Tehama Campus Needs Assessment by shastacollege

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center

July 2021

www.shastacollege.edu Shasta College is an equal opportunity educator and employer.

Needs Assessment for the Transition of Shasta College Tehama Campus to Tehama Educational Center Prepared by: Dr. Andrew Fields, Dean of Extended Education Sandy Lucero, Administrative Assistant Aleshia Hopper, Extended Education Paraprofessional Sandra Westlund, Extended Education Paraprofessional Nancy Lamberson, Administrative Assistant (retired) Shasta College Tehama Campus 770 Diamond Avenue Red Bluff, CA 96080 tehama@shastacollege.edu Submitted by: Dr. Joe Wyse, Superintendent/President Shasta College 11555 Old Oregon Trail Redding, CA 96003 jwyse@shastacollege.edu Submitted to: California Community Colleges Chancellor’s Office

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Table of Contents SECTION 1.1 GENERAL DISCUSSION & OVERVIEW (CCR title 5, § 55180 – 55184).................................................................................................. 10 1.1A – Description of Proposal......................................................................................................10 1.1B – Physical Description of Site, Including Maps (Population Densities, Topography, Road & Highway Configurations, etc.)..........................................................................................12 1.1C – Social & Demographic Analysis of Service Area............................................................21 1.1D – Socioeconomic Profile of Service Area...........................................................................24 1.1E – Identify Preferences & Needs for Community College Programs, Student Services & Any Other Services on the Part of Individuals in the Service Area.........................................28 1.1F – Identify Present & Future Labor Market Requirements for the Proposed Service Area, Region & State...................................................................................................................................33 1.1G – Reconcile Labor Market Requirements & Community Program Preferences...........35 1.1H – Demonstrate Significant Community Support & Identify Possible Community Opposition...............................................................................................................................................36 SECTION 1.2 ENROLLMENT PROJECTIONS (10 YEARS FROM OPENING DATE) (CCR title 5, § 55180 – 55182)……........................................................................................... 37 1.2A – Provide Historical Enrollment Data that Includes Fall, Spring & Annualized Headcount, FTES, WSCH per Headcount.............................................................................................38 1.2B – Projections Include Fall, Spring & Annualized Headcount, FTES & WSCH per Headcount)..................................................................................................................................................39 1.2C – Ensure Projections Justify Regional Demand for Educational Center Status, Taking Neighboring Districts & Their Excess Capacity into Account..................................................43 1.2D – DOF Demographic Research Unit Approval.................................................................44 1.2E – If Existing District Colleges & Centers Do Not Exceed Planned Enrollments, Justification of Regional or Local Need for the New Center............................................................45 SECTION 1.3 ALTERNATIVE DISCUSSION (CCR title 5, § 55184)................................................................................................................ 46 1.3A – Expansion of Existing Institutions (More Space)..........................................................46 1.3B – Increased Utilization of Existing Institutions (Longer Hours, Weekends).................47 1.3C – Shared Use of Facilities with Other Postsecondary Institutions..................................47 1.3D – Use of Non-Traditional Instruction Delivery.................................................................47 1.3E – Private Fund Raising or Donations of Land or Facilities..............................................48 1.3F – Alternate Sites Considered..................................................................................................48 1.3G – Cost-Benefit Analysis on all Alternatives and Sites, Strong Sole Sourcing Justification If Property Already Owned, Discussion on Cost-Benefit of Selling Owned Site & Purchase of Another Site..................................................................................................................................48 Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Table of Contents 1.3H – Proposed Operation Must Be Most Effective & Equitable for Providing the Intended Programs & Services on the Selection Criteria.............................................................................49 SECTION 1.4 ACADEMIC PLANNING & PROGRAM JUSTIFICATION (Ed. Code, section 70901, 70902; CCR title 5, § 51008, 55180, 55183)................................. 50 1.4A – Incorporate District Educational Master Plan That Includes Proposed Center & Academic Programs That Have Been Approved by the Chancellor’s Office...............................50 1.4B – Identify Preferences for Community College Programs on the Part of Individuals in the Service Area.................................................................................................................................51 1.4C – Description of Proposed Academic Certificate Programs & Objectives for Meeting the Educational Needs & Preferences...........................................................................................47 1.4D – Description of the Range of Basic Skills & ESL Courses to be Offered..................49 1.4E – List of All Course Offerings (Degree & Non-Degree)..................................................50 1.4F – Description of Center Academic & Occupational Organization.................................55 SECTION 1.5 STUDENT SERVICES & OUTREACH (CCR title 5, § 55180, 55182, 55183)........................................................................................ 56 1.5A – Identify Preferences & Needs for Community College Student Services on the Part of Individuals in the Service Area..................................................................................................56 1.5B – Description of How the Services Provided Match the Needs of the Student Population.......................................................................................................................................................56 1.5C – Description of How Support Services are Planned, Staffed & Evaluated at the Center.........................................................................................................................................................57 1.5D – Description of Each of the Services Planned................................................................58 1.5E – Description of Support Service Staffing for Each of the Services Planned, in Relation to the Projected Number of Students to be Served....................................................................61 1.5F – Description of Expected Hours of Operation for Each of the Services to be Offered.....................................................................................................................................................61 1.5G – Description of the Plans for Student Outreach, ADA Services Accessibility of Facilities, & Outreach Student Confidentiality & Record Keeping for Services Offered..............62 SECTION 1.6 SUPPORT & CAPITAL OUTLAY PROJECTIONS (CCR title 5, § 55180, 55181).................................................................................................... 64 1.6A – Describe Plan to Continue Center Operation for 10 Years or More...........................64 1.6B – Include District Facilities Master Plan That Incorporates the Proposed Center.......65 1.6C – Include a Capital Outlay Five-Year Plan for the New Educational Center.................68 1.6D – Include Total ASF for Each Projection with Cost per ASF Projected........................68 1.6E – Include a Five-Year Support Budget Including Administration, Academic, Academic Support, Student Services & Other Site-Related Costs...............................................................69 4

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Table of Contents 1.6F – Number of Personnel Years Required for Each Year Projected...................................70 1.6G – Include Organizational Chart That Identifies On-Site Administrator & Leadership Structure.............................................................................................................................................71 SECTION 1.7 GEOGRAPHIC & PHYSICAL ACCESSIBILITY (CCR title 5, § 51008, 55181, 55182, 55184)………................................................................. 72 1.7A – Include a Transportation Plan (Bus Service, Parking, etc.)............................................72 1.7B – ADA Access Plan.................................................................................................................72 1.7C – Estimated Commute Times for Service Area..................................................................73 SECTION 1.8 EFFECTS ON OTHER INSTITUTIONS (CCR title 5, § 55180, 55181, 55182, 55183, 55184)………..................................................... 75 1.8A – Letters of Support from the Community & Postsecondary Institutions....................75 1.8B – Letters of Support from the Adjacent Community College Districts.........................75 1.8C – Justification That the New Educational Center will not Impact Enrollment Projections for Adjacent Community College Districts That Would Cause Negative Impacts.......75 1.8D – Demonstrate Significant Community Support & Identify Possible Community Opposition...............................................................................................................................................79 1.8E – Ensure Projections Justify Regional Demand for Educational Center Status, Taking Neighboring Districts & Their Excess Capacity into Account..................................................79 SECTION 1.9 FINAL ENVIRONMENTAL IMPACT REPORT (CCR title 5, § 55181, 55184).................................................................................................... 82 SECTION 1.10 ECONOMIC EFFICIENCY (CCR title 5, § 55181, 55184).................................................................................................... 83 1.10A – Priority Given to Centers That Create No Financial Burden for the State...............83 1.10B – Similar Priority Given to Centers That Engage in Collaborative Efforts with Other Segments to Expand Educational Access in Underserved Regions of the State....................83 CONCLUSION………............................................................................................................. 85

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Attachment & Reference Materials APPENDIX A: BOARD OF TRUSTEES APPROVAL........................................................ 87 APPENDIX B: PRELIMINARY NOTICE LETTER........................................................... 88 APPENDIX C: LETTER OF INTENT & APPROVAL LETTER...................................... 89 Letter of Intent..................................................................................................................................90 Approval Letter..................................................................................................................................91 APPENDIX D: DEPARTMENT OF FINANCE ENROLLMENT PROJECTIONS APPROVAL LETTER.................................................................................. 92 APPENDIX E: COMPREHENSIVE MASTER PLAN........................................................ 93 Educational Master Plan (2012–2030)...........................................................................................94 Facilities Master Plan (2014–2030).................................................................................................95 Facilities Master Plan—Amendment One Project (2018)..........................................................96 Technology Master Plan (2017–2022)............................................................................................97 Strategic Master Plan (2018–2021).................................................................................................98 Integrated Planning Manual, 2nd Edition (2017).........................................................................99 5-Year Capital Outlay Plan (2022–2026)......................................................................................100 APPENDIX F: LETTERS OF SUPPORT— COMMUNITY & POSTSECONDARY INSTITUTIONS................................................ 101 Community Letters of Support....................................................................................................102 Postsecondary Institutions’ Letters of Support.........................................................................103 Adjacent Community Colleges’ Letters of Support..................................................................104 APPENDIX G: ENVIRONMENTAL IMPACT REPORT (EIR)..................................... 105 APPENDIX H: ADDITIONAL DOCUMENTS..............................................................106

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Table of Exhibits Exhibit 1.01 Location of Shasta, Tehama & Trinity Counties within California..........................13 Exhibit 1.02 Shasta College Campus Locations in Shasta, Tehama & Trinity Counties.............13 Exhibit 1.03 Topography Map of Shasta, Tehama & Trinity Counties..........................................13 Exhibit 1.04 Tehama Campus Site Location......................................................................................14 Exhibit 1.05 Site Location & Immediate Proximity to Major Thoroughfares..............................15 Exhibit 1.06 Local Proximity to Major Thoroughfares....................................................................15 Exhibit 1.07 Tehama County Road & Highway Configuration.......................................................15 Exhibit 1.08 Site Location Topography...............................................................................................16 Exhibit 1.09 Service Area Cities & Communities by Region...........................................................17 Exhibit 1.10 Service Area Cities, Communities & Zip Codes.........................................................18 Exhibit 1.11 Service Area Population Density Table (2019)............................................................19 Exhibit 1.12 Service Area Region Population Density Map (2019)................................................20 Exhibit 1.13 Sphere of Influence Map................................................................................................20 Exhibit 1.14 Service Area Population by Age Group (2019)...........................................................21 Exhibit 1.15 Students Residing in Service Area by Age Group (Fall 2019)...................................21 Exhibit 1.16 Service Area Adult Population by Race/Ethnicity (2019).........................................22 Exhibit 1.17 Adult Students Residing in Service Area by Race/Ethnicity (Fall 2019).................22 Exhibit 1.18 Service Area Adult Population by Gender (2019)......................................................23 Exhibit 1.19 Adult Students Residing in Service Area by Gender (Fall 2019)..............................23 Exhibit 1.20 Educational Attainment for Population over 25 within Service Area (2019).........24 Exhibit 1.21 Historical Annual Income Level within Service Area (2010–2019).........................24 Exhibit 1.22 Tehama County Labor Force Data (2019)...................................................................25 Exhibit 1.23 Tehama County Unemployment & Tehama Campus Enrollment (2010–2019)....25 Exhibit 1.24 County Data on Household Size, Income, & Poverty Rate (2019)..........................26 Exhibit 1.25 Census Tract Data on Household Size, Income, & Poverty Rate (2019)................26 Exhibit 1.26 Map of Median Household Income for Service Area (2019)...................................27 Exhibit 1.27 Map of Median Household Income for Immediate Service Area (2019)...............27 Exhibit 1.28 Tehama County District Schools (K–12th grades).....................................................28 Exhibit 1.29 Tehama County Feeder H.S. Graduates & Tehama Campus FYCS Enrollment (2016–2020).........................................................................31 Exhibit 1.30 Tehama Campus Former Dual/Concurrent Students & FYCS Enrollments (2016–2020)......................................................................................................32 Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Table of Exhibits Exhibit 1.31 Tehama County Feeder H.S. Graduate Projections (2017–2029).............................32 Exhibit 1.32 Top Industry Groups in Tehama County with 10-Year Projections (2016–2026).................................................................................................33 Exhibit 1.33 Top 25 Projected Occupations for Tehama County (2016–2026)...........................34 Exhibit 1.34 Top 10 Requested Majors of Students Residing in Service Area.............................36 Exhibit 2.01 Historic & Average Annual FTES, Enrollment, WSCH, Adult Population & Population Growth (2010–2019)......................................................................38 Exhibit 2.02 FTES, Enrollment, WSCH, Adult Population & Population Growth 10-Year Projections (2019–2030).................................................................39 Exhibit 2.03 Historic & Projected FTES with Three-Year Rolling Average (2010–2030)..................................................................................40 Exhibit 2.04 Historic & Projected Headcount with Three-Year Rolling Average (2010–2030)..................................................................................40 Exhibit 2.05 Historic & Projected WSCH & P.A. with Three-Year Rolling Average (2010–2030)..................................................................................41 Exhibit 2.06 FTES & Enrollment 10-Year Projections (2019–2030).............................................42 Exhibit 2.07 Historic & Projected FTES/Headcount & Participation Rate (2010–2030)..........43 Exhibit 2.08 Estimated & Projected Service Area Adult Population (2020–2030)......................43 Exhibit 2.09 DOF Approved Enrollment Projections for the Tehama Campus (2018–2030).................................................................................................44 Exhibit 4.01 Certificate & Associate Degrees Obtainable at the Tehama Campus (2020–2021)....................................................................................................52 Exhibit 4.02 University Studies & Transfer Degrees Obtainable at the Tehama Campus (2020–2021)....................................................................................................54 Exhibit 4.03 Tehama Campus List of Course Offerings for Fall 2020..........................................56 Exhibit 4.04 Tehama Campus List of Course Offerings for Spring 2021.....................................59 Exhibit 4.05 Tehama Campus FTE Staffing Plan: Certificated Staff (Fall 2019).........................62 Exhibit 4.06 Tehama Campus FTE Staffing Plan: Classified Staff (Fall 2019).............................62 Exhibit 5.01 Services Offered at the Tehama Campus.....................................................................64 Exhibit 6.01 Tehama Campus Site Map..............................................................................................71 Exhibit 6.02 Tehama Campus Map......................................................................................................72 Exhibit 6.03 Five-Year Capital Outlay Budget...................................................................................73 Exhibit 6.04 Tehama Campus Five-Year Budget Projections (2019–2025)...................................74 Exhibit 6.05 Tehama Campus Organizational Structure (Fall 2020)..............................................75 8

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Table of Exhibits Exhibit 7.01 Public Transportation to the Tehama Campus— Tehama Rural Area eXpress (TRAX)..................................................................................................76 Exhibit 7.02 Commute for Distance Communities to Shasta College Tehama Campus & Redding Campus..................................................................77 Exhibit 7.03 Estimated Commute Time to Nearest Community Colleges from the Tehama Campus...............................................................................78 Exhibit 8.01 Neighboring Community College Districts.................................................................80 Exhibit 8.02 Neighboring Postsecondary Institutions & Driving Distances from the Tehama Campus...............................................................................81 Exhibit 8.03 Map of Neighboring Postsecondary Institutions (60-Mile Aerial Radius).............82 Exhibit 8.04 Largest Industries with Projected Growth for Colusa, Glenn & Tehama Counties...............................................................................................84 Exhibit 8.05 Largest Occupations with Projected Growth for Colusa, Glenn & Tehama Counties...............................................................................................85

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

SECTION 1.1

General Discussion & Overview (CCR title 5, § 55180 – 55184) 1.1A – Description of Proposal The Shasta-Tehama-Trinity Joint Community College District (Shasta College, or District) and the Shasta College Board of Trustees is hereby submitting a Needs Assessment seeking approval for the Tehama Campus to become an approved California Community College Educational Center (Appendix A for the Shasta College Board resolution). An Educational Center is defined in California Education Code (5 CCR § 55180) as the following: (a) Educational Center. As used in this division, “educational center” means a postsecondary operation established and administered by an existing college or district at a location away from the campus of the parent institution which satisfies the requirements of either subdivision (1) or (2) below: (1) the center: A. is planned to continue for ten or more years; B. generates at least 500 full-time equivalent student (FTES) annually; C. has an on-site administrator; D. offers programs leading to certificates and/or degrees conferred by the parent institution; and E. has been approved by the Board of Governors pursuant to this article.

The Tehama Campus satisfies the first four requirements of subdivision (1) as it: A) has operated for more than 10 years and plans to continue serving future generations, B) generates above 500 FTES annually, C) has an on-site administrator, and D) offers programs leading to certificates and degrees conferred by Shasta College. This Needs Assessment provides information for the Board

of Governors approval, which would satisfy the final requirement (E). Shasta College has been serving Tehama County for over 50 years, with the first courses being offered in 1970. Throughout the years, the outreach operation that began in several local high schools has grown into a vibrant, full-service campus. The Tehama Campus is centrally located in Tehama County on a 40-acre site and has been offering educational programs and services for over 12 years. The Tehama Campus houses the division of Extended Education, which provides instruction beyond Redding for Shasta College’s 10,000 sq. mile service area. Extended Education is primarily responsible for three campuses: Tehama, Trinity, and Intermountain. Extended Education provides support for face-to-face courses throughout the district outside of Redding, a portion of online instruction, and interactive video conferencing courses on all district campuses. Shasta College has a strong, decades-old history of allocating resources through Extended Education to provide educational opportunities across its service area, despite significant geographic barriers. This commitment embodies the spirit of the California Community Colleges system. The Tehama Campus is firmly established in Tehama County. The campus is located at 770 Diamond Avenue in Red Bluff, CA, 36.4 miles south of the main campus in Redding. It opened in August of 2009 with two buildings providing classroom, office, and student services spaces to support 2,000–2,500 students annually. Phase II of the campus development, completed in August

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

of 2010, added a third building that included a science laboratory, a student lounge, a classroom, and faculty office spaces. A Student Services Building was completed in early 2021, resulting in a campus total of four permanent buildings with 15,132 ASF (Assignable Square Feet) and 22,900 GSF (Gross Square Feet). Shasta College is planning for continued growth in Tehama. Educational Center status will allow more career and technical education (CTE) programs to be explored. Infrastructure for future construction was included in the initial 2009 campus development. The master plan for the campus includes a total of seven buildings at build-out. The current facilities are adequate to accommodate the 10-year enrollment projections contained in this Needs Assessment. The Tehama Campus has continually satisfied the requirement of 500 FTES for Educational Center status since opening in 2009 and has a rising projection of over 650 FTES, with a headcount of over 4,000 per year for the next 10 years. The California Department of Finance approved the projections, which were constructed using approved methods outlined in section 1.4. Shasta College remains committed to enhancing educational opportunities in Tehama County. The Tehama Campus is overseen by an on-site administrator and offers academic programs and services provided by assigned faculty, counselors, and classified staff. Ongoing planning discussions have resulted in the Tehama Campus being a catalyst for growth in Tehama County. The Tehama Campus has hired additional full-time faculty, provided more avenues for degree completion by enhancing the science lab which enabled more prerequisite courses for the Health Sciences; expanded online instruction and pathways; and added an 8,900 sq. ft. Student Services Building. These efforts have yielded positive community responses and educational invigoration. The Tehama Campus provides a variety of courses with outcomes resulting in transfer degrees, associate degrees, certificates, Basic Skills, and lifelong learning. A total of 21 certificates, 27 local degrees, and 35 transfer degrees are currently attainable by Tehama students and conferred by Shasta College. The available degrees and certificates prepare students for a broad range of industries and trades that are related to the local labor market. Courses are offered to allow the most options for students to fulfill general education requirements, complete a local degree, prepare for transfer, and initiate pathways for completion of programs offered at the Redding campuses. Courses are available in multiple formats. Traditional courses Shasta-Tehama-Trinity Joint Community College District

are scheduled during day and evening hours, Monday through Saturday. Distance education courses, which include online and hybrid courses, are offered in concert with the traditional courses to provide more options for students to complete their educational goals. Academic scheduling utilizes both semester-long and accelerated eightweek formats. The top completed programs of study by Tehama Campus graduates have been University Studies—Social Sciences, Psychology, University Studies—Allied Health, General Studies—Natural Sciences, Business Administration, Early Childhood Education, Associate Degree Nursing, CSU General Education, Administration of Justice, General Studies—Social Sciences, General Studies—Business—Basic Business, and Medical Assisting. The Tehama Campus offers instruction consistent with the requirements of Assembly Bill 705 (AB 705). Transfer level courses constructed with additional support to increase student success are offered each semester. The Tehama Campus provides transfer-level Math and English courses, with and without supplemental instruction, to ensure student needs are met. Extended Education schedules a variety of ESL and foundational skills courses that are held at various facilities throughout Tehama County. ESL courses are designed to increase English language attainment and provide pathways to careers and additional college education opportunities. Courses focused on foundational skills include GED preparation, K–12 English, and U.S. citizenship preparation, and lead to GED attainment, citizenship, career opportunities, and college education pathways. Shasta College is committed to providing equitable access to student services throughout its district. Shasta College offers support services and programs designed to assist new, current, re-entry, and graduating students. Tehama Campus students require the same services critical for student success as those provided on the Redding Campus. The Tehama Campus employs a “One-Stop-Shop” model where students work individually with a student services representative who assists in accessing a wide array of student services. The Tehama Campus utilizes several methods to determine and offer a broad range of services for students to access. This includes outreach, initial contact, matriculation, retention, economic support, learning support, and transition services (e.g., certificate/ degree completion and transfer). Student population needs are identified through admission applications, student requests for specific programs and services, records of programs and services utilization, and outreach services. Shasta College

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

has made a commitment to expand student services throughout the district by incorporating specific goals into its strategic plan. Student Services hours of operation at the Tehama Campus are 9:00 a.m. to 6:45 p.m. Monday through Thursday and Friday from 9:00 a.m. to 12:45 p.m. Learning Center hours are 9:00 a.m. to 7:00 p.m. Monday through Thursday and Friday from 9:00 a.m. to 1:00 p.m. Computer Lab hours are 8:00 a.m. to 8:00 p.m. Monday through Thursday and Friday from 8:00 a.m. to 2:00 p.m. Instructional hours are 8:00 a.m. to 10:00 p.m. Monday through Thursday and Friday from 8:00 a.m. to 5:00 p.m. Weekend instructional hours occur on Saturdays from 8:00 a.m. to 5:00 p.m. and Sundays from 2:00 p.m. to 5:00 p.m. The Tehama Campus provides outreach services to Tehama County with the goals of 1) creating awareness of local programs, offerings, support services, matriculation, guided pathways, and financial aid; and 2) promoting Shasta College as a viable and affordable alternative to geographically distant education options. This Needs Assessment is the final requirement of the approval process and provides a demonstration of need for an Educational Center. In accordance with the Chancellor’s Office Facilities Planning Manual, (Chapter 10, Site Acquisitions for New

College and Center Development), Shasta College submitted the initial Preliminary Notice in November of 2005, an updated Preliminary Notice in December of 2011 (Appendix B), and a Letter of Intent in May of 2012 (Appendix C). The Department of Finance (DOF) originally projected that the Tehama Campus would drop below the minimum 500 FTES enrollment requirement for Educational Center status in 2014–15 and then exceed minimum FTES standard in 2019–20. The Tehama Campus has exceeded the previous DOF enrollment projections and is projected to exceed the minimum 500 FTES standards ongoing. As per counsel from the College and Finance Planning Division, an updated Letter of Intent was submitted and approved in 2019 (Appendix C). The Department of Finance at the Chancellor's Office approved Shasta College’s 10-year enrollment and FTES projections in early 2020, before the global pandemic (Appendix D). This Needs Assessment was originally due July 31, 2020, but a one-year extension was granted by the College and Finance Planning Division due to the 2020 pandemic. This Needs Assessment was submitted by July 31, 2021, in consideration for the transition of the Tehama Campus to an approved Educational Center.

1.1B – Physical Description of Site, Including Maps (Population Densities, Topography, Road & Highway Configurations, etc.) Shasta College serves a 10,000 square mile district in far northern California that includes three counties: Shasta, Tehama, and Trinity. Geographical barriers create several isolated communities throughout the service area. Shasta College’s Division of Extended Education provides educational opportunities and services to approximately 92% (9,244 square miles) of the district through the Tehama Campus (Red Bluff), Trinity Campus (Weaverville), Intermountain Campus (Burney), and other district community locations outside of Redding. The Tehama Campus houses the Division

of Extended Education; therefore, its breadth of responsibility reaches far beyond Tehama County. The following maps show Shasta College’s tri-county district location within California (Exhibit 1.01); major cities and Shasta College campuses in Shasta, Tehama, and Trinity counties (Exhibit 1.02); and the mountainous topography that creates barriers throughout the district (Exhibit 1.03).

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

major cities and Shasta College campuses in Shasta, Tehama, and Trinity counties mountainous topography that creates barriers throughout the district (Exhibit 1.0 Exhibit Exhibit 1.01 Location of Shasta, Tehamaof & Trinity Counties within California 1.01 Location Shasta, Tehama & Trinity

Counties within California Source: Shasta College Marketing Department

Exhibit 1.02 Shasta College Campus Locations in Shasta, Tehama & Trinity Counties

Exhibit1.02 1.02Shasta ShastaCollege College Campus Campus Locations in Shasta, Tehama & Trinity Counties Exhibit Locations in Shasta, Tehama & Trinity Counties

Source: Shasta College Marketing Department

Exhibit Service Area Topography Map of Exhibit 1.031.03 Service Area Topography Map of Shasta, Tehama & Trinity Counties Shasta, Tehama & Trinity Counties

Source: Shasta College Marketing Department

Source: Shasta College Marketing Department Source: Shasta College Marketing Department

Needs Assessment for the transition of Shasta College 4 13 Exhibit 1.03 Service AreaCollege Topography Map of Shasta, Tehama & Shasta-Tehama-Trinity Joint Community District Redding, CA. Trinity The 40-acreCounties site is located within the Red Bluff East, California 7.5-minute USGS quad Tehama Campus to Tehama Educational Center | 2021

The Tehama Campus at 770 Diamond Ave. in Red Bluff, CA, is 36.4 miles south of the main cam

in township 27 North, Range 3 West, Section 29, 28, and 32 (Exhibit 1.08). The parcel number 470-019-000 and the tax rate area (code area) is 095-007. The Tehama Campus has a total of 1

The Tehama Campus at 770 Diamond Ave. in Red surrounding area is zoned as light industrial and Bluff, CA, is 36.4 miles south of the main campus general commercial. Nearly all public service agenin Redding, CA. The 40-acre site is located within cies and partners in Tehama County are within the Red Bluff East, California 7.5-minute USGS three miles of the campus, including: St. Elizabeth quadrangle in township 27 North, Range 3 West, Hospital, the Tehama County Public Library, the Section 29, 28, and 32 (Exhibit 1.08). The parcel Tehama County Department of Social Services, number is 035-470-019-000 and the tax rate area Red Bluff Parks and Recreation, Tehama County (code area) is 095-007. The Tehama Campus has Health Center, Red Bluff Police Department, Red a total of 15,132 assignable square feet (ASF) of Bluff Fire Department, Red Bluff City Hall, Tehathe gross squareisfeet (GSF). There isof a large ma as County of Supervisors, Tehama County The22,890 Tehama Campus located southeast Red Bluff, shownBoard in Exhibit 1.04. The surrounding area 200-space parking lottoat the the north front of facility Department Education, Tehama Job includes residential andthethe city center to the of northwest. Most of theCounty immediate surrounding is zoned as parking. light industrial and general commercial. all Services, public service agencies and potentialarea overflow gravel Training Center, Nearly Veterans CalWORKs, and partners in Tehama County are within three miles of the campus, including: St. First-5 ElizabethTehama, Hospital, California Unemployment, The Tehama County CampusPublic is located southeast of RedCounty the Tehama Library, the Tehama Department of California Social Services, Bluff Parks SERRF, Northern Child Red Development Bluff, as shown Tehama in Exhibit 1.04. Health The surrounding and Recreation, County Center, Red Bluff Police Department, Red BluffCounty Fire Department, Incorporated, and the Tehama Chamber Red Bluff Cityresidential Hall, Tehama Supervisors, Tehama County Department of Education, area includes to theCounty north Board and theofcity of Commerce. TehamatoCounty Job Training Services, CalWORKs, California Unemployment, First-5 center the northwest. MostCenter, of theVeterans immediate Tehama, SERRF, Northern California Child Development Incorporated, and the Tehama County Chamber of Commerce.

