revised 01/17/2018 state board of community colleges ...€¦ · 22-1-2018 · sbcc 01/19/2018 - 1...

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STATE BOARD OF COMMUNITY COLLEGES Mr. Scott Shook, Chair

January 19, 2018

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

Raleigh, North Carolina

BOARD MEETING 11:30 a.m. Dr. W. Dallas Herring State Board Room ❖ Call to Order

❖ Roll Call

❖ Ethics Awareness and Identification of Conflicts or Potential Conflicts of Interest

❖ Approval of Minutes from November 17, 2017

❖ Approval of Agenda

COMMITTEE REPORTS PERSONNEL COMMITTEE, Mr. Bill McBrayer, Chair PROGRAMS COMMITTEE, Dr. Samuel Powell, Chair For Future Action Legislative Report - Progress on the Implementation of the Career and College Readiness Graduates

Program (Attachment PROG 01) Cooperative Innovative High School (CIHS) Approval Request (Attachment PROG 02) 2017 Legislative Reports (Attachment PROG 03)

Career and College Promise (CCP) Study Career and College Promise (CCP) Annual Report Cooperative Innovative High School (CIHS) Annual Report

For Action Curriculum Program Applications – Existing (Attachment PROG 04) Curriculum Program Applications – Fast Track For Action (Attachment PROG 05) STRATEGIC PLANNING COMMITTEE, Mr. Clark Twiddy and Mr. Jerry Vaughan, Co-Chairs For Future Action NC Community Colleges: Putting Education to Work - 2018-22 Strategic Plan (Attachment PLAN 01) POLICY COMMITTEE, Mr. Ernest Person, Chair For Action Adoption of 1A SBCCC 200.3 - “Authority to Waive SBCC Code” (Attachment POL 01)

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LEGISLATIVE AFFAIRS COMMITTEE, Dr. Breeden Blackwell, Chair For Action Non-Budget Legislative Proposals (Attachment LEG 01) FINANCE COMMITTEE, Mr. Lynn Raye, Chair For Future Action Proposed Title II Adult Education and Family Literacy Act (AEFLA) Allocation Formula

(Attachment FC 01) For Action Allocation for Food and Nutrition Services: Employment and Training Grant (Attachment FC 02) Allocation for NCWorks Career Coach Program 2017-18 - Johnston Community College (Attachment FC 03) Allocation for Employability Skills Alignment Project (Attachment FC 04) State Board Reserve Funding for Competency-Based Education Incubator (Attachment FC 05) State Board Reserve Funding for NCCCS Presidential Search (Attachment FC 06) FY2018 – 19 Budget Priorities (Attachment FC 07) Waiver Report to the Joint Legislative Education Oversight Committee (Attachment FC 08) Construction and Property (Attachment FC 09) AWARDS COMMITTEE, Ms. Ann Whitford, Chair NEW BUSINESS PRESIDENT’S REPORT BOARD MEMBERS QUESTIONS/COMMENTS DATE OF FUTURE MEETINGS The next State Board meeting is scheduled for Thursday, February 15, 2018 through Friday, February 16, 2018 in the Dr. W. Dallas Herring State Board Room located in the Caswell Building in Raleigh, North Carolina. More information regarding this meeting will be communicated.

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

Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919) 807-6970 or

by e-mail at [email protected]

mailto:[email protected]

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State Board of Community Colleges Caswell Building, 200 West Jones Street

Raleigh, North Carolina November 17, 2017

9:00 a.m. CALL TO ORDER Following proper public notification, Chairman Scott Shook called the State Board of Community Colleges (SBCC) Meeting to order at 9:01 a.m. in the Dr. W. Dallas Herring State Board Room of the Caswell Building. ROLL CALL Mr. Bryan Jenkins called the roll and the following members were present:

Mr. Roderick Gooden Mr. William Holder Mr. Bobby Irwin Mr. Frank Johnson Mr. Bill McBrayer Mr. Ernie Pearson

Dr. Samuel Powell * Mr. Lynn Raye Mr. James Rose Mr. Scott Shook Mr. Burr Sullivan Mr. Clark Twiddy

Mr. Jerry Vaughan Mr. Hal Weatherman (rep for

Lt. Governor Dan Forest) * Ms. Ann Whitford Dr. Candler Willis

*Attended by telephone Absent: Treasurer Dale Folwell, Dr. Breeden Blackwell, Ms. Lisa Estep, Mr. Todd Johnson, and Mr. Robert Stephens ETHICS AWARENESS AND IDENTIFICATION OF CONFLICTS OF INTEREST Dr. Willis reminded members of the Board of the ethical requirements and requested that members identify any conflicts or potential conflicts of interest that they may have with respect to any item on the agenda. Having so requested, the Chair asked the record to reflect no conflicts.

APPROVAL OF THE MINUTES Mr. Raye made a motion to approve the October 20, 2017 minutes for the State Board of Community Colleges as presented. Mr. Irwin seconded the motion and the minutes were unanimously approved.

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CHANGES TO AGENDA The Chair polled the committee chairs as to any changes to the agenda and the results were as follows: PERSONNEL COMMITTEE, Mr. Bill McBrayer, Chair Mr. McBrayer stated Personnel Committee has five items to be discussed in closed session. FINANCE COMMITTEE, Mr. Lynn Raye, Chair Mr. Raye stated Finance Committee would like to move the following items from Future Action to Action:

• Richmond Community College Multi-Campus Center Request (Attachment FC 05) PROGRAM SERVICES COMMITTEE, Dr. Candler Willis, Vice-Chair Dr. Willis stated Programs Committee had no changes

STRATEGIC PLANNING COMMITTEE, Mr. Clark Twiddy / Mr. Jerry Vaughan, Co-Chair Strategic Planning Committee had no changes. ACCOUNTABILITY AND AUDIT COMMITTEE, Ms. Ann Whitford, Vice-Chair Ms. Whitford stated Accountability and Audit Committee had no changes. POLICY COMMITTEE, Mr. Ernest Pearson, Chair Ms. Martin, for Mr. Pearson, stated Policy Committee would like to move the following items from Future Action to Action:

• Recommendations for Initial Proprietary School Licensure (Attachment POL 02)

• Initiation of Rulemaking Process to Adopt 1A SBCCC 200.3 – “Authority to Waive a SBCC Code Provision” (Attachment POL 03)

LEGISLATIVE AFFAIRS COMMITTEE, Dr. Breeden Blackwell, Chair Legislative Affairs Committee had no changes. APPROVAL OF THE AGENDA Mr. Raye made a motion to approve the agenda, Mr. McBrayer seconded the motion, and the motion was unanimously approved by voice vote.

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

Items approved on the Consent Agenda were as follows: FINANCE COMMITTEE, Mr. Lynn Raye, Chair Allocation for Sub-Orbital Student Competition (Attachment FC 06) Service Agreement for ISIR Verification Services (Attachment FC 07) Service Agreement for Virtual Computing Environment (Attachment FC 08) Construction and Property (Attachment FC 16)

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Items approved on the Consent Agenda were as follows (continued): PROGRAMS COMMITTEE, Dr. Samuel Powell, Chair Curriculum Program Applications – Fast Track for Action (Attachment PROG 08) Curriculum Program Applications – New to the System (Attachment PROG 09) Curriculum Standard Revisions (Attachment PROG 10) Combined Course Library – Continuing Education (Attachment PROG 11) Courses of Instruction – Captive/Co-opted Groups (Attachment PROG 12)

REPORTS: Dr. David Johnson, President of North Carolina Association of Community College Presidents President Johnson apologized for missing the Planning Retreat at Catawba Valley Community College in October. He participated in a SACSCOC on-site visit with Dr. Mary Kirk, former president at Montgomery Community College and extended her best regards. President Johnson updated the board on NCACCP activities:

• NCACCP held their quarterly meeting at Asheville-Buncombe Technical Community College in late October. Informative sessions and business meetings were held.

o Mr. McBrayer provided an update from the State Board. o President David Shockley led a discussion about the System Governance Task Force. o Vetted the Legislative Priorities presented in the SBCC Legislative Committee. o President Michael Elam reported on a proposal for an academy for financial aid office

employees. The request for funding was presented to the SBCC Finance Committee.

• NCACCP held a meeting on November 15, 2017 in Raleigh. o Presidents voted to support HR 3774, Reverse Transfer Efficiency bill. o Presidents voted to endorse and support the System office creating a pilot project for

developmental education redesign which was presented in the SBCC Programs Committee.

o Presidents approved the theme for the 2018 System Conference, #Weare58Strong.

• Next meeting of the Presidents’ Association will be held January 31 – February 2, 2018 at Wake Technical Community College at the North Campus.

Mr. Roderick Gooden, President of the North Carolina Comprehensive Community College Student Government Association Mr. Gooden updated the board on N4CSGA activities:

• The executive board met at Randolph Community College on October 7, 2017. o Finalized fall conference plans. o New Public Information Officer was elected.

• The executive board interviewed a candidate for Eastern Division Representative on November 11, 2017 at Rowan-Cabarrus Community College.

• N4CSGA Fall conference was held in Winston-Salem October 20-22, 2017 with the theme of Shaping Diverse Leaders for a Unified Community.

o Held various presentations and the first ever N4CSGA Resource Fair. o There were 40 schools; 235 students, 55 advisors, and 6 guests in attendance.

• N4CSGA filed for non-profit status.

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• Next meeting is planned for January with an option of a telephonic meeting in December, if needed.

• The Student Leadership Development Program held a mini session on November 3-4 in Greensboro. The workshops were geared toward growing as student leaders.

COMMITTEE REPORTS PERSONNEL COMMITTEE, Mr. Bill McBrayer, Chair For Information System Office Vacancy Report – November 2017 (Attachment PER 01) Mr. McBrayer reminded the members to review this report. College Presidential Search Process Presentation (Attachment PER 02) Mr. McBrayer stated that the attachment is a sample of the recommendation of the System Office of how a college should conduct a presidential search. College Presidents Status Report (Attachment PER 03) Mr. McBrayer stated this report is a status snapshot of the current college presidents and upcoming changes as of November 2017.

For Action The Board entered closed session pursuant to North Carolina General Statute section 143-318.11(a)(1) to prevent the disclosure of information that is confidential or privileged pursuant to North Carolina General Statute sections 115D-27 and 126-22 and pursuant to North Carolina General Statute section 143-318.11(a)(6) to consider the qualifications, competence, performance, and fitness of individual public employees following a motion by Mr. McBrayer, a second by Mr. Raye, and voice vote by the Board. Mr. McBrayer presented the following items to the Board:

• Candidate for Interim President of Cape Fear Community College Mr. McBrayer motioned to go back into open session, seconded by Mr. Raye, with the Board approving via voice vote. On behalf of the Personnel Committee, Mr. McBrayer recommended and moved the following item be approved by the board:

Mr. James P. Morton to serve as Interim President of Cape Fear Community College effective January 1, 2018

The motion was unanimously approved by voice vote.

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FINANCE COMMITTEE, Mr. Lynn Raye, Chair Richmond Community College Multi-Campus Center Request (Attachment FC 05) Mr. Raye stated Richmond CC has requested preliminary approval to approve the Scotland County campus as a multi-campus center. Ms. Grovenstein reviewed the planned structure of the campuses. With the current process, the State Board must give preliminary approval until the funding is approved by the General Assembly on a recurring basis. Once approved by the Legislature, the State Board will have final approval. There are nine criteria that must be met by the college. Also, there are two additional conditions that the System Office has put on this request. 1) the College providing a copy of the recorded deed for the Covington Street Elementary School to the System office for its files and 2) completion of the College purchase of the Morgan Center. Ms. Whitford asked about service area covered by Richmond Community College. Ms. Grovenstein stated the college serves Richmond and Scotland Counties. This location is approximately 18 miles away from the main campus. Offsite classes will be consolidated for greater efficiency. On behalf of the Finance Committee, Mr. Raye recommended and moved the following item be approved by the board:

Richmond Community College Multi-Campus Center Request (Attachment FC 05) The above item was approved by voice vote.

Allocation for Sub-Orbital Student Competition (Attachment FC 06) [CA] Mr. Raye asked members to review this agenda item. It would be great if a few State Board members plan to go to the event.

Contract for Integrated Library System (Attachment FC 09) Ms. Grovenstein shared the one-year extension will allow the time needed to process a request for proposal (RFP), and provide transition time for North Carolina Community Colleges included in this contract. On behalf of the Finance Committee, Mr. Raye recommended and moved the following item be approved by the board:

Contract for Integrated Library System (Attachment FC 09) The above item was approved by voice vote.

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Contract Amendment for Learning Management System Hosting (Attachment FC 10) Ms. Grovenstein stated this is an amendment to the contract which would enable migration from a server to a cloud environment. The State Board approved the original contract in March 2017. On behalf of the Finance Committee, Mr. Raye recommended and moved the following item be approved by the board:

Contract Amendment for Learning Management System Hosting (Attachment FC 10) The above item was approved by voice vote.

State Board Reserve Funding for Financial Aid Leadership Academy (Attachment FC 11) Ms. Grovenstein stated the request for $9000 will provide start-up funding for the Financial Aid Leadership academy. Other college personnel who are experts will be utilized to develop and deliver the training. The training may start in the spring. Mr. McBrayer asked about textbook cost rather than online resources listed in the request. Ms. Grovenstein stated there would be some use of textbooks. On behalf of the Finance Committee, Mr. Raye recommended and moved the following item be approved by the board:

State Board Reserve Funding for Financial Aid Leadership Academy (Attachment FC 11) The above item was approved by voice vote.

Allocation for Investment in Short-Term Workforce Training (Attachment FC 12) Ms. Grovenstein reminded the board this was requested during the Legislative Session. The legislature approved $2 million of non-recurring funding. All colleges were invited to submit applications. Thirty-six of the fifty-eight colleges applied with a total request equaling $3.9 million. After review for alignment with requirements, all thirty-six colleges were approved to receive funding. Staff will gather data from the colleges to report to the General Assembly about the success of the programs. Mr. Raye shared this could possibly prepare ~785 students for employment quickly. On behalf of the Finance Committee, Mr. Raye recommended and moved the following item be approved by the board:

Allocation for Investment in Short-Term Workforce Training (Attachment FC 12) The above item was approved by voice vote.

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State Board Reserve Funding for Employability Skills Alignment Project (Attachment FC 13) Ms. Grovenstein stated this request would provide up to $50,000 of funding along with $25,000 from Perkins Leadership funds to support the Employability Skills Alignment Project. This project would address the need for better soft skills in the workforce by aligning the employability skills instruction across delivery areas. This will develop a unified response to the identified need. Through a Request for Proposal (RFP), a lead college will be identified to guide the System through several goals for FY 2017-18 and FY 2018-19. On behalf of the Finance Committee, Mr. Raye recommended and moved the following item be approved by the board:

State Board Reserve Funding for Employability Skills Alignment Project (Attachment FC 13) The above item was approved by voice vote.

