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HomeMy WebLinkAbout2013/11/18 - Agenda Packet - Special Joint (Chaffey College, CC) •.J city of ANCHO OJCAMONGA AGENDA CITY COUNCIL AND THE CHAFFEY COLLEGE GOVERNING BOARD SPECIAL JOINT MEETING Monday, November 18, 2013 4 4:00 p.m. Cultural Center 4 Celebration Hall 12505 Cultural Center Drive 4 Rancho Cucamonga, CA 91739 A. CALL TO ORDER: 1. Roll Call: Rancho Cucamonga City Council: Mayor L. Dennis Michael Mayor Pro Tem Sam Spagnolo Council Members Bill Alexander, Marc Steinorth and Diane Williams Chaffer College Governing Board: President Kathleen Brugger Vice President Lee C. McDougal Clerk Gary L. George Immediate Past President Paul J. Gomez Member Katie Roberts B. COMMUNICATION FROM THE PUBLIC: This is the time and place for the general public to address the City Council and the Chaffey College Governing Board on any item listed on the agenda. State law prohibits the City Council and the Chaffey College Governing Board from addressing any issue not previously included on the Agenda. The City Council and the Governing Board may receive testimony and set the matter for a subsequent meeting. Comments are to be limited to five minutes per individual or less, as deemed necessary by the Chair, depending upon the number of individuals desiring to speak. All communications are to be addressed directly to the Chair and not to the members of the audience. This is a professional business meeting and courtesy and decorum are expected. Please refrain from any debate between audience and speaker,making loud noises,or engaging in any activity which might be disruptive to the decorum of the meeting. SPECIAL JOINT MEETING WITH THE CHAFFEY COLLEGE GOVERNING BOARD Monday, November 18, 2013 4 Celebration Hall Page 1 of 2 C. STUDY SESSION TOPICS: P1 1. Update on City and College economic development efforts 2. Emergency Management collaboration a. Chaffey College Emergency Operations Center b. Emergency Communications - Amateur Radio Project c. Active Shooter program 3. Review of public and private development projects being proposed in the City 4. College/campus outlook for the next five years 5. Measure L Bond Update F. ADJOURNMENT I, Debra L. McNay, Records Manager/Assistant City Clerk, of the City of Rancho Cucamonga, hereby certify that a true, accurate copy of the foregoing agenda was posted on November 13, 2013, per Government Code 54954.2 at 10500 Civic Center Drive, Rancho Cucamonga, California. SPECIAL JOINT MEETING WITH THE CHAFFEY COLLEGE GOVERNING BOARD Monday, November 18,2013 4 Celebration Hall Page 2 of 2 P1 STAFF REPORT ` PLANNING DEPARTMENT La RANCHO Date: November 18, 2013 CUCAMONGA To: Mayor and Members of the City Council Chaffey College Governing.Board John R. Gillison, City Manager From: Candyce Burnett, Planning Manager By: Thomas Grahn, Associate Planner Subject: MAJOR DEVELOPMENT PROJECTS DRC2013-00996 — CITY OF RANCHO CUCAMONGA — A review of major Residential, Commercial/Industrial, and Capital Improvement projects being proposed within the City. BACKGROUND: The attached Exhibit A identifies the location of the major Residential, Commercial/Industrial, and Capital Improvement projects currently being proposed within the City. This listing is not inclusive of all projects in the City, but provides a glimpse of those larger projects that have recently been submitted and are in the City's review process. The map also identifies whether the project has recently been approved and pending construction or if the project is currently under construction. The Map includes the following projects: • 11 Residential Projects • 5 Commercial/Industrial Projects • 4 Capital Improvement Projects (the Citywide sidewalk program is not identified) To improve the readability of the map, each project is tagged to its general location, rather than specific project boundaries, and the map is color coordinated to easily determine the status of the projects. Additionally, staff will accompany this report with a PowerPoint presentation which details the major development proposals and projects in the City. Respectfull submitted, Candyce B nett Planning Manager • CB:TG/ge Attachments: Exhibit A— Major Development Projects Map /PK � .1 i 1, i i P2 a o 4/m. 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Associate Superintendent Business Services and Economic Development Chaffey College ISCHAFFEY COLLEGE WORKFORCE TRAINING INSTITUTE e Business Industry Community Chaffey College Workforce Training Institute(CCWTI)offers workplace solutions for employee development needs. Our goal is to work systematically with collaborative partners and companies to strengthen the organization's effectiveness, competiveness, and profitability. This partnership is developed through education, training, and other support services that contribute to continuous workforce improvements. 2 ® Chaffey College 1 11/18/2013 Office Occupations The following companies have benefitted from Office Occupation interns placed at their worksites: *Image Emporium •City of Rancho Cucamonga *Employment Resource Center •AFLAC •Envision Education 3 ® Chaffey College Customized Training CCWTI has consulted and/or provided customized training to the following companies: *Mega Tech Installation •Envision Education •Bradshaw Corporation •Amphion *Along Shim •Tampco Steel •Firth Rixon/Schlosser Forge •Metal Coders •Vess Financial •Southwire •Corporate Advocate •Gen co/Smart and Final •Steelscape *Pacific Cycle •AFLAC *Estrada Strategies Chaffey College 2 11/18/2013 Employment Training Panel In September 2013,the Employment Training Panel (ETP) approved Chaffey College's ETP Application for$1 million to provide training in job-related skills designed to enhance career potential and long-term job security. ETP funds are used to provide customized training to fill gaps in the workforce, and to improve the skills of those already employed in industry positions. ® Chaffey College Employment Training Panel Client/Trainee Testimonial: "Thank you for having this type of training. It would be difficult to go to school and support a household at the time; with this program, you make it possible. I'm looking forward to [taking] more classes." — Ricardo Castillo (Steelscape) "The Industrial Electrical Internship has been a great opportunity to develop my [electrical] skills. From the course I have gained all the tools I need to be a great asset to my company as an essential and knowledgeable [electro-mechanical technician]. It was very challenging, but with dedication, hard work, and motivation, anyone can be successful."—Matt Zazueta (TST, Inc.) 6 ® Chaffey College 3 11/18/2013 Sector Navigator, Energy and Utilities Deputy Sector Navigator, Manufacturing In response to the California Community Colleges Chancellor's Office campaign, Doing What Matters for Jobs and the Economy, Chaffey College was awarded two grants for one year each with up to 5 years of yearly renewals for a grand total of$3.3 million. The purpose of these grants is to: •Supply in-demand skills for employers •Create relevant career pathways and stackable credentials •Promote student success •Get Californians into open jobs 0 Chaffey College Questions? 0 Chaffey College 4 Ls) w1111 p 1111 4- 4131 1 fl .... iii r, r'll � / , r ti. , y•_ a..)>) Vof I , .. ■ 4 MC ,' .4" IA .4 .` --4,,i,..... U :4 • of -f i 4. , PROFESSIONAL DEVELOPMENT COMMUNITY EDUCATION HUMAN RESOURCES PART I—HR BASICS SERVING BUSINESSES Wednesdays, July 3—August 7 6:00 pm-9:00 pm ONE STUDENT AT A TIME GRANT WRITING & PROPOSAL DEVELOPMENT Tuesdays, July 9—July 30 6:00 pm-8:00 pm Community Education pro- Community Education pro- SPREADSHEET MAGIC USING EXCEL 2010 vides opportunities to learn, grams are available to any- Tues & Wed, July 9—July 10 9:00 am-4:00 pm grow, and develop through one who registers online or in SPECTACULAR POWERPOINT 2010 PRESENTATIONS youth, medical, professional person. Registrants are not Monday, July 22 9:00 am-4:00 pm development, technology, and required to complete a col- NONPROFIT DEVELOPMENT & MANAGEMENT enrichment programs. lege application nor enroll in Tuesdays, August 6—August 27 6:00 pm-8:00 pm credit courses at the College. ADOBE ACROBAT X PRO: CREATING & WRITING PDF'S Community Education pro- These programs do not result Saturday, August 10 9:00 am-5:00 pm grams are funded through in college credit nor do they ADOBE ACROBAT X PRO: PDF WORKFLOW program enrollment fees and meet college credit course & INTERACTIVE FORMS are not funded with tax dol- prerequisite requirements. Sunday, August 11 9:00 am-5:00 pm lars. QUICKBOOKS FOR THE EVERYDAY USER: THE BASICS AND BEYOND Community Education pro- REGISTER TODAY! Saturday, August 17 8.00 am-4:00 pm grams are scheduled through- VISIT OUR ONLINE FROM PR TO PROFIT: DO-IT-YOURSELF out the community during the PROGRAM CALENDAR PUBLIC RELATIONS FOR SMALL BUSINESSES Saturday, August 31 9:00 am-11:00 am day, evening, and on week ends. SOCIAL MEDIA MARKETING Saturday, September 21 1:00 pm-4:00 pm HOW TO SELL ON EBAY: SMALL BUSINESSES & INDIVIDUALS www.chaffey.edu/communityed Saturday, September 28 12:00 pm-4:30 pm WORD POWER USING MICROSOFT WORD 2010 909.652.6041 Tues & Wed, October 8-9 9:00 am-4:00 pm MICROSOFT ACCESS 2010 IN JUST TWO DAYS Mon & Tues, October 21-22 9:00 am-4:00 pm HUMAN RESOURCES PART II—HR COACHING Wednesdays, October 23—Dec 3 6:00 pm-9:00 pm 11/18/2013 Emergency Operations Center Lisa Bailey Vice President of Administrative Services 1 Chaffey College Chaffey College Emergency Management Collaboration Chaffee College Emergency Operations Center(EOC) • Provides EOC redundancy within the City of Rancho&Region • When fully functional will provide instant interoperability and"plug&play" between City of Rancho &Chaffey College Rancho Campus • Supports Chaffey College's ability to manage internal disasters effectively and support regional efforts when needed • Ensures ongoing training of College employees to State and Federal standards(NIMS&SEMS)for effective response, mitigation,recovery,and reimbursement • Enhances a vital resource—Chaffey College is a City within the City. 1 11/18/2013 ® Chaffey College IIMMEMB Emergency Management Collaboration Emergency Communications—Amateur Radio Project • Provides vital communication link within the City of Rancho&Region • Will provide instant interoperability and communication link between City of Rancho &Chaffey College Rancho Campus • Supports Chaffey College's ability to manage internal disasters effectively and support regional efforts when needed ® Chaffey College Emergency Management Collaboration Active Shooter—Campus Police • Planning • Training • Notification Systems • Ensuring we are capable to provide interoperability within mutual aid system 2 11/15/2013 .1 is,. Chaffey College Joint Meeting with Rancho Cucamonga City Council November 18, 2013 Presentation by: Henry Shannon,Ph.D.,Superintendent/President Ciriaco"Cid"Pinedo,Ed.D.,Associate Superintendent Business Services&Economic Development Sherrie Guerrero,Ed.D.,Associate Superintendent, Lisa Bailey Instruction and Student Services Vice President of Administrative Services Game Changers • George Chaffey ;eh 2 Chaffey College 1 11/15/2013 Unduplicated Student Headcount 21.678 20,486 • 19,683 19,262 19,284 18,082 I 18,047 16,800 14.500 12,300 : . . iIIII 3,900 1885 1940 1950 1960 1970 1980 1990 2000 2005 2008 2009 2010 2011 2012 2013 3 Chaffey College District Campuses Chaffey 16<' ■College UPLAND RANCHO CUCAMONGA FOOTHILL MONTCLAIR I FONTANA i r 10. _� _ HOLT Onlert I, Ort 1 CHINO ONTARIO CHINO k1/411111, �l Fontana HILLS Campus Chino Campus at College Park Chino Center Tnchneloe9 Center 4 ! Chaffey College 2 11/15/2013 District Enrollment by Service Area City Chino 953 6.7% Chino Hills 457 3.2% Fontana 4,455 31.4% Guasti 0 0.0% Montclair 431 3.0% Mt. Baldy 4 0.0% Ontario 2,578 18.1% Rancho Cucamonga 4,157 29.3% Upland 1,172 8.3% Q Chaffey College Groundbreaking Rancho Cucamonga Campus, 1958 •_ _ ~ # - � • .• I ^-. +'.gyp.. • r 1 Chaffey College 3 11/15/2013 Construction of Gym, 1958 Wiz'. '°. _ _ ` -.f1.T 1fi Y; ? - a --3-{-^•v 'C7T" , -. �e•'7' ..- 1 `'�`..�. `: - • -- C.• a d.. `• ..:1ymnarium Building. - 10/11/58 El Chaffey College t ` 1• r .v • 1 ♦\ r ; n 7 aiL7r+ • r � r -{. : -- --» — ,. : . a_,-i .., , 7 . 2 yr i 1 a Chaffey College 4 11/15/2013 Aerial View �' rancho Cucamonga Campus, 1960 ti A y y _B"N t i^KWT :I:: `i.n r .' ,, i-Lam 0 Chaffey College Mission Statement Chaffey College improves lives within the diverse communities it serves through equal access to quality occupational, transfer, general education, and foundation programs in a learning-centered environment where student success is highly valued, supported, and assessed. Chaffey College 5 11/15/2013 Vision (110 Chaffey College is a world-class institution. E Chaffey coin Core Values •Student Success •Educational Excellence *Climate of Inclusion and Respect •Dynamic Student Services *Responsiveness to the Community *Environmental Responsibility ® Chaffey College 6 11/15/2013 Comprehensive Mission • Transfer Education • General Education • Career and Technical Education • Basic Skills Education • Workforce and economic Development • Community Education 13 ® Chaffey College Economic Impact 20 - For every dollar students invest ECONOMIC in Chaffey,they receive a IMPACT cumulative$4.50 in higher future REPORT income(discounted) over the course of their working careers. California benefits from Chaffey© �� imroved health and reduced 111 IP welfare,unemployment,and i crime,saving the public some $6.3 million per year. • - Taxpayers see a rate of return of 7.3%on their investment in Chaffey. 14 Chaffey College 7 4 11/15/2013 Economic Impact 40 The net added income generated ECONOMIC by Chaffey operations($80.4 IMPACT million)and the spending of REPORT non-local students($2.7 million) contributes a total of$83.1 million in income to the Chaffey Community College District economy each year. Chaffey©College 10. t ly The accumulated credits achieved by former Chaffey students over the past 30 years t' translate to$604.4 million in added regional income each year due to the higher earnings of students and increased output of businesses. 15 © Chaffey College Completion Counts Exceeding Expectations (C2:E2) C i mplc(i Counts! 44N, 16 0 Chaffey College 8 • 11/15/2013 Integrated Strategic Planning Sherrie Guerrero, Ed.D. Associate Superintendent Instruction and Student Services 17 Chaffey College Strategic Planning Tenets • Completion Agenda • Addressing the whole student • Policy and Process Improvements • Accountability Chaffey College 9 11/15/2013 Transfer r / L^ �'' • A. • I AN Chaffey College Career Technical Education r • 20 Q Chaffey College 10 11/15/2013 Student Support Relationship Between Success Center Access and Success and Retention Rates,2011—2012 All courses It0 11 9;l 11:111.9 90 0 SITU A10 6S y C eA 11 X C 5011 ' 40 0 10 20 inn on SW OA..kNe krMrsf,n kw ■A∎VC+x11SC ■IXI NIA A'" SC Stedenh W Ite SIndenH Vile Did Net Accred the 5eccas Center, Accent the Seems Coders Sacco. Rue ',.99.0 65.9°. R0010011Rit. 9J.5°.0 S6.9°.• 21 ® Chaffe College Student Services - a..1\\ ,0 et, t ,-it.r ----....1" it ....‘ .... ......, , i , F. . , .. 22 ® haffe College 11 11/15/2013 Measure L Bond Update Ciriaco "Cid" Pinedo, Ed.D. Associate Superintendent Business Services and Economic Developmer+I 23 `—„ Chaffey College College Outlook for the Next Five Years • Continue with College Expansion — Rancho Cucamonga,Chino, Fontana • Expand Access and Completion — 3,123 degrees and certificates in 2013 — 4,000 degrees and certificates in 2018 • Position Chaffey for Aspen Prize Eligibility — Student success in persistence and completion — Consistent improvement in outcomes over time — Equity in outcomes for students of all racial/ethnic and socioeconomic backgrounds — Labor market outcomes College 24 ChaffeY 12 11/15/2013 i; -Q-- air' .. .#'• a C et %20�� 6 _• • R.� n.►- 15047 s �y k /cr / _ / -w. P Chaffey College First Graduating Class, 1890 wi', _ . . _ •n .. ., , (,.., , , .... ,.._ ... ,. 1p f--' , 1 . _may" i ', 7 P! rie' - _ Q Chaffey College 13 11/15/2013 Degrees & Certificates Needed to Achieve 4,000 Awards by 2017-18 4,500 - 4.000 a) 4,000 — — 3,625- - -0 3,649 3) 3,474 Z3,500 !,{YS ` 3,123 . ill -1 3,000 — ' `° 2,500 — - .2,291 z, ' Iiiiii x,162idf 2,000 1,737 xosx 1 fi94 1 , , , , , 28.1%INCREASE 1,500 1,497 1'625 1,000 111111 , , , , , , , III 1.11 I I COU 500 . � 11111111111IIII an a ,itp% Al ,0 43040361 0 ,,p,,tip 0,1% N.%,./. 0 ,yA bp!' ,y6 ,ti1 ,y0 p 9' 5555 1555 15$5 y 159 'LT 1,11. W 9% 9% 19% 9 9%� 9%y 19% '19% To achieve Chaffey College's goal of 4,000 awards by 2017-18,Chaffey needs to confer an additional 875 awards(approx.175 more awards annually)over the next 5 years. Questions? 28 ® Chaffey College 14 , . •r , ..a d,'... • 4 _ -'47.70.:1_,. . 1 iji: /f lit * . . .-- at N r r l a T . 1 r, ON, ,,..... „ : 1 .. 0, .0„. , 4'...1 r=ti g" 1 ) X l r� i ' , ' ks —3 4. ...,. .,. A OV:. ' 1 . ,4 it k f \ ' N II tie, ■ iv ., , ,., i ' ,. • ..) - , , ir ii Chaffey College Integrated Planning Mod e FaII2012 I... _ , •. -•►',F..�� '' ,:J'�, ,- III•;z;n•:xr. , , i•:to'r�..- r:r�t�s;:.D.��,rY' .r, �_><y .4. '91 j— - _:.ter.. F ''''31' ETC-''� Fr i. 1� • I 1, �t i�a•:�7v't;..'7' �' I r'''::.',v....,,',.` ' -i i' i ,. �wP%$:".�i - j 'i „( ` 'ft . � .•(- Y' dl ' : • '' . .�.. a`� ' 1 •v ,,, ) V,t I• / f� /� �' + ` 'ii ',1/ 1. l,. f Et '. ( ' . . N / ' GOVERNING BOARD atop, 1 � Z6- !1t • Kathleen Brugger Gary L.George > Paul J.Gomez Lee C. McDougal Katie Roberts DR. HENRY SHANNON Superintendent/President Over the next four years,Chaffey College anticipates serving close to 50,000 students. Some will be returning students,while others will be joining the Chaffey family for the first time. They all have one goal in common;a hope for a better future and believe edu- cation will lead them to a more successful future.Our students'dreams persist through hard times and economic slumps.So,we must hold fast to our commitment to do our best to prepare them for the futures they all deserve. With the initiation of statewide community college systems following the Truman Corn- mi... mission Report(1947),the ongoing challenge of maximizing access for diverse constitu- ent groups,while maintaining quality educational standards,has been one of the most demanding with respect to fulfilling the mission.Truly effective institutions demonstrate • the ability to incorporate both student access and goal completion into the mission, goals,and daily operations of the college.Chaffey College faculty,staff,and administra- tors are committed to both access and completion. 11k'► In order to ensure that the college continues to deliver on both access and completion, the college needs a strong integrated planning model that sets high standards for the college and challenges us toward continuous improvement. This document outlines that planning model and codifies the theoretical underpinnings which we believe ensure student access,success,and completion. After beginning with the mission state- ment and the goals of the Governing Board,the model is centered on"hope theory"and "mindset thinking."Through those lenses,this document outlines a clear Educational Strategic Vision that provides the framework from which all other planning documents stern. The beauty of this educational strategic vision is that it is not dependent on the status of the budget,and, in that sense,it is timeless. It challenges the college to continually ask how we can improve planning, processes,and procedures to help our students attain their goals as quickly and efficiently as possible. I am confident that this new integrated planning model will guide us well as we strive to maintain our"world class"status as a community college. CHAFFEY COLLEGE INTEGRATED PLANNING MODEL 2012-2016 History In the fall of 2009,an effort began to update the Educational Master Plan. A large,representative group was convened and directed to conduct the necessary research and analysis that would culminate in a new Educational Master Plan. As the committee engaged in dialogue about new planning directions,confusion began to emerge about the definitions of the various planning documents (e.g.,educational master plan,strategic plan,etc.). The committee reviewed planning models from League for Innovation colleges to find a workable framework. Although those planning models worked for the various colleges,the committee continued to struggle with how those models might work at Chaffey College. The Educational Master Plan Committee was committed to the idea that whatever planning model was developed needed to be authentic and reflective of the planning that actually occurs at the college. Over the next two years,the committee continued to meet and discuss the planning elements in an attempt to first develop a strategic plan that addressed the Completion Agenda from Chaffey's I perspective'. That effort was called Completion Counts: Exceeding Expectations " (C2:E2). This document attempted to meld disparate elements of the college's planning and processing functions(strategic plan,educational master plan,core values,completion agenda,etc.)into a cohesive framework. The _ 1 Completion Counts: Exceeding Expectations(C2:E2)portion of the document F - listed four phases of the educational pathway: Introduction to the college (getting registered),Connection with the college(getting students engaged � during the first semester),Advancement through their coursework(providing _ support),and Completion(helping students attain their goals,including degree and certificate completion and transfer). These elements were modeled after the Gates'initiative,"Completion by Design:'The document also listed the various initiatives in which the college was engaged that supported student completion. Various versions of that plan circulated throughout the campus during the 2010-2011 and 2011-2012 academic years. That strategic plan was formally approved by the Governing Board in May,20122. During this same period,the college was actively engaged in the Completion Agenda dialogue. Research by Kay McClenney from the University of Texas at Austin revealed that students want to be required to access critical services and courses so that they can reach their goals more quickly'. In addition,while trying to acquire the knowledge and information they need to complete their goals,students are often overwhelmed with the abundance of choices they have in community colleges. Judith Scott-Clayton from the Community College Research Center at Columbia University,for example,noted that the"shapeless river"students encounter when they enroll in community colleges often overwhelms them with an unlimited number of choices about educational and career pathways. She documents evidence showing that students are more likely to persist and succeed in programs that are tightly and consciously structured and have reduced bureaucratic obstacles." She explains that colleges must help students"determine what they want to do,plan how to do it,and then follow through on these plans"(p.3). As various campus committees engaged in this discussion,a conscious choice was made to focus the"options"students had. This meant creating ways that students would be guided on the proper pathways to ensure success. The key committee leading this effort was the Enrollment and Success Management Committee,one of the largest committees on campus with extensive representation from all campus constituent groups. Some of the changes made to improve student success included: 1 The Educational Master Plan Committee met 10/2/09,12/4/09,1/22/10,3/5/10,3/26/10,4/23/10,12/10/10,4/6/12,and 8/21/12.The minutes are posted in the Accreditation Oversight Committee's Moodie Site. 2 See Governing Board minutes from May 23,2012 meeting at the following link: htto://www.chaffev.edu/governingboard/5 23 12 Minutes.pdf 3 Kay McClenney: The TT Interview,Texas Tribune,2-12-12 4 Scott-Clayton,Judith(2011). The shapeless river:Does a lack of structure inhibit students'progress at community colleges?New York:Community College Research Center Working Paper No.25,Teachers College,Columbia University. 