Handbook for New Community College ESP

New Community College Education Support Professionals Handbook Oregon Education Association Âś OEA/NEA www.oregoned.org

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To learn more about how OEA can help you, visit our website: www.oregoned.org 2

Welcome to the education family. We’re glad you’re joining us in a career where we truly do make a difference. Working in education as an Education Support Professional (ESP) is exciting, rewarding and satisfying. It is never boring.

Our community colleges shape the life and learning of every one of our students.

Your work can change our communities. It can be difficult, challenging and sometimes draining.

We know you are dedicated to the work and we want you to know that the Oregon Education Association supports you. We are ready to back you starting today, all the way through your retirement years. That support is provided in a variety of ways: Professional Development: You’ll discover that you need to keep current on job skills and/or job equipment. Professional development opportunities are offered both on your campus and by OEA. Contract Bargaining: Student’s learning conditions are your working conditions.

We will be there to help you get the tools you must have to reach your highest potential.

Political Action: You are on a team with your local Association, the OEA and the National Education Association. Our collective strength makes us a powerful advocate for improving the working and learning conditions for our students and for you. We’ll work together to make sure the public and our representatives in Salem and Washington D.C. have the information they need to make the right decisions for public education and community college employees.

As a community college educational support professional, you are a member of the 46,000 members of OEA and the 3.2 million members of the NEA. Welcome to the family. To learn more about how OEA can help you, visit the OEA website: www.oregoned.org.

Thank you for choosing a career in community college education. I look forward to helping you continue this challenging and exciting work.

Sincerely,

Hanna Vaandering OEA President

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New Community College ESP Handbook Table of Contents Educational Support Professionals: Did You know?

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Who We Are 6 Welcome to Your New Job 7 Enhancing Your Job Security 8 Questions to Ask During Your First Days

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Tips for stress reduction and prevention

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Keeping Student Information Private

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Job Evaluations: Do’s and Don’ts

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You and Your Union 16 A Legal Guide to Your Rights

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Collective Bargaining Agreements 20 Community College Acronyms 21 Contact and Feedback 31

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Did You Know?

EDUCATION SUPPORT PROFESSIONALS

82 percent plan to stay in the education profession 40 percent have been with their current employer for at least 10 years

42 percent have more than 10 years of experience 65 percent regularly take classes or exams to stay

current in their jobs

42 percent have an Associate’s or more advanced degree

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Who We Are Many different jobs fall under the umbrella term of Education Support Professionals (ESPs). The National Education Association (NEA) has identified nine main job groups that include more than 300 categories of ESP positions: PARAEDUCATORS Instructional and Non-instructional Support CLERICAL SERVICES Secretarial, Clerical, and Administrative Support CUSTODIAL AND MAINTENANCE SERVICES Custodial, Building and Grounds Maintenance TRANSPORTATION AND DELIVERY Transportation and Delivery Services, Vehicle Services and Vehicle Maintenance

FOOD SERVICES Food Planning, Preparation, and Service SKILLED TRADES SERVICES Trades, Crafts, and Machine Operations HEALTH AND STUDENT SERVICES Nursing, Health, and Therapy Support: Community, Family, Parent, and Welfare Services SECURITY SERVICES

School Resource, Guard, Police, and Security Specialties TECHNICAL SERVICES Computer, Audiovisual, and Language Technical Support; Media, Public Relations, Writing and Art Specialties

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Welcome to Your New Job Begin the year by starting a professional records file folder.

Collect and retain as many documents concerning your status at your community college as possible. If you requested them before accepting the position you are ahead of the game.

Your file should contain at least the following: n

Documents given to you from HR

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Current personnel handbook

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Copy of your association contract

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Copies of correspondence from your employer

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Letters of hire

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The Association’s $1 million liability insurance policy brochure

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Yearly salary information and payroll notice

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Work schedule

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Evaluation and growth plans

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Records of leave accrual and use

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Commendations, awards and honors

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Records pertinent to your retirement

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Enhancing Your Job Security Getting started in a new job can make all the difference. Here are some ideas to consider as you start your new job: Things to Do Build relationships. Get acquainted with your supervisor and other department personnel. Get involved in campus activities, staff functions, and campus committees when available.

Do a good job. Be well prepared. Meet your deadlines.

