>> Let's call to order the meeting of the Board of Trustees of Pasadena City College, February 2, 2011. Roll call please, Ms Thompson [phonetic]. 

>> Mr. Thomson. 

>> I am here. 

>> Mr. Baum. Mr. Martin. Ms. Brown. 

>> Here. 

>>Dr. Fellow. 

>> Here. 

>> Dr. Mann. 

>> Present. 

>> Ms. Wah. 

>> Present 

>> Mr. Pack. 

>> Here. 

>> Is there anyone to address the board with respect to any of the closed session items on our agenda? [pause] Those matters are--employee discipline, dismissal release, one employee, collective bargaining, PCCFA, CSCA777, ISSU, POA, negotiated with Mr. Engeldinger. I should've said the first item was government code 54957, the second item is government code 54957.6, also 54957.6 negotiation with unrepresented employees, confidentials, management association again Mr. Engeldinger is our negotiator. If there's nobody here to address these on closed session items, we will move into the closed session, be back at 7 o'clock for the open session. 

[ Pause ] 

>> Okay, the Board of Trustees is back in session. There is no reportable action from our closed session matters and so let us now prepare. Ms. Wah, would you lead us The Pledge of Allegiance please. 

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

>> The first item on our agenda is the approval of the minutes of the meeting of January 19, 2011. Are there any additions or corrections to the minutes? 

>> Motion to approve. 

>> Second. 

>> It's been moved and seconded that we approve the minutes. Anyone spot something that need to have corrected? Advisory vote? 

>> Aye. 

>> All in favor say aye. 

>> Aye. 

>> All opposed. The motion carries. 

>> I abstained because I wasn't here. 

>> Okay. We now get to introductions, announcements. Dr. Rocha, any announcements or introductions? 

>> President Thomson, it just so happens that I do have an announcement today and I will read from something that one and the staff prepared. The Pasadena Area Community College District Board of Trustees and Superintendent President are pleased to announce the following action by the accrediting commission for community and junior colleges, reaffirmation of accreditation for Pasadena City College. 

[ Applause ] 

>> Just announcing that I did want to reiterate my message from this morning. First of all, I want to thank the trustees and the members for their support throughout the process that made it possible for the staff to pull this together and broaden the participation and respond affirmatively to all the recommendations that the commission made. And I want to especially thank all of the staff, everyone who is here, the team that was led by Bob Miller and Crystal Kollross but everyone that is here at the resource table, Dave, Ed, the leadership in the senate, and Denise and Jamie, the students, all the members of the executive committee and many of the faculty and staff that are out there, this was truly an all college effort and I'm really grateful and I'm very, very proud of the team that made this accomplishment possible but I also should say, I'm not surprised because I've seen the way this team works. I've seen the kind of quality work that they do and I wasn't taking it for granted. But I was quite confident that the work that they were doing would result in this great accomplishment. So, an appropriate time and this semester gets started, we'll have--I don't know, its winter so we might not have an ice cream social [laughter] but we'll have some kind of a celebration so we can frame the accreditation certificate and hang it on the wall. Thank you, President Thomson. 

>> Well, thank you very much and also thank you very, very much to the people who were identified, Crystal, Bob, Dave, Ed, Denise, Jamie et cetera, et cetera and everybody who really pitched in. This is a team effort and that's exactly what was required and that's what we had and the result we had is fabulous, certainly well-deserved. It's nice to have it be official, so thanks to all of you for really an excellent job. Other introductions or announcements? 

[ Pause ] 

>> My goodness, this is an unusually quiet board this evening. I'm shocked. There is one announcement that I will make that isn't quite as important as the one that Dr. Rocha just made but for those of us who grew up in Pennsylvania, this is a very important day, [laughter] you might have noticed that Punxsutawney Phil came out today, [laughter] and he did not see his shadow. So that means spring is on its way. 

>> Alright. 

>> People in Pennsylvania and Michigan and Illinois, and Ohio may not agree with that right now but [laughter] also significantly in this little article that said that Punxsutawney Phil was not willing to go out on a limb to forecast whether the Pittsburg Steelers will win the Super Bowl this Sunday so. He backed away on that important task but anyway, go Steelers! Okay, public comment on non-agenda items, anybody have anything they would like to address the board about? Okay, reports and recognitions, board of trustees, CCLC legislative Conference, Dr. Mann? 

>> Yes, I have given a written report on the board members' packets and I think there are some extras for the public and I went to the effective trustee workshop and a legislative conference. It was held January 21st to the 24th and what I think is--several things that were very important. First of all, there was record attendance, 48 out of 54 of the newly-elected or appointed trustees attended which is very unusual, and there was a 60% increase in attendance at the legislative conference. Now part of that was because the attendance last year was terrible because of budget considerations, but it was 15% higher than the overall average of 5 years. So the addition of student success to it made a--I think made a real difference. There were some excellent presentations, most of which are focused on student success and I put this on here, you can go to the league's website and click on the conference, and most of these presentations, the PowerPoint and in some instances, the videos are available. So if anyone wants to look at those. I also attended--well, I had 3 board meetings, the Executive Committee of the CCCT, the CCCT Board and the California Community College League Board, and on this sheet I mentioned some things that happened. One thing is I was elected president of the California Community College League and was nominated to be president of the California Community Colleges Trustees and its very complicated but what I finally figured out is the California Community Colleges Trustees and there's an association of CEOs together form the league and so the presidents of each of those rotate serving as president of the league. So the election for the president for CCCT will be on May 1st and I've been nominated. If I'm elected, I'll be the second person from PCC to have been elected Dick Green was President in 1978 but no one has ever been league president before so. What I found out it's a great deal of work. There were suddenly 3 or 4 more of the committees in Sacramento I'm supposed to attend that no one have bothered to tell me until I keep getting the meeting announcements, including the Chancellor's Consultation Council. 

>> Well congratulations to you. Well deserved honors that you are receiving and will receive so. But just think of all those frequent flyer miles from Southwestern Airlines you're gonna get. 

>> Oh you bet, oh yes. 

>> So, Any other reports by members of the Board of Trustees? Mr. Pack? 

>> I had a busy week last week in terms of meetings, Wednesday, the 26th was the College Council meeting which we'll receive an update on I think later in this meeting. There was an interesting discussion that happened there. I attended the Measure Positive Citizen's Oversight Committee that same evening where we--you were also there Trustee Thomson--the wonderful Emergency Operation Center which is truly commendable and state of the art. I was very impressed with the technology and so forth that's in that center and it's a wonderful resource for PCC and the community to have. Also, I attended the first Budget and Resource Allocation Committee Meeting under the new shared governance structure on Friday. It was primarily goal setting, brainstorming and identification of goals and priorities. Definitely an interesting experience and as all of you know, the board retreat was this weekend which I was very thankful to be a part of. And that's all for reports right now. 

>> Good, Dr. Fellow? 

>> Nothing. Thank you 

>> Ms. Wah? 

>> Nothing. 

>> Ms. Brown? 

>> Nothing. 

>> Dr. Mann? 

>> I was done with mine. 

>> Mr. Martin? 

>> I'm sure that Dr. Rocha will say something about the retreat also, but the board did have it's--had a retreat this past Saturday and engaged in some very--I thought thoughtful and good discussions with respect to the batch of woes that the City of California is facing and in turn the community colleges and PCC are gonna be facing as well. And then also, some of our goals and things that we want to do to address and to improve student success. So, we'll be talking a bit of some of that as we go into some of the agenda items for this evening but-- 

>> Anything else Dr. Rocha? 

>> Moving on Superintendent/President, Ujima? 

>> Yaps. Members of the Board of trustees, I'd like to bring forward to the podium our great students from Ujima and their adviser Professor Chiara Hensley, [laughter] we should--a couple of words of introduction, I used Chiara's married name. She was recently married, and so we congratulate Chiara and her [applause]. Of course today, trustees we are now in Black History Month and I wanted to bring Ujima and Chiara forward to have a brief report, to talk about the work that she and Ujima does in terms of making sure that this meets one of our key student success outcomes in our educational master plan. You'll see on the agenda today an item to send these good people to Philadelphia to represent the college in an important conference during Black History Month. So with that, I have the great privilege of introducing Chiara. 

>> Thank you Mr. President, Members of the Board, I just want to say thank you. I'm gonna actually let the students speak because you hear from me, you see me around, you sort of know what I do because I advertise. I just want to impress upon you the importance of the attendance at the Dream Deferred African-American--The African-American Dream Deferred Conference. That is the leading conference in the country facing and discussing the issues around African-American education. We have for the past 5 years submitted a proposal and presented at that conference. So I want to assure you that we are leaders, that PCC is a leader in instruction and programming around issues for African-American students. I will continue to do that work and take any guidance from you in how you want to move that forward. The EMP is a powerful thing. And I wanna say thank you for publicly committing to assisting Latino students, African-American students, learning disabled students--I mean the most under represented students that need our services. It's a big deal to say it out loud especially in time when there's no money, because we're the easiest guys to cut. So that being said, I'm gonna give you the group of students who are all--now, we have 35 of us, but these are the ones who are selected to go on the trip. And I want you to just hear from them very briefly. So I will step aside and let them do their thing. 

>> Hello. My name is Evan Sussman [phonetic]. I would like to say when I first came out of high school I didn't know what I wanted to do with my life. I was just another kid--I was just out there, didn't know any potential--had potential I didn't know what to do. But through Ujima, and Professor Thomas and all the guidance of Professor Pina [phonetic] I have learned that I can harness my potential, become the best person that I can be. And be academically competitive. I wanna be a psychologist. I wanna help people out, and I've learned that through Ujima. So thank you everyone--thank you Dr. Mark Rocha for supporting Ujima, thank you Board for supporting Ujima, thank you. 

>> Hi. My name is Sara Jordan [phonetic]. On behalf of the Ujima program, we would like to extend our gratitude for all that you have done for our program. Because of your faith and gracious generosity, we have been granted the opportunity to fly to Philadelphia, Pennsylvania to attend the Dream Deferred conference. This is a once in a lifetime opportunity for which you have all made possible. The Ujima program has been the saving grace for many students that did not believe that college was a path for them. However, with your continuous support of the Ujima program we have excelled way beyond the degree to which people thought we could. By providing us with the funding to pursue our education we are able to encourage others to pursue their own. We are active volunteers in our community because we believe that only by teaching and mentoring others will we have reached our full potential and served. We will continue to express our appreciation verbally as well as through academic success. We thank you for our gracious gift as well as the opportunity to speak in front of you tonight. 

>>Hello my name is Chelsea Louis [phonetic]. The Ujima program from 1st day has been my family. Ms. Thomas and Allison have been there for me when I was scared, confused and needed advice. This program has opened up so many doors for me. Through this program, I have learned skills that I can better my chances for being a successful college student. The activities that we have done outside this classroom have given me great experience that I can be proud of. Through this program I have had the chance to make great friends who I can call whenever I'm in need. I have seen the maturity not in myself but in everybody here. I am not the same student that I was last year. I know that the knowledge and experience that I have gained with Ujima can help me not just in life but in school and life. Thank you. And to Dr. Rocha and all the Board, thank you so much. 

