>> Good evening and welcome Board of Trustees Pasadena Area Community College district regular business meeting number seven. It is Wednesday March the 17th, 2010. Happy St. Patrick's Day. We are about to go into closed session to discuss the following items, government code 54957.6 labor negotiations, government code 54957 public employee evaluation superintendent president, government code 54957 public employee appointment. Mrs. Thompson, would you take the role? Present. 

>> Mr. Thompson. 

>> Present. 

>> Mr. Brown. Miss Brown. 

>> Present. 

>> Doctor Fellow. 

>> Here. 

>> Dr. Man. 

>> Here. 

>> Mr. Martin. Mr. Abadeer. 

[ Silence ] 

>> Now we will repair into closed session. 

[ Silence ] I'm calling us to order for the public session. No action was taken in closed session. Trustee Brown would you please lead us in. 

>> Certainly. Please stand and join with me. I pledge allegiance to the flag of the United States of American, and to the republic for which it stands. One nation under God indivisible with liberty and justice for all. Thank you. 

>> President Sugimoto, do you have any introductions this evening? 

>> Actually, yes I do. I would like to introduce two individuals who are working on our field tournaments with the city of Pasadena. If Jason Herbert and Michael Lance would please send, I would like to introduce them. They are leading the charge to put a team together to compete with Caltech, Art Center, Fuller Seminary, the Culinary Arts School, and others in our area. And they are going to represent us well. So thank you very much the two of you for being here. 

[ Applause ] And that flyer is in your folder by the way. 

>> Now we'll move to item C, public comment on non-agenda items. I have a number of cards before me that have been put in two piles. So I'm going to invite the many people present here to speak starting with a group of [inaudible]. 

[ Silence ] Let me remind you, good evening Mr. Ashton. Come on up. Let me remind you how the protocols work, and if you'd like to take your place at the podium. Members of the public may request the opportunity address the board regarding any item on the agenda. To do so, you fill out a request as you have done, and you give it to the board secretary. Individual speakers are limited to 5 minutes. You do not have to take a full 5 minutes of course. And total audience participation on any one item is limited to 30 minutes. So I'm seeing that there's quite a number of your colleagues. Let's just bear in mind that all of you I hope will speak, but 30 minutes for everybody. 

>> Thank you President Bradberry. I will try to make it as brief as possible. Now ladies and gentlemen of the community, trustees, President Sukimoto, I stand before you today as a PCC student and as a concerned constituent. Now, last meeting I assume you all recall the motion that was passed regarding the video broadcasting of board meetings. Before me I have 1,358 signatures. 

[ Silence ] Over the past four days, we have collected these signatures on behalf of PCC students, on behalf of people concerned in the community, and the whole PCC community as a whole. Now what we are concerned about is that we are spending $15,400 out of next year's budget on the video broadcasting of board meetings at a time when state funding for PCC and other educational establishments is being cut. We are not receiving the same amount of money that we are used to getting. Enrollment is down, but not for any other purpose other than classes are packed. There are not enough classes for students. If you take a look down the C building, every class remains packed. Every core class is not available to as many students as we would wish to have. To the students who come to PCC with the hope of transferring somewhere, of doing something for themselves, to better themselves. Now we must consider that is this money that we are setting aside out of the student's budget, out of the school's budget, is this going to be for something that is worthwhile? Now for me and for many of my fellow students, faculty, and PCC community, we feel that a visual layer on top of the audio that we currently possess done through PCC students would not be something that we need for the presentation. We feel that the presentation of audio alone does the job of keeping a record of the decisions made here by the board and is available to anybody that has the internet, to anybody that can go to the library, to anybody. I would like to thank you guys for hearing what I have to say. I hope that we can reconsider this motion. I hope that we can further discuss the details of what we're doing. I understand that options have been presented to do it through the students, but it would suit the students' needs to see something that is broken down camera by camera of what we are spending if we do do a student program. The Power Point that we received as good as it was, as solid as it was, did not have a breakdown of what we would be spending camera by camera. Now, the discussion doesn't seem to the community as it was down to its fullest extent that it could have been. And we would just like to reopen discussion so that the best plan may be put forward for the community. Thank you. 

[ Applause ] 

>> Let me invite Aree Sugmad and followed by George Engers to the podium. 

[ Silence ] 

>> I guess the other speaker is not here so I'll go ahead. I'm George Engers, a student of Pasadena City College. I'm here to address the board on the same issue. My question is whether the board has discussed an alternative to hiring a private company to broadcast board meetings. I was wondering if it would be possible to establish some sort of internship program for film or journalism students and see what the cost analysis of that is just as an effort to reduce costs. I feel the board should have an open discussion with the Pasadena community to reduce costs for this program. 

>> Thank you, Mr. Engers. 

[ Applause ] Anthony Gonzalez followed by Ashley Jackson. 

[ Silence ] 

>> Hi. My name is Ashley Jackson. I'm also a student here. My question is concerning the same issue on video broadcasting. I don't know if it's been discussed before, but I just wanted to know why not spend the money on increasing the classes or using that for the education rather than broadcasting your meetings. That was it. 

>> Got it. Thank you. 

[ Applause ] 

>> Tiffany Keys followed by Shee Hong Lee. 

[ Silence ] 

>> Hello. I'm also a student here and mine is on the same criteria. My question is what are the benefits and purpose for broadcasting your board meetings. That's it. Thank you. 

>> Short and to the point. Thank you. 

[ Applause ] Ms. Antonette Artokovich. You can correct me at the podium. 

[ Silence ] 

>> My name is Antonette, and I'm a student at PCC. I will say after being out of school for 34 years, it is a pleasure to be back here. I was walking through the campus today, the lawn is horrible. The rosebushes are not in bloom. It's a disaster out there, and all it's doing is sucking up every ounce of water that we need to drink. How did I learn this? The classes I'm taking here. I went camping with one of your science teachers, and she took me, another student of mine was in one of her science classes, and they took a weekend to go camping. And I had the greatest time camping in the mountains before the fires hit. And it's beautiful. It's beautiful what's provided in nature, and if we could do gardening here like nature provides and not have the lawns, there's no where for students to sit. I do not sit in the quad underneath the tree by that little cart because there's usually loud music and I'm unhappy about that. And then around the pond students converge there, and the only other place really to sit would be having a slice of pizza, but if we had a more beautiful area with indigenous plants, it would save you money. You wouldn't need a new sprinkler system. We would be out in the nature that's for us, and what's wrong with having some benches around? What's wrong with building more of a community? I'm also having a problem. We know about global warming. We know about the disasters happening from the climate change. I'm having a hard time when my children are attending college with me trying to instill values in them, and I've always looked at school as being the parents to my children during the week. And so I just ask you. We need to parent still. We need to parent each other and do the right thing for our community and for our school and set an example. Thank you. 

>> Thank you. 

[ Applause ] Brett Cheers please followed by Eric Vechia followed by Professor Lynn O'Conner. 

>> Hi everyone. My name is Brett Cheers. I'm a student. This is going to be my last semester here at PCC believe it or not. It was about a year ago today roughly that I was first introduced to this whole idea of a broad of trustees. I remember the experience well. I was wearing a green shirt unlike today, without the backdrop of St. Patrick's day. I was nervous about speaking, as I am today, but I was driven to overcome those nerves by my passion for sustainability, and that's something that drives me now more than ever. I brag about being a 4.0 student, but that's something I can still boast today after 66 units. That's 66 units of [inaudible] trustee Martin. And I always give him a hard time, but he will probably remember that. I'm proud to say that my academic record has earned me an invitation to compete for UCLA's regent scholarship, which is the highest scholarship honor they have. I couldn't have done it without my PCC family, but as I said a year ago today that my primary source of pride was not my academics but was instead, it emanates from my commitment to sustainability. In the past year I've been at least in part responsible for the establishment of the association of students sustainability committee, the relandscaping of three different locations at PCC, and the completion of PCC's greenhouse gas assessment. That was part of the ACPCC. I was with Dr. Van Gout when we submitted it just a couple weeks ago. I truly feel that despite these achievements, I have not succeeded at PCC in terms of sustainability because I've failed the most important goal of spreading sustainability, and that's convincing the importance of this issue. I don't feel that I've done that. The amount of resistance, lack of administrative initiative in this critical issue is still lacking today unfortunately. Lack of progress on particularly PCC's procedures and policy, I sit on that committee, the shared governance sustainability committee, and that should be done. It should be done right now. We don't have time. It needs to be in place. We understand the process of shared governance. We understand that we're ruled by not laws per se here, but we have policy and we have these documents to help guide us. And that's what we need if we can progress in sustainability. I know it's not the board's job to author this document. However, I do know that the board has considerable sway on the prioritization of it. And I won't be a student again for much longer here at PCC, but I will always consider PCC to my family. And I mean that sincerely, I really do. As such, I implore you as a member of my family to make sustainability a priority now because again students like me we won't be here. 

[ Silence ] It's up to you guys, so thank you. 

[ Applause ] 

>> Is Eric Rechia and Lynn O'Conner here? 

>> Hello. My name is Eric Rechia. Thank you for allowing me to speak. I feel I have a very difficult time following up that excellent speech by Brett, and I thank you for putting so much out there and being so open and honest with everybody. I'll be honest here too. I am not a 4.0 student. I only have a 3.2 GPA right now. But the reason I have a 3.2 which I've worked very hard for recently in the last year is because I've been inspired. 2 years ago I was a returning student at PCC. I left to go away to school, and not everything worked out great. So I decided to come back here and reassess my goals. And my GPA was rather low. I only had a 2.1 GPA at the time. I didn't have a lot of direction. I didn't have any goals. I didn't have anything to inspire me. I then took a class here. I took an English class here, and we went on a field trip and learned a lot about the environment and our interaction with it. And I found something. I found a love for the environment. I found inspiration, and I found a reason to work hard for something because I saw something that needed to be preserved that wasn't getting taken care of properly. We humans have great control over the world around us, and sometimes we don't exercise that control with proper caution that we should. And so that finally I decided to become an environmental science major. And I've taken the required courses and taken some biology courses here, chemistry, a couple of geology classes. And I've been inspired. I've learned so much from the people around me, from other students, from teachers. And I really cherish that opportunity because it's given me direction in life. It's given me a lot of meaning where I didn't have any before. Like I said, I've worked hard. I've got up to 3.2 GPA. I'm now a member of AGS, the honors society on campus, and president of several clubs. But what I really wanted to talk about here tonight was the fact that right now a lot of what's going on campus is student driven. It's driven by members of the faculty also. We've received a lot of, I've worked with several committees on campus and groups that work around environmental issues here. And we've received a lot of support from people. We appreciate that support very much, and I'd like to thank you for that. Just at the last meeting we had a discussion of a buzz pass. That's a great step towards making transportation more sustainable, and you guys have taken a great leap of faith. So far, it's going very well. So I thank you for that. But there is a couple of words that Brett mentioned that I'd like to bring up and reiterate because I think they are important, and those words are initiative and priority. And I don't think this issue has been prioritized well enough. I think that while we have received support, like I said a lot of what's happened is happening from the students. The buzz pass was a student driven issue. Right now that gardens that are taking place on campus have all been student driven. We're receiving an award for two gardens that we have on campus. Those gardens were all started by the students. And I sit on a committee that's working on policy and procedure, and they understand there's a lot of things going on with the school. There's a budget crisis, and a lot is happening. So I can understand this isn't the number one priority. Students' education is priority, but we need to educate our students like I said on how to properly take care of the environment, and we can do that by sending a good example. And I just haven't seen the priority that we would like to, from different people here, administration, to really get this accomplished and make sustainability a major issue. To make it something that PCC is known for. I think we have the opportunity, and I don't want to see that go to waste. I really would like to say just consider how we could move forward and get this taken care of because we have a lot of opportunities right now, and I don't think they're all being taken advantage of. So thank you for allowing me to speak and have a great evening. 

[ Applause ] 

>> Thank you. 

>> Good evening everyone. In the strongest way possible, the Pasadena community representing students, faculty, staff, and administrators voiced their support for drought resistant landscaping on campus. They gave money at a time when everyone is worried about money. They gave thousands in a few days. They gave their time. Out of this generosity is born a little garden in the quad. Even at its infancy, this little garden has already begun to fulfill its function and produce concrete results off campus. Inspired by the process, faculty Debra Wood has replaced her grass with drought resistant plants and now says I quote, I can't believe I pour all that drinking water into the ground to keep that grass for all those years. The alternative is so beautiful. Retired academic and the president Alan Lamson was so excited that he pulled out his grass before he even got a design from a landscaping architect and was quite a party as I understand. This little garden like a tenuous movement toward sustainability here at PCC meets our nurturing and support so it can blossom to its full potential. On May 6, Mayor Bogaard will be here to do just that. This evening I've come to invite everyone to be part of this event to come and nurture the possibility of a sustainable world for the future generations. Education is key to everything. I hope you agree with after that is our business. Choices may without knowledge are not choices at all. They are arrows shot into the dark with faith it might hit the target. Faith is a key word. Our human resource [inaudible] is sponsoring a new in time and environmental stewardship series for staff development. Our Dr. Jacobs of instruction is endorsing the same series in the evening for our students and the greater community. I am going to be emailing everyone the fires for these two events, and I really invite all of you to come and explore the link between individual human health and environmental health and be part of a conversation on how we as a community in higher education can put our creative minds together to ensure that we are leaving our planet to our next generations in conditions that allow them to survive. We owe them that much, don't you think? Thank you. 

[ Applause ] 

>> Let me say a couple of things and then ask if other colleagues wish to pose questions. First of all, the obvious but for those who have never spoken at the podium before. We will not discuss take up what you're actually saying precisely because if it comes to us on an agenda, it's more fair way that we can have input and have consideration rather than fire fighting. But none the less, we are very grateful that you came this evening. The first issue, obviously there were two themes here at the podium. The first issue, the vote that we took I recall the motion contained the language of experiment. And therefore by definition this will come back to us in at least a year, longer than a year. For those of you concerned with having it come back quicker, in terms of process what that would mean is somebody who took the vote in the affirmative last time would ask for us to come back onto the agenda. So that's just in terms of protocol. Because we have already had the conversation and the vote has been taken. To the second issue, I had a sidebar conversation with President Sukimoto. That's why I'm so glad that we sit beside each other. Clearly we hear your frustration with the length of time with bringing the policy back to us. Behind the scenes, we've learned that procedures are about 50% of the way established or articulated with the policy. And therefore that's the reason for the delay, but it's also the reason for when it comes we could have a more substantive I guess conversation. So at least I hope, that was news to me. I hope it's news to you. Does anybody wish to make additions? Alright. So thank you again for coming out this evening. Let's move now to reports by members of the board particularly with regard to board subcommittees, and we'll also hear from our shared governance representatives. Trustee Thompson. 

