>> Mrs. Thompson will you please call [inaudible]. >> Dr. Mann? >> Present. >> Dr. Bradbury-Huang? >> Present. >> Dr. Rey Castro? >> Present. >> Mr. Baum? Mr. Martin? Mr. Thomson? >> Present. >> Mrs. Wells-Miller? >> Present. >> Mr. Abadia? >> Is there anyone present who would like to address the board on a close session item? Alright, the board will adjourn to closed session Government Code 54957 Public Employee Discipline Dismissal Release, 2 cases. Government Code 54957 Public Employee Appointment. Government Code 54957.6, Labor Negotiations PCCFA; CSEA 777; ISSU; POA; Confidentials; Management Association and Government Code 54956.9 b 1 Conference with Legal Counsel--Anticipated Litigation. We will reconvene on open session at 7 o'clock. [ Pause ] >> I would like to announce that the board took no action in closed session. Crystal, would you lead us in the Pledge? >> 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. >> Doctor Sugimoto, do you have any introductions? >> No introductions this evening. >> Thank you. The next item is public comment or non agenda items, members of the public may request 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, Mrs. Thompson. Mrs. Thompson, raise your hand, okay. Prior to the deliberation of the agenda item, individual speakers are limited to 5 minutes, total audience participation; any agenda item is limited to 30 minutes. The Brown Act prohibits the board from discussing or taking action on any item not on the agenda but members may make brief comments or ask questions in response to public comment. I have one card it's on agenda, an item not on the agenda and it's B.K. DePaolis, I may not have got the last name right. Are you ready to address the board? >> I'm an adjunct professor here at PCC. I teach English and I teach in, on the weekend short term classes and I called to make an appointment to have my class both for their library orientation. I was informed that there would be no library services on Saturday. We have at least 7 or 8 English classes that meet on the weekend or that meet on Saturday and students pay for their services and many of these students work so can not come to school during the week, and the weekends are the only time available to them and for them to come and not have the library available to them even for a minimal amount of time is to me fraudulent because they have paid their tuition and they are supposed to have those kinds of services for them. In the English department we are required to teach the research paper, that means that these students are suppose to have a library orientation, they're suppose to have time when they can go to the library either supervised or unsupervised and sometimes Saturday is the only time. Libraries have been open--library has been open for years on Saturday for 3, 4 or 5 hours. So we are short changing our students by both cutting classes and cutting services and to me that's a fraudulent use of students' money and I'm requesting that you consider reopening the library for at least 3 or 4 hours on Saturday. >> Thank you. We can not--we can not discuss this but I will tell you that this board did not make the decision to close the library on Saturday. So this will be something we will expect a report from the administration. >> We could give you one now. >> We can't do it it's not on the agenda. >> Okay. >> We can not have report that's not on the agenda. >> We could have report. >> But we will, but this will be addressed. Is there anyone else who would like to address the board on an item that is not on the agenda? If so you need to go in the back and fill out one of these yellow cards and give it to Mrs. Thompson. Yeah I think we do have someone who does want to address the board and--let me we'll just go down and see if there are any announcements and then we'll go to the next item. Are there any announcements Doctor Sugimoto? >> I did want to make sure the board was aware of our August 28 groundbreaking and ribbon cutting and welcome day and if that is not on your calendar please make sure it is and we will welcome any and all of you to that special occasion. >> Dr. Bickley do you have any announcements? >> No announcements. >> The Classified Senate have an announcement? >> The Classified Senate will be holding their retreat on September 11. >> Oh, I think you got something else [laughter]. >> And have other breaking news and the statewide Classified Senate Executive Board will be hosting the southern portion of the 4C quarterly board meeting here at PCC via teleconference. The meeting is scheduled for September 11th and 12th from 9 to 4. >> Does AS have any announcements? >> None. >> Management Association? >> None. >> Okay, our Student Trustee, do you have an announcement? >> None. >> Mr. Thomson? >> No announcement. >> Mrs. Wells Miller? >> No. >> Dr. Bradbury-Huang? >> I'm grateful to Nolan Pack and other students from the Seeds of Change group here on campus that they'll be taking time to meet on Friday with Senator Carol Liu to discuss with her the Assembly bill who's number I keep forgetting but it's about global warming and all the major innovations that are happening in California right now, thank them--I thank them for their time. >> I don't have any announcements. >> Dr. Rey Castro do you have any announcements? >> No I do not. >> Okay I think we have--Mr. Pickens wishes to address the board. Okay, Mr. Pickens will you come and give us your name and whatever it is you want to say and Dr. Rey Castor has a timer here, when it turns red your times up, you have up to 5 minutes. >> Up to 5 minutes, that's plenty of time. Thank you, thank you all board, my name is Ricky Pickens, I the truant officer for Pasadena Unified School District. I am also a resident here in Pasadena. I grew up here in Pasadena, I actually attended here at PCC and I came tonight for a couple of reasons, one is to thank a couple of your board members here who's been instrumental in helping me do some remarkable things with some youth here in Pasadena. I am one of the founders of a gang program here in the city called Neighborhood Outreach Workers and since the inception of that program because the city is funding and [inaudible] that program 2 of your board members here which is Miss Castro and Dr. Mann who is part of our youth violence committee was very instrumental and helping us. So I came personally tonight just to thank them and thank you all for supporting him, because they have supported us and one of my things that I would like to do is get some of the youth that we're reaching out to, to come and take advantage of some of the services here that PCC has to offer. And so I'm reaching out in the community and help these young people turn their lives around and I'm asking these young people as they turn their lives around and get involved in the community to take the advantage of PCC and I'm just asking for this board's support as they come through and the school support more importantly the administration support here as they come through. I'm also a part PCCs Parent Project. And also I didn't see Ms. Ling sitting right here next to me and Ms. Ling is just sitting right here who is very supportive as well but I'm a facilitator for the Parent Project over at Pasadena Unified School District, and so I wanna thank this board and thank everybody here for supporting your board members and as we continue to grow this--changing these young people's lives that you all will get involved, thank you. >> Thank you Mr. Pickens. I don't know if you heard the announcement, we can't comment or ask or but we can ask questions, does anyone have any questions from Mr. Pickens? >> The next is the approval of the minutes. Do I have a motion to approve the minutes? >> I move to approve. >> Second. >> There is one revision on page one, one board member's name was inadvertently left off so this is the approving--the revised minutes. Are there any additions or corrections to the minutes? >> No. >> Alright, are we ready to vote? >> Yes. >> Student Trustee? >> Aye. >> Other board members, all in favor please say aye. >> Aye. >> Opposed, motion carries. Next is the approval of the consent. Pardon me, yes? Yes Ms. Rey Castro. >> If I might comment I do wanna extend our thank you to our secretary, our Board Secretary Mary Thompson for doing a wonderful job on these minutes, given the difficulty of the items that were discussed and the motion to reconsider, and the confusion that followed, you did an excellent job with these minutes, for sure. >> Yes, thank you. [ Applause ] >> The next is consent items, do you have any--does anyone have any consent items? Mr. Abadia do you have a consent item? No? >> No. >> Okay Mr. Thompson? >> Yes 19-B and 26-B. >> 19-B and 26-B? Mrs. Wells Miller? >> No. >> Dr. Rey Castro? >> None. >> Dr. Bradbury-Huang? >> I do not. >> Okay, I have 16-P and I guess that's it, so 19-B. >> Yes I just have one question, one of the items on this is State of California Department of Justice for service fees/professional services for police, a quarter of a million dollars and I'm curious what we pay that for and what we're getting. >> Dr. Sugimoto? >> Dr. Van Pelt I'd like you to address that. >> That's the service for the LiveScan program, so the service the Campus Police provides for finger printing and so there's a fee associated with the Department of Justice and of course those monies are more than recouped through the services that are provided to the different people who come in for finger printing services. >> I'm sorry, help me understand how this works, it's the students who are finger printed or-- >> No typically it's people from the outside, anytime a person works for a public agency, they have to be finger printed and then they go through the Department of Justice background check. This represents the fee portion that we owe each time that one of those background checks goes to DOJ in exchange of course they pay a fee and we actually make money on each transaction. >> Okay. >> Does anyone else? I have a question on that also. And mine is almost a generic question, I was concerned about that amount but I was even more concerned about on page 1, the--to SWACC which I don't know what that is, and it's for 593,572 dollars, this seems to me like an awful lot of money to come through on a consent item and because if--you know as art of another consent item f it come through separately we would have had a much better idea what it's for. So I am assuming that this is--that this is kind of a roll over, something that we normally approve but I would like little more information on that. >> And Cherry Hassan is here but this is the property and liability coverage for the district including the associated students and the flea market and so forth. Last year I think the number was a little closer to 615 or so thousand dollars. Typically, this time of the year, these things are rolled out. We have a contract for insurance which is a pool the amount of money. However this is the methodology of payment which goes through a purchase order system. >> And in the past have we included it in on and like this in a list of--I don't ever remember seeing items that's big in there but I could be wrong. Cherry could you come to the podium please so we can all hear your answer. >> The item that you're talking about that's for the 593,000 dollars is with S.W.A.C.C. which stands for State-Wide Association of Community Colleges and it's the district's contribution to the pool. We're part of a JPA, Joint Powers Authority and we've been a member for since 1989. So this item has shown up every year. It goes up, it goes down based on our loses here at PCC and based on the loses within the pool and this approximately 60 colleges, community colleges that are member of this JPA. >> Excuse me, my question is not whether or not it goes through my question is does it go through on a list of purchase orders over 500 dollars or does it go through as a separate