>> Hello. My name is Sherry Evans [phonetic]. And I must say that Ujima has helped me so much. For my 1st year of college I can't imagine going through my 1st year of college without Ujima. It would have been a total different experience. I know I would have learned a lot but, not the same way that Ujima has helped me learn personally and for education wise and also for my career as well. Having a group of students with me during my whole 1st year of college has helped so much to see--to not only see myself struggle but to also see all my other friends struggle through the same problems and even more and because I am part of the DSPS students and naturally, I struggle more than the average student but having this group with me has made me not feel so--not normal, but, has made me feel like--it's okay to struggle and it's okay to make mistakes and it has helped me learned a lot. And I feel--I'm so happy and thrilled to be going to Philadelphia and I feel like I deserve it because I've been working so hard this whole semester, fall semester, winter semester. It's been a long journey and there's no way I could have got this far without Ujima. And I must thank the President and all the Board for supporting all of us. 

>> Hello my name is Louis Gernstein [phonetic] and I just want to start off by thanking you guys for all your support with Ujima. I was a troubled student in high school my 1st three years and when I entered my senior year, by the time I graduated, I ended up with a 3.2 for my senior year and I only had a 2.1 for my other three years and I kept on and I forgot why am I transferring from schools and so great for me, why it was such a great experience and I found out it was because I had the support and networking from teachers and stuff, and I felt like once I graduate from high school that was gonna be gone and once I entered PCC and I joined the Ujima program, Ms. Thomas and the rest of the staff in Ujima helped me realize that it's not about everybody else helping me, it's about me figuring out what I need to do and making my own path and joining with the other people to make college a better experience for me so that was the first thing and second thing I wanna thank you guys for is giving me the opportunity to go to Philadelphia this year. I know it's not easy right now. The economy is not the best right now so funding is very limited so I just wanna thank you guys for that. 

>> Sorry. Good evening, President Rocha. Good evening board members. My name is Allan Palmer [phonetic] and I came here to talk about the Ujima program and how supportive it has been for me. Going out through our life you were told that for my race and Latinos and other races that we're not given the opportunity to succeed through our colleges like we're below--basically below standards but coming into PCC, I've been given the opportunity to receive an education thanks to the Ujima Program, our director has been like a mother to me and the whole program has been a family. I wanna talk about how it has been like. The Ujima has shown the importance of responsibility throughout college life. It worked for me. Also, for being a great support system such as providing us with counseling, mentors and giving us a chance to volunteer work because if it wasn't for Ujima I'd probably be at home watching TV doing nothing so thank you. 

[ Laughter ] 

>> Thank you Professor Thomas and I just wanna thank you President Rocha and to the rest of the board members for giving the African-American students the opportunity to experience the possibilities our nation has to offer us by giving us the chance to attend the Dream Deferred conference in Philadelphia. Thank you very much. 

>> Okay. 

>> Hi. My name is Victor Kelly Dackaboe [phonetic] and I'm a proud member of the Ujima program. Today, I would like to explain a couple of points about the importance of counselors not only in my program but the entirety of the school. Counselors can hammer in the idea of time management. From my personal experiences, having a counselor had provided guidance to my academic career. By counselors such as President Thomas and Mr. Bloodgood stressing the idea of keeping focus on my dreams and career and has encouraged me to not only continue my education but pursue my own personal dreams and goals of becoming a lawyer. By frequently talking with my counselors, I was able to develop a core educational plan that has specific classes in regards to my career. Being able to have such educational plan they set me on a route to graduate in a timely fashion. Thank you. Counselors are truly helpful in encouraging students, being able to talk to someone who can help you with your specific career will encourage them to stay in school. For me personally, conversing with a counselor was a critical important factor in my college experience. Coming into college and having someone to guide me in the right direction towards my career was extremely helpful. Talking about different paths and routes to reach my career has provided clarity towards my future dream of becoming a lawyer. Counselors are truly beneficial to a successful college experience. Thank you President Rocha and the Board of Trustees for supporting this program and other African-American students, thank you so much. 

[ Applause ] 

>> Just to cut in for a second. You see--members of Board of Trustees how well represented we're gonna be in Philadelphia these are PCC's best and brightest, they look great, they speak well, they write well, they just show us all so well and so we're so proud of them. I also do wanna give a quick shout out as I know you all would to what I call the elder Jackie Jacobs who is really the spiritual-- 

[ Applause ] 

>> I'm beaming with pride. The students--and the last thing, you know, I'll just pass this around the trustees. These very good students, you know were--represent PCC to the community all the time and so during Martin Luther King Day celebration which Jackie reported and helped to organize over at the Jackie Robinson Center. These good students and all the other ones from the Ujima program came out and they were kind enough to let me sit with them for a little bit so we took this portrait and I got it all framed. I'm gonna show it to the trustees and I'm gonna hang it on my wall tomorrow, so you all come by and let me know how you do in Philadelphia, bring back the cheese [inaudible]. 

[ Laughter ] 

>> Thank you for your time everyone. Thank you. 

>> Thank you very, very much and do enjoy Philadelphia. It's certainly very central in the history of this nation and a beautiful city besides us. There is a certain college there that one of our members has a great deal of familiarity with that you might wanna take a look at too. Villa something, what's the name of that college? Villanova I think is the name of it. 

>> Wildcats. 

>> Wildcats, catch their game. 

>> Sometimes they play basketball too. 

>> Doesn't it snow there? 

>> Thank you guys. 

>> Okay, anything else, Dr. Rocha? 

>> That's my report President Thomson. 

>> Okay, we now move on to shared governance representatives, Mr. Miller? 

>> Nothing to report but I guess I would be remiss if I didn't express my personal appreciation as the Accreditation Liaison Officer you learn very quickly that this is not a one-person job to work on accreditation and my partner-in-crime here, Crystal, has been very helpful but more importantly, this college did band together and did work very, very hard for what turned into almost 18 plus-month experience and so my personal appreciation to everybody for the support that the college mustered to get this job done. 

>> Crystal? 

>> With all due respect to you Trustee Thomson, go Pack go! 

[ Laughter ] 

>> Dr. Douglass? 

>> No report. 

>> Ed? 

>> Nothing at this time, I'll defer it to the college counselor report. 

>> Ms. Kellogg? 

>> Hi, it's Denise Albright. 

>> Oh I'm sorry. 

>> No, it's okay. Dr Dave asked told me to be quick so-- 

>> Forgive me, Denise Albright. 

>> That's okay. Dr. Dave asked me to be quick so the only thing that I have to report for classified senate or the appointments that were made--we made 3 new appointments for the new committees that have been put on and we're also gonna be doing the workshop this year on fundraising for the Classified Leadership Institute that's being held in Ventura this year. 

>> Ms. Hammond? 

>> Just a few things. We've appointed our representatives for all the college wide committees that we have as of right now from facilities to sustainability to enrollment management. And we also created an ad hoc enrollment management input committee with the student representatives that will be sitting on both the Enrollment Management Committee and the Budget and Resource Allocation Committee as well as students--students at large as we call them so, 2 representatives that will represent the students at large. So if we have students that are not under the ASPCC umbrella, they can communicate with the representatives as well so we have input from all over the campus and also our Vice President of Cultural Diversity, Ashley Jackson, has started to prepare her event for Black History month or Black History week that we'll have at the end of February and the beginning of March and she's been working with the Black Student Alliance Club as well so we're looking to have a very good event for that, and also I had issued a statement in regards to the proposed enrollment management information and then I decided to start a blog as well and so now, I have a student blog where students can come in and get information and start to post information as well. So, I think you'll hear a lot more about their concerns now that I have that forum. 

>> Great, thank you. Ms. Chapman? 

>> Thank you, nothing this evening. 

>> Mr. Engeldinger? 

>> No report. 

>> Dr. Sugimoto? 

>> Thank you Mr. Thomson, no report. 

>> Mr. Wilcox--Dr. Wilcox? 

>> No report. 

>> Dr. Jacobs? 

>> Thank you. I just want to reiterate what was said, thanking Dr. Rocha--President Rocha and the board for your support of our students. 

>> Dr. Van Pelt? Okay, moving right along here. Approval of consent items, there are some that had been withdrawn? 

>> Yes, President Thomson and members of the board, we withdraw from the consent items--the following items, 10-S is withdrawn, 26-I is withdrawn, 27-I is withdrawn and 30-I is withdrawn. 

>> And then 92-B is revised I believe, is that correct? 

>> Yes. 

>> Are there any other--any consent items that remain on this that people would like to have addressed separately, Dr. Mann? 

>> I'd like to make a comment on 77-P and I do not have a copy of 79-P in my binder is that going to be distributed to us? 

[ Pause ] 

>> It's the employee discipline clause. 

>> But we still are supposed to, at some point get it, are we not? 

>> 92-B is there, we're looking for-- 

>> 79-P. 

>> Yeah. 

>> 79-P. 

>> Right. No, I don't see it myself, is it-- 

>> I don't either. 

>> See if I can rustle up a copy-- 

>> Well okay, while you look for that, we'll withhold that--any action on 79-P until we see whether this will pull-- 

>> Found any others to be addressed separately? Mr. Martin? 

>> I have a question on 78-B. 

>> 78? 

>> B as in boy. 

>> Okay. 

[ Pause ] 

>> So you want that dealt separately then, dealt with separately? 

[ Pause ] 

>> We probably can handle it however you like but before we vote on it I wanna ask some questions. 

>> That's, right you said 78-P or? 

>> P and I said B but I'm wrong it's P. 

[ Laughter ] 

>> I'm thinking of it as a business item but I guess it's really a personnel item so I stand corrected. 

>> Okay. Let's do 78-P as in Paul separately. Any others to be dealt with separately? There is one part of 77-P that I'd like to have addressed and that is that--I will certainly entertain a motion that we reject the proposed separation of Mr. Engeldinger [laughter]. 

>> I already tried. 

>> It's not effective until July 1st but still I mean that's gonna be a huge loss for us and so we'll certainly regret seeing that on here so-- 

>> Well I very much enjoyed my association with PCC, the greatest community college in United States, if not the world. I really miss being here but family obligations require that I terminate my employment. 

>> Is there a motion to approve the remaining consent items other that 79-P which we'll deal with and then 78-PL so we're dealing with separately. 

>> So moved. 

>> Second. 

>> Okay. Any questions, discussion? Advisory vote? 

>> Aye. 

>> All in favor say, aye. 

>> Aye. 

>> All opposed. Okay, the motion carries. Mr. Martin, 78-P? 

>> 78-P is personnel because it deals with retirement incentive but my concern is that proper due diligence was exercised in deciding the third party administrator that is managing the system so I just--because the amount of the award to the company that's getting the third party administrative contract when you consider the magnitude of the dollars is quite substantial. So I think we ought to--for the record hear of the due diligence that was done with this firm and maybe the other firms and why this firm was selected and also it's based on--this firm is ultimately going to be awarding a substantial amount of money and annuities to Pacific Life and I think similarly we should know that that was properly vetted and this is the best deal a public funds that we can obtain so I'd ask for some background into the due diligence to know that these were the right selections. 

>> Yes, well, Trustee Martin we recommend PARS following a thorough comparison of PARS with Keenan and Associates. Keenan is the other major provider of supplemental early retirement incentive plans to California Community Colleges. We used an evaluation matrix which included the experience of the firms, how well they were able to do analysis, the plan design, provisions, their ability to communicate and educate the provisions of the plan to employees should we go forward with it and their post offerings administrative and compliance offerings. We also communicated with other community colleges who have offered supplemental employee retirement plans and after that rather thorough analysis which took us the better part of 6 or 7 months and receiving full recommendations and statistical analysis and actuarial reviews from both entities. We highly recommend PARS as the early retirement incentive provider going forward. With regard to the provider of the annuity, that selection is made by PARS itself, that's a common feature of these early retirement plan providers. We do have Dennis Yu here, he's a Senior Vice President of PARS and he certainly can address the process that they used to select the annuity underwriter. But I might say that Reggie Smith whom we've been dealing with was involved in an auto accident today and was not able to be here so Dennis is coming in his stead so he could address more fully the selection of the underwriter. 

