,600,000 5,600,000

749,123,716$ 44,601,214$ 63,635,547$ -$ 239,713,655$ 18,325,947$ 74,205,925$ 1,189,606,003$

Fund Balance 162,004,254$ 88,835,565$ 100,053,727$ 3,920,238$ 1,764,967$ -$ 70,579,563$ 427,158,313$

Reserves & Designations 82,450,807$ 88,835,565$ 100,053,727$ 3,920,238$ 1,764,967$ -$ 70,579,563$ 347,604,866$

UNCOMMITTED FUND BALANCE 79,553,447$ -$ -$ -$ -$ -$ -$ 79,553,447$

FY20-21 PROPOSED REVENUE AND EXPENDITURES ALL FUNDS BUDGET SUMMARY



Quasi Endowment*

UNRESTRICTED FUND RESTRICTED FUND

Expenditures by Unit

Total Expenditures

Total All Funds

General FundFund 1

AuxiliaryFund 2



Quasi Endowment*

Total All Funds

RevenuesGeneral Fund

Fund 1AuxiliaryFund 2

*Note: Reserves & Designation under Quasi Endowment fund is considered Restricted Fund as it is required by the Industrial Commission for Worker’s

Compensation reserve.


Page 20

All Funds FTE Summary

Description Fund 1 Fund 2 Fund 3 TotalResidential Faculty 1,433.8 1.0 50.0 1,484.8 Executive (CEC) 18.0 - - 18.0 Classified Staff 3,057.5 292.5 273.8 3,623.9 Total Budgeted Positions (FTE) 4,509.3 293.5 323.8 5,126.7

Description Fund 1 Fund 2 Fund 3 TotalResidential Faculty 1,445.6 1.0 48.0 1,494.6 Executive (CEC) 18.0 - - 18.0 Classified Staff 3,050.6 294.9 277.5 3,623.0 Total Budgeted Positions (FTE) 4,514.1 295.9 325.5 5,135.6

Description Fund 1 Fund 2 Fund 3 TotalResidential Faculty (11.8) - 2.0 (9.8) Executive (CEC) - - - - Classified Staff 6.9 (2.4) (3.7) 0.8 Total FTE Increase (Decrease) (4.8) (2.4) (1.7) (8.9)

Description Fund 1 Fund 2 Fund 3 TotalResidential Faculty (0.8%) 0.0% 4.2% (0.7%)Executive (CEC) 0.0% 0.0% 0.0% 0.0%Classified Staff 0.2% (0.8%) (1.3%) 0.0%

Percent Increase (Decrease) -0.1% (0.8%) -0.5% -0.2%

Full-Time Equivalent (FTE) Summary

FY19-20 Adopted

FY20-21 Proposed

Increase/Decrease

Percent Change


Page 21

General Fund Summaries

General Fund Resources and Expenditures

% of

RevenuesAdoptedFY19-20

Est. ActualFY19-20

ProposedFY20-21

Proposed Total

Increase/ (Decrease) % Change

Tax Supported:Primary Levy 472,049,485$ 484,338,371$ 484,338,371$ 53.2% -$ 0.0%Property Tax - New Construction 12,288,886 - 13,302,346 1.5% 13,302,346 n/aIn Lieu Tax (SRP) 8,663,631 8,663,631 8,622,905 0.9% (40,726) -0.5%

Subtotal Property Tax + SRP 493,002,002$ 493,002,002$ 506,263,622$ 55.6% 13,261,620$ 2.7%

Tuition and Fees:General Tuition 173,559,000$ 177,237,000$ 177,237,000$ 19.5% -$ 0.0%Out-of-State Tuition 13,500,000 15,837,305 15,838,000 1.7% 695 0.0%Out-of-District Tuition 256,527 219,200 197,280 0.0% (21,920) -10.0%Other Fees & Charges 4,593,128 4,593,128 4,593,128 0.5% - 0.0%

Subtotal Tuition & Fees 191,908,655$ 197,886,633$ 197,865,408$ 21.7% (21,225)$ 0.0%

Interest Income 3,050,000$ 6,003,562$ 3,050,000$ 0.3% (2,953,562)$ -49.2%Misc. & Other (incl. Bookstore) 1,890,588 1,890,588 1,890,588 0.2% - 0.0%

Subtotal Interest/Other 4,940,588$ 7,894,150$ 4,940,588$ 0.5% (2,953,562)$ -37.4%

Total Anticipated Revenue w/o CF 689,851,245$ 698,782,785$ 709,069,618$ 77.8% 10,286,833$ 1.5%

Transfers (from Endowment/Aux) 15,433,090$ 15,433,090$ -$ 0.0% (15,433,090)$ -100.0%

Transfer from Capital 4,719,511 4,719,511 4,719,511 0.5% - 0.0%

Beginning Fund Balance 181,522,750$ 203,216,882$ 197,338,841$ 21.7% (5,878,041)$ -2.9%

Total Anticipated Revenue 891,526,596$ 922,152,268$ 911,127,970$ 100.0% (11,024,298)$ -1.2%

College/Description

AdoptedFY19-20 with Allocations

Est. ActualFY19-20

ProposedFY20-21

% of Proposed

Total Increase/ (Decrease) % Change

Chandler-Gilbert College 56,714,248$ 57,145,492$ 56,862,061$ 7.6% 147,813$ 0.3%Estrella Mountain College 40,958,910 41,137,237 41,200,496 5.5% 241,586 0.6%Glendale College 86,566,964 84,650,462 85,323,827 11.4% (1,243,137) -1.4%GateWay College 37,441,931 36,825,276 37,186,500 5.0% (255,431) -0.7%Mesa College 103,404,479 101,908,029 103,554,459 13.8% 149,980 0.1%Phoenix College 62,545,227 61,132,103 61,948,186 8.3% (597,041) -1.0%Paradise Valley College 42,439,016 42,031,050 42,160,351 5.6% (278,665) -0.7%Rio Salado College 61,962,606 61,560,915 60,530,736 8.1% (1,431,870) -2.3%Scottsdale College 54,683,047 53,485,793 53,788,307 7.2% (894,740) -1.6%South Mountain College 28,834,766 28,650,326 28,963,729 3.9% 128,963 0.4%District Office 74,185,586 73,685,843 70,138,896 9.4% (4,046,690) -5.5%District-wide 75,673,712 82,600,900 76,476,801 10.2% 803,089 1.1%

Budget Recommendations 5,600,000 0.7% 5,600,000 N/A

Total Expenditure by College $ 725,410,492 $ 724,813,426 $ 723,734,349 97% $ (1,676,143) -0.2%

College Carryforward 23,971,199$ 25,389,367$ 3.4% 1,418,168$ 5.9%

Total Expenditure w/Carryforward 749,381,691$ 724,813,426$ 749,123,716$ 100.0% (257,975)$ 0.0%

Estimated Ending Fund Balance $ 142,144,905 $ 197,338,842 $ 162,004,254 $ 55,193,937 38.8%

Reserves & Designations $ (80,393,478) $ (104,364,677) $ (82,450,807) $ (2,057,329) 2.6%

Fund Available for Allocations $ 61,751,427 $ 92,974,165 $ 79,553,447 $ 17,802,020 28.8%

GENERAL FUND REVENUE

EXPENDITURE BY COLLEGE

FY21 Proposedvs. FY20 Est. Actual

FY21 Proposedvs. FY20 Adopted


Page 22

General Fund Expenditure by College and Function

Function CG EM GC GWInstruction 26,189,635 17,880,265 43,403,860 17,824,108 Academic Support 7,182,771 8,590,393 8,908,416 2,638,793 Student Services 6,358,606 4,320,237 9,675,429 6,540,740 Institutional Support 9,429,258 5,701,698 11,232,869 5,189,510 Operations/Maintenance 7,107,348 4,173,520 10,584,033 4,186,895 Public Service 23,311 - - - Student Financial Assistance 571,132 534,383 1,519,220 806,454

Total Functions 56,862,061$ 41,200,496$ 85,323,827$ 37,186,500$

Function MC PC PV RSInstruction 49,899,108 26,831,685 22,202,166 16,241,817 Academic Support 9,966,186 6,596,168 3,539,853 13,709,169 Student Services 13,942,818 7,329,972 4,165,030 4,895,608 Institutional Support 18,507,230 12,167,239 7,143,411 18,231,596 Operations/Maintenance 10,701,866 7,311,668 4,562,682 3,960,336 Public Service 537,251 13,374 - 2,331,082 Student Financial Assistance - 1,698,080 547,209 1,161,128

Total Functions 103,554,459$ 61,948,186$ 42,160,351$ 60,530,736$

Function SC SM DO DSTWDFY20-21

Total DistrictInstruction 28,168,834 10,840,943 75,007 9,530,620 269,088,048$ Academic Support 5,152,440 3,388,085 4,237,182 4,034,842 77,944,298 Student Services 7,270,924 4,463,556 8,250,705 4,165,969 81,379,594 Institutional Support 4,851,450 6,024,986 52,793,123 55,713,429 206,985,799 Operations/Maintenance 7,458,439 3,636,376 4,457,018 105,638 68,245,819 Public Service 10,883 - 325,861 - 3,241,762 Student Financial Assistance 875,337 609,783 - 8,526,303 16,849,029

Total Functions 53,788,307$ 28,963,729$ 70,138,896$ 82,076,801$ 723,734,349$

Contingency/College Carryforward 25,389,367$ 25,389,367$

Total Functions w/Carryforward 107,466,168$ 749,123,716$

GENERAL FUND EXPENDITURE BY COLLEGE & FUNCTION (FY20-21)


Page 23

General Fund Expenditure by College and Account Category

Description CG EM GC GWSalaries & Wages 37,712,955 27,778,846 57,250,900 24,237,295 Employee Benefits 11,287,192 8,127,405 17,484,909 7,517,606 Contractual Services 2,503,806 898,648 2,649,566 2,437,707 Supplies & Materials 951,147 574,317 1,724,987 384,349 Fixed Charges 457,721 176,561 750,236 393,402 Communications & Utilities 1,835,174 913,127 2,575,989 1,358,416 Travel 151,496 49,447 224,497 112,194 Capital & Equipment 38,500 - 100,000 52,250 Scholarships/Awards 572,632 550,954 1,675,870 811,854 Bad Debt/Carryforward 65,761 - 278,184 (351,573) Transfers/Pending Allocation 1,285,677 2,131,191 608,689 233,000

Total Expenses 56,862,061$ 41,200,496$ 85,323,827$ 37,186,500$

Description MC PC PV RSSalaries & Wages 66,683,823 38,743,777 28,258,997 35,755,633 Employee Benefits 20,147,014 11,189,433 8,335,162 10,433,074 Contractual Services 8,172,072 3,261,479 1,339,132 9,996,684 Supplies & Materials 1,746,662 1,098,160 1,007,022 560,901 Fixed Charges 1,038,863 439,925 290,684 380,100 Communications & Utilities 2,431,000 2,213,500 1,752,584 1,423,861 Travel 499,467 155,090 84,492 165,589 Capital & Equipment 507,146 1,237,000 - - Scholarships/Awards 1,652,592 1,569,090 547,209 1,211,128 Bad Debt/Carryforward 440,317 426,049 249,975 486,596 Transfers/Pending Allocation 235,503 1,614,683 295,094 117,170

Total Expenses 103,554,459$ 61,948,186$ 42,160,351$ 60,530,736$

Description SC SM DO DSTWDFY20-21

Total DistrictSalaries & Wages 33,963,228 18,431,324 42,609,426 5,884,894 417,311,098 Employee Benefits 10,565,642 5,784,917 14,255,507 1,309,174 126,437,035 Contractual Services 3,515,474 1,196,432 6,540,641 28,276,172 70,787,813 Supplies & Materials 1,755,409 479,502 607,889 312,184 11,202,529 Fixed Charges 452,684 257,450 1,941,244 4,701,209 11,280,079 Communications & Utilities 1,678,101 806,462 986,067 1,009,128 18,983,409 Travel 56,491 130,317 931,226 2,247,000 4,807,306 Capital & Equipment - 80,000 35,950 88,605 2,139,451 Scholarships/Awards 803,012 609,783 - 11,071,003 21,075,127 Bad Debt/Carryforward 50,631 64,031 149,168 12,712,049 14,571,188 Transfers/Pending Allocation 947,635 1,123,511 2,081,778 14,465,383 25,139,314

Total Expenses 53,788,307$ 28,963,729$ 70,138,896$ 82,076,801$ 723,734,349$

College Carryfoward 25,389,367 25,389,367

Total Expenses w/Carryforward 107,466,168$ 749,123,716$

GENERAL FUND EXPENDITURE BY UNIT & ACCOUNT (FY20-21)


Page 24

General Fund - Budgeted Position Summary

Description

FY19-20 Adopted With

AllocationFY20-21

ProposedIncrease/

(Decrease) % ChangeResidential Faculty 1,445.6 1,433.8 (11.8) -0.8%Executive (CEC) 18.0 18.0 - 0.0%Classified Staff 3,050.6 3,057.5 6.9 0.2%

Total Budgeted Positions (FTE) 4,514.1 4,509.3 (4.8) -0.1%

General Fund Full-Time Equivalent (FTE) Summary

Significant Staffing (FTE or Full-time equivalent) Changes for FY20-21 by College:

• Faculty FTE decreased by 11.8 FTE mainly at GCC (-5.0 FTE), GWC (-2.0 FTE), SCC (-5.0 FTE), and offset by a small increase at MCC (+0.3 FTE)

• Classified Staff FTE has net increase of 6.9 FTE at various colleges.

Overall General Fund positions have a net decrease of 4.8 FTE.


Page 25

Auxiliary Fund Summary

RevenuesEst. Actual

FY19-20ProjectedFY20-21

% of Total

Increase/ (Decrease)

% Change

Tuition/FeesRegular Tuition 2,704,512$ 2,758,602$ 2.1% 54,090$ 2.0%

Out of State & Non-resident Dist.Learning 4,933,533 5,180,209 3.9% 246,677 5.0%Course Fees 11,652,227 11,652,227 8.7% - 0.0%Non Credit 2,946,970 3,005,909 2.3% 58,939 2.0%Other Fees & Charges 4,931,626 5,030,259 3.8% 98,633 2.0%

Subtotal - Tuition & Fees 27,168,867$ 27,627,206$ 20.7% 458,339$ 1.7%

Grants/Donations 1,869,565$ 1,906,956$ 1.4% 37,391$ 2.0%Interest Income 1,585,005 1,426,505 1.1% (158,501) -10.0%Auxiliary Operations 4,574,843 4,666,340 3.5% 91,497 2.0%Miscellaneous Other Revenues 2,281,695 2,395,779 1.8% 114,085 5.0%

Total Revenues 37,479,975$ 38,022,786$ 28.5% 580,202$ 1.5%

Transfers from General Fund 11,609,743$ 11,609,743$ 8.7% -$ 0.0%

Total Resources w/o Fund Balance 49,089,718$ 49,632,529$ 37.2% 694,287$ 1.4%

Beginning Fund Balance (FB)College Fund Balance 61,190,854$ 65,337,089$ 49.0% 4,146,235$ 6.8%District/District-Wide Fund Balance 59,978,071 18,467,160 13.8% (41,510,911) -69.2%Transfers to Capital & Gen. Fund (FY20) (40,433,090) - 0.0% 40,433,090 -100.0%

Total Estimated Fund Balance 80,735,835$ 83,804,249$ 62.8% 3,068,414$ 3.8%

Total Resources including Transfer & FB 129,825,553$ 133,436,778$ 100.0% 3,611,226$ 2.8%

College/DescriptionEst. Actual

FY19-20ProjectedFY20-21

% of Total


% Change

Chandler-Gilbert College 1,505,610$ 1,610,891$ 3.6% 105,281$ 7.0%Estrella Mountain College 959,541 1,012,518 2.3% 52,977 5.5%Glendale College 2,148,871 2,286,315 5.1% 137,444 6.4%GateWay College 11,093,019 11,657,670 26.1% 564,651 5.1%Mesa College 5,735,982 6,483,501 14.5% 747,519 13.0%Phoenix College 3,181,053 2,715,000 6.1% (466,053) -14.7%Paradise Valley College 1,134,126 1,620,337 3.6% 486,211 42.9%Rio Salado College 11,601,667 12,281,750 27.5% 680,083 5.9%Scottsdale College 2,216,059 2,341,862 5.3% 125,803 5.7%South Mountain College 837,382 889,251 2.0% 51,869 6.2%District Office/District-Wide 2,662,826 1,702,119 3.8% (960,706) -36.1%

Budgeted Expenditure, Including Carryforward 43,076,136$ 44,601,214$ 100.0% 1,525,078$ 3.5%Estimated Ending Fund Balance

College Fund Balance 65,337,089$ 68,250,616$ DW Fund Balance 18,467,160$ 17,097,698$

Total Fund Balance/Carryforward 83,804,249$ 85,348,314$

AUXILIARY FUND REVENUE SUMMARY

Auxiliary Fund Expenditure by College




Page 26

Significant Changes for the Auxiliary Fund Resources from FY19-20 to FY20-21

As shown above, the FY20-21 projected resources for the Auxiliary budget are about $3.6 million more than the estimated FY19-20 resources due to a higher fund balance from prior year.

Significant Changes for the Auxiliary Fund Expenditure for FY20-21

As shown above, the FY20-21 projected expenditures for the Auxiliary budget increase by $1.5M from the estimated FY19-20 expenses. All colleges are projected to increase their spending. District Office/District-Wide expenses will be decreased significantly due to smaller projects that will be paid out in Fund 2 in FY2020-21.

Course fee funds have been used in the past for equipment/capital purchases related to courses, as shown in the chart below. However, beginning in FY19-20 District-funded course-related equipment purchases will be made through the Capital Fund instead of from course fees (Fund 250). Colleges are provided an allocation up to $2.0 million annually, transferred from General Fund to Capital for course equipment purchases. The Governing Board approved this plan on May 1, 2018. Consequently, colleges should not be assessing course fees for the purpose of purchasing course equipment.

$1.0

$1.8 $2.0

$3.3

$0.4

$0.0

$0.5

$1.0

$1.5

$2.0

$2.5

$3.0

$3.5

2016 2017 2018 2019 2020 as of 4/2020

Mill

ions

Course Equipment/Capital Expenditures in Fund 250($ in Millions)


Page 27

Auxiliary Fund Budgeted Position Summary

DescriptionFY19-20 Adopted

FY20-21 Proposed


Residential Faculty 1.0 1.0 - 0.0%Executive (CEC) - - - NAClassified Staff 294.9 292.5 (2.4) -0.8%Total Budgeted Positions (FTE) 295.9 293.5 (2.4) -0.8%

Auxiliary Fund Full-Time Equivalent (FTE)

Significant FTE Changes for Auxiliary for FY20-21 The Total FTE for Auxiliary Fund for FY20-21, decreased by 2.4 FTEs – primarily at Gateway College.


Page 28

Restricted (Fund 3) Summary

RevenuesEst. Actual

FY19-20 Proposed

FY20-21 % of Total Increase/ (Decrease)

% Change

Grants and ContractsFederal Grants & Contracts 30,852,060$ 13,860,581$ 5.7% (16,991,479)$ -55.1%State Grants & Contracts 7,637,800 7,637,800 3.2% - 0.0%State Appropriation - STEM 1,600,000 1,600,000 0.7% - 0.0%State Appropriation - Health Care Expansion 5,800,000 - 0.0% 5,800,000 100.0%Prop. 301 (see separare schedule) - - 0.0% - NAOther/Local Govt. Grants and Contracts 17,149,028 17,149,028 7.1% - 0.0%

Total Grants and Contracts 63,038,888$ 40,247,409$ 16.7% (22,791,479)$ -36.2%

Student Financial Aid Federal Student Aid (workstudy, Pell, FSEOG) 161,553,850$ 162,361,619$ 67.2% 807,769$ 0.5%State Student Aid - LEAP 400,000 400,000 0.2% - 0.0%Institutional LEAP Matching 400,000 400,000 0.2% - 0.0%Scholarships 8,022,984 8,183,444 3.4% 160,460 2.0%

Total Student Financial Aid 170,376,834$ 171,345,063$ 71.0% 968,229$ 0.6%

Fund Balance 586,802 29,886,151 12.4% 29,299,349 4993.1%

Total Restricted Resources 234,002,524$ 241,478,622$ 100.0% 7,476,098$ 3.2%

ExpendituresEst. Actual

FY19-20 Proposed

FY20-21 % of Total Increase/ (Decrease)

% Change

Chandler-Gilbert College 15,432,928$ 19,068,049$ 8.0% 3,635,121$ 23.6%Estrella Mountain College 19,982,254 24,067,346 10.0% 4,085,092 20.4%Glendale College 32,461,601 39,427,686 16.4% 6,966,085 21.5%GateWay College 18,542,063 20,893,584 8.7% 2,351,521 12.7%Mesa College 32,603,455 38,811,173 16.2% 6,207,718 19.0%Phoenix College 25,018,228 29,086,164 12.1% 4,067,936 16.3%Paradise Valley College 10,231,025 12,402,458 5.2% 2,171,433 21.2%Rio Salado College 25,900,425 28,184,925 11.8% 2,284,500 8.8%Scottsdale College 9,506,826 11,511,436 4.8% 2,004,610 21.1%South Mountain College 9,168,389 10,938,964 4.6% 1,770,575 19.3%District Office 3,913,735 3,952,873 1.6% 39,138 1.0%

District-wide 1,355,443 1,368,997 0.6% 13,554 1.0%

Total Restricted Expenditure 204,116,373$ 239,713,655$ 100.0% 35,597,282$ 17.4%

Fund Balance 29,886,151$ 1,764,967$



RESTRICTED FUND REVENUE & EXPENDITURE SUMMARY (Without Prop 301)


Page 29

Restricted Fund Budgeted Position Summary

DescriptionFY19-20 Adopted

FY20-21 Proposed


% Change

Residential Faculty 48.0 50.0 2.0 4.2% Classified Staff 277.5 273.8 (3.7) -1.3%Total Budgeted Positions (FTE) 325.5 323.8 (1.7) -0.5%

Restricted Fund Full-Time Equivalent (FTE)

Significant Changes for Restricted Fund for FY20-21 Two specially funded faculty position were added and 3.7 specially funded classified staff position were eliminated, resulted in overall decrease of 1.7 FTE of specially funded positions.


Page 30

Proposition 301 Revenue & Expenditure

Proposition 301 is a statewide referendum approved by voters in November 2000 that raised sales taxes for education. Community colleges are required to use the funds for workforce development and training. The Department of Revenue started collecting an additional 0.6% sales tax beginning June 1, 2001, as a result of the referendum. The money is first to be used to pay the annual debt service on outstanding School Facilities Revenue Bonds. Three percent of the remaining money is allocated to the Community College Districts based on the latest available Audited FTSE figures.

The District anticipates receiving $11.7 million in Proposition 301 sales tax revenues for FY20-21 to support workforce development initiatives. Among these initiatives, the District utilizes $4.5 million for the costs of 39 faculty currently in Fund 321. An estimated $11.8 million will be spent for College Workforce Initiatives at individual colleges in areas such as aerospace and aviation, bioscience and biotechnology, business and financial services, health care, teacher education, public safety and homeland security, career pipeline development, apprenticeships/internships and retraining, response to local workforce needs and sustainability and green technologies. Two million per year is reserved for MCOR support beginning in FY18 through FY21. Fund balance is in reserve to address capital shortages or rapid response to workforce needs.

Funding SourceEst. Actual

FY19-20 Proposed

FY20-21 % of Total Increase/ (Decrease) % Change

Prop. 301 Sales Tax 11,656,242$ 11,656,242$ 63.6% -$ 0.0%Interest Income 413,000 250,000 1.4% (163,000) -39.5%

Subtotal Revenue 12,069,242$ 11,906,242$ 65.0% (163,000)$ -1.4%

Fund Balance 21,988,738$ 6,419,705$ 35.0% (15,569,033)$ -70.8%

Total Resources 34,057,980$ 18,325,947$ 100.0% (15,732,033)$ -46.2%

Allocations/ExpendituresEst. Actual

FY19-20 Proposed

FY20-21 % of Total Increase/ (Decrease) % Change

Workforce Faculty (39 FTE) 4,204,084$ 4,504,084$ 24.6% 300,000$ 7.1%

SBDC 315,000 315,000 1.7% - 0.0%

GPEC Dues/Operating 561,457 561,457 3.1% - 0.0%

Workforce Information Systems 351,135 351,135 1.9% - 0.0%

College Workforce Programs & Equipment 20,206,599 10,594,271 57.8% (9,612,328) -47.6%

MCOR (4-yr support, FY18 to FY21) 2,000,000 2,000,000 10.9% - 0.0%

Total Expenditures 27,638,275$ 18,325,947$ 100.0% (9,312,328)$ -33.7%

Estimated Ending Fund Balance 6,419,705$ -$ (6,419,705)$ -100.0%



Prop 301 BudgetFY2019-20 vs. FY2020-21


Page 31

Prop 301 Budgeted Position Summary (District Funded)

College/DistrictFY19-20 Adopted

FY20-21 Proposed


Chandler-Gilbert 8.0 8.0 - 0.0%Estrella Mountain 5.0 5.0 - 0.0%Glendale/GCC North 6.0 6.0 - 0.0%GateWay Washington 2.0 2.0 - 0.0%Mesa 11.0 11.0 - 0.0%Paradise Valley - - - N/APhoenix 3.0 3.0 - 0.0%Rio Salado 1.0 1.0 - 0.0%Scottsdale 3.0 3.0 - 0.0%Totals 39.0 39.0 - 0.0%

Budgeted Full-Time Equivalent (FTE) - Prop 301 Faculty


Page 32

Plant Fund Revenue & Expenditure Summary

Source of FundsAdoptedFY19-20

Est. ActualFY19-20

ProposedFY20-21


Tax Levy - Existing 15,204,014$ 15,204,014$ 15,204,014$ -$ 0.0%

Tax Shift - New - - 1,315,030 1,315,030 N/A

Total Tax Levy for Capital 15,204,014$ 15,204,014$ 16,519,044$ 1,315,030$ 8.0%

Fund Balance & Transfers

Interest & Other Income -$ 3,000,000$ 1,500,000$ (1,500,000)$ -50.0%

Reallocation - Other Funds/transfers in - 25,000,000 - (25,000,000) -100.0%

Fund Balance - Unrestricted 168,907,463 152,472,238 138,889,741 (13,582,497) -8.9%

Transfers from Gen. Fund (Colleges & DO) - 9,500,000 9,500,000 - 0.0%

Transfers from Gen. Fund for Course Equipments - 2,000,000 2,000,000 - 0.0%

Transfer to General Fund (4,719,511) (4,719,511) (4,719,511) - 0.0%

Total Resources with Transfers 179,391,966$ 202,456,741$ 163,689,274$ (38,767,467)$ -19.1%

Projected ExpendituresAdoptedFY19-20

Est. ActualFY19-20

ProposedFY20-21


College Capital Expenditures Small Remodeling/Building System Renovations 6,500,000$ 6,500,000$ 2,090,237$ (4,409,763)$ -67.8%

South Mountain Project - - 11,100,000 11,100,000 N/A

College Capital Expenditures (Non-Construction) - - 2,061,407 2,061,407 N/A

Instructional 3,000,000 3,000,000 1,658,444 (1,341,556) -44.7%

Non-Instructional 4,000,000 4,000,000 542,000 (3,458,000) -86.5%

Technology Improvements & Refresh 7,000,000 7,000,000 2,419,518 (4,580,482) -65.4%

Other needs - - 705,000 705,000 N/A

Course Equipments - 2,000,000 2,000,000 - 0.0%

Subtotal College Capital Needs 20,500,000$ 22,500,000$ 22,576,607$ 76,606$ 0.3%

DW Capital Expenditures

DW College Safety/MM/College Requests 10,470,000$ 10,470,000$ 16,175,000$ 5,705,000$ 54.5%

DW Technology & Other 1,847,000 1,847,000 1,883,940 36,940 2.0%

Deferred Maintenance 12,750,000 12,750,000 21,000,000 8,250,000 64.7%

Estrella Mountain Expansion 16,000,000 16,000,000 2,000,000 (14,000,000) -87.5%

Subtotal District-Wide Capital Needs 41,067,000$ 41,067,000$ 41,058,940$ (8,060)$ 33.7%

GRAND TOTAL CAPITAL EXPENDITURES/NEEDS 61,567,000$ 63,567,000$ 63,635,547$ 68,546$ 0.1%

ESTIMATED ENDING BALANCE 117,824,966$ 138,889,741$ 100,053,727$ (38,836,013)$ -28.0%




Page 33

Debt Service - Revenue & Expenditure Summary

Source of FundsAdoptedFY19-20

Est. ActualFY19-20

ProposedFY20-21


Secondary Tax Levy/SRP in lieu Tax 75,567,725$ 75,567,725$ 75,809,125$ 241,400$ 0.3%Beginning Fund Balance - Debt Service 76,255,263 76,255,263$ 68,976,363 (7,278,901) -9.5%

Total Resources - Debt Service 151,822,988$ 151,822,988$ 144,785,488$ (7,037,501)$ -9.2%

ExpendituresG. O. Bond Debt Service P&I (July Pmt) 76,255,263$ 76,255,263$ 68,976,363$ (7,278,901)$ -9.5%G.O. Bond Debt Service - Interest (January Pmt) 6,591,363$ 6,591,363$ 5,229,563 (1,361,800) -20.7%

Total Debt Service Expenditures 82,846,626$ 82,846,626$ 74,205,925$ (8,640,701)$ -30.2%

Estimated Ending Balance - Carryforward 68,976,363$ 68,976,363$ 70,579,563$ 1,603,200$ 2.27%


Proposed Budget

FY20-21

SECTION C: LEGAL BUDGET

Section C: Legal Budget FY20-21 Proposed Budget

Page 35

SCHEDULE A – Summary of Budget Data

Budget Budget2021 2020 Amount %

I. Current General and Plant Funds

A. Expenditures:Current General Fund $ 749,123,716 $ 749,381,691 $ (257,975) 0.0%Unexpended Plant Fund 63,635,547 61,567,000 2,068,547 3.4%Retirement of indebtedness Plant Fund 74,205,925 82,846,625 (8,640,700) -10.4%

Total $ 886,965,188 $ 893,795,316 $ (6,830,128) -0.8%

B. Expenditures Per Full-Time Student Equivalent (FTSE):Current General Fund $ 11,063 /FTSE $ 10,608 /FTSE $ 455 /FTSE 4.3%Unexpended Plant Fund $ 940 /FTSE $ 872 /FTSE $ 68 /FTSE 7.8%Projected FTSE count 67,715 70,643

II. Total all funds estimated personnel compensation

Employee salaries and hourly costs $ 459,761,756 $ 446,880,290 $ 12,881,466 2.9%Retirement costs 46,993,730 45,141,035 1,852,695 4.1%Healthcare costs 56,628,220 56,248,680 379,540 0.7%Other benefit costs 37,651,054 36,584,885 1,066,169 2.9%

Total $ 601,034,760 $ 584,854,890 $ 16,179,870 2.8%

III. Summary of primary and secondary property tax levies and rates

A. Amount levied:Primary tax levy $ 514,159,761 $ 499,542,385 $ 14,617,376 2.9%Secondary tax levy * 75,809,125 75,567,725 241,400 0.3%

Total levy $ 589,968,886 $ 575,110,110 $ 14,858,776 2.6%

B. Rates per $100 net assessed valuation:Primary tax rate 1.1250 1.1565 (0.0315) -2.7%Secondary tax rate 0.1631 0.1720 (0.0088) -5.1%

Total rate 1.2881 1.3285 (0.0404) -3.0%

IV. $ 582,921,185

V. $ 0

* Secondary Tax Levy amount Includes SRP In-lieu

From budget 2020To budget 2021

Maximum allowable primary property tax levy for fiscal year 2021 pursuant to A.R.S. §42-17051

Amount received from primary property taxes in fiscal year 2020 in excess of the maximum allowable amount as

Maricopa County Community College DistrictMaricopa Community Colleges

Budget for fiscal year 2021Summary of Budget Data

Increase/Decrease


Page 36

SCHEDULE B – Resources

%Increase/Decrease

Beginning balances—July 1*Restricted $ $ 30,000,000 $ $ $ 68,976,363 $ 336,704 $ 99,313,067 $ 101,824,208 -2.5%Unrestricted 197,338,841 6,305,856 83,804,249 138,889,741 3,583,534 429,922,221 419,502,721 2.5%

Total beginning balances $ 197,338,841 $ 36,305,856 $ 83,804,249 $ 138,889,741 $ 68,976,363 $ 3,920,238 $ 529,235,288 $ 521,326,929 1.5%

Revenues and other inflowsStudent tuition and fees

General tuition $ 177,237,000 $ $ 2,758,602 $ $ $ $ 179,995,602 $ 177,247,409 1.6%Out-of-district tuition 197,280 0 197,280 256,527 -23.1%Out-of-State tuition 15,838,000 5,180,209 21,018,209 20,991,753 0.1%Student fees 4,593,128 19,688,394 24,281,522 20,918,623 16.1%Tuition and fee remissions or waivers 0 0.0%

State appropriationsMaintenance support/STEM Funding 1,600,000 1,600,000 --Equalization aid 0 0.0%Capital support 0 0.0%

Property taxesPrimary tax levy 497,640,717 16,519,044 514,159,761 499,542,385 2.9%Secondary tax levy 74,558,711 74,558,711 74,279,486 0.4%

Gifts, grants, and contracts 209,992,471 1,906,956 211,899,428 189,566,162 11.8%Sales and services 4,666,340 4,666,340 4,902,184 -4.8%Investment income 3,050,000 250,000 1,426,505 1,500,000 6,226,505 3,654,657 70.4%State shared sales tax 11,656,242 11,656,242 12,063,757 -3.4%Other revenues 10,513,493 2,395,779 1,250,414 14,159,686 15,961,961 -11.3%Proceeds from sale of bonds 0 0.0%

Total Revenues and Other Inflows $ 709,069,618 $ 223,498,713 $ 38,022,786 $ 18,019,044 $ 75,809,125 $ 0 $ 1,064,419,286 $ 1,019,384,902 4.4%

TransfersTransfers in 4,719,511 11,609,743 6,780,489 23,109,743 28,288,285 -18.3%(Transfers out) 0 (15,433,090) -100.0%

Total transfers 4,719,511 0 11,609,743 6,780,489 0 0 23,109,743 12,855,195 79.8%

(70,906,962) (70,906,962) (68,489,141) 3.5%(1,615,000) (1,200,000) (19,544,327) (100,053,727) (122,413,054) (84,359,743) 45.1%

(564,967) (564,967) (2,300,000) -75.4%(70,579,563) (70,579,563) (68,976,363) 2.3%

(1,800,000) (69,291,238) (71,091,238) (85,766,619) -17.1%Future Initiatives 0 (11,791,702) -100.0%

(3,543,845) (3,543,845) (3,904,337) -9.2%(3,920,238) (3,920,238) (3,071,200) 27.6%

(3,000,000) (3,000,000) (3,000,000) 0.0%(81,138,447) (81,138,447) (66,751,427) 21.6%

$ 749,123,716 $ 258,039,602 $ 44,601,214 $ 63,635,547 $ 74,205,925 $ 0 $ 1,189,606,003 $ 1,155,156,495 3.0%

*These amounts exclude amounts not in spendable form (i.e., prepaids, inventories, and capital assets) or amounts legally or contractually required to be maintained intact.

Totalall funds

2020all funds

2021 2021

Otherfunds

2021

Total GeneralFund

Retirement ofindebtedness

2021 2021 2021 2021

RestrictedFund

UnexpendedPlant Fund

AuxiliaryFund

Plant Fund


Budget for fiscal year 2021Resources

Current funds

Less reserves:

Total resources available for the budget year

Financial stabilityFuture capital acquisitions/projectsGrant or scholarshipDebt service

Student Bad DebtReserve for Potential Claims/Contingency

Allowance for Uncollectable Property TaxesWorker's Comp Reserve

College Priority Initiatives


Page 37

SCHEDULE C –Expenditures and Other Outflows

%Increase/Decrease

$ 749,123,716 $ 258,039,602 $ 44,601,214 $ 63,635,547 $ 74,205,925 $ 0 $ 1,189,606,003 $ 1,155,156,495 3.0%

Expenditures and other outflowsInstruction $ 269,088,048 $ 16,046,309 $ $ $ $ $ 285,134,357 $ 286,159,292 -0.4%Public service 3,241,762 24,288,881 27,530,643 22,992,470 19.7%Academic support 77,944,298 14,252,764 92,197,062 83,786,878 10.0%Student services 81,379,594 5,111,353 86,490,947 87,246,355 -0.9%Institutional support (Administration) 206,985,799 3,574,350 210,560,149 207,998,423 1.2%Operation and maintenance of plant 68,245,819 310,233 68,556,052 67,108,612 2.2%Scholarships 16,849,029 194,455,713 211,304,742 175,083,216 20.7%Auxiliary enterprises 44,601,214 44,601,214 56,396,426 -20.9%Capital assets 63,635,547 63,635,547 61,567,000 3.4%Debt service—general obligation bonds 74,205,925 74,205,925 82,846,625 -10.4%Debt service—other long term debt 0 0.0%Other expenditures 0 0.0%Contingency 25,389,367 25,389,367 23,971,199 5.9%

$ 749,123,716 $ 258,039,602 $ 44,601,214 $ 63,635,547 $ 74,205,925 $ 0 $ 1,189,606,003 $ 1,155,156,495 3.0%

Current funds


Budget for fiscal year 2021Expenditures and other outflows

Plant FundTotal

Total expenditures and other outflows

funds2021 2020

all funds2021 2021 2021 2021

Total resources available for the budget year (from Schedule B)

2021 2021all funds

OtherFund Fund Fund Plant Fund indebtedness

General Restricted Auxiliary Unexpended Retirement of Total

Proposed Budget

FY20-21

SECTION D: APPENDIX

Section D: Appendix FY20-21 Proposed Budget

Page 39

Student Enrollment

Headcount 2011-12 FY12-13 FY13-14 FY14-15 FY15-16 FY16-17 FY17-18 FY18-19 FY19-20 FY20-21CG 19,611 19,791 19,297 19,225 19,040 19,402 19,559 19,552 19,552 20,529EM 12,508 12,475 13,009 12,994 12,571 13,080 13,715 13,772 13,980 14,190GC 32,854 31,666 30,926 29,306 27,947 27,263 27,350 26,054 25,951 25,225GW 11,674 10,962 10,444 9,592 8,495 7,876 7,660 7,685 7,906 8,391MC 40,070 38,602 36,054 33,238 30,770 30,154 30,010 29,837 29,873 29,783PC 19,525 19,476 19,008 17,804 17,382 17,100 17,335 16,719 16,719 16,719PV 15,246 14,380 14,198 13,314 12,516 12,586 12,427 12,170 12,170 12,292RS 56,031 52,685 48,333 46,836 45,317 43,882 42,716 41,496 42,008 42,008SC 17,474 16,527 15,384 14,770 14,760 14,023 13,652 13,022 12,111 11,627SM 8,027 7,338 6,801 6,159 5,772 5,707 5,909 5,877 5,995 5,995

Subtotal 233,020 223,902 213,454 203,238 194,570 191,073 190,333 186,184 186,266 186,758

Maricopa Skill Center 1,336 1,176 1,038 1,073 965 774 810 1,005 1,005 1,005Southwest Skill Center 680 572 643 679 496 416 328ABE/GED/ESL 11,128 12,297 11,244 10,310 10,003 9,655 9,389 8,188 8,173 8,173

Subtotal 13,144 14,045 12,925 12,062 11,464 10,845 10,527 9,193 9,178 9,178

Total Headcount 246,164 237,947 226,379 215,300 206,034 201,918 200,860 195,377 195,444 195,936

Full-Time Student Equivalent (FTSE) 2011-12 FY12-13 FY13-14 FY14-15 FY15-16 FY16-17 FY17-18 FY18-19 FY19-20 FY20-21

CG 7,830 8,047 7,936 7,894 7,828 7,968 7,939 7,905 7,905 8,300EM 4,709 4,932 5,330 5,522 5,362 5,694 5,799 5,832 5,920 6,009GC 12,728 12,473 12,326 11,799 11,229 10,966 10,798 10,152 10,112 9,829GW 3,567 3,415 3,482 3,310 3,128 2,962 2,953 2,777 2,857 3,032MC 15,363 14,709 13,845 13,148 12,137 12,023 11,439 11,499 11,513 11,478PC 7,137 7,001 6,977 6,753 6,621 6,453 6,396 6,021 6,021 6,021PV 5,503 5,260 5,109 4,882 4,641 4,750 4,564 4,332 4,332 4,375RS 14,263 13,815 12,584 12,494 11,518 11,736 11,149 10,542 10,672 10,672SC 6,350 6,030 5,622 5,362 5,288 5,053 4,896 4,490 4,176 4,009SM 2,778 2,737 2,586 2,423 2,318 2,278 2,305 2,243 2,288 2,288

Subtotal 80,228 78,419 75,797 73,587 70,070 69,880 68,239 65,793 65,796 66,013

Maricopa Skill Center 844 931 866 841 332 720 518 589 589 589Southwest Skill Center 343 240 354 296 166 182 241ABE/GED/ESL 1,609 1,628 1,437 1,426 1,321 1,293 1,347 1,115 1,113 1,113

Subtotal 2,796 2,799 2,657 2,563 1,819 2,195 2,106 1,704 1,702 1,702Total FTSE 83,024 81,218 78,454 76,150 71,889 72,075 70,345 67,497 67,498 67,715

* NOTE: Columns may not add due to rounding. Headcount reflects credit courses only. Effective FY18-19, Maricopa SC and Soutwest SC enrollment data are combined

Historic Student Enrollment

ACTUAL

ACTUAL PROJECTED

PROJECTED


Page 40

0

50,000

100,000

150,000

200,000

250,000

300,000

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

90,000

FY12 FY13 FY14 FY15 FY16 FY17 FY18 FY19 FY20 Proj. FY21 Proj.

HeadcountFTSE

Historic Student Enrollment

FTSE Headcount


Page 41

Historic Tuition The Annual cost is based on 30 credit hours per Academic year. The Governing Board approved FY20-21 tuition rate on April 7, 2020.

Fiscal Year Tuition/CreditAnnual

Cost Dollars Percent

FY12 76.00$ 2,280$ 150.00$ 7%FY13 76.00$ 2,280$ -$ 0%FY14 81.00$ 2,430$ 150.00$ 7%FY15 84.00$ 2,520$ 90.00$ 4%FY16 84.00$ 2,520$ -$ 0%FY17 86.00$ 2,580$ 60.00$ 2%FY18 86.00$ 2,580$ -$ 0%FY19 85.00$ 2,550$ (30.00)$ -1%FY20 85.00$ 2,550$ -$ 0%FY21 85.00$ 2,550$ -$ 0%

* The annual cost is based on 30 credit hours per Academic year

MCCCD Historic Tuition

Increase/Decrease

The table below shows Maricopa’s tuition over a 10-year time period, as well as compared with AZ Community Colleges, Western Interstate Commission institutions, the Public 2-yr National Average, and Arizona State University. Locally Maricopa is a bargain compared to Arizona State University (ASU), where their tuition exceeds $11,000 per year.