Exhibit 1.04 Tehama Campus Site Location Exhibit 1.04 Tehama Campus Site Location

Source: ArcGIS Source: ArcGIS

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

The Tehama Campus is .6 miles from Interstate 5 Ave. from the south. Hwy 99 West, Hwy 99 East, (I-5), which is a primary route for the area (Exhibit and Hwy 36 can all be accessed within a three-mile 1.05). Local access to the campus from I-5 is via radius of the campus (Exhibits 1.05, 1.06 and theTehama Diamond Ave.is Exit (647B) from the5north, 1.07). The Campus .6 miles from Interstate (I-5), which is a primary route for the area (Exhibit 1.05). access to the campus I-5 is the Diamond Ave. Exit (647B) from the north, and the and Local the South Main St. Exitfrom (647) toviaDiamond

South Main St. Exit (647) to Diamond Ave. from the south. Hwy 99 West, Hwy 99 East, and Hwy 36 can all be accessed within a three-mile radius of the campus (Exhibits 1.05, 1.06 and 1.07). Exhibit 1.051.05 Site Location & Immediate Proximity to Major Thoroughfares Exhibit Site Location & Immediate Proximity to Major

Thoroughfares

Source: Source:ArcGIS ArcGIS; Tehama County Assessor’s Office

Exhibit 1.06 Local Proximity to Major Thoroughfares

Source: ArcGIS

Source: ArcGIS; Tehama County Assessor’s Office

Exhibit 1.07 Tehama County Road & Highway Configuration Exhibit 1.07 Tehama County Road & Highway Configuration

Source: Shasta College Marketing Department Source: Shasta College Marketing Department

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

The Tehama Campus is located near I-5 and the

Valley with foothills on the eastern and western

The Tehama CampusSacramento is locatedRiver nearon I-5relatively and theflat Sacramento on(Exhibit relatively terrain withinRiver sides 1.08).flat terrain within Tehama County, which spans North Central on the eastern and western sides (Exhibit County, which spansTehama the North Central Valleythewith foothills 1.08). Exhibit Topography Exhibit1.08 1.08Site SiteLocation Location Topography

Source:https://ngmdb.usgs.gov/topoview https://ngmdb.usgs.gov/topoview Source:

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

County, which encompasses 2,949 square miles (U.S. Census Bureau), is the primary service the Tehama Campus. Shasta College’s Tehama Campus is the only college located in Tehama hat provides educational and valuable in-person resources such Tehamapost-secondary County, which encompasses 2,949 square opportunities more (see section 1.5, Exhibit 5.01). Exhibit 1.09 County, which encompasses 2,949 square miles (U.S. Census the primary miles (U.S. Census Bureau), is the primary service shows a map illustrating census-defined cities and is1.09 ulation, Tehama counseling, tutoring, and more (see section 1.5, Exhibit 5.01).Bureau), Exhibit shows service a map area forfor thethe Tehama Campus. Shasta College’s Te-College’s communities by census tract is within the service area Tehama Campus. Shasta Tehama Campus the only college located in Tehama ng census-defined cities and communities by census1.10 tract withinrural thetownships, service area. Exhibit 1.10 hama Campus the only college located in Tehamaeducational area. Exhibitopportunities lists the cities, County thatis provides post-secondary and valuable in-person resources such County that providesand post-secondary educational and remote communities located within the service ities, rural townships, remote communities located within the service area, along withatheir as matriculation, counseling, tutoring, and more (see section 1.5, Exhibit 5.01). Exhibit 1.09 shows map opportunities and valuable in-person resources area, along with their respective zip codes. e zip codes. illustrating census-defined andand communities by census tract within the service area. Exhibit 1.10 such as matriculation, counseling,cities tutoring, lists the cities, rural townships, and remote communities located within the service area, along with their

.09 Service Area Cities & Communities by Region respective zip codes.

Exhibit 1.09 Cities & Communities by Region Exhibit 1.09Service ServiceArea Area Cities & Communities by Region

Source: ArcGIS

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 1.10 Service Area Cities, Communities & Zip Codes Census Tract Area(s)

Cities, Rural & Remote* Communities

Zip Code(s)

Campbellville*

95973

Dales*

96080

Lyonsville*

96075

Manton*

Census Tract Area(s)

Zip Code(s)

Bend

96080

Blunt

96080

Red Bluff

96080

96059

Dairyville

96080

Mill Creek*

96061

El Camino

96035

Mineral*

96063

Gerber

96035

Morgan Springs*

96061

Kiska

96035

Paynes Creek*

96075

Las Flores

96035

Polk Springs*

(none)

Proberta

96035

Wade Place*

96075

Los Molinos

96055

Cottonwood

96022

Tehama

96090

Hooker

96022

Vina

96092

Lake California

96022

Corning

96021

Beegum*

96076

Richfield

96021

Cold Fork*

96080

Squaw Hill

96021

Flournoy

96029

Henleyville

96021

Lowrey*

96080

Paskenta

96074

Rancho Tehama Reserve

96021 96080

Rawson

96080

Red Bank*

96080

Rosewood*

96080

Sunnyside*

(none)

Watson*

96080

Wilder Place*

96074

4 5, 6 & 7

10 & 11

Source: ArcGIS; Google Maps; https://www.unitedstateszipcodes.org/

Cities, Rural & Remote* Communities

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 1.11 shows the service area population by zip code and census tracts. Some zip codes were combined as a result of data retrieved on the combined square mileage for those areas. The total population of Tehama County in 2019 was 63,912, with an average population density of 21.67 per-

sons per square mile. Red Bluff has the greatest number of residents in the county, with 18,499 (29%) and an average population density of 1,367 persons per square mile. More rural, outlying areas have lower population densities.

Exhibit 1.11 Service Area Population Density Table (2019) Census Tract Area(s)

Primary Cities & Communities

Zip Code(s)

Corning, Richfield

96021

134.68

14,430

107.14

Cottonwood

96022

96.00

7,692

80.13

Beegum, Flournoy, Paskenta, Rancho Tehama Preserve, Unincorporated Communities– West Tehama County

96076, 96029, 96074, 96021, 96080, unassigned

1,284.03

4,433

3.45

Bend

96080

110.08

6,220

56.50

5, 6 & 7

Red Bluff

96080

13.53

18,499

1,367

Dairyville, Gerber, Las Flores, Proberta

96080, 96035

50.54

4,315

85.38

Los Molinos, Tehama, Vina

96055, 96090, 96092

104.92

3,375

32.17

10 & 11

Corning, Richfield, Squaw Hill

96021

134.68

14,430

107.1

2,949.14

63,912

21.67

Land (sq. mi.)

Total (Tehama County)

Population (2019)

Population Density (persons/sq. mi.)

Source: ArcGIS; American Community Survey 5-Year Summary Data (2015–2019)

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

As shown in the Tehama County population density map (Exhibit 1.12), the higher population concentrations occur along the Interstate 5 corridor. The Tehama Campus is centrally located in Red Bluff, which has the highest population concentration, and allows easy access to educational services As County shown in the Tehama County population Red Bluff, which has the highest population confor most Tehama well as southern Shasta As shown in residents, Tehamaas County population density mapCounty (Exhibit residents. 1.12), the higher population density map the (Exhibit 1.12), the higher population centration, and allows easy access to educational concentrations occur occur along 55 corridor. The Tehama Campus is centrally in as Red concentrations along the the Interstate Interstate corriservices for most Tehama Countylocated residents, well Exhibit 1.12 Service Area Region Population Density Map (2019) Bluff,The which has theCampus highest is population allowsShasta easy access educational services dor. Tehama centrally concentration, located in asand southern Countytoresidents. for most Tehama County residents, as well as southern Shasta County residents.

Exhibit 1.12 Service Area Region Population Density Map (2019) Exhibit 1.12 Service Area Region Population Density Map (2019)

Source: ArcGIS; Community Survey 5-Year Population Estimates (2019) Source: ArcGIS; American Community Survey 5-Year Population Estimates (2019) Source: ArcGIS;American American Community Survey 5-Year Population Estimates (2019)

The sphere sphere of of influence influencefor forthe theTehama TehamaCampus Campus(Exhibit students within Tehama County: 62.2% in The 1.13)resided includes the cities listed in Exhibit 1.11. (Exhibit 1.13) includes the cities listed in Exhibit Red Bluff (1,055), 10.3% in Corning (175), 5.7% in The sphere of influence encompasses the southernmost portion of Shasta County, as many students 1.11. The sphere of influence encompasses the Gerber (96), and 4.1% in Cottonwood (69). 8.8% from that area choose to attend courses at Tehama Campus for a shorter commute time. The largest southernmost portiontheofsphere ShastaofCounty, as many students resided within theand district but outside cities located within influence are Red of Bluff, Corning, Cottonwood, Anderson. In the students from that area choose to attend courses of Tehama County (149). Most of the 2019–2020 academic year, 1,696 unduplicated students attended the Tehama Campus. Of thatstudents number, at Tehama Campus for a shorter time. Tehama who resided Tehama County 10.3% lived inin 84.3% of Tehama Campus studentscommute resided within County:outside 62.2% of in Red Bluff (1,055), The largest cities located within the sphere of inRedding (5% of total, 85) and Anderson (2.1% Corning (175), 5.7% in Gerber (96), and 4.1% in Cottonwood (69). 8.8% of students resided within of the fluence but are Red Bluff,ofCorning, 35).students The remaining 6.9% of students resided district outside Tehama Cottonwood, County (149).and Most total, of the who resided outside of Tehama Anderson. In in theRedding 2019–2020 1,696Anderson outside(2.1% of theofdistrict of these, 2.1% resided County lived (5%academic of total, year, 85) and total, (117); 35). The remaining 6.9% of unduplicated students attended the Tehama outside of the state (35).of the state (35). students resided outside of the district (117);Camof these, 2.1% resided outside pus. Of that number, 84.3% of Tehama Campus

Exhibit 1.13 Sphere of Influence Map

Source: ArcGIS Source: ArcGIS

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.1C – Social & Demographic Analysis of Service Area

SERVICE AREA SERVICE AGE BREAKDOWN AREA AGE BREAKDOWN

In 2019, the estimated population of the Tehama Campus service area was 63,912. Exhibit 1.14 presents the number of persons in the service area by age group. Approximately 15,258 persons were under the age of–18 (23.9%), 4,804 persons were aged (7.5%), 1.1C –Social Social Demographic Analysis of Service Area 1.1C && Demographic Analysis of18–24 Service Area7,723 persons were aged 25–34 (12.1%), 10,666 persons were aged 35–49 (16.7%), 13,154 Campus persons were aged 50–64 (20.6%),Exhibit and 12,307 persons In 2019, population the Tehama service area waswere 63,912. 1.14 presents In 2019,the the estimated estimated population of the of Tehama were aged 18–24 (7.5%), 7,723 persons aged were 65 and older (19.3%). theCampus number of persons the service age(12.1%), group.10,666 Approximately persons were under the service area was in 63,912. Exhibit area 1.14 by 25–34 persons were 15,258 aged 35–49 presents the number 4,804 of persons in the were serviceaged (16.7%), 13,154 persons7,723 were aged 50–64 (20.6%), age of 18 (23.9%), persons 18–24 (7.5%), persons were Exhibit 1.14 Service Area Population by Age Group (2019)were 65 and older (19.3%). aged 25–34 (12.1%), area by age group. Approximately 15,258 persons and 12,307 persons 10,666 persons were aged 35–49 (16.7%), 13,154 persons were aged 50–64 (20.6%), and 12,307 persons were under the age of 18 (23.9%), 4,804 persons were 65 and older (19.3%). Exhibit 1.14 Service Area Population by Age Group (2019) Exhibit 1.14 Service Area Population by Age Group (2019)

15,258

4,804

7,723

10,666

13,154

12,307

15,258

4,804

7,723

10,666

13,154

12,307

10%

20%

Under 18 years

30%

40%

18 to 24 years

50%

60%

25 to 34 years

70%

35 to 49 years

Source: American Community Survey Population Estimate Census Bureau 0% 10% 20% 5-Year30% 40% by Age 50%(2019); US60% 70%

Under 18 years

18 to 24 years

25 to 34 years

35 to 49 years

80%

90%

50 to 64 years 80%

100% 65+

90%

50 to 64 years

100% 65+

Source: American Community Survey 5-Year Population Estimate by Age (2019); US Census Bureau

ExhibitAmerican 1.15 presents Tehama service area by age group. This data set shows Source: Community Survey 5-YearCampus Populationstudents Estimate by in Agethe (2019); US Census Bureau students at the Tehama Campus are younger compared to the age breakdown of the total service area population. Out of a total of 1,084 students in Fall 2019, 522 were under the age of 18 (48.2%), 289 were Exhibit 1.15 presents Tehama Campus students in in Fall 2019, 522 were under the age of 18 (48.2%), aged 18–24 (26.7%), 138 weredata aged 25–34 (12.7%), 100service were(26.7%), aged (9.2%), were 50–64 the service by age group. This set shows 289 were 18–24 138age were aged 32 Exhibit 1.15area presents Tehama Campus students in aged the area 35–49 by group. This dataaged set shows (3.0%), and three were 65 and older students at the Campus are younger com25–34 (12.7%), 100 aged breakdown 35–49 (9.2%), 32 students at theTehama Tehama Campus are (0.3%). younger compared to were the age of the total service area pared to the age breakdown of the total service

were aged 50–64 (3.0%), and three were 65 and

population. OutOut of aoftotal in Fall 2019, 522 were under the age of 18 (48.2%), 289 were area population. a totalofof1,084 1,084 students students older (0.3%). aged 18–24 (26.7%), 138 were aged 25–34 (12.7%), 100 were aged 35–49 (9.2%), 32 were aged 50–64 Exhibit 1.15three Students in Service Area by Age Group (Fall 2019) (3.0%), and wereResiding 65 and older (0.3%). NUMBER OFNUMBER STUDENTS OF STUDENTS

Exhibit 1.15 Students Residing in Service Area by Age Group (Fall 2019)

3 522

289

138

100

32 3

522 10% Under 18 years

20%

289 30%

40%

18 to 24 years

50%

25 to 34 years

60%

138 70%

35 to 49 years

80% 50 to 64 years

100 90%

32 100%

65+ years

Source: Shasta College Office of Institutional Research

Source: Shasta College Institutional30% Research 40% 0% 10% Office of20%

Under 18 years

18 to 24 years

Source: Shasta College Office of Institutional Research Shasta-Tehama-Trinity Joint Community College District

50%

25 to 34 years

60% 35 to 49 years

70%

80% 50 to 64 years

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

90%

100%

65+ years

In 2019, the total adult (18–64 years) in the service area 506 wasas 36,347 1.16). An In 2019, the population total adult population (18–64 years) Asian (1.5%), American(Exhibit Indian or Alaskan Inestimated 2019, the24,840 total adult population (18–64 years) in the service area was 36,347 (Exhibit 1.16). An their(Exhibit race as 1.16). WhiteAn (68.3%), as Hispanic or Latino (25%), 1,092 in thepersons service identified area was 36,347 Native9,075 (1.4%), 268 as Black or African American estimated persons identified their race as White (68.3%), 9,075 as Hispanic or Latino (25%), 1,092 as two or24,840 moreestimated races (3%), 550 as Asian (1.5%), 506 as American Indian or Alaskan Native (1.4%), 268 as 24,840 persons identified their race (0.7%), nine as Native Hawaiian or Pacific Islander asBlack two or races (3%), 550 as Asian (1.5%), 506 as American Indian or Alaskan Native (1.4%), 268 as or more African American (0.7%), nine as Native Hawaiian or Pacific Islander (0.02%), and six as some as White (68.3%), 9,075 as Hispanic or Latino (0.02%), and six as some other race (0.02%). Black African American nine as races Native Hawaiian (25%), 1,092 (0.7%), as two or more (3%), 550 as or Pacific Islander (0.02%), and six as some otherorrace (0.02%). other race (0.02%). ExhibitArea 1.16Adult Service Area Adult by Race/Ethnicity (Fall 2019) Exhibit 1.16 Service Population byPopulation Race/Ethnicity (2019) Exhibit 1.16 Service Area Adult Population by Race/Ethnicity (2019) 9 268 9 506 268 506 550 550

White White Hispanic or Latino Hispanic or Latino Asian Asian American Indian or Alaskan Native American Indian or Alaskan Native Black or African American Black or African American Native Hawaiian or Pacific Native Native Hawaiian or Pacific Native Some other race Some other race Two or more races Two or more races

1,092 1,092

9,075 9,075 24,840 24,840

Source: American Community Survey 5-Year Population by Age(2019); and Race Census Bureau Source: American Community Survey 5-Year Population Estimates by Estimates Age and Race US (2019); CensusUS Bureau Source: American Community Survey 5-Year Population Estimates by Age and Race (2019); US Census Bureau

The race and ethnicity of Tehama students in theother service in 20 2019 is shown The race and ethnicity Campus of Tehama Campuswho stu- resided 54 as some race area (9.6%), as two or morein The race 1.17. and ethnicity of Tehama students resided in(3.6%), the service area in students 2019eight is shown in dents who resided in Campus thepopulation service area (18–64 in who 2019 years) is races 10those, as Asian (1.8%), as AmeriExhibit The total adult student was 562. Of 250 identified Exhibit 1.17.and Theshown total in adult (18–64 years) can was 562. Of those,Alaskan 250 Exhibit 1.17.population The total212 adult or(37.7%), Native six as Black their race ethnicity asstudent White (44.5%), asstudent Hispanic or Indian Latino 54 students as (1.4%), some identified other race population was10212 562. OfHispanic those, or African American 54 (1.1%), andNative two asAlaskan Native their race20and ethnicity as(18–64 White (44.5%), as Latino (37.7%), as some other race (9.6%), as two or more racesyears) (3.6%), as Asian (1.8%),or eight as American Indian or 250 students identified their race and ethnicity as Hawaiian or Pacific Islander (0.4%). (9.6%), or or more racesAmerican (3.6%), 10 as Asian AmericanorIndian Native (0.4%). Alaskan (1.4%),20sixasastwo Black African (1.1%), and(1.8%), two as eight NativeasHawaiian PacificorIslander White as Hispanic or Latino (1.4%), six as Black or(44.5%), African212 American (1.1%), and (37.7%), two as Native Hawaiian or Pacific Islander (0.4%). Exhibit 1.17 Adult Students Residing in Service Area by Race/Ethnicity (Fall 2019) Exhibit 1.17 Adult Students Residing Area by Race/Ethnicity (Fall 2019) Exhibit 1.17 Adult Students Residing in Service Areain byService Race/Ethnicity (Fall 2019)

8 10 10

54 54

212 212

20 20 250 250

Source: Shasta College Office of Institutional Research Source: Shasta College Office of Institutional Research Source: Shasta College Office of Institutional Research

16 16

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 1.18 shows thatainslight 2019,majority a slightofmajority as Female (50.2%),area while the remaining Exhibit 1.18 shows that in 2019, the adult tified population in the service identified as Exhibit 1.18adult shows that in 2019, a slight majority of the adult population in the service area identified as of the population in the service area idenidentified as Male (49.8%). Female (50.2%), while the remaining identified as Male (49.8%). Female (50.2%), while the remaining identified as Male (49.8%). Exhibit 1.18 Service Area Adult Population Gender (2019) Exhibit Service AreaPopulation AdultbyPopulation Gender (2019) Exhibit 1.18 1.18 Service Area Adult by Genderby (2019)

18,101 18,101

18,246 18,246

MaleMale Female Female

Source: American Community Survey 5-Year Population Estimates by Age and Gender (2019); US Census Bureau Source:Source: American Community SurveySurvey 5-Year5-Year Population Estimates by Agebyand (2019); US Census Bureau American Community Population Estimates AgeGender and Gender (2019); US Census Bureau

Exhibit 1.19 reveals thatidentification gender identification of enrolled Fall 2019, a strong of students residing Exhibit 1.19 reveals that gender of students in courses at majority the Tehama Campus for for in Exhibit 1.19 reveals that gender identification of students enrolled in courses at the Tehama Campus in courses at the Tehama Campus area identified aspopulation. female (72.2%), Fall 2019 did not reflect the same percentage breakdown asthe the service area adult population. In Fall Fall students 2019 didenrolled not reflect the same percentage breakdown asservice the service area adult In Fallthen 2019,2019, a strong majority students residing in percentage the area identified as female (72.2%), then male foraFall 2019 didofnot theresiding same male (24.4%), and small amount asthen other (3.4%). strong majority ofreflect students in service the service area identified asa female (72.2%), male (24.4%), and aand small as other (3.4%). breakdown asamount theamount service area adult(3.4%). population. In (24.4%), a small as other Exhibit 1.19 Adult1.19 Students Residing in Service Area by Gender (Fall(Fall 2019) Exhibit 1.19 Adult Students Residing in Service by Gender 2019) (Fall 2019) Exhibit Adult Students Residing inArea Service Area by Gender

19 19

137 137

MaleMale Female Female Unreported/ Unreported/ OtherOther

406 406

Shasta College Office of Institutional Research Source:Source: Shasta College Office of Institutional Source: Shasta College Office of Research Institutional Research

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.1D – Socioeconomic Profile of Service 1.1D – Socioeconomic Profile ofArea Service Area

Educational attainment is defined as the highest level of education completed by an individual. Lower Educational attainment attainment is defined as thetohighest reveal that rates 15.5% and of individuals in the levels of educational are linked highercategories unemployment lower earnings level of education completed by an individual. service area do not have a high school diploma. Of (Employment and Unemployment Rates by Educational Attainment, National Center for Education Lower levels of educational attainment are the 23.9% of residents who have a college degree, Statistics). Exhibit 1.20 presents the educational attainment for individuals in the service area over the linked to higher unemployment rates and lower 8.3% (3,629) have an associate degree, 11.1% age of 25. Most residents (76.1%)and doUnemployment not have a college and aare categorized (13,361) earnings (Employment Rates degree (4,864) have bachelor's degree,as and30.5% 4.5% (2004) having some by college and no degree, 30.1% (13,212) being high school graduates or equivalent, 8.3% Educational Attainment, National Center have a graduate or professional degree. Compared (3,626) havingforcompleted somewhere between 9th and 12th grade but not earning a diploma, and 7.2% Education Statistics). Exhibit 1.20 presents to State averages, Tehama County has higher (3,154) havingthecompleted than 9th The lowest reveal that 15.5% offollowing individuals educationalless attainment forgrade. individuals in the two levelscategories of educational attainment in the areanot overhave the age of 25. Most diploma. residents Ofcategories: highofschool graduates (Tehama in the serviceservice area do a high school the 23.9% residents who have a30.1%, college (76.1%) do not have a college degree and are State 20.5%), some college and no degree (Tehama degree, 8.3% (3,629) have an associate degree, 11.1% (4,864) have a bachelor's degree, and 4.5% (2004) categorized as 30.5% (13,361) having some college 30.5%, State 21.1%), andCounty associatehas degrees (Tehahave a graduate or professional degree. Compared to State averages, Tehama higher levels and no degree, 30.1% (13,212) being high school ma 8.3%, State 7.8%). The Tehama Campus proof educational attainment in the following categories: high school graduates (Tehama 30.1%, State graduates or equivalent, 8.3% (3,626) having com- vides local opportunities to help individuals with 20.5%), somepleted college and no degree 30.5%, State GED 21.1%), and associate degrees (Tehama 8.3%, somewhere between (Tehama 9th and 12th grade but attainment, workforce training, certificates, State 7.8%). The Tehama Campus provides local opportunities to help individuals with GED attainment, not earning a diploma, and 7.2% (3,154) having associate degrees, university transfer degrees, and workforce training, certificates, associate degrees, transfer degrees, and four-year university completed less than 9th grade. The lowestuniversity two four-year university general education completion. general education completion.

NUMBER OF INDIVIDUALS

Exhibit 1.20 Educational for Population over 25 within Service (2019) Exhibit 1.20 Attainment Educational Attainment for Population over 25 withinArea Service Area (2019) 16000 14000 12000 10000 8000 6000 4000 2000 0

13,361

13,212

4,864

3,629

3,154

3,626

Less than 9th grade

9th - 12th grade, No diploma

High school Some college, graduate no degree (includes equivalency)

Associate's Degree

2,004 Bachelor's Degree

Graduate or Professional Degree

Source: American Community Survey 5-Year Population Educational Attainment Estimates (2019); US Census Bureau

Exhibit 1.21 provides 10-year (2010–2019) annual income level estimates for households in the service provides 10-year annual earned 25.8% between earned between $25,000 and $49,999, area. In 2019,Exhibit 29.2%1.21 earned less than(2010–2019) $24,999, 25.8% $25,000 and $49,999, 27.9% income level estimates for households in the ser- 27.9% earned between $50,000 and $99,999, and earned between $50,000 and $99,999, and 17.1% earned more than $100,000. vice area. In 2019, 29.2% earned less than $24,999, 17.1% earned more than $100,000. Exhibit 1.21 Historical Annual Income Level within Service Area (2010–2019) Annual Exhibit 1.21 Historical Annual Income Level within Service Area (2010–2019) 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Income Level Less than $24,999 $25,000 to $49,999 $50,000 to $99,999 $100,000 or greater Total Households

Annual 7,359 Income Level

7,359

7,429 2011 6,877 20126,6152013 6,553 2010 2014 6,851 2015 7,333

Less than $24,999

7,359

$25,000 to $49,999

7,359

$50,000 to $99,999

6,136

6,136 2,633

7,059

6,964

6,997

6,912

6,406

6,591

6,816

6,657

6,697

6,837

6,912

6,323

7,333

6,877 7,372

6,553

7,059

6,248

7,181

6,915 6,248

6,744 6,245 6,744

$100,000 2,633 2,857 3,109 3,109Estimates; 3,147 US Census 3,199 Bureau 3,075 Source: American Community 5-Year Population Annual Income or greater Survey

3,576

3,681

4,144

23,712

24,025

24,189

23,858

23,486

23,764

23,858

23,374

23,764

6,816

23,480

23,374 18

23,480

6,657

23,704

23,573

Source: American Community Survey 5-Year Population Annual Income Estimates; US Census Bureau

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

23,712

3,681

6,245

7,056

6,915

6,591

3,199

6,323

6,976

3,576

6,406

3,147

6,997

6,889

6,837

6,238

3,109

6,964

6,851

7,056 2019

6,697

Total Households

3,109

6,615

7,181 2018

3,075

23,486

2,857

6,976 2017

7,372

7,429

6,238

6,889 2016

24,025

4,144 24,189

Exhibit 1.22 shows the California Employment Development Department Labor Force data estimates of Tehama County and the State of Califor-

nia. In 2019, the Tehama County unemployment rate was 5.7%, while the California unemployment rate was 4.2%.