>> Good afternoon or good evening, Mr. Board president, members of the board, my name again is Dennis Yu, Senior Vice President with PARS and with regards to the selection of the insurance company, PARS has utilized the company called the Pacific Life Insurance Company for more than 14 years now and that is the sole insurance company that is utilized through the PARS trust. We actually do not receive any commissions at all by selecting Pacific Life. We actually have the ability to go out in the marketplace and determine which is the best insurance company to utilize and we've determined through, you know, rigorous screening that Pacific Life provides the best financial stability for the participants as well as, you know the best overall participant service as well. And they are a very highly rated insurance company based on the latest ratings rated anywhere from you know, we see A+ ratings from AM Best, SMP, Fitch and we also see A1 rating from Moody's, so again from a financial standpoint we see that again it's a very well regarded financial company. Lastly, it is structured as a mutual insurance company and that's a very important feature from a moral standpoint. A mutual insurance company is very different from a publicly traded insurance company because at the end of the day the policy holders of Pacific Life Insurance Company are the de facto owners of the company so they basically, the management is better incentivized to you know, meet the needs of the policy holders rather than shareholders, so again that is a very important distinction and a very important reason why we do use Pacific Life Insurance Company. 

>>One follow up, because--so if you use them for 14 years and we know life insurance and annuities and these kinds of things have gone through some radical changes recently with life expectancy changes of Americans and what not so when was the last time your firm did maybe some kind of competitive review or competitive offering under new life expectancies to firms to know that new clients like PCC are actually getting the best deal we possibly can. 

>> Right, we do annual audits of the various insurance companies out there but probably I would say within about 6 months ago, we probably performed our most recent due diligence review with Pacific Life and basically our management has decided to stick with that firm. 

>> And did the due diligence in addition to an audit which kinds of looks at what has happened shopped Pacific Life against maybe some of the others that-- 

[ Inaudible Remark ] 

>> A similar category of being a mutually owned company-- 

>> Right! Right. 

>> Absolutely, we're always doing reviews on other companies as well so that review does take place. 

>> Okay, and so it sounds like for 14 years in a row somehow Pacific Life has come out and had a list in your book. 

>> Correct. That's right. 

>> Yeah, I don't know how to--you know, dig in any deeper than that but I do think it's a tremendous amount of money and we want the best we can do for our people so-- 

>> I understand. 

>> I think there is some level of responsibility to know that every step of the way the people are checking who they have and are comfortable with against the market and against what other new offerings are out there so I just like to have--it's helpful to have some assurance that that's going on for our people as we enter into this. 

>> Very good questions, thank you. Other questions? Is there a motion approve 78-P? 

>> So moved. 

>> Is there a second? 

>> Second, here. 

>> It's been moved and seconded, advisory vote. 

>> Aye. 

>> All in favor say aye. 

>> Aye. 

>> All opposed, motion carries. Did we find the 79-Positive? 

[ Inaudible Remark ] 

>> Then I guess we will carry it over the next meeting. 

>> We could carry it over. 

>> Yeah--I think Mary has some information about that maybe-- 

[ Inaudible Discussions ] 

>> Oh just make copies and we come back to it. 

>> We can't act on it unless there's a copy of it-- 

>> Okay. 

>> Is it in everybody's folder? 

>> No, it's not, it's not. 

[ Inaudible Discussions ] 

>> We'll I reckon that we continue. 

>> Yeah. 

>> We'll just hold that for our next meeting. 

>> Right. 

>> I mean we can go on to another topic and somebody needs to go find it in a file some place--bring it back [voice overlap] before the end of the meeting. 

>> The [inaudible] have only one copy of it, that's all, so-- 

>> Yeah. I can make copies right now, let me do that. 

>> Okay then. You can get it from Dr. Rocha. 

>> We comeback to consent items-- 

>> Yes. 

>> Later in the meeting if-- 

>> We certainly have a lot. 

>> Okay, while they are doing that let's move on to progress report PUSD/PCC Pathways and Community Outreach. Dr. Rocha? 

>> Yes President Thomson I introduce Dean Bob Miller who has been leading and provided oversight and supervision to the linkage between PCC and PUSD. It's a large team for both institutions. So we wanted to give you an update on the extensive work that we've already done, where we're expected to go as a prelude to a upcoming yet to be scheduled joint board meeting with PUSD, so Bob. 

>> Thank you Dr. Rocha, good evening ladies and gentlemen of the board. First of all, in front of you is a packet of materials that's got a title on it that says PCC Pathways and that's what myself and others will be speaking to this evening. What I want to do is first of all, make a point that our activity with PUSD is actually a model that we are developing and as this state's partnerships that support PCC and feeder high school districts joint priorities to create a culture that enhances and expands opportunities to attend college. This effort includes English and Math readiness articulation, Science Technology, Engineering and Math otherwise known as STEM in a seamless transition from high school to college using Pathways and cohort models. So in effect that is our mission and the work that we're doing at Pasadena Unified is a model that we will roll out to and work with other of our feeder districts. And then you notice that this supports the educational master plan. Item D--under our critical mission priorities pathways in this case specifically K12, D1, D2.1 to 0.2, 0.3 and 0.4. So that's what we're gonna be talking about tonight. And the people who are gonna be doing most of the talking are our deans and some of our faculty members. So if you notice here under the activities we're going to be talking first about the English instructional partnership. Dean Amy Ulmer will do that, our English Division dean. The Math instructional partnership Dean Carl Main--I didn't see Carl here. Yeah, there's Carl, good. Thanks. Dean Dave Douglass who is going to be talking--excuse me, our PUSD Robotics Program is gonna be discussed by Salomon Davila. Professor Davila is in our Engineering and Technology Division, Engineering and Graphics, Introduction to Engineering, Mechanical Design, Design Engineering, Computer Aided Manufacturing and Geometric Dimensions and Telelearning are his specialties so we thought we would bring Professor Davila up to speak to this issue tonight. And then Dr. Douglass is going to talk about the college preparatory program and the Science partnership and then Professor Dr. Lori Gagliardi who is the director of our Dental Assisting Program and our Dental Hygiene Program but also has done incredible double duty work for us in our Office of Current Technical Educational on Articulation is gonna be presenting on that topic and then finally, Dr. Wilcox is going to be talking about the PCC pathway project. So that's kind of what we're gonna do. We're gonna try to get through this relatively, quickly and efficiently and some of these have got some PowerPoint. Some of these are just some handouts. This first one is a handout that is in the back of your packet and it's titled PCC-PUSD English Instructional Partnership and I would invite Dean Ulmer up to talk about that. 

[ Pause ] 

>> Good evening and thank you for inviting me here to bring you up to speed on what the English Division is doing for the PCC/PUSD collaboration. I actually haven't seen a handout you have. It didn't come from me I don't think so--[voice overlap] oh that, I think that's actually from PUSD. 

>> It was paper clipped. Do you have a paper clip? 

[ Inaudible Discussions ] 

>> This was actually written by PUSD but it's got in there stuff about the program. Okay so I'm gonna refer to my notes here. I wanna let you know that the PCC/PUSD English Collaboration began two years ago. So it's not a new program for us. It started in March 2009 with a series of meetings between English faculty at PCC and English faculty from PUSD. We started with nine PCC faculty and thirteen faculty from PUSD from middle schools and high schools plus assorted administrators at these meetings. The goal of the meetings was to come to an understanding of what the PCC English Program expects of the students who are coming from the high schools and are coming into the transfer level English 1A and also an understanding by PCC faculty of what's happening at the high schools of PUSD and how they are preparing the students to come into our freshmen composition program. We discovered that there were some very obvious disconnects in the preparation and the expectations. So the outcome of the meetings was an agreement to train PUSD English Faculty to teach a senior English class that is a mirror of English 100 which is the PCC pre req--one of the PCC prerequisites for English 1A. The objective is to send students to PCC who are ready for English 1A who don't have to take any basic skills or remedial classes. The carrot for students who take the classes at PUSD is that they can enroll in English 1A without taking the placement test here. They have to earn a B in the high school class and the high school follows the PCC curriculum. We began training PUSD faculty in spring 2009 and the first courses were offered in spring 2010 by three faculty members of Muir and one teacher at PHS. Each of the teachers taught several senior English classes. Two English faculty from PCC, Nika Hogan [phonetic] and Tuktuk Tonterage [phonetic] and I worked with the faculty to create English 100 syllabi for students that is consistent with the course outlines and the student learning outcomes that we use here at PCC. The unified PUSD faculty observed some of our classes. They learned all our textbooks and taught their students our curriculum. It's been a challenge for the PUSD faculty and for the district, their district because they had to order all new textbooks for the students and what's difficult for us is we're used to our students having the textbooks and writing in them and their students can't own their books and so they can't write in them but they did take on all of our textbooks. Last year, the English faculty and I reviewed their student's papers with them--with the faculty at PUSD to ensure that we're on the same pages for grading. We will do that again this year and last year just by coincidence--last week excuse me--by coincidence, three faculty from Muir came to our winter intersession and observed an English 100 class here which is part of what they do. The project expanded this year with the addition of Marshall High School and two teachers over there and they are being trained basically as I speak. They will begin teaching the class in the next few weeks. A letter is being sent to PUSD parents from me through PUSD and I have a copy of that letter for you to let the parents know the opportunity that their children will have by being in this program. At Pasadena High School and Muir, the faculty decided after their first semester to spread the program over two semesters so they actually started it in the fall and it will be a year long course for their students. Muir is also now backward mapping and they're going to be looking at their eleventh grade English classes to better prepare those students to get into the Muir English 100 class at Muir. 

>> I also plan to host a meeting this spring to bring all the PUSD English Faculty who are in the program together so they can share their experiences and we can plan for next year when PUSD expects Blair to join us. So then we'll have all 4 high schools. Finally, I wanna let you know that PUSD is very excited about this project and most of the teachers have embraced it. They're enjoying the different curriculum and they tell me that the students are enjoying the challenge, I hope. Alice Petrossian and Mike Seaton at the district have been extremely helpful and supportive of this program. One of our goals this year at PCC is to keep better track of the students who come from the district to us. The few that we know about who came in the fall did all pass their English 1A classes so it seems to be working. And the next step and Dr. Wilcox will address this eventually, is to ensure places for these students in English 1A when they get here so. Thank you very much and I'll give the letter to you. 

>> Are there questions of Dean Ulmer, we have to ask her now I supposed to [inaudible]. Mr. Martin? 

>> One, wow. Two--they get high school credits for this as their English--high school. 

>> Yes if they're senior English. I think its English 4. Uh-hmm. 

>> Okay and probably the question that I'm gonna wanna ask at the end after we hear it all, so how do we--it sounds incredible, how do we spread this to other districts, other schools? If you wanna hold that one--[voice overlap] 

>> Yeah, I understand. 

>> Yeah, and indeed we have a response to that. 

>> Okay. 