Allocation for Food and Nutrition Services: Employment and Training Program Grant (Attachment FC 14) Ms. Grovenstein stated this is a collaboration with Department of Health and Human Services (DHHS) to hire positions supporting Food and Nutritional Services. The training program funds are contingent upon the award of the NC Department of Health and Human Services – Division of Social Services (DSS) grant. The funding is to reimburse colleges for Education Navigator positions who conduct training to the recipients of the Food Stamp Program. Asheville Buncombe Technical and Durham Technical have been working with their counties to hire the Education Navigator to work with the individual recipients. The initial pilot has been successful between the colleges and the counties. DHHS would like to expand the program to seven colleges and the agreement would be between the state agencies. In the future, DHHS would like to work and expand the program even further. The county will participate and help identify the recipients. Ms. Roberton shared the DSS county office will identify individuals who are eligible for employment training services. On behalf of the Finance Committee, Mr. Raye recommended and moved the following item be approved by the board:

Allocation for Food and Nutrition Services: Employment and Training Program Grant (Attachment FC 14)

The above item was approved by voice vote.

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Allocation for NCWorks Career Coach Program (Attachment FC 15) Ms. Grovenstein reviewed the information about NC Works Career Coaches including funding for the program. Each college awarded funds via the allocation needs to obtain matching funds. Four colleges were unable to acquire the matching funds, so they are being reallocated. Table 1 represents the remaining allocations for FY 2017-18. Table 2 represents the recommended awards for FY 2018-19 and FY 2019-20. Dr. Chapman provided an update on the program’s success. On behalf of the Finance Committee, Mr. Raye recommended and moved the following item be approved by the board:

Allocation for NCWorks Career Coach Program (Attachment FC 15) The above item was approved by voice vote.

ACCOUNTABILITY AND AUDIT, Ms. Ann Whitford, Vice-Chair For Information Compliance Services Final Report – FY 2016-17 (Attachment AUD 02) Ms. Whitford stated Ms. Libby Self presented and update from Compliance Services. Ms. Whitford recommended members review the information. For Action System Office Internal Audit Plan FY 2018 (Attachment AUD 03) Mr. Jenkins presented the annual audit plan. This year’s plan is a little more aggressive due to an internal auditor being on staff before the end of 2017. The work will include Review of Access Rights, College Audit Responses, EAGLE, Audit of Secondary Employment, and other special projects. On behalf of the Accountability and Audit Committee, Ms. Whitford recommended and moved the following item be approved by the board:

System Office Internal Audit Plan FY 2018 (Attachment AUD 03) The above item was approved by voice vote.

POLICY COMMITTEE, Mr. Ernest Pearson, Chair For Information SBCC Code Report – November 2017 (Attachment POL 01) Mr. Pearson reminded the members to review the code report as the State Board Code continues to be updated.

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POLICY COMMITTEE, Mr. Ernest Pearson, Chair (continued) For Action Recommendations for Initial Proprietary School Licensure (Attachment POL 02) Mr. Pearson reviewed the Proprietary Schools to be approved for licensure. On behalf of the Policy Committee, Mr. Stephens recommended and moved the following item be approved by the board:

Recommendations for Initial Proprietary School Licensure (Attachment POL 02) The above item was approved by voice vote. Initiation of Rulemaking Process to Adopt 1A SBCCC 200.3 – “Authority to Waive a SBCC Code Provision”

(Attachment POL 03) Ms. Martin stated the State Board has approved a rule that allows temporary rules. This proposed rule would waive a rule for a temporary amount of time. This would be helpful with some the pilot programs and limitations encountered with current State Board Code. The State Board would be able to waive a provision for a specific amount of time and specify the reason. The reasons for the waiver mirror the reasons for temporary rules. On behalf of the Policy Committee, Mr. Stephens recommended and moved the following item be approved by the board:

Recommendations for Initial Proprietary School Licensure (Attachment POL 02) The above item was approved by voice vote.

NEW BUSINESS No new business

BOARD MEMBERS QUESTIONS/COMMENTS No additional questions or comments

DATE OF NEXT MEETING The next State Board Meeting will be held on Thursday, January 18, 2018 through Friday, January 19, 2018 in the Dr. W. Dallas Herring State Board Room located in the Caswell Building in Raleigh, North Carolina. More information regarding this meeting will be communicated. EXPIRING TERMS AND VACANCIES There are currently no terms expiring and no vacancies for the membership of the State Board.

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ADJOURNMENT There being no further business to come before the Board, Mr. Raye motioned to adjourn, seconded by Mr. McBrayer unanimously approved by voice vote at 10:26 a.m. RESPECTFULLY SUBMITTED BY: APPROVED BY: Secretary

______________________________ ______________________________ Jennifer Haygood, Acting System President Mr. Scott Shook, Chair

Attachment PROG 01 (REVISED 01/17/2018)

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PROGRESS ON THE IMPLEMENTATION OF THE CAREER AND COLLEGE READY GRADUATES PROGRAM

A Report to the: Joint Legislative Education Oversight Committee Submitted by The State Board of Community Colleges and the State Board of Education Section 10.13 of S.L. 2015-241

March 15, 2018


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BACKGROUND Section 10.13 of S.L. 2015-241, Career and College Ready Graduates, requires the State Board of

Community Colleges (SBCC), in consultation with the State Board of Education (SBE), to develop a

program for implementation beginning in the 2016-17 school year that introduces the college

developmental mathematics and developmental reading and English curriculums in the high school

senior year and provides opportunities for college remediation for students prior to high school

graduation through cooperation with community college partners. Implementation began in the

2016/17 academic year and was fully implemented (per the legislation) during the 2018/19 academic

year.1

This program will be mandatory for high school students in their senior year who have not met benchmarks established by the SBCC in their junior year. High schools are required to use the curriculum approved by the SBCC, in consultation with the SBE. The SBCC is also required to determine the appropriate measure of successful completion to ensure students are prepared for coursework at a North Carolina community college. The training will be prepared and delivered by the professional development sub-committee of the Career and College Ready Graduate Alignment Partnership (CCRGAP) committee. The courses will be delivered by high school faculty after completing training requirements. The NC Community College System (NCCCS) will provide oversight for the program. In working to design the program, the NCCCS and the Department of Public Instruction (DPI) are partnering to support the goal of students successfully graduating from public high schools who are career and college ready. In doing so, both the NCCCS and DPI are engaged in developing the best additional strategies to target specific academic deficiencies. As a first step, the NCCCS convened a community college stakeholder team to lead the development of strategies to design and implement the career and college ready graduate program. The team is composed of mathematics faculty; English/reading faculty; and, statewide association representatives.2 The team investigated programs in North Carolina as well as other states and identified four tenets essential to support a successful program: 1. Program development must be data-informed.

2. One strategy may not sufficiently address the state-wide need.

3. The program should build on policies already in place as well as possible partnerships with work already occurring within the State.

4. Students who successfully complete the program should be career and college ready, including all public higher education in North Carolina.

1 The NCCCS and the DPI are currently seeking an extension of Phase II to allow for fall statewide implementation in 2020/21, to fully align with proposed developmental education changes occurring at the NC community colleges and to have sufficient data from Phase I and Phase II to accurately inform decisions on eligibility criteria. 2 NC Association of Community College Presidents; NC Student Development Administrators; NC College English Instructors; NC Community College Association of Distance Learners; NC Association of Community College Instructional Administrators; NC Association of Development Educators; and, NC Mathematics Association of Two-Year Colleges


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Wake Technical Community College was designated as the Lead College, via a competitive RFP process, to assist with coordination of community college/high school partnerships and organizing regional professional development.

2016-17 Phase I Models Measures for Determining Student Participation in Remedial Coursework. The ACT benchmark in math and English, with slight variance in conjunction with high school GPA, was the initial factor in determining whether a student is required to enroll in remedial coursework during the senior year, for all but one of the Phase I models. Students who meet these standards are exempt from the career and college ready graduate coursework.

Students who did not meet the above benchmarks were required to enroll in remedial coursework in their senior year, in addition to their other courses.3 The seven college/high school partnership models for the 2016-17 academic year all volunteered. The community college and respective high school(s) have worked diligently to create the best program possible for their students. Many of the Phase I models utilized the Southern Regional Education Board (SREB) Essential of College Mathematics (ECM) course. The SREB Math Ready is a course taught by several secondary schools and approved for minimum course requirements by the UNC system as well as a fourth math for NC Community Colleges Multiple Measures for Placement. The course is designed to support learning of math concepts to enable students to be prepared for college coursework. 1. Asheville-Buncombe Community College partnering with:

• Asheville City Schools: Targeted math. Embedded National Repository of Online Courses (NROC) EdReady within Essentials of College Math. The class contained both Career and College Ready Graduate students and those who were not; everyone completed the remediation work and it counted towards the grade in the ECM class. The criteria for remediation were students that had an unweighted high school GPA below 2.7. Post remediation, the NC Diagnostic and Placement test (NC DAP) was used to determine success or failure. The course was the traditional 18-week semester long course.

3 During the 2016/17 AY CCRG was not mandatory, therefore not all students falling below the eligibility criteria were required to enroll in remediation during their senior year.

ACT Subject-Area Test ACT Benchmark Exempts a student from:

English 18 Remediation in English

Reading 22 Remediation in English

Mathematics 22 Remediation in math

Unweighted high school GPA 2.8+ Remediation in math and English


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• Buncombe County: Targeted math. Embedding the National Repository of Online Courses (NROC)’s EdReady within Essentials of College Math (ECM). The class contained students who are both Career and College Ready and those who were not; everyone completed the remediation work and counted towards the grade in the ECM class. The criteria for remediation were students that had an unweighted high school GPA below 2.7. Post remediation, the NC DAP was used to determine success or failure. The course was the traditional 18-week semester long course.

• Madison County: Targeted math. They incorporated the remediation as part of their smart lunch

and only students that needed remediation were targeted.

2. Alamance Community College partnered with:

• Southern Alamance High School: Targeted math and English. The remediation was a semester-long course. Southern Alamance High School provided students with a first block and third block where students could complete their math and/or English remediation.

Math. Used the NROC EdReady as a stand-alone course. The criteria for remediation were ACT scores: reading below 18, math below 22, or an unweighted high school GPA below 2.6. Students took an in-class diagnostic test in EdReady, that aligns with the NC DAP Developmental Math Modules (DMA). The results of the diagnostic test created personalized assignments for each student. For students to be determined as mastering the content, they needed to master one of the paper tests that are administered to Alamance Community College developmental students. Students needed to complete them in order, as students in college complete them. The stand-alone class was pass/fail. The student was required to complete all the coursework that was not mastered during the assessment. Students were assessed (proctored) on each individual DMA needed. Students who did not complete all their modules at the end of the semester were able to retake the placement test. This allowed them to test out of any modules they currently had not completed during their senior year.

English: Used NROC’s Developmental English course that had been imported into a Moodle Learning Management System (LMS) course. The student was required to complete all the coursework that was not mastered during the assessment. Students were assessed (proctored) on each individual (Developmental Reading and English)DRE needed.

3. Brunswick Community College partnered with:

• Brunswick County Schools: Targeted reading and English. Spring 2017 Brunswick used a new elective course. It was a Moodle Learning Management System course built from NROCs Developmental English course. The first semester of a students’ senior year the English IV course was taken and the second semester was the remediation course. The criteria for needing remediation was an ACT score less than 18 English, less than 22 on reading, or an unweighted high school GPA of less than 2.7. Proficiency was determined by a specific grade during year one of implementation and/or the results of the NC DAP. A


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student took the NC DAP at the beginning and end of the remediation course for data collection purposes. If a student demonstrated mastery on the NC DAP this was considered valid at Brunswick CC (and at any of the 58 community colleges). The first year of the model involved one classroom in one high school. Participation was optional for year one. The counselors presented the remediation class as part of the student's course plan for the spring to increase the likelihood that the student would take the course. The actual grade for the class was pass/fail. Brunswick CC faculty met with the course instructor and the school's English-Language Arts coach to create their in-depth plan for pacing, scheduling of class sessions, criteria for assessment, etc. A major challenge was locating computers/Chromebooks for the classroom.

4. Central Piedmont Community College partnered with:

• Charlotte Mecklenburg Schools – Harding HS, Myers Park HS, Olympic (TEAM) HS, Vance HS, and West Charlotte HS. Targeted math. CPCC embedded EdReady into Advanced Models and Functions (AFM). All students in the AFM class were required to participate in the remediation. The CMS high schools have varying needs therefore additional math courses were being considered. The model design is aimed at embedding remediation into existing courses to minimize disruptions to the learning environment. The EdReady content is aligned as a support mechanism for the most essential prerequisite topics of each course. The EdReady content is not explicitly aligned to the Developmental Mathematics modules (DMAs) however there is a strong correlation between the EdReady content and the DMA learning objectives. The model does not currently include a crosswalk to the DMAs. The criteria for determining students that were not Career and College Ready were those students that scored less than 18 on the ACT math.

Students were given an initial diagnostic assessment followed by a personalized study plan that is aligned with the high school curriculum. The students were required to illustrate mastery of the prerequisite/developmental topics in EdReady and earn a C or higher in the AFM class.

5. Davidson County Community College partnered with:

• Lexington City Schools: targeted math and reading/English. Lexington City Schools offered two stand-alone, 9-week math program and 9-week reading program. The 9-week remediation courses were offered the first semester of a student’s senior year and the second semester contained the fourth math course and/or English course. The criteria for remediation was an ACT score below 18 on the English and a score below 21 on the math, or an unweighted high school GPA of less than 2.7. Math: The remediation course utilized NROC’s EdReady that has been aligned with the Developmental Math Modules. There were mastery assignments throughout the course and not a high stakes assessment at the end of the course. A crosswalk was developed between the NROC EdReady course and the Developmental Math modules (DMA)s. The class was pass/fail and students received a pass based on effort, success, and successful completion of an appropriate number of modules. To further explain this process, students come to this math course with varied abilities and backgrounds. If students work, make progress, and complete the number of modules they were able to complete in the time allowed, then they receive a P, as well as non-course credit (at the community college) for the modules they mastered. We must remember


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that many of these students are seeking a technical certificate, diploma or associate’s degree. Some of these programs may not require all the DMA modules. Successful completion of any modules will decrease the time necessary at Davidson County CC to complete a program and decrease the classroom time necessary to earn a family sustaining wage. When a student enrolls at Davidson County CC individual DMA credit is awarded for modules in which the student has demonstrated mastery. English: In English/Reading, students worked through the NROC English materials to improve their reading, comprehension, and writing skills. If they mastered the skills for DRE096, DRE097, and/or DRE098, students received a P and were awarded non-course credit for the remedial college courses based on their own individual skill attainment. During the first model year, DCCC deemed success as the completion of as many modules as possible to ensure each student’s understanding and mastery of the skills in each module.

