[ Hammering ] >> If I can ask the members of the Board of Trustees please take your seats. Ms. Thompson will you call the -- take the roll call please. >> Mr. Thompson? >> I am here. >> Mr. Bowen [assumed spelling] >> Present. >> Mr. Martin? >> Ms. Brown? >> Here. >> Dr. Fellow. >> Dr. Mann [assumed spelling] >> Ms. Wah [assumed spelling] >> Present. >> Mr. Pack [assumed spelling] >> Here. >> Thompson: Let me see. Let me ask Ms. Chapman if she'll lead us in the Pledge of Allegiance. >> Chapman: All rise. >> [In unison] 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. >> Okay. Public comment. Is there any public comment on items that are not on our agenda this evening? Bear in mind that the Brown Act which governs our meetings precludes us from discussing these things other than to ask questions so we can't take any action on such items but if anybody here would like to address this on a non-agenda item please take the microphone and do so. We're moving right along this evening. I like this. What a well disciplined group. My goodness. Moving on to the study session, let me make one true announcement first and that is that as many of you know, Dr. Jetton [assumed spelling] Mann has some very serious health issues and I just wanted to tell you that I did talk with her this morning. She is home she's recovering very well and quite pleased and actually, today she was supposed to take a little short walk out of the house and things like that so she's coming along and has some optimism that she may be able to make a short appearance at our April 6 meeting, but in any event, she asked me to pass this information along to you and to say that she would love to be here, but she's not able to make it this evening. Okay, let's move then to the items on the agenda, the educational master plan and beneath that is the high school, the PCC Pathways Project and the Honors Track and Fast Track Project. I do want to emphasize that we want this to be a community meeting. If you are here, we encourage you to ask questions and to simply raise your hand, then come forward and we will acknowledge you and this is not intended to be us doing all the talking for the evening. First, as a lawyer, I would never intend to do that anyway. I think everybody realizes that, but we want this to be an informative information and communication back and forth. Dr. Roche [assumed spelling] let me turn it over to you. >> Roche: Thank you President Thompson. Well, first of all welcome to all and I have some informal introductions to make but before I do that let me turn to Trustee Wah. We are in Trustee Wah's area, five and Trustee Wah. >> Wah: I just wanted to welcome the community for being here and then I also wanted to especially acknowledge Dr. Gary Woods who's the Superintendent of San Marino and he's here and he helped us get this venue and then also Dr. Richardson who is the Vice Mayor from our City Counsel in San Marino and Richard has been very prominent in our community and I believe we're also expecting Joel Shapiro who's the Superintendent for South Pasadena. So thank you very much for supporting this event. >> You're welcome. >> Roche: Good to see you. What I might do too since a lot of my colleagues are here from the Executive Committee and so on is to be a little informal and for the benefit of all of us and for all the guests is if we could just go through many of my colleagues are on the Executive Committee and the management and on the faculty and so on. So if we can just kind of go through and if you would just quickly rise and introduce yourself and then we'll take it from... >> [Inaudible] >> I'm [inaudible] Martinez, I'm a counselor. [inaudible] >> And my name is Bob Miller. I'm the interim dean of educational services. >> I'm Jacqueline Jacobs. [Inaudible] >> [Inaudible] >> Good evening, I'm Lisa [inaudible] I'm the Vice President of College Advancement. >> I'm [inaudible] [ Laughter ] >> Oh, who's laughing. >> Stu Wilcox, interim class president of student [inaudible] services. >> Sharon [inaudible] purchasing services. >> Mark Guitierrez [assumed spelling] director of public relations. >> [Inaudible] Van Pelt [assumed spelling] interim vice president admin services >> Crystal Collier [assumed spelling] interim dean of institutional planning and research >> [Inaudible] >> Roche: Great. Did we cover everybody? Thanks to Juan, okay. And thanks to the technical staff that setup for today. We're very grateful to the library and of course, Mary Thompson who is our secretary and keeps us going. So Superintendent Woods, you have the entire college here tonight so if you have any students who need any help or need an admissions application, could you call them because this would be the time to... >> We actually do have two students... >> Okay, so you go so you need anything from PCC, this is the night. So that's great. President Thompson, we are going to be brief. The main order of business is to present the Ed Master Plan to Area Five and we going to begin. I'm going to ask Juan Guitierrez to come up and Juan is Director of External Relations and he and his crack staff have put together a video that is probably the best way to introduce the Ed Master Plan. Now, if you don't already have it or if anyone - the Ed Master Plan is that document with the red banner on it and make sure those go up. And I would suggest to the trustees that perhaps if you want to sit in the front row, you'll get a court side seat and then Juan will introduce this and outten [assumed spelling] the