>> And just so you know, we did this years ago with Temple City High School. They came to us and asked us to do it but it kinda went away on their end and I guess on our end so we would like to spread it because it's a real benefit to us to have the students come in ready for 1A. 

>> Or at least make sure every district has the opportunity. I'm sure some districts will embrace it more than others but that's something that. 

>> Okay. 

>> I would assume this would be a very effective way of addressing the situation that we face and all community colleges face of having the vast majority of their students who come in need basic training in English. 

>> Right. 

>> And Math and writings, right? 

>> Thank you. 

>> Thank you very much. 

>> Any questions? 

>> I have one question. Do we know if there are discrepancies in the other feeder districts just--or did we only look at PUSD? 

>> Yes, we do know there are discrepancies and it has to do with the standards set by the state. The high school English classes prepare them for reading literature and writing about literature and we have a nonfiction program which most community collages have. So they come in here and they're--they come here and they're ready to talk about Shakespeare and we need them to read argumentative essays and talk about issues and write expository prose. That's the big disconnect it's that they're being trained for the test in literature so-- 

>> Uh-hmm. 

>> Thank you. 

>> Thank you Dean Ulmer. I don't know if--the dean used the term curriculum mapping but that's pretty much what we're trying to do here is map the high school and the college content together. At this point I would like to introduce Dean Carl Main with the Math Division and he will talk about the things that are happening between the PUSD faulty and the coordinators. There you go. 

>> Down here? Okay. Good evening. I think it's quite suitable that I follow Dean Ulmer because we've learned a lot from what she's done. We're just getting started on something that's she's really gone to tell on pretty well. So what were doing is rather similar with what they're talking about there. I did my first PowerPoint thing ever for the purpose of this so I hope it comes off. 

[ Laughter ] 

>> We're very impressed, thank you. 

>> Bob told me on Tuesday morning, how about doing this and how about a PowerPoint. I'll get in there and see what the program looks like. Alright, so the objective of this thing is to raise the Math rigger levels of PUSD graduates entering PCC. Generally speaking we find that our new high school students coming to PCC or the new graduates generally place far below in Math where they were in high school. So this is not just a PUSD or PCC problem. It's probably everywhere. And we also want to ensure that PUSD graduate take Math during their senior year. This has been a problem we've noted. Often a lot of times, all you have to do to get out of high school is Geometry and so you don't even have to take Algebra 2 which would be presumably the equivalent of our Math 131 or Intermediate Algebra. And so a lot of students get done with it in their sophomore or junior year and then they don't bother taking more Math. By the time they get here, their Math is frankly rather stale and they've forgotten an awful lot what this is. So we wanna make sure they take Math through their senior year and come to us still Math warm. And then eventually we wanna get them in here with guaranteed placements and enrollment for next successful students. We're--we had two meetings in the fall with the PUSD people and they were thrilling meeting. We're really excited working with these people they really turn us on. They're terrific. And we're focusing or we have an initial project. We're gonna focus on seniors who successfully completed Geometry as a junior. We have to have classes in place next fall, fall 2011 at the high schools. The first graduates then would arrive here in fall of 2012, PUSD teachers are being recruited right now to teach these courses at the high schools. Right here I have five. I just heard today. I think maybe we have six now. So it looks like it's going even better than I thought. And this summer we expect to provide some training from our instructors to the PCC teachers about expectation, what the course would look like and that sort of thing. So the initial project design, junior takes Geometry and hopefully like I said one of our objective is to make sure they continue to take Math through their senior year. What we want them to do, we're designing a course that's pre Algebra/beginning Algebra kind of a hybrid rigger course designed by PCC but it's--when you're done with that you should be 402 and 125 equivalent. And then when they come here for their first semester, they have guaranteed placement in Math 131 or Intermediate Algebra and I see my slide has an Algebra way off to the left [laughter], still some more to learn in the program. 

[ Inaudible Remarks ] 

>> That's the left to right? Oh, I didn't think it was there when I did that. I don't know. So I should say when they come here they're guaranteed placement and that's assuming of course they're successful in this course that we're designing for them in the high school. We have some future things in mind that will come later probably in future years but at any rate for example as they may be taking Geometry as a sophomore instead of a junior. Then in the junior they could take this course that we're designing now, that we're expecting seniors to take. And then at senior, you could take Algebra 2 and then having done that you can guarantee placement in Intermediate Algebra or Math 131. Or another way of looking at that--another scenario where the sophomore takes Geometry and once again the junior takes the hybrid rigger course that we are designing now. Then in the senior maybe they go into a new course we would design an Intermitted Algebra rigger course. It would be equivalent to Math 131 here and if they're successful in that then they could come here and have guaranteed placement at the transfer level. Stats, College Algebra, B Calculus or whatever their need is where they're going what they wanna do. Last to be discussed here in the future I'm sure this list is only three long and there probably should be a lot longer than this but we have questions about how we get through this guarantee rolling and how does it really happen, the mechanics thereof, how do we put together our cohorts, will we get enough people for our cohorts? And one thing we talked about that would [inaudible] a lot, PUSD has a Math Day they put on every spring. All the students from all the high schools in PUSD come together and they have Math competitions and interesting time and we talked about sponsoring that here getting it on campus. Apparently some years ago, I don't know how many years ago it was here and they were really excited about that. We tried to put it together this year but we were too late for the days they had in mind we couldn't get the facilities here at the time but that's a future possibility. It's sort of an outreach along with this academic aspect of it. The participants here, Helen Chan [phonetic] and Elvira Noya [phonetic] and Amanda Schwartz [phonetic] from PUSD. These people are fantastic. If you notice throughout this I'm talking about rigger. I keep using the word rigger a lot. We're hoping that they would get more rigger from their high school experience. They come here and they would meet our standards for mathematics. Now if you think about this, this might be a little offensive to the high school teachers, you know, why you don't think we provide enough rigger so we're kind of a little sensitive in that first meeting about how does would go? And they just jumped right on it. They were just totally in agreement right away and we're oh, okay now we can really talk and we really got some good talking going. Here on my faculty I've got Jessica [inaudible] and I'm gonna be the chairman of this effort. Yoshi Yamato, I'm sure you've heard of the many context. He's gonna be helping out a lot. It should be great for them. The PUSD Math Day having been organized our welcome day and other such grand events. Dr. Chang and, Elizabeth Kanasu [phonetic] is a teacher from high school out in the Riverside area so we thought her experience would be very good. So thus far we've had two meetings in the fall, I've talked about. 5 teachers now I think six were recruited. The teachers are coming here February 7th next week for a presentation of our initial course design for what we are expecting from them. In spring sometime, we haven't set a date yet for their course development and PC classroom visitation by the PUSD teachers and summer training session by PCC instructor for the PUSD teachers. 

>> So after the initial plan success I don't know what the timeframe this year. We have an awful lot to think about but maybe expand this to students at other levels I--scenario 1 and scenario 2 I just talked about or maybe even higher than that. We could talk about students who took Calculus, could we move them up farther. More high schools in the PUSD and then more districts in our own district area, so that's not mine. 

>> Questions so far? 

[ Laughter ] 

>> Ms. Brown? 

>> Yes? 

>> So if you could help me understand, this plan is for all high school students or is there a select group of students or how are they-- 

>> It would be for all high school students who are qualified to get into that course which mean they've done--that's with the Geometry. We're allowing or letting PUSD decide how they're going to get students into that. Who they would pick or who they think is eligible. I think the idea eventually would be any high school student who wants to, probably more a matter of advertising and getting the program going with outreach and making students realize the possibilities. 

>> Okay so the key is that they would have already have to pass Geometry? 

>> Uh-hmm. 

>> And for those students that have not met that-- 

>> Well we have of course--well we can talk about as I said expanding it to students at other levels. I'm--I was thinking more about maybe higher from that point but we can certainly talk about that as well below that point. But below Math 131 we only have three course levels so 125 beginning Algebra and going down 402 pre Algebra and now we have our new lowest course, the numerical foundation's course. 

>> The only reason I'm asking is because the students that we're trying to help with the basic skills, they would--I can assure you they haven't passed Geometry. So we'll still have them coming and we're not been able to do anything for them. 

>> Well we might expand this down to lower levels but-- 

>> Okay. 

>>--We can't go much lower because there isn't that much below that point. 

>> Below what? 

>> I mean if students--we could design a 402 pre Algebra course I suppose and then if they pass that successfully of course it means our rigger and then they would be getting into Math 125 but things, future projects-- 

>> Uh-hmm. 

>> I think one we look at though is that the students who are taking these courses in high school are coming to you much better prepared than they would be if they were not taking. 

>> Right. That's the purpose. 

>> To get them into Math 131 at this point much earlier. 

>> They have that--you would get them and they would need the basic skills, [voice overlap]. 

>> I suspect without this program, many of those very same students will probably place 125 or below. They might be place at 402 or 450. 

>> Dr. Mann? 

>> Yeah I have a couple of questions. I've been a former English professor. I completely understood what Dean Ulmer has talked about when she said high school teaches literature and the students how to analyze or read about literature. We teach nonfiction and critical thinking but is there anything--any kind of disconnected like that in Math? I mean is it Geometry kind of Geometry? However, I mean is preparing to pass the case exam in Math, is that preparing to do what you would do at the college level? 

>> I'm not knowledgeable enough about that per se to say but I think probably not. We did have some discussion of those two meetings we talked about and about--what do I wanna say? As Amy talked about the state standards for the high school are not necessary the same as ours. They do things--just for one example I'm aware of in pre-Algebra they teach them how to add fractions, terrific and then they get into Algebra and they do equations without any fractions in them because they think--I guess they think, well you cover that back in pre-Algebra so we're done with that. And then they don't continue with that concept further and further up so you get into Intermediate Algebra and there's an equation without fractions in it and you've lost track of your fractions altogether. Whereas we mix it all the way through to keep it moving. 

>> That is--thank you very much. That's really very important. The other thing that I think is extremely important and you have it there is to make sure they take some kind of Math in their senior year because I know that the farther you're way off for Math even in Math the difference it makes on that. I went to a very poor high school and didn't take college Algebra till I was a senior and three months--three weeks later I took the college placement exams and place very, very high. Much higher than I should have but it got me out of everything. 

[ Laughter ] 

>> So like I always say, people make sure you take the top Math as a senior, alright. 

>> One thought I had in response to Ms. Brown's question, Math 131 or Intermediate Algebra is the one that we offer by far the most classes of so it's really addressing the largest part of our pre college population. So it's good place to start with that. And we have tremendous demand for that. 

>> Mr. Pack. 

>> This is not a question so much as a comment but I'm just hearing this. I'm really thrilled to see that PCC is going in this direction. It occurred to me after hearing what's going on in English and then in Math, if we take scenario 1 from Math where the first semester student is guaranteed placement in Math 131 and then also a student who's entering in English 1A. The--at first some major is that could be their prerequisites for Math and English done in one year which is fantastic for PCC in terms of efficiency and also the effectiveness of continuing our education from high school. So I just wanted to point that out that if 1 were successfully able to execute this plan I think we're gonna see a lot more success with transfer in a much shorter amount of time. 

>> Other comments or questions? Great, thank you very, very much. 

>> Thanks. 

>> Those were very impressive. Okay, now I'd like to bring up Professor Davila to talk about pathways project relative to Robotics at our Engineering Technology area. 

[ Inaudible Remarks ] 

>> Speak over here. 

