>> I'd like to call the meeting to order. Ms. Thompson, will you call the roll please?

>> Mr. Baum?

>> Here.

>> Ms. Martin?

>> Here.

>> Dr. Fellow?

>> Here.

>> Ms. Brown?

>> Here.

>> Dr. Mann?

>> Present.

>> Mr. Thomson?

>> Here.

>> Ms. Wah?

>> Here.

>> Ms. Israel?

>> Is there any member of the public that wishes to address the board on any of the items on the Closed Session Agenda? I see a gentleman filling out a cart over there, is that for the closed set? [Inaudible Remark]

>> Open session, okay. I have no comment cards for any of our close session agenda items. So, we will recess--we will not recess. We will go into close session to discuss a number of items that are covered under government code 549576, 54957, 54956.9B, 54957 and 54956. It's a collective--we'll be discussing collective bargaining. We are discussing a conference with legal counsel on pending litigation. We'll be covering the performance evaluation of the college president and the conference with labor negotiating--negotiator of unrepresented employee. I'm going to take this a little bit out of order so I wanted to let the members who usually brief us in closed session. Now, the board will convene by itself initially first to discuss the performance evaluation of the college president. And then we will invite the college president to join the conversation and then we will take on the other items--oh, in the closed session.

>> I would like to call the meeting back to order.

[ Inaudible Discussion ]

While there was no action taken in closed session, we did conclude the annual performance evaluation of the superintendent president. I just want to take this opportunity to again restate the board's unanimous enthusiastic support for the performance of our superintendent president and to let you know how much we appreciate the efforts by the superintendent in the progress that has been made against the goals that we were set--that were set by the college a year ago. And Dr. Rocha, would you also convey our sincere appreciation to the leadership team of the district including our shared governance groups for a tremendous year of progress that enduring a very challenging year especially with the condition of the state budget, and being able to respond serve our students as effectively as possible. So, I just--I am--I can't say more enthusiastically enough how much this board is--support of this president and this leadership of this district. We'll go on to the pledge of allegiance. Trustee Wah, will you lead us in the pledge of allegiance?

>> Follow me.

>> I pledge allegiance to the flag of the United States of America, and to the Republic for which it stands, one Nation under God, indivisible, with liberty and justice for all.

>> Dr. Rocha, are there any introductions you'd like to make?

>> Ah, yes. Thank you, President Baum. I have one very one very important introduction to make. I would ask Terri Hampton to please come to the podium. I would like to formally introduce to you the new Executive Director of Human Resources of Pasadena City College, Terri Hampton. Let's give her a big--

[ Applause ]

>> Good evening everyone. I will be very brief. I am just going to say very quickly that I am excited to be here. I feel welcomed. I want you to know that I am passionate about human resources function and I think it is important--an important role and HR can take play as--be a strategic partner in the process with the district and accomplishing its goals and reaching its plan for the educational master plan. And so, I'm happy to be here, I'm happy to be a part of it, and I feel so honored and privileged to be here with you. And anything that I can do to assist you, please don't hesitate to ask. Thank you. [Applause]

>> Thank you very much.

>> Thank you, President Baum. Welcome aboard. We're very happy to have you as part of the PCC community. I look forward to working with you in the years to come.

>> Okay, we're moving on to item C, public comment on non-agenda items. Our clerk of the board has collected the comment cards. As always, I will read the process as according to what we've printed in the agenda. Members of the public may address the opportunity to address the board regarding any item on the agenda. To do so, please complete a request to address the board form and give it to the board secretary prior to the deliberation of the agenda item. Individual speakers are limited to 5 minutes and total audience participation and any agenda item is limited to 30 minutes. Dr. Fellow, who's [inaudible]--

>> I have 10 items that are under non-agenda and Gerard Sliker [phonetic].

>> Mention the next person maybe.

>> And on deck is Dean Sale [phonetic].

[ Pause ]

>> Good evening board members and Dr. Rocha. My name is Gerard Sliker. I'm a plumber here at Facility Services. This is Rudy Perez, he's an electrician here at Facility Services and I'm just going to read you right off this brief here. After all of the fiascos that I have been going on in facilities for the past two or three years, I'm a little embarrassed to even be here. Everyone wants to talk about ethics and morality. How about just doing the right thing?

[ Applause ]

I have a packet that includes information about my conversations with Vice President Van Pelt and Vice President Miller regarding a verbal agreement to fairly compensate myself and Rudy Perez, facilities electricians for supervising all aspects of the plumbing and the electrical of the science village. In the packet, I described my supervising duties. I've also include the job descriptions for supervising plumber positions I held both at the state of California and the city of Long Beach. Furthermore, I'm including current salary schedules for the state system. Somehow, my verbal contract with Vice President Van Pelt and Vice President Miller has become another fiasco between your legal counsel, Gail Cooper, CICA 77 Chapter President Dave Crouse and our business agent, Joe Ahern. Ms. Cooper stated to Dave Crouse that she feels that I should not be compensated as a supervisor, as a licensed state plumbing contractor and Rudy as a licensed state electrical contractor. I'm not clear as to why somebody would make the statement without knowing that scope of the work we performed. The two parties appear to be creating their own agenda and as much as they are trying to pass an MOU which I have a copy of, to our contract to address the situation when clearly Article 19 addresses a higher class pay. Based on history--based on past history, I don't have very many expectations of anybody here resolving this problem. But if any-- [Applause] But if anybody is interested, I do have this packet that goes in detail. My question to you tonight is if you can't do the right thing when it comes to your staff and your faculty, how do you expect to do the right thing for the students?

[ Applause ]

[ Silence ]

>> Good evening, board members. My name is Dean Sale. I've been an employee here at Pasadena City College for the last 22 years. Some of you guys might remember me back in December 2010, actually it was December 8, 2010. I had spoke to quite a few of you. I spoke to you guys about a lot of the illegal business activities and the corruption that was taking place here especially with Rick Van Pelt. Basically, I was trying to reach out to you guys to let you know what kind of individual you guys were dealing with. Apparently, it didn't go anywhere and, you know, now, I'm going through the court process right now which, you know, its bad, you know? I've--I served a half of my life here. It's a great institution to work for. There's great people here and for it to come to this, it's just totally uncalled for. Like I say, you know, I had spoke about his illegal business activities with you guys and the corruption of the police force here, you know, illegally arresting me and being prosecuted and defamation to character and I had to fight for my rights which I feel, you know, none of this should ever have taken place. [Applause] It's sad. It's really sad, you know. We got some great individuals that work here. You guys got to understand what kind of employees you guys got here. You guys got to learn how to utilize them and not take advantage of them, you know. This administration is something else. Mr. Rocha, I spoke to you. Actually, you met up with us, it was about two weeks after Van Pelt had got fired. You said you we're going to be more transparent. Apparently, this administration, the transparency is to you guys not being seen at all. We haven't seen you since. I mean, you know-- [Applause] Let's all work together, you know. We're here to service the students, you know. It's--this is getting out of hand. Let's all work together. I don't understand this anymore. So, what I want to conclude tonight is that I want this board to be responsible and watch what this administration is doing. You know, you guys are here as representatives of your community. Please do your job, okay? There's policies and procedures here that ain't being implemented specially in the hiring practices. You know, I see this staff going on just recently is--is last week, you know, the hiring of Al Hutchings. That wasn't questioned when he got hired. I even went to the Dean of Human Resources and spoke about this. I wanted to get on that--I actually was in the process of trying to fill in for that position and was denied. When I found out that this gentleman that had basically no experience in the building trade and got hired on to do this type of work and then find out how corrupt he was, was unbelievable, you know? And then later on to make him an instructor at night. As a matter of fact, one of my children had him at night and he was there half the time. I'm just like--you know, what is this? What kind of instructor is this, you know? You got some really good people here that want to do a good job and the hiring practices that are implemented right now, there's a lot of nepotism going on especially down in facilities, you know. We got like family member, broad is coming in. [Applause] These stuffs need to be cleaned up, you know. Let's get the best people to do the best job, okay? You guys got a lot of good individuals here. Let's work together. That's all I want to say tonight. Thank you very much.

[ Applause ]

>> Danny Hamman and Sarah Belnick [phonetic].

[ Pause ]

>> Hello, my name is Danny Hamman and this is Julie Kiotas and we are the co-lead negotiators for the faculty association. [Applause] I want to thank you for taking the time to listen. Your decisions affect the lives of hundreds of faculty and staff and tens of thousands of students. On April 4th 2012, the district sunshined its initial proposal to the public which included re-calendaring to a trimester calendar as a negotiable item. On May 2nd 2012, this board approved on the recommendation of this administration a calendar that had been vetted through the entire shared governance process and had been signed off on the Pasadena City College Faculty Association and included a winter intercession. The PCCFA met with the district to negotiate at least five different times for approximately 15 hours between May and August. During this period, on July 16th, the district presented an MOU at the end of the meeting and asked us to sign off on a new calendar. "The exact same tentative student calendar" the board approved on August 29th and told us that if we did not sign they would probably have to implement a 10-day furlough of all staff. No negotiations took place at that meeting. The following two negotiation meetings were spent with the district attempting to compel us to sign the same MOU without any negotiation. On August 29th 2012, this board approved on the recommendation of this administration the same academic calendar referred to as a tentative student calendar for legal purposes. Part of that recommendation included the following. It is therefore recommended that the board adopt the tentative student calendar with the understanding that the district will continue with negotiations with all affected employee organizations and does so in good faith. This proposed calendar to our knowledge involved absolutely no shared governance whatsoever. In addition, this recommendation included a self-imposed date of operational necessity of October 1st, 2012. We respect the long hours and hard work of our colleagues on the Calendar Committee, the Academic Senate and the College Council. And if at some point through the shared governance process, they decide that our calendar needs to be changed in the best interest of our students, we would be more than happy to listen and consider those changes. It should be noted that the calendar committee met a week ago, Monday on September 24th and voted to reaffirm the calendar that they approved in the spring on a vote of nine yes, one abstention and one no vote by Dr. Bell. Following the board's approval of this recommendation, going back to the recommendation that the board approved on August 29th, we met three more times for approximately 12 hours with the district in which the district stated its full intention of implementing the tentative student calendar, refusing to discuss or negotiate the calendar change. Meanwhile, on or about August 30th 2012, the day after the board's approval of the tentative student calendar, the district stated on its website, "To be clear, the negotiation with the faculty and staff unions is not about whether the calendar will be implemented. It is about addressing the negotiable effects of the change on faculty and staff." This same statement was subsequently disseminated in the courier and in a color brochure placed in all employees' mail boxes. On Friday, September 28th, the PCCFA negotiated--negotiating team hand delivered a letter outlining our position regarding the calendar and offering to make ourselves available to negotiate anytime on Monday, October 1st regarding this issue. We are still awaiting a response. As a result of the district's unwillingness to negotiate in good faith regarding the calendar, PCCFA will be filing a request for impasse with PERB regarding the unilateral imposition of the calendar and we requesting a mediator. Thank you for taking the time to listen. [Applause]

>> Sarah Belnick and then Roshen Akula [phonetic].

>> Oh, God.

>> Hi! I have here a petition that I'd like to read to you. And this represents some of the student view to the recent decisions regarding the calendar, so. Dear Board of Trustees, we the undersigned students of Pasadena City College rejects the tentative student calendar for the following reasons. One, micro sessions within the regular 16-week spring semester force students to take an extremely heavy load of classes. One 6-week session in winter is considered full-time. Do you really expect students to take the equivalent of a full-time winter session at the same time that they are taking a full load of spring courses? Two, winter intersession cost only a 589,000 dollars, .05 percent of the total PCC budget. The budget and resource allocation standing committee recommended that winter be funded. Three, associate students of Pasadena City College recommended that winter be funded. According to Simon Fraizer, our ASPCC president, "I did not agree that the winter intercession should be removed, I did not agree that we should implement a trimester calendar for 2012-2013. I believe that there were other options that should have been explored and that calendar changes shouldn't simply be jumped into previous academic year." The administration and the Board of Trustees disagreed and moved forward. Four, the summer session that is supposed to make up for the loss of winter and aid transfer students cuts it too close to the deadline to transfer to CSUs and UCs. The 6-week session would end on June 21st, 2012, leaving only nine days for official transcripts to be released including summer session grades, that's not enough time. Five, PCC is attempting to hire, maybe has hired, eight new administrators. At a time when badly needed classes are being cut, how can you justify hiring new administrators? So, sincerely the undersigned students, we have right now as of this afternoon 2,758 students have signed on this petition. [Applause] This is from just today. Now, assuming we have roughly 27,000 students, that's 10 percent of the student population. If you gave me 'till the end of the month, I'd have 50. If you gave me 'till the end of the semester, I'd have 90 percent. Now, this is a tentative student calendar, you're telling the students this will be in your best interests. Respectfully, we are telling you this is not in our best interest.