Annual Percent Annual Percent Annual Percent Annual Percent Annual Percent FY12 2,280$ 7.0% 2,006$ 10.6% 2,847$ 7.5% 3,030$ 5.6% 8,844$ 29.3%FY13 2,280$ 0.0% 2,182$ 8.8% 3,119$ 9.6% 3,170$ 4.6% 9,716$ 9.9%FY14 2,430$ 6.6% 2,211$ 1.3% 3,319$ 6.4% 3,310$ 4.4% 9,720$ 0.0%FY15 2,430$ 0.0% 2,342$ 5.9% 3,424$ 3.2% 3,340$ 0.9% 10,002$ 2.9%

FY16 2,520$ 3.7% 2,437$ 4.1% 3,495$ 2.1% 3,370$ 0.9% 10,157$ 1.5%FY17 2,520$ 0.0% 2,482$ 1.8% 3,559$ 1.8% 3,460$ 2.7% 10,478$ 3.2%

FY18 2,580$ 2.4% 2,567$ 3.4% 3,694$ 3.8% 3,520$ 1.7% 10,640$ 1.5%FY19 2,550$ -1.2% 2,615$ 1.9% 3,838$ 3.9% 3,570$ 1.4% 10,822$ 1.7%FY20 2,550$ 0.0% 2,631$ 2.4% 3,956$ 3.2% 3,730$ 1.9% 11,388$ 5.2%FY21 2,550$ 0.0% 2,659$ 2.6% 4,104$ 3.6% 3,793$ 1.7% 11,388$ 0.0%

Natonal Average 2-yr from "Trends in College Pricing 2019"; ASU(Actual 20-21) and WICHE from WICHE 2019-20 Tuition & Fees report

FY20-21: National Avg, and WICHE 2yr resident tution are estimated; ASU rate includes mandatory fees

AZ COMMUNITY COLLEGE AVG.

Tuition Comparison for Local, National, and WICHE

MARICOPA COMMUNITY COLLEGE

DISTRICT NATL. AVG.

PUBLIC 2YR INST.WICHE AVG.

PUBLIC 2YR INST.AZ STATE

UNIVERSITY


Page 42

Historic Property Assessment The chart and table below show the history of assessed valuation of property in Maricopa County. This valuation is a factor in determining the primary and secondary tax levies of the Maricopa Community Colleges. The net assessment values had declined for several years due to the economy. NOTE: Effective 2015 the voters of Arizona passed Proposition 117, which amended the Constitution of Arizona to establish a single limited property value as the base for determining all property tax and limited the growth allowed in the value. Consequently, the Primary Net Assessed Value is used to calculate both the Primary and Secondary taxes.

Assessed AssessedTax Yr Valuation Amount Percent Valuation Amount Percent

2010 46,842,818,990 (2,836,631,144) -5.7% 49,662,543,618 (8,321,508,100) -14.4%2011 38,492,098,635 (8,350,720,355) -17.8% 38,760,296,714 (10,902,246,904) -22.0%2012 34,263,842,274 (4,228,256,361) -11.0% 34,400,455,716 (4,359,840,998) -11.2%2013 31,996,204,979 (2,267,637,295) -6.6% 32,229,006,810 (2,171,448,906) -6.3%2014 33,519,795,354 1,523,590,375 4.8% 35,079,646,593 2,850,639,783 8.8%2015 * 34,623,670,323 1,103,874,969 3.3% 34,623,670,323 (455,976,270) -1.3%2016 36,135,494,474 1,511,824,151 4.4% 36,135,494,474 1,511,824,151 4.4%2017 38,251,891,249 2,116,396,775 5.9% 38,251,891,249 2,116,396,775 5.9%2018 40,423,232,423 2,171,341,174 5.7% 40,423,232,423 2,171,341,174 5.7%2019 43,194,326,395 2,771,093,972 6.9% 43,194,326,395 2,771,093,972 6.9%2020 45,704,969,813 2,510,643,418 5.8% 45,704,969,813 2,510,643,418 5.8%

* Effective 2015 Secondary and Primary Assessed Valuation are the same

Increase / (Decrease) Increase / (Decrease)SECONDARYPRIMARY

$0

$5,000

$10,000

$15,000

$20,000

$25,000

$30,000

$35,000

$40,000

$45,000

$50,000

$55,000

$60,000

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

Dolla

rs in

Mill

ions

Historic Assessed Valuation - Maricopa County 2010 through 2020

Primary Valuation Secondary Valuation


Page 43

Historic Property Tax Rates

The chart and table below provide the historic information on the primary and secondary property tax rates for the Maricopa Community Colleges. The FY2020-21 primary rate includes a proposed tax rate increase by 0.0030 per $100, which will be utilized for capital expenditures.

Fiscal Year Primary Secondary TotalFY11 $0.7926 $0.1802 $0.9728FY12 $1.0123 $0.1959 $1.2082FY13 $1.1563 $0.2215 $1.3778FY14 $1.2896 $0.2459 $1.5355FY15 $1.2824 $0.2363 $1.5187FY16 $1.2628 $0.2312 $1.4940FY17 $1.2376 $0.2275 $1.4651FY18 $1.1956 $0.2140 $1.4096FY19 $1.1708 $0.2046 $1.3754FY20 $1.1565 $0.1720 $1.3285FY21 Proposed $1.1250 $0.1631 $1.2881

MCCCD Property Tax Rates per $100 of Assessed Valuation

$0.0000

$0.2000

$0.4000

$0.6000

$0.8000

$1.0000

$1.2000

$1.4000

$1.6000

FY11 FY12 FY13 FY14 FY15 FY16 FY17 FY18 FY19 FY20 FY21Proposed

Primary Secondary

Combined Tax Rate per $100 Valuation


Page 44

Property Taxes for Various Home Values

Property taxes represent a major source of support for the general operations and capital needs of the Maricopa Community Colleges. The following illustrates the property tax that owners of homes with varying assessed valuations may expect to pay in FY20-21, based on a proposed 0.26% primary tax increase.

Approx. Value for Taxes $100,000 $150,000 $200,000 $250,000 $300,000 $350,000

Assessment Ratio @ 10% $10,000 $15,000 $20,000 $25,000 $30,000 $35,000

Proposed FY 20-21 Tax Rate per $100

Primary Tax $1.1250 $112.50 $168.74 $224.99 $281.24 $337.49 $393.73

Secondary Tax $0.1631 $16.31 $24.47 $32.62 $40.78 $48.93 $57.09

Combined Tax $1.2881 $128.81 $193.21 $257.61 $322.01 $386.42 $450.82

Proposed FY2020-21 Property Taxes for Various Home Values


Page 45

Tax Rates Calculation

In 1980, Arizona citizens amended the State Constitution and capped primary property tax revenue increases for existing property to 2% per year. With the exception of five years (FY09-10, F10-11, FY12-13, FY15-16 and FY16-17), the Maricopa Governing Board has approved an increase in property tax revenues. Although the max levy amount continues to grow, the district has not levied to the maximum allowed. The following chart shows the proposed levy and the potential tax rates for primary and secondary taxes for FY20-21. This information is based on the recent assessed valuations from the Maricopa County Assessor’s office.

1. Maximum Prior Year Levy $556,688,479 9. Actual Primary Levy Amount FY 2019-20 $499,542,38510. Primary Tax Rate FY 2019-20 $1.1565

2. Line 1 increased by 2% $567,822,249 11. Line 9 increased by 0.26% $500,841,353

3. Current Assessed Value of Last Year's Property 44,521,062,593$ 12. Primary Tax Rate (line 11/line 4) $1.125013. Primary Tax Levy (line 7 x line 12) $514,159,761

4. Line 3 divided by 100 $445,210,62614. Proposed Primary Levy FY 2020-21 $514,159,761

5. Maximum Tax Rate FY 2020-21 (Line 2 / Line 4) $1.2754 SRP In-lieu Tax Amount FY 2020-21 $8,622,905Total Primary Levy & In-lieu FY 2020-21 $522,782,666

6. Current Assessed Value including New Property $45,704,969,81315. Primary Tax Rate $1.1250

7. Current Assessed Value divided by 100 $457,049,698Current Assessed Valuation for 2020 $45,704,969,813

8. Maximum Levy Amount FY20-21 (Line 7 X Line 5) $582,921,185 Est. SRP Current Assessed Valuation for 2020 $766,512,000Total to calculate Secondary Tax Rate/Levy Amts $46,471,481,813 Levy Amount Needed (G.O. Bond Principal/Interest) $74,558,711SRP In-lieu Needed (G.O. Bond Principal/Interest) $1,250,414

SRP CAV at 2019 Values * $749,125,000 Total Secondary Levy & In-Lieu $75,809,125SRP CAV at 2020 Values ** $766,512,000

SRP CAV at 2020 Values / 100 $7,665,120 16. Secondary Tax Rate $0.1631SRP In-lieu Tax Amount FY 2020-21 Est $8,622,905

* COMBINED TAX RATES FOR FY 2020-21 [PER $100 OF ASSESSED VALUATION]** 17. Primary Levy Rate $1.1250

18. Secondary Levy Rate using Primary Assessed Value $0.1631

Combined Levy Rate $1.2881

2019 SRP CAV Actual received 3/11/20192020 SRP CAV received 3/10/2020

MARICOPA COMMUNITY COLLEGES PROPOSED TAX RATES AND LEVIES for FY 2020-21

MAXIMUM LEVY AND TAX RATE CALCULATIONS (for comparitive purposes) PROPOSED PRIMARY TAX LEVY AND RATE CALCULATIONS

SECONDARY TAX LEVY AND RATE CALCULATIONS

SALT RIVER PROJECT CENTRALLY ASSESSED VALUATION (CAV)


Page 46

Expenditure Limitation Report Worksheet

General Oper. Auxiliary Enter. Restricted Unexpended Ret. of Debt TotalA. Total Budgeted Expenditures 749,123,716$ 44,601,214$ 258,039,602$ 63,635,547$ 74,205,925$ 1,189,606,003$

B. Less Exclusions Claimed:

Debt Service Requirements onBonded Indebtedness 74,205,925$ 74,205,925$

Dividends, Interest And Gains on Saleof Securities 3,050,000$ 1,426,505$ 250,000$ 1,500,000$ 6,226,505$

Grants And Aid From Federal Gov't 171,345,063$ 171,345,063$

Grants, Aid, Contributions or Giftsfrom Private Agency, Organizationor Individual Except Those AmountsReceived in Lieu of Taxes 1,906,956$ 38,647,409$ 40,554,365$

Amounts Accumulated For Purchase ofLand And The Purchase or Constructionof Buildings or Improvements 13,100,000$ 13,100,000$

Contracts With Other Political Subdivisions -$

Tuition And Fees 197,865,408$ 27,627,206$ 225,492,614$ Amounts received through research

and entrepreneurial activities 1,890,588$ 4,666,340$ 6,556,928$

Monies Received A.R.S. 15-1472 11,656,242$ 11,656,242$

Prior Years Carry-Forward 88,600,347$ 8,974,207$ 21,470,200$ 49,035,547$ -$ 168,080,301$

Total Exclusions Claimed 291,406,343$ 44,601,214$ 243,368,913$ 63,635,547$ 74,205,925$ 717,217,942$

C. Budgeted Exp. Subject to Limitation 457,717,373$ -$ 14,670,689$ (0)$ -$ 472,388,062$

D.Expenditure Limitation Fiscal Year 2020-21 472,388,062$

Unused (Overcommitted) Legal Limit -

Annual Budgeted Expenditure Limitation Report WorksheetFiscal Year Ending June 30, 2021

Current Funds Plant Funds

Proposed Budget

FY20-21

SECTION E: GLOSSARY

Section E: Glossary FY20-21 Proposed Budget

Page 48

Academic Support

A functional category of expenditures reflective of support services for instructional programs and academic functions such as funding for learning centers, libraries, and honor programs.

Account Codes (formerly Object Code)

Expenditures are budgeted and accounted for by account code categories to detail the use of funds. Revenues also are budgeted in account codes to distinguish different types of resources.

Communications and Utilities

All costs related to telephone, postage, electricity, water, sewer, etc. are charged to communications and utilities account codes.

Contingency, Scholarships, Misc, Transfers:

The contingency, miscellaneous and transfers account codes include reserve, holding and transfers accounts. Examples are: a contingency for taxes that are budgeted but not collected; a basic contingency for unexpected needs as prioritized by the Governing Board; allocations for the Enrollment Growth Funding program reserved to help fund additional courses for increased student enrollment; funds for incremental costs from capital development facilities; a reserve for insurance costs, college carryforward and student scholarships.

Contractual Services

Expenditures such as funding for professional services, advertising, marketing, etc. are budgeted in the contractual services account code series. Additionally, the cost of teaching services and course development for concurrent enrollment as well as employer-sponsored programs may be charged to these account codes.

Course Fees

Course fees are budgeted in the Auxiliary Fund. They cover the cost of materials for credit courses that rely on special equipment or supplementary materials.

Employee Benefits

These account codes account for the employee paid costs of employee health insurance, District retirement contributions, social security and Medicare, life insurance, worker’s compensation, etc.

Enrollment Growth Funding

A formula based funding allocation based on full time student equivalent (FTSE) growth. Effective FY2010-11 Budget, funding was distributed to the colleges based on audited FTSE growth at the rate of $2,130 per FTSE.

Expenditure Limitation

This is a provision of the State Constitution and Arizona Revised Statutes that limits the expenditure of local tax revenues (e.g. primary property taxes and State Aid). The limitation is set by the Economic Estimates Commission (EEC) by applying growth in enrollment (FTSE) and inflation over a base budget year.

Fixed Charges

Expenditures for facilities rentals, etc. are budgeted in fixed charges account codes.

Food Service

This Auxiliary Fund division includes revenues and expenditures from directly operated food service operations.


Page 49

Full-time Student Equivalents (FTSE)

A calculated estimate of enrollment, based on credit hours divided by 30 (the number of credits in a year that is considered to be full-time). In the case of Skill Center or ABE/GED students, clock hours are used and divided by 640.

Functional Categories

To ensure comparability and standardization in the presentation of financial information, all colleges and units are required to budget and account for the expenditure of funds by functional categories.

General Institutional Support

A functional expense category that includes expenses for the day-to-day operational and general administrative support of the institution such as safety, security, insurance, software licensing and computer repair, mail and copy services.

Headcount

The number of students enrolled in classes. Headcount may be duplicated or unduplicated.

In-Lieu Taxes (SRP)

In-lieu tax refers to a levy imposed as an alternate for another tax. Salt River Project is a political subdivision of the State of Arizona, so they are exempt from property tax. However, in accordance with Arizona law, the SRP District makes voluntary contributions each year to the State of Arizona, school districts, cities, counties, towns and other political subdivisions of the State of Arizona, for which property taxes are levied and within whose boundaries SRP has property included in its electric system. The amount paid is computed on the same basis as ad valorem taxes paid by a private utility corporation.

Institutional Support

This is a functional category of expenditures to identify cost related to management, business and human resources operations, and planning of the organization. Examples include office of the president, fiscal operations, human resources offices, information technology staff and legal services.

Instruction

This is a functional category of expenditures accounting for instructional activities. An example is salaries and wages of faculty and supplies and other department chairs.

Non Credit/Special Interest Courses

These are fees that support the costs of these course offerings. This is an Auxiliary Fund division.

Object Codes (now Account Code)

Expenditures are budgeted and accounted for by account code categories to detail the use of funds. Revenues also are budgeted in account codes to distinguish different types of resources

Operations/Maintenance

A functional category of expenditures allocated for the operation and maintenance of the physical plant, such as utility costs and staff responsible for the maintenance of buildings and grounds for all units.


Page 50

Other Auxiliary Programs

The activities of this Auxiliary Fund include Skill Centers’ operation, out-of-state distance learning, corporate trainings, and facility rentals.

Public Services

A functional category of expenditures that account for non-instructional services of benefit to the community; examples include public lectures, and community service programs.

Quasi Endowment Fund

Fund 6 – Includes both Medical Insurance Reserves for Employee Health Care Claims and Workers Compensation reserves as required by the Industrial Commission. It is considered a Restricted Fund.

Salaries and Wages

Compensation provided to all regular Governing Board approved faculty and staff, while the temporary staff budget is recorded in salaries and wages account codes.

State Aid

The State of Arizona provides financial support to community college districts based on formulas that are set in statute. These formulas largely are based on enrollment levels. The formulas use the most recent audited full-time student equivalents; hence, state aid is provided for enrollment growth that occurred two years before the fiscal year under development. Currently neither Maricopa Community College District nor Pima Community College District receive State Aid.

Student Services

A functional category of expenditures reflective of support services provided to students, such as counseling, testing, admissions, student financial aid, and career development.

Supplies & Materials

The cost of classroom and office supplies and materials, software, audiovisual aids, etc. is budgeted in supplies and materials account codes.

Tax Levy Limit

This is a provision of the Arizona State Constitution and statutes that limit growth in taxes on existing property.

Travel

Travel related account codes include mileage, in and out of state travel, registration, hotels, airfare, etc.

Budget Office Info FY20-21 Proposed Budget

Page 51

https://www.maricopa.edu

https://district.maricopa.edu/data-reports/budget

The FY2020-21 Proposed Budget is prepared by the Financial Planning & Budget Office--Business Services

2411 W. 14th Street Tempe, AZ 85281-6942

1

AR Draft

CONSENT AGENDA ACTION ITEM


Item Number Item Title Responsible Agents 11.1 Curriculum Dr. Karla Fisher

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

Funding Source

Account Information

2

GBA May 26, 2020 MCCCD Governing Board Action Items Curriculum Summary

COURSE PROPOSALS: Course Deletions……………………………………………………………………………………………………….……page 4 MC MTC111, MTC112, MTC113 Course Modifications………………………………………………………………………………………………….……page 5 EM ENG107 New Courses…………………………………………………………………………………………………………….……page 6 GW NCE272, NCE273, NCE274, NCE278 MC MTC140, MTC181 SC BIO234, DAN191, DAN192, DAN193 PROGRAM PROPOSALS: Occupational Program Modifications (OPM)…………………………………………..……………….……….………page 9 GC CCL/5410N CAD Application College-Specific: GC 9 CCL/5421 Personal Trainer Shared by: CG, GC, MC, PV, SC, SM 9 CCL/5445 Personal Training Specialist Shared by: CG, GC, MC, PV, SC, SM 10 MC CCL/5556 Alteration Specialist College-Specific: MC 10 CCL/5426 Costume Design and Production, Level II College-Specific: PC 11 PV AAS/3187 Engineering Technology Shared by: EM, GC, SM 11 Occupational Program Deletions (OPD)………………………………………………..…………….…………………page 12 EM CCL/5958 Enrolled Agent Shared by: CG, EM, GC, GW, MC, PC, PV, RS, SC, SM 12 CCL/5580 Human Resources Management Shared by: CG, EM, GC, GW, MC, PC, RS, SC, SM 12 AAS/3070 Management Shared by: CG, EM, GC, GW, MC, PC, PV, RS, SC, SM 12 CCL/5729 Management Shared by: EM, GC, MC, PC, PV, RS, SC, SM 13 CCL/5978 Small Business Management II Shared by: CG, EM, GC, GW, MC, PC, RS, SC, SM 13 Academic Programs (AP)………………………..………………………………………..…………….……….………page 14 EM AA/8109 Associate in Arts, Emphasis in Anthropology Shared by: Disrict Wide 14 AA/8128 Associate in Arts, Emphasis in Women and Gender Studies Shared by: Disrict Wide 14 AA/8139 Associate in Arts, Emphasis in Family Life Education Shared by: Disrict Wide 14 MC AA/8137 Associate in Arts, Emphasis in Counseling and Applied Psychological Science Shared by: Disrict Wide 15

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

3

CURRICULUM ACTIVITY: COURSES FOR May 26, 2020

Total Course Proposals Submitted (14 with 0 X-refs added and 0 X-refs deleted) Proposal Type/Outcomes CG EM GC GW MC PV PC RS SC SM DO Totals

Course Deletion (CD) 3 3

New Course (NC) 4 2 4 10

Course Modification (CM) 1 1 Total Courses College Columns 0 1 0 4 5 0 0 0 4 0 0 14

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

CURRICULUM ACTIVITY: PROGRAMS FOR May 26, 2020

Total Program Proposals Submitted (30) Proposal Type/Outcomes CG EM GC GW MC PV PC RS SC SM DO Totals Occupational Program Deletion (OPD) 5 5 New Occupational Program (NOP) Occupational Program Modification (OPM) 3 2 1 6 OPM-Program Addition New Programs Created 0 Academic Program Deletion (APD) 0 New Academic Program (NAP) 3 1 4 Academic Program Modification (APM) 0 APM-Program Addition New Programs Created 0 Total Modified Programs 0 5 3 0 2 1 0 0 0 0 0 11 Total New Programs 0 3 1 0 0 0 0 0 0 0 4 Total Programs College Columns 0 8 4 0 2 1 0 0 0 0 0 15

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

ATTACHMENT: CD COURSE DELETIONS: MARICOPA COMMUNITY COLLEGES

MCCCD GOVERNING BOARD DATE: 5/26/2020

X-REF TYPE COLLEGE SUBJECT TITLE EFFECTIVE END OF

4

O MC MTC111 Lyric Writing 2021 Spring O MC MTC112 Song and Melody Forms 2021 Spring O MC MTC113 Songwriting Techniques 2021 Spring

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

ATTACHMENT: CM COURSE MODIFICATIONS: MARICOPA COMMUNITY COLLEGES


ACT CREDITS PERIODS LOAD

5

ENG107 First-Year Composition for ESL LEC 3.0 3.0 3.0 Change in: Description, Requisite, Competencies, Outline Equivalent of ENG101 for students of English as a Second Language (ESL). Emphasis on rhetoric and composition with a focus on expository writing and understanding writing as a process. Establishing effective college-level writing strategies through four or more writing projects comprising at least 3,000 words in total. Prerequisites: Appropriate district placement, or a grade of B or better in ALT100, or a grade of C or better in ENG091 or ESL097 or WAC101 or (ALT100 and Corequisites: ENG100A+ or ENG101LL or ENG107LL or WAC101). Type: Acad College: EM Effective: 2020 Fall ___________________________________________________________________________________________

http://aztransmac2.asu.edu/cgi-bin/WebObjects/MCCCD.woa/wa/freeForm2?id=153398

ATTACHMENT: NC NEW COURSES: MARICOPA COMMUNITY COLLEGES


6

BIO234 Fundamental Evolutionary Biology LEC 3.0 3.0 3.0 Fundamentals of evolutionary theory including natural selection, adaptation, species concepts, speciation, extinction, basics of phylogenetics, molecular and population genetics, and the evolution of sex and sociality. A grade of C or better required in all Prerequisites. Prerequisites or Corequisites: BIO182 or permission of Instructor. Type: Acad College: SC Effective: 2021 Spring ___________________________________________________________________________________________ DAN191 Viewing Dance L+L 1.0 1.0 1.0 This course emphasizes developing critical analysis skills in order to find effective and intelligent ways of viewing and discussing choreography, dance for film, and lighting design for dance. Students will view masterpiece examples of choreography, dance for film, and lighting design from notable artists during the 20th and 21st centuries spanning various genres of dance. Prerequisites: None. Type: Occ College: SC Effective: 2021 Spring ___________________________________________________________________________________________ DAN192 Digital Music for Dancers L+L 1.0 1.0 1.0 Learn to use Digital Audio Workstation (DAW) software to edit and create music for dance performance and film as well as fix audio issues in music and sound. Prerequisites: None. Type: Occ College: SC Effective: 2021 Spring ___________________________________________________________________________________________ DAN193 Professional Promotion for Dancers L+L 1.0 1.0 1.0 An introduction to professional promotion for dancers. Design software and online applications will be used to manipulate photos and graphics in the creation of design projects for promotion. Prerequisites: None. Type: Occ College: SC Effective: 2021 Spring ___________________________________________________________________________________________ MTC140 Songwriting LEC 3.0 3.0 3.0 An introduction to the art and craft of songwriting through the study and analysis of diverse songwriters and musical styles, and creation of original songs. Prerequisites: A grade of C or better in MTC101, or MTC105, or permission of Instructor. Course Notes: MTC140 may be repeated for a total of six (6) credits. Type: Occ College: MC Effective: 2020 Fall ___________________________________________________________________________________________








7

MTC181 Popular Music Orchestration and Arranging LEC 3.0 3.0 3.0 Basic orchestration and arranging techniques as used in popular music genres including jazz, pop, and rock music for vocal and instrumental music performance ensembles. Idiomatic uses of harmony, melodic rhythm, voicing, tonal color and notation. A grade of C or better required in all Prerequisites. Prerequisites or Corequisites: MTC155 (or higher level of music theory) and MTC180. Type: Occ College: MC Effective: 2021 Spring ___________________________________________________________________________________________ NCE272 Certified Medication Assistant L+L 4.0 6.0 8.0 Completion of this course will qualify the student to sit for the certification examination to administer prescribed medications within defined state laws (Legislation A.R.S.32-1650.01). Prerequisites: Students will need to have been a Certified Nursing Assistant (CNA) or a Licensed Nursing Assistant (LNA) for a minimum of six months, or completed the CNA or LNA course within the past year, or completed semester I of the Practical Nurse (PN) program, or completed the first block of the Registered Nurse (RN) program, or permission of the Director or Program Director as students who have completed components of nursing programs may qualify for a CMA waiver. Type: Occ College: GW Effective: 2020 Fall ___________________________________________________________________________________________ NCE273 Rehabilitation Technician L+L 2.0 2.5 3.0 The rehabilitation technician (RT) performs patient related care tasks, assists patients with activities of daily living and provides direct patient care under supervision of the licensed nurse and or licensed therapist. Obtains and records patient vital signs. Monitors and records daily intake and output. Obtains specimens, including non-invasive body fluids and blood specimens. Performs electrocardiogram (ECG) electrode placement, running ECG strips, and blood glucose monitoring. Assists physician, licensed nurse, or licensed therapist with diagnostic tests, clinical procedures, and other tasks as requested. Communicates patient needs and observed/reported changes in patient condition to supervising licensed nurse, physician or licensed therapist. Documents all interactions as directed by licensed nurse, physician, or licensed therapist. Assists licensed therapist in performing therapeutic procedures. Carries out assigned rehab tech duties such as cleaning treatment areas, completing equipment maintenance and transporting patients. Prerequisites: Valid certification or license as a nurse assistant (CNA or LNA) or completion of a nurse assistant program within the past twelve (12) months or permission of the Nursing Director. Type: Occ College: GW Effective: 2021 Spring ___________________________________________________________________________________________ NCE274 Industry Telemetry Nursing L+L 4.0 4.5 5.0 Overview of cardiac anatomy, physiology, and the conduction system. Demonstration of a cardiac assessment, review of normal and abnormal lab values, arrhythmias, and cardiac abnormalities seen on an electrocardiogram (ECG). Introduction to medications specific to the cardiac patient. Overview of cardiac procedures, nursing interventions, and emergency treatment. Prerequisites: Current Arizona Registered Nurse (RN) license or Licensed Practical Nurse (LPN) license or permission of Instructor. Type: Occ College: GW Effective: 2021 Spring







8

NCE278 Critical Care Nursing L+L 4.0 4.5 5.0 Foundations in critical care for nurses who are interested in entering the critical care environment or nurses who seek to increase their expertise in critical care. Includes basic anatomy, physiology, and pharmacology. Disease management for the following systems: cardiac, respiratory, neuroscience, gastrointestinal, renal, endocrine and hematology, hemodynamics and ventilator management. The lab includes case studies, simulation, and lab practice. Prerequisites: Current license as a Registered Nurse or recent graduate of an accredited nursing program or permission of Instructor and/or employer. Licensed Practical Nurses will be allowed to take the course by request of their employer and/or with permission of the Instructor. Type: Occ College: GW Effective: 2021 Spring ___________________________________________________________________________________________


ATTACHMENT: OPM OCCUPATIONAL PROGRAM MODIFICATIONS: MARICOPA COMMUNITY COLLEGES


9

Award/Major Code: CCL/5410N Program Title: CAD Application Initiating College: GC Effective Term: 2020 Fall Program Availability: College-Specific: GC Total Program Credits: 12-37 CIP Code: 15.1302 Overall G.P.A.: 2.00 Faculty Initiator: Guided Pathways IC: Drafting (24) Field of Interest: Applied Technology Proposed Changes: Program Description, Total Program Credits, Required Course Credits, Required Courses, Restricted Elective Credits, Program Competencies / Learning Outcomes Description: The Certificate of Completion (CCL) in CAD Application program is designed to broaden students' design exposure and Computer-Aided Design (CAD) technology skills. Students will utilize industry standard CAD and building information modeling (BIM) software to produce three-dimensional (3D) drawings and parametric models. This will include presentation methods and construction documentation conventions for either the architecture or civil design fields. Students may apply these courses toward the Associate in Applied Science (AAS) degree in Architectural and Civil CAD Technology. _________________________________________________________________________________________ Award/Major Code: CCL/5421 Program Title: Personal Trainer Initiating College: GC Effective Term: 2020 Fall Program Availability: Shared by: CG, GC, MC, PV, SC, SM Total Program Credits: 18-18.5 CIP Code: 31.0507 Overall G.P.A.: 2.00 Faculty Initiator: Lisa Lewis IC: Exercise Science, Health and Physical Education, Recreation and Wellness (32) Field of Interest: Health Sciences Proposed Changes: Program Description Description: The Certificate of Completion (CCL) in Personal Trainer is designed to provide students with the foundational skills needed to design and implement fitness routines appropriate to clients' goals and aligned with current industry best practices. The curriculum for this certificate fosters the development of critical thinking, leadership, and communication skills important for developing and implementing individualized exercise programs. A CCL in Personal Training: Advanced and an Associate of Applied Science (AAS) in Exercise Science: Health, Fitness, and Sports Performance are also available for students interested in continuing their studies in this field. _________________________________________________________________________________________





10

Award/Major Code: CCL/5445 Program Title: Personal Training Specialist Initiating College: GC Effective Term: 2020 Fall Program Availability: Shared by: CG, GC, MC, PV, SC, SM Total Program Credits: 31-31.5 CIP Code: 31.0507 Overall G.P.A.: 2.00 Faculty Initiator: Lisa Lewis IC: Exercise Science, Health and Physical Education, Recreation and Wellness (32) Field of Interest: Health Sciences Proposed Changes: Program Title to: Personal Trainer: Advanced, Program Description, Required Courses Description: The Certificate of Completion (CCL) in Personal Training: Advanced is designed to prepare students for the American College of Sports Medicine (ACSM), National Strength and Conditioning Association (NSCA), National Academy of Sports Medicine (NASM), and the American Council on Exercise (ACE) personal trainer certifications. These certifications are generally required for employment in personal training positions and/or professional advancement within the fitness industry. The curriculum includes the foundational courses required for the CCL in Personal Trainer coupled with some additional advanced and specialized courses. _________________________________________________________________________________________ Award/Major Code: CCL/5556 Program Title: Alteration Specialist Initiating College: MC Effective Term: 2020 Fall Program Availability: College-Specific: MC Total Program Credits: 19-27 CIP Code: 50.0407 Overall G.P.A.: 2.00 Faculty Initiator: Guided Pathways IC: Family and Consumer Sciences (34) Field of Interest: Visual and Performing Arts Proposed Changes: Program Availability to: Shared by: MC, PC (adding PC), Total Program Credits, Required Course Credits, Required Courses, Program Competencies / Learning Outcomes Description: The Certificate of Completion (CCL) in Alteration Specialist is designed to prepare students for employment in alterations for the apparel industry. Students will develop skills in advanced clothing construction, tailoring and couture techniques appropriate for a variety of fabrics and designs, and fitting techniques for all types of apparel. They will develop the ability to select appropriate fashion fabrics, interfacing, and lining materials for specific items of apparel. Students completing this certificate will be able to alter and repair ready-made garments in entry level positions in the alteration profession for retailers, dry-cleaning industry or their own alteration establishment. An Associate in Applied Science (AAS) in Fashion Design is also available. _________________________________________________________________________________________





11

Award/Major Code: CCL/5426 Program Title: Costume Design and Production, Level II Initiating College: MC Effective Term: 2020 Fall Program Availability: College-Specific: PC Total Program Credits: 36-42 CIP Code: 50.0510 Overall G.P.A.: 2.00 Faculty Initiator: Guided Pathways IC: Family and Consumer Sciences (34) Field of Interest: Visual and Performing Arts Proposed Changes: Total Program Credits, Required Course Credits, Required Courses, Program Competencies / Learning Outcomes Description: The Certificate of Completion (CCL) in Costume Design and Production, Level II expands students' skills in costuming for theatre, film, opera, dance and period reproductions. Students learn enhanced techniques for costume fit and construction, twentieth-century design, and digital fashion illustration. _________________________________________________________________________________________ Award/Major Code: AAS/3187 Program Title: Engineering Technology Initiating College: PV Effective Term: 2020 Fall Program Availability: Shared by: EM, GC, SM Total Program Credits: 60-68 CIP Code: 15.0000 Overall G.P.A.: 2.00 Faculty Initiator: David Weaver IC: Engineering (27) Field of Interest: Science, Technology, Engineering and Mathematics Proposed Changes: Program Availability to Shared by: EM, GC, PV, SM (adding PV) Description: The Associate in Applied Science (AAS) in Engineering Technology program prepares students as entry-level engineering technicians. They will apply basic engineering principles and technical skills to support engineers engaged in a wide variety of projects. Includes instruction in various engineering support functions, including preparation in the areas of research, production, and operations. This degree will prepare highly skilled and needed workers for area manufacturers and the tech industry. _________________________________________________________________________________________



ATTACHMENT: OPD OCCUPATIONAL PROGRAM DELETIONS: MARICOPA COMMUNITY COLLEGES

MCCCD GOVERNING BOARD DATE 5/26/2020

12

Award/Major Code: CCL/5958 Program Title: Enrolled Agent Initiating College: EM Effective Term: 2020 Summer Program Availability: Shared by: CG, EM, GC, GW, MC, PC, PV, RS, SC, SM CIP Code: 52.0301 Faculty Initiator: Sylvia Ong IC: Business/Management (03) Proposed Changes: Proposed Program Availability: This program will be Shared by: CG, GC, GW, MC, PC, PV, RS, SC, SM Rationale for Deletion: EMCC is requesting to delete this program due to the inability to develop the required courses necessary to offer and sustain this program at this time. _________________________________________________________________________________________ Award/Major Code: CCL/5580 Program Title: Human Resources Management Initiating College: EM Effective Term: 2020 Summer Program Availability: Shared by: CG, EM, GC, GW, MC, PC, RS, SC, SM CIP Code: 52.1001 Faculty Initiator: Sylvia Ong IC: Business/Management (03) Proposed Changes: Proposed Program Availability: This program will be Shared by: CG, GC, GW, MC, PC, RS, SC, SM Rationale for Deletion: EMCC is requesting to delete this program due to the inability to develop the required courses necessary to offer and sustain this program at this time. _________________________________________________________________________________________ Award/Major Code: AAS/3070 Program Title: Management Initiating College: EM Effective Term: 2020 Summer Program Availability: Shared by: CG, EM, GC, GW, MC, PC, PV, RS, SC, SM CIP Code: 52.0200 Faculty Initiator: Sylvia Ong IC: Business/Management (03) Proposed Changes: Proposed Program Availability: This program will be Shared by: CG, GC, GW, MC, PC, PV, RS, SC, SM Rationale for Deletion: EMCC is requesting to delete this program due to the inability to develop the required courses necessary to offer and sustain this program at this time. This program is already active, but currently no students have declared this program. Requesting immediate hold/deletion of this program effective Summer 2020. _________________________________________________________________________________________

ATTACHMENT: OPD OCCUPATIONAL PROGRAM DELETIONS: MARICOPA COMMUNITY COLLEGES


13

Award/Major Code: CCL/5729 Program Title: Management Initiating College: EM Effective Term: 2020 Summer Program Availability: Shared by: EM, GC, MC, PC, PV, RS, SC, SM CIP Code: 52.0201 Faculty Initiator: Sylvia Ong IC: Business/Management (03) Proposed Changes: Proposed Program Availability: This program will be Shared by: GC, MC, PC, PV, RS, SC, SM Rationale for Deletion: EMCC is requesting to delete this program due to the inability to develop the required courses necessary to offer and sustain this program at this time. _________________________________________________________________________________________ Award/Major Code: CCL/5978 Program Title: Small Business Management II Initiating College: EM Effective Term: 2020 Summer Program Availability: Shared by: CG, EM, GC, GW, MC, PC, RS, SC, SM CIP Code: 52.0703 Faculty Initiator: Sylvia Ong IC: Business/Management (03) Proposed Changes: Proposed Program Availability: This program will be Shared by: CG, GC, GW, MC, PC, RS, SC, SM Rationale for Deletion: EMCC is requesting to delete this program due to the inability to develop the required courses necessary to offer and sustain this program at this time. _________________________________________________________________________________________

ATTACHMENT: AP ACADEMIC PROGRAMS: MARICOPA COMMUNITY COLLEGES


14

Award/Major Code: AA/8109 Program Title: Associate in Arts, Emphasis in Anthropology Initiating College: EM Effective Term: 2021 Spring Program Availability: Shared by: CG, EM, GC, GW, MC, PC, PV, RS, SC, SM Total Program Credits: 60-64 CIP Code: 45.0201 Overall G.P.A.: 2.00 Faculty Initiator: Guided Pathways IC: Anthropology (70) Field of Interest: Culture and Society Description: The Associate in Arts (AA), Emphasis in Anthropology degree provides the first two years of a four-year curriculum for students who wish to receive an education in the broad field of anthropology - an examination of the human experience. Coursework in this program surveys both cultural and biological aspects of what it means to be human, and students will develop critical thinking skills through the analysis of real-world anthropological case studies. As such, students receive a holistic training in their worldview that is valued highly by employers in many fields, including health and human services, media, businesses, Non-Governmental Organizations (NGOs), and government agencies. _________________________________________________________________________________________ Award/Major Code: AA/8128 Program Title: Associate in Arts, Emphasis in Women and Gender Studies Initiating College: EM Effective Term: 2020 Fall Program Availability: Shared by: CG, EM, GC, GW, MC, PC, PV, RS, SC, SM Total Program Credits: 60-64 CIP Code: 24.0101 Overall G.P.A.: 2.00 Faculty Initiator: Guided Pathways IC: Women and Gender Studies (81) Field of Interest: Culture and Society Description: The Associate in Arts (AA), Emphasis in Women and Gender Studies degree is an intensive interdisciplinary liberal arts program, which provides students with tools and opportunities to discuss and critique historical and contemporary theories and practices of feminism(s) and gender identities. The curriculum enables students to think critically, analyze problems, and communicate effectively. Using women's experiences and perspectives, students explore cultural and global issues by completing a variety of courses focusing on gender, history, culture, class, race, ethnicity, and sexuality to foster equality and understanding. Students completing this associate of arts degree will be prepared to transfer to a four-year program. _________________________________________________________________________________________ Award/Major Code: AA/8139 Program Title: Associate in Arts, Emphasis in Family Life Education Initiating College: EM Effective Term: 2021 Spring Program Availability: Shared by: CG, EM, GC, GW, MC, PC, PV, RS, SC, SM Total Program Credits: 60-73 CIP Code: 19.0707 Overall G.P.A.: 2.00 Faculty Initiator: Guided Pathways IC: Family and Consumer Sciences (34) Field of Interest: Behavioral Sciences and Human Services Description: The Associate in Arts (AA), Emphasis in Family Life Education provides the first two years of a four-year curriculum for students who wish to study in fields related to family life education, human development, or child and family studies. The program includes study of child and adult development, marriage and family relationships, and the intersections of school, community, and family. Students can pursue careers in public, private, and human service agencies working with children, youth, and families. A Certificate of Completion (CCL) in Child and Family Organizations, Management and Administration is available and can be fully embedded in this AA. _________________________________________________________________________________________




ATTACHMENT: AP ACADEMIC PROGRAMS: MARICOPA COMMUNITY COLLEGES


15

Award/Major Code: AA/8137 Program Title: Associate in Arts, Emphasis in Counseling and Applied Psychological Science Initiating College: GC Effective Term: 2020 Fall Program Availability: Shared by: CG, EM, GC, GW, MC, PC, PV, RS, SC, SM Total Program Credits: 60 CIP Code: 51.1508 Overall G.P.A.: 2.00 Faculty Initiator: Guided Pathways IC: Counseling (23) Field of Interest: Behavioral Sciences and Human Services Description: The Associate in Arts (AA), Emphasis in Counseling and Applied Psychological Science provides the first two years of a four-year curriculum for students who wish to specialize in counseling and applied psychological science or are preparing for graduate programs in counseling or related fields. The program provides a foundation in counseling theories, counseling skills, career and lifespan development, ethics and research methods, and multicultural competence. Graduates will not be license-eligible as professional counselors, but will be prepared to enter an undergraduate degree program in counseling and applied psychological science. Graduates of the associate's program may qualify for entry-level employment such as social and human service assistants or psychiatric technicians in community agencies, hospitals, rehabilitation centers and other behavioral healthcare delivery settings to support counselors and other mental health professionals. Students who complete a bachelor's degree within the field may be prepared to enter a graduate program in counseling or pursue careers including but not limited to: social and community service managers, social science research assistants, probation officers and correctional treatment specialists, and education administrators (postsecondary). Upon completion of a graduate degree students may pursue a number of careers, including but not limited to: clinical, counseling, and school psychologists; educational, guidance, school, and vocational counselors; substance abuse and behavioral disorder counselors; marriage and family therapists; mental health counselors; rehabilitation counselors; and college/university faculty. _________________________________________________________________________________________


AR Draft

Funding

Source

Account Information

CONSENT AGENDA

ACTION ITEM


Item Number Item Title Responsible Agents

11.2 Approve Agreements for Dual Enrollment

with Charter and Private Schools

Dr. Karla Fisher

Recommendation

It is recommended that the Maricopa County Community College District Governing Board

authorize entry into agreements on behalf of its colleges with the private and charter schools

listed below for their dual enrollment programs.