Study your copy of the contract. Keep it for reference. Know your rights and responsibilities. Ignorance of the contract, like ignorance of the law, is no excuse. Get to know your local association representative to explain any part you don’t understand.

Maintain a good attendance record. Avoid unnecessary absences or tardiness.

Always give prompt notice of unavoidable absences or tardiness to your supervisor.

Initiate regular communications with your supervisor. Accept constructive criticisms gracefully, and try to heed them. Find out what is expected of you and ask how well you are meeting those expectations.

Ask for help, if you need it. Ask your supervisor about policies and procedures.

Ask respected colleagues for tips on doing your job effectively and on getting along with your supervisor.

Find out what training is available to enhance your skills.

Maintain your own file of all job-related documents. Save paycheck stubs, salary placement notices, notices of accumulated sick leave, observation reports, evaluations, commendations or thank-you notes from colleagues, letters from parents, etc. If it’s in writing and pertains to your job, don’t throw it away.

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Obey direct instructions from your supervisor. If you believe an order is unreasonable, unfair, or in violation of the contract, you can raise an objection and indicate that you are complying but disagree. Always remember the principle: obey first, then grieve. The only exception is when ordered to do something illegal or something that would cause harm or create an unsafe situation for you or others.

Become an Active Participant in Association Programs. Association activities provide an opportunity for you to develop a district-wide network of supportive colleagues while you also develop and demonstrate your leadership skills.

Things to Avoid Don’t shirk your responsibilities. Make every effort to attend required meetings, deadlines, and carry your fair share of the load.

Don’t become a “workaholic.” The most productive persons are well-balanced employees, people who can manage their jobs and their lives. Avoid burnout.

Don’t antagonize your supervisor.

Don’t be a chronic complainer. If your contract rights are violated, grieve, but don’t gripe. Contribute to the solution instead of the problem.

Don’t confide details of personal problems to your supervisor or to colleagues you barely know. The exception is when a personal emergency affects your job. Then explain the situation briefly and objectively.

Don’t lose your composure on the job—with students, the public, colleagues, or your supervisor. Crying or losing your temper will only work against you.

Don’t let yourself be pushed around. Whether you are a permanent, probationary, or temporary employee, you are a professional and are entitled to be treated as one.

Don’t lie or attempt to deceive your supervisor or others. Occasional lapses in judgment may be tolerated, but deception seldom is.

Don’t panic! If you find yourself in a situation where you may be subject to disciplinary action or if you become the subject of administrative harassment, call your association representative immediately.

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Questions to Ask During Your First Days n Who is my immediate supervisor? n What is my work schedule n What keys do I need? n What equipment is available for me to use: copier, computer, fax? n Do I need codes to operate this equipment? n What is my job description? n What are the goals of the department and college? n What is the procedure if a staff member or student has an emergency? n How do I report a student of concern? n Is there an ID badge that I should wear? n Where do I put intercampus mail? n Is there a preferred way people take their lunches in order to provide coverage in the department that I should know about? n Is there a specific way you wish me to answer the phone? n What are the safety procedures for the building? n Is there an employee handbook for me to review?

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Tips for Stress Reduction and Prevention There is no way around it. Working in education is extremely stressful.

Staff who can survive without getting “burned out” have learned to manage stress so that they can survive and even thrive.

Recognize what stresses you. Learn to recognize what upsets you and avoid experiences that you know cause anxiety. If you can do something about a problem, do it. If not, accept that you can do nothing about it and let it go.

Take stock. Ask yourself: What do I like doing? What skills or talents could I develop more fully? What causes me the most grief? Then be sure to include some of the things that you like to do each day and avoid the things that cause you the most grief.

Set reasonable goals. Be sure to set realistic goals for yourself. Don’t try the impossible. Divide goals into manageable chunks and start chipping away at them.

Accept your limits. Do your best job, but remember that you do not have to be perfect. You are not going to know everything your first day on the job. Allow for failure and for improvement next time you do the same task. Take notes to help you remember a task for the next time you have to perform it.

Concentrate on the positive. Instead of worrying about something, focus on what you can do to make it better.

Find someone to talk to. Identify a colleague in whom you can confide and from whom you can get feedback and new ideas.