6. Pitt Community College partnered with:

• JH Rose High School & South Central High School: Pitt CC offered a "bundle" of courses to

students that were not career and college ready, as deemed by their high school teachers and

the NC DAP. The bundle included a professional development course, a research course, a

college study skills course and developmental math and developmental English course. The

bundle was taught each semester, Monday through Friday for a 90-minute block. Upon

completion students retook the NC DAP. The results from the NC DAP were used for placement

at Pitt CC. Pitt CC is not currently used the state-wide English or math course but will begin using

these courses in spring 2018.

7. Randolph Community College partnered with:

• Asheboro High School: targeted math. Randolph CC and Asheboro High School embedded

Developmental Math Modules (DMA) material within two SREB courses. They did not use a

technology based intervention. Students took the NC DAP and this was used as a pre-and-post

assessment. There was one grade for the SREB course that was inclusive of the remediation

work. The criteria for determining career and college ready were all students that made a C or D

in Math 3 (or were on the path to do so when registration took place). Those students were

placed in Essentials for College Mathematics

State-wide courses

The math sub-committee of the CCRGAP task force has created a NROC EdReady math course. The math sub-committee incorporated input from community college faculty, high school teachers, the DPI, and LEAs wherever possible. This course was sent to all members of the CCRGAP taskforce (over 90) for review. The course has been closely aligned with the Developmental Math Modules offered at the 58 community colleges, is mastery based, and allows a student to earn “credit” 4 for these modules at the

4 Credit earned for developmental education courses does not count toward graduation.


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7

community college. Although successful completion of the entire course is the goal we realize that might not be obtainable for all students. This newly created course allows for a reduced developmental education footprint, if not completely mastered. The EdReady math course resides in the cloud. Students were given a URL that has been customized for their participating college. The English sub-committee of the CCRGAP task force has created an English/reading course. The English sub-committee incorporated input from community college faculty, high school teachers, the DPI, and LEAs wherever possible. This course was sent to all members of the CCRGAP taskforce (over 90) for review. The course has been closely aligned with the Developmental English courses offered at the 58 community colleges and allows a student to earn “credit” for these courses at the community college. Although successful completion of the entire course is the goal we realize that might not be obtainable for all students. This newly created course will allow for a reduced developmental education footprint, if not completely mastered. The English course resides in the Virtual Learning Community (VLC). Every participating high school senior was assigned a community college email address to access the course. It is important to note that both the state-wide math and English course rely heavily upon technology. Although a paper/pencil option was made available, the courses were not created with that approach at the forefront. Internet, bandwidth, and accessibility to computers within the high schools is of utmost concern. The above-referenced curriculum discussion will allow community college/high school partnerships to utilize one of the existing courses, or to establish frameworks for new courses, that will align with NCDPI graduation standards as well as satisfy college-level course prerequisite requirements.

Assessment to Determine Successful Completion

After completing remedial coursework, students were assessed to determine career and college readiness. In some of the models this assessment occurred at the end of the remedial intervention in the student’s senior year. Some math models utilized a mastery-based approach whereby students were assessed at multiple points during the course. To progress, mastery was required on preceding modules. Students could receive “credit” for individual developmental math modules at their respective community college. Grading of the final English assessment utilized a rubric. The score on the final assessment determined whether a student successfully completed all the English remediation or only received credit for one or two of the developmental English courses. Students could receive “credit” for individual developmental English courses at their respective community college.


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8

Phase I Models – At a Glance

AB-Tech Alamance Brunswick Criteria for determining career and college ready

Unweighted HS GPA < 2.6 or ACT reading < 18 Math < 21

ACT reading < 18 Math < 22 or unweighted HS GPA < 2.6


Number of partnering high schools

8 1 1

Remediation required of students not CCR?

Yes No Optional during year one.

Targeted subject Math Math and English English

Length of course Asheville City Schools and Buncombe County: 18-week semester Madison County: Offered during “Smart” lunch.

Semester Semester

Embedding or Stand-alone?

Embedded within the SREB ECM course

Stand-alone course Stand-alone “mandatory elective”

Using State-wide EdReady math course?

No, not yet. No, not yet. N/A

Using state-wide NROC English course?

N/A Yes Yes

Criteria for determining success

NC DAP Math – Mastery of a paper/pencil test identical to one given to ACC students.

Class grade and/or NC DAP


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9

Central Piedmont Davidson Pitt Randolph

Criteria for determining career and college ready

ACT math < 18 and registered for the AFM class


Students that identify as planning on attending Pitt CC and identified by faculty as not career and college ready

A student that receives a grade below a B in Math III

Number of partnering high schools

5 1 1 1

Remediation required of students not CCR?

Yes, any student registered for AFM will be required to participate in the remediation

Yes No Yes

Targeted subject

Math Math and English Math and English Math

Length of course

Semester 9-weeks for math and 9-weeks for English

Year-long Semester

Embedding or Stand-alone?

Embedded within Advanced Functions and Models

Stand-alone Embedded within a CCP cluster

Embedded within the ECM course

Using State-wide EdReady math course?

No Yes Spring 2017 – No Fall 2017 - Yes

No – using paper/pencil approach

Using state-wide NROC English course?

N/A Yes Spring 2017 – No Fall 2017 - Yes

N/A


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10

2016-17 AY

AY

2017-18 AY


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11

Community College High School(s)

AB-Tech Asheville HS, A.C. Reynolds HS, Charles D. Owen HS, T.C. Roberson HS, Madison HS

Alamance CC Graham High, Hugh M. Cummings, Walter M. Williams, Southern Alamance HS

Brunswick CC Brunswick County HS

Cape Fear CC Still under discussion

Central Piedmont CC

Harding HS, Myers Park HS, Andrews Kell HS, Butler HS, Independence HS, Mallard Creek HS, North Mecklenberg HS, Northwest School of the Arts, Charlotte Engineering Early College @UNCC, Olympic Renaissance, Vance HS, West Charlotte HS, Hopewell HS

College of the Albemarle John A. Holmes HS

Davidson County CC Lexington City Schools

Fayetteville Technical CC E.E. Smith HS

Forsyth Technical CC North Stokes HS, West Stokes HS, South Stokes HS

Lenoir CC Kinston High, North Lenoir HS, South Lenoir HS, Lenoir Early College

Mayland CC Mountain Heritage HS

McDowell Technical CC McDowell HS

Pamlico CC Pamlico County HS

Piedmont CC Person HS

Pitt CC JH Rose HS, South Central HS

Phase II Partnerships


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Evaluation of Models & Narrowing Eligibility Criteria

Phase I, “n” size of 588, produced the following results:

• The stand-alone, elective math and English classes had the highest success rates. One high school CCRG math class had 87% of the students complete five developmental math modules. (Most programs at the community college do not require beyond the fifth module, STEM being the exception). 95% of students in the CCRG English class completed the entire CCRG course and will be ready for ENG-111 (Writing and Inquiry).

• Students with unweighted high school GPAs below 2.2 were not as successful as students with GPAs above 2.2.

Phase II modifications Phase II consists of 23 college/high school partnerships. We have sought external funding and as a result ten of the NC community colleges will receive a small amount of Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) funds.

• Phase II - The criteria for determining career and college ready for English is an unweighted HS GPA 2.2-2.799 or ACT English 18+ or ACT Reading 22+ or SAT Evidence Based Reading 480. The criteria for determining career and college ready for math is unweighted HS GPA 2.2-2.799 or ACT 22+ or SAT 530.

• During the summer 2017, twelve faculty met for 2 ½ days to create an enhanced version of the statewide English course. It has been delivered to the UNC-General Administration (UNC-GA) for review. The goal is for this new course to be accepted at NC’s 16 public universities as part of the

Randolph CC Asheboro HS

Richmond CC Scotland HS

Robeson CC Purnell Swett HS, South Robeson HS

Rockingham CC Morehead HS, Dalton L. McMichael HS

Sampson CC Hobbton, Lakewood, Midway, Union, Sampson Early College

Southeastern CC

Whiteville HS, Columbus Career and College Academy (seated), Columbus Career and College Academy (online)

Stanly CC North Stanly HS

Vance-Granville CC Warren County HS


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13

minimum course requirements (MCR). This acceptance will hopefully allow the high schools to offer the course as an alternative to the existing senior year English class. This same course will be presented to the State Board of Community Colleges and the State Board of Education, seeking approval for a fourth English class for high school graduation.

• Fall 2017, 14 math faculty met to begin developing an enhanced version of the statewide math course. It will be delivered to UNC-GA for review. The goal is for this new course to be accepted at NC’s 16 public universities as part of the minimum course requirements. This acceptance will hopefully allow the high schools to offer the course as an alternative to the existing fourth year math classes. This same course will be presented to the State Board of Community Colleges and the State Board of Education, seeking approval for a fourth math class for high school graduation.

Communication/Professional Development/Data Analysis During the fall 2017, the NCCCS held four one-day summits aligned with the DPI Service areas. This allowed Local Education Agencies, high schools, teachers, counselors, and community colleges to learn detailed information about the CCRG initiative and hear firsthand from Phase I partnerships. More than 700 faculty and staff attended. One result of these summits was that additional college/high school partnerships now have the knowledge needed to begin their planning for future implementation. On-going professional development is planned for the next three years. The PD committee will also establish an evaluation plan that will position colleges and school districts to review the success levels of student completers of the adopted courses. The NCCCS in collaboration with the DPI is establishing methods for determining the efficacy of the Career and College Ready Graduates initiative. Faculty, student services, PD, and research teams will continue to meet in 2018 to finalize all the details, policies, and procedures associated with the CCRGAP full implementation and its connection to the new developmental model for the NC community colleges.5

Effective Implementation At a glance - timeline

5 NC is currently redesigning its Developmental Education. It is moving toward a corequisite model of remediation and pending final approval from our presidents, no longer requiring a one-time high stakes placement test.


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2018

Spring

Complete Phase II to

inform final

development and

implementation.

Gain course

approvals from

UNC-GA to meet

MCR.

Grow CC/LEA

partnerships to

expand

opportunities for

student

participation.

2018- 2019

Phase II data

quantitative and

qualitative review

and analysis to

inform future

implementation

Finalize content

delivery. Finalize

student eligibility.

Develop data

sharing

agreements.

Develop and

deliver professional

development.

Grow CC/LEA

partnerships to

expand

opportunities for

student

participation.

Develop policies

and obtain

approval from

Governing Boards.

2019- 2020

Continued PD.

High

schools/colleges hire

staff if needed.

Planning student

schedules.


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Conclusion The NCCCS Career and College Ready Graduate Alignment Partnership team believes the current plan has strong potential for success as it is designed to ensure that:

1. Input and participation from the community colleges, DPI, LEA’s and high school teachers has been incorporated at every phase.

2. The possible need for multiple strategies to sufficiently address the State-wide need is identified and

supported.

3. The program is built on policies already in place as well as partnerships with work already occurring within the State.

4. Students who successfully complete the program should be career and college ready, including all public higher education in North Carolina.

5. Students that were not able to complete the entire program will still be able to reduce their

developmental education footprint when enrolling at their community college.

6. Data from Phase II, will greatly increase the “n” of Phase I and more accurately, inform Phase III.

7. The NCCCS is beginning a developmental education redesign. Statewide rollout is currently planned for fall 2020, perfectly aligning with the requested extension for CCRG.


SBCC 01/19/2018

STATE BOARD OF COMMUNITY COLLEGES Cooperative Innovative High School Applications

Request: At the request of staff, the State Board of Community Colleges is asked to approve the applications for new Cooperative Innovative High Schools (CIHS) for the 2018-2019 school year. The list of CIHS applications seeking approval are indicated in the chart on the next page. Background: During the 2011 legislative session, the General Assembly established the following criteria to define a cooperative innovative high school (G.S. 115C-238.50A):

a) It has no more than 100 students per grade level;

b) It partners with an institution of higher education to enable students to concurrently

obtain a high school diploma and begin or complete an associate degree program,

master a certificate or vocational program, or earn up to two years of college credit

within five years

c) It is located on the campus of the institution of higher education, unless the governing

Board . . . specifically waives the requirement through adoption of a formal resolution.

Rationale: New cooperative innovative high school (CIHS) applications are submitted to the North Carolina Department of Public Instruction. CIHS Applications are reviewed by the Joint Advisory Committee (JAC), which includes members from the North Carolina Department of Public Instruction, the North Carolina Community College System, the University of North Carolina General Administration, and the North Carolina Independent Colleges and Universities. Once JAC members review each of the cooperative innovative high school applications, recommendations for application approvals are sent from the JAC to the State Board of Education. New cooperative innovative high schools (CIHS) must be approved by the State Board of Education and then are sent to the State Board of Community Colleges for approval. New CIHS applications were presented to the State Board of Education for information at their December meeting and were approved at their December 6-7, 2017 meeting. Cooperative innovative high school applications also now include location waivers if the school is not located on a community college campus. Contact(s): Dr. Lisa Eads Program Coordinator


SBCC 01/19/2018

JOINT ADVISORY COMMITTEE REVIEW SUMMARY 2017-18

COOPERATIVE INNOVATIVE HIGH SCHOOL (CIHS) APPLICATIONS Applications for New CIHS (4)

Proposed Name of CIHS LEA Partner IHE Partner Funding Request

Location Requested Waiver JAC Recommendation

SOUTHEAST AREA TECHNICAL HIGH SCHOOL (SEA-TECH)

New Hanover County Schools

Cape Fear Community College

Yes Yes – Currently located on CFCC’s north campus. Moving to 5301 Sidbury Road, Castle Hayne 28429 Fall 2019 once building renovations are complete

Approve to request funding (Already exists as a high school transitioning to a CIHS)

MARINE SCIENCES & TECHNOLOGIES EARLY COLLEGE HIGH SCHOOL (MAST)

Carteret County Public Schools

Carteret Community College

Yes No - Located on the college campus

Approve to open with funding

ROANOKE RAPIDS EARLY COLLEGE HIGH SCHOOL

Roanoke Rapids Graded School District

Halifax Community College

Yes Yes – 838 Hamilton Street, Roanoke Rapids, NC 27870


CENTER FOR INDUSTRY, TECHNOLOGY AND INNOVATION (CITI)

Nash Rocky Mount Public Schools

Nash Community College

Yes Yes - 846 Hammond St, Rocky Mount, NC 27804


The Joint Advisory Committee recommends the four (4) Cooperative Innovative High School (CIHS) applications listed above to the State Board of Education and the State Board of Community Colleges for approval to open with funding for 2018-19 school year. Note: All funding requests go to the General Assembly for allocation and final approval.