Charter Schools Private Schools

American Charter Schools Foundation

(Desert Hills High School)

American Leadership Academy

Arizona Cultural Academy

American Virtual Academy Arizona Lutheran Academy

AZ Call-a-Teen Youth Resources, Inc. Brophy College Preparatory

Arizona School for the Arts Gilbert Christian Schools

Arizona Montessori Charter School

At Anthem (Caurus Academy)

Choice Academies, Inc. (Jefferson Prep)

Notre Dame Preparatory School

Northwest Christian School

Scottsdale Christian Academy

Desert Heights Preparatory Academy Shearim Torah High School for Girls

EdKey, Inc. – Sequoia Schools Valley Christian High School

EDUPRIZE Schools, LLC Xavier College Preparatory School

Gateway Early College High School

Great Hearts Academies

Heritage Academy

Horizon Community Learning Center

Lead Charter Schools, Inc.

Madison Highland Prep

New School for the Arts and Academics

San Tan Charter School

Salt River Pima-Maricopa Community Schools

Southwest Leadership Academy

Tempe Preparatory

Justification

The agreement form establishes curriculum and enrollment standards for MCCCD’s dual

enrollment program to comply with applicable law. It also implements MCCCD’s single

financial model for dual enrollment. All students either pay tuition or qualify for a school

district scholarship, and the college’s reimbursement to the school districts for instruction,

facilities, and supplies is calculated according to a set formula.

of 13 MC-DE-Charter 032420

Maricopa County Community College District

Enrollment Management and College Transitions

ATTN: Gayle Blake

2411 West 14th Street

Tempe, AZ 85281-6942

DUAL ENROLLMENT CHARTER AGREEMENT BETWEEN

MARICOPA COUNTY COMMUNITY COLLEGE DISTRICT

AND

«DISTRICT»

2020/2021

This Dual Enrollment Agreement (“Agreement”) is entered into this _____ day of ______________________, 2020 between

Maricopa County Community College District (“College”), a public agency of the State of Arizona as defined in Arizona

Revised Statutes (“ARS”) § 11-951, and «District», a charter high school organized under the laws of the State of Arizona

(collectively “Parties”).

BACKGROUND

College is authorized to enter into this Agreement pursuant to ARS §§ 15-1444(B)(4) and 15-1821.01. This Agreement and

its use are mandated under ARS § 15-1821.01(1).

College has determined that it is in the best interests of high school students in Maricopa County to offer college level

courses that may be counted toward both high school and college graduation requirements at the high school during the

school day.

Charter School desires that College provide to high school students college level courses that may be counted toward both

high school and college graduation.

AGREEMENT

In consideration of the mutual promises contained herein, the Parties agree as follows:

1. PURPOSE. The purpose of this Agreement is to set forth the understanding of the Parties as to their respective

responsibilities and rights in providing Dual Enrollment Courses, as defined in Section 2 below, to eligible Charter

School students.

2. DEFINITION. Pursuant to ARS § 15-101(11), a “Dual Enrollment Course” is defined as a college level course that is

conducted on the campus of a high school or on the campus of a career technical education district, and that is:

A. applicable to an established community college academic degree or certificate program, and transferable to a

university under the jurisdiction of the Arizona Board of Regents; or

B. applicable to a community college occupational degree or certificate program.

C. Notwithstanding the foregoing, physical education shall not be available as a Dual Enrollment Course.

3. EFFECTIVE DATE AND TERM. This Agreement shall be effective:

A. After the governing boards of Charter School and College have approved it; and

B. On the date that authorized representatives of both Parties have signed it (“Effective Date”).

The term of this Agreement shall be from the Effective Date through June 30, 2021 (“Term”).


4. AUTHORITY OF CHARTER SCHOOL. In entering into this Agreement, the Charter School certifies the

following:

A. Its current articles of incorporation, by-laws or other organizational documents authorize it to offer dual

enrollment courses, and that it has provided a copy of the relevant portions of those documents with this

Agreement to MCCCD; or

B. Its governing body responsible for policy has authorized, through a resolution, the Charter School to offer dual

enrollment courses, and provided a copy of that resolution with this Agreement to MCCCD.

5. OBLIGATIONS OF COLLEGE.

5.1. General Course Requirements.

A. College will offer Dual Enrollment Courses to Charter School juniors and seniors, and freshman and

sophomore students subject to Paragraph F in this Section 5.1, who meet College’s prerequisites.

B. Pursuant to ARS § 15-1821.01(3), College will ensure that all Dual Enrollment Courses offered to

Charter School students are:

1. of a quality and depth to qualify for college credit as determined by College;

2. evaluated and approved through the College curriculum approval process;

3. at a higher level than taught by the Charter School high school;

4. transferable to an Arizona public university or applicable to an established community college

occupational degree or certificate program; and

5. compliant with all other standards for College courses.

Dual Enrollment Courses offered pursuant to this Agreement are listed in Exhibit B attached to this

Agreement.

C. Students enrolled in Dual Enrollment Courses shall be admitted to College for college level credit under

current procedures for admission of students to College, and in compliance with ARS § 15-1821.01 and

ARS § 15-1805.01. A student who is under eighteen (18) years of age may be granted admission to

College if the student meets the course pre-requisites for the Dual Enrollment Course and the student

achieves any one of the following:

1. a composite score of seven-hundred-twenty (720) or more on the Preliminary Scholastic Aptitude

Test;

2. a composite score of seven-hundred-twenty (720) or more on the Scholastic Aptitude Test;

3. a composite score of twelve (12) or more on the American College Test;

4. a passing score on the relevant portions of the Arizona statewide standards assessment instrument;

5. the completion of a college placement method designated by the Maricopa County Community

College District that indicates the student is at the appropriate college level for the course; or

6. is a graduate of a private or public high school or has a high school certificate of equivalency.

Home-schooled students are exempt from Sections 1-6 of this Paragraph C and, under ARS§15-

1821.01(7), may fully participate in dual enrollment, including receipt of College credit.

Notwithstanding the above, a student who enrolls in a vocational or occupational education course may

be admitted on an individual basis with the approval of College if the student meets the established

requirements of the course for which the student enrolls and College determine that the student’s

admission is in the best interest of the student. College retains the right to refuse admission to and

remove a student from Dual Enrollment Courses in accordance with College policy.

D. College has the right to limit the number of semester hours in which a student may enroll in Dual

Enrollment Courses to not more than six (6) credit hours per semester.


E. College shall determine residency status of students for tuition purposes in accordance with ARS

§§ 15-1801 et seq.

F. Pursuant to ARS § 15-1821.01(2)(b) and subject to Section 6.1(E) below, College may waive the class

status requirements for up to twenty-five percent (25%) of the students enrolled for Dual Enrollment

Courses by College. College shall have written criteria for waiving the requirement for each Dual

Enrollment Course which shall include a demonstration, by an examination of the specific purposes and

requirements of the course, that freshman and sophomore students who meet the Dual Enrollment Course

prerequisites are prepared to benefit from the college level course. College shall report all exceptions

and the justification for each exception.

G. College will provide to Charter School the instructional information necessary to meet the goals of the

courses delivered, including but not limited to College approved textbook titles, syllabi, course outlines

and grading standards applicable to the Dual Enrollment Courses.

H. College will ensure that instructors of Dual Enrollment Courses follow the Dual Enrollment Course

guidelines, and that the same standards of expectation and assessment that are applied to other College

courses are applied to the Dual Enrollment Courses.

I. For each student, College will assign an identification number to the student that shall correspond to or

reference the Student Accountability Information System (SAIS) number assigned to the student.

Charter School will provide College with the SAIS number for each student as provided in Section

6.1(G).

J. College will grant College credit for a Dual Enrollment Course when a student satisfactorily completes

the course.

5.2. Instructors and Instruction.

A. College will ensure that Charter School instructors teaching Dual Enrollment Courses have valid College

teaching qualifications in the field being taught and are selected and evaluated by College using the same

procedure and criteria that are used for instructors at College campus.

B. If College is providing the instructor for a Dual Enrollment Course, College will provide at College’s

expense a substitute instructor, as necessary and as agreed upon by Charter School, to cover the absence

of any College instructor teaching a Dual Enrollment Course.

5.3. Monitoring.

A. College will involve full-time College faculty who teach a particular discipline in the selection,

orientation, ongoing professional development and evaluation of Charter School faculty teaching Dual

Enrollment Courses.

B. College will designate a liaison officer to assist with dual enrollment activities and to meet with the

liaison designated by Charter School as necessary and, at least once within a two-year period, to review

Dual Enrollment Course outlines and Charter School’s high school Scope and Sequence, and to review

and amend the course outlines as necessary.

C. College will provide career counseling and advisement for Charter School students enrolled in Dual

Enrollment Courses for the duration of the term of this Agreement.

5.4. Policy and Procedure.

A. College will comply with all applicable procedures and requirements for the Dual Enrollment Courses set

out in state statute and College policy.

B. College will provide Charter School with College policies and procedures applicable to students

enrolling in Dual Enrollment Courses.


C. College will provide Charter School access to the educational records of students as necessary to carry

out the terms of this Agreement, and limit access to such records to employees who have a legitimate

interest and a need to know the substance of the particular record, understanding that students enrolled in

the Dual Enrollment Courses will be enrolled in both Charter School and College. Pursuant to Title 34,

Part 99, Section 99.31 of the CFR, the Family Educational Rights and Privacy Act of 1974, as amended

(“FERPA”), Charter School and College may disclose educational records of students to each other as

“officials of another school system” where the student is enrolled.

5.5. Students with Disabilities.

A. College will cooperate with Charter School to ensure compliance with Section 504 of the Rehabilitation

Act of 1973, as amended. Charter School shall have the primary financial and administrative

responsibility for providing and implementing necessary accommodations.

B. College will provide training and guidance to instructors and other personnel in the area of compliance

with the Americans with Disabilities Act (ADA) and Rehabilitation Act of 1973, as amended, as the Acts

specifically relate to instructing students in a postsecondary education situation.

5.6. Reporting and Tracking.

A. College will provide a report to the Joint Legislative Budget Committee on or before October 1 of each

year as required under ARS § 15-1821.01(2)(b) regarding all exceptions to class status requirements for

enrollment in the Dual Enrollment Courses offered in conjunction with Charter School during the

previous fiscal year.

B. Charter School shall provide College with data required for inclusion in the report not later than

September 1 of each year as specified in Section 6.6. Charter School will also assist College by

providing data for any additional reports required by State or other governmental entities in relation to

Dual Enrollment Courses.

6. OBLIGATIONS OF CHARTER SCHOOL.


A. Charter School will provide an opportunity for Charter School students who meet criteria pursuant to

Paragraph B of this Section 6.1 to enroll in Dual Enrollment Courses and to receive college credit and

credit toward high school graduation.

B. Pursuant to ARS § 15-1821.01(6), Charter School will ensure that each student who enrolls for a Dual

Enrollment Course pursuant to this Agreement is a full-time student, as defined in ARS § 15-

901(A)(1)(b), who meets the requirements of ARS § 15-901(A)(5), in a school in Charter School; except

that high school seniors who satisfy high school graduation requirements with less than a full-time

instructional program shall be exempt from this provision.

C. Charter School will provide instruction in accordance with the polices, regulations and instructional

standards of College in courses designated as Dual Enrollment Courses to students of Charter School at

the Charter School facility during the day.

D. Charter School will verify that each student enrolled in a Dual Enrollment Course, including those not

electing to enroll for College credit, satisfies the prerequisites for the Dual Enrollment Course as

published in College’s catalog and complies with College policies and this Agreement regarding student

placement in courses.

E. The Charter School Superintendent or designee may allow freshman and sophomore students to enroll in

Dual Enrollment Courses subject to Section 5.1(F) above.


F. Charter School will adopt and utilize College approved textbooks, course outlines, and grading standards

applicable to the Dual Enrollment Courses being taught. Charter School shall provide textbooks for the

students according to Charter School policies. Each student shall be responsible to purchase other

supplies, if any, required for the Dual Enrollment Course. Classroom supplies normally supplied by

College are included in tuition charges.

G. For each student enrolling in a Dual Enrollment Course, Charter School will enroll the student using the

student’s SAIS number and provide that number to College.


A. Charter School will nominate an instructor qualified in the appropriate subject area for each Dual

Enrollment Courses and submit each instructor’s name and credentials to College for approval.

B. Charter School will ensure that instructors teaching Dual Enrollment Courses provide instruction in

accordance with policies, regulations and instructional standards of College and comply with College

assessments.

C. Charter School will provide at Charter School’s expense a substitute instructor, as necessary and as

agreed upon by College, to cover the absence of a Charter School instructor who teaches a Dual

Enrollment Course. In the case of substitutions exceeding ten (10) consecutive school days, Charter

School shall notify College in writing of the name and credentials of the substitute instructor.

6.3. Assessment and Monitoring.

A. Charter School will designate a liaison officer to assist with dual enrollment activities and to meet with

the College designated liaison as necessary and, at least once within a two-year period, to review Dual

Enrollment Course outlines and Charter School’s high school Scope and Sequence to review and amend

the course outlines as necessary.

B. Charter School will provide counseling and advisement for Charter School students enrolled in Dual



A. Charter School will ensure that each student seeking enrollment in a Dual Enrollment Course:

1. has completed the necessary registration forms;

2. has completed College assessment examinations, if required by College;

3. is aware the student is subject to both Charter School policies and procedures and College policies

and procedures;

4. is aware the student is participating in a college level course, even though provided at the Charter

School, and should act appropriately; and

5. is aware of the requirements for determination of resident/nonresident tuition.

B. Charter School will ensure that each instructor of Dual Enrollment Courses agrees to be subject to

Charter School policies and procedures and College policies and procedures, including the right of

College to withdraw authorization of the instructor’s participation in the dual enrollment program for

failure to follow College requirements.

C. Charter School will provide College access to the educational records of students as necessary to carry



the Dual Enrollment Courses will be enrolled in both Charter School and College. Pursuant to Title 34,


(“FERPA”), Charter School and College may disclose educational records of students to each other as



6.5. Students with Disabilities. Charter School will determine the appropriate accommodations for each qualified

student with disabilities in accordance with the Americans with Disabilities Act and Section 504 of the

Rehabilitation Act of 1973, submit appropriate documentation on students with disabilities to the Disabilities

Coordinator at College, and implement accommodations as required by Federal and State law and as negotiated

between the College Disability Resource office and Charter School. Charter School shall work with College in

determining appropriate accommodations. Charter School shall have the primary financial and administrative


6.6 Reporting and Tracking. By September 1 of each year or as applicable, Charter School will provide to

College information required by the Legislature for submission of reports as specified in Section 5.6 above.

6.7. Facilities and Funding.

A. Charter School will provide classroom/laboratory space in which Dual Enrollment Courses and activities

will be conducted. Facilities and ancillary services provided for the delivery of Dual Enrollment Courses

shall comply with all applicable provision of the state Fire Marshal Code, ARS §§ 37-1381 et seq.

(access for disabled persons), and all other applicable federal and state laws.

B. Payment, if any, for facilities and ancillary services shall be designated in Exhibit A attached to this

Agreement.

7. MUTUAL AGREEMENTS.

7.1. Instructor. The instructor provided by Charter School shall remain an employee of Charter School, and shall

be subject to the terms and conditions of the instructor’s employment contract and Charter School policy, but

shall also be subject to continuing approval by College. Should a Charter School instructor violate College

procedure or policy, College may withdraw authorization for the instructor to participate in the dual enrollment

program and Charter School, upon such withdrawal of authorization, shall substitute another qualified instructor

and notify College in writing of such substitution. The instructor must be approved by College pursuant to the

terms of this Agreement.

7.2. Student. Each student enrolled in a Dual Enrollment Course, even though enrolled as a College student during

the term of the Dual Enrollment Course, shall remain a student of Charter School and shall follow the schedule

and calendar of classes as established by Charter School and approved by College.

7.3. Removal from Course. Charter School retains the right to refuse to allow a student to enroll in a Dual

Enrollment Course and to discipline and/or remove any student from the Dual Enrollment Course in accordance

with Charter School policies. College shall have the right to request Charter School to remove a student from a

Dual Enrollment Course in accordance with College policy.

7.4. Schedule and Number of Students. Charter School and College shall mutually determine the schedule of, and

maximum and minimum number of students to enroll in, each Dual Enrollment Course. Such schedule shall

not be changed except by written agreement of Charter School and College. Charter School and College must

mutually agree if any student who is not a student of Charter School will be enrolled in a Dual Enrollment

Course; provided, however, that any such student must comply with the admissions requirements and course

prerequisite requirement provisions of this Agreement.

7.5. Availability of Instructors. Availability of Dual Enrollment Courses offered by College shall be dependent on

the availability of appropriately qualified instructors.

7.6. Guidelines. Charter School and College shall ensure that each student enrolled in a Dual Enrollment Course

and all personnel of Charter School and all personnel of College who are involved in the dual enrollment

program are provided with dual enrollment guidelines, and that such persons agree to review and comply with

the guidelines.

7.7. Rigor of Courses. College and Charter School agree that college level courses are rigorous and demanding

courses, and the standards and criteria of any Dual Enrollment Course shall meet statutory and College criteria,

and such criteria shall not be diminished for the purpose of the dual enrollment program.


8. FINANCIAL PROVISIONS AND FORMAT FOR BILLING. See Exhibit A attached.

8.1. Fees. Fees and charges for the Dual Enrollment Courses and program are provided on Exhibit A attached to

this Agreement.

8.2. Supplies. Charter School will provide and pay for basic textbooks, workbooks, supplies and other costs related

to the teaching of and the administration of Dual Enrollment Courses within Charter School.

8.3. Tuition.

A. The parent/guardian or Charter School shall be responsible for payment of tuition to College.

B. College may provide grants, scholarships or financial aid in accordance with College policies and as set

forth in Exhibit A.

C. Charter School understands and agrees that tuition charges for students enrolled under this program may

vary from student to student depending upon the total number of student credit hours for which each

student has enrolled each term, and depending upon the residency status of the student. Pursuant to ARS

§ 15-1802(C), the residency of an unemancipated student under the age of eighteen years will be that of

the student’s parent or legal guardian, and any student who is not a legal resident of Arizona will be

charged out of state tuition rates.

9. CONTINUATION OF AGREEMENT. The continuation of this Agreement beyond the initial fiscal year is

dependent on and subject to the appropriation and availability of funding for each Party in each subsequent fiscal year.

If sufficient funding is not made available to allow a Party to continue meeting its contractual obligations under this

Agreement, that Party shall so notify the other Party and either Party may cancel this Agreement and have no further

obligation to the other Party. In the alternative, the Parties may by mutual written agreement, modify this Agreement

to reduce the level of compensation, services or other consideration provided.

10. RECORDS. All accounts, reports, files and other records relating to this Agreement shall be kept for a minimum of

five (5) years after termination of this Agreement and shall be open to reasonable inspection and audit by the other

party during that period. Audits may be conducted, at a time mutually agreed upon by the parties, by any appropriate

political subdivision or agency of the State of Arizona or by representatives of the Comptroller General of the United

States or the Secretary of Education when required by applicable federal regulations.

11. CONFIDENTIALITY. All written student records shall be kept confidential in accordance with the Family Rights

and Privacy Act (20 USC 1232(g)) (“FERPA”) and regulations adopted pursuant to FERPA, the Individuals with

Disabilities Education Act (“IDEA”) and regulations adopted thereunder, and applicable state laws and school board

policies controlling the disclosure of personally identifiable information from a student’s education records.

12. TERMINATION/DISPOSITION OF PROPERTY.

12.1. Termination. Either Party may terminate this Agreement for any reason following written notice to the other

Party of intent to terminate delivered not less than ninety (90) days prior to the intended date of termination.

Except as provided in this section 12, termination shall only be effective at the end of a semester, and no Dual

Enrollment Course shall be terminated prior to such effective date.

12.2. Risk to Health or Safety. If either Party has reason to suspect that any activities undertaken pursuant to this

Agreement present a risk to the health or safety of students or is contrary to the Party’s mission or operations,

that Party may request that a meeting between the Parties be convened within 48 hours and promptly confirm

the meeting in writing. In such circumstances, the Parties to this Agreement will attempt to reconcile

differences within five (5) working days of such meeting. If reconciliation is not achieved within the five (5)

day period, this Agreement will automatically terminate.

12.3. No Relief from Obligations. Termination shall not relieve either Party from its obligation to pay for services

provided prior to termination and those for any student already admitted and enrolled in a course or courses and

obtaining dual credit at the time of termination or notice thereof.


12.4. Disposition of Property. The Parties do not contemplate joint acquisition of any property pursuant to this

Agreement. Upon termination of this Agreement, equipment furnished or purchased by College for the

program shall be retained by College, and equipment furnished or purchased by Charter School for the program

shall be retained by Charter School.

13. RESPONSIBILITY.

13.1. Conduct of Operations. Each Party agrees to be responsible for the conduct of its operations and performance

of contract obligations and the actions of its own personnel while performing services under this Agreement,

and each party shall be solely responsible for supervision, daily direction, control of payment of salary

(including withholding for payment of taxes and social security), workers’ compensation and disability benefits.

13.2 Indemnification. Each Party, to the greatest extent legally permissible, shall indemnify, defend, and hold

harmless the other Party from any liability resulting from the negligence, intentionally tortious, or willful

misconduct of the indemnifying Party’s employees, officers, students and agents.

14. CANCELLATION FOR CONFLICT OF INTEREST. This Agreement may be canceled pursuant to ARS § 38-

511, the pertinent provisions of which are fully incorporated herein by reference.

15. NON-ASSIGNABILITY. Neither Party may assign any right or delegate a duty or responsibility under this

Agreement without the prior written consent of the other Party.

16. COMPLIANCE WITH NON-DISCRIMINATION LAWS. To the extent applicable, the Parties shall comply with

all College policies and State and Federal laws and regulations which prohibit discrimination against any person based

on race, religion, handicap, color, age, sex, sexual orientation, political affiliation, national origin, veteran’s status or

genetic information. The Parties shall prohibit discrimination in the employment or advancement in employment of a

qualified person because of physical or mental disability including all applicable provisions of the Americans with

Disabilities Act (Public Law 101-336, 42 USC §§ 12101-12213).

17. RIGHTS/OBLIGATIONS OF PARTIES ONLY. The terms of this Agreement are intended only to define the

respective rights and obligations of the Parties. Nothing expressed herein shall create any rights or duties in favor of

any potential third Party beneficiary or other person, agency or organization.

18. ENTIRE AGREEMENT. This Agreement, and its attachments as noted herein, constitutes the entire agreement

between the Parties, and, except as previously noted, all prior or contemporaneous oral or written agreements are

superseded by this Agreement. There are no representations or other provisions other than those contained herein, and

any amendment or modification of this Agreement shall be made in writing and signed by the Parties to this

Agreement.

19. INVALIDITY OF PART OF THE AGREEMENT. If any part of this Agreement is held to be illegal, invalid or

void by a court of competent jurisdiction, the remainder of this Agreement shall remain in full force and effect with

those offending portions omitted.

20. GOVERNING LAW. This Agreement shall be construed under the laws of the State of Arizona and shall incorporate

by reference all laws governing intergovernmental agreements and mandatory contract provisions of state agencies

required by statute or executive order.

All statutes and regulations referenced in this Agreement are incorporated herein as if fully stated in their entirety in

the Agreement. Each Party agrees to comply with and be responsible for the provisions, the statutes, and the

regulations set out in this Agreement.


21. NOTICE. All notices, requests for payment, or other correspondence between the Parties regarding this Agreement

shall be mailed United States postage prepaid or delivered personally to the respective parties at the following

addresses:

If to College: If to Charter School:

James Curtin, Associate General Counsel Sr.



Tempe, AZ 85281-6942

«District»

«Superintendent», «Title»

«Address»

«City», «State» «Zipcode»

22. LEGAL WORKER REQUIREMENTS. To the extent applicable under ARS § 41-4401, each Party many not award a

contract to any contractor who fails, or whose subcontractors fail, to verify the employment eligibility through the e-

verify program or any employee it hires, and who does not comply with federal immigration laws and regulations

relating to their employees. As mandated by ARS § 41-4401, this provision provides notice of those requirements.

23. NO PARNERSHIP OR JOINT VENTURE. Each Party is an independent contractor and is independent of the other

Party. Under no circumstances shall any employees of one Party be deemed the employees of the other Party for any

purpose. This Agreement does not create a partnership, joint venture or agency relationship between the Parties of any

kind or nature.

[SIGNATURE PAGE TO FOLLOW]


IN WITNESS WHEREOF, the Parties have executed this Agreement on this ____ day of ___________________ 2019.

COLLEGE CHARTER SCHOOL

_______________________________________________ _______________________________________________

By: James Curtin, Associate General Counsel Sr. By: «SUPERINTENDENT», «TITLE»

_______________________________________________ ________________________________________________

Date Date


EXHIBIT A

FINANCIAL PROVISIONS

1. APPROVED TUITION AND FEES APPLICABLE TO THIS AGREEMENT

A. Payment of Tuition and Fees. The method of payment for tuition and fees will be agreed to by the

Coordinating College and the High School. Generally speaking, however, a student enrolled in a Dual

Enrollment Course is ultimately responsible for paying to College the applicable tuition and fees for each

Course. Students who are unable to provide documentation that they are a United States citizen or other

acceptable documentation that they are in the United States legally will be required to pay MCCCD’s out-of-

state tuition. College may, at its sole discretion and based on a standardized process and criteria for all

Maricopa County Community College District (“MCCCD”) colleges, provide Dual Enrollment Grants as

described in Paragraph 4 based on financial need for any of the students enrolled in MCCCD courses covered

by this Agreement. Charter School may, at its sole discretion, provide scholarships for any of its students

enrolled in MCCCD courses covered by this Agreement. If Charter School pays those scholarships directly

to MCCCD on behalf of the student, Charter School must submit an approved list of scholarship recipients,

including dollars awarded, to the appropriate college or colleges no later than the first day of dual enrollment

classes offered under this Agreement.

B. Payment for Instruction, Facilities and Materials. College agrees to pay Charter School $1,000 per

annualized Full-Time Student Equivalent (“FTSE”) and an additional $300 per annualized FTSE for ongoing

use of computer labs and occupational and science lab equipment and supplies (pending full funding of dual

enrollment in the fiscal year 2020/2021 budget). The purpose of those payments is to compensate Charter

School for the reasonable cost of instructional services, facilities, and materials used in the MCCCD courses

covered by this Agreement. College will calculate annualized FTSE by dividing the total number of student

credit hours, as of the official count day as specified in applicable state law, by 30. If State aid to community

colleges for dual enrollment be reduced or eliminated, stipend amounts will necessarily be re-negotiated.

C. Partial Payment. College may make a partial payment to Charter School at the beginning of each semester to

cover administrative costs the Charter School has already incurred and for facility rentals. College will

calculate the partial payment using the individual high school class rosters and applying the formula in

Paragraph 1.B (that is, annualized FTSE times the appropriate dollar amount). Partial payment may not

exceed 50% of the total projected compensation specified in Paragraph 1.B. College may offset any

scholarship payments due from Charter School under Paragraph 1.A. against the partial payment.

D. Reconciliation. Promptly after the official count day specified in Paragraph 1.B., College will make a written

final reconciliation using actual enrollments as calculated in Paragraph 1.B., tuition and fees that students

have paid directly, any scholarships that the Charter School has paid, any Dual Enrollment Grants provided,

and any partial payment made to the Charter School under Paragraph 1.C. College will forward a copy of the

final reconciliation to the Charter School. Any final payment due to Charter School from College or from

Charter School to College will be made no later than 30 days after College receives an invoice from Charter

School for payment.

E. Charter School Scholarships. Charter School will make a good faith effort to reinvest funds received under

Paragraph 1.B. in the dual enrollment program and/or in scholarships to economically disadvantaged students

who are enrolled in courses offered under this Agreement.

2. IDENTITY OF PERSON OR ENTITY RESPONSIBLE FOR PAYING STUDENT TUITION AND FEES

As specified in more detail in Paragraph 1A, the student is generally responsible for paying the College tuition and

fees. In some cases, either the Charter School or MCCCD may provide financial assistance, as specified in

Paragraphs 1.A and 4. .

3. ADDITIONAL CHARGES

Other than tuition and fees, the College does not charge any additional fees.


4. FINANCIAL AID POLICIES

Other than as specified in this Paragraph 4, MCCCD offers no grant, scholarship or financial aid for the dual

enrollment program. Additionally, the provision, if any, of any grant, scholarship or financial aid is subject to the

requirements of MCCCD policies and procedures, and relevant state statutes and regulations.

MCCCD offers qualifying high school students attending Maricopa Community Colleges in dual enrollment

programs the Dual Enrollment Grant program. High school students who cannot supply one of the 12 types of

documentation specified under ARS §1-502 demonstrating that they are in the country legally may not apply for the

Dual Enrollment Grant.

Student applicants must demonstrate “financial need” by completing the Dual Enrollment Grant Application Form

and providing documentation of household income using the most recent years signed income tax return for the

student and the parent or guardians. The need for financial assistance will be indicated if household income falls

below 200 percent of the U.S. Health and Human Services Poverty Guidelines.

Student recipients from households that do not file income tax returns may demonstrate financial need if they

provide documentation that, they themselves, their parents or a household member received benefits from any of the

following federal benefits program: Supplemental Social Security, Food Stamps, Free or Reduced Price Lunch,

TANF, or WIC.

A. Grant awards may be applied toward resident tuition and registration fees in dual enrollment courses only,

and will cover a maximum of twelve credit hours per student per year. The parent/guardian is responsible

for all other fees and charges.

B. Students must complete the first semester in which they enroll with a grade of A, B, or C in order to be

eligible to receive a Dual Enrollment Grant for the following semester. Withdrawal from a course funded

by a Dual Enrollment Grant after the last date for Official Course Withdrawal will disqualify a student for

any additional grant awards while in high school. A disqualified student may request reconsideration based

on extenuating circumstances. The award of an additional Dual Enrollment Grant will be at the College’s

discretion.

C. College may not use Dual Enrollment Grant funds to support dual enrollment program costs such as

salaries, operating supplies, and advertising.

D. The MCCCD Vice Chancellor for Business Services will notify each MCCCD College annually of the

amount available for the Dual Enrollment Grant Program from MCCCD resources. Colleges may add to

this allocation but must account for the scholarships in an account dedicated to dual enrollment

scholarships. Such accounts will be established centrally.

E. At the end of every fiscal year, using a standardized form, each College will report to both the MCCCD

Financial Aid Council and the MCCCD Chancellor’s Executive Council on the use of these scholarship

resources.

5. FORMAT FOR BILLING

Paragraph 1 of this Exhibit describes the reimbursement that the College provides to the Charter School, the manner

by which the College calculates it, and the Charter School expenses that the reimbursement is intended to address.

If the Charter School owes College under Paragraph 1.D, Charter School will pay College based on the end-of

semester reconciliation specified in Paragraph 1.D.

6. FULL TIME STUDENT EQUIVALENT

Portion of that FTSE distributed to Charter School $ «Last_Year_Amt»

Amount Charter School returned to College $ «Amount_Returned»


EXHIBIT B

TYPE OF INSTRUCTION

DUAL ENROLLMENT COURSES

COURSES OFFERED

Attached to this Exhibit are the course listings for each college offering courses with the Charter School. The description of

courses offered includes course prefix, title, and credits. Courses listed are for the Fall 2020 and Spring 2021 semesters.

Changes to the courses offered are effective as of the date stamped.

of 13

MC-DE-Private 032420



ATTN: Gayle Blake


Tempe, AZ 85281-6942

DUAL ENROLLMENT PRIVATE SCHOOL AGREEMENT BETWEEN


AND

«DISTRICT»

2020/2021

This Dual Enrollment Agreement (“Agreement”) is entered into this _____ day of ______________________, 2020 between

Maricopa County Community College District (“College”), a public agency of the State of Arizona as defined in Arizona

Revised Statutes (“ARS”) § 11-951, and «DISTRICT», a private high school organized under the laws of the State of

Arizona (collectively “Parties”).

BACKGROUND

College is authorized to enter into this Agreement pursuant to ARS §§ 15-1444(B) (4) and 15-1821.01. This Agreement and

its use are mandated under ARS § 15-1821.01(1).

College has determined that it is in the best interests of the citizens of the district to offer college level courses that may be

counted toward both high school and college graduation requirements at the high school during the school day.

Private School desires that College provide to high school students college level courses that may be counted toward both


AGREEMENT



responsibilities and rights in providing Dual Enrollment Courses, as defined in Section 2 below, to eligible Private

School students.








A. After the governing boards of Private School and College have approved it; and



4. AUTHORITY OF PRIVATE SCHOOL. In entering into this Agreement, the Private School certifies the following:

A. Its current articles of incorporation, by-laws or other organizational documents authorize it to offer dual

enrollment courses, and that it has provided a copy of the relevant portions of those documents with this

Agreement to MCCCD; or

of 13


B. Its governing body responsible for policy has authorized, through a resolution, the Private School to offer dual

enrollment courses, and provided a copy of that resolution with this Agreement to MCCCD.



A. College will offer Dual Enrollment Courses to Private School juniors and seniors, and freshman and


B. Pursuant to ARS § 15-1821.01(3), College will ensure that all Dual Enrollment Courses offered to

Private School students are:



3. at a higher level than taught by the Private School high school;



5. compliant with all other standards for the Maricopa County Community College District courses.


Agreement.


current procedures for admission of students to College, and in compliance with ARS § 15-1821.01 and

ARS § 15-1805.01. A student who is under eighteen (18) years of age may be granted admission to

College if the student meets the course pre-requisites for the Dual Enrollment Course and the student

achieves any one of the following:


Test;







Home-schooled students are exempt from Sections 1-6 of this Paragraph C and, under ARS § 15-










§§ 15-1801 et seq.

of 13









G. College will provide to Private School the instructional information necessary to meet the goals of the







reference the Student Accountability Information System (SAIS) number assigned to the student. Private

School will provide College with the SAIS number for each student as provided in Section 6.1(G).


the course.


A. College will ensure that Private School instructors teaching Dual Enrollment Courses have valid College




expense a substitute instructor, as necessary and as agreed upon by Private School, to cover the absence


5.3. Monitoring.

A. College will involve full-time College faculty who teach a particular discipline in the selection,

orientation, ongoing professional development and evaluation of Private School faculty teaching Dual

Enrollment Courses.

B. College will designate a liaison officer to assist with dual enrollment activities and to meet with the

liaison designated by Private School as necessary and, at least once within a two-year period, to review

Dual Enrollment Course outlines and Private School’s high school Scope and Sequence, and to review


C. College will provide career counseling and advisement for Private School students enrolled in Dual





B. College will provide Private School with College policies and procedures applicable to students enrolling

in Dual Enrollment Courses.

C. College will provide Private School access to the educational records of students as necessary to carry



the Dual Enrollment Courses will be enrolled in both Private School and College. Pursuant to Title 34,

of 13



(“FERPA”), Private School and College may disclose educational records of students to each other as



A. College will cooperate with Private School to ensure compliance with Section 504 of the Rehabilitation

Act of 1973, as amended. Private School shall have the primary financial and administrative





5.6 Reporting and Tracking.



enrollment in the Dual Enrollment Courses offered in conjunction with Private School during the


B. Private School shall provide College with data required for inclusion in the report not later than

September 1 of each year as specified in Section 6.6. Private School will also assist College by



6. OBLIGATIONS OF PRIVATE SCHOOL.


A. Private School will provide an opportunity for Private School students who meet criteria pursuant to



B. Pursuant to ARS § 15-1821.01(6), Private School will ensure that each student who enrolls for a Dual


901(A)(1)(b), who meets the requirements of ARS § 15-901(A)(5), in a school in Private School; except



C. Private School will provide instruction in accordance with the polices, regulations and instructional

standards of College in courses designated as Dual Enrollment Courses to students of Private School at

the Private School facility during the day.

D. Private School will verify that each student enrolled in a Dual Enrollment Course, including those not




E. The Private School Superintendent or designee may allow freshman and sophomore students to enroll in


F. Private School will adopt and utilize College approved textbooks, course outlines, and grading standards

applicable to the Dual Enrollment Courses being taught. Private School shall provide textbooks for the

students according to Private School policies. Each student shall be responsible to purchase other



G. For each student enrolling in a Dual Enrollment Course, Private School will enroll the student using the


of 13



A. Private School will nominate an instructor qualified in the appropriate subject area for each Dual


B. Private School will ensure that instructors teaching Dual Enrollment Courses provide instruction in


assessments.

C. Private School will provide at Private School’s expense a substitute instructor, as necessary and as agreed

upon by College, to cover the absence of a Private School instructor who teaches a Dual Enrollment

Course. In the case of substitutions exceeding ten (10) consecutive school days, Private School shall

notify College in writing of the name and credentials of the substitute instructor.


A. Private School will designate a liaison officer to assist with dual enrollment activities and to meet with


Enrollment Course outlines and Private School’s high school Scope and Sequence to review and amend


B. Private School will provide counseling and advisement for Private School students enrolled in Dual



A. Private School will ensure that each student seeking enrollment in a Dual Enrollment Course:



3. is aware the student is subject to both Private School policies and procedures and College policies

and procedures;

4. is aware the student is participating in a college level course, even though provided at the Private

School, and should act appropriately; and


B. Private School will ensure that each instructor of Dual Enrollment Courses agrees to be subject to Private

School policies and procedures and College policies and procedures, including the right of College to

withdraw authorization of the instructor’s participation in the dual enrollment program for failure to

follow College requirements.

C. Private School will provide College access to the educational records of students as necessary to carry



the Dual Enrollment Courses will be enrolled in both Private School and College. Pursuant to Title 34,


(“FERPA”), Private School and College may disclose educational records of students to each other as


6.5. Students with Disabilities. Private School will determine the appropriate accommodations for each qualified




between the College Disability Resource office and Private School. Private School shall work with College in

determining appropriate accommodations. Private School shall have the primary financial and administrative


of 13


6.6 Reporting and Tracking. By September 1 of each year or as applicable, School District will provide to



A. Private School will provide classroom/laboratory space in which Dual Enrollment Courses and activities





Agreement.


7.1. Instructor. The instructor provided by Private School shall remain an employee of Private School, and shall be

subject to the terms and conditions of the instructor’s employment contract and Private School policy, but shall

also be subject to continuing approval by College. Should a Private School instructor violate College procedure

or policy, College may withdraw authorization for the instructor to participate in the dual enrollment program

and Private School, upon such withdrawal of authorization, shall substitute another qualified instructor and

notify College in writing of such substitution. The instructor must be approved by College pursuant to the

terms of this Agreement.


the term of the Dual Enrollment Course, shall remain a student of Private School and shall follow the schedule

and calendar of classes as established by Private School and approved by College.

7.3. Removal from Course. Private School retains the right to refuse to allow a student to enroll in a Dual


with Private School policies. College shall have the right to request Private School to remove a student from a


7.4. Schedule and Number of Students. Private School and College shall mutually determine the schedule of, and


not be changed except by written agreement of Private School and College. Private School and College must

mutually agree if any student who is not a student of Private School will be enrolled in a Dual Enrollment




the availability of appropriately qualified instructors.

7.6. Guidelines. Private School and College shall ensure that each student enrolled in a Dual Enrollment Course

and all personnel of Private School and all personnel of College who are involved in the dual enrollment


the guidelines.

7.7. Rigor of Courses. College and Private School agree that college level courses are rigorous and demanding





this Agreement.

8.2. Supplies. Private School will provide and pay for basic textbooks, workbooks, supplies and other costs related

to the teaching of and the administration of Dual Enrollment Courses within Private School.

of 13


8.3. Tuition.

A. The parent/guardian or Private School shall be responsible for payment of tuition to College.


forth in Exhibit A.

C. Private School understands and agrees that tuition charges for students enrolled under this program may

vary from student to student depending upon the total number of student credit hours for which each

student has enrolled each term, and depending upon the residency status of the student. Pursuant to ARS

§ 15-1802(C), the residency of an unemancipated student under the age of eighteen years will be that of

the student’s parent or legal guardian, and any student who is not a legal resident of Arizona will be

charged out of state tuition rates.
































program shall be retained by College, and equipment furnished or purchased by Private School for the program

shall be retained by Private School.

of 13


13. RESPONSIBILITY.














on race, religion, handicap, color, age, sex, sexual orientation, political affiliation, national origin, veteran’s status or











Agreement.












addresses:

If to College: If to Private School:

James Curtin, Associate General Counsel Sr.



Tempe, AZ 85281-6942

«District»


«Address»


22. LEGAL WORKER REQUIREMENTS. To the extent applicable under ARS § 41-4401, each Party many not

of 13


award a contract to any contractor who fails, or whose subcontractors fail, to verify the employment eligibility through

the e-verify program or any employee it hires, and who does not comply with federal immigration laws and

regulations relating to their employees. As mandated by ARS § 41-4401, this provision provides notice of those

requirements.

23. NO PARNERSHIP OR JOINT VENTURE. Each Party is an independent contractor and is independent of the

other Party. Under no circumstances shall any employees of one Party be deemed the employees of the other Party for

any purpose. This Agreement does not create a partnership, joint venture or agency relationship between the Parties of

any kind or nature.


of 13


IN WITNESS WHEREOF, the Parties have executed this Agreement on this ____ day of _______________________ 2019.

COLLEGE PRIVATE SCHOOL

_______________________________________________ _______________________________________________

By: James H. Curtin, Associate General Counsel Sr. By: «Superintendent», «Title»

_______________________________________________ ________________________________________________

Date Date

of 13


EXHIBIT A











by this Agreement. Private School may, at its sole discretion, provide scholarships for any of its students

enrolled in MCCCD courses covered by this Agreement. If Private School pays those scholarships directly to

MCCCD on behalf of the student, Private School must submit an approved list of scholarship recipients,



B. Payment for Instruction, Facilities and Materials. College agrees to pay Private School $1,000 per annualized

Full-Time Student Equivalent (“FTSE”) and an additional $300 per annualized FTSE for ongoing use of

computer labs and occupational and science lab equipment and supplies (pending full funding of dual

enrollment in the fiscal year 2020/2021 budget). The purpose of those payments is to compensate Private

School for the reasonable cost of instructional services, facilities, and materials used in the MCCCD courses




C. Partial Payment. College may make a partial payment to Private School at the beginning of each semester to

cover administrative costs the Private School has already incurred and for facility rentals. College will




scholarship payments due from Private School under Paragraph 1.A. against the partial payment.



have paid directly, any scholarships that the Private School has paid, any Dual Enrollment Grants provided,

and any partial payment made to the Private School under Paragraph 1.C. College will forward a copy of the

final reconciliation to the Private School. Any final payment due to Private School from College or from

Private School to College will be made no later than 30 days after College receives an invoice from Private

School for payment.

E. Private School Scholarships. Private School will make a good faith effort to reinvest funds received under





fees. In some cases, either the Private School or MCCCD may provide financial assistance, as specified in

Paragraphs 1.A and 4.



of 13








documentation specified under ARS § 1-502 demonstrating that they are in the country legally may not apply for the









TANF, or WIC.