>> A couple of quick things. One, that is the board of trustees liaison or ad-hoc liaison committee had a telephone discussion with Doctor Stan Hale, the consultant working with us on the search for a new president superintendent. And that we believe is going quite well. As of Monday this week, there were 15 applications have been received. The expectation is that we'll probably get another 10 to 15 applications received by the closing date of March 24th, which is a week from today. And we'll be discussing a little bit later I think proposed schedule for proceeding with that. But the screening committee meets on the 26th of March to go over the applications that have been received and to begin the screening or narrowing process. Thus far seems to be going quite well. The second thing I wanted to talk about quickly is I serve as a liaison of the board to the executive committee and the board of the Pasadena City College foundation. And the executive committee had a meeting a little over a week ago yesterday as a matter of fact. And I want to report that we talked a bit about the need that the foundation is going to have to play in terms of being able to go out and find new money for PCC. The State of California is not in particularly good economic conditions in the present time. I think the best expectations are it's not going to get better for quite a long time. So the foundation is well aware of the need to do this. I think they are excited and energetic by it and looking forward for the opportunity to do that. And will do that on conjunction with help from each of us on this board right now because we cannot just sit back and tell them to go do it. We have to be involved and be ready to help ourselves. So that's exciting. The final thing is that today I had the honor and privilege of meeting with the college's PTA PSA group, parents teachers and students, and presenting the award this year for the community achievement award. And it was the Golden Oaks service award which is the highest award that can be given and was given to our good Doctor Lisa Sigamoto. I wanted to acknowledge that. 

[ Applause ] Very well deserved. 

>> Thank you trustee Thompson. Trustee Brown. 

>> Just on behalf of the communications committee, I just wanted to remind members of the board about the opening events for the new facility for Southern California public radio/KPCC. We would've all gotten an invitation, and there's a lot to celebrate with the transition of that organization and our ongoing partnership. I also wanted to thank Juan Duchiarez for the report on the programming plans for PCC television, and it seems like that is well in hand in a well thought out plan about how to use this new resource. And also some of the other reports in the board handbook were very helpful. Thank you. 

>> Thank you. Trustee Man. 

>> Again very quickly, last Sunday as part of college Sunday I was pleased to go with President Sukamoto and several staff to attend services at Friendship Baptist Church which started at 10 and went a little past 1, but sometimes spirit a little longer to move than other times. And then our staff stayed and were received extremely well, particularly Kim Miles. All I had to do was say financial aid and everyone clapped. The other thing is I represent the board on the mission statement committee which is going through some reiterations, but eventually will come to the board. The third thing, I am a member of city conversations which is the community group which has been looking at the issue of drop outs. We met recently. Dina Chase has put together a very, very important and interesting document which shows all the different programs that PCC has for high school students, students who are not in school, and college students that can be distributed through community groups and through parents that try to bring their students from PUSD to the college, and that's my report. 

>> Terrific. Thank you trustee Man. 

>> Can I just say one thing that I forgot to mention. I also learned today that our head football coach, his wife gave birth to a baby boy last week, and I wanted to extend congratulations on behalf of myself. 

>> Trustee Martin. 

>> I am yielding our budget committee report to Dr. Man. 

>> Yes. The ad-hoc committee on the budget met, and there's information in our packet which was developed at the committee. We are continuing to refine the principles that will be used in making the final recommendations to the board. And I assume Dr. Van Pelt will present this. 

>> It's on the agenda. Terrific. Thank you. Trustee Fellow. 

>> I have no formal requirement. I just want to say I have been meeting the past month with faculty and students, having breakfast with them. What a great group of individuals both faculty and students, and I've enjoyed it. I've had some great dialogue. Thank you. 

>> Trustee Brown. 

>> I have a couple of meetings that I have attended. On March the 9th I attended PUSD board meeting in support of superintendent Diaz's vision for a career, technical education in high school. On the 10th, March the 10th, I also attended a meeting at PUSD for high school dropout task force where we're discussing ways to identify reasons why students drop out and how we could reduce that to 50%. And let's see. I think it was also on the March the 15th, I attended two meetings here at PCC. One at 8 o'clock for the upward bound meeting for middle school, and then I had the opportunity to attend the educational master roundtable sponsored by Dean Miller, which I thought was really good. There were a lot of great questions, good dialogue, things that seem perfect with me. It was just beautiful to be able to participate in the dialogue with about 20 different people. Thank you. 

>> Thank you. Student trustee Abadea. 

>> It's nothing formal, but I just want to let you guys know that the student lobby committee, they're putting together the March march. And that is coming together well. So far there are 30 people signed up. 20 more spots open for the, a lot of communities taking the students up to Sacramento soon. Plans are going along well. 

>> Alright. Mr. Tsay. 

>> Thank you. Associo students board met today and actually discussed a little about the $15,000 used to broadcast, and we came down to a vote to basically not approve of the $15,000. We do recognize and laud the board's efforts to become more accountable and transparent. That much we can see. However we feel that the $15,000 could be better used for supplies. For example, a lot of professors needed markers. And then they come into their divisions and beg for markers, and we hand them one marker or sometimes none at all. 

>> Alright. Thank you for sharing that. Mr. Lindeman. 

>> Good evening. There's plans proceeding for classified days, which is coming up, and that's just about everything that I have for this evening. 

>> Doctor [inaudible] 

>> I have two nanoseconds to pass around a little this way and one this way. I believe Doctor Man mentioned the college mission statement, and the mission statement committee came up with a draft the senate board selected to edit it a bit. And so at our board meeting on Monday, we did approve the edited version. So that will now go back to the college board meeting council and be reviewed by all the other constituency groups. We're hopeful that we will have a revised mission statement soon coming to you. The educational policies committee has approved a position on changing student add procedures to a sequential unpaid waitlist. We would need the cooperation and the contributions other staff, particularly at MIS and in admissions and records, to see if this is feasible and to determine when we could implement such a policy. Several motions came before the senate regarding distance education. The two that we voted to send to the faculty association for consideration are items that involve contract negotiations and working conditions. The size for our distance education, the cap for the size of our online classes particularly but also hybrid class, and also the issue of some of our faculty's office hours being able to be conducted online. And you can read several of the other matters that are before us or some of them were just reporting to the faculty by reading the nanoseconds. Thank you. 

>> Thank you. Thank you for the nanoseconds. My powers of insight lead me to believe that you're not Dean Ligands so I thank you director of MIS Mr. Pitman for being with us. 

>> Good evening. Yes. Our ad-hoc groups are continuing to meet over various aspects of information and concern the management have. You may not be aware one of them is the formal code of ethics for the managers. That's one of the [inaudible] we're doing. And also so you can calendar it, our invitation will be coming out shortly June the 17th at 7:30. Brookside will be the annual retiree celebration for the managers. Thank you. 

>> Terrific. Thank you. That leads us to President Sugimoto. 

>> Yes, Thank you Dr. Bradberry Wong. First I'm glad to see everyone here after the earthquakes the other day. It seems like this particular academic year we've had fires to begin with. We've had floods and earthquakes, and I think I am waiting for the pestilence to show. Anyway, let me begin by letting you all know that we have certainly sent off our report on our recommendations from the crediting commission and our response to those, and we received a letter back that they have received our response. We are accepting a visitation on April 8th by I think Dr. Ortiz who will be visiting us to confirm that we are saying our report is true. So please I think we will be asking many of you to be available on April 8th to discuss with the group that will be visiting us on our best response to the first recommendation. Let me go through. I've got several things I want to go through very quickly. I was very pleased to be at our annual piano recital on Saturday where we honored Mary Henzie and Bettie Oaka, two of our retired piano faculty members who now have the piano lab in the center for the arts named for them. And a large portion of those donations came from students of Mary and Betty, which says something very much about our faculty. On Saturday Dr. Jacobs, Mr. Neem from CEC, Miss Hinton from Student Affairs, and Mr. Darryl Taylor from business and computer technology and I were participants in leadership census 2010 program sponsored by Carol Lu. The education sectors will be pushing to get out the word of what they call 10, 10, 10. 2010, 10 questions in 10 minutes for the census. It's very important that we get this done. On March 23rd, there's an education push, and we are going to get out flyers and information to our students to be sure that they fill out the census information survey. And the biggest concern that came across on Saturday was the potential for us losing an amount of federal dollars that would be available to us if we made sure we had a count that was accurate. And also the concern about losing congressional representation. So I would encourage all of you to get out the word that we do need those surveys completed and submitted in a timely fashion. My thank you to the president's African American advisory committee's commitment to education and their work through the newly established African American outreach initiative that has organized the outreach efforts in the month of March that we've already referred to as super education Sunday. My true thanks to Dr. Man who I contacted last week just prior to the visit to Friendship Baptist Church on Sunday, and she was there. Thank you very much for being with us on Sunday. Gary Panter, a renowned artist and possibly the most influential graphic artist of his generation, a fact that is acknowledged by the Chrysler Design Award he received in 2000, is this year's artist in residence. And I believe a few months back, you had asked who the artist in residence would be, and this board approved this individual to be with us. In the 80s a show that you possibly remember, Mr. Panter was the head set designer for the successful kid adult TV show Pee Wee's Playhouse. So I'm sure of you remember that. Some of you were kids then. As a part of AB37, the California diploma project, education is central to this bill. And on March 29th, the performance of Don's Light, the journey of Gordon Kirabashi will be on campus in [inaudible] lounge. Back in 1942, Gordon challenged an exclusion order of 57 requiring the Japanese Americans to register for evacuation. And the performance that will be coming to us is an educational experience and will highlight one man's quest for justice. And I wish to thank Mr. and Mrs. Jimasuta for their generous support in bringing the performance to our students and to our college community on that evening. Also on March 29th, UCLA's chancellor, and we just confirmed this, Dr. Jean Block will be visiting PCC. And my sincere appreciation to Dean Chace in the transfer center for their coordination of Dr. Block's visit. We'll be providing more information to you. Want to give you some enrollment numbers very quickly so you know where we are. We are still catching up with our census information, but still at this point of we're just looking at overall enrollment, we are still 104.3% with seat's filled. We are still 60% over the FTSs from last year at the same time. 0.60. Sorry. Not 60%. In resident credit enrollment because that is what we are concerned about for apportionment. purposes. We're 15% over our target number. And those are numbers that are not normally helpful to use because we're not getting apportionment for that. However, we are pleased that at least we are providing education for the students even with our reduced sections and seats. So thank you to all the faculty and support services that have provided us the kinds of support we need to have our students successful in our classes. And that's the end of our report. 

>> Very good. I will finish out by flagging two important documents. One I'm going to symbolically hand over to President Sukimoto. It is the report from Richard Garcia who is the chair of the screening committee for the PCC presidential search. Richard Garcia is Tony Fellow's appointee for the screening committee, and the idea is that he with the support of Stan Hales will offer us a short report that brings added transparency to the presidential search process that is intended for public dissemination. It will be available. Maybe we'll put it on the web or something like that. It just echoes many of the things that trustee Thompson had already said. I also wanted my colleagues to see this important and rather last minute document that has come to you. It is a draft of two things. One, the sample campus forum schedule for finalists. It's just a draft so the idea is that we would take it under advisement and invite others, particularly around the table, to offer input. And the other is proposed schedule. Schedule is the Irish pronunciation, for final stages, final stages sounds rather cancerous, but this is the final stages of the presidential search. One very important date on her, so if it doesn't work please let us know when we come to future dates, is May the 8th. That's a Saturday, and that's the one that the subcommittee of the board is suggesting we would spend together all day long interviewing between 6 and 8 of the candidates that the screening committee is going to suggest to us. After that, there would be a week, 2 weeks excuse me, of campus forums. That's the idea that each candidate, maybe there will be 3, maybe there will be 4, but in that small number would come for a day and a half. 

>> 

[ Silence ] 

>> That's about the process that I don't think we've adopted. 

>> No, we have not adopted. No, I'm talking through it so that when we come to it, we can have adequate feedback for adopting it. Yeah. I don't want it to be a surprise to the larger community either. So the flag in the sand until we decide otherwise, the flag in the sand would be that we should be in a position to announce a new president in or around graduation day. So we'll give updates as to whether we can meet this flag in the sand. So this is in your packages as a draft. Obviously more discussion is required and formalization of this. But we'll come back to that later. Okay. There is one other speaker. I've just gotten a yellow card. I guess we will hear from him. 

>> Is that for open session or is that a specific agenda item? 

>> It's non agenda items. 

>> Okay. I was going to recommend since we have the superintendent and the others here that we move that before the consent item consideration. 

>> Okay. So let me take this comment, and then we'll do what trustee Brown is suggesting. So I'm going to invite Mr. Dennis McCoy to the podium to address us on a non-agenda item. Mr. McCoy, you're certainly new to me. I would just have you know that our protocol invites you to take no more than 5 minutes to address us, and then because it's not an agenda item we would not discuss it. 

>> I'm here to make it an agenda item. 

>> Please by all means. 

>> Just give it to our board secretary who is standing right there, and she'll distribute it. 