consent item? >> It goes through as a purchase order over 500 dollars. >> Okay, thank you. >> It's like equated to insurance pay insurance. >> Okay thank you, thank you Cherry that was--that was my question. Anymore questions? >> May I ask one? >> Sure. >> So yeah, also on 19-B, it comes under board of trustees that's what makes me so curious. Earthlink Network, 1600, I had seen this over and over and I must say and I've always been curious and now is my chance. >> Yeah, Dr. Sugimoto? >> I was just gonna ask what page is that one? >> On page 1. >> It's page 1, 1 to 19-B. [ Cross talks ] >> It's the 7th down Earthlink Network Inc. see--service fees, board of trustees, 1600, do you see it? >> I don't know the answer. >> It's on page 1, it's like 1, 2, 3, 4, 5. It's the 7th item down on page 1. >> No I don't know and I have to find out and let you know. >> That's something to do with e-mail. >> Yeah, just it's a lot of money we've been seeing it, if it's just for e-mail, just seems like a lot. >> I can reply back. >> Great, thank you. >> Okay, any other questions? Okay then the next item is--no I think we have another consent item, I lost my place here, 26-B Mr. Thomson? >> Yes, I'm just--I would like some information as to how this actually works and it's 575,000 dollars per year for 5 years, is to build a capacity or programs activities of the teaching and learning center in order accelerate college-wide transformation to better serve Hispanic and other under prepared students at PCC can someone just briefly explain how the program is actually--how it actually works. >> Dr. Sugimoto can you address that? >> Yes, thank you, I actually would like to have Dr. Jacobs answer this one that it is a program that we've had on campus for a number of years, Dr. Jacobs? >> Okay you want to know how it works, actually this is the pathway through which we help our students who are under prepared and so specifically you wanna know how-- >> Number 1, how do you define under prepared or how do you define, how do you determine which students are under prepared and how does the program could apply to help those students? >> Okay, actually. [ Inaudible Remarks ] >> You want him to explain it, Title 5? >> What you think part of this is that Dr. Wright who is one of the authors of this is sitting in the audience and she's here to do the basics but it might be helpful if she might be willing to come up and explain under preparedness and how we identify those students. [ Inaudible Remark ] >> Would you speak into the microphone-- >> They could be under prepared in many ways but basically these are what we have designated with the basic skills initiative. Under prepared students are those that come in testing one to two grade levels below transfer or the course's need for a degree which this fall becomes math 131 which is intermediate math, algebra and English 1A which is freshmen composition. So those are students who have come in also Title 5 is a Hispanic serving institution grant, so we have to qualify as having a certain percentage of students who are of Hispanic descent. It's also an often first generation college students of which we have quite a number, so these are students who come, whose families have not attended college before and are under prepared in that they don't have family assistance to help them navigate college. >> And the under preparedness is determined by tests that they take, the students take? >> That is one of the measures we know from counseling that there are multiple measures for actually determining this but we would say the first thing that they should do when they come to the college is take the assessment test so that we can tell how they've done on that test and how the counselor or advisor meet with them look at their record and I am sure Dr. Sugimoto can speak more to the multiple measures that determine that they have these needs. >> And the program is clearly not limited to students of Hispanic background? >> No it is not. >> I had--I read the Wall Street Journal today and I had copied and distributed to board members an article that appeared I guess on page 3 of the first section, college entrance test scores is flagging and it's a very interesting article, it's not just something that's occurring in California it's really not just in Pasadena but across the country and so, at some point it would be interesting to me at least and perhaps other board members as well if we had some type of opportunity to discuss this issue and how we at the community college level can do our part maybe a change or improve what we're doing to meet the students who are coming to the community colleges who apparently across the country are as you put it not prepared or under prepared. >> Right, if that is what the basic skills initiative for the California Community Colleges is specifically here to address and the Chancellor's Office estimates that 60 to 90 percent of our entering students are under prepared students, and that's why the legislature and all that decided that we would have a basic skills initiative to concentrate on that. >> And may I add, the basic skills covers the whole campus. This is a program, the Title 5 with there a small group of students on the side and we are using some of the same principles so for the entire campus. >> That's right. >> And yes, Mrs. Wells-Miller? >> Yes, I feel compelled to say it again that if the school districts would put the emphasis on the students learning to read and do the basic skills at the level they're supposed to, we wouldn't be getting them in the condition that they're in and as a former teacher I can tell you that it is possible to do that. There needs to be much more focus by the school district on emphasizing the basic skills. It's in my opinion cheating students to just pass them along when they have not mastered those skills because it hurts them down the road and that's not fair. >> Any other questions, if I could then recognize myself I think that much of the work that Dr. Rey Castro and I have done--which Mr. Pickens refers to as I'm going reaching out to the PUSD is to try to find ways to work with the Pasadena Unified School District for the students who tend to be, many of them are under prepared so that they can come in with a higher level of preparation and that is I think is another approach. >> In this article I believe in today's Pasadena Star News about the performance of PUSD students. >> Okay, I have marked that I also had 16-P and I had a question 1, 2, 3, 4 the 5th one down Steven Matchan I think it is who is providing support to supervisors in completing their reports and audits. >> Dr. Sugimoto? >> And this area reports to Dr. Van Pelt again so I'd like him to addresses this. >> Steven Matchan is an officer. So his job title as officer, his actually a sergeant in the police department so the methodology that they chose to use to compensate him for all the administrative duties of being a sergeant rather than an officer is through his stipend. So this is an annual stipend for the year. >> So we've done this before? Is that what you're saying? >> We sort of got into this in a less large way in last year but this is formalizing the process. Last time he was doing specific jobs and this time it's converting him from being an officer to a sergeant. >> If it's converting him from being an officer to a sergeant, I don't understand why we didn't have P report to that effect. This just looks like adding extra assignments in which we're compensating him for, is that correct? >> Yes. >> I have some problems with that maybe we could--I mean I don't mind to probe in it now but I don't think this is precedent that we want to go down the road. I mean if the man is not working I would think for human resources if he--if this is part of his assignments then he should be adequately compensated for the work that he is doing and we shouldn't have to be supplementing, supplementing this. Mr. Engeldinger so maybe you could look into that or maybe, can you comment on this? >> Well, it was our understanding that this was additional work and for which he was being compensated the issue being a sergeant or whatever, I don't know if we discussed that but given that level of detail, we certainly agree that we should asses the position and pay it correctly and we will do that. >> Right and in the mean time I'm not opposed to compensating him for the--but maybe it really is a different position or something, that's what I'd like to look at. >> Dr. Sugimoto? >> And I have spoken with Dr. Van Pelt about his particular issue and we will take that into advisement and work with human resource to resolve it. >> Dr. Rey Castro? >> Yes, my question is a related question with regard to the stipend, do these employees actually work overtime from time to time? And if so, are they compensated with stipends? Because overtime or an overload is additional work above and beyond their basic pay and the stipend clearly is for additional work so it represents a form of overload. >> In this case it's not overtime, it's just added duties to his regular duties. If he worked overtime, he would be compensated with overtime pay. >> Okay, so that answer indicates mainly so that really is something human resources should be looking at because it sounds to me like he's being compensated for working out of classification. And I don't think that's a road we wanna go down. >> I understand. >> Alright, any other, any other questions? Okay, do I have a motion to approve the consent items? >> So moved. >> Is there a second? >> Second. >> Advisory vote? >> Yes. >> Other board votes? All in favor please say aye. >> Aye. >> Opposed? Okay, next item is budget update, discussion with, oh, I'm sorry, before we do that I do have an introduction. I would like to introduce our acting president Dr. Lisa Sugimoto. [ Applause ] >> Now, budget update, Dr. Sugimoto. >> Thank you Dr. Mann, and it's my pleasure to have Dr. Van Pelt to give you an update with little there is on what's going on with our budgets right now. >> Over the past few weeks we have had a number of meetings and in fact this is probably the most important and time consuming thing that we're currently involved with. We had a meeting last Friday with the ad hoc budget committee and today we had a meeting with the resource advisory committee. Yesterday, Odessa Walker [phonetic] and I went down to North Orange County Community College District where they held the southern California series of workshops for all community college CBOs and presidents. And let me just update you on some of the things that took place. Eric Skinner [phonetic] who is the vice chancellor for physical policy led the discussions and his analysis was that this is a "messy reality" requiring a lot of legislative clean up because the budget was put together in a political climate that was pretty much behind closed doors and the Chancellors Office had very little input in terms of the ramifications and the actual workings of some of the decisions that would be made. To say that it was an animated discussion would be an understatement because the level of chaos and uncertainty within the entire community college district was pretty remarkable. We were promised that this Friday a day after tomorrow there will be a guidance letter from the Chancellors Office to start to explain how we actually have to implement the budget that was passed by the legislature and signed by the governor on July the 28th. One piece of small good news is that the 85 million dollars that they had projected that they would take in 2008, 2009 midyear cuts are off the table which is good, because they had threatened to do that up until the very last moment. The work load reduction which is the FTES cap number by reducing the budget, they decided to come up with a mechanism to enact that. And the Chancellors Office was intent on reducing the number of FTES by lowering the cap. The reason for that is because the base