2 • Dropping students from their courses if payment is not received within 10 days of registration. This plan ensured that students who were serious about their coursework paid their fees,and those who were not are dropped. This opened additional seats for more students. • Ensuring the Datatel system for class rosters actively worked with the wait list process. As students de-register for courses,the system now contacts the first person on the wait list and gives them 72 hours to register for the course for which they are waitlisted. If they do not enroll in the course,the system goes to the next person on the waitlist. At a time when access to community colleges in general is at a premium,this functionality has equalized access for all students. • Requiring instructor signature when classes begin. In the past,students could add an open class in Admissions and Records without contacting the instructor first. At the same time,the instructor was issuing add codes to students who appeared in the first class period. Often,that resulted in over-enrollment of sections because the instructor was unaware of the other add activity in Admissions and Records. This requirement ensures students connect with their instructors from the beginning and allows orderly student additions to existing class sections. • Reducing the"add"period. The add period at the beginning of each term used to be three weeks at Chaffey College. However,the literature was clear that the sooner students commit to classes,the more successful they are. To that end,the add period has been reduced to one week. Discussion continues about eventually moving that date to the week before classes begin. • Moving the"last day to drop"deadline earlier. The last day to drop a course with a"W"grade was at the 75%point of a course. This behavior meant that students could drop after completing three fourths of a course and receive a"W" grade. That deadline has been moved to 61%of a course and,like the reduction of the"add"period,encourages students to commit to their classes earlier. Other reductions in the drop period are under consideration to further advance the students'commitment to the course. rviLl • Fast Track courses. The college began experimenting with accelerated courses and researched the outcomes. In .- { addition,the college paid faculty to participate in a faculty inquiry team to explore all aspects of acceleration and make recommendations to the Enrollment and Success Management Committee. That work was completed in spring,2012 and the information was disseminated. The research showed that : all students studied performed better in accelerated courses k " especially males of all ethnicities. The college is incrementally increasing accelerated offerings and incorporating the best / practices recommended by the Faculty Inquiry Team. • Multiple entry points for students. Along with the changes in the add period and the Fast Track program, there was concern that students would miss educational opportunities because of the reduction in add time. To help ameliorate that concern,a"second chance"enrollment opportunity occurs approximately two months into the term. This affords existing or new students the opportunity to enroll in Fast Track courses that begin at those times(October and March). This eliminates the need for students to wait an entire semester to enroll in college if they miss the registration period of the primary term. • Reducing less effective distance education offerings. As the completion agenda was discussed,comparisons of face-to-face,online,and hybrid success rates were reviewed and analyzed. The success rates of some online courses were as low as 9%. With the budget pressures continuing,the decision was made to offer fewer online courses and increase the face-to-face courses. At the same time,faculty were paid to participate in a faculty inquiry team that researched all aspects of distance education and made recommendations to the Distance Education Committee. That work was also completed in spring,2012,and the Distance Education Committee began discussion of that material commencing with fall,2012. 3 • Integrating the English and Reading curriculum. In the spring of 2012,the faculty in the English and Reading departments began engaging in discussions about how to reduce"loss points"along the sequences in both disciplines. Both national and regional studies indicate protracted sequences compromise students'capacity to complete. The faculty spent the summer of 2012 determining ways to integrate three developmental English courses and six developmental reading courses. The result is a three-course sequence integrating the instruction of reading and writing into a seamless and mutually complementary experience for students. This integration serves several purposes:it reduces the sequence of courses and minimizes loss points;it simplifies the selection of prerequisites in the transfer areas that require strong reading and writing skills for student success;and it accelerates students'progress toward college- readiness. These new courses will be implemented in the fall of 2013. Still not satisfied that the existing strategic plan had sufficient clarity,the Associate Superintendent of Instruction and Student Services and the deans met on May 21,2012 and on August 6,20125 in an attempt to ameliorate the confusion from all of the planning efforts. At that time,the group was able to identify the strategic goals in each of the Completion Counts: Exceeding Expectations phases(Introduction,Connection,Advancement,and Completion). In addition,the group realized that much of what was being considered"strategic"in the approved document was more visionary. That group created a revised document, now called the Integrated Planning Model,that has been shared with all campus constituencies'to solicit review and input. That product has now become the new Integrated Planning Model for the college. The Integrated Planning Model for Chaffey College is reflected in the diagram on the next page. 0 memos i � '' . tf i1 1 1 'jii 11' i, �. iii• ac''' iii V J .....- ' �✓ AL./i Sr yrl " L r . �w • �` '� „p •v ,...„,\ 5 Minutes from the two Deans'Retreats can be found on the z-drive under the Vice President of Instruction, 6 Approved by Academic Senate on 9/4/12 and by the Classified Senate on 9/13/12.The minutes of those meetings are posted in the Accreditation Oversight Committee's Mood le Site. I 4 I r Chaffey College Integrated Planning Model Mission Statement& Board Goals Educational Strategic Vision •Introduction(Accessing the College) •Connection(First Semester) •Advancement(Across Academic Career) •Completion(Goal Accomplishment) Strategic Plans Facilities Technology Human Resources Workforce Master Plan Master Plan Master Plan Master Plan Stakeholders Operational Plans •Students •Administration — -- 9 •Senates •Departments/Programs •Committees •Community Evaluation •Enrollment and Success Management Committee •Program and Services Review •Outcomes and Assessment Committee •Accreditation Oversight Committee •Curriculum Committee •Accountability Reporting for Community Colleges • Institutional Scorecard Mission The planning process begins with the Governing Board who provides policy level guidance to the college through Board Policy 1250.' These goals then guide the review and updating of the Mission Statement which is revised for relevance and applicability on a regular cycle(BP 1200)R with a major review conducted every five years that is initiated by the Accreditation Oversight Committee. During the writing of the institution's self-study for the 2010 re-affirmation the Institutional Mission standard committee concluded,in conjunction with input from the June 2008 Management Retreat discussions,that the Institutional 7 See Board Policy 1250. 8 See Board Policy 1200 at the following link: htto://www.chaffev.edu/policies/approved/1200 BP.pdf 5 Mission should be changed to better align with the institution's commitment to student learning and evidence-based assessment. 9 9 9 The 2004 Mission Statement was reviewed and updated in 2009 and approved by the Governing Board in December,2009.9 The current Mission Statement is: Chaffey College improves lives within the diverse communities it serves through equal access to quality occupational,transfer, general education,and foundation programs in a learning-centered environment where student success is highly valued, I supported,and assessed. The 2009 Mission Statement was then used as the foundation for the review and updating of the Chaffey College planning and decision-making processes. The efforts of the campus to carry the Mission forward with regard to the educational master planning,strategic planning,and completion agenda planning processes have been broad-based and involved campus-wide discussions and commitment to student learning.The efforts resulted in the new Educational Strategic Vision for the college that is focused on student success based on research with two critical theoretical constructs playing a central role:hope theory(Snyder)10 and the work of Dr.Carol Dweck in her book,Mindset: The New Psychology of Success". Theoretical History Before addressing those two constructs,however,the evolution of how those decisions were reached should be addressed. During the 2010-2011 academic year as part of the college's Title 5(Hispanic Serving Institution)grant planning process,a retreat was held with the Grant Steering Committee and key stakeholders in Lake Arrowhead12. The first articles concerning hope theory were disseminated and discussed. The Faculty Summer Institute of 2011' allowed faculty the opportunity to explore the use of hope 1 theory in the classroom. As excitement about hope grew from that u;.. retreat,the college invited Dr.Shane Lopez from the Gallup organization iit • 1 to speak at Convocation in fall,201114. Dr.Lopez is one of the leading 1. experts in hope theory and has conducted extensive research across \ ,- \ " the world with it. In spring,2012,Dr.Myron Dembo,Professor Emeritus ..r,:-•- ill Illpt , , 411% in Educational Psychology in the Rossier School of Education at the University of Southern California spoke to the college about students' motivational patterns and discussed how faculty and staff can help ) students be more self-regulating in their behaviors.15 Additionally during `I ==---- 2011-2012,one of the grant faculty members attended a California Community College Success Network(3CSN)workshop at which Dr. Carol Dweck presented her work on mindset16. When planning the 2012 i 1 Faculty Summer Institute,the advisory team for the Faculty Success Center combined hope theory and mindset thinking together into the programming for the Faculty Summer Institute so that faculty could explore how these constructs might impact their teaching practices." The success of that particular Summer Institute was very high,and faculty were energized with the combination of hope theory and mindset thinking. As those faculty spoke informally with their colleagues,interest in the constructs grew. 9 See Governing Board minutes from the December 10,2009 meeting at the following link: http://www.chaffey.edu/governing board/12 10 09 board minutespdf 10 Snyder,C.R.(1995). Conceptualizing,measuring,and nurturing hope.Journal of Counseling and Development.73,355-60. 11 Dweck,C.S.(2008). Mindset:The new psychology of success-how we can learn to fulfill our potential. New York: Ballantine. 12 Documentation posted on the Accreditation Oversight Committee's Moodie site. 13 See Faculty Summer Institute information in Accreditation Oversight Committee's Moodie site. 14 See Flex booklet for fall 2011 at this link: http://www.chaffey.edu/profdev/flex/Fall Flex Booklet 2011.pdf. Dr.Lopez'PowerPoint entitled,How Hope Can Change Your Campus,is also posted on the Professional Development website. 15 See Flex booklet for spring 2012 at this link: htto://www.chaffey.edu/orofdev/flex/Spring Flex 2012 Booklet.pdf 16 See invitation to 3CSN event with Dr.Dweck and Cindy Walker's ticket for participation in Accreditation Oversight Committee's Moodie site. 17 See Faculty Summer Institute information in Accreditation Oversight Committee's Moodie site. 6 This philosophical component to the planning process was crucial to the directions outlined in the Educational Strategic Vision. Both the hope and mindset tenets represent an important extension of the philosophical shift that began with the Basic Skills Transformation in 2000. At that time,Chaffey College built an educational vision based on a commitment to learners and their needs,prioritizing their capacity to learn over their challenges,and creating a structural network in the Success Centers that supported the developmental nature of all learning.The hope theory and mindset frameworks integrate with both the past and the future to guide Chaffey's next directions about how college personnel create actionable strategies that not only improve students'capacity to achieve but also elevate the capacity of the faculty and staff to serve students well. During the August,2012 management retreat, hope theory and mindset thinking were again combined and presented as a �ri ,Y i. broad framework that applied to managers in their interactions - `" a 9� with employees,and the managers worked through a number - 1 ' ,, 4 of scenarios that addressed the needs of individuals at varying ,f stages of hope and mindset thinking.18 Like the Faculty Summer • ' ,fir, 7 Institute,the managers were excited about the constructs and their , . x ; i application to the workplace. The classified professionals have also . a�r received introductory training in hope and mindset approaches. " - :44'1 All employee groups will be engaged with this framework as it - represents a new cultural direction,not just an educational strategy. In addition to the management retreat,hope theory and mindset 11' thinking undergirded the fall 2012 New Faculty Orientation program which is a semester long program that covers many topics in depth,including data about Chaffey students,Chaffey culture, pedagogical issues,curriculum,shared governance,classroom management,etc. Of interest to this planning process,the August,2012 management retreat presentation was modified for a faculty audience and presented to the new faculty on September 7,2012.18 That presentation included the Educational Strategic Vision and a description of the Integrated Planning Model. As the Associate Superintendent of Instruction and Student Services and the deans continued to work on the educational planning process,it became clear that the hope theory and mindset thinking provided a powerful planning framework that resonated with the campus as inspirational and authentic and was,subsequently,adopted by the college in this Integrated Planning Model. Hope and Mindset Explained According to Snyder(1995),hope is defined as"the process of thinking about one's goals,along with the motivation to move toward(agency)and the ways to achieve(pathways)those goals"(p.355). In other words,hope can be thought of as the"will power"to move toward action as well as the"way power"or the pathway that will lead to goal achievement. When thinking of hope in this manner,hope can then be measured and influenced to improve students'chances of attaining their goals. Working with Dr.Lopez,the college has incorporated the hope scale into its existing assessment questions and is beginning to collect and analyze the results from those items. The college is also working with the Gallup organization to assess the hope levels of all incoming freshmen students. Students'levels of hope(e.g.,high hope versus low hope)can be identified. Through the shared governance process,that information will be used to determine what interventions are needed by which students,as well as deciding who will provide that service to students. The second theoretical body of work informing the educational vision is the aforementioned book by Dr.Dweck(2008). Briefly stated,Dr.Dweck categorizes mindset as either fixed or growth. In a fixed mindset,the individual assumes that his or her qualities are carved in stone—they have only a certain amount of intelligence,personality,and moral character. 18 See Management Retreat Powerpoint Presentation in Accreditation Oversight Committee's Moodle site. 19 See New Faculty Orientation Powerpoint Presentation and the New Faculty Orientation program outline in Accreditation Oversight Committee's Moodle Site. 7 In contrast,the growth mindset is"based on the belief that one's basic qualities are things that can be cultivated through effort" (p.7). In other words,everyone"can change and grow through application and experience"(p.7). Scales that measure students' mindset at the point of entry have also been added to the assessment process. I When combining the two constructs,hope and mindset,a continuum can be developed that characterizes individuals'outlooks on themselves relative to the particular challenges they face: 1 Low Hope/Fixed Mindset High Hope/Growth Mindset In the Low Hope/Fixed Mindset individuals tend to set easy goals,are overcome by obstacles,fear challenge and failure,shrink from feedback,blame others for failures,and are threatened by others'success. In contrast,in the high hope/growth mindset individuals tend to set challenging goals(take risks),view obstacles as opportunities,use failure and feedback to improve,assume responsibility for failure,and celebrate others'success and contributions. By viewing hope and mindset in this manner,it becomes possible to coach individuals toward a high hope/growth mindset through specific actions. Not only is this possible with faculty members engaging with students,but all levels of the college can benefit from this information. Counseling and instructional support faculty and staff can challenge students'low hope/fixed mindset notions and help them reframe their thinking toward more hopeful stances. All members of the college can learn to demonstrate more high hope/growth mindset responses in their interactions with students,the public,and each other. Clearly, these ideas apply to every facet of the college. With regard to the Educational Strategic Vision,however,these constructs create a framework through which students' educational experiences are influenced. . - A II+,: !NI I 411 - ' .1 1,--, ... .., l . "I''. - 011ii 41111, _ el'III ■ _ Illj h ..., _.'- \-ill _ , lb. :::' 41 :., , 7 . .-, . , ----').. _, ..„., , \ \ ,i;-.00 iiii , , „., ft'."V" 4t:'. ' . ' 14111t7.4mi''fismisssi '' 4 . aP 8 Educational Strategic Vision The same four phases of a student's experience(Introduction,Connection,Advancement,and Completion)mentioned above as part of the Completion Agenda provide the structure for the Educational Strategic Vision. The diagram below illustrates each of the four phases and the guiding tenets for each phase: Introduction Connection Advancement Completion Accessing the First Semester Across Academic Goal Attainment College , ` J ` Career •Strengthening •Improving • Providing •Monitoring partnerships pathway intrusive progress on with high identifications by academic goals with schools and students support in key intrusive action employers areas during key •Establishing momentum •Connecting students • Requiring points students to relationship with students to necessary the college define academic, •Facilitating resources and occupation,and completion pre-enrollment •Developing career goals points processes enrollment procedures that • Providing •Recognizing and structure instruction in honoring successful delivery completions student behavior modalities that and decision foster making completion •Connecting • Developing students to sustained support services engagement strategies During the Introduction phase of the vision,the college is expected to help students engage in the behaviors that will set the stage for future success while also connecting them to transitional strategies and services. Examples of initiatives that speak to this phase include Senior Early Assessment(SEA)and Math and English First(ME 151). In the second phase,Connection,the college is ensuring that new students have opportunities to engage with the college in meaningful ways. Examples of this include involvement with the Success Centers,EOPS,DPS,the Veterans Resource Center,etc. During the third phase,Advancement,the college is expected to create opportunities that help students accelerate their progress toward goal and provide intrusive support at key momentum points. Examples of initiatives that demonstrate this include Supplemental Instruction,the Success Guides,and E-advising/degree audit. In the final phase,Completion,the college is expected to help students facilitate completion through goal accomplishment. Examples of this behavior include participation in the Transfer Model Curriculum degrees,Transfer Center Events,and the identification and automatic conferring of degrees/certificates earned by students.At every phase of the students'journey,the college is committed not only to actionable strategies but also to communication with students that foster successful behavior. 