A. Grant awards may be applied toward resident tuition and registration fees in dual enrollment courses only, and

will cover a maximum of twelve credit hours per student per year. The parent/guardian is responsible for all

other fees and charges.

B. Students must complete the first semester in which they enroll with a grade of A, B, or C in order to be eligible

to receive a Dual Enrollment Grant for the following semester. Withdrawal from a course funded by a Dual

Enrollment Grant after the last date for Official Course Withdrawal will disqualify a student for any additional

grant awards while in high school. A disqualified student may request reconsideration based on extenuating

circumstances. The award of an additional Dual Enrollment Grant will be at the College’s discretion.

C. College may not use Dual Enrollment Grant funds to support dual enrollment program costs such as salaries,

operating supplies, and advertising.

D. The MCCCD Vice Chancellor for Business Services will notify each MCCCD College annually of the amount

available for the Dual Enrollment Grant Program from MCCCD resources. Colleges may add to this allocation

but must account for the scholarships in an account dedicated to dual enrollment scholarships. Such accounts

will be established centrally.



resources.


Paragraph 1 of this Exhibit describes the reimbursement that the College provides to the Private School, the manner

by which the College calculates it, and the Private School expenses that the reimbursement is intended to address. If

the Private School owes College under Paragraph 1.D, Private School will pay College based on the end-of semester

reconciliation specified in Paragraph 1.D.


Portion of that FTSE distributed to Private School $ «Last_Year_Amt»

Amount Private School returned to College $ «Amt_Returned»

of 13


EXHIBIT B

TYPE OF INSTRUCTION


COURSES OFFERED

Attached to this Exhibit are the course listings for each college offering courses with the Private School. The description of



AR Draft

Funding

Source

Account Information

CONSENT AGENDA

ACTION ITEM



11.3 Approve Intergovernmental Agreements for Dual

Enrollment with Public School Districts

Dr. Karla Fisher

Recommendation

It is recommended that the Maricopa County Community College District Governing Board

authorize entry into Intergovernmental Agreements (IGA’s) on behalf of its colleges with the

public school districts listed below for their dual enrollment programs.

Agua Fria Union High School District No. 216

Buckeye Union High School District No. 201

Cave Creek Unified School District No. 93

Chandler Unified School District No. 89

Deer Valley Unified School District No. 97

Dysart Unified School District No. 89

East Valley Institute of Technology (EVIT) No. 401

Fountain Hills Unified School District No. 98

Gilbert Public Schools

Glendale Union High School District No. 205

Higley Unified School District No. 4

Mesa Public Schools

Paradise Valley Unified School District No. 69

Peoria Unified School District No. 11

Phoenix Union High School District No. 210

Queen Creek Unified School District No. 95

Saddle Mountain Unified School District No. 90

Scottsdale Unified School District No. 48

Tempe Union High School District No. 213

Tolleson Union High School District No. 214

West-MEC

Wickenburg Unified School District No. 9

J.O. Combs Unified School District

Justification

The agreement form establishes curriculum and enrollment standards for MCCCD’s dual

enrollment program to comply with applicable law. It also implements MCCCD’s single

financial model for dual enrollment. All students either pay tuition or qualify for a school

district scholarship, and the college’s reimbursement to the school districts for instruction,

facilities, and supplies is calculated according to a set formula.

MC-DE-Public 032420 Page 1 of 13



ATTN: Gayle Blake


Tempe, AZ 85281-6942

INTERGOVERNMENTAL PUBLIC SCHOOL AGREEMENT BETWEEN


AND

«DISTRICT»

2020/2021

This Intergovernmental Agreement (“Agreement”) is entered into this _____ day of ______________________, 2020

between Maricopa County Community College District (“College”) and «DISTRICT» (“School District”) (collectively

“Parties”). Both Parties are public agencies of the State of Arizona as defined in Arizona Revised Statutes (“ARS”) § 11-

951.

BACKGROUND

College and School District are authorized to enter into this Agreement pursuant to ARS § 15-342(13), § 15-701.01(F), § 15-

1444(B)(4), and § 15-1821.01. Grant schools are authorized to participate in this Agreement under the Tribally Controlled

Schools Act, 25 USC § 2501 et seq. This Agreement and its use are mandated under ARS § 15-1821.01(1).

College has determined that it is in the best interests of the citizens of the district to offer college level courses that may be counted toward both high school and college graduation requirements at the high school during the school day.

School District desires that College provide to high school students college level courses that may be counted toward both


AGREEMENT



responsibilities and rights in providing Dual Enrollment Courses, as defined in Section 2 below, to eligible School

District students.








A. After the governing boards of School District and College have approved it; and



4. RECORDING. Pursuant to ARS § 11-952, this Agreement no longer is required to be filed with the County Recorder

or the Secretary of State, as applicable.




A. College will offer Dual Enrollment Courses to School District juniors and seniors, and freshman and


B. Pursuant to ARS §15-1821.01(3), College will ensure that all Dual Enrollment Courses offered to School

District students are:



3. at a higher level than taught by the School District high school;



5. compliant with all other standards for the Maricopa County Community College District courses.


Agreement.


current procedures for admission of students to College, and in compliance with ARS §§ 15-1821.01 and

15-1805.01. A student who is under eighteen (18) years of age may be granted admission to College if

the student meets the course pre-requisites for the Dual Enrollment Course and the student achieves any

one of the following:


Test;







Home-schooled students are exempt from Sections 1-6 of this Paragraph C and, under ARS § 15-










§§ 15-1801 et seq.








G. College will provide to School District the instructional information necessary to meet the goals of the








reference the Student Accountability Information System (SAIS) number assigned to the student. School

District will provide College with the SAIS number for each student as provided in Section 6.1(G).


the course.


A. College will ensure that School District instructors teaching Dual Enrollment Courses have valid College




expense a substitute instructor, as necessary and as agreed upon by School District, to cover the absence



A. Except for vocational and occupational Dual Enrollment Courses, and if required by College policy,

College will assess each student who seeks enrollment in a Dual Enrollment Course through an

assessment test prior to, or at the time of, enrollment to determine and assure proper placement in the


B. College will involve full-time College faculty who teach a particular discipline in the selection,

orientation, ongoing professional development and evaluation of School District faculty teaching Dual

Enrollment Courses.

C. College will designate a liaison officer to assist with dual enrollment activities and to meet with the

liaison designated by School District as necessary and, at least once within a two-year period, to review

Dual Enrollment Course outlines and School District’s high school Scope and Sequence, and to review


D. College will provide career counseling and advisement for School District students enrolled in Dual





B. College will provide School District with College policies and procedures applicable to students

enrolling in Dual Enrollment Courses.

C. College will provide School District access to the educational records of students as necessary to carry



the Dual Enrollment Courses will be enrolled in both School District and College. Pursuant to Title 34,


(“FERPA”), School District and College may disclose educational records of students to each other as




A. After notification from School District of a student’s need, if College is providing the instructor, College

will cooperate with School District to ensure the instructor complies with Section 504 of the

Rehabilitation Act of 1973, as amended. College shall work with School District in determining

appropriate accommodations, however, School District shall have the primary financial and

administrative responsibility for providing and implementing necessary accommodations.







enrollment in the Dual Enrollment Courses offered in conjunction with School District during the


B. School District shall provide College with data required for inclusion in the report not later than

September 1 of each year as specified in Section 6.6. School District will also assist College by



6. OBLIGATIONS OF SCHOOL DISTRICT.


A. School District will provide an opportunity for School District students who meet criteria pursuant to



B. Pursuant to ARS § 15-1821.01(6), School District will ensure that each student who enrolls for a Dual


901(A)(1)(b), who meets the requirements of ARS § 15-901(A)(5), in a school in School District; except



C. If School District is providing the instructor for the Dual Enrollment Course, School District will provide

instruction in accordance with the polices, regulations and instructional standards of College in courses

designated as Dual Enrollment Courses to students of School District at the School District facility

during the day.

D. School District will verify that each student enrolled in a Dual Enrollment Course, including those not




E. The School District Superintendent or designee may allow freshman and sophomore students to enroll in


F. School District will adopt and utilize College approved textbooks, course outlines, and grading standards

applicable to the Dual Enrollment Courses being taught. School District shall provide textbooks for the

students according to School District policies. Each student shall be responsible to purchase other



G. For each student enrolling in a Dual Enrollment Course, School District will enroll the student using the




A. If School District is to provide the instructor, School District will nominate an instructor qualified in the

appropriate subject area for each Dual Enrollment Courses and submit each instructor’s name and

credentials to College for approval.

B. School District will ensure that instructors teaching Dual Enrollment Courses provide instruction in


assessments.

C. If School District is providing the instructor, School District will provide at School District’s expense a

substitute instructor, as necessary and as agreed upon by College, to cover the absence of a School

District instructor who teaches a Dual Enrollment Course. In the case of substitutions exceeding ten (10)

consecutive school days, School District shall notify College in writing of the name and credentials of the

substitute instructor.


A. School District will designate a liaison officer to assist with dual enrollment activities and to meet with


Enrollment Course outlines and School District’s high school Scope and Sequence to review and amend


B. School District will provide counseling and advisement for School District students enrolled in Dual



A. School District will ensure that each student seeking enrollment in a Dual Enrollment Course:



3. is aware the student is subject to both School District policies and procedures and College policies

and procedures;

4. is aware the student is participating in a college level course, even though provided at the School

District, and should act appropriately; and


B. School District will ensure that each instructor of Dual Enrollment Courses agrees to be subject to School

District policies and procedures and College policies and procedures, including the right of College to

withdraw authorization of the instructor’s participation in the dual enrollment program for failure to

follow College requirements.

C. School District will provide College access to the educational records of students as necessary to carry



the Dual Enrollment Courses will be enrolled in both School District and College. Pursuant to Title 34,


(“FERPA”), School District and College may disclose educational records of students to each other as


6.5. Students with Disabilities. School District will determine the appropriate accommodations for each qualified




between the College Disability Resource office and School District. School District shall work with College in

determining appropriate accommodations. School District shall have the primary financial and administrative



6.6. Reporting and Tracking. By September 1 of each year or as applicable, School District will provide to



A. School District will provide classroom/laboratory space in which Dual Enrollment Courses and activities





Agreement.


7.1. Instructor.

A. Throughout the term of this Agreement, an instructor provided by College shall remain an employee of

College, and shall be subject to the terms and conditions of the instructor’s employment contract and

College policy. An instructor provided by School District shall remain an employee of School District,

and shall be subject to the terms and conditions of the instructor’s employment contract and School

District policy, but shall also be subject to continuing approval by College. Should a School District

instructor violate College procedure or policy, College may withdraw authorization for the instructor to

participate in the dual enrollment program and School District, upon such withdrawal of authorization,

shall substitute another qualified instructor and notify College in writing of such substitution. The

instructor must be approved by College pursuant to the terms of this Agreement.

B. Throughout the term of this Agreement, an instructor provided by College shall remain an employee of

College, and shall be subject to the terms and conditions of the instructor’s employment contract and

College policy, but shall also be subject to School District policy. Should an instructor violate School

District procedure or policy, School District may ask College to withdraw authorization for the instructor

to participate in the dual enrollment program and College, upon such withdrawal of authorization, shall

substitute another qualified instructor and notify School District in writing of such substitution.


the term of the Dual Enrollment Course, shall remain a student of School District and shall follow the schedule

and calendar of classes as established by School District and approved by College.

7.3. Removal from Course. School District retains the right to refuse to allow a student to enroll in a Dual


with School District policies. College shall have the right to request School District to remove a student from a


7.4. Schedule and Number of Students. School District and College shall mutually determine the schedule of, and


not be changed except by written agreement of School District and College. School District and College must

mutually agree if any student who is not a student of School District will be enrolled in a Dual Enrollment




the availability of appropriately qualified instructors. College may compensate School District for the services

of a qualified instructor provided by School District or, alternatively, College may provide a qualified instructor

to deliver any Dual Enrollment Course.

7.6. Guidelines. School District and College shall ensure that each student enrolled in a Dual Enrollment Course

and all personnel of School District and all personnel of College who are involved in the dual enrollment



the guidelines.

7.7. Rigor of Courses. College and School District agree that college level courses are rigorous and demanding





this Agreement.

8.2. Supplies. School District will provide and pay for basic textbooks, workbooks, supplies and other costs related

to the teaching of and the administration of Dual Enrollment Courses within School District.

8.3. Tuition.

A. The parent/guardian or School District shall be responsible for payment of tuition to College.


forth in Exhibit A. In addition, College may offset tuition payments owed to College by School District

with payments due from College to School District.

C. School District understands and agrees that tuition charges for students enrolled under this program may

vary from student to student depending upon the total number of student credit hours for which each student

has enrolled each term, and depending upon the residency status of the student. Pursuant to ARS § 15-

1802(C), the residency of an unemancipated student under the age of eighteen years will be that of the

student’s parent or legal guardian, and any student who is not a legal resident of Arizona will be charged out

of state tuition rates.

































program shall be retained by College, and equipment furnished or purchased by School District for the program

shall be retained by School District.

13. RESPONSIBILITY.














on race, religion, handicap, color, age, sex, sexual orientation, political affiliation, national origin, veteran’s status and











Agreement.













addresses:

If to College: If to School District:

James Curtin, Associate General Counsel



Tempe, AZ 85281-6942

«District»


«Address»


22. LEGAL WORKER REQUIREMENTS

To the extent applicable under ARS § 41-4401, each Party many not award a contract to any contractor who fails, or

whose subcontractors fail, to verify the employment eligibility through the e-verify program or any employee it hires,

and who does not comply with federal immigration laws and regulations relating to their employees. As mandated by

ARS § 41-4401, this provision provides notice of those requirements.

23. WORKERS’ COMPENSATION. For purposes of workers’ compensation, an employee of a Party to this

Agreement, who works under the jurisdiction or control of, or who works within the jurisdictional boundaries of

another Party pursuant to this Agreement, is deemed to be an employee of both the Party who is her primary employer

and the Party under whose jurisdiction or control or within whose jurisdictional boundaries she is then working, as

provided in ARS § 23-1022(D). The primary employer of such employee shall be solely liable for payment of

workers’ compensation benefits for the purposes of this section. Each Party herein shall comply with the provisions of

ARS § 23-1022(E) by posting the notice required.

24. NO PARTNERSHIP OR JOINT VENTURE. Each Party is an independent contractor and is independent of the

other party. Under no circumstances shall any employees of one Party be deemed the employees of the other Party for

any purpose. This Agreement does not create a partnership, joint venture or agency relationship between the Parties of

any kind or nature.



IN WITNESS WHEREOF, the Parties have executed this Agreement on this ____ day of ____________________ 2020.

COLLEGE SCHOOL DISTRICT

_______________________________________________ _______________________________________________

By: James Curtin, Associate General Counsel Sr. By: «Superintendent», «Title»

_______________________________________________ ________________________________________________

Date Date

Attorney Approval: This Agreement has been reviewed pursuant to ARS § 11-952 by the undersigned attorney who has

determined that it is in proper form and is within the powers and authority granted under the laws of Arizona to the

Governing Board of the College.

_______________________________________________

By: Legal Counsel for College

Attorney Approval: This Agreement has been reviewed pursuant to ARS § 11-952 by the undersigned attorney who has

determined that it is in proper form and is within the powers and authority granted under the laws of Arizona to the

Governing Board of the School District.

_______________________________________________

By: Legal Counsel for School District


EXHIBIT A











by this Agreement. School District may, at its sole discretion, provide scholarships for any of its students

enrolled in MCCCD courses covered by this Agreement. If School District pays those scholarships directly

to MCCCD on behalf of the student, School District must submit an approved list of scholarship recipients,



B. Payment for Instruction, Facilities and Materials. College agrees to pay School District $1,000 per

annualized Full-Time Student Equivalent (“FTSE”) and an additional $300 per annualized FTSE for ongoing

use of computer labs and occupational and science lab equipment and supplies (pending full funding of dual

enrollment in the fiscal year 2020/2021 budget). The purpose of those payments is to compensate School

District for the reasonable cost of instructional services, facilities, and materials used in the MCCCD courses




C. Partial Payment. College may make a partial payment to School District at the beginning of each semester to

cover administrative costs the School District has already incurred and for facility rentals. College will




scholarship payments due from School District under Paragraph 1.A. against the partial payment.



have paid directly, any scholarships that the School District has paid, any Dual Enrollment Grants provided,

and any partial payment made to the School District under Paragraph 1.C. College will forward a copy of the

final reconciliation to the School District. Any final payment due to School District from College or from

School District to College will be made no later than 30 days after College receives an invoice from School

District for payment.

E. School District Scholarships. School District will make a good faith effort to reinvest funds received under





fees. In some cases, either the School District or MCCCD may provide financial assistance, as specified in

Paragraphs 1.A and 4.










documentation specified under ARS § 1-502 demonstrating that they are in the country legally may not apply for the









TANF, or WIC.

A. Grant awards may be applied toward resident tuition and registration fees in dual enrollment courses only, and

will cover a maximum of twelve credit hours per student per year. The parent/guardian or student is

responsible for all other fees and charges.

B. Students must complete the first semester in which they enroll with a grade of A, B, or C in order to be eligible

to receive a Dual Enrollment Grant for the following semester. Withdrawal from a course funded by a Dual

Enrollment Grant after the last date for Official Course Withdrawal will disqualify a student for any additional

grant awards while in high school. A disqualified student may request reconsideration based on extenuating

circumstances. The award of an additional Dual Enrollment Grant will be at the College’s discretion.

C. College may not use Dual Enrollment Grant funds to support dual enrollment program costs such as salaries,

operating supplies, and advertising.

D. The MCCCD Vice Chancellor for Business Services will notify each MCCCD College annually of the amount

available for the Dual Enrollment Grant Program from MCCCD resources. Colleges may add to this allocation

but must account for the scholarships in an account dedicated to dual enrollment scholarships. Such accounts

will be established centrally.



resources.


Paragraph 1 of this Exhibit describes the reimbursement that the College provides to the School District, the manner

by which the College calculates it, and the School District expenses that the reimbursement is intended to address.

If the School District owes College under Paragraph 1.D, School District will pay College based on the end-of

semester reconciliation specified in Paragraph 1.D.


Portion of that FTSE distributed to School District $«Last_Year_Amt»

Amount School District returned to College $«Amt_Returned»


EXHIBIT B

TYPE OF INSTRUCTION


COURSES AND CREDITS

For complete course descriptions, refer to the current College catalog.

All courses listed with an asterisk are also offered to freshmen and sophomore students.

The number of students admitted for any Dual Enrollment Course shall not be less than N/A (_____) students

per section and shall not exceed a maximum of N/A (_____) students per section.

COURSES OFFERED

Attached to this Exhibit are the course listings for each college offering courses with the School District. The description of



MC-DE-CHARTER-SRPMIC 042220 Page 1 of 14

DUAL ENROLLMENT AGREEMENT BETWEEN

MARICOPA COUNTY COMMUNITY COLLEGE DISTRICT AND

SALT RIVER PIMA-MARICOPA COMMUNITY SCHOOLS

2020/2021

This Dual Enrollment Agreement (“Agreement”) is entered into this _____ day of _________________, 2020

between Maricopa County Community College District (“College”), a public agency of the State of Arizona as

defined in Arizona Revised Statutes (“ARS”) § 11-951, and Salt River Pima-Community Schools, a charter high

school organized under the laws of the State of Arizona (collectively “Parties”).

BACKGROUND

College is authorized to enter into this Agreement pursuant to ARS §§ 15-1444(B)(4) and 15-1821.01. This

Agreement and its use are mandated under ARS § 15-1821.01(1).

College has determined that it is in the best interests of high school students in Maricopa County to offer college

level courses that may be counted toward both high school and college graduation requirements at the high school

during the school day.

Charter School desires that College provide to high school students college level courses that may be counted

toward both high school and college graduation.

AGREEMENT


1. PURPOSE. The purpose of this Agreement is to set forth the understanding of the Parties as to their

respective responsibilities and rights in providing Dual Enrollment Courses, as defined in Section 2 below,

to eligible Charter School students.

2. DEFINITION. Pursuant to ARS § 15-101(11), a “Dual Enrollment Course” is defined as a college level

course that is conducted on the campus of a high school or on the campus of a career technical education

district, and that is:

A. applicable to an established community college academic degree or certificate program, and

transferable to a university under the jurisdiction of the Arizona Board of Regents; or




A. After the governing boards of Charter School and College have approved it; and



4. AUTHORITY OF CHARTER SCHOOL. In entering into this Agreement, the Charter School certifies

the following:

A. Its current articles of incorporation, by-laws or other organizational documents authorize it to offer

dual enrollment courses, and that it has provided a copy of the relevant portions of those documents

with this Agreement to MCCCD; or

B. Its governing body responsible for policy has authorized, through a resolution, the Charter School to offer

dual enrollment courses, and provided a copy of that resolution with this Agreement to MCCCD.



ATTN: Gayle Blake


Tempe, AZ 85281-6942




A. College will offer Dual Enrollment Courses to Charter School juniors and seniors, and

freshman and sophomore students subject to Paragraph F in this Section 5.1, who meet

College’s prerequisites.

B. Pursuant to ARS § 15-1821.01(3), College will ensure that all Dual Enrollment Courses

offered to Charter School students are:



3. at a higher level than taught by the Charter School high school;

4. transferable to an Arizona public university or applicable to an established community

college occupational degree or certificate program; and

5. compliant with all other standards for College courses.

Dual Enrollment Courses offered pursuant to this Agreement are listed in Exhibit B attached

to this Agreement.

C. Students enrolled in Dual Enrollment Courses shall be admitted to College for college level

credit under current procedures for admission of students to College, and in compliance with

ARS § 15-1821.01 and ARS § 15-1805.01. A student who is under eighteen (18) years of age

may be granted admission to College if the student meets the course pre-requisites for the Dual

Enrollment Course and the student achieves any one of the following:

1. a composite score of seven-hundred-twenty (720) or more on the Preliminary

Scholastic Aptitude Test;



4. a passing score on the relevant portions of the Arizona statewide standards

assessment instrument;

5. the completion of a college placement method designated by the Maricopa County

Community College District that indicates the student is at the appropriate college level

for the course; or

6. is a graduate of a private or public high school or has a high school certificate of

equivalency.

Home-schooled students are exempt from Sections 1-6 of this Paragraph C and, under

ARS§15-1821.01(7), may fully participate in dual enrollment, including receipt of College

credit. Notwithstanding the above, a student who enrolls in a vocational or occupational

education course may be admitted on an individual basis with the approval of College if the

student meets the established requirements of the course for which the student enrolls and

College determines that the student’s admission is in the best interest of the student. College

retains the right to refuse admission to and remove a student from Dual Enrollment Courses

in accordance with College policy.

D. College has the right to limit the number of semester hours in which a student may enroll in

Dual Enrollment Courses to not more than six (6) credit hours per semester.

E. College shall determine residency status of students for tuition purposes in accordance with

ARS §§ 15-1801 et seq.

F. Pursuant to ARS § 15-1821.01(2)(b) and subject to Section 6.1(E) below, College may waive

the class status requirements for up to twenty-five percent (25%) of the students enrolled for

Dual Enrollment Courses by College. College shall have written criteria for waiving the

requirement for each Dual Enrollment Course which shall include a demonstration, by an


examination of the specific purposes and requirements of the course, that freshman and

sophomore students who meet the Dual Enrollment Course prerequisites are prepared to

benefit from the college level course. College shall report all exceptions and the justification

for each exception.

G. College will provide to Charter School the instructional information necessary to meet the

goals of the courses delivered, including but not limited to College approved textbook titles,

syllabi, course outlines and grading standards applicable to the Dual Enrollment Courses.

H. College will ensure that instructors of Dual Enrollment Courses follow the Dual Enrollment

Course guidelines, and that the same standards of expectation and assessment that are applied

to other College courses are applied to the Dual Enrollment Courses.

I. For each student, College will assign an identification number to the student that shall

correspond to or reference the Student Accountability Information System (SAIS) number

assigned to the student. Charter School will provide College with the SAIS number for each

student as provided in Section 6.1(G).

J. College will grant College credit for a Dual Enrollment Course when a student satisfactorily

completes the course.


A. College will ensure that Charter School instructors teaching Dual Enrollment Courses have valid

College teaching qualifications in the field being taught and are selected and evaluated by

College using the same procedure and criteria that are used for instructors at College campus.

B. If College is providing the instructor for a Dual Enrollment Course, College will provide at

College’s expense a substitute instructor, as necessary and as agreed upon by Charter School,

to cover the absence of any College instructor teaching a Dual Enrollment Course.

5.3. Monitoring.

A. College will involve full-time College faculty who teach a particular discipline in the

selection, orientation, ongoing professional development and evaluation of Charter School

faculty teaching Dual Enrollment Courses.

B. College will designate a liaison officer to assist with dual enrollment activities and to meet

with the liaison designated by Charter School as necessary and, at least once within a two-

year period, to review Dual Enrollment Course outlines and Charter School’s high school

Scope and Sequence, and to review and amend the course outlines as necessary.

C. College will provide career counseling and advisement for Charter School students enrolled

in Dual Enrollment Courses for the duration of the term of this Agreement.


A. College will comply with all applicable procedures and requirements for the Dual Enrollment

Courses set out in state statute and College policy.

B. College will provide Charter School with College policies and procedures applicable to

students enrolling in Dual Enrollment Courses.

C. College will provide Charter School access to the educational records of students as necessary

to carry out the terms of this Agreement, and limit access to such records to employees who

have a legitimate interest and a need to know the substance of the particular record,

understanding that students enrolled in the Dual Enrollment Courses will be enrolled in both

Charter School and College. Pursuant to Title 34, Part 99, Section 99.31 of the CFR, the

Family Educational Rights and Privacy Act of 1974, as amended (“FERPA”), Charter School

and College may disclose educational records of students to each other as “officials of another

school system” where the student is enrolled.



A. College will cooperate with Charter School to ensure compliance with Section 504 of the

Rehabilitation Act of 1973, as amended. Charter School shall have the primary financial and

administrative responsibility for providing and implementing necessary accommodations.

B. College will provide training and guidance to instructors and other personnel in the area of

compliance with the Americans with Disabilities Act (ADA) and Rehabilitation Act of 1973,

as amended, as the Acts specifically relate to instructing students in a postsecondary education

situation.


A. College will provide a report to the Joint Legislative Budget Committee on or before October

1 of each year as required under ARS (Section) 15-1821.01(2)(b) regarding all exceptions to

class status requirements for enrollment in the Dual Enrollment Courses offered in conjunction

with Charter School during the previous fiscal year.

B. Charter School shall provide College with data required for inclusion in the report not later

than September 1 of each year as specified in Section 6.6. Charter School will also assist

College by providing data for any additional reports required by State or other governmental

entities in relation to Dual Enrollment Courses.

6. OBLIGATIONS OF CHARTER SCHOOL.


A. Charter School will provide an opportunity for Charter School students who meet criteria

pursuant to Paragraph B of this Section 6.1 to enroll in Dual Enrollment Courses and to receive

college credit and credit toward high school graduation.

B. Pursuant to ARS § 15-1821.01(6), Charter School will ensure that each student who enrolls for

a Dual Enrollment Course pursuant to this Agreement is a full-time student, as defined in ARS

§ 15-901(A)(1)(b), who meets the requirements of ARS § 15-901(A)(5), in a school in Charter

School; except that high school seniors who satisfy high school graduation requirements with

less than a full-time instructional program shall be exempt from this provision.

C. Charter School will provide instruction in accordance with the polices, regulations and

instructional standards of College in courses designated as Dual Enrollment Courses to

students of Charter School at the Charter School facility during the day.

D. Charter School will verify that each student enrolled in a Dual Enrollment Course, including

those not electing to enroll for College credit, satisfies the prerequisites for the Dual

Enrollment Course as published in College’s catalog and complies with College policies and

this Agreement regarding student placement in courses.

E. The Charter School Superintendent or designee may allow freshman and sophomore students

to enroll in Dual Enrollment Courses subject to Section 5.1(F) above.

F. Charter School will adopt and utilize College approved textbooks, course outlines, and grading

standards applicable to the Dual Enrollment Courses being taught. Charter School shall

provide textbooks for the students according to Charter School policies. Each student shall be

responsible to purchase other supplies, if any, required for the Dual Enrollment Course.

Classroom supplies normally supplied by College are included in tuition charges.

G. For each student enrolling in a Dual Enrollment Course, Charter School will enroll the student

using the student’s SAIS number and provide that number to College.



A. Charter School will nominate an instructor qualified in the appropriate subject area for each Dual


B. Charter School will ensure that instructors teaching Dual Enrollment Courses provide

instruction in accordance with policies, regulations and instructional standards of College and

comply with College assessments.

C. Charter School will provide at Charter School’s expense a substitute instructor, as necessary

and as agreed upon by College, to cover the absence of a Charter School instructor who teaches

a Dual Enrollment Course. In the case of substitutions exceeding ten (10) consecutive school

days, Charter School shall notify College in writing of the name and credentials of the

substitute instructor.


A. Charter School will designate a liaison officer to assist with dual enrollment activities and to

meet with the College designated liaison as necessary and, at least once within a two-year

period, to review Dual Enrollment Course outlines and Charter School’s high school Scope

and Sequence to review and amend the course outlines as necessary.

B. Charter School will provide counseling and advisement for Charter School students enrolled

in Dual Enrollment Courses for the duration of the term of this Agreement.


A. Charter School will ensure that each student seeking enrollment in a Dual Enrollment Course:



3. is aware the student is subject to both Charter School policies and procedures and

College policies and procedures;

4. is aware the student is participating in a college level course, even though provided at

the Charter School, and should act appropriately; and


B. Charter School will ensure that each instructor of Dual Enrollment Courses agrees to be

subject to Charter School policies and procedures and College policies and procedures,

including the right of College to withdraw authorization of the instructor’s participation in the

dual enrollment program for failure to follow College requirements.

C. Charter School will provide College access to the educational records of students as necessary

to carry out the terms of this Agreement, and limit access to such records to employees who

have a legitimate interest and a need to know the substance of the particular record,

understanding that students enrolled in the Dual Enrollment Courses will be enrolled in both

Charter School and College. Pursuant to Title 34, Part 99, Section 99.31 CFR, the Family

Educational Rights and Privacy Act of 1974, as amended (“FERPA”), Charter School and

College may disclose educational records of students to each other as “officials of another

school system” where the student is enrolled.

6.5. Students with Disabilities. Charter School will determine the appropriate accommodations for each

qualified student with disabilities in accordance with the Americans with Disabilities Act and Section

504 of the Rehabilitation Act of 1973, submit appropriate documentation on students with disabilities

to the Disabilities Coordinator at College, and implement accommodations as required by Federal

and State law and as negotiated between the College Disability Resource office and Charter School.

Charter School shall work with College in determining appropriate accommodations. Charter School


shall have the primary financial and administrative responsibility for providing and implementing

necessary accommodations.

6.6. Reporting and Tracking. By September 1 of each year or as applicable, Charter School will provide

to College information required by the Legislature for submission of reports as specified in Section

5.6 above.


A. Charter School will provide classroom/laboratory space in which Dual Enrollment Courses

and activities will be conducted. Facilities and ancillary services provided for the delivery of

Dual Enrollment Courses shall comply with all applicable provision of the state Fire Marshal

Code, ARS §§ 37-1381 et seq. (access for disabled persons), and all other applicable federal

and state laws.

B. Payment, if any, for facilities and ancillary services shall be designated in Exhibit A attached

to this Agreement.


7.1. Instructor. The instructor provided by Charter School shall remain an employee of Charter School,

and shall be subject to the terms and conditions of the instructor’s employment contract and Charter

School policy, but shall also be subject to continuing approval by College. Should a Charter School

instructor violate College procedure or policy, College may withdraw authorization for the instructor

to participate in the dual enrollment program and Charter School, upon such withdrawal of

authorization, shall substitute another qualified instructor and notify College in writing of such

substitution. The instructor must be approved by College pursuant to the terms of this Agreement.

7.2. Student. Each student enrolled in a Dual Enrollment Course, even though enrolled as a College

student during the term of the Dual Enrollment Course, shall remain a student of Charter School and

shall follow the schedule and calendar of classes as established by Charter School and approved by

College.

7.3. Removal from Course. Charter School retains the right to refuse to allow a student to enroll in a

Dual Enrollment Course and to discipline and/or remove any student from the Dual Enrollment

Course in accordance with Charter School policies. College shall have the right to request Charter

School to remove a student from a Dual Enrollment Course in accordance with College policy.

7.4. Schedule and Number of Students. Charter School and College shall mutually determine the

schedule of, and maximum and minimum number of students to enroll in, each Dual Enrollment

Course. Such schedule shall not be changed except by written agreement of Charter School and

College. Charter School and College must mutually agree if any student who is not a student of

Charter School will be enrolled in a Dual Enrollment Course; provided, however, that any such

student must comply with the admissions requirements and course prerequisite requirement

provisions of this Agreement.

7.5. Availability of Instructors. Availability of Dual Enrollment Courses offered by College shall be

dependent on the availability of appropriately qualified instructors.

7.6. Guidelines. Charter School and College shall ensure that each student enrolled in a Dual Enrollment

Course and all personnel of Charter School and all personnel of College who are involved in the dual

enrollment program are provided with dual enrollment guidelines, and that such persons agree to

review and comply with the guidelines.

7.7. Rigor of Courses. College and Charter School agree that college level courses are rigorous and

demanding courses, and the standards and criteria of any Dual Enrollment Course shall meet statutory


and College criteria, and such criteria shall not be diminished for the purpose of the dual enrollment

program.


8.1. Fees. Fees and charges for the Dual Enrollment Courses and program are provided on Exhibit A

attached to this Agreement.

8.2. Supplies. Charter School will provide and pay for basic textbooks, workbooks, supplies and other costs

related to the teaching of and the administration of Dual Enrollment Courses within Charter School.

8.3. Tuition.

A. The parent/guardian or Charter School shall be responsible for payment of tuition to College.

B. College may provide grants, scholarships or financial aid in accordance with College policies

and as set forth in Exhibit A.

C. Charter School understands and agrees that tuition charges for students enrolled under this

program may vary from student to student depending upon the total number of student credit

hours for which each student has enrolled each term, and depending upon the residency status

of the student. Pursuant to ARS § 15-1802(C), the residency of an unemancipated student under

the age of eighteen years will be that of the student’s parent or legal guardian, and any student

who is not a legal resident of Arizona will be charged out of state tuition rates.

9. CONTINUATION OF AGREEMENT. The continuation of this Agreement beyond the initial fiscal year

is dependent on and subject to the appropriation and availability of funding for each Party in each

subsequent fiscal year. If sufficient funding is not made available to allow a Party to continue meeting its

contractual obligations under this Agreement, that Party shall so notify the other Party and either Party may

cancel this Agreement and have no further obligation to the other Party. In the alternative, the Parties may

by mutual written agreement, modify this Agreement to reduce the level of compensation, services or other

consideration provided.

10. RECORDS. All accounts, reports, files and other records relating to this Agreement shall be kept for a

minimum of five (5) years after termination of this Agreement and shall be open to reasonable inspection

and audit by the other party during that period. Audits may be conducted, at a time mutually agreed upon

by the parties, by any appropriate political subdivision or agency of the State of Arizona or by

representatives of the Comptroller General of the United States or the Secretary of Education when required

by applicable federal regulations.

11. CONFIDENTIALITY. All written student records shall be kept confidential in accordance with the Family

Rights and Privacy Act (20 USC 1232(g)) (“FERPA”) and regulations adopted pursuant to FERPA, the

Individuals with Disabilities Education Act (“IDEA”) and regulations adopted thereunder, and applicable

state laws and school board policies controlling the disclosure of personally identifiable information from

a student’s education records.


12.1. Termination. Either Party may terminate this Agreement for any reason following written notice to

the other Party of intent to terminate delivered not less than ninety (90) days prior to the intended

date of termination. Except as provided in this section 12, termination shall only be effective at the

end of a semester, and no Dual Enrollment Course shall be terminated prior to such effective date.

12.2. Risk to Health or Safety. If either Party has reason to suspect that any activities undertaken pursuant

to this Agreement present a risk to the health or safety of students or is contrary to the Party’s mission

or operations, that Party may request that a meeting between the Parties be convened within 48 hours

and promptly confirm the meeting in writing. In such circumstances, the Parties to this Agreement

will attempt to reconcile differences within five (5) working days of such meeting. If reconciliation

is not achieved within the five (5) day period, this Agreement will automatically terminate.


12.3. No Relief from Obligations. Termination shall not relieve either Party from its obligation to pay for

services provided prior to termination and those for any student already admitted and enrolled in a

course or courses and obtaining dual credit at the time of termination or notice thereof.

12.4. Disposition of Property. The Parties do not contemplate joint acquisition of any property pursuant

to this Agreement. Upon termination of this Agreement, equipment furnished or purchased by

College for the program shall be retained by College, and equipment furnished or purchased by

Charter School for the program shall be retained by Charter School.

13. RESPONSIBILITY.

13.1. Conduct of Operations. Each Party agrees to be responsible for the conduct of its operations and

performance of contract obligations and the actions of its own personnel while performing services

under this Agreement, and each party shall be solely responsible for supervision, daily direction,

control of payment of salary (including withholding for payment of taxes and social security),

workers’ compensation and disability benefits.

13.2 Indemnification. Each Party, to the greatest extent legally permissible, shall indemnify, defend, and

hold harmless the other Party from any liability resulting from the negligence, intentionally tortious, or

willful misconduct of the indemnifying Party’s employees, officers, students and agents.

14. CANCELLATION FOR CONFLICT OF INTEREST. This Agreement may be canceled pursuant to

ARS § 38-511, the pertinent provisions of which are fully incorporated herein by reference.

15. NON-ASSIGNABILITY. Neither Party may assign any right or delegate a duty or responsibility under

this Agreement without the prior written consent of the other Party.

16. COMPLIANCE WITH NON-DISCRIMINATION LAWS. To the extent applicable, the Parties shall

comply with all College policies and State and Federal laws and regulations which prohibit discrimination

against any person based on race, religion, handicap, color, age, sex, sexual orientation, political affiliation or

national origin, and the Parties shall prohibit discrimination in the employment or advancement in employment

of a qualified person because of physical or mental disability including all applicable provisions of the

Americans with Disabilities Act (Public Law 101-336, 42 USC §§ 12101-12213).

17. RIGHTS/OBLIGATIONS OF PARTIES ONLY. The terms of this Agreement are intended only to

define the respective rights and obligations of the Parties. Nothing expressed herein shall create any rights

or duties in favor of any potential third Party beneficiary or other person, agency or organization.

18. ENTIRE AGREEMENT. This Agreement, and its attachments as noted herein, constitutes the entire

agreement between the Parties, and, except as previously noted, all prior or contemporaneous oral or written

agreements are superseded by this Agreement. There are no representations or other provisions other than

those contained herein, and any amendment or modification of this Agreement shall be made in writing and

signed by the Parties to this Agreement.

19. INVALIDITY OF PART OF THE AGREEMENT. If any part of this Agreement is held to be illegal,

invalid or void by a court of competent jurisdiction, the remainder of this Agreement shall remain in full

force and effect with those offending portions omitted.

20. GOVERNING LAW. This Agreement may be construed pursuant to the common laws of the State of

Arizona and shall incorporate by reference all applicable laws governing intergovernmental agreements and

mandatory contract provisions of state agencies required by statute or executive order.

All applicable statutes and regulations referenced in this Agreement are incorporated herein as if fully stated

in their entirety in the Agreement. Each Party agrees to comply with and be responsible for the provisions,

applicable statutes and regulations set out in this Agreement.


21. NOTICE. All notices, requests for payment, or other correspondence between the Parties regarding this

Agreement shall be mailed United States postage prepaid or delivered personally to the respective parties

at the following addresses:

If to College: If to Charter School:

James Curtin, Associate General Counsel



Tempe, AZ 85281-6942

«District»


«Address»


22. LEGAL WORKER REQUIREMENTS. To the extent applicable under ARS § 41-4401, each Party many

not award a contract to any contractor who fails, or whose subcontractors fail, to verify the employment

eligibility through the e-verify program or any employee it hires, and who does not comply with federal

immigration laws and regulations relating to their employees. As mandated by ARS § 41-4401, this

provision provides notice of those requirements.

23. SOVEREIGN IMMUNITY. Nothing in this Agreement or in any current or future schedules, attachments,

exhibits, amendments, or addenda are intended to be or shall be construed as a waiver of the Salt River

Pima-Maricopa Indian Community’s sovereign immunity.

24. NO PARNERSHIP OR JOINT VENTURE. Each Party is an independent contractor and is independent

of the other Party. Under no circumstances shall any employees of one Party be deemed the employees of

the other Party for any purpose. This Agreement does not create a partnership, joint venture or agency

relationship between the Parties of any kind or nature.



IN WITNESS WHEREOF, the Parties have executed this Agreement on this ____ day of _____________, 2020.

COLLEGE CHARTER SCHOOL

_______________________________________________ _________________________________________

By: James Curtin, Associate General Counsel By: «SUPERINTENDENT», «TITLE»

_______________________________________________ _________________________________________

Date Date


EXHIBIT A



A. Payment of Tuition and Fees. The method of payment for tuition and fees will be agreed to by

the Coordinating College and the High School. Generally speaking, however, a student enrolled

in a Dual Enrollment Course is ultimately responsible for paying to College the applicable tuition

and fees for each Course. Students who are unable to provide documentation that they are a

United States citizen or other acceptable documentation that they are in the United States legally

will be required to pay MCCCD’s out-of-state tuition. College may, at its sole discretion and

based on a standardized process and criteria for all Maricopa County Community College

District (“MCCCD”) colleges, provide Dual Enrollment Grants as described in Paragraph 4

based on financial need for any of the students enrolled in MCCCD courses covered by this

Agreement. Charter School may, at its sole discretion, provide scholarships for any of its

students enrolled in MCCCD courses covered by this Agreement. If Charter School pays those

scholarships directly to MCCCD on behalf of the student, Charter School must submit an

approved list of scholarship recipients, including dollars awarded, to the appropriate college or

colleges no later than the first day of dual enrollment classes offered under this Agreement.

B. Payment for Instruction, Facilities and Materials. College agrees to pay Charter School $1,000

per annualized Full-Time Student Equivalent (“FTSE”) and an additional $300 per annualized

FTSE for ongoing use of computer labs and occupational and science lab equipment and supplies

(pending full funding of dual enrollment in the fiscal year 2020/2021 budget). The purpose of

those payments is to compensate Charter School for the reasonable cost of instructional services,

facilities, and materials used in the MCCCD courses covered by this Agreement. College will

calculate annualized FTSE by dividing the total number of student credit hours, as of the official

count day as specified in applicable state law, by 30. If State aid to community colleges for dual

enrollment be reduced or eliminated, stipend amounts will necessarily be re-negotiated.