[ Silence ] 

>> First of all my son graduated from here back in 2007, my youngest son, and did very well. I think it was with honors, and he went to Cal State LA and graduated last year Magna Cum Laude from Cal State LA. And I've known Jack Scott for about 15 years since he ran for the State Congress and then State Senate and worked on his campaign. So I'm very familiar with PCC Pasadena City College. I think you guys do a terrific job. The reason I'm here today is because I heard a program I think it was on February 6th that I found extremely upsetting, and that was listening to John Yu on Pat Morrison's show. Mr. Yu has some really bizarre legal ideas. I don't know if you're aware of it or not, but the United States Department of Justice office of professional responsibility has just issued a 300 page analysis of John Yu and Jay Bibey's so called torture memos. And the conclusion that they came to was that it was indefensible legal opinion based on shoddy scholarship, and his performance on Pat Morrison's show, she threw a few questions that I would characterize as cream puffs and marshmallows. I don't want to ever hear him again KPCC with two exceptions. If he wants to publically confess his crimes, he's welcome to do it. Or if you're going to have him on the air at the same time you must have a legal scholar or a lawyer that is equipped to rebut and challenge his delusional legal views. What I've given you there is two letters that I wrote. One to the management at KPCC and the board here. And the letter I received from KPCC which I found to be basically dismissive, incomplete, inaccurate information and not very respectful. So I have to raise the question now if the program director Mr. Curtis and Mr. Davis the CEO who I talked to on the phone briefly about my first letter don't know anymore about the subject than what is represented in that latter, it calls in my mind into serious question how appropriate they are as the program director and CEO of KPCC. As I understand it, KPCC, the license to KPCC is held by this institution not by an independent institution. This is a public institution that's supported by public money, and I don't see the benefit of having somebody on the air like John Yu whose ideas are completely out of bounds legally. There's a letter in there that runs 4 pages on both sides that recently published, and I don't expect you to read this now, but I'm hoping you'll take it home, read it, and think about it because I feel that people like John Yu and Jay Bibey have put this country in great jeopardy. I personally am a Vietnam vet. I was RA, that was regular Army. I was not drafted US. My serial number was RA19860400, and I served in Vietnam from September '66 to March '68, and the jeopardy that their legal opinion and the implementation of that opinion has put American servicemen and women is very grave. I just see no reason. I mean, this is not a free speech issue or an academic freedom issue. This is whether Pasadena City College and KPCC feel that torture is really okay, you know. I don't feel that way. 

>> Sir, I understand this heartfelt, but I wanted to invite you to come to a quick close. Your 5 minutes is up. 

>> Well, okay. I think most of what I have to say is in those letters. If you will take the time to read them and maybe communicate to KPCC the question of appropriateness. The last thing I'd want to say is as I understand the legal requirement of in local [inaudible] educators are responsible for keeping the children in their care from harm, and it has recently there was a thing, 

>> Sir, I really do have to insist at this point. Thank you. 

>> Alright. Thank you. 

[ Applause ] 

>> Let s take item G out of order in deference to our honored guests. President Sugimoto, would you like to start us up? 

>> Yes, thank you very much Dr. Bradberry Wong. We have representatives, this is item G on the PUSD parcel tax. And I'm very pleased to introduce representatives from PUSD and then we will also have an individual representing the against side for the parcel tax. So let me first introduce George Bruner and Superintendent Diaz who will be speaking on behalf of the parcel tax, and also PUSD board member Ed Honowitz. Superintendent Diaz. 

>> Are we giving people guidelines for length? 

>> Yes. They each will have for each side 5 minutes. So if you wish to, you may go ahead and start the light. 

>> You said each side 5 minutes or each person? 

>> Each side has 5 minutes. Superintendent Diaz. 

>> Thank you. It's a pleasure to be here this evening. We are obviously here because we are seeking your support in endorsement of measure CC, our parcel tax. I'm sure you're aware in dealing with the devastating impacts of the state budget cuts on public education. In the last two years, public education in this state has seen cuts totaling about 17.5 billion dollars. With the current proposal for education, it's an additional 2.5 billion. As a result, revenues for PUSD have dropped significantly over the last 3 years, and we are facing a 23 million dollar budget deficit that has to be closed by June 30th of this year. So like other public school systems throughout the state, last week we issued layoff notices to certificated employees. It's estimated about 50,000 layoff notices were issued throughout the state. In PUSD we issued 165 layoff notices to mainly teachers, counselors, librarians, administrators, and other certificated employees in preparation of having to deal with this 23 million dollar budget deficit. We have taken an approach where over the last couple of years we've been trying to keep the reductions away from the classroom and away from core instructional program. And so as a result, we have reduced administrative staff. We have reduced centralized services. We have reorganized our custodial services, maintenance and operations, all of the supplemental support services that we provide to schools. We can't close the gap with those type of reductions anymore. The 23 million dollars really represents having to impact the core academic program. We know that we're still going to have even if the parcel tax passes, we are still going to have to make significant cuts. Those cuts will continue to come from different support functions. We have worked with our employee groups and are negotiating some concessions in the form of furlough days and some other concessions around health benefit increases. We think we can achieve concessions worth about 4 million dollars. If the parcel tax passes, it would generate 7.1 million dollars a year for each of the next 5 years. So even if the parcel tax and we book the employee concessions, we still have significant reductions to make in the district. What passing the parcel tax does is allows us not to make the most severe reductions. And the severe reductions that really impact academic program. So it would allow us not to have to lay off as many teachers as we planned, not to increase class sizes especially at the primary grades from 1 to 22 to 1 to 31, to not have to increase student to counselor ratio from 450 to 1 to 600. It would allow us to keep open our libraries that are recommended for closure. It would allow us to continue to offer summer school and supplemental programs both for intervention and kids who need additional support but also enrichment programs. Really concerned about what taking away 165 certificated positions from our educational program what that means about our ability to be able to both deliver a broad based curriculum but also have the opportunity where certificated employees can establish relationships with kids because they have reasonable numbers. For us, our approach is really to ensure that we have structures and opportunities for individuals, for adults, for teachers, for leaders at the school to be able to establish relationships, develop rigorous curriculum and provide the type of supplemental services that our kids need and deserve. So thank you. I see the light blinking. 

>> Thank you Superintendent Diaz. 

>> Thank you very much. We do have I think Ross Selevech who is with us this evening who will be speaking on behalf of against. I think, and we welcome you Mr. Selevech. After we, 

>> Dr. Bradberry Wong, we do have a school member here, Mr. Honowitz, and in deference to an elected official our policy is we allocate 30 minutes for a topic 5 minutes per speaker, and there was a couple minutes left. I wonder if Mr. Honowitz might be permitted to have one or two minutes as a courtesy to another elected official. 

>> You may certainly do so. I was going to suggest the following process. We were going to hear from Mr. Selevech and then open up to the board and use the rest of the time to invite, I'm sure there will be many questions and opportunities at that time. 

>> Thank you very much Mr. Honowitz. Mr. Selevich? 

>> I understand that I will have, has the time started yet? 

>> It has just now. 

>> You have 5 minutes. 

>> I just want to understand the protocol. I'll have 5 minutes and then you may call me back for questions? Is that correct? 

>> We will have questions and answers after. So therefore you may go ahead and address other questions and certainly make other comments. 

>> Thank you. Ok, clear. 

>> And keeping with our protocol, if any member of the public would like to address the board on this topic, they could fill out a comment card and we could go through the proper procedure that way. 

>> My name is Ross Selevich. I am one of the five individuals that signed the ballot argument in opposition to measure CC that will appear on the official voter materials that the registrar will be sending out in a few weeks. WE have analyzed the Pasadena school district's request for the parcel tax. We've looked at information on PUSD, and we've come to conclusion that this is not the parcel tax that we should use here at PUSD. We believe it's unnecessary. We believe that we cannot be comfortable. That the money that is collected will be spend efficiently. And number three, the parcel tax is going to be levied in a very unfair manner. Now, I'm a product of public education. I went to Muir. I went to Eliot. I even went to Pasadena City College. I know the value of public education and the underpinning that has for our society. But we're not against public education. What we're against is another tax that is going to go into a system which has demonstrated that it can't produce performance for the amount of money it is spending. We found that we could go onto the California Department of Education website and analyze PUSD, its revenues, its expenditures, the performance. We could compare PUSD with a wide range of school districts. What we did was we compared PUSD with 23 other school districts in Los Angeles county. These are all school districts that all have very similar student bodies. We're not comparing PUSD with Locke and Yada or South Pass or Arcadia San Marino. Everytime somebody makes that comparison, we're told well we have students with different needs. We looked at school districts that we have the same types of student demographics. There are 23 other districts in Los Angeles county out of 47 that fit that. Over the last 10 years, PUSD has spent more per student every single for the past 10 years than every single one of those districts. If you look at PUSD's performance, the academic performance index, and you lay that over a graph of the average of all those other 23 districts, you do have virtually the same performance. You have spending at a rate of on average 15% more, in some cases 25% more per student, and you're getting a product that is indistinguishable. Over the last 10 years, it is not widely known. I think it would actually astonish most people to know that per student spending in PUSD, and this doesn't count for the facilities and all that, the measure Y, the measure TT. The spending on operations has increased 60% faster than inflation for the last 10 years. When I make this pitch, I ask people how many people's income went up 60% faster than inflation over the last 10 years? I can't put my hand up because I'm in the real estate industry. So it's an astonishing figure. If you look at the staffing levels in PUSD, I've been to presentations where there's been discussions about reductions in teachers, reductions in classified employees. If you look at the long-term trend year after year with reductions in enrollment, the reductions in the teaching staff, the certificated staff, the reductions in the operating staff, they just don't keep up. The reductions or the decline in enrollment is substantially faster than these reductions ever occur, and they just never catch up. With respect to whether or not this is a fair tax, the school district will offer a senior exemption. They will also require a means test, an income test. The income level is what the department housing of urban development defines as very low. It is indeed a very low income. Very few seniors will quality. I could read off a list of 35 school districts in California that have a senior exemption, and they do not have a means test. This is 65 and older. Here in PUSD, they would require a means test. The other way in which it's an unfair tax is it is $120 per parcel tax which I am not convinced is the only legal way to do this. It is a tax which results in the City of Pasadena for 81% of the burden of all the tax collected in Pasadena, 81% of the burden is borne by 55% of the housing units. The owners of 45% of the housing units in Pasadena pay 11%. 11% of the tax is borne by the owners of 45% of the housing units in Pasadena. 81% is borne by the 55% that are homes or condominiums. It's a very unfair way to levy tax. We do not believe it's necessary. We do not believe that you can be confident the money will be spent well. And it's certainly not a fair way to do the tax. Thank you. 

>> Thank you. It turns out indeed that we have two members of the audience who wish to address us on this item, item G. I'm going to invite Harte Isadore and Chris Curber to come to the podium. 

>> Good evening members of the board. My name is Harte Isadore. I live at 650 [inaudible]. 10 year resident of Sierra Madra. Before that I lived 7 years here in Pasadena actually. I love this community. I chose to come here from a far distance away and struggled to get here. And I appreciate everything that this community is about. And part of this community is certainly a great, to preserve a great school system we need to invest in education. We need to invest in the children of this community, and I am here to argue a position that might be a little bit out of the ordinary because I am arguing for the children, but I'm arguing against measure CC for the following reasons. The problem that we're dealing with is not a short-term problem but rather a more long-term problem with the funding of our education. Certainly Sacramento has messed up in a big way, and we now here at the local level have to suffer the consequences from this mess up. And the solution to this problem is not a parcel tax because this parcel tax as Superintendent Diaz has already presented to us is linked with certain cutbacks in the classroom, cutbacks in teacher positions, cutbacks in education material. It is common knowledge. I have members of my family who are actually teachers at LA Unified, and they keep telling me stories about that they have to Xerox their own material and spend money on the children because there's just no money in the classroom left. The fact is that at current spending levels, we have $10,000 per child in the classroom. Yet how can it be that none of this money is making it down to the classroom level? And this is where my argument is even if we pass measure CC, that will not change who will continue to have, even when the times get better we have more funding from the state, we will continue to have that money go into other directions that are not serving the children. There should be with $10,000 per child, that's a quarter million dollars in a classroom of 25 students. That should be ample money to have something left over so that the teachers don't have to Xerox material. And the solution that I'm proposing would call for no cutbacks in teacher position, no cutbacks in teacher salaries. The cutbacks that I do see and where we do have to ask the public employee unions for a giftback from recent years that were pretty good to public employees, and that is a giftback on the pension level. I call it lavish pensions in front of the Sierra Madra city council last week, and a teacher got up and said I don't have lavish pensions. And we were later on discussing, having an engaged discussion. When you compare this to the private industry where I have to make my living, and I'm one of the few people who are actually blessed to have a pension from my employer. It's probably in my estimate maybe 5% maybe 2% of the employees of my company nationwide have a pension. And the pension that I have is certainly not inflation protected in any way. And I'm estimating that I'm probably going to be as one of the few lucky ones get somewhere around 25% of my final salary as a pension. With PUSD, and I don't know what the number actually is, we're talking about either 60% after a 30 year life in public service life or 90%. And I don't know what the number is out of those two, but that's definitely double, more than double what I make. And my risk is that I don't, if my employer goes bankrupt, my pension is gone. I have to take that pension right at age 65 in a lump sum payment, pay huge amounts of taxes on it, and there's going to be even less left over than that 25%. The rest of the company that I work for, their pension is 0.75%. Not 75%. 0.75% as a contribution to their 401k plan because that is what a company in private business that isn't one of the big companies can afford. So again my solution is we need to deal with the long-term pension problem, and certainly conversion to 401k over the long-term instead of a defined benefit plan is necessary. And I'm calling for 5% reduction, I'm sorry a 35 hour workweek. That idea I still from Gabby Nusome, and I'll end it here. I'll give you a hand out and you can read the rest of my position. 

>> Mr. Curbert. 

[ Silence ] 

>> Curbert. I reside in the Pasadena Unified School District in the city of Siera Madre. Right now in this difficult economic climate, state revenues are down, county revenues are down, city revenues are down. We have over 10% unemployment in California. I know in some areas it's closer to 12. We have local businesses in the Pasadena area closing or shrinking. Everyone is trying to survive. Basically what we have in my opinion is the worst recession in the last 50 years. The average West San Gabriel Valley business owner I talk with says revenues are off up to 40% over the last 2 years. In a word, I'd say brutal. It's interesting to me that this measure is up for approval by a mail in ballot. I believe it's the first mail in issue I've seen since I moved up to the area here in 1997. A low voter response can actually work in favor of this tax increase. If tax increase measure CC passes, $120 out of every single family home in Pasadena, Altadena, and Sierra Madre will not be spent in town for goods and services. In effect what it's going to do, it's going to pull over $7 million a year out of the local economy for the next 5 years when small businesses can least afford it. 

[ Silence ] I really encourage the board to consider a no vote on this. Send a message to Pasadena Unified, and I know that they're trying very hard, but basically tell them, no that we don't think this is a good idea, not now. Pasadena, Altadena, and Sierra Madre families have to balance their own checkbooks. The Pasadena Unified school district is no different. This is a bad idea at a really bad time. Please vote no if you take action on this. Thank you. 