[ Applause ]

You--there were so many things that were not considered when this decision was made. One thing I spoke with several international students who take advantage of the long break to go home and visit their families. They've already bought their plane tickets. I spoke with the young woman from Hong Kong today who's already spent 1200 dollars. Before your decision, she planned ahead. She spent 1200 dollars on a plane ticket that is not refundable. She's one of hundreds of students. 1200 dollars might not seem like a lot to you, it's a lot. I've spoken with students who already planned to do the study abroad, who already spent money on the plane tickets, who already bought materials to go and study abroad. Again, not cheap, again, canceled because of a lack of foresight and implementation of this decision. The Budget Resources Committee recommended to keep winter. The Academic Senate recommended to keep winter--or the Calendar Committee recommended to keep winter. The associated students recommended to keep winter. The faculty recommended to keep winter. This is a serious breakdown in what's working at our college. If you have the majority of people at your college telling you, this is not a good solution, this is not in our best interests, you can't make a decision then.

[ Applause ]

I'm open to debate. You could convince me this was a good calendar but you have to actually convince me. You'd have to actually tell me what you think the benefits are and not tell me that I'm going to have two summer sessions in the summer. When I find out today, that's probably not going to be the case. You can't promise me classes with one hand and take away these classes. I know the budget situation in Sacramento is bad, that's why I don't want to let you have the winter intersession. A class in the hand is worth two in a summer, okay? We know we can get this winter intersession. There are students who aren't going to be able to transfer this year. There are students who already spent thousands of dollars on travel plans to go visit their families. This decision did not take into account any of the constituent groups of Pasadena City College. We have 10 percent of student signing on to this today. I promise you we can have 90 percent. You need to rethink this decision. You can convince us if you actually convince us. You weren't even aware of a lot of these problems. When I was at the meeting at the CEC, I heard several of you admit openly. I hadn't considered that. I wasn't aware that was going to be an issue. I'm sure you weren't aware that the summer transfer was going to be an issue. If you don't even know all of the issues in this calendar change, how could you vote to do it, if you don't even understand how this is going to affect us? [Applause]

>> Sarah, you'll have to conclude your remarks. Thank you. Who's next? Roshen Akula and then Robert Lee. [Applause]

>> My name is pronounced Roshen Akula. I remember last year in the spring of 2011 when I was still a high school senior listening--I had applied to PCC. And one of the things that you asked is to listen to the orientation. And there's one thing in the orientation video that I have not forgotten. I remember Dr. Mark Rocha spoke in the video saying that you made a good decision in coming to PCC. Today, I don't feel my decision is as good when you make the poor decision to cut winter. [Applause] This is not just affecting students of PCC, you're affecting students at other community colleges like Citrus because you are dumping us into other community colleges where there are lot of students. I have applied to Citrus College because they still have winter intersession. And one of the disadvantages of going to Citrus is I have to go through another application process as well as not have as much like I can get in classes and so I've been at PCC for over a year. I'm trying to finish my classes in fall, winter and spring so that I can graduate and transfer to the four-year university. As a matter of fact, I wrote a PEG application to a UC this week. It is important that we have winter intersession at PCC so that other community colleges won't be crowded. We should show how good of a community college Pasadena City College is and with winter intersession continuing here, we will be a good example to all the other colleges, community colleges who cut winter. [Applause] Please reinstate winter intersession. We all need winter intersession so that we can move on from PCC and graduate and make room for new students as many students have want to leave. I have 19 units this semester and I am picking my time out of my homework to address the board. I could be going to other places like the presidential campaigns downstair or one of my [inaudible] tonight. But I came here because I thought it's important that I get heard that we need winter intersession in 2013 so that I and the many other students who plan to graduate can and will graduate. I have to go home now so I can do my homework. Thank you for your time.

>> Okay.

>> And please save winter--please reinstate winter intersession. That is something that we all want. [Applause]

>> Robert Lee and then Caroline.

>> I'm assuming that was my name [inaudible]--was that me? Okay.

>> Dr. Fellow, who did you call?

>> Yes, Robert Lee.

>> Okay, I just heard a mumble.

>> And someone by the name of Caroline is next. Please state your last name when you come to the podium.

>> Robert Lee, greetings to board members and those that are sitting here. I've been here 20 years at PCC. I've started in ESL and I'm in the English division. I also on July 1 started as a member of the Faculty Association and since then I've been on a toboggan ride of meetings, decisions, reactions and very--well, a lot of times my jaw just hanging open trying to figure out what's going on. I want to share my point of view as a not angry all the time, non-confrontational Asian male who is taught not to confront people because that's not the way you get things done. Try to reach compromise and I just got to share with you maybe a different point of view. I worked a lot of very intelligent, passionate people who all believe they're doing the best for PCC and the students which is exciting but it's harder than hurting cats because pretty much everybody here is passionate about helping students, when they run into each other, it's like a collision of steam locomotives on a rout on a track. So, let me just kind to paint a picture for you. I'm in a big white PCC van, full of type A people. One person is driving, one person is holding a map, one person sitting in the back saying that they've already been to where we're going and a bunch of other people just trying to go along for the ride. We kind of know basically where we're going but we're not quite sure how to get there. Now, we could put the van in neutral and talk for a while and debate about it. We can put it in gear slowly and start to move forward or we can put it in to gear and go 40 miles an hour and argument where we're going as we turn. I think we did the last course and I've [inaudible] the van thing going at 40 miles an hour taking seemingly random turns. Lately, I've see more of a pattern to them but some of them seemed to be--it turned out to be dead ends, we've bashed all the fenders, it's all dented up. So, where are we sitting? Picture now this white van, it's bent dented up all for fenders, its engine is smoking, where else how did we get here. I've talked to people on campus who run Career and Technical Educational Programs and they're at their wits end. They don't know how they're going to make their programs work, they have a certain hours where students have to put in. They asked for really specific answers and they get kind of, well, work to this, we're not quite sure. And they're really pulling their hair out. I've talked to some faculty members who weren't inherently against some of the changes that have been made or being proposed but--or they're not against necessary the Carnegie, maybe going to the old schedule but they were sure a lot of people upset about how we're getting there. A lot of, you know, like how in the world that decision get made? We warned against it but now the decisions are already made. I don't always agree with the tactics I vote for my colleague in the Faculty Association. But I don't understand why some of the changes had been made that been made where they seem so unilateral. Sometimes I see illogical or maybe even contradicted to early decisions and things and--yeah, we moved. We certainly have moved. I'm just sad because I'm not sure if we're going to get there. I think I'm not sure if one of the collision course with a brick wall in the near future. I see a lot of things happening that--frankly, I'm sad. I'm really sad because I love this school, I ain't 20 years, you know, I could have jumped elsewhere but I love this school. I love the students. I love most of my colleagues, not all. But we're all on this together and I hear a lot of sarcasm and anger and vilifying. I will tell you that there are really smart intelligent people on both sides or four sides, I'm not sure how many sides there are at this point but there's a lot of people who are upset right now. A lot of my friends are just--they don't know what's happening, they're not sure where we're going and they're just really, really upset. And I'm not sure with the answers. I'm telling you I don't know the answer. But from the point of view a lot of people that I know, we're just sitting here shaking our heads going where do we--how do we get here? Where are we going? That's kind of my point of view where things are. I wish I could give you the answers, I'd like to pull it out and hand it to you. I don't have the answers but I will say that emotions are the fever pitch. I'd like for us to try to get there, maybe not insult the other people and call them life beaters and child killers but to maybe work together. I don't know how we're going to get there but, boy, I hope we can get somebody work done on our van and get that thing going into where we want to go. That's all what I want to share, thanks. [Applause]

>> Caroline and then Angela [inaudible]--

>> Cool? What's the name of the next [inaudible]--

>> This is Caroline. Please state your last name. You don't have it on the card.

>> I'm sorry. It's Caroline Martinez. I don't have a speech. I am part of the 10 percent that did sign the petition. I'm also kind of the person that doesn't really know what's going on. I actually came from GCC just because they are having a hard time to offer classes over there. And I know that there is a budget and I know that there are things that we have to look forward to in the sense of saving for the future. And I understand that. But, the problem that I don't understand is why is winter being cut when some of the sites are saying that there is money. And I understand saving for the future since that are going to come here but what about the students that are here now? I--

[ Applause ]

I need my classes. I'm not the only one. I know that there is probably more things that are going on that a lot of us don't know or that we haven't been able to understand. But winter's beneficiary to everyone, it's important. In the summer, there's already some classes that aren't being offered that we have the chance and opportunity to take them during the winter. If GCC is already closed winter and Santa Monica has this, well, where do we students go? Some of us travel really far that majority of us to come to PCC come from, you know, not this actual area. And it is a great community college. It's a great school and it's one of the best transfer rates around. And I just--I hope it stays that way because if sessions are being cut, I don't know where else we're going to be able to go to get our classes. And I just--I just hope that maybe you guys will have the idea or discuss it to reinstate winter session because it is important to the students. Thank you. [Applause]

>> Angela [inaudible] and the next will be Jenny Tesna [phonetic] or Tang.

>> My name is Angela [inaudible] and I'm here to provide just another of the many accounts of why winter intersession should not be cut. I have a learning disability. I have to work harder to do what all the other regular students do. I have to take every educational opportunity I can. And, this is not helping. There is money. There are many of you who have been saying that there is money. And, you could be saving for a rainy day but there's going to be many rainy days ahead if you just don't fund winter intersession. Thank you. [Applause]

>> Jenny [inaudible]. And hen Tina Cartica [phonetic], next. Jenny, are you here?

[ Pause ]

[Applause]

>> Hi everyone. My name is Jenny [inaudible] and this is my third year at Pasadena City College. And being raised in an environment where I was always taught to just not mind anyone else's business and just keep silent, I always follow to do. But upon learning the recent events that took place especially on the August 29th board meeting, I couldn't keep silent anymore. I decide--I have to learn in what happened especially to the student I was rested and to Professor Cairo, one of my past teachers that happen when he got punched in the chest by a police officer. I was shocked to say the least. And for it to go unnoticed, without any apology or whatsoever is appalling and that's what makes me stand here right in front of you guys. And it's just--you guys need to know that you guys need to live past the numbers and the dollar signs and really see and focus what's in front of you, which is the students and the teachers. [Applause] And, for just, you know, I--during--before I came to PCC, I was really skeptical of coming thinking about my life would be visible here but after the first week of PCC, I realized how much I enjoyed it and a lot of it had to do with the teachers. And I actually had Professor Cairo, my first semester here and he really made me enjoy the class. And he was so nurturing and so caring, and he valued every student so much. And his--the course I had which was so educating. And for you guys who just neglect that he got, you know, that something happened that day it's just--I don't even know what to say. It's really speechless because the teachers sacrificed so much everyday and put so much hours in helping the students. And, if it wasn't for the teachers, I wouldn't be the person I am today. And, for you guys to neglect that is really sad. And you need to not just look at the future for really nourish what you have right now and that's the faculty and the students. And, you know, I really hope that you guys just, you know, know that something bad happened and to just to have it not happen again. Because if it--if it's sliced once, it's going to happen again and again and again. And who knows what's going to happen next. So please just know that you guys did something wrong. Thank you.