Give yourself a break. Get away from your routine by taking short weekend trips to get your mind off work. Take short walks during the day. Exercise more. Find some time for yourself no matter how busy your schedule is.

Reject guilt. Have a comfort zone in your home where you do not think about work.

Get and stay healthy. When you are well rested, eat well and get enough exercise, you will naturally reduce your stress level. Do you need to make any changes here?

Manage your time. Set personal and professional priorities — ­ and act on them.

Anticipate when you will get in a time crunch, ask for help and head off problems.

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Keeping Student Information Private Much of the information you will deal with is private educational data on students and is protected by both state and federal privacy laws. Sharing information when there is no valid educational reason for doing so may subject you to discipline by the college and civil and criminal liability.

When discussing students with colleagues, ask yourself whether the discussion is really necessary to provide educational services to the student. Do not discuss individual students outside the college setting.

Most student data is private and should not be released to anyone but the student and staff who have a legitimate educational need to the information.

Oregon statute covers all releases of data. If you can’t release something in written form, you can’t release it verbally.

If in doubt when asked for information, withhold the requested information until you check with your department chair or dean or registrar to determine whether it can be released.

If anyone questions you about a student, whether it be the media or a spouse or parent of a student or another student, respond simply that the information is private student data and that you cannot discuss it with them without that student’s permission.

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FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA) FERPA applies to the education records of students who are attending or have attended your community college.

A student is anyone who has enrolled in a course.

Education records are all records that directly relate to a student and are maintained by the institution.

STUDENT RIGHTS n To inspect their education records n To have control over the disclosure of information from their education records. n To seek to amend their records if they desire.

COMPLIANCE WITH FERPA n Notify students annually of their FERPA rights. (This can be handled in your schedule of class publication or catalog.) n Annual notice must identify the categories of personally identifiable information that the institution has designated as public or “directory information.” n Provide access to a student’s education records upon request.

WHERE CAN STUDENTS FIND CURRENT INFORMATION ON FERPA POLICY? The most likely source for finding your college’s FERPA policy would be your student handbook, the published quarterly class schedule, or the annual printed catalog.

WHO HAS THE RIGHT TO ACCESS STUDENT EDUCATIONAL RECORDS?’ n The student n Anyone that student identifies through written consent n “School officials” whose job has a legitimate need to know Note: Although a person has been designated as a “school official,” he/she does not have inherent rights to any and all education record information.

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Job Evaluations Do’s and Don’ts All employees are formally evaluated by their supervisors. Evaluations build a written record for the performance of duties outlined in the job description. They should also affirm the skills and strengths the employee brings to the job, and may include a positive plan for personal improvement.

It’s a good idea to maintain your own professional records file with copies of your job description, evaluations, letters of a job well done, and anything else related to your job performance.

EVALUATION DO’S n Before your evaluation conference, review your job description and any updates. n Review copies of any previous evaluation reports. Note any improvements since your last evaluation. n Review policy manuals, department handbooks, and other written instructions. n Think about any questions you want to ask before or during the conference. n If you believe disciplinary action may be involved in your evaluation, consult with your Association Representative or your OEA UniServ Consultant.

EVALUATION DON’TS n Don’t evaluate yourself. n Don’t identify or agree to any deficiencies. n Don’t accept inaccurate information, erroneous comments, or hearsay. Request detailed information to correct the record. n Don’t get involved in confrontation. n Don’t assume that all positive comments will appear on the record. Request that they be included. n Don’t agree to ambiguous and/or open-ended criteria or goals that could be difficult to follow or achieve. Ask that goals be measurable, reasonable, and positive.

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The Conference n Understand what you want to accomplish. n Start with some positive comments about yourself. n Ask questions. n Remain rational and confident. Don’t rush or be rushed. Request more time if necessary. n Clarify with your supervisor what will be included in the record. Get it in writing!

Introduce your own materials, such as letters of commendation, thank you notes, etc.

Signing the Record It should be understood that the employee’s signature merely indicates that the employee is aware of the document and/or the evaluation conference. It should not indicate agreement. If you believe that the signature may denote agreement, add a statement before signing, such as “Receipt acknowledged,” or “I have received a copy of this document.”