>> Thank you. So now let's open up to colleagues' comments and those of course might invite some of the speakers back. Trustee Martin. 

>> What I say every time one of these issues comes before this board. So for those of you who have been here before, my comments will not be new. I am not going to enter a discussion or debate on the merits for or against measure CC. I think that's an issue for the voters in this area to do it, but I take great concern in that Pasadena City College is in the Pasadena Community College area district, and that includes way more than the city of Pasadena. It includes way more than that Pasadena Unified School District. I know the college is located here. I know the name of the college says Pasadena City, but this is a community college district. And so I limit my votes strictly to things pertinent directly to the Pasadena Community College district, and this is a debate for those who live in the Pasadena Unified school district. So as I have in the past on every one of these issues that comes before, I'm voting no. And I'm letting everyone know, I'm not getting into the debate which we heard here before. It's a very stimulating debate, but that's not my issue. My issue is it's off calendar in my mind as to why I was elected to this board, and I'm not going to take a position on it. So I will be voting no, and no great oratory you say either for or against has anything to do with it. I'm voting no because I feel it's off calendar for Pasadena City College. 

>> Just as a point of order, it's hard to discuss anything we don't have a motion on the floor. 

>> This is true. 

>> I move that we support measure CC. 

>> Second. 

>> So now we do have a motion. Trustee Man. 

>> I would like to speak briefly to the motion. I respect Mr. Martin's opinion. He didn't even support our own bond, so at least he's consistent. 

>> Now that was a different reason. 

>> I know but, 

>> That was a matter of the debate that they had here, and I would enter into that debate. That's not my reason here. 

>> I understand. The reason, what I think is, I received a call from a neighboring district, a trustee in a neighboring district. Actually I'll say it was Long Beach. And they were told that Pasadena had an exemplary policy on taking positions on just this kind of thing and asked for a copy of it, which I discussed with him and referred him to our website. So I just read it yesterday. What we say there is that the board will only take positions on items which are directly affect the college, and I agree with that. But I think this item does directly affect the college. From the environmental scan we received in 2008, we had 4,294 students at PCC who come from the Pasadena district. What I'm going to say now is hurtful I think, but we were told by our director of institutional research last year I think it was that the students who come from the Pasadena Unified district do not do as well in their first semester as the students who come from other districts. This is one of the reasons why I think the college and some of the trustees have tried to work so closely, and the faculty I should say, and the staff, to more closely align curriculum of the college and the high schools and to help prepare the level of academic preparedness [inaudible] preparedness that the students of Pasadena will have when they do come here. So I think this directly affects us because the cuts that are laid out here which will happen if this measure CC does not pass will directly affect the students. I think it's really important to remember, I agree that the real problem is with the state. Maybe it's the state pension plan, but a child has only one time to be in the first grade. A child has only time to be in the second grade. I won't go through all the grades. I think you get the point. But if you don't get algebra at a certain point, you don't get it. And I would like to refer you to what I found surprising, not very surprising, very encouraging in our backup material of the vast improvements that have been made since 2002. In 2002 in the Pasadena Unified district, only 3 schools scored above 700 on the API. In 2009, 23 schools scored above 700. 16 scored above 750. 9 scored above 800. The district wide score increased by 107 points. I think this is due to obviously the leadership of Superintendent Diaz and the school board and the fact that the community has come together to try to work with the schools. The college is just one group that's involved, and I think what will happen if measure CC does not pass without this extra money is all the programs that were in place that were causing these scores to go up are at risk, and we can start to see those scores to come down. I think that is the college's interest to support measure CC. 

>> Trustee, 

>> May I ask Mr. Brumner or Superintendent Diaz or Mr. Honowitz to come up. I have a couple of questions I'd like to ask of you please. George is a lawyer, so I figure he's a good candidate to answer questions here. One of the materials that we received in our board packets, one of the arguments against CC is that a parcel tax unlike a property tax can be legally used for anything, social services, non teacher job programs, more consultants, etc. A parcel tax like a credit card, excuse me. A parcel tax is like a credit card while a property tax is like a debit card. Then he goes on to say measure CC contains no assurances that increased taxes will go to classrooms as do parcel tax measures in other communities. Number one, in your judgment is a parcel tax something that can be legally used for something other than the school programs that you are advocating is the rationale for passing this? 

>> The ballot measure contains language which defines the spending. So the spending of the dollars from measure CC will go specifically to those areas called out in the ballot language, which are retaining languages, art and music programs, libraries, math and science program, etc. It will not be used on facilities and buildings. It will not be used to pay for administrative overhead at the cabinet level. It won't be used for paying board members or anything like that. There will be a citizens oversight committee appointed. They will meet regularly to review the inflow of revenues generated by the parcel tax to make sure it's in compliance with the ballot language and to review the spending associated with those revenues that are generated. 

>> Can you explain why you selected a parcel tax rather than a property tax? 

>> School districts can basically do two things to generate local revenue. They can do a general obligation bond which can only be used for facilities, or they can do a parcel tax which can go toward the general fund. So we don't have the option of levying a sales tax or a whole host of other fees and taxes. The only thing we can do is a parcel tax, and that's why you're seeing more and more communities do that. In fact, I know that you mentioned that some of these surrounding communities aren't part of Pasadena unified, but I just wanted to point out that Locke and Yada, San Marino, and San Pasadena within the past year because of these massive budgets have all passed parcel taxes significantly higher levels than we're asking for. I also want to point out that what we're talking about is $10 a month, 33 cents a day. 

>> Let me ask a follow up question if I may please. Is it your view that the school district does not have the option of putting on the ballot an increase in property tax to pay for these particular items? 

>> This is a property assessment, but we can't, based on prop 13 we can't do an ad valorem tax. So this parcel tax can't be based on property value, and as a result that's why you're seeing parcel taxes in set amounts. There have been a couple. I think the issue was raised regarding why is this a set amount as opposed to some sliding scale or based on value, etc. It can't be based on value because of the law, and in terms of a set value as opposed to a couple of districts that have tried to differentiate it, those districts have been sued. And there's been some court settlements, or out of court settlements around trying to look for options other than a flat rate. And so we chose based on our legal advice to go with a flat rate per parcel, which we feel is both in the letter of the law and legally the most justified. 

>> I have follow up question and I'll turn this over to somebody else, but in the full text of the ballot measure under terms and purposes, it states money raised under this act shall be authorized to be used to create educational opportunities so local students are prepared to succeed in college and careers in accordance with priorities established by the board of education including number one to lessen the impact of state budget cuts. What in the world does that mean? 

[ Silence ] 

>> I would say to lessen the impact so that instead of having to terminate 165 certificated employees, mainly teachers, that we wouldn't have to do that. In fact the money based on the resolution would go to retaining teachers and certificated employees. So that's lessening the impact. 

>> And the [inaudible] you're making to us is that that is what the school board intends by that. That's the way this will be implemented if it's passed, and you're not going to be using the money to other things, whatever might be in the administration. 

>> Yes, exactly. And in fact I think in the resolution language, that's spelled out that the money will not go to administrative services and administrative overhead. And will be, and that's why we feel very comfortable including a citizen's oversight committee which isn't required with this type of tax measure. 

>> Thank you. 

>> Trustees Abadee, Brown, and Fellow you haven't spoken, and I would like to move this to a conclusion. 

>> I haven't spoken either. 

>> Well, you kind of did. 

>> I didn't. 

>> I'll speak very quickly. I agree with Dr. Man on a number of points here. I think it is a PCC issue, and I look at as a university professor also. I don't believe high schools and even elementary schools are doing the job they should, which bothers me also. There should be some accountability. I don't see how PCC in the future when we look at its future here and look at state funds are going to be less and less in the next years from what I understand, how we can continue to offer as many remedial courses, which we do not offer in the university. This is the job of high schools, and I just see if we don't do this and we continue to see cuts of teachers and classroom activities and things such as the library closing, we we're going to be in worse shape. Students, I'm going to tell you right now students are not prepared to go to the university. I have classes where they have no foundation in the history of this country, the language English skills, and I'm going to support this because if we don't, schools are going to be in a sorrier state. But I do think the students throughout the state of California need to get on the ball, especially the high schools. And as Dr. Man said, this, the state of California has failed education. It has failed higher education. It has failed elementary. It has failed high school, secondary education, which is a sad state for California. Thank you. 

>> Thank you. 

>> Well, I'm definitely going to be supporting the measure because our kids will be the ones that will be affected if this does not happen. I realize that what we'll be generating is not going to be enough, but I know that this will help somewhat. And I wish you good luck because it's a long battle. 

>> Trustee Brown. 

>> Did you want to recognize Amadea first? 

>> He's not asking for recognition right now. 

>> Okay. Sure. First off, Dr. Diaz I've said publically how much I've admired your leadership of the district. We've been great partners with our district and your district together implementing a number of programs where we could cooperatively work together on behalf of public education students in our area. And I'm delighted to see George here and Ross as well who both happen to be friends and neighbors and constituents of mine, and so it's great to have that. I have a couple of points I want to make too. As you noted, all those other districts that recently parcel taxes, they did not come to this board to seek an endorsement. And I voted against this thing considered for the very same, for the very reason some of which Mr. Martin articulated. I would've felt the same way if walking out of Flintridge school district had come to our board to seek that. And then you've put us in a position now, because I don't think one municipality should sit in judgment on how the management of another municipality. So now by asking us endorse a tax at a time that we know the residents of our district are strapped, real estate prices are going down, the unemployment rate is going up, and we're asking to tax them is a pretty serious measure to ask people to dig deeper when people have lost jobs. Their homes are getting foreclosed, and we're going to slap another 120 bucks on them. I do feel strongly about commitment to public education, and I as well as the rest of this board have advocated very aggressively in Sacramento. Not only are we partners in prop 98, but we also are asking for the legislature to fix the funding mechanisms in Sacramento. So I don't think anybody at this time takes a backseat to anyone else in their support of public education. But now you've asked us to support an additional tax and additional funding from the tax payers of the district. That then invites questions saying how do you manage your budget, because if I'm going to consider whether I'm going to encourage the voter, the residents, the homeowners of this district to pay more, I need to know how you spend your money and why you spend your money. And I don't see in any of the materials kind of an understanding and articulation an explanation to the public about the budget. What I see on the statewide websites is that there's 200 million dollars a year in the budget of the Pasadena unified school district for fewer than 20,000 students. We operate our district on less than 120 million a year for 23,000 FTE students. Now granted we have different, we have two campuses and you have 23 campuses. If I'm going to consider measures to enhance the budget of another municipality, I want to know how is that money being spent and where is it going to go. I understand the cuts that are being made. I'm on the board of the armory center for the arts, and I know what's going on in the arts programs in the district. So it's a concern. I know we have higher special ed enrollments than many area districts. And those are categorical funds. That 200 million dollars includes some categorical funding, but it just doesn't, I don't have another confidence, and I corresponded to George. We've been talking about this for about 6 weeks now saying I don't feel comfortable enough to be able to support a new tax for this. I'd rather to continue to devote my efforts and try to fix the problems in Sacramento to support the efforts of the Pasadena Educational Foundation of which I am a donor and others to advocate on behalf of our students. And I just don't think now is the time, I have no problems with the way you've been running your district and the facts that Dr. Man has pointed out. You've got a good thing, and we're going in the right direction in every way. I'm pro PUSD. I'm just not pro CC right now. 

>> Thank you. 

>> I'm going to recognize myself briefly. I found Mr. Fisher's comments very compelling, but nonetheless I don't think action could be taken quickly enough to help the school systems in that direction. And I represent the two districts out of three who have passed a parcel tax and passed at a very significant level. So therefore in representation of my communities interests, it would be hypocritical for me not to also support this one. But in addition, we've read a 96 page report in honor of the lady who is pacing the room there, which gave us very detailed information about which feeder schools are doing well and essentially costing us money. So I believe that because of remediation issues, so I believe in supporting this, it's another drop in the right direction, and I congratulate you on this upward trajectory and keep going in that direction. Mr. Thompson and then I'm going to call the vote. 

>> Okay. This is a very difficult issue as Mr. Brown has pointed out, but education in my judgment is the issue of our time. Not just locally, not just in California, but across the nation. If we don't support education, then I think that we're in for extraordinarily difficult times as we move ahead as a state and as a country. I think Dr. Fellow and Dr. Man have put that quite aptly. It's a terrible time to be asking the public to tax itself. That goes without saying, but I've looked at this. I've met with Superintendent Diaz. He was kind enough to go over this with me. I really don't see a realistic alternative to this because if we don't do this, it doesn't pass, then I think public education in this community is in for even more difficult times. As Dr. Bradberry Wong has pointed out, the districts that provide the support or that provide students for PCC that come to us are not well prepared. And we need to do more at the high school and middle school and elementary levels to provide the support that they need. So I think we have to support education. I think that includes providing money to it. I particularly applaud the good leadership I think the district has under Superintendent Diaz and Mr. Honowitz and Mr. Selinski, etc. on your board of trustees, and so I think you deserve our support and I will be voting in that way. 

>> [inaudible] 

[ Silence ] 

>> As a student and a student leader, Pasadena Unified students are also my future students, so it's very easy for me to say personally that I really do support this CC measure because I feel that the students, if this passes and the students are better prepared at the high school level when they enter community college, it'll help us so much more. It'll be so much easier for our community for education to be better. So I do feel passionate about this. I do have to speak out in support just from a student's standpoint. 

>> Thank you. I'm going to call the vote. Student trustee Abadea. 

>> I want to address really quickly just before the vote. This is clearly an interesting issue. The thing is, I know you guys find yourself in an interesting position, I don't know that necessarily throwing more money at a situation will correct it. Personally I'm sort of caught between the two sides. I'm going to abstain on this issue just because I do see the bearance of both arguments. However, I'm not crazy about the CC necessarily, so I will be abstaining. 

>> So your advisory vote is abstained. 

>> Absolutely. 

>> Very good. 

>> Those in favor of the motion with the language to support CC. 

>> Yes. 

>> Ok. To support CC please signal with an aye. 

>> Aye. 

>> Those against please with a no. 

>> No. 

>> I believe that would be five ayes and two nos with one abstention. Motion therefore carries. Thank you for joining us this evening. Thank you for giving us your time. 

[ Silence ] Let's do a little bit of business before we invite Mindy to the podium. Hang in there Mindy. Let's approve the minutes. That's item E. We have a motion to move to approval. 