>> First of all I wanted to thank Mr. Miller for giving me this opportunity to work with PUSD. He brought this to my attention via a meeting and I believe that Pasadena Educational Foundation which is actually spearheading this initiative with PUSD have implemented a very thorough--a process to try to implement Robotics in their middle school. So right now over throughout the other middle schools, they have over 400 students at the middle school. So these are seventh and eighth graders dealing with Lego Robotics which is a very interesting kit for them to be introduced to. And the idea in this middle school program is for them to be able to get introduced to plain and simple Robotics, Electromechanical components, a little bit of mechanisms, how to connect batteries together and including a little bit of design work to have usually a little obstacle course if they needed to design some robot and to produce some sort of effect. So those three things are eventually--trickle down to what's called Robotics. And so when the gentlemen Eric Dreyer from the Pasadena Educational Foundation came to--well, Bob connected me to him. We found an opportunity to actually fill in the middle which would be the high school. So in other words, we have PCC out here with different career paths for them to actually choose from. We have the middle school which have--already been established and we're in the middle of actually working towards establishing a high school so that we can start building articulated pathways into PCC. So, what I took was essentially the essence of their middle school program and what they're focusing on and sort of showed a way for the--we can start developing different pathways into our different disciplines here at PCC whether it be through career or technical educational certificates or whether it be through a transfer program of an engineering program. So for example you can see here programming can go into computer science of computer language programming, electromechanical design could go into electronics eventually so a panel technology or engineering design which is the program that I teach primarily or just plain and simple design work where they're actually doing just problem solving in group activities which is geared towards engineering, architecture, that ability to be able to think on your feet and be able to solve things patiently and reasoning through that. So I think that's where I'm gonna try to work with Mr. Dreyer to establish his pathways through this foundation work that he's doing to try to make sure the students see a path here from what they're doing early from the middle school--400 middle school children. And I wanted to take it a step further with this particular pathway not just making sure that we have the right courses out here for the students. But I wanted to make sure that as students articulate through high school--middle school through high school and see the PCC Pathway Programs that we have here. Bring them in since they're high school work with them making sure they obtain a certificate or degree transfer to a four year institution if that's their wish from our programs here. But I wanted my students here and any other students that work at any CT capacity here at ENT to actually give back to the high school somehow through a service learning opportunity. So in other words, we may be host a competition of the Robotics here on campus or possibly we actually manufacture, we produce artifacts for the robots. Maybe mass produce a whole bunch of chassis for them to use one year with our equipment that we have here or possibly we have our students actually mentor their students to make sure that we represent PCC literally at the high school and at the middle schools so that the students at that age could actually see, "Oh, a PCC student helped me out and I know that I can go here from there." 

>> And so that's part of what I wanted to make sure that we fit back into that system and help them with that articulated program. So it really just started of I've had several conversation with Mr. Dreyer. He's--like I mentioned establishing the high school curriculum at the moment. He has invited me to attend later on this month to their first session to establish their robotics and the engineering--excuse me--the Robotics curriculum in the high school level and pretty soon we'll hopefully we'll host them over here so that we can start creating these articulated pathways with the Engineering and RCT programs. 

>> Great! 

>> Thank you. 

>> Sounds fabulous, really. Thank you very, very much. Any questions? 

>> No. 

>> Bravo. 

>> One thing I point out that Salomon is doing this work is--goes to the heart of expanding opportunities for what we call STEM Masa that is the link from linking was going on in the middle schools creating a high school curriculum to PCC and that pathway is key to increasing the number of minority students who are going into STEM fields. So it's a really unique opportunity and we're grateful for that to Salomon for his work on it. 

>> Thank you very, very much. 

>> So I think everybody can see that the one common denominator here is our incredible faculty as the deans pointed out and presented in--and certainly Salomon we've just got an amazing group of folks here. With that said, I wanna introduce Dean Dave Douglas who is gonna talk about a college preparatory program aimed at a Science Partnership that he's been discussing with our PUSD colleagues. 

>> It's interesting. 

>> And it's completely appropriate I'd be preceded by my esteemed colleagues, Deans Ulmer and Dean Main and of course Salomon partly because what we've learned is that students are successful in Science when they have the English and Math skills available and so a big part of our challenge in getting PUSD students or high school students in general ready to take Science classes are those two things and so they are--they've done much of the heavy lifting in terms of getting students ready. We have had a long standing relationship with PUSD and sort of representative of that is March 5 we'll be hosting--I believe it's our 13th Girl Science Day on campus. We'll have about 200 middle school girls from PUSD on campus to experience about--somewhere between 18 and 20 different workshops put on by our faculty and staff completely voluntary basis, the faculty and staff coming in and do this. And the students volunteer their time, the association of university women volunteer their time to usher these students around. So it's a fabulous event. I invite you guys all to come to it. We're also working on hosting the PUSD Sciences Fair, a district wide Science Fair towards the end of the month. We've been bouncing back and forth deciding whether to try and host it on the main campus or CEC but we're working on that as well, so both of those are sort of long standing relationships that we had. And you really can begin to build this connection with Science and students in the middle school and so we think it's important to drill down at least that deep. In terms of activities related more directly to the articulation and curriculum alignment and so on, we had a fabulous meeting with Helen Chan, the professional development director for PUSD and Eric Dreyer who you just heard about [inaudible] the Robotics program. Shortly before Christmas, we got in my office, we closed the door. We said there's no suits, tell me what you need and one of the things that became clear is that we needed to have a discussion with the--we're concentrating on Muir High School. We're gonna have a discussion with the Science teachers at Muir to find out what really are their needs in understanding how to prepare their students to come Science ready to PCC. So we're beginning to do that. We're gonna meet with Tim Sipple [phonetic] at the end of the week to arrange a meeting between us and the Muir Science Faculty. So I think that's our first step in finding out what those needs are. On a parallel track, we have just finished offering. We taught a class in the Muir campus this fall and it had significantly challenges not the least of which is the fact that their fall semester crosses over Christmas and our fall semester doesn't but among other things we met those challenges and we just finished up teaching that class. From what I hear it was a great success. It was really--again the faculty they made it happen because they were able to be flexible enough to accommodate the Monday and Thursday and every other Wednesday and Tuesday of the full moon schedule that the Muir campus seems to have. 

[ Laughter ] 

>> But we worked out all those things and it was a big success. The ultimate goal in that of course is for a Muir Science class to fully articulate with the Pasadena City College Science class. So ideally our semester class that for example the one we taught, introduction to Environmental Science would be offered as a one year class on the Muir campus taught by a Muir faculty and would fully articulate with our class, so that would count as a PCC college class. That's one of the main things we're looking at. We are in the early stages of developing some of this curricular alignment. And they said the biggest challenge is English and Math. We sort of laid out on our table what our dream student coming from PCC would be. We're gonna do some more research to find out what it is that--what kind of help the PUSD Science Faculty need from us and I think we're looking at this with a little bit broader vision to perhaps with the help of sassy funds or some other direction create a mini conference of PCC Science faculty and all of Science faculty from all high schools in the district to come on campus, sit down, begin the conversation and really find out what their needs are. So that's kind of where we at in terms of the Science articulation. 

>> Questions of--Dr. Douglass? 

>> I just like to say before--you can leave--that Dr. Main, 12 years ago [laughs] started of--came to us and asked us to start the girl's day and now we are pleased to know that we've carried it on and you've been there most of the time. 

>> Yes, I'm--I'm very pleased and it was actually initiated by Dr. Susan Cain who I think was on the school board at that time who was a researcher at the city of Hope and so she came to me and said, "How do we do it?" and I said, "Well, we'll just go talk to Jackie" and that was all it took. Thank you. 

>> Okay. Thank you. And now I'd like to invite up Dr. Lori Gagliardi who as I mentioned is the director of our Dental Assisting and Dental Hygiene Program but she's also a member of the National Accrediting Commission. So we have someone who shares her wisdom and her ability with the nation in terms of Dental Assisting programs and so Dr. Gagliardi is gonna talk about CTE articulation and other activities. 

[ Pause ] 

>> Good evening and thank you for inviting me to speak on behalf of the Creative Pathways and high school articulations and those are also part of what we call our tech prep activities so you have a little handout that say Tech Prep Activities and the Tech Prep Activities are also part of the career and technical education office. So just to kind of give you a little bit of overview of what Tech Prep is Tech Prep is basically a partnership with secondary, post secondary and at least one business partner. Each institution can submit an RFA for Tech Prep funds and then based on the state guidelines, each institution is awarded the Tech Prep funds to use. So Tech Prep is further defined as a program of study that includes two year of secondary education and two years of post secondary education and that program of study then integrates the Academic Career Technical Education. It utilizes work base or work site learning. It provides for technical preparation in a career field that can lead to a technical skill, proficiency certificate or a degree in that specific field. So a big part of Tech Prep is our articulation process and that's where by the local high schools and PCC have a written agreement basically that the student will receive college credit for a course taken in the high school and then that basically leads to the program of study with a non-duplicative--duplicated sequence of courses. So a big thanks to the board for last year making the decision and passing the board policy for the articulation of high school courses because we now have a seamless process for those students to actually get credit for various courses in the career pathway that they took at the high school level. So when they come now to PCC, they already have units of credit that they have towards their program of studies. So that's been really successful. The articulated course information is also printed in our college catalog so we also have the information posted on our Tech Prep website so all the college councilors, parent, anybody interested could easily download that information or look to see which course of studies match up with which courses at the high school level. 

>> A list of our articulated courses are included in this handout towards the very back and we also uploaded onto the State Wide Career Pathways website. So again, that information is very visible to anybody that's interested and especially a student that maybe up in Northern California that is now transitioned down to Southern California if they took a particular course in Engineering or Art, it would transfer here as well. Each Tech partnership--each Tech Prep partnership also has an advisory committee that meets three times a year. It's made up of faculty, deans, industry partners, high school representatives and ROPE again. Due to the limitations of funding that we get from the state, we also rely on other funding sources to assist our Tech Prep Program. So we work in collaboration with our SP70 and then our CTE funds as well. So the packet that you have in front of you is basically an overview. I know that [inaudible] come usually once a year in the past and has given you an update on her various activities which included articulation and career pathways so you have a narrative of our tech prep report that we gave. We give it in a five year plan so we're at year three at this point. The pink sheet is our Tech Prep schedule of activities including activities not only at PUSD but also on the other local school districts that we've been working with in trying to engage our various programs of study out there. You also have kind of our newsletter for articulation agreements again highlighting our course of studies that have articulated classes and all of our high school partners have this particular type of newsletter so they know how the students can get credit as well. And then the last is our hundred plus I believe articulated agreements with very--various schools in the PUSD area or in our area. Thank you. 

>> Thank you, any questions of Dr. Lori Gagliardi? Yes? 

>> Thank you. Thank you very much and I really appreciate some of the outreach on the [inaudible]. What would be helpful is also in addition to seeing the number of articulated courses, what the actual enrollment rate is for this so we could see are they--are students taking advantage of this programs at the high school level and are they subsequently enrolling in PCC so we can gauge that type of effectiveness of these agreements. 