9 To that end,the following Vision Statement has been created to summarize the influence of hope and mindset on the Educational Strategic Vision. The new Educational Strategic Vision Statement is as follows: Chaffey College will demonstrate organizational coherence that will propel students toward their goals. Strategic Plans With regard to the Integrated Planning Model,the Educational Strategic Vision is informed by research and establishes the broad planning parameters for the college. Each main component of the college(e.g.,Facilities,Technology,Human Resources,and Workforce Development)begins with the Educational Strategic Vision as the impetus for their respective master plans. In essence, the Educational Strategic Vision becomes the"educational plan"for the college. The various master plans support that educational focus. Stakeholders In this planning model,the stakeholders include students,administration,both the Faculty and Classified Senates,all campus committees and task forces,departments and programs,and the community who work through the shared governance process to develop Operational Plans. It is at this level that specific,concrete actions are planned and implemented. These actions operationalize the Educational Strategic Vision. Operational Plans The Superintendent/President establishes broad goals that stem from the institution's Core Values20 and support the Educational Strategic Vision. In addition,through this process,he establishes planning directions for all areas of the college. All Associate Superintendents and Vice-Presidents then work with their appropriate shared governance bodies to establish actionable,strategic goals and to identify the appropriate evaluation mechanisms for those goals. The work reflected in these strategic goals is carried out through the committee and shared governance structure of the college. For the period of 2012 through 2016,the Superintendent/President has established the following broad goals: • Student Success through Teaching and Learning • Human Resources Planning and Professional Development • Workforce and Economic Development • Improve the Infrastructure and Physical Learning Environment • Cost-Effective Investments in Technology that Support the Learning Infrastructure • Learning Support and Fiscal Stability • Sustainability Evaluation Evaluation of the Integrated Planning Model and its components occurs in a multitude of ways. At the heart of the evaluation component is Program and Services Review(PSR). In PSR,programs discuss how their activities,learning outcomes,and visionary improvement plans connect to and further the Educational Strategic Vision and the overall goals established by the Superintendent/President. The vital role PSR serves in facilitating institutional improvement cannot be understated. The diagram on the following page illustrates the new focus on program health and connects PSR to learning outcomes and resource allocation: 20 Found on p.4 of the 2012-2013 Chaffey College catalog. 10 Program and Services Review Process Program and Services Review(PSR) 1 PSR Outcomes and Committee Assessment Committee Programs Complete(PSR) Outcomes and Assessment Committee(OAC) Reviews Learning Outcomes and Assessment Plans Feedback to -PSR Committee -Programs PSR Committee Reviews Submission Reviews OAC Feedback,Meets with Primary Writers,Generates Findings Faculty/Classified Resource Requests Requests Resource Allocation Committee Accreditation Resources are allocated Oversight President's based on President's Committee Cabinet Cabinet Recommedations PSR Institutional Outcome Progress Report on Learning for Instruction and Student Services t J Commencing with the 2010-2011 academic year,each program began completing PSR every three years. This allows each program to engage in self-study reflection two times in the six-year accreditation cycle. Annual planning updates keep the institution focused on strategic goals and action plans. The new,three-year review more clearly aligns learning outcomes, completion data (disaggregated by ethnicity and gender),and improvement dialogue to institutional processes. The manner in which programs are now reviewed has transformed to facilitate more dialogue. After a program completes a review,a team from the PSR Committee will carefully review the data,program responses,and any additional items presented through the PSR process. Simultaneously,the Outcomes and Assessment Committee reviews progress on learning outcomes and provides feedback to both the PSR Committee and the program as to the quality of the learning outcomes and the program's progress with the overall student learning outcome process. The PSR review teams are now much more engaged in the process, from beginning to end. Before a program embarks on PSR,the review team makes themselves available to answer any questions and provide overall guidance on the writing process. During the writing phase,many teams coach the program faculty and staff through the process. And,after the review has been evaluated,the PSR review team helps interpret feedback and answer questions as needed. In addition to this shift toward more active dialogue,an ancillary Program Discontinuance Policy has been developed and is initiated as appropriate in accordance with the procedures that have been established21. The staffing requests continue to be reviewed, prioritized,and allocated through President's Cabinet. Effective with the 2012- 2013 academic year,resource requests go to the newly established Resource Allocation Committee which is comprised of representatives from all possible funding sources(e.g.,Perkins,Instructional Block Grant,Technology Committee,etc.). The Resource Allocation Committee reviews the findings from the PSR process and makes determinations as to prioritization and funding source. The recommendations from the Resource Allocation Committee are then forwarded to President's Cabinet for ratification. In addition to program-specific feedback,the PSR process generates one institutional report,the Progress Report on Learning for Instruction and Student Services.This report,prepared jointly by the PSR Committee and the Outcomes and Assessment Committee,updates the Accreditation Oversight Committee on the college's activity with regard to learning outcomes and also identifies any key institutional issues or trends that need to be addressed through the integrated planning process. In summary,Program and Services Review(PSR)is a prominent connection point of the Integrated Planning Model and provides critical feedback to programs and the institution as a whole. The PSR process enables the institution to allocate resources according to institutional planning and learning outcome review. The important function of PSR is not,however,the only method of evaluation. Si, The Accreditation Oversight Committee(AOC)ensures that the college � .'t has continuity with regard to the planning process and the strategic "..,,'sa goals. In addition,the AOC committee ensures that all college activities 7 -' wer, ' are mapped to the accreditation standards and the Educational .s Strategic Vision and that evidence is collected annually through .., ongoing activities rather than once every six years. With regard to N the reports from PSR,the Accreditation Oversight Committee reviews IL ' .1111000 them and recommends changes to the Board Policies,the Educational Strategic Vision,the Strategic Master Plans,or the Operational Plans as appropriate. The AOC uses a Moodie course(the college's distance learning platform)to collect feedback from all shared governance committees and constituent groups22. This information is then evaluated and summarized in an annual report back to the college. The AOC also recommends any modifications that need to be made to the planning process. Evaluation of learning outcomes occurs at many levels. First,the deans and program faculty ensure that the evaluation process for course and program learning outcomes is both robust and authentic. In the same way,the Curriculum Committee,as a branch of the Faculty Senate,conducts evaluation of institutional learning outcomes on an annual basis. The assessment results from this effort are reviewed by the Curriculum Committee and shared with the campus. Adjustments are made as needed to the institutional learning outcomes. 21 The College's discontinuance procedure,Administrative Procedure 4021, can be found at the following link: htto://www.chaffev.edu/policies/approved/4021-AP.odf 22 The Accreditation Oversight Committee can be accessed through the following link: http://moodle2.chaffey.edu/(log-in credentials are required). 12 Institutional Scorecard Two sets of performance metrics are included in the institutional evaluation and comprise the Chaffey College Institutional Scorecard. The intent of the scorecard is to measure the college's performance on achieving the Educational Strategic Vision. The first set of metrics included in the scorecard are found in the Accountability Report for Community Colleges(ARCC) required by the Chancellor's Office. This report requires all colleges to report to their Governing Boards and to the state Chancellor's Office institutional performance on retention,success,persistence,basic skills improvement rates,etc.The other group of performance metrics include items not recorded in the ARCC report;however,they are additional indicators that align with each of the four phases in the Educational Strategic Vision. It should be noted that because this planning effort was a three-year process,the baseline data the college has decided to use were from the 2009-2010 academic year. Once established,the college annually evaluates the past three years'worth of data as a rolling benchmark and projections of performance on the metrics are • developed. The"scoring"system on the scorecard illustrates how well ° the college met the specified goals. The Chaffey College Institutional Scorecard only reports out aggragated data to demonstrate the"big �;,�, _ rg picture"performance for the college. However,the college maintains a commitment to equity and strategic planning that ensures that > achievement is measured by student characteristics over time r � Finally,because the college views the Integrated Planning Model as a living document,the model will be updated annually as new programs ° and strategies related to hope theory and mindset thinking are developed. That means,too,that additional metrics may be added to the Chaffey College Institutional Scorecard as needed. 41110 Feedback After the evaluation is completed,the resulting evidence and information is infused throughout the organization at the appropriate levels to be evaluated and used as appropriate in future planning endeavors. Conclusion As is evidence in this document,the process of creating a viable planning process has been arduous but meaningful. Upon reflection of the activity of the past three years,there are some conclusions that can be reached about Chaffey College that help explain the dilemma we faced during this time. First,we are able to change course quickly when needed. With the Basic Skills Transofmration,the college learned that we were able to make a significant,lasting cultural shift. In many ways,our success in this endeavor provided the college with a"high hope/growth mindset"without realizing it at the time. Next,we need a"moral imperative"to provide the philosophical framework for change,and that new emphasis is the inculcation of hope and mindset thinking throughout the college. This means the college needs to change to be what students need us to be—rather than viewing students as deficient or problematic. Once the college has learned the new vocabulary about that moral imperative(hope and mindset in this case),we are able to have extensive dialogue about needed changes and challenge ourselves to improve. Students'experience and success are always at the heart of the moral imperatives that resonate with us. Finally,Chaffey College has a high"risk tolerance:' We are not afraid to try new programs and/or endeavors to see whether or not they work. 13 INTRODUCTION Integrated Planning Model Measure I 2009-10 I 2010-11 2011-12 I Change Strengthening partnerships with high schools and employers Percentage of students who participate in Senior Early Assessment 63.0% 55.6% 60.3% # Number of advisory committees 26 28 17 j Number of internship and work experience opportunities 211 240 248 t Number of business partnerships 128 152 162 t Connecting students to necessary resources and pre-enrollment processes Number of applications 21,515 23,462 27,085 t Percentage of applicants who take the assessment exam 35.4% 34.2% 36.0% # Percentage of applicants who take the assessment exam and enroll in courses 21.3% 19.7% 17.7% u Percentage of first-time students completing orientation 39.7% 46.9% 37.3% Percentage of students who apply for financial aid 46.0% 54.6% 62.5% t Percentage of first-time students who apply for the EOPS Program 6.7% 8.1% 9.7% t Percentage of first-time fall semester students who enroll in courses from the automated N/A 253% 35.4% waitlist process within the 72 hour add window t Total Score: +6 Possible Score: 14 Improvement Demonstrated on 8 of 11 Measures 14 CONNECTION Integrated Planning Model Measure I 2009-10 I 2010-11 2011-12 Change Improving pathway identifications by students Number of students with approved educational plans N/A N/A 4,186 ._, Number of students who have an e-advising worksheet in Colleague N/A N/A 3,781 Establishing students'relationship with Chaffey College Percentage of students participating in group counseling sessions Percentage of students accessing the Success Centers 55.9% 57.3% 58.8% n Percentage of students attending Bibliographic Information sessions in the Library N/A N/A 20.2% .., Percentage of students who receive counseling,assistance in developing a student 44.0% 45.6% 45.7% education plan,or academic follow-up services Q Percentage of students in the EOPS Program 3.0% 3.2% 3.8% t Percentage of students in the DPS Program 4.9% 5.5% 6.3% t Percentage of students in the International Student Program 0.8% 0.9% 0.9% ..., Percentage of students in the Honors Program 2.4% 2.8% 2.4% j Percentage of student-athletes 1.2% 1.1% 1.4% t Percentage of students attending Success Guide sessions N/A N/A 6.4% F., Developing enrollment procedures that structure successful behavior and decision making Percentage of students participating in group counseling sessions Percentage of students who follow their English assessment placement recommendation 93.6% 95.4% _ 95.9% ft Percentage of students who follow their Mathematics assessment placement 92.0% 88.6% 89.7% recommendation ft Number of appeals for late adds 135 242 223 t Connecting students to support services Percentage of students attending Success Guide sessions N/A N/A 6.4% .., Percentage of students in the EOPS Program 3.0% 3.2% 3.8% t Percentage of students in the DPS Program 4.9% 5.5% 6.3% t Percentage of students served by the Veterans Resource Center 1.6% 1.6% 1.6% Percentage of students contacted in Early Advantage 52.0% 78.9% 73.5% 4 Percentage of students accessing the Success Centers 55.9% 57.3% 58.8% ft Percentage of students who receive counseling,assistance in developing a student 44.0% 45.6% 45.7% education plan,or academic follow-up services Q Percentage of students who receive financial aid: 44.2% 53.9% 60.8% t Percentage of who receive BOG Fee Waivers 43.2% 52.9% 59.4% Percentage of students who receive Grants 23.9% 33.7% 39.1% Percentage of students who receive Loans 2.5% 0.1% 0.2% Percentage of students who receive Scholarships 1.7% 2.0% 2.4% Percentage of students who receive Work Study 0.6% 0.6% 0.6% Number of student contacts in the Transfer Center 3,329 3,882 5,054 t Total Score: +18 Possible Score: 24 Improvement Demonstrated on 14 of 17 Measures ADVANCEMENT Integrated Planning Model Measure 2009-10 I 2010-11 I 2011-12 I Change Providing intrusive academic support in key areas Percentage of students receiving support in foundation skills courses 62.6% 70.6% 70.4% u Percentage of students who comply with Success Center requirements 80.2% 75.8% 74.2% u Percentage of students receiving support in high-risk,high-barrier courses accessing 36.4% 33.1% 30.8% Supplemental Instruction u Percentage of students receiving support in Early Advantage 52.0% 78.9% 73.5% 1 Percentage of students participating in Directed Learning Activities in the Success Centers 34.2% 37.4% 37.2% in Foundation Skills courses _ 1 Percentage of students participating in Directed Learning Activities in the Success Centers 2.8% 2.1% 1.5% in Career Technical Education(CTE)courses Percentage of students participating in Directed Learning Activities in the Success Centers 24.5% 21.6% 18.8% in Transfer Level courses 1 Percentage of students in Opening Doors who sign a contract Requiring students to define academic,occupational,and career goals Percentage of students with approved educational plans N/A N/A 17.4% Percentage of students who have an e-advising worksheet in Colleague N/A N/A 15.7% ..., Providing Instruction in delivery modalities that foster completion Percentage of Fast Track sections N/A N/A 5.8% ..., Percentage of hybrid sections that exceed the face-to-face success rate 61.3% 51.6% 64.0% t Percentage of online sections that exceed the face-to-face success rate 37.8% 37.9% 53.7% t Developing sustained engagement strategies Number of faculty participating in Faculty Success Center sessions on engagement N/A 100 140 11 Number of classified staff trained in sustained engagement strategies N/A N/A 196 41-0 Percentage of assessed students who took the Hope Scale N/A N/A 89.9% ... Total Score: -6 Possible Score: 12 Improvement Demonstrated on 3 of 10 Measures 16 COMPLETION Integrated Planning Model Measure I 2009-10 I 2010-11 2011-12 Change Monitoring progress on goals with intrusive action during key momentum points Percentage of students with"W"grades 40.3% 36.6% 30.6% # Percentage of credit courses repeated once by students 9.6% 9.6% 10.1% 4 Percentage of credit courses repeated twice by students 1.6% 1.5% I 1.3% if Percentage of credit courses repeated three times by students 0.4% 0.4% 0.3% Q Percentage of students who have completed 15 units 84.6% 86.3% 88.3% 4 Percentage of students who have completed 30 units 70.4% 68.8% 70.1% # Student Progress and Achievement Rate(SPAR) 46.7% 48.3% 48.8% if Percentage of students persisting from term-to-term 69.4% 71.6% 72.6% if Percentage of students retained in courses 87.9% 88.4% 90.7% if Percentage of section offerings that are Career Technical Education(CTE) 33.5% 33.7% 31.3% u Career Technical Education(CTE)course success rate 74.2% 74.7% 76.5% Percentage of students who were removed from academic difficulty within three semesters 20.8% 20.4% 21.6% T Percentage of students who persisted after first term experienced academic difficulty 57.8% 53.3% 61.4% T Facilitating completion points Percentage of students who progress through foundation sequence to successful completion of transfer-level courses: English-two levels below transfer 27.1% 27.7% 30.5% if English-three levels below transfer 12.9% 19.2% 9.2% u Mathematics-three levels below transfer 17.5% 18.4% ' 21.4% # Mathematics-four levels below transfer 5.3% 8.8% 7.7% u Course success rate(all courses) 68.8% 70.6% 71.5% if Percentage of students who take English in their first year 60.7% 46.7% 53.1% Percentage of students who take Math in their first year 51.5% 34.7% 48.8% Percentage of students with an undecided uninformed educational goal 17.3% 16.5% 16.0% if Percentage of students with an undecided informed educational goal 7.3% 6.7% 5.1% # Recognizing and honoring completions Number of degrees awarded 1,422 1,279 1,477 # Number of certificates awarded 823 1,027 1,392 # Percentage of students who transfer 35.5% 32.6% 36.0% Q Percentage of students on the Deans'List 6.1% 6.7% 6.4% Percentage of students in the Honors Program 2.4% 2.8% 2.6% Number of former Chaffey College students enrolled at four-year colleges and universities 16,031 16,231 16,560 # Total Score: +32 Possible Score: 52 Improvement Demonstrated on 22 of 28 Measures 17 it • rl • } i1 _- • -_.. _ -`,'__r: .„� -_z_�_, - _ .- v �- - Wit.f i F n +f 1 S'y5 . i p n S r. 1 11/18/2013 Chaffey College Measure I_ I3cnd Update Presented to the Rancho Cucamonga City Council Chaffey College Governing Board November 18,2013 Presented by Ciriaco"Cid"Pinedo,Ed.D. Associate Superintendent of Business Services and Economic Development ©Chaffey College presentation ever-view • Completed Projects 2002 — Present • Measure L Facts • Completed Projects by Year • Projects under Construction • Projects in Bid and Award • Projects in Planning November 18,2013 2 Chaffey College 1 11/18/2013 , Measure L Completed projects (Partial Listing) • Renovate/Paint Auto Tech Lab • ATL Landscaping • Infrastructure/Campus Theme • Nature Preserve Fence • Environmental Impact Report • Central Plant Phase IA • Renovate Athletics Office • Central Plant Phase IB • Scoreboards • College Drive • Snack Bar • Softball Field • Track&FieldTimer • Ralph M.Lewis Center(Fontana) • Stadium Flag Pole • Wilson/College Drive Intersection • Rad Tech Retrofit • Marie Kane Center for Student • San Antonio Comm.Hosp./CNA Services/Administration (SSA) • Master Plan(Chino) • Theatre—Phase I • Vocational Education—Phase I • North Parking Lot • Wargin Hall—Phase I • Science Complex • Visitor's Restroom/ADA Access • Science Complex Landscaping • Science Complex Site work • Don Berz Excellence Building • Theater Fire Alarm • College Drive Landscaping • Bookstore Loading Dock • Maintenance Yard Drainage • North Parking Lot Irrigation • Agricultural Demonstration Area • North Parking Lot Landscaping • Skills Road Extension • Fire Lane/Science Site Lighting November 18,2013 3 0 Chaffey College Measure L Completed projects (Continued) • New Marquee • Visual and Performing Arts Complex • Physical,Health,and Life Science Landscape Addition • Health and Life Science Re-Roof • Visual and Performing Arts Fire Lane Extension • Main Instructional Building(Chino) • Math Success Center&Physical • New Elevator Tower Science Renovations • Parking Lot 12 • Physical Education Facility Gym Renovation • Health Sciences Bldg.(Chino) • Aviary Landscape • Community Center Bldg.