>> Second. 

>> Are there any changes? Those in favor please say aye. 

>> Aye. 

>> Any against? Would you wish to abstain? 

>> I do. 

>> Very good. 

>> Waiting for that opportunity. 

>> Mrs. Thompson, that carries with one abstention. The consent items, I would draw your attention to an unusually detailed, and I think you for that President Sugimoto, detailed understanding of what is in the consent items. Particularly for the new trustee. You're not that new anymore, but I will say consent items come to us asking for our consent because they've already been vetted by the administration. And this letter helps us to understand in more depth what all of those are. And in that sense, it is not necessary to discuss in detail unless there's a very specific reason. Let me before asking if anybody would wish to pull any items, let's say that item 106P is pulled. And then there are revisions for 100P, 101P, and 102P and those are in our [inaudible]. I'm reduced to using that word. So with that in mind, please signal with an upraised hand if you wish to call attention to any others. Mr. Martin. 

>> 138B. 

>> 138B. Trustee Man. 

>> 130B and 101P. 

>> 130B and 1, what was it? 

>> 101P. 

>> This is the one with the revisions. So you're looking at the revised? 

>> I think so. Yeah. 

>> Great. And trustee Brown. 

>> 134B and 102P. And so we are pulling 106P. 

>> Yeah that's pulled. I'm sorry I got 134 and what was the other one? 

>> 134 and 102. 

>> 102. Ok. Same one as trustee Man. 

>> No. She had 101. 

>> Oh, ok. They're both revised. Very good. Alright. So 130B, I think that was Mr. Martin. 

>> That was mine. That's okay. We both have the same initials. On page 1 of 2, the item Michael I'm looking at Harner, 26,950 dollars to provide consulting to design database infrastructure that integrates datasets for program review and planning. I just wonder, this is just a small piece of our technology upgrade? Or is this something completely separate? 

>> President Sugimoto, 

>> Thank you Dr. Bradberry Wong. Actually this is the design of the system for our planning processes. It is not part of the ERP. It is so that in our electronic way that we have done our planning process, we now need a new design since we're revamping how we are doing planning. 

>> That's all I need to know. Thank you. 

>> Do you want to go with your other ones? 

>> Yes. My other one was 106P which I haven't looked at. I hope it hasn't changed. I just wanted to comment that William Meticheck is retiring after 34 years as an instructor in performing and community of arts, and to compliment him on his retirement and point out again the dedication and loyalty of our faculty which makes this a great college. 

>> Thank you. 

>> You didn't pull that one. That wasn't pulled. 

>> It wasn't pulled, but I believe that one was revised. You have actually two other additional individuals on that list. So it should be in your peachy folders. 

>> I don't have it before me, but I'd be happy to make the same comment about retiring because I think it's always important that the board acknowledge such outstanding service. Maybe add the names, Mrs. Thompson, because I just couldn't find it quickly enough. 

>> Today, 134B, we've got Mr. Martin. 

>> 134B was mine. I noticed a significant uptick in the budget from Pell Grants and other. I presume that is from the additional federal funding that college is receiving. Is that correct? I mean when we have a 3.5 million dollar infusion of Pell Grant funding, 

>> Dr. Van Pelt? 

>> The answer is that the 18.5 million dollars is an estimate, and it's actually a needs driven program. So as the needs show up, then we get funding for it. So this is the augmentation funding wise in order to cover the expenditure side. 

>> And that goes for the credit matriculation DSPS as well? 

>> Yes. But it's a similar process. 

>> Is it a reflection of anticipated funding? 

>> As we get additional expenses, 

>> [inaudible] Stewart, you might want to answer the credit matriculation. 

>> If I could add more information in particular you notice matriculation, DSPS. The funding process goes by, in July the state makes its best guesstimate of how much the funds should be. Then in December the state gives our true enrollment numbers for the summer and fall to the state, and then they look at them and say ah you're actually doing more business than we estimated. And so they increase the money appropriately. One other thing is when they do that first estimate in July, they then only give us 95% of what they think we're going to it. So this is also part of that. Ok, you're doing as much business as we thought you did. Now you're getting, 

>> There's no new money. It's just the adjustments. Ok. 

>> 138B. 

>> That is mine. This is one I've asked questions on in the past, and this one looks to be particular designed for a measure for projects. It's really a considerable amount of money. $700,000 just comes in increments because of various projects. So my first question was I thought when we out to bid, we were going to do district rebid for this and measure P for this simultaneously. This seems like only measure P. Where are we the district rebid? 

>> We are about to district side. This is only on the measure P side, and I will tell you too that the percentages did come in lower as you predicted that they might. It's sort of a sliding scale, but typically they're between 2 and 4 percent profit and overhead. 

>> There actually is quite a bit of layout in here as to how it works, but to connect the dots for some simplistic people like myself, what would stop any one of those builders from arbitrarily dropping their estimate on the sample project so to make it into the top two for future projects? 

>> Because what they have to do is they have to say what their overhead and profit rates are. And therefore what we do is we get estimates from the two companies, and we do lock them into the prices that they used on the spreadsheet to come up with these numbers. 

>> Do those prices include an hourly rate for certain types of functions? 

>> They have to be prevailing wage. 

>> So the wage is fairly set on the bid, and the overhead and profit is set on a bid. It really comes down when they're bidding, when they make it into the top two, they're bidding who can do it the fastest. 

>> And what they do is they bid on their overhead and profit rate. 

>> At the time again. 

>> Correct. 

>> Okay. That's very helpful. Thank you. 

>> I think that concludes the question. I don't have a motion. Could I have one please? 

>> May I just read the names of the other, 

>> Please. 

>> I just found it was, Emmy Lou Weller at disabled student programs and services who is retiring after 31 years. And I know many students who have commented on the great service she has performed. And Loraine Stibers who is in the performing community arts after 21 years of service. 

>> With that, I'll make a motion to approve the consent calendar. 

>> Have a second? Trustee Brown seconding. 102B salary compensation factors. 

>> I have a question. I don't need an answer right now though too, but I see the recommendation for a number of faculty who are asked to teach as many as 4 sections at once and getting a double load, more than a double load ratio. And wondering how our faculty can manage that. I mean, are they teaching classes of a thousand students? Or how is that done? I understand when you have a bid of an overload, but when you have more than double loads, how does that work out? 

>> First, there is a revision to this in your sheet. You'll find that it is not double, but I also would like to have Dean Ingledinger explain the large group instruction and how those ratios work. So, Dean Ingledinger. 

>> Yes. It's covered in the contract which I will not read to you. It deals with, 

>> I have it memorized. 

>> I have to take the explanation later. I didn't see the corrected version, and when I saw doubleload that's what, 

>> It is not double. Right. 

>> And actually your question about that little bulb, and I called Dean Ingledinger and he realized that there was a typo. So that's why we got the revision. 

>> Ok. That's good to know. So I'll get the formal explanation why later, but I'm glad that was caught. 

>> Are we ready to vote? So let's call the question. All those in favor of the consent item as amended, please signal student trustee. 

>> Aye. 

>> Slip that in there. Others in favor? 

>> Aye. 

>> Any nays or abstentions? The motion passes unanimously. Thank you. So item H, educational master plan update for May presentation and discussion. President. 

>> Thank you Dr. Bradberry Wong. I'd like to turn this introduction over to Dean Miller who will introduce our presenter this evening. 

>> Thank you very much. I'll keep this very brief. We are very excited tonight to bring before the board an opportunity to share where we are in the process right now. We have been through information and data gathering process. We've through the analysis step, and we are about to report implications and findings to you as that leads to the strategies and actions and then to the eventual educational master plan. It's important to note that we are reporting data and providing preliminary analysis based upon a point in time, and that point in time being when the environmental scan was completed and the survey that the representative is going to speak to. We're requesting your input tonight, your thoughts, your reflections, and your observations. And we look forward to that. And it's probably important to note that the EMP itself will be a living document that is going to provide initial strategies and suggested actions as we go forward. So this is an exciting time. It's a good time. The EMP is [inaudible] document that will continue to evolve and be a roadmap as I mentioned as we go into the future. So with that said, I would like to introduce Mindy Craig is a principle with MIG incorporated, and as you know MIG is the lead consultant on this project. Thank you, Doctor Sugimoto. 

>> Thanks, Bob. Appreciate it. For everyone obviously you have a Power Point copy in your packet incase you can't quite see the presentation. Tonight we are really leap frogging ahead on the educational master plan, and it is, we get to present the background information that really starts to form the findings and implications that we need to address head on in our educational master plan. So I've been asked to be rather brief here, so I'm going to quickly go over this background material which hopefully you had a chance to read and understand and dive into a discussion with all of you about what are the implications and how are we going to move forward to the educational master plan to develop the strategies and actions to address some of those most critical issues. 

>> May I just interject for a moment? I want you to know what a good audience you have in front of you. As a board, we've broke up into little teams and looked in detail actually at the chapters. You can imagine that we've done our homework. 

>> Excellent. So I'm not going to linger on all the bits, and as Bob indicated, this is really a snapshot in time. As you've seen from your observations reports it's everchanging and one of those things that as you go forward hopefully this environmental scan will be a living document as well that will continue to inform planning efforts and everything else. So I appreciate your detailed address of that. As you know in your beginning strategic planning process for the college, and that really is the beginnings of your planning and direction for the college, but the educational master plan is directly linked to that. It's informing and it is informed by the strategic plan which then moves forward toward the program review, your instructional effectiveness, the resource allocations, and your accreditation. It's really a never ending process. It's always nice to say this is the end of it, but we're always evolving and always changing, and we have to be flexible and adaptable as things come up. To understand our snapshot in time, we have spent a great deal of time going out to the wide community for PCC. We've reached nearly 2,000 different people in the community through surveys, through town hall meetings, through meetings here on the campus, with all sorts of stakeholders. And they have really given us a strong picture to go with that environmental scan that you have in front of you what are the concerns, what are the issues, what are our opportunities. And they are very consistent, and they do come to some very clear points as we'll come to at the end. You've heard a lot of this. It's been on the website for those who don't know, but the town hall some of the key things that came out, they need more access to courses. There's low basic skills performance. There's some limited classroom accessibility. The database management system is antiquated, and there's a number of other things have been challenging the college. However there is a lot of enthusiasm about PCC. The high quality of academics, your reputation is stellar. They see that there's an opportunity here to strengthen outreach to that community and bring more people here to align programs with the changing economy and evolving needs, to develop sustainability. We heard a lot about that earlier in the evening and how important that is, and to create strategic partnerships to make our job better and easier. What you have in front of you is the environmental scan document. It covers some five key points. Our service area and district demographics, high school enrollment trends, the Pasadena City College trends, regional choices for education and how do we compare to other colleges, and the employment and workforce trends. What we've seen and what we are going to see is an incredibly big increase in the population. In the district we are going to have a 7% increase in population by 2020. In LA county, that's predicted to be 30%. We know that we're getting older as a community, and this shows the difference in our age group. PCC has been getting younger interestingly, but our population as a whole is getting older. And we are going to have to start looking at how we address those needs of the older population, their needs in terms of what they want as education, retraining programs, new ways of going about their jobs. This is something that a lot of people have seen. We've talked about this question or issue potentially about 62% of our students coming from out of district. One of the things you need to decide is is this an issue? Does it matter? Is it really that out of proportion? I think there are some things that come to this including how do we look at a funding bond in the future? How do we think about strategizing to access the high school students here in the district and try to encourage them to come? Are these some of the goals and priorities you want as a college? So is it an issue? That's something you need to decide. We have a very diverse population at PCC. 32% Hispanic, 33% Asian Pacific Islander. There are some that are overrepresented if you compare to the broader community in both Asian Pacifics and Hispanics. Whites are somewhat under represented here. We know that ethnicity has continued to be a changing dynamic here, and we are also going to look at more English language learners and how we educate them and make sure that they are on target for their educational goals. One of the things we know is that about half of immigration changes will come from people moving into the US. Some are by natural birth, but this will be a continuing concern and just something we need to address. At the same time, we have a drop in kids who are graduating as well as about a 30% in dropout rate across high schools in the country. The number of children who are coming here may actually be reducing, so we have these two conflicting maybe tensions, which is increasing population in a reduced number of graduates. Basic skills. We all know that this is a continuing challenge. We had some of this conversation earlier about the parcel tax, and we see that the best in English proficiency is about 70% from Southpass with about a low at Frankin with 19%. When we talk about the math, the proficiency is much lower with a high of only 52% at Southpass and only 4% at Franklin. This means that your jobs hare harder, and you must help these kids to be able to access the college level courses they need for success. This is a really important issue, the skills gap. We're seeing worldwide as a global trend being less able to address the needs for science, nursing, chemistry, biology, engineering. The number of people who are getting those technical degrees in the United States is dropping, and the demand is much stronger. There are lots of jobs available, maybe not so much right now, but 60% of US are jobs are for those high skilled technical positions. And 30%, there was a survey done by, I can't remember the name of the organization at the moment, but 30% of the surveyed employers said they are having a hard time finding qualified workers both from technical skills side and soft skills, how do they analyze things, how do they communicate with people, how can they manage others. There's a very big deficit there. We're also seeing that there's a lot of new jobs out there that are growing and changing. Sustainability is a big one. Education continues to be a critical thing. Healthcare. Information Technology. Energy and the environment. Stimulus packages are also going to be impacting what jobs are coming out there, and we need as an organization to keep an eye on what those new jobs are and make sure that the programs respond appropriately. One of the things that was a trend, and there may be multiple reasons for this, but we want to look at and call it out. There was a decrease in the number of associate science degrees that were handed out by PCC. Now that could be based on, not be relevant to the people who here. It could be that those are not offered as often. It could also be that people just aren't interested in that. Is this something that we want to as a school change? Do we want to make those associate science degrees more popular? Is this a way of helping to fill that technical gap? And then of course there are some opportunities, and we'll talk a lot more about this in a few minutes. Can we create some niche programs that are unique to PCC? How, and this is merely an opportunity and necessity, is to develop a more agile and flexible organization so that we can respond to these evolving and changing times, the dynamics of the community that we are in. Addressing new ways of learning, technology has changed the way we live. It also needs to change the way we learn. And how do we do that without reducing that person to person contact? Using it to its full extent. And then obviously the idea of leveraging partnerships with other community colleges, with businesses in the community, and other people. So about 2 months ago, we presented you with some of the emerging issues that came out of this, and we developed a survey to find out even more about what does the community believe is relevant. What are their priorities and how can they help us make those decisions? So we developed a web survey. There were about a thousand people who responded. We put all the different things, 58 of them, into 6 different basic things. Student success, an efficient education that's both economically but also how do you get through the system, 21st century learning institution, building and maintaining a sense of community, facility needs, and how do we diversify funding. I think a really important point about this survey is that overall people felt like they were all very important. There were very few issues that they said this is not important. They're all important. So when we're looking forward at the survey, we're really trying to say parse out these small bits. What are the most important they saw? So to focus on what you have in your handout is the extremely important elements. So again we had over a thousand survey respondents, and this is slight that looks at how is LA county in comparison to the people who actually responded. Considering this is non scientific, people self-selected to go and do this survey, it's very good representation. We were very happy about this. The only place we really saw a difference was in the 25 and 30 year olds. We did not see a strong correlation, but overall a very strong, 

>> You re saying that 20% of LA county is between 25 and 30? 