C. Partial Payment. College may make a partial payment to Charter School at the beginning of each

semester to cover administrative costs the Charter School has already incurred and for facility

rentals. College will calculate the partial payment using the individual high school class rosters

and applying the formula in Paragraph 1.B (that is, annualized FTSE times the appropriate dollar

amount). Partial payment may not exceed 50% of the total projected compensation specified in

Paragraph 1.B. College may offset any scholarship payments due from Charter School under

Paragraph 1.A. against the partial payment.

D. Reconciliation. Promptly after the official count day specified in Paragraph 1.B., College will

make a written final reconciliation using actual enrollments as calculated in Paragraph 1.B.,

tuition and fees that students have paid directly, any scholarships that the Charter School has

paid, any Dual Enrollment Grants provided, and any partial payment made to the Charter School

under Paragraph 1.C. College will forward a copy of the final reconciliation to the Charter

School. Any final payment due to Charter School from College or from Charter School to

College will be made no later than 30 days after College receives an invoice from Charter School

for payment.

E. Charter School Scholarships. Charter School will make a good faith effort to reinvest funds

received under Paragraph 1.B. in the dual enrollment program and/or in scholarships to

economically disadvantaged students who are enrolled in courses offered under this Agreement



As specified in more detail in Paragraph 1A, the student is generally responsible for paying the College

tuition and fees. In some cases, either the Charter School or MCCCD may provide financial assistance,

as specified in Paragraphs 1.A and 4. .




Other than as specified in this Paragraph 4, MCCCD offers no grant, scholarship or financial aid for

the dual enrollment program. Additionally, the provision, if any, of any grant, scholarship or financial

aid is subject to the requirements of MCCCD policies and procedures, and relevant state statutes and

regulations.

MCCCD offers qualifying high school students attending Maricopa Community Colleges in dual

enrollment programs the Dual Enrollment Grant program. High school students who cannot supply one

of the 12 types of documentation specified under ARS §1-502 demonstrating that they are in the country

legally may not apply for the Dual Enrollment Grant.

Student applicants must demonstrate “financial need” by completing the Dual Enrollment Grant

Application Form and providing documentation of household income using the most recent years signed

income tax return for the student and the parent or guardians. The need for financial assistance will be

indicated if household income falls below 200 percent of the U.S. Health and Human Services Poverty

Guidelines.

Student recipients from households that do not file income tax returns may demonstrate financial need if

they provide documentation that, they themselves, their parents or a household member received benefits

from any of the following federal benefits program: Supplemental Social Security, Food Stamps, Free or

Reduced Price Lunch, TANF, or WIC.

A. Grant awards may be applied toward resident tuition and registration fees in dual enrollment

courses only, and will cover a maximum of twelve credit hours per student per year. The

parent/guardian is responsible for all other fees and charges.

B. Students must complete the first semester in which they enroll with a grade of A, B, or C in order

to be eligible to receive a Dual Enrollment Grant for the following semester. Withdrawal from

a course funded by a Dual Enrollment Grant after the last date for Official Course Withdrawal

will disqualify a student for any additional grant awards while in high school. A disqualified

student may request reconsideration based on extenuating circumstances. The award of an

additional Dual Enrollment Grant will be at the College’s discretion.

C. College may not use Dual Enrollment Grant funds to support dual enrollment program costs

such as salaries, operating supplies, and advertising.

D. The MCCCD Vice Chancellor for Business Services will notify each MCCCD College annually

of the amount available for the Dual Enrollment Grant Program from MCCCD resources.

Colleges may add to this allocation but must account for the scholarships in an account dedicated

to dual enrollment scholarships. Such accounts will be established centrally.

E. At the end of every fiscal year, using a standardized form, each College will report to both the

MCCCD Financial Aid Council and the MCCCD Chancellor’s Executive Council on the use of

these scholarship resources.



Paragraph 1 of this Exhibit describes the reimbursement that the College provides to the Charter School,

the manner by which the College calculates it, and the Charter School expenses that the reimbursement

is intended to address. If the Charter School owes College under Paragraph 1.D, Charter School will pay

College based on the end-of semester reconciliation specified in Paragraph 1.D.


Portion of that FTSE distributed to Charter School $ 0

Amount Charter School returned to College $ 0


EXHIBIT B

TYPE OF INSTRUCTION


COURSES OFFERED

Attached to this Exhibit are the course listings for each college offering courses with the Charter School. The

description of courses offered includes course prefix, title, and credits. Courses listed are for the Fall 2020 and

Spring 2021 semesters. Changes to the courses offered are effective as of the date stamped.

AR Draft

Funding

Source National Science Foundation

Account Information Restricted

CONSENT AGENDA

ACTION ITEM



11.4 Approve Continuing Grant

National Science Foundation: Collaborative

Research: TRAIN (Transfer to Interdisciplinary

Natural Sciences): A Community College-

University Consortium to Increase Community

College Student Transfer and Success

Glendale Community College

Dr. Karla Fisher

Dr. Teresa Leyba Ruiz

Recommendation

It is recommended that the Governing Board accept $207,027 for year three of a five-year

grant awarded by the National Science Foundation to Glendale Community College for

“Collaborative Research: TRAIN (Transfer to Interdisciplinary Natural Sciences): A

Community College-University Consortium to Increase Community College Transfer and

Success.”

Justification

The TRAIN Consortium will leverage current and prior S-STEM support and an active

relationship between Arizona State University New College (ASU West) and the Maricopa

County Community College District (MCCCD) to create a Phoenix-area consortium between

three Hispanic-serving, MCCCD colleges (SMCC, PC, and GCC) and ASU to recruit, transfer,

retain, and graduate low-income, academically talented students from populations that are

underrepresented in STEM fields. The project will provide innovative student learning

opportunities through faculty-guided undergraduate research to promote a higher level of

achievement and a foundation for degree completion and university transfer. The five year

program is funded for $4,996,515 with the three MCCCD colleges receiving $2,931,000 and

ASU West receiving $2,065,515.

Project Budget Summary

Glendale Community College Project TRAIN

Salaries

Principal Investigator (PI)

10% of base salary to grant

Student Support Coordinator

450 hours at $12 per hour

$8,000

$5,400

$ 13,400

Benefits

$ 1,977

Travel

Required PI travel to official

meetings/conferences.

Student Travel

$ 6,000

Participant Support

17 scholarships will be awarded annually at

$8,000 per Scholarship.

Student stipends

$ 136,000

$ 15,000

$ 151,000

Other Direct Costs

Materials and Supplies

Publication costs

Faculty Academic Mentors

Authentic Experience Mentors

$ 9,250

$ 1,500

$ 7,200

$10,000

$ 27,950

Indirect Costs $ 6,700

Total $207,027

GRANT PROJECT PROGRESS SUMMARY

Project Title: National Science Foundation: Collaborative Research: TRAIN

(Transfer to Interdisciplinary Natural sciences): A Community College-University Consortium to

Increase Community College Student Transfer and Success

College/Location: Glendale Community College

Project Period: From: 1/1/2019 to: 12/31/2019

Funding Source: National Science Foundation

Governing Board Priorities (check all that apply):

University Transfer and General Education X Workforce and Economic Development ☐

Developmental Education ☐ Community Development and Civic and Global Engagement ☐

SUMMARY OF PROJECT

The TRAIN Consortium is a partnership between Arizona State University New College (ASU

West) and the Maricopa County Community College District (MCCCD) to create a Phoenix-

area consortium between three Hispanic-serving, MCCCD colleges (SMCC, PC, and GCC)

and ASU to recruit, transfer, retain, and graduate low-income, academically talented students

from populations that are underrepresented in STEM fields. The project will provide

innovative student learning opportunities through faculty-guided undergraduate research to

promote a higher level of achievement and a foundation for degree completion and university

transfer.

SUMMARY OF PROGRESS ON KEY OUTCOMES

Outcome/Indicator Year 1

Proposed

Number/

Percentage

Year 2 Year 3 Year 4

Number of scholarships

awarded

18 25

Number of students undertaking

research projects/internships

18 25

Percentage of students from

underserved populations

50% 40%

Number of students transferring

to a four-year institution

5 6

Percentage of students meeting

satisfactory progress

requirements

89% 97%

SUMMARY OF PROJECT HIGHLIGHTS AND ACHIEVEMENTS (If there are measures or goals that

are not meeting expected progress, please describe steps being taken to address any issues or

barriers.)

Enter highlights, accomplishments, and achievements. If there are measures or goals that are

not meeting expected progress, please describe steps being taken to address any issues or

barriers.

All students in the program participated in novel research projects. In year 2, 4 students were

able to co-author their work at major conferences.

2 S-STEM TRAIN Scholars, Belinda Chesser and Trevon Albert contributed to a

poster that was presented at the General Meeting of the American Society for

Microbiology conference in San Francisco in June 2019.

Ecological Applications of MALDI-TOF MS Reveal Deinococcus

aquaticus Population Structures in a Freshwater Biofilm Community

Chad M. Albert, Stacy E. Scholz-Ng, Belinda J. Chesser, Trevon Albert, George T.

Noutsios, James M. Tuohy, Sabrina R. Mueller-Spitz, Todd R. Sandrin.

2 other S-STEM TRAIN Scholars, Kristi Morrison and Sirrene Ayyad contributed to a

poster that was presented at the South west regional meeting of the American Society

for Microbiology Annual conference at the University of Las Vegas, Nevada in April

2019

Analysis of Glucose 6-Phosphate Dehydrogenase in Representative Species of the

Genus Deinococcus

Kristen Senior, Shawn Soares, Kristi Morrison, April Truscott, Sirrene Ayyad, Laura

Cimpeanu, Aubrey Van Parys, Justin York, and James Tuohy

PROJECT SUMMARY

Overview:The TRAIN (Transfer to Interdisciplinary Natural Sciences) partnership will leverage current and prior S-STEM support and an active relationship between Arizona State University (ASU) and the MaricopaCounty Community College District (MCCCD) to create a Phoenix-area consortium between threeHispanic-serving community colleges (CCs) and ASU to recruit, transfer, retain, and graduate low-income, academically talented students underrepresented in STEM fields. To help them succeed, theinitiative will provide several support structures and 336 scholarships over five years to about 203 uniquestudents.Students will be recruited by MCCCD and ASU faculty from students currently enrolled at regional CCs,which offer ideal demographics for finding talented candidates. Close to 75 percent of students at TRAINpartner CCs are eligible for Pell grants, and about 85 percent of these CC students are from groupsunderrepresented in STEM. Faculty will also work with a liaison at Phoenix Union High School Districtto recruit local high-school students. These Phoenix high schools are also a great source for students forour program, as more than 94 percent are from minority groups underrepresented in STEM, 81 percentidentify as Hispanic, and 51 percent speak Spanish at home.Realizing the challenges faced by this culturally, linguistically diverse cohort, in addition to providingfinancial support for studying interdisciplinary natural sciences, TRAIN will offer selected students a setof support structures tailored to their unique backgrounds. These include emotional, social, and academicsupport through robust peer and faculty mentoring programs, online cohorts, internships, andundergraduate research opportunities-all aimed at helping students transfer to, stay in, and graduate froma four-year university, preparing them for graduate school or for the STEM workforce.

Intellectual Merit:TRAIN will advance understanding of the unique challenges faced by students underrepresented inSTEM. In particular, researchers will examine how diverse student sub-populations, such as Hispanicsand women, may be impacted differentially by program components, and how support structures can beconstructed and interventions executed to retain and motivate different student populations. Multipleinterventional components exist within each type of curricular and co-curricular support structure,offering researchers a rich data set for differentiating which interventions best support which groups ofstudents.TRAIN will also analyze which interventions yield better returns on investment. Though previous workhas shown some interventions more successfully support students, little is known about how institutionsand educators can optimize these interventions to generate the most benefit to students for the least cost.

Broader Impacts:By building a pipeline based on the existing relationship between the nation's largest public universityand one of its largest community college districts, TRAIN will help academically talented, low-income,underrepresented minority students in the Southwest complete STEM degrees. These students will benefitfrom support structures and hands-on opportunities at both institutions, receiving not just aninterdisciplinary STEM education, but training as collaborators and researchers. After graduating, withTRAIN investment and support, they will strengthen the workforce in the nation's twelfth-largestmetropolitan area and further diversify the STEM talent pool in the U.S. Increasing the diversity ofthought, experience, and expertise available within the workplace catalyzes economic growth andinnovation. Knowledge generated from TRAIN will inform best practices- which will be shared withother researchers through conferences and publications- for supporting transfer students obtaining four-year degrees. These best practices will allow investigators to compile a menu of services that can betailored to each student's or each population group's unique needs. Finally, our program will buildadditional bridges between STEM college educators, high-school educators, and advisors at ourinstitutions, ensuring sustained, institutional change that maximizes student success.

NSF S-STEM Transfer to Interdisciplinary Natural Sciences (TRAIN)

1

5 Project Description(A) RESULTS FROM PRIOR NSF SUPPORT

All NSF starting in past five years for PIs and Co-PIsS. Sandrin, PI 1231872 $250,687 2013–2015 with a one-year, no-cost extension

GSE/RES Collaborative: How parents and their elementary school-age children solve science problems together: The role of gender and ethnicity

INTELLECTUAL MERIT AND BROADER IMPACTS

Showed differences in how 4th grade children are encouraged, questioned, and assisted by their parents, based on gender and ethnicity, when solving science problems. Findings highlight the early, subtle differences in parental encouragement that may lead to differential participation of some groups (women, Hispanic students) in STEM fields.Published five journal articles/conference papers.1-5 Presented at six conferences in 2015 and 2016. Created a website to disseminate results to parents and teachers.

L. Ferry, PI 1324560 $129,000 2014–present

Collaborative Research: Strain in Cartilaginous Fish Skeletons


Analyze and model force production in the jaws of eight elasmobranch species with the goal of understanding how strain is experienced over the jaw area, and how this varies with jaw type. Work serves as a platform for lab tours and presentations to local high schools and student tours. Supported two high-school students, seven undergraduate research projects. Produced two publications, four more being prepared; three conferencepresentations; and three undergrad posters in 2016 (one award winner).

A. Chapman, PI 1154625/11550706 $482,800/$95,436 2012–present/2015–present

Phoenix College S-STEM: Academic Scholars Program


Awards 15 scholarships averaging $7,000/year focusing on biology, chemistry, and mathematics majors. Recipients participate in authentic experiences in their selected interest area, including research, volunteering, projects. These are designed by the student, mentor, and faculty advisor. Uses support structures developed from research-based best practices and experience from previous programs. Effectively focused outreach efforts to women and minorities underrepresented in STEM fields. 81% of awardees are underrepresented. Efforts to support completion have been successful. Average success rate (completion of at least 12 credits per semester with GPA of 3.0 or greater) increased from 75% in year one to 90% in year three.

P.A. Marshall, PI 1606903 $296,751 2016–presentCourse-Based Undergraduate Research for All: Preparing the Future STEM Workforce


Develop interdisciplinary Course Based Undergraduate Research Experiences for dissemination to a broader audience. Develop interdisciplinary student teams to conquer unique research projects to help develop future workforce. Presented at one conference, accepted for a Gordon conference presentation, and created a website for dissemination of curriculum.

Arizona State University S-STEM and STEP Awards1

Award # Scholarships (# / $)

Graduating Recipients (# / %)

Recipients Leaving the Program (# / %)

Description of Program Activities

1060226 30 / $120k Not available (NA) Not reported (NR)1060226 74 / $600k 54 / 95% NR0807134 101 / $600k 87 / 86% NR0728695 88 / $600k 83 / 97% NR0631189 72 / $500k 70 / 97% NR

1 Number and percentage of transfers from two-year institutions to four-year programs not applicable or not reported.


2

0422447 97 / $400k 82 / 85% NR0324212 67 / $400k 63 / 94% NR0094915 45 / $270k 38 / 84% NR9987277 65 / $495k 64 / 99% NR1259356 17 /$10k Students are seniors 5 / 29%

0856834 40 / $2.5 million 26 / 93% (12 are current students) To interest students in STEM

0917867 25 / $134k 6 / 75%

0836050 18 / $26k 8 / 50% To interest CC students in STEM

1565177 191 / $528k Not yet started None1644236 50 / $600k Not yet started None

Maricopa County Community College District S-STEM and STEP Awards

Award # Scholarships (# / $)

2-to-4-Year Institutional Transfers (# / %)

Graduating Recipients (# / %) Comments

0220800 110 / $196.9k 14 / 56% (2003)60 / 67% (2006)

10 / 42% (2003)16 / 18% (2006)

0631180 90 / $420k 60 / 67% (2006) 16 / 18% (2006)

In 2011, all students wanted to continue CC or transfer to 4-year program; 96% wanted to pursue a STEM major

0653206 182 / $150k NA NRTo increase number of transfers from CC to four-year STEM programs

1044463 N/A / $197,000 NA NR

Determine success rates of students on the chemical and biological fields after finishing first two years at GCC;In 2012–2013, 53% reported plans to transfer to a four-year STEM program; by fall 2014, that figure rose to 88%

0806987 123 / $533k 108 / 88% NR50 recipients are under-represented minorities in STEM fields

(B) PROJECT OBJECTIVES AND PLANSThe (Transfer to Interdisciplinary Natural Sciences) TRAIN partnership will leverage current and prior S-STEM support, active relationships with Maricopa County Community College District (MCCCD) and ASU’s recent engagement with the John Gardner Institute (Foundation of Excellence: Transfer Focus initiative) to create a Phoenix-area consortium between three Hispanic-serving community colleges and Arizona State University (ASU) to recruit, transfer, retain, and graduate low-income, academically talented STEM students. Scholarships, educational research, and institutional changes will be combined to achieve the following objectives:

(1) Create a transfer consortium in the Phoenix metropolitan area between three MCCCD Hispanic-serving Institutions (HSIs)—South Mountain Community College (SMCC), Glendale Community College (GCC), and Phoenix College (PC)—and ASU’s diverse West campus, which provides smaller, personalized education experiences and applies experiential, interactive learning approaches to its interdisciplinary natural science programs.


3

TARGET POPULATION AND ASSUMPTIONS

Colleges and UniversitiesASU and three Maricopa County community collegesSupport services will be provided as indicated

StudentsLow-income, academically talented students, including those from groups underrepresented in STEM fields—such as Hispanic, female, and first-generation college studentsStudents will participate in provided activities and be motivated to enter and persist in STEM majors

INPUTS ACTIVITIES OUTPUTS OUTCOMES

ResourcesNSF fundingASU history successfully implementing grantsASU-MCCCDPartnershipsCurrent ASU-MCCCD programs allow for easy transfer

Develop a regional transfer consortiumDevelop and implement a selection process that targets talented underrepresented (UR) studentsDevelop IEPs for studentsAcademic mentoring by faculty membersResearch project mentoring and internshipsIndividualized peer mentoringIntegrate relevant curriculum into STEM majors (ASU only)Academic support servicesAuthentic academic experiencesFoster a growth mindset in studentsParticipate in virtual cohorts

Number of participants and major areas of study involved in the consortiumNumber of applicantsrecruited and scholars selectedDemographics of students recruited, applying, and selectedNumber of IEPs createdNumber of faculty mentorsNumber of students participating in research projects and internshipsNumber of peer mentorsNumber of participants who regularly meet with peer mentorsNumber and types of activities with peer mentorsNumber of courses with relevant curriculum embedded into the coursework (ASU only)Number of studentswith a growth mindset

Short-TermMore UR students enrolled in STEM majors at CCsIncreased persistencerate each semesterIncreased rate of “on-track” progress toward degree completionIncreased graduation rate among CC participantsMore students develop growth mindset

ConstraintsRecruiting students from underrepresented groupsFirst-generation students’ knowledge capitalLack of diversity of role models

IntermediateIncreased student efficacy and sense of belongingMore UR STEM students graduate froma four-year program

Long-TermGraduation rate ofunderrepresented STEM studentsincreasesMore underrepresented students enroll in STEM majors at the CCs and ASU

(2) Create and implement evidence-based curricular and co-curricular support structures that make TRAIN Scholar cohorts more likely to transfer to and graduate from a four-year institution. Support structures will include scholarships (up to $10k/year), academic and peer mentoring, internships, undergraduate research opportunities, individual education plans (IEPs), peer tutoring (in courses identified as attrition points for MCCCD students), and preparing MCCCD students for their transition to ASU (by engaging them with faculty prior to their transition using a novel approach developed and tested by Sandrin, Marshall, and Tuohy with prior NSF TUES support).6

Table 1 Logic Model for TRAIN Program


4

(3) Generate evidence-based knowledge (a) identifying the most effective and cost-effectivesupport structures for transfer-ring low-income, academically talented STEM students from two-year HSIs to universities and helping them graduate with four-year degrees, (b) identify-ing which support structures are most effective for certain demo-graphic subsets, and (c) developing scalable models for creating seamless transfer pathways from CCs to four-year colleges that increase student success in STEM disciplines.

Broader Impacts: By building astronger pipeline between thenation’s largest public university (by enrollment) and one of its largest community college dis-tricts, we will help academically talented, low-income, under-represented minority students in the Southwest overcome barri-ers to completing STEM degrees. These students will take full advantage of both institutions’ hands-on approach, receiving not just an interdisci-plinary STEM education, but training as collaborators and researchers. After graduating, with our investment and support, they will strengthen the work-force in the Phoenix area and further diversify the STEM talent

pool in the U.S. Knowledge we gather from TRAIN will inform best practices that can be shared with other researchers for supporting transfer students obtaining four-year degrees. These best practices will allow us to compile a menu of services that can be tailored to each student’s or each population group’s unique needs. Finally, our program will build additional bridges between STEM college educators and advisors at our institutions, ensuring sustained, institutional change targeted at maximizing student success.

(C) SIGNIFICANCE OF PROJECT AND RATIONALE

TRAIN will award 336 scholarships over five years to about 203 unique students pursuing interdisciplinary natural science degrees at three HSI community colleges (CCs) and at ASU’s West campus (Table 2).

Impact of Community Colleges An important pillar in the U.S. higher-education system, CCs serve a more diverse student body and have lower tuition rates than traditional four-plus-year institutions. In 2008, 49 percent of students earning a STEM bachelor’s degree earned some credits at a CC. Female students and students whose parents do not have a high-school diploma were more likely than other students to attend a CC.7 Though students primarily attended a CC to earn credits toward a bachelor’s degree, only about 15 percent of students who started graduated with a bachelor’s degree within six years.8 While this statistic is discouraging for many reasons, in particular, much of the diverse talent for the U.S.’s future

Figure 1 Students will increase their likelihood of entering, staying in, and graduating from a STEM program with TRAIN’s support structures, which are organized for students to easily, effectively move through each stage, from the moment they are recruited all the way to graduation.


5

workforce can be found at CCs. Efforts to encourage more of these students to complete STEM degrees is critical to unleashing the full power of available talent.

Participation in STEM by Selected Student Groups Certain groups in the U.S. are underrepre-sented (UR) in STEM fields, reducing the diversity of talent ad-vancing science and technology and im-pacting these groups’ socioeconomic sta-

tus. In 2015, 32.5 percent of all U.S. citizens over age 24 earned at least a bachelor’s degree, but this achievement is not evenly distributed across races and ethnicities or by gender. African-Americans and Hispanics earn bachelor’s degrees at lower rates—15.5 and 22.5 percent, respectively. Overall, only 11.6 percent of minority students earn degrees in math or statistics, 15.1 percent in biosciences, 19.4 percent in computer sciences.9 In 2002, women accounted for 27.5 percent of all computer science bachelor degrees, declining to 18.2 percent in 2012. During the same period, women’s completion of math and statistics bachelor’s degrees dropped from 46.9 percent 43.1 percent. At the doctoral level, their representation is even lower. Despite efforts to broaden representation within STEM, these societal groups still experience disproportionate barriers to completing a four-year degree.

Preparation and Institutional Barriers: Acai and Newton compared the academic performance and learning styles of CC transfer students to those of direct-entry high-school students and found them to be the same.10

However, despite similar abilities, Whitfield found transfer students did not perform as well the direct-entry students in an upper-division biochemistry course, even when they performed similarly in organic chemistry.She attributed these differences to misaligned curriculum in prerequisite courses between the CC and four-

year institution and stressed how important it is for two-and four-year institutions to communicate.11 Transfer students are also less likely to participate in co-curricular and extracurricular activities, which are important for social integration. More socially integrated female students had higher GPAs at graduation.12 Interventions, such as finan-cial and academic support, and social integration effortshave proven very successful for recruiting, retaining, and graduating transfer students.13 TRAIN integrates these interventions into the proposed student support structures.

Financial Barriers: Driven by financial constraints, about half of high-achieving, lower socioeconomic status (SES) high-school graduates “undermatched,” meaning they applied to and attended academically lower-regarded institutions than their qualifications suggested.14,15 Under-matching has many implications for student success. Students who attend academically higher ranked schools have a higher likelihood of graduating with a four-year degree, graduate faster, and have better earning potential. They also reap the benefits of more rigorous academicprograms, avail-able student resources, and being surrounded by high-achieving peers.16,17 Overcoming financial barriers and providing financial support are important for attracting underrepresented students to and helping them finish four-year STEM programs.

Table 2 TRAIN will award 336 scholarships over five years to approximately 203 unique students at three HSI CCs and at ASU, varying annually between 51 and 84. The number and size of scholarships were determined from analyses of historical data of student needat TRAIN-member institutions. We assume 1.5 years of scholarship support for each student at the community colleges and two for each ASU student.

INSTITUTION ANNUAL MAX 2017 2018 2019 2020 2021 TOTALSMCC $6,000 10 10 10 10 10 50GCC $8,000 18 18 18 18 18 90PC $10,000 14 14 14 14 14 70

ASU $10,000 9 18 36 42 21 126TOTAL 51 60 78 84 63 336

BIO MATH COMP.

SM

CC

Current Retention 40% 40% 40%Expected Retention 85% 85% 85%Current Transfer 6% 1% 2%Expected Transfer 80% 80% 80%

GC

C


PC


AS

U

Current Retention 86% 80% 71%Expected Retention 95% 95% 95%Current Graduation 64% 50% 63%Expected Grad. 85% 85% 85%

Table 3 Current and expected retention, transfer, and graduation rates for disciplines included in TRAIN and limited to programs identified within the S-STEM program. Expected transfer rate refers to percentage of TRAIN Scholars expected to transfer to ASU’s West campus.


6

Family Knowledge Capital: First-generation college students have less family knowledge they can draw on to guide them through the educational process. Parents without a college education—regardless of ethnicity—have a difficult time knowing how to support their children in college.18 First-generation college students also tend to be more collectivistic and less individualistic, meaning they prefer to work together to solve conflicts. This mindset induces stress and negative emotions and causes them to struggle in an individualistic college environment.19 Encouraging students to participate in cooperative peer groups benefited first-generation college students as well as Hispanic and female students. To foster a learning environment amenable to a more collectivistic mindset, we will make integrating participants with their peers a priority in our program, as reflected in our support structures.

Study Cohort The campuses comprising TRAIN serve a large Hispanic student population. Almost 22 percent of ASU’s undergraduates are Hispanic (ranking fifth nationally among institutions awarding bachelor’s degrees to Hispanics 20), and its West campus—where our consortium will be headquartered—consists of more than 26 percent Hispanic students. Twenty-six percent of MCCCD’s entire student body is Hispanic, while each of our three CC partners range between 33–46 percent. These demographics provide an ideal opportunity to increase underrepresented groups numbers and success in STEM fields.

Hispanic students often undermatch;21 their academic success in college is influenced by peer support,22,23

parental expectations for college, parental encouragement to persist, student educational values, whether peers are going to college, and high-school rigor and academic achievement.24,25 How well they adjusted to college during their first played an important role, as well, emphasizing the importance of the community-college-university connection.

Overcoming Barriers: What Works? The literature reports myriad effective strategies for retaining students in STEM: faculty mentoring, peer mentoring, cohort-building activities, scholarships, travel awards (to attend research conferences), academic skills courses (boot camps), relevant curriculum, and undergraduate research. A number of these studies focused on specific underrepresented groups, such as women, low-income, racial/ethnic minorities.12,13, 27-36 Many of these strategies have been used in parallel. Some work because they help students to develop identities as scientists, as part of the scientific community.29,36 Establishing learning communities (such as study groups) and research teams provides student access to peers and faculty who understand their struggles and achievements.30

Figure 2 Ethnicity by Institution. ASU data reflects only West campus, TRAIN’s four-year focus.


7

DISCIPLINE HISPANIC AFRICAN-AMERICAN

ASIAN/PACIFIC ISLANDER

NATIVE AMERICAN

WHITE OTHERSM

CC Bioscience 108 8 42 9 36 16

Math/Stats 72 13 24 11 25 15Comp. Sci. 5 1 2 9 1

GC

C

Bioscience 196 53 41 9 293 34Math/Stats 307 130 59 18 541 75Comp. Sci. 18 7 3 48

PC

Bioscience 230 28 57 26 125 69Math/Stats 157 20 37 12 83 43Comp. Sci. 26 6 4 2 17 8

ASU

Bio / App. & Env. Sci. 103 24 41 0 234 21Math 10 1 2 0 23 7

Comp. Sci. 19 6 8 0 56 12

Promising Strategies for Low-income Students: Students who received information packets with application fee waivers, guidance about how to apply, and expected net costs (after scholarships/aid) submitted 19 percent more applications and were 41 percent more likely to enroll in a selective “match” school.37 Having peer mentors reach out to prospective students before they started college also increased enrollment rates by 3 and 4.5 percent, respectively.38 Bettinger and Baker found that one-on-one college coaching increased retention by 14 percent and graduation rates by 4 percent over a two-year period.39 Student support groups, peer advising, and organized study groups combined with scholarship aid are more effective with helping students persist and graduate, as compared to scholarships alone.40-42

DISCIPLINE HISPANIC AFRICAN-AMERICAN

ASIAN/PACIFIC ISLANDER

NATIVE AMERICAN

WHITE OTHER TOTALS

SMC

C Bioscience 18 4 2 1 10 1 36Math/Stats 2 1 1 1 2 1 7 50Comp. Sci. 2 1 1 1 2 1 7

GC

C

Bioscience 25 4 4 2 30 4 70Math/Stats 3 1 1 1 4 1 10 90Comp. Sci. 3 1 1 1 4 1 10

PC

Bioscience 25 6 3 2 15 2 52Math/Stats 3 2 1 1 2 0 9 70Comp. Sci. 3 2 1 1 2 0 9

ASU

Bio / App. Sci. / Env. Sci. 40 10 6 3 32 5 96Math 5 2 1 1 4 1 13 126

Comp. Sci. 5 2 2 2 5 1 17

Mindset and Persistence: TRAIN will also work to change how we describe and encourage students within our institutions. When faculty and staff use “deficit discourse” to describe certain groups students (for example, using the terms “underprepared” or “at-risk”), they reinforce popular perceptions that these students are somehow less—less prepared, less capable, less persistent—rather than examining how their institutions fail to serve their entire student body.43 A national longitudinal study found institutional factors significantly contributed to why underrepresented groups were less likely to persist in STEM majors.28

Similarly, students who receive encouragement throughout their education are more likely to thrive. For example, in STEM education, people often subscribe to either the idea of a fixed or an incremental, growth mindset.44,45 Students who receive process praise as opposed to person praise are more likely to persist when solving challenging problems because they think of their ability as malleable, that they can be successful through practice.46 Furthermore, students who are taught that intelligence is malleable perform better on math assessments.47

Table 4 Most recent available (Fall 2015) numbers of students in disciplines of focus. Numbers for MCCCD reflect enrollment in required core courses for each respective discipline.

Table 5 Expected TRAIN Scholar Enrollments and Demographics by Discipline


8

(D) ACTIVITIES ON WHICH THE CURRENT PROJECT BUILDS

Our consortium builds on our investigators’ prior NSF and existing academic and student support to maximize TRAIN scholar entry and success at ASU. Our partnered CCs demonstrate best practices that include UR students and encourage them to choose, complete degrees in, and find careers in STEM fields. They will be able to take advantage of existing infrastructure in a large district like MCCCD to further their success. Supported by a coordinating district office, each CC’s Office of Institutional Research can facilitate the collaboration and communication necessary for tracking, reporting, and supporting TRAIN.

Phoenix College’s awards (0063113, 1154625) built an effective recruitment, selection, and support process. Its current S-STEM program has recruited a largely UR STEM student population, of whom over 80 percent transferred to a four-year university. Cohort success rates increased from 75 to 90 percent (year 1 to year 3).2 A previous Title V (Developing HSI) grant established computer labs in the math and science departments and created a student success initiative that includes free tutoring resources, targeted math tutoring, counseling, and advising (including resources for working with first-generation, low-income, and disabled students). Phoenix College’s dual enrollment program partners with schools in the Phoenix Union High School District to offer courses like pre-calculus and calculus that have been identified as attrition points for STEM student success; these students are more likely to qualify for financial aid and be URMs.

Glendale CC’s TUES support created a pipeline between ASU and GCC through enhancing curriculum in organic chemistry and biotechnology at GCC. Students in these courses visited ASU’s West campus to use instruments (including high-field NMR and MALDI-TOF mass spectrometry) and to work with faculty. They presented their work at a research symposium. Students and external evaluators said these efforts highly encouraged students to persist and transfer to a university to pursue a STEM degree. A $2.4 million Title V grant created, coordinated, and integrated student support services to increase the access, retention, and transfer rates of high-need STEM students. The program expands existing STEM activities to reflect best practices, particularly in intrusive advising and support services. Though this award does not provide for scholarships, the Title V grant created infrastructure that can be best used by S-STEM scholarships.3

ASU’s support structures, including its partnerships with MCCCD, help transfer students persist and succeed, as shown in the TUES award with GCC (1044463). Its West campus has a robust, STEM-focused TRiO Student Support Services program, which includes mentoring, tutoring, and cohort building as well as workshops for research and experimental design, career planning, writing, and building social capital.West campus also hosts tutoring and writing centers and a peer-mentoring program and provides supplemental instruction for critical courses. ASU’s New College Undergraduate Inquiry and Research Experiences (NCUIRE) program—also located on West campus—gives undergraduates an avenue to collaborate on authentic research with faculty members. The program provides a stipend or academic credit to students, and students who participated have been remarkably successful as they enter the workforce or apply to graduate school. One received a NSF Pre-Doctoral Fellowship, and the year-to-year retention rate for transfer students who participate in the NCUIRE program is 98 percent.

(E) S-STEM PROJECT MANAGEMENT PLAN

Our management plan ensures our consortium is effective and efficient, but respects the autonomy andvalues of the organization involved. ASU is the lead institution (T. San-drin) and SMCC (A. Scarbrough), PC (A. Chapman), and GCC (J. Tuohy) have equal investment and representation. High-level admini-strators will participate on an advisory board, meeting annually with the project management group

2 82 percent of students in PC’s S-STEM program are from UR groups. Figures based on most current year for which data is available.3 See letter of support from GCC Title V Grant Coordinator, Elena Beltran.

Figure 3MCCCD-ASU TRAINconsortium management plan overview.


9

to discuss accomplishments, challenges, and new developments. Independent external evaluators will assess our initiative.

The project management group—composed of the PI and all Co-PIs—will meet monthly and interface with the Resource Teams at each institution (see g. Student Support Services and Programs). Each management role and task and a project timeline are outlined in Table 6. PIs, Co-PIs, and faculty/staff partners from each institution will communicate through an online shared space showing current operating procedures in a wiki format, which can be updated in real time with knowledge and experience gained as the program matures, students evolve, and we incorporate evaluation.

(F) STUDENT AND SELECTION CRITERIA

Students will be selected using two main criteria—(1) financial need, (2) academic talent—which will be applied uniformly across institutions. We define low-income (financially needy) students using the U.S. Department of Education’s rules for federal financial aid.48,49 TRAIN Scholars must meet these criteria: Cost of Attendance (COA) minus the Estimated Family Contribution (EFC) is greater than zero. Income will be stratified as a category on a selection rubric with the highest-need students receiving the highest score. The second main criterion, academic talent, is defined by a multi-dimensional rubric, including a student’s academic history, communication skills, math and science background, and soft skills. We will also weigh students’ commitment to STEM through activities like internships or volunteer work. This selection process has been successfully implemented on other awards (0220800, 1154625, 0631133).

We will recruit students primarily through outreach to current community college students at participating institutions and to Phoenix Union High School District (PUHSD). PUHSD is made of 17 schools servingover 27,000 students, of whom 95 percent are underrepresented minorities; 81 percent are Hispanic. Andrew Chapman, a Co-PI from Phoenix College, and a PUHSD faculty member will serve as the recruit-ment liaison for the project. He will host a training session each semester for PUHSD faculty to learn about the TRAIN program and how to support their students in applying. He will also coordinate one research presentation each year at a PUHSD school, during which TRAIN students, college faculty, high-school faculty, and high-school students can interact and learn from each other about their TRAIN experience. Recruiting materials will be distributed by PIs from each CC and made available both physically and electronically (via newsletters, websites, email lists, orientations, and involvement fairs) to PUHSD students, faculty, and counselors. This student recruitment plan was developed using lessons learned from previous S-STEM support (00220800, 1154625, 0631133), where recruiting students posed a challenge.

Table 6 TRAIN Team Member Roles and Responsibilities

ACTIVITIES/OUTCOMEPIS & CO-IS

LEADERSHIP ADVISORY BOARD

FINANCIAL AID TEAM

ADMISSIONS TEAM

FACULTY MENTORS

PROGRAM SUPPORT

STAFF

Kickoff program X X XVisit high schools X XPublicize program / recruit students X XSupport faculty mentors XEvaluate applicants / award scholarships X X

Connect institutions / bolster student transfers X X X

Collect program lessons learned and disseminate knowledge X X

Adapt and improve program X XCreate student success structure / improve student retention and graduation rates

X X X

Attend conferences / Peer-reviewed publications X X

Organize and prepare students to attend conferences X X


10

(G) S-STEM STUDENT SUPPORT SERVICES

Through CCs and ASU, TRAIN Scholars will have access to support structures that maximize their aca-demic performance and give them the best odds for success. PC already uses an effective system to recruit, retain, support, and graduate S-STEM students. We will refine, expand, and adapt that process for SMCC and GCC, then extend it to ASU. These support structures include: faculty academic mentors (FAM), a resource team (RT), research mentors (RM), cohort participation, authentic experiences, and scholarships.

Faculty Academic Mentors (FAM) Developed in concert with each student, faculty advisor, and academic advising office, the Individual Education Plan (IEP) has been used successfully on PC’s last two S-STEM awards (0631133 and 1154625) and will translate easily to TRAIN. Each TRAIN Scholar’s IEP will serve as a framework for evaluating student progress through the CC, then transfer with the student to ASU. FAMs at the CC (and later at ASU) will meet with TRAIN Scholars at least twice per semester. Additional meetings, if needed, might address grades, career, or research questions. To guide the tone (see Overcoming Barriers) and focus on the needs of the transfer student, ASU will develop questions or talking points for FAM meetings. Additionally, once at ASU, TRAIN mentees will participate in at least two group meetings, which include all of the TRAIN mentees under a single (or group of) ASU FAM(s). These meetings will address managing time, studying skills, writing habits, effectively communicating with faculty, managing expectations, and life as first-generation college students. Subjects to be addressed during the academicyear will be decided by the FAMs based on their knowledge of the mentees and their experiences and other information gathered as the program progresses. These will include preparing for an NCUIRE or other re-search experience or internship (see Research Mentors below).

FAMs will be compensated based upon the number of mentees that they serve. Possible compensation mechanisms include professional development funds (for less than 4 mentees per semester), supplemental salary (for less than 8 mentees per semester), or possible course release (for 8 or more mentees per semester). This purposefully allows for some flexibility, as different faculty have different needs and seek different mechanisms for rewarding their mentoring efforts. These guidelines may be revised as needed once the program is established. A key goal here is to develop a workable reward system that is sustainable after the TRAIN grant has ended.

Resource Team (RT) Comprised of faculty, staff, and/or administrators at each institution, the RT will connect scholarship recipients to support services and helps students evaluate and meet their academic needs. The RT was developed between PC’s S-STEM projects and proved successful on their second one.As mentioned previously, TRAIN Scholars at the CCs and ASU will have access to academic support services, including the Writing and Tutoring Centers, and STEM-based student clubs that connect students with each other, with faculty, and with professionals. At ASU, Supplemental Instruction will be provided for transfer gateway courses with high failure rates. The RT will ensure TRAIN Scholars enroll together in common sections of key gateway courses (at the CC and ASU) and help them develop study groups. Many TRAIN Scholars will be eligible for the STEM-TRiO Student Support Services Program (eligibility based on income, first-generation, status, or disability), which includes tutoring, mentoring, and workshops.

Research Mentors (RM) At ASU, TRAIN mentees may participate in the NCUIRE allowing them to have a funded research experience in the laboratory of an ASU faculty member. The NCUIRE program provides funding not only for the student but for the faculty member, ensuring ample supplies for research projects. Projects culminate in a poster presented at an open, on-campus symposium each spring, and typically,NCUIRE scholars also present their work at regional and national scientific meetings. School of Mathematical and Natural Sciences (SMNS) pays any registration costs for these meetings for their students, which would include TRAIN mentees. We will include funding in the TRAIN program for every student to participate as an NCUIRE scholar if they choose, however, TRAIN mentees will still have to identify a faculty research mentor, complete the application process, and be competitive for the program. Faculty Academic Mentors will be tasked with helping TRAIN mentees prepare for and be competitive for the NCUIRE program, if the mentees so desire.

TRAIN mentees who choose not to participate in NCUIRE can participate in either internships (directed through New College of Interdisciplinary Arts and Sciences’ (NCIAS) internship program) or in Course-based Undergraduate Research Experiences (CUREs). SMNS already offers CUREs each semester ledby research faculty on a variety of topics. Students enroll for credit and work on group projects related to the course’s theme, yet projects still typically culminate in a research poster presented at our on-campus


11

symposium and/or regional and national scientific meetings. New College students often continue their work after completing a CURE and end up as NCUIRE scholars.

Peer Mentors (PM) New College at ASU West has a well-established, highly successful PM program for engaging and retaining freshmen, which we will extend to TRAIN transfer students. First-year students who had a PM had higher retention rates and GPAs than those who did not. TRAIN PM at ASU will: (1) meet one-on-one weekly or biweekly with their TRAIN mentee to discuss performance, study habits, awareness and use of existing campus resources on campus, personal adjustment to the university; (2) attend 3 hours of core courses with the students and host group tutorial and study sessions for those courses; (3) meet regularly with the core-course instructors and their supervisor to discuss student progress and concerns; (4) update the ASU retention dashboards; (5) attend two days of training before the Spring 2018 semester begins and meet weekly with Transfer Fellows to stay current on student resources and needs; and (6) assist with faculty programs and orientation events and outreach to incoming TRAIN students.