>> And that is an area we've also been working with Brett Klein on--and I'm getting some tracking devices so we have--he has a software program that we're going to be using to help us track the students that are going through. He's also going to help us with the case managers for students that we've identified in various programs to help track them as well. Some of our programs like in the particular area that I mean we have actual program directors that will monitor students from beginning until end. Other programs or just various areas and if individual classes that make up a certificate but they may not be a program director associated with those. So those are the students that we need to have a better tracking device to make sure that when they've completed all of their courses, they do submit to get their certificates. So I agree with you a hundred percent and we hope to get that tracking mechanism in and be able to report back to you how many of these students come in from our nearby high schools have actually completed their course of study. 

>> Thank you, are there questions? 

>> Oh, okay. 

>> Good, thank you very, very much. 

>> Thank you and then just to attack on very quickly through--I first helped MIS in the TLC, we are working on that--the data tracking system because it is an area where we can set--we have right now. So the man who is gonna pull all this together for us, the one who is going to help us understand how the actual pathway works is Dr. Stuart Wilcox and he has been leading a team that has worked very hard to try to come up with the very specific pathway or the contract between the school, the parents and PCC to get the students in here in a cohort based model so he's going to be sharing that with you right now. 

[ Pause ] 

>> Good evening. Little segue here for a second and you have this handout in your packet there. Minimize this for a second. 

[ Inaudible Discussion ] 

>> Everybody else has notes up here. 

>> On the back of pathway program. 

>> Yeah. 

[ Pause ] 

>> Oh I get you. 

>> Okay. Alright, thank you. Good evening. Well I guess based on that introduction if we mind the crescendo of all of this so-- 

[ Laughter ] 

>> Well we have one person who's asked from the audience who's asked to speak to us so--well have you wrap it up and then we'll invite the audience members to ask their questions [inaudible]. 

>> I guess from what you've heard so far you've heard what has been going on and what is going on right now. So I'm sort of the segue into the future of what we're going to start doing and what we're building now. As the students leave Pasadena unified, they come to us with the expectation that in--they're gonna come to a community college and then in two years they're gonna have their degree and be able to transfer on. Unfortunately the reality of the data shows that a vast majority of our students do not transfer or get a degree after two years. It really takes three, four or even more years to get a degree and be ready to transfer. That's the reality. It's state wide. The same thing happens. You might--you consider why does that occur? Well, there are a lot of reasons why it takes longer than two years to get through a community college. Many students come to us at a basic skill level so there's more courses they have to take to get up to a college level so that lengthens the duration. There are some students who shop around which takes longer and there's also the state funding mechanism doesn't enable us to provide as many core courses that students need to get through as expeditiously as possible. Well the fact that it takes longer to get through to a college degree and a transfer, that's inefficient for use of college resources and that's inefficient use of the student's life. They've got other things to get onto. So you might then go, so how can we make it a reality that the community college experience becomes at two year path to get to a degree and to be ready to transfer? How does the college have to change to accomplish that? And the approach we're taking is basically the college has to take more control of the education of the student. The idea is that we will be recruiting students from Pasadena Unified and offer them a contract both to the student and the parents. The contract is if you are eligible for Math 125--Algebra 1 and if you agree to take the specific sequence of courses that we will lay out for you and we will guarantee to provide those and if you get a C or better in those courses, you will at the end of two years have an associate degree and be ready to transfer to University of California or a State University. So then you go okay--how do you--how do you do that? What's that look like? That's the real question. What you have here is basically it's a spreadsheet or layout of--when you think about it, I said the only real criteria is that the person's Math skills have to be at least up to an Algebra 1 level. But in terms of English skills, there is--they maybe eligible for college level English. They might be really functioning at one step below which is our English 100 or they might be functioning two steps below college level English which is our English 400, basic skill level. What you see displayed is essentially the prescribed curriculum that would be part of the contract. This is what we would layout for the students. So let me kind of walk you through the top track. So we have three tracks--English 1A eligible, English 100 eligible and English 400 which is just off the screen. So let me kind of describe the English 1A eligible track. If the students sign this contract and agree to take these courses then what we'll do during the summer after graduating from high school offer them a--they can take a counseling 10 class which builds--that works out their major, gives them success skills, how to--study skills and how to make sure they're successful in college. And then their first semester would require and we would provide sections for them for English 1A, their Math whatever level they are whether it's--Math 125, 131 or college level Math and the Math--and the Science class and their History class. Spring semester they move on to English 1B if they're planning to go to Cal State LA because there's--or if they're in a--that kind of a major or they take different humanities class. But by following these sequence of classes with electives built in so they can work on an 18 unit major, a student will have completed the CSU [inaudible] pattern, GE certification pattern and have the requirements for an associate degree. Now if the student isn't English 1A eligible coming straight out of high school but of course based from what you heard from Amy Ulmer the students are going through taking English 100 already at high school, that's a track that's gonna be able to come straight in immediately. 

>> But for those students who aren't eligible for English 100, what we would do is offer them the second track where--you see they have--they would then have to attend summer school in essence to take English 100 at that time. English 130 is a reading class that's recommended to be taken with that at the same time. It helps for greater success in other college classes as well as the counseling class. By attending that summer, they then caught up essentially with the other English 1A eligible track and the two can then join and they can take classes in locked step together. The other group is the English 400 eligible. Now I can't find the cursor--here we go. Now, if somebody comes in that's essentially pretty--two steps below college level English. They are English 400, they would have to attend summer school taking the English 400 starting to make up those skills that strengthen them, then in the fall semester, they transition right into the English, start the Math sequence and then into spring they're getting into English 1A and then beyond that they've caught up with the other tracks and they can work locked step together. Part of what laying out this prescribed curriculum means it doesn't allow for any shopping around but we get everybody through in two years. It does put English, Math and Science which helps build critical thinking skills right upfront in the curriculum which helps all of the other courses they take. So that's the basic pattern that we're proposing. Now it was mentioned how working with PUSD is the pilot. They have been kind enough to kind of work with us to help work out all of the details of this because there are a lot of details behind the scenes. They have to work out scheduling issues, assessing the students and the timing on that. So let's think of that as phase 1 of this pathways project and that we're starting with seniors in high school. Phase 2 would begin next year where we would do two things. We would, one, then take the Pasadena Unified group which is this first year working with the seniors push it down to doing assessment at the junior level so we could then find out Math and English skills for PUSD students at junior level giving them a year to make up any deficiencies during their senior year before they move on to the college. At that same time we would then offer it out to all of the other K-12 districts within our community college district with their seniors and start bringing them along. Phase 3 we then think third year out, push this assessment back down to the tenth grade and start assessing Math and English skills at tenth grade to give them two years to start working out any deficiencies to get them ready to move on to the college when they graduate and during that third phase is when we work with the other K-12 districts within our community college district to see if they wanna push this idea down to the eleventh grade, giving them a year to make up any deficiencies. So in a nutshell that's kind of how it all layouts that we basically take more control of the curriculum, sign a contract with students and parents that if they agree to take the courses that we will layout and pass the classes, we will provide those courses in a cohort that we've recruited them into. So with the-- 

>> Are there questions of a--Ms. Brown? 

>> I have a question. 

>> Sure. 

>> So how many weeks of summer school is this? 

>> I'm sorry I couldn't hear you. 

>> How many weeks of--sorry. How many weeks of summer school are we talking about? 

>> Well, they can do this however long they schedule a class. Typically there is a six week classes that are scheduled, although they don't have to be. The summer period is long enough that you can accommodate classes that are much longer in length. 

>> Oh it just seem that it's a pretty--it's a good start but I also realized that summer [laughs]-- 

>> Uh-hmm. 

>> Is not the best setting to make up classes and eight units in the summer for a student that is probably already border line--I'm not sure how well that's gonna work but this is a good way to start a student with a contract and hopefully won't have to go to summer school. 

>> Yeah and part and again to emphasize, well we are not limited to six week class. We have ten weeks or even-- 

>> Watch your arm. 

>> It's like-- 

>> The English dean has arrived. 

>> I snuck in because I wanted to respond to the first summer session with the English because that's where I think what you're looking at. 

>> Yes. 

>> That's a basis skills English class with the basic skills reading class. 

>> Right. 

>> And so the two of them work really well together. The English 902 is just the writing center. It's a co-requisite. It's a third of a unit. It's a supplement to the English 400 and then in Accounting 10, they'll be learning how to be college students so I agree with you that you have to be very careful what you give especially basic skills students in the summer but we--I'm on this committee and so we looked at that because it's a really good way to get them ready for their reading and basic writing skills to move them along. So I think in a six week program in a cohort it would work. 

>> Okay great. Thanks. 

>> Jeff? 

>> I just have a question. This--this looks like a good plan. My question is can we deliver to the students if we get the students to adapt this pathway, can we deliver the accessibility to the courses they need to actually complete this? 

>> There actually is part of what enables us to work is by--this being a specifically defined cohort that the laws allow us then to essentially create sections or schedule sections specifically for this cohort so we can actually guarantee that we can deliver it. There is an upper limit on how many students could be taken in which is a function of how many total sections we offer a particular course. The--essentially the law would say that we can offer--say we offered a hundred course sections of English 1A. The law would allow us to have 49 of those to be reserved for cohorts and then you start thinking 25 people times 49 sections, that's a lot of people. 

>> Okay so then do we--if we create it for this cohort, are we bumping other students out of access as a result? 

>> Yeah. 

>> I would say it's more like a shuffling them around. If the students are coming here anyway rather than turned loose to do their best at hunting and trying to find courses or clustering together and say we can guarantee we can lock step you through if you will join this cohort and essentially give up that freedom of hunting and choosing. 

>> Dr. Mann? 

>> Yes I--and I think there is a lot just being in a cohort. 

>> Uh-hmm. 

>> And going through as a group we saw that with the [inaudible] students and I don't--they probably didn't know it but part of the reasons they are so successful is they're here together and they're taking all their classes together. 

>> It's really forming a learning community. 

>> It's a learning community, yes. 

>> Yeah. 

>> Before we move too much--let me call upon Cameron White who has asked to speak to us on this topic representing associate students. He is vice president for academic affairs. 

>> Thank you Mr. President and Dr. Rocha and the members of the board. I just wanted to commend Bob and everybody that worked on the pathways program for the very necessary work that--and the faculties and facilities that this will provide. One of the things that I've been working on and Dr. Jacobs, Dr. Wilcox, Dr. Rocha are aware of is a mentorship program that falls right in line with the pathways program and that will allow PCC students to mentor high school students within our district to also provide the camaraderie with students at PCC so that they also have that when they come on campus because as Harvard University just released some of the research data just came out this week that said that the US education system both at the K-12 and at the college level is weak and they need to--and we need to model it more after the European system and that's what this pathway system essentially does is it models that--it exposes students to what they need to be exposed to. It gives them ideas about what they wanna do. So once they leave the high school level and they articulate into the college, they have a better direction and so I just wanted to again commend them and let you guys know that there's also that mentorship program that's in the works that the associated students are working on so thank you. 

>> Okay, well thank you very, very much. Other comments or questions? Mr. Miller? 

>> Just to wrap this up very quickly. Again, one of the very exciting things about this has been the very, very high level of engagement by our faculty and our deans and others, our staffs in pulling this together. This really is the future of where we have to go as an institution. Dr. Wilcox mentioned this notion of learning communities. Dean Ulmer mentioned the other activities but we're also engaged in a lot of the activity from a supplemental instruction point of view--a modularized instruction point of view. We have lots of faculty and others working hard and coming up with ways to support--to underpin the courses that exist here so we're definitely heading in the right direction and it's really a pleasure to work with everybody doing that. 

>> Dr. Rocha? 