funding per FTES was something the people had fought for for a long time, they didn't wanna lower that, which was the other option. So what that means is that our cap will drop by 3.39 percent which represents about 826 FTES for this current year. The hope is that in the future years, they are going to go after what they call growth. But that was a very controversial subject because some districts aren't growing at all and they would be left behind in that process. There's an expectation that the deferrals this year will be about 200 million dollars larger than last year. And what they're expecting is that from January through June, they will defer 703 million dollars, which means that they're going to withhold that from the apportionment payments to the districts. For PCC, that will translate to something over 14 million dollars. There's a promise that that will one more time as it was this year be made up in July. In the mean time, that's something that were gonna have to float. The growth rate for Pasadena City College now I understand there is no growth money, but the projections for what the growth would have been believe it or not is 4.95 percent. [Inaudible] is on the order of 11 or 12 percent but we're one of the higher ones and that has a large degree that's due to the high school graduation rates. At 4.95 percent in the COLA, the statutory COLA for last year would have been 4.94 percent and for this year would have been 4.25 percent. That means that when you combine all that together, there would be 14.4 percent which translates to PCC to almost 17 million dollars. We get nothing. They provided an economic forecast which is discouraging at best. The projections are very weak through 2010 and a very modest recovery in 2011. But the problem that they warned us about is that there were so many what they called budget gimmicks that they've borrowed and they've deferred and according to the Chancellors Office there is no padding left anywhere, which means that when the money does start to flow back in, they have tremendous number of holes that are gonna have to be filled. And the hope is that the recovery will take place before the collapse. So in terms of what we're doing. Cherry Hassan right now is--she's almost I think finished inputting all the wages and salaries into the budget, into the worksheets. And Odessa has--now we have to wait for a little guidance the day after tomorrow but we expect it by Friday. Odessa will have all the revenue numbers buttoned up so that we actually have that firmed up. And Odessa and her department are working out the benefit section. Once we've run some preliminary numbers we're gonna have a far better idea of the impact to the departments. And then we'll get together with the various different constituencies and explain how we intend to go about recouping the balance of whatever is required. So we hope that within the next two weeks we're going to have a very clear picture of how we're going to resolve budgetary issues for this year. And it also means that we are going to be setting ourselves in the strongest possible position for next year. There is a possibility of a midyear cut because the state budget is very unstable and in fact as we speak, they are getting further behind in terms of their revenue estimates. >> Thank you Dr. Van Pelt. Does anyone have any questions for Dr. Van Pelt? Dr. Rey Castro? >> Yes, I'd like a little bit more information on the deferrals that you talked about. PCC share you're projecting or they're projecting or you've calculated the PCC share of the over all deferrals will be approximately 14 million. Is there a time line in terms of when those deferrals will hit us? >> Yes, and it's--it's a percentage I can give you the numbers from that the Chancellors Office was given from the Department of Finance and each time we get about 2 percent which is our share of this. January and February are both 115 million dollar deferrals, March is 55 million, April was a 136 and a half million, May is 81 and a half and June is 200 million. However what they said was there is not 200 million dollars left in June and therefore that's not possible and they're gonna have to back some of that into May. So they're working that out too and this was one of their complaints. These numbers were developed without input from the chancellor's office. >> Any other questions or comments? Yes Dr. Bradbury-Huang? >> Simple one, I think since our last meeting a new date was established for the finalization of our budget, could you remind us what that is? >> The statutory deadline was deferred by a month however for technical reasons Odessa is intent on being able to do her third--first quarter reports at the end of September which she can't do without a budget. So the target that we're internally shooting for is that the board would approve it September the 16th. We do have an extra month pass that without any further approvals. Eric Skinner promised that the decision has been made that any district that would like to can in speaking with the various different people there and by the way was like a PCC management reunion, because Jim [inaudible] was there and Peter Hardash [phonetic] was there and Phil Farmer [phonetic] and Jimmy Nushimi [phonetic] and Sue and Joyce Black [phonetic] in fact was there. But people in general were trying to button us up more quickly so that they could move on. >> So we're gonna keep that Monday special date. >> Well. >> Well I think we'll discuss that. >> At the end? >> Well that that something the board will discuss at the end but it's due for future board meeting date. That's a board decision. >> Okay. >> Yeah, Dr. Rey Castro? >> I would like a summary sheet of the main points of your budget report Dr. Van Pelt and in particular I would like you to build into that summary the delineation of the deduction of the deferrals, January through May. >> Okay. >> And any prognosis of how that's going to affect existing expenses and balances. >> Alright, casual balances? >> Yeah. >> Anything else, any other questions for Dr. Van Pelt? Yes Dr. Sugimoto? >> Since we're getting some more guidance on Friday perhaps we could provide that for you after Friday with more explicit information? >> Okay. If with the board's permission I--you know I had not turned my page over and I do know is that item I is the adoption for the resolution on the general obligation bonds and we do have representatives from our bonds here and so I'd like to move to number I if that's okay. I would not have kept you sitting here if I have suddenly realized that's what that is. Let's turn to number I which is the adoption of resolution 452 authorizing issues of 52 million of Pasadena Area Community College District 2002 election general obligation bonds, 2009 Series D and 209 Series E: Discussion with possible action. Dr. Sugimoto? >> Thank you Dr. Mann and again this item is Dr. Van Pelt's and we have guests in our audience if he would please introduce them. >> Okay and we have our bond counsel Lisa Wells [phonetic] and the RBC Capital vice president Ryan Vollmer so they can answer whatever questions or technicalities. I would say that to this point we have received 98 million dollars in two previous bond series. We did 2003 and 2006, so this is the last of the 52 million dollar series. On Tuesday we have a meeting with Moody's and Standard and Poor's to do the bond rating which will be the next step and that sets into motion the whole series of action. So if there any specific questions or explanations for this then we can ask bond counselor investment. >> Are there any questions on this item? Mr. Thomson. >> What are the projects that says to complete additional measure P bond projects and what are the projects this money will be applied to? >> This particular one will cover the Center for the Arts. We have enough resources to cover all the rest. >> Any other questions? >> Alright, we have a resolution, do I have a motion to adopt the resolution? >> So moved. >> Second. >> Any discussion on the adoption of the resolution, advisory vote? >> Aye. >> All in favor please say I. >> Aye. >> Opposed. >> We have to record this [inaudible] there were 5 ayes no no's and so the motion passes, thank you for being here. The next item is to receive the 4th quarter financial status report, Dr. Sugimoto? >> Hopefully once again and for the last time I will ask Dr. Van Pelt to address this particular item. I'm sorry, Dr. Van Pelt? Item H that we see that the 4th quarterly financial status and that should be behind your tab H. [ Pause ] >> Okay, this is the financial statement that is due and as you can see the revenues were slightly lower than we had expected. However, the expenses were as well so we're in an extremely strong financial position as of the end of the quarter. And if there are any specific questions either I or Odessa Walker can answer the question. >> Does the board have any specific questions? >> Dr. Rey Castro? Yes, you stated that we ended in a very strong position. Is it stronger than the position that was reported at our last meeting? >> No, it's the same. >> It's the same? >> Yes. >> Alright. >> That was an optimistic question. [ Laughter ] >> I think it was wishful thinking. I thought maybe there's more money. >> Alright, so no more money than the last meeting. Any other questions for Dr. Van Pelt? Do I have a motion to--all we have to do is receive it, is that correct? Any motion to receive the fourth quarter financial status report. >> So moved. >> Is there a second? >> Second. >> Any discussion? >> Ready for a vote, advisory vote. >> Aye. >> Other votes. All in favor please say aye. >> Aye. >> Opposed. Motion carries. The next item is accreditation update. Dr. Sugimoto? >> Yes. I'd like to ask Mr. Kollross to come to the podium and to provide us with the presentation on the accreditation update. >> Alright. Mr. Miller can't be here this evening and he is the Accreditation Liaison Officer so he asked me to just do a brief update for you on where we are in the process. And I think oops--I did something wrong? That happens all the time. >> And this should be behind your tab J. >> Alright [whispers]. There, okay. This is strange that I can see it and it's behind you. That seems strange to me that--Yes, but you guys can follow me right? So this gonna be pretty brief. I believe in your packet we put a copy of the letter that we received from the commission that outlines what it is that's expected of us in particular that we have received 5 recommendations that we need to address. We've been placed on warning for the first recommendation and we have approximately--well at the time we got the letter we had 9 months. Today we have 7 months to remediate. You also see we included a timeline for you. Mr. Miller and I worked on this. This is how we planned to address those reports that we have to give. As you can see we are required to give--our first report is due March 15th that's the report that needs to address the warning recommendation and after we follow that report then we are going to get a site visit within 30 days and that site visit will be a member of the original evaluation team and then a member of the commission, he'll come to the campus to make sure we're doing what we said we did in the followup report. After that this goes back to the commission which at that time I'm very confident we'll be taken off warning and then we'll file the substantive change proposal to address our distance education courses. October 15, 2010 we file our second followup report where we have to address the remaining recommendations. And then in March 15, 2012 we have to do our midterm report which is a customary report that we do in the commission and in that report we will address our self study planning agenda items. And if you remember when we did our self study as we were going through it we addressed certain things that we thought needed to be addressed, problems that we identified, those