(Chino) • Central Plant Build Out—Phase IC— • Library Lawn Hot Water Upgrades • Landscaping(Fontana) • SSA East Entrance Doors • Parking Lot Upgrades(Fontana) • Fire Alarm Upgrades—Campus Center • Chino Health Science Parking Lot East,IT,and Planetarium • Physical Science Complex Roof • Fontana Academic Center Replacement • Michael Alexander Campus Center • Language Arts/Social Science • Business Education Renovation Energy Project • Greenhouse • Voice Over IP System • Health Science Pathway • Data and Telecom Cabling • North Parking Lot—Catch Basin Addition • Sports Center • Physical Education/Athletics Parking Lot and • Visual and Performing Arts Complex Flagpole • Theatre Wings Re-Roof November 18,2013 4 Chaffey College 2 11/18/2013 Measure F Facts In 2002 the residents of the Chaffey Community College District passed Measure L,a general obligation bond,providing the college $230 million. Measure L provides funds for construction of a new campus in Chino, construction of several new buildings on the Rancho Cucamonga campus, upgrade to the infrastructure and many facilities and the expansion of the Fontana Center. • Original Measure L Bond Funds $229,830,000 • Bond Refinance Proceeds $2,300,000 • Accrued Bond Interest $16,796,923 • Other Funds $128,248,214 • Total Program Funds $377,175,137 November 18,2013 5 E Chaffey College Measure F Facts Since the passage of Measure L,an estimated 350,000 square feet of new facilities and a multitude of completed site improvement projects have made a significant contribution towards improving the physical learning environment. November 18,2013 6 ®Chaffey College 3 11/18/2013 , projects Completed 2003-2004 November 18,2013 7 Chaffey College Auto Tech Lab Completed in 2003 r* Facility renovation including electrical,HVAC,and plumbing to create a modern instructional space. Most systems had outlived their useful life. November 18,2013 8 Chaffey College 4 11/18/2013 North parking Lot Completed in 2004 north Parkin Lot " ,,,. ' - .arm �:a-- xK's' k, 740,-, ,. .„10,0 - -,.. ...--., . 411-,--- -... - „. . i41q,,tys....se...1;i%,, Ne... S z � �r , %,.\24A , ir, .4**01: led 4 ___ _, r a ,;, `. �, it Rancho Co(amonga C am�>u. 44 November 19. zo13 9 ®Chaffey College North parking Lot iliroi iwir ___ Renovation and expansion of existing lot,adding 365 parking spaces. November 18,2013 10 ®Chaffey College/' 5 11/18/2013 , projects Completed in 2005 November 18,2013 11 Chaffey College Theatre Modernization and renovation of the Theatre Building. t . Theatre seating Theatre lobhc November 18,2013 12 Chaffey College 6 11/18/2013 COI low Drive New road to encircle the campus to provide greater access on the south and east sides. College Drive looking northeast College Drive looking northwest November 18,2013 13 ®Chaffey College projects Completed in 200C November 18,2013 14 ®Chaffey College 7 11/18/2013 , Central plant, phase I A central heating/cooling plant and underground utility distribution system to better serve the College. fi iii ' is lirtf, ‘2, , )171.4 qi! T + _ " '41'-','"„"" ,,,r. may, Exterior Central Plant Interior Central Plant November 18,2013 15 IIE Chaffey College Landscaping Landscaping adjacent to the Skills,ATL,and Sciences Buildings. w < ilk VI I_ i tip Landscaping between the Landscaping adjacent to the Skills Chemistry Building and Beeks and ATL Buildings Laboratory November 18,2013 16 E Chaffey College 8 11/18/2013 Wilson/College Drive Intersection Expanding the Wilson/College Drive intersection and installing conduit/pull boxes for street lights along Wilson Avenue. !or• .tom _., t Aiv.rte. Expansion of the intersection at Street lighting along Wilson Avenue Wilson/College Drive November 18,2013 17 ©Chaffey College Nature preserve Fence ikot spry' '.i 11,Tro. " • Ill Fencing the perimeter of the Nature Preserve area. November 18,2013 18 Chaffey College • 11/18/2013 projects Ccrnaleted in 2007 November 18,2013 19 Chaffey College Science Complex • • i Y � ._M1_.� _mss_ i.�i,. \ •;,�� .,y``.1 �. I. . ,r l - i _ tr The Science Complex consist of four buildings with 22,000 sq.ft.which provide state-of-the-art instructional space for the science programs. November 18,2013 20 Chaffy College 10 11/18/2013 Science Complex Chemistry Building a The Chemistry building is a 9,274 ,a g' a ,i F � sq.Chemistry building that houses three` general chemistry laboratories,an ' or anic chemistr lab and lab " ( support space. It also includes ' Iii offices for faculty(5)and support END �FI ♦ �`! y sl staff(2). Richard Beeks Laboratory The Richard Beeks Laboratory is �•- an 11,565 square foot building " that houses five laboratories (general biology, botany/environmental biology, } physiology,microbiology and ' molecular biology),a herbarium, lab support space,and a general purpose classroom. November 18,2013 21 el Chaffey College Science Complex James R.desLauriers Laboratory -"Elm -zc s ,..«. The James R.desLauriers Laboratory is a 6,806 square foot building that includes three laboratories(anatomy, f a ` - ,T1 1 physical anthropology and zoology), lab support space,and space to house the zoological collections. Iwo" 111140mior "" Muriel Zimmermann Hall Muriel Zimmermann Hall is a 9,513 square foot building that includes faculty offices the office of the Dean of 1 iniii z �' Mathematics and Science,two general L purpose classrooms,faculty and staff .�ilh1■111�1AUlr�wow %:'- _ .- !11.1,11.111.:::T.-11.' ,,_ , —11. work space,a conference room,and a science library. +•■■•••""""� November 18,2013 22 le Chaffey College 11 11/18/2013 IBerz Excellence Building si T I -, f A f _: I .,4„, ..... . • , .. This two story,14,738 sq.ft.facility hosts student assessment centers,multi-discipline success centers and general student instruction areas. November 18,2013 23 151 Chaffey College Student Services/Administration UuildinQ I p z,.. .,,,,mill[LL..,_,......„ . .. _ , ,.wII l :l! L Ai, gib IAN... Two story,24,828 sq.ft.facility for student services,administrative support services and main entrance building onto the campus. November 18,2013 24 ea Chaffey College 12 11/18/2013 projects Completed in 2005 November 18,2013 25 ®Chaffey College Elevator Tower mili , ,,„ok . •_rte• ,:` , 1 lik ` New elevator tower was constructed to connect the Vocational and Student Support facility to the main parking lot. November 18,2013 26 ®Chaffey College 13 11/18/2013 parKlne Lot 12 Completely reconstructed Parking lot 12 and included two accessible parking areas,sidewalk and landscaping. November 18,2013 27 '®Chaffey College New Marquee Removal and replacement of the existing marquee sign with a double-sided display board sign. QS . , ® -Y1e/ k P f47ltP--/ Chattey Collegt $ .- so- . .. Marquee-Before Marquee-After November 18,2013 28 ®Chaffey College 14 11/18/2013 physical, Health, and Life Sciences penovation Complete interior renovation of five existing buildings with new lighting,mechanical systems and interior finishes. � i - ;� + P - A 1l:., Physical,Health,and Life Sciences Ph),,,ii Health and Lik Sciences-Aker Under Construction November 18,2013 29 IN Chaffey College llealth and Life Science I?e-Roof g 5 _ Replacement of the existing roof at the Health and Life Science Building with a standing seam metal roof. November 18,2013 30 511 Chaffey College 15 11/18/2013 . projects Completed in 204J November 18,2013 31 a Chaffey College Landscaaina New landscape and irrigation system at the library lawn and central area. 7 :MI .:. a +iti ._ .• - ; r i - -- "" 4.__. . v a t - i c'- , . Landscaping at Rancho Cucamonga Campus-Before Landscaping at Rancho Cucamonga Campus-After November 18,2013 32 al Chaffy College 16 11/18/2013 physical Science Roof Replacement Replacement of the existing roof at the Physical Science Building with a new standing scam metal roof. s ` 's r •, �,fi yY Roof at the Physical Science Building-Before Roof at the Physical Science Building-After November 18,2013 33 al Chaffey College Social Science-Energy IJpQrade An energy conservation project with installation of new lighting and HVAC system. Millhiek10111.. ' .."--II ' "' '''4. ' I., -7 ----E---°":1.--I I I.1 'J� k: w rl ,.. . , , . . .., ,,,, . ... Iiii-H".1,......,. _ . . i Social Science Building-Before Social Science Building-After November 18,2013 34 eli Chaffey College 17 11/18/2013 Language Arts-Energy Upgrade An energy conservation project with installation of new lighting and HVAC system. "J Jet%, Language Arts Building-Under Construction Language Arts Building-After November 18,2013 35 El Chaffey College Data & Teleccm Cabling The installation of a data and fiber cabling infrastructure for the new Visual and Performing Arts Complex,new gymnasium,and the Physical Science building. Imo""" .1 _._�..�._--.°�-�- `�"' " ate . r 1, • . Ai 1 New Media Placement-Physical Science Building-Phase I New Media Placement-New Gymnasium-Phase II November 18,2013 36 ES Chaffey College 18 11/18/2013 Data & Telecom Cabling y •. 4 } !K. VPA Building C VPA Building P s'3 d ` _. I. :'� - M * _-__. .-•v VPA Building E VPA Building B ''• �- ,` t+i- - `•' 4 14 l i —^ 1 • .. �� • ..T1t*4 !!ofilliii ` !NewG>,nnastw Physical Science - Building '!^ ` rste ` • _ ;"4.-- (4 ,41.11 , • ♦ a-a�� '" •!1 4 4t ' =RI". fir!'' ..v November 18,2013 37 E Chaffey College Visual and performing Arts Complex • Building B-Studio Arts Building • Building C-3D Studio Arts Building • Building E-Music Building • Building F-Performing Arts Building November 18,2013 38 ©Chaffey College 19 11/18/2013 , Visual and performing Arts Complex ..7, .kr VPA Building F ' -- - a 1 6"VPA Building crformin Arts c-s' _ .� +. 3D Studio Ar Building .N�^"!��" 'w ' ._ ) � Building 1`off is # `; ,' ;1* s.. ,'.°w .. VPA Building B ,�, - - Studio Arts •.+•••, ,, -a VPA Building: Building - "-- L: g Nr•i MusicBuildin: e e#' i . n I— -en! 411.-- 1, M '� It .. k - _ ez� "Sri ) _ r .w 47--7�T�I v�r 1 } /1- _ .. A E r.- w llrMi�AK?#ng+gi!Y,.'_,I,�" Ran,ho(u<.1mnuy.a(amhu. November 18,2013 39 Chaffey College Visual and performing Arts Complex .,:. - 740•6-iinis,' „ - ' IS - ,i, , - r a<, l Y z. r. ;� , — ' - ', .----,_\IA -. ill .... _. .. : 4 .,,.•• �_ . ..rte•r ^ i f New 4-6,000 sq.ft.main building includes: - digital media labs,photo studio,dance studio, jj post-production lab,art studio,audio lab,interior design lab,lecture rooms,and faculty offices November 18,2013 40 ®Chaffey College 20 11/18/2013 Visual and performing Arts Complex .. e Yr w¢. • _i r _. i -4/1/A- '—t.P4.. i 1, lf` 4.7 •. •.• F.�- 1......06. 4 RI - I, e ~1�' • New 5,500 sq.ft.music rehearsal building . 1 a�P 1s. r I•j ���� includes instrumental and choral rooms 0',",,,, .t i� r t • Renovation and modernization of ceramics lab . , J and art studio buildings November 18,2013 41 ®Chaffey College Visual and performing Arts Complex Building B — Studio Arts "ill Building B—Studio Arts:Under Construction Building B—Studio Arts:Interior After November 18,2013 42 ®Chaffey College 21 11/18/2013 , Visual and performing Arts Complex Building C — 3D Studio Arts r 4 i : f' ---- -- vw —C—3D Studio Arts:Under Construction Building C—3D Studio Arts:Interior After November 18,2013 43 le Chaffey College Visual and performing Arts Complex Building E — Music Building :, -r..;-...: +r v Building E—Music Building:Under Construction Building E—Music Building:Exterior After November 18,2013 44 Ei Chaffey College 22 11/18/2013 Visual and performing Arts Complex Building F — Performing Arts -- i j ., ._ ... .... ,,,,,, , ,,, ---_....-A--..,....4 - , -,:f. „ ,. , . ._,; :..,.. , , , , . _ u, . . ! 1 1 ,.. i i! ,, r. . ,,,,, Building F—Performing Arts:Under Construction Building F—Performing Arts:Interior After November 18,2013 45 0 Chaffey College Visual and IDerforminte Arts Complex Building F — Performing Arts rrr � p,r!,rf i, 1 ; 1 Building F—Performing Arts:Under Construction Building F—Performing Arts:Exterior After November 18,2013 46 E Chaffey College 23 11/18/2013 , projects Completed in 2010 November 18,2013 47 IS Chaffey College Sports Center Complex FV-- .' � i . v-.4 41,11.- i8:-L., - la it :F°s ciiiiiii, • New 22,000 sq.ft.gymnasium includes: basketball and volleyball courts,team locker 1 ( , i rooms,snack bar,and bleachers ! t. ■ November 18,2013 48 Ej Chaffiey College 24 11/18/2013 Fire Lane Extension Theatre Wines Re-Roofine Visual and Performing Arts Complex— Theatre Wings Re-Roofing Fire Lane Extension ii RIF! November 18,2013 49 El Chaffey College Cmnitrans Transit Center 1 t -� •�--4 — r R� ter• 1;ut_ i lijillif :,,,,, . - 1--.. , .,,,,,„el.;...,ir _ . „is .. --- Sr I.,i, ,, r _,..._ , , ,,,...., .... , _.A •- 4 y �` i `+ Omnitrans .. t _I Transit t ��n� 1' t ;Lt , l 5. r a- Center • a` . aria se - November 18, 2013 50 E Chaffey College 25 11/18/2013 . Cmnitrans Transit Center Omnitrans (Site Options) / Architect: HMC Architects al 5•• �� r L' -tfl••n iii!i!� II cir ,. T — J 1 } I Ran(ho Cucamonga Campus uianeyLow urannstknier I I November 18,2013 51 E Chaffey College Cmnitrans Transit Center f , am* � c . _ z' N. r `_ .- • „ ang,-._ --.- - __ a - - -- . r Relocation of existing Omnitrans service from Parking Lot 7 to Parking Lot 20 features new bus — ` turnaround,landscaped walkways,and 348 parking stalls ' November 18,2013 52 le Chaffey College 2() 11/18/2013 Visual performing Arts Complex Landscape Addition Landscaping and irrigation of the areas surrounding the Visual and Performing Arts Complex. • _'' %, • war raik ti - • e November 18,2013 53 Chaffey College physical Science and Math Success Center Renovations , r-- +' >' \/ -.ate Renovation of'existing buildings in the Physical Science and Math complex includes installation of energy efficient lighting and accessibility /r upgrades November 18,2013 54 Chaffey College°I 17 11/18/2013 , Aviary Landscape & Central plant Build out 1C Aviary Landscape Central Plant Build Out—Phase IC II { • • p w installation of landscaping,irrigation,site lighting, Retrofit of existing boilers and expansion tanks to and water features inside existing bird sanctuary provide for increased demand for heating November 18,2013 55 Chaffey College projects Completed in2011 November 18,2013 56 Chaffey College I 28 11/18/2013 Business Education Renovation 00 1 \... _ 7 �;._` 7 r , toil int,rior and exterior renovation of the existing Business r '116 alb Education Building includes energy and accessibility upgrades November 18,2013 52 Q Chaffey College Michael Alexander Campus Center jr • / i • 4 ' . R- .. ) - . -, A ! tee. . `� " New 16,454 sq.ft.two-story building includes:staff and , student dining rooms,coffee bar,kitchen and server,health services,student government,Extended Opportunity — — Programs&Services,and career services 4111110 ill November 18,2013 58 ®Chaffey College 29 11/18/2013 Michael Alexander Campus Center •.'. 'I.4' a • 1.... ::1111111, , 110 111 II:. '' '- +Mt.., lg. 4 • , November 18,2013 59 CIkillr•.Cllr a projects Completed in 2012 November 18,2013 60 El Chaffey College 30 11/18/2013 Greenhouse & 1-lealth Science pathway Greenhouse Health Science Pathway r _ r iy L i _ Installation of a prefabricated greenhouse Addition of a concrete pathway from Health structure at the Science Complex Sciences to the Michael Alexander Campus Center November 18,2013 61 ®Chaffey College North parking Lot Catch Basin Addition aj_‘. -,r , t -,. .... ` ,' •w-,y.... 'ryy YI 1y�I" , .„*. '" 5- Addition of drainage systems at Parking Lot 4 to address storm drain overflow November 18,2013 62 E Chaffey College 31 11/18/2013 . I irciects Completed in 2013 November 18,2013 63 Chaffey College physical Education Athletics parking Lot and Flagpole New 116,000 sq.ft.parking lot includes the addition of 260 parking stalls, two flagpoles,and concrete pathways. ow. Accessible pathway from parking New flagpole between Lowder New flagpole in front of Student lot to the soccer field Baseball Field and the soccer field Services/Administration November 18,2013 64 Chaffey College 17 11/18/2013 prciects in Eid/Award November 18,2013 65 Chaffey College Central plant Build Cut Installation of thermal energy storage tank and six new boilers at Central Plant for increased heating and cooling demands. N7I .74w I ' Proposed Location s. f— x . Airs - _ fi e s F r Aerial view of the TES Tank Ground elevation view of the TES tank looking toward the Central Plant November 18,2013 66 Chaffey College 33 11/18/2013 . Urc.iects in planning Community Trail Landscaping Language/Liberal Arts and Letters Wargin Hall Remodel Vocational and Student Service Support Remodel Library Remodel/Expansion Business Education Roofing November 18,2013 67 �`�,Chaffey College Questions: November 18,2013 68 Chaffey College 34 Chaffey ® College 1 CHAFFEY COMMUNITY COLLEGE DISTRICT 2013 Facts • Chaffey College was founded in 1883 by George and William • Student Enrollment fall 2013 census data) 19,284 students Chaffey as the Chaffey College School of Agriculture of the University of Southern California. • Student Ethnicity 58.6%Hispanic • Chaffey Community College District Governing Board: � 19.0%Caucasian Kathy Brugger,President y. 10.4%African American 4. :. a Lee McDougal, Vice President ' 5.7%Asian/ Gary George, Clerk ' Pacific Islander Katie Roberts, Member y a / 2.6%Filipino Paul Gomez,Immediate Past President _ / ^' 0.8%Native American - 0.4%Other •Superintendent/President Henry D. Shannon, Ph.D. • Student Gender College Locations 0 a 55.8/o female Rancho Cucamonga •` . 41.0% male Campus — — 5885 Haven Avenue •As of the first census date of the spring 2013 semester, Rancho Cucamonga, •..;: 1' 5,490 students were actively enrolled in 12 or more CA 91737 ,i units (28.5%);the average student load was 8.4 units; (909) 652-6000 %° the median unit load was 8.0 units. www.chaffey.edu , �� •0C " - • In the 2012-13 academic year, Chaffey College Chino Campus students experienced a 71.3%success rate and an 5897 College Park Avenue 89.7%retention rate,both all-time highs for the Chino,CA 91710 college. (909)652-8000 - www.chaffey.edu/chino • In 2012-13 Chaffey College awarded 3,123 degrees and certificates, 196 more awards than the previous year Fontana Campus (an 8.9%increase). 16855 Merrill Avenue Fontana, CA 92335 • The class of 2012 earned 1,696 degrees and 1,427 certificates. (909)652-7000 www.chaffey.edu/fontana •The college experienced a 7.9%increase in first-time • Chaffey College is fully accredited by the Western students in the current semester showing that more Association of Schools and Colleges. opportunities exist for new Chaffey College students. • Chaffey College is one of 112 California community • Number of Chaffey College Employees: Colleges in 72 districts,with a total enrollment of Total 1,131 employees 2.6 million students - the largest system in the world. • •• 229 Faculty (full-time) • ` • 600 Adjunct Faculty The Chaffey College District includes a seven-city ,.. �'�� • 269 Classified Staff area. Cities served include: Chino, Chino Hills, �:s * 14 Confidential Fontana,Montclair,Ontario,Rancho Cucamonga,and ‘ "4;44' ..' `';.,x f • 19 Classified Management Upland. :ii s.. .e • 26 Child Development Teachers • Chaffey College was established in 1883;one of the first California Community Colleges. 2011 . ., , , ,,., . . . , ,„,. ,. , ,, . , . ECONOMIC .!„.., , 4 'if/ o''' ' - ' . , , gn7e r'PS l0 6?8 ; - 11 ,-, , -�{ f3 fJr� I M PA T .aV'' E x , 8=� c q 1 f J C I, el 4)1.,F-y +a/" 4 X - /3 X NLL I6 6 ,�. ': LLB ~ S-9es- - I �> * �q Ica' ?B !] X -01 a;p pgw's��` 6~t/i�'�9 �P�sS?90 8 ,/,-24 X3 R E PoRT ? r. X9 -,,. Cqb k0, 6 d9 X/ . ��h 4,j`? -?s '4 Tot �'Ge �4 i p�Cri4,X 3 .� 7 ?S 6 -09 ,qtr-�eE3 i.? 68 X e: X3 •> ?8 -� '1 St S S n� ?„, f 4j 0e ,� / V ?g *-.51 9 ._.. Chaffey ' College . . , ..,. ., _ i„,,.. . 44,,,,„ 4:... ; f #• Iti�a�"r;�•. b 1 , i. . _.,. . L I L 130P igf 1 • %.0.. , iii _. • .... . 1 i +r __ / -.�r. •r ■ r REPORT SUMMARY Chaffey College History ., Chaffey College was established in 1883 though the vision of George and William 1 ;_ 16. ' < Chaffey who believed that having an educated workforce would benefit not only students, ( a� R but the community. , la �, �. .. - Chaffey College has a rich history as one of the earliest colleges founded in California. George and William's vision for a college to serve the Ontario area has grown into a thriving nationally recognized institution for education and learning More than 128 years later the college is continuing to make a significant impact on the community, This Economic Impact Report focuses on economy, and each individual who has the following question: experienced Chaffey College. Chaffey College has been a publicly funded "How does the Chaffey Community College District college since 1916 and is accredited by the economy benefit from the presence of Chaffey College?" Western Association of Schools and Colleges. Today,nearly 20,000 students are enrolled in classes on the college's three campuses in Chaffee College has been educating residents of the local community for more than Rancho Cucamonga,Chino and Fontana. 128 years. This study applies a comprehensive model designed to quantify the economic benefits of community and technical colleges and translate these into Chaffey College's mission is to provide quality common sense benefit/cost and investment terms. occupational,transfer,general education and foundation programs to all students.Along This report includes two major analyses: with educating students for transfer and 1. Investment Analysis: Treats education funding as an investment,calculating occupational success, Chaffey College is all measureable returns and comparing them to costs,from the perspectives of - increasing economic growth and global students,taxpayers,and society as a whole. competitiveness by providing education, training, and services that contribute to 2. Economic Growth Analysis: Measures added income in the region due to improving the local workforce: college operations, student spending, and the accumulated skills of past and present students still in the workforce. E SUMMARY Investment Analysis: • For every dollar students invest in their Chaffey College education,they receive a ;t , :' ,�°',; cumulative $4.50 in higher future income (discounted) over the course of their ,„„lie, •. , ;t;', ,; Ala. '1 ��;; working careers. :1. . •. ; l 1- ` ; 1, ;�.;% • California benefits from improved health and reduced welfare,unemployment,and ..,',y*..; tire:.;, ..••/ ti crime, saving the public$6.3 million per year. • ,'; ' ' '..r. .... • o y of�; ,' Taxpayers see a rate of return on 7.3/o on their investment in ha College. . . ,''4'.... _+ t .. ' o e s Chaffey Co :•, $� '•� Y g . , .i •fit Economic Growth Analysis ;Ai- .,• • The net added income generated by Chaffey operations ($80.4 million) and the s' _'''', _ . spending of non-local students($2.7 million)contributes a total of$83.1 million . ^ ` r' ,, . ; • in income to the Chaffeytommunity College District economy each year. f" 4.....-: . •i,,• The accumulated credits achieved by Fortner Chaffey College students over the past ' i ' -; —1 . ` ' • •-. "• !y 3dyars trans fe tb$604.4 milkon' addled regional income each year due to ,_ A -, r;1; 1 ! the htigherefmngs o£.studettes incr,elsed output of-busin ses. ,,,• -1( 0 4 X 2....) -14- 8 ���f3 !! 4 nw ?q p`o X i.;? ` I. 7 �/ttp !6- X !y _ _ T"`• SS / ` 9 �qs E'i-S� ?8 6 X -O? . ,. z.. :'°? ----- ♦ • Xo~}fir.' 6 ..el 0r , ?� 68 -71.- - /3 X _'--t• ..: • A S X I' 6 1 9 C C4',o S�4'�j 06 X- 94 X.1 --- -?s 4 TQ�,p CG 41 �0 6a�4 3 ::: -_ !_ C C ,e 16 '0 9 r 1 6 f�1 T 4 X?