>> I'm sorry. I have one more quick question to Dr. Stuart. At what point do we request a contract with the parent and student. Is that like 10th grade, 11th grade, 12th grade? What grade? 

>> That's kind of vary, depending on which--what I described different phases As we are starting off, it's going to, we're looking at this spring to the seniors to work with PUSD to call a meeting and present the idea to the seniors. Then in a year, as we go to phase 2, we'll want to start talking to the juniors, the 11th grade, and offering them this contract. And then the year after that, offering it to the 10th grade. So, it varies with the year. 

>> And once you offer it to the 10th grade, is that where it would be your deadline or I'm just kind of trying to figure this out. 

>> It has to be worked out with PUSD conceivably it could go down to the 9th grade if they're, you know, game to go with this and-- 

>> Okay thank you. 

>> Quickly, just to kind of straighten out the concept. One thing that some of the trustees, trustee Wah and trustee Mann gave the report CCLC. If you recall CCLC last week, one of the key concepts was enrollment priority. PCC is way out in front. What you just saw was how enrollment priority is a reality. Okay, this is actually a plan for enrollment priority but I also want to make clear that enrollment priority, the concept behind this is student success and access. You know in some ways, PCC is exceptional because a lot of community colleges, everything that you just heard, is gonna get cut out because it's not community college. It's working with the high schools. Okay. Now, we're not doing it just because of a moral claim although that's there. But we're doing it for our ed master plan and student success and we're also doing it because this is the most efficient use of our resources, that the more prepared students we can bring here, the better. Trustee Baum and Trustee Brown, you raised these issues as well. We do have a lot of work to do in order to make sure that every, you know, there are goals--every in district student has the opportunity for guaranteed enrollment. So this will make that a reality but I should also say, what happens to the other students? What happens to them now? Is they have almost no chance for success. 

>> Uh hmm. 

>> Students who would come here without going through this program will hit a wall and they bounce off because the stats in the EMP show that, in Math for example that a very, very few students ever get through the basic skill sequence. So, in some senses, it's for the student it's this or you're not going to make it. And that's one of the things, you know, we're trying to conceptualize with PUSD. We will be having a joint meeting. We wanted to prepare this in detail because at the joint meeting we'll be formalizing the agreements here but I'm very, very proud of the work the staff is doing and the faculty have done, because we are way out of in front in terms of inventing a way to make that in district goal a reality and then finally to tie back to Trustee Martin's question. From the very beginning, this was seen as an out of the suitcase package, a model that we could take and transport and import to El Monte, Rosemead, and the other district high school San Marino and so on. And in fact, as you know, we have meetings scheduled with the superintendents and the staff. So, we're using PUSD as our kind of, you know, ah. 

>> Guinea pig. 

>> Yeah, guinea pig, you could call it that and we have meetings scheduled with the others to, you know, to lay the model out so that we can offer it to all district high schools. 

>> Anything else on this topic, Ms. Hammond? Okay. 

>> I just have a couple of questions or comments. First, I'm very excited to see that we're developing some kind of program that will help to get students out of here sooner. I'm just, but I'm looking at the total units that each student would be required to take. Anywhere it's looking from in the fall and spring semesters anywhere from 15 to 18 units and my only concern is that if they're being expected to have this kind of load particularly for basic skill students that could easily be discouraged if they take a higher amount of units and then they don't do as well because they have so many units or with any of the students that we have in these cohorts, they may have jobs or they may have other activities that they will have to be responsible for. And so my only concern is that this may be more of a hindrance than something that would support them and so I want to make sure that there would be some kind of support or some kind of services to ensure that they'll have that success. 

>> It's certainly a good point. Okay. Anything else? Okay, I would like to just thank Mr. Miller, thank Dean Ulmer, Dean Main, Professor Davila, Dean Douglass, Professor or Dr. Gagliardi, and Dr. Wilcox for a very, very exciting and informative presentation and part of the topic of this agenda item is community outreach and certainly by televising this program, one small step to make the community a little bit aware of what we have to offer, what we are trying to do to reach out and address the very, very serious educational needs that we have in this nation. So, thank you all for an excellent job and for a very good presentation. Let's come back if we can to Consent Item 79-P. 

>> Alright. 

>> I think we now have the material to distribute with respect to that. 

[ Pause ] 

>> While that's going around and just to follow up on Jamie's comment. There is a sense among many college people today that what we used to consider two years is two and a half years. 

>> Uh hmm. 

>> And then, and I'm hearing a strong argument that I'm hearing in the community that, you know, you're gonna experiment with this. It's as a work in progress but I think our point is really well taken that, you know, maybe the promise is two years and a semester and you're out and you ratchet those down to four solids as whack instead of five. That might be where this ends up because I think what she said is what I hear from many other college people. That's the norm this day, you know. It just takes a little longer. 

>> Okay, we now have Consent Item 79-P. Is there a motion to approve? 

>> So moved. 

>> Is there second? 

>> Second. 

>> Any discussion? Advisory vote 

>> Aye. 

>> And all in favor say, aye. 

>> Aye. 

>> All opposed? The motion carries. Let's then move back to Item I on the agenda, The College Council Report. 

>> I think we had H. 

>> Oh H. I'm sorry. I overlooked the H. 

>> I mean, Vice-President Van Pelt is gonna go quickly but he can't quite go that quickly. 

[ Laughter ] 

>> I move to authorize transmission of the report. 

>> Second. 

>> Okay. 

[ Pause ] 

>> Going to give us a quick presentation of the-- 

>> The report, the financial report that needs to be transmitted to 311-Q. You'll notice that there are some fluctuations. We tend to get significant amount of apportion money during the middle portion of the year during the second quarter and then what you're gonna see is a deterioration of those numbers through the third quarter and the fourth quarter. There is nothing that is unusual in the report, however. 

>> Are there any questions of Dr. Van Pelt? 

>> Okay. Discussion. Advisory vote. 

>> Aye. 

>> All in favor say, aye. 

>> Aye. 

>> All opposed? The motion carries. 

>> And if I can just do, just a very brief budget update. 

>> Okay then. 

>> What they're expecting in terms of the budget process is what they're calling a six weeks sprint where they're expecting the budget to be adopted within six weeks from now. There is a strong advocacy program in Sacramento. What they're reporting is that Dr. Scott is getting traction in terms of workload reduction and the census proposal. What he's getting traction on is that there will be unintended consequences if there is a change to the way that apportionment is given out with regard to the census. So what, what they would project is that the Math completion rates which are relatively low would be, districts would offer fewer of those programs in favor of more programs that have a higher rate of success and higher completion rates. It also discourages CTE programs because very often students within those programs find jobs and move out. 

>> Uh hmm. 

>> But what it would encourage colleges to do is to avoid those programs in favor of high completion rate programs. So they're expecting that, that will not go through. There is also some interest in raising student fees pass the 40 dollar mark and there is concern among particularly in this case the Senate Committee that, that would happen. And what they are strongly advocating for is to offer districts flexibility so that locally those decisions can be made rather than having them made central in Sacramento. 

>> Any questions? 

>> No. 

>> Or any other comments? Okay, thank you. Now, let's move on to Item I, College Council Report. 

>> Here in moving on with the college council report, I asked Bob to introduce it but I would ask us to truncate the, you know, the theory in practice and go straight to just a brief report of the, you know, the three major committees which is brief enough. We wanted to give the trustees an idea of the recommendations that are being worked on right now by the budget and resource allocation committee, the enrollment management committee, and the academic calendar committee. So if we can. 

>> We're gonna look at-- 

>> Pretty quickly to those three. 

>> I'll just let the board now that in your packet labeled college council report you'll see very quickly that what we're gonna be running through here in terms of the people who are gonna be presenting on the three major topics, items two, two, three, and four. And then I'll briefly talk about item number 5. On the first, if you turn to the next couple of pages, you're gonna see the guiding process and principles that now govern our college council process here at the campus. I will not take the time to go through these but I think when you have a moment to read them, you will find that they do make a great deal of sense and I'm very happy to say that the college community has supported these five principles very well. The next thing--item is our strengthening participatory governance. If you will, our map or flowchart of how as Dr. Rocha call it how a bill becomes law here at PCC but basically it's how we go about the development of college policy and very briefly, I'll just mention that if you go to the upper left hand corner, you can see how the flow of it. An idea comes forward. The method of how that idea is presented. What we call a new preliminary hearing process and that the group of standing committees that you see under the term consultative process those are now the major standing committees by which every major item of discussion relative to or leading to how we're gonna approach the things that we do here at PCC occurs. And each one of those standing committees might establish subcommittees. We boil down roughly 35 or 40 of these into this group. The we is a subcommittee that consisted of Ed Martinez, Academic Senates; Gary Potts, our Classified Senate President; Dave Douglass, our Management Association President; Jamie Hammond, who is the Associate Students Representative and myself. So we sort of helped steer this whole process through. Anyway, you have your consultative process. What's important if you go back in a preliminary hearing is the fact that we now establish a very specific timeframe by which action needs to take place. One of our challenges in the past as a college coordinating council was the fact that things could go on for endless periods of time because there was not a specific timeframe. So this process now takes care of that. You see the full hearing process, then once the full hearing is done, it either is directed to the CAPM which is our academic--council and academic, and professional matters which is an academic senate function or it's recommended to the president or the college council decides that the issue is not gonna go forward and it stops right there. Then, you'll see the various decision making cycles and you'll noticed that the board of trustees obviously now only has the right to say yes or no but also has the right to say fix and send it back to the process and take it that way. So we now feel that we have a very, very good process in hand. People are happy with it. It will be reviewed at the end of the 11-12 school year and we will go from there. So with that overview in mind, the first item--you'll noticed that under the standing committees we had several committees that were established and one of those, two of the points that we established right off the bat because of the situation that all community colleges are in right now was our budget and resource allocation standing committee and our enrollment management standing committee. Dr. Van Pelt is gonna say a few words about the budget and resource allocation committee. 

>> The budget and resource allocation advisory committee is chaired by Dr. Keith Oberlander who happens to have been my Math instructor in my sophomore year in college when I was 18 years old [laughter] and me. We got together last Friday for the first time and we went through some significant amount of going through the data. Several people who are here, Ed Martinez, Nolan Pack, and Odessa Walker were among the people who were participants. So what we're doing is we're going through an interspace problem solving methodology. We have identified what the issues are in the interest of maintaining the equity, involvement with the community and supporting the education master plan, supporting employees, sustainability, technology and efficiency. So we've gone through the interest, we're developing options and our next meeting will be next Friday in order to get into this even deeper in enrolment management and so forth. So these become interactive committees. 

>> Questions of Dr. Van Pelt? Mr. Marquez. 

>> [inaudible] decided that that was a very informative sessions. We went through a very thorough review of the budget and as Dr. Van Pelt mentioned, we have a faculty coach here and three faculty members on that committee. 

>> Okay. 

>> Just to clarify the process, this is the committee that will be doing the hard and the preliminary difficult work of making the recommendations for the adopted budget 11-12 which include the current scenarios that include, start with the 5.3 budget cut. When they complete their work and their recommendations, those recommendations will go to the college council to be fully consulted, then to me, and then on to you. So I just wanted to clarify what the process is in plainer English. 

>> A question with respect to that, are they only going to address the one scenario, the 5.3? 

>> No, we're gonna get to the 9.3 as well. 

>> And then the, really drastic 116. 

>> We'll get to that too if have to. 