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You and Your Union What to Do if There’s a Complaint Against You You don’t think it will happen to you. Unfortunately, even the best employees sometimes face arbitrary or unfair situations. It is better to be prepared than have to fly by the seat of your pants. Get a copy of your local contract and read it. Your Association Representatives are good people to get to know. Here are some things to remember: If you are called to a meeting with one or more administrators and the meeting becomes an accusatory proceeding where you are asked questions that could lead to discipline, respectfully decline to answer such questions until you have Association representation. Request that the meeting adjourn until you can have representation. Contact your Association representative, your grievance representative, or your OEA UniServ Consultant as soon as possible.

It is important that you get advice early instead of waiting to see what happens.

If the problem is serious, your UniServ Consultant will see to it that you have the benefit of legal advice and counsel, if needed.

It is extremely important that you keep records of all conversations and copies of any written statements or correspondence related to your situation. If you receive material through the mail, keep the postmarked envelope, too. Before you respond in writing to requests from your administration, review the response with your Association Representative. When you meet with your representative, he/she will review the contract with you. It is important to be completely honest with your representative and consultant. They are there to help you be successful and to protect your rights.

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The Association is the exclusive representative for the classified/education support professionals on your campus and therefore the only employee organization authorized to represent individual staff rights in certain situations.

What are the situations in which you may want or need representation?

You have the right to be represented by the Association when: n

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An administrator calls a conference with you and you have reason to believe that you will be subject to reprimand or disciplinary action.

You receive a “does not meet standards� or unsatisfactory rating on your evaluation.

You have a grievance. You are entitled to Association representation at every step of the grievance process, including the informal conference. The earlier you get help the more effective it may be.

A meeting has been arranged to resolve a complaint about you – if the complainant is someone other than your designated supervisor, and an administrator is to be present.

IMPORTANT NOTE An employee always has the right to halt any conference already in progress with any administrator, if the conference becomes disciplinary in nature, and may demand postponement for a reasonable amount of time to obtain representation.

If the meeting becomes rescheduled, contact your association officers and explain the situation. If your administrator will not halt the meeting, do not become rude or argumentative. Listen to what is being said, do not say anymore in the current meeting until you have representation (especially do not sign anything nor agree to anything until you have a chance to talk to your association officers). Be polite, take notes (especially if there are deadlines or conditions presented to you), and at the end of the meeting ask to have some time to think about what has been presented to you before you give an answer.

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A Legal Guide to Your Rights The following is intended to outline some of your legal rights and responsibilities as a community college employee. The information contained here is not all-encompassing nor designed for self-diagnosis of individual problems. It is provided as an overview.

If you have any questions about your legal rights as an educational employee, do not delay — contact your local association for assistance.

RIGHT TO UNION REPRESENTATION The Public Employee Collective Bargaining Act (PECBA) entitles all Oregon public employees to union representation when an employer suggests an investigatory interview and the employee fears that the interview may result in discipline.

This right is commonly known as the “Weingarten Right,” named after a famous Supreme Court case. The right is not automatic. The employee must request this representation. If you are unsure as to whether discipline might result, ask your employer. If your employer is unwilling to assure you that there will be no discipline, then you should be entitled to representation. In any event, do not sign disciplinary documents without first consulting a union representative who can review the documents with you.

The value of your right to union representation cannot be overemphasized. It ensures that there will be a witness to the conversation between you and your employer. The Association representative can provide you with an articulate spokesperson who will help present your position effectively. By being involved in these meetings, the Association can monitor overall discipline and make certain that it is applied fairly and uniformly.

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OREGON LABOR LAW Federal labor laws specifically exclude public employees from coverage. In 1973, the State of Oregon filled this void by passing the Oregon Public Employee Collective Bargaining Act. It establishes the right of public employees to organize and to negotiate with employers for better working conditions, benefits, etc.

The law is administered by the Oregon Employment Relations Board (ERB), an independent state agency.

Once a union is recognized, the employer has the duty to bargain in good faith with the union. This doesn’t require the parties to make concessions or agree to a proposal, but it does require the parties to exchange proposals and discuss them in an attempt to reach agreement, reduce agreements to writing, and incorporate those agreements into a collective bargaining contract.