As with the FAM, our goal is a permanent PM program for transfer students that persists after the grant ends. Students who participate in the TRAIN program in their second year would be required to serve as PMs for the incoming TRAIN students. In the first year, when TRAIN mentees exist, we will recruit PMs.

Career Counseling and Job Placement FAMs will also discuss career counseling, job placement, and grad school opportunities during their meetings with TRAIN mentees. Representatives from ASU’s Career Services will attend select TRAIN group meetings and present available services to faculty and students.

Cohort Participation A virtual cohort (modeled after PC’s current S-STEM program) will connect scholar-ship recipients, mentors, and advisors with and the community through weekly blogs about their authentic experience. These student blogs are connected, organized, and accessed through a mentor blog. Students then discuss the blog posts of their peers within a protected Learning Management System (LMS). FAMs monitor, interact, and support their mentees through this virtual cohort model. This model has helped non-traditional students overcome issues encountered in previous CSEMS and S-STEM projects (0220800 and 0631133), where work, familial, and cultural obligations have posed barriers. In addition to the virtual cohort, students can join STEM student clubs at each campus. Once TRAIN Scholars transfer to ASU, they will be grouped by disciplinary interests to effectively mentor and blend students from different CCs into one group.However, they will still have opportunities to share their experiences and findings with the larger cohort to more easily transfer information between disciplines. Each semester, we will organize at least two group meetings, which will address common issues, such as managing time and expectations, study skills, writing habits, effectively communicating with faculty, and life as a transfer student. TRAIN Scholars will also participate together in professional development activities and optional field trips.

Undergraduate Research and Internship (Authentic) Experiences Students will have authentic experiences available to them throughout their four years as TRAIN Scholars, including undergraduate research experiences, professional internships, or field and lab work. These experiences stimulate student interest in and enjoyment of science and more accurately picture for students what scientists do, influencing their perceptions of science, helping them gain confidence and persistence, which can lead to plans to enroll in a STEM graduate program.29,30,33,34,51

Our CCs and ASU offer CUREs to engage students in authentic research, but on a more standard course-like schedule, a requirement for many of our students. At ASU, TRAIN Scholars may also participate in NCUIRE (see section (D)), providing an authentic research experience in an ASU professor’s lab. Research projects culminate in a poster presented at an on-campus symposium each spring, and typically, NCUIRE scholars will also present their work at regional and national scientific meetings. Many students complete a CURE and, with their newfound confidence, apply to be NCUIRE scholars. A program available to TRAIN Scholar at ASU’s New College (West campus) directs internships, many which are STEM-related.

TRAIN students will be required to participate in activities uniting them as a cohort, but we will do everything possible to make sure our predominantly non-traditional students can flexibly meet this requirement. They will not, per se, be required to participate in a research experience or an internship. We will plan complementary experiences that help students develop their professional identity, such as field trips to sites with STEM significance, research presentations, and seminars; visits from ASU STEM faculty (to MCCCD campuses); and observing or evaluating semi-annual S-STEM project presentations.


12

Additional mentors will oversee connecting authentic experiences and cohort participation to the scholarship recipient’s academic experience. Students who work individually with a mentor have increased success outcomes.52 Students who received more detailed STEM-related career information reported being encouraged by teachers and friends to pursue their math and science interests, had better self-competence, and were more likely to persist in STEM classes and majors.53,54,55

Scholarships Scholarships for low-income students increase enrollment, retention, and graduation rates.56

During the 2007–2008 academic year, about two-thirds of students received financial aid—52 percent in the form of grants, 39 percent in loans.7 CCs attract low-income students because of their affordability, but these students seldom go on to earn their bachelor’s degrees because they overestimate the cost to attend a four-year institution and are unaware of available financial aid.57 Scholarships and astute financial counseling are essential for making bachelor’s degrees affordable for these students.

(H) QUALITY EDUCATIONAL PROGRAMS

South Mountain CC: Serving the most diverse, most urban parts of the Phoenix area, SMCC offers small, personalized classes, certificates, and associate degrees to about 6,000 students, of whom 70 percent arefirst-generation college students, and 48 percent intend to transfer to a university. More than 75 percent of these students identify as one or more minorities, making SMCC a federally designated Minority Serving and Hispanic Serving Institution. Its strengths include information technology, health sciences—notably its Bilingual Nursing Fellowship program (along with Phoenix College)—and its STEM-related TRIO program.

Glendale CC: Over 500,000 students have completed associate degrees, certification programs, industry-specific training, university transfer programs, or credit classes since GCC opened in 1965. It offers over 80 career and technical education programs and 18 academic programs, ten of which are intended for university transfer. GCC deeply commits to its comprehensive mission, as evident in its strong transfer and occupational programs, non-credit and customizable training programs and partnerships with K–12, business and industry, municipalities, government agencies, and nonprofit organizations.

Phoenix College Over 30,000 students enroll in over 150 degree and certificate programs, preparing them for university transfer, career training, and advancement. Its students benefit from articulation agreements with Arizona’s three major universities, including ASU. Partnership Pathway (MAPP) options in STEM, which earn participating students an Associate in Science degree, satisfies the appropriate Arizona General Education Curriculum, meets major requirements at ASU, and guarantees admission to specific STEM bachelor’s degree programs.

ASU is nationally known as a thought leader in higher education, having earned U.S. News and World Report’s top ranking in the nation for innovation two years in a row. It emphasizes inclusion and access to world-class educational programs to a broad, diverse population and has a student population mirroring the demographics of the diverse metropolitan Phoenix community in which it is embedded.

(I) GENERATION OF KNOWLEDGE

The TRAIN project will help us better understand the efficacy of various student support structures (i.e., interventions) and how each impacts the success of academically talented, low-income students. Within this cohort, we will also explore how certain sub-populations may be impacted differently, focusing on the experiences of the low-income Hispanic students in our cohort, since most of our students will be transfers from HSIs. As discussed earlier in the proposal, many types of interventions can retain and motivate students in STEM education, but they may work differently based on the student’s ethnic, racial, gender identities and familial and educational history.

We will also examine which types of interventions will yield better returns on investment. For example, some interventions are relatively low cost, such as supplemental instruction, while others are more expensive, such as summer undergraduate research experiences. Each is likely to have different benefits in terms of number of students reached and their effectiveness. Previous work has demonstrated that interventions engaging students and supporting their learning have the potential to be successful.59 However, little is known about how to optimize these educational interventions to generate the most benefit for the least cost.


13

Research Questions

Which interventions best support our diverse transfer student population—overall and for each sub-population of students (by race, ethnicity, gender, STEM area of study, and family status)? Which interventions are most cost-effective for supporting transfer students? Is cost efficiency of program interventions different by student sub-population?Do certain combinations of interventions work together to better support students’ retention, transfer, and graduation than stand-alone activities?

Data Collection We will work with student success coordinators and data managers at each partner institution to gather information about student participation in TRAIN student support activities and student retention, transfer and graduation. These teams will ensure students complete online surveys related to student self-reported parameters of self-efficacy, science interests and attitudes, their sense of belonging and motivations, and comfort with their peer group and mentors. The generation of knowledge team (Co-PIs P. Marshall and S. Sandrin) will conduct individual and group interviews with students, faculty, and staff.

Instruments Employed We will document changes to various student metacognition factors and each student’s sense of belonging (in STEM and to their cohort) as a result of participation in TRAIN interventionsusing surveys and interviews. We will use and adapt published, validated instruments, such as the Motiva-tional Strategies and Learning Questionnaire and the Science Motivation Questionnaire II.60-62 Additionally, we will assess changes to the students’ view of intelligence, often referred to as “mindset,” which is a strong indicator of persistence with challenging course works, using Dweck’s theory of intelligence scale.63

Many students, especially low-income, first-generation students, suffer from a sense of isolation that maylead them to drop out. We will also yearly assess TRAIN students’ and a set of non-TRAIN students’ (as matched controls) feelings of belonging to determine if our program makes more students feel they fit in.64

Finally, because persistence is a key measurable outcome, we will ask students who leave the program before graduation or who graduate with a four-year degree to describe their experiences using a modified form of either the Students Leaving Engineering Survey or the Students Persisting in Engineering Survey.65

Research Design Using mixed-methods research affords us both wide and focused views of the students’ experiences. Quantitative and qualitative instruments will be used to collect information from students, faculty and staff, as outlined in Table 7. We will compare findings from our TRAIN students with control transfer student groups from ASU and MCCCD who are not in the TRAIN cohort. Analyzing quantitative data from all students and involved faculty will paint a picture of the impact of interventions on the entire student body and on certain sub-populations, such as Hispanic or female students.

We will develop a multivariate model to compare students’ support structures (i.e., interventions) with student success metrics, such as STEM retention rate, transfer rates from CCs to four-year institutions, and

Table 7 Knowledge Generation Data Collection Plan. *C = control group students and T = participating TRAIN students.

TYPE OF DATA TO COLLECT SPECIFIC METRICS AND INSTRUMENTS FREQUENCY/TIMING

Participation in TRAIN Support Structures (i.e. interventions)

Attendance/participation, extent/type of involvement, interventions used by each student (C & T)*

At each event, and annual online survey of all students, faculty & staff involved

Academic success metrics

Student GPA, transfer rate, persistence, graduation rates (C & T)*

At every semester’s end, with help from student support coordinator(s)

Student surveys Self-efficacy, view of intelligence & motivation, science identity, “sense of belonging” (C & T)*

When project involvement begins, annually thereafter, when a student transfers/graduates

Student interviews Focus group & individual (T only)*

Individually, when project involvement begins and when a student transfers/graduates. Focus groups annually at each institution.

Faculty and Staff Surveys & Interviews

Number of students mentored, mentoring type (research, advising), speaker for TRAIN events, STEM club advisor, and/or participation

Individual: Surveys and interviews at each project calendar year end. Focus groups will take place annually at each institution.


14

bachelor-degree graduation rates. We will also examine relationships between students who participate in interventions, their metacognition factors (such as self-efficacy and motivation), their sense of belonging, and how they change over time—for both the whole group and for individuals. Co-PI Mooney will work with PIs and administrators to track each intervention’s costs, then combine them with our findings concerning each intervention’s efficacy and number of students served, allowing us to identify the most cost-effective student support structures, that is, the suite of services that gives the best outcomes for the lowest cost.

To make certain we are not just providing support structures that enable students of majority groups in our cohort to succeed, we will conduct both one-on-one and group interviews with students, faculty, and staff to learn more about their involvement in TRAIN, which interventions benefited them the most, and which ones the least. We will meet with students at different stages of their experience—including post-recruitment at community college campuses (to assess the types of structures they are seeking), on transferring to ASU, and when they graduate—to analyze each student’s self-efficacy, motivation, science identity, and comfort in participating in TRAIN activities and their STEM courses.

(J) ASSESSMENT AND EVALUATION

External evaluation will be conducted by an independent fee-for-service evaluation entity, the College Research and Evaluation Services Team (CREST), who has evaluated numerous NSF, USAID, and Department of Education-funded projects for ASU. CREST evaluators are not part of the S-STEM research team and are completely independent of the project. Their reports will inform the research team where appropriate and allow us to adapt and improve the TRAIN initiative over the course of its funding.

An external evaluation auditor will also be hired to review all evaluation documents and assess TRAIN project objectives annually using feedback from academia, industry, and stakeholders. The auditor willreport any issues to CREST and the project management team.

Implementation Evaluation Evaluators will gather insights on how the program was implemented across MCCCD and ASU and what services its provides to which students in what contexts. The implementation evaluation data will help evaluators understand the context and process in which student learning and outcomes are occurring. Data managers at each site will share institutional and project data with the CREST team on request.

The evaluation team will have a bird’s-eye view of the project that allows a unique opportunity to assess the partnership overall, and to compare successes and rooms for improvement at each partnering institution. For example, each partnering institution will employ a slightly different administrative structure to provide student interventions, and yet, the goals of each institution are the same. The evaluation team will identify optimal structures that should be shared across institutions and suggest strategies to improve partner communications and program implementation. They will also examine each institution’s suite of interventions to determine if they offer all TRAIN cohort students comparable sets of interventions.

Outcome/Impact Evaluation To determine the success of the project’s key expected outcome—recruiting, retaining, and graduating low-income, academically talented students currently underrepresented in STEM fields—the evaluation team will analyze descriptive data of the baseline counts compared to annual recruitment, retention, and graduation rates for the selected campuses. Trend analysis will be used to examine key stages where students are dropping out of the program, so the project PIs can create appropriate intervention strategies for subsequent cohorts. In addition to student counts, evaluative interviews will collect student (both students who are retained and those who leave) feedback on their program experiences (highlights and challenges).


15

KEY QUESTIONS MEASURES / INDICATORS DATA COLLECTION

IMPLEMENTATION

To what extent was the program implemented as planned?To what extent does TRAIN project implementation vary by site?How does that variability impact outcomes?

Evidence that all program elements were delivered and an assessment of program delivery in relation to grant proposalAdaptions to the intervention during study implementationConsistency of implementation across settings

Implementation checklistParticipant interviews

Were participants (implementers) satisfied with the program (information, support)?

Exploration of participant program satisfaction

Participant interviewsSurvey data

Do project partners desire a continuation of the TRAIN program?

Exploration of potential for program sustainability and scale-up (enablers, barriers and recommendations).

Stakeholder interviewsSurvey data

OUTCOMES

Was the program effective at recruiting, retaining, and graduating more targeted participants in STEM? To what extent do participant outcomes vary by site?

Primary outcome measurements

Were participants satisfied with program?

Participant feedback Participant interviewsSurvey data

What were the enablers and barriers to student participation?

Participant feedbackFaculty and peer mentor feedback

Participant interviewsSurvey data

(K) DISSEMINATION

We will present our findings at key conferences, such as the National Association for Research in Science Teaching, Society for Advancement of Chicanos/Hispanics and Native Americans in Science conference, Council for the Study of Community Colleges, Community College Research Center, and the America Education Research Association. We will disseminate our findings to a wide audience in an open access journal, such as PLOS One or in the Journal of Microbiology and Biology Education, as well as more specialized journals such as the Community College Journal of Research and Practice, Journal of Applied Research in Community College, Journal of Hispanic Higher Education, Journal of Latinos and Education, and the Community College Journal. We will also create a project website that consolidates our publications, presentations, and unpublished findings to share with other institutions.

Table 8 Criteria to be used by independent evaluators to assess TRAIN’s success and allow us to adapt and improve our program and its support structures.

AR Draft

Funding



CONSENT AGENDA

ACTION ITEM



11.5 Continuing Grant



Natural sciences): A Community College-University

Consortium to Increase Community College Student

Transfer and Success

Phoenix College

Dr. Karla Fisher

Dr. Larry Johnson

Recommendation

It is recommended that the Governing Board accept $214,956 for year three of a five-year

grant awarded by the National Science Foundation to Phoenix College for “Collaborative

Research: TRAIN (Transfer to Interdisciplinary Natural Sciences): A Community College-

University Consortium to Increase Community College Transfer and Success.”

Justification












Phoenix College Project TRAIN

Salaries

Principal Investigator 10% base salary

Co-Principal Investigator 8.5% base salary

Co-Principal Investigator stipend

Student Support Coordinator Part Time

Laboratory Technician Part Time

$ 8,000

$ 5,000

$5,000

$5,000

$5,000

$ 28,000

Benefits

$ 5,356

Travel

Student travel workshops and events

$ 2,300

Other Direct Costs


Publication Costs

Consultant Services (Translational Genomics

Research Center)



High School Recruitment Budget

$ 7,000

$ 1,500

$ 1,000

$ 2,800

$ 9,000

$ 3,000

$ 24,300

Participant Support

Total participant costs for 19 participants

Scholarships, stipends

$ 141,000

$ 141,000


Total $214,956


Project Title: Transfer to Interdisciplinary Natural sciences): A Community College-University

Consortium to Increase Community College Student Transfer and Success

.

College/Location: Phoenix College.

Project Period: From: 1/1/2019 To: 12/31/2019





SUMMARY OF PROJECT








transfer.



Proposed

Number/

Percentage



awarded

23 23



23 23



100% 100%



4 6



requirements

92% 91%



barriers.)

All of our scholarship recipients thus far have chosen to participate in an optional

undergraduate research experience either on the Phoenix College campus, Arizona State

University campus, or the Translational Genomics Research Institute. Students worked with

their faculty mentor and research advisor, and spent approximately nine hours per week in the

lab to complete the project. Students had the option of enrolling in a special projects course in

biology or mathematics to receive credit for their work. All students have presented their

research in a public forum such as the Arizona Nevada Academy of Sciences and the ASU

New College Undergraduate Research Symposium.

Qualitatively, student participants feel that the program has made a significant impact, and are

excited about and engaged in the process of science. Commonly, students report becoming

excited about research and wishing to pursue an advanced degree.

AR Draft

Funding



CONSENT AGENDA

ACTION ITEM



11.6 Continuing Grant



Natural sciences): A Community College-

University Consortium to Increase Community

College Student Transfer and Success

South Mountain Community College

Dr. Karla Fisher

Dr. Shari Olson-Nikunen

Recommendation

It is recommended that the Governing Board accept $160,217 for year three of a five-year grant

awarded by the National Science Foundation to South Mountain Community College for

“Collaborative Research: TRAIN (Transfer to Interdisciplinary Natural Sciences): A Community

College-University Consortium to Increase Community College Transfer and Success.”

Justification












South Mountain Community College Project TRAIN

Salaries

Principal Investigator

Co-Principal Investigator

Student Support Coordinator Part Time

$ 10,000

$6,000

$5,000

$ 21,000

Benefits

$ 4,017

Travel

Student travel workshops and events

$ 1,150

Other Direct Costs


Publication Costs



High School Recruitment Budget

$ 5,200

$ 750

$ 1,600

$ 6,000

$ 2,000

$ 15,550

Participant Support

Total participant costs for 10 participants

$ 108,000

$ 108,000


Total $160,217


Project Title: National Science Foundation: Collaborative Research: TRAIN

(Transfer to Interdisciplinary Natural sciences): A Community College-University Consortium to

Increase Community College Student Transfer and Success

College/Location: South Mountain Community College

Project Period: From: 1/1/2019 to: 12/31/2019





SUMMARY OF PROJECT








transfer.



Proposed

Number/

Percentage



awarded

16 14



16

14



100%

100%



4

N/A

All

continuing at

SMCC



requirements

88% 86%



barriers.)

Enter highlights, accomplishments, and achievements. If there are measures or goals that are

not meeting expected progress, please describe steps being taken to address any issues or

barriers.

In addition to bonding with their peers at SMCC, students make connections and mentors at

ASU. They become clear on their degree pathways and most importantly they undertake

research and internships which gives them workplace connections and experience.

In a wider context, a collaboration between SMCC and the ASU New College has been

developed and strengthened. Pathways to Bachelor’s degrees have been clarified and

programs that were not previously sought after are now being undertaken. I expect that the

numbers of students transferring into these programs will grow as a result of this initiative.

AR Draft

Funding Source

Account Information



Item Number Item Title Responsible Agents 11.7 Approval of Intergovernmental Agreement

with Pascua Yaqui Tribe and South Mountain Community College to Provide a Career

Technical Education Program

Dr. Karla Fisher Dr. Shari Olson

Recommendation It is recommended that the Governing Board approve an intergovernmental agreement (IGA) with the Pascua Yaqui Tribe (PYT) and South Mountain Community College (SMCC) for the offering of providing the Tribe with a Career Technical Education (“CTE”) program. Justification The Pascua Yaqui Tribe is one of 23 federally recognized tribes within Arizona. Their main reservation is located in Tucson with remote land in the town of Guadalupe. South Mountain Community College has a great collaborative partnership with both the Town and the Tribe. The Pascua Yaqui Tribe is a recipient of the NACTEP (Native American Career and Technical Education Program) grant that allows participants to attend a higher education institute to complete a certificate or degree program. SMCC's CCLs (certificate of completion) and degree programs are aligned with workforce priorities within the Pascua Yaqui Tribe. This agreement benefits not only the tribe as a whole but also the individual's personal success to begin a new career. For these reasons we believe this IGA is in the best interests of SMCC and ask that it be approved.

of 8

Intergovernmental Agreement

Between

Maricopa County Community College District For


And

The Pascua Yaqui Tribe

For

Career Technical Education

________________________________________________________

This Intergovernmental Agreement (“Agreement”) is entered into by and between the Pascua

Yaqui Tribe (the “Tribe”) and Maricopa County Community College District (“MCCCD”) for

South Mountain Community College (“SMCC”) for the purposes of providing the Tribe with a

Career Technical Education (“CTE”) program. Collectively, the parties to this Agreement are

referred to as “Party” or “Parties.”

AUTHORITY

MCCCD is authorized to enter into this Agreement pursuant to A.R.S. §11-952 and A.R.S. §15-

342(13).

The Tribe is authorized to enter into this Agreement pursuant to Article VI, Section 1(a) of the

Constitution of the Pascua Yaqui Tribe.

1. PURPOSE

MCCCD agrees to offer course work in areas not yet determined, but needed by the Tribe in

order for its Native American Career Technical Education Program (“NACTEP”) participants to

complete a CTE certificate or an Associate degree. It is anticipated that a NACTEP participant’s

successful completion of course work will result in one of the following objectives:

A. an award of a certificate or an Associate degree, or

B. credit hours that can be transferred to a four-year academic institution.

The provisions of this Agreement extend only to the Tribe’s NACTEP program participants.

2. TERM

The term of this Agreement shall be from the date the last Party signs the Agreement through

December 31, 2021.

3. TERMINATION

3.1 Either Party may terminate this Agreement upon thirty (30) days written notice to

the other Party.

3.2 Upon termination of this Agreement, all equipment and materials furnished or

purchased by each Party shall be retained by or returned to that Party.

of 8

3.3 If notice to terminate is received before the end of the then-current academic

semester, the termination will become effective after the end of that semester in

order to not penalize students participating in the semester.

4. FUNDING; FINANCIAL PROVISIONS

4.1 Tuition & Costs. Tuition is $85 per credit, plus required course fees and supplies.

Governing Board rate for FY 2019-2020 per credit hour is determined based on

the number of contact hours of training for each course. TUITION IS SUBJECT

TO CHANGE, AT THE DISCRETION OF THE MCCCD GOVERNING

BOARD.

4.2 Funding. Payment for all enrolled students are contingent on NACTEP funding.

4.3 Billing. Billing will be in the form of invoicing from MCCCD at the end of each

semester. The Director of the Tribe’s Education Department, or their designee,

shall verify all invoices within fifteen (15) days of receipt. All invoices shall be

paid within thirty (30) days of receipt of invoice.

5. SERVICES PROVIDED

5.1 The scheduling of classes will be during the regular 2019-2020 academic calendar

or as otherwise agreed upon by SMCC and the Tribe.

5.2 Classes will be provided at the SMCC Guadalupe Center. If classes or labs will

not be provided at the SMCC Guadalupe Campus, SMCC will consult with the

Tribe to obtain an agreeable alternative site.

5.3 All students must meet course pre-requisites to enroll in academic credit courses

offered by SMCC or must meet the criteria for each of the credit CTE training

programs.

5.4 The courses will be taught by MCCCD faculty members, both residential and

adjunct, who are determined to be “qualified” as per the Higher Learning

Commission’s criteria for accreditation and by MCCCD. Once determined to be

“qualified,” the faculty members participating in this CTE program will be

selected by SMCC in consultation with the Tribe. The selected faculty must meet

standard MCCCD hiring requirements, including approval of the corresponding

department chair at SMCC campus for academic and technical courses and will

have a minimum of a Master’s Degree.

5.5 Support Services.

5.5.1 Educational Services offered by SMCC for the Pascua Yaqui Tribe will be

coordinated by the SMCC Vice President of Academic Affairs.

of 8

5.5.2 Support Services (i.e. class scheduling, processing instructional approval

packages, billing, etc.) will be provided through the Tribe’s Community

Education Services, and the SMCC Academic Affairs office.

5.5.3 Advertising and Promotion will be coordinated through the SMCC

Marketing Department and the Pascua Yaqui Education Department.

5.5.4 The following additional services will be provided under the supervision

of the SMCC Vice President of Academic Affairs, and the SMCC

Guadalupe Center staff.

(i) Conduct on-site admissions and registration;

(ii) Maintain appropriate, accurate individualized records for all

students taking part in the program through the Pascua Yaqui

Education Department;

(iii) Provide placement assessment and Multi Measures Inquires for

qualifying applicants.

(iv) Provide program advertisement.

6. FERPA; EDUCATIONAL RECORDS

6.1 MCCCD acknowledges that certain information about MCCCD’s students is

contained in records it maintains and that this information can be confidential by

reason of the Family and Educational Rights and Privacy Act of 1974 (20 USC

1232g) and related MCCCD policies unless valid consent is obtained from

MCCCD’s students or their legal guardians, where applicable. Both Parties agree

to protect these records in accordance with FERPA and their respective policies

pertaining to confidential information. To the extent permitted by law, nothing

contained herein shall be construed as precluding either Party from releasing such

information to the other so that each can perform its respective responsibilities.

The MCCCD shall advise the Tribe whenever any MCCCD’s students have

requested a privacy block, prohibiting release of FERPA protected information.

6.2 The Parties agree that they may create, receive from or on behalf of each other, or

have access to, records or record systems that are subject to the Family

Educational Rights and Privacy Act (“FERPA”), 20 USC 1232g (collectively, the

“FERPA Records”).

6.3 The Parties represent, warrant, and agree that they will:

6.3.1 hold FERPA Records in strict confidence and will not use or disclose FERPA

Records except as

(i) permitted or required by this Agreement,

of 8

(ii) required by law, or

(iii) otherwise authorized by the Parties in writing;

6.3.2 safeguard FERPA Records according to commercially reasonable

administrative, physical and technical standards that are no less rigorous

than the standards by which each Party protects its own confidential

information; and

6.3.3 continually monitor their operations and take any action necessary to

assure that FERPA Records are safeguarded in accordance with the terms

of this Agreement.

6.4 At the request of a Party, the other Party agrees to provide a written

summary of the procedures the Party uses to safeguard FERPA Records.

6.5 For purposes of this Agreement, both Parties shall designate each other as a

school official with a legitimate educational interest in the educational records of

participating students to the extent that access to School's records is required to

carry out the terms of this Agreement.

6.6 MCCCD or SMCC will regularly provide reports of student participation and

program completion to the Tribe, which will not be re-disclosed except in

aggregate form, and will be used solely for the purposes of program activities,

improvement, and reporting.

6.7 The attached Data Security Addendum is a part of this Agreement and is

incorporated herein by this reference.

7. CONFIDENTIALITY

7.1 If during the Term, either Party is provided with access to the other Party’s

confidential information, including personnel records, health and safety reports, or

any other documentation of a private or confidential nature (“Confidential

Information”), the Party shall handle and store such Confidential Information in a

secure manner so as to prevent that information from being intercepted by

unauthorized persons, lost, published or otherwise disseminated. Upon expiration

or termination of this Agreement, the Parties shall ensure that all Confidential

Information acquired is either (i) promptly returned to the other Party or (ii)

continued to be maintained in a confidential and secure manner until the

information is properly destroyed at the end of any applicable retention period.

7.2 The Tribe’s cultural information, whether received by SMCC as written, oral or

visual communication, is Confidential Information. SMCC agrees that no

marking or designation is needed for any such information to be Confidential

Information. SMCC shall not disclose such information or records to any third

of 8

party, during or after the Term, without the prior written consent of the Tribe

given by Resolution of the Tribal Council.

8. CONFLICT OF INTEREST

Either Party may cancel this Agreement for conflict of interest, as set forth in A.R.S. § 38-511,

the pertinent provisions of which are incorporated into this Agreement by reference to the extent

applicable to each Party.

9. OWN ACTS RESPONSIBILITY

Each Party shall be responsible for the acts and omissions of itself and its employees, directors,

officers and agents. This Agreement shall not be construed to create a contractual obligation for

either Party to indemnify the other for loss or damages from any act or omission of the other

Party or its employees, directors, officers, agents and volunteers. This Section shall not

constitute a waiver by either Party of any right to indemnification, contribution, or subrogation

which the Party may have by operation of law.

10. COMPLIANCE WITH ALL APPLICABLE LAWS

The Parties shall comply with the requirements of all applicable tribal, state and federal laws,

rules and regulations.

11. SCOPE OF RELATIONSHIP

Nothing in this Agreement will be construed as establishing a partnership, joint venture, or

similar relationship between SMCC and the Tribe, and nothing in this Agreement will be

construed to authorize either Party to act as an agent for the other.

12. EMPLOYEES

Each Party’s employees shall remain under the exclusive direction and control of their respective

employer, and no employee of each Party shall be considered an employee or joint employee of

the other party. Each Party’s employees shall not be entitled to employment benefits or any

compensation for the other Party.

13. DISPUTE RESOLUTION

It is the intent of the Parties to establish a successful working relationship, to maintain open

communications, and to cooperate fully with one another. Should a dispute arise under this

Agreement that the Parties are unable to resolve in the normal course of business, the Parties’

designated representatives are authorized to negotiate and attempt to resolve the dispute.

Nothing herein prevents either Party’s designated representative from referring the dispute to a

higher level of management within the Party for negotiation and attempted resolution.

13.1 The Parties’ respective designated representatives for the purpose of this

Agreement are as follows:

of 8

For MCCCD:

ATTN: Office of General Counsel

2411 W. 14th Street

Tempe, AZ 85281

480-731-8000

[email protected]

For the Tribe:

Name

Title

Address

Address

Telephone

Email

13.2 Either Party may give the other Party’s designated representative written notice of

a dispute not resolved in the normal course of business (“Dispute Notice”).

Within fourteen (14) days after receipt of the Dispute Notice, the receiving Party

shall submit to the other Party’s designated representative a written response

(“Response”). Both the Dispute Notice and the Response shall include, with

reasonable particularity: (i) a statement of the submitting Party's position, (ii) a

summary of facts and arguments supporting that position, and (iii) a proposed

resolution. Within thirty (30) days of delivery of the Dispute Notice, unless

agreed otherwise, the Parties’ designated representatives shall meet or confer

remotely, if an in-person meeting is not practicable, at a mutually acceptable time

and place to negotiate a mutually acceptable resolution (“Negotiation”).

Additional participants, including the Parties’ respective legal counsel, may attend

and participate in Negotiations as agreed upon by the Parties’ representatives.

13.3 All offers, agreements, and statements, whether oral or written, made in the

course of a Negotiation by either of the Parties or their agents and attorneys are

confidential, privileged, and shall be inadmissible for any purpose, including

impeachment, in arbitration or other proceedings involving the Parties, provided

that evidence that is otherwise admissible or discoverable shall not be rendered

inadmissible or non-discoverable as a result of its use in the Negotiation.

13.4 If the Parties do not resolve a dispute through Negotiation, either Party may

terminate this Agreement according to the Termination provision herein (see

Section 3 above).

14. NOTICE

All notices regarding this Agreement shall be sent via regular mail to:

of 8

The Tribe:

Robert Valencia, Chairman

Pascua Yaqui Tribe

7474 S. Camino De Oeste

Tucson, Arizona 85757

With a copy to:

Office of the Attorney General

7777 S. Camino Huivisim Bldg. C

Tucson, Arizona 85757

SMCC:

Dr. Shari L. Olson, College President


7050 S. 24th St.

Phoenix, Arizona 85042

With a copy to:

Office of General Counsel

MCCCD

2411 W. 14th St.

Tempe, AZ 85281

15. HEADINGS

The headings in this Agreement are for reference only and do not affect the interpretation of this

Agreement.

16. WAIVER

No waiver under this Agreement is effective unless it is in writing, identified as a waiver to this

Agreement, and signed via a handwritten signature or electronic signature by an authorized

representative of the Party waiving its right. No act, omission, or course of dealing between the

Parties constitutes a waiver of any right, power, or condition arising from this Agreement.

17. AMENDMENTS

This Agreement may be amended in writing by mutual agreement of the Parties and signed by

representatives of each Party who are authorized to sign contracts.

18. ENTIRE AGREEMENT

This document constitutes the entire Agreement between the Parties pertaining to the subject

matter hereof, and all prior or contemporaneous agreements and understandings, oral or written,

are hereby superseded and merged herein.

19. SOVEREIGN IMMUNITY

of 8

By entering into this Agreement, the Tribe does not waive any rights held by it under the

Constitution of the Pascua Yaqui Tribe, including but not limited to, Article XXIV – Sovereign

Immunity, nor shall this Agreement or any provision or portion hereof be deemed to be a waiver,

express or implied, of the Sovereign Immunity of the State of Arizona or MCCCD except as

specifically provided in Title 12, Chapter 7, Article 2 of the Arizona Revised Statutes.

IN WITNESS WHEREOF, the Parties have executed this Agreement on the dates indicated

below:

Robert Valencia, Chairman James H. Curtin,

Pascua Yaqui Tribe Associate General Counsel Sr.

Maricopa County Community

College District for South Mountain

Community College

Date Date

Approved as to Form:

__________________________

Laura Berglan, Attorney General

Pascua Yaqui Tribe

AR Draft

Funding Source

Account Information



Item Number Item Title Responsible Agents 11.8 Approve Intergovernmental Agreement

between the City of Phoenix and the Center for Entrepreneurial Innovation of

the Maricopa Community College District

Dr. Karla Fisher Dr. Maria Wise

Recommendation This IGA in the amount of $ 35,000 with the City of Phoenix is for the purpose of CEI facilitating a feasibility study for the adaptive reuse of vacant commercial property into a culinary support services hub for K-12 and community college education, business incubation, workforce development and training purposes. The goal of the feasibility study is to determine the market to support a commercial culinary hub and to prepare a preliminary business plan addressing the potential to convert a vacant property into a culinary incubation center. Justification The scope of work for the feasibility study to be completed under this IGA aligns with the staff and consulting resources that the Center for Entreprenerial Innovation can provide to complete this work effort. The CEI is a nationally recognized business incubation program led by 2 certified business incubation managers, Thomas Schumann and Patti DuBois, with the additional consulting support from Russ Yelton who has previously launched a food industry business incubators. The City of Phoenix is one of CEI’s original and strongest supporters and they have turned to CEI to request this assistance as they look to identify productive reuses for vacant commercial property. This feasibility study will support the City of Phoenix’s Workforce Development department with needed expertise to evaluate the merits of this proposed re-use.

Intergovernmental Agreement between the City of Phoenix and the

Center for Entrepreneurial Innovation of the Maricopa Community College District

This Intergovernmental Agreement (IGA) is entered into March 20, 2020 by and between the City of Phoenix, an Arizona municipal corporation (City) and the Center for Entrepreneurial Innovation at GateWay Community College of the Maricopa Community College District (CEI), a political subdivision of the State of Arizona, (each a “Party” and collectively the “Parties”).

RECITALS 1. The City and CEI may contract for services and enter into agreements with one

another for joint or cooperative action pursuant to Arizona Revised Statutes (A.R.S.) §11-952.

2. CEI possesses the skills and expertise necessary to provide these services in the

specified timeframe. 3. Funding for this IGA was authorized by Ordinance S-46357-49 of the City Council of

the City of Phoenix dated January 31, 2020.

NOW, THEREFORE, it is agreed by and between the parties as follows: 1. PURPOSE OF IGA

In partnership the Parties agree to enter into this IGA for the purpose of facilitating a feasibility study for the adaptive reuse of a vacant commercial property into a culinary support services hub for K-12 and community college education, business incubation, workforce development, and training purposes. The goal of the feasibility study is to determine the market to support a commercial culinary hub and to prepare a preliminary business plan addressing the potential to convert a vacant property into a culinary incubation center.

2. TERM OF IGA 2.1 This IGA shall commence on March 20, 2020 and shall terminate on October 31, 2020. 2.2 This IGA shall terminate upon the earliest occurrence of any of the following:

2.1.1. reaching the end of the term as set forth in Section 2.1; 2.1.2. completing the services set forth in the Scope of Work attached as Exhibit A

(the Services); 2.1.3. payment of the maximum compensation under Paragraph 3 of this IGA, unless

it is amended to allow additional compensation; or 2.1.4. termination pursuant to the provisions of this IGA.

3. PAYMENT 3.1 The amount to be remitted by the City to CEI for services satisfactorily performed under

this IGA shall not exceed $35,000, which will be paid according to the rate(s) specified in the Fee Schedule (Exhibit A), with no additional charges for overhead, benefits, local travel or administrative support. Payments shall be made in proportion to the Services performed and no more than ninety percent (90%) of the total price shall be paid before the work is totally completed and accepted by the City.

3.2 CEI will timely submit invoices based on the milestones outlined in Exhibit A. The

invoice shall be submitted free of mathematical errors and/or missing supporting documentation. All appropriate documentation that supports the charges reflected in the invoice must be provided. Failure of City to identify an error does not waive any of the City’s rights.

Invoices shall be emailed in .pdf format to [email protected] and must include the IGA number, invoice number and date, payment terms, and a remit to address.

4. INDEMINIFICATION 4.1 Each Party (as Indemnitor) agrees to indemnify, defend, and hold harmless the other

party (as Indemnitee) from and against any and all claims, losses, liability, costs, or expenses (including reasonable attorney’s fees) (Claims), but only to the extent that such Claims which result in vicarious/derivative liability to the Indemnitee are caused by the act, omission, negligence, misconduct, or other fault of the Indemnitor, its officers, officials, agents, employees, or volunteers.

4.2 Each Party must use its best efforts to cause all contractors (each an Additional

Indemnitor) to indemnify, defend, save and hold harmless the other Party from and against any and all Claims caused, or alleged to be caused, in whole or in part, by the negligent or willful acts or omissions of the Additional Indemnitor [and persons for whom they are vicariously liable].

5. INDEPENDENT CONTRACTOR STATUS; EMPLOYMENT DISCLAIMER 5.1 The parties agree that CEI and any subcontractor is providing the Services under this

IGA on a part-time and/or temporary basis and that the relationship created by this IGA is that of independent contractors. Neither CEI nor any of CEI’s agents, employees or helpers shall be deemed to be the employee, agent, or servant of the City. The City is only interested in the results obtained under this IGA; the manner, means and mode of completing the same are under the sole control of CEI.

5.2 This IGA is not intended to constitute, create, give rise to, or otherwise recognize a joint

venture, partnership or formal business association or organization of any kind, and the rights and obligations of the parties shall be only those expressly set forth in this IGA. The parties agree that no individual performing under this IGA on behalf of CEI will be considered a City employee, and that no rights of City Civil Service, City retirement or City personnel rules shall accrue to such individual. CEI shall have total responsibility for all salaries, wages, bonuses, retirement, withholdings, worker’s compensation, other

employee benefits, and all taxes and premiums appurtenant thereto concerning such individuals and shall save and hold harmless the City with respect thereto.

6. LEGAL WORKER REQUIREMENTS

Pursuant to A.R.S. § 41-4401, each party warrants its compliance with all federal immigration laws and regulations that relate to its employees and its compliance with A.R.S. § 23-214(A). CEI further warrants compliance of any subcontracts. A breach of warranty under paragraph A shall be deemed a material breach of the IGA and is subject to penalties up to and including termination of the IGA. The City retains the legal right to inspect the papers of the CEI or subcontractor employee(s) who work(s) on this IGA to ensure that CEI or subcontractor is complying with this warranty paragraph A.

7. CONFIDENTIALITY AND DATA SECURITY 7.1 All data, regardless of form, including originals, images and reproductions, prepared by,

obtained by, or transmitted to CEI in connection with this IGA is confidential, proprietary information owned by the City. Except as specifically provided in this IGA, CEI shall not disclose data generated in the performance of the Services to any third person without the prior written consent of the City Manager, or his/her designee.

7.2 Personal identifying information, financial account information, or restricted City

information, whether electronic format or hard copy, must be secured and protected at all times to avoid unauthorized access. At a minimum, CEI must encrypt and/or password protect electronic files. This includes data saved to laptop computers, computerized devices or removable storage devices. When personal identifying information, financial account information, or restricted City information, regardless of its format, is no longer necessary, the information must be redacted or destroyed through appropriate and secure methods that ensure the information cannot be viewed, accessed, or reconstructed.

7.3 In the event that data collected or obtained by CEI in connection with this IGA is believed

to have been compromised, CEI shall notify the City’s Privacy Officer immediately. CEI agrees to reimburse the City for any costs incurred by the City to investigate potential breaches of this data and, where applicable, the cost of notifying individuals who may be impacted by the breach.

7.4 CEI agrees that the requirements of this Section shall be incorporated into all

subcontractor/subconsultant agreements entered into by the CEI. It is further agreed that a violation of this Section shall be deemed to cause irreparable harm that justifies injunctive relief in court. A violation of this Section may result in immediate termination of this IGA without notice.

7.5 The obligations of CEI under this Section shall survive the termination of this IGA. 8. CONTACTS WITH THIRD PARTIES

CEI or its subcontractors shall not contact third parties to provide any information in connection to the Services provided under this IGA without the prior written consent of the

City. Should CEI or its subcontractors be contacted by any person requesting information or requiring testimony relative to the Services provided under this IGA or any other prior or existing agreement with the City, CEI or its subcontractors shall promptly inform the City giving the particulars of the information sought and shall not disclose such information or give such testimony without the written consent of the City or court order. The obligations of CEI and its subcontractors under this Section shall survive the termination of this IGA. CEI agrees that the requirements of this Section shall be incorporated into all subcontractor agreements entered into by CEI. A violation of this Section may result in immediate termination of this IGA without notice. 9. NON-DISCRIMINATION CEI and its subcontractor shall comply with all applicable federal and state laws, rules, regulations, and executive orders governing equal employment opportunity, immigration and nondiscrimination. 10. AUDIT/RECORDS The City reserves the right, at reasonable times, to audit CEI’s books and records relative to the performance of service under this IGA. All records pertaining to this IGA shall be kept on a generally accepted accounting basis for a period of three (3) years following termination of the IGA. 11. COMPLIANCE WITH LAWS CEI shall comply with all existing and subsequently enacted federal, state and local laws, ordinances, codes, and regulations that are, or become applicable to this IGA. 12. AMENDMENTS No waiver, amendment, or modification of this IGA will be valid or binding unless written and signed by both parties. It is specifically understood and agreed that no claim for extra work done or materials furnished by CEI will be allowed except as provided herein, nor shall CEI do any work or furnish any materials not covered by this IGA unless first authorized in writing. 13. NOTICES Any notice, consent or other communication (“Notice”) required or permitted under this IGA shall be in writing and either: (1) delivered in person; (2) sent via e-mail, return receipt requested; or (3) deposited in the United States mail, postage prepaid.