� 0 1--7- ,� 1 "las . -+ '1 I � � s or IL....,.!:m j.......14110.20. . . - 111114c1"-. # , _. • < -,-, .. .a r 1 . • � - - C ,, Mr . #' - - 1 1 INVESTMENT ANALYSIS ■ ■ Student Perspective Average Earnings in Community College District Benefits of higher education are most obvious from the student $70,000 perspective: students sacrifice current earnings(as well as money to pay for tuition)in return for a life-time of higher income. Compared $60.000 to someone with a high school diploma,associate degree graduates 550.000 earn$11,500 more per year,on average,over the course of a working lifetime(undiscounted). S40.000 $30,000 From an investment standpoint, Chaffey College students enjoy a 13.7%rate of return on their investments of time and money. This 520,000 compares favorably with returns on other investments,e.g.long-term Sto,000 return on stocks and bonds. So The corresponding benefits/cost ratio is 4.5, meaning, for every Na MO Schad Ilgh School Associate's Baden al'a dollar students invest in Chaffey College education, they receive a Mum Diploma Degree Demo cumulative of $4.50 in higher future income over their working careers. This is a real return that accounts for any discounting that occurs during the entire period. The pay back period is 10.8 years. • Over the course of a working lifetime,graduates with an associate's degree in the Chaffey Community College District earn$460,000 more than a person with a high Education Will Pay You Back—For a Lifetime school diploma(undiscounted). • Students enjoy an attractive 13.7%rate of return on their Chaffey College educational investment. Education Is Your Ticket to a Better Job • Over the course of his or her working career,the average Chaffey • By 2020 it is anticipated that there will be about 376,300 College student's lifetime earnings will increase$4.50 for every dollar new and replacement jobs available in the Chaffey invested in their Chaffey education(in the form of tuition,fees,and Community College District. forgone earnings). • About 25%of these jobs will require an • The average annual income of the .#' education level equal to an associate degree typical associate degree graduate in the ► or greater. Chaffey Community College Service fry Area at the midpoint of his or her career • Another 6%of available jobs in 2020 will o . F require some kind of post-secondary is$44,100,35/o more income than an .. re q p y individual with a high school diploma. certificate or vocational award. INVESTMENT ANALYSIS 1111Flia ■ Social Perspective 1 Annual Benefits to the California Public Due to Chaffey ($ Millions) From the perspective of society as a whole,the benefits of education accrue to different publics. For example,Chaffey College students expand the state's economic base through their higher incomes,while the businesses that employ them also become more productive through Social Was the students'added skills. These benefits,together with the associated SU ripple effects, contribute an estimated $114.7 million in taxable income to the California economy each year. Added Income As they achieve higher levels of education,Chaffey College students $11nc are also less likely to smoke or abuse alcohol, draw welfare or unemployment benefits, or commit crimes. This translates into associated dollar savings (i.e.,avoided costs) to the public equal to approximately $6.3 million annually. These are benefits that are incidental to the operations of Chaffey College and accrue for years into the future,for as long as students remain active in the workforce. • Altogether, higher student income and associated To compare benefits to costs,we project into the future,discount them effects on business productivity add$114.7 million in back to the present,and weigh them against the$90.8 million that state income annually to the state economy. and local taxpayers spent in fiscal year 2009-10 to support the college. Following this procedure, it is estimated that Chaffey provides a benefit/cost ratio of 22.3 meaning that every dollar of state and Chaffey Reduces Social Costs local tax money invested in the college today yields a cumulative of $22.30 in benefits that accrue to all California residents,in terms of ' Education is statistically correlated with improved lifestyle behaviors, including reduced incidences of added taxable income and avoided social costs. absenteeism, alcohol abuse, and smoking, lower probability of committing crime,and fewer welfare Chaffey Increases State Income and unemployment claims. • The activities of Chaffey's 2009-10 student body will generate • It is estimated that Chaffey College's 2009-10 student about$68.3 million in labor income in the state economy each year. population will generate social savings to the California public equal to$6.3 million a year. • Once Chaffey's current students become active in the workforce, they will promote business output,raise consumer spending,and • These savings accrue to all state and local residents- increase property income in the state. All of this contributes an students,homeowners,businesses,and taxpayers. additional$46.4 million in taxable income each year. INVESTMENT ANALYSIS Taxp ay er Perspective Under the taxpayer perspective,only benefits that accrue to state and local governments are counted,namely,increased tax collections and reduced government expenditures. For example, in place of increased income,the taxpayer perspective includes only the increased state and local tax receipts from those higher incomes. Similarly,in place of overall crime,welfare,unemployment and health savings,the taxpayer perspective includes only those that translate to actual reductions in state and local government expenditures. Chaffey Generates a Return on For Chaffey College, the results indicate positive returns: a rate of return of 7.3% and Public Investment a benefit/cost ratio of 2.2(every dollar of state or local tax money invested in Chaffey College today returns$2.20). This proves that community colleges are the best • State and local governments investment in higher education. The Chaffey College mission is to provide quality allocated about$90.8 million in occupational. transfer; general education. and foundation programs. support to Chaffey College in the 2009-10 academic year. Note here that government often undertakes activities wanted by the public,but which may be . For every dollar appropriated by unprofitable returns are generally not expected from government investments. From the taxpayer state and local governments to perspective,therefore,even a small positive return(a benefit/cost ratio equal to or greater than Chaffey College, taxpayers will the 3%discount rate used in the taxpayer investment analysis)would be a favorable outcome. y' oe g e' p a y see a return with a cumulative Chaffey Leverages Taxpayer Dollars added value of$2.20 in the form of higher tax revenues and • An estimated 95% of Chaffey students remain in the college's district and contribute to avoided social costs. economic growth.Students who enter the workforce expand the tax base by generating higher earnings and reducing social costs. • State and local governments will • Higher student earnings and receive a rate of return of 7.3% associated increases in property on their investments in Chaffey. income generate about $11.3 million in added tax revenue each year. • State and local governments will _ save approximately$672,700 in i avoided social costs each year, 2m4,-- "° • including savings associated with „if-7, ;_ improved health,lower costs of _ law enforcement, and fewer , _ welfare claimants. "' =b •t . f "1�� P- •• , . . ,_ ECONOMIC GROWTH ANALY :T _,..... Chaffey College affects the local Student Spending Effect , 1 economy in three ways: Students from outside the region spend -. yo ' money for room and board,transportation, - 1. through its local purchases including ' �'' � wages paid to faculty and staff; entertainment, and other miscellaneous personal expenses. These expenditures 17- create jobs and income for local businesses. ' i . 2. through the spending of students who The spending of Chaffey's non local come from outside the region;and students generates approximately "` _ $2.7 million in added income in the 3. through the increase in the skill base of Chaffey Community College District the local workforce. economy each year. 4110 These effects are categorized as follows: Student Productivity Effect College Operations Effect Every year,students leave Chaffey College I Chaffey College creates income through the and join or rejoin the regional workforce. earnings of its faculty and staff, as well as Their added skills translate to higher income through its own operating and capital and a more robust Chaffey Community Total Effect expenditures. Adjusting for taxes and other College District economy. Based on Chaffey Altogether,the average annual added income monies withdrawn from the local economy College's historical enrollment and credit due to the activities of Chaffey College and production over the past its former students equals$687.5 million. * 4.111.1r ." - 'IIMMIN-+-- 30-y ear period, it is This is approximately equal to 0.8%of the estimated that the total Chaffey Community College District accumulated contribution economy. Y -' I ' �_ . of Chaffey College vamilma r,. students(both completers Summary ! T and non-completers) j- The results of this Economic Impact Study annually adds some demonstrate that Chaffey College is a sound i $604.4 million in income :r . �, - investment from multiple perspectives. The '' ---7- _ to the Chaffey Community college enriches the lives of students and College District. increases their lifetime incomes. It benefits taxpayers by generating increased tax -. revenues from an enlarged economy and in support of Chaffey College,it is estimated reducing the demands for taxpayer that the Chaffey Community College District supported social services. Finally, it economy receives a net of$80.4 million in contributes to the vitality of both the local and state economies. added labor and non-labor income due to Chaffey College operations each year. ..a STUDENT ENROLLMENT Fall 2011 awl The Chaffey College student population continues to reflect the diverse communities the college serves.The enrollment information in this Economic Impact Report is data from the Fall 2011 semester census provided to the California Community Colleges Chancellor Office. Total Student Enrollment ir 19,262 students actively enrolled s no()Cucamonga Ca®Jus erin Student Enrollment by Campus Of the 19,262 students,the Rancho Campus served 15,359 students;3,477 were enrolled Chino Campus in classes at the Chino Campus;the Fontana Campus served 2,559 students,while 2,602 [ EM CM students were enrolled in Distance Learning(online)courses;and 589 students were 3.251 16.9% enrolled at other locations throughout the Chaffey College District. Fontana Campus Other Distance 2,985 15.5% Locations learning Courses Student Residency Status 775 3.996 2280 11.8% 14,966 Chaffey College students(76.4%of the total student population)reside in one of the Chaffey College district service area cities(Chino, Chino Hills,Fontana,Montclair,Ontario,Rancho Cucamonga,Upland)including 306 of the 386(79.3%)international and out-of-state students who attend Chaffey College. Residency Number of Students Chaffey District 14,480 Out of District 4,499 Out of State 105 International 178 Course Enrollment by Time Units of Credit The number of students enrolled in day time The number of units students are taking has remained only courses is 9,406 or 48.8%of the student steady. In the fall 2011 semester 8,879 students or 46%of population. Of the total number of sections the student population was enrolled in 9.5 or more units. offered,75%of the classes offered take place during the day(before 4:30p.m.). Units enrolled Number of students .5-3.0 3,240 Course time Number of students 3.5-5.5 1,639 6.0-9.0 5,504 Day 9,406 Evening 3,075 9.5-11.5 2,201 Day and Evening 6,781 12.0-15.5 5,664 16.0-18.0 929 over 18 85 STUDENT ENROLLMENT Fall 2011 itt ■ Students by Age The largest group of students at Chaffey College is those 20-24 years of age, Enrollment by Age which accounts for approximately 39.8%of the total student population. This is followed by 19 years of age and younger which is 5,634 students or 29.2% �'m UN of the population. Students 30 years of age and above comprise of approximately 28.9%of the total student population. UN 5,0w 5.100 ON Student Ethnicity ,,N 3.702 The Chaffey College District is quite diverse. The college's student population 2.320 2.000 reflects this diversity. Approximately 78.2% of the students enrolled at 599 Chaffey College are traditionally underrepresented. 1000 .....e iewal 19 Teen 29-24 25-29 30-49 50 sr Ethnicity Number of Students sr WNW Older African American 2,104 Asian/Pacific Islander 1,061 Caucasian 4,193 Hispanic 9,561 _ Other 800 0 Decline to State 1,543 . ,A*`"4- ' ..,.. .....i 'Ili , ,.._ iipi. . .. Gender _ �- . Female students represent 58.3%of the student body population. *' �,�■0 P Historically, female students represent 58% - 62% of the total - - student population. r :=ak ` es .°' ',� Female 11,430(58.3%) _ 4 I . ,' - ' a t Male 8,012(40.9%) . ` .f #4' . it r ., R : ,� .,. ,J , - � k HONORING THE PROMISE MEASURE L Chaffey College Capital Improvement Measure L On March 5,2002,residents of the Chaffey Community College District passed a general Status Report • obligation bond. The college promised that Measure L funds will be used to: PROJECTS COMPLETED Renovate/Paint Automotive Technology Lab •Rehabilitate classrooms,science labs,and deteriorating infrastructure Infrastructure/Campus Theme Environmental Impact Report •Upgrade electrical capacity and wiring for technology Renovate Athletics Office •Construct classrooms to accommodate student enrollment Scoreboards Snack Bar Track& Timer •Expand opportunities for nursing,radiology,teaching,and other job training programs Stadium Flag Pole •Advance youth and senior programming Radiologic Technology Retrofit San Antonio Community Hospital/CNA •Promote economic and job development Chino Master Plan Vocational Education-Phase I Measure L funds remain in our community and qualify Chaffey College for state matching funds. Wargin Hall-Phase I Visitor's Restroom/ADA Access Bond expenditures will be subject to community oversight,with no money for administrative Science Complex Site Work salaries,as re uired b y law. Theater Fire Alarm q Bookstore Loading Dock North Parking Lot Irrigation Our Promise to the Taxpayers North Parking Lot Landscaping ATL Landscaping Measure L was aroved b r the voters in the amount of$230 000 000. The ballot measure Nature Preserve Fence CC > > Central Plant-Phase I promised that the tax rate increment would not exceed$25 per$100,000 assessed valuation and College Drive Softball Field would not average more than$18.85. Fontana Ralph M.Lewis Center Wilson/College Drive Intersection Marie Kane Center for Student Services Tax Rate I frlcremeflt based on X100,000 assessed valuation /Administration Theatre-Phase I YEAR PROJECTED ACTUAL YEAR PROJECTED ACTUAL North Parking Lot 2002-2003 $14.01 $10-80 2006-2007 $22.70 $16.60 Don Berz Ex plea Don Berz Excellence Building 2003-2004 $18.17 $13.90 2007-2008 $23.50 $19.20 College Drive Landscaping 2004-2005 $19.13 $10.80 2008-2009 $23.50 $20.90 Maintenance Yard Drainage Agricultural Demonstration Area 2005-2006 $21.50 $24.90 2009-2010 $14.36 $12.20 Skills Road Extension Fire Lane/Science Site Lighting Cit i zeros' Oversight Gompvtittee Phys al,c Health,and Life Science Re-Roof New MEMBER ORGANIZATION Parking Elevator Tower Richard Berlo Student Bond Issuance Chino Campus-Main Instructional Building Ginger Eaton Member (Budget in Millions) Chino Health Sciences Building g Chino Community Center Luella Hairston Senior Advisory $202.4 m Data and Telecom Cabling Bill Huff Taxpayer Association $200 $184'7 m Student Services/Administration, Science Complex, Joanne Scaggs Business Organization Committed and Fontana Security Upgrade gg g S15.7 m Fontana Landscape and Irrigation James Touchstone Advisory/Foundation $175 Series C Fontana Parking Lot Upgrades William Wong Business Owner $80 m Chino Health Science Parking Lot Library Lawn Landscaping The Citizens'Oversight Committee's primary responsibility $150 Physical Science Complex Roof Replacement Paid to Language Arts&Social Science Buildings- is to monitor and report to the public the status of the District's Date Energy Upgrades facility master plan relating to bond funds. $178.9 m Visual and Performing Arts Complex $100 Series B Sports Center Performance Audit $75 m Extension and Performing Arts Complex Fire Lane Extension Fiscal Year Ending Information Services Security System Conversion g J une 30, 2010 $50 Theatre Re-Roof, East and West Wings "The results of our tests indicated that,in all significant Physical Science Renovation&Math Success Center respects,the Chaffey Community College District has proper- Series A Visual and Performing Arts Landscape Addition i ly accounted for the expenditures of the funds held in the S47.4 m Physical Education Facility Gym Renovation Bond Building Fund and that such expenditures were made $0.0 Central Plant Build Out-Phase 1C Hot Water for authorized bond projects.Further,it was noted that the Series A/B/C Paid to Date Upgrades funds held in the Bond Building Fund,and expended by the Aviary Landscape District,were used for salaries of administrators only to the extent they perform administrative oversight work Fontana Academic Building on construction projects as allowable per Opinion 04-110 issued on November 9,2004 by the State of California Michael Alexander Campus Center Attorney General." Vicenti Lloyd&Stutzman,LLP Business Education Renovation COLLEGE BUDGET 2011 - 12 !Rill _j, The annual budget is an important planning document a pp roved by the Governing Board each year. The budget addresses the Board's ends policies including the policy to maintain a 7%general fund reserve. This reserve helps to protect the college from unanticipated budget reductions and/or expenditures. Funding Sources Chaffey College receives its funds from several different sources. State appropriations and property taxes account for almost 66%of the college's budget. Other federal,state,and local income,including grants,comprises the remainder of the funds. SOURCE OF CHAFFEY COLLEGE REVENUE REVENUE •Total Federal Income • Prior Year Ending S3.454.696 Balance Re-allocanon Basic Apportionment $46,635,095 49.69% 3.68% S10;76•.9927 Property Taxes $15,248,527 16.25% •Othe State Income Other Local Income $10,587,888 11.28% S7.55,x75-\ Other State Income $7,550,875 8.04% Total Federal Income $3,454,696 3.68% Prior Year Ending Balance Re-allocation $10,376,927 11.06% •Other Local Income •Basic Apportionment TOTAL REVENUE $93,854,008 100.00% s10,587,888 $46,635,095 49.69% ■HyTaxa 515,248.527 16.25% College Expenditures ... Chaffey College distributed $74 million on salaries and benefits to its faculty and staff. The expenditure of Chaffey College generated a total direct impact of almost$94 million in the local region. USE OF CHAFFEY COLLEGE REVENUE EXPENDITURES •Capital Outlay •Other Outgo •Operating Expenses 1274,022 52,061,896 Certificated Salaries $34,814,246 37.09% 513413,415 2.74% 2.20 1319°.0 Classified Salaries $21,817,508 23.25% •Certificated Salaries Employee Benefits $17,349,761 18.49% `\ 53814,246 Books and Supplies $1,819,160 1.94% •Books 1a8nd9Supplies__ Operating Expenses $13,414,415 14.29% Capital Outlay $2,574,022 2.74% Other Outgo $2,064,896 2.20% •Employee Benefits) 517,349,761 TOTAL EXPENDITURES $93,854,008 100.00% 18.49% •Classified Salaries $21.817.508 2315% Chaffey College Mission Chaffey College improves lives within the diverse communities it serves through equal access to quality occupational, transfer, general education, and foundation programs, in a learning-centered environment where student success is highly valued, supported, and assessed. 11 /@_ yY'M xzt�' .txT ,-?" . °'r `�'�v'�, � .��u^'� �� � d s 3,� � s ,ee.,z a^"r-8 k r'�' a..cL '��dc`.''. Chaffey Community College District Governing Board Katie Roberts President Paul J. Gomez Vice President Lee C. McDougal Clerk Kathleen R. Brugger Member Gary L. George Immediate Past President Richard Berlo Student Trustee/ASCC President Chaffey College Administration Dr. Henry Shannon Supertindent/President Dr. Sherrie Guerrero Vice President, Instruction and Student Services Dr. Ciriaco Pinedo Interim Vice President, Administrative Services and External Relations Stephen Menzel Interim Vice President, Business Services Chaffe y College RANCHO CAMPUS FONTANA CAMPUS CHINO CAMPUS 5885 Haven Avenue 16855 Merrill Avenue 5897 College Park Avenue Rancho Cucamonga, CA 91737 Fontana, CA 92335 Chino, CA 91710 (909) 652-6000 (909) 652-7400 (909) 652-8000 . , ... .- , 1 R ,. .4 tlit . 0111 . 0 ....t4 1 4- '4.- ........ + .'_, . „ :... . . ,_ c 1 Career ;Ai, i.,, _ Technical Education .. ' .„ .„,,,,,. . . , . Programs 2012-2013 ,-..- , V .or ..... r lipjlik' 'III , r ,a,,,,_ .:. . _ .:, . AA . . . ,... % . ' . ,, . . .„ 7 .. t Ir.., .4., 0044 __ Chaffey .M College , . . t': 1, . - Chaffey Co Ile t start your career here! Students seeking education and training with an emphasis on real world, real life skills, should consider Chaffey College's Career Technical Education programs. J Chaffey College offers a variety of programs that connect ipyou to the academics and training necessary for a successful future. Chaffey College Career Technical Education provide hands-on learning, career exploration and overall success. Students have the opportunity to develop skills necessary to be successful in the workplace while pursuing their personal aspirations. Programs offered prepare students for rewarding careers with competitive salaries, opportunities for professional growth and advancement. Our day, evening, and online classes are conveniently scheduled to accommodate today's busy student. Designed by Chaffey College professors in collaboration with industry experts, the college's CTE programs combine classroom and hands-on learning in state-of-the-art classrooms, laboratories, and facilities. No matter what your dream is, you can pursue it through Career Technical Education. Make Chaffey College your choice for Career Technical Education Training! Start your career today. CAREER TECHNICAL EDUCATION PROGRAMS CAREERS IN BUSINESS Accounting/Financial Services (909) 652-6853 6 Business Administration/Management (909) 652-6850 7 Business Office Technologies (909) 652-6850 8 Computer Information Systems (909) 652-6833 9 Paralegal (909) 652-6847 10 CAREERS IN VISUAL AND PERFORMING ARTS Art/Digital Media (909) 652-6107 12 Broadcast/Cinema (909) 652-6074 13 Fashion Design & Merchandising (909) 652-8017 14 Interior Design (909) 652-8017 15 Journalism (909) 652-6934 16 Music (909) 652-6078 17 Photography (909) 652-6083 18 CAREERS IN CRIMINAL JUSTICE & FIRE TECHNOLOGY Administration of Justice (909) 652-6277 20 Correctional Science (909) 652-6277 21 Fire Technology (909) 652-6844 22 CAREERS IN HOSPITALITY & WELLNESS Culinary/Food Services (909) 652-8019 24 Hotel Management (909) 652-8019 25 Nutrition/Dietetic (909) 652-6307 26 Child Development/Education (909) 652-6240 28 Education Paraprofessional (909) 652-6260 29 Physical Education: Coaching (909) 652-6315 30 CAREERS IN TECHNOLOGY Automotive Technology (909) 652-6862 32 Aviation Maintenance Technology (909) 652-6868 33 Drafting Technician (909) 652-6440 34 Industrial Electrical Technology (909) 652-7657 35 CAREERS IN HEALTH SCIENCES Dental Assisting (909) 652-6678 38 Gerontology (909) 652-6267 39 Nursing (ADN) (909) 652-6671 40 Vocational Nursing (VN) (909) 652-7763 41 Nursing Assistant (NA) (909) 652-7489 42 Pharmacy Technician (909) 652-7763 43 Radiologic Technology (909) 652-7606 44 ENROLLMENT STEPS 1. SUBMIT A FREE APPLICATION FOR ADMISSION Submit your application online through the Chalky College website at www.chaffey.edu select application then select CCCApply. If you don't have access to the Internet,visit the Admissions Office on the Rancho Cucamonga,Fontana or Chino campuses for assistance. For information about applying to Chaffey College please call(909)652-6600 or visit our website at www.chaffey/edu/admissions. 