Exhibit 1.22 shows the California Employment Development Department Labor Force data estimates of Exhibit 1.22 Tehama County Labor Force Data (2019) Tehama County and the State of California. In 2019, the Tehama County unemployment rate was 5.7%, while the California unemployment rate was 4.2%. Unemployment Area

Labor Force

Employment

Unemployment

Exhibit 1.22 Tehama County Labor Force Data (2019) Tehama County 25,550 24,090 1,460 Area Labor Force Employment Unemployment CaliforniaCounty 19,353,700 18,550,500 803,200 Tehama 25,550 24,090 1,460 Source: Employment Development Department, Labor Market Information: Annual Average California 19,353,700 18,550,500 803,200 Industry Employment & Labor Force Data (2019)

Rate

5.7%

Unemployment Rate 5.7% 4.2%

4.2%

Source: Employment Development Department, Labor Market Information: Annual Average Industry Employment & Labor Force Data (2019)

Exhibit 1.23 shows the correlation between the Tehama County unemployment rate and the Tehama Exhibit 1.23 shows the correlation between the unemployment rate continued to drop steadily Campus enrollment from 2010 through 2019. Enrollment does not appear to be directly linked to the Tehama County unemployment rate and the over time. Variables such as adapting the Tehama Tehama County unemployment decreased during the Great Recession but stabilized Tehama Campus enrollment fromrate. 2010Enrollment through Campus academic program offerings, local indusand2019. began to grow as the county unemployment rate continued to drop steadily over time. Enrollment does not appear to be directly try changes, and job trends could contribute to Variables suchlinked as adapting the Tehama Campus academic program offerings, local and industry changes, and job to the Tehama County unemployment rate. the appearance of enrollment unemployment trends could decreased contribute to the theGreat appearance enrollment unemployment being unrelated, Enrollment during Recession ofbeing unrelated, and independent metrics. but stabilized and began to grow as the county independent metrics.

Exhibit 1.23 Tehama CountyUnemployment Unemployment & & Tehama Tehama Campus Exhibit 1.23 Tehama County CampusEnrollment Enrollment(2010–2019) (2010–2019)

Unemployment Rate

16.0% 14.0%

5000

15.8% 4,340

12.0%

15.2% 3,493

4,691

14.0% 3,181

10.0%

11.8% 2,949

8.0%

2,948

4,627

3000

3,087

2500

9.7% 8.0%

6.0%

7.1%

4.0%

2000 6.4%

5.8%

5.7%

2.0% 0.0%

4000 3500

3,617

2,930

4500

1500 1000

Number of Enrollments

18.0%

500 2010

2011

2012

2013

2014

Unemployment

2015

2016

2017

2018

2019

Enrollment

Source: Employment Development Department, Labor Market Information (2019); Shasta College Office of Institutional Research

25 Shasta-Tehama-Trinity Joint Community CollegeCounty’s District Tehama Campus higher to Tehama Educational 2021 far lower median income Exhibit 1.24 highlights Tehama significantly povertyCenter rate | and as compared to State averages. In 2019, the poverty threshold for a family of four was $25,298 for Needs Assessment for the transition of Shasta College

Exhibit 1.24 highlights Tehama County’s significantly higher poverty rate and far lower median income as compared to State averages. In 2019, the poverty threshold for a family of four was $25,298 for Tehama County and $25,750 for the State. The median household income was $44,514 for Tehama County, while the State was $75,235. The average household size in Tehama County

was 2.61 compared to the State at 2.95. The per capita income in Tehama County was $24,301, while the State was $36,955; and 15.5% of Tehama County families were below the poverty line, while the State average was 9.6%. The median income for a household and per capita income for Tehama County were both lower than the State-wide averages.

Exhibit 1.24 County Data on Household Size, Income, & Poverty Rate (2019) Average Household Size

Median Household Income

Per Capita Income

% of Families Below Poverty Line

Tehama

2.61

$44,514

$24,301

15.5%

California

2.95

$75,235

$36,955

9.6%

Area

Source: American Community Survey 5-Year Population & Income Estimates (2019); US Census Bureau

Conflicting data from the US Census Bureau prompted the creation of Exhibit 1.25, which disaggregates Tehama County by ZIP codes (census tracts) and assigns weighted averages according to population. Exhibit 1.25 reveals significant disparities compared to State averages, with an average 22% of Tehama County households falling below

the poverty line compared to the State average of 9.6%. The Tehama County average per capita income ($17,617) was less than half of the State average ($36,955). The city of Red Bluff had an average of 27.3% of households below the poverty line.

Exhibit 1.25 Census Tract Data on Household Size, Income, & Poverty Rate (2019) Zip Code(s)

Ave. Household Size

Median Household Income

Per Capita Income

% of Families Below Poverty Line

Campbellville, Dales, Manton, Mill Creek, Mineral, Paynes Creek, Unincorporated Communities–East Tehama County

95973, 96080, 96059, 96061, 96063, 96075, unassigned

2.40

$ 48,522.00

$ 20,217.50

14.2%

Cottonwood

96022

2.60

$ 48,571.00

$ 18,681.15

20.6%

Beegum, Flournoy, Paskenta, Rancho Tehama Preserve, Unincorporated Communities–West Tehama County

96076, 96029, 96074, 96021, 96080, unassigned

2.52

$ 46,250.00

$ 18,353.17

20.0%

Bend

96080

2.69

$79,000.00

$29,368.03

11.8%

Red Bluff

96080

2.57

$32,467.26

$13,013.85

27.3%

Dairyville, Gerber, Las Flores, Proberta

96080, 96035

2.97

$ 47,661.00

$ 16,047.47

20.7%

Los Molinos, Tehama, Vina

96055, 96090, 96091

2.48

$ 43,347.00

$ 17,478.63

20.3%

Corning, Richfield, Squaw Hill

96021

2.78

$ 47,796.72

$ 17,270.62

24.5%

2.64

$ 45,996.68

$ 17,617.25

22.0%

Census Tract Area(s)

5, 6 & 7

10 & 11

Primary Cities & Communities

Total (Tehama County)

Source: American Community Survey 5-Year Population Estimates (2019); US Census Bureau; ArcGIS

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

of Median Household Income for Service Area (2019) Exhibits 1.26 and 1.27 show median household incomes by ZIP code (census tract) for Tehama County. While the Tehama Campus serves all of Tehama County, it is centered in the areas with the

highest poverty rates (31.4% of households below the poverty line) and lowest incomes (Exhibit 1.27).

Exhibit 1.26 Map of Median Household Income for Service Area (2019) Exhibit 1.26 Map of Median Household Income for Service Area (2019)

Source:American American Community Survey 5-Year Population Income Estimates Source: Community Survey 5-Year Population MedianMedian Income Estimates (2019); ArcGIS munity Survey 5-Year Population Median Income Estimates (2019); ArcGIS(2019); ArcGIS

Exhibit1.27 1.27Map MapofofMedian Median Household Income for Immediate Service (2019) Exhibit Household Income for Immediate Service AreaArea (2019)

of Median Household Income for Immediate Service Area (2019)

Source: American Community Survey 5-Year Population Median Income Estimates (2019); ArcGIS

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.1E – Identify Preferences & Needs for Community College Programs, Student Services & Any Other Services on the Part of Individuals in the Service Area Tehama County has a great need for higher education opportunities, as 76.1% of adults over the age of 25 do not have a college degree: 30.5% have some college but no degree, 30.1% have only a high school diploma or equivalent, and 15.5% do not have a high school diploma (see section 1.1D, Exhibit 1.20). The Tehama Campus provides local opportunities to help individuals with GED attainment, workforce training, certificates, associate degrees, university transfer degrees, and four-year university general education completion. The Tehama Campus is the only higher education institution in Tehama County and benefits all local school districts. Red Bluff Elementary, Red Bluff

Joint Union High, the Tehama County Department of Education, and Antelope Elementary school districts are within five miles of the Tehama Campus. Nearby districts include Lassen View Elementary, Gerber Union Elementary, Reeds Creek Elementary, Evergreen Union, Richfield Elementary, Los Molinos Unified, Corning Union Elementary, Corning Union High, Kirkwood Elementary, and Flournoy Elementary. Exhibit 1.28 lists the Tehama County schools within each district that were operating in the 2019–2020 academic year, with their proximities to the Tehama Campus. Schools that are no longer operating, or not currently operating, are identified in Exhibit 1.28 by an asterisk.

Exhibit 1.28 Tehama County District Schools (K–12th grades) Tehama County Schools

Type

Grades

Location

Proximity to Tehama Campus

Red Bluff Union Elementary School District William M. Metteer Elementary

Public

K–5th

Red Bluff

1.9 mi

6 min.

Adventist Christian Elementary School

Private

1st–8th

Red Bluff

2.0 mi

7 min.

Jackson Heights Elementary

Public

K–5th

Red Bluff

2.2 mi

7 min.

Community Day

K–8th

Red Bluff

2.3 mi

8 min.

Vista Preparatory Academy

Public

6th–8th

Red Bluff

2.3 mi

8 min.

Bidwell Elementary

Public

K–5th

Red Bluff

2.8 mi

9 min.

Calvary Christian Academy Red Bluff

Private

K–12th

Red Bluff

3.4 mi

9 min.

Sacred Heart School

Private

K–8th

Red Bluff

3.8 mi

7 min.

Private

7th–12th

Red Bluff

Salisbury High

Continuation

9th–12th

Red Bluff

2.3 mi

7 min.

Red Bluff High

Public

9th–12th

Red Bluff

3.2 mi

11 min.

Whittenberg Country School

Private

K–8th

Red Bluff

7.9 mi

17 min.

Red Bluff Community Day

Red Bluff Joint Union High School District Mercy High School and STREAM Academy*

Source: California Department of Education; Google Earth

*closed 6/30/2020–7/1/2020; Location information not available.

Continued on the following page...

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 1.28 Tehama County District Schools (K–12th grades) continued... Tehama County Schools

Type

Grades

Location

Proximity to Tehama Campus

Tehama County Department of Education School District Tehama eLearning Academy

Public Charter

7th–12th

Red Bluff

2.2 mi

7 min.

Lincoln Street

Public Charter

K–8th

Red Bluff

2.6 mi

9 min.

Tehama Oaks High

Juvenile Court

K–12th

Red Bluff

3.0 mi

9 min.

Public

P–Adult

Red Bluff

4.2 mi

8 min.

Tehama County Special Education

Antelope Elementary School District Independent Educational Programs, Inc.—Red Bluff

Private

K–10th

Red Bluff

3.5 mi

6 min.

Antelope Elementary

Public

K–5th

Red Bluff

3.6 mi

6 min.

Berrendos Middle

Public

6th–8th

Red Bluff

3.6 mi

7 min.

Public Charter

5th–8th

Red Bluff

4.1 mi

7 min.

Public

K–5th

Paynes Creek

25 mi

28 min.

Lassen-Antelope Volcanic Academy (LAVA) Plum Valley Elementary

Lassen View Elementary School District Lassen View Christian School

Private

1st–10th

Red Bluff

5.0 mi

11 min.

Lassen View Elementary

Public

K–8th

Los Molinos

11 mi

15 min.

K–8th

Gerber

9.0 mi

15 min.

K–8th

Red Bluff

9.2 mi

18 min.

Public

K–8th

Red Bluff

10 mi

13 min.

Evergreen Community Day School

Community Day

5th–8th

Cottonwood

18 mi

19 min.

Evergreen Community Day School

Community Day

K–5th

Cottonwood

18 mi

19 min.

Evergreen Elementary

Public

K–5th

Cottonwood

18 mi

19 min.

Evergreen Institute of Excellence

Public Charter

K–12th

Cottonwood

18 mi

19 min.

Evergreen Middle

Public

5th–8th

Cottonwood

18 mi

19 min.

Olive Tree Academy*

Private

1st–12th

Cottonwood

K–8th

Corning

17 mi

25 min.

Gerber Union Elementary School District Gerber Elementary

Public

Reeds Creek Elementary School District Reeds Creek

Public

Evergreen Union School District Bend Elementary

Richfield Elementary School District Richfield Elementary

Public

Source: California Department of Education; Google Earth

*closed 6/30/2020–7/1/2020; Location information not available.

Continued on the following page...

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 1.28 Tehama County District Schools (K–12th grades) continued... Tehama County Schools

Type

Grades

Location

Proximity to Tehama Campus

Los Molinos Unified School District Los Molinos Elementary

Public

K–8th

Los Molinos

17 mi

22 min.

Los Molinos High

Public

9th–12th

Los Molinos

17 mi

21 min.

Vina Elementary

Public

1st–8th

Vina

24 mi

28 min.

Corning Union Elementary School District West Street Elementary

Public

K–6th

Corning

18 mi

23 min.

Woodson Elementary

Public

K–8th

Corning

18 mi

22 min.

Maywood Middle

Public

6th–8th

Corning

20 mi

26 min.

Olive View Elementary

Public

K–6th

Corning

20 mi

26 min.

Rancho Tehama Elementary

Public

K–5th

Corning

20 mi

28 min.

Community Day

K–8th

Corning

21 mi

26 min.

Public

9th–12th

Corning

19 mi

26 min.

Continuation

9th–12th

Corning

20 mi

26 min.

Public

9th–12th

Corning

20 mi

26 min.

K–8th

Corning

25 mi

27 min.

Columbia Academy

Corning Union High School District Corning High Centennial Continuation High Corning Independent Study

Kirkwood Elementary School District Kirkwood Elementary

Public

Flournoy Union Elementary School District Flournoy Elementary

Public

K–8th

Flournoy

31 mi

33 min.

Elkins Elementary*

Public

K–8th

Paskenta

Source: California Department of Education; Google Earth

*closed 6/30/2020–7/1/2020; Location information not available.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

The Tehama Campus enriches all of Tehama First Year College Students (FYCS) at the TehaCounty, including its school districts (Exhibit ma Campus. Traditional FYCS are students who Red Campus Bluff, Salisbury, attended college after graduating high Red Bluff, The1.28). Tehama enrichesLos all ofMolinos, Tehamaand County, including itsimmediately school districts (Exhibit 1.28). Corning High Schools are the four major feeder school. Graduates for the 2019–2020 academic Salisbury, Los Molinos, and Corning High Schools are the four major feeder high schools. Additional high schools. Additional feeder high schools in- year included 55.2% from Red Bluff Union High feeder high schools include Evergreen Institute of Excellence, Tehama Oaks High School, Olive Tree clude Evergreen Institute of Excellence, Tehama School District, 31.4% from Corning High School Academy, Calvary Christian Academy, School,7.4% and STREAM Oaks High School, Olive Tree Academy,Mercy CalvaryHighDistrict, from Los Academy. Molinos High School, Christian Academy, High School, and rate and 6.1% from otherthe schools. percentage of Exhibit 1.29 shows theMercy Tehama Campus capture by comparing totalThe number of Tehama County STREAM Academy. high school graduates from Tehama County feeder feeder high school graduates to traditional First Year College Students (FYCS) at the Tehama Campus. schools who went on to attend Tehama Campus Traditional FYCS are students who attended college immediately after graduating high school. Exhibit 1.29 shows the Tehama Campus capture classes has remained steady at approximately 11% Graduates for rate the by 2019–2020 year included 55.2%from from2016–2017 Red BlufftoUnion High School District, 31.4% from comparingacademic the total number of Tehama 2019–2020. Corning District, 7.4%tofrom Los Molinos High School, and 6.1% from other schools. The CountyHigh feederSchool high school graduates traditional percentage of high school graduates from Tehama County feeder schools who went on to attend Tehama Campus has remained approximately from 2016–2017 2019–2020. Exhibitclasses 1.29 Tehama County steady Feeder at H.S. Graduates & 11% Tehama Campus FYCSto Enrollment (2016–2020) Exhibit 1.29 Tehama County Feeder H.S. Graduates & Tehama Campus FYCS Enrollment (2016–2020) 800

Number of Students

700

727

685 624

600

600 500 400 300 200 100 0

2016-2017

2017-2018

2018-2019

H.S. Graduates

2019-2020

FYCS

Source: California Department of Education; Shasta College Office of Institutional Research

The Tehama Campus works in collaboration with local high schools to offer college credit to an increasing number of high school students through the concurrent and dual enrollment programs. During the The Tehama Campus year, works458 in collaboration withof 2,873 pled to(15.9%) 77.8% inlocal 2019–2020. Exhibit 1.30 shows 2017–2018 academic out of a total high school students were enrolled local high schools to offer college credit to an in- the total number of Tehama Campus FYCS per in courses through these programs. By 2019–2020, the number of students had increased to 698 out of creasing number of high school students through year compared to Tehama Campus FYCS who had a total of 3,184 (21.9%). the concurrent and dual enrollment programs. previously taken a course through the concurrent

thein2017–2018 academic year, 458enrollment out of orprograms dual enrollment programs while in highenrollment school. TheDuring growth the concurrent and dual has positively impacted of FYCS a total of 2,873 (15.9%) local high school students at the Tehama Campus. The percentage of Tehama Campus FYCS who previously completed a were enrolled in courses through these programs. This data set highlights successful partnerships concurrent or dual enrollment course was 18.8% in 2017–2018. This percentage more than quadrupled By 2019–2020, the number of students had in- between the Tehama Campus and local high to 77.8% Exhibit 1.30 shows number of Tehama Campus perfrom year compared schools to create more pathways forFYCS students creasedinto2019–2020. 698 out of a total of 3,184 (21.9%).the total to Tehama Campus FYCS who had previously taken through or dual higha course school to college. the Theconcurrent concurrent and dual enrollment The growth in the concurrent and dual enrollment enrollment programs promote college attendance, programs while in high school. programs has positively impacted enrollment of college readiness, seamless matriculation, and stuFYCS at the Tehama Campus. The percentage of dent financial efficiency. These programs positiveTehama Campus FYCS who previously completed ly impact all students in the community, including a concurrent or dual enrollment course was 18.8% first generation and underserved populations. in 2017–2018. This percentage more than quadru24 Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

This data set highlights successful partnerships between the Tehama Campus and local high schools to create more pathways for students from high school to college. The concurrent and dual enrollment programs promote college attendance, college readiness, seamless matriculation, and student financial This data set highlights successful partnerships Tehama Campusincluding and local first highgeneration schools to efficiency. These programs positively impact allbetween studentsthe in the community, create more pathways for students from high school to college. The concurrent and dual enrollment and underserved Exhibit 1.30populations. Tehama Campus Former Dual/Concurrent Students programs promote college(2016–2020) attendance, college readiness, seamless matriculation, and student financial & FYCS Enrollments Exhibit 1.30These Tehama Campus Former Dual/Concurrent Students & FYCS Enrollments efficiency. programs positively impact all students in the community, including(2016–2020) first generation 90.0% 90 and underserved populations.

30 50 20 40

30.0% 50.0%

20.0% 40.0%

10 30

10.0% 30.0%

0 20

15 2017-2018

13 2016-2017

FYCS

2018-2019

2017-2018 Source:College Shasta2016-2017 College of Institutional Research Source: Shasta Office ofOffice Institutional Research

0.0% 20.0%

2019-2020

Former Dual/Concurrent Students Continuing as FYCS 2018-2019

Capture Rate Capture Rate

Enrollments Enrollments

81 80.0% 80 Exhibit 1.30 Tehama Campus Former Dual/Concurrent Students & FYCS Enrollments (2016–2020) 69 65 70.0% 70 63 90.0% 90 81 55 60.0% 60 80.0% 80 69 50.0% 50 65 70.0% 70 63 40.0% 40 55 60.0% 60

% capture 2019-2020

10.0% 0.0%

FYCS the projected FormerTehama Dual/Concurrent Continuing as FYCS that are based % capture Exhibit 1.31 presents CountyStudents high school graduates on the current K–12 enrollments and previous graduation rates. The high school graduate projections remain relatively Source: Shasta College Office of Institutional Research stable Exhibit through 2028–2029. The location of the Tehama Campus and its accessibility to local high 1.31 presents the projected Tehama Coun- of the Tehama Campus and its accessibility toschools Exhibit 1.31 presents the projected Tehama County high graduates that based the current allowstythe District continue high building strong relationships with local high schoolto graduates thatserving are based on school the cur-graduates localschool highand schools allows the are District to on continue K–12 enrollments andcommunity. previous rates. Theserving high school graduate projections remain relatively school districts the rent K–12inenrollments and graduation previous graduation high school graduates and building strong stable rates. through The location of the Tehama Campus and accessibility to local high The 2028–2029. high school graduate projections remain relationships withits local school districts in theschools Exhibitrelatively 1.31 Tehama County2028–2029. Feeder Projections allows the District continue servingH.S. high school and(2017–2029) building strong relationships with local stabletothrough TheGraduate locationgraduates community. school1,000 districts in the community.

Number of Number H.S. Graduates of H.S. Graduates

1.31 Tehama County Feeder H.S. Graduate Projections (2017–2029) ExhibitExhibit 1.31 Tehama County Feeder H.S. Graduate Projections (2017–2029) 900 1,000 800 900 700 800 600 700

710

680

704

721

640 710

680

704

721

755

794

785 713

755

794

785 713

693

711

705

711

705

640

500 600 400 500

2017-18 2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25 2025-26 2026-27 2027-28 2028-29

Source: https://www.dof.ca.gov/Forecasting/Demographics/Projections/Public_K–12_Graded_Enrollment/

400

2017-18 2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25 2025-26 2026-27 2027-28 2028-29

25 Source: https://www.dof.ca.gov/Forecasting/Demographics/Projections/Public_K–12_Graded_Enrollment/

Source: https://www.dof.ca.gov/Forecasting/Demographics/Projections/Public_K–12_Graded_Enrollment/

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.1F – Identify Present & Future Labor Market Requirements for the Proposed Service Area, Region & State Local labor market analysis identified health care, manufacturing, agriculture, tourism and government as major industries within Tehama County in 2016 (Tehama County Labor Market Profile and Industry Sector Analysis, October 2019, Northern Rural Training and Employment Consortium). Labor market data for the North Valley Region, which includes Colusa, Glenn, and Tehama counties, reflects local market data statistics and is used to identify projected industry and occupational increases for the service area. The overall projected growth for the North Valley Region is a 3,600 (9.0%) increase in jobs from 2016–2026. The

industries representing the greatest proportion of jobs in the service area are listed in Exhibit 1.32 and are arranged from largest to smallest percentage growth between 2016 and 2026. According to the Employment Development Department, the industries that are projected to have the largest percentage increase are mining, logging, and construction (38.2%); transportation, warehousing, and utilities (30.6%); educational services (private), health care, and social assistance (12.0%); retail trade (8.6%); government (7.8%); manufacturing (7.6%); and farm (6.4%) (see also section 1.8E, Exhibit 8.04).

Exhibit 1.32 Top Industry Groups in Tehama County with 10-Year Projections (2016–2026)

Industry Title

Percent of Total Jobs (2016)

Baseline Employment Estimate (2016)

Projected Employment Estimate (2026)

Numeric Change (2016– 2026)

Percentage Change (2016–2026)

Mining, Logging, and Construction

2.8%

1,100

1,520

420

38.2%

22, 48–49

Transportation, Warehousing, and Utilities

5.7%

2,290

2,990

700

30.6%

61–62

Educational Services (Private), Health Care, and Social Assistance

10.5%

4,180

4,680

500

12.0%

44–45

Retail Trade

8.7%

3,480

3,780

300

8.6%

Government

20.9%

8,340

8,990

650

7.8%

Manufacturing

9.2%

3,670

3,950

280

7.6%

Total Farm

16.5%

6,610

7,030

420

6.4%

Other Services (excludes 814-Private Household Workers)

1.5%

580

610

5.2%

Wholesale Trade

3.1%

1,230

1,290

4.9%

71–72

Leisure and Hospitality

6.6%

2,630

2,760

130

4.9%

54–56

Professional and Business Services

3.3%

1,300

1,360

4.6%

Information

0.2%

0.0%

Financial Activities

1.6%

650

640

-10

-1.5%

NAICS Code

1133, 21, 23

31–33 -

51 52–53

Source: Employment Development Department 10-Year Industry Projections, North Valley Region (Colusa, Glenn, and Tehama counties), 2016–2026 (2017 Benchmark)

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 1.33 shows the top 25 occupations with the greatest number of jobs in Tehama County, arranged from the largest to the smallest projected percentage growth between 2016 and 2026. According to Labor Market Information for the North Valley Region, the individual occupations projected to have the largest employment increases are personal care aides (26.4%); heavy and tractor-trailer truck drivers (22.0%); laborers and freight, stock, and material movers (17.9%); food preparation and serving workers (13.5%); agricultural equipment operators (11.4%); janitors

and cleaners (11.1%); stock clerks and order fillers (10.8%); and elementary school teachers (9.2%). The largest occupational groups in the North Valley Region with projected growth from 2016 to 2026 include: personal care and service (26.4%); transportation and materials moving (22.0%); healthcare support occupations (21.2%); office and administrative support (17.2%); educational instruction and library occupations (9.8%); and farming, fishing, and forestry (4.6%) (see also section 1.8E, Exhibit 8.05).