are the planning of the agenda items that we need to have done and do a progress report on by 2012, any questions? >> Any questions? >> Dr. Bradbury-Huang? >> Yeah, with regard to the one we got the warning for, could you clarify what exactly is at stake here and what are the some of the concrete things that need to happen? >> Yes. What they're actually asking us for is that when we do the program reviews that we are comparing basically apples to apples and we're not really doing that right now so that in every program we do for example in an instructional program review from instructional program to instructional program they are looking at the same data sets, analyzing, interpreting and using that information. Now on an administrative program review we will provide different data sets because obviously though it should be looking at different things. They say that we haven't been doing is using consistent data sets. They did say very clearly that the data is available. We're just not using it consistently from program review to program review. >> So my understanding is that what needs to happen, Dr. Bickley I'm glad you're here, is that the Academic Senate needs to decide what set we're gonna use and that's it. The board approves it. Is that an oversimplication? >> A little but close. [ Laughter ] [ Inaudible Remark ] >> [Inaudible] and possibly a larger college wide group that we're gonna call the institutional effectiveness committee, I believe, and we've started to--Bob Miller and Crystal and others have been developing plans and have a good grasp of what that committee should look like and we're gonna pattern it and probably I don't know--was this in your presentation Crystal? >> No, I'm done but keeping. You're doing great. >> I though we were going to pattern it somewhat after the CNI community in terms of composition and college wide involvement. >> But this is an academic matter that must go to the senate too for resolution. >> Correct. >> Any other questions? Dr. Rey Castro? >> One of the protocols that we established at our last accreditation in dealing with the recommendations was to ask that we get regular updates as to the progress that's taking place-- >> That's right. >> Absolutely. >> With regard to addressing the resolutions? >> Yes, we hope to give you monthly updates. >> Okay. >> We are, right now Mr. Miller and I have already had our phone conference with two members of the commission to ask them specifics about what their expectation was. So we're well on our way to getting there and we'd like to give you monthly updates on where we're headed and what we're doing. Thank you. >> Any other questions on those? Thank you very much. Our next item is Basic Skills: Presentation and Discussion, Dr. Sugimoto? >> Yes, thank you very much. And behind your tab K, is PowerPoint slides for the basic skills presentation and Dr. Jacobs and Dr. Lynn Wright, please. [ Pause ] >> Thank you, Dr. Sugimoto and Dr. Mann, board, Dr. Wright and I will make a few observations I would say about the basic skills report and then we will follow up as you wish. Basically first we mentioned some of this already. The basic skills--need for basic skills was long known but we started to address it in 2005. The Academic Senate, statewide, the chief instructional offices as well as the student learning services offices decided that we needed to do something about it. And here in our college about 60 or 70 percent of our students that enter need some type of foundation building such as reading, writing, mathematics, ESL--if we say learning skills, status skills rather and ESL in order to succeed in their college courses. So what happened at first was that there is a study done--some research was done by the group that I've mentioned that started this and I think you received a copy of this when it came out. If not it was the Poppy Copy we called it in 2005 and '06 and this is what they call best practices it's the basic skills as a foundation for student success in California community colleges. And we studied this over the summer during '06. In the end we started looking--and we talked with some of the people we have mentioned in here before with some of our programs but we did talk with people from other colleges to see what they were doing and the idea is basic skills has to be different. It's doing not the same thing that you've been doing all the time because we know it hasn't been working as it should have so therefore what--you just continue what you are doing, do not supplant what you're doing but take some of these ideas and come out with a plan that will work for all the students that need the basic skills. Now we did that and we had to present an action plan. So I will--before we go into what we really did and what we have achieved that Dr. Wright will tell about, I will mention some of the budget and financial parts. The first year we didn't have a coordinator so the program reported to me and well still reports to me but we have a coordinator so thank heavens for that. But what the Chancellor's Office did they gave us those special categories that we had to spend the money in even though we had the action plans. Our action plans had to deal--had to cover those areas and that's why you see certain allocations in the various areas for our '05-'06, '06-'07 and '07-'08. Then we could change those if we need it but the one thing we could not do was to supplant. If it wasn't there we had to--we could not just carry out a program because we didn't have money, you know, in our regular budget and we wanted to do it, we could not do that and so they were very careful to monitor, and one of the things they wanted us to do was to have a lot of professional development because they are feeling that, we know the subject matter but how you were able to articulate this to students, the methodology that's used in the classroom and the follow up that these students get outside, all of these things are very important. And we said that we will develop a program that was holistic and intrusive and that's what we are trying to do. Now we have given and you have in your packet the report, our final report for the monies that we have received so far. We had to spend '05-'06, '06-'07 monies by June of 2009 and so you see we had plenty of money to spend plus we had the '07-'08 money so we had over a million dollars to spend and we did. We have the things that we did and we're still doing--we spent the money. Now it comes to '09-'10 and we're told that we will not--we might have a 32 percent reduction, some say 16, 24, we don't know exactly--so we may go all the way from having--had over a million dollars because those years were combined. We got the money too late in '06 to spend it so therefore we had to carry it over to '07 so that's how we got the build up in the funds. And then we got the '08 on top of that so we had plenty of money. We may go down to somewhere between 235,000 to 291,000. So we have to revamp our whole plan and we have a meeting on Friday to start that. So some of the things we've been doing we won't be able to do but we feel good that we've gotten a good start and we will be able to continue a lot of those things because they are part of our regular program and we need to do so, so that's kind of where we are but just what we have done we're going to let Dr. Wright tell you a little about that and where we are going. >> And you have the PowerPoints in front of you [inaudible]. >> Yeah, we have the PowerPoints. >> Alright, I'm not gonna go back because she has covered those earlier ones, maybe the [inaudible] weren't covered but they're there. So where are we now? >> If you can't hear yourself echoing the people and the audio audience can hear you. >> Okay, sorry. >> Could you get a little closer to it? >> Sure. She's already told you that we convened our committee. We are called now an action planning group. We studied this Poppy Copy and we built an action plan. Action plans have to be established every year. They are due September 15th so we will begin to establish ours this coming Friday. And with that goes the budget and you are obligated to spend your money based on that action plan. There are 4 focus areas in the Poppy Copy when you read it. It is labeled A, B, C, and D and the last two, C and D really focus on professional development and instructional practices. And if you review D which is instructional practices you can see that it's really that professional development is embedded in that for us to do these different innovative practices we need the training to do it. Can I go back? We have developed a mission statement and it's in your PowerPoint and so this is--really the goal of the Poppy Copy is to get us to recognize whether or not we have a developmental education program and most of the community colleges discover that they did not, some do. We have developmental education courses but we don't have a program that looks at these students holistically and tries to address their needs and are integrated talking to one another. And so we have developed a mission statement to try to achieve that. And here are the bullet points about how we propose to achieve this. So you can see we want to integrate it. We want to support of on-going evidence driven. Again a lot of this ties into SLO's and assessment cycle and what accreditation also requires of us so it's very nice the way this all works together. And then these are some of the approaches and resources that we already have on campus that we hope to build on. You probably know we use Skip Downing's on course principles and that works very well with developmental students. We are using faculty inquiry groups, doing action research to see what works in the classroom and what doesn't and again make evidence based decisions. We're trying to do math reading and writing across the curriculum. It is not enough for developmental educations students to get one writing class or just a series of writing classes, reading and writing needs to be incorporated in all classes, your math skill as well so we are trying to--this is what Dr. Jacobs, what she means when she says basic skills in faculty development actually addresses the entire campus. All faculty members really do need to know techniques for helping all of our students. Campus wide themes is another way to engage students, culturally responsive teaching is something that's sweeping the country now addressing students where they're at, okay, and being responsive to that in the classroom. Brain theory and multiple intelligence, this is another hot thing across the country, what we know about that, how we can apply that in the classroom and of course technology. We all know the generation we have now is very adept at that and how can we incorporate that in the classroom to help them better achieve. We also in addition to the mission statement have developed a logic model. A logic model is a kind of designing down outcomes based model or approach where you determine what your ultimate outcomes are and you design down from there what your activities will be. We've done this in the Teaching and Learning Center for sometime and we applied this to our basic skills initiative and it turns out that this is now an effective practice that we are taking to other community colleges across the state. So I'm on many state level communities with basic skills and we are going around training other people to create logic models. And we will use the logic model and the outcomes that we have developed to help guide the action plan and that development so that we know we're not just doing more of the same but that we're actually doing something innovative, always with the goal of we want to achieve this particular outcome which is to help these students complete their basic skills courses in a timely manner and then complete their degrees, certificates or transfer again in a timely manner. It's really what they call completers that we're