SBCC 01/19/2018

STATE BOARD OF COMMUNITY COLLEGES Legislative Reports for Career and College Promise and Cooperative Innovative High Schools

Request: In February 2018 at the request of staff, the State Board of Community Colleges will be asked to approve the Career and College Promise Study Report, Cooperative Innovative High Schools (CIHS) report and Career and College Promise (CCP) report for the 2016-2017 school year. Background: The General Assembly established the following criteria to evaluate Cooperative Innovative High Schools and Career and College Promise: SL 2017-57, Sec. 7.22(b) Career and College Promise Study

State Board of Community Colleges, the Board of Governors of The University of North Carolina, and the State Board of Education shall study and report to the Senate Appropriations Committee on Education/Higher Education, the House Appropriations Committee on Education, the Fiscal Research Division, and the Joint Legislative Education Oversight Committee on the costs associated with the Career and College Promise Program, including operation of cooperative innovative high schools and the cost of concurrent enrollment in the high school and the institution of higher education, student outcomes related to the Program, and any legislative recommendations on modifications to the administration and funding for the Program, including the use of State funds for the planning and establishment of new cooperative innovative high schools in economically distressed areas of the State.

115C-238.55. Evaluation of Cooperative Innovative High Schools and 115D-5(x) Evaluation of Career and College Promise

State Board of Community Colleges, in conjunction with the State Board of Education and the Board of Governors of The University of North Carolina, shall evaluate the success of students participating in the Career and College Promise Program, including Cooperative Innovative High Schools, College Transfer pathway and Career and Technical Education pathway. Success shall be measured by high school retention rates, high school completion rates, high school dropout rates, certification and associate degree completion, admission to four-year institutions, post-graduation employment in career or study-related fields, and employer satisfaction of employees who participated in and graduated from the schools.

Rationale: Review and evaluation of Career and College Promise and Cooperative Innovative High Schools ensures continued program success. Contact(s): Dr. Lisa Eads Program Coordinator


SBCC 01/19/2018

CCP/CIHS REPORTING REQUIREMENTS February 15, 2018 (One Time) March 15, 2018 (Annually)

SL 2017-57, Sec. 7.22(b)

CCP • Costs associated with CCP, including operation of CIHS & cost of concurrent enrollment in HS and institution of higher ed.

• Student outcomes

• Legislative recommendations on modifications to the administration & funding

• Legislative recommendations addressing use of funds for CIHS allotment; whether allotment necessary for operations of schools; & how modification or discontinuation of allotment would impact programs

Reporting Board(s) - SBCC, UNC-BOG, SBOE

G.S. 115D-5(x) as enacted by SL 2017-57, Sec. 7.22(g) Evaluation of success of students participating in CCP, including College Transfer and CTE. Success measured by:

• HS retention rates

• HS completion rates

• HS dropout rates

• Certification & Associate Degree completion

• Admission to 4-yr. institutions

• Post-graduation employment in career/study-related fields

• Employer satisfaction Reporting Board(s) - SBCC, in conjunction with, SBOE & UNC-BOG

CIHS G.S. 115C-238.55 as amended by SL 2017-102, Sec. 48(c) [date change]

• Success of students in CIHS

• HS retention rates

• HS completion rates

• HS dropout rates

• Certification & Associate Degree completion

• Admission to 4-yr. institutions

• Post-graduation employment in career/study related fields

• Employer satisfaction Reporting Board(s) - SBOE & governing boards

Receiving House & Senate Ed. Approps; Fiscal Research; Ed. Oversight

Ed. Oversight


SBCC 01/19/2018

STATE BOARD OF COMMUNITY COLLEGES Curriculum Program Applications – Existing

Associate in Engineering (A10500) Program Application

Request: The State Board of Community Colleges is asked to approve the curriculum program at the listed college, which has met the criteria below: Associate in Engineering (A10500)

Carteret Community College (effective term Fall 2018)

Background: Associate in Engineering program applications must include the following items in order to be placed on the Associate in Engineering program approval request presented to the State Board of Community Colleges as part of the consent agenda:

1. Letter of request from the President of the College indicating the proposed effective term.

2. Copy of the proposed program of study which is compliance with the AE curriculum standard.

3. Copy of the minutes from the Board of Trustees meeting(s) where the proposed program was discussed and approved.

4. Certification of the following which is signed by the college President and Board of Trustees chair:

a. The program will enhance the workforce of North Carolina, and will provide

educational and training opportunities consistent with the mission of the college.

b. The college has assessed the need for the program and the facilities and resources required to maintain a viable program and certifies that the college can operate this program efficiently and effectively within the facilities and resources available to the college.

c. The college has evidence of sufficient student demand to offer the program and will provide master’s credentialed faculty for each course provided under the Associate in Engineering degree.

Contact(s): Jennifer Frazelle Director


SBCC 01/19/2018

STATE BOARD OF COMMUNITY COLLEGES CURRICULUM PROGRAM APPLICATIONS

Fast Track for Action [FTFA*]

Request: The State Board of Community Colleges is asked to approve the curriculum programs at the listed colleges on the condition that equipment funds are available to the college and operating funds generated by the budget formula will permit the offering of these programs without any special allocation of funds. College of The Albemarle Emergency Medical Science (A45340) Piedmont Community College Agribusiness Technology (A15100)

Background: Program applications must meet the following criteria in order to be placed on the Fast Track For Action (FTFA) program approval request presented to the State Board of Community Colleges as part of the consent agenda:

• The curriculum program title currently exists within the System and does not require the

creation of a new program title and new curriculum standard;

• The application is complete, requires no further analysis or documentation, and has the endorsement of Academic Programs;

• There are no negative impact assessments from other colleges; and

• The college does not go outside of its service area for planning purposes. Contact(s): Jennifer Frazelle Director

Attachment PROG 05A

(REVISED 01/17/2018)

SBCC 01/19/2018

PROGRAM APPLICATION SUMMARY EVALUATION REPORT

College of The Albemarle Emergency Medical Science (A45340)

Program Planning: College of The Albemarle is seeking approval for the Emergency Medical Science program to begin Fall 2018. The planning area is defined as the college’s service area of Pasquotank, Perquimans, Gates, Camden, Currituck, Dare, and Chowan counties. All colleges were notified of the planning process for this program.

The proposed program was approved by the Board of Trustees at College of The Albemarle on October 17, 2017. Minutes from this Board meeting were attached to the program application. The President and the Board of Trustees of College of The Albemarle have certified the following:

• The proposed program will enhance the workforce of North Carolina, will provide educational and training opportunities consistent with the mission of the college, and will not duplicate the opportunities currently offered.

• They have assessed the need for the proposed program and the resources required to maintain a viable program and certify that the college can operate the proposed program efficiently and effectively within the resources available to the college.

• The college will complete a program accountability report including student success measures, enrollment trends, completion rates, and employment data three years after implementation of the program.

Program Rationale: College of The Albemarle (COA) indicates the following:

• According to the US Bureau of Labor and Statistics, the national employment growth rate for Emergency Medical Technicians (EMTs) and Paramedics is expected to increase by 26% from 2014 to 2024.

• In January 2017, the Northeastern Workforce Development Board, utilizing Economic Modeling Specialist Inc., estimated a growth of 29.5% for EMS workers in the region, inclusive of northeast NC and southeastern Virginia, which encompasses the employment market for COA graduates.

• COA surveyed local employers and determined a strong interest for an EMS curriculum program. Employers indicated currently there are over sixty-five job openings (paid and volunteer) and over the next two years they anticipate one hundred and eight-five job openings.

Attachment PROG 05A

(REVISED 01/17/2018)

SBCC 01/19/2018

• COA surveyed students enrolled at COA, local high schools, and community members. One hundred and thirty-four respondents (68%) indicated they were interested in the EMS program. Of the respondents, thirty-six paramedics through continuing education indicated they were interested in obtaining their associate degree.

• COA is planning to offer a Career and College Promise pathway for high school students that results in certification and college credit as EMTs.

• COA received letters of support from the Chief at Gates County Rescue & EMS, the Chair of the Gates County Board of Commissioners, the Chief at Chowan County EMS, and the Director of Perquimans County Emergency Services.

Impact of the Proposed Program on Other Programs: Thirty-three community colleges are

approved to offer the Emergency Medical Science program. This program contains a clinical

component; therefore, each college was provided with a program impact assessment from COA

All colleges approved to offer the program are in agreement with the impact assessment.

Implementation of Collaborative Plan: Not Applicable

Curriculum Design: The proposed program of study is in compliance with the State Board approved curriculum standard. Curriculum Description as Designated on Curriculum Standard:

The Emergency Medical Science curriculum provides individuals with the knowledge, skills and

attributes to provide advanced emergency medical care as a paramedic for critical and

emergent patients who access the emergency medical system and prepares graduates to enter

the workforce. Students will gain complex knowledge, competency, and experience while

employing evidence based practice under medical oversight, and serve as a link from the scene

into the healthcare system. Graduates of this program may be eligible to take state and/or

national certification examinations. Employment opportunities include providers of emergency

medical services, fire departments, rescue agencies, hospital specialty areas, industry,

educational and government agencies.

Contact(s): Renee Batts Associate Director

Attachment PROG 05B

(REVISED 01/17/2018)

SBCC 01/19/2018

PROGRAM APPLICATION

SUMMARY EVALUATION REPORT Piedmont Community College

Agribusiness Technology (A15100)

Program Planning: Piedmont Community College is seeking approval for the Agribusiness Technology (A15100) program to begin Fall, 2018. The planning area is defined as the college’s service area of Caswell and Person counties. All colleges were notified of the planning process for this program. The proposed program was approved by the Board of Trustees at Piedmont Community College on November 7, 2017. Minutes from this Board meeting were attached to the program application. The President and the Board of Trustees of Piedmont Community College have certified the following:

• The proposed program will enhance the workforce of North Carolina, will provide educational and training opportunities consistent with the mission of the college, and will not duplicate the opportunities currently offered.

• They have assessed the need for the proposed program and the resources required to maintain a viable program and certify that the college can operate the proposed program efficiently and effectively within the resources available to the college.

• The college will complete a program accountability report including student success measures, enrollment trends, completion rates, and employment data three years after implementation of the program.

Program Rationale: Piedmont Community College (PCC) indicates the following:

• Graduates of the program will be able to pursue entrepreneurial opportunities. The college will provide assistance to entrepreneurs through their Small Business Center which will provide business counseling, seminars and workshops.

• It is estimated that by 2024, North Carolina will see an increase in job openings specifically for Agricultural and Food Science Technicians by 3% and Agricultural Equipment Operators by as much as 12% (NC Occupational Trends 2014-2024)

• In 2012, Caswell County farms employed 877 workers making up 16.4% of county employment. (2012 Census of Agriculture Caswell County.

• If approved for the program, PCC plans to pursue bilateral agreements with North Carolina State University and North Carolina Agricultural and Technical State University.

• If approved for the program, PCC plans to provide a Career and College Promise

pathway.

Attachment PROG 05B

(REVISED 01/17/2018)

SBCC 01/19/2018

• Both Person and Caswell counties have very active Future Farmers of America (FFA) programs. The middle school chapter of FFA in Caswell county is one of the most active middle school FFA chapters in North Carolina. The high school chapter in Person county has been established for over thirty years and currently has over fifty members.

• Caswell County Schools provide agriculture education opportunities to students at their traditional high schools. They currently have estimated enrollment of 360 students in these programs and most of these students participate in the Future Farmers of America activities and events.

• The Bureau of Labor Statistics predicts that agricultural workers may find opportunities at smaller farms that sell their products directly to consumers through venues such as farmer markets. These direct-to-consumer farms have grown in popularity.

• The average age of the principal owner of farms in Caswell County is over 59 years in age. Both landowners and their children are interested in learning about options that will make it feasible to hold onto their land and for the next generation to farm profitably. (Caswell County Farmland Protection Plan)

• According to the US Department of Agriculture, half of all current farmers in the United States are likely to retire in the next decade.

• Agriculture is a significant driver of the economy in Caswell County with over $40,535,495 in agriculture production receipts realized in 2014. (NC Agricultural Statistics 2015)

• The Director of Academic Programs at the College of Agriculture and Life Sciences at North Carolina State University expressed support for the program and stated that one of the limitations for agriculture has been an insufficient number of well-trained employees. Implementing this new program will increase the number of people going into the field of agriculture and enhance the economic opportunities for Caswell county residents.

• The Associate Dean for Academic Studies at NC Agricultural and Technical State University indicates that: This program is relevant to the current needs of not only the communities served by Piedmont Community College, but its surrounding areas, and the State of North Carolina in general. Implementing this new program will enhance the community’s health and wellness as well as increase economic development opportunities for these residents.

Attachment PROG 05B

(REVISED 01/17/2018)

SBCC 01/19/2018

• The owner of Baldwin Family Farms in Yanceyville indicates the program will allow for a new generation of farmers to enter into the agriculture industry while earning their degree and networking in Caswell County.

• The Piedmont Progressive Farmers Group (PPFG) is a nonprofit cooperative of farmers which strongly supports the proposed program. The President of PPFG states that: Offering an agriculture degree in Caswell will help build new generations of farmers while retraining and equipping our current farmers to expand their work in the Ag industry.

Impact of the Proposed Program on Other Programs: Ten community colleges are approved to offer the Agribusiness Technology program. None of these colleges are in counties contiguous to Piedmont Community College’s service area. Therefore, an impact assessment was not required. Implementation of Collaborative Plan: Not Applicable Curriculum Design: The proposed program of study is in compliance with the State Board approved curriculum standard. Curriculum Description as Designated on Curriculum Standard: These curriculum are designed to provide the entrepreneurial and technical skills necessary to manage a profitable, environmentally sound, community based small farm or agricultural business. The objective is the development of a workforce knowledgeable in sustainable agriculture practices. Students will learn the fundamentals of agriculture, focusing on crop production and business. Emphasis is placed on entrepreneurial and field training. Students will also learn the basic principles of our economic system and government policies and programs relating to agriculture. Graduates should qualify for a variety of jobs in agricultural businesses such as equipment, feed, and agricultural supply sales; store management; farm operations; wholesale and retail produce management; nursery operations; and environmental and agricultural education. Agribusiness Technology: A program that prepares individuals to manage agricultural businesses and agriculturally related operations within diversified corporations. Potential course work includes instruction in agriculture, agricultural specialization, business management, accounting, finance, marketing, planning, human resources management, and other managerial responsibilities. Contact(s): Jennifer Frazelle Director

nccommunitycolleges.edu

Putting Education to Work NC Community Colleges 2018-2022 Strategic Plan

Attachment PLAN 01 (REVISED 01/17/2018)

SBCC 01/19/2018


SBCC 01/19/2018

1

To open the door to high-quality, accessible educational opportunities that minimize bar-riers to post-secondary education, maximize student success, develop a globally and multi-culturally competent workforce, and improve the lives and well-being of individuals by providing:

• Education, training and retraining for the workforce including basic skills and literacyeducation, occupational and pre-baccalaureate programs.