2. APPLY FOR FINANCIAL AID Most students are eligible for some type of aid,so apply. You may be eligible for free tuition and other types of free aid including grants,work study,scholarships and loans. Complete a Free Application for Federal Student Aid(FAFSA)at www.fafsa.ed.gov. Chaffey College school code is 001163. For further _ information on financial aid,please call(909)652-6199 or visit www.chaffey.edu/finaid. 3. COMPLETE ASSESSMENT, ORIENTATION, AND COUNSELING Students are required to take the college assessment test which assesses students abilities in reading,writing,and mathematics. Then places you in the appropriate classes. Orientation is a comprehensive overview of the college's academic,vocational,and transfer programs, assessment test results,and district behavior policies. It also assists students with choosing their first term classes. All students must meet with a counselor within their first six months at Chaffey to develop an individualized student education plan(SEP). Assessment testing is by appointment only and is available at all Chaffey College campuses. For further information on counseling services,please call(909)652-6200 or visit www.chaffey.edu/counseling. 4. REGISTER FOR CLASSES Register on or after your assigned registration date online through the MyChaffeyVIEW system,or in person during the scheduled walk-in registration period at the Admissions Office on the Rancho Cucamonga,Fontana or Chino campuses. 5. PAY ENROLLMENT FEES Payment for classes is due 10 calendar days from the date you register.If payment is not received you will be dropped from your class. Enrollment fees can be paid using your VISA or MasterCard online through MyChaffeyVIEW system. Fees can be paid in person at the Admissions&Records/Cashier's Office on the three college campuses. Fees can also be mailed to the Cashier's Office. 6. BUY YOUR TEXTBOOKS Purchase course textbooks online at www.books.chaffey.edu or at the bookstore on the Rancho,Chino,Fontana campuses. 7. ATTEND FIRST CLASS MEETING Students are required to attend the first class meeting. Be successful! 2 CHAFFEY COLLEGE PROVIDES QUALITY EDUCATION rin (1) Chaffey College Campus Locations • 1■'•4 Chaffey College offers more than 60 _l■) Career and Technical Education • programs of study. Whether you want T to attend school during the day or ./ • N 1 I I0 evening you're sure to find the right �, , '' , !' ■r .1_0 program. We even offer classes online for individuals with difficult +, schedules. For a list of Career and Technical Education programs and Rancho Campus courses visit the college 5885 Haven Avenue O website at www.chaffey.edu Rancho Cucamonga,CA 91737 (909)652-6000 al _, c1:14 ,atiey code,I _,inn?am.W OOr aaicnM Lewis Center— -- _ v. • simple Illi■ Fontana Campus Becoming a student at Chaffey is simple. Through 16855 Merrill Avenue MyChaffeyVlEW on the Chaffey College website Fontana,CA 92335 www.chaffey.edu, you can apply, register, and pay (909)652-7400 fees online. For more information, visit the admissions page on the website or one the Chaffey College locations near you. affordable Chino Campus Your education is an excellent investment. For just 5897 College Park Avenue $46, a unit ($138 per 3-unit class) a college education Chino,CA 91710 is affordable. Financial Assistance opportunities are (909)652-8000 available to qualified students through scholarships, grants, and financial aid. 3 CAREER TECHNICAL EDUCATION PROGRAMS Chaffey College offers a wide variety of certificate programs. Start your career today at Chaffey College! Accounting/Financial Services Computer Information Systems Accounting' Computer Information Systems' Bookkeeping Cisco CCNA Exam Preparation Level I-IV Government and Not-For Profit Organization Cisco CCNP Exam Preparation Level V-IX Paraprofessional Correctional Science* Financial Planning Culinary Arts/Food Service Payroll and Income Tax Preparer Culinary Arts Administration of Justice' Food Production Art/Digital Media Food Service'/Waitstaff/Personnel Computer Graphics for Print Media Emphasis* Dental Assisting* Design for Multimedia Emphasis' Drafting Web Design Emphasis' Architectural` Illustration Emphasis* Mechanical* Automotive Technology Education Paraprofessional* Master Automotive Technician* Education Paraprofessional Level I and II Automotive Electrical Systems Fashion Design and Merchandising Engine Performance(Smog Check)Technician Fashion Design* Engine Rebuilding Costume Design* General Automotive Service Technician* Custom Dressmaking High Performance Engines Building and Blueprinting Industrial Sewing Aviation Maintenance Technology Patternmaking for Apparel Airframe' Fashion Merchandising' Powerplant' Fire Technology: Professional Firefighter Broadcasting and Cinema' Gerontology* Business Administration Community Caregiver Business Administration* Hotel Management' Marketing Industrial Electrical Technology Small Business Entrepreneur' Level I and II Electromechanical Technology' Level I -III Business:Management` Industrial Electrical Technology' Level I -III Management Level I and II Fiber Optic Cabling Technician Logistics Management` Network Cabling Technician Retail Management* Instrumentation Technology* Level I and II Supervision' Level I and II Interior Design* Business: Paralegal Studies Journalism Business and Office Technologies Nursing General Office Assistant Level I and II Acute Care Technician Microsoft Office Excel Applications Home Health Aide Microsoft Office Specialist Nursing Assistant Microsoft Office Expert Vocational(V.N.)' Microsoft Word Specialist Nutrition and Food Office Management` Nutrition and Food* Professional Administrative Asst: Executive' Dietetic Service Supervisor Professional Administrative Asst: Executive/Bilingual' Pharmacy Technician* Professional Administrative Asst:Medical` Photography: Still Photography Physical Education:Coaching 4 *Associate degree also available.See college catalog for details. I A, It I . V :1=''kelKi.1' ':'''' '.• P..,,,„. A..rty.' - ' iirlit ... , • .• . . , .. . . -, _ .• - a , . . . I i iSmic • -.:•• . ' 11 • .• • to Nib :- -- . . .: . . Cl) -,„-- CO) • CI) . . ,, . .. .. . . , C . . . , ilipii-re I ... , Cl) ... ..._, "• . .. ja/1,:•."r. " . . /At ,• , . . 4 C8. - - •' , I=I .■ 1 "• - , ..•,, .. ,, — •--;, , _.._ ill) - . . 1111. w atCII) OM 11.111/11- CU Cu) ir ,'ilyt ,,•, ..ccounting/Financial Services rogram Description Degree/Certificates Available e Accounting Program at Chaffey College is • Associate in Science Degree Accounting signed to serve four functions: • Accounting Certificate 'repare non transfer accounting students • Bookkeeping Certificate or entry-level positions. • Accounting for Government and Not-for-Profit rovide appropriate classes for students Organizations Certificate who want to upgrade their accounting • Accounting Paraprofessional Certificate skills. • 'repare transfer accounting students for Financial Planning Certificate Jpper-division courses at four-year • Payroll and Income Tax Preparer's Certificate nstitutions. )rovide non accounting majors with Careers sufficient expertise to enable them to make Accountant ntelligent use of accounting information Bookkeeper and to provide them with the basic AR/AP clerk accounting courses that transfer to four- Tax preparer /ear institutions. Financial analyst Payroll clerk areer Opportunities Budget analyst e demand for accounting professions is on rise in the Inland Empire due to the recent Dwth in population and new businesses. rmer program graduates enjoy positions Fi ch as general ledger accountants, -•� okkeepers,account receivable clerks, - counts payable clerks,tax preparers, , 11116 ance analysts, payroll clerks,cost countants,and budget analysts. counting salaries within the Inland Empire ige from$36,000-$44,500 annually for try-level general accounting and payroll.A I-charge bookkeeper commands a$37,500 ;; , ;52,700 annual salary. 1 ur courses help students obtain employment in accounting. Upon satisfactory completion of ACCTGFS 453(U.S. and California Tax Preparation), students will be recognized by the State of California as registered tax preparers. In addition to ACCTGFS 453, students can complete basic preparation for the IRS Enrolled Agents exam by taking ACCTGFS 454(corporate income tax). The college also partners with the IRS to offer a Volunteer Income Tax Assistance(VITA)program. In this program, students are trained in federal and state income tax preparation in order to assist low-income and elderly taxpayers. Chaffey College instructors have experience as accountants in addition to completing academic studies in accounting. Business Administration/Management Program Description The Business Administration Program offers -- courses in business administration, small .,;'> business management, marketing, advertising, business law, global business, professional selling, real estate, business math, retail management,and human .- resources.Whether you want to transfer to a t= ji four-year college, obtain an Associate degree, _. / or just further your education,the Business - — Administration Program provides students with business skills. Career Opportunities Degree/Certificates Available Recent Chaffey College graduates have • Associate in Science Degree Business Administration entered the job market as marketing • Associate in Science Degree Business Administration/ managers/directors, retail store managers, Small Business Entrepreneur merchandising coordinators,credit analysts, loan officers, management analysts, • Associate in Science Degree Management personnel managers,warehouse managers, • Associate in Science Degree Management- Logistics purchasing agents,wholesale and retail • Associate in Science Degree Management- Retail buyers. Starting salaries range between • Associate in Science Degree Management-Supervision $21,000-$54,000. • Business Administration Certificate • Business Administration/Marketing Certificate Careers • Small Business Entrepreneur Level I Certificate Marketing manager • Small Business Entrepreneur Level II Certificate Retail manager • Management Level I Certificate Merchandising coordinator • Management Level II Certificate Loan officer • Marketing Certificate Management analyst • Logistics Management Certificate Personnel manager • Retail Management Certificate Warehouse manager Purchasing agent • Supervision Level I Certificate Buyer • Supervision Level II Certificate The Business Administration Program is continually keeping current with industry trends. The Small Business Entrepreneur Level I Certificate has been modified to meet the needs of current and prospective entrepreneurs. Two new additions to the program include a global business class and a business ethics class. The Retail Management Certificate and program was created by a statewide retail management certificate advisory committee. A new logistics management degree and certificate have been added to the curriculum to prepare students for a career in the fast growing logistics industry. Business and Office Technologies Program Description Degree/Certificates Available The Business and Office Technologies • Associate in Science Degree Office Management 1 Program offers four Associate degrees and • Associate in Science Degree Professional Administrative 13 certificates for students who wish to fulfill Assistant: Executive general education requirements,transfer • Associate in Science Degree Professional Administrative opportunities,and career/occupational goals. Assistant: Executive/Bilingual There is a focus on computer application • Associate in Science Degree Professional Administrative skills and office management. Assistant: Medical . • Office Management Certificate • Professional Administrative Assistant: Executive Certificate Career Opportunities • Professional Administrative Assistant: Executive/Bilingual The program prepares students for Certificate employment as office support personnel, • Professional Administrative Assistant: Medical Certificate administrative assistants,and office • General Office Assistant Levels I & II managers. It also develops computer • Microsoft Office Excel Applications Certificate • competencies for the workplace,educational Microsoft Office Specialist Certificate • Microsoft Office Expert Certificate advancement,and personal use.The program Microsoft Word Specialist Certificate •provides a foundation for developing workplace and lifelong learning skills and knowledge. Careers Office manager • Administrative assistant N. Transcriptionist NT AO„ . : Medical insurance biller ∎ --- jr116 1 I. -.-,:• I-_ As an applied academic area,the Business and Office Technologies Program serves students from all disciplines through computer competencies and written communications, as well as developing skills, competencies, and knowledge for success in the workplace and for personal use. Chaftey College is an authorized testing center for Microsoft Office Specialist(MOS)certification in MS Office 2000, Microsoft Office XP, and Microsoft Office 2003. 1 Computer Information Systems Program Description . , The Computer Information Systems(CIS) # y.• Program is designed to prepare students for 1 .� entry-level employment positions and , careers in information technology,to upgrade r current skills for those already employed,to _Ati ' L L.._ provide a foundation for students who plan to _ 1 ` `. transfer to a four-year educational program in re.- �-.'' CIS,or to provide computer competency for 1 non-CIS majors. • .... ...., .,r ...rrs _.„,„,,,,. lit Career Opportunities Students completing degrees and/or in one of the Computer Degree/Certificates Available Information Systems areas can pursue careers in information technology,computer, • Associate in Science Degree Computer Information Systems • network and telephone service and repair,as Cisco CCNA Levels I IV Certificates well as website design,development and • Cisco CCNP Levels V-VIII Certificates maintenance. • Computer Information Systems Certificate Careers Information technology Network specialist Telephone service& repair Website development Computer game development The CIS Program at Chaffey College continuously strives to meet the industry need for trained information technology personnel.The program offers many classes and certificates that enable students to meet job and career goals. Several classes and certificate programs are offered online. Paralegal Studies Program Description .• The Paralegal Studies Certificate Program is intended to prepare students for employment "Aio as a paralegal in various legal and business sectors.The Chaffey College Paralegal Studies Certificate Program emphasizes practical application and the development of up-to-date paralegal related job skills in addition to teaching legal theory.The _ -'± certificate program is designed to enhance the ability of students to reason, understand - and apply correct principles of law by teaching analytical and critical thinking skills. Graduates of the certificate program possess skills to enter the paralegal profession.The paralegal program also allows those already Career Opportunities in the paralegal field to improve their The Paralegal Studies Certificate Program meets and exceeds understanding of the paralegal profession. California statutory guidelines for paralegal educational requirement. Upon satisfactory completion of the program, Certificate Available students will be recognized lawfully and legitimately by the State of California as a paralegal. • Paralegal Studies Certificate The Paralegal Studies Certificate Program is designed to prepare students for successful paralegal careers through a teaching Careers philosophy that stresses practical application,as well as the Paralegal development of up-to-date paralegal related job skills and critical Legal assistant thinking skills. The program provides a comprehensive Legal document assistant understanding of the legal system and the role and responsibilities of paralegals while acquiring essential paralegal skills such as conducting legal research using Westlaw; calendaring;drafting legal documents and legal memoranda. Students will learn to work with other legal professionals and become eligible for a judicial externship with the San Bernardino Superior Court system. Classes are taught by attorneys, senior legal office managers/paralegals, or other qualified professionals. Learn hands-on job skills to enter the paralegal profession. „.....:-,-.... ,.•. '•.. ,. ',I.,:.,44... ,,..1_:'''',,..,•:,'-`,..;:i. '- - - • . :,;,/if, , ', . ,..',..._ _.,. . • -,',....-4!..' . -;. . . . ... ,, -- -,,-,- . .. .....;..,,,,._:..... ,..,, . . , . ,.....„ .._ , . ....,r. r' -.) ... ',.''j . .., :I- , , - '''''''''')z- 1 • ' '' -- - . I .;. „...„,.,..,:z,.. f 1 1 ” .1..„ . ''''-',•I''C'''':Iiil'+'..1?i.". . „, %Irjf.,.... :''..'',''''-'3":ilAi•':„.411:'-fitt.:I:Iti..... :IIITIIsI.,•':. „.s#44t44444440401,111., • :'.'IC.,;I..:'''..‘t?",:,?'-I''''''1..I.III ..I,:i" V..,•'..4.:.. ,,,, . , ,,,,..... ' '- I.3 . ..;:-.•:.(.4, •,,,,,,,, •.1',..-: . f .`, ,•;-- '.' ' -.•,..,•• ,, ,„„.• • .". ....._,'-,.. . I . I . 4.,....... • ..... ' ..,.',. • • . .. - =.• . . • , , ,-; ..., , .-..-- .„ 1 •'/If " A.; • Ilbf.bib, Art/Digital Media Program Description Degree/Certificates Available Fundamental and professional courses • Associate in Arts Degree Computer Graphics for prepares students for employment in the Print Media Emphasis Digital Age in film,video,fine art,graphic • Associate in Arts Degree Design for Multimedia Emphasis design,animation, multimedia and game design.Students learn to communicate • Associate in Arts Degree Web Design Emphasis visually in the Digital Media Arts Program and • Associate in Science Degree Illustration Emphasis step into the future with the today's tools. • Computer Graphics Design for Print Media Certificate • Design for Multimedia Certificate Career Opportunities • Web Design Certificate • • Illustration Certificate Students completing the Art/Digital Media Certificate Program can seek employment in graphic design,web design,advertising, illustration,3D animation, motion graphics animation,fine art, photography editing,film '` 0 and video, special effects, interactive game • �. . design, industrial design,exhibition and trade show design,etc. OAF -von 111% Careers r K Graphic designer = x> Web designer Illustrator - ;rte Animator of Artist .' Film/video editor . - • "'ue '47h Special effects Game designer / %L•V/ • Industrial designer Exhibit/trade show designer • Fundamental and advanced courses lead to a certificate or transfer to four-year programs • Professional and fundamental training in Design for Print, Motion Graphics, Editing, Animation and Interactive Multimedia • State-of-the-Art Digital Media Classrooms • Courses taught by distinguished professionals from the Fine Art, Multimedia and Entertainment Industries • Update your skills with today's Digital Media Technology Broadcasting and Cinema Program Description The Broadcasting and Cinema Certificate : - • program is designed to provide students with transferable academic credits in film studies, broadcasting,and scriptwriting. It also • • prepares students to obtain excellent jobs in • • .• t. the radio,television,and film industries.The curriculum includes the study of history and art of film, beginning and advanced radio and television production,an overview of the !. broadcasting industry,and a seminar for - students entering jobs or universities in fields related to radio,television,cable,and film. Degree/Certificates Career Opportunities Available Students completing the broadcasting and cinema certificate program are prepared for entry-level work in the radio, • Associate in Science Degree television,film,and multimedia industries.Job opportunities Broadcasting and Cinema include commercial,cable, independent, industrial, • Broadcasting and Cinema Certificate governmental,and religious television production management and operations and streaming video for the internet. Careers Students have also been placed in jobs in both linear and non linear editing,as well as script analysis and script writing for Editor broadcasting and film. Many Chaffey College graduates have Television production gone on to become radio personalities and technicians, movie Screenwriter producers,television and film actors,screenwriters,cable Film production television producers and managers,and some have formed Actors/Radio Talent independent production companies. Radio production The graduates the Broadcast and Cinema degree program have been accepted by and succeeded in the USC and UCLA film schools and other colleges and universities, including the Loyola Marymount University,California State University Fullerton, Chapman College,and University of La Verne. The program places an emphasis on hands-on use of equipment and professional internships. Unlike other programs, Chaffey has a professional television studio and state of-the-art equipment for television and radio/audio production. The college is currently investing significant resources in the broadcasting area with a new Center for the Arts and technical equipment including high-end HD cameras for film/video production, multi-camera TV production at an on-site studio and radio post production capabilities. Fashion Design and Merchandising Program Description Degree/Certificates Available The Fashion Design and Merchandising • Associate in Science Degree Fashion Design Program prepares the student for entry-level • Associate in Science Degree Costume Design design, product development,and • Associate in Science Degree Fashion Merchandising merchandising positions at both • manufacturing and retail levels.The full two- Fashion Design Certificate • year curriculum may be completed in both Costume Design Certificate day and evening courses. Specific • Custom Dressmaking Certificate coursework for the design certificate covers • Industrial Sewing Certificate apparel construction, pattern making, • Patternmaking for Apparel Certificate illustration, production,computer generated • Fashion Merchandising Certificate design,textiles, industrial equipment,and the study of historic costume.The fashion Careers merchandising major is an interdisciplinary program one shared with the business Fashion designer department and prepares the student for Costume designer employment in buying,visual merchandising, Fashion merchandiser product development,e-commerce,and retail Custom dressmaker management. 