If to CEI: If to City: Thomas Schumann Karla Scott Executive Director Project Manager Center for Entrepreneurial Innovation City of Phoenix 275 N. GateWay Drive 200 W. Washington Street, 20th Floor Phoenix, AZ 85034 Phoenix, AZ 85003 Telephone: 602-286-8950 Telephone: 602-534-7511 Email: [email protected] Email: [email protected]

Notice shall be deemed received: (1) at the time it is personally served; (2) on the day it is sent via e-mail; or (3) five business days after the Notice is deposited in the United States mail as above provided. Any time period stated in a Notice will be computed from the time the Notice is deemed received. 14. INTEGRATION This IGA constitutes and embodies the full and complete understanding and agreement of the parties hereto and supersedes all prior understandings, agreements, discussions, proposals, bids, negotiations, communications, and correspondence, whether oral or written. No representation, promise, inducement or statement of intention has been made by any party hereto which is not embodied in this IGA, and no party hereto shall be bound by or liable for any statement of intention not so set forth. 15. GOVERNING LAW; FORUM; VENUE This IGA is executed and delivered in the State of Arizona, and the substantive laws of the State of Arizona (without reference to choice of law principles) shall govern their interpretation and enforcement. Any action brought to interpret or enforce any provision of this IGA that cannot be administratively resolved, or otherwise related to or arising from this IGA, shall be commenced and maintained in the state or federal courts of the State of Arizona, Maricopa County, and each of the parties, to the extent permitted by law, consents to jurisdiction and venue in such courts for such purposes. 16. TERMINATION OR SUSPENSION OF SERVICES 16.1. City’s Right to Terminate: The City reserves the right to terminate this IGA without

cause, or to abandon the Services, or any part of the Services not then completed, by notifying CEI in writing. Immediately upon receiving a written notice to terminate or suspend Services, CEI shall:

16.1.1. Discontinue advancing the work in progress, or such part that is described in

the notice. 16.1.2. Deliver to the City all collected raw data, draft reports, preliminary reports,

working papers, estimates and forecasts entirely or partially completed, together with all unused materials supplied by the City.

16.1.3. Appraise the work it has completed and submit its appraisal to the City for evaluation.

16.1.4. Be paid in full the pro rata value for services performed to the date of its receipt of the Notice of Termination, including reimbursement for all reasonable costs

and expenses incurred by CEI in terminating the work, including demobilization of field service. No payment shall be made for loss of anticipated profits or unperformed services.

16.2. Final Payment: The City shall make final payment for all Services performed and

accepted within sixty (60) days after CEI has delivered to the City any final progress reports, documentation, materials and evidence of costs and disbursement as required under this IGA. Any use by the City of preliminary reports, raw data or other incomplete material returned by CEI shall be at the City’s sole risk for such use.

17. FORCE MAJEURE CEI shall not be responsible or liable for, or deemed in breach hereof because of any delay in the performance of its obligations hereunder to the extent caused by circumstances beyond its control, without its fault or negligence, and that could not have been prevented by the exercise of due diligence, including but not limited to fires, natural disasters, riots, wars, unavoidable and unforeseeable site conditions, failure of the City to provide data within the City’s possession or to make necessary decisions or provide necessary comments in connection with any required reports prepared by CEI in connection with the Services and the unforeseeable inability to obtain necessary site access, authorization, permits, licenses, certifications and approvals (such causes hereafter referred to as “Force Majeure”).

18. CONFLICTS OF INTEREST This IGA is subject to and the Parties are legally bound by the requirements of A.R.S. §38-511 et seq.

19. THIRD PARTY BENEFICIARY CLAUSE The parties expressly agree this IGA is not intended by any of its provisions to create any right of the public or any member thereof as a third-party beneficiary nor to authorize anyone not a party to this IGA to maintain a suit for personal injuries or property damage pursuant to the terms or provisions of this IGA.

Remainder of this page is intended to be blank.

IN WITNESS WHEREOF, the parties herein have caused this IGA to be executed. Center for Entrepreneurial Innovation of the Maricopa Community College District

FOR AND ON BEHALF OF THE CITY OF PHOENIX, a municipal corporation Ed Zuercher, City Manager

_________________________ __________

SIGNATURE SIGNATURE DATE Christine Mackay NAME TYPED NAME Community & Economic Development Director TITLE TITLE

APPROVED AS TO FORM

Acting City Attorney TITLE

ATTEST:

CITY CLERK

Exhibit A SCOPE OF WORK AND FEE SCHEDULE

CEI will provide the following services, as directed by City staff. Specifically, CEI will conduct a feasibility study and prepare a preliminary business plan addressing the potential to adaptively reuse the vacant property located at 2526 W. Northern Avenue, Phoenix, AZ 85051 (former K-mart building), or other mutually agreed upon locations, into a food innovation center. CEI may use subconsultants to complete these services. Additional related services may be added to this IGA upon mutual agreement of the City and CEI. A. Feasibility Study Services

CEI will: 1. Create project vision and identify program design options and anticipated costs

a. Interview key stakeholders including, but not limited to, Municipal and community leadership; Building owners and potential developers; Operators of kitchen and food processing businesses; Neighboring K-12 and career education providers; and Neighborhood Town Hall meetings open to the public.

b. Research possible uses of the building that include food kitchens, incubators, education, small business, commercial, and other adaptive reuses that provide benefits to the community while exploring floor plan designs to maximize usage of the space.

c. Research other culinary incubators across the country to identify concepts and best practices.

d. Identify anticipated costs for adapting the building to new use and ongoing operations.

2. Funding strategies and resources

a. Identify possible funding sources to develop a food incubator hub and other education uses.

b. Identify ongoing resources to ensure the development of a long-term self-sustaining program.

3. Potential collaborators for programming and occupancy

a. Identify and interview collaborators for commercial and educational programming and occupancy, and describe how multiple programming uses of the facility would work cohesively and function together in the facility.

4. Facility ownership and management options

a. Review and suggest various facility ownership strategies as well as structural, programmatic (including a food incubator) and management options, and identify potential public- and private-sector candidates to fulfill those roles.

5. Preliminary business plan a. Develop a preliminary business plan for future management and sustainability

of the facility.

B. Feasibility Study Deliverables Timeline

CEI will deliver a Draft Feasibility Study with the elements identified in Section A within 90 calendar days of this IGA’s execution. Within 14 calendar days of receiving the Draft Feasibility Study, the City will review it and provide input to CEI. CEI will deliver the Final Feasibility Study within 14 calendar days of receiving the City’s input. Any changes to this timeline must be approved by the City in writing in advance.

C. Periodic Meetings with City Staff and Reporting Requirements

1. Meetings with City Staff a. CEI, and any applicable subconsultants, will meet with the City’s staff every

other week, starting with a project kick-off meeting. These meetings will be in-person or via teleconference at the City’s discretion.

2. Reporting Requirements b. Weekly Status Report

i. CEI will provide weekly status reports to [email protected] to ensure all deliverables are completed timely.

ii. Consultant will provide the Final Report as follows: 8 hard copies, an electronic copy in a native format approved by the City, and an electronic copy in .pdf format.

D. Payment Milestones

Upon the City’s acceptance of the Draft Feasibility Study, CEI will invoice the City for $17,500 and upon the City’s acceptance of the Final Feasibility Study, CEI will invoice the City for the remaining $17,500.

AR Draft

Funding

Source U.S. Small Business Administration Account Information Current Restricted



Item Number Item Title Responsible Agents 11.9 Approve U.S. Small Business

Administration Award for Arizona Small Business Development Center Network

Dr. Karla Fisher

Recommendation It is recommended that the Governing Board approve acceptance of a FY 2019 Final Funding Increase Award in the amount of $2,511,146 from the U.S. Small Business Administration to the Maricopa County Community College District for the America’s Small Business Development Center Arizona Network. This includes a $69,231 increase in Federal Funding. The extended period of performance is January 1, 2019 – December 31, 2020.

Justification Maricopa County Community College District acts as the “managing partner” for the America’s Small Business Development Center Arizona Network (The Network). The other partners are nine of Arizona’s community college districts. The Network provides business counseling, training, information resources and referral services to small business owners, prospective owners and students. The Network delivers these services through ten SBDC Service Centers, one of which is located within Maricopa Community Colleges, as well as through a number of satellite and “circuit rider” sites throughout the State of Arizona.

America’s SBDC Arizona Network partners with the colleges in serving students in a number of ways including:

● Providing an overview of SBDC services at the beginning of each semester for the entrepreneurial and small business classes.

● Providing one-on-one counseling to students who want to start or grow businesses. ● Supporting student and community incubators such as: Center for Entrepreneurial Innovation (CEI)

at Gateway Community College, the Community Entrepreneurship Education Center at South Mountain Community College and the Entrepreneurship Education Center at Paradise Valley Community College.

● Presenting workshops in conjunction with the colleges. ● Conducting workshops and classes for student participation regarding starting and/or growing a

business and other vital business topics. The program’s focus is on stimulating economic development in the communities served by the Network by helping small businesses grow, sustain and remain competitive. During 2019, it is anticipated the Network will offer one-on-one counseling and/or training to over 4,000 small business owners.

This represents a continuation of the cooperative agreement reached between the SBA and Maricopa County Community Colleges at the beginning of 1993. The contract allocates $740,772 to the Network Lead Center Office, which is a part of Maricopa Community Colleges, $668,465 to the Maricopa Community Colleges SBDC Center (one of the SBDC Centers) and $1,101,909 to the other SBDC Centers in the State of Arizona.

Arizona Small Business Development Center Network January 1, 2019 –December 31, 2020

Summary Budget of SBA Funds

Salaries Directors (13) Consultants/Advisors (20FTE) Maketing/MIS/Coordinators/Support Staff (12)

$583,281 $668,322 $459,663

$1,711,266

Benefits Fringe Full-Time Staff Part-Time Staff

$382,175 $63,898

$ 446,073

Equipment

$23,800 $23,800

Travel In-State Travel Out-of-State Travel

$45,251 $89,506

$134,757

Materials and Supplies $23,518 $23,518

Contracts

$4,800 $4,800

Consultants

$31,151 $ 31,151

Other $135,781 $135,781

Total $2,511,146

AR Draft

Funding

Source U.S. Small Business Administration Account Information Current Restricted



Item Number Item Title Responsible Agents 11.10

Approve U.S. Small Business Administration Award for Arizona Small Business

Development Center Network

Dr. Karla Fisher

Recommendation It is recommended that the Governing Board approve acceptance of a FY 2020 Final Funding Increase Award in the amount of $2,588,811 from the U.S. Small Business Administration to the Maricopa County Community College District for the America’s Small Business Development Center Arizona Network. This includes a $660,147 increase in Federal Funding. The extended period of performance is January 1, 2020 – December 31, 2021.

Justification Maricopa County Community College District acts as the “managing partner” for the America’s Small Business Development Center Arizona Network (The Network). The other partners are nine of Arizona’s community college districts. The Network provides business counseling, training, information resources and referral services to small business owners, prospective owners and students. The Network delivers these services through ten SBDC Service Centers, one of which is located within Maricopa Community Colleges, as well as through a number of satellite and “circuit rider” sites throughout the State of Arizona.

America’s SBDC Arizona Network partners with the colleges in serving students in a number of ways including:

● Providing an overview of SBDC services at the beginning of each semester for the entrepreneurial and small business classes.

● Providing one-on-one counseling to students who want to start or grow businesses. ● Supporting student and community incubators such as: Center for Entrepreneurial Innovation (CEI)

at Gateway Community College, the Community Entrepreneurship Education Center at South Mountain Community College and the Entrepreneurship Education Center at Paradise Valley Community College.

● Presenting workshops in conjunction with the colleges. ● Conducting workshops and classes for student participation regarding starting and/or growing a

business and other vital business topics. The program’s focus is on stimulating economic development in the communities served by the Network by helping small businesses grow, sustain and remain competitive. During 2020, it is anticipated the Network will offer one-on-one counseling and/or training to over 4,000 small business owners.

This represents a continuation of the cooperative agreement reached between the SBA and Maricopa County Community Colleges at the beginning of 1993. The contract allocates $867,819 to the Network Lead Center Office, which is a part of Maricopa Community Colleges, $668,465 to the Maricopa Community Colleges SBDC Center (one of the SBDC Centers) and $1,052,527 to the other SBDC Centers in the State of Arizona.

Arizona Small Business Development Center Network January 1, 2020 –December 31, 2020

Summary Budget of SBA Funds

Salaries Directors (13) Consultants/Advisors (19FTE) Maketing/MIS/Coordinators/Support Staff (12)

$604,210 $514,851 $588,055

$1,707,116

Benefits Fringe Full-Time Staff Part-Time Staff

$498,289 $64,669

$ 562,958

Equipment

$11,400 $11,400

Travel In-State Travel Out-of-State Travel

$29,190 $59,720

$88,910

Materials and Supplies $21,095 $21,095

Consultants and Contracts

$55,370 $ 55,370

Other $141,962 $141,962

Total $2,588,811

U.S. Small Business AdministrationNOTICE OF AWARD

1. AUTHORIZATION 2. Grant/Cooperative Agreement No.(Legislation/Regulation)

3. RECIPIENT: (Name, Organizational Unit, Address)4. PROJECT PERIOD

5. BUDGET PERIOD

(Mo./Day/Yr.)

(Mo./Day/Yr.)

From Through

From Through

6. FEDERAL CATALOG NO. 7. ADMINISTRATIVE CODES

(Mo./Day/Yr.)

(Mo./Day/Yr.)

9. AWARD AMOUNTAmount of SBA Financial Assistance

8. TITLE OF PROJECT/PROGRAM (limit to 53 spaces)

(Program or Center Director,10. DIRECTOR OF PROJECTCoordinator or Principal Investigator)

NAME

Last First Initial

ADDRESS:

11. RECOMMENDED FUTURE SUPPORT (Subject to the availability of

funds and satisfactory progress of the project)

BUDGET

YEAR

TOTAL

DIRECT COST DIRECT COST

TOTAL

YEAR

BUDGET

a. b.

12. Approved Budge (Excludes SBA Direct Assistance) (Other Terms & Conditions Attached)13. Remarks Yes No

SBA Funds

Only

Total project costs including all other financial

participation.

23. RECIPIENT OFFICIAL

Federal Non-Federal

Share Share

a. Personal Service_ _ _ _ _ _ _

b. Fringe Benefits_ _ _ _ _ _ _ _

d. Travel_ _ _ _ _ _ _ _ _ _ _ _

_ _

c. Consultants_ _ _ _ _ _ _ _ _

_

h. Other_ _ _ _ _ _ _ _ _ _ _ _ _

_

g. Contractual_ _ _ _ _ _ _ _ _ _

f. Supplies_ _ _ _ _ _ _ _ _ _ _

_

e. Equipment_ _ _ _ _ _ _ _ _ _

_ _

i. TOTAL DIRECT COSTS_ _ _ _ _ _


Attn: KARLA FISHER

2411 WEST 14TH STREET

TEMPE AZ 85281-6941

j. Indirect cost_ _ _ _ _ _ _ _

_(Rate). % of S & W/TADC

k. OTHER APPL. COSTS_ _ _ _ _ _

_

l. TOTAL APPROVED BUDGET

15. THIS AWARD IS SUBJECT TO THE TERMS AND CONDITIONS ON THE REVERSE SIDE

16. CRS - EIN

19a. CITY CODE

BUDGET CODE

20a.

21. AGENCY OFFICIAL

14. THIS AWARD IS SUBJECT TO THE FOLLOWING COST PRINCIPLES

AND OMB UNIFORM ADMINISTRATIVE REQUIREMENTS :

2 CFR Part 220 - Cost Principles for Educational Institutions

2 CFR Part 225 - Cost Principles for State and Local Governments

2 CFR Part 230 - Cost Principles for Non-Profit Organizations

FAR Subpart 31.2 - Principles for Determining Cost Applicable to

Awards with For-Profit Organizations

13 C.F.R. Part 143 - Uniform Administrative Requirements for Grants

and Cooperative Agreements to State and Local Governments

2 CFR Part 215 - Uniform Administrative Requirements for Grants and

Agreements with Institutions of Higher Education, Hospitals and other

Non-Profit Organizations.

OMB Circular - A - 133 - Audits of States, Local Governments, and

other Non-Profit Orgs.

17. COUNTY NAME 18. CONGRESSIONAL

b. COUNTY CODE c. STATE CODE d. PROGRAM CODE

DISTRICT NO.

DOCUMENT NO. AMT. ACTION FIN. ASST. TYPE OF ORGANIZATION

b. c. d.

22. DATE ISSUED (Mo./Day/Yr.)

24. DATE (Mo./Day/Yr.)

(Signature, Name and Title)

(Signature, Name and Title)

*Must meet all matching or cost participation

requirements subject to adjustment in accordance with

SBA FORM 1222 (6-07) Previous editions obsolete

15 USC 648; 31 USC 6305; 13 CFR Part 130

01/01/2020 12/31/2021

01/01/2020 12/31/2021

0603001EZ0036

SMALL BUSINESS DEVELOPMENT CENTERS $2,588,811.00

WASHINGTON JANICE

2411 WEST 14TH STREET, SUITE A115

TEMPE, AZ 85281-6942 $0.00 $0.00

1,707,116.00

562,958.00

55,370.00

88,910.00

11,400.00

21,095.00

0.00

141,962.00

$2,588,811.00

0.00

$2,588,811.00

1,071,267.00

462,177.00

1,000.00

25,267.00

2,000.00

1,075.00

0.00

106,673.00

$1,669,459.00

CY 2020 AWARD, SEE SUBPARTS A - F OF 2 C.F.R. §

§200.0-200.521, THIS PART SUPERSEDES BLOCK 14.

59.037

SBAHQ20B0074

86-0185552 Maricopa

73000 013 04 7007

2020.010400DB.603001.2025 SBAHQ20B0074 2,588,811.00 HIGHER EDUCATION

0.00 1,313,048.00

0.00

$2,982,507.00

X

X

X

X

09

X

03/27/2020Shaun D. Minick

OMB Approval No.: 3245-0140

Expiration Date: 6/30/2009

THIS AWARD IS SUBJECT TO THE TERMS AND CONDITIONS INCORPORATED EITHER DIRECTLY OR

BY REFERENCE IN THE FOLLOWING.

A. The program legislation and / or regulation cited in block 1.

B. This award notice including terms and conditions, if any, noted under block 13, Remarks.

C. SBA Federal Assistance Regulations or Manual issuances in effect at the beginning date of

the budget period.

D. The applicable program announcement, if any.

E. SBA Policy Guidelines in effect as of the beginning date of the budget period .

F. SBA Administrative Regulations / Guidelines in effect as of the beginning date of the budget

period.

In the event that there are any conflicting or otherwise inconsistent policies applicable to this award, the above

order of precedence shall prevail. Acceptance of ALL terms and conditions is acknowledged by the Recipient ’s

Signature in block 23.

SBA FORM 1222 (6-07) Previous editions obsolete


6 3Page of

AMOUNT

(F)

UNIT PRICE

(E)

UNIT

(D)

QUANTITY

(C)

ITEM OR SERVICE (Include Specifications and Special Instructions)

(B)

ITEM NO.

(A)

ESTIMATED COST

DUNS Number: 074491515

Payment:

Small Business Administration

Ofc. of Small Bus. Development Ctrs

6th Floor

409 3rd St., S.W.

[email protected]

Washington DC 20416

Accounting Info:

2020.010400DB.603001.20251.4110.610001.0000000

Period of Performance: 01/01/2020 to 12/31/2021

0001 MARICOPA COUNTY COMMUNITY COLLEGE DISTRICT 2,588,811.00

Obligated Amount: $2,588,811.00

The total amount of award: $2,588,811.00. The

obligation for this award is $2,588,811.00.


6 4Page of

AMOUNT

(F)

UNIT PRICE

(E)

UNIT

(D)

QUANTITY

(C)


(B)

ITEM NO.

(A)

ESTIMATED COST


6 5Page of

AMOUNT

(F)

UNIT PRICE

(E)

UNIT

(D)

QUANTITY

(C)


(B)

ITEM NO.

(A)

ESTIMATED COST

AR Draft

Funding: Source Department of Defense

Account Information Current Restricted



Item Number Item Title Responsible Agents 11.11 Approve New Grant Award

Arizona Small Business Development Center Network-Procurement Technical

Assistance Center

Dr. Karla Fisher

Recommendation It is recommended that the Governing Board approve acceptance of a negotiated contract for $413,793 from the U.S. Department Defense Logistics Agency, Office of Small Business Programs, to the Maricopa Community Colleges. The contract was awarded for the Arizona Small Business Development Center Network to operate the Arizona Procurement Technical Assistance Center for the period of September 1, 2019 – August 31, 2020. Justification Maricopa Community College, the “managing partner” in the Arizona Small Business Development Center Network (AZSBDC), has been awarded the contract to operate the Arizona Procurement Technical Assistance Center (AZPTAC). The AZSBDC Network provides business counseling, training, and information resources to current and prospective small business owners. The AZPTAC services are offered in parallel with those of the AZSBDC Network, which significantly enhance programs and services offered to entrepreneurs and small businesses. The Network’s statewide SBDC infrastructure and partnerships have provided a strong base for the collaborating and leveraging of these additional resources to benefit small businesses. For the contract year that will end August 31, 2019, the AZPTAC worked with 304 new businesses and 28 of those businesses were women owned. Two hundred and ninety eight small, disadvantaged, and 66 veteran owned businesses were also assisted and AZPTAC clients were awarded 988 contracts for more than $119M in prime and subprime contracts. Since 2012, the AZPTAC has 1272 active businesses with more than 2000 business that are in the client database. Through the AZPTAC, the AZSBDC Network will be able to provide specialized and professional technical assistance to individuals and businesses that are seeking to pursue and successfully perform contracting and subcontracting opportunities with the Department of Defense, other federal agencies, and/or state and local governments. This specialized and professional assistance will include targeted outreach and counseling services to small businesses, particularly those that are veteran owned and/or otherwise underserved.


Salaries Position Title Full-time: 1 – Program Manager 3 – Procurement Specialist 1 – Program Assistant Position Title Part time: 3 – Procurement Specialist

282,541.00

97,458.00

379,999.00

Benefits Position Title Full-time: 1 – Program Manager 3 – Procurement Specialist 1 – Program Assistant Position Title Part time: 3 – Procurement Specialist

71,220.00

9,974.00

81,194.00

Equipment • Five Verizon “Hot Spots” mobile

internet access

1,060.00

Travel • In State Travel - $15,310.00 • Out of State Travel - $12,500.00 • Includes hotel accommodations,

mileage, per diem and conference registration

27,810.00

Materials and Supplies • Databases that include client

management, bid matching, $8500.00

• Database that aggregates purchase orders, data from local, state, and federal government agencies to provide searching, reporting, and analysis capabilities. $7500

• Database to provide training and webinars for staff and clients $8200

27,415.00

• Office supplies, periodicals, subscriptions and email campaign support, web hosting and printing/mailing $3,215.00

Participant Support (N/A)

Consultants and Contracts Contractual costs for support staff of

• State SBDC Network office that includes State Director leadership and management in support of DoD/DLA government relations and negotiations

• Information Technology • Marketing • Reporting/Administrative support.

25,460.00

Indirect Costs 190,000.00

Total 732,938.00

AR Draft

Funding Source

Account Information DSTWD/55320/DISTWIDE/110/802575/STUDENT SVCS



Item Number Item Title Responsible Agents 12.1 Approve Renewal of

MCCCD’s Student Insurance FY2021 Dr. James Moore

Recommendation It is recommended that the Governing Board approve the renewal of our student insurance policies per the attached schedule for FY 2020-21 – effective August 1, 2020 through July 31, 2021 to Mutual of Omaha (Accident) and Mutual of Omaha (Catastrophic) and effective August 11, 2020 through August 10, 2021 to Wellfleet Insurance Company, formerly Commercial Casualty Insurance (International). These policies are renewed annually. Justification The District has contracted with Relation Insurance Services to provide brokerage services for our student insurance program that covers all enrolled students on a secondary coverage basis for athletic injuries and student accidents, special accident coverage for student travel, student catastrophic accidents, intercollegiate catastrophic accidents, and international students. The District pays for these coverages except for international student insurance.

Accident/Tripster

This plan covers all enrolled students on a secondary coverage basis for athletic injuries and student accidents. Mutual of Omaha, the incumbent carrier, is proposing a 19% increase to the cost of the Accident/Tripster plan, resulting in a new annual premium of $751,771. This is due to the 18-19 claims being much higher than projected at last year’s renewal and the 19-20 claims trending on the higher end... Mutual of Omaha’s proposed premium factors in anticipated medical trend increases based on the Consumer Price Index (CPI). Having Mutual of Omaha as the carrier for both the Accident/Tripster and Student/ICS Catastrophic plans makes the transition from Accident to Catastrophic claims payments seamless.

Student/ICS Catastrophic This plan provides excess coverage over the Accident/Tripster maximum for all enrolled students for athletic injuries and student accidents. Mutual of Omaha is proposing no change to the cost of the Student/ICS Catastrophic plan, keeping the annual premium of $97,601. Mutual of Omaha remains the only carrier that will quote this coverage.

International SHIP Wellfleet Insurance Company, formerly Commercial Casualty Insurance (incumbent), is proposing a 3% increase to the cost of the International plan, resulting in a new annual premium of $1,379 based on anticipated medical trend increases per the Consumer Price Index (CPI) utilization history, enrollment participation. The plan includes an option of coverage for spouse and dependents at the same rate the student pays. Attached is a comparison of premiums for these coverages between FY 2019-20 and FY 2020-21.

Maricopa County Community College District Student Insurance

FY 2019-20 and FY 2020-21 Premium Comparisons

2019-2020 Premiums

2020-2021 Premiums

Recommended

Student Athletic/Accident/Travel

Carrier – Mutual of Omaha

$629,474

$751,771

Catastrophic

Carrier – Mutual of Omaha

$97,601

$97,601

International Student

(premium paid by student) Carrier – Commercial

Casualty Insurance

$1,338 (per student)

$1,379 (per student)

AR Draft

Funding Source Districtwide Annual Roofing Maintenance xfr’d to

Account Information

GCC02 – 57275 – GCMAINCA - 711- 801985 - OP/PLNTMNT 20.1417 - ADMIN/BLDG/ROOF - ROOF



Item Number Item Title Responsible Agents 12.2 Job Order Contracting Purchase Order

for Administration Building Roofing Replacement at

Glendale Community College

Dr. James Moore Dr. Teresa Leyba-Ruiz

Recommendation We recommend that the Governing Board approve a Job Order Contracting (JOC) Purchase Order in the amount of Three Hundred Fifty Thousand Fifty and 69/100ths Dollars ($350,050.69) to

S.D. Crane Builders, Inc.

to replace the roof of the Administration Building at Glendale Community College. Justification The Capital Development Advisory Council reviewed this item at its May 19, 2020 meeting and recommended that it be submitted for Governing Board action. District Facilities Planning and Development (FP&D) and Glendale Community College (GCC) request approval of a purchase order for roof replacement and repairs at the existing Administration Building. The scope of work includes removal of the original R-Mer-Lite metal and single-ply roofing systems, and replacement with the District's standard Spray Foam system, as well as related repairs to the adjacent stucco walls, mechanical curbing and metal flashings, and the roof drainage system. The building has had a number of roof leaks over the years which can no longer be solved on a piecemeal basis. GCC and FP&D have explored both repair and replacement options with WRECorp, the District’s roofing consultant, and due to age and condition of the roof have determined replacement is the best option. SD Crane Builders, Inc. has submitted a cost proposal of $350,050.69 for this work under their existing Roofing JOC Agreement with the Maricopa County Community College District (#3424-2-03). The anticipated completion of repair work is August 2020. The Total Project Budget of $375,000 will be provided from Plant Funds, from the Annual Districtwide Roofing Maintenance program.

AR Draft



Item Number Item Title Responsible Agents 12.3 Conceptual Approval for Remodeling

in the TC50 Building at Mesa Community College

Dr. James Moore Dr. Lori M. Berquam

Recommendation We recommend the Governing Board provide Conceptual Approval to remodel approximately 4,300 sq. ft. in the TC50 Building at Mesa Community College to provide a state-of-the-art lab and lecture space for the Advanced Industrial Technology (AIT) program. The Total Project Budget for this work is $1,250,000. Justification The Capital Development Advisory Council reviewed this item at its May 19, 2020 meeting and recommended that it be submitted for Governing Board action. This project proposes the remodel of approximately 4,300 sq. ft. of existing space with the TC50 Building, to convert five classrooms into a single, combined, lab and lecture space. This work is part of Maricopa Community College District commitment made to workforce development for the Manufacturing Corridor of employers from Tucson to Phoenix, along with Pima Community College and Central Arizona College. The project will provide the necessary space to upgrade MCC’s AIT program, as well as address space needs of other Career and Technical Education (CTE) programs at the college, displaced by the remodeled classroom/lab space. The estimated construction completion date is June 2021. The Total Project Budget of $1,250,000 will be provided from Prop 301.

Funding Source Prop 301

Account Information 321 - 802345 - ACAD_SPPT…Proj # 1244

AR Draft



CONCEPTUAL PHASE APPROVAL FOR COLLEGE FACILITY DEVELOPMENT AND FINANCING

DATE: 4/2/20 PROJECT MANAGER: Steve Azevedo COLLEGE: MCC LOCATION, if not main campus: PROJECT: AIT TC50 Remodel FP&D CONTACT: Gary Eberhard PROJECT #: CM-1244 FUNDING SOURCE(S): Prop 301

I. Action Request Summary

Mesa Community College requests Conceptual Phase Approval to remodel approximately 4,300 square feet (sf) within its TC 50 building to provide a state-of-the-art lab and lecture space for the Advanced Industrial Technology (AIT) program. This work will convert five classrooms into a single, combined, lab and lecture space. This project will provide the necessary space needed to upgrade the program, as well as address space needs of other CTE programs displaced by the remodeled classroom/lab space. This work is part of Maricopa Community College District commitment made to workforce development for the Manufacturing Corridor of employers from Tucson to Phoenix, along with along with Pima Community College and Central Arizona College.

I. Supporting District and College Mission, Goals and Strategic Plans

Supporting the District Mission: University Transfer Education General Education Developmental Education Workforce Development Student Development Services Continuing Education Community Education Civic Responsibility Global Engagement

Supporting the District and Board Outcomes:

University Transfer Education and General Education Workforce and Economic Development Developmental Education Community Development and Civic and Global Engagement

II. Previous Board Action on this Project None. This is the initial request for Governing Board action to remodel space within the TC50 building.

AR Draft Governing Board Agenda Meeting Date: May 26, 2020


III. Policy Requirement

Administrative Regulation 1.14 Capital Development Projects 1.14.1 The Capital Development Advisory Council is designated by the District’s Governing Board to

review and approve Capital Development Projects and to approve guidelines for the administration and management of Capital Development projects in the Maricopa Community College District.

1.14.2 CDAC is responsible for the initial review and approval of the following, which are then forwarded

to the Governing Board for final approval: A. Conceptual Approval of Capital Development Projects with a budget greater than

$500,000.

IV. Project Scope/Description/Justification

This project will convert five individual classrooms into one single lab and two lecture spaces. New, installed and portable manufacturing equipment will enhance the student’s experience. Scope of work includes new framing, flooring, paint, and multiple electrical circuits in floor boxes; modifications to HVAC, including ventilation for fumes; modification to the fire suppressing system; windows (fire rated where needed) for line of sight viewing. Lecture areas will include technology benches, and new audio video equipment will be provided that includes a proprietary data system for the new equipment this is not connected to MCC’s network. MCC anticipates this program will be visited and viewed by major manufacturing corporations located in the valley (Boeing, Honeywell, Nichols Precision, Modern Industries, Vitron, TRW and others). Displaced programs currently housed in this space will be relocated to other areas of the TC50 building, which will include a moderate classroom refresh from remaining project funds.

V. Describe Any Alternatives That Were Considered In Lieu of New Construction or Significant Remodeling

No alternative was possible without significant remodeling. The existing program was spread out in multiple classrooms that were outdated, and not practical for proper instruction and lab work.

VI. Recommended Project Delivery Method and Process

The AIT TC50 remodel will be constructed using a Job Order Contractor to be determined. Design services will be obtained through the District’s on-call annual services consultants, for this project that will be Fucello Architects.

AR Draft Governing Board Agenda Meeting Date: May 26, 2020


VII. Estimated Project Schedule

Select Consultant and Contractor June - July 2020 Design & Construction Documents (3 mos.) July - Sept 2020 Bidding/JOC Pricing Sept - Oct 2020 Gov Bd approval/award Nov 2020 Construction (6 mos.) Dec 2020 - May 2021 Probable Occupancy June 2021

VIII. ESTIMATED TOTAL PROJECT BUDGET

Consultants $45,000 Construction $675,000 Technology (voice, data, A/V & Security) $150,000 Furniture and/or Equipment $110,000 Miscellaneous, move management, and contingency $270,000

TOTAL PROJECT BUDGET $1,250,000

Total Project Cost $1,250,000 Total Project Cost per GSF $292/sf Estimated Construction Cost $675,000 Estimated Construction Cost per GSF $158/sf

Funding Source: Prop. 301 $1,250,000*

*Related technology and educational equipment was purchased previously, in the amounts of $580,000 from Prop 301, and $643,000 from a grant from the Arizona Commerce Authority (ACA).

IX. PROJECT DATA

A. Project Description, including the compliance/impact on the Master Facilities Plan for the campus/site.

This project complies with the recent facilities master plan for building conditions. This project will upgrade approximately 20% of the outdated facility. There is no current master plan for programming.

B. TOTAL PROPOSED GROSS SQUARE FEET (gsf): 4,300

C. GSF by Use:

Learning Resource Center/ Fine Arts: High Tech Center/Library: Support Services: Administration: Child Care: Student Services: Performing Arts: Faculty Services: Bookstore/Food Service/Dining Renovated Classrooms: 4,300 gsf Physical Plant Refreshed Classrooms: tbd Fitness Center: Community Room (with the balance in circulation, restrooms, janitorial, mechanical/electrical rooms and other support spaces)

AR Draft



D. Academic/administrative programs to be housed in the new space

Advanced Industrial Maintenance Tech (move from TC412 and TC417 to renovated Advance Industrial Technology lecture/lab space - TC402, TC404, TC407, TC408, TC409)

E. Amount of space (gsf) and utilization of space by program

Space or Persons by Program (as listed above): Current Advanced Industrial Maintenance Tech (AIT) Space (gsf) 2,000 Students (fall enrollment) 78 Faculty (FTE) 2 Administration (persons or FTE) 0 Projected Space with this project (gsf) 4,300 Students (fall enrollment) 300 Faculty (FTE) 6 Administration (persons or FTE) 0

X. OTHER APPLICABLE SCOPE OR ADDITIONAL WORK (categories not listed above): (number of

parking spaces, including in a parking garage, additional cooling capacity for a utility project, etc.) None.

XI. VACATED SPACE: After completion of the remodeling, a portion of the remaining contingency funds will be used to move and reconfigure the vacated and adjacent spaces within the building.

XII. DOES THIS PROJECT ADDRESS FIRE, LIFE SAFETY OR MAINTENANCE ISSUES IN AN EXISTING FACILITY? Additional fire suppressant sprinkler heads will be installed where a Halon system was removed.

XIII. IS THIS PROJECT DESIGNED TO CORRECT CURRENT DEFICIENCIES IN THE EXISTING FACILITY? Other than Fire Suppressant, none.

XIV. DOES THIS PROJECT INCLUDE ANY PROPOSED SHELL (UNFINISHED) SPACE?

None.

AR Draft

Funding Source PC Capital: $4,520,000 & Deferred Maintenance: $2,000,000

Account Information

$4,520,000 (College capital 710 801985) $2,000,000 (Deferred maintenance 711 801985)



Item Number Item Title Responsible Agents 12.4 Conceptual Approval for the Deferred

Maintenance and Remodel of Building A at Phoenix College

Dr. James Moore Dr. Larry Johnson

Recommendation We recommend that the Governing Board provide Conceptual Approval for the Deferred Maintenance and Remodel of Building A at Phoenix College, with a Total Project Budget of $6,520,000. Justification The Capital Development Advisory Council reviewed this item at its May 19, 2020 meeting and recommended that it be submitted for Governing Board action. Building A (Liberal Arts), is an original Phoenix College building constructed in 1938. The building houses the educational programs of math and liberal arts. Many of the building systems are original and/or obsolete and do not adequately support current educational delivery and efficient operation. In the January 2019 capital assessment report issued by Sightlines, Building A was identified as being one of the top ten buildings on campus for backlogged maintenance needs. The report identified a total of 30 maintenance renovation/system replacement activities needed to bring the building into compliance with current building safety codes, efficient operation, an improved learning environment, and to provide asset preservation. The total cost identified by Deferred Maintenance to renovate the building and systems is $4.1M. The college will supplant its annual deferred maintenance allocation for Fiscal Year 20/21 with college capital to complete the renovation in one phase. Additionally, college funds will be used to consolidate and remodel faculty office suites, which are currently inefficient in design, providing greater access and interaction for students and faculty. The Total Project Budget of $6,520,000 will be provided from Plant Funds, from a combination of Deferred Maintenance and PC Capital funds, as follows: $4,520,000 PC College Capital $2,000,000 Deferred Maintenance

Governing Board Agenda Meeting Date: May 26 2020 Agenda Item No. 12.4 Continuation—Page 2 of 6

CONCEPTUAL PHASE APPROVAL FOR COLLEGE FACILITY DEVELOPMENT AND FINANCING

DATE: April 16, 2020 PROJECT MANAGER: Doug McCarthy COLLEGE: Phoenix College LOCATION, if not main campus: Main Campus

PROJECT: Building A Renovation FP&D CONTACT: Brett Garwood PROJECT #: CM-XXXXX FUNDING SOURCE(S): PC College Capital and Deferred Maintenance Funds I. Action Request Summary

Phoenix College requests Conceptual Phase approval for the Deferred Maintenance Renovation of Building A with a Total Project Budget of $6,520,000. The work will consist of the remediation activities identified in the January 2019 Sightlines report and remodeling the faculty office suites for approximately 26,400 square feet of an existing building constructed in 1938 on the main campus. Supporting District and College Mission, Goals and Strategic Plans

Supporting the District Mission:

University Transfer Education General Education Developmental Education Workforce Development Student Development Services Continuing Education Community Education Civic Responsibility Global Engagement

Supporting the District and Board Outcomes:

University Transfer Education and General Education Workforce and Economic Development Developmental Education Community Development and Civic and Global Engagement

Previous Board Action on this Project None. This is the initial request for Board action.

II. Policy Requirement Administrative Regulation 1.14 Capital Development Projects 1.14.1 The Capital Development Advisory Council is designated by the District’s Governing Board

to review and approve Capital Development Projects and to approve guidelines for the administration and management of Capital Development projects in the Maricopa Community College District.

1.14.2 CDAC is responsible for the initial review and approval of the following, which are then

forwarded to the Governing Board for final approval: A. Conceptual Approval of Capital Development Projects with a budget greater than

$500,000.

Governing Board Agenda Meeting Date: May 26, 2020 Agenda Item No. 12.4 Continuation—Page 3 of 6 III. Project Scope/Description/Justification

Building A is part of the original campus, constructed in 1938. The building houses the educational programs of math and liberal arts. Many of the building systems are original and do not adequately support current educational delivery and efficient building operation. In the January 2019 capital assessment report issued by Sightlines, Building A was identified as being one of the top ten buildings on campus for backlogged maintenance needs. The report identified a total of 30 maintenance renovation/systems replacement activities needed to bring the building into compliance with current building safety codes, efficient operation, an improved learning environment, and to provide asset preservation. The entire building (approximately 26,400 square feet) will be impacted. Scope of repairs include the full replacement of the HVAC, electrical, plumbing, glazing, fire alarm, lighting, computer cabling and ceiling systems, installation of a fire sprinkler system and repairs to exterior brick walls. Remodeling includes the consolidation of four existing faculty suites into two individual suites for each program. Flooring and interior finishes will be updated.

IV. Describe Any Alternatives That Were Considered In Lieu of New Construction or Significant Remodeling

None

V. Recommended Project Delivery Method and Process The Phoenix College Building A project will be completed using the Construction Manager at Risk (CMAR) delivery method. Design services will be obtained through the District’s on-call annual services consultants.

VI. Estimated Project Schedule Select Consultant and Contractor July 2020 Design & Construction Documents June 2020 Bidding/GMP Pricing August 2020 Construction October 2020 Probable Occupancy June 2021

Governing Board Agenda Meeting Date: May 26 2020


VII. Estimated Total Project Budget

Consultants $225,000 Construction $5,125,000 Demolition $150,000 Technology (voice and data, A/V) $400,000 Security $100,000 FF&E $200,000 Construction Contingency $320,000 Total Project Budget $6,520,000 Total Project Cost $6,520,000 Total Project Cost per GSF $ 246/gsf Direct Construction Cost $ 5,125,000 Direct Construction Cost per GSF $ 194/gsf

Funding Sources

College Capital $4,520,000 Deferred Maintenance Funds 2,000,000 Total Project Budget $6,520,000

VIII. Project Data

A. Project Description, including the compliance/impact on the Master Facilities Plan for the campus/site.

Since the 2004 G.O. Bond projects were completed, there is currently no campus master plan in place, however one is under development.