• Support for economic development through services to and in partnership with busi-ness and industry and in collaboration with the University of North Carolina Systemand private colleges and universities.

• Services to communities and individuals which improve the quality of life.

MissionAttachment PLAN 01

(REVISED 01/17/2018)

SBCC 01/19/2018

Introduction Strategic Planning Process

2

By 2020, 67% of jobs in North Carolina are projected to require postsecondary education. Yet in

2015, only an estimated 48% of North Carolina’s prime working-age (18-64) adults had a postsec-

ondary degree, certification, license or other credential of workplace value. In response to this ur-gent need to significantly increase educational attainment, the State Board of Community Colleges initiated in February 2017 a strategic planning process aimed at improving how community colleges

provide high-quality, accessible educational opportunities to North Carolinians.

Through this planning process, our System focused on four themes related to comprehensively im-

proving the educational pipeline provided by community colleges:

• Student Interest and Access: How do we overcome lack of interest and barriers to higher

education access to increase the percentage of North Carolinians pursuing postsecondary

education?

• Clear and Supported Pathways for Student Progress and Success: How do we better

provide students the instruction and support needed to successfully attain a degree/credential

and enter the workforce or transfer to a four-year institution in a timely manner?

• Economic and Workforce Impact: How do we ensure that our students have the knowledge,

skills, and abilities to meet the state’s economic and workforce needs?

• System Effectiveness: How do we support a cohesive system of nimble, community-driven

colleges and empowered faculty and staff? How do we improve institutional capacity to sup-

port and reduce operational risk that could undermine the System’s mission?


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3

Introduction Strategic Planning Process

3

Environmental Scan

• Research into demographic and economic trends affecting community colleges

• Review of 58 community colleges' strategic plans to understand what is impor-

tant to our system

• Initial stakeholder engagement, including students, businesses, legislative lead-

ers, and community college presidents and professional associations

Plan Development

• Teams co-chaired by System Office and community college leaders focused onfour themes: Student Interest & Access; Clear & Supported Pathways for Student Progress & Success; Economic & Workforce Impact; System Effectiveness

• Included participation of partners and customers• Reviewed and updated by the State Board

Plan Implementation and Adjustments

• State Board approval, February 2018

• State Board will monitor and evaluate progress toward achievement of plan’s

goals, and will make course corrections as needed

The Plan’s Uses• Promote a clear and consistent message about North Carolina’s community colleges.• Guide development of NC Community College System’s budget and legislative priorities.• Promote accountability.• Aid in making decisions and focusing on priorities.• Inspire our community college “family” and promote cohesion.


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Increase the percentage of North Carolinians, particularly within under-

served populations, pursuing and easily accessing education or training

through North Carolina community colleges.

1.2. Increase student interest and success in industries experiencing skills gaps.

1.1.1. Implement a comprehensive, system-wide marketing and communications plan that focuses on the value of community colleges and promotes the image of

the System and our institutions.

1.1.2. Strengthen collaboration with education, community, business, and workforce

partners for outreach and to support students as they transition through a seam-

less system of education in North Carolina.

1.1.3. Reconnect former community college students to education and training op-

portunities that foster continued educational and career growth.

1.2.1. Market the value of technical education and workforce training for job/careers.

1.3. Identify and reduce access barriers for all prospective students, particularly among underserved populations.

1.3.1. Improve and augment existing financial assistance programs and services to better assist students with educational costs, particularly costs beyond tuition

and fees (e.g., books, transportation, child care, etc.).

1.3.2. Promote more flexible scheduling and instructional delivery formats to reach non-traditional students.

1.4. Improve the student experience and increase enrollment by simplifying en-

rollment policies, processes, and communications.

1.4.1. Re-envision the application and enrollment process for community colleges.

1.4.2. Improve initial advising to include career exploration and improve navigation of the enrollment process.

1.1. Improve the understanding and perceived value of educational opportunities, including lifelong learning, offered by NC community colleges.

Student Interest and Access Highlighted Activities

4


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Student Interest and Access Highlighted Activities

5

Outreach and Awareness of Critical Career Pathways for NC - Building on a new partnership withthe Carolinas Association of General Contractors, the System is exploring ways to promote com-

munity college programs in partnership with industry efforts to promote occupations that are hard to fill. The project with Carolinas AGC is developing modern messaging and tools to promote construc-tion and contractor career pathways to high school students, veterans, underserved populations, and adult career changers. The lessons learned from this partnership will inform similar projects with other

industries.

Career Coaches – The Career Coach program places community college career coaches in highschools to help students set career goals and identify postsecondary education or training pro-

grams to achieve those goals. The program complements other strategies to reach students early in the educational pipeline. The System is exploring ways to scale the program to increase career aware-

ness and post-secondary education planning.

Competency-Based Education - CBE is an approach to designing academic programs with a focuson mastery of competencies at a personalized pace rather than time spent in a classroom. Learn-

ers earn credentials by demonstrating mastery through multiple forms of assessment and progress at a personalized pace. A pilot competency-based program in Information Technology is under develop-

ment.


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Provide a continuum of education, training, advising, and support to help

learners make informed decisions that lead to credentials and careers.

2.2. Provide integrated, targeted support services that promote student success.

2.1.1. Integrate career exploration and employer outreach for all audiences from the moment they engage.

2.1.2. Develop and support effective career planning practices for faculty and staff.

2.2.1. Provide support for student academic concerns, including early alerts to in-

crease retention.

2.2.2. Connect students to transportation, health, and other comprehensive ser-

vices, drawing on both college and community resources to address non-academic

barriers faced by students.

2.3. Increase completion of credentials for successful transition to careers and/or further education.

2.3.1. Simplify and streamline processes from entry through completion/ transfer,

effectively incorporating multiple on and off ramps.

2.3.2. Refine foundational and developmental education strategies to accelerate student readiness for college-level instruction.

2.3.3. Validate students’ prior learning and experience to minimize student costs

and the time it takes to complete their educational goals.

2.3.4. Support effective advising and coaching to help students determine, pursue,

and achieve their educational and career goals.

2.3.5. Promote guided educational pathways within broader career pathways.

2.4. Reduce achievement gaps for underserved students

2.4.1. Help college employees understand and employ effective teaching/coaching

strategies for all students, including those who are dealing with the impacts of

poverty, trauma, addiction, mental illness, disabilities, and other challenges.

2.1. Provide timely and accurate career exploration and academic planning op-

portunities.

Clear & Supported Pathways for Student Progress Highlighted Activitiesand Success

6


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Clear & Supported Pathways for Student Progress Highlighted Activitiesand Success

7

Reinforced Instruction for Student Excellence–Explores a new approach to increase enroll-

ment and success in gateway-level math and English courses, which will in turn increase the number of students on a path to academic and career success. RISE proposes replacing the place-ment testing component of the multiple measures approach and using “co-requisite remediation,” in which developmental education courses are offered at the same time as college-level courses. National research supports co-requisite remedia-tion, showing especially large improvements in suc-cess rates for first-generation college students and minority students.

Credit for Prior Learning and Experience – Toshorten the time needed for students to com-

plete their education and achieve credentials, the System is expanding its efforts to enable commu-nity colleges to award college credit for a variety of learning options. These include credit for military service, continuing education to curriculum-credit, credit for industry-recognized certifications, and portfolios for life and work experiences.

Advising and Student Support Redesign – TheNCCCS Advising Redesign Team is develop-

ing an advising and student support vision and framework for the System to include implementa-tion strategies for the 58 colleges. The vision: “Every student will be guided from pre-admission to completion with proactive/appreciative advising and career, academic, and financial planning; timely communication; and integrated support and interventions.” The Redesign Team will identify college liaisons, identify NC standards and college best practices, and use a train-the-trainer model and toolkit to help colleges implement more suc-cessful advising strategies.


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Ensure the educational pipeline prepares a workforce possessing the

interest, knowledge, skills, and abilities to meet the needs of employers,

now and into the future.

3.2. Offer relevant, high-quality instructional programs that meet the needs of

business and industry for existing and future jobs.

3.1.1. Identify and engage employers and relevant sources of data to determine high-demand occupations, program demand within the current labor market, and

expected occupational earnings.

3.1.2. Partner with high schools, universities, and workforce development entities to engage at the regional/local levels with employers and industry associations

to identify workforce needs and establish educational and training programs col-

laboratively and comprehensively to create a workforce ready pipeline.

3.1.3. Collaborate with workforce partners to benchmark successful state and na-

tional workforce systems.

3.2.1. Provide accessible, affordable, and high-quality professional development to faculty and staff to stay informed about labor market and student support trends.

3.2.2. Articulate pathways for educational and professional growth within key indus-

tries through employer engagement.

3.2.3. Develop faculty capacity to conduct program review and learning outcomes

assessment to promote continuous improvement of programs.

3.2.4. Integrate critical employability skills into all programs of study to better pre-

pare students for today’s work environment.

3.2.5. Modify the instructional funding model to ensure colleges have necessary

resources to offer workforce training needed by their communities.

3.3. Increase student access to work experience.

3.3.1. Leverage partnerships to connect students with expanded work-based learn-

ing opportunities.

3.3.2. Modify policies and eliminate the barriers that impede access to apprentice-

ships and other work-based learning opportunities.

3.1. Collaborate with stakeholders to promote a workforce system that fosters

innovation and establishes seamless connections among community colleges,

K-12 education, universities, workforce and economic development partners, and

business and industry.

Economic and Workforce Impact Highlighted Activities

8


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Economic and Workforce Impact Highlighted Activities

9

Work-Based Learning – Provides students with real-life work experiences where they can apply aca-demic and technical skills and develop their employability. To develop a continuum of high-quality

work-based learning for NC students and adult learners, the System is leveraging the transfer of Appren-ticeshipNC and the state’s participation on National Governor’s Association Policy Academy for Work-Based Learning. North Carolina’s capacity to service business and industry with the complete toolbox of

work-based learning options will be expanded by utilizing the 58 community colleges in the state.

Industry Association Engagement – In 2017, the System formed a group of statewide industry associa-tions, the Council of Associations for Engagement, and asked a simple question: “What keeps your

business members up at night?” The issues were many but focused on specific workforce issues such as turnover associated with the graying of the workforce, need for employability skills, perceptions of their industries, and the need for flexible short-term training. Going forward, the System is looking to expand its partnerships with statewide industry associations to address skill gaps, improve the alignment of cur-

riculum to industry needs, and develop other solutions driven by business needs.

Industry Recognized Credentials – The NC Community College System is supporting students’ attain-ment of industry-recognized credentials to improve their employability and career advancement. One

key way is by seeking changes to the state funding formula for education and training to fully recognize the value of short-term training that leads to in-demand industry credentials. Another is by working with researchers and credentialing organizations to validate the significance of credentials in the workplace and improve the ability to capture data on community college students earning third-party credentials.


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Advance organizational effectiveness, operations, and decision-making

to support a cohesive system of nimble, empowered, and community-

driven colleges.

4.2. Improve decision-making through increased access to comprehensive, time-

ly, and quality data.

4.1.1. Implement a sustainable, system-wide enterprise resources planning (ERP) solution that enables more consistent and efficient operations.

4.1.2. Sustain the current ERP infrastructure to prepare for transition to a moder-ized ERP.

4.2.1. Ensure that core data needs are identified, defined, governed, and accurately reported.

4.2.2. Provide access to analytical and business intelligence tools needed to sup-port timely reporting on student and institutional outcomes.

4.3. Enhance and support workplace environments that value and engage em-

ployees and provide opportunities for growth and development.

4.3.1. Assess and address the professional development needs across the System.

4.3.2. Advocate for competitive salaries and benefits for community college faculty and employees.

4.1. Ensure colleges and the System have access to technology and related in-

frastructure to meet student and institutional needs.

System Effectiveness System Effectiveness

10

4.4. Ensure policies, procedures, and processes facilitate System effectiveness

and compliance.

4.4.1. Routinely monitor and revise the State Board of Community Colleges Code to

ensure policies are current and clear.

4.4.2. Facilitate collaboration between System Office and the NC Association of Community College Presidents on the establishment of standard policies and procedures required to meet System requirements and align with best practices.


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Highlighted Activities

System Effectiveness System Effectiveness

11

4.5. Leverage partnerships and agreements to create efficiencies for the System as a whole.

4.5.1. Advocate for regional or system-wide procurement mechanisms to simplify processes.

4.5.2. Foster regional and system-wide collaborations.

4.6. Improve cohesiveness between colleges, professional associations, System Office, and partners.

4.6.1. Improve communication among all System entities and key partners.

4.6.2. Leverage community college professional associations to increase communi-

cation and problem-solving across our System.

New Enterprise Resource Planning System – After using the current ERP system for over a 15 years,the System is planning for a modern technology platform to support the 58 community colleges

and System Office. With input from thousands of individuals across the state with a stake in the future of community colleges, the ERP planning process involves rethinking the way North Carolina community colleges operate and provide instruction. Setting the stage for a modern ERP will enable the System to

accelerate its education innovation efforts and support more efficient operations.

Access to Quality Data and Analytics – To support student success, encourage data-driven deci-sion-making, and achieve operational efficiencies, the System is committed to increasing access to

quality data and analytics. Two priorities for the System are improved data governance processes and designing the new ERP system with information needs clearly delineated.

T he Student Success Center – Provides research-based support for the 58 community colleges to ad-vance, scale, and sustain student success and completion efforts. Based on the NC Guided Pathways

to Success Plan developed with college and partner support, the Student Success Center will provide comprehensive and customized resources to colleges to advance their student success efforts, includ-

ing professional and organizational development, coaching, and technical assistance.


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Acknowledgements

12

This plan could not have been completed without valuable assistance from dozens of community college administrators, faculty and students, as well as our partners in business, workforce development, educa-tion and local government. Thank you for your contributions to the plan and for your ongoing support in helping us achieve these goals.