>> That's what I have in my, I can look and see if that's a [inaudible] thing, but that is the connection. The next thing is, this is also who actually responded to the survey. And they were four categories, the faculty, administration, and staff of PCC. We had about 34% of that. Students we had 28%. And then we had 20% saying they were community. And then we had another 16 or so percent that were other. But as we look through the responses, and you can take a look as well, they read very similarly to the community. So we can't say for sure that they are community members, but they were very close in alignment there. So what we got out of the survey were three main things, that we need stronger connections. Really the articulation between K12 to PCC connection to the 4 year university. That is a critical thing. Everything from also reaching out to students in K12 in helping them understand what it means to be a college student as well as making sure the curriculum can go from one place to another. How do counselors connect? Very important element of that. And then how do we get our students from here who want to transfer to the right schools with the right classes? Better technology tool just came out in a number of different areas. Everything from again that smart classroom to how do we manage registration, how do we community to our students. These are all elements of technology that we need to improve and enhance. Increase basic skills and transfer classes. That was hurt tremendously. We'll talk more about that in a few minutes. So we saw about 10 extremely important things, and these were all items that scored over 60%. Most respondents felt this was very important. One, connecting and building relationships with the 4 year colleges and universities, updating the technology hardware. You're going to hear some themes here. Increasing the availability of prerequisite courses, updating our software, and providing extensive basic skills. Improving transition from high school to PCC, increasing the availability of transfer classes, outlining clear expectations for requirements for new students, improving access to academic counselors and tutors, and building local community support for PCC. This is just a quick snapshot of the different respondents and how they responded to those top 10. We wanted to make sure that this was a consistent, and in general they were pretty close. I would say if you look on the connecting and building relationships to 4 year institutions, that was really important to students. They really set out above anyone else. On this one, the improving access to academic counselors and tutors, I think it was really interesting the difference between how the community saw that and of course the student saw that. That was incredibly important. Same thing with availability of transfer classes. So here's a couple key differences between the different groups. Again, the students ranked improving academic, access to academic counselors and tutors as extremely important. This is something that we heard in our meetings here on campus, and again we are getting that clearly said here. Only 45% of the faculty and staff compared to the 66% of students indicated that increasing programs in mathematics, science, and engineering was extremely important. So the students see that as a critical path. And about a little over 41% of students thought coordinating programs and services with nearby community colleges was important, and we've seen that a lot of students are going to different community colleges to meet their different needs. So this is represented here compared to the faculty and staff who don't necessarily see that as a necessary need. And just 11% of community respondents thought that adding new facilities to this campus was important compared to 31% of students, 31.4. Finally, 42% of students ranked enhancing alternative transportation as extremely important compared to, I don't have the number compared, compared to the faculty and staff who had it as slightly lower. So at the end of our survey, we asked them, if you were to rank all these key themes of all these questions you just asked, what is the most important? Student success came out far and above everything with efficient education right below it, and it goes down from there. Again, you can see the detail in your packet. So taking a small breath here, in moving forward, what is all of this mean? What are the implications that we have from all this information? What can we do with it? 

>> Mindy, excuse me. If I can, in your packets, you have these additional four slides in your folders. They were added later on this evening. 

>> Thank you, Bob. 

>> What four slides? 

>> Give you a second to find those. 

>> In here, yeah. 

[ Silence ] 

>> So this first one is really just a quick snapshot of where we are. Everything you have in your packet is all the information and data gather and analysis, and we're now talking about those implications and findings. We are moving into that next slide, which is to figure out what are the strategies and actions we need to move forward. Finally, how do those map into an educational masterplan that are going to help guide your program development, your staffing, and your facilities over the next 5 to 10 years. So I've identified from this information two levels of implication. These first levels are the ones that we saw across the board in all the different areas that I just mentioned, and they were all identified as very important. Again, the idea that you have to increase basic skills courses. We need to expand the transfer classes availability. We need to enhance our technology. We have to improve these connections between our partnering institutions, and we need to provide more tutors and counselors. These things are some of the critical path items that we need to address in the EMP, figuring out the strategies and how they would work. This next level is more of a visionary level. Where can you as a college push yourself forward and become, keep your reputation, your innovation, and your vision alive? Things such as the skills gap. How do we look at the skills gap? How can we innovate and help students fill that gap? Howe do integrate sustainability into our classes, into our staffing and facilities across the broad? How do we provide satellite courses either from a campus or through other ways to help students in the far reaching parts of our district? How do we manage that population growth and the demand knowing that we are, I think you said Dr. Sugimoto, over 15% of our goal right now in enrollment. There is a tension there. How do we manage that? How do we address the changing age groups? We know we have to do transfer classes. What are those with older populations going to want? How are we going to manage those needs for basic skills if we also have people who want new skills for career changes? Changing needs across that board. A flexible and efficient organization, we really need that to make sure that we can continue to be flexible. Look at the changing economy, the changing needs. Technology is moving at the speed of light. We have to make sure that our organization has the ability to take that on. And then building and updating facilities, everything from seismic upgrades to general maintenance, looking at math, science, and lab building. This is a critical need. Diversifying our funding. There is a clear understanding that the state alone is not going to full all of this need here and have you guys also maintain your level of innovation and high quality standards. Supporting new teaching approaches. This includes technology, working with faculty and staff and professional development to make sure that they are able to provide the needs that the children need to be successful. And finally looking at a way to create new and enhanced programs that support all of the different needs and the changes in our economy. We're going to take all of those and any discussion we have tonight, and then map them out for the educational master plan into these different categories. And you might even see these as different elements of the educational master plan, program, staffing, facilities, IT systems, communications, resources, internal processes. If you think of just basic skills, how will that be impacted on each one of those levels? That's what the educational master plan is going to address, both with strategies and actions. So I don't know if I got through in 15 minutes, but that was a lot of information. And what I really would like us to do is to go back to this slide, which I really think is the heart of where we need to talk about to understand your direction, if this is the right direction. Are there changes in those priorities? And how do we move forward from here? So I will take a pause on that and, 

[ Silence ] 

>> Brian would like to say something, and then I would like to invite President Sugimoto maybe to help us understand how this belongs in your larger, for example how it connects to Friday's strategic planning, that kind of thing would be helpful. Go ahead [inaudible] 

>> You guys maybe addressed this at another meeting. However, if you guys can address what options have you guys looked into to better utilize economies of scale. For example with the technology we have, it should be getting cheaper I guess to educate students per pupil. What options have you guys looked at, in terms of better utilize technology in terms of educating more students at a lower cost per pupil? 

>> That is really part of this next step which is looking at the strategies to address these issues. So when we look at everything from maintain and updating buildings to looking at how we increase transfer courses, we have to look at scales of economy, how we utilize buildings right now, can we change that? How do we look at systems as a way to do that. So that's going to really be part of our strategy that we develop to do that. What I'm hoping again we can do is talk about these items, that they may not be exactly what you see as your critical priorities. Are they in the right place? Do we need to add something to that? Fine tune that a little bit. Yes, Doctor Mason. 

>> I want to speak a little bit about the building and updating facilities. I called Mr. Miller about this in your executive summary, and he said this was a paragraph which needed to be rewritten. There's a statement that PCC is close to capacity if not at capacity, and this is applied to facilities. 

>> That's really enrollment. 

>> Let me just tell you. That is not clear in here, and so I hope that will clearly be redone because one of the things I found most striking was that 11% of the community respondents indicated that adding new facilities to the existing campus was extremely important. And I understand for Mr. Miller, we're going to have some data on space utilization, which I think is really important if we start looking at facilities. So what I've seen is a statement that facilities needed to be upgraded, but not necessarily new facilities. You're saying build and update facilities, and I think we ought to look very carefully at the build part. I don't think anyone thinks that we can pass a bond next year in this current climate. Just let me say. Another thing that I thought, another thing that I found very interesting is when you compared the breakdown at age to the breakdown of the students, there seemed to be behind that an assumption that in a college you should have proportionate representation of the population. But most colleges have more young people than old people. Even in community colleges. So I can see why maybe the 30 to 40 or 45 age group you might want to focus on, but I don't understand this idea that we need to maybe think about developing more programs for the bottom scale, for older people. So i would like for us to maybe think about this. I didn't maybe understand that chart at all. It seemed to me like it was just really inappropriate. 

>> I think there's two pieces that you might be talking about. So let me see if I can clarify that. I think the part you're talking about was the survey respondents in comparison to, 

>> No, not the survey respondents. 

>> You re talking about the shifting change, 

>> It's a demographic. It's the demographic chart where you showed the percentage of students at PCC in these different age groups and percentage of population. There was a comment that there was underrepresented people in older group age group and more people in the younger group, which is exactly what you would expect in college or even in a high school for heaven's sake. All I'm saying is I would like for us to maybe to, I don't understand the rationale behind that, and maybe it was just another place where we need to clarify the riding. 

>> Let me, I didn't mean to say that it was over or under representative. I'm just saying that the population is changing. It is older in the, it's going to become older as we look forward in the district. We used to actually at PCC, and I can't pull this completely off. I think it was 2000 or 2003, we had many more students who were over 30 than we do now. And so we had a little bit of an older population. Now we have a much younger population. The shifting age patterns is something we see in healthcare. We're seeing all over the place, and that is one of those things that is going to come forward. And it's a fairly large change in that population. Now it may be that your target audience and who comes here will still be that young group, but how will that impact your overall demand for classes. Will it be as heavy as the population growth indicates? Because we have these two pieces which we have increasing population growth. Yet we have a declining youth. So it may be that we'll be okay in terms of who actually comes here, but there are just two pieces of information that as we go forward we need to consider. They're not definites. They're almost watch signals out there. 

>> Just to clarify, Mindy and I spoke before the meeting. Mindy is essentially facilitating the meeting. I'm one of you all. 

>> Mr. Martin. 

>> Yeah, I have a question for our president. So here we are 9:27 in the evening. This discussion could go a million ways. I could tell you 8 or 9 comments that I have, and I'm sure every other trustee has 8 or 9, and anybody brave enough out there just hanging in here with us probably has some additional ones too. Where is, where do you want this conversation to go at this point? I mean, we can pick any one of these topics and spend two hours on it and never get to something I'm thinking. What are we trying to accomplish at 9:30? 

>> President Sugimoto. Put it in the larger context of Friday [inaudible] 

>> I will do my best. On Friday we have a strategic planning meeting, and I know all of you probably have thoughts about what you've just heard and what you've read. What we will be doing is taking these findings along with a number of other emerging issues and providing opportunities for us to prioritize and sort among all of these regarding our strategic directions that we currently have. And given that the strategic directions are around our accreditation standards, how do these match up with those accreditation standards? So it is going to be very important on Friday for those people that are engaged in the dialogue to look at all of these elements and see what they are relative to those strategic directions and begin to sort through them. And this is going to be an ongoing dynamic. So we can continue to talk as a group. We'll continue to talk about this in the educational master planning steering committee, and as we stretch this process our while we get our new president, it'll be a dialogue with that individual also. 

>> Can I ask you Mindy to go back to the one before this. 

>> And trustee Martin is asking what do we want to do this evening, which I think is very important. I think if you can take, if you have 9 points that you want to make, if in fact because at the time are there 1 or 2 salient points that you would like to make that perhaps could provide for us some direction for Friday in terms of, 

>> I would ask the president who I think is going to represent us in that meeting along with maybe the vice president. So that would be my suggestion what you just said. Allow each of the trustees to knock down three or four bullet points in 3 or 4 minutes each. You may a list of what they are and kind of get a feeling of those who are representing us for where the consensus of the board is because I could just see us 3 o'clock tomorrow, in the morning I could still be going on about this. Everybody's head is on the table. I'm sure you're soaking in every word. 

>> We've all done adequate homework enough to do that. I happen to think that this chart is very important. So another thing for us to think about as we're knocking points out is the speed at which we wish to move forward recognizing that we're bringing in a new leader, and it would not be wise I think to deliver a fait accompli for someone is wishing to at least think with us on this. So in simple terms, this evening in some ways is the drawing to the end of the data input collection. Dean Miller in particular will be continuing with round table sharing this with the community. We are much better informed than others. So if there's problems, we need to hear that as Dean Miller continues. But let's assume that will move forward, the community will begin to digest. There's virtually nothing here about how do we begin to turn what we think is important into action. And that's such a huge step that we're not going to take tonight. It's not going to happen on Friday. I would suggest we basically put a bit of a moratorium out there and say we will come back to that when we're more clear on who will be with us from mid summer on. So with that in mind, tonight I think be spent primarily on if you have particular concerns and that kind of thing as we draw the data input to a close. What's missing, that kind of conversation, so that we can move forward in that way. Does that make sense? Mr. Martin? You want to start it up? 

>> I just have one point to make. First of all I want to congratulate you. I've read this whole report. I thought it was excellent as we look to the future. For me the most telling thing was the notable differences. I was interested in how students and faculty saw these issues. While I was here, maybe I'm wrong, but it looks like the community is more in line with the students. And as a faculty member, I don't think things should be done this way. My point is maybe we should listen to community and students. Put a little bit more emphasis on them. Thank you. 

>> I have something myself. It was amazing because in the round table, the things that came out I think it was a faculty that clearly stated that how do you measure student success? It's pretty subjective. For each person it has a different meaning, so I'm not sure how we can determine what student success is because for someone that's from, a very poor person that's happy with a highschool diploma, that's their success. So really what he was saying was that we all need to define properly define what student success is. 