Exhibit 1.33 Top 25 Projected Occupations for Tehama County (2016–2026) Occupational Title

Percent of Total Jobs (2016)

Baseline Estimate (2016)

Projected Estimate (2026)

Numerical Change (2016–2026)

Percentage Change (2016–2026)

Personal Care Aides

3.5%

1,400

1,770

370

26.4%

Heavy and TractorTrailer Truck Drivers

2.7%

1,090

1,330

240

22.0%

Laborers and Freight, Stock, and Material Movers, Hand

1.7%

670

790

120

17.9%

Combined Food Preparation and Serving Workers, Including Fast Food

1.9%

740

840

100

13.5%

Agricultural Equipment Operators

0.9%

350

390

11.4%

Janitors and Cleaners, Except Maids and Housekeeping Cleaners

0.9%

360

400

11.1%

Stock Clerks and Order Fillers

0.9%

370

410

10.8%

Elementary School Teachers, Except Special Education

1.6%

650

710

9.2%

Team Assemblers

1.4%

550

600

9.1%

First-Line Supervisors of Retail Sales Workers

1.1%

450

490

8.9%

First-Line Supervisors of Office and Administrative Support Workers

0.9%

340

370

8.8%

General and Operations Managers

1.2%

460

500

8.7%

Teacher Assistants

1.6%

620

670

8.1%

Maintenance and Repair Workers, General

1.3%

510

550

7.8%

Retail Salespersons

1.8%

700

750

7.1%

Farmworkers and Laborers, Crop, Nursery, and Greenhouse

8.4%

3,370

3,530

160

4.7%

Source: Employment Development Department 10-Year Industry Projections, North Valley Region (Colusa, Glenn, and Tehama counties), 2016–2026 (2017 Benchmark)

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 1.33 Top 25 Projected Occupations for Tehama County (2016–2026) continued... Percent of Total Jobs (2016)

Baseline Estimate (2016)

Projected Estimate (2026)

Numerical Change (2016–2026)

Percentage Change (2016–2026)

Separating, Filtering, Clarifying, Precipitating, and Still Machine Setters, Operators, and Tenders

0.8%

300

310

3.3%

Packaging and Filling Machine Operators and Tenders

1.6%

650

670

3.1%

Landscaping and Groundskeeping Workers

0.9%

340

350

2.9%

Cashiers

3.1%

1,240

1,260

1.6%

Farmers, Ranchers, and Other Agricultural Managers

8.3%

3,300

3,270

-30

-0.9%

Office Clerks, General

1.6%

630

620

-10

-1.6%

Bookkeeping, Accounting, and Auditing Clerks

1.2%

490

480

-10

-2.0%

Registered Nurses

0.8%

310

300

-10

-3.2%

Secretaries and Administrative Assistants, Except Legal, Medical, and Executive

1.0%

400

380

-20

-5.0%

Occupational Title

Source: Employment Development Department, Labor Market Information Occupational Employment Projections, North Valley Region (Colusa, Glenn, and Tehama counties), 2016–2026 (2017 Benchmark)

1.1G – Reconcile Labor Market Requirements & Community Program Preferences The Tehama Campus adheres to the California Community College tenet of servicing the whole community. The Tehama Campus provides open access educational opportunities for most of the identified industries and occupations listed in Exhibits 1.32 and 1.33. The wide array of programs offered attempts to provide pathways for students to reach the next level in their careers and education. ESL, Basic Skills, GED prep, and citizenship courses put students on a path to employment in many of the occupations listed in Exhibit 1.33. Specialized courses and programs of study, like the Truck Driving courses, have been added to allow direct pathways to projected growth occupations. General education course offerings prepare students for transfer, while local degrees and certificates provide advancement opportunities in local industries. A three-year average of requested programs of Shasta-Tehama-Trinity Joint Community College District

study by incoming students is shown in Exhibit 1.34 and varies from the labor market data shown in Exhibits 1.32 and 1.33. Requested programs are arranged with the highest percentage of requests to the lowest. The Tehama Campus provides direct completion pathways for most requested programs and entry points for those programs that cannot be fully completed in Tehama. Prerequisites and general education requirements are offered for students who wish to pursue programs that are not fully achievable at the Tehama Campus at this time. Examples of programs that can be started at the Tehama Campus and completed through Shasta College’s Redding Campuses include nursing, medical assisting, art, and agriculture. Courses and programs offered at the Tehama Campus (Exhibits 4.01, 4.02, 4.03, and 4.04) consider the labor market data as well as the top requested programs of study.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

The Tehama Campus strives to prepare students to be successful in their personal goals while aligning educational opportunities with the needs of local industries—offering educational programs that balance labor market data with incoming students’ program requests. An Educational Center desig-

nation will recognize the efforts made and allow the Tehama Campus to continue expanding course offerings and services to accommodate student program requests, while meeting the needs of the labor markets in the community.

Exhibit 1.34 Top 10 Requested Majors of Students Residing in Service Area Rank

Program of Study

% of Students

Business & Commerce Degrees

8.2%

Business Administration Degrees & Certificates

7.6%

Associate Degree Nursing

6.6%

Social Science Degrees

5.9%

Medical Assistant, Technician & Vocational Medical Certificates

5.9%

Art Degrees & Certificates

5.8%

Early Childhood Education, Development, Family Childcare Degrees & Certificates

5.0%

Agricultural Science & Technology Degrees & Certificates

3.6%

Administration of Justice & Public Safety Degrees

3.6%

General Studies Certificates

3.1%

Source: 2019–2021 Shasta College Applicant Outreach Data, 3-Year Average

1.1H – Demonstrate Significant Community Support & Identify Possible Community Opposition Shasta College has received significant community support for the transition of the Tehama Campus into an Educational Center. The Tehama Campus has provided increased access to higher education opportunities in the community for over 12 years. Shasta College has continued its growth of offerings since the 1970s. Community support for the Tehama Campus to achieve Center Status has remained strong since the campus was built in 2009. Establishing the Tehama Campus as an Educational Center has received abundant support from Butte College, California State University Chico, College of the Redwoods, Feather River College, Lassen Community College District, Siskiyou Joint Community College District, and Simpson University (Appendix F). Community groups who have expressed their support include Cornerstone Community Bank, the County of Tehama Board of Supervisors, the Tehama County Department of Education, the Tehama County Sheriff ’s Of-

fice, the Paskenta Band of Nomlaki Indians, the Tehama County Library, Empower Tehama, CAL FIRE Tehama Glenn Unit, and the Tehama County Department of Social Services. Community groups that have partnered with or utilized the Tehama Campus include Expect More Tehama, Tehama County Community Action Agency (Tax Training), Tehama County Department of Social Services (EAC Job Fair), Restpadd PHF (monthly staff meetings), Berrendos Middle School (8th grade leadership day), Tehama County SERRF (afterschool program), and the Red Bluff Elementary School District (Summer STEM program for 6th and 7th graders). The surrounding communities recognize the importance of post-secondary education opportunities, and the benefits graduates bring into the local workforce. Community support for the Tehama Campus to obtain center status has been overwhelmingly positive, with no opposition expressed from any community group or entity.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

SECTION 1.2

Enrollment Projections (10 years from Opening Date) (CCR title 5, § 55180 – 55182) This section discusses the 10-year enrollment and Full Time Equivalent Student (FTES) projections as approved by the State. Student Headcount and FTES projections for the Tehama Campus were approved prior to the global pandemic in early 2020, thus projecting to 2030 instead of 2031. The projections were calculated prior to the COVID-19 pandemic and were based on data through 2018–2019. While outcomes from the global pandemic are uncertain, steps were made by Shasta College to maintain the Tehama Campus’ projected growth (Exhibits 2.02, 2.03, 2.04, and 2.05). Although a one-year extension was granted for this Needs Assessment, the approved data did not include the 2019–2020 enrollment numbers, as it was approved prior to the completion of that year. For consistency, the approved data was used in this section, along with pre-2020 Census population data to predict participation rates. The methodology for developing the projections presented in this section follows the recommended procedures outlined within the California

Shasta-Tehama-Trinity Joint Community College District

Community Colleges Facilities Planning Manual developed by the CCCCO and is consistent with a methodology acceptable to the Department of Finance Demographic Research Unit. Projections employed a three-year rolling average and were based on population participation rates. Population data from the Department of Finance (DOF) was used in 2019 to construct the projections. The projections were approved by the DOF in March of 2020. The District defines an academic year as the leading summer term and two primary terms (fall and spring). For example, the 2019–2020 academic year is defined by the District as Summer 2019, Fall 2019, and Spring 2020. Throughout this section, student headcount and FTES projections follow the District’s definition of the academic year. Annual student headcount refers to the headcount of students and is unduplicated within a given term but may be duplicated within an academic year.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.2A – Provide Historical Enrollment Data that Includes Fall, Spring & Annualized Headcount, FTES, WSCH per Headcount The following tables and graphs show 10 years of historical data on Headcount, FTES, and WSCH per Headcount for the Tehama Campus. These data sets include program growth in positive attendance courses, dual enrollment, interactive video conferencing (ITV), face-to-face, and online courses based in Tehama. All interactive video conferencing sections located on the Redding campus and overseen by Extended Education were not counted. Online FTES was determined by counting only online courses that were taught by Extended Education instructors. Dual Enrollment courses included those taught in the service area. The historical data set in Exhibit 2.01 demonstrates how the Tehama Campus maintained FTES above the 500 minimum requirement for Educational Center status. The annual averages over the past 10 years are 626.9 FTES and 3,586 Headcount.

The first academic year (2009–2010) yielded 4,340 Headcount, 741.1 FTES, and 12.5 WSCH per Headcount. Headcount and FTES declined through the Great Recession and recovery, with the lowest year being 2014–2015 (2,930 Headcount, 547.43 FTES, and 7.04 WSCH per Headcount). The Tehama Campus rebounded through the 2018–2019 academic year, which yielded 4,627 Headcount, 672.31 FTES, and 6.5 WSCH per Headcount. The Tehama Campus has seen a shift in more enrollments with lower FTES/Headcount and WSCH/Headcount ratios over time, indicating there are more students taking fewer courses. The average FTES per Student ratio is 0.18 while the WSCH per Student ratio is 9.68. Positive Attendance hours began with 40,962 in 2009–2010 and dropped to its lowest at 11,978 in 2013–2014. Positive Attendance hours then climbed significantly to 117,627 through 2018–2019, as more non-credit, skill-based courses were added.

Exhibit 2.01 Historic & Average Annual FTES, Enrollment, WSCH, Adult Population & Population Growth (2010–2019)

WSCH

Positive Attendance Hours

FTES per Student (FTES/ Headcount)

Student Participation (Headcount/ Population)

WSCH per Student (WSCH/ Headcount)

P.A. per Student (P.A./ Headcount)

Tehama County Adult Population (18+)

4,340

54,152

40,962

0.17

9.2%

12.48

9.44

47,411

678.3

3,493

40,258

24,290

0.19

7.3%

11.53

6.95

47,770

0.8%

2012

648.7

3,181

37,424

19,336

0.20

6.6%

11.76

6.08

48,048

0.6%

2013

634.9

2,949

35,890

21,606

0.22

6.1%

12.17

7.33

48,186

0.3%

2014

577.1

2,948

43,332

11,978

0.20

6.1%

14.70

4.06

48,349

0.3%

2015

547.4

2,930

20,616

37,208

0.19

6.0%

7.04

12.70

48,497

0.3%

2016

550.1

3,087

23,942

52,627

0.18

6.3%

7.76

17.05

48,702

0.4%

2017

588.8

3,617

26,199

89,280

0.16

7.4%

7.24

24.68

48,901

0.4%

2018

630.4

4,691

26,646

98,937

0.13

9.6%

5.68

21.09

48,998

0.2%

2019

672.3

4,627

30,026

117,627

0.15

9.4%

6.49

25.42

49,236

0.5%

Average (2010– 2019)

626.9

3,586

33,849

51,385

0.18

7.4%

9.68

13.48

48,410

0.4%

Reporting Year

FTES

Headcount

2010

741.1

2011

Source: Department of Finance Approved Enrollment & Population Projections, Letter of Intent (Appendix C)

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Pop. Annual Growth Change

1.2B – Projections Include Fall, Spring & Annualized Headcount, FTES & WSCH per Headcount The following tables and graphs show 10 years of projected FTES, Headcount, WSCH, and Positive Attendance (P.A.) hours for each reporting year. Projections were based on the 10 years of historical data and employed three-year rolling averages as the most conservative methodology. Projections used the Tehama County Adult Population (ages 18+), as provided by the California Department of Finance (DOF). The DOF population data set shows a slow population growth projected for Tehama County, with a steady 0.6% annual growth starting in 2022. A three-year rolling average of Student Adult Participation Rate was used with Tehama County Adult Population data to determine Headcount. Each future year of Student Participation Rate (Headcount/Population) was predicted by using a rolling average of the previous three Student Participation Rate years.

Headcount was then determined by using the Student Participation Rate multiplied by the Tehama Adult Population. Ratios of FTES to Headcount, WSCH to Headcount, and Positive Attendance Hours to Headcount were projected using threeyear rolling averages of each ratio. Headcount and the corresponding ratios were then used to project FTES, WSCH, and P.A. hours. The Tehama Campus has a rising projection of over 600 FTES and a headcount of over 4,000 per year ongoing (Exhibit 2.02). Headcount and FTES projections show a continuous upward trend, with a small decline in 2019–2020 and 2022–2023, before normalizing with a steady 0.5%–1% increase in 2023–2024. All ratios show a continuous steady increase from 2023 onward.

Exhibit 2.02 FTES, Enrollment, WSCH, Adult Population & Population Growth 10-Year Projections (2019– 2030) Reporting Year

FTES

Headcount

WSCH

Positive Attendance Hours

FTES per Student (FTES/ Headcount)

Student Participation (Headcount/ Population)

WSCH per Student (WSCH/ Headcount)

P.A. per Student (P.A./ Headcount)

Tehama County Adult Population (18+)

Pop. Annual Growth Change

2019 (actual)

672.3

4,627

30,026

117,627

0.15

9.4%

6.49

25.42

49,236

0.5%

2020 (projected)

637.0

4,346

28,122

103,137

0.15

8.8%

6.47

23.73

49,445

0.4%

2021 (projected)

652.2

4,597

28,563

107,636

0.14

9.3%

6.21

23.41

49,677

0.5%

2022 (projected)

661.0

4,573

29,225

110,610

0.14

9.1%

6.39

24.19

49,991

0.6%

2023 (projected)

657.6

4,557

28,975

108,356

0.14

9.1%

6.36

23.78

50,278

0.6%

2024 (projected)

664.6

4,629

29,260

110,143

0.14

9.2%

6.32

23.79

50,564

0.6%

2025 (projected)

668.6

4,638

29,486

110,953

0.14

9.1%

6.36

23.92

50,850

0.6%

2026 (projected)

671.1

4,660

29,571

111,057

0.14

9.1%

6.35

23.83

51,136

0.6%

2027 (projected)

675.6

4,695

29,770

111,964

0.14

9.1%

6.34

23.85

51,422

0.6%

2028 (projected)

679.3

4,717

29,940

112,570

0.14

9.1%

6.35

23.87

51,708

0.6%

2029 (projected)

682.9

4,743

30,091

113,107

0.14

9.1%

6.34

23.85

51,994

0.6%

2030 (projected)

686.8

4,770

30,265

113,792

0.14

9.1%

6.34

23.86

52,280

0.6%

Source: Department of Finance Approved Enrollment & Population Projections, Letter of Intent (Appendix C)

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 2.03 presents Exhibit the historic and projected from 2010 through The used a 2.03 presents the historicFTES and projected tuations during2030. the first fewprojections years of projections, FTES and fromshow 2010 through 2030. The projections by a steady annual increase. three-year rolling average fluctuations during the firstfollowed few years of projections, followed by a used a three-year rolling average and show flucsteady annual increase. Exhibit 2.03 presents the historic and projected FTES from 2010 through 2030. The projections used a Exhibit Historic Projected FTES with Three-Year (2010–2030) Exhibit 2.03 2.03rolling Historic &&Projected with Three-Year RollingRolling Average (2010–2030) three-year average and FTES show fluctuations during the firstAverage few years of projections, followed by a 800.0 annual increase. steady 750.0

741.1

Exhibit 2.03 Historic & Projected FTES with Three-Year Rolling Average (2010–2030)

686.8 679.3 700.0 671.1 800.0 672.3 661.0 664.6 652.2 678.3 682.9 675.6 650.0 741.1 668.6 630.4 750.0 648.7 657.6 637.0 634.9 588.8 600.0 686.8 679.3 700.0 671.1 672.3 664.6 661.0 577.1 652.2 678.3 682.9 550.0 675.6 650.0 668.6 547.4 550.1 630.4 648.7 657.6 637.0 500.0 634.9 588.8 600.0 450.0 577.1 550.0 547.4 550.1 500.0 450.0 FTES

3-Year Rolling Average (FTES)

Source: Department of Finance Approved Enrollment & Population Projections, Letter of Intent (Appendix C)

FTES

3-Year Rolling Average (FTES)

Exhibit 2.04 presents the historic and projected Headcount from 2010 through 2030. The projections Exhibit 2.04 presents the historic and projected fluctuations during the first few years of projecused three-year rolling average and2010 show fluctuations first few years of projections, followed Source:aDepartment of Finance Approved Enrollment & Population Projections, Letter the of Intent (Appendix Headcount from through 2030. The during projections, followed byC)a steady annual increase. by a steady annual increase. tions used a three-year rolling average and show Exhibit 2.04 presents the historic and projected Headcount from 2010 through 2030. The projections Exhibit 2.04 Historic & Projected Headcount with Three-Year Rolling used a three-year rolling average and show fluctuations during the first Average few years(2010–2030) of projections, followed by5,000 a steady annual increase. 4,743 4,695 4,691

4,627

4,597

4,638

4,557

Exhibit 2.04 2.04 Historic Headcount with Three-Year Rolling Average 4,340 Exhibit Historic&&Projected Projected Headcount with Three-Year Rolling(2010–2030) Average (2010–2030) 4,717 4,500

5,000 4,000

4,500 4,340 3,500 3,493 4,000 3,181 3,000 3,500 2,500 3,000

4,629

4,573

3,493 3,181

4,691 3,617

4,346 4,627 4,597 4,346

3,087

4,573

4,660

4,695

4,638

4,557

4,629

4,660

2,949 2,948 2,930 3,617 3,087 2,949 2,948 2,930

2,500 Headcount

3-Year Rolling Average (Headcount)

Source: Department of Finance Approved Enrollment & Population Projections, Letter of Intent (Appendix C)

Headcount

3-Year Rolling Average (Headcount)

Source: Department of Finance Approved Enrollment & Population Projections, Letter of Intent (Appendix C)

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

4,770

4,743 4,717

4,770

Exhibit 2.05 presents the historic and projected

show fluctuations during the first few years of

Exhibit presents the through historic2030. and projected WSCHfollowed and P.A. WSCH 2.05 and P.A. from 2010 The projections, by afrom steady2010 annualthrough increase. 2030. The projections used a three-year and show fluctuations during the first few years of projections used a three-year rollingrolling averageaverage and projections, followed by a steady annual increase. Exhibit 2.05 Historic & Projected WSCH & P.A. with Three-Year Rolling Average (2010–2030)

Exhibit 2.05 Historic & Projected WSCH & P.A. with Three-Year Rolling Average (2010–2030) 126,000

117,627

106,000

98,937 89,280

86,000 66,000

107,636 110,610 110,143

103,137

108,356

111,057

110,953

112,570

111,964

113,792 113,107

54,152

52,627 43,332 37,208 37,424 35,890 46,000 29,260 29,940 30,265 28,122 29,225 29,571 23,942 26,646 40,962 21,606 26,000 24,290 30,091 30,026 29,770 29,486 28,975 28,563 19,336 11,978 20,616 26,199 6,000 40,258

WSCH

3-Year Rolling Average (WSCH)

3-Year Rolling Average (PA)

Source: Department of Finance Approved Enrollment & Population Projections, Letter of Intent (Appendix C)

Participation rate may be viewed as a percentage or defined as the rate at which adult residents (aged 18+) enroll in a given academic year (Headcount) per 1,000 persons within the service area. The historic and 10-year projected participation rates of enrollment per 1,000 persons for the Tehama Campus are shown in Exhibits 2.06 and 2.07. The Tehama Campus participation rate declined through the Great Recession recovery period and then increased over time. The Tehama Campus' first academic year (2009–2010) yielded a participation rate of 91.54. During the 2018–2019 academic year, the Tehama Campus experienced a participation rate of 93.98 students per 1,000 adult persons within the service area. The Tehama Campus average participation rate from 2010 to 2019 was 74.05 and is projected to increase to 91.24 in 2030. Starting with the first academic year in 2009–2010, there was a steady decrease in Headcount to the lowest point in 2014–2015, which yielded a 60.42 participation rate. The decline is attributed to the Great Recession and slow recession recovery. After the Great Recession, a steady and more rapid increase continued, with the peak participation rate of 95.74 in 2017–2018. The Tehama Campus enrollment decline Needs inversely corresponds peak Assessment for the transition of to Shasta Collegewages for 41Tehama County (Wages Shasta-Tehama-Trinity Joint Community College District Tehama Campus to Tehama Educational Center | 2021 Data for Tehama, Shasta & Trinity Counties, 2009–2019, Bureau of Economic Analysis). Tehama County

2019 was 74.05 and is projected to increase to 91.24 in 2030. Starting with the first academic year in 2009–2010, there was a steady decrease in Headcount to the lowest point in 2014–2015, which yielded a 60.42 participation rate. The decline is attributed to the Great Recession and slow recession recovery. After the Great Recession, a steady and more rapid increase continued, with the peak participation rate of 95.74 in 2017–2018. The Tehama Campus enrollment decline inversely corresponds to peak wages for Tehama County (Wages Data for Tehama, Shasta & Trinity Counties, 2009–2019, Bureau of Economic Analysis). Tehama County wages peaked in 2014 and then declined, countering enrollment trends.

Exhibit 2.06 FTES & Enrollment 10-Year Projections (2019–2030) Reporting Year

FTES/Headcount Enrollment

Participation Rate (Headcount / 1000 Persons)

2010 (actual)

0.17

91.54

2011 (actual)

0.19

73.12

2012 (actual)

0.20

66.20

2013 (actual)

0.22

61.20

2014 (actual)

0.20

60.97

2015 (actual)

0.19

60.42

2016 (actual)

0.18

63.39

2017 (actual)

0.16

73.97

2018 (actual)

0.13

95.74

2019 (actual)

0.15

93.98

2020 (projected)

0.15

87.89

2021 (projected)

0.14

92.54

2022 (projected)

0.14

91.47

2023 (projected)

0.14

90.63

2024 (projected)

0.14

91.55

2025 (projected)

0.14

91.22

2026 (projected)

0.14

91.13

2027 (projected)

0.14

91.30

2028 (projected)

0.14

91.21

2029 (projected)

0.14

91.21

2030 (projected)

0.14

91.24

Source: Department of Finance Approved Enrollment & Population Projections, Letter of Intent (Appendix C)

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

2030 (projected)

0.14

Source: Department of Finance Approved Enrollment & Population Projections, Letter of Intent (Appendix C)

91.24

0.23 0.22 0.22 91.48 91.55 91.13 91.24 91.22 91.54 0.20 95.74 0.21 93.98 0.20 0.19 91.21 91.22 92.54 90.64 91.30 0.20 0.19 87.90 0.19 0.18 0.18 0.17 0.16 0.17 0.16 73.97 73.12 0.15 0.15 0.14 0.14 0.14 0.14 0.14 0.14 0.14 0.14 0.14 0.14 0.15 0.13 66.20 0.14 63.39 61.20 0.13 60.97 60.42 0.12

FTES/Headcount

100 95 90 85 80 75 70 65 60 55

Participation Rate

FTES/Headcount

Exhibit 2.07 Historic ParticipationRate Rate (2010–2030) Exhibit 2.07 Historic&&Projected ProjectedFTES/Headcount FTES/Headcount &&Participation (2010–2030)

Estimated Participation Rate (Headcount/1000 Persons)

Source: Department of Finance Approved Enrollment & Population Projections, Letter of Intent (Appendix C)

The FTES projections are conservative, but have some limitations. The forecasting model does not The FTES projections are conservative, but have global pandemic, and the potential additional reconsider additional developed at this time,foradditional services being provided to some limitations. Theprograms forecasting being model does not sources planned future allocation. In addition, students in the recently completed Student Services Building, increases in tutoring and student success consider additional programs being developed at the population data set was taken before the 2020 services, positive or negative effects from the global pandemic, and the potential additional this time, additional services being provided to stu- Census and does not include population variances, resources dents in recently completedInStudent Services such as people relocated Tehamathe County planned forthe future allocation. addition, the population data who set was takentobefore 2020 Census and Building, increasespopulation in tutoring and student success due to Camp and Carrto Fire displacement. does not include variances, such as people whoFire relocated Tehama County due to Camp positive or negative effects from the Fireservices, and Carr Fire displacement.

1.2C – Ensure Projections Justify Regional Demand for Educational Center Status, Taking Neighboring Districts & Their Excess Capacity into Account Historic and projected enrollment for the Tehama Campus justifies consideration for Educational Center status. The Tehama Campus has successfully been serving Tehama County residents since 2009. The projections outlined in 1.2B are consistent with the slow population growth of the county. A strong regional demand for an Educational Center exists, and there are no other colleges or universities in Tehama County. The great geographic distances to other higher educational opportunities in neighboring districts are barriers for residents. Adult population (18+) 10-year projections for the service area are listed in Exhibit 2.08. The population data does not include recent variables includ-

ing36possible population increases due to recent displacements from wildfires and the pandemic. The Tehama County adult population (18+) is expected to slightly rise over the next 10 years. Tehama County’s low incomes, high poverty rates, low educational attainment, and limited local opportunities create an underserved community with many challenges. The Tehama Campus has been successfully serving Tehama County’s underserved populations for 12 years through significant investments in programs, facilities, and services. The Tehama Campus is prepared to continue and increase the levels of service to the local communities over the next 10 years.

Exhibit 2.08 Estimated & Projected Service Area Adult Population (2020–2030) Tehama County Adult Population (Ages 18+) 2020

2021

2022

2023

2024

2025

2026

2027

2028

2029

2030

49,445

49,677

49,991

50,278

50,564

50,850

51,136

51,422

51,708

51,994

52,280

Source: Department of Finance Approved Enrollment & Population Projections, Letter of Intent (Appendix C)

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.2D – DOF Demographic Research Unit Approval The Department of Finance (DOF) Demographic Research Unit has reviewed and approved the FTES and enrollment projections for Shasta College’s Tehama Campus (Exhibit 2.09, see Appendix D for March 5, 2020 approval letter). The historic FTES data and future projections satisfy the initial requirement of 500 FTES to

obtain Educational Center status. The Tehama Campus has continually surpassed the 500 FTES requirement since the campus opened in Fall of 2009. The 2018–2019 academic year generated 4,627 in student Headcount and 672.31 FTES. The 2029–2030 academic year is projected to have 4,770 in student headcount and 686.78 FTES.