[ Applause ]

>> Tina Cartica.

[ Pause ]

>> Good evening everyone. I'm here to just offer you my perspective as a student. I am ready to transfer but since you cut winter intersession, I'm forced to take 20 units in spring. Maybe you have not been in my position or other student's position. Maybe it was different when you went to college but please understand our perspective because I thought the Board of Trustees is supposed to represent the best interests of students and faculty but I don't think that's what's happening here. And a lot of people say that we have budget, we have money. And on the PCC website, it states a 100 percent transparency, please take that down if you don't even mean it. [Laughter] Seriously? [Applause] I don't think that you guys are hiding behind budget cuts when we have money. That doesn't seem much transparency to me. And, winter intersession, I don't know if you know this but UC schools and Cal State schools, they don't want to take summer classes. They want you to have all your units ready by spring 2013 if you're applying for fall 2013. [Applause] Two summer sessions, it's not going to help students who are going to transfer at all because they are not going to accept those summer sessions. They might even disqualify us who try to take summer classes when we're not supposed to take summer classes. I don't know if you have taken that into consideration but I'm giving you my perspective here because it seems like the Board of Trustees is not representing my best interest, my fellow student's best interest, or the faculty's best interest. Second of all, about the registration priority, you decided that you shall change the registration priority in the middle of the semester without anyone knowing about it. I think that's really sneaky and that's just really unfair to students for you to decide that people who are going to transfer have less priority than people from the neighborhood, than neighborhood kids from Pasadena area or Los Angeles area. I think that's really unfair to us students who are ready to transfer. And lastly, you guys didn't even show up to the meeting on time. How can you represent our best interest and not be seemed to care about the meeting at all? You were more than 15 minutes late. I think that was really insulting to me and my peers who were waiting here for you to come up so we can address our perspectives. Thank you. [Applause]

>> Mr. President, we have no further comment.

[ Applause ]

>> To all who offered public comment on the non-agenda items move on to the next item on our agenda is the approval of the minutes. I'll entertain a motion for the minutes of the meeting on September 5th and 15th and then see if anybody has any corrections or changes.

>> Moved approval.

>> Second?

>> Okay, motioned by Dr. Mann, second by Dr. Fellow. Are there any corrections or changes to the minutes? Okay, we'll take them as a group. All those in favor, use the--your voting device and [inaudible]. [Inaudible Remark]

>> Oh, we have this again.

>> Okay, the minutes are approved. Consent items. Item E. Trustee Israel, are there any items you'd like to bring for separate--oh, Dr. Rocha, are there any changes to the consent items that were in the agenda?

>> No, I think it is--we're submitting it as you have it before you.

>> Trustee Israel, is there anything you'd like pulled through this question above?

>> 49B, please.

>> Pardon me?

>> 49B.

>> Okay. Trustee Thomson?

>> No.

>> Trustee Wah?

>> 42B.

>> Trustee Martin?

>> None, but I do see a couple revisions in the red packet. Can I revise looking to somebody who knows more than I do, can I--and maybe 33B it's in here, the revision of 33B just for the record. They were in here.

>> They're in our packet. Okay. Trustee--

>> And 9I, sorry. There's 3.

>> 9I is revised also?

>> Yeah, in our packet.

>> I'm looking for that material. Has everybody identified the revisions to the consent items that are in our packets?

[ Inaudible Discussion ]

Trustee Fellow, is there anything you'd like--

>> Nothing, thank you.

>> Trustee Mann?

>> Nothing, thank you.

>> Trustee Brown?

>> Nothing.

>> Okay, we'll go to 42B, Trustee Wah?

>> I'd said a general comment because we had just approved the 11 million dollars for the IT project of the last meeting that we were at. And so, with another large purchasing transaction for IT I guess I just want to reiterate one more time that I would like to see a plan for expenditures for IT I think that we have the external cost and so we still need the plan for what your intent to spend to get this project up and rolling. So we've had expenditures previously that we have approved. This is now another fairly large expenditure, so I just want to reiterate that.

>> Dr. Rocha?

>> No, I appreciate the reiteration. I can tell you that we've taken that to heart. I did have a meeting with Vice President[inaudible] and Vice President Miller and they are right now developing a budget for both capital and IT operations that is basically exactly what you've been just been talking about. So I can say with confidence that we will be producing that at the next board meeting.

>> That is absolutely correct, Dr. Rocha.

>> Okay.

>> Just as a point of clarification. Some years ago, we adopted a--we--a proposal from the administration on a regular replacement schedule for PCC and others. Are we continuing on that policy so that the newest machines actually go into the instructional purposes for student use and then they get recycled down the line?

>> They all get replaced. As we're able to fund those, they get replaced on a regular basis, yes.

>> Okay, thanks. 49B, Trustee Israel?

>> I just want to pull for separate votes.

>> For a separate vote?

>> Yes, please.

>> Whoops--okay. Are there any other items that trustees would like to call for a separate vote?

>> No.

>> Okay, so I will entertain the motion for all items except for 49B.

>> Got moved.

>> Is there a second?

>> Second.

>> Okay, advisory vote. All those in favor, say aye--hold on. Have their buttons. Okay, so now the--now we will pull for a separate vote. Item 49B, it's the receive and reject claim from Richard van Pelt, any discussion? Okay, advisory vote? All those in favor say aye, or you can [inaudible] device, any opposed? Dr. Mann, [inaudible]--

>> I said aye [inaudible].

>> Okay, so it carries unanimously with one abstention. Okay, so that's the consent items.

>> Mr. Baum, it's customary when a person abstains that they give the reason why they abstained. We have not enforced it but it is, I did check Robert's rules and that is customary although a person can not be required to.

>> Trustee Israel, is there anything you'd like to say about the abstention?

>> I believe abstentions are--can be made without actually having to state why. That's--that should be optional to state why and I choose not to.

>> Moving on to the next item. Item F, it's the tax and revenue anticipation note. Dr. Rocha, you have a recommendation to give to the board?

>> Yes. President Baum and members of the board this is a--there was a formal resolution if you look at your item F, it's formal resolution 498 which is an extensive document, but basically, as a return to the authorization to participate in the trends of tax and revenue anticipation note. And basically, what I did say just in advance to this and you see the cover page that this is as we explained before deferral insurance. It is not borrowing to fund the operating budget, it is authorizing insurance essentially in the event that we are not--we continue to get deferred payments from the state of California. So with that, I'll introduce the Assistant Superintendent Miller and his team who will present the item and--for your discussion and your action.

>> So, thank you Dr. Rocha. We can make this very short and brief or as long as the board would like. In your packets, your pitch folders, there is a four slide PowerPoint presentation. And basically, the first slide talks about why districts issue trends in general. And I can answer your questions but as Dr. Rocha said, it really has to do with deferral insurance to kind of cash flow over draft protection if you will. These proceeds are available for 10 to 12-month period and can and overlap two physical years which is good. These--we get this Tax-Exempt Rates which are consistently lower than investment rates which means often there's a yield benefits to having these funds in the bank if you will so we earn a little interest and as a result of that, the overall cost of the trend can be quite negligible. The--in this particular case, we are part of a pool of 10 entities in LA County. We are the company of [inaudible] Community College, for example, El Camino Community College and Long Beach are part of this particular pool. So those four community college districts including ourselves are engaged in this. This year, upwards of 50 different districts, K-12 and community college districts will participate. So, in the audience should you need we have Christina Long with Rbc Capital Markets here to respond any questions or Rod Carter, the partner, unfortunately is out of the country and can not be with us tonight. We also have Renee Graves for the VOS who can speak to some of the cash flow questions if you have any. And also part of that PowerPoint presentation is a representation of our cash flow for 12, 13 and 13, 14.

>> Okay. We'll see if there's any question just so I have it straight. This is a overdraft account that we'd be taking. If we issue the note, we will collect the money and put it into an interest bearing account that we may not need to touch if our cash flow needs do not require it. And then that--And that interest bearing resources would offset the price--could offset the cost incurred.

>> That is absolutely correct then, Mr. Baum. That's exactly the purpose.

>> And have we done this in the past?

>> We've done it in the past. We borrowed I believe its 2009-'10 if I recall it correctly. Or, maybe its '10, '11 but we did not need the proceeds so we actually made a few dollars. At the worst situation from what Christina and I were talking about, this could cause the district 60 to 80, 000 dollars. Likely, the cost of issuance would be 15, 000 maximum. And again, so it's relatively inexpensive insurance, should the revenue deferment situation of the state get worst.

>> And you're--And according to this chart, you're not projecting a cash flow need until the end of the academic year.

>> That's correct. That if everything or--And the interesting thing about this is that counterintuitive in that of--that this is a cash flow projection of the initiative does not pass and in fact that's a better cash situation. If the initiative passes, if prop 30 passes, our cash flow situation is actually worst. And we went to that with a couple of meetings under which would mean the training would be that much more needed at that point.

>> Okay, I--Trustee Wah then Trustee Thomson.

>> Yeah, I just wanted to--you know, when this was brought up at one of the previous meetings, we'd asked that before any expenditures were made that this would--the press would come back to the board so even if we have approved the TRAN, are you still expecting that to happen?

>> Oh yeah, in other words I think what you're asking me Trustee Wah is that if in fact we need to draw down on this note we would come to you and advise you of that needs. Is that what you are suggesting?

>> Right, right.

>> And I think the answer is generally yes 'cause by being able to predict what our cash flow issue might be and we will do that. However, if we get into some court--some sort of an emergency situation, the whole idea of having the money is to be able to be in a position to make payroll and do the things like that. So in every instance, we would attempt to do that but if something extraordinary came up, we may not be able to and then we'd have to advise you after the fact.

>> And so, even after the fact, if you reported back on it and say if we extended these funds, I don't know what the threshold would be. I mean, hopefully, we would have a plan that would be presented to us on how we intend to repay this, I mean especially since we're in this physical--

>> Yeah.

>> The--an important distinction and its technical is that it's a temporary revenue anticipation note as opposed to a loan. So, the note is sold on the--you know, as an English major I'm trying to translate this. The note is sold on a market to investors, right? And then it is collateralized by revenue that the state has promised us. So the--okay, and so that the repayment plan is already built into the resolution that indeed this is not alone, we are actually required to pay back the money when the state pays us.

>> Right. And as a practical matter, we would endeavor to do that as quickly as possible. So for example, there might be 10 days of need over the year which I don't think is going to happen. But let's just say it did happen. So on one of those days, we might need to draw down a million dollars while the very next moment that we had enough cash in the county treasury, we would pay that million dollars back to that account to the TRAN account so we could--so that we could continue to collect interest and do that. So all this is is an overdraft projection plan where you need a little here, you need a little there and it's just going to--it's just going to round out the edges and it's a great instrument that the public can invest in. So, yeah, we would want to get that money paid back as quickly as possible. As Dr. Rocha was saying and this is interesting, as Christina was telling me before the meeting, name and rating matter. So in the case of taxing a city college, our credit rating is excellent and our name is well-known, thanks to the Rose [inaudible] and the Rose Bowl and everyone else. People know Pasadena so and--back in New York City where they--where the folks are to fund these things, they say, "Oh, Pasadena City College, Pasadena, California, look, their credit rating is good." And you actually get bonus points for that. So we--we're in a very good position for a lot of reasons here. This is just a prudent cash flow management tool that we can take advantage of.

>> Trustee Thomson and Trustee Mann.

>> The last time we went through this, I thought we were very clear that it wasn't just a matter of advising us that the money was going to be spent but to get our advance approval to spend the money. I don't understand why that's such a logistically difficult thing to do.

>> Well, it boils down to cash flow and if our meeting dates are monthly, our--

>> Whereas they always call a special meetings on--

>> Well, we can certainly do that Mr. Thomson and absolutely.

>> I certainly would have no problem with that.

>> Exactly, Mr. Thomson.

>> I think the answer to the question is yes.

>> Yes.

>> Okay, so.

>> Trustee Mann.