>> Trustee Brown. 

>> I want to make just a couple of points. One is I think we need to be very clear as to the consequences of this process so that when we finally adopt this plan that resource allocation will follow, our friend Juan Diego here perhaps didn't realize, but we had two meetings in a row where we discussed back and forth the merits pro and con video taping. We made the decision, and then it was not until after the decision was made a number of folks came and spoke out on that. So I would want to make sure we avoid is that we adopt a plan and then a month after the plan is set, people come to us and say how the heck did that get in there? That's not where we want to go. That said, looking at the grid, across the top is exactly what I feel I've been hearing from the community what I think, it reflects a solid understanding of where the district needs to focus. Below the line is a little bit of a more dicey proposition. I'm not quite sure how each of those 10 boxes got there based on the data. I think it's based on some meetings and things like that, but I want to find out through the process where is the opportunity for visionary leadership to be inserted into this whether or not the data may support it. I see Mr Sheers here too. How do we ensure sustainability is part of the master plan going forward as a priority of the institution? I see it here as a box, but what does that mean? And then something that I feel passionate about is the service to the underserved constituents within our district. I look specifically to northwest Pasadena, and that is where can it be integrated into this where there are pockets of this district that are desperately in need of educational services. How can we focus on the institution on that? I'm speaking as an individual that might not have four votes on the board, but I want to think about how we can insert those steps into this plan and then again to be careful on the transparency and consequences. Do we have a really clear plan going forward to the public that when we adopt this, this is what we're saying we're going to do so that everybody has a chance to express those views. The City of Pasadena is also going through its general planning process. It is come up with a final draft, and then they went back out to the public and soliciting another month of input before it has its final adoption by the counsel. And I'm hoping that is factored into our process as well. 

>> I'd like to just say. I think you articulated very clearly my thoughts on this slide as well because I do think that top line was so clearly across the board. It's hard to say that wasn't this challenge. I think to your one point which is where is the chance for innovation and leadership. I think it comes to that second realm, and that really is to my mind where you shape your future of who you are and what you want to be. That's an area where you can say where are our priorities, what are the key things we must do to meet our goals and our objectives as an institution, and prioritize that so it happens. Is integrating sustainability number one? Is creating that flexible and efficient organization number one? That really is more of a shaping and visionary element that I think the conversation that you will have this coming week and ongoing is going to be really important. 

>> And I want to be clear as to how you put something in that. How does one of those boxes get taken off, and one of those boxes get added? 

>> If I may add very quickly, the purpose of roman number two is basically to apply that over a period of time, one year, two year, three years, that the faculty of staff, the management team led by the new superintendent president will be exploring all of those issues. So these are not mean to be answers that need to be gotten to in the next 12 months. These are just things that were identified throughout the process that are significant themes that do need to be addressed over time. 

>> Let me just say one addition to that because I think your question was how do those boxes get to be those boxes. There are certain things like addressing the skill gap that isn't necessarily going to read in a survey. People aren't as maybe clear about what that might mean, but as our experience, our knowledge of the education systems, we know that is a big issue. So we have put that into there because we as planners feel like that is something that we need to be addressed. Now that is now in your court to a certain extent to say maybe but we don't know, 

>> Is it we Meg or is it we Bob and Chrystal or is it we Lisa? 

>> Well it's a combination of the input and the conversations that have come out that these have risen to the top. And they're not all ones that maybe reflected again in the survey. They're all a part of those emerging issues that have been part of this discussion. They were all rated as extremely important but it wasn't at top level. 

>> I'd like to say first of all that I think that we need to congratulate Mr. Miller, Dr. Sugimoto, Mindy, and the people that have been actively involved in putting this together because as I said, it's a very good job, the survey and the report. The survey and report are connected, but they're kind of disconnected in a sense too because they were done separately. But it's interesting to see in many respects how many of the issues are identified that are very similar or identical. I see this as the end of a process and beginning of a process. It's the end of data collecting I think essentially as Hillary said, but it's the beginning of how do we put together a plan to implement this? What do we do with it? And I think that fits into a new superintendent president coming onboard, and it's something that I think and feel very strongly about has to be a team effort of all the constituencies in this college including the board of trustees. I don't think we can sit back and say bring to us a plan that we can comment on and reject or amend or whatever else. We have to be involved in that process because if this college is going to continue to be the outstanding place as it is, as I believe it will be, we all have to put in labor into this thing and make it come together. And that can only be done by working collectively and collaboratively as they go forward, as I'm eager to get going on. I don't think I'd put a hiatus on it. I think it's going to take a lot of time before we are able to put much in the way of form to this. So I would say we start Friday. That's the beginning of our meeting. I certainly as I'm sure does Hillary welcome getting comments from Mr. Martin as always and others, and we'll go into that meeting and make use of that and come out of it with things to report back to the board. But it's just the beginning of something. It's going to take months of time before we're finished with it, but it's going to be if done properly it'll be the direction, the roadmap if you will, of this college for the next 5 10 years. 

>> President Sugimoto and then Mr. Martin. 

>> I think we can go to trustee Martin first and then I can go. 

>> Oh, you better not. 

>> No? 

>> Take it while you can. 

>> Ok. Thank you very much. I think, I look at these boxes, and the first thing I think about is we organize our mind around compartmentalizing ideas as opposed to looking at all of these as really one and the same. And part of what we need to do because we organize our thoughts in ways that are easy for us to see, instead of thinking about increasing base skills, expanding transfer, improving K12 connections, those are all very connected. And I think about the fact that we say we have to increase basic skills courses. As we had our PUSD folks here, why aren't we doing something so we improve the K12 basic skills so that we align curriculum in ways so students don't have to repeat those kinds of courses when they get to us. Therefore the tax payers' money is used more efficiently. And therefore they come to us better prepared. I know that's pie in the sky perhaps, but I think we need to begin to think a bit more globally about how these things tied together because if we don't start looking at these boxes as not necessarily individual boxes, I don't know if we're going to make the kinds of progress we need to make. Trustee Brown said this, and I know we heard this in the round table and I know exactly who said it. It was Doctor Brocline, and he said student success is defined very differently by students. And students define that by retention as opposed to achievement, and those were the two items that he said. And what we have to begin doing is helping students look at education in terms of achievement rather than just being retained because many of them believe if they just stay in a class that is success for them. And what we're looking in our definition, at least I would assume around this table, is not just retention. Although I think sometimes we think about that for apportionment purposes. We're not looking at that in terms of what we really want our students to do. So if we're looking at all these boxes, it's a very convenient way for us to address this. But in other ways, we've got to look at it more globally and in a more visionary way as I believe Trustee Brown is saying. How do we provide the direction that the college really needs? And it's going to be a more global perspective than I think these little boxes are going to help us deal with. 

>> Can I recognize myself and offer three proposals for Friday that I'd like to invite feedback on because I think they're going to be lousy, and I'm kind of making them up on the spot. Number one is to figure out what's the relationship among these boxes because I'm hearing different things. For me, these are apples and oranges in the sense that what's Roman numeral 1 are essential undisputed outcomes, desired outcomes that this community college needs and wants. We need more basic skills. But then I look down at Roman number 2, for me these are further out in the distance, but the way we get to basic skills is by addressing the skills gap. How do you do that? Well actually you have to create an efficient flexible organization because there has to be a realignment of how faculty currently teach. So I'm not sure how they all interrelate but that might be something for the college to begin, because basically it's the brain power of the college is there on Friday. No one tell anyone who is not there. So that's number one suggestion. Number two, I particularly ask what are the issues that are missing here? And for me a glaring thing is revenue enhancement. We're looking at, I'm a pessimist about finances. We're looking between 5 and 10 years of not getting what we need or deserve. We're looking at the possibility of a Republican governor. It's not that she's Republican. It's that Meg Whitman doesn't even mention community college and what has become a very popular platform. What happens under those conditions? Certainly issues of revenue have to be front and center at least as important as the emphasis we've put on government advocacy. Diversify funding, advancement, whatever we call. For me it's missing, but I'm sure there's other things missing that we're not even noticing. And then number three, it's kind of a rubric, but again to foster conversation moving in some direction because I find this frustrating because I don't know how to move from this wealth of 54 boxes into something. So one suggestion is an X by Y axis. On one it's basic skills, CTE, and transfer. These are the things that I think have to be important. And on the other possibly where we think the market is demanding that our, that the market will employ our students in. Number one is in IT. Number two is energy and environment. Number three is healthcare, and number four is education. With that in mind, what does it tell us about the basic skills? What does it tell us about CTE kinds of courses? As I look through the appendix, it seems to be there's a whole host of things that we do not offer which is fine if as a community we make the decision that our core competency is not to be teaching classes in database design and administration, but if IT is the market for our students, it seems to me we absolutely have to have those kinds of courses. So that's the kind of nuts and bolts type conversation. And then the issue of transfer, we pride ourselves, and I am deeply proud of Pasadena Community College. And I acknowledge everywhere that we are definitely the metal winner around transfer, but my friends when I put the numbers together, we have a transfer rate of 10% at best. That's scary. So that to me is an elephant in the room that deserves to be addressed. Now the math could be wrong, in which case I need to go back for a basic skills course, but that's how it's working out. That's the kind of level of data that I think would galvanize us. Final point. Around the possibility of a vision, which is I think student success, and there are multiple perspectives on that. Let's unpack those and what do they mean and how does it relate? Achievement versus retention. These are very different things. If we were to mobilize around a vision, that might be it. So those are the three things that I'm proposing. If I'm way off or my colleague who is coming with me, but we only have a day to get our arms around this. 

>> I was going to take my turn and not address what you just said, but since you just brought it up if other people want to address what you just said, I think we should stay on topic. 

>> Ok. Thank you. 

>> I'd like to address. I think that's a great approach. What I was doing to point out is technical education is not up there in the box, and I think is something that needs to be added. If it did not come out of the conversations, it still is a major part of our responsibility. And one of the things we saw was associate of sciences dropping. Is that not the career of technical education degree? 

>> It is. It is also related to the fact that the associate degrees that, and I'm looking at Doctor Bikley because I know that they have not allowed us now to give transfer associate degrees. 

>> That's probably the reason for the drop. So anyway, I go along with what you said, but I think we also somewhere need to put in for a technical education because it's not there. And I think it's interesting that it didn't come out anywhere in this process. 

>> It was interesting. Yeah. 

>> It's funny. I read into it, but it's certainly not explicit and I'm reading it in and you're not, and that itself is a scary thing. Right. 

>> Right. Exactly. 

>> Basic skills is certainly there. Transfer is there. But I would feel more comfortable if it's clearly defined because things that aren't clearly defined sometimes get overlooked. 

>> Well again, this just didn't pop out in the survey. That's the problem, but I certainly understand what you're saying. 

>> We need to keep in mind. That's what I'm saying. 

>> You re absolutely right. 

>> It'll be a box. It'll be a box. And it's part of our vision as you remember from the other slides we have shown, but yeah. 

>> And I think this isn't the thing that you should say this is the map, but I think you all know this is adding to your knowledge and your information of the in depth conversations you've had here in campus. So taking that information and adding it to this to create a whole picture, this is that opportunity to do those combined. Did you want to say your comments? 

>> When she wants to let me. 

>> Well, ok. Put it in the negative. Is there anything that I'm saying that is causing problems? You would see problems with that? Behind revenue, would you agree that revenue is an important thing? What else is missing thing? 

>> Can I just mention one thing before we get off? I'm sorry trustees. I think the most brilliant statements tonight were by the president, and I think there's another new story when this is all said and done is that the elementary and high schools have to do their job. They're not doing their job, and this has been my big beef, and maybe what comes out of here is if we can get the chancellors of all of the systems in California together and maybe use some of these facts that the schools have to improve. Elementary and secondary, I'm really at the point in my life right now, I'm just sick of the remedial courses. This school is not going to be able to continue to offer remedial courses as the budget gets worse and worse. But you spoke of Meg Whitman. Jerry Brown the other day said the state universities are going to become self-supporting, and right now our students, I'm shocked that it's 10%, but they're not going to get into a 4 year university. We're eliminating 20 to 40,000 students. Their GPAs are at 3.7 right now. 

>> It's huge. It's enormous. Good. 

>> Somebody, the others have to do their job, and I congratulate you. It's my philosophy Doctor Sugimoto. 

>> Very good. 

>> Can I just say? I support that too, and as I know Doctor Sugimoto is aware, we are doing some of this. And I assume what you meant was we need to do more. It's my understanding the math faculty are meeting with the high school math teachers and the English faculty in order to more align the courses. And there was a number of many meetings between the former president superintendent, and we had this committee that the trustees met with it. And everything kind of ground to a halt recently. I shouldn't say everything. I assume the faculty are continuing to work on this, but this actually is maybe something that needs to be flushed out a bit more, but strengthening that connection has to be absolutely critical. The problem is you have a, until I looked at this data, and thank you so much Mindy. I had kind of this fantasy. If we can just bring Pasadena up then we won't have to need basic skills. But South Pasadena half of their kids are [inaudible]. This one the top high schools in the state, so this is a huge problem. What Arnie Duncan has called the dumbing down of high schools. So it's a real problem. 

>> We sufficiently changed, 

>> I'd like to give my interpretation and perspective for you and the vice president. To me above the line what it's saying collectively is the main priority is student success, and I've purported, and I would ask you to discuss this in your strategic retreat to quantify what I think is a very simple way to measure student success. And that is a course completion. I realize students that don't complete course are learning. One of the greatest things I ever learned happened in a course I didn't complete, but for purposes of simplicity and the vastness of this institution, I would define student success as gross student success is everytime a student completes a course. 

>> Define complete. 