after. >> Do you have any questions? Anyone have questions? Yes, Mr. Thomson? >> You've caught my attention here on one of your phrases and I'm intrigued, what pray tell is brain theory/multiple intelligence is? >> Multiple intelligence has really have to do with multiple learning styles and so that many people--for instance some students learn better in a bodily kinestatic way, some people are very visual learners, some people are very musical. I mean there are different ways and we have different strengths to which we learn and if you can apply these different styles in your lesson plans you will be more successful and reach more students. It turns out that your traditional ways of teaching which is you know very much logical mathematical and literally based. Those are the strong ones. Those are the ones that teachers usually were good at if you look at--if you test teachers and so that's what they teach you, they teach what they were good at. And making the assumption that everybody is and that's not really the case. >> One thing I just add to that in terms of the brain theory we have a person to [inaudible] and we talked about how exercise, movement, and all affects certain chemicals in the brain that are you know help you to learn and how that's being down all over so that's another way. >> Right, and that often times a bodily kinesthetic there's a window about 30 minutes after you do exercise which you--where you maximize what it is that you learn. >> I would offer just a lay person's suggestion that you find some other phraseology to describe that. [ Laughter ] >> Duly noted. >> Mr. Wells-Miller. >> Yes, I can't help but wonder why we don't have any entrance requirements? And I'm wondering, I'm just kicking a few things around but it seems to me that if we have some very basic entrance requirements to the community college it might encourage more stress on the basics from the districts that feed into our college. And we would maintain college level standards rather than dropping down to pick up students that are well below where they should be. I'm looking at this as a long term, and I'm wondering if maybe a PCC couldn't help in that regard by maybe having some of its students for some type of credit or enhancement of some type to encourage them to work in the districts to help tutor these students at lower level say between 4th, 5th, 6th grade where it's so critical for them to master those skills if it wouldn't be beneficial to everyone primarily the students but certainly to the college. I hate to see us becoming more of a college that's more remedial oriented than I think we should be. >> I believe that's part of what we're trying to do through the Pasadena educational partnership. We are beginning that--and certainly the English and Math divisions are in dialogue now with Pasadena Unified Schools, something was just set up this month with the English division here and the English faculty there. So we do hope something that will take many years to build out. The point of the basic skills initiative and the Chancellor's Office is that we've spent over 20 years funding K through 12 and a lot of years funding universities. It's time for the community colleges to get attention, research, money, and that we have to accept what we have got. Maybe 10 years from now we were hoping to turn that around but at the moment we still have to address these students, they're potentially lost lives that we can't afford to lose. California can't afford to lose them. We need an educated work force. >> Dr. Rey Castro. >> Yes. I just wanted to comment and then I have several questions. You know, community colleges are open access institutions based on the master plan of the State of California and we by law cannot turn anyone away. And these students that are coming to us with basic skills foundation "needs" are a huge part of the students that we serve. And while we are at PCC addressing Junior High and High School Students with PUSD, our TEACH program and various other programs here on campus currently provide tutoring, counseling, intervention strategies and we're continuing to augment those services to PUSD, to begin to address the basic skills preparation of those students before they get to PCC. But there's generations of students that have already graduated who are coming to us and we have an obligation to address their needs. I was very concerned to hear that the number of students with foundation, basic skills needs is 60 and 70 percent, Dr. Jacobs. That's very high. That's almost consistent with the some of the worst parts of the country in terms of basic skills needs. The questions that I have are what percentage of these students with basic skills needs are, are we actually serving because I know by law when we cannot mandate that they take basic skills courses. They're assessed when they register but by law we cannot require them to take basic skills courses. So I'm curious as to what percentage of them are we actually serving? Do we have that data? And my second question--for those students who we are reaching, what is our effectiveness rate? I know we must, we've been doing this since 2005 according to Dr. Jacobs. So we've established some sort of history, some sort of record with regard to how effective we've been with these students. So those are my 2 questions, okay. First of all, while it started in 2005-'06, the basic skills initiative has been slowly sort of getting its footing. And so the first year was really creating Poppy Copy. We actually didn't receive funding until 2006-'07. They refer to '05-'06 but it's actually it's 2006-'07 A and 2006-'07 B is actually how it was funded. And so, and because we waited for them to produce this and didn't spend the money, we waited until we did our study, before we began spending the money. So we did delay a little bit our major spending so we could spend it with more of a plan and an idea of what we're supposed to do. My statistics aren't fresh in my head right now. I'm sorry to say, there were times where I could quote [inaudible] numbers. But yes, we do know, part of the problem in establishing how many students are basic skills students is it's dependent on them taking the assessment test and many students avoid taking the assessment test. So when we look at information from IPRO, we're frustrated by this because we don't know how many just have entered and have not taken the assessment. >> Excuse me, I understand by law students are required to be assessed. >> No, actually they can choose to enter the basic skills courses without being assessed. >> Without being assessed, sure. >> And they can take classes [simultaneous talking]. They can self assess themselves into a basic skills course. >> Okay. >> What they won't be able to do is take the next level up. For example, they will have to take English 400 before they can take 100 if they don't take the assessment. And many particularly with math, there is a strong math phobia. It seems we'll take many classes and be here 4 years before they finally take the math assessment test and realize I have to start at math 402 which is our lowest level. So there is a problem with that. As far as the not mandating it, the Chancellor's Office informs me that it's actually a local policy that this board can actually determine whether or not they are mandated to start with their basic skills. I'm not sure we're ready to do that because I think we can't handle the influx of that. So something to think about is on our action plan to investigate and work on and figure out how to handle this, if we were suddenly to do this, how could we handle 70% of our students all needing basic skills, English and math in the same semester, same year. We're not ready to handle that but we will study this issue and figure this out. As far as success rates, they are low in our developmental classes. They are particularly low and of a particular concern at the 400 level. They're at huge risk of never moving on or getting out. And I forget the percentage but it's a very low percentage of student who will ever get to intermediate math or English 1A which is a new criterion for getting a degree. If I might, I would like followup data with regard to the percentage of students that we're serving and the success rates. I wanna know how low those success rates are. And any sort of assessment or analysis about what we need to do to improve those rates because that's where we're hemorrhaging students, students who really need the basic skills. Yes. >> I have Ms. Ligons and then Dr. Bradbury-Huang and then Mr. Thomson. Ms. Ligons. >> I would like to address the mission statement. It concerns me that there seems to be no mention of CTE or vocational skills for work place and career success, and I'm wondering if that shouldn't be incorporated in the mission statement. Also, when I go to CTE state wide professional conferences, we've been told over and over by state representatives that CTE should be a part of the basic skills initiatives. So I'd like to request that that be added to the mission. Dr. Wright , Dr. Jacobs, do you wanna give a response to that? >> Yes. Sure, we will--CTE has always been a part, you know, when we started the initial committee, we asked CTE to be a part 'cause it's campus wide. But in the writing of the mission, if we can go back and revisit that so that it can be spelled that but at no time was it excluded? It was always that our students [inaudible] because they come in when they're assessed and they go into most of the basic skills before they could get into a lot of the CTE classes you see, so this was the front end. >> Would you like to have a nurse that doesn't have math skills [simultaneous talking]. [ Laughter ] >> You have to have the math skills before you can read too before you can get [simultaneous talking]. >> Dr. Bradbury-Huang. >> Yeah Dean Ligons, I share your concern, I actually mentioned it already to Dr. Wright. I think there is something about this word "college" that makes us forget that we're concerned with all of the college students but it just gets overlooked and it gets reduced to transfer issues. Anyway, my concern as I listened to you is the emphasis that you're placing, the worthwhile emphasis that you're placing on professional development that seems in some ways that's the leverage for change. And so I've become very curious about how that's landing here at the college. I don't know how forthright that you can speak about how much pushback there is. But essentially, I mean what you're up to is somewhat of a revolution, you know. And so, a number of things are part of that. I mean for example, do you have any suggestions for the hiring decisions that we're making. Yes. >> It is again if you're--I don't have the logic model. I didn't know that we wanted to bring that out today but we have, in each one of these categories, we have a logic model, and one of them, one of the activities is to address hiring policies. I did bring something. I don't know if I'm allowed to submit it. But I have actually broken down the A, B, C, and D and all the effective practices. This is exactly how it appears in the Poppy Copy with the exemption of the red is my annotations of where we're at and what we're doing and what needs to be done. And I don't know if I am allowed to distribute this but I certainly when I come back at another time, do that. >> Now, the board would like to have it now. >> We'd love to see it. [ Inaudible Remarks ] >> Mrs. Thompson could help hand it out or-- >> Do you have enough copies? [ Inaudible Discussions ] >> And based on our hiring, I would just like to add, we have been looking into that. In fact, we started with math because--and the professional development have in the mindset to deal with people the patience to deal with students who are in their development to class is very important. And everybody just doesn't have that patience and the passion to do it. So one of the things that we started