The employer is required to negotiate with respect to wages, hours, and other terms and conditions of employment. These items are called “mandatory subjects of bargaining.�

If negotiations fail to produce an agreement after a reasonable time, the law requires the parties to engage in mediation and fact-finding in a further attempt to settle the contract. In mediation, a mediator provided by the State tries to help the parties settle their differences. If mediation fails, the parties then proceed to factfinding. In fact-finding, hearings are held and the fact-finder issues a non-binding written recommendation for resolution of the dispute.

The law also authorizes strikes by employees, if mediation and fact-finding fail to produce an agreement.

Once the parties reach an agreement, the employer must abide by its terms. As to items not covered by the collective bargaining agreement, it is generally an unfair labor practice for the employer to change mandatory terms without first bargaining with the union. If you experience a change or learn of an anticipated change in your working conditions, contact your association who will contact your UniServ consultant immediately. Timelines to correct the problem may be very short, so promptness is essential.

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Collective Bargaining Agreements An important and valuable source of rights for all educational employees who are represented by OEA is the collective bargaining agreement.

Provisions in a collective bargaining agreement can go well beyond rights given by statute or by the federal or state constitutions.

If a provision of a collective bargaining agreement is violated, the employee and/or the association may file a grievance under the grievance procedures of the contract. Employees should remember the “obey now, grieve later” rule. If you refuse your supervisor’s direct orders, then you may be disciplined for insubordination. Even if your supervisor directs you to do something which you are certain violates the contract, do as you are directed unless you know it could be dangerous to you and others. Then contact your association officers who will get in contact with your UniServ consultant.

If you believe a contract violation has taken place, file a grievance within the contractually stated time period. Failure to do so may result in a loss of rights.

Use the space below to remember the people who can help you in difficult times.

Your Association Representative:_________________________________ Worksite Location: _____________________________________________ Phone: ________________________________________________________ Your UniServ Consultant: _______________________________________ Phone: ________________________________________________________ Email: ________________________________________________________

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Contact information for OEA UniServ consultants can also be found in your OEA calendar book and on the OEA website at www.oregoned.org.

Community College Terms and Acronyms AACC — American Association of Community Colleges A national voice for two-year associate degree granting institutions. Provides services, training and publications for community colleges.

AACRAO — American Association of College Registrars and Admissions Officers AAOT — Associate of Arts Transfer Degree AAS — Associate of Applied Science degree AAWCC — American Association of Women in Community Colleges AAWCC provides publications and events geared specifically to the needs of women who are community college staff or board members.

ABE — Adult Basic Education ACC — Advanced College Credit ACCT — Association of Community College Trustees A national organization that represents the officials who govern community, technical and Junior colleges in the United States and abroad. ACCT provides information, training and publications.

ACTI Code — Activity Code, for FTE classification purposes Adult Literacy/Basic Skills Community colleges’ family literacy, workplace literacy and English language programs that provide assistance to adults needing basic math, reading and computer skills. State supported Adult Skill Centers furnish additional services such as one-to-one tutoring, referrals, assessments and work-centered instruction.

AFT — American Federation of Teachers (see OFTEHP) AGS — Associate of General Studies AHSD — Adult High School Diploma

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Annexation — Joining areas of the state not in a community college district to a community college district. Requires votes of existing district plus new areas as well as State Board of Education approval.

AP — Advanced Placement ASE — Adult Secondary Education ASG — Associated Student Government ASOT — Associate of Science Oregon Transfer Degree - Business ATC — Apprenticeship Training BITS — Business and Industry Training System A group made up of community college faculty and staff that are engaged in providing customized training programs to business and industry.

BMCC — Blue Mountain Community College BOLI — (State) Bureau of Labor & Industry Bonds — Speculators buy bonds because they can usually get a good interest rate of return on their money. Bonds are sold for cash to build projects.

CC — Certificate of Completion degree CCC — Chemeketa Community College CCC — Clackamas Community College CCC — Clatsop Community College CCOSAC — Community Colleges of Oregon Student Association and Commissions CCWD — Department of Community Colleges and Workforce Development A state agency with direct responsibility to the State Board of Education. The CCWD is responsible for submitting the community college biennial budget to the governor.

CEAC — College Equivalent Advanced Credit

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CEUs — Continuing Education Units CGCC — Columbia Gorge Community College CIA — Oregon Council of Instructional Administrators/Chief Academic Officers The group of community college instructional deans and vice presidents from both the transfer and technical programs. It is concerned with planning and exchanging information about these activities.