State Board of Community Colleges Strategic Planning Committee

• Clark Twiddy, co-chair

• Jerry Vaughan, co-chair

• Dr. Breeden Blackwell

• Bill McBrayer

• Ernest Pearson• Ann Whitford

Co-Chairs of Strategic Plan Development Teams

• Student Interest and Access: Dr. Dennis King, president, Asheville-Buncombe Technical Commu-nity College; Jennifer Haygood, acting president, NCCCS

• Clear and Supported Pathways for Student Progress and Success: Dr. Tracy Mancini, vice presi-dent for instruction and student support, Carteret Community College; Dr. Lisa Chapman, seniorvice president and chief academic officer, NCCCS

• Economic and Workforce Impact: Dr. Maria Pharr, president, South Piedmont Community College;Maureen Little, vice president of economic development, NCCCS

• System Effectiveness: Dr. Lawrence Rouse, president, James Sprunt Community College; Eliza-beth Grovenstein, vice president and chief financial officer, NCCCS; Jim Parker, senior vice presi-dent of technology solutions and distance learning, NCCCS

Strategic Plan Coordinating Team for NCCCS

• Anne Bacon, director of strategic planning and policy• Kelly Barretto, executive assistant

• Sondra Jarvis, executive assistant

• Alexis Lockett, special projects coordinator• Dr. Matthew Meyer, associate vice president for educational innovations

• Bill Schneider, associate vice president for research and performance management

Design and Editing

• Chreatha Alston, director of foundation and engagement services• Brian Long, executive director of public affairs


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SBCC 01/19/2018

@NCCommColl

State Board of Community CollegesScott Shook, Chair

James Rose, Vice Chair

#WeAre58Strong

Dr. Breeden BlackwellLisa Estep

Treasurer Dale FolwellThe Honorable Dan Forest

Roderick GoodenWilliam Holder

Wade Bryan Irwin, Jr.Frank JohnsonTodd Johnson

Bill McBrayer Ernie Pearson

Dr. Samuel Powell Edward Lynn Raye

Bob Stephens Burr Sullivan Clark Twiddy

Jerry Vaughan Ann Whitford

Dr. Candler Willis

1,000 copies of this document were printed at a cost of $1500 or $1.50 per copy.AN EQUAL OPPORTUNITY EMPLOYER


SBCC 01/19/2018

Attachment POL 01 (REVISED 01/17/2018)

1A SBCCC 200.3 is proposed for adoption as follows:

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STATE BOARD OF COMMUNITY COLLEGES 1

TITLE 1 – COMMUNITY COLLEGES 2

3

CHAPTER A. STATE BOARD GOVERNANCE 4

5

SUBCHAPTER 200. STATE BOARD AUTHORITY 6

7

1A SBCCC 200.3 Authority to Waive a SBCC Code Provision 8

(a) The SBCC has the authority to waive any existing rule or portion of a rule in the SBCC 9

Code for the following reasons: 10

(1) To comply with federal or state law, and federal or state law requires adoption, 11

amendment, or repeal in a time period less than the rulemaking time period allotted 12

by the SBCC Code; 13

(2) To address a serious or unforeseen threat to the public health or safety; 14

(3) To address an unforeseen circumstance where the State Board finds that 15

adherence to the notice and hearing requirements in the SBCC Code would be 16

contrary to the public interest of students or other community college stakeholders; 17

or 18

(4) To launch a pilot program. 19

(b) The SBCC shall specify the basis for the waiver, the conditions of the waiver, and the 20

duration of the waiver. 21

22

History Note: Authority G.S. 115D-5; 23

Eff. February 1, 2018. 24

25

Attachment LEG 01

STATE BOARD OF COMMUNITY COLLEGES

2018 Non-Budget Proposals

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FOR ACTION: Non-Budget Proposals Approved by the NCACCP

1. Exempt System Office Staff from Transfer to DIT. Under current Session Law, the System Office and the

State CIO are required to provide a plan on the transfer of System Office IT Staff to DIT by October 2018. If

transferred, IT staff will no longer be employees of the Community College System Office as well as no longer

under the supervision of the System President and State Board. System Office IT staff provide critical

assistance to all 58 community colleges and work closely with other System Office staff on various initiatives

that require an IT component.

2. Allow Performance Based Funding Bonuses. Currently, community colleges can “carryforward”

performance-based funds into the next fiscal year. However, colleges do not have explicit authority to use

those funds to provide one-time bonuses for faculty and staff. This proposal would allow colleges to use

performance based funds for one-time performance based bonuses.

3. Allow FTE for Instruction in Jails. Currently colleges do not earn budget FTE for instruction provided in local

jails. However, local jails are increasingly housing misdemeanants who may benefit from training provided

by community colleges. This proposal would incentivize colleges to provide instruction in jails by allowing

them to earn budget FTE.

4. Remove References to “NCWorks” in CC Statutes. “NCWorks” is a term used in the Department of

Commerce, but does not relate directly to programs provided by community colleges. This proposal would

remove “NCWorks” reference in Ch. 115D.

5. Modify Optional Retirement Program for State-Funded CC. Currently, community colleges are required to

offer optional retirement programs, such as TIAA-Cref, to presidents who do not want to participate in the

Teachers and State Employees Retirement System (TSERS). However, because there are so few presidents

who want to participate in these programs, no vendors currently offer them. This proposal would make the

optional retirement program permissive instead of mandatory by changing “shall” to “may”.

6. Repeal NC Community Colleges Instructional Trust Fund. The NC Community College Trust Fund was

established in 2003 to supplement funds raised by community college foundations. However, this program

is no longer funded. Therefore, the statute needs to be repealed.

7. Repeal “Additional Support for Regional Institutions”. G.S. 115D-31(a)(3) requires the State Board to

provide matching funds to be used with local funds to meet the financial needs of “regional institutions” for

plant operation and maintenance. “Regional institutions” are defined as “an institution whose service area

includes three or more counties. (G.S. 115D-2(4)). However, there are no State matching funds provided for

this purpose. Therefore, this statute needs to be repealed.

FOR INFORMATION

Amend Performance Measures. At a later date, there may be an additional non-budget legislative proposal

related to performance measures.

Attachment FC 01 (REVISED 01/17/2018)

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Proposed Title ll Adult Education and Family Literacy Act (AEFLA) Allocation Formula FY 2018-19

Request: The State Board is asked to approve a Title ll funding allocation formula for all Title ll funds awarded through a competitive RFP process for implementation for program years 2018-2019. Title ll funds for Section 231 - Adult Basic Education and Literacy Services, Section 225 - Corrections and Education of Other Institutionalized Individuals, Section 243 - Integrated English Literacy and Civics Education Programs. Rationale: WIOA, Title ll will compete its funds for program years 2018-2021. The proposed allocation method would ensure funding equity for all providers. This formula is performance based and incents the meeting of state adjusted levels of performance for WIOA. A Title ll Allocation Funding Committee was convened in March 2017 with a cross representation of current providers to include urban, rural, community based organizations and community colleges to develop and recommend this formula. The Committee used the following criteria in development of the formula:

• To incent program improvement

• To incent access

• To ensure equity in allocation of funds

G.S. 115D-5 directs the State Board of Community Colleges “to provide for the equitable distribution of State and federal funds to the several institutions.” This proposed formula would supersede any formula currently used to allocate Title ll funds. If the State Board takes affirmative action on this proposal, the FY 2018-2021, Title ll funds will be calculated consistent with the revised formula presented here. Proposed Title ll Formula Methodology: The revised Title ll formula has three components: Base, Access, and Performance. Base (15% of allocation): Equal allocation amount that is distributed across providers. Providers only receive one base regardless of the number of awards. Access (50% of allocation): Allocations for each funding source (Section 231 - Adult Basic Education and Literacy Services, Section 225 - Corrections and Education of Other Institutionalized Individuals, Section 243 - Integrated English Literacy and Civics Education Programs) is determined by contact hours of participants within three weighted tiers:

Tier A - Weight 5: Beginning Adult Basic Education Literacy, Beginning Adult Basic Education, Beginning English as a Second Language (ESL) Literacy, Beginning ESL


SBCC 01/19/2018

Tier B - Weight 4: Low Intermediate ESL, High Intermediate ESL, Low Advanced ESL, High Advanced ESL, Low Intermediate Adult Basic Education, High Intermediate Adult Basic Education

Tier C - Weight 3: Adult Secondary Education Low, Adult Secondary Education High

Performance (35% of allocation): Allocations determined by the number and percentage of Basic Skills participant periods of participation with a Measurable Skills Gain (MSG). An MSG is associated with gains in educational functioning level, completion of adult high school credits, attainment of a high school equivalency credential, and postsecondary education enrollment. Providers only receive one MSG allocation regardless of the number of awards. Mitigation: The allocations associated with proposed change will be mitigated against the current formula by 50% in the first year of implementation for current grant recipients, excluding Section 243 - Integrated English Literacy and Civics Education Programs. Contact: Gilda Rubio-Festa Associate Vice President College and Career Readiness Elizabeth Grovenstein Vice President & CFO


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Allocation for Food and Nutrition Services: Employment and Training Program Grant

FY 2017-18

Request: The State Board is requested to approve $56,113 in funding for Pitt Community

College. Funds will be utilized to reimburse the colleges for an Education Navigator position

supporting Food and Nutritional Services: Employment and Training (FNS E&T) participants in

accessing training opportunities.

Background: The Food and Nutrition Services Employment & Training (FNS E&T) Program, is

part of the national Food and Nutrition Services Program administered by the U.S. Department

of Agriculture (USDA). In North Carolina, the state Department of Health and Human Services

(DHHS), Division of Social Services (DSS) oversees the FNS E&T Program and involvement is

voluntary and determined at the local Department of Social Services (DSS) County office.

The purpose of the FNS E&T program in North Carolina is to provide employment and training

assistance to participants in identified FNS E&T counties. It is the ultimate goal that this

employment and training assistance will lead to employment at a livable wage, enabling

participants to become self‐sufficient.

As a partner in assisting the NC DHHS ‐ DSS office in meeting that goal, the North Carolina

Community College System (NCCCS) Workforce Continuing Education division has joined the

SNAP to Skills NC Interagency Team. As a partner in this collaboration, the NCCCS will work with

identified community colleges to implement programs with local DSS county offices in offering

successful Employment and Training programs.

Education Navigators at the individual community colleges collaborate with the local DSS

county office to provide educational assessments, aide in determining appropriate educational

pathways, determine educational/employability plans of action, assist participants in accessing

community college resources, coordinate with DSS Staff for participant supportive services, and

provide outcome measures tracking.

Method of Allocation: Colleges identified for FNS E&T Education Navigators are determined by

participation of the local DSS county office in the Employment and Training program.

Funding is recommended for all colleges where the DSS county office has submitted an FNS E&T

plan to DHHS – DSS which includes a community college Education Navigator.

Pitt Community College is recommended for funding of one Education Navigator position.


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Award Amount and Time Period: College Award # of Education

Navigator Positions

Pitt Community College $ 56,113 1

Total $ 56, 113 1

The total allocation is $56, 113 for the period of February 1, 2018 – September 30, 2018

Fund Source and Availability: The Department of Social Services, Food and Nutrition Services:

Employment and Training program funds are contingent on the award of the NC Department of

Health and Human Services – Division of Social Services grant Federal FY 2017‐18.

Contact:

Margaret Roberton

Associate Vice President, Workforce Continuing Education

Attachment FC 03

(REVISED 01/17/2018)

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Allocation for NCWorks Career Coach Program

FY 2017-18

Request: The State Board is asked to reallocate $38,725 for 2017-18 for salary, benefits, and

travel expenses of NCWorks Career coaches, as presented below (Table 1).

The recommendation is based upon the parameters established by the NCWorks Career Coach

advisory committee. Funding will be adjusted as appropriate for legislative salary and benefits

rate increases.

Background: The purpose of the NCWorks Career Coach Program is to place community college career coaches in high schools to assist students with determining career goals and identifying

community college programs that enable students to achieve these goals.

On November 17, 2017, the State Board approved the remaining allocations of $193,630 as noted in Table 1 of Attachment FC 15. Cleveland Community College has withdrawn their

request and the Board is asked to reallocate funds to Johnston Community College assuming

the availability of the matching funds for one position.

Rationale: G.S. 115D-21.5, as enacted in Section 10.14 of S.L. 2015-241 (H97), requires that an advisory committee, including representatives from the North Carolina Community College System, the Department of Public Instruction, the NCWorks initiative located in the Department of Commerce, and at least three representatives of the business community, review applications and make recommendations for funding awards to the State Board of Community Colleges.

The advisory committee reviews applications and recommends the awards based on the

following criteria:

• Deployment plan for career coaches and strategy that supports effective outreach

• Evaluation plan focusing on the outcome of increased enrollment in and completion of career pathways leading to marketable job skills and/or further education

• Economic impact documented by local workforce needs, causes of unaddressed pipeline

needs, and career coach model connection with potential pipeline and workforce needs

• Professional development plan including engagement between high schools, community

colleges, and community workforce

• Communication strategies, at a minimum, with high school students, high school and

middle school faculty and staff, parents and guardians, and service area workforce partners

Attachment FC 03

(REVISED 01/17/2018)

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Table 1: Reallocation for Fiscal Year 2017-18

College Region

# NC Works Career

Coaches 2017-18

Allocations

Cleveland CC Western -1 -$38,725

Johnston CC Central 1 $38,725

Fund Source and Availability: FY 2017-18 reallocation is contingent upon State Board approval.

Contact:

Dr. Daniel Alvarado

Associate Director, Student Support


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Allocation for Employability Skills Alignment Project

FY 2017-18

Request: The State Board is asked to approve the allocation of $50,000 from State Board

Reserve and $25,000 from Perkins Leadership funds to Nash Community College for FY 2017 –

18 to support an Employability Skills Alignment Project (ESAP) to occur between February 1,

2018, and June 30, 2019.

Background: On November 17, 2017, the State Board approved the use of $50,000 from State

Board Reserve and $25,000 from Perkins Leadership funds to support this project. A request

for proposals (RFP) needed to be issued to determine which college would receive the

allocation to lead this project.

The 2015 “1000 in 100” survey indicated that 44% of the 1000+ employer respondents

identified “soft skills” as a workforce need currently not sufficiently addressed.

85% of job success comes from having well-developed soft and people skills based on research

conducted by Harvard University, the Carnegie Foundation and Stanford Research Center.

At a recent workforce board meeting, one employer put it this way, “The student’s technical

skills get them hired and two weeks later their lack of soft skills gets them fired.” Recently, the

System Office hosted listening sessions with many of the professional organizations in North

Carolina and in each session, employers pointed to a lack of soft skills as one of their biggest

challenges.

The 58 North Carolina community colleges offer employability skills through all instructional

delivery areas

• College and Career Readiness – mandated under the WIOA

• Curriculum – embedded in program learning outcomes particularly focused on Career

and Technical Education (CTE).

• Workforce Continuing Education – Human Resources Development (HRD)

Resources are expended in all areas to deliver “soft skill” training by various methods and

utilizing multiple tools to students who will enter the local workforce arena.