>> A passing grade in a course. That's student success. And our number one priority above the line here what it's saying, what the banners are saying, what I'm saying, I think what we all want to say is we want to maximize the gross number of student successes we possibly can. I think that's our top priority. Below the line, I clearly see our second priority, and that's what I would call relative student success. It takes resources to create student successes. The more resources we have, the greater the student successes. Less resources, probably less student success. But with less resources, what we see is a need for efficiency so that we can at least get the most relative or the most possible course completions or student successes for the resources that we have. So below the line I see the community and everyone saying manage what you have in the best way you possibly can for the maximum amount of relative student success. In the numbers I gave you from institutional research a meeting or two ago. 06 and 07 it took 1,068 dollars for one student success. 07-08 it took 1,087 dollars. It took more money for a students success that year, but last year, 08-09 it only took 1,056 dollars per student successes. We did a better job in 08-09 for the money we had in creating student successes. When I hear you say we have 104% enrollment in our classes, and I think to myself that what's that, retention rate in a class on average, 80% or something? We're going to with the same amount of dollars this time we should be getting more student successes because we're starting at 104%. When we get some shakeout down there, we're still going to end up with more course completions. So how do we, what are the things that we need to do as an institution, and like Bill was saying, we're all pulling together on this simple definition of student success. It takes us all to do this together. Here's what I'm saying. We break it down and look at it this way. Facility utilization. You can see that on the chart. We need to maximize the ways we use the buildings and the facilities that we have. We need to understand where our students are coming from, and it's very difficult for many of those students to get to some of the facilities we have. Therefore you pick up the need for satellite campuses, distant education, or some other method. One of the things that's not in this study that I've been dealing a lot with is traffic patterns and traffic studies in the [inaudible] valley. It's getting worse. Ever been on the 210 freeway anytime during the day any direction? It's getting worse. Students want to succeed. They want to get a course. They want to get out. It's just getting harder sometimes to get to that course. We've got to figure out how to get the course closer either on the computer or in person by maximizing the facilities. That's just my subpoint number one. 

>> Can I ask a question so I can track with you? I essentially like this idea of having a metric. How does it scare with my possibly incorrect calculation that a whole 90% of students who want to transfer aren't transferring? So you're capturing success. We could end up making the system that we have very efficient, but fundamentally I believe it's not effective if we have a 10% positive output. 

>> I don't mind addressing that topic as well because I don't know what some of the educational goals are of those students that are coming. Some are going into career and tech jobs. Some are remedial. 

>> My number is based on those who say they want to transfer. It's their goal. 

>> Let me get to some of my other points and maybe it'll dove tail into that. So let me complete. Course management. We can't afford to have courses that are under enrolled stay under enrolled. We can't afford to do that. I sat through the budgetary committee, and the whole campus was saying that we have to have methods in place so if a course is not filling, it's canceled early to better students so they know in time to get into other courses. And we use the same money to either offer a different course or the same course in a different time or do something different so that it has 104% enrollment in it. I'm talking about efficiencies now, both efficiencies of buildings and efficiencies of course management. That came out of the budgetary ad-hoc committee where everybody was represented. That is critical in this need of resources. Canceling courses that aren't filling early and making sure we're offering the right courses. Many times students who want to transfer can't transfer because they can't get the right courses they want. That could be part of the issue you're addressing. Human management, human resources. We all win, our salaries win, the faculty wins, we all win with greater efficiency. There are methods mentioned here where there are things that purport themselves to online because it's the same information whether you're saying it to 5 students, 50 students, or 500 students. But there are other times where we need the dynamic of teacher student question and interaction. So we have to think differently as an institution how we deliver that, how the things that we all need to know can be presented one way and save the valuable human resource contact for the other way or the other kinds of ways of reaching students. These are the efficiencies that I see this thing is saying is below the line. Yeah, certainly the greater efficiency that everybody is talking about. Why are we offering the same classes to high school? They should get the high school class at the high school where, and move on and use our money to do something that somebody else can't to that extent. So when you look at things below the line, I think you're looking in terms of how we can relatively maximize students' success with the resources we have. But the clear goal above the line is we're here to help students complete a course that gets them where they want to go because that's what they want to do. So that's what I would ask you and Bill to take balk into that group. I'd ask you to present this idea that we got from, because we can all pull together. It's simple to understand. We can measure it. We can assess how we're doing. We can make adjustments to it when we don't success in the future, and we clearly are putting our money and our efforts where our mouth is when we say student success is our highest priority. 

>> I just have great respect for my colleague here. For my student success, this deals with assessment. We can spend the next 10 weeks on assessment. Student success to me is what are they learning in the classroom? People can complete courses and not learn a damn thing, but it's, how do we measure what they've learned? And that's what the university is grappling with right now. That's how we measure success. 

>> I'm giving our teachers that are passing the student the benefit of the doubt because I'm trying to keep this simple, but I certainly would respect that we want through the slows and the other things to make sure that a student that's passing the course is legitimately learning the information. But for purposes, and I think that's a great topic Tony, but really for purposes of the greater simplicity I'm assuming when a teacher passes a student, the student earns it. 

>> That's what I tell the assessment committee. That I give grades. That's my assessment. And they say you're absolutely wrong. Grades mean something. It's what they learn. 

>> It's related to student learning outcomes, which is an ongoing and big topic. 

>> That's a big project. Big discussion. 

>> Anything else? It's not like it's a little. If I might be permitted a little bit of public belly aching, I feel that too much work has been required of us to figure out how to move this forward and maybe that's just part of how it needed to be. But I think more clear rubrics for how to take this stuff, what to do with it, it's like a deluge of information that needed more convergence. I personally feel unsatisfied with where we are at. That could be just part of the process and only tonight understanding that was the end of the data collection phase. 

>> Don t feel bad. You led a great discussion. It was interesting. 

>> I take, well, it could've been better had we had clearer rubrics going on. I guess that's what I'm saying. Alright. So your direction was entirely unclear, but, 

[ Laughter ] You're up first, dude. Any closing comments? 

>> She is giving priority to her daughter who is at dance class Friday morning. Can you understand that? She said she's going to get there late, but I'm going to get there on time. 

>> I guess my closing comment truly is that as I've said this educational master plan is a living breathing dynamic document, and it is not going to sit on a shelf, which means we are going to need to look at continually and adding, as Dr. Man said, various components that will occur over the years because if we are going to truly be nimble and flexible and addressing the needs of our community, it cannot be static. So that is going to be our responsibility as an institution to continually look at our master plan and how we provide the kind of direction and needs for the institution to move forward. I also see Friday as an opportunity for us to engage in dialogue and discussion and to begin the process through what I consider an emerging design because I love emerging designs as opposed to very methodological ways of doing design. But allowing all of us to come together and really talking through what this means to us. So I appreciate Dean Miller, Mindy Craig, and Meg, and everything that has gone on and certainly Crystal Coross who was contributing greatly to this process. So I appreciate that very much, and I thank you the board for reading through this document because it is very intense. The data there is a lot, and you have to kind of plow through it all. So it was great dialogue. Thank you. I think we still have two agenda items. 

>> I want to say just we had feedback but we didn't come to consensus as well. Mr. Martin's points were very passionate, but then there's other things. We're counting on our delegates to interpret and then bring back to the board. 

>> I think it's going to be as Doctor Sigimato has pointed a dynamic process. This is not going to be a one time event. I think we have to define student success, and we're going to have a variety of definitions of that. We're going to go through a process and come back and agree on that. Mr. Martin has given a very good definition of it, but I doubt that Dr. Fellow would agree with that. And that's not just a matter of the board agreeing, it's a matter of the college has to agree on these things. Without that, we're in deep trouble. But we will get there, but it's going to be a process that requires input and a lot of hard work. I think it's a good set of documents we have and a good discussion this evening that give us a good foundation to move forward. I'm looking forward to it. 

>> Thank you. Thank you very much Mindy. I appreciate your time in spending a lot of the time with us. 

[ Silence ] 

>> Ok, so item I, a shorter version of an update. I'd like to say something Dr. Van Pelt if you could pass onto the folks working with you. I'm aware that 2 of our trustees have been unable to attend at least the meetings so far, and I know from at least one that part of it is the timing. And if you could ask, I think is it Cindy Smith to look into some ways of at least meeting their scheduling needs or perhaps using teleconference or something. I would be very supportive of whatever needs to happen so that two board members can attend, even if that has to be me as a stand-in. 

>> Slight correction. We've had two meetings. I was at one and had work conflict with the other. Notified them a couple of weeks in advance, and Rick's secretary went with a laborious process of trying to reschedule that meeting to find a better time than the time. Many emails going back and forth. For that one meeting they concluded to go on at the usual time with just Dr. Man was the best for everyone collectively that we could short of the thought that you proposed to invite you to fill in. 

>> Pull me into those conversations. I wasn't aware of that. 

>> So we do have a time that by and large captures two of the three on a regular basis. It'd be nice to get three of three obviously would be better, but I know they spent an enormous amount of time trying to find that. So it hasn't gone, 

>> Fallen on deaf ears. 

>> They've really been working hard on it, just the guy following the emails. So I think you, 

>> Ok. I was not in the loop. Now I'm in the loop and maybe we can teleconference. 

>> Again, it would be nice to get three of three, but it seems like there's conflicts with somebody no matter what you do. 

>> Now we've even shortened your, right. Now you only have a minute. Ok, Dr. Van Pelt. The very briefest presentation on the budget. 

>> Ok. There are really some hopeful signs that are taking place, and some very concerning signs. It's already been pointed out that the governor candidates do not even have the funding of community colleges on their agendas. Either one of the three. The economy is showing some hopeful signs. Unemployment however in California is still 12.5% but there were some jobs that were gained in the past couple of months. Question is whether that can be sustained. More directly the state has received 2 billion dollars more in revenues than they anticipated, which means that the funding deferrals, the new ones, they're now saying they won't require in April May. Bear in mind of course that 2 billion is still off of 20 billion dollar problems. So there's still 90% of problem left to go, but it is hopeful. You probably got the article from the LA Times bout Cal Sters and the problems that they're having, the California State retirement system. And they're proposing that they go from 8% to 22% of payroll in order to keep the system afloat. So that's a terrible piece of news. The adhoc budget advisory committee, and I would like to quote from what the academic senate said about it, again this year great effort is being made to prevent layoffs for fulltime employees and to minimize the impact cuts that will have to be made in the classroom. The committee is leaving very few possibilities unturned and is brainstorming discussions on what will be the most appropriate areas to cut and how much without jeopardizing the college's ability to achieve its mission. And I think that very accurately sums up what we are trying to do, and as Dr. Man can attest the discussions are very flowing and we cover a lot of territory. Check on the check-list. Many of the items have already been dealt with in terms of the principals and the directions for the budget development. You also notice that there are a number of items that do require board of trustees direction that will become critical at a certain moment in order for that budget to be finalized. I would also like to point out that the enrollment management advisory group that will recommend the section counts for 2011 and 11 and those processes are also working very nicely. And the very issues articulated this evening are in fact being heard and are being dealt with. So over the next couple of weeks, we're going to continue to flush this out along with other funds. So the restricted funds, all the various different funds so that everybody has a very clear picture of what the fund balances are and what the purpose of the funds are so that as we start to get more direction from Sacramento, that this is going to fall into place. 

>> Comments or question? 

>> I have a quick one in terms of process. So those items that you flag as being in need of a board of trustees decisions, just generally speaking. So what's the process for that and timeline? 

>> Of course most of them deal with in one form or another negotiated items. So it requires board direction. 

>> Ok. So that's where we work with Dean Inglebinger. 

>> Right. 

>> Very good. Alright. I've already thrown my agenda. That's how much I want to, alright. Item J future board meeting dates. These are essentially regular. We will begin our own evaluation therefore the instrument will come to us fairly soon. I did ask you, I gave you that draft as a 4 information item. I would like to bring that back for finalization next time. Therefore if some of those dates are tricky, let us know because we don't want to finalize dates that won't work for us. So it's particularly that 8th date, the May the 8th. If you check your calendars and keep it free, even do that right now, that would be good. 

[ Silence ] 

>> Were we going to change the time of the close session on the meeting on April 7th or do we have to do that publically? Can we just do that as a board? Did we not discuss that? 

>> [inaudible] open session. 

>> We want to do, 

>> All it says is board meeting starts at 6. So we don't have to say whether it's closed or open session. Ok, that's fine. Just wanted to clarify that. 

>> Alright. With that, motion to adjourn. 

>> [inaudible] agenda items. 

>> Did you in the, 

>> It's the only motion that doesn't require a second. Ok, sorry. Go ahead trustee Man. 

>> Yes. I would like to put on as a future agenda item the policy on naming. Maybe we don't have to do this. I think it's very nice that we've named the piano lab after some faculty, but actually there is a board policy that says that only the board can name the facility. So maybe we ought to bring that back for review and try to figure out how to get it out. 

>> You approved the naming of the center for the arts based on donations. 

>> Oh, so it was based on donations. 

>> Yes, based on student donations to that. I'm trying to remember if it was 10 or 20,000 dollars. 

>> If that's, I think let's look at the policy because we still may have to change it. The board may still have to approve it. So let's look and see it. 

>> Why don't you circulate the policy first and selectively see it. 

>> I will be happy to do it. What occurred back, and I'll ask Elaine to bring this one up. We brought forward to the board all of the naming opportunities with the amounts that would cost an individual to name. 

>> Let s look at it and see though. 

>> This also goes to advancement. I want to thank Elaine for sharing the report on [inaudible]. It seems we need to agendize so the board can provide unambiguous direction as to the direction of the college with respect to the grant. 

>> Ok. Good. I would like to see that big a larger conversation actually, but definitely addressing the, 

>> Just to clarify. Do you see, I mean how do you want the foundation to fit into this? 

>> I want the board to provide direction whether we endorse the grant or not. 

>> But this is a topic that's been discussed a lot within the foundation. 

>> I'm asking that it be brought to the board so that we can have a discussion, public discussion, and possibly provide direction 

>> Can we include in that that the foundation will be included and part of that? 

>> Absolutely. I would welcome that because clearly there seems to be some confusion about the grant and how it's maintained. So yes I would be, 

>> We'll determine how to work that because I would invite it be a larger umbrella topic given the importance of this issue. 

>> Given the urgency of the deadline, I don't want to, 

>> It will include, but not overly focus on. 

>> If I might offer a thought too. Maybe do them as separate issues because Jeff is correct. The grant does have, 

>> There has to be a discussion with possible action agenda item. 

>> We can do another, 

>> In deference to the student, I'm sorry I forgot his name, who sat through this entire meeting I'm sure to see what we're going to do, I will say this. Since I voted against broadcasting the meetings, I cannot suggest it be a future agenda item. But I do think 1,300 signatures is something that should not be ignored. And I would hope that one of my colleagues would at least consider bringing this back at least for discussion. I can't. 

>> Anything else? 

>> We adjourn. 

>> Then we adjourn.