>> I think I under--I understand this but here's another English major trying to articulate it. This--our budget is balanced. That was the board's--but that was the board's direction to superintendent president so this is not borrowing money to balance the budget. This is simply a cash flow because the governor has in essence said that he is going to defer these payments and he has deferred them. And so, it's just like someone not being [inaudible] their paycheck and they might have to go three weeks without getting it. You may have to borrow some money for someone. That's--am I right? That's what it is.

>> That's actually correct and then again if prop 30 does not pass, we don't know what's going to happen as the state tries to figure out how to fund public higher education.

>> Okay, well, that was my understanding. I am glad to have that clarified because I think the last time it was brought to us, it was also a mechanism that we might use to help balance the budget. That's no longer the case as Dr. Mann just said, this is just the cash management tool. Trustee Martin.

>> My question centers on year '13-'14-- [Inaudible Remark] --where we start going in the whole in February a million and by March we're 8 million down but by May we're 14 million. And if this cash projection is true, a 10 million dollar TRAN will not be sufficient in in of itself to get us through May and June of 2013-'14.

>> And the answer, there's two possible answers to that question, Mr. Martin. One is that we may indeed need to look at another TRAN for, you know, for the following year because this TRAN actually would be funded in December of '12 and then we would have an obligation to do what's known as a set aside in September of '13 and October'14 and full payment back by December of '14--of '13.

>> Yeah.

>> And if our cash flow situation at that time is precarious, then we would consider a second TRAN, that's the first answer. The second answer is that this is the wild card of not knowing what's going to happen with prop 30 and what's going to happen as far as funding going forward for the system so we don't know that yet and we'll have to respond at that point depending on what the--what the situation is to deal with our cash flow issues. Because again, this is if prop 30 does not pass. If it does pass, our cash flow would change dramatically to the good. I believe that's what we're told right now.

>> Initially to the [inaudible]-- [Inaudible Remark]

>> Right. Right, because--exactly. It--

>> So, the way I'm viewing this is it is in a matter of if you need the TRAN, it's only a question when you're going to use the TRAN.

>> In our current situation that is correct, Mr. Martin.

>> So, I don't know that we have to put them through too many hoops. They will be using the TRAN. I mean, every indication is they're going to need--we're going to need the TRAN.

>> Well, to Mr. Thomson's point too, we see this projection, I would expect that the administration let--could let us know in January if there is going to be a need to draw on the TRAN on February.

>> We will certainly.

>> We will have a pretty clear idea of what our cash flow situation will be unless of course then the governor does another 2 million dollar midyear cut in apportionment as well.

>> Exactly right.

>> Well, did--you know, and I appreciate that and I want to clarify for all the members and Trustee Thomson and Trustee Wah that--and my instructions to staff to make clear is that I want to be informed in real time of as to the need for drawing down on the TRAN. I would anticipate that there will be no set of circumstances in which we would not know well in advance because of this cash flow projection. So we absolutely can meet your very fair oversight requirement that we inform you what we're going to do before we do it. And so that, I want to make that instruction clear and we will abide by that so I want to make that clear. As to Trustee Martin's very good point that actually if prop 30 doesn't pass, you know, looks like, you know, we really get in to some serious cash flow problem. If those numbers will change because if prop 30 doesn't pass, the administration will have to come to you fairly shortly after that and recommend other further cost adjustments in the budget for short and long term because those expenditures are based on current assumptions. And so if Prop 30 does not pass which is the reason we need to partner and work together to pass prop 30. If prop 30 does not pass, we will have to come and propose essentially a new budget--

>> That's correct.

>> --that would be smaller, that would reduce our cash flow need. We wouldn't just keep running it out until we got to 14 million dollars. [Inaudible Remark]

>> Okay so--to move this along, I'd like to entertain a motion to authorize the district to borrow and according to the guidelines set forth within the agenda item.

>> So moved.

>> Well.

>> With the caveat that before money is actually spent, it comes back to the board for approval to spend the money.

>> Uh-hmm.

>> I accept that.

>> So I'll take the motion from Trustee Wah. I think I heard her voice first and then Trustee Mann so that the district will consult the board before actually drawing down on that, you know, once it's authorized. Any other further discussion? Okay, advisory vote. All those in favor, indicate, [inaudible] the device, motion carries unanimously.

>> Thank you.

>> Remember that?

>> Item G, annual financial budget report discussion with possible action. Trustee Fellow, I believe has--he got a couple of comment cards on this item.

>> Yes, we have some. Kelly Camacho [phonetic] and then Selena D. Luna [phonetic].

[ Pause ]

[ Applause ]

>> Good evening board members, fellow students, faculty and staff. I would like to address the budget in regards to the way that it is affecting student learning outcomes and our faculty and staff in general. I would just like to say about our budget that our budgeting issues, our crisis and priorities not a crisis in funds. As of right now, let's see, I have the--your entire packet on my phone. We have 18.3 million dollars in capital outlaid funds, Fund 41 which is used for infrastructure. We've got a possible 15.3 million dollars in Fund 64. We've got 20 percent reserves which is approximately 4 times the amount that a healthy community college would be. So at which point were we in a deficit of 10.5 million dollars which seem--which is the exact amount that our new--our new upgrade is going to be? Is that where this money is going? Is that why you're saying we're in a budget deficit of 10.5 million dollars? [Applause] Frankly, I'm insulted at the way like--at the way students and faculty must be assumed to be complete idiots that we can't like read your own packet. I've read the budget myself. It's not that difficult. I'm completely insulted that instead of spending 600 grand on [inaudible] things like winter intersession for student classes, we're spending 1.2 million dollars on redoing the bathrooms so that students can feel, I guess, fancy while we pee, while we can't get any classes? I don't understand, 10.5 million dollars on new--on new technology? I'm going to assume and I know I'm not far up, a couple of hundred grand for a new emergency room instead of funding classes? That's completely ludicrous. I don't know at which point everyone forgot that the whole point of a school is to have classes. Like, that's our purpose. [Applause] School is here so that students and faculty and the workers who help everything go smoothly and be maintained can come and create that learning environment. The school is adhere so that everyone can give their friends jobs and take bribes and give each other promotions and not let students and faculty like not evaluate certain people until their contracts are already up. The school is here so that we can have classes. It's as if we have a house whose primary purpose is to create shelter from the outdoors and instead of fixing the roofs, we're hacking holes in the roofs so that we can pay for a new software system. It doesn't make any sense. [Laughter] So I would please, urge the board to reconsider this budget and to reconsider the cutting of winter intersession. I've heard on the great bind that the board complains that the students don't like them. We will love you if you would just do that. If you would give us winter, that would make at least 2,500 students extremely happy. With many more to come, I'm sure. [Applause] So I'd urge the board, please, to reconsider Item G, the fiscal packet and to reconsider whether you want to cut classes and instead do other things that might not be as important as students taking classes at a school and transferring out of here. Thank you.

[ Applause ]

>> Selena D. Luna and then Blake Griffin [phonetic]. Selena? [Inaudible Remark]

>> Blake Griffin.

>>Yup.

>> And then Melissa Mosio [phonetic].

>> Hi, I'm Blake Griffin, I'm a current student at PCC. So they say that during times of hardship, character really shines through. So, today, it's no secret that our entire nation is in the time of crisis and we're arguing over a winter session that affects many students. And within that, I feel like we haven't really been considered. And, your priorities as a board I think sort of way in limbo for us and we don't know where we stand with you in the end. Making this decision without student or faculty consideration is ethically and morally wrong since it's basically decision affecting us and not necessarily you. As far as hiring eight more administrators for the school and I don't understand how that comes before classes for students. One more thing is about Van Pelt, Richard Van Pelt. I don't know much about him but as far as transparency goes, I would hope there's more transparency within the board than there is for between the board and students. Thank you. [Applause]

>> Melissa Mosio. [Inaudible Remark] That's it, Mr. President. [Inaudible Remark]

>> Okay. So, Dr. Rocha, thank you for the public comment. Dr. Rocha, it's our presentation with respect to this agenda item.

>> Yes, so let me--I refer the board and I refer all my colleagues and guest to item H which is a recommendation from the Board Accreditation and Governance Subcommittee. [Inaudible Remark] I'm sorry, I'm sorry-- [Inaudible Remark]

>> This is item G.

>> Item G, approval.

>> Financial approval. [Laughter]

>> Okay.

>> So what is that--

>> What is a financial report? You know, I apologize, I was-- [Inaudible Remark] Yeah, okay. Item G. Let me put the tape back in. Item G is an item to adapt the annual financial and budget report 2011-'12. Basically, what this is is the close of the books of the physical year of 2011 and '12. We previously reported to you that the books having closed with the help of VLS, our independent account [inaudible] is here. And thanks to her, Marie Descalzo and all the great people in Business and Fiscal Affairs closed out the books and we reported that to you previously and of course the report of the close entered in to our new proposed budget which you adopted on September the 5th for physical year 2012. Now, this is the official, the formal and the required report that we must send to the state on the close of the books of 2011 and '12. And it ties in with the previous closing statement that we presented to you. It is a lengthy document, highly technical budget document but it's one that you've seen every year at this time. And so with that, we submitted to you for your questions and for your actions.

>> Trustee Mann, you had a question?

>> Yes, I have a question but I didn't mark it and I can't find it so I'm afraid they have to go from memory but somewhere in this document, it--you showed the percentage of the general fund money that was spent on instruction and it was 55 percent. Is that not correct?

>> Actually, the number is 53 something percent which is actually very healthy in comparison to the districts and the state.

>> So it's--but its 53 something.

>> Yes it is.

>> And the state requirement is--

>> 50 percent.

>> 50 percent, and I think that shows where our commitment is.

>> That is exactly correct, Trustee Mann, yes.

>> Where is that number in this and for--this is behind tab G.

>> In what page that number?

>> It is on the page four and the exact number is 53.68 percent, so almost 54 percent.

>> That's what I've--that's what I was just [inaudible].

>> On tab--

>> It's--oh yeah, it's 53.68 percent. If that's on current expense of education of instruction and it's my understanding that includes only instructional salary and then--some of the things like a quick [inaudible] books and so forth but that does not include anything that's not instruction. Is that--is that correct?

>> That is correct.

>> Thank you.

>> And if what happens if you fall below 50 percent?

>> You get fined significantly and you have significant issues. I don't know the exact amount perhaps Renee can but it's pretty significant penalty.

>> No, and the board of--and the chancellor's office, we have imposed fines on districts for not meeting the 50 percent requirement. And in these challenging economic times, districts are asking for leniency on meeting that at some end.

>> That's correct. Vice-Chancellor Harris sent out a communication in all districts not too long ago trying to pull how many would be asking for forbearance from the Board of Governors this year because many districts are falling below that 50 percent threshold. So, the fact that we're at almost 54 percent is--

>> We're comfortably above that.

>> Comfortably over and quite good in these economic times.

>> Let me ask just a related question, what percent of our budget goes to compensation?

>> Well currently, 90 percent of our budget goes to salary, health welfare and benefits.

>> That is significantly about the state--

>> A state--

>>--the Accreditation Commission is suggesting about an 85 percent.

>> Saying about 85 percent. Yes, sir.

>> And tomorrow, I'll be in Sacramento for a meeting about San Francisco City College which is about to have a special trustee appointed because of their financial situation. They're at 92 percent.

>> That's correct.

>> So, that's something that we have to be mindful of. Okay, I'll entertain a motion to--

>> Mr. Brown, if I may--may I make just one more comment. Last year when I started on the student success task force, the--at least to the faculty on the student success task force is 50 percent is--was in a critical number. And so, in almost everything that we consider the fact that representatives would say, is this going to affect the 50 percent rule, the 50 percent law? How critical it is that at least 50 percent of the budget go for instruction and they will not support? And we considered some things actually that might have lowered that. That was how important it was that it not drop--it dropped below. And so this was like a statewide committee and it was where the critical issues are. And many districts did discuss many representatives their difficulty of staying there. So, I guess the reason I am saying that is I think it shows a really extraordinary commitment to quality education that we're not and not only at 50, but with 53 point.