with math especially the anxiety and everything that students build up, we asked the dean to make certain that in the job description that he would indicate that we wanted people who would work with the basic skills, areas with the developmental math courses. Because what we have been seeing is that we would bring, hire faculty and we say, you know, "What's your experience with the development courses," and they would say, "Oh, yes, I love to teach, you know, that." And then the next year they ask for calculus and trig and the higher level courses and we don't--and then we move them if we can move them or if we don't, they aren't satisfied because they are teaching the lower level as some of them think of it. So we are trying to have a revolutionary or evolutionary whatever so that we can change the mindset and know how important it is to have a passion for students and for teaching intermediate. So we did get, was it 3 this year? [ Inaudible Remark ] >> Yeah. That we specifically in math said basic skills so they would know coming in what was expected. >> Yeah. I think that is such an important issue. If we're talking about 70% of the student population, we're talking that that is then the student population. So this is no longer the nonstandard. It seems to me that there are schools who train professors simply better than others. Cal Poly, Pomona for example is I'm a huge fan of. I mean they are just more engaged in context-rich stuff. Anyway, that kind of information could be shared with the board and we can help create policies and think with you about how to best support this work. But I did if you could give some kind of concrete example. So for example professional development happens, what are some of the things that you hope to get out of that. And then in turn, what do you actually see coming out of that. >> What I hope is just some of the things that we talked about earlier with the brain theory, the learning styles, embedding on-course in the classroom, embedding reading and writing and, you know, arithmetic across the curriculum. Having faculty understand is everybody's responsibility and it can be embedded in what they normally teach so that we don't just teach our discipline. Doing research about who and what our students are, a large part of the basic skills initiative is to get people to understand who our students are. For instance, everybody seems surprised that we have such a high number of basic skills students except that it's been like this for a very long time. It's not all that new. We need to know that. We need to know that they learn differently. They come with different needs and we need to learn how to address them. We need to talk and integrate more what's going on in math and how does that impact English, what's going on in English, how does that impact math. Certainly, with counseling, the dialog between instruction and student learning services is essential and really needs to occur. So a lot of that we're doing is we're working with faculty inquiry groups where faculty research a problem. They come up with a hypothesis. I've been doing this for a number of years and there is a website that I can take you too that you can look at where we've done this with math where the teachers have rethought their problems one of them with intermediate math for example, the teacher found out that word problems are really difficult and teachers tend to try to avoid teaching them. She incorporated reading and writing into her regular practice of teaching intermediate algebra and had an awesome payback. A, they score much higher on the word problem test questions when they did it across the division. B, they started doing their homework because they knew how to read the textbook and would be rewarded for having done it and talk about it in the classroom. She had to lecture less because they'd actually read the homework and understood it and get some more hands-on application in the classroom. Those are the kinds of transformations we want teachers to experience and become their own researchers on pedagogy and what they do in the classroom rather than, not rather than, researching a profession is a wonderful thing. But beyond your discipline, we need to research what we do in the classroom and who we're doing it with and that's our students. So I hope to achieve that. Many community colleges around here have program, sequence programs where faculty can get certificates and certain things [inaudible] down the road has a developmental ed certificate. The LA district has something like this. College of the Canyons does I was at Moorepark speaking last week and they have put through courses in the regular schedule of classes for professional development. Their faculty can take their own courses and achieve credits that moved them along, it's incentive based. These are the kinds of things that we can do and we're forming a regional network where we can share these so that PCC doesn't have to build them themselves. We can do some of it at other schools. Not happening yet but it's in the works. These are the kinds of things I'm talking about, it's very exciting. >> Mr. Thomson and then Mrs. Wells-Miller. >> Yes, I just wanna echo what both Hillary and [inaudible] have been talking about and I really do think we have to have a followup discussion on this. I think more nature workshop almost. It's to put this on. I think we're gonna cover it in 20 minutes is I think does not gonna happen, it's not realistic. I do have a little bit of context though because while the 70% number is frightening, sadly that's consistent across the country. The same article on the Wall Street Journal says that only about a quarter of the 2009 high school graduates taking ACT admissions test have the skills sets to succeed in college wherein report on the exam that shows little improvement over results in 2008 graduating class. It goes to say the Iowa city, the Iowa based ACT said 23% of this year's high school graduate has course indicated they were ready for college in all 4 ACT subject areas, where at least a 75% chance of earning a grade of C or better in entry level courses. So it's a national issue and one that from what you have said and it's exciting to hear, we're grappling with and that's very, very positive and very encouraging. But what I would really like to see is to have more of a workshop on this to really get into it because as I've said in many times, if we and the community colleges can't address public education in a positive way, [inaudible] solutions, we're in serious trouble in this country. >> This is my absolute passion so I would really embrace that opportunity. >> Mrs. Wells-Miller? >> Yes, I heard, I believe it was you say that we assess our students when they come here to see kind of where they are. I wonder if we could take that assessment and get them into the basic skills. If the law doesn't permit it, then maybe we should look at changing that law. But my one and only concern and focus is on the student. What can we do to make the student succeed? And I'm thinking to myself, if we just put them in a class and the person teaching that class has to, in addition to covering the subject matter, has to be concerned with teaching them reading or math or whatever it happens to be. How did they cover what they need to go on? My concern is only the student and what we can do to help. Is there any chance that we could get that law changed so that we can address the basic skills issue in a little bit more formal way to make sure that these kids don't slip through the cracks? >> Yes, we are working on that. Again, we can't do it overnight. I think that would be a very dangerous thing all the way around. But we are working. We have subcommittees and groups, I mean there's also an inquiry group item, a problem to look at to figure out how to do. We do know and we have little programs that are effective. What we are trying to talk about is how do you scale this and still be effective. And that's the big inquiry question to figure out. And it's localized, what will work here may not work exactly the same way at another college. >> And in addition, what we were trying to do is just sort of what you're saying, we're looking at students coming in being assessed and then looking at--those students is being into cohort and then they are placed into the classes that they would need to go into for development or remedial or whatever, then the basic skills development will start. Then we'll--looking at the intrusive part because some of the problem is not in the classroom. A lot of it is with the classroom but they have problems with work, with time management, and with relational problems and a lot of other things. So that's why student learning services comes in and we are trying to have like a counselor with that cohort to really be intrusive. If they are not in class, we find out why and not just mark them absent. That will help the teacher 'cause the teacher can't do it all, you know, those other things. So we are looking at that holistic approach. And we haven't done that before--we've done parts of it but we are looking at now how we can put it all together and just go from one to other and the connect them and see what difference we can make. >> Dr. Rey Castro? >> Yeah, a followup question on the professional development. We don't mandate professional participation in professional development activities if I'm not mistaken. >> Unclear to me. My colleagues [simultaneous talking] my colleagues around the state tell me that they all do. I was at Moorepark last week and it was an entire week of activities before school began. I know your own district has it because I am participating in some of those. >> And it's mandatory. >> So I'm not really sure where it's written. It can be considered part of shared governance is what I'm considering and since they have 5 and a half hours a week of shared governance, that would be a way of getting them. Dr. Bickley and I are meeting the first week of September with the Academic Senate Executive Committee to talk about ways to make it more--make faculty more aware of the kinds of contributions we should make. This for me is related to accreditation as well. People need to be more involved on the campus and have a more global understanding of what goes on in this campus, and getting as reinvigorated in this way. So we're gonna come up with strategies to ease into these and really get people, compel them to want to do this. They should be excited by this. >> Dr. Rey Castro? >> Yeah. My concern of course is that no matter how good your professional development activities are and the intent, you know, in terms of student success if the faculty aren't participating in those activities, then there is a problem. >> Right. So I have a big job to compel them. I also believe that we'll probably just like we talked about cohort models with students. Cohort models are small groups of faculty who do intense, really is a different kind of faculty development. It's not this one stop workshop. It is that, you know, you go once and you're done because we know they're not very effective. This is long term sustained ongoing. And again, if the faculty identify the question they are interested in, it's driven by themselves. And they've also--I mean I go around the state talking about faculty inquiry groups. Faculty, they find themselves rewarded once they actually get into it. They actually enjoy talking with their colleagues and after a while, the only people we've paid is actually the faculty lead. Everybody else has volunteered. >> Dr. Bickley didi I see your hand? >> Yes. There was a time not too far back that there was an attempt to monitor professional development of faculty, and it was a pretty cumbersome process and I think we realized it wasn't working well anyway. But we were, at that time, we were looking at a much broader concept of professional development than just professional development