lights and take a look. >> Guitierrez: Well hello everyone. The video we're about to show you is a summary in hitting some of the points of the Educational Master Plan, which you should have in front of you -- Project 90. As we'll talk about a little later, Educational Master Plan is basically the road map for the college as we head to our 90th anniversary. We have some very ambitious goals, but Pasadena City College has never shied away from that so I will show you the video now. Thank you. [ video ] >> Two essential ideas at the heart of PCC [inaudible]. One is social justice. [ Talking in foreign language ] >> With the community conscious itself in 1924 was founded on a principle of innovation. Actually, they called it at that time the 644 Plan. It's a new idea, a completely new idea. [background music] PCC is setting up this road map of the Ed Master Plan to maintain our heritage of essence. How PCC will be able to lead the way in the 21st century [inaudible]. What we've done in the Ed Master Plan is to set out a series of very, very specific goals that we will work on and achieve over the next three years so that we can celebrate our 90th anniversary and begin to realize this vision that we have for creating the first truly global community college of the 21st century. >> Well the Ed Master Plan really is a game plan or a road map that's going to guide the activities of the college, including the [inaudible], the faculty, the staff, all of the constituents for the next four years. A game plan as you know is to become the number one transference to [inaudible] California since the colleges by the year 2014. From the very beginning, this plan was developed not to be just another document that we sit on the shelf but that would indeed be a living and breathing document that we would look at on an annual basis so again this document will continue to adjust it to reflect circumstances as we move along. We're aware of the few community colleges that have put down our staffs for our transfers because that one of the most important things for our outcome for our students for the award of associate degrees. That's the award of a degree is the transform the moment for a student. For the award of degrees in what we call STEMS -- Science, Technology, Engineering and Math. We feel that's one of our stocks in trade. We want to increase the number of degrees in that area and in certificates, work force certificates, such as the construction trade [inaudible] technology and the certificates in health and so on. We want to -- that's a major goal to increase the number of certificates. We're trying what we call basic skills [inaudible] the number of students and the percentage of students that we are succeeding in getting through clearer English and math requirements which are essential for students' success. So these are the primary goals, we state where we are now, which is pretty good for one of the top community colleges in the state. When we state where we're willing to go over a four year period what are the [inaudible] goals are so that we can chart ourselves our own progress and so that the community the external community can chart our progress as well. >> Education really is the issue of our times. The things that we're fighting now at Pasadena City College of our entering students and it's not unique to us, it's not even unique to the state of California. It's across the nation. We're finding that 60 plus percent of the students coming in need basic skills training, reading, writing and mathematics, the things that we all learn in high school or perhaps even in grammar school. And now, these students really need that help so we need to make the community aware of what the needs are and what we're facing, the challenges. If we could get our act together here and help this area become better off with more educated students then we'll be better economically and the state will be better. It just follows like night and day so we're really excited about it and we're looking forward to working on that for the next few years. >> The EMP is the result in part of asking the community, there are many engaged kinds of opportunities asking the community what is it that you need? What are your top priorities and so on and so those have been encoded into the EMP. Here at the college we've had a long process with faculty, staff and students and over the last six months we have broadened that participation to make sure that every voice is heard and is reflected in Ed Master Plan. So now we have the signature goals of the Ed Master Plan, such things as, you know, a curriculum transfer creating a workforce certificate but we also have those signature goals of seeing through the in-district enrollment students from our in district high school seeing that they have a priority, such things as lifelong learning. So we've written into the plan signature goals that we heard coming from both the external community and internal college faculty and staff. >> In order to make that happen we have to very quickly immobilize around the action items that are also set forth in the plan that speak to very specific goals. One of the key qualities here that I'm always quick point out, one of key qualities is how we create more wealth. We often see these resources as just what's coming from the state, but resources are also how we can create more revenue so this plan has very clear actions about how we can create more revenue to fuel our priorities, create more revenue obviously, our foundation