11114 I Career Opportunities Being a Southern California college offers our students many opportunities in the fields of fashion design and merchandising.The largest manufacturers of sportswear and active board wear are located in Los Angeles .6 p and Orange Counties and job opportunities are announced weekly, posted in class and on-line. The Fashion Design and Merchandising Program offers the largest industry based programs in the Inland Empire.All of the Programs faculty come from the apparel and design industries of Southern California. Our program is unique because it requires students to complete a 90-hour internship which provides on-the-job training and opportunities for employment upon graduation. The program is housed in a state-of-the-art facility on the Chaffey College Chino Campus. Interior Design Program Description The Interior Design degree and certificate smi — L__ _s curriculum focuses on a broad-based r Ili approach to the interior design profession which prepares students for entry-level positions in design firms,as entrepreneurs, — 4 ' business owners or for transfer to four-year . .. .- institutions. Courses include design principles and creativity,the historical Olt.'� development of furnishings and interior �., I f �,I _ spaces,textiles, color theory,space planning, , ,, .. 1 principles of lighting, computer-aided design ,�\ } ' and drafting,as well as industry internships � _,` i and advanced studio design involving ',> collaborative design projects. ;a. .. ._ Career Opportunities Careers Job opportunities for the Interior Design degree and certificate programs include Interior Designer entry-level positions in residential and Kitchen/Bath designer commercial design firms, kitchen and bath specialty firms, retail firms specializing in DIY projects and planning, owner operated Degree/Certificates Available businesses,and hotel, health care and • Associate in Science Degree Interior Design hospitality fields needing the skills of a • Interior Design Certificate professional interior designer. The Interior Design Program at Chaftey provides a very broad based background so that our future interior designers are well prepared in all important aspects of the profession:creative, technical, historical, and business. Journalism Program Description Certificate Available The Journalism Program is designed to • Journalism Certificate provide students with an opportunity to sample cross-curricular offerings at the college in preparation for a career in the field Careers of mass media.The program is well-suited Reporter for two-year students planning to enter the Writer fields of writing, photography,and design for Photographer publication directly,as well as for those who Editor are planning to transfer to a four-year degree Copy editor program in journalism or mass Adverting copywriter communications.Course offerings include journalism practice and theory, English, photography,computer skills,and WOO • communication studies. • breet" Career Opportunities The Journalism Certificate Program offers students basic education for careers in newspapers, magazines, radio and television • as reporters,writers, photographers, illustrators,and editors. News broadcasters use the same reporting techniques.Other related areas that are explored include internet and copy editing, newspaper and magazine photography, print media graphics, trade publications,and advertising copywriting.Students also train in critical thinking and writing skills required in today's multimedia environment. The Journalism Certificate Program provides an excellent opportunity for hands-on preparation of publications (including writing, editing, and rewriting)with practical publishing experience that may lead to published bylines. Students gain hands-on experience with photo and graphic design. Music Program Description N-, ,\ F. I ,., ;r." The commercial music major is designed to i N �- r,.. give students a two-year background in I �..r.,.�i' ,w,,.,., Aura professional and commercial music concepts –.....4.Lf and practices with an emphasis on theory and vocational performance potential. OP ASP Successful completion of the program may y also enable students to complete the 1 baccalaureate program to a California State University or University of California. Y 5 ��.. jogs, illoo„.. .Career Opportunities ` 1� :, :' ' \; Studio musician (vocal and instrument), r. performing musician, music programmer . (synthesis),arranger,copyist,songwriter, - music retail, recording engineer. Degree Available Careers • Associate in Science Degree Commercial Music Studio musician • Associate in Science Degree Music Performing musician Arranger Copyist Songwriter Music retailer Recording engineer The Music Program is designed to give the serious music student the theory, applied training, and performing experience required for employment in the music industry.Another positive program feature is that our faculty transmits a passion for music to the student. Photography Program Description Degree/Certificates Available The Photography Program offers both a • Associate in Arts Degree Photography vocational certificate and an Associate in Arts • Still Photography Certificate degree.Through the certificate program, students develop a strong technical background in photography which includes Careers studio lighting, black and white photography, Commercial photographer color photography, history of photography, Studio photographer and other specialty areas such as Photojournalist photography for publications, public Digital imaging technician relations,and wedding photography.This Wedding photographer diverse background prepares students for job Photo lab technician placement in the field.A component of the Photo editor program is focused on training in digital Advertising imaging using state-of-the-art digital cameras,computers and printers.The combination of curriculum and technology places students in the forefront of the field of photography field. Career Opportunities mit Students completing the photography degree and certificate programs can seek employment as a commercial photographer, studio photographer,digital imaging, photojournalism,freelance photographer, NON digital technician,wedding, portrait, photo 0 lab technician,fine art, photo editor, \� advertising, public relations, retail specialist. I The Chaffey College Photography Program integrates highly focused technical skills with artistic practice and conceptual rigor.The program gives students access to an outstanding array of photographic processes and equipment which include high-end digital cameras and professional lighting equipment.Also unique to the Chaffey College Photography Department is the student invitational. Through this program, students have the opportunity to apply to an honors class in which they create and exhibit a body of work in the campus museum. Many students are encouraged to explore a cross-discipline approach with digital media and the art areas. Each year many four-year colleges come to Chaffey to recruit transfer students because they know that our students enter with a solid theoretical and technical background. vow U w 0 110 (0) 4b1 • kt, >1) • " - ' 01101 CS „oleo ; 0 toub' of.0 • 1111111111111111b* Administration of Justice Program Description Degree/Certificates Available The Administration of Justice Program is • Associate in Science Degree for Transfer in designed to prepare students for a career in Administration of Justice law enforcement. Courses are designed to . Administration of Justice Certificate acquaint students with the American justice system,crime causes,the role of law enforcement, roles of administration of justice practitioners,evidence procedures, juvenile procedures,and misdemeanor and felony violations of criminal law. _ Career Opportunities Individuals who complete the Administration �. of Justice program may find employment as police or sheriff officers. Professionals in the Y J field may receive pay increases or promotion upon completion of a degree program. Careers Police Sheriff's deputy Dispatcher Sargent Security guard Correctional offices Probation officer HIGHLIGHTS Prepares students for careers in law enforcement, security and court operations. Provides existing law enforcement personnel with educational accelerating higher P.O.S.T. certification. Correctional Science Program Description # The Correctional Science Program is designed • to provide a solid foundation for students • • ■` 1 preparing for a career in the field of corrections. ,- Courses are designed to acquaint students with . '`1 �� the various roles and responsibilities of �4 professionals working within the diverse career paths of probation, parole,custody facilities, 11,6 •"� ` and other community-based correctional -' 4 • programs.Students will attain levels of competency in crime causation,delinquency ; • •prevention,correctional law,juvenile and adult procedures,counseling,emerging trends related to supervision, as well as an advanced awareness of the American Criminal Justice Degree/Certificates Available System. • Associate in Science Degree Correctional Science • Correctional Science Certificate Career Opportunities Students who complete the Correctional Careers Science Program may find employment as county custody assistants, police officers, Police Officers deputy sheriffs, county/state/federal Deputy Sheriff correctional officers,correctional counselors, Correctional Officer county probation officers,juvenile corrections Probation Officer officers,and other allied community based Juvenile Corrections non-peace officer careers.Students who Custody Assistant complete the Correctional Science Program will also find that eight of our courses are articulated with the CSU system and meet many of the private and UC lower division requirements towards their Bachelors Degree in Criminology,Criminal Justice and related fields of study.Graduates of this program assimilate extremely well into the rigors of the university programs. HIGHLIGHTS The Chaffey College Correctional Science Program is the region's premiere professional preparation program for this area of study. Our faculty,who work in a broad cross section within the profession, bring extensive and incredible depth of knowledge and experience to the classroom. Preparing tomorrow's workforce today, assisting the working professional prepare for career advancement, and ensuring our graduates transferability to universities across the country is our primary goal. Fire Technology Program Description The Fire Technology degree and certificate programs are designed to: • prepare interested students for careers in public or private fire service • provide existing fire service personnel with 4er' continuing in-service training in skills applicable to their present position ° • provide existing fire service personnel with upgraded skills needed to avail themselves of promotional opportunities • prepare college transfer students pursuing a higher education degree in Fire Protection Administration and Technology Career Opportunities Students who begin a career in Fire Technology may find job opportunities as a Firefighter, Fire Safety Technician,and Safety - Inspector.With additional training,students Y� r can become a Paramedic or Emergency Medical Technician. Employers include local, county, state,federal,and private fire agencies. Careers Degree/Certificates Available Firefighter • Associate in Science Degree Fire Technology Fire safety technician • Professional Firefighter Certificate Safety inspector Paramedic Emergency Medical Technician (EMT) HIGHLIGHTS The Fire Technology degree and certificate program is new to Chaffey College. Courses are taught by firefighters who have extensive experience and practical knowledge to share with students. - ...' • : '-',.:' CO .. '.,; - ...t ' .- - • .- = NI do I ..., .. ' ■!„. „%--. . , s * Moil Ilk r• . .. , M o :1 il I _ • :1 _11- A (111:1 4,,,, 1 .-- tn X 1 i WI to .. I. • .% CA 0 isirtalk 4 /\ CA 11 liw' :..• ' _. 75 , , 'if . . • . . . .„ , • , ._.. . , ,. . 4 • .„, ... • 4.4.4,44. • . ,...._ ...v. PIL # . ,..... 40.. Al Valk lik • . - ... ,_. .. 111 I • .. 1 I I 4 .r 1 4 l '' . . • OW . • , .- i ii 1 •uoileuigwoa 6u!uu!m e aol aauaiaadxa Ieopead qum Amy) euigwoa SIuapnls •dalsnpui pool ay;ui/aom of sluapnls aaedaad a ue!Jadxa vom pue luawdoIanap Dins uo-spueH •eivaoHof way}nos ui paaajlo wea6oad 6uivana Apo ayl s!wea6oad luawabeuew aainaas pool ahallo3 Aalleyu aqj 1. saoinaas pool Ap epdsold — S901/1.10S pool Ieoawwo3 ` ti r _ 6uissaooad pooh `°' _� - aa6euew lueanelsalj siaaieo T`^ ., sassauisnq paleaado aaunno pue leuoilnlilsui pue`slaosaa 'uoilonpoad w • i pool`sales 'saoinaas pool leioaawwoo.,. ,,--k. , , 4 . , 4.,,.. . `6uissaaoad pool`slueanelsaa "a] i mi. ifi Illri , "Aalsnpui pool all to suoilisod luawabeuew ui NJOM of paaedaad aae wea6oad sill to salenpeas •wea6oad sill u!aleoililaao JO ' ----' aaa6ap aouaiog ui aleioossy all aniaoaa oqm I. ., s. sluapnls col luaflaoxa OR sailiunlaoddo qop ".; it se!punpoddo aaaaeo •suoileaado pool Ieuoilnlilsu!ao leioaawwoo aleoililaa� �auuosaad/llelslieM aoinaag pooh • aaglia u!Alioedeo luawa6euew ao AJos!AJadns ale31l11100 aoinaag pooh a ui Inlssaoons aq of luapnls aleoililJa�luawa6eueW uoilonpoad pooh • agl aaedaad pue`suoileaado aoinaas pool to Alaiaen e 10 spaau AJosinaadns pue!papal aleoililaaO slay kieugnj . all laaw of sluapnls aleonpa of pau6!sap aoinaas pool aaabaa maps u! aleioossy • s!wea6oad luawa6euen aoinaas pooj NI algevenb seleolipeo/eeJ6ea uoiidiaasaa WeJ6oJd juautauttuiv aainJas poo,4/sJAy LIt uiinD Hotel Management Program Description ,,, f, i3 � ,j ' The Hotel Management Program is designed for people interested in career advancement '® ` i.'�'' and employment within the hospitality '. a industry.The program combines theory and practical application of skills and abilities to ;l I\'. meet the needs of the industry. Career Opportunities Job opportunities are excellent for students who receive the Associate in Science degree or certificate in this program.Graduates of this program will be prepared to work in entry-level management positions of the hospitality industry.Areas of employment include restaurants, hotels, institutions, Degree/Certificates Available catering, bed and breakfast operations,and owner operated businesses. • Associate in Science Degree Hotel Management • Hotel Management Certificate Careers Hospitality manager Restaurant manager Resort manager Hotel operations The Hotel Management Program offers students education and practical experience. Partnerships with community leaders offer excellent connections to local businesses. Nutrition & Food Program Description Careers Accredited by the American Dietetic Dietetic service supervisor Association this program prepares students to take the ADA requirement examination for Degree/Certificates Available dietetic technicians.The Dietetic Service Supervisor Program is approved by the • Associate in Science Degree Nutrition & Food California State Department of Health. • Dietetic Service Supervisor (DSS) Certificate • Nutrition & Food Certificate Career Opportunities Dietetic Technicians are employed as i -4 I s managers in a designated unit or department r.' ► in health care,community care,school food • lir,.� y service, county health,and community- ' tir a _- directed programs of nutrition services for _ the elderly,children,or infants. 1 f Pi--' ` 01$-= , r The Dietetic Service Supervisor program f . _- prepares students for entry-level ! � °•�• ► "► management in a food service department in �, • health care,community care, or school food "" � �� '� service organizations, including entry levels 1.44: • ..-„)11.__ .- of supervision.The program fulfills the as. federal and state training regulations for ilM,...cr.' , in the general acute-care hospitals, acute psychiatric hospitals,skilled nursing facilities,and intermediate-care facilities. • \. Our faculty are industry leaders in management, health care and culinary arts who bring excellent experience to the classroom. Students enrolled in the program also have the opportunity to learn from major employers in the area. •6 ? • III* %A, .4.11 111 it . • i , . . et 4%; • ,;050.10.'110016311114 ea , • e .. ,..._ _ wip . ,v • C4. C .... 0 I IIIMP Cig (II) `e.. . Y (v • ir. .J.s ,i4p!' ";,*41.• . . .9.- ): 1:11 -Y •, , - .*- 4' ..- .hi..... 11111 •4, -, -47t4;0 r'. 4•,.., 4.■• • o, It ■;•' ' :1;‘"15. "1.; . 'II.,.,:•..114., 'tizi. • ..,•:,- .PNA ,h0"•■■•41,710-vir 1 -- - . ..ii.,1,-3,,•■ • A.-. v.*.. ..- -,-11, - ;VW, /....Si!;If.A.,_..'01i;. ,:'tri,,I;• ,L: ■ . ..'f-)".41''.;'r,•...7' I ■••' -` ••-•,"' , I 0 ' . •" . •• r t 314,i•■ • • • - ' a 44, i .... ■ - ., .......r... If, C y'-41.4...itilit moo)'....• . -., (1) .. • • . , . ... _. -•,. GI) •1 .. .. , ... . . eta) %N. ills 111 (III) Child Development & Education Program Description Degree/Certificates Available The Child Development Program provides • Associate in Science Degree Child Development students with competencies needed for and Education employment in public and private child development programs.Courses are designed to acquaint students with basic issues in child development, curriculum design, parenting,and the impact of family, community,and school on the growing child. _ Courses are useful for parents or any adults interested in children's issues. 10 , Career Opportunities ' 11114111 . Early childhood educators; professional r t. nannies;parent educators;advisors to business, medical, recreational organizations; l T -_.,. idICi entrepreneurs; policy makers.Careers abound for students well versed in child — .�._ _ . development theory and practice. *- illilift 4. r ,i Careers ,_ � o' Early childhood educator : .=`d 1 I �"" Professional nanny r ' Parent educator ►--- The Child Development Program is both an academic as well as a vocational program. The program prepares students for the joy and challenges of working with young children in preparation for careers in daycare and preschool settings. Education Paraprofessional Program Description The Education Paraprofessional Program offers a Certificate and an Associate in ; Science degree.The program prepares students to work as an instructional aide in a K-12 classroom and serves as a stepping to prepare for transfer to a teacher education program.The certificate plus the passing of an Instructional Aide assessment test qualifies students to work as an assistant /a _ in a classroom while continuing on with their I \ education. It is possible for a full-time student _ 41v , to complete Level I Certificate requirements in — - �* just one semester.The program provides a strong foundation in education theory and highly competitive for employment.The Education practice and introduces students to careers in Paraprofessional program is a dynamic introduction to teacher education,classroom management and education that emphasizes structured professional development teaching strategies. so that students can work in a school setting as they continue on with their education. Students build their skills through implementing teaching techniques,and Career Opportunities developing lesson plans based on the Working with children in educational settings as an Instructional California Standards for the Teaching Aide,a Tutor,or an After School Program Leader. Profession and Teacher Performance Expectations. In addition,students complete Degree/Certificates Available 30-45 hours of hands-on fieldwork experience with a carefully selected mentor • Associate in Science Degree Education Paraprofessional teacher in a K-12 classroom. Fieldwork • Education Paraprofessional Level I Certificate placements connect students to local schools • Education Paraprofessional Level II Certificate and may lead to future employment.These classroom hours may also be used to fulfill Careers prerequisite requirements for teacher credentialing.An essential component of the Instructional aide program is the requirement for students to Tutor develop a professional teaching portfolio. Afterschool program leader These portfolios help to make our students • Prepare for employment as a highly qualified instructional aide • Develop a professional teaching portfolio • Learn effective teaching strategies and lesson planning • Implement knowledge of California's content and performance standards • Gain hands-on classroom experience with a mentor teacher • Prepare for transfer to a teacher education program Physical Education: Coaching Program Description Certificate Available Physical Education/Athletics is an integral • Associate in Arts Degree Physical Education component of the general education and • Physical Education: Coaching Certificate vocational education programs at Chaffey College. Physical Education/Athletics is essential to develop an individual's physiological and social well being.The .ir-- / Coaching Certificate program provides '� students with information on training,first �, aid,officiating and curriculum development. Students have the opportunity to pursue �� _ _ n hands-on experience working with athletes J /., • competing on Chaffey's 14 intercollegiate _ I = i athletic teams. . : " eams. : " Nt 4 ;..I Career Opportunities s -, The Coaching Certificate prepares students nil; ' i• i r for employment as walk-on head coaches and 't "4., is also for those individuals interested in - � ' t pursuing coaching as a career. �i -- i Careers II -"Et Coach '` , _ �_._ sue.,; Assistant coach f-IIr -11 I(ZNTC The Athletics/PE Department offers a wide variety of lecture, activity and team courses designed to meet the needs of all students regardless of their abilities. CI) ' . . . . ...... , 4 ) , .... x..... I t . .4 , . 