in this area of basic skills and structure and then classroom engagement of students and so forth, which are very worthwhile training opportunities for our faculty, and faculty I'm sure, would take advantage of some of those and some of the faculty will take advantage of those. But also, we were looking at professional development in their disciplines. Professional development in terms of taking a course work that would advance them in their area or in educational goals. So this is an area that we'll start the dialogue with Lynn and we may come to something that hopefully the faculty won't just wholeheartedly reject because we're imposing something on them. We'll try to make it more attractive, more general as well. >> And I spoke with Mr. Engeldinger about incentive based and there are things that we can do if we acknowledge that if you do certain things, you get a certificate, you get certain credits. You can move towards up on the salary scale now that won't work against if you maxed out with a PhD. But some people are looking for this and to give them that kind of education that's directly related to what they do in the classroom would be worthwhile. Some schools, College of the Canyons has had it for numerous, for many years. It's a win-win. Those credits don't go anywhere if they leave COC so it's a good way of retaining their faculty as well as enriching their faculty and they have it for their adjunct program as well. >> Dr. Bradbury-Huang. >> Two comments, one directly on where you're going. Obviously, we want this work to be--to be attractive. From a board member's point of view, 87%, there thereabouts of the budget of the budget that we sign off on regularly and then once a year goes directly to salary. It's extremely important to us that we, you know, continue to kind of nurture if you will that human capital. It's extremely important. So whatever good ideas you have, I just want you to know that we on the board really want to make that happen. The other issue I just wanted to mention, you're so engaged and so passionate with this huge thing. It's a huge challenge and I just, I'm so grateful that you are the one willing to take it on. >> Thank you, but there are lots of others in the state as well. >> Okay. I have a couple, just a couple of very brief comments. I heard Mr. Thomson say maybe we should have this as a workshop. What I would hope that we can do maybe sometime in the fall is have study sessions. We used to have study sessions and have a whole meeting developed to one topic. I think this will be an excellent topic to have some intensive discussion of and maybe get the statistics in advance. The second thing that I would like to comment on was Mrs. Wells-Miller's comment about how to, if you're teaching history, are you teaching writing and reading and so forth. Writing across the curriculum, I know, did teach people in all kinds of different disciplines, how to teach writing. It's not something you can learn in a weekend or an all day session. So I would--and apparently was very, very successful. Having taught writing myself for many, many, many years, I know it is a skill but I wouldn't dare try to teach, how to do math. [ Laughter ] >> Although I'm pretty good with tiny kids in math so I hope that in working with this as many of the techniques as possible that was developed through the writing across the curriculum which can be applied to any of these across the curriculum studies will continue, continue to be used. Is there anything else, yeah, Dr. [inaudible] [ Inaudible Remarks ] >> Yeah. Now, the basic skills that you reported on tonight, are those inclusive of CEC? >> Yes. Noncredit is a part of these basic skills, yes. >> Alright, yeah, because I'm very much interested in the basic skills' success rates over in the noncredit program as well and I would love to hear from Rick as well 'cause I know they are doing a lot of stuff out there with regard to those students, and so not just the main campus but also CEC. >> There was a retreat in the fall where ESL noncredit and ESL credit matched and they did come up with a proposal for how to encourage, and this is a major BSI goal, students to come from noncredit programs into the credit programs here at PCC. And I'm hoping that they will be able to implement that because I believe it's something that can be done without a lot of money. Many of the things that can be done really don't cost a lot of money and the Chancellor's Office keeps reminding us. The point of this is seed money to try something new. Once it's proved effective, it actually means we should change what we do as a regular practice and embed it in general funds. So it's not this extra money to be just, you know, given to us every year to do extra stuff. It's supposed to be the way we do business once we verify this as an effective way. >> Alright. Are we through with this topic, any other comments? I don't want to cut off debate and discussion prematurely. I think something we might wanna come back and have a more in-depth study and we also will get some statistics. Alright. Then the next item on the--and there was no action on this. The next item on the agenda is policy review. We have 4 policies, Dr. Bradbury-Huang, you're the chair of the committee, looking into these policies. >> I am. We've deferred this so often. >> You notice the room is clear and this is really exciting. [ Laughter ] >> It's okay doctor, Dr. Huang. >> I don't take it personally. So just as a reminder for how this works even though it's written out to say it out loud, the policies work themselves through all the participatory governance inside the campus. They then come to our policy subcommittee on the board. We make usually rather minor changes and then what is here is recommended to you. I think the relatively [inaudible]. >> Yeah. >> Yes, we are. >> I recommend we come up with a policy for all those people that get up and walk out. [ Laughter ] >> Should the committee come with the recommendation on these policies, Dr. Bradbury-Huang? >> The recommendation is to support them. >> Move to approve. >> Okay. >> And is there a second? >> Second. >> Alright. Now, did you move to approve all four of them or do you wanna address [simultaneous talking]. >> All four of them. >> Alright. Are there any questions on anything, yes, Mr. Thomson. >> On policy number 4100, the policy of Pasadena Area Community College District [inaudible] services, et cetera. Counseling services shall be required for all first time students enrolled in more than 6 units. Students enrolled provisionally and students on academic progress probation. What resources [inaudible] what resources do we have to carry this out. >> Dr. Sugimoto, I think that's your question. >> I thin it is. I think probably the president should refer to the vice president [inaudible] services to address this. This is actually a policy that was brought forward by our associate Dean of Counseling and Student Success Services, Dr. Cynthia Olivo. And I know that when you're asked about do we have resources to do this? We do this in various ways. Certainly group counseling is one of those ways but perhaps I should call upon her to address this more thoroughly. >> We provide counseling for new students and groups and we also provide advising. We have two educational advisers currently. And last year for example, our two educational advisers with the assistance of one part-time were able to provide help for around 30,000 students. And some of those were brand new students. So we provide new student group counseling and advising. >> Do you have the resources to do all those adequately? >> We do our best. >> That's not an answer to my question. >> No, we need more resources. >> Okay. That's what I was getting at. Again, I would like getting ahead of you on the agenda here. I would like to schedule this for discussion too at some point in time in the future so we can really get at this 'cause I think this is critically important as well. >> You mean the counseling of all new students or counseling of general or [inaudible] this. >> All of the above. >> Alright, got it, all of the above. Alright. I have a question on this and Dr. Bickley I'm glad you didn't leave because--I'll ask you, I am a little concerned of what has been removed. The old policy says guidance of students in their pursuit of their educational goals is the responsibility of all full-time faculty and administrators at Pasadena City College. What has been substituted is actually that the counseling center is going to do this. I don't understand why it is not the responsibility of the full-time faculty and administrators to guide students in their educational goals. I can't imagine a faculty member who does not in some way counsel their students on, I mean if someone comes in and says I'd like to do this or I'd like to do that. So Dr. Bickley could you respond what is the Academic Senate's position on this, or maybe they don't have a position? >> Well, I must say that I personally don't recall this one coming to the senate and maybe my memory is not serving me well. But is that a fair statement or is that something-- >> That your memory is not serving you well. [ Laughter ] [ Inaudible Remarks ] >> Usually these do go through these consistency groups in the college coordinating council. >> But we can assure that-- >> It can well be that this one did but. >> It went. >> Yes, go ahead, did you--could you help us with? >> I do, the changes that were made were based upon the CCLC model policy. And so, the model policy indicated that we should then remove that verbiage and replace it with the one that we did. >> I understand but that doesn't answer my question. I think the question [simultaneous talking]. >> I was gonna get around to the question. I would think that we would like to participate in this process. I don't know if it's our responsibility however. But certainly part of our job is to counsel students should they come to us, be available, let them know that we're available for those sorts of purposes. But the word "responsibility" I think may be the key there. >> And my question is it was my understanding that these had gone through the college coordinating council before they came to us, and I understand that these are all based on the league's model policy. But just because it's the league's model policy and I'm on the league board. Actually, I'm even an officer of the league board doesn't mean it's always right. Or it's appropriate for every single college in the district, Dr. Sugimoto. >> If the wish of the board is for us to take the policy back and certainly we advise it to include a statement so that we have the faculty included and certainly I believe that's an appropriate addition would be [simultaneous talking]. >> That would certainly be my wish. I think as Dr. Bickley said, maybe not responsible but I think it should certainly should show the fact that it has a role there. >> Dr. Rey Castro. >> This is a big issue for faculty up and down the state as you can imagine. Clearly, counseling is not the responsibility of the faculty. And many of the college districts and academic senates are moving toward a recognition that faculty advisement is in fact their role, not counseling. So that they are able to during office hours which are part of their obligations with regard to students, advice students and refer them to different resources and have some basic understanding of what's available and give that information to students all part of faculty advisement. So that's really the direction it's moving in. >> I will. >> Pardon me, go ahead Dr. Bickley. >> I will certainly say that I should remember that this one did come through the college coordinating council. We were trying to update policy so rapidly during the last school year that my memory may not be serving me well here. But if we got a second chance to look at this, I think it would be very helpful. >> Okay. >> Alright. And maybe we could