and fund raising, in contract education, in fee based extension and non-resident tuition for international students that live in our residence, in online education and so on. So we do have some opportunities to not just respond to the budget cuts but also to increase the revenue so that we can achieve our primary goals. >> Well, hopefully if you've been apart of the Pathway Project that we've been developing with past [inaudible] school district and will be applied to other school districts as well, you would come here not needing those basic skills requirements and you would be guaranteed not only admission in the college, but you'll be guaranteed access to certain courses that will allow you to complete the required courses and this way graduate in about two years time, something that currently is very difficult to achieve because of the significant number of students we serve here. People probably don't realize just driving by pass this city college that our current enrollment is 31,525 students I believe, so we serve a lot of students and our desire is that the community know what we're facing and what we're doing and gain the support of the community as we go about providing the education that is so desperately needed. >> Three or four years from now if we are doing our jobs right, I think most students first of all, will have the counseling to establish a student educational plan before they start. And as students, yes, we'll have to move into one of these major areas of transfer degree certificate and so on. But they will be more and more enrolled to a program, rather than just whatever courses I can get. So I'm just so proud of the faculty and staff for having been equal to the challenge. They've done great work and it's a great plan so my job now moving forward is to help that plan work and work for everyone. That's what we're going about doing every day here now. [ END OF VIDEO ] [ Music ] [ Applause ] >> Do you want to just tell people about this reduction and give a couple of credits? >> Well first of all I want to thank Dr. Roche and Bob Miller and Mr. Thompson for being our talent, as you will, to be in the video and actually, this came out of meetings with Dr. Roche and Bob Miller as we go out into the community and start talking about the EMP and Project 90, we needed something visual. We'll be coming out with some more things to communicate to the community. Trudy Natalie [assumed spelling] our videographer did a great job as did Rochelle Allen [assumed spelling] our photographer. It was really a group effort and to produce something like this that actually encompasses a very important document is something we take very seriously and I think we did a pretty good job. [ Applause ] >> Roche: The -- kind of the next step of that is that you heard President Thompson on the piece talk about the pathways and that the pathways is the connection between our in-district high schools and PCC so that is written into the plan and so now, I'd ask Dean Miller to come forward with his colleagues and to spend a few minutes just explicating what is the Pathways Project in the Ed Master Plan. >> Miller: Thank you Dr. Roche and good evening ladies and gentlemen. We're going to spend about ten minutes, no more than that, which what I would call discussion starter dialog on the topic of pathways. The Board has seen some of this in a past presentation but this is a very iterative process as we move forward here. Tonight Dr. Klein is going to be doing the presentation. Unfortunately, Nica Hogan [assumed spelling] one of our faculty in the English division could not be with us this evening. She had a child care issue. So Brock's going to carry the load. So I'm going to hand it over to Brock. We'll do a brief presentation and then we'll get into some good dialog. >> Brock: I want to thank you for inviting me to come and talk to you. As Bob mentioned, this is a work-in-progress so some of this will be familiar to you but the team is working really hard and as we gather new materials and make some decisions we create new tools and our goal is for everyone of the study sessions to have different tools that you can see and learn from. As he also mentioned, Nica Hogan was supposed to speak and I want to point out that we have a team, a very diverse team, working on this project and our intention is to have a different team member come up and speak every week but Nica had some family issues and couldn't do it so I'm here so it's me. I'm director of the teaching and learning center and for the past 10 years we've been working on projects to transition students from high school to college and over those years we've learned a lot and one thing I've discovered is that my colleagues are folks doing the same work in the state have the same things on their mind and that is a recognition -- first of all, it's difficult for students to transition from high school to college and second of all, there are often with the colleges doing the best they can, there are still obstacles in their way. So there's two terms that are up there. The first one, is pathways and it's a term used across the countries. We're going to end up branding this ourselves as we move forward. But very simply, a pathway is just those organizational structures in the curriculum that helps a student and guides a student move from where they are to where they want to be and doing it in a timely manner. The second term, portals, is a little more complicated and I'll get into it later, but it has very much to do with that online environment, sort of a one-stop shop, where students can get the information that they need, go through the processes they have to go through in a quick, easy, efficient way so they can move forward. Why are we doing this? We're doing this because with very good people doing very good work we still have a lot of students who don't succeed in school. Institutional planning of research has given us some data and I've just taken one slide. There's a lot of slides if anybody is interested. We are finding that students spend a lot of time in school and end up with very little. 