CIP Code — Classification of Instructional Programs code CLEP — College Level Examination Program COCC — Central Oregon Community College Co-Op — Cooperative Work Experience CPI — Consumer Price Index CPL — Credit for Prior Learning CSSA — Council of Student Services Administrators The group of community college deans and vice presidents concerned with student services.

Current Service Level (CSL) — Each legislative session, community colleges are presumed to be allowed a certain margin to increase the base funding for inflation.

Current service level is supposed to include the amount required to cover the cost to run the institutions.

DHS — Department of Homeland Security EOU — Eastern Oregon University Equalization — Community colleges have developed a funding formula to equalize the distribution of state funds.

ESD — Educational Service District ESL — English As A Second Language ESP — Education Support Professional

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EST — Employment Skills Training FAFSA Free Application for Federal Student Aid FERPA — Family Educational Rights and Privacy Act FIPSE — Funds for the Improvement of Post-Secondary Education (federal grant thru USDOE) FTE (Staff) — Full-time equivalency Used to describe the workload of staff (one regular full-time employee = 1 FTE; one half-time employee = .5 FTE).

FTE (Student) — Full-time equivalency Used to measure student enrollment for purposes of state reimbursement. One FTE equals 510 student contact hours in CCWD designated courses.

FTF — Full-Time Faculty Funding Formula — The formula that distributes most state funding and one-half local property taxes to community colleges. The formula is an administrative rule approved by the State Board of Education.

GED — General Education Development HEA — Higher Education Act INS — Immigration & Naturalization Service IPEDS — Integrated Post-Secondary Education Data System JATC — Joint Apprenticeship Training Council JBAC — Joint Boards of Articulation Council JTPA — Job Training Partnership Act Federal law that generates funding for workforce-related programs in each state. In Oregon, JTPA staff is a part of the Department of Community Colleges and Workforce Development (CCWD).

KCC — Klamath Community College

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LBCC — Linn-Benton Community College LCC — Lane Community College LDC — Lower Division Collegiate LE — Lecture course LE/LA — Lecture/Lab course LMI — Labor Market Worksheet form Local option — Local option authority is the ability for a taxing district to levy over the Measure 5 permanent rate limits but remain below the Measure 5 limits of $5 per $1,000 of market value.

MHCC — Mt Hood Community College NEA — National Education Association NOI — Notice of Intent form NSC — National Student Clearinghouse NWAACC — Northwest Athletic Association of Community Colleges NWCCU — Northwest Commission on Colleges & Universities (accreditation agency) OAR — Oregon Administrative Rule These are the regulations issued by state agencies in order to implement and define statutes (also see ORS).

OATC — Oregon Advanced Technology Consortium A facility operated by a consortium of Oregon community colleges. OATC provides training and equipment access for high-technology manufacturing enterprises.

OCC PREP — Occupational Preparatory OCC SUP — Occupational Supplementary

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OCCA — Oregon Community College Association A membership organization of the 17 community colleges whose mission is to advocate, communicate and collaborate in order to strengthen community colleges for the benefit of all Oregonians. OCCA is not a state agency.

OCCC — Oregon Coast Community College OCCCIR — Oregon Community College Council of Institutional Researchers The statewide association of community college institutional research staff. It meets to exchange information and plan for future needs.

OCCSA — Oregon Community College Students Association The statewide association of student government leaders. It meets to exchange information and to engage in advocacy for student interests.

OCCURS — Oregon Community College Unified Reporting System The statewide community college data collection and storage system based in the Department of Community Colleges and Workforce Development (CCWD).

OCCVA — Oregon Community College Vocational Association OCESP — Oregon Council for Education Support Professionals Represents classified employees affiliated with the Oregon Education Association (OEA).

ODE — Oregon Department of Education Regulates K-12 and Education Service Districts (ESDs) only.

OEA — Oregon Education Association The statewide union for public school teachers, community college instructors, and education support professionals. The OEA is the state affiliate of the National Education Association (NEA).

OFTEHP — The state affiliate of the American Federation of Teachers (AFT).

OICA — Oregon Independent Colleges Association OIT — Oregon Institute of Technology OLI — Oregon Leadership Institute

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ONE — Oregon Network for Education ONE’s web site (www.oregonone.org) serves as an educational mall with “doorways” to Oregon’s educational institutions, programs and services.