Exhibit 2.09 DOF Approved Enrollment Projections for the Tehama Campus (2018–2030) Shasta-Tehama-Trinity Joint Community College District Tehama Educational Center Reporting Year

Annual Enrollment

Annual FTES

FTES/Enrollment

2019 (actual)

4,627

672.3

0.15

2020 (projected)

4,346

637.0

0.15

2021 (projected)

4,597

652.2

0.14

2022 (projected)

4,573

661.0

0.14

2023 (projected)

4,557

657.6

0.14

2024 (projected)

4,629

664.6

0.14

2025 (projected)

4,638

668.6

0.14

2026 (projected)

4,660

671.1

0.14

2027 (projected)

4,695

675.6

0.14

2028 (projected)

4,717

679.3

0.14

2029 (projected)

4,743

682.9

0.14

2030 (projected)

4,770

686.8

0.14

Source: Department of Finance Approved Enrollment & Population Projections, Letter of Intent (Appendix C)

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.2E – If Existing District Colleges & Centers Do Not Exceed Planned Enrollments, Justification of Regional or Local Need for the New Center The 2018–2019 academic year yielded 4,627 in annual enrollment and 672.31 FTES. The Tehama Campus has consistently exceeded the minimum threshold of 500 FTES for an Educational Center since opening in 2009. Although FTES and enrollment declined in 2014–2015, the Tehama Campus continued to meet the minimum FTES requirement. The state-wide budget crisis from 2008 to 2012 caused the District to scale back program offerings and slowly add back. However, FTES at the Tehama Campus consistently remained above 500. The Tehama Campus has been steadily increasing FTES over time. Although the effects of the 2020 pandemic are still uncertain, the District has made efforts to ease any potential FTES declines through future additional program offerings and the ability for Tehama students to access more degree programs through online and in-person courses. The Tehama Campus is an existing facility with recorded growth. Shasta College has been offering courses in Tehama County since the mid-1970s and the demand for classes has steadily risen over time. The Tehama Campus has established positive relationships with community organizations and local school districts. Tehama County has been historically underserved and Shasta College has been working to expand program offerings. The Tehama Campus will continue to grow by focusing on the needs of the community, increasing outreach efforts, expanding facilities, offering a wide variety of programs, lengthening operating hours, and supporting the regional population growth. Geographic and socioeconomic barriers

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often result in students moving out of the area or choosing not to pursue their higher education goals. The Tehama Campus is centrally located and has allowed students to remain local while pursuing their education. The investments Shasta College continues to make in serving students throughout the district is evident in new buildings, expanded online and in-person course offerings, and increased student services. This section presented historical and projected Headcount and FTES for the Tehama Campus, which exceeds Education Code’s 500 FTES minimum requirement for an Educational Center. The Tehama Campus has a rising projection of over 600 FTES and a headcount of over 4,000 per year ongoing (Exhibits 2.02, 2.03, 2.04, and 2.05). The historic annual averages over the past 10 years are 626.9 FTES and 3,586 Headcount. The California Department of Finance (DOF) population data set shows a slow population growth projected for Tehama County, with a steady 0.6% annual growth starting in 2022. The forecasting model predicts that annual enrollment and FTES are expected to continually grow at approximately 0.5% annually. The methodology used to develop projections follows the recommended procedures outlined in the California Community Colleges’ Facilities Planning Manual and is based on acceptable methods established by the Department of Finance Demographic Research Unit. The 10-year historical data and steady projections of enrollment at the Tehama Campus satisfies the FTES requirement for an approved Educational Center.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

SECTION 1.3

Alternative Discussion (CCR title 5, § 55184) 1.3A – Expansion of Existing Institutions (More Space) Expansion of instructional space is not anticipated to be necessary in the near future. Increased online and hybrid courses have eased the demand for instructional space, allowing the accommodation of projected growth for at least the next 10 years. Voters approved a bond measure in 2016 (Measure H), which included adding a Student Services Building to the Tehama Campus. The 8,900 sq. ft. building created a “One-Stop-Shop” student experience, which includes access to student services, counselors’ offices, faculty offices, a veterans’ support center, campus safety, and additional administrative offices. The centralized support area provides students with the resources needed for success. Architectural plans were created, construction commenced, and the building officially opened in 2021. The relocation of Student Services to the new building will allow the previous Student Services space to be remodeled into an expanded Tutoring and Learning Center and an enhanced Student Lounge. The Student Services Building is the fourth building on site. The addition of the Student Services Building and

subsequent expansion of the Tutoring and Learning Center and adjoining Student Lounge will create significantly more student support spaces. Instructional capacity also exists in our community partner locations as we expand our ESL offerings throughout the county. The potential 5th building for the campus, also approved as part of Measure H, will include additional classroom space to accommodate larger enrollment in key disciplines, an additional science lab, a signature CTE discipline, and appropriate office space to broaden the Economic and Workforce Development presence. This expansion of the Tehama Campus will continue to benefit the local community, allowing students to fulfill transfer requirements, degree completion, and workforce training. The timeline will be determined by demand and availability of Measure H funds for facility construction. The current facilities are adequate to accommodate the 10-year enrollment projections. Approval of the Tehama Campus as an Educational Center will support continued growth and lay the foundation for future eligibility of state capital outlay funds.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.3B – Increased Utilization of Existing Institutions (Longer Hours, Weekends) The District promotes increased space utilization of all facilities while being mindful of geographic distances students must travel. The courses offered in Tehama County over the last 45 years exceeded capacity of the previously leased institutions, resulting in development of the current site and the construction of four buildings. The 15,132 Assignable Square Footage (ASF) has enough space to accommodate the anticipated 10-year enrollment growth projections (Exhibit 2.10). The current facilities accommodate evening hours,

weekend Emergency Services courses, and Friday afternoon truck driving courses. There is capacity to increase offerings while maintaining Title V policy standards on space utilization. Promoting Redding-based courses as alternatives for students creates more transportation challenges and longer commute times. The District has provided more services to the students in Tehama County to increase students’ consideration in selecting the Tehama Campus as a viable option for their education.

1.3C – Shared Use of Facilities with Other Postsecondary Institutions The Tehama Campus is the only postsecondary institution in Tehama County and has a long history of partnering with local institutions to conduct courses in a variety of facilities. Shared facilities were necessary before the Tehama Campus was built and are employed today in strategic areas to allow more opportunities for students throughout the service area. The limited availability and capacity of community facilities continue to drive growth primarily at the Tehama Campus. Facilities and institutions utilized by Shasta College’s Extended Education division are listed below.

• Corning High School (Corning)

2015–2020

• Young Family Ranch (Weaverville)

• Rolling Hills Casino (Corning) • New Technology High School (Anderson) • Tree of Life International Charter School (Anderson) • Anderson High School (Anderson) • North Valley High School (Anderson) • Kelly’s Fitness Plus (Weaverville)

• Red Bluff High School (Red Bluff)

• Hoopa Education Center (Hoopa)

• First Church of the Nazarene (Red Bluff)

• Amador County Transportation Commission Teleconference Room (Sutter Creek)

• Grace Community Fellowship (Red Bluff) • Metteer Elementary School (Red Bluff) • Tehama County Fairgrounds (Red Bluff) • Tehama County Library (Red Bluff) • First Church of the Nazarene (Red Bluff)

The District also partners with postsecondary institutions at other locations. For example, a partnership between Shasta College and Chico State University has been operating for several years through the Shasta College Health Sciences and University Center in downtown Redding.

1.3D – Use of Non-Traditional Instruction Delivery Shasta College Extended Education has embraced non-traditional delivery methods for decades. In addition to traditional in-person courses, the Tehama Campus employs a wide range of modalities including utilization of Canvas as the Learning Management System, Zoom, asynchronous online courses, synchronous (real-time) online courses, hybrid courses, video conferencing, worksite learning, evening courses, and weekend courses.

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The various course modalities allow accommodations and options for students’ learning styles, schedules, and preferences. The global pandemic has accelerated and improved the quality of non-traditional instructional delivery that Extended Education employs.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.3E – Private Fund Raising or Donations of Land or Facilities Passage of a general obligation bond (Measure A) in 2002 provided $12,000,000 to fund the purchase of land and initial building phase. In 2006, a 40-acre site centrally located in Tehama County, southeast of Red Bluff along the I-5 corridor, was purchased and became the current location of the Tehama Campus. Construction of the first two buildings started in April 2007 and classes began in August 2009 when construction was completed. Interest proceeds in the amount of $762,555.00 and donations of $28,000.00 augmented the initial funds, which allowed for the addition of a third building ahead of schedule. Voters approved another bond measure in 2016 (Measure H) that added a fourth building to the Tehama Campus, which opened in 2021. A possible 5th building planned as part

of Measure H may include additional classroom space to accommodate larger enrollment in key disciplines, a signature CTE discipline, an additional science lab, and appropriate office space to expand the Economic and Workforce Development presence. The timeline will be determined by demand and availability of Measure H funds for facility construction. The current facilities are adequate to accommodate the 10-year enrollment projections (Exhibit 2.10). Additional community support shown through grants and donations that have positively augmented the Tehama Campus include the addition of bus shelters (Red Bluff Rotary grant and volunteers), an outdoor public art piece (grant and local volunteers), beautification foliage (grant), and concrete picnic tables (grant).

1.3F – Alternate Sites Considered Live instruction at various temporary sites in Red Bluff began in the mid-1970s as enrollments and demand grew. With the passage of Measure A in 2002, a serious search began for a permanent location to build the Tehama Campus. Consideration was given to several sites including Corning to the south, Cottonwood to the north, and Red Bluff in central Tehama County. At the conclusion of an exhaustive search, a determination was made in 2006 to purchase the property located in central Red Bluff as it would best serve the entire county. In August 2009, the existing Tehama Campus opened at 770 Diamond Avenue, Red Bluff, CA 96080. During the project planning and due diligence investigation of the 40-acre site, a comprehensive analysis was conducted that included civil engineering and utilities, soil types and bearing capacities, hazardous materials, wetlands and endangered species, traffic impacts, and future

adjacent development impacts. The examination, which also included previous findings of fact, determined that the location met the District's site selection criteria, including but not limited to: 1. Providing centralized access to community college education for Tehama County students 2. Meeting the size requirements for full development 3. Having access to infrastructure 4. Establishing visible and easy access from I-5 5. Utilizing the project site in a manner consistent with the surrounding area 6. Locating near commerce along travel corridors

With the establishment of the Tehama Campus, Shasta College continues to embody the spirit of the California Community Colleges system in providing educational opportunities throughout its service area, despite significant geographic barriers.

1.3G – Cost-Benefit Analysis on all Alternatives and Sites, Strong Sole Sourcing Justification if Property Already Owned, Discussion on Cost-Benefit of Selling Owned Site & Purchase of Another Site The Tehama Campus facilities are established and operating at a successful rate. The facilities and infrastructure have additional capacity for growth. The property is owned and there is room for future expansion. The Tehama Campus offers opportunities for the District to provide better access to higher education programs and services to even the most remote communities in its service area. The Tehama Campus not only contributes to

increasing District enrollment and FTES generation but also creates additional opportunities for long-term partnerships with local high schools, businesses, government agencies, and community groups. Achieving Educational Center status will make the Tehama Campus eligible for future capital outlay funds that it does not have access to independently.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.3H – Proposed Operation Must Be Most Effective & Equitable for Providing the Intended Programs & Services on the Selection Criteria Approval of Educational Center status for the Tehama Campus offers numerous advantages in efficiency, effectiveness, and equity for instruction,

as described in the following subsections (H.1 and H.2).

H.1 – Accessibility of Programs & Services to the Individuals to be Served • The Tehama Campus continues to provide equitable opportunities and services to underserved populations in a rural CA county. Approval of Educational Center status will reaffirm the State’s commitment to equity and support the ongoing endeavor by Shasta College to provide comprehensive support for all students. • Outreach efforts to those within the service area will continue and increase as the campus grows. Established partnerships and community outreach are an integral component to the success of the Tehama Campus. • Achieving Educational Center status has been a goal of Shasta College for over 10 years, as Shasta College is committed to improving access for students. The current college strategic plan includes an institutional goal of using “technology and

other innovations to provide students with improved access to instruction and student services across the District’s large geographic area” (Institutional Goal 2, Shasta College Strategic Master Plan). Within the goal of improving access is Institutional Objective 2.1.b, which states: “Work within California Community Colleges Chancellor’s Office (CCCCO) guidelines to apply for and receive Center Status for the Tehama Campus.” References for attaining Educational Center status appear in other planning documents, including the Facilities Master Plan (pp. 17, 20). • Shasta College Tehama Campus is an important institution for the community. It provides a variety of educational opportunities and options for residents through cultivation of positive working relationships with multiple community organizations and school districts.

H.2 – Content, Quality & Cost of Programs & Services • Programs and services are already established at the Tehama Campus with no additional costs anticipated. Rigor, content, and quality are maintained through Shasta College’s systems as outlined in sections 1.4 and 1.5 of this Needs Assessment. • The Tehama Campus site acreage is owned and sufficient to support continued growth. The District has employed long-term planning and continued investment since the early stages of development. • The Tehama Campus location is ideally situated within the service area for the growing population to utilize as they strive to achieve their educational aspirations. Without the Tehama Campus, the District could lose a significant amount of student headcount and FTES due to the vast geographic service area and the limited

Shasta-Tehama-Trinity Joint Community College District

options for transportation. This could result in the loss of State apportionment funding. • Financial support provided by the community through approved bond measures has allowed the original development of the Tehama Campus and its subsequent growth. • The Tehama Campus would not receive additional apportionment funding by becoming an approved Educational Center until 1,000 FTES is reached. The additional funding at that time would make it possible for the site to enhance existing course offerings, develop additional programs, and increase student services. The added funding would come at a time when expanded programs and services are needed.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

SECTION 1.4

Academic Planning & Program Justification (Ed. Code, section 70901, 70902; CCR title 5, § 51008, 55180, 55183) 1.4A – Incorporate District Educational Master Plan That Includes Proposed Center & Academic Programs That Have Been Approved by the Chancellor’s Office

Shasta College provides a diverse student population with open access to undergraduate educational programs and learning opportunities, thereby contributing to the social, cultural, creative, intellectual, and economic development of our communities. The District offers general education, transfer and career-technical programs, and basic skills education. Shasta College provides opportunities for students to develop critical thinking, effective communication, quantitative reasoning, information competency, community and global awareness, self-efficacy, and workplace skills. Comprehensive student services programs and community partnerships support student learning and personal development. (Shasta College Mission Statement, Integrated Planning Manual 2017, p. 7, Appendix E)

The Shasta College Educational Master Plan (2012–2030, Appendix E) references the Tehama Campus becoming Tehama College over time (p. 106) and the organization of Shasta College into a multi-college district. The Educational Master Plan highlights the Facilities Master Plan (2014, Appendix E) as an important strategic document to guide the District moving forward. The Facilities Master Plan outlines the Tehama Campus pursuing Educational Center status (p. 17) as an

important district goal. The Strategic Plan (2018– 2021, Appendix E) states Institutional Objective 2.1.b: “Work within California Community Colleges Chancellor’s Office (CCCCO) guidelines to apply for and receive Center Status for the Tehama Campus” (p. 10). The Shasta College Strategic Master Plan (Appendix E) demonstrates academic priorities through several institutional goals. Each goal contains objectives and activities that outline academic direction. Institutional Goal 1 states that “Shasta-Tehama-Trinity Joint Community College District will use innovative best practices in instruction and student services for transfer, career technical, and basic skills students to increase the rate at which students complete degrees, certificates, and transfer requirements.” The following objectives are listed under Institutional Goal 1: • Institutional Objective 1.1: “Increase the number of students who complete degree applicable courses, including English and math, by the end of their first year of enrollment at Shasta College.” • Institutional Objective 1.2: “In accordance with the California Community Colleges Chancellor’s Office (CCCCO) Vision for Success Goals, increase the rate at which students complete certificates, credentials,

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

associate degrees, and transfer goals each academic year through the implementation of Guided Pathways.” • Institutional Objective 1.3: “In accordance with CCCCO Vision for Success Goal 2*, increase the number of students who transfer and/or are transfer prepared annually.” (*The CCCCO Vision for Success Goal 2 is to “Increase by 35 percent the number of CCC students transferring annually to a UC or CSU by 2022.”) Institutional Goal 2 states that “Shasta-Tehama-Trinity Joint Community College District will use technology and other innovations to provide students with improved access to instruction and student services across the District’s large geographically varied area.” Institutional Goal 3 states that “Shasta-Tehama-Trinity Joint Community College District will increase students’ academic and career success through civic and community engagement with educational institutions, businesses and organizations.” A vision is presented of extending higher education opportunities across the 10,000-square mile district (Educational Master Plan p. 5, Strategic Plan pp. 7–12). Shasta College strives to provide a plethora of meaningful educational opportunities to residents throughout the district. Therefore, academic programs for the Tehama Campus closely follow what is achievable in Redding without replicating resource intensive Career Technical Education programs. Tehama Campus academic programs are determined by student demand and courses available online. Regular enrollment studies examine population trends, demographics, employment trends, student success rates, retention rates,

student persistence, and perceptions about Shasta College. Continual examination of researched data identifies and informs planning. Geographic barriers and lack of supporting infrastructure (i.e. lack of broadband coverage in rural areas, poverty, etc.) are examples of identified obstacles for students (Educational Master Plan, Ch. 2, Appendix E). The Tehama Campus was established to provide higher education opportunities for Tehama County residents (Educational Master Plan, p. 5; Strategic Plan, Institutional Goal 2). It is planned that the Tehama Campus will eventually become a full college, expanding Shasta College into a multi-college district (Educational Master Plan, p. 106; Strategic Master Plan, Institutional Objective 2.1, p. 10). The Tehama Campus began with the consolidation of leased facilities in multiple locations and has capacity for expansion on-site (Facilities Master Plan, pp. 7, 17). The Tehama Campus is considered vital to the District by providing local access to education and support services to a significant geographic area (Facilities Master Plan, pp. 18 & 20). Thorough planning and operational efforts have positioned the Tehama Campus to meet Educational Center Status requirements and continue steady growth over time. The CCCCO approved the submitted Letter of Intent (LOI) and provided a list of criteria to be examined in this Needs Assessment. All items are addressed throughout this document with supplemental information provided in the appendices. The Letter of Intent and CCCCO approval letter are provided in Appendix C. The original requested submittal date of July 31, 2020 was extended a year due to the global pandemic. The modified submittal date is July 31, 2021.

1.4B – Identify Preferences for Community College Programs on the Part of Individuals in the Service Area The Tehama Campus has a 12-year record of providing community college programs that meet the preferences of individuals in the community. Shasta College regularly examines graduation data and incoming students’ declared majors for guidance in determining programs to offer. The Tehama Campus mirrors the data for the rest of the college. Based on Shasta College total incoming student data, 40% did not identify an educational goal and 25% identified their desire to transfer to a four-year school either with or without an associate degree. Incoming students’ interest in attaining a local degree, vocational degree, or certificate decreased from 11% in 2006 to 9% in 2011 (Educational Master Plan, p. 30). Approximately 80% of student enrollments are in Shasta-Tehama-Trinity Joint Community College District

transferable courses, with another 15% in degree applicable courses. Credit and noncredit Basic Skills enrollments accounted for 4% of enrollment in 2010–2011 (Educational Master Plan, p. 40). The Tehama Campus collects data on self-declared majors and completed programs of study. A threeyear average of incoming students’ self-declared majors at the Tehama Campus revealed the 10 most desired programs as Nursing, Business, Medical Assisting, Administration of Justice, Art, Psychology, CSU General Education, Early Childhood Education, Health, and Agriculture. The top completed programs of study by Tehama Campus graduates are Social Sciences, Psychology, Allied Health, Natural Sciences, Business Administra-

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

tion, Early Childhood Education, Nursing, CSU General Education, Administration of Justice, Social Sciences, Business—Basic Business, and Medical Assisting. The Tehama Campus focuses on providing pathways for completion and transfer. Some of the major industries in the district are health care, hospitality, retail, and natural resources (Educational Master Plan, p. 53; see also section 1.1F). Health care has the highest wage and growth potential for the area. (Educational Master Plan, p. 55). The Tehama Campus, through careful consideration of student requests, offers all prerequisite courses for health care programs. Early Childhood Education is an example of a certificate program designed with Redding faculty to address the local need for certified early childhood education workers. Truck driving courses (CONS 149) are offered to address the local need for trained operators. Emergency Medical Technician courses are offered to provide required training for local EMTs, firefighters, and other EMS personnel. English as a Second Language courses are offered to address the local needs of community members and migrant workers. GED courses were requested and are offered to provide secondary school graduation opportu-

nities in the service area. The 21 certificates, 27 local degrees, and 35 transfer degrees have all been chosen to provide as many educational opportunities as possible, while also addressing community needs as outlined in section 1.1 of this study. Programs and instructional modalities are routinely evaluated for addressing the local needs of the community. An example of responding to community preferences was the full redesign of Extended Education’s two-year course offering schedule to an annual schedule in 2015. This change provided more options for students and increased entry points. The video conferencing modality was reviewed in 2019 and a transition plan was established to move towards synchronous Zoom-based courses in place of the existing system, which provided greater access to more courses. The 2019 plan was accelerated by the 2020 global pandemic. Previous reviews have resulted in more online technical support for students, expanded online services available, high-speed internet installations at all sites to enhance online learning capabilities, and online tutoring services. The Program Review Committee regularly reviews academic programs for effectiveness and meeting community needs.

1.4C – Description of Proposed Academic Certificate Programs & Objectives for Meeting the Educational Needs & Preferences The Tehama Campus adheres to the California Community Colleges’ tenet of servicing the whole community. Program offerings at the Tehama Campus are focused on providing many educational opportunities and pathways for students. The wide array of programs offered attempts to provide pathways for students to reach the next level in their careers and education. A total of 21 certificates, 27 local degrees, and 35 transfer degrees are currently attainable by Tehama students. Exhibit 4.01 lists the certificates and local degrees, while Exhibit 4.02 shows the transfer degrees. The available degrees and certificates cover a broad range of industries and trades. Programs offered at the Tehama Campus consider local labor market data (Exhibits 1.32 and 1.33, section 1.1F) as well

as the top requested programs of study (Exhibit 1.34, section 1.1G). General education course offerings prepare students for transfer, while local degrees and certificates provide advancement opportunities in local industries. The top completed programs of study by Tehama Campus graduates are University Studies—Social Sciences, Psychology, University Studies—Allied Health, General Studies—Natural Sciences, Business Administration, Early Childhood Education, Associate Degree Nursing, CSU General Education, Administration of Justice, General Studies—Social Sciences, General Studies—Business—Basic Business, and Medical Assisting.

Exhibit 4.01 Certificate & Associate Degrees Obtainable at the Tehama Campus (2020–2021) Certificates

Associate Degrees

Accounting Clerk/ Bookkeeper (CT.3060)

Administration of Justice (AS.1001)

Business Administration—Business Entrepreneurship (CT.3050)

Art (AA.1040)

Continued on next page...

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 4.01 Certificate & Associate Degrees Obtainable at the Tehama Campus (2020–2021) continued... Certificates

Associate Degrees

Business Information Systems Professional (CT.3247)

Business—Management (AS.1085)

Business Information Systems Worker (CL.3091)

Business—Marketing and Finance (AS.1521)

Business Retail Management (CT.3352)

Business Administration—Accounting Concentration (AS.1081)

CIS—Computer Maintenance (CL.3429)

Business Information Systems Professional (AS.1397)

CIS—CISCO Networking (CL.3441)

Computer and Information Systems—Systems Management (AS.1157)

CIS—Network Administration (CT.3108)

Early Childhood Education (AS.1190)

CIS—Windows Server (CL.3444)

Geographic Information Systems (AS.1520)

Customer Service Academy (CL.3133)

Health Information Technology (AS.1600)

Digital Art and Design (CL.3452)

Hospitality—Culinary Arts Concentration (AS.1292)

Early Childhood Education (CT.3451)

Hospitality—Hotel/Restaurant Management Concentration (AS.1294)

ECE—Family Childcare (CL.3154)

Human Services (AS.1225)

English as a Second Language (NCR.1001)

Medical Office Professional (AS.1356)

Geographic Information Systems (CT.3449)

Public Safety & Services (AS.1503)

Hospitality—Culinary Arts Concentration (CT.3246)

Agriculture Trades (AS.1496)

Hospitality—Hotel/Restaurant Management Concentration (CL.3242)

Business—Basic Business (AS.1496)

Life Management (CL.3252)

Office & Computer Technologies (AS.1498)

Medical Office Specialist (CT.3276)

Human Development (AS.1501)

Web Design (CL.3115)

Coastal Oceanographic Studies (AS.1512)

Web Master (CT.3116)

Climatological & Meteorological Studies (AS.1513) EMS—Emergency Medical Response (AS.1508) Health (AS.1499) Humanities (AS.1515) Language Arts (AS.1502) Natural Sciences (AS.1514) Social Sciences (AS.1516)

Source: Shasta College Extended Education Academic Counseling

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Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 4.02 University Studies & Transfer Degrees Obtainable at the Tehama Campus (2020–2021) University Studies Degrees

Transfer Degrees

Agriculture Sciences (AA.1491)

Administration of Justice (AS-T.1003)

Allied Health (AA.1511)

Business Administration (AS-T.1001)

Behavioral Sciences (AA.1499)

Communication Studies (AA-T.1001)

Biological Sciences (AA.1507)

Early Childhood Education (AS-T.1002)

Business Administration (AA.1492)

English (AA-T.1007)

Earth System Science (AA.1508)

History (AA-T.4004)

Engineering (AA.1494)

Hospitality Management (AS-T.2006)

Humanities (AA.1513)

Kinesiology (AA-T.1003)

Language Arts (AA.1496)

Mathematics (AS-T.2001)

Liberal Studies—Teacher Prep (AA.1504)

Philosophy (AA-T.1009)

Meteorology/ Climatology (AA.1506)

Physics (AS-T.1004)

Multicultural Studies (AA.1502)

Political Science (AA-T.4001)

Natural Sciences (AA.1512)

Psychology (AA-T.1006)

Oceanography (AA.1498)

Sociology (AA-T.1002)

Physical Education (AA.1493)

Studio Arts (AA-T.1005)

Physical Sciences (AA.1510) Quantitative Reasoning (AA.1503) Science Teacher—Earth (AA.1505) Social Sciences (AA.1501) World Languages (AA.1514) Source: Shasta College Extended Education Academic Counseling

Extended Education at the Tehama Campus partners with local community groups in a variety of ways. Close collaboration exists with all sites that host Extended Education courses in Tehama County as well as organizations that share common goals. The Dean of Extended Education participates in Tehama County education-focused organizations by attending regular Tehama County Education Superintendent meetings, serving on the Tehama County Education Foundation Board of Directors, and participating in Expect More Tehama, which is focused on improving K–12 education in the county. Tehama Campus staff attend regular Tehama County Chamber of Commerce meetings, participate in the annual “BEAM” event for local businesses, work closely with Tehama eLearning in utilizing Shasta College courses to supplement curriculum, work with the Job Training Center-Tehama County to facilitate employment of CalWorks students, participate in “8th Grade Career Day” to educate county eighth graders on higher education opportunities, attend

the senior job fair at local high schools, work at Corning High School once a week for student outreach efforts, and host local high school counselors (Red Bluff, Corning, Los Molinos, and Salisbury High) to inform current matriculation information and answer questions. The Berrendos Middle School 8th grade day was held at the Tehama Campus as a way for future college students to become familiar with their local campus, promote concurrent enrollment courses, and establish college attendance goals early.

Shasta College has outlined its intention and strategy for maintaining and partnering with community businesses and agencies ongoing (Institutional Objectives 3.1 & 3.2, Strategic Master Plan, pp. 12–13; Educational Master Plan, p. 64). The existing network of stakeholders helps to regularly inform the Tehama Campus of community preferences and needs.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.4D – Description of the Range of Basic Skills & ESL Courses to be Offered The Tehama Campus offers instruction consistent with the requirements of Assembly Bill 705 (AB 705). Transfer level courses constructed with additional support are offered to increase student success. Examples of AB705 compliant courses offered are MATH 14S, “Statistics with Support;” MATH 102X, “Intermediate Algebra with Support;” and ENGL 101A, “College Composition Lab,” which is offered with ENGL 1A, “College Composition.” In addition, Basic Skills courses are offered if students choose to self-place below recommended courses. Students initially meet with counselors for Math and English placement. Counselors use multiple measures and student high school transcript data, as recommended by the State, to determine placement. The Tehama Campus provides transfer-level Math and English courses, with and without supplemental instruction, to ensure student needs are met. See Exhibits 4.03 and 4.04 for lists of courses offered.

tional skills courses include GED preparation, K–12 English, and U.S. citizenship preparation. Foundational skills courses lead to GED attainment, citizenship, career opportunities, and college education pathways. All ESL and foundational skills courses offered are supported through the Tehama Campus, with Student Services staff often visiting the sites to assist with registrations and additional services. Some of the sites used for these courses include the Tehama County Library, Grace Fellowship Community Church, Metteer Elementary School, Rolling Hills Casino, and the Tree of Life International Charter School. Extended Education works closely with the local California Adult Education Program consortium to provide courses for students and support to consortium partners, such as the Corning Union High School District, the Red Bluff Joint Union High School District, and the Tehama County Department of Education.

Extended Education schedules a variety of ESL and foundational skills courses that are held at various facilities throughout Tehama County. Locations are determined by considering the following factors: ease of access, student comfort and trust in familiar institutions (such as churches, libraries, and elementary schools), proximity to childcare facilities, and geographic population needs. ESL courses are designed to increase English language attainment and provide pathways to careers and varied college education opportunities. Founda-

The Tehama Campus staff and instructors continually work to reduce barriers for ESL and foundational skills students. For example, most ESL students at the Tehama Campus are native Spanish speakers; therefore, staff and instructors have produced a step-by-step application tutorial video in Spanish. Additional Spanish-specific projects being completed include tutorials on how to register for classes, see a counselor, and navigate Canvas.