2 . . . 4‘. . .: 4 , . tilli) 1 , .e . . • ' I, , ■ . , . ■ . . . ' ,/- ., •9.. ' ' ' ' . ' •' . ' .4f,■I' ,7. :ej 1%.- ■ , ' .■ .. , .. , . • . V Z • ". Or 1 • -!1:--"---:",-V,, ''. _• 7.,.- , ,...0_.....airc . oi4111111 _ • .1 t 11V ,..... , CI . .!, ... . • "1/4.; ...,.. 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' / f• . . . i . t .:• ' • -4 -', t luawdlnba 6uipIingaa pue 6uiuiyaew auioua luaUno pow ayi pue luawdinba luawu6ile!aayM pe ail io awls 'saolelnwls waisAs apiyan oiuol aia 6u!pnpui Abopouyoal buiyoeal u!pale! ayl saleaodaoaui leyl luawdinba uo uollonaisul sapinoad weaboad A6olouyoal anilowoind abano3 Aailey3 ayl •uelolugoal aalsew 3Stl ue se uoileaililaao buipnloui 'suo!le3yi1Ja9 3SV AN pannbaa 6ulu!eai ayi saaiio pue(331vN)uoliepuno3 uoile3nP3 uelolugoal IeuoileN at Aq as spaepuels ayi saleaodaoau! weahOJd A6oiouyaal anllowolny a6aiioa AaiiM ayl SIHOI1HOIH Awouooa Aue w sgof 6ulAed pooh 4:•■,..ii, ......._ - `— pull no sueloiugoal pai}!Ienp •aJnlnl aq;in J8 UOJ�s Moab Minn pue 6uoJ�s s!sueioiugoai . y anllowolny Jo;puewap 0111•sassawsnq uMo Jla1l uMO sluapnls JawJOI Auen .saspdJalua IMO ' j pue saulsnpul palelaJ anllowolny nip pue sdogs JledaJ luapuadapu 'sJaleap * • Je3 Mau `sJaJnloelnuew anllowolne Aq paAoidwa aJe sluapnls anllowolny Aallega JaWJOJ 'aouewJOlJad awbua Jo swalsAs a..,.':a , ' leouloaIa se Lions SEMJe Alleloads aJOw Jo wept, A ;i auo Ui aleJluaouoo of JO uelolugoal„Jadwnq a -—=_ . -ol-aadwnq„e aq of AJCssaoau sII!�ls agl • _,..y dolanap 01 sluapnls sMOle aballoa Aalleq le weJboJd A6olougoal anllowolny 0111 v >, y_w sai1iunhJoddp aaaaea 'uolleollllJao Jo;paJlnbaJ sJeaA oMl 0111 uelolugoal>loago bows spJyMOI aouauadxa)IJOM palwn./to JeaA auo uelolugoal anllowolny JOl lipaJ3 anl0oaJ ll!M pue uelolugoal nisei/NJ sJaa lea anllowolny ue se uolleoil!JJao Jo;paJlnbaJ suoileuiwexa(3Sy) aouallaox3 aolnJas anllowolny 0111 ale;01 pallyenb aq llIM aleollllJ03 aleollwuaa Abolougoal anllowolny leJauag bulluudan18 pue 6ulpIins saulbu3 a3UewJOped OH • all JO aaJbap aoualos to aleloossy 0111 aleoilllaaa uelolugoal aolnJas anllowolny IeJauag • Jo;sluawaJlnbaJ 0111 alaldwoo Allnlssaoons aleollllJaS bulplingaa aulbu3 aim sluapnls '(331VN) uopepuno3 uolleonP3 uelolugoal anllowolny leuoileN aleDWI-19D uelolugoal(Va11a bows) aouewJOJJad aulbU3 • aq;Aq;as spJepuels 0119 0f 1116nel WE aleollllJaa swalsAS Ieouloa13 anllowolny • sasJnoo AboIougoal anllowolny s,96011O0 aleoilllJaa uelolugoal anllowolny JalseW • Aallega •AJlsnpul aolnJas anllowolny Uelolugoal 0111 w suepwqoal se paaoons 01 papaau abpalMOUSI pue slIPis all 11l!M sluapnls aoIAJas anllowolny leJauaa aaJbaa aoualos ul aleloossy apinad 01 pau6lsap si 3631100 Aallega Ueloiuloal anllowolny JalseW aaJbaa 931.18135 ui aleloossy • le weJboJd A6olougoal anllowolny 0111 aigeuend sawe3m4aaa,aai6aa uoijd!JOsea WcJ6oad ioiouuaa,l, anilotuoJnV Aviation Maintenance Technology Airframe • Powerplant Program Description y The Aviation Maintenance Technology `• A fl r1 program is designed to prepare students to r; �J' become certified airframe and powerplant i technicians.Certified technicians command a - . wide choice of employment opportunities in commercial and general aviation. Both the �•- "A"and"P"sections at Chaffey College are � 4 courses approved by the FAA which are • continually updated to meet industry 4 standards.To fulfill the 1,900-hour FAA experience requirements in two years, it is recommended that students enroll full-time Careers for a minimum of four semesters. Airframe technician Powerplant technician Career Opportunities Maintenance technician The need for FAA certified maintenance technicians in commercial aviation is Degree/Certificates Available projected to grow in the future as many of the technicians currently employed by the airlines • Associate in Science Degree Aviation Maintenance are nearing retirement age. Starting pay is Technology:Airframe approximately$40,000 and quickly moves up • Associate in Science Degree Aviation Maintenance to$60,000-$80,000 with travel and other Technology: Powerplant excellent benefits.Graduates also find employment in general aviation,avionics,and • Aviation Maintenance Technology:Airframe Certificate other maintenance related • Aviation Maintenance Technology: Powerplant Certificate HIGHLIGHTS The Chaffey College Aviation Maintenance Technology Program has a 100%pass rate in both the Airframe and Powerplant Certification areas. Drafting Technician -Architectural • Mechanical Program Description The Drafting Program provides students with the skills, knowledge,and background to succeed in many areas of engineering,architecture,and interior design. Students usually choose to study one of two programs: Architectural Mechanical Career Opportunities Career Opportunities There are many companies in the Inland Empire that hire Upon completion of the program,students drafting professionals.With the inclusion of cooperative find work with architects,structural education,students qualify for work as engineering aides or engineers, mechanical engineers,and related drafting technicians in one of the many engineering or industrial industries as architectural aides or firms in this area. technicians. Careers Careers Industrial drafter Architectural drafter Mechanical engineer Architectural assistant Engineering assistant Structural engineering drafting Industrial drafter Engineering assistant Degree/Certificates Available • Associate in Science Degree Drafting Technician: Mechanical Degree/Certificates Available • Drafting Technician: Mechanical Certificate • Associate in Science Degree Drafting Technician:Architectural • Drafting Technician: Architectural Certificate 7 • - i HIGHLIGHTS The Chaffey College Drafting Technician Program uses state-of-the-art computer systems.The CAD courses offer the latest version of AutoCAD to assist in the Drafting Program. Industrial Electrical Technology Program Description Industrial Electrical Technology is a lecture/lab program that provides a broad working base for handling the many facets of industrial , electricity as it relates to light and heavy • industry,construction,and utility companies ' ' which provide electrical power.The program ( li * 0 .1 meets the needs of those entering the trade for I the first time,and allows those already in the ` -1 , trade the ability to improve their understanding of the craft.The curriculum \ ',,,. : .... Iv covers electricity, micro-processing,and �,�, automation, including modern sophisticated 1 _ -' � concepts and practical applications including ' s the latest PLCs. - !*• ' 8'. Career Opportunities Degree/Certificates Available The Industrial Electrical Technology • Associate in Science Degree Electromechanical Technology specialization prepares the student for entry- • Associate in Science Degree Industrial Electrical level employment as a maintenance electrician Technology helper,electric forklift maintenance technician, • Associate in Science Degree Instrumentation Technology and construction electrician or as a PLC • Electromechanical Technology Level I Certificate programmer and troubleshooter.Technicians • Electromechanical Technology Level II Certificate already employed in the industry can use • Electromechanical Technology Level III Certificate coursework to upgrade from "B"to"A" • Industrial Electrical Technology Level I Certificate technicians.The Instrumentation Technology • Industrial Electrical Technology Level II Certificate (IT) specialization qualifies the student for an • Industrial Electrical Technology Level III Certificate entry level position in instrumentation • Fiber Optic Cabling Technology Certificate technology.Advanced coursework qualifies • Network Cabling Technician Certificate the student to calibrate,troubleshoot,and • Instrumentation Technology Level I Certificate repair instruments ranging from pneumatic • Instrumentation Technology Level II Certificate booster relays to microprocessor based automatic controllers. Careers The Electromechanical Technology(ET) Maintenance electrician assistant specialization qualifies the student for an Electric forklift maintenance technician . entry-level position or to advance to Construction electrician technician-level work in installing, Robot installation & maintenance programming,and repairing robots and Fiber Optic Cabling technician related equipment such as programmable Network Cabling technician HIGHLIGHTS The field of electricity is fast growing. New technologies have created a demand for trained electrical technicians. Cyaffey College's Industrial Electrical Technology Program combines theory and application with practical skills to prepare students for employment.The program utilizes a computer-based modular training system. It also incorporates built-in circuit modification and fault-insertion training capabilities. • - • I • . AIL s CAREERS IN HEALTH SCIENCES The school of Health Science provides exceptional curriculum and training necessary to become skilled, caring health care professionals. The Chaffey k College nursing program has been training students since the 1950's. The college's Health Sciences programs have a reputation for graduation superior health care professionals. a A benefit to the programs is that the Chaffey z .. _y College faculty are licensed nurses,dental assistants, radiologic technologists or pharmacy technicians. Chaffey offers degree and r , certificate programs in I: • DENTAL ASSISTING - 1 r: • GERONTOLOGY 0 • NURSING �% - NA/HHA (CNA) __ 4- VN (LVN) - ADN (RN) • PHARMACY TECHNICIAN ++ • RADIOLOGIC TECHNOLOGY - Health Sciences programs are located on: �� \ 1 . V\ Rancho Cucamonga Campus r Chino Health Science Center If \ , Rancho San Antonio Medical Center •i• -- • I ' . • W . • 'IA' ....if 4 a. f i . 41161,p, i ' 4+ . • . till r Alf , 0 p. . i° 1 . t Is -mo. i • . r• - jpo 41$ 0 * i i iij 1 oili:iii ip, ,,,, ? t f\ iNti, till°atik% • U 46, • , _ s • illirie **, • V i I CI)EN 11101- IIP . oak ill 0S4 4 , -441Psh Ilil • . 9 I. • - • '' 0, * Appi, a ... ....... Pt 111 . 0 ...,4 lie°II ... - .. . # , Cl) • ill, 11411 / ilp • . Ile - • * i . ., • II . . mil ai) . . it.. / 1 im ... (1) III (1) NI. CI:1 i Cs) 1 44 Dental Assisting )rogram Description Degree/Certificates Available ccredited by the Commission on • Associate in Science Degree Dental Assisting ccreditation of Dental Schools and Dental • Dental Assisting Certificate uxiliary Educational Programs,this is a one- ;arprogram which begins in the fall Students who complete this program will earn the California ;mester of each academic year. Included is radiation safety certificate awarded by Chaffey College. finical experience in a community dental A corona) polish certificate,a sealant certificate and an ffice.Although technical skill is the main ultrasonic scaler certificate may also be awarded after crust of the program,students also study completion of these courses and passing the registered dental ral anatomy and microbiology.The program assistant examination of the State of California. a partner with Loma Linda University ledical Center. ;areer Opportunities ' pon completing the Dental Assisting rogram,graduates are eligible for "nployment in dental offices,clinics,and ospitals.They may also serve as supervising ental assistants in dental colleges,as iministrative assistants,and as instructors I college dental assisting programs once iey have completed their Associate in cience degree and any additional education id experience required by the position. ,areers LI ental assistant T'" i'ps Cn.fteY C011i RCP PrD•,.m ental hygienist a Sei The Dental Assisting Program has full national and full state accreditation, which provides our graduates with eligibility to sit for the registered dental assisting exam. This allows Chaffey to confer radiation safety certificate and coronal polishing certificate to all. Gerontology Program Description The older adult population is increasing with the 85 and older growing more than any other age group in the United States.This trend will A . continue as the"Baby Boomers begin to turn age 65 in 2011.Gerontology,the study of T aging, prepares students for careers working directly or indirectly with older adults and * , their families.This is an interdisciplinary field: psychological,sociological, biological,and 1 environmental aspects of aging are explored, ' as well as public policy and social ethics.The program prepares students to enter the ' r ' •• • '�` workforce or to continue their education in gerontology. Family caregivers and older ` , _ adults also find the courses helpful. ,'' x- Many courses offer continuing education Careers units(CEUs)for Nurses, Social Workers,and Elder caregiver administrators of care facilities(RCFEs).Two Long-term care aide short term intensive training certificate courses are offered for Social Work Degree/Certificates Available Designees and Activity Coordinators. • Associate in Science Degree Gerontology Career Opportunities • Community Caregiver Certificate Employment opportunities can be found in Community Caregiver Program residential communities,skilled nursing facilities,dementia care facilities,adult day Description care agencies, recreation, nutrition, The Community Caregiver program prepares the student for counseling and referral,social work,and employment in a variety of settings, providing direct care to other direct care professions. New career persons with dementia or other individuals who need non- areas that specialize in working with older medical, personal care,assistance,and companionship. adults and their families are developing in established professions such as elder law, architecture, interior design,fashion design, technology design,and marketing. Chaffey College is one of the only community colleges' in this region offering an Associate in Science degree or Certificate in Gerontology. Courses are offered days, evenings, weekends, and online to accommodate the schedules of both working adults and family caregivers. Nursing/Associate Degree (ADN) Program Description Careers This program leads to an associate degree. Registered nurse The scope of practice of the ADN graduate Flight nurse centers on direct client care and Acute caregiver encompasses the nurse as a care provider, Home health care client teacher,communicator, manager of Emergency care care,and member within the registered nurse Vocational nurse profession. Nursing is viewed as the establishment of a therapeutic, interpersonal Degree Available process which assists individuals,families, and communities to prevent and/or cope with • Associate in Science Degree Nursing (ADN) threats to basic needs in health or illness. • Associate in Science Degree Nursing VN to RN The graduate is eligible to apply to take the national council licensing exam (NCLEX)for licensure as a registered nurse in the state of California riff I Career Opportunities • Students completing this program have the ability to become employed as a registered nurse(RN),flight nurse or a nurse in specialties including: pediatrics, intensive - care,obstetrics and neurology.They also have the opportunity to work in a medical facility or doctor's office. 4 Our Associate Degree in Nursing Program is well respected throughout the Inland Empire. We have a 100%placement rate, most of the students within the ADN program have already obtained employment prior to graduation. All faculty are master prepared and are clinical nurse specialists in their area of concentration. Nursing/Vocational (VN) Program Description The Vocational Nursing (VN) Program is accredited by the State of California Board of F_- ,. ;.. °• Vocational Nurse and Psychiatric Technician Examiners. Upon completion of the program, students are eligible to apply to take the Board of Vocational Nurse and Psychiatric Technician licensing examination to practice . ,\ as a Vocational Nurse.The VN Program is an • 18 month program consisting of lecture and laboratory instruction in actual nursing ` Alf situations. Students entering the VN Program must be a certified nursing assistant and :. meet the required pre-requisites. - Career Opportunities Degree/Certificates Available The vocational nurse is a care giver in acute • Associate in Science Degree Vocational Nursing (VN) and extended care facilities. In addition,VNs • Acute Care Technician Certificate are employed in home health care, • Vocational Nursing Certificate emergency clinics,and as reviewers of health care utilization. Careers Vocational nurse Acute care technician Extended care nurse Home health care Health care reviewer The Chaffey College VN Program provides quality education in the field of nursing. We have an excellent reputation in the health care facilities.The VN program has an 88-100%pass rate, higher than the national average. Nursing Nursing Assistant (NA) Career Opportunities Home Health Aide Home Health Aides are employed by home care agencies. There is projected growth with both CNA and Home Health Aide jobs. Program Description The Nursing Assistant Program offers Careers opportunities for entry-level employment in health care facilities. Preparation in the Nursing assistant fundamental principles of basic nursing care Home health care necessary to meet the hygiene,comfort, safety and psychosocial needs of clients is highlighted. Students develop skills in Certificates Available communication and interpersonal relations. • Home Health Aid Certificate The program follows the guidelines • Nursing Assistant Certificate established by the California Department of Public Health.After completion of the Nursing Assistant(NA) program,the student may apply to become a Certified Nursing Assistant E through the California Department of Public , Health. AI The Home Health Aide Program follows the j • model curriculum as developed by the Department of Public Health. It introduces students to the role of a home health aide and employers expectations. It also assists with the interpretation of the medical and social needs of patients, personal and in-home care and service skills, nutrition, and food preparation for the client,and cleaning and care tasks in the home. • The Nursing Assistant Program has a consistently high pass rate through an approved State testing agency and may apply for certification through the California Department of Public Health. Students completing the Nursing Assistant Program have the ability to enter the field of nursing while taking general education courses for advancement in nursing. Pharmacy Technician Program Description The Pharmacy Technician Program offers the training required to apply for State of California licensure as a pharmacy technician and can also lead to an Associate Degree in Pharmacy Technology.This program = — prepares students for entry into one of the or , fastest growing health care careers.Through i this program students have the opportunity to develop strong technical skills in the • hospital,community,and ambulatory settings.The technical training is focused on sterile technique, pharmaceutical . calculations,accuracy,and communication skills.This training allows technicians to - r' function in all aspects of pharmacy service. The Pharmacy Technician Program follows guidelines established by the American • Society of Health-System Pharmacists,and provides the training needed to take the Pharmacy Technician Certification Board's national exam. Careers Career Opportunities Pharmacy technician Students who complete the Pharmacy Technician Program are able to obtain Degree/Certificates Available employment as pharmacy technicians and affiliated positions.Good job opportunities • Associate in Science Degree Pharmacy Technician are expected for full-time and part-time work, . Pharmacy Technician Certificate especially for technicians with formal training. Employment of pharmacy technicians is expected to grow faster than the average for all occupations through 2012 (U.S. Bureau of Labor Statistics). The Pharmacy Technician Program is the newest addition to Chaffey's allied health department. Students who complete the program gain a valuable education that prepares them to take the Pharmacy Technician Certification Board's national exam.The Pharmacy Technician Program is affiliated with renowned regional medical centers and community pharmacies. Students learn current pharmaceutical practices in a high-tech pharmacy laboratory. Radiologic Technology Program Description Career Opportunities The Radiologic Technology program is The Chaffey College Radiologic Technology Program prepares accredited by the Joint Review Committee on students for employment as a Radiologic Technologist. Education in Radiologic Technology(JRCET) and the State of California.Students may Careers receive an associate in science degree upon completion of the program.Graduates are Radiologic technologist eligible to apply for admission to the certification examination administered by the Degree Available American Registry of Radiologic Technologists(ARRT)and the State of Students must earn an Associate in Science degree to be California(CRT)flouroscopy examination. eligible to apply for the national certification exam. There are fees for obtaining licensure by • Associate in Science Degree Radiologic Technology examination.The program articulates with the California State University, Northridge and Loma Linda University Radiologic Technology } Programs for the bachelor's degree. The program accepts a limited number of students each year during the month of February. Prospective students are .a, encouraged to see a counselor early to determine eligibility. The Radiologic Technology Program provides quality education in the field of Radiology. We have an excellent reputation in the health care facilities. 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County Dropout Rates are declining, but differences still exist by Race/Ethnicity TOTAL African American - I Asian/P.I. Caucasian I I Hispanic I I Other 0.0 5.0 10.0 15.0 20.0 25.0 30.0 Dropout Rate 0 2011-12 D 2010-11 O 2009-10 Educational Trends in S.B. County In 2012, 64% of K-12 schools demonstrated improvement on California Achievement Performance Index (API ) 43% of K-12 schools had an API score at or above state target (800), including: 7 of 11 Districts in Chaffey College Service Area (Elementary,High School,and Unified Districts) 6 of 18 High Schools in Chaffey College Service Area EMT Chaffey College 3 • 4 ' ,.. - .1 IP I." AP :to_ �.�j I ••••■1 0 • ,1 410111 ii--, . 44,..., 11 �1I U .1 . . _.: ,...,... it i Elmo 1111111116111b. _: - . 3100 \ II iii 4� a ,f it .. T . a if ) _ 11 - ' 1 ■ .A V 0 I *2'4 I I Ir111-1;'.•I..1 I P IT 5I ' 01. MO • fp .....militait,,..; tt :fi. 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