OPSRP — Oregon Public Service Retirement Plan OPTE — Office of Professional Technical Education, located within the ODE. OrACRAO — Oregon Association of Collegiate Registrars and Admissions Officers ORS — Oregon Revised Statutes The compilation of state laws, generally followed by a number, as in ORS 341.009 (a reference to community college policy established by the Legislature).

OSAC — Oregon Student Assistance Commission Formerly known as the Oregon State Scholarship Commission. OSAC is responsible for administering the state’s student financial aid programs.

OSBA — Oregon School Boards Association OSBA represents more than 1,400 locally elected school board members for the K-12 districts, ESDs and the 17 community colleges, as well as the State Board of Education.

OSBHE — Oregon State Board of Higher Education The Oregon State Board of Higher Education governs the state’s seven statesupported universities. The board establishes system-wide policy, sets institutional guidelines, approves curricular programs, reviews and approves budgets, and manages property and investments.

OSEA — Oregon School Employees Association A statewide union that represents classified employees in local school districts and community colleges.

OSU — Oregon State University OTM — Oregon Transfer Module OUS — Oregon University System State agency that includes Oregon’s seven state-supported universities. Governed

by OSBHE.

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OUS — Oregon University System (Oregon State System) OWIB — Oregon Workforce Investment Board Charged with implementing the Workforce Investment Act (WIA) in Oregon.

PCC — Portland Community College PDU — Professional Development Unit Pell Grant — Pell is a form of federal financial assistance for college students, directed primarily to serve low-income students.

PERS — Public Employee Retirement System — The public retirement system for state, county, municipal and other public employees, including community college employees.

PET — Pre-Employment Training PIE — People for the Improvement of Education, the political action committee of the OEA PLUS — (Federal) Parent Loans to Undergraduate Students POC — Point of Contact PREP — Proficiencies for Entry into Programs Presidents’ Council — Consists of all 17 Oregon community college presidents.

PSU — Portland State University PT — Part-Time PTE — Professional Technical Education PTF — Part-Time Faculty RA — Representative Assembly RCC — Rogue Community College

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SAP — Satisfactory Academic Progress SBDC — Small Business Development Center — Local small business development centers, operated mainly by community colleges but also at some other institutions for the purpose of assisting small businesses.

SBE — (Oregon) State Board of Education A seven-member board, appointed by the governor, the State Board of Education is responsible for setting state policy for public elementary, secondary and community college education.

SDA — Service Delivery Area — A geographic region for JTPA services.

SEOG — (Federal) Supplemental Education Opportunity Grant SOU — Southern Oregon University SRTK — Student Right To Know Act Stafford Loan — A federal program for financial assistance to college students.

Local banks actually loan the funds; the federal government guarantees them.

SWOCC — Southwestern Oregon Community College TBCC — Tillamook Bay Community College TOEFL — Test of English as a Foreign Language TVCC — Treasure Valley Community College UCC — Umpqua Community College UO — University of Oregon UP — University of Portland USDOE — United States Department of Education WCCCD — Western Center for Community College Development WIA — Workforce Investment Act Federal legislation to encourage workforce collaboration for the consumer.

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WIB — Workforce Investment Bureau WIC — Workforce Investment Council WICHE —Western Interstate Commission on Higher Education A 13-state commission created by the Western Regional Higher Education Compact, dedicated to cooperation in the sharing of higher education facilities and programs among the cooperating states.

WOU — Western Oregon University

Thank you OEA Community College Board Director Lynda Graf for her original draft of this document and ongoing encouragement to complete the project.

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Contact & Feedback CONTACT INFORMATION Oregon Education Association / National Education Association 6900 SW Atlanta Street Portland, Oregon 97223 503.684.3300 800.858.5505 FAX 503.684.8063 www.oregoned.org

FEEDBACK ABOUT THIS HANDBOOK? OEA wants to hear from you about this handbook. Is the material useful?

Was it presented in an organized manner? Do you know how OEA can assist you as a member? n

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Email your thoughts and suggestions for improvement to: webadmin@oregoned.org (Subject Line: Community College Handbook) Or, call OEA’s Center for Great Public Schools at 503.684.3300.

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