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.4E – List of All Course Offerings (Degree & Non-Degree) The Tehama Campus provides a variety of courses with outcomes resulting in transfer degrees, associate degrees, certificates, basic skills, and lifelong learning. Courses are offered to allow the most options for students to fulfill general education requirements, complete a local degree, create pathways for completion, and prepare for transfer. Courses are available in multiple formats. Traditional courses are scheduled during the day and evenings, Monday through Saturday. Distance education courses, which include online and hybrid courses, are offered in concert with the traditional

courses in order to provide more options for students to complete their educational goals. Academic scheduling utilizes both semester-long and accelerated eight-week formats. A list of courses offered and their corresponding general education section fulfillment for CSU transfer, IGETC, and local degrees are shown for Fall semester 2020 (Exhibit 4.03) and Spring semester 2021 (Exhibit 4.04). Outlines and notes for the CSU/ GE, IGETC, and local degree general education requirements are included in Appendix H.

Exhibit 4.03 Tehama Campus List of Course Offerings for Fall 2020 Course Number

Course Name

# of Sections Offered (Fall 2020)

General Education Section Fulfilled CSU/GE

IGETC

AS/AA

ACCT 2

Introduction to Financial Accounting

AG 1

Career Planning for Agriculture

AG 71

Introduction to Agriculture Education

ANAT 1

Human Anatomy

B2/B3

5B (lab)

ANTH 2

Cultural Anthropology

D**

2, 5 & 6

ART 26A

Beginning Watercolor

ART 26B

Intermediate Watercolor

ART 26C

Advanced Intermediate Watercolor

ART 26D

Advanced Watercolor

ASL 1

American Sign Language I

3&6

ASL 1L

American Sign Language I Skill— Building Lab

BIOL 5

Introduction to Human Biology

B2/B3

BIOL 6

Introduction to Human Biology Lab

B2/B3

BSOT 10

Excel

BSOT 51

Introduction to Keyboarding and Word

BSOT 52

Intermediate Keyboarding and Word

BUAD 10

Introduction to Business

BUAD 120

Starting a Small Business

BUAD 56

Entrepreneurial Structure

BUAD 66

Business Communications

BUAD 80

Principles of Customer Service

Source: Shasta College Extended Education Course Schedule, Fall 2020; Markings as denoted on IGETC/CSU/Degree worksheets in Appendix H. Continued on next page...

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 4.03 Tehama Campus List of Course Offerings for Fall 2020 continued... Course Number

Course Name

# of Sections Offered (Fall 2020)

CSU/GE

IGETC

AS/AA

B1/B3

General Education Section Fulfilled

CHEM 2A

Introduction to Chemistry

CIS 1

Computer Literacy Workshop

CMST 10

Interpersonal Communication

CMST 20

Intercultural Communication

CMST 54

Small Group Communication

CMST 60

Public Speaking

ECE 17

Principles and Practices of Teaching Young Children

ECE 60

Advanced Curriculum

ECE 9

Child Growth and Development

D & E1*

2&5

ECON 1A

Principles of Economics (Micro)

EDUC 1

Introduction to Education and Teaching

EDUC 94

Education Worksite Learning

ENGL 1A

College Composition

ENGL 1B

Literature and Composition

A3 & C2

ENGL 31

Creative Writing

ENGL 36

Children's Literature

ENGL 101A

College Composition Lab

ENGL 196

Intensive Reading and Writing

ENGL 350

Reading and Writing Foundations

ESCI 12

General Earth Science

B1/B3

ESL 331

Beginning Low

ESL 332

Beginning High

ESL 333

Intermediate Low

ESL 334

Intermediate High

ESL 336

Advanced

ESL 378

American Citizenship

FAID 75

Emergency Medical Technician 1 Basic

GEOG 1A

Physical Geography

B1/B3

GEOG 9

Map and Geospatial Principles

HEOC 11

Medical Terminology

HIST 17A

United States History (satisfies CSU group 1 requirement)

HIST 17B

United States History (satisfies CSU group 1 requirement)

HIST 35

History of Mexican Americans

2&6

5 4

4b 2, 4b, 5 & 6

Source: Shasta College Extended Education Course Schedule, Fall 2020; Markings as denoted on IGETC/CSU/Degree worksheets in Appendix H. Continued on next page...

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 4.03 Tehama Campus List of Course Offerings for Fall 2020 continued... Course Number

Course Name

# of Sections Offered (Fall 2020)

CSU/GE

IGETC

AS/AA

General Education Section Fulfilled

HUM 2

Exploring the Humanities

C1 & C2

HUM 4

Humanities Through the Film

C1 & C2

HUSV 16

Marriage and Family

MATH 2A

Precalculus College Algebra

MATH 8

Finite Mathematics

MATH 14

Introduction to Statistics

MATH 14S

Statistics with Support

MATH 100

Technical Applications of Mathematics

MATH 102

Intermediate Algebra

MATH 102X

Math Support for Intermediate Algebra

MATH 260

Basic Math and Pre-Algebra

MUS 14

World Music

C1**

NUTR 25

Nutrition

PHY 1

Physiology

B2/B3

POLS 2

Introduction to American Government (satisfies CSU Group 2 requirement)

PSYC 1A

General Psychology

D & E1

PSYC 5

Human Sexuality

D & E1

2&5

SDEV 301

Pre-GED Test Preparation

SDEV 302

GED Test Preparation

SOC 1

Intro to Sociology

SPAN 1

Spanish 1

3&6

STU 310

Gen Tutor Lab/ Supervised Tutoring (General Tutoring)

STU 310

Gen Tutor Lab/ Supervised Tutoring (Business Tutoring)

STU 310

Gen Tutor Lab/Supervised Tutoring (Online Reading Tutoring)

STU 310

Gen Tutor Lab/ Supervised Tutoring (Online Math Tutoring)

STU 310

Gen Tutor Lab/ Supervised Tutoring (Online Science Tutoring)

STU 310

Gen Tutor Lab/ Supervised Tutoring (Online Writing Tutoring)

2&5

3, 5 & 6 1&5

Source: Shasta College Extended Education Course Schedule, Fall 2020; Markings as denoted on IGETC/CSU/Degree worksheets in Appendix H.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 4.04 Tehama Campus List of Course Offerings for Spring 2021 Course Number

Course Name

# of Sections Offered (Spring 2021)

General Education Section Fulfilled CSU/GE

IGETC

AS/AA

ACCT 4

Introduction to Managerial Accounting

ADJU 15

Concepts of Criminal Law

ADJU 18

Community Relations & Multicultural Issues for Law Enforcement

ADJU 106

Domestic/Sexual Violence Intervention

AG 6

Career Placement AG & NR

ANAT 1

Human Anatomy

B2/B3

ANTH 2

Cultural Anthropology

D**

2, 5 & 6

ART 26A

Beginning Watercolor

ART 26B

Intermediate Watercolor

ART 26C

Advanced Intermediate Watercolor

ART 26D

Advanced Watercolor

ASL 2

American Sign Language 2

3B & 6

3&6

ASL 2L

American Sign Language 2 Skill—Building Lab

BIOL 5

Introduction to Human Biology

B2/B3

BIOL 10

General Biology

B2/B3

BIOL 10L

General Biology Lab

B2/B3

BSOT 10

Excel for Windows I

BSOT 51

Introduction to Keyboarding and Word

BSOT 52

Intermediate Keyboarding and Word

BUAD 10

Introduction to Business

BUAD 66

Business Communications

BUAD 80

Principles of Customer Service

CHEM 2A

Introduction to Chemistry

CIS 1

Computer Literacy Workshop

CMST 10

Interpersonal Communication

CMST 20

Intercultural Communication

CMST 54

Small Group Communication

CMST 60

Public Speaking

CONS 149A

Class A & B License Training

ECE 2

Child, Family, Community

ECE 20

Introduction to Curriculum

ECON 1B

Principles of Economics (Macro)

B1/B3

1 5

2, 4, 5 & 6

2&5

Source: Shasta College Extended Education Course Schedule, Spring 2021; Markings as denoted on IGETC/CSU/Degree worksheets in Appendix H. Continued on next page... Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 4.04 Tehama Campus List of Course Offerings for Spring 2021 continued... Course Number

Course Name

# of Sections Offered (Spring 2021)

General Education Section Fulfilled CSU/GE

IGETC

AS/AA

EDUC 1

Introduction to Education and Teaching

EDUC 94

Education Worksite Learning

ENGL 1A

College Composition

ENGL 1B

Literature and Composition

A3 & C2

ENGL 31

Creative Writing

ENGL 36

Children's Literature

ENGL 101A

College Composition Lab

ENGL 196

Intensive Reading and Writing

ENGL 350

Reading and Writing Foundations

ESCI 9

Earthquakes, Volcanoes, and Other Geologic Hazards

B1/B3

ESL 320

Oral Communication

ESL 331

Beginning Low

ESL 332

Beginning High

ESL 333

Intermediate Low

ESL 334

Intermediate High

ESL 336

Advanced

ESL 378

American Citizenship

FAID 75

Emergency Medical Technician 1 Basic

GEOG 1A

Physical Geography

B1/B3

HEOC 11

Medical Terminology

HIST 17A

United States History (satisfies CSU Group 1 requirement)

HIST 17B

United States History (satisfies CSU Group 1 requirement)

HIST 35

History of Mexican Americans

2&6

HUM 2

Exploring the Humanities

C1/C2

HUM 4

Humanities Through the Film

C1/C2

MATH 2A

Precalculus College Algebra

MATH 13

College Algebra for Liberal Arts

MATH 14

Introduction to Statistics

MATH 14S

Statistics with Support

MATH 100

Technical Applications of Mathematics

MATH 102

Intermediate Algebra

MATH 102X

Math Support for Intermediate Algebra

Source: Shasta College Extended Education Course Schedule, Spring 2021; Markings as denoted on IGETC/CSU/Degree worksheets in Appendix H. Continued on next page...

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 4.04 Tehama Campus List of Course Offerings for Spring 2021 continued... Course Number

Course Name

# of Sections Offered (Spring 2021)

General Education Section Fulfilled CSU/GE

IGETC

AS/AA

MATH 110

Essential Math

MATH 260

Basic Math and Pre-Algebra

MUS 14

World Music

C1**

3, 5 & 6

NHIS 15

Natural History of California

B2/B3

NUTR 25

Nutrition

PHY 1

Physiology

B2/B3

POLS 2

Introduction to American Government (satisfies CSU Group 2 requirement)

PSYC 1A

General Psychology

D & E1

PSYC 17

Abnormal Psychology

SDEV 301

Pre-GED Test Preparation

SDEV 302

GED Test Preparation

SOC 2

Social Problems

SPAN 1

Spanish 1

3&6

STU 310

Gen Tutor Lab/ Supervised Tutoring (General Tutoring)

STU 310

Gen Tutor Lab/ Supervised Tutoring (Business Tutoring)

STU 310

Gen Tutor Lab/ Supervised Tutoring (Online Reading Tutoring)

STU 310

Gen Tutor Lab/ Supervised Tutoring (Online Math Tutoring)

STU 310

Gen Tutor Lab/ Supervised Tutoring (Online Science Tutoring)

STU 310

Gen Tutor Lab/ Supervised Tutoring (Online Writing Tutoring)

1&5

Source: Shasta College Extended Education Course Schedule, Spring 2021; Markings as denoted on IGETC/CSU/Degree worksheets in Appendix H.

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.4F – Description of Center Academic & Occupational Organization The academic and occupational organization at the Tehama Campus is shown in Exhibits 4.05 and 4.06. The Fall 2019 semester was used to calculate a semester staffing plan as it occurred prior to the global pandemic and is most representative of a typical semester. However, positions that were unfilled during the pandemic (approximately three FTE) have been omitted from this calculation as a timeline for filling the vacancies has yet to be determined. The Full Time Equivalent (FTE) staffing plan includes all full-time faculty assigned to Tehama (8.1 FTE), full-time Redding faculty teaching a portion of their load at the Tehama Campus (two FTE), and all part-time faculty teaching at Tehama (10 FTE). Full Time Equivalent Faculty (FTEF) totals were determined by adding all load values and dividing by 100 (100% load = full-time). Counselor FTE was calculated

by adding all weekly hours performed in the semester, then dividing the sum by the contractual hours expected by one FTE (17 weeks x 35 hrs. per week). Counselors had a total of 4.5 FTE between full-time and part-time counselors. Classified FTE was determined by totaling all weekly hours performed compared to one full-time, 40-hour week. The total certificated staff were 24.6 FTE, and the total classified staff were 8.4 FTE. The combined total for Tehama Campus staffing was 33 FTE. In addition to the total 33 FTE certificated and classified staff, certain departments are centralized in Redding and provide additional support that is not reflected in Exhibit 4.05 and 4.06. Centralized departments include Information Technology, Physical Plant, Veteran Services, and Campus Safety.

Exhibit 4.05 Tehama Campus FTE Staffing Plan: Certificated Staff (Fall 2019) Certified Staff

FTE

Dean of Extended Education

Step-Up Coordinator

Counselors FT Counselors

PT Counselors

0.5 Subtotal Certificated Staff before Instructional FTEF

4.5

Instructional Faculty (FTEF) – Teaching Assignments FT Faculty (contract and overload)

10.1

PT Faculty

10 Subtotal Instructional Faculty in the Classroom

20.1

Total Certificated FTE Staff

24.6

Source: Shasta College Extended Education Administrative Services

Exhibit 4.06 Tehama Campus FTE Staffing Plan: Classified Staff (Fall 2019) Classified Staff

FTE

Administrative Assistants

Student Services—Admissions & Records

1.3

Instructional Support—Tutoring Services

Science Laboratory Technician

0.6

Custodial & Grounds Maintenance

1.5

Campus Safety

2 Total Classified FTE Staff

8.4

Total FTE Certificated & Classified Staff

Source: Shasta College Extended Education Administrative Services

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

SECTION 1.5

Student Services & Outreach (CCR title 5, § 55180, 55182, 55183) 1.5A – Identify Preferences & Needs for Community College Student Services on the Part of Individuals in the Service Area Shasta College is committed to providing equitable access to student services throughout its district. Tehama Campus students require the same services critical for student success as those provided at the Redding Campus. The Tehama Campus employs a “One-Stop-Shop” model where students work individually with a representative who assists in accessing a wide array of student services. Onsite staff process most student requests and coordinate with Redding-based staff when needed. The services available to students at the Tehama

Campus are outlined in Exhibit 5.01. Shasta College completed a Student Services Assessment and several comprehensive surveys, including the Community College Survey of Student Engagement, to better understand student preferences and needs. These assessments were used to inform the design and construction of the recently completed Student Services Building on the Tehama Campus.

1.5B – Description of How the Services Provided Match the Needs of the Student Population The Tehama Campus utilizes several methods to determine and offer a wide range of services for students to access in support of academic success. This includes services ranging from outreach, initial contact, matriculation, retention, economic support, learning support, and transition services (e.g., certificate/degree completion and transfer). Student population needs are identified through admission applications, student requests for specific programs and services, records of programs and services utilization, and outreach services. Faculty and staff are regularly updated on available services and provide referrals for students who may qualify. Each program area keeps utilization records, which are used in conjunction with outreach efforts to determine the appropriate level of services needed. Shasta-Tehama-Trinity Joint Community College District

Student support services are regularly evaluated through the annual area planning process, student evaluations, and needs assessments to verify that services continue to match the needs of the student population. For example, Enrollment Services Coordinators and the Dean of Extended Education assessed financial aid services at the Tehama Campus. As a result of this study, a number of concrete steps were taken to improve service. Please refer to Exhibit 5.01, “Services Offered at the Tehama Campus” for specific information on available services at the Tehama Campus.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.5C – Description of How Support Services are Planned, Staffed & Evaluated at the Center Shasta College has made a commitment to expand student services throughout the district by incorporating specific goals into the strategic plan. Shasta College’s Strategic Master Plan includes Institutional Objective 2.1.c, “Develop extended education sites as learning hubs with computer access, connectivity, library resources and services, and learning supports to ensure equal access to online learning opportunities,” and Institutional Objective 2.2.a, “expand access to student support services through the development of a ‘One Stop’ Center on the Redding main campus, expanded support services in our Extended Education centers, and through additional online student support and communication options, including an updated mobile app service and automated education plans” (pp. 10 and 11 of the Strategic Plan, Appendix E). Student services are planned, staffed, and evaluated through several processes. The Dean of Extended Education works closely with Student Services administrative staff to align practices, coordinate resources, administer programs, plan, and evaluate effectiveness. Student demand, communications from the State, and usage data guide discussions. Student support services are continually examined through Shasta College’s Student Services Council, with careful attention to district-wide uniformity and equity. Most Tehama Campus student services are offered on-site, including Admissions and Records, Counseling, Tutoring and Learning Support Services, EOPS, PACE, STEP-UP, and

more as listed in Exhibit 5.01. Services at the Tehama Campus are evaluated regularly through Student Service Outcomes, matriculation data, success data, enrollment data, student surveys, and feedback. In addition to departmental and division-wide assessments, there are a number of surveys that evaluate the extent to which student support services and programs achieve expected outcomes at the Tehama Campus. Examples include the Faculty and Staff Climate Survey, the Library Experiences Student Survey, the Online Experiences Student Survey and the Community College Survey of Student Engagement. Student support services departments at the Tehama Campus routinely assess outcomes for their student populations. While evaluations occur both within and outside the Integrated Planning cycle process, the President’s Prioritized Annual Action Plan list is the culmination of the Integrated Planning cycle and represents the bridge between evaluation and college-wide annual planning and resource allocation. The implementation of the TRAX Bus Service Tehama Campus route is an example of this process in action. The Dean of Extended Education completed a needs assessment indicating the need for public bus transportation to the Tehama Campus. This initiative was ranked and funded through the Annual Area Planning process. After extensive negotiations, bus service was extended to the Tehama Campus through several community partnerships.

1.5D – Description of Each of the Services Planned Shasta College offers support services and programs designed to assist new, current, re-entry, and graduating students. The Tehama Campus provides full access to the services outlined in Ex-

hibit 5.01. The Tehama Campus is evaluating how to best provide both virtual and in-person support services after the pandemic.

Exhibit 5.01 Services Offered at the Tehama Campus Services Offered

Population

Description of Support Provided

Admissions & Records

New, returning, transferring, concurrent, and continuing students

Assists with matriculation (application, admissions, and course enrollments); manages student records such as residency, release, and privacy; processes student requests for degrees, certificates, and transcripts; and distributes various resources: parking permits, student ID cards, bus passes, etc.

Source: Shasta College Extended Education & Shasta College Student Services Continued on next page...

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 5.01 Services Offered at the Tehama Campus continued... Services Offered

General Counseling/ Education Planning Services*

Population

Description of Services Provided

New, returning, transferring, and continuing students

Provides career counseling and academic advising based on student goals as well as transfer, certificate, degree, and graduation requirements; develops education plans; processes requests for readmission, matriculation appeals, and probation clearances; and provides information about available resources, important dates, deadlines, and informational meetings.

*For specialty counseling services, please see information for PACE, EOPS, STEPUP, SCI*FI, TRIO, CalWORKS, and Veterans Services below.

Note: Students at the Tehama Campus may also access program maps and track progress toward completion through the Ellucian Colleague student planning tool.

Financial Aid

New, returning, transferring, and continuing students

Assists with financial aid applications and forms, including but not limited to the FAFSA, CA Promise Grant applications, and student loan applications; reviews financial aid applications, facilitates verification process, and confirms distribution set-up for financial aid payments; and assists with issues and appeals regarding financial aid.

Orientation

New and returning students

Introduces Shasta College policies, procedures, and resources; offered as a self-paced online course as part of the matriculation process.

New, current, transfer, and returning students

Optional assessments for placement in math and English are available through general counseling and math assessments are also available through the Tutoring & Learning Center. Free computer literacy assessments are available through the Canvas Learning Management System.

Assessments

Note: Consistent with AB 705, students at the Tehama Center are presumptively cleared for placement based on default placement rules.

Partners in Access to College Education (PACE)*

New and returning students having a physical or learning disability

Provides specialized counseling services and accommodations according to individual need, including, but not limited to, testing accommodations, note-takers, interpreters, assistive technologies, etc.

*Previously Disabled Students Programs and Services (DSPS)

New and returning college students Extended Opportunity Programs experiencing challenges due to & Services (EOPS) economic, educational, or language disadvantages

Provides enhanced counseling and supplemental financial support including, but not limited to, textbook services, transportation assistance, educational supply grants, tutoring, and specialized support opportunities, such as service pickup and the EOPS registration fair.

ESL Outreach & Support

Prospective, new, returning, and continuing students enrolling or already enrolled in ESL classes

Provides email, phone, and in-person bilingual outreach and student services support to primarily Spanish speaking students, which comprise the largest non-English speaking population in the District’s service area.

Shasta College Inspiring & Fostering Independence (SCI*FI, Foster Youth Program)

New and returning students currently or previously in foster youth

Provides comprehensive support to promote college success and develop independent living skills; provides resources including, but not limited to, individual mentoring with dedicated SCI*FI counselor; specialized SCI*FI workshops, meetings, and field trips; and additional financial assistance for both academic and living expenses.

Shasta Technical Education Program–Unified Partnership (STEP-UP)

New, current, and returning students previously incarcerated and/or suffering from an alcohol or drug addiction

Supports the pursuit of a technical certificate or degree leading toward employability upon successful completion; provides resources including, but not limited to, individual mentoring with dedicated STEP-UP counselor; specialized STEP-UP orientation and workshops; and additional financial assistance for both academic and living expenses.

Source: Shasta College Extended Education Administrative Services Continued on next page...

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 5.01 Services Offered at the Tehama Campus continued... Services Offered

Population

Description of Services Provided

TRIO SSS (Student Support Services)

New, current, and returning students planning to transfer to a four-year college or university

Assists with the application process to four-year colleges or universities; provides educational planning based on program requirements to ensure transfer readiness; provides guidance on locating and applying to public and private scholarships; facilitates field trips to four-year colleges and universities to help with transfer decisions.

Cooperative Agency Resources for Education (CARE)

Current EOPS students who are income eligible single parents

Provides “Over and Above” textbook grants, supplemental food grants, unmet need cash grants, and support for attending workshops or training in students’ field of study.

California Work Opportunity & Responsibility to Kids (CalWORKS)

New, current, and returning students on public assistance

Provides specialized academic counseling (i.e., creating a CalWORKs approved educational plan); provides additional resources including, but not limited to, gas and printing vouchers, Student Health Fee and Campus Fee waivers, textbook loan program, and the Work Study program.

Current students registered in a creditbearing class

Access to free over-the-counter medications, condoms, first aid, and feminine hygiene products; mental health and rape crisis counseling with referral services available on regularly scheduled days; free telehealth and online appointments with licensed medical and mental health staff; and free instruction on self-care for mental wellness available as a self-paced online course.

Veteran students

Provides specialized counseling services by phone, online, and scheduled in-person appointments; collaborates with dedicated veteran student services staff on the Redding Campus to assist with processing paperwork and financial aid package; oversees veterans’ work study program.

Current students

Offers free in-person and online learning assistance for STEM, language arts, and foundational skills courses in math, writing, and English as a Second Language; facilitates access to various learning resources, including scientific models, calculators, computer lab, printing, etc.; serves as a proctor location for voluntary math assessments; hosts the “Food for Thought” food insecurity program, offering free snacks; offers extended learning opportunities for final exams through special study events at the end of each semester.

Current students

Provides access to current semester course textbooks for on-site two-hour check-out; processes short-term technology loans (i.e., Chromebooks); facilitates distribution of checked out library books from the Redding Campus to the Tehama Campus and resolution of library fines; access to free online research assistance and online journals through the Shasta College Library webpage.

Cafeteria/Food Pantry

Current students

Collaborates with Redding Campus Food Services to facilitate distribution of pre-packaged grocery and meal kit boxes purchased with cash or vouchers from various programs (i.e., STEP-UP, CARE, etc.); offers snack and small meal options for purchase through vending machines; provides free snacks through the “Food for Thought” program hosted by the Tutoring & Learning Center.

Transfer Center

Current students

Assists with online registration and forms needed for Transfer Center events; facilitates transportation for Transfer Center field trips; provides counselor review to determine transfer readiness.

Articulation

Current students

Tehama counselors collaborate with the Articulation Officer located on the Redding Campus to ensure transfer courses are accepted and catalog rights are employed.

Student Employment

Current students

Offers student employment opportunities through the federal or CalWORKS work study programs, worksite learning, and Extended Education.

Health & Wellness Services

Veterans Services

Tutoring & Learning Center

Library Services

Source: Shasta College Extended Education & Shasta College Student Services

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

The Tehama Campus coordinates distribution of resources and services with the main Campus in Redding for Extended Education students. Student services currently offered only at the Redding Campus include access to the cafeteria, the student food pantry, dental cleanings and x-rays through Health and Wellness, additional transfer support, student employment interview skills, personalized resume building, and employment support after graduation. Students located at the Tehama Campus have access to food vending machines and are often referred to the Tehama County Job Training Center in Red Bluff for resume assistance. The COVID-19 global pandemic has accelerated the digitization of Student Services processes and forms. All Admissions and Records, Financial

Aid, and concurrent enrollment services can now be completed online. Each step of the matriculation process can also be completed online: new student applications, orientations, submission of transcripts, and meetings with a counselor. In addition, EOPS, PACE, and TRIO applications can be completed fully online. Staff are better able to serve students across the District by utilizing electronic records. Student Services staff are available in-person, as well as virtually through chat, email, video, or phone, to assist students in completing online documents. Student Services staff located throughout the district now operate as one cohesive unit and assist students wherever they are located.

1.5E – Description of Support Service Staffing for Each of the Services Planned, in Relation to the Projected Number of Students to be Served Staffing at the Tehama Campus is determined through the Shasta College staffing plan, which uses program review data and hiring requests to inform hiring needs. The Tehama Campus staffing process looks to its 12-year record to determine need, while evaluating additional capacity available in current staff. Based on Exhibit 4.06, the Tehama Campus has scheduled 8.4 FTE ongoing in Student Services, Physical Plant, and Campus Safety staff.

In addition, the Shasta College Redding-based Student Services staff provide continued virtual support for the entire district. Future staffing increases are dependent on enrollment and demand. The current staffing plan supports what is offered at the Tehama Campus and has enough capacity to accommodate the 10-year FTES projections outlined in Section 1.4.