distinguish between academic advising and counseling. I think it may be--but we don't have a separate policy on academic advising, do we? Yes, Dr. Bradbury-Huang. >> We do not and I'm think that's where we might want to go with this rather than muddy the waters. My sense was that they were trying to distinguish counseling as kind of a professional requirement and underscore the importance of that. And then maybe we need an additional policy. Frankly, I don't remember what the policy is on what a professor is supposed to provide or not provide. But clearly guidance would be a part of that but not to muddy the water here. >> Dr. Bickley, would you be comfortable with that if we went ahead and approved this, with the understanding that a policy on the faculty's role in academic advising must be developed. >> I would be fine with that. >> Dr. Sugimoto, can we--can that happen? >> Yes. In fact, what I could do is look back at other policies with Dr. Jacobs with regards to the responsibility of the faculty and make sure that that is included. >> Okay, that would be good [inaudible]. >> I think it's just a delineation between the fact that counselors are thought of more in specific terms of advising in special ways to a student as to courses they should take, what requirements they need to accomplish their goal. But faculty always advice and counsel that sort of a given, so that's an ongoing thing. I don't think there is any confusion here at all between the counselors and the faculty. >> Dr. Bradbury-Huang. >> I did want to ask back to the issue of being understaffed, given how many students there are. I have heard from students that there are delays in becoming counsels often over many weeks. What I'm not sure about is does that prevent them from, you know, getting involved in their classes or-- >> No, it does not prevent them from registering in courses. We try our best to meet the needs of students who would like counseling prior to registration in their courses however. And sometimes a student will register in a class without receiving counseling. But then we always ask a student to please come back and schedule an appointment for a one-on-one session with the counselor. >> In other words it doesn't slow them down. >> No, it does not. >> Thank you. >> Yes, Dr. Rey Castro. >> What is the counselor to student ratio here at PCC? >> We currently have 23 full-time counselors and we have around 30,000 students. >> So that gives you some idea of the workload for each counselor, which makes a stronger case for of course faculty advisement. And it clearly shows that our counselors are understaffed and overburdened and there's-- >> Absolutely. >> You know, I don't see how it could not slow students down who don't make it into a counselor. I know that's--that's one of the concerns that students convey when I have discussions with them, that it's difficult to see a counselor. There is a long waiting period. >> Anyone else before the board have any comments on this? No. Alright, any other questions on these four policies? Are we ready to vote? >> Yes. >> We have a motion to approve all four advisory vote? >> Yes, yes. >> Okay. Other board members all in favor please say aye. >> Aye. >> Motion--those opposed, motion carried. And did you hear the advisory vote? He said aye, I think it's not--you need to speak into the microphone maybe. >> Aye. [ Laughter ] >> Okay, alright. The next item on the agenda is the president's report. >> I will make this brief and very short. There is no report. >> Well, that's very brief and very short. The next is report of shared governance representatives and members of the board, Dr. Bickley. >> I believe Mr. Futtner and I apologize that I couldn't make it to the last board meeting and that our vice president and our secretary and our treasurer were all on vacation during the same week. But Mr. Futtner serves as our curriculum and instruction chair and it's a vital part of our college community and I was glad to be able to ask him to attend in my place. He receives release time for his work there, probably not enough given the Title 5 regulation changes that we've been addressing recently. But anyway, that's another time or topic for another session. We have a retreat. I think he announced it last time. We have a retreat this September 12, Saturday, September 12, a retreat in which we address the issues, our goals. And we are making a concerted effort this year to tailor our goals to serve the college's strategic directions or to take the goals we've had and see where they fit under the college's strategic direction so that we can begin that process of addressing this program, planning the accreditation bodies, raise this issue of coordinated planning and review and, et cetera. So that works out about that. We're gonna probably also educate some of the new representatives to their role on the senate. And that's my report. >> Thank you. Mr. Lindemann, Classified Senate. >> I think I've already given most of my report basically on planning scheduled meeting for September 11th through the Classified Senate retreat and that the Sate Wide Classified Senate Executive Board is meeting here via teleconferencing. >> Great. Mr. Tsay, our Associate Students. >> I just want to report, our Associate Students retreat has been moved tentatively to the weekend after welcome day. >> Alright. Ms. Ligons, Management Association. >> No report. >> Okay. Mr. Abadia do you have any report? >> Yeah. I wanted to report that I went to the [inaudible] trustee conference or the workshop in San Francisco, a successful one. We had--actually the president of the CCLC come talk to us and he actually spoke to us about an hour and a half about the budget, California and how it affected community colleges. I got to network with a lot of student trustees, actually I think a few of them might have come tonight. They might have left. >> Okay. >> And so, it was a great success and it was--I would like to thank the board for sending me. >> You're welcome. Mr. Thomson? >> Glad you went. >> No report. >> Mrs. Wells-Miller? >> No. >> Dr. Bradbury-Huang? >> Yeah. I want to report the good news that the citizens of South Pasadena and San Marino had saved PCC, I don't know, is it 140,000 dollars by not contesting my election. I'm very grateful to them. [ Laughter ] >> Are you holding a party? >> Well, I'm wondering, what happens to this 140,000 dollars actually. Does it come to our budget? Anybody know? [ Inaudible Remarks ] >> Alright. So maybe there will be a party. [ Laughter ] >> Dr. Rey Castro. >> Yes. Several items, Dr. Mann and myself met this last week at All Saints Church on the Dropout Project and the dropout project is making really good progress. It's been meeting for a little over 6 months and it includes leaders from throughout the city including PUSD, our superintendent Edwin Diaz, and we're finally getting to a point where we've identified what the needs are and we're beginning to match the resources that are necessary to meet those needs and to begin to implement them. So it's a really exciting point in the dropout project that we've got going on with PUSD and PCC's role in this is very important. So this is exciting news. Along that line, you heard Ricky Pickens earlier this evening make mention of the fact that he was--he met on campus with Dr. Mann and myself as well as Ellen Ligons. And you know, Ricky Pickens is someone who we met when we sat on the mayor's commission for youth development and the prevention of violence a little over 2 years ago. And through all of the discussions and the planning and the ideas that took place with regard to youth development activities, Ricky ended up on the Dropout Project as well. And so, we are working with him individually because he is working four PUSD and we are developing some programs that are going to make a real difference for young people in PUSD. And we're gonna be giving you updates on the progress we're making with those projects. >> Did you wanna report on the Southern California public radio event Dr. Rey Castro, because I have to leave early? >> That's right. I had the honor of attending the ground breaking ceremony for KPCC. I believe it was Tuesday night, correct, last night. And our--our president, our acting president, Dr. Lisa Sugimoto gave a wonderful speech and we--it set the tone for all the wonderful humor and jokes that followed. So she was very entertaining and it was really exciting. We took a tour of the new KPCC building which is still under construction. And we really enjoyed ourselves. It was trustee Bill Thomson as well as myself and Dr. Mann although Dr. Mann had to leave early for another engagement. But we're really excited about the new KPCC location and they're gonna continue providing training for our interns here at PCC. And they will continue to have a presence here on the main campus as well. So the one thing that was very clear throughout the evening was PCC still owns the license. [ Inaudible Remarks ] >> Yes, Mr. Thomson. >> Just quickly to add to that, it really is gonna be a remarkable facility when they are completed with it and they are projecting completion in December this year, January next year. And it's just gonna be a terrific asset for the city of Pasadena and for PCC because as was said, we continue to own it. And [inaudible] to know that Dr. Sugimoto really did do a great job setting a tone of good humor last evening as she stood there making the report, she assured the audience that she really was standing. [ Laughter ] >> And I am now whether you know it or not. [ Laughter ] >> Alright. I have nothing addition to report. And so the next item on the agenda is the future board meeting dates and the issue is on--we have changed from our regular meeting on September 16th to September 14th to accommodate the deadline for the receipt of the budget which have now has been moved back to October 15th, is that correct if necessary? >> Yes. >> But did I hear you say Dr. Van Pelt that you wished to still submit the--have the budget done by September 16th? >> I think that our goal is to have it ready for September 16th. >> Okay. [ Inaudible Remark ] >> Well so, do you want us--would it be okay if we went back to our regular meeting on September 16, will that be too late? >> No, that's fine. [ Inaudible Remark ] >> Okay. Is there a motion then because I know it was very difficult for some people to make that change. >> We have moved to change it. >> That we go back to our regular meeting on September 16. >> Second. >> Second. >> Okay. >> Can I just-- >> Yes. Dr. Bradbury-Huang. [ Inaudible Remark ] [ Noise ] >> Okay, okay. Is there any other discussion on that? Alright, advisory vote to move, change the meeting date to September 16, our normal time. >> Aye, aye. >> Alright. Other board members, all in favor please say aye. >> Aye. >> Opposed, motion carries. Future agenda items. Are there any future agenda items? Yes, Mrs. Wells-Miller? >> Yes. Would you refresh my memory, is there any need for us to have any discussion at all on this basic skills situation? It seems like we should begin because I don't think it's something we can do just at once or were we going to save that for a workshop thing? >> Well, I think from what I heard, it probably would be better to if we decide to schedule study sessions that it would be maybe one of our first study sessions so we would have a whole board meeting developed, I mean devoted to it? >> Well, I am recommending that we put that forward. >> Okay. Why don't we put that on as a future agenda item and put behind it as study session and we'll see how soon we can schedule a study session. But the board would have to agree either to have an extra meeting or to have one meeting in that particular month as a business [inaudible] as a study session. So we can start looking into that. Yeah, okay. Are there any other future agenda items? Okay. Seeing nothing else, our meeting is adjourned. [ Inaudible Discussions ]