Rationale: Employability skills are critical components of North Carolina’s economic growth.

Employability skills are cross-divisional (College and Career Readiness, Curriculum and

Workforce Continuing Education) and play an essential part in the success of all industries and

organizations.

The North Carolina Community College System (NCCCS) Office is initiating an “Employability

Skills Alignment Project” to establish a collaborative effort to leverage resources across

academic areas and develop a unified response to the identified need for effective “soft skill”


SBCC 01/19/2018

training. This alignment project will leverage institutional resources and develop value added

content modules that have utility across academic levels. This structure provides the advantage

of consistent, effective training of employability skills, regardless of where a student begins

their educational pursuits.

The project will be NCCCS Office managed, college driven and employer focused. As such it will

engage System Office personnel, college faculty and staff and employer or association focus

groups to ensure outcomes align with needs.

The alignment project will strengthen programs supporting students in identified areas and

specifically to meet HRD, WIOA, Career Pathway and CTE outcomes. As such additional funds

for the alignment project will be sought from WIOA Title II and Perkins Leadership resources.

Objectives:

Through a Request for Proposal (RFP) process, a resource college has been identified to meet

the following objectives, utilizing representative teams from multiple colleges providing

perspective across the various academic areas, as well as incorporating voices from employers

and industry association groups.

FY 2017-18

• RFP release, college submission and NCCCS Programs Division review – award to the

resource college by January 2018.

• Collect and review existing employability skills resources and workforce preparation

activities currently utilized within the NCCCS. This includes determining common

employability skills and workforce preparation activities offered by community colleges

to support Career Pathways, Human Resources Development, the High School to

Community College Articulation Agreement, and Career and College Promise (CCP)

efforts.

• Review existing employability skills resources and workforce preparation activities

currently utilized external of the NCCCS. This includes determining common

employability skills and workforce preparation activities offered to by Career and

Technical Education (CTE)/CCP high schools, NCWorks Career Centers and community

based organizations.

• Develop and implement strategies, leveraging the Council of Associations for

Engagement, to engage employers and industry voices in providing input on current

business needs.

• Identify specific core course content aligned with training standards.

• Identify specific industry contextualized course content aligned with sector needs.

• Identify curriculum standards and opportunities to develop ‘Credit for Prior Learning’

opportunities and stackable credentials.

• Establish timeline for content development.


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• Establish professional development tools and implementation guide to include the

North Carolina Virtual Learning Center resources.

FY 2018-19 (Contingent on WIOA Title II Leadership and Perkins Leadership funding)

• Create specific courses and modules reflecting the workforce needs of the job market in

North Carolina.

• Develop content modules aligned with identified training standards and requirements.

Incorporate employer input into the development and redesign of courses considered

for this project to ensure that completers will meet workforce needs and expectations.

Resources available include (1) NCNET Employability Skills Workbook; (2) Skills USA

Employability Skills; (2) HRD Curriculum; (3) Adult Education Employability Skills

curriculum; (4) other state and federal resources.

• Develop best practices for community college program areas and employers to better

align ‘soft skill’ programs, services, and activities across the state. This would include

working with, but not limited to, (1) employers, such as pulling from NextGen

Partnerships, Home Builders, and others; (2) Collaborate with High School Career

Development at Department of Public Instruction (DPI); (3) college faculty teaching

these subjects and academic faculty implementing the finished product; (4) relevant

student service staff including College Career Counselors and Career Coaches; (5)

subject matter expert from the workforce system (state or local).

• Collaborate with the North Carolina Virtual Learning Center to leverage resources for

Quality Content and Professional Development

This project will support each goal by providing professional development for instructors in

content, methodology, and technology training. This time-limited project is designed to result

in innovative and streamlined curriculum revision strategies which have a long-term, systemic

statewide impact.

Method of Allocation: A request for proposals (RFP) was sent to all community college presidents and chief academic officers. Two community colleges submitted proposals. The proposals were read and evaluated by a selection committee which included one Community College President, one Chief Academic Officer, and NCCCS Office staff representing College and Career Readiness, Curriculum, Career and Technical Education (CTE), and Workforce Continuing Education. The submitted proposals were evaluated based on the following criteria: identification of needs/emerging issues; project design and implementation plan; outcomes/project evaluation; leadership, capacity, and commitment; and budget. Nash Community College’s proposal met the criteria and is recommended for funding.


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Funding Amount and Time Period: The $75,000 request is for the period of February 1, 2018

through June 30, 2018.

Fund Source and Availability: FY 2017-18 funding is available from the State Board Reserve

and Perkins Leadership funds.

Contact:

Dr. Lisa Chapman

Senior Vice President & Chief Academic Officer


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STATE BOARD OF COMMUNITY COLLEGES State Board Reserve Funding for North Carolina Competency-Based Education Incubator

FY 2017-18 Request: The State Board is asked to approve an allocation of $80,000 in State Board Reserve Funds to Central Piedmont Community College (CPCC) to support the development of competency-based education courses as part of the North Carolina Competency-Based Education Incubator (NC-CBE Incubator). Background: The institutional partners of the NC-CBE Project are Central Piedmont Community College (serves as Lead College), Forsyth Technical Community College, Stanly Community College, Wake Technical Community College (WTCC), and the North Carolina Community College System (NCCCS). The goal of the NC-CBE Project is to build a sustainable and scalable AAS model for the NC Community College system that will provide students across the state with an affordable way to:

• get credit for what they already know,

• build on their knowledge and skills at their own pace,

• earn high-quality, industry-validated degrees and credentials,

• get a new job or advance along a career pathway, and

• earn a fair wage to support themselves and their family.

On July 21, 2017, the State Board of Community Colleges approved $125,000 of Perkins Leadership funds to support Phase III of the NC-CBE. Rationale: Institutions of higher education in North Carolina, and across the nation, are under pressure to reduce costs, increase completion rates, maintain open access, and ensure all graduates have the skills our industry partners demand. These pressures have created a considerable and growing interest in new and creative approaches that can reduce costs, increase accessibility, and improve student success while ensuring quality of instruction. Competency-Based Education (CBE) is an innovative educational delivery model in higher education that has shown great promise to meet these demands; however, CBE programming on NCCCS campuses is limited and inconsistent across degree programs. There is currently no standardized process for colleges to implement CBE programming to fill students’ knowledge and training gaps toward certification/licensure, or continued education and advanced degrees. Accomplishments – Phase One and Two (2015-2017): NC-CBE Colleges committed extensive staff time and local resources to engage in strategic planning and consensus building activities. As of December 2017, the NC-CBE Project included over 100 participants representing all areas of college operations including faculty, academic administrators, and leaders from business and finance, information technology, and student support services.


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The primary deliverables of Phase One and Two have included:

• A common competency framework and over 360 competencies/sub-competencies aligned with arts & science, and IT technical education courses;

• Professional development activities for faculty and staff to establish a common understanding of CBE (webinars (6), planning workshops (6), web portals (3) and national conferences);

• Learning Management System and Assessment Management System procurement and implementation;

• Two (2) Face-to-Face Faculty Trainings for faculty and ITS staff hosted by CPCC and WTCC;

• A common student support services model for CBE based on Completion by Design and AACC Guided Pathways frameworks;

• Joint communication with and a draft policy proposal to the Southern Association of Colleges and Schools – Commission on Colleges (SACS COC);

• Thirty (30) technical and General Education contextualized competency-based courses;

• A CBE program development guide, the NC-CBE Project Design Elements Guide, was developed detailing 26 key program design elements to be considered in establishing a CBE learning model for NC;

This continued funding request will be divided amongst partner institutions and used to support full-time and adjunct faculty in the enhancement and full redesign of 11 additional IT AAS curriculum courses at each of the four partner institutions – completing the development of two AAS Information Technology degrees as competency-based offerings. Faculty will each receive one course release for each course developed which would allow for adjunct salaries to cover their standard teaching load, (release strategies may vary slightly depending on commitment of additional institutional resources). Participating faculty will also receive access to remote and in-person professional development to support the creation of high-quality assessments and curation of learning resources. Fund Source and Availability: FY2017-18 funding is available from the State Board Reserve Fund from January 1, 2018, through June 30, 2018. Contact Person(s): Dr. Lisa M. Chapman Senior Vice President & Chief Academic Officer


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STATE BOARD OF COMMUNITY COLLEGES State Board Reserve Funding for Presidential Search

FY 2017-18

Request: The State Board is asked to approve up to $25,000 for use in the search for the next North Carolina Community College System President.

Rationale: North Carolina Community College System President Doctor Jimmie Williamson announced his resignation effective September 30, 2017. As a result, Chairman Scott Shook appointed a committee, the Transition Committee, tasked with managing the search for a new president of the North Carolina Community College System. The ad hoc committee is co-chaired by Mr. Lynn Raye and Ms. Ann Whitford and is comprised of the following individuals; Mr. Bobby Irwin, Mr. Todd Johnson, Mr. Jim Rose, Mr. Scott Shook, Mr. Bob Stephens, Mr. Clark Twiddy, and Mr. Jerry Vaughan. Also serving on the committee are Dr. David Johnson and Dr. Dale McInnis, representing the North Carolina Association of Community College Presidents along with Dr. Linwood Powell, representing trustees. The reserve monies will be utilized to pay for necessary expenses such as meeting space and travel expenses for candidates selected for an interview. The ad hoc committee will meet several times until the new president is selected and approved by the State Board of Community Colleges. Fund Source and Availability: FY 2017-18 funding is available from the State Board Reserve fund. Funding Amount and Time Period: The $25,000 is for the period of January 19, 2018 through June 30, 2018. Contact: Bryan Jenkins Executive Director of Accountability and State Board Affairs


2018-19 BUDGET PRIORITIES

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LEGISLATIVE PRIORITY 2018-19

RECURRING NON-

RECURRING

INVEST IN SHORT-TERM WORKFORCE TRAINING PROGRAMS LEADING TO INDUSTRY CREDENTIALS

Fund short-term continuing education programs in Tiers 1A, 1B & 2 at the same rate as curriculum programs. Ensures local business & industry has quick & easy access to a highly skilled, well-trained workforce. Allows colleges to quickly start or expand workforce con-ed programs in response to local need & not be

bound by traditional academic calendar.

$16,516,449

MODERNIZE ERP SYSTEM

Fund modernization of Enterprise Resource Planning (ERP) System. Modernize outdated ERP system to ensure a sustainable system that enables efficient and consistent

operations benefitting both students and faculty/staff.

$15,000,000

INCENTIVIZE STUDENT ACCESS & COMPLETION

Cap Tuition at 12 Credit Hours. Currently, students must pay tuition up to a maximum of 16 credit hours. Capping tuition at 12 hours: Could incentivize increased credit-hour enrollment leading to faster completion. Reduces costs to students and families. Brings the Community Colleges in line with the UNC System.

$19,306,774

Fund State Bd. of Community Colleges approved multi-campuses. Support new multi-campus college locations to provide additional access to a State-Board approved convenient locations: Forsyth Tech Transportation Campus Wake Tech RTP Campus Richmond Community College Scotland County Campus

$1,644,876

ENSURE HS STUDENTS ARE CAREER & COLLEGE READY

Fund professional development to implement the Career & College Ready Graduate Program. Funding to support the development & delivery of professional development for high school faculty who will be teaching developmental (remedial) math and English to seniors through the Career & College Ready Graduate Program.

$135,000 $220,000

ENSURE STUDENTS HAVE ACCESS TO 21ST CENTURY EQUIPMENT

Invest in up-to-date equipment. Ensure students are trained on modern equipment and in modern facilities so they are ready to perform in

the workplace on day 1. Allow colleges to spend these funds over 36 months to enable colleges to plan for & equip projects

including those funded with Connect NC bonds.

$15,000,000

SUPPORT FACULTY AND STAFF

Increase College Faculty & Staff Salaries. Provide salary increase for faculty & staff in the same amount as State Employees.

Same as State employees.

TOTAL $52,603,099 $15,220,000


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Tuition and Registration Fee Waiver Report

February 1, 2018

A Report to the Joint Legislative Education Oversight

Committee

Submitted by the State Board of Community Colleges

As Required by G.S. 115D-5(b2)


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STATE BOARD OF COMMUNITY COLLEGES Tuition and Registration Fee Waiver Reporting

FY 2016-17

Background: Session Law 2017-57 enacted G.S. 115D-5(b2), which reads, “Beginning February 1, 2018, and annually thereafter, the State Board of Community Colleges shall report to the Joint Legislative Education Oversight Committee on the number and type of waivers granted pursuant to subsection (b) of this section.” The report contained herein is the first of such reporting to the General Assembly.

Current Procedures: In the summer of 2017, the North Carolina Community Colleges System Office released a software patch that allows colleges to generate a report with this data from their financial system and transmit it to the System Office. The information contained in the attached report is compiled from the data obtained in this fashion. Scope: The report contains information about tuition that is waived pursuant to G.S. 115D-5, with the exception that there is no data for the following two groups, as these groups do not have tuition or registration fees charged and therefore have nothing to waive:

• persons not enrolled in elementary or secondary schools who are taking courses leading to a high school diploma or equivalent certificate; and

• trainees enrolled in courses conducted under the Customized Training Program Although the State Board of Community Colleges is not required to report on tuition waivers granted under the authority of G.S. 115B-2, they have been included in this report. These waivers include waivers for survivors of a law enforcement officers, firefighters, volunteer firefighters, or rescue squad workers killed as a direct result of a traumatic injury sustained in the line of duty; spouses and children of such workers who become disabled as a direct result of a traumatic injury sustained in the line of duty; and wards of the State. Executive Summary: The Career and College Promise program, which allows North Carolina’s high school students to be dually enrolled in postsecondary courses while earning their high school diploma, represents nearly half ($44.5 million or 44.9%) of all waivers during the fiscal year. Training for emergency service workers, such as law enforcement, fire, EMS, rescue, emergency response, and lifesaving personnel made up $40.5 million (40.9%) of the total waivers. Human resource development waivers amounted to $10.4 million (10.5%), and the remaining $3.6 million (3.6%) of waivers were for corrections inmates and employees, CPR courses for elementary and secondary education employees, and the waivers granted under G.S. 115B-2, as described previously. The following table provides the amounts and student counts for each waiver type.