19% are lost in their first year, almost 20% in their first year of a cohort of over 5,500. What's remarkable is that after six years there are 7% that are still around trying to get something and those milestones, 65% had no milestone after six years. A milestone such as completion of a basic skills sequence, completion of their terminal course in English and math, the courses they need to reach an AA or AS degree or transfer. So they're really coming out with very little and in some cases nothing. We're calling this the completion agenda. And the goal in this project is to have students define and complete goals and move forward. Work-in-progress, the upper half of the chart is really about what we see happening in the high schools and this is preparing for college and as you can imagine, we think it's very important that the students engage in the college going experience early on to create that culture that will help them understand what it is to go to college. We see that happening in three areas. Online, as part of our portal project, face-to-face, we have a student from the Associated Student Board, Cameron White, who has created a project that we're going to start out in the fall that where students from PCC are working with and mentoring high school students and that a bridge program that's just begun in English and is about to move forward in math and what I'd like to direct you to is the second half -- the bottom half rather and that's where we are right now. We're working with first year students but I want everybody to understand that pathways continue -- pathways build on other pathways so if we can get students through in a timely way through their first year of school, data nationally, statewide and locally tells us that they're very likely to come for their second year, persist in school and stay connected to reach their goals. So we're starting at the beginning. We want those students to start right and so we're going to take them into an orientation in the summer. Introduce them to a success team made up of counselors and case managers and tutors, have the support they need online with that portal and guarantee them classes in the fall and the spring and we know what those classes should be in the fall and spring of the first year. They need to be English and math which are often referred to as the fundamental courses. No matter what course -- path a student takes, they all need math and English to do well in school so we want to make sure that that happens. Bob has passed out something and the board has seen it, the guests probably have not. They're a definition of some of these terms that we're going to be using and I'm here to answer anybody's questions if you have any. As I mentioned, guaranteed enrollment crucial. Don't give students a choice. What we're learning across the state is be more prescriptive. Give them what they need. This first year experience seminar course is, we found as we go to national conferences, the glue that keeps students together, keeping them as a cohort, helping them with their study skills, a homeroom if you will that would be cross-disciplinary. The portal, which I'm going to talk about in just a minute, supplemental learning, they need help in the classroom, they need help outside the classroom and that can happen face to face and that can also happen online. Counselors that are dedicated to first year students, who understand the needs of first year students, and are accessible to the students as well as their case managers. Case managers is kind of a great project. I'm really excited about this project. We've piloted it already with great success. It follows a social work model of a graduate student for example who is working with about one hundred students to keep track of those students, both through technology. We've given them handhelds so there's a lot of texting going on. And we're looking at three areas, just in time communications, you have a test on Friday, last day to drop is Thursday, etc., community building and the third is the support instructionally and through student services that will help them succeed, the associated student mentoring program and of course everything that ties this all together is professional learning so that we can help faculty who are content specialists but not necessarily aware of all the issues surrounding first year students. Give them the support that they need, give them the technology that they need, help them understand how to use that technology effectively. We're working with Juan and some folks in web design and Cynthia, with her staff in student and learning services and some first year portal components, matriculation, how a student begins and goes through the application and registration process, Lancer Link [assumed spelling] , arguably at this time the most important link for students, certificate and degree status check, how close am I to certificate and degree