B. Proposed Gross Square Footage by Use

TOTAL PROPOSED SQUARE FEET: +/- 26,400gsf GSF by Use: Faculty Services: 4,800 sf Classrooms/Labs: 8,794 sf (With the balance in circulation, restrooms, janitorial, mechanical/electrical rooms, and other support spaces)

C. Academic/administrative programs to be housed in the existing space

1. Math 2. Liberal Arts

D. Amount of space (gsf) and utilization of space by program

Space or Persons by Program (as listed above)

D.1 Math - 6780sf

Current Students (headcount OR FTSE): Fall 2019: 2,677 enrolled in 188 active sections Spring 2020: 2,287 enrolled in 142 active sections

Governing Board Agenda Meeting Date: May 26, 2020 Agenda Item No. 12.4 Continuation—Page 5 of 6

D.1 Math – Current - Continued Faculty (persons or FTE): Fall 2019: 16 instructors/334 units of instruction, including 2 OYOs Spring 2020: 16 instructors/325 units of instruction, including 2 OYOs Adjunct Faculty (persons or FTE):

Fall 2019: 49 adjuncts/453 units of instruction (includes 12 dual enrollment instructors/142 units of instruction) Spring 2020: 37 adjuncts/270 units of instruction (includes 2 dual enrollment instructors/27 units of instruction)

Administration (persons or FTE): 1 full-time secretary

D.1 MATH - Projected

Students (headcount OR FTSE): Fall 2020: 2,400 enrolled (projected decrease, if the schedule is completely online) Spring 2021: 2,400 enrolled (a slight increase due to a projected return to normalcy) Faculty (persons or FTE): Fall 2020: 16 instructors, including 2 new hires (previously 2 OYOs) Spring 2021: 16 instructors Adjunct Faculty (persons or FTE):

Fall 2020: 44 adjuncts (includes 12 dual enrollment instructors; we will lose some adjuncts if the schedule goes completely online as projected)

Spring 2020: 34 adjuncts (includes 2 dual enrollment instructors) Administration (persons or FTE): 1 full-time secretary

D.2 Liberal Arts - 6814sf Current

Students (headcount OR FTSE): Fall 2019: FTSE = 343.1 Spring 2020: FTSE = 410.5 Faculty (persons or FTE): Fall 2019: 11 instructors (most teaching overloads)/183 units of instruction/FTTE = 12.2 Spring 2020: 11 instructors Adjunct Faculty (persons or FTE): Fall 2019: 11 instructors/95 units of instruction/FTTE = 6.3 Spring 2020: 20 instructors/127 units of instruction/FTTE = 8.5 Administration (persons or FTE): 1 full-time secretary

Governing Board Agenda Meeting Date: May 26, 2020 Agenda Item No. 12.4 Continuation—Page 6 of 6

D.2 Liberal Arts - Projected Students (headcount OR FTSE): Fall 2020: FTSE = 346 Spring 2021: FTSE = 410.5 Faculty (persons or FTE): Fall 2020: 11 instructors Spring 2021: 11 instructors Adjunct Faculty (persons or FTE): Fall 2020: 16 instructors Spring 2021: 18 instructors Administration (persons or FTE): 1 full time secretary IX. OTHER APPLICABLE SCOPE OR ADDITIONAL WORK (categories not listed above):

(number of parking spaces, including in a parking garage, additional cooling capacity for a utility project, etc.) None

X. VACATED SPACE: None

XI. DOES THIS PROJECT ADDRESS FIRE, LIFE SAFETY OR MAINTENANCE ISSUES IN AN

EXISTING FACILITY? Yes, new HVAC, fire alarm, fire sprinklers, lighting, plumbing, electrical, voice/data, and glazing

systems will be replaced entirely.

XII. IS THIS PROJECT DESIGNED TO CORRECT CURRENT DEFICIENCIES IN THE EXISTING FACILITY? Yes

XIII. DOES THIS PROJECT INCLUDE ANY PROPOSED SHELL (UNFINISHED) SPACE? No

~End~

AR Draft

Funding Source

Account Information



Item Number Item Title Responsible Agents 12.5 Approve Designation of Individual to

Certify Expenditure Limit Report Dr. James Moore

Recommendation It is recommended that the Governing Board approve Mr. Gary Yaquinto, Chief Financial Officer (CFO), as the designated individual responsible for the accuracy and certification of the District’s Annual Expenditure Limitation Report. This annual designation is effective for the fiscal year ending June 30, 2021. The second page of this Action Item is required to be signed and submitted electronically to the Arizona Auditor General’s website by July 31, 2020. Justification Arizona Revised Statutes §41.1279.07(E) requires that the Governing Board of a political subdivision designate a chief fiscal officer to be responsible to certify the accuracy of the annual expenditure limitation report. This designation is provided to the Auditor General each year. As the Chief Financial Officer, Mr. Yaquinto oversees the development of the district’s annual budget as well as the compilation of the annual financial statements, both of which are integral to the generation of the annual expenditure limitation report.



RESOLUTION NO. Click or tap here to enter text. A RESOLUTION OF THE MARICOPA COUNTY COMMUNITY COLLEGE DISTRICT GOVERNING BOARD, DESIGNATING THE CHIEF FISCAL OFFICER FOR OFFICIALLY SUBMITTING THE FISCAL YEAR 2021 ANNUAL BUDGETED EXPENDITURE LIMITATION REPORT TO THE ARIZONA AUDITOR GENERAL RECITALS: WHEREAS, A.R.S. §41-1279.07(E) requires each county, city, town, and community college district to annually provide to the Auditor General by July 31 the name of the Chief Fiscal Officer the governing body designated to officially submit the current year’s annual budgeted expenditure limitation report (ABELR) on the governing body’s behalf; and WHEREAS, the Maricopa County Community College District Governing Board desires to designate Gary Yaquinto, as the College's Chief Fiscal Officer.

WHEREAS, Entities must submit an updated form and documentation for any changes in the individuals designated to file the ABELR.

ENACTMENTS: NOW THEREFORE BE IT RESOLVED BY THE MARICOPA COUNTY COMMUNITY COLLEGE DISTRICT GOVERNING BOARD as follows: SECTION 1. The recitals above are hereby incorporated as if fully set forth herein. SECTION 2. Gary Yaquinto is hereby designated as the College’s Chief Fiscal Officer for purposes of officially submitting the fiscal year 2021 ABELR to the Arizona Auditor General’s Office on the governing body’s behalf.

PASSED AND ADOPTED by the Maricopa County Community College District Governing Board, this 26th day of May, 2020 .

Ms. Marie Sullivan, Governing Board President

Approved as to form: Ms. Leslie Cooper, General Counsel

AR Draft

Funding Source

Account Information



Item Number Item Title Responsible Agents 12.6 Budgeted Expenditure

Amendment for FY 2018-19 Dr. James Moore

Recommendation It is recommended that the Governing Board approve the amendment to budgeted expenditures (shown below) to match what was actually expended in each fund, as per the audited financial statements. Justification Background: The State Constitution establishes expenditure limitations for the State and its political subdivisions and Arizona Revised Statutes §41-1279.07 require community college districts to prepare an Annual Expenditure Limitation Report. The District is subject to an expenditure limitation as calculated by the Economic Estimates Commission. The limitation is designed to control spending of budgeted local revenues (mainly property taxes and state aid) and is adjusted annually for changes in Full Time Student Equivalents (FTSE) and inflation. Annually, District staff request that the Board approve an amendment to reduce the prior year budget to reflect actual spending. The reason for this traces to the Constitutional provision for community colleges, which measures compliance with limitations based on budget amounts. This is an important point since spending is nearly always less than budget. In 1987 and 1988, community college leadership in the State worked with the State’s Auditor and Attorney Generals’ offices to review this provision of law including the types of exclusions (i.e., using actual revenues/spending and resetting the budget as well as revenues that are not subject to the limitation or are excludable). Also reviewed was the ability to carry forward budget capacity that is not used (i.e., since the fact that the adopted budget is greater than actual spending/revenues, there was a review of whether this unused budget capacity may be carried forward to the extent of fund balance for possible use as an excludable revenue in the future). The college districts obtained an Attorney General’s opinion to this effect and the Districts further defined the procedures for reporting on the Expenditure Limitation with the State Auditor General’s Office (see varied letters, opinions, and Board action from 1987 and 1988). By reducing the budget to match actual expenditures, the District resets the base upon which the Expenditure Limitation is measured and maximizes its allowable carryforward. Maximizing the allowable carryforward provides the District with more control and spending capacity in future years. (continued on next page)



The Annual Expenditure Limitation Report is audited by the Office of the Auditor General.

PROPOSED PROPOSED

ADJUSTMENT ORIGINAL REVISED BUDGET BUDGET

Current Unrestricted Funds: General $733,716,820 $668,465,337 $ <65,251,483> Auxiliary Enterprises 123,428,747 39,607,403 <83,821,344>

Current Restricted Fund 204,140,881 179,947,095 <24,193,786>

Plant Funds: Unexpended Plant 59,304,184 34,358,870 <24,945,314>

Retirement of Indebtedness 82,127,725 82,127,725 0

TOTAL $1,202,718,357 $1,004,506,430 $ <198,211,927>

09,.• •3/00 13 48 520 344 7730 A.W.C.

M•. l.•r•n Fel abom "Pr•.slden• •F the Arlzona Community Col leg•

.... •:. Business Offlcars' Council :•Vic• Pres•d•r• fo• A•mfnistra•ion

:... .• " CochJse

'• r2•d • .Todd Sl,m•'• le•ec •f R•y 2A. 1967, understanding oF •he conclusions Of the Ma•ch 18 meu•in• OUr •fi C•.

His underslanaing oF •he conclusions ls correct except For th• third listed under U•sed R•venue Cap•c1_•.•. At this Hme, sL•utes do not appeac to •imit unused cevenue capacl•y tO •he a•o, nt uf cash c•rF•ed fo1"w•rd,

I w•uId •I•o like to clariF• that the tr•sfer of monies recurred •o in the second •¢e• under Le•se P,cchase P•ym•nts Is hoe •n exc]ud•bls l•em. 0n13 the l•ase •urchase p•ent Is excIudable In the Fund making the

•-.•... •.. ": .... "•f •u •uld llka to diSCUss these p•n• further please call Maud•

•ggert• o• •.

Stncerel.v,

Robert A. Alexander, CPA Accounting Servlcss Director

JUL 16 lS 7

BUSINESS OFFICE

Hag 2.0; i987

Meeds tleggertg OXfic,, of the Auditor General 270Q N. Central ltvenue Suite 700 Phoenix, R2 95005

near Haude;

Our meeting on HnrCh 18, ! 987 at the Her[cope Communitu Colleges D[strict 01"•c•s was.vet U informutiue oo a number of issues •hich ore

ue• pe•inent to.the H•zona Cummunitg C•ilege$. •ol]o•up god Is Intended to clurl•g the under•tundIng$ r•oched either at or su•$equen¢ to that m•etlng.

it is our understanding that:

003/004

09•ZO/O0 344 7730 A.W.C.

Le•zse purchu=e pogmenx= for rez•l pcoper•_q or equipment • long term debt ou•Igat/nn• and, therefor, excludable on the e•pendItt• IlmJtatlu•

L•==a gurcha=o payments a• exclusion, therefore, any =•u•e of revenue may .designated to make •e payments tie-state aid, property taxes,, bookstore sale•, etc.]. Thls, essence, could conve• local non-eactudable

'.•nto axcludable •uenue=,

Statute prohibits a Dlst•ct from Inc•asing Its b•doet once it has been adopted, but there Is no =totuto• penman fur oue•llpefldlng o Oist•c•'s budget. •eo•tJcall U, a Olst•ct could budget $0 expenditure in a paFtlcular fund and continue with ud :punitive

If your underztandlno of the conclusions reached In this c•mmunic•tion are different thnn u•hat were expressed at our M•r•:•l 18th maeti•ig, please •spond In writing to the P•sid•nt of the A•zona Community College 8usiness Officers Council, Mr. Loren Fmlabom, gico President •dmini•t•tlon fur Cochls• Collefla.

Sincerely,

Todd W. $1mmons, CPA Chairman, Profas•lonal Rccoun|]ng Stanc[ard• Subcommittee •lrtzuna Community College Business Officers Council

004/004

February 4, 1988

Auditor General 2700 N. Central Avenue.- Suite 700 Phoenix, Arizona 85004

Re: I88-017 (R87-166)

•ear Mr. No•ton•

". '.Y0u.hav asked two questions related to the constihutio.na!, e•menditure

• limitations of political subdivisions:/•/ CYour. f.•rs• ques•io• i• •ha.ther a po!i.•ic•

subdivisio•.may. ..i_,a_!y.=Cl carryf.orwareex•!udabl• revenue•" .unaxpended. in.the year ofreceip• for exclusion in lat.•r years? We. conziude tha• •t may.

The Arizona Constitution establishes limits on the expenditures of counties, cities and towns, Ariz. Const., art. IX., § 20, and on school and community college districts. Ariz. Const., ar•. IX, § 21. Both sections provide.:

The economic estimates commission shall .determine and publish prior to April 1 of each year the.expenditure limitation for •he following fiscal year for each [poli.tical subdivision] The governing board of any [political Subdivision] shall not authorize expenditures of local revenues in excess of •he limitation prescribed

Ariz. Const., art. IX, • 20 and 21.

The limitations are on the expenditure of "local revenues." "Local revenues" include virtually all •eceipts with cert.ain enumerated exceptions. Ariz. Const., art. IX, •§ 20 and 21. These enumerated exceptions, referred to as "excluded

•/For purposes of this opinion we w•i! use the term political subdivision to refer te community college distr•c•s and school dist•icts as well as counties• cities and towns,

I•8-017 Page 2

revenues" are not subject to the. expenditure limitation. Ariz. Const., art. IX, • 20(3)(d)(i)-(xiv); Ariz. Const., art. IX• § 21(4)(c)(i)-(iv). Therefore,if the political subdivision is otherwise authorfzed to carry such funds over into a new fiscal year without reversion, such'revenues would retain their character as excluded revenues as long as the source can be identified.

Your second question •s more easily expressed in the context of a hypothetical situation..City A.,•as an expenditure lim£Zation of $500 in year one.: The city has available and authorizes the expenditure of local'revenues in the amoun• of $400 and excluded revenues in the amount of 9100. In year two the City again has-a• expend£ture. limitation of $500. The bity has $600 in local revenues it wishes to expend.in year two. May City A. carry forward the $.100 worth of excluded characte=, even though the actual revenue was spent', in order to c_k= advantage of the exclusions which it did not need in year one? in other words• if a political subdivision expends less in local revenues than. jrwas authorized in one year, .may the excess capacity be carried forward into future yeers?

We conclude that each year's limitations are independent from oneanother and a political subdivision may not. carry forward the excluded nature of revenues already spent. A political subdivision may not change the character of local revenues to excluded revenues by fiction.

The constitutional provisions are clear and unambiguous in requiring the economic estimates commission to determine "the expenditurelimitation for the following fiscal year." Ariz. Const., art. IX, §S 20 and 21. The provisions thereafter prohibit any expenditures in excess of the limitations so determined. There is no authorization in the constitutional provisions for a subdivision to exceed the expenditure limitation determined by the economic estimates commission for a given fiscal year when the subdivision expends less in local revenues than authorized in a prior fiscal year.

Additional g•idance is found in the legislation that was enacted .to implement portions of art. IX,. • 20 and 21. A,R.S. $ 41-1279.07 requires the Auditor General to prescribe a uniform expenditure reporting system for all political subdivisions subject to the constitutional expenditure limitations prescribed by art. IX• • 20 and 21. The section furthe• mandates that the system of uniform reporting shall include:

•'• Douglas R •'

February 4, 1988 IS•-OI7

(i) The expenditure limitation established for the. reporting fiscal ye_a• by the economic estimates comm•.ssion.

(ii) Total exp4nditures, by fund, for the r.eportin@ fiscal •ea.r.

(iii) Total exclusions from local revenues as defined by Article IX, 5 20., Constitution of Arizona, by fund, fo• the r•porting •iscal year.

(iv) Total amounts,by, fund,.of expendituressubject to the expenditure limitation for the reportin.• fiscal year.

AIR.S.. • 41-1279..07(A)(1)(a)(emphasis added).

Furthermore,A.R•S. • 41•1279,07(.G) and (H) provide for "cerZain sanctions., if a subdivision or district exceeds the expenditure limitation prescribed or authorized for any fiscal year without authorization. A constitutional provision and a statuterelating to the same subject must be construed- together. Roberts v. Spray, 71 Ariz. 60, 223 P.td 808 (195•). It is evident that the intent of the. statutes and constitutional provisions is to establish independent yearly limitations.

A political subdivision has only those powers expressly .conferred or necessarily implied by statute or constitutional provision.. E.q_. Pioneer National Trust Compan Z v. Kirk, 121 Ariz. 508,591 P.td 996 (App. 1979) (counties); Sta•e v. Jacobson,.121 Ariz. 65, 588 P.2d 358 (App. 1978)-(municipal corporations); School District No. 69 of Marico•a Couqty v. Altherr, lO Ariz.App. 333, 458 P.2d 537 (1969) (school districts). •here is no statutoryor constitutional authority, express or necessarily implied,.which allows a political subdivision to exceed the constitutional expenditure limitation because of savings of local revenues in previous years.

•. Sincerely,

BOB CORBIN Attorney General

BC:?LM:DPS:djd

Governing Board Agenda ITEM NUMBER

ACTION ITEM

Meeting Date ITEM TITLE

May 12, 1987

RESPONSIBLE AGENT EXPENDITURE LIMITATION CAPACITY-CASH/ Dan Whittemore

• C-•, FUND BALANCE CARRY FORWARD Rufus Glasper Marvin Lassila

RECOMMENDATION

That the MCCCD Governing Board approye .the adjustment of Budgeted Expenditures as shown on the attached Exhibit A for the F¥ ]982-83 thE0ugh EY ]985-86. The. above- procedure is needed to accommodate the budgeted usage of Cash/Fund Balance exclusion

!:,on the Annual Budgeted Expenditure Limitation Report.. ..

We are also requesting that the Auditor General's Office be commissioned to reaudit the Expenditure Limitation Reports for FY 1982-83, 83-84, 84-85, and 85-86 so that a cumulative expenditure limitation capacity can be determined upon which the District will be able to draw when cash balances/fund balances are sufficient.

JUSTIFICATION

The District has been working with the Auditor General's staff to get clarification on the proper method to utilize cash/fund balance carry forward

The use of unexpended limitation capacity is a new issue and the Office of the State Auditor General recommends the procedure to maximize the unused revenue capacity. This is done by reducing MCCCD's budget to actual expenditures and then by reducing excludable revenues so that expenditures subject to the expenditure limit is $I less than the expenditure limit.

The Auditor General's Office has concurred that it is permissible for the District to have their Governing Board approve the reduction of budgeted expenditures to be equal to the actual expenditures. This would allow the balance of unused expenditure limitation to be carried forward (Exhibit A).

The above procedure and process was approved as an Informational Item at the Audit & Finance Committee meeting of April 2, 1987 and recommended to be forwarded to the full Board for their review and approval. In addition, at its Saturday, April 18, 19•7 meeting, the State Board of-Directors for CommunityCdl]eges of Arizona recommended the formalization of these procedures in the UniforTh System of Account- ing and Financial Reporting for Arizona Community College Districts.

Duroc

IdenL

Fundinq

(as ndi ,.a,.•d

Vice ]:':'e•dent 1 (],-•inistr•tion

600 Church St•'eet Thatchex'. l•izo•a (682) 428-I I• D:t. 211

Bpril 8, 1987

Piaude Haggerty Office of the Auditor Gen•raI" 2700 .N. Central FIuenue Suite 700 Phoenix, RZ 85005

DRAFT

Dear .•laude:

Our meeting on Hatch 8, 1987 at the I*laricopa Community CoIlege•. District Offices liras uery informatiL•e on a number of issues u.•hich are- uery pertinent to the ArizOna Community Colleges. This letter |sa foIIou.•up and is intended to clarify the understandings that u.•ere reached either at or subsequent to that meeting.

It is our understanding that:

Unused Reuenue Capacity Unused reuenue capacity is an excludable item on the expenditure limitation report. Excludable reuenues shou.m on the expenditure limitation report are not auailable to the calculation of unused reuenue capacity. Unused reuenue capacity •z•hich can be used on the expenditure limitation report in a giuen fiscal uear is limited to the amount of cash carryfor•uard. Due to misunderstandings or misinterp, retations a

District may restate its preuious years' expenditure -.:....,--., ;,

limitation reports in order to make any unused reuenue "

capacity at, ailable for future fiscal years. Unused reuenue capacity is maximized by reducing a '• •"•:••:•"

District's budget to actual expenditures and then by reducing exludable reuenues so thai e•pen•itures. subject to the expenditure limit is $.I less than the "

expenditure limit.

Purchase Payments Lease purchase payments for real property or

equipment are long term debt obligations and, therefore, excludc, ble on the q,,':penditure limitation report. Lease purchase payments are an "expenditure type" exclusion, therefore, any source of reLlenue may be designated to make the payments (ie-state aid, property taxes, bookstore sales, etc.). This, in

essence, could conL•ert local non-e•'.c.ludable re•enues

into excludable ret•enues.

Budgets • Statute prohibits- a District from increasing its budget

once it has- been adopted, but there is no statutory Penalty for otlere.xpending a District's budget.

• Theoretically, a District could budget $0 expenditures in a particular fund and continue to operate as normal Luith no punitiL1e consequences.

If your understanding of the cor:.:l.'.:sions reached in this communication are different than u.•hat •ere e•pressed at our P1arch

IBth meeting, please respond in u.•riting to the President of the

Arizona Community College Business Office's Council, I•Ir. Larch Felabom, Uice President Administration for Cochise College.

Sincerely',

Todd I.U. Simmons, CPA Chairman, Professional Accounting Standards Subcommittee Arizona Community College Business Officers Council

AR Draft

Funding Source

Account Information



Item Number Item Title Responsible Agents 12.7 Approve Bookstore Contract Extension

with Follett for One Year Dr. James Moore

Recommendation It is recommended that the Governing Board approve a one-year extension to the Bookstore contract with Follett. This extension will allow Follett to manage bookstore operations district-wide through June 30, 2021. Justification A Request for Proposal (RFP) was issued on October 9, 2019 with the intent of securing a bookstore provider with a contract start date of July 1, 2020. The committee reviewed and scored the proposals and had scheduled on-site interviews when COVID-19 necessitated the companies to impose travel restrictions making it difficult to conduct the interviews. At about the same time the Maricopa Community Colleges shifted to online education and essentially closed all of our campuses. If we followed through with the RFP and it had resulted in an award to a new bookstore provider it would have been extremely difficult to ensure a smooth transition before the students returned in August. We plan on releasing the RFP again in September 2020, with the goal of having a new contract awarded with a contract start date of July 1, 2021.

AR Draft

Funding Source

Account Information



Item Number Item Title Responsible Agents 12.8 Approve Food Service Contract

Extension with Chartwells for One Year Dr. James Moore

Recommendation It is recommended that the Governing Board approve a one-year extension to the food service contract with Chartwells. This extension will allow Chartwells to manage food service operations district-wide through June 30, 2021. Justification A Request for Proposal (RFP) was issued on October 9, 2019 with the intent of securing a food service provider with a contract start date of July 1, 2020. The committee reviewed and scored the proposals and had scheduled on-site interviews when COVID-19 necessitated the companies to impose travel restrictions making it difficult to conduct the interviews. At about the same time the Maricopa Community Colleges shifted to online education and essentially closed all of our campuses. If we followed through with the RFP and it had resulted in an award to a new food service provider it would have been extremely difficult to ensure a smooth transition before the students returned in August. We plan on releasing the RFP again in September 2020, with the goal of having a new contract awarded with a contract start date of July 1, 2021.

AR Draft

Funding Source

Account Information

INFORMATION ITEM

Governing Board Agenda Meeting Date: May 26, 2020_

Item Number Item Title Responsible Agents 13.1 EMPLOYMENT & SEPARATIONS

Dr. James Moore

Recommendation

In accordance with employee group policies, the attached pages show personnel actions that were approved. Budget approvals have been granted and are on file for the personnel actions in this item, which covers March 14, 2020 through April 10, 2020, for both non-faculty and faculty personnel. In summary, there were 33 new hires, with the majority residing in the Non-Faculty group. Included in the report is funding information to indicate whether a hire was a replacement for an existing budget line or if the hire was a new budget line. The attached lists are sorted by location and employee type. The breakdown is as follows:

The separations page of the report indicates the type of separation for each former employee. The total number of separations for this period was 13. *These are pro-rated annual amounts based on the start date of the employee.

Non-Faculty Hires 19 Non-Faculty Short-Term Hires 6 Non-Faculty Hires Specially Funded 6 Residential Faculty Hires 1 Residential Faculty Hires, OYO/OSO 0 Residential Faculty Hires, Specially Funded

0

Contracted Executive hires 1

Total Hires 33

Location Effective Date Name Position Job Title Annual Rate FTE TypeChandler/Gilbert 3/23/2020 Gomez-Garcia, Yocelyn 10024266 Student Services Analyst $56,015.43 1.00 NewChandler/Gilbert 3/23/2020 Hernandez, Manuel Edward 10024267 Student Services Analyst $52,372.15 1.00 NewChandler/Gilbert 3/23/2020 Martinez, Anita J 10009057 Administrative Specialist $36,878.40 1.00 ReplacementChandler/Gilbert 3/23/2020 Sabel, Christine Ann 10024264 Student Services Analyst $52,372.15 1.00 NewChandler/Gilbert 4/6/2020 Martinez, Sandra 10024265 Student Services Analyst $59,203.00 1.00 NewDistrict Office 3/23/2020 Bowman, David M 10001191 Associate General Counsel Sr $148,720.70 1.00 ReplacementDistrict Office 3/23/2020 Ramaiah, Vidyasagar 10014084 Software Developer Senior $86,000.00 1.00 ReplacementDistrict Office 3/30/2020 Heberling, Ryan D 10014089 Information Technology Dir $121,737.12 1.00 ReplacementGateway 3/23/2020 Moreland, Noelle Victoria 10003412 Student Services Specialist Sr $47,840.00 1.00 ReplacementGlendale 3/16/2020 Noakes, Dalton 10024254 PR Marketing Analyst $48,273.46 1.00 NewParadise Valley 3/16/2020 Marquez Guerrero, Mario Albe 10024184 Student Services Analyst $51,005.92 1.00 NewParadise Valley 3/16/2020 Stupka, Taylor 10024170 Student Services Analyst $51,005.92 1.00 NewRio Salado 3/23/2020 McCoy, Kyle A. 10012961 Electrician $51,708.80 1.00 ReplacementRio Salado 3/23/2020 Mijares, Tanya 10014502 Administrative Specialist $30,000.00 1.00 ReplacementRio Salado 3/23/2020 Rodas, Amy J. 10013079 Student Services Specialist $37,980.80 1.00 ReplacementRio Salado 3/23/2020 Tilley, Kerry D. 10024074 Student Services Specialist Sr $48,318.40 1.00 NewScottsdale 3/23/2020 Demeritte, Heather A. 10007696 Program Specialist $37,980.80 1.00 ReallocationScottsdale 4/1/2020 Ozment, Danny Michael 10007402 Plumber Senior $57,886.40 1.00 ReplacementSouth Mountain 3/30/2020 Verthein, Matthew A 10013229 Police Officer $67,787.20 1.00 Replacement

19

Location Effective Date Name Position Job Title Annual Rate FTE TypeDistrict Office 3/23/2020 Chavez, Ramon I. 10024646 Student Services Tech - Short Term $32,198.40 1.00 ReplacementGateway 3/23/2020 Donnelly, Erin 10024549 Lab Tech 18th St - Short Term $35,380.80 1.00 NewGateway 3/23/2020 Iwamoto, Anyssa 10023508 Tech Support Coordinator - Short Term $46,904.00 1.00 ReplacementGateway 4/6/2020 Gray, Franklin E 10002975 Fiscal Analyst - Short-Term $59,203.00 1.00 ReallocationGateway 4/6/2020 Knox, Victoria 10009410 Administrative Specialist Sr - Short-Term $43,680.00 1.00 ReallocationParadise Valley 3/23/2020 Hanchett, Sherry Lou 10024087 Instructional Svc Coord - Short Term $52,499.20 1.00 Reallocation

6

MCCCD Hires ReportMarch 14, 2020 - April 10, 2020

Non-Faculty Hires

Non-Faculty Hires, Short-Term

Non-Faculty Hires, Short-Term for March-April, 2020

Non-Faculty Hires for March-April, 2020

Page 1 of 2

MCCCD Hires ReportMarch 14, 2020 - April 10, 2020

Location Effective Date Name Position Job Title Annual Rate FTE TypeGateway 3/23/2020 Figman, Carly 10024045 Workforce Dev Analyst Senior - SPF $68,648.10 1.00 NewGateway 3/23/2020 Reardon, Jeannie G 10024355 Project Manager - SPF $65,831.02 1.00 NewPhoenix 3/23/2020 Macias, Crystal Annette 10009543 Administrative Specialist Sr- Short Term $36,816.00 1.00 ReplacementRio Salado 3/23/2020 Ayon, David G. 10014511 Student Services Tech - SPF $30,000.00 1.00 ReplacementRio Salado 3/23/2020 Day, Jolee Sybil 10023166 Student Services Specialist Sr - SPF $40,144.00 1.00 ReplacementRio Salado 3/23/2020 Witt, Victoria Lynn 10024373 Administrative Specialist - SPF $36,878.40 1.00 New

6

Location Effective Date Name Position Job Title Annual Rate * FTE TypeGateway 3/16/2020 Thimsen, Tyler Justus 10003234 Nuclear Medicine $17,656.94 1.00 Replacement

1

Location Effective Date Name Position Job Title Annual Rate FTE Type

Residential Faculty Hires, OYO/OSO for March-April, 2020 0

Location Effective Date Name Position Job Title Annual Rate FTE Type

Residential Faculty Hires, Specially Funded for March-April, 2020 0

Location Effective Date Name Position Job Title Annual Rate FTE TypeGateway 3/23/2020 Vassiliou, John 10002930 Vice President $155,000.00 1.00 Replacement

1

33

Residential Faculty Hires

Residential Faculty Hires, One-Year-Only and One-Semester-Only

Total Hires for March-April, 2020

Residential Faculty Hires for March-April, 2020

Contracted Executive Hires for March-April, 2020

Residential Faculty Hires, Specially Funded

Contracted Executive Hires

Non-Faculty Hires, Specially Funded

Non-Faculty Hires, Specially Funded for March-April, 2020

Page 2 of 2

Location Name Job Code Last Date Worked ActionChandler-Gilbert Ploof, Robert Donald Groundskeeper 3/13/2020 SeparationChandler-Gilbert Smith, David E. Tech Support Specialist Supv 4/1/2020 SeparationDistrict Garland, Lois M. Administrative Specialist Sr 4/2/2020 RetirementDistrict Kautsky, Bonnie Accounting Manager 3/17/2020 RetirementDistrict Medrano, Amber Renee Program Manager 3/20/2020 SeparationEstrella Mountain Hernandez, Marcia S Student Services Analyst 4/6/2020 SeparationGateway Rodriguez, Delores P. Administrative Specialist 3/31/2020 RetirementGlendale Audsley, Rene Police Officer 3/15/2020 SeparationMesa Haney, Richard College President 4/10/2020 SeparationParadise Valley Chow, Ping H. Custodian 3/31/2020 RetirementRio Salado Kilgore, Peggy Administrative Specialist 3/16/2020 SeparationRio Salado Sharron, Gary Instructor Senior 3/13/2020 SeparationSouth Mountain Mayorga, Catherine Development Officer 3/19/2020 Separation

Total Separations for March-April, 2020 13

MCCCD Separations Governing Board's ReportMarch 14, 2020 - April 10, 2020

Page 1 of 1

Funding Source

Account Information

MONITORING REPORT CHANCELLOR LIMITATIONS

FINANCIAL CONDITION AND ACTIVITIES; FINANCIAL PLANNING AND BUDGETING


Item Number Item Title Responsible Agents 14.1

Budget Analysis Report Fund 1: General Unrestricted Fund

For the Ten Months Ending 4/30/2020

Dr. James Moore

GENERAL NOTE: In FY2019, the Budget Analysis Report for Fund 1 was changed to present the District’s financial information in a monthly budget format. Using monthly data from FY2019 and FY2020, we continue to refine budget and financial reporting practices to reflect how actual expenses and revenue expect to be incurred. Revenue Summary: $661.7M year to date; projected revenue at year end: $716.8M • The two major revenues, property taxes and tuition, are collected in cycles. Tuition revenue is

generally collected at the beginning of each semester while property tax revenue is mostly collected in the fall and spring when semi-annual payments are due from property owners.

• 92.3% of projected revenue have been recognized year to date, which is consistent with the prior year. • Tuition revenue for the year is projected to exceed the amount budgeted due to slightly higher than

expected enrollment. Expenditure Summary: $566.2M year to date; projected expenditure at year end: $710.9M • Expenses for Personal Services and Employee Benefits are generally consistent throughout the

academic year (August through May) as faculty expenses are primarily recognized during this period. Expenses in July and June of each fiscal year are typically lower.

• 79.6% of projected expenditures have been recognized year to date, which is consistent with the prior year. • Contingencies of $4.1M included in the Expenditure Analysis line items in the attached report are not

expected to be expended. • Estimated annual expenses for employee benefits are projecting slightly higher than budget; however,

we believe this is a function of how the monthly budget amounts were calculated and we continue to refine this process. We do not expect actual expenses to exceed the amount budgeted by the close of the fiscal year.

Fund Balance and Financial Stability Requirements • Projections are for the Fund 1 balance to increase by $5.9M (from $203.2M to $209.1M) in FY 19/20. • MCCCD is required to maintain a financial stability balance equal to 10% of the annual projected

revenue. This currently equates to $69.7M. The remaining fund balance of $139.5M is comprised of college carryforward, allowance for student bad debt, potential uncollected tax levy, reserves for potential claims, Campus Works investment, and a projected undesignated balance of $103.1M.

• While the projected undesignated fund balance is expected to be over $103M, there are ongoing expenses that may potentially impact these balances (i.e., technology, transformation, etc.).

• Financial activities of the District comply with the Governing Board Policies, Chancellor Interpretations 2.4 and 2.6, though Restricted Fund revenue collection often lags behind expenditures given that the nature of grants and financial aid is one of reimbursement for expenditures and awards.

• The Governing Board contingency beginning balance is $900,000. The remaining balance as of 4/30/20 is $900,000.

More information on the Budget Analysis Report access:

https://district.maricopa.edu/budget/financial-services-controller/financial-reports This report is also provided to the Audit & Finance Committee semi-annually.

https://district.maricopa.edu/budget/financial-services-controller/financial-reports

Maricopa County Community College DistrictBudget to ActualAll Business UnitsFUND: 110 - General Fund

Ten months ending April 30, 2020

Budget Actuals Variance Budget Actuals Variance Budget Estimated ActualsREVENUE ANALYSIS

Property taxes 109,204,090 108,846,756 (357,334) 441,907,433 438,008,605 (3,898,828) 484,338,371 480,439,543 State aid - - - - - - - - In lieu taxes - 9,485 9,485 4,331,815 4,358,061 26,246 8,663,631 8,689,877 General tuition 5,307,640 4,686,100 (621,540) 167,031,062 168,313,063 1,282,001 173,559,000 174,841,001 Out of state tuition 301,206 339,351 38,145 13,253,053 16,344,887 3,091,834 13,500,000 16,591,834 Out of county tuition 5,724 109,600 103,876 251,835 245,756 (6,079) 256,527 250,448 Other fees and charges 152,891 174,628 21,737 4,317,150 4,213,699 (103,451) 4,593,128 4,489,677 Investment income 190,320 372,154 181,834 2,129,205 7,030,197 4,900,992 3,050,000 7,950,992 Miscellaneous and other 147,292 5,068 (142,224) 1,489,557 2,996,447 1,506,890 1,890,588 3,397,478 Transfers from other funds - - - 20,152,601 20,152,601 - 20,152,601 20,152,601

Subtotal Revenues 115,309,163 114,543,142 (766,021) 654,863,711 661,663,317 6,799,606 710,003,846 716,803,452 Fund balance carryforward - - - - - - 181,522,750 181,522,750

Total Sources 115,309,163 114,543,142 (766,021) 654,863,711 661,663,317 6,799,606 891,526,596 898,326,202

EXPENDITURE ANALYSIS

By FunctionInstruction 24,546,822 25,704,755 (1,157,934) 236,532,325 236,028,465 503,860 267,949,945 267,446,085 Public service 305,692 246,448 59,244 3,125,007 2,230,130 894,877 3,827,427 2,932,550 Academic support 6,421,721 6,202,262 219,459 63,010,308 63,263,609 (253,301) 78,742,157 78,995,458 Student services 7,212,070 5,436,899 1,775,171 71,744,745 58,783,688 12,961,057 88,784,586 75,823,529 Institutional support 11,202,647 11,355,292 (152,645) 165,503,025 136,472,852 29,030,173 223,714,313 194,684,141 Operation and maintenance of plant 4,326,216 5,302,968 (976,752) 48,940,305 54,058,492 (5,118,187) 68,137,439 73,255,626 Student financial assistance 370,022 641,144 (271,123) 12,078,490 15,407,792 (3,329,302) 14,431,373 17,760,675 Unused carryforward and contingency - - - - - - 4,069,927 4,069,927

Total Operational by Function 54,385,189 54,889,768 (504,579) 600,934,205 566,245,028 34,689,177 749,657,167 714,967,990

By AccountPersonal services 34,883,022 35,953,227 (1,070,205) 340,105,120 337,333,655 2,771,465 414,117,538 411,346,073 Employee benefits 9,503,951 10,092,150 (588,198) 97,696,837 99,243,645 (1,546,808) 124,192,909 125,739,717 Contractual services 4,710,132 3,860,296 849,835 55,928,092 57,550,701 (1,622,609) 73,205,967 74,828,576 Supplies, materials, parts 853,006 672,199 180,806 8,872,566 8,146,788 725,778 11,702,715 10,976,936 Current fixed charges 729,302 667,862 61,440 8,605,240 8,411,985 193,255 11,314,779 11,121,524 Communications and utilities 1,156,838 961,459 195,379 13,666,084 12,777,143 888,941 18,887,796 17,998,855 Travel operating expenses 277,957 (98,990) 376,947 5,544,986 3,261,077 2,283,908 6,770,947 4,487,038 Student aid and miscellaneous 1,393,535 2,762,255 (1,368,721) 35,594,998 23,924,736 11,670,262 40,878,550 29,208,287 Intrafund transfers 818,645 - 818,645 18,496,093 - 18,496,093 25,630,256 7,134,163 Transfers to other funds 58,801 19,309 39,492 16,424,189 15,595,298 828,891 18,885,785 18,056,894 Unused carryforward and contingency - - - - - - 4,069,927 4,069,927

Total Operational by Account 54,385,189 54,889,768 (504,579) 600,934,205 566,245,028 34,689,177 749,657,167 714,967,990

Current Month Year-To-Date Full Year

Page 1 of 4



Budget Actuals Variance Budget Actuals Variance Budget Estimated ActualsCurrent Month Year-To-Date Full Year

FINANCIAL CONDITION ANALYSIS

Total projected revenues 716,803,452 Less total projected expenditures (b) (710,898,063) Projected increase / (decrease) in fund balance 5,905,389 Beginning fund balance (audited) 203,216,882 Projected ending fund balance 6/30/20 209,122,271

Less projected designations for future operations: 3.5% college carry forward 23,940,574 Less minimum financial condition measure (c) 69,665,085 Less allowance for student bad debt 3,000,000 Less uncollected tax levy 3,877,981 Less reserves for potential claims 5,000,000 Less Campus Works investment 500,000 Total Designations 105,983,640 Projected undesignated balance 103,138,631

(a) - Represents adopted budget, as amended by approved budget transfers.(b) - Represents budgeted expenses less contingencies.(c) - The financial condition measure represents that portion of the undesignated general fund balance equal to 10% of the annual projected revenues. This measure represents the minimum level of the undesignated general fund balance that must be continuously maintained to ensure continued operations in the event of unforeseen circumstances and contingencies.

Page 2 of 4




REVENUE DESCRIPTIONSProperty Tax

State Aid

In Lieu Tax

General Tuition

Out-of-State Tuition

Out-of-County Tuition

Other Fees and Charges

Investment Income

Miscellaneous and Other

Fund balance carryforward

Primary property taxes levied and collected for use in current operations without restrictions.

Effective in FY 16, the State of Arizona no longer provides operational support to the Maricopa County Community College District.

Monies paid to the District by SRP for use in current operations as a substitution for property taxes.

Tuition and fees received from students whether directly or from a third party.

Tuition and fees received from students who do not reside within the state or are not otherwise eligible for in-state tuition, whether directly or from a third party.

Counties that do not have a community college district provide monies for operations to the districts where their students attend.

Includes funds received from students for various fees such as registration, transcripts, evaluation by examination registration fees, music lessons, etc.

Idle monies of the District are invested per Governing Board policy and the income is available for operating purposes. Based on accounting standards, the District adjusts the value of its investments monthly to that of the market and these adjustments are reflected in the investment income line. Therefore, the actual amount for this revenue line can fluctuate up and down over the course of the year. The projected revenue is what the District expects the final income amount to be at the end of the fiscal year regardless of the increases and decreases that can occur monthly.

Includes funds recovered from previously written off student debts as well as other small types of revenues.

Includes budget capacity to allow colleges and district office divisions to carry forward up to 3.5% of operating budgets from one fiscal year to the next, enrollment growth funding for the colleges, and contingencies for unanticipated expenses. Fund balance will not be recognized as a source until used.

Page 3 of 4




EXPENDITURE DESCRIPTIONSBy FunctionInstruction

Public Service

Academic Support

Student Services

Institutional Support

Operation/Maintenance of Plant

Student Financial Assistance

Unused carryforward and contingency

By AccountPersonnel Services

Employee Benefits

Contractual Services

Supplies, Materials, Parts

Current Fixed Charges

Communications and Utilities

Travel

Student Aid and Miscellaneous

Transfers-Intrafund

Transfers to Other Funds

Unused carryforward and contingency

Includes expenditures directly related to instruction including credit courses and vocational and technical courses.

Includes expenditures for activities established primarily to provide non-instructional services beneficial to individuals and groups external to the District.

Includes activities to support the District's primary mission, such as student computing and library services.

Includes activities that contribute to the students' emotional and physical well being; to promote intellectual, cultural, and social development outside the context of the formal classroom; and to facilitate student enrollment in courses. Examples are Admissions and Records, student activities, financial aid, counseling, etc.Includes activities that provide safety, security, printing, travel, marketing, insurance, management, business and human resource operations, and planning.

Includes expenditures allocated for the operation and maintenance of the physical plant, such as utility costs and staff responsible for the maintenance of buildings and grounds for all units.Maricopa funded scholarships such as the President's scholarship, and honors awards.

Includes amounts carried from one fiscal year to the next by the colleges and district office units (up to 3.5% of adopted budget) and basic contingency for unexpected needs as prioritized by the Governing Board.

Includes salaries and wages for all employees in all types of positions such as full-time, part-time, temporary, permanent, all employee groups, etc.

Includes all employer paid costs of employee health insurance, retirement contributions, social security and Medicare, life insurance, workers compensation, unemployment, etc.Includes expenditures such as funding for professional services, advertising, marketing, etc.

Includes allocations for enrollment growth funding (reserved to help fund additional courses for increased student enrollment), funds for incremental costs from capital development facilities, etc.Includes transfers for programs accounted for in other funds of the district, such as the Maricopa and Southwest Skill Centers, mandatory match associated with federal programs (financial aid and Small Business Development Center), etc.Includes amounts carried from one fiscal year to the next by the colleges and district office units (up to 3.5% of adopted budget) and basic contingency for unexpected needs as prioritized by the Governing Board.

Includes the cost of classroom and office supplies and materials, software, audiovisual aids, etc.

Includes expenditures for facilities rentals, liability and property insurance, subscriptions, etc.

Includes all costs relating to telephone, postage, electricity, water, sewer, etc.

Includes mileage, in and out of state travel, international travel, registration, hotel, airfare, etc.

Includes statutory waivers, employee and dependent waivers, non-capital equipment, bad debt expense relating to student accounts, etc.

Page 4 of 4