Attachment FC 08

(REVISED 01/17/2018)

$ Waived Colleges Students

Overview

Curriculum $ 47,252,088 58 53,432

Continuing Ed 51,731,893 58 195,725 Grand totals $ 98,983,981 58 249,157

Fire department (volunteer) $ 11,632,432 57 34,909

Fire department (municipal, county, or state) 6,360,223 56 14,805

EMS or rescue and lifesaving departments (volunteer) 2,157,955 58 7,394

EMS or rescue and lifesaving departments (municipal, county, or

state) 3,625,176 58 11,823

Law enforcement, fire, EMS & rescue/lifesaving entities as an eligible

lake authority - - -

Radio Emergency Associated Citizen Teams (REACT) 11,885 7 116

Law enforcement agencies (municipal, county, or state) 16,513,898 58 49,709

Division of Adult Correction (Department of Public Safety)

employees 2,853,540 30 13,296

Division of Juvenile Justice (Department of Public Safety) employees

6,055 12 77

Eastern Band of Cherokee Indians law enforcement, fire, EMS

rescue/lifesaving programs 9,405 6 29

Fire, EMS, or rescue and lifesaving personnel whose duty station is

on a NC military installation* 193,590 10 538

Elementary and secondary school employees in first aid/CPR courses

499,028 39 7,314

Human resources development program (eligible enrollees) 10,421,731 58 57,229

High school students (Career and College Promise) 44,489,451 58 51,586

Youth Apprenticeship* 135,086 8 124

Eligible survivor1 5,092 4 4

Eligible spouse1 - - -

Eligible child1 7,144 4 7

Ward of the State1 1,520 1 1

Basic Skills Plus (only for approved colleges) 60,770 23 196

Grand totals $ 98,983,981 547 249,157

ERROR!

*New waiver for this fiscal year1 Authorized by NCGS §115B-2

2017

Unless otherwise noted, all waivers are authorized by NCGS §115D-5

Business and Finance Division2016-17 Tuition Waiver Analysis

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01/19/2018


Construction and Property

January 19, 2018

FY 2017-18

Attachment FC 09

(REVISED 1/17/2018)

A.

Item CollegeCampus or

County

Project

NumberProject Name Description

New Construction

(Other State)

Repair and

Renovation (Other

State)

Other Funds (Non-

State or Other

State Funds)

1 Coastal Carolina Main Campus 2392 Cosmetology Renovation & Addition

Renovation of the existing 6,350 square feet structure and an addition of

approximately 4,500 square feet. The renovation will include new plumbing,

electrical, HVAC systems and equipment. A new roofing system and repair to the

stucco exterior finishes. Estimated cost is $3,125,000, composed of $2,825,000

non-state funds and $300,000 state equipment allocation.

3,125,000

2 James Sprunt Main Campus 2349 Truck Driving Training Pad

Design, construction and engineering of a 2.5 acre paved truck driving practice pad

at the West Park Campus that's adjacent to the Diesel Mechanic Training facility.

Estimated cost is $702,000, composed of Golden Leaf funds.702,000

Project Approval - New (Non-State and Other State Funds)

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January 19, 2018

FY 2017-18

Attachment FC 09

(REVISED 1/17/2018)

B.


County

Project

NumberProject Name Description New Construction

Repair and

Renovation

Other Funds (Non-

State or Other

State Funds)

1 N/A

Project Approval - Amended (Non-State and Other State Funds)

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January 19, 2018

FY 2017-18

Attachment FC 09

(REVISED 1/17/2018)

C.


County

Project


New Construction

Connect NC

Repair and

Renovation

Connect NC

Other Funds (Non-

State or Other

State Funds)

1 Lenoir Main Campus 2382 Bullock Building HVAC Replacement

Replacement of instructional building HVAC system, which will include the re-

working of power and replacing the existing 60 ton condensing unit and Coil.

Estimated cost is $116,424, composed of all state funds (Connect NC

Bonds/46620/Repair & Renovation). 116,424

2 Lenoir Main Campus 2383

Student Center Chiller Replacement and Health

Science Building Heat pump Replacement

Student Center renovations will include replacing the existing 110 ton air-cooled

chiller/original pump and reworking of power for the HVAC replacement. Health

Science building renovations will include replacing the split system heat pumps 1, 3

and 5 and reworking of power for the HVAC system. Estimated cost is $264,496,

composed of all state funds (Connect NC Bonds/46620/Repair & Renovation).264,496

3 Lenoir Main Campus 2384

Business Technologies Unit Chiller #1 and Air

Handling Unit #1 Replacement

HVAC replacement of a 100 ton chiller/pumps, one air handling unit and reworking

of power. Estimated cost is $336,683, composed of all state funds (Connect NC

Bonds/46620/Repair & Renovation).

336,683

4 Lenoir Main Campus 2385 Learning Resource Center Chiller Replacement

HVAC replacement of a 90 ton air-cooled chiller and re-working of power.


Bonds/46620/Repair & Renovation).139,755

5 Lenoir

Greene County

Campus 2386 Highway 91 Center HVAC Renovation

Replacement of the Early College HIgh School/Instructional building six-split

system with six cooling units, remove the zone/bypass dampers, install new

controls for the new equipment/boiler system, retro-commissioning for the

existing energy recovery unit, add a roof-vent/ louver and re-work power/fire

alarm devices as required for HVAC renovation. Estimated cost is $198,017,


6 Lenoir Main Campus 2387 Bullock Building Roof Remediation Coating

Roof repairs to the instructional building membrane system and add coating to the

existing 60,672 square feet flat-one story building. Estimated cost is $353,443,


Project Approval - New (Connect NC Bond Funds)

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January 19, 2018

FY 2017-18

Attachment FC 09

(REVISED 1/17/2018)

7 Lenoir Main Campus 2388 Student Center Roof Replacement

Provide new membrane system on the high roof and a new fully-adhered

membrane system on the low roof. Repairs to the roof flashing by removing

existing portions of the brick veneer and replacing it. Total area of roofs is 38,160

square feet. Estimated cost is $689,237, composed of all state funds (Connect NC


689,237

C.


County

Project


New Construction

Connect NC

Repair and

Renovation

Connect NC

Other Funds (Non-

State or Other

State Funds)

8 Lenoir Main Campus 2389 Health Sciences Roof Replacement

The roof is in failure mode and needs to be replaced as soon as possible. Provide

fully-adhered membrane system on the existing 5,600 square foot building.



96,218

9 Lenoir

Greene County

Campus 2390

Workforce Development Center Roof

Replacement

Replace the membrane system on two sections of the 12,211 square feet flat roof

of the building, which will include a new system with a tapered insulation and

overlayment boards. Estimated cost is $231,038, composed of all state funds

(Connect NC Bonds/46620/Repair & Renovation).231,038

10 Nash Main Campus 2379 Veterinary Medical Technology Renovation

Renovation of 8,000 square feet classroom and facility space, which will include

converting classroom space to lab space for veterinary technician program needs,

removing of walls, plumbing/drainage installation, HVAC and lighting upgrades.


Bonds/46620/Repair & Renovation). 200,000

11 Wilkes Ashe Campus 2391 Ashe Campus Classroom/Lab Building

Construction of a new building approximately 30,000 square feet that will house

classrooms for general instruction, labs, faculty offices and administrative/student

support areas. Estimated cost is $9,700,000, composed of $6,700,000 non-state

funds and $3,000,000 state funds (Connect NC Bonds/46620/New Construction).

3,000,000 6,700,000

Project Approval - New (Connect NC Bond Funds) CONTINUED

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January 19, 2018

FY 2017-18

Attachment FC 09

(REVISED 1/17/2018)

D.


County

Project


New Construction

Connect NC

Repair and

Renovation

Connect NC

Other Funds (Non-

State or Other

State Funds)

1 Davidson Main Campus 1699 Health Sciences Center

Project is amended for an increase in project costs due to an increase in project

scope. Total cost is $13,167,996, composed of $8,450,596 non-state funds,

$2,000,000 federal funds and $117,400 state funds (40720) and $2,600,000 state

funds (Connect NC Bonds/46620/New Construction). Project funding is amended

to increase $800,000 state funds (46620) and add $20 donation.800,000 20

2 Southeastern Main Campus 2085

Business Training Center Additions and

Buildings B and M Renovations

Project is amended to revise the breakdown of Connect NC Bonds funding. Total

cost is $6,324,589, composed of all state funds $90,000 (40720), $2,614,787

(Connect NC Bonds/46620/New Construction) and $3,619,802 (Connect NC

Bonds/46620/Repair & Renovation). Project funding is amended to decrease

$2,614,787 state funds (46620 Repair & Renovation) and add $2,614,787 state

funds (46620 New Construction).2,614,787 (2,614,787)

3 Surry Main Campus 2241 Building S Renovation

Project is amended for an increase in project costs due to adding multiple ADA

compliant sidewalk repairs and replacements leading to all entrances of this

facility. Total cost is $185,000, composed of all state funds (Connect NC

Bonds/46620/Repair & Renovation). Project funding is amended to increase

$100,000 state funds (46620). 100,000

4 Vance-Granville

Franklin

Campus 2250 Building 2 - Welding Lab Renovation

Project is amended for an increase in project scope to create available branch

circuits at panel to accommodate the new receptacles and costs due to additional

renovations. Total cost is $200,545, composed of all state funds (Connect NC


$48,285 state funds (46620).48,285

5 Wayne Main Campus 2170

Magnolia Building- Replace Roof for

Automotive, Agriculture, CAN & Computer Labs

Project is amended for an increase in project costs due to an escalation in costs.

Total cost is $400,000, composed of all state funds (Connect NC


$36,175 state funds (46620). 36,175

6 Wilson Main Campus 2223

Wilson Buildings L-A & L-F- Additional

Classrooms, Offices, Exterior Renovations

including Signage

Project is amended for an increase in project costs due to a transfer of remaining

funds from closed out projects 2064 and 1702. Total cost is $1,810,860, composed

of $5,840 (40720), $5,020 (41120) and $1,800,000 state funds (Connect NC


$10,860 state funds.10,860

Project Approval-Amended (Connect NC Bond Funds)

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January 19, 2018

FY 2017-18

Attachment FC 09

(REVISED 1/17/2018)

E.


County

Project


New Construction

Connect NC

Repair and

Renovation

Connect NC

Other Funds (Non-

State or Other

State Funds)

1 Nash Main Campus 2133 Buildings A & B Roof Replacement

Project is amended for a decrease in project cost due to closeout. Total cost is

$258,135.08, composed of all state funds (Connect NC Bonds/46620/Repair &

Renovation). Project funding is amended to decrease $2,015 state funds (46620).

(2,015)

2 Nash Main Campus 2344 Building D2 HVAC Roof Top Unit Replacement


$120,340, composed of all state funds (Connect NC Bonds/46620/Repair &

Renovation). Project funding is amended to decrease $13,310 state funds

(46620). (13,310)

3 Pamlico Main Campus 2331 Johnson Building- Generator Replacement


$148,898, composed of all state funds (Connect NC Bonds/46620/Repair &

Renovation). Project funding is amended to decrease $1,102 in state funds

(46620).(1,102)

4 Wayne Main Campus 2196

Multiple Buildings - Boiler Replacement for

Student and Employee Comfort


$292,576 composed of $192,000 non-state funds and $100,576 state funds

(Connect NC Bonds/46620/Repair & Renovation). Project funding is amended to

decrease $54,424 state funds (46620). (54,424)

5 Wilson Main Campus 1702 Allied Health/Technology Building


$108,125, composed of all state funds (40720). Project funding is amended to

decrease $5,840 in state funds (40720). $5,840 is being transferred to project

2223. (5,840)

6 Wilson Main Campus 2064 Lee Campus Buildings L-A and L-F Retrofit


$2,373,037, composed of $2,095,000 non-state funds and $278,037 state funds

(41120). Project funding is amended to decrease $5,020 in state funds (41120).

$5,020 is being transferred to project 2223.(5,020)

Project Approval-Final-Closeout (Connect NC Bonds Funds)

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January 19, 2018

FY 2017-18

Attachment FC 09

(REVISED 1/17/2018)

F.


County

Project

NumberAcquisition and/or Disposal

1 Central Piedmont Main Campus N/A Acquisition of Real Property

2 Guilford Main Campus N/A Disposal of Real Property

3 James Sprunt Main Campus N/A Acquisition of Real Property

4 Martin Main Campus N/A Disposal of Real Property

5 Southwestern Main Campus N/A Disposal of Real Property

6 Southwestern Macon County N/A Acquisition of Real Property

7 Wilkes Main Campus N/A Acquisition of Real Property

Action Requested

Acquisition and Disposal of Real Property

The Board of Trustees of Wilkes Community College requests permission as per G.S. 115D-20 to acquire 2.60 acres of property located on Ashe

Campus on Campus Drive, West Jefferson, NC. Property will be purchased from Ashe County School using non-state funds. (Note: Jennifer

Haygood (Acting President), under the authority granted to her by the State Board, approved this project on 12/15/17).

The Board of Trustees of Central Piedmont Community College requests permission as per G.S. 115D-20 to acquire approximately .759 acres of

property located at 1412 Elizabeth Avenue, Charlotte, NC 28204. This property will be purchased with non-state funds for $3,130,000.

The Board of Trustees of Martin Community College requests permission as per G.S. 115D-15 to dispose of, by sell, two properties. (1)

Approximately 19.10 acres of property and approximately 23,000 square foot building known as the Baptist Retirement Home located at 301 N.

Railroad St. Hamilton, NC. (2) Approximately .32 acres of property with a building approximately 1,986 square feet located at 205 W. Front

Street, Hamilton, NC. The Board of Trustees have determined that the property is unnecessary for college purposes. (Note: Jennifer Haygood

(Acting President), under the authority granted to her by the State Board, approved this project on 11/28/17).

The Board of Trustees of Southwestern Community College requests permission as per G.S. 115D-15 to dispose of, by demolition, two buildings

(1) approximately 3,010 square feet, (2) approximately 2,000 square feet located at 372 West College Drive, Sylva, NC 28779. The Board of

Trustees has determined these buildings are unnecessary for college use.

The Board of Trustees of Southwestern Community College requests permission as per G.S. 115D-20 to acquire, by transfer from Macon County

approximately 6.00 acres of property located adjacent to the College's satellite campus in Macon County, NC. The property was appraised at

$380,500.

The Board of Trustees of Guilford Technical Community College requests permission as per G.S. 115D-15 to dispose of, by demolition multiple

buildings (1) Approximate total of 38,370 square feet of buildings located at 100, 102, 104, 106, 108, 110 and 112 Glenthorne Court. (2)

Approximately 18,700 square foot building located on Ames Drive.

The Board of Trustees of James Sprunt Community College requests permission as per G.S. 115D-20 to acquire, by donation 4.78 acres of

property located at 934 Penny Branch Road, Warsaw, NC 28398. The Truck Driving Training Pad (CDL course) will be located on this property,

project number 2349. (Contingent upon Board of Trustees approval January 16, 2018).

SBCC

01/19/2018

revised 01/17/2018 state board of community colleges ...€¦ · 22-1-2018 · sbcc 01/19/2018 - 1...

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