attainment and then how close I am to transferring if needs be. Yes, I'm sorry. >> One quick question. >> Brock: Of course. >> You may have told me this before but I'm still a little caught up with this one-stop. The pathway and the portals, I understand the concept, but could you kind of give me an explanation of when you say one stop what should be the student expecting? >> Brock: Currently, online a student has to go to a variety of stops to get the information that they need to move forward and what we're seeing and this is -- we're really following a four year model, but we're seeing it more and more often at the two year level, is a simple clear environment start here that will take students through a logical process in the bite size chunks that they're familiar with to get them the information that they need. So, if it has to do with counseling, they can go into that environment and connect with a counselor. If they need to see their courses taken, check their GPA, update their Educational Master Plan, go to financial aide, do email or even in some cases we've seen social networking sites so that they can form community in that portal as well. And also get news about life on campus. So it's an efficient virtual space where a student can easily acquire or access the information that they need to move forward. >> So basically, if the student, as they get on the computer and fill out all of that and read all of what you just mentioned, if they need to access, let's say a counselor, how is that going to work? >> Brock: We like to see multiple points so we have the L Building where the counselors work. In our model, the counselors will be attached to the case managers and the students will know those case managers and be able to make those appointments or those appointments would be facilitated by the case manager, but we also foresee in the future 24-7. Why not a counselor on call to answer emergency questions, spend time and I believe Cynthia can talk about a pilot already with a counselor who's already working [inaudible]. Is that true, yes? >> [inaudible] on a grant proposal [inaudible] chat counsel so that [inaudible]. But in terms of this, we currently [inaudible] because it's outdated. Our technology [inaudible] This was all built in 1980 and so [inaudible] >> Brock: Yes. >> Federal dollars [inaudible] It will be easier for students to access all of our services [inaudible] >> Brock: And this is where they already are. This is what they understand, know and expect and our focus groups with students we're learning that they're already there and they expect us to be there as well, so unfortunately, we have to meet them where they already are. >> Thank you. >> Brock: Yes. >> We have a pilot and I want to stress that it's a pilot. We see this as a project that's going to unfold over many years. And again thinking of the pathways and the portal we're going to start with 300 students, but quickly double and then perhaps we hope double again, so that by the end of the five years we have something to say about scaling up and we're doing this carefully because what we know is that intensity and intimacy are important in the students' lives especially in their first year. What happens when you're at two or three thousand. What's lost and what's gained? What kind of technologies do we need to take over where we just don't have the personnel or the space? As I said, we're developing that three-unit seminar course. It has to go through our curriculum and instruction process. We have already a very successful math jam program that's a summer orientation that includes math study, community building, etc. We're growing that program because we see it as very scalable. In the meantime, while we're developing the three unit seminar class we're going to be using 110 courses they're called. They're student success courses in English, math and ESL while we go through the curriculum and instruction process. And then in Spring, we're going to offer math and English again and of course, advise the students about those other courses to fill out their schedules so they can remain full-time students, and of course, work with our support team. >> Brock: The exciting thing for me is that we have a vision and I think it comes from the Educational Master Plan that we work so hard on and I guess Dr. Roche coming to town. We have the student access and success initiative. We have the existing basic skills initiative which comes from the state of California that is very much engaged in this work we see the overlap as obvious and we also have other college resources and so we're putting them all together into one initiative mission and of course, tied to the Educational Master Plan. We feel that it's a match made in heaven, that the Educational Master Plan absolutely addresses the specifics of the grant and the wishes of a lot of people on campus. >> Great. >> Beautiful. >> Thompson: Thank you very much Brock for the presentation. Why don't we just pause right there for a moment and just any thoughts or comments or response. Are there questions or comments from Board members or from the audience? As we said early on, we don't mean for this to be a one-way dialog. We invite your questions. Part of what we wanted to do in coming here in the different community meetings we have had and will be having, we want people to know what we're doing. We want people to know what the challenges are that we're facing in education and be able to help you and hopefully you'll be able to help us