>> We're still in denial. 

[ Laughter ] 

>> We're still in denial. 

>> Yeah, we're. 

>> We'll put them in the witness protection program. 

>> Okay. At this point, Ed Martinez and I are going to talk a little bit about enrollment management standing committee. I do wanna say that the two co-chairs of that committee are Dr. Patty Lynn. Dr. Lynn could be with us. She is a member of our business faculty. She could not be with us tonight. And Dr. Alquaddoomi who also could not be with us tonight. So, we're gonna do our best imitation of Patty and Sabah this evening. In your packet, I'll just briefly remind you the committee has been established. The two co-chairs, five faculty, three deans, our VP of instruction, our VP building services, a classified senate representative, and a student rep. So it's a well-represented body. The purpose of the enrollment management standing committee and this is the charge is to advise the college council on matters relating to course offerings and number of sections provided in accordance with the planning priorities as defined with the educational master plan. One of the operative phrases there is number of sections provided. In the last presentation, we talked about these cohorts, well in order to make these cohorts successful, the enrollment management committee is going to have to work with our divisions and Dr. Jacobs to make sure that we have enough sections of the right courses. So this is part of what this group will be meeting. They had their first meeting in January 20th. They, I'm gonna go over a little bit of that real quick. They're meeting again on February 8th. They have hit the ground running in a big way because they know the significance of what it is. Just boiling it down, their decision making process is [inaudible]. It is driven by student needs, the educational master plan, and our budget realities. Next slide here--the consideration with action to follow, this came right out of the group's notes. They have been talking about the notion of section reductions of 350 to 600 sections to deal with our budget issues. They had discussions about the elimination of winter and/or the summer intersession as something to consider and to think about, instructional load adjustments for our faculty was discussed. They talked about funding streams that are outside of instructional cuts and you can see they listed them up there looking for foundation support, reduced operational cost, increase our number of internal F1 students coming in, et cetera. Their recommendations were advanced to the college council at our last college council meeting which was a week ago today, I believe it was, and there was a lot of discussion at the college council. They've made recommendations relative to reducing sections. The possibility that the winter intersession might be migrated to the summer sessions as we move things possibly into the 11-12 school year. Again, they talked about securing cuts outside of the instructional area and generating additional revenue from our other revenue generating opportunities through the foundation and our extended learning and other activities. Now, what's really important is this arrow thing at the bottom. The discussion continues at the enrollment management standing committee, the budget and resource allocation standing committee, the academic senate, the faculty association, and the college council levels. This group has not come to any decisions yet. They know that they have to relatively soon but they continued to work things thru and Mr. Martinez is gonna talk about that. 

>> Right. Well speaking on behalf of Patty Lynn who could not be here tonight, I just want to let you know that, you know, this is a significant discussion. This is moving at a rather fast pace because we are not in session, not the fall or the spring sessions. The academic senate is not meeting right now. So what we have done is we have sent an email to all faculty members, full time and part time, asking for their input on the proposal that was put forward by the enrollment management committee. So we are currently seeking input from the faculty especially in the issue of the winter intersession and we will be sharing that information with faculty, with managers, with the faculty association, and we realized that this is going to take some discussion and some work but we're going at it. 

>> Okay. 

>> Questions of Bob or Ed? 

>> Yeah, I have a question. Bob, you kept talking about this committee making decisions. I assume you meant they make recommendations? 

>> I'm sorry. Yeah, I misspoke Dr. Mann, it's recommendations, and of course again this is a standing committee of the college council. So their recommendations would go up through the college council and then that chart that Dr. Rocha--all the way. 

>> Yeah, then it goes to the president. 

>> Exactly. 

>> Yeah. 

>> The [inaudible] that makes the decision. 

>> Absolutely. So, my apologies for misspeaking. 

>> That's okay. I just wanted to make sure that everyone else understood that. 

>> Got it. Thank you. 

>> Okay. I see Dr. Wilcox standing in the wings back here, talk about academic calendar because that's a key part of making all these work. 

[ Pause ] 

>> Well, hello again. I'm here because I chair the colleges calendar committee and when the enrollment management committee came up with the recommendation that the winter migrate back into summer and move spring up, we saw there's an interaction here with the college calendar. And the college calendar committee, we were meeting to work on a calendar for the 2012-13 year, 2 years out and we said, well wait a minute let's act proactively on the idea if the winter session were to move. We decided to figure out what would the dates be for spring to start and end for the year 2011-12 and for the 2012-13 year. So we worked those out and if it were to come to pass that the winter migrates to summer, then spring of 2012 would be begin the second week in January and would end the first week of May. Summer would run from early May to late August and the same pattern worked out also for the 2012-2013 year. So proactively, we figured out what the dates would be if it comes to pass that winter does migrate. I would turn it back to Bob or if there are any questions? 

>> I just do and when you're evaluating calendar for various reasons, you're also taking into account the impact of the calendar on student success. Does it--this specific calendar arrangement enhance student success or how does it impact? 

>> I wouldn't, I don't like to say this particular calendar does it. We certainly have student representation on that. We always certainly discuss about how would this work. We discussed length of summer to make sure that there is more enough time to schedule whatever is needed. For example, if the winter were to move, the summer becomes a 15-week period that actually offers a lot more flexibility to schedule courses of varying lengths. 

>> Yeah right. I think with you, as the recommendation is developed which every way it goes that we'll have the information to the student's success information. But I might point out, you know, in terms of student success when we're talking about this the other day, I thought I'd seen Kim, one of the problems with the current winter session in terms of student success, is the biggest part of student success is financial aid. 

>> Uh hmm. 

>> And our students come back February 22nd and the deadline for most financial aid is March 2nd. Okay. It is literally impossible for all of the students who will need to get through the system to get through it by March 2nd. If we, I'm not saying we will, but if we decide to recommend that the fall and spring semesters are together in the more conventional way, it would give staff and students two months to get their financial aid, you know, through and so on and so forth. So that's just one example and I thought I'd saw Dean Arnwine here but Dean Arnwine testified that the current winter session from student's success is a big problem for the fine arts students because they take their courses and then they are in hiatus for two months and they can't run their programs or their courses. Same is true for athletics and some other programs and we're working on finding out, you know, whether, you know whether that's so for basic skills or stuff. 

>> That's all I was just saying is that they were evaluating student success as a factor in determining what the best calendar would be. 

>> Okay. I think we're good. Moving back to student access and success. 

>> Dr. Rocha thought that this could be a good opportunity to just give a very, very brief update on the student access and success initiative in the allocations to date based upon the fund that the board of trustees put forward and made available because it is a function that is beginning to report up through the college council. So, I just wanted to report very briefly on some of the initiatives, the online education initiative under the direction of Dr. Leslie Tirapelle continues to go very, very well in the areas of professional learning, the acquisition of specific software necessary for the new online program that we're putting into effect and then very specific faculty instructional programs and you can see the amount of money that has been allocated from the SASI fund for that. Cameron is up here. We were talking earlier about ways to help students from a supplemental instruction point of view. We, with the use of the SASI money, we were able to established a Math path and Math gym lab, a very specific lab facility out of the TLC that will provide the mentorship, to tutor, the extra tutoring, the counseling with the computers or what have you to help that group continue to be very, very successful. The EMP is just full of things as it relates to professional learning, professional development. So we have set aside the funding in support of the educational master plan priorities that support that. The one person we neglected to mention in the last presentation was Dr. Jacobs and her leadership through all of these and we appreciate that. One of the things that she has been pushing very hard is the basic skills initiative and the priorities associated with that and there is a great deal of professional learning that continues to be necessary for our faculty and staff in that regards so this group will do that. Professional learning leadership team, this is a group of people that had been working with us on this leadership journey for our managers and they are now working on the development of a plan for faculty and staff going forward and this professional learning program funding is gonna help us with that. And then we are building a website for all of our professional development learning on this campus. So that's what that allocation is for. Dean Main earlier talked about that Math curriculum alignment project. This is a small sum of money that's going to help fund that project going forward and perhaps the most significant thus far is the student access and success initiative faculty innovation awards. In one of the handouts you have is a RFP that went out to all of our faculty under the, under Ed's signature roughly two weeks ago now. And it is an opportunity to develop, to access funding in the area of innovation on the individual level, the cross disciplinary level, and division department and program level. So at the moment, we're projecting somewhere in the neighborhood of 230,000 dollars. It would be allocated to these innovative grants when you get the chance to look at this document you'll see how that system is going to work under the auspices of the academic senate and our institutional effectiveness committee--the members are gonna be engaged in this process. So we continue to make a progress, moving forward, and that's just kind of a brief update and a report. 

>> Are there questions of Mr. Miller? Jeff? 

>> I just wanna say thanks again for walking us through the college council process because it's always good that trustees to be reminded what steps and how many filters a proposal gets before it comes to the board of trustees. And I have a philosophical question to the system--the community college system is praised. We talked about it state wide for its ability to be nimble and respond to different environmental forces and things like that. Does our process allow for the flexibility of the institution or is this process, how is that? Or is it, does it make it hard to bring change. 

>> In my opinion, this process is much streamlined, significantly more streamlined from where it was. It is a very flexible process. Under Dr. Rocha's leadership, we have moved things very rapidly through this system. So I do personally believe and others can speak to it that there is flexible and nimbleness built into this. David is smiling at me. Did you want to add anything to that Dr. Douglas? 

>> Well I think the real innovation is we set timelines for ourselves. 

>> Exactly. 

>> We have definite deadlines that we set based on the magnitude of the issue going through and we are so far holding to those deadlines, I think. 

>> Right. 

>> And we've taken roughly 35 to 40 committees and boiled it down to these 12 or so you seen in front of you. 

>> So this is a relative new innovation of this process. 

>> This is a new innovation. It's something that Dr. Rocha, he is really good at scratching on the back of a napkin or up on white board and we just chatted about it one day and then our group came together and we started working at it. It has been through our process though. Yes, the guts of this has been here but really it's the timing issue and putting a tight timeline on it that has helped quite a bit. 

>> Thank you. 

>> We appreciate the work that's gone into this. It's obviously critically important. Any other questions or comments on this? 

>> None. 

>> I understand that item J has been withdrawn from our agenda. So we're down to future board meeting dates on Thursday, February 17, a Study Session at the Jackie Robinson Center. March 2nd, our regular meeting here, closed session beginning at 5:30 and Wednesday, March 16th, Study Session at the Crowell Library in San Marino. Future agenda items. One thing that Jeff has brought to our attention is the redistricting issue and we will probably put that on an early upcoming agenda and take a look at it as it affects community colleges. 

>> I have a question. 

>> It is noted. 

>> Ms. Brown. 

>> I have a question. As we move our meetings to different areas, are we going to advertise in local papers so constituents would know that we're there? 

>> Yeah. For example, take one is here, we--for the meeting at the JRC, you know, which of course is part of the Black History Month, we will be doing advertising and also we, I think we scheduled an ad in the journal that would announce to the community that we're gonna be there and we'll be doing other outreach to make sure that the community is aware [inaudible]. 

>> Okay. Thanks. 

>> And we'll be doing the same in all of it, you know, whether it be area 5, area 2, area 6, and so on. 

>> Thank you. 

>> I would encourage other representatives from other rather areas to come up with locations for study sessions in your particular areas so we can plan as we move ahead. Any other future agenda items? Anything else to discuss this evening? Thank you very, very much everybody and we are adjourned.