>> No, it's good. And one of the things I'm concerned about the district, our district is that this member doesn't include councilors, it doesn't include librarians and that's been an issue in the state because they all preform--our councilors are so critical to students and our librarians. And the fact that this isn't included in that 50 percent is a significant issue for not only our district, but other districts as well.

>> It's a good point. It's a good point to point out, President Baum, these are classroom instructors.

>> All right. I'll entertain a motion to accept the--and transmit the report as prepared. [Inaudible Remark]

>> Second.

>> So, any further discussion? Advisory vote, all those in favor indicate by using their electronic device. Motion carries unanimously. So, thank you for transmitting the annual budget report. Okay, Dr. Rocha, we--actually, I want to--you met with our Board of Accreditation and Governance Sub-committee on some policy revisions, I'd like you to introduce the topic and I'm here from the committee.

>> Yes, I did. So, this is back to Item H and I would say this, I just make a brief comment about the process and then I do have a brief content of revision, a minor edit. But I would say to the Board, to the college, to one and all that what you're looking at here is what I considered to be landmark legislation. That is an example of how the shared governance is working and working well. [Laughter] Item 4020 is a--item 4020 is enrollment and class scheduling priorities policy. It was--the reason why this policy is significant is because it basically puts the college at the forefront of a bill that was signed by Governor Brown last Friday. I think it was the Lowenthal bill SB 1456, that is the Student Success Act of 2012. Our faculty and staff working on this well over a year ago, this has come through a long and extensive process of consultation. Most recently, the senate approved the policy 4020 in June. It came through. We've had our [inaudible] and discussions. What you have in front of you is the blue text is the completed text if you will, all right? And the white text behind it or the white page is what--so that you could see the old one and the one. And if you can see, there are significant changes that line up the enrollment registration priorities and class scheduling priorities in keeping with the Boards, endorsed and the Board of Governors endorsed and the--now, the state law endorsed, Student Success Act. I would point out one edit that the Accreditation and Governance Committee has recommended the text of the blue is what--is before you as a recommendation to approve. But if you look at the first paragraph of the policy, it reads--it is the policy that the Pasadena area community college district, that all courses of the district shall be opened to enrollment subject to an enrollment priority system that maybe establish a period. Enrollment also maybe limited to student's meeting properly validated pre-requisites and co-requisites or due to other practical considerations. The accreditation and governance committee is recommending that the word "practical" be deleted and that the more specific term which should--in it's view meets the spirit and the letter of this policy that the more specific term "academic" be substituted for the word "practical." So, that the last sentence would read the enrollment also maybe limited--enrollment also maybe limited to student's meeting properly validated prerequisites and co-requisites or due to other academic considerations. In the view of the Board Sub-committee, in my own view that makes the policy more fitting and more apt. Other than that, the policy is before you for discussion and your actions. So, it's up to the Board whether you want to take these one at a time.

>> I'd like to take it one at a time. Dr. Mann, I see you're a member of the committee, I see your lights on, did you want to know what was that?

>> Oh, that was vote light. I'm sorry, but I would like to--

>> Trustee Brown and then trustee Israel?

>> Right, okay. We'll let Trustee Brown, Trustee Israel go first 'cause I didn't really have my light on.

>> Okay, Mike, I just have one question. I think it's on 2.2B that were addresses the in-district residents who graduates from high school doing dah-dah-dah-dah. My question is I know that a lot of the students that we have, the African-Americans and the Latino students most of them are part time students. So, my question is for them to get priority registration and I think you sort of alluded to the first year experience. I'm not sure if they are accepted into the first year experience as a part time or not. So I want--I really want to know if the priority registration applies to these students which we know most of them are part time students.

>> Trustee Brown, Students Committee and in-district--new in-district student coming in can and do participate on the first year pathway if they are part time students and nothing to preclude them from doing that. So if the student came in from an in-district high school as a new entering freshman if you will and I was taking the left in a pool to work and accredit load they would be able to in order to the first year pathway [inaudible] prior to the registration.

>> So, you say they would be able to--I know we only accept like maybe six or 800 of them. So for those that are not into the first year, are those also given priority if they follow the rules or they're not?

>> So, if I'm understanding it correct--the question correctly, if there's an in-district high school student who is not part of the pathway pr they can prior to the registration?

>> Yeah, because they all are not--do not qualify to be in it.

>> Right.

>> Is that correct?

>> That's correct, but they are--if you'd--for the proposed policy, they would fall under 2F of the new in-district students are returned in in-district students. So, they would receive priority but at a lower level of priority if you will.

>> Okay, thanks.

>> Trustee Wah--or Trustee Israel, I saw you had your light on earlier.

>> So I assume this policy isn't going to grandfathered in because my question is with 2K and L and 3B, what's the feasibility of notifying every student whose registration priorities going to be changed and how is it going to be--how are they going to be notified?

>> Dr. Rocha, or--

>> I think I can respond to that. Cynthia Levo, our Dean of Student Success and Counseling is at a conference and she's not here. But there are plans being made within her area and also within the Admissions and Records area to reach out to the students that I would call or in this gap period if you will, this period between the implementation of this new registration system and those that are already in the pipe line. So, plans are being made to reach out to those students and as students had done tonight, as they identify themselves or as we identify them with the new technology that we'll be having with our new AIS, we will make sure that no one falls through the cracks. And that during this transition period they are taken care of. Every community college district is going to be facing the same reality based upon the new legislation and the mandate. So these systems had to be figured out and put into place.

>> Trustee Wah.

>> At one point, we talked about giving priority to students who are near to graduation, and I don't see that in there so is that not going--I mean, specially if we have students who just need their last, I don't know, three or four classes and are ready to transfer. Wouldn't we want to give them fairly high priority to get them moving? [Applause]

>> Okay [laughs]. Depends on which Bobby you want to hear.

>> Yeah, exact--go ahead

>> The policy that was used in the past Trustee Wah for giving priority to students who are close to graduation was something that we did specifically to meet the demands of those students up coming this past semester and into the adoption of this policy. We'll continue to look at that for our students who are within the specific circumstances where they are when a class or two from graduating need that priority, we will continue to work with them as best as we can individually to try to mount them into classes and get them towards completion of their goals, again, transfer our certificate whatever the case maybe.

>> And specifically that group is in kind of 2F or returning in districts students and in others. And the bottom line is that as we work to improve our transfer rates, our degree completion rates and our CTE certificate rates as well as the basic skills through tools like degree works that are within the new AIS, our counseling fac--our counseling stuff will be identifying these students. In addition to that, the students themselves will be able to identify themselves for the new technology. And it will be a priority of our college to work with those students and help move them through the system much more quickly. So although it's--may not be absolutely reflected in this policy, that is certainly the intent.

>> I want to add--just add to that, too, 'cause I really hope we do do that and find ways to do it. The law actually in the system adopted certain priorities that no matter what, we have to meet. And veterans and foster youth are the front of the line no matter what. That's what the state legislation requires. And then the education code and the district priority that the state adopted was disabled students are next in that group. Districts were given the opportunity to add disabled students, any OPNS students, to the same level of priority as veterans and foster youth. And I could see that this procedure--we're not adopting the procedure but we're reviewing the procedure, thus, put the disabled students into the same level of priority as veterans and foster youth. Then districts have the autonomy to set another level of priorities and we, as a board have said in district student access specially our students, our first year students coming right out of high school need not be denied access to a college education. And I'm very pleased to see that we're making that a priority through this. Trustee Wah, did you have a--but I agree with the concept that we need to still find ways to get those students who have one or two or three classes a way to get though even if they have more than a 100 units or fewer than.

>> We--because of our educational master plan and that which is stated in the plan to complete as many students as possible and to deal with the needs of our in district students, through our shared governance process management committee working with the academic senate. We actually got about 18-month head start on this whole process which is why this evening this comes to the board now within a very short period of time that the student success legislation was passed. And during all that 18 months of extensive study and discussion and what have you, we have taken into account the need to complete students and not, not Shanghai students if you will in this process. So, the bottom line is it's about completion and we as a college know that. And now, all the technology tools and staff and everyone will be focused on that--that goal of completion.

>> Yeah, and--and I've heard testimonials from students that the process is working. There's a student that graduated from Okinawa high school last year who's in the first year program. They got his classes a semester. One of the students that spoke today who've said he was taking 19 units, he's also able to take--to get the classes that he'd wanted because he falls into one of these priority groups. So it's working. Trustee Israel and then Trustee Wah.

>> So on page 3, number 5F, regional planning. Enrollment maybe limited due to the following F regional planning. Can I get a scenario of what that might look like in regards to regional planning? Like how enrollment maybe limited due to regional planning?

>> Very good question.

>> It's--

>> Could you repeat that, I didn't understand what you just said?

>> Yeah.

>> Yeah, so F5 says enrollment in courses in programs maybe limited to students meaning properly established prerequisites and co-requisites. Enrollment maybe limited due to the following and there's a list and F says regional planning. Can you elaborate on that? Maybe give us scenario of what--

>> I believe that what I know that refers to is that if there are any potential changes that come down from the state system regarding overlap, regarding what institutions do, what things, it might have a regional impact on what we as an institution do. Again, as Trustee Baum pointed out, these are procedures subject to change depending on how things roll out in time. Student success task force information is a good example of how local districts are in a sense being directed to do things. And this is just in case an eventuality occurs that impacts regional planning, we have a means to address that.

>> Thank you.

>> Trustee Wah.

>> Okay, so I guess just back to my previous point. So since we do recognize that we do want to give its part of our goal and our mission to make sure that we assist those students who are near graduation, I'm wondering whether or not we should modify this policy to at least explicitly put that in there. I mean, there's no one--I think area 5 has certainly been very vocal to me about the need to give in district priority but I would not even want to see an in-district student--first year student take the place to someone who only had maybe two classes to matriculate.

>> Let me--that would be the board going into the procedures. We adopt the policy. I think a better approach would be to ask the administration to report back to us how they would meet the enrollment needs of this group because we can't--we're going to necessarily start picking a part of the procedure.

>> What I would and, you know, I'll be responsive this way trustee Wah. First of all, again, I think this is really excellent, you know, policy and procedures. And I think the groups including the senate, they did work on this, had extensive procedures to try and give everyone in the college as much an indication as possible what actually are we intended to do. Having said that, there is no policy that comprehends all the procedures that we could possibly use in any given instance. So what I'd ask Dr. Bell to do which I know he has already done is that we have a very, very clear operational procedure that's called grad check. And it would take us--it would take a long, long time to write into this policy, all the policies and procedures of grad check and so on were basically to your point I'd ask Doctor Bell next time to report what we do to make sure that all students who are grad checked and within--I don't know how many units that is, the 13, the 18 or whatever it is, get the courses they need to graduate. So we already have that procedure in place. Now, I have Doctor Bell communicate that clearly in writing, so.

>> Mr. Baum, I've had my light on for sometime now.

>> Oh, I didn't see that.

>> That's okay. I just want to say what Trustee Wah said. I know we can't change the procedures, but again, I was on the Student Success Task Force and there was always the understanding that some provision would be made for students they didn't get caught. So, I have seen procedures that will say like until--say two years from now or puts a time limit, they will be given this priority. I would actually like to be beyond what Dr. Bell can do with the grad check, I would like to see in here somewhere where there's some recognition of this phase end so that students who are within, what--12 units, 13 units, whatever is graduating would--could move higher up, although, they can't go into the A because that's established by law and the Chancellor's Office and the Board of Governors, I mean regulations. But I--and the other thing I do know and I don't know exactly how we do this, I never--in the Cal State, you graduated under the same catalogue that you started, that you started with. So and I think that's still, that's still true. So, in this sense, if there was certain commitment made at some level, maybe it's--maybe that's a policy that should come back. Now, I would feel comfortable if you're doing it operationally but I would hope that it could be in some way incorporated in writing, so there's not--students don't feel the way [inaudible]--

>> And if I can just add very quickly and we could certainly codify in writing but we actually had a very specific meeting. Chris with the Associated Students, I forget Chris's last name right now--my apology. [Inaudible Remark]

>> Chris [inaudible] who was very active in this process, myself, Dean Levo, Dean Chase, met and we actually mapped out, I got a picture over here in my iPad, the procedure to capture that group. And it was for about a 2-year period. So we could certainly codify that in writing if that was what we wanted to do but--and that probably--that meeting occurred six, eight months ago, at least, I think.