as we do a better job of educating the students who come to us. Don't be bashful. >> Linda: Well, I'll start by saying that I think this is a wonderful plan for us to implement for our students. It's going to decrease a lot of frustrations and anxiety and we will, if this goes through as written, we will see success and I'm very, very happy to have this. >> [Inaudible] as well. >> And I think I raised this issue last time too. I'm excited about this pathways and I like the pilot but we do have 30 thousand students and this is to address a cohort of 300 and so in giving that this is also going to be guaranteed access to classes which is not guaranteed given the state funding situation, so we as an institution are going to have to wrestle with the fact that while we are also focusing on and providing a program that we know will have a model that works but that's conserved to 300 students. What do we do, how are we going to try to increase access and success among the students who aren't in this program? >> Brock: And as I said and it has been mentioned, our intention is to double and double and double. We have to do it carefully because this impacts rooms and courses, enrollment management, funding. There's so many things to consider as we grow and there are tipping points where... >> And my understanding is partnering with the local districts and starting early so that students are on that pathway to being prepared to take advantage of this program that hopefully we'll then begin to shrink the number of students who come to college not ready to do college level work and that will free up the resources for others to do that, as well. >> Yes, exactly. >> Thompson: Yes. Yes, sir. Are you asking a question? >> Yes. >> Oh here's the, you can use that microphone. >> Fisher: My name is John Fisher. I am a resident of South Pasadena. I have a son who is a first year student at Pasadena City College. I have a daughter who went through Pasadena City College and is now graduating from Cal State. I applaud the work you're doing in this because my son has had difficulty getting the core classes he needs. He wasn't able to get his math class. He was first on the waiting list, went to the class five times while it had started and couldn't find one opening. In fact, he couldn't even sit in hoping for an opening. The professor told him we don't have any room and you'll have to leave and that's the kind of situation he faces. And he tried to get two other classes and to no avail. He was only there for one. So I think if you could somehow open it up for first year students to get some of the core classes they need, they'd be well on their way, they would be able to graduate within two years but the way it looks now it's going to be a little bit more than two years. Also, I was told that perhaps those who live in your primary service area and I believe South Pasadena is one of your primary service areas, are not giving any more priority than those who may be in an outlying area where they have access to other community colleges. And I'd ask you to at least consider for those who do reside in your primary service area to give them some sort of priority in getting some of the core classes that they need. Thank you. >> Thompson: As I understand it and Dr. Roche can correct me on this but by state law we are required to accept anybody who applies regardless where that person may live -- in Germany or California or New Hampshire or where ever else. We can, however, provide pathways or priority access and that's one of the reasons or one of the goals of the pathways project and we're well aware of the problem. If fact, about 64% of the students at Pasadena City College come from outside of our geographic area that we represent which speaks well for the college, but it doesn't solve the problems that your son is facing and so we're well aware of that. >> [Inaudible] >> Brock: No, you're correct and that's -- appreciate your comments because that is one of the specific, in fact, the first goal of the Ed Master Plan is to guarantee to all in-district 12th graders, as they come in, the courses that they need. And we're going to start doing that by -- what high school did your son graduate? >> South Pasadena. >> South Pas, so it's about rolling it out to South Pasadena High -- all the in-district high school students so those students are coming in as a cohort and will have registration priority and I believe that we'll be starting that this, Bob? >> Yeah. I'm just going to quickly add that we have four major initiatives that are taking place right now. The first is ... >> Can you speak in the microphone so everybody can hear. >> We have four major initiatives that we're working on right now. The first is priority registration which, as Dr. Roche and others are speaking to you right now is this notion of trying to align our registration so that our incoming high school students get first opportunity if you will. So we've got a group that's working on that right now. We anticipate that we will be able to get that going this fall assuming we can work out some of the details, legal and otherwise, that we have to be aware of. The second initiative we're working on now, is an audit system if you will for degree, for transfer, those types of things so that we can identify students who are close to exiting PCC and moving on in their four year journey. The third is a pathways, but a more specific pathway in the sense that within a three year period those students who come to us with basic