1.5F – Description of Expected Hours of Operation for Each of the Services to be Offered The Student Services hours of operation at the Tehama Campus are 9:00 a.m. to 6:45 p.m. Monday through Thursday, and Friday from 9:00 a.m. to 12:45 p.m. With the enhanced availability of online services, Student Services hours in the post-pandemic return to campus will be Tuesdays, Wednesdays, and Thursdays from 10:00 a.m. to 6:45 p.m. The Learning Center hours are 9:00 a.m. to 7:00 p.m. Monday through Thursday, and Friday from 9:00 a.m. to 1:00 p.m. The Computer Lab

Shasta-Tehama-Trinity Joint Community College District

hours are 8:00 a.m. to 8:00 p.m. Monday through Thursday, and Friday from 8:00 a.m. to 2:00 p.m. Instructional hours are 8:00 a.m. to 10:00 p.m. Monday through Thursday, and Friday from 8:00 a.m. to 5:00 p.m. Weekend instructional hours occur on Saturdays from 8:00 a.m. to 5:00 p.m., and Sundays from 2:00 p.m. to 5:00 p.m. Hours of operations may change to better serve students and the community.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.5G – Description of the Plans for Student Outreach, ADA Services Accessibility of Facilities, & Outreach Student Confidentiality & Record Keeping for Services Offered Student Outreach The Dean of Extended Education, Counselors, and classified staff provide student outreach services in the community through the Tehama Campus. The goals of outreach efforts are two-fold: 1) creating awareness of local programs, offerings, support services, matriculation, guided pathways, and financial aid; and 2) promoting Shasta College as a viable and affordable alternative to geographically distant education options. Outreach services to prospective students from local high schools include presentations, workshops, college fairs, and high school counselor support. Prospective students are offered enrollment information, registration assistance, potential academic pathway consultations, and campus tours. Counselors based at the Tehama Campus visit all high schools twice in early spring to conduct orientations and complete educational plans with North State Promise students. Counselors from the Redding Campus provide additional support. Additional outreach is conducted via phone, email, workshops, and events. ESL Student Services staff reach out to ESL students for enrollment and registration assistance, often conducting site visits to assist with registration. Regular marketing efforts are conducted through newspaper advertisements, mailers, online platform advertisements, social media, and radio advertisements to targeted populations. An example of a targeted advertisement is radio announcements on Spanish-speaking radio stations to help promote local ESL classes. Marketing efforts are coordinated with outreach efforts and occur through partnerships such as the California Adult Education Program. Planned “Reg-To-Go Days” at the Tehama Campus enable high school students in the service area to visit the Tehama Campus and register on their priority date. Counselors and student services staff are present to assist with registration and enrollment in various categorical support programs. Student Services staff reach out by phone to all students in the service area upon completion of the admission application to assist them with the remaining requirements for enrollment. Students are sent follow-up emails with additional information, links to applicable forms, and encouragement to seek additional assistance. Counselors routinely attend high school and community events related to transitioning from high school to college. Student Services staff and counselors attend a Family Night event at eLearning Charter School to assist

with concurrent enrollment and college matriculation processes. Shasta College counselors attend an annual, county-wide 8th Grade Career Day at the Tehama County fairgrounds. The Tehama Campus offers campus tours to incoming students from local high schools. A Welcome Day event for incoming students is held at the beginning of each semester. Representatives from various departments inform students of available support programs and Student Services staff assist with the application process.

ADA Services Accessibility The Shasta College Partners in Access to College Education (PACE) office oversees ADA services and accessibility for the entire district. The goal of PACE is “to support students in acquiring equal access to Shasta College programs and facilities, to provide services and instruction for students in reaching their optimal level of achievement while developing lifelong skills, and to serve as a specialized resource for students, faculty, staff, and the community.” PACE seeks to provide full access to higher education and helps students achieve their educational goals, whether they attend classes at one of the campuses or online. A designated PACE counselor at the Tehama Campus assists students in accessing all support services offered by the PACE program. Assistance includes determining eligibility, counseling, and coordinating academic accommodations. Academic accommodations for students are determined based on the educational limitations of the documented disability. Services include academic advising and career counseling, test accommodations, adaptive computer technology, adaptive equipment loans, alternate media, disability-related counseling, note-taking assistance, priority registration, and real time captioning or interpreting of lectures. All staff and instructors at the Tehama Campus are regularly informed of PACE services and are encouraged to direct students who may need assistance to the PACE counselor. All facilities at the Tehama Campus are compliant with the Americans with Disabilities Act (ADA). The surface parking lot on site provides eight ADA parking stalls. Of the eight parking stalls, three are covered and one is available for electronic vehicle charging. There is ADA compliant braille signage on all buildings and doors, and all facilities are on the same level at the Tehama Campus. The newly constructed Student

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Services Building is a recent example of Shasta College’s continuous attention in creating accessibility and complying with all ADA guidance.

Student Confidentiality & Record-Keeping for Services Offered District policy regarding confidentiality and the release of student records is outlined in BP/AP 5040—Student Records, Directory Information and Privacy. This policy is also published in the College Catalog in the “Student Records, Directory Information, and Privacy Rights” section and in the Schedule of Classes—“Privacy Rights of Students.” Administrative Procedure 5040 outlines the conditions under which a student may access student records and the circumstances under which records may be released. Online access is secured through encrypted passwords. AP 5040 also defines directory information. Consistent with the Solomon Act, directory information is released to the federal military for the purposes of federal military recruitment upon appropriate request. Federal Family Educational Rights and Privacy Act (FERPA) regulations and BP/AP 5040 are strictly followed. A student’s consent is required for the release of records. The College conducts regular FERPA trainings to ensure proper compliance. Offices within Student Services, including Admissions and Records, Financial Aid, Counseling, Veterans services, and PACE maintain departmental records in a secure and compliant manner. PACE and Veterans services, in addition to complying with FERPA requirements, comply with applicable

Shasta-Tehama-Trinity Joint Community College District

record keeping provisions of the Americans with Disabilities Act (ADA). Health-related services provided at the Tehama Campus comply with all provisions of the Health Insurance Portability and Accountability Act (HIPPA). Student services records are kept on-site in locked cabinets or digitally on Shasta College’s encrypted server. Records are only released with a student’s signed approval as outlined in FERPA. Only authorized staff have keys to the secure cabinets and encrypted digitized records. Consistent with BP/AP 3310—Records Retention and Destruction and Title 5 regulations, Shasta College reviews and classifies documents as Class 1—Permanent, Class 2—Optional, or Class 3—Disposable. Class 3—Disposable records are maintained for a minimum of three years after the year in which they were originally created, or longer as required by applicable law or regulation. All permanent records (Class 1) are maintained in either hard copy or electronic image, or are stored on the student information system database. Staff computers are password protected. Confidentiality of student records is maintained by granting access to database records to those with a needto-know status, as dictated by Shasta College. Personnel seeking access to student information are presented with a FERPA advisory that must be acknowledged before proceeding. The District invested in “Docuware,” a document imaging and workflow processing solution to store secure records. The District Information Technology Department routinely backs up all electronic files, which are stored in redundant, off-site, and secure locations.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

SECTION 1.6

Support & Capital Outlay Projections (CCR title 5, § 55180, 55181) 1.6A – Describe Plan to Continue Center Operation for 10 Years or More The Shasta-Tehama-Trinity Community College District (Shasta College) is governed by a seven-member Board of Trustees who are elected by qualified voters of the district. Board members are elected by trustee area, as defined in “Board Policy 2100-Board Elections,” and are elected to four-year terms. The seven Board members each represent major significant portions of the Shasta, Tehama and Trinity counties, and minor portions of Lassen, Modoc, and Humboldt Counties. The Board also includes a non-voting Student Trustee who is the Student Senate President elected at large by the student body for a one-year term. The Tehama Campus operations, academics, assessment for effectiveness, and planning are embedded within the Shasta College organizational structure. Oversight for the Tehama Campus is included in the district’s governance and planning structures. The proposed Educational Center status will not change the structures currently in place. The Tehama Campus is expected to meet the same standards for student success and retention as the rest of Shasta College. The Office of Research and

Institutional Effectiveness, in collaboration with various administrative and instructional offices, provides summary data and examining evidence to inform the planning and decision-making processes for all areas of Shasta College. Data, which includes student enrollment and Full-Time Equivalent Student (FTES) totals, are used to monitor, evaluate, and improve the effectiveness and quality of services for each area, as well as Shasta College as a whole. Typical practices include working with faculty in collecting, tracking, and monitoring student enrollment, success, retention, and demographic data. The Tehama Campus has been operating at its current location for 12 years. The District intends to continue operations well into the future. Longterm plans include multiple opportunities for expansion on the 40-acre site, with two additional building sites already prepared. Shasta College has a strong record of evaluating and expanding programs and services to meet students’ needs by investing resources district-wide to support the communities it serves.

1.6B – Include District Facilities Master Plan That Incorporates the Proposed Center The Shasta College 2014–2030 Facilities Master Plan (Appendix E) outlines all district facilities as of 2014 and provides planning guidance. Facilities planning is conducted through a shared governance process led by the Shasta College Facilities

Planning Committee and follows the Shasta College Integrated Planning Manual (Appendix E). Applying for Educational Center status for the Tehama Campus is referenced on page 17 of the

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Facilities Master Plan with the long-term goal a computer lab for student use, a classroom stating, “the Shasta College Tehama Campus fafor tutoring, four offices, and study areas. cilities master plan encompasses a total of seven • The 7200 building (4,430 ASF) includes permanent buildings within the campus core and eight classrooms, two of which can convert designated space for modular buildings to accominto a large community room and lecture modate incremental growth.” The Facilities Master hall. Several of the classrooms have Zoom Plan Amendment One (Appendix E) outlines capability. guidance for voter-approved Measure H (bond) projects, which included the Tehama Campus • The 7300 building (3,168 ASF) houses Student Services Building completed in 2021. The the science lab, a science prep room, a three-building limitation stated in the 2014–2030 general classroom, four faculty offices, two Facilities Master Plan (based on increased ingress administration offices, the Faculty and Staff and egress issues in 2014) has been resolved, alLounge, and two all-gender restrooms. lowing for up to a total of five buildings on-site. There are currently four buildings at the Tehama • The 7400 building (3,824 ASF) serves as the Campus. Additional academic buildings beyond front door of the campus and is comprised five would require enhanced ingress and egress of a large student services area, seven options. There have been discussions at the county counseling offices, one campus safety office, level of attracting more business to the area and 10 faculty offices, one conference room, a possibly building a commercial park immediately Veterans Center that includes an office for adjacent to the Tehama Campus. For this growth counseling and services support staff, one to occur, additional access points to Diamond Ave. multi-purpose classroom, one administration would need to be identified. Possibilities include office, and three Student Services offices. creating an overpass or railroad crossing in front of St. Elizabeth Hospital, which would connect South Main St. to Diamond Ave. in the south. In Exhibit 6.01Campus Tehama Site Map Tehama Site Campus Map addition, local and state officials are pursuingExhibit a 6.01 redesign of the exit 647 interchange to be more efficient and attractive to businesses. There are no immediate plans, but discussions are ongoing and any of these options would alleviate the ingress and egress issues to allow for further expansion of the Tehama Campus. The Tehama Campus was originally built in 2009 with two buildings (7100 and 7200) on a 40-acre site in Red Bluff. A third building (7300) was completed in 2010 and the fourth building (7400) in 2021. Exhibit 6.01 shows the site map of the Tehama Campus. Remodeling projects in buildings 7100 and 7300 are scheduled for 2021–2022. The 7100-remodeling project will convert the previous Student Services area into a Student Lounge and expand the existing Learning Center. The 7300-remodeling project will convert the existing Student Lounge to a Staff/Faculty Lounge while also expanding storage areas for the Science Laboratory. All new capital projects are suspended until reliable data from the pandemic reopening informs additional program growth. The campus map after completion of remodeling projects is shownSource: in Shasta College Bond Program Manager Exhibit 6.02. The composition of the buildings Source: Shasta College Bond Program Manager and their functions are listed below. • The 7100 building (3,710 ASF) includes a computer classroom, public restrooms, the Student Lounge, and the expanded Learning Center. The Learning Center is comprised of Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 6.02 Tehama Campus Map

TEHAMA CAMPUS LEARNING CENTER

7206-A 7206-B

COMPUTER CLASSROOM

7115

7114

LEARNING CENTER

7205

7208

7202

7209

7201

7210

7108 LEARNING

STUDENT LOUNGE

CENTER

7107

7101

Snacks & Drinks Scantrons & Supplies Microwave & Sink Diamond Mill Display

7100

7106

• • • •

SCIENCE LAB

7311 73087310

7407

FACULTY/STAFF LOUNGE

7406

MAIN OFFICE

7401

ADMIN OFFICE

7408

7401-F 7305

• Student Services • Admissions & Records • Registration • Counseling • EOPS & PACE

7306

7420 7422 7424 CAMPUS SAFETY

7426

SHASTA COLLEGE TEHAMA CAMPUS 7401 7401 7401 7401 7401 7401-F

Admissions & Records Counseling EOPS & PACE Registration Student Services Classroom/ Community Room 7406-09 Office 7420-27 Office

7426 7431 7432 7441-49 7450 7451 7452 7305 7306

7421 7423 7425 7427

Visitor/Staff Parking Lot

Shasta College

Tehama Campus

Main Entrance Diamond Avenue

S. Main Street

VETERANS CENTER

7432

7431

770 Diamond Ave., Red Bluff, CA 96080 (530) 242-7750

Campus Safety Conference Room Veterans Center Office Office Office Admin Office Faculty/Staff Lounge Admin Office

7308-10 7311 7313 7314 7201 7202 7205 7206-AB

Office Classroom Office Science Lab Classroom Classroom Classroom Classroom/ Community Room

7210 Classroom 7101 Student Lounge 7101 Learning Center 7106-09 Office 7114 Computer Classroom 7116 Learning Center

Tehama Campus (530) 242-7750

www.shastacollege.edu Shasta College is an equal opportunity educator and employer.

Source: Shasta College Marketing Department

10 73000

7409

7450

7400

7313

7451

7441-7449

7452

ADMIN OFFICE

7314

7200

7116 7109

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.6C – Include a Capital Outlay Five-Year Plan for the New Educational Center The Shasta College Capital Outlay Five-Year Plan is included in Appendix E. The newly completed Tehama Campus Student Services Building (7400 building, Exhibit 6.02) is listed in the most recent five-year Capital Outlay Plan (pp. 38–39):

The Tehama Campus Student Services Building will provide a “One-Stop-Shop” for student needs as well as a dedicated Veterans Center space. Counseling, financial aid, registration, and other student support functions will be represented. The building will house an administration office, faculty offices, one classroom, and a conference room.

Although the Facilities Master Plan outlines a “total of 7 permanent buildings within the campus core and designated space for modular buildings

to accommodate incremental growth” (p. 17), the current four buildings have enough capacity to accommodate the 10-year enrollment projections. There are no immediate capital projects planned beyond the recently completed Student Services Building. Future capital projects will be based on program growth and demand, informed by research data gathered after the pandemic reopening. A possible fifth building for the campus was considered as part of Measure H and would include additional classroom space to accommodate larger enrollment in key disciplines, a signature CTE program, an additional science lab, and appropriate office space to expand the Economic and Workforce Development presence. Future capital construction timelines will be determined by demand and availability of Measure H funds for facility construction.

1.6D – Include Total ASF for Each Projection with Cost per ASF Projected The Tehama Campus Student Services Building was projected to cost $6,979,000 with 3,824 ASF (Exhibit 6.03). The construction cost per ASF is $1,524.58. The newly completed building alleviates the preexisting needs of more student services space, faculty offices, and veteran services. The Student Services Building’s preliminary plans were

created in 2018 and working drawings completed in 2019. Construction began in 2019 and was completed in early 2021. The Tehama Campus Student Services Building was completed using Measure H (local bond) funds. There are no other capital outlay projects planned.

Exhibit 6.03 Five-Year Capital Outlay Budget Project

Funding

Phase

Occupancy

Project Cost

ASF

Construction Cost/ASF

Current

Local Bond (Measure H)

Completed construction; now adding technology assets

2020–2021

$ 6,979, 000

3,824

$ 1,524.58

Source: Shasta College Bond Program Manager

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.6E – Include a Five-Year Support Budget Including Administration, Academic, Academic Support, Student Services & Other Site-Related Costs The Five-year projected revenue and expenditures for the Tehama Campus is funded through Shasta College’s operational budget as shown in Exhibit 6.04. The Student Funding Formula for apportionment of $4,089 per FTES was used for revenue modeling. A 2% annual increase was used to forecast both revenue and budget expenses. The FTES projections, as outlined in section 1.4, are a conservative estimate of growth. The Tehama

Campus’ focus on providing services to students, as outlined in section 1.5, is shown in the non-instructional salaries expense projections. Shasta College has funded the Tehama Campus for 12 years and plans to continue with no reduction in operations. There are no additional expenses planned or anticipated that will require an increase in funding in the next five years.

Exhibit 6.04 Tehama Campus Five-Year Budget Projections (2019–2025) Budget Metric

2019–2020 (Actual)

2020–2021 (Projected)

2021–2022 (Projected)

2022–2023 (Projected)

2023–2024 (Projected)

2024–2025 (Projected)

FTES Projections from Exhibit 2.7

637.05

652.20

661.02

657.62

664.60

668.61

Total Revenue

$ 2,605,012

$ 2,720,302

$ 2,812,232

$ 2,853,723

$ 2,941,692

$ 3,018,630

Budget Metric

2019–2020 (Actual)

2020–2021 (Projected)

2021–2022 (Projected)

2022–2023 (Projected)

2023–2024 (Projected)

2024–2025 (Projected)

Faculty (Instructional) Salaries

$ 790,085

$ 805,886

$ 822,004

$ 838,444

$ 855,213

$872,317

Staff (Non— Instructional) Salaries

$ 1,036,000

$1,056,720

$ 1,077,854

$ 1,099,411

$ 1,121,399

$ 1,143,827

Employee Benefits

$ 609,220

$ 621,405

$ 633,833

$ 646,509

$659,440

$ 672,628

Materials/ Supplies

$ 22,465

$ 22,915

$ 23,373

$ 23,841

$ 24,317

$ 24,804

Travel/ Services/ Other

$ 181,547

$ 185,178

$ 188,881

$ 192,659

$ 196,512

$ 200,442

Furniture/ Fixtures/ Equipment

$ 16,234

$ 16,559

$ 16,890

$ 17,228

$ 17,572

$ 17,924

Total Expenditures

$ 2,655,551

$ 2,708,662

$ 2,762,835

$ 2,818,092

$ 2,874,454

$ 2,931,943

Excess or Deficit of Revenues over Expenses

$ (50,539)

$ 11,641

$ 49,397

$ 35,631

$ 67,239

$ 86,688

Source: Shasta College Business Office, Comptroller

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

1.6F – Number of Personnel Years Required for Each Year Projected The Tehama Campus provides students with a comprehensive set of course offerings, programs, and services. Faculty and student support staff are shown in Exhibit 6.05: Tehama Campus Organizational Structure. Staffing at the Tehama Campus is determined through the Shasta College staffing plan, using program review data and hiring requests to inform hiring needs. The Tehama Campus has a consistent 12-year record of appropriate

staffing which informs continued staffing needs. The Tehama Campus has scheduled 24.6 FTE certificated staff and 8.4 FTE classified staff, for a total of 33 FTE as shown in Exhibits 4.05 and 4.06. Future staffing increases are dependent on enrollment and demand. The current staffing plan supports what is offered at the Tehama Campus and has enough capacity to accommodate the 10year FTES projections outlined in section 1.2.

1.6G – Include Organizational Chart That Identifies On-Site Administrator & Leadership Structure The Extended Education Department is administered by the Dean of Extended Education who has direct oversight of the faculty, staff, and facilities of the Tehama Campus, as well as the Trinity and Intermountain Campuses. All permanent staff and faculty are shown in Exhibit 6.05. Part-time faculty, instructional aides, substitutes, and temporary staff are not shown and can range from 45 to 75 per semester. The Dean coordinates with Campus

Safety, Physical Plant, Student Services, and other instructional divisions at Shasta College to align processes, procedures, course rigor, and equitable services. The Dean works closely with local partners to maintain Shasta College’s connection and provide appropriate services to meet the needs of the diverse communities throughout the District’s expansive service area.

Exhibit 6.05 Tehama Campus Organizational Structure (Fall 2020) INSTRUCTION ASSIGNMENTS – EX. ED.

Updated: 11/13/2020

Students Served By:

GOVERNING BOARD ↓ SUPERINTENDENT/PRESIDENT Dr. Joe Wyse [AE] ↓ ASSISTANT SUPERINTENDENT/VICE PRESIDENT OF INSTRUCTION Dr. Frank Nigro [AE] ↓ DEAN OF EXTENDED EDUCATION (EX. ED): Dr. Andrew Fields [AE, TE]

INTERMOUNTAIN CAMPUS  CUSTODIAN: Jodi Hecht [CL, IN, PT]  EXTENDED EDUCATION PARAPROFESSIONAL: Sandra Westlund [CL, IN]

TRINITY CAMPUS

TEHAMA CAMPUS  ADMINISTRATIVE ASSISTANT: Desiree Ecklin [CL, TE] Sandy Lucero [CL, TE]  CAMPUS SAFETY OFFICER I: Weston Blair* [CL, TE]  CUSTODIAN: Mike Brown* [CL, TE, PT]  EXTENDED EDUCATION SECRETARY: Pranav Patel [CL, TE, PT] Ann Shaffer [CL, TE, PT]  PARAPROFESSIONAL – EXTENDED EDUCATION: Aleshia Hopper [CL, TE]  PARAPROFESSIONAL – PACE: Karen Wells* [CL, TE]  SCIENCE LAB TECHNIICAN: Joshua Neumann [CL, TE, PT]  UTILITY: Dave Iverson* [CL, TE, PT]

 ANATOMY/PHYSIOLOGY: Johnathan Nuttall [FI, TE]  BUSINESS ADMINISTRATION: Jeremy Ecklin [FI, TE]  COMMUNICATION STUDIES: Michael Trujillo [FI, TE]  EDUCATIONAL COUNSELOR: Amanda Henderson* [FN, TE]  EDUCATIONAL COUNSELOR (EOPS/ CalWORKs): VACANT [FN, GF, TE]  EDUCATIONAL COUNSELOR (Foster Youth/PACE/STEP UP): Talia Shirer [FN, GF, TE]  ENGLISH: Peter Berkow [FI, TE] James Crooks [FI, TE]  MATHEMATICS: Audrey Barto {FI, TE] Bing Xu [FI, TE]

 EXTENDED EDUCATION SECRETARY: Cheryl Yacoub [CL, TR]  UTILITY: George Leiper* [CL, TR, PT]

LEGEND AC = Administrator, Classified AE = Administrator, Educational CL = Classified CO = Confidential FI = Faculty, Instructional FN = Faculty, Non-instructional GF = Grant Funded Position >50% IN = Intermountain Campus OC = Working Out of Class PT = Part-time RF = Revenue Funded TE = Tehama Campus TR = Trinity Campus * = Working in 2/more Departments = Auxiliary Organization ± = Interim Position

SHASTA-TEHAMA-TRINITY JOINT COMMUNITY COLLEGE DISTRICT Source: Shasta College President’s Office Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

SECTION 1.7

Section 1.7

Geographic &&Physical Geographic PhysicalAccessibility Accessibility(CCR (CCRtitle title5,5,§ §51008, 51008, 55181, 55182, 55184) 55181, 55182, 55184)

1.7A – Include a Transportation Plan (Bus Service, Parking, etc.)

1.7A – Include a Transportation Plan (Bus Service, Parking, etc.) Registered Shasta College students are eligible for a free annual bus pass to ride anywhere TRAX (Tehama Shasta College Exhibit students 7.01 are eligible for the parking Approximately of the Rural Area eXpress) Registered bus service travels. shows TRAXareas. route timetablesonetoquarter the Tehama a free directly annual bustopass ride anywhere TRAXevery stallshour are covered by a solar therep.m., are Campus. The bus comes thetoTehama Campus from 7:23 a.m.array untiland5:23 (Tehama Rural Area eXpress) bus service travels. five charging stations for electric cars. Of the 200 Monday through Friday. For those driving to campus, there is ample parking on site with a total of 200 Exhibit 7.01 shows the TRAX route timetables to paved parking stalls, eight are ADA (five uncovered paved stalls and gravel parking Approximately quarter of the stalls are covered by a the overflow Tehama Campus. Theareas. bus comes directly to one and three covered). A district-wide parking pass solar array and therethe areTehama five charging stations for electric cars. Of the 200 paved parking stalls, eight are Campus every hour from 7:23 a.m. can be purchased each term: 30 dollars for Fall, 30 p.m.,covered). Monday through Friday. For those dollars forcan Spring, 15 dollars each for Summer. ADA (five uncovereduntil and5:23 three A district-wide parking pass be and purchased term: A30 driving to campus, there is ample parking on site two-dollar daily parking permit is also an option. dollars for Fall, 30 dollars for Spring, and 15 dollars for Summer. A two-dollar daily parking permit is also with a total of 200 paved stalls and gravel overflow an option. Exhibit 7.01Public Public Transportation the Tehama Campus—Tehama Area eXpress (TRAX) Exhibit 7.01 Transportation to theto Tehama Campus—Tehama Rural Area Rural eXpress (TRAX)

Source: Tehama RuralService Area eXpress Bluff Service Areas, Route 1 Source: Tehama Rural Area eXpress Red Bluff Areas,Red Route 1

1.7B – ADA Access1.7B Plan– ADA Access Plan

Shasta College is committed to designing facilities, programs, and services accessible and equitable to all Shasta College is committed to designing facilities, The District has long been dedicated persons. Shasta College’s Facilities Planning Committee regularly assesses accommodations and solicits programs, and services accessible and equitable to providing access to students with feedback for improvement in accordance with the Facilities Master Plan (p. 8) which states: to all persons. Shasta College’s Facilities Planning disabilities – both in programs and facilities. Committee regularly assesses accommodations

The District’s sites and facilities have been

The District has long been dedicated to providing access to students disabilities – and solicits feedback for improvement in accorsurveyed by thewith Office of Civil Rights both in programs andthe facilities. District’s and facilities have beenwhere surveyed by dance with Facilities The Master Plan (p. 8)sites which (OCR) to determine the District’s mayfacilities have barriers to students the Office ofstates: Civil Rights (OCR) to determine where the facilities District’s may have barriers to students with disabilities. The findings of the OCR report serve as a guide for Needs Assessment for the transition of Shasta College 76 the District in creation of an accessibility upgrade plan and is continually referenced as Tehama Campus to Tehama Educational Center | 2021 the District implements projects to address barriers to access on its campuses.

with disabilities. The findings of the OCR report serve as a guide for the District in creation of an accessibility upgrade plan and is continually referenced as the District implements projects to address barriers to access on its campuses.

dations. The buildings are all on one level without curbs or stairs. Each sign includes braille and high contrasting colors. The paved surface parking lot meets all current ADA state requirements and accessible path-of-travel to the facilities. The surface lot provides eight ADA stalls, which include three covered stalls and an electric vehicle charging station.

All facilities at the Tehama Campus have been designed to provide current accessibility accommo-

1.7C – Estimated Commute Times for Service Area Shasta College’s investment in building the Tehama Campus has allowed residents of the service area to enjoy significantly shorter commute times

and fewer transportation challenges as they no longer need to drive to Redding to attend classes, as illustrated in Exhibit 7.02.

Exhibit 7.02 Commute for Distance Communities to Shasta College Tehama Campus & Redding Campus Starting Point

Commute to Tehama Campus

Commute to Redding Campus

Commute Difference

Distance (mi)

Average Time (min)

Distance (mi)

Average Time (min)

Distance Difference (mi)

Time Difference (min)

Red Bluff

36.4

34.4

Proberta

7.6

34.4

Las Flores

8.6

42.9

34.3

Gerber

9.7

44.1

34.4

Bend

10.1

33.8

23.7

Tehama

12.4

46.8

34.4

Los Molinos

14.1

49.5

35.4

Richfield

15.3

51.1

35.8

19.5

2.5

Corning

18.7

52.9

34.2

Vina

24.7

56.7

Paynes Creek

24.8

39.8

Rosewood

24.9

38.8

13.9

Flournoy

27.6

61.9

34.3

Manton

31.1

36.9

5.8

Paskenta

34.4

68.6

34.2

Watson

35.0

69.3

113

34.7

Mineral

43.3

57.4

14.1

Mill Creek

52.3

66.4

14.1

Griffin Place

65.8

128

100

158

34.2

Cottonwood

Source: Google Maps

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Without the presence of the Tehama Campus, residents of Tehama County would face substantially longer commute times to attend classes at the Redding Campus or neighboring community college

campuses as shown in Exhibit 7.03. The Tehama Campus’ accessible location provides educational options for county students who have minimal resources or limited access to transportation.