>> Would you be willing to--I mean, I think the Board would like the administration to report back on the implementation of this when it is, whenever it's implemented. And also to address the enrollment priority needs of the students who are near their educational goal achievement. And--so when--I have a couple of operational questions. When--if we adopt this tonight, when--if for what semester would this be implemented? And then do we have the technological capability of implementing '12, '13 different categories of priority for education.

>> Well, by law, Trustee Baum, it has to be implemented no later than fall of 2013. And so, it can be implemented, it will be a challenge to get that implemented for spring 2013 because we've already begun that process of students getting priority registration dates. So--

>> So if we adopt it today, it's most likely going to affect for the fall of '13 registration.

>> The earliest I would suggest would be summer '13, more likely fall '13.

>> And with the implementation plan for the banner that would be in place certainly by fall.

>> Will the technology--new technology package be able to allow us to--

>> It will handle all of the rules that you just talked about plus course signals is one of those things that when students get down to one or two courses, there's also special reporting for that as well. It says, here are the students that are within one or two courses and you need to pay special attention in terms to how you make sure they register and go through the process. So the technology will be able to handle it.

>> Trustee Martin.

>> Well, I think you just answered my concern. So certainly, it's a great concept if you're within one or two courses to make sure they can get it and get what they want to go and we all adhere to that. Those people are already a subset, shall we say, of C, D, and E, which means--and A is by state law and B is setting up the pathway so that two, three years from now, students won't be in that circumstance 'cause they're part of the pathway program and when they get there, the block just keeps rolling. So certainly in essence, they're already there under C, D, and E. It's just identifying them within C, D, and E as a C1, shall we say, or a D1 or an E1 of some case. And sometimes, I get--and I think for most people, you know, we certainly appreciate if they wanted the courses the way we want them to get those one or two courses and not create a license to kill where they get to hang around for 120 units because they never take the one course they need to transfer and take all these other courses from other people. So we have to be strategic in how we say that so that they are top in getting the course they need to get where they want to go without giving them the license to kill, so.

>> I'd like to entertain a motion on this policy. [Inaudible Remark]

>> Okay, motion by Trustee Wah, second by trustee Fellow, any further discussion? We'll take our advisory vote, other trustees, all those in favor indicate [inaudible] carries unanimously. One last item with one abstention, Trustee Israel. Dr. Rocha, you'd heard the sentiment from the Board about the desire that students near their goal get access, like--and we did that last spring. Is there a sense that--will you report back about if we were be able to do that again for the coming spring semester and starts in January for students?

>> Yes, we will. In fact, you have in your packet the information and the registration of the spring class schedule will be published on October 12. And along with that is information on what students can do to make sure that they get the courses they need in the spring if they are close to graduation or transfer. And we will see to it Cynthia Levo, Dean Levo is in charge of that, it will be well under way by the time we have our next meeting but we will do a thorough report. We absolutely--the administration absolutely [inaudible] that one of the things that this does is this [inaudible] that you just pass was a significant shift to the emphasis to make sure that every student that we take in actually completes, I mean, that's a huge shift in both state policy and in college policy, and this policy will help us to do it. But we will bring a complete report next time.

>> Trustee Wah and Trustee Mann, does that address some of the issues that you want?

>> I just like to make a comment when we're through.

>> Sure, just a minute.

>> Okay, I just want to compliment the faculty senate for moving on this. The committee asked when the faculty senate approved that we met, what, a week ago Monday and the senate had acted in June of this year. And that's extraordinarily quick, the way most faculty senates move so I just want to--I would like the president--

>> Thank you, Trustee Mann.

>> Is there--

>> I'd like the president to convey our appreciation and gratitude for this, this tremendous work.

>> [Inaudible], yes?

>> I'm just honestly going to say here what I said at the senate when we passed this back in June that letter B there especially is very important based on all the research that's presented--been presented to [inaudible] division. If you see that--study show that students who complete their basic skills within the first year have a much significantly higher success rate than those who don't. And I think this particular reorganization of priority will reward on that, what study after study shows is going to be behavior that will get students through their goals. So I think that's why I argue for that here and I'm very thankful that senate passes this back in June.

>> Thank you, and on behalf of the Board, I want to also express our appreciation to the academic senate for the spirit of partnership that you displayed in working on this policy that we're now able to adopt. Policy--then the next policy, Dr. Rocha.

>> Yes, and-- [Inaudible Remark]

>> I didn't see. Did you have a comment--

>> Just a very brief one. Obviously, the set standard are very good framework for, especially students that are coming in and we're very pleased about that. Obviously our concerns just have always--as we mentioned when the Students Success Task Force initially came forward is the recommendations, is making sure that the students who are currently in the pipeline aren't left out of the process. Obviously, some of those students are going to fit in to categories K and L. Just by the issue the fact that they had to because of the way community college systems have been impacted. Students have been forced to take that full load, taking classes they haven't really needed just to maintain financial aid status and so they already reached that limit. So my hope is that the administration will continue to bear that in mind, when implementing this, that there are students who've been affected by the state situation and the community college situation rather than their own just personal desire just to stick around and take everything, but that one class they need to get out. And we'll implement that in a way--this policy in a way that will take care of the current students that are here because the students that come in two years from now will be fine. But it's the ones that are here right now that I think we need to pay some special attention to make sure they get out at the same time. That will be all. [Applause]

>> Item 60, policy 6100 [inaudible] proposal on that.

>> Yes, thank you Trustee [inaudible]. Let me take up and in doing so, our--

>> And you could do 61 and 6150.

>> 5100 and 6150 are related, and here let me refer back to President [inaudible] of the senate, was different about policy 6100 and 6150. Are these what are known as rely primarily policies that are part of the ten plus one of shared governance. I mean that we are required to come to mutual agreement with the academic senate on policies that fall within that and clearly faculty hiring that is faculty. The first policy is essentially full-time faculty hiring and the second policy is adjunct of part-time faculty hiring clearly fall under the rely primarily. So this as the policy comes directly from the academic senate to me and Capom [phonetic]. Capom is the committee of the--executive committee of the academic senate and the vice president to myself, we seat and we arrived at--review the policy and arrive at mutual agreement. We did that and then I reported it to the Accreditation and Governance Committee that as representative of the Board that I've arrived at mutual agreement with the academic senate. And--so that is before you and I've just described the process. I should also say and I'll turn it over to Dustin--that there is significant improvements and changes that will improve the process and I'll turn it to you, Dustin, to elaborate.

>> Thank you, President Rocha. A couple things I want to bring to your attention about this. In summer of 2011, we were doing some hiring committees and it came to the academic senate's attention that the policies of various divisions on campus were inconsistent, the ways that people were put on to hiring committees were inconsistent and this obviously concerned us. So we convened our shared governance committee under then Secretary Matha Bonilla and she and the committee to took a look at these two policies, 6100 and 6150, and realized that, obviously, that there needed to be some changes in the language. So, the main additions that I want to bring to your attention first. Well, there's also the new sort of faculty hiring priorities committee that over the last couple of years have actually received all of the request from the deans in terms of what hires are needed in their areas . And we we're asked to form a committee to rank those and that is now officially here in the procedures. Then later in the policy, it actually requires that divisions have a particular process to put people on. I think--I can't remember which division--I think it was health sciences. There was some concern from faculty that they hadn't been consulted fully, and this--about who was going to be on the committee. It is now very explicit about how the people are going to be placed. And the--and if you look at adjunct hiring, the changes there are very, very similar, just basically to make sure that there's consistency across the divisions here at PCC. And that was a spirit in which the committee did its work and it passed unanimously in the academic senate when it was brought to us.

>> Any comments or questions from the members of the committee or the board at large about this new policy?

>> Motion to approve 6100.

>> I will second.

>> Do you want--can we do both of them at the same time?

>> Yeah, and 6150.

>> Motion by Trustee Fellow, second by trustee Wah, any further discussion? Okay, advisory vote, all right, all those in favor? Motion carries unanimously.

>> Thank you.

>> Congratulations.

>> Thank you very much, and thank you to the academic senate.

>> Item I, adoption of the annual board goals for the college for discussion only. Doctor--we had our board retreat on September 15th and we had a extensive discussion, reviewed our progress on board--goals in the past year and then brainstormed what should be the college goals for the coming year and getting feedback from Dr. Rocha and others. I believe under tab-- [Inaudible Remark]

>> Where is it?

>> You should have this in your folder.

>> Oh, that's right.

>> We should be doing [inaudible].

>> Should have a--

>> The folder.

>> And I also circulate it.

>> So I want to have a discussion and provide more feedback so that we can bring back a final set of goals for at the next meeting. And I will get the ball rolling. I had some--I was grateful to Dr. Rocha for the articulation of the goals as we discussed. There were two things that I wanted to see included and I wanted to check with the rest of the board on that. One is I wanted the recommendations and the legislation with respect to the Student Success Task Force be included in the preamble as an overarching principle that we as a district will seek to follow and pursue. It is articulated in the student's center class schedule item on item 1, but I'd like to see if we can get a higher up as a statement. The other one was the topic of compliance and bringing that back from last year and including that as a goal for this coming year. Those were my--Trustee Wah.

>> I would like to recommend that we consider a goal for community outreach to engage the community and businesses in the community to be partners to us in education?

[ Pause ]

>> And then we'll discuss all of these ideas as--Trustee Brown.

>> Yeah. One of my concerns as to the goals is on the CTE program development. We have been assessing it, we have been reviewing it, and we have been doing a lot of things but nothing seems to be really going forward. So--and I'm concerned basically about work force development into--for the, you know, they undeserved and we've been really just going around in circle and really, I am hoping that maybe this year we can get something done. So what I'm saying is that, I would like to see some teeth in this course here and that one.

>> Indeed, maybe just very briefly, I'd asked Dr. Bell to just articulate that we are indeed is and his team are hard at work on-on making this happen. Dr. Brown?

>> Well, thank you, Dr. Rocha. Trustee Baum, we are in fact moving earnestly in that direction. We are finishing up the interviews for CTD. They will conclude this week. We are immediately this week also begin the process of the [inaudible] process for our work force development director. Both of those individuals will come together quickly to address those concerns of collectively with all [inaudible] in all of those programs so that we can go immediately out to the [inaudible] community, revitalize old relationships not only rebuilds some bridges that need to be done but also support direction. And I expect that the new dean will bring to the board a--if you will, a vision statement and whether he or she is going with that program early into the coming year 2013.

>> Let me just go a little further and absolutely and I appreciate that and I know that we want to develop relationships with the employers and work force development for those. But I'm also a little bit hoping that we--on that same thing develop some relationship with PUSD so we could start developing pathways for our students from early in life. So as they transcend from PUSD or to high school, to college, they will be already on a path where they don't have to go around till they're 30 or 40 to go to one of this. So what I'm trying to push a little bit is maybe some partnership in addition to that, not only with work, not only with employers but with PUSD.

>> To speak to that issue and what Dr. Rocha had told me and then also to--I want to carry that into the conversation about the suggestion from Trustee Wah. Dr. Rocha said we need to have goals that have matrix that we can attack and attach to them, and your suggestion of getting more teeth would be helpful for us to understand how will we measure the CTE, our progress on the CTE goal and that we could continue that conversation when we [inaudible] and you can walk us through how we would actually measure success. And if--and so I'll leave it to you unless you have a way of measuring it. I want to hear what--how we would be able to say we actually made progress on the CTE issue that Trustee Brown was raising.