skills needs, which then, for example, their first year with supplemental instruction, accelerated learning, modulized [assumed spelling] instruction, whatever it might be to help and get to college readiness, within the following two years be on a pathway so within three years they can then move on either to a degree to transfer or to employment. And then finally and Brock alluded to this and Warren and others, there is a number of people working on the whole outreach component. The portal component, the means by which we communicate or what it is that we are doing both externally and internally in making these opportunities well known to everybody. We are starting with these pilots, but at the same time though we have other groups that are working out ways to bring them into scale as quickly as possible. So hopefully next year the students who are graduating South Pas High School will work directly with the South Pasadena district, with the San Marino district, with others and provide through our portals and through other ways to get these students directly in as you work out the details of that. >> Thompson: And, you know, I should say too, finally, sir because you're so kind. The young woman, Dean Olevo [assumed spelling], there is one very specific way that we can help your son is to get Cynthia's card and if he needs some help with the course or the ad drop and so on, Cynthia and her counseling team will see to it that he gets the help he needs and so that's a key resource. >> Roche: Along that line too, one of the things that we've found is since you alluded to earlier on, our technology system is not exactly in keeping with the year 2011. In fact, '98 too, which probably makes it antique but it doesn't really meet the needs we have today so and that's been a real problem for us particularly at this time and the emails I've been receiving it's very apparent that that's an issue so. >> Thompson: Jeff, you have something to say? >> Jeff: I was going to say the exact what Dr. Roche has said. For this specific case, please, Dr. Olevo has been able to work miracles... >> Roche: Yes. >> We're adding more counselors. [ Laughter] >> That's right. >> Tony, I'm sorry. >> Tony: I just wanted to -- you know, I love the state of California because they are so inconsistent in their policies -- because if you're from PCC, you have a lower priority getting into the state universities of Fullerton, San Diego and Long Beach and I just wanted to ask President Roche that this will apply to all high schools in the PCC area that we get priority or is that just? >> Roche: Yes. No, the very clear goal is that in district, high schools that are in the Pasadena area community college district, in district 12th graders will have registration priority and will be able, if they come through this pathways program, that they will be able to register first. >> Right. >> Roche: And that's the goal. >> I'm happy to hear that because I agree 100% with this gentleman. I think it's very unfair if you live in the PCC area and you have to go elsewhere. >> Thompson: Other questions? I'm sorry Linda? >> Linda: Yeah, I just also wanted to thank Mr. Fisher for his comments and for coming out because I think that as all the trustees have mentioned and the entire college is aware of this problem but I'm really glad to hear that the college through the master plan is really focusing on making sure that our kids are on a pathway and they get through within a certain period of time so that they're not at community college for six years and I think that we all recognize that's a problem. A couple of questions though that I had regarding this, besides the kids that we also have in the -- already in the system, Ms. Chase and I are going out and we're doing a lot of outreach in the community so I want to be sure that we can say that as of September we're going to have this instituted throughout the whole [inaudible]. >> Roche: We're working with outreach right now. Dena Chase and her staff is working with the pathways and portals group to make sure that this information gets out in a timely way so that everybody knows about it and everybody had access to it. >> Thompson: But let's be clear though. I think what Linda is asking is whether the pathways project is going to be available in South Pas, San Marino, Temple City, etc. this fall. >> Roche: And the one word answer is yes. That we will find the way to make certain that the incoming high school seniors have priority registration and we will work with the counseling staff to do that. >> Also mention that currently our current practice is that in-district students do get their priority registration prior to out of district students. [inaudible] and address that issue by [inaudible] >> Thompson: Much better. >> Linda: And I think that we with all saying that we just had a recent case in Area 5 that Cynthia helped handle and so I really appreciate that. Let's see, say a couple of things in Area 5 we have some pretty high academic achievers in our area and so one of the questions that I get asked a lot is how quickly can we get our students into a college environment, how quickly can they get into an early college experience and part of this is through online so I was very happy to hear about the whole online counseling because I often go into the building and there's like long lines at the counseling department so I think the online is going to help mitigate some of that. But how quickly could our school district, our kids expect to get into an early