Exhibit 7.03 Estimated Commute Time to Nearest Community Colleges from the Tehama Campus Commute Times

Driving Distance (miles)

Light Traffic

Peak Traffic

Butte College—Glenn Community Center

31.6

30 min

45 min

Shasta College—Redding (Main) Campus

36.4

35 min

45 min

Butte County Career Technical Education

44.3

45 min

1 hr

Butte College—Chico Center

44.4

45 min

1 hr

Butte College—Skyway Center

44.8

45 min

1 hr 5 min

Butte College—Chico Center

45.2

50 min

1 hr 10 min

Butte College—Main Campus

54.8

55 min

1 hr 10 min

Shasta College—Trinity Campus

74.8

1 hr 20 min

1 hr 30 min

Shasta College—Intermountain Campus

84.5

1 hr 25 min

1 hr 40 min

Cambridge Junior College

87.6

1 hr 30 min

2 hr

Yuba College

92.9

1 hr 40 min

2 hr

College of the Siskiyous—Weed Campus

101

1 hr 30 min

2 hr

Lassen Community College

109

2 hr 10 min

2 hr 20 min

Feather River College

113

2 hr 8 min

2 hr 10 min

College of the Siskiyous—Yreka Campus

127

1 hr 50 min

2 hr 30 min

From Tehama Campus to:

Source: Google Maps Driving Directions

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

SECTION 1.8

Effects on Other Institutions (CCR title 5, § 55180, 55181, 55182, 55183, 55184) 1.8A – Letters of Support from the Community & Postsecondary Institutions Shasta College has received significant community support in pursuing Educational Center status for the Tehama Campus. For over 12 years, the current Tehama Campus has provided increased access to higher education opportunities. Shasta College has continued to expand its offerings in

Tehama County since the 1970s. Community and post-secondary institution support for the Tehama Campus to achieve Educational Center status remains strong as evidenced by the letters of support found in Appendix F.

1.8B – Letters of Support from the Adjacent Community College Districts Shasta College has received letters of support from all the adjacent community college districts, which include Butte-Glenn Community College District, Siskiyou Joint Community College District, Feather River Community College District, Lassen Community College District, and Redwoods Community College District (see Appendix

F for the Letters of Support). The districts and their distances from the Tehama Campus are listed in Exhibit 8.02. Butte College, being the closest neighboring district, was consulted during the planning stage of the Tehama Campus and has continued to be supportive as indicated in their letter of support.

1.8C – Justification That the New Educational Center will not Impact Enrollment Projections for Adjacent Community College Districts That Would Cause Negative Impacts There are no other colleges or universities in Tehama County. Shasta College adheres to Education Code 78032C1, which states, “No community college district shall recruit any student who is a resident of any other community college district, except where an agreement exists between those districts authorizing each district to recruit within the boundaries of the other district.” Neighboring Community College Districts are expected to have little or no impact from the Tehama Campus transitioning into an Educational Center. Most districts are more than 100 miles away and serve commuShasta-Tehama-Trinity Joint Community College District

nities that are geographically isolated by significant mountain ranges (Exhibits 8.01, 8.02 and 8.03). The only district within 85 miles of the Tehama Campus is the Butte-Glenn Community College District (Butte College) that serves neighboring Butte and Glenn counties and has four locations. The closest Butte College location to the Tehama Campus is the Glenn Center extension in Orland (31.6 miles away, Exhibit 8.02), which offers minimal programs and services. The distance between the Butte College Glenn Center location and the Tehama Campus limits any potential negative en-

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

rollment and/or financial impacts. Shasta College and Butte College both adhere to the California Community College mission of providing education to rural and underserved populations.

focused on collaboration and providing programs that do not duplicate specialized offerings.

Exhibit 8.01 shows the location of nearby community college campuses within neighboring districts. Shasta College’s Redding Campus is 36.4 miles away Exhibit 8.02 lists nearby post-secondary instituand is positively impacted by the Tehama Campus, tions in the far north state by driving distances which extends services and educational programs from the Tehama Campus. Exhibit 8.03 is a map Exhibit 8.01 shows the location nearby college campuses within neighboring districts. to districtofresidents who community otherwise would not have of nearby institutions within a 60-mile aerial radius Exhibit8.02 8.01 shows the location of nearby community college within neighboring districts. opportunities. Extended Education atinthethe Tehama ofcampuses the state Tehamaby Campus. Each post-secondary in- the Exhibit institutions far north driving distances from Exhibit lists 8.01nearby shows post-secondary theCampus location of nearby community college campuses within neighboring districts. serves geographically distanced and stitution corresponds to a number listed in Exhibit Exhibit 8.02 lists Exhibit nearby 8.03 post-secondary institutions in the far north state byaerial driving distances from the Tehama Campus. is a communities map of nearby institutions within awhich 60-mile radius of thefrom Tehama Exhibit 8.02 lists nearbyisolated post-secondary institutions in the north state driving within Tehama, Trinity, andfar 8.02, can bebyused to locatedistances the institution on the Tehama Campus. Exhibit 8.03 isinstitution a ismap of nearby institutions within alisted 60-mile aerial radius of the Tehama Campus. EachCampus. post-secondary number in Exhibit 8.02, of which can be East Shasta thatnearby are more thanto 20 amiles the map Exhibit 8.03. Tehama Exhibit 8.03 aCounties map corresponds of institutions within a in60-mile aerial radius the Tehama from the Redding campus. Extended Education is Campus. Each post-secondary institution corresponds to a number listed in Exhibit 8.02, which can be used to locate the institution on the map in Exhibit 8.03.

Campus. Each post-secondary institution corresponds to a number listed in Exhibit 8.02, which can be

used used to locate the institution on the map in Exhibit 8.03. to locate the institution on the map in Exhibit 8.03. Exhibit 8.01 Neighboring Community College Districts Exhibit 8.01 Neighboring Community College Districts Exhibit 8.01 Neighboring Community College Districts Exhibit 8.01 Neighboring Community College Districts

Source: ArcGIS; California Community College Chancellor’s Office

Source: ArcGIS; California Community College Chancellor’s Office Source: ArcGIS; California Community College Chancellor’s Office Source: ArcGIS; California Community College Chancellor’s Office

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 8.02 Neighboring Postsecondary Institutions & Driving Distances from the Tehama Campus Driving Distance (miles)

Number on Exhibit 8.3

2951 Goodwater Avenue, Redding, CA 96002

30.9

Institute of Technology

1755 Hilltop Drive, Redding, CA 96002

31.5

Butte College—Glenn County Center

604 E. Walker Street, Orland, CA 95963

31.6

Simpson University

2211 College View Drive, Redding, CA 96003

35.6

Shasta College—Redding Campus

11555 Old Oregon Trail, Redding, CA 96003

36.4

Chico State University

458 Nord Avenue, Chico, CA 95926

43.9

Butte County Career Technical Education

2491 Carmichael Drive #500, Chico, CA 95928

44.3

Butte College—Skyway Center

2480 Notre Dame Boulevard, Chico, CA 95928

44.8

Butte College—Chico Center

2320 Forest Avenue, Chico, CA 95928

45.2

Butte College—Main Campus

536 Butte Campus Drive, Oroville, CA 95965

54.8

Shasta College—Trinity Campus

30 Arbuckle Court, Weaverville, CA 96093

74.8

Shasta College—Intermountain Campus

37581 Mountain View Road, Burney, CA 96013

84.5

Cambridge Junior College

990-A Klamath Lane, Yuba City, CA 95993

87.6

Yuba College

2088 N Beale Road, Marysville, CA 95901

92.7

College of the Siskiyous—Weed Campus

800 College Ave, Weed, CA 96094

101

Lassen Community College

478-200 Hwy 139, Susanville, CA 96130

109

Feather River Community College

570 Golden Eagle Avenue, Quincy, CA 95971

113

UC Davis

1 Shields Avenue, Davis, CA 95616

122

College of the Siskiyous—Yreka Campus

2001 Campus Drive, Yreka, CA 96097

127

Humboldt State University

1 Harpst Street, Arcata, CA 95521

172

Neighboring Postsecondary Institution

Address

Shasta Bible College and Graduate School

Source: ArcGIS; Google Maps

*Not able to show location in Exhibit 8.03 (below).

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 8.03 Map of Neighboring Postsecondary Institutions (60-Mile Aerial Radius)

Source: ArcGIS

Assessment for provide the transition of Shasta Collegecurriculum and are not anticipated The closest private and82 state-approvedNeeds institutions different Tehama Campus to Tehama Educational Center | 2021 to be impacted by the Tehama Campus receiving Educational Center status. For example, Shasta Bible

The closest private and state-approved institutions provide different curriculum and are not anticipated to be impacted by the Tehama Campus receiving Educational Center status. For example, Shasta Bible College, Simpson University, and the Institute of Technology offer unique curriculum in specialized fields of study. Four-year higher education institutions within a 200-mile radius of the Tehama Campus include the following universities:

Simpson University (private), CSU Chico, UC Davis, and Humboldt State University. By providing affordable access to prerequisite courses that lead to transfer readiness and completion of transfer degrees, the Tehama Campus enhances adjacent universities’ enrollments. Letters of support from the two closest universities, Simpson University and CSU Chico, are included in Appendix F.

1.8D – Demonstrate Significant Community Support & Identify Possible Community Opposition The Tehama Campus has received overwhelming support from the surrounding unified school districts, post-secondary institutions, and community organizations. The following surrounding school districts have submitted letters of support: Tehama County Department of Education, Red Bluff Joint Union High, Los Molinos Unified, and Corning Union High. Simpson University and CSU Chico have also submitted letters of support. Local organizations and governments who have submitted letters of support include the City Manager and Attorney of Red Bluff (City of Red Bluff), the Tehama County Board of Supervisors, the Tehama County Sheriff ’s Office, CAL FIRE Tehama-Glenn Unit, the Tehama County Fire Department, the Tehama County Department of Social Services, the Job Training Center, the Tehama County Library, Empower Tehama, and the Tehama County Farm Bureau. Local businesses and groups that have submitted letters of

support include Cornerstone Community Bank, Oak Creek Ladies Golf Club, Paskenta Band of Nomlaki Indians, and Dignity Health St. Elizabeth Community Hospital. There is an established history of the Tehama Campus engaging in collaboration with the local community. Examples of community groups that have partnered with, or used resources of, the Tehama Campus are listed in 1.1H and include local school districts, government agencies, community groups, and organizations. The surrounding communities recognize the importance of post-secondary education opportunities and the benefits graduates bring into the local workforce. Community support for the Tehama Campus to obtain Educational Center status has been overwhelmingly positive, with no opposition expressed from any community group or entity.

1.8E – Ensure Projections Justify Regional Demand for Educational Center Status, Taking Neighboring Districts & Their Excess Capacity into Account The need for transitioning the Tehama Campus into a comprehensive Educational Center is supported by the demographic data of the service area. The Tehama Campus continues to draw most of its enrollment from the immediate surrounding communities. The primary service area includes the cities of Corning, Mill Creek, Red Bluff, and Tehama, and designated census areas of Cottonwood, Flournoy, Gerber, Las Flores, Los Molinos, Manton, Mineral, Paskenta, Paynes Creek, Proberta, Richfield, and Vina (see also section 1.1). There are no other colleges or universities in Tehama County and district residents would experience significantly longer commutes for alternative higher education opportunities. The total annual enrollment in 2018–2019 for the Tehama Campus was 4,627 students and 630.44 FTES (0.15 FTES/enrollment). Annual enrollment is projected to steadily increase from 2020 to 2030, resulting in 4,770 students and 686.78 FTES Shasta-Tehama-Trinity Joint Community College District

(0.144 FTES/enrollment, Department of Finance approved projections, section 1.4). According to the Department of Finance projected population data, the Tehama County population is expected to fluctuate from 2020 to 2023 before steadily increasing to 65,570 in 2030. Low population participation rates suggest opportunities for increased outreach and enrollment of potential students (section 1.2). Educational attainment refers to the highest level of education completed by an individual. Most of the Tehama County population have not achieved an associate degree (76.1%), while 8.3% have achieved an associate degree, 11.1% have attained a bachelor's degree, and 4.6% have achieved a graduate degree. The Tehama Campus increases much needed educational opportunities to service area residents for degree attainment and career preparation.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

The top feeder schools for the Tehama Campus include public and charter high schools, private high schools, continuation schools, and the Tehama County Special Education school (see section 1.1.E). The public and charter high schools include Red Bluff High, Los Molinos High, Corning High, Corning Independent Study, Tehama eLearning Academy, and Evergreen High. The private high schools include Calvary, Mercy, and Olive Tree High Schools. The continuation schools include Salisbury, Tehama Oaks, and Centennial High Schools. Matriculation rates of high school graduates attending the Tehama Campus have grown with 11.1% in 2016–2017, 11.2% in 2017–2018, 13.0% in 2018–2019, and 14.2% in 2019–2020. Dual enrollment offerings appear to have increased high school graduate matriculation rates. Program offerings have expanded over time (section 1.4) and may be a contributing factor to increased matriculation rates.

Local labor market analysis identifies health care, manufacturing, agriculture, tourism and government as major industries within Tehama County in 2016 (Tehama County Labor Market Profile and Industry Sector Analysis, October 2016, Northern Rural Training and Employment Consortium). Labor market data for the North Valley Region, which includes Colusa, Glenn, and Tehama counties, reflects local market data statistics and was used to identify major industry and occupational projected increases for the service area. The overall projected growth for the North Valley Region is a 3,600 (9.0%) increase in jobs from 2016–2026. The industries representing the greatest proportion of jobs and job increase in the service area are listed in Exhibit 8.04. The industries with the highest numeric growth are transportation, warehousing, and utilities (700); local government (580); educational services (private), health care and social assistance (500); farm (420); wholesale and retail trade (360); and manufacturing (280) (see also section 1.1F, Exhibit 1.32).

Exhibit 8.04 Largest Industries with Projected Growth for Colusa, Glenn & Tehama Counties Proportion of Total Jobs in Service Area (2016)

Projected Numeric Growth (2016–2026)

Projected Percent Growth (2016–2026)

NAICS Code

Industry Title

22, 48–49

Transportation, Warehousing, and Utilities

5.7%

700

30.6%

61–62

Educational Services (Private), Health Care, and Social Assistance

10.5%

500

12.0%

Local Government

18.4%

580

7.9%

42, 44–45

Wholesale & Retail Trade

11.8%

360

7.6%

31–33

Manufacturing (Durable and Nondurable Goods)

9.2%

280

7.6%

Total Farm

16.5%

420

6.4%

Source: Employment Development Department, Labor Market Information: 2016–2026 Industry Projections, North Valley Region (Colusa, Glenn, Tehama Counties)

The occupations representing the greatest proportion of jobs and job increase in the service area are listed in Exhibit 8.05. The occupations and occupational groups with the largest numeric increase are personal care aides (370); heavy and tractor-trailer truck drivers (240); farmworkers and laborers, including crop, nursery and greenhouse (160) educational instruction and library occupations, including elementary school teachers and teacher assistants (150); healthcare support occupations, including nursing, medical, and den-

tal assistants (110); and office and administrative support occupations (50) (see also section 1.1F, Exhibit 1.33). As noted in Exhibit 8.05, several of these occupations require no more than a high school diploma or equivalent (farm, office and administrative support, and personal care). However, a considerable number of these occupations require either a post-secondary non-degree award (transportation, education support, and health care support) or a bachelor’s degree (education and library).

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Exhibit 8.05 Largest Occupations with Projected Growth for Colusa, Glenn & Tehama Counties Proportion of Total Jobs in Service Area (2016)

Projected Numeric Growth (2016–2026)

Projected Percent Growth (2016–2026)

high school diploma or equivalent

3.5%

370

26.4%

Heavy and Tractor-Trailer Truck Drivers

post-secondary non-degree award

2.7%

240

22.0%

Healthcare Support Occupations

(all)

most require postsecondary nondegree award

1.3%

110

21.2%

Office & Administrative Support Occupations

Customer Service high school diploma Representatives or equivalent

0.7%

17.2%

most require bachelor's degree or higher

3.9%

150

9.8%

none

8.4%

160

4.7%

Major Occupational Group

Occupational Title

Educational Requirements

Personal Care & Service Occupations

Personal Care Aides

Transportation & Material Moving Occupations

Educational Instruction & (all) Library Occupations Farming, Fishing, and Forestry Occupations

Farmworkers and Laborers, Crops, Nursery, and Greenhouse

Source: Employment Development Department, Labor Market Information: 2016–2026 Occupational Employment Projections, North Valley Region (Colusa, Glenn, Tehama Counties)

The Tehama Campus adheres to the California Community Colleges’ tenet of providing service to the whole community. The Tehama Campus provides open access educational opportunities for most of the identified industries and occupations listed in Exhibits 1.31 and 1.32. ESL, Basic Skills, and foundational skills courses provide pathways for many of the occupations listed in

Shasta-Tehama-Trinity Joint Community College District

Exhibit 1.32. Specialized courses and programs of study, like the Truck Driving courses offered, provide direct pathways to projected growth occupations. General education course offerings provide transfer opportunities. Local degrees and certificates provide advancement opportunities for each industry identified.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

SECTION 1.9

Final Environmental Impact Report (CCR title 5, § 55181, 55184) Shasta College followed the California Environmental Quality Act (CEQA) process for legal environmental entitlement for the Tehama Campus (referred to as the Tehama College Center Project in the EIR documents). Shasta College initiated the CEQA process in February of 2006 by issuing a Notice of Preparation to the State Clearinghouse. The District circulated a draft Environmental Impact Report (DEIR) on February 3, 2007. A Revised Partial Draft Environmental Impact Report (RPDEIR) was published on November

19, 2007, in response to public agencies and community feedback. The District circulated the Final Environmental Impact Report (FEIR) on February 11, 2008. The Shasta College Board of Trustees adopted the Resolution for the Tehama College Center, approved the proposed project, and adopted the FEIR on February 27, 2008. The FEIR included some mitigation measures for the 40-acre site. All mitigation measures were completed. Appendix G contains the FEIR and all related documents.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

SECTION 1.10

Economic Efficiency (CCR title 5, § 55181, 55184) 1.10A – Priority Given to Centers That Create No Financial Burden for the State There is no immediate anticipated financial impact for the State in approving the Tehama Campus as an Educational Center. Shasta College will continue receiving the same amount of apportionment through FTES and the Student Funding formula, with the only increases related to ongoing growth. The funds from the locally approved Measure H

bond and the relatively new campus facilities limit any potential capital-outlay funding needs from the State. With the 10-year enrollment projections (Exhibits 2.02, 2.03, 2.04, and 2.05) for the Tehama Campus remaining under 1,000 FTES, there are no immediate financial implications for the State.

1.10B – Similar Priority Given to Centers That Engage in Collaborative Efforts with Other Segments to Expand Educational Access in Underserved Regions of the State Shasta College remains committed to serving and meeting the needs of its tri-county district by incorporating all extended sites into its enrollment plan and distributing student services and programs appropriately. This commitment has been established in Tehama County since 1970 when courses were first offered at local high schools. The creation of an independent presence in the community in 1991 and the eventual opening of the current Tehama Campus in 2009 provides further evidence of this commitment. Shasta College’s investments have resulted in steady FTES growth in Tehama County and district-wide support of the Tehama Campus attaining Educational Center status. There is an established history of the Tehama Campus engaging in collaboration with various segments of the community. The Tehama Campus has actively worked to support the local K–12 school districts, attended annual community educational events, participated in Chamber of Commerce meetings and events, and contributed to the Tehama Education Foundation at the Board level. Some community groups that have partnered with or used resources of the Tehama Campus include: Tehama County Community Action Agency, Berrendos Middle School, Tehama County SERRF, Red Bluff Elementary School District, Tehama County Department of Social Services, and Expect More Tehama. Official recognition of the Tehama Campus into an Educational Center will further enhance collaboration with local community groups. Community support for the Tehama Campus transitioning into an Educational Center has been Shasta-Tehama-Trinity Joint Community College District

overwhelmingly positive, and the process has not received opposition from any institution, community group, or entity. Shasta College has received letters of support from College of the Siskiyous, Butte College, College of the Redwoods, Feather River College, Simpson College, California State University, Chico, and Lassen Community College District. Local supporters include the City of Red Bluff, Corning High School, the Job Training Center, Los Molinos Unified School District, the Paskenta Band of Nomlaki Indians, St. Elizabeth Hospital, the Tehama County Sheriff's Office, Red Bluff High School District, the Tehama County Board of Supervisors, the Tehama County Department of Education, the Tehama County Library, and the Tehama County Department of Social Services. The letters from local supporters verify that the community has been consulted, there is no anticipated negative impact, and the Tehama Campus achieving Center Status is viewed positively. Shasta College has effectively provided educational opportunities for underserved populations, which is reflected when comparing Tehama Campus student demographics with those of Tehama County. Tehama Campus students identified their race and ethnicity as follows: White (44.5% compared to 68.3% county), Hispanic or Latino (37.7% compared to 25% county), some other race (9.6% compared to 0.02% county), two or more races (3.6% compared to 3% county), Asian (1.8% compared to 1.5 % county), American Indian or Native Alaskan (1.4% compared to 1.4% county), Black or African American (1.1% compared to 0.7% county), and Native Hawaiian or Pacific Islander (0.4% compared to 0.02% county). Tehama Campus

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

students identified their gender as follows: female (72.2% compared to 50.2% county), male (24.4% compared to 49.8% county), and unreported or other (3.4% compared 0% county). The Tehama Campus serves higher percentages of underserved populations compared to county demographic percentages. The Tehama Campus serves a low socio-economic area. Tehama County is a rural community in which 22% of households fell below the poverty line in 2019 compared to the State average of 9.6%. The Tehama County average per capita income ($17,617) was less than half of the State average ($36,955). While the Tehama Campus serves all of Tehama County, it is centered in the areas with the highest poverty rates and lowest incomes, with 31.4% of households below the poverty line. The Tehama Campus provides local opportunities to help individuals reach their next level of education including GED attainment, workforce training, certificates, associate degrees, university transfer degrees, and four-year university general education completion. Most Tehama County adult residents (76.1%) do not have a college degree and are categorized as: 30.5% (13,361) having some college and no degree, 30.1% (13,212) are high school graduates or equivalent, 8.3% (3,626) having completed somewhere between 9th and 12th grade but not earning a diploma, and 7.2% (3,154) having completed less than 9th grade. The Tehama Campus has been successfully reducing equity gaps in Tehama County’s underserved populations for 12 years with significant investments in programs, facilities, and services. Tehama County’s low incomes, high poverty rates, low educational attainment, and limited local employment opportunities are compounded by its limited transportation options, large geographic area, and lack of technology infrastructure. The Tehama Campus continues to evaluate and address educational barriers that are prevalent in the community.

Conclusion The transition of the Tehama Campus to an Educational Center is a positive step to increase local higher educational opportunities, address labor market needs, provide additional access and outreach services to underserved populations, and expand collaboration with community partners. As noted in section 1.1A, California Education Code

(5 CCR § 55180) outlines the five requirements for an approved Educational Center. The Tehama Campus satisfies the first four requirements as it: A) has operated for more than 10 years and plans to continue serving future generations, B) generates above 500 FTES annually, C) has an on-site administrator, and D) offers programs leading to certificates and degrees conferred by Shasta College. This Needs Assessment provides information in support of approval by the Board of Governors, which will satisfy the final requirement (E). The 500 FTES requirement for an Educational Center has continually been met since the Tehama Campus was built in 2009. The Department of Finance approved the 10-year FTES projections (Exhibit 2.10), demonstrating FTES stability of the Tehama Campus. The Tehama Campus has an on-site administrator, assigned faculty, counselors, and classified staff. The Tehama Campus provides a variety of courses with outcomes resulting in transfer degrees, associate degrees, certificates, basic skills, and lifelong learning. A total of 21 certificates, 27 local degrees, and 35 transfer degrees are currently attainable by Tehama students and conferred by Shasta College. There is a concerted effort at Shasta College to strategically manage resources in order to create efficiencies, address potential issues, and provide the most educational opportunities for all students within the District. Shasta College will continue to mitigate potential negative impacts through careful coordination at all District locations, employing mindful consideration of the types of programs and services offered. The Tehama Campus is as committed to these principles today as it has been for the last 12 years. Shasta College decided in 1970 to actively serve and be a catalyst for positive change within Tehama County. As evidence of its deep appreciation for the residents of Tehama County, Shasta College has invested in building programs and services that culminated in the current Tehama Campus. Shasta College’s commitment embodies the essence of the California Community Colleges System and its purpose for creating Educational Centers. The information in this Needs Assessment demonstrates the need and provides justification for the transition of the Tehama Campus into a comprehensive Educational Center. Approval would reaffirm Shasta College’s historic and continued commitment to serving its district.

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

Shasta-Tehama-Trinity Joint Community College District

Needs Assessment for the transition of Shasta College Tehama Campus to Tehama Educational Center | 2021

www.shastacollege.edu

Shasta College Tehama Campus 770 Diamond Avenue Red Bluff, CA 96080 (530) 242-7750 tehama@shastacollege.edu

The Shasta-Tehama-Trinity Joint Community College District (“Shasta College”) does not discriminate against any person on the basis of race, color, national origin, sex, religious preference, age, disability (physical and mental), pregnancy (including pregnancy, childbirth, and medical conditions related to pregnancy or childbirth), gender identity, sexual orientation, genetics, military or veteran status or any other characteristic protected by applicable law in admission and access to, or treatment in employment, educational programs or activities at any of its campuses. Shasta College also prohibits harassment harassment, well as sexual assault, domestic violence, dating violence, and stalking. Needs including Assessmentsexual for the transition ofas Shasta College 90 on any of these bases, Tehama Campus to Tehama Educational Center | 2021

Tehama Campus Needs Assessment

Articles inside

Exhibit 8.01 Neighboring Community College Districts

Exhibit 7.01 Public Transportation to the Tehama Campus— Tehama Rural Area eXpress (TRAX

Exhibit 8.05 Largest Occupations with Projected Growth for Colusa, Glenn & Tehama Counties

Support, Student Services & Other Site-Related Costs

Exhibit 6.04 Tehama Campus Five-Year Budget Projections (2019–2025

1.6F – Number of Personnel Years Required for Each Year Projected

1.4F – Description of Center Academic & Occupational Organization

Exhibit 4.02 University Studies & Transfer Degrees Obtainable at the Tehama Campus (2020–2021

at the Tehama Campus (2020–2021

the Service Area

fication of Regional or Local Need for the New Center

Exhibit 1.08 Site Location Topography

1.3A – Expansion of Existing Institutions (More Space

Exhibit 1.04 Tehama Campus Site Location

Exhibit 1.09 Service Area Cities & Communities by Region

Road & Highway Configurations, etc

1.1A – Description of Proposal