>> Well, Trustee Baum and Trustee Brown, I anticipate that we will be able to come back with something if you will of a preview of a score card, how is we are going to measure ourselves. I envision that for not only CTE but for international students, for many of these new programs where we're bringing in administrative lease for that, so we will, again, quickly develop a matrix how we're going to measure it, where we've been to this point and then again those measurements against how we're going to go forward in the future, not only to the business community but to you, Trustee Brown's, well, outreach to PUSD. It will be part of what Trustee Wah just suggested our outreach component and it's going to be part of our overall outreach to PUSD beyond just the high schools what I be doing to the middle schools as well.

>> Thank you.

>> Can I make a suggestion to Trustee Wah. So the dove tail into the--where this fits in the community outreach, for example, you've suggested community outreach. I think a great way to measure community outreach would be will we be able to demonstrate that we made visits to each district high school with our counseling staff to reach out to students and communities throughout the district. Is that the type of community outreach that would measure--would be measurable but also demonstrate that we want to reach out beyond the walls of this campus into the community.

>> Thank you--thank you, President Baum. I certainly think that that is one way that we could that. I also think that we could invite the community in to be part of--we have three ethnic advisories but we could certainly have other types of advisories where at the near the finish line of establishing the NSPDC have here. I mean--I think that certainly would be a great way for us to outreach businesses. I think that businesses in our community could certainly be great advisors and great feedback to us and whether or not our curriculum are working whether or not the students we are graduating, matriculating from our curriculum are actually able to successfully fulfill the jobs in a labor market that's out in the industry. So I think that there's a couple of ways we could do that.

>> Sure. And the--one of things, Dr. Rocha, I know that was on your list before was a--outreach--a strategic discussion about outreach to the district and how we communicate with the community beyond. And so I deliverable could be, you actually then do bring back that plan for us to weigh it on and discuss--Dr. Mann.

>> Yes, I have a couple of comments. So, I'll take the second one first because I think it follows naturally. I think the kinds of things that Trustee Wah is mentioning actually is very closely related to our career and technical education, our students, you know, learning what they should be, curricular changes. So that might actually be folded in two ways, one, there and then the other would--I hate to put it in with revenue enhancement but some were there. But the second--the first point I wanted to make was when we had as the overall mission of the college--I don't know exactly how we call them--of what was, that we would be a learning college. Does anyone besides me remember that? And we incorporated the concept of a learning college in each of our goals. And if student success, which I think it should be, is student success and learning is our overall mission. I would like to see if we could tie each of these goals to student success. And I think Mr. Thompson suggested that at meeting when I wasn't here that anytime we talked about something, we should always tie to how it benefits the students. And I think it would be not difficult to do, I mean, certainly the point of having facilities and sustainability plan is to make an environment conducive to student learning, something like that. I think it would I--I think it would keep us focused on why we're doing this and certainly the same that you suggested, Trustee Wah, are--were directly related to our students' success.

>> Trustee Thompson.

>> Yeah, I would concur with Dr. Mann on that. Also, with respect to this draft goal number 6 revenue enhancement talks about develop a strategic plan with the PCC Foundation to increase annual fund raising. The foundation is having a planning session not this coming weekend or, I guess, it's the weekend of October 28th and 21st or 19th--28th I think it is, where they're going to be addressing things like this and so, I think we need to get their feedback before we simply adopt that as a goal. But clearly, it's something that we need to do, they are aware of it and they want to be a part of it, you know. I suggest we get their feedback before we finalize a word on this.

>> And this is all for discussions so that we can bring it back after that consultation. So what I'm hearing, one is the community connection goal that I think that we would like to have included but articulated with some matrix that you can bring back to us about ways we would define it and execute it. One is putting more teeth or matrix connected to our CTE goal and how we would actually measure progress. I guess that I mentioned carrying over the compliance goal because I think that's important one and unless anybody objects, I'm going to ask Dr. Rocha would also put that Student Success Task Force recommendation and adoption somewhere in the preamble as well as overarching principle that we're trying to fulfill because it's a legislation as well. Any further comments or suggestions? So we will get this back out and then hopefully back it in coming meeting for adoption.

>> Yes, I would do exactly that.

>> Any, further--okay, Board of Trustees, self-assessment for discussion only. We're going to continue this conversation over a couple of meetings. We started it out in our board retreat. I have a couple of other trustees who have submitted their self-assessment instruments that I will tabulate into for conversation purposes. But I wanted to see if we can achieve some of the items within our policy that is behind tab J. And one of the things on item three is which has been done already but I want to make sure we do it more deliberately. The board shall review the code of ethics annually. Its instruments used in the self-assessment will be reviewed periodically and revised as appropriate. In your packet is our code of ethics and I just wanted to draw to everybody's attention to have a chance to review it and see if there's any modification such to be made to it. And, does everybody have it [inaudible]?

>> It should be in the red folder.

>> It is under item 1450 and it also includes the student trustee. Did you get this in your folder Trustee Israel?

>> Yes, it was on the red folder, yes.

>> And I'm just going to read it aloud as a group and then see if there's any--it is kind of long. I guess, I'll give everybody a minute to read it if there's discussion or anything that we want to underscore as we review it. [Inaudible Remark]

>> It's bylaw or policy number 1450, the trustee Code of Ethics. And Dr. Mann, if you want to provide some background because I think this is drawn from League Best Practices as well. Is that the--

>> That's correct. It's actually based on the code of ethics from the California Community College Trustees League and the Association of California--I mean Association of Community Colleges Trustees, both have the code of ethics. And we have, you know, revised this several times for the past few years in order to try to hit, you know, to reach or to be compatible with the best standards. And I think it's really important that we review this. It's one of the things as required by the accreditation commission. I think this is required by--I think it's just required by the accreditation commission. And--but it may actually--we probably have to look at this. I think maybe it's also required by the education code that we have a code of ethics and I don't recall. Did you know, Ms. Cooper?

>> I don't know.

>> Okay. So that's really all the comments that, you know, that I would have.

>> For those who are in the audience who don't have it in front of them, it is published on the website. And there are nine points to this policy. Numbers 8 and 9 speak to what happens if a board member is thought to have violated the code of ethics and there's a procedure that sets that out. But it reflects commonly held principles for effective board and trusteeship that it's--that we only function as a group. We have to balance the needs of our district along with the needs with our individual areas that we represent along and constituents with the entire district that our primary role is to make policy and employ the President. We don't micromanage the activities of the district and we don't necessarily direct staff. We only operate through communication with the President and to the district as whole. We operate and demonstrate respect and consideration for each other in the staff and the members of the community as a whole to facilitate positive decision making. And then that we have to invest the time in professional development and our roles as a Trustee that we study our Board handbook, we make ourselves available for feedback or consultation with members of the campus community and members of the public at large, and that we comply with the laws about conflict of interest. We don't make decisions that would benefit many of us individually, that we refuse ourselves when their might be an issue where we might benefit personally from a decision made from the district.

>> Yes. Mr. Baum, I just noticed this policy which we have, the Code of Ethics. I don't think this is the most recent one. If you look at number four it says, attempt should be made to reestablish collegiate communication, the event of violations of norms, or perceived to have occurred. But I think the committee, the accreditation committee actually changed that or took that sentence out because we no longer are using our norms, protocols which used to be attached to this.

>> This is one is the most recent, but I don't think we address this issue on this clause because as you look at the bottom--

>> I see that, but I still think it's the wrong version. I mean--

>> Right.

>> Well, it was my under--my recollection that we ask that that be taken out when we took out the norms. And if not I would--Mr. Thompson's nodding his head so I think--

>> Yup, you're absolutely correct.

>> Right. So, I'll always ask Mrs. Thompson in the administration to see if we adopted a policy that revised this so that then the updated policy is posted to the website.

>> Right.

>> I believe your--

>> Yeah, I think that was correct.

>> That's correct.

>> Yeah. And the other thing I do want to say that when the accreditation governance committee met with Mary Dell [phonetic], our outside council. We did asked her if this does meet all the legal requirements because on number 9, there has to be and I think this is somewhere in the education code are the Brown Act 1. What you'd do if you have a rogue trustee, or a Trustee who violates confidentiality. There has to be a process for that and that is--is in here and she did say that it met all the legal requirements. So I think with the exception of that, I mean that is--and I think we did make that change, and maybe someone just got the wrong draft or something. It's just that last sentence. But it doesn't really make a whole lot of sense to refer to norms when there aren't any.

>> Right.

>> So in essence, we have now reviewed the Code of Ethics.

>> Right.

>> We've got a possible typographical--

>> Right.

>> --error that we might be able to address. The next meeting, I will bring a written summary of the survey instruments. And then Dr. Mann, maybe this is a time, you had contacted me about a possible extension of our retreat for a board development activity.

>> Yes. Well, I was going to bring it up a little later, but actually I had a conversation with Trustee Wah and Trustee Brown and we felt really pretty strongly that there was so much to cover at the retreat that we really did not have quite enough time to talk about how the board can work together more effectively. And so I called you and I did suggest that we use the second meeting on October to have a, like a mini retreat. Since it's a board meeting it would have to be public but the only thing on the agenda would simply be, you know, board relations. So there would be no preparation for the staff to do. In fact, much of the time, we probably wouldn't even need the college President, Superintendent President there. We might want to have a facilitator, Sandra Smith is available. She's in St. Petersburg now but she'll be back and she could come. And so--and we could continue that discussion there. We could also talk about our self evaluation.

>> So, I'd like to do a calendar check and we're jumping ahead to item M. But would Board Members be available, say, at 6 o'clock for a board development workshop.

>> Yes.

>> As extension of our retreat.

>> What date?

>> On the 17th.

>> No, I'll be out of town.

>> Okay, you'll be gone.

>> Are you going to be here?

>> I was planning to change my schedule to be here, but--

>> Well, if we can't do it, if I mean that that's not possible then I think we need to find a date to do that, and maybe Trustee Wah or Trustee Brown would like to speak up because they also felt very strongly that we needed to do this. At least they thought they did.

>> I do concur with Trustee Mann. I think that we--there's a lot to cover at our last retreat. We had sort of a mix of some business issues, the approval of the IT contract and then, of course, the discussion of the accreditation issues with CCSF and how they affected us. So, I do think that hopefully in the next, if we have some time for a retreat, I think it would behoove us to really talk about how we handle issues among ourselves when we have disagreements and in our--just our own relationship. And I think that that will make us a stronger board if we're able to meet, to discuss on all those issues.

>> Can I ask then a calendar question that as I am looking at the future board meeting dates which we're going to. If we were to try to do something, say, at noon on Wednesday the 7th, we could have our business meeting that night and would people be available to meet during the day as part of our retreat.

>> On November the 7th? [Inaudible Remark]

>> I'm sure--I'm sure I would be out, I have to check, but--

>> Would you have to check [inaudible]?

>> I'm not going to be out of town.

>> Okay. We will pull, but I'm going to suggest [inaudible].

>> You see, that is a tough time for me. [Inaudible] on a Wednesday?

>> Or we could start in the morning?

>> Wednesday mornings are my--usually, I am pretty stacked up with regular--

>> I will consult with the Vice President and see if he can come up with the dates that we can send whether it's a Friday, a Saturday, or Wednesday. Yeah.

>> I do think--I mean, thank you, but I think that is what at least--what I think that's really important is that this have only one agenda item. We're not planning on conducting any business. If we have to have a business meeting, have a special business meeting, or defer this, and just give us time to discuss, again, how we can work together better. And if you look at what it says here in the Code of Ethics, many of the things I think we want to address are in here is just how do we do it. I think that's the issue. It's not that we--I think we all agree we want to work together effectively, we want to support the President, we want to do this. But how is the best way to do it? I think that's what we really need help on.

>> I want to give Trustee Brown [inaudible].

>> Absolutely, I did all what she said, yes.

>> Okay.

>> I think it is necessary that we really have a time to just talk.

>> So, I'd like to do that. I'm with you on that, but I'd like to find a time. And so, hopefully people will. If they need to move around their schedules if necessary to--so that we could find a day where all seven Trustees--eight Trustees are available to communicate.

>> Are you eliminating the rest of October or just the--

>> I haven't eliminated the rest of October but that's when we had a--the next time we were scheduled to meet was the 17th maybe we canceled that.

>> I'll be gone on the 17th through the 21st.

>> So, we can look to the following Wednesday. We will--I'll circulate a date and then we will post it for--

>> Yeah, because might look at the fourth Wednesday.

>> I can't make fourth Wednesday. I'm sorry.

>> That answers that one. [Laughter]

>> Twenty fourth, right?

>> Yeah. I'll communicate. I'll work with the Vice President and see if we can have a date that we could float to the rest of the group.

>> Thank you.

>> Okay, item K, President's report, report on college operations.

>> Yes, thank you Trustee Brown. Remember Brown, remember the Trustees you were--Just let me start this way with a note of gratitude. You were very kind with your comments at the outset about me and the administration staff, but I want you to know that the progress that we've made is completely due to the hard work of the administration, the staff that are here tonight, that have hung in all night, the managers, the faculty, the classified staff, the Student Shared Governance, Hanna and Simon. So, I would like us as a board to just offer a round of applause and thanks to all our colleagues out there who have done all the work that you really appraise. So, thank you all, guys. [Applause] I think they're still awake out there. Juan Gutierrez, Director of Public Relations, 15 seconds, I want to give Juan his moment in the sun. He has an announcement of two medallion awards that our Public Relations Department just one, and I know he can stay in the time limit. [Laughter]

>> I just want to announce that the college and the PR effort received two awards at the National Council for Marketing and Public Relations District 6 conference. The district itself covers community colleges from California and Nevada, Utah, Hawaii and Arizona. We won for outside design for the banners that you see around campus and also for the Pulse under social networking, so we're very happy about that. Thank you.

>> That's great, congratulations. [Applause]

>> Speaking of communications, you have in your packet a communication that was prepared by Juan on the three term communication plan. I ask you to read it. It also reports on a number of students everywhere in all over campus. We're asking students and faculty who require assistance in any way in adjusting to the new schedule to report that, and we're happy to report that everyone who is responding in that way is getting that assistance. So that communication plan is in place. You will also notice in the packet related to that a memo that was put out by the two assistant superintendents relating to the calendar and the registration and the other relevant dates to the spring semester. And finally, and here, I will thank Trustee Fellow has long made the suggestion that that we do in our reports, we make them written and put them in your folders. So today in your folders and we're not going to make an oral report on this but only because I insist that you read it all when you get home. But we do have really excellent reports that have been prepared by Dr. Bell and Mr. Miller and Mr. Cable. And they are under the title of the month and review. This month in there and the Vice President of Division. A lot of important information there, we're going to try and keep the [inaudible] and the commercials out of it and just give you the news that you can use. So that is the sum and substance of my report on operations and initiative.

>> Thank you very much.

>> Thank you, appreciate it.

>> [Inaudible] good.

>> [Inaudible] by Shared Governance Representatives, we'll start with our associated students.

>> Thank you, President Baum. Just briefly, I'll [inaudible] as possible but we do move very quickly in Associated Students. We're going to be screening the Amazing Spiderman, I'll start with the good stuff. We're screening Amazing Spiderman on the 10th of October in the quad. You are all welcome to join us. Our first movie night was a little bit rained out but we did have still a very successful well-turned out event in the White [inaudible] downstairs. And today, in association with the PCC Democrats Club, we hosted the presidential debates in the Piazza Cafeteria. And so while we were all up here enjoying the delights of Board of Trustees meetings they were watching the presidential debates, a massive turn out, so we're very pleased and it was a non-partisan event. We did try to get a Republican Club to start in time but no one did, unfortunately. We concluded our funding for clubs. As I have mentioned before, we have about 71 clubs on campus. That is the tied largest number of clubs for a community college in the state with Santa Monica College. All of them incredibly active and we've managed to fund them with a decent amount to large majority of them getting to do their activities. We're currently working on a bunch of calendar issues. We've tried to coordinate with the different divisions on campus. One of the things we're working, I'm trying to do is a counseling day to try and help students who have five minute appointments with counselors, just get in, get out, figure out what they need to know and if they need to come back. We are finding that there are a lot more issues that arise as these discussions come up. I am not confident that the trimester will be completely implemented without some damage to a considerable number of students at this point, which is unfortunate. But it does have to be settled. We are very concerned at the calendar still and many of the concerns you've heard tonight, I have been receiving constantly. And we've been trying our best to mitigate them but there's only so much we can do, and there's only so much the college can do, especially given this. Hopefully, we come to some closure soon on what the summer will actually look like. The biggest issue is what will happen in that summer. And Ozzy [phonetic] said unless things change very soon I'm not confident that it will be implemented properly at this point. One thing I am excited about are two things. We are fondly enough excited about accreditation, and we're getting in on the fun by preparing an independent report that we hope will be submitted along with the rest of the college and all submitted as part of the evidence specifically on standards to enforce student learning programs and services and standard for leadership and governance. This will be completed by the end of our term which ends in May. So hopefully, you will move the joint meeting back to April since we now end before our term will now end in May. So we're looking forward to that. We'll be submitting that to the new accreditation officer so that can be put forward for the 2015 cycle. And finally, we are currently hard at work with the institutional [inaudible] office on a policy relating to student workers and how student workers are hired on campus and the process they go through which we hope to bring through the process as soon as possible. [Inaudible Remark]

>> Thank you. I'm pleased to report that the classified senate held their annual retreat at the Huntington Library on September 28. It was a success and in this meeting, we brainstormed our annual goals for the classified senate and we developed many goals but among the most important, I would say, would be the encouragement and support and facilitation of student learning and success. And also, to promote awareness of and the participation in the classified senate activities of all classified senate--classified staff. The other thing I want to let you know is that on October 31st which is a Wednesday, we will be having our Halloween General Meeting and at this meeting, the children of the CDC will be visiting us in their customs. We will also be having a 50-50 opportunity drawing of which I have tickets, should you like to help support the classified senate. Just contact me afterwards and that concludes my report.

>> Thank you.

>> Academic Senate.

>> Good evening. I just have three items. First, I want to let you know that the group that you might know as Task Team Three or what we're calling the ad hoc committee on faculty governance and innovation. We'll be ready very shortly to present to all the shared governance groups on campus, the academic senate and the board its recommendations for faculty governance. Second, I gave you on your--I guess by your chairs--a list of the senate goals for 2012-13 that we just passed at our last meeting. I'm not going to go through them all but I encourage you to read them. Number 1 is very nearly about to go forward and we've moved forward on almost all of them already, including we've already had a town hall. So just read them--given there for you to read. And last, I come before you with a great deal of pride today. I'm very, very proud of our faculty. I'm very proud of our campus because just yesterday, we had--I gave you two fliers. First is the schedule from yesterday and the other is the list of workshops that took place yesterday. A lot of hours of faculty and stuff and managers but a lot of, you know, there's a lot of involvement over the last six months to put this day together to try to revitalize and we reinvigorate our [inaudible] development program here at PCC. And I was just never more proud than I was at my colleagues yesterday. The reports coming back, the feedback coming back is overwhelmingly positive. I've never seen anything quite like it. I'm getting e-mails, phone calls, and I'm just very, very proud and people--again, this was faculty leading workshops for other faculty and conveying the information that they had to them. And so again, I'm just very, very proud of PCC yesterday. Thank you.

>> Thank you.

>> Management association.

>> Thank you, Mr. Baum. Just, well, Justin had three things so I have to have three things. The first is we want to welcome Terry and we're looking forward to work her with here on getting the new realignment balanced out with what we think managerial salaries. Some of the issues involved with that and titles. We had our first management association meeting on Monday, and we had a great discussion about some of these issues. We also discussed some of the possible realignment of the--we had a presentation from Crystal [inaudible] about some of the possible realignments of the shared governance groups. And so we look forward to working through those issues as well. And the third is I did want to congratulate us and then the Academic Senate on a great event yesterday. I think it really worked well and we look forward to the possibility of participating more as a team in the future. Thank you.

>> Thank you. Thank you, Trustee Hanna.

>> Two reports. I'm currently planning the semi-annual associate students lobby committee advocacy retreat to prepare everyone for the state and federal legislative visits, date tentative. And currently, I'm also coordinating a visibility day with the Vice-President for External Affairs, John Frazier in the Lobby Committee. We will have voter registration tables and information on propositions in the quad. Thank you.

>> Thank you. Trustee Thompson.

>> No report.

>> Trustee Wah.

>> A couple of things. First, I want to congratulate two of our trustees who are honored this last month. So Trustee Mann got the NAACP Award and Trustee Brown got the Woman of Achievement from the [inaudible] so those were--congratulations in order.

[ Applause ]

And I also had a chance to attend the Beijing students who came and they, I guess in conjunction with the Languages Division, they did a yo-yo demonstration and I actually got to see our superintendent do Chinese yo-yo and he did pretty good. [Laughter] And then last weekend, the President's Asian and American Pacific Islander advisory committee had an educational forum here in this room. And with standing room we had over a 120 people brought their parents and students and they came from all over the PACCD district as well as outside. So, you know, it certainly shows that they're very interested in PCC and they have a lot of pent up interest in what we can do and how we can help them for their educational goals. But special thanks to the global club who was brought in by Dr. [inaudible] to help manage the group and then Dr. Hanvey from the Academic Senate who attended. And very special thanks to Dean Dina Chase who is now effectually known as superwoman Chase when she brought her whole crew and helped counsel everyone. So thank you.

>> Trustee Martin.

>> None. Thank you.

>> Trustee Fellow.

>> Just--I have one thing. I was interviewed by Charter Communications Television Friday about the State of California Community Colleges including the plight San Francisco Community College and also they asked me many questions about the challenges here at PCC. Thank you.

>> Trustee Mann.

>> I have nothing to report.

>> Trustee Brown.

>> No report.

>> The only report I'll make is that, last Thursday, we announced from the State Board of Governors that we have a appointed a Chancellor for the California Community College system. He's Brice Harris. He is the long time chancellor of the Los Rios District in Sacramento, a very well-respected leader in community colleges, well-known in the halls of the State Legislature. And one thing that struck me during the interview even though it was close session was his commitment to the social justice of the community colleges that the system needs to provide a hand up to everybody even--and specially, the most vulnerable students in the State of California. And he brings that commitment. He was part of the Student Success Task Force with Dr. Mann and we're very fortunate that he's able to lead the system going forward and I know Trustee Wah is working on an opportunity to host him at PCC, so.

>> Yes, the Los Angeles county school trustees has wanted to host the reception for the superintendent. And so we were looking at a location that would be close to [inaudible] where the community college leagues conferences in November. And so, we raise a hand so hopefully we can do that.

>> And then with Sacramento's--with the state gain is also Pasadena's gain because that means that Chancellor Jack Scott will be returning full time to our district and has moved into District 1, where his house gets repaired and I'm proud to have him as a resident and looking forward to his continued involvement with PCC going forward. Okay, now we go to future board meeting dates. We had over the summer adopted a pattern of trying to take the meetings on the road. We've been in three other locations. I wanted to ask the rest of the board, looking at areas 5, 6, 7 if there is a desire to try to pick one these dates. The organizational meeting, I expect, will be back here in December. But one of other meetings is our desire to bring the board meeting to one of the areas within the districts.

>> So I'd like to invite you to Arcadia. We can do it in the City Council Chambers.

>> And is there a date--and Trustee Wah, is there a--and Trustee Martin--are there. Is there one of these dates that look particularly good that you'd like to--try to have [inaudible].

>> I'd have to talk to some people.

>> Okay, so what I'd like is Trustee Fellow, Trustee Wah and Trustee Martin to let Dr. Rocha know if, as we look ahead of the calendars are a date that might work particularly well for a meeting in you respective trustee areas. And then we'll also balance it with meetings on campus but also out in the field. Any other future agenda items? I'd like to raise one, just, and ask for a report following up on President Frazier's request as to plans for the summer academic calendar so that we can get an update on that in our future meeting, as well.

>> Well, we have dates for it and the only question is prop 30. How many classes we'll be able to offer? So, you know, news on November 6.

>> Any other future agenda items? Okay, seeing none, we're adjourned. [Inaudible Discussion]