college experience if they wanted to do either online or just early concurrent enrollment? >> Roche: Well, I think Cynthia probably... >> [Inaudible] >> Thompson: So they have to come to the college to do this? They cannot do it online? >> Roche: I believe that also part of the answer going forward two or three semesters perhaps is this notion of what Mr. Baum spoke to earlier which is reaching out into the high schools during the 9th, 10th, 11th and 12th grade and working with the districts to establish these cohort models that would then allow to some degree to deal with some of the attendance issues that Dr. Wilcox -- or some of the attendance or reporting issues that we have to do legally. >> [Inaudible] high school students have a little more difficult situation because they're really under the jurisdiction of community process and they have to get permission from the [inaudible] to attend a community college and so that's what's signed off by a high school representative and the state doesn't want to pay [inaudible] for students to learn math if they're going to community college [inaudible] so there's a whole set of state regulations that [inaudible] But between some of these regulations [inaudible] >> What about the Wood's feedback on some of these ideas too? >> No, you're right on target. It's kind of neutralized system as it is. There are very specific reasons why [inaudible] We're trying to upgrade our programs too to take more [inaudible] to make sure people can [inaudible] It kind of [inaudible] It's great counting down as a [inaudible] It works wonderful. >> Roche: A program that Dr. Jacobs in the Office of Instruction has had for quite some time is the high school bridge program, where we actually put sections out at the local high schools. You work with the local principals and the counselors and we put college level courses on the high school campuses. What we're talking about, we were talking about an executive committee meeting today a little bit, as a matter of fact, is this notion of trying to put more of a plan around that -- more of a cohort around that where the courses that we offer out there actually would represent some type of a pathway or cohort. So as we did this, the 10th, 11th and 12th grade, primarily the 11th and 12th grade, we could provide concurrent enrollment opportunities and we could also get them on the path of something that is definitely, for example, within a three year period, would get them out the door through either transfer, CET or a degree. So these are some of things that we're beginning to formalize now in working closely with our school district partners. >> How will we get the information out to, for example, Dr. Woods' San Marino School District, what we have available, what we're offering, what we're working with USD on -- how do we communicate all this? Other than having meetings like this. >> Yes, it's the outreach question. I think we're currently working with Dena Chase and it's really an outreach communication technology connection to make sure that information gets to the people the audience intended in a timely and efficient way -- in a productive way. We're working on that. As I said, we had a meeting today about how to get that information out as quickly as possible so that everybody has access to it. >> Roche: One of the things we're working very hard on is coordinating and leveraging district college resources and bringing everybody to the table to begin to, as we've been talking about, through one primary portal. Through one primary means of internal-external communication, working closely with the in and outreach people and others, all have first-year experience programs. All of the stuff that we do and doing a better job and being more efficient and productive with it. >> Linda: I just want to acknowledge that there are also two school board members from South Pasadena. So I don't know if you had anything that you wanted to add on the outreach. >> Thompson: Oh, there's Joseph. >> Linda: Joseph. >> Joseph Luman [assumed spelling]: Joseph Luman, school board, South Pasadena. You know, I think one of the concerns that we'd like is more information for our counselors and also to reach out to our parents. The parents have so much influence on where their kids are going and I think the resources that you have are really -- can be targeted towards them. So I appreciate that you're going out to the community and doing this kind of outreach. I think a lot more of this idea of doing the cohort will really resonate in our communities because the concerns that parents have of where about our children go to city college and can they get through in two years because you hear so much that the classes -- there's so many students now in the classes. Enrollment has been cut at the UCs and the Cal State. It's overflowing and can my student get through in two years until the concern is that they go and they can't. They're thinking it's going to take three years and so forth and a lot of frustration on the students. And so information about cohorts and priority registration, I think, would go a long way to give confidence to parents in our communities that when their children to the PCC that they can get through and get the courses they need. So I think that's really going to be a very positive outreach to our community. >> Thompson: Thank you. Thanks. Other questions or comments? >> Linda: I just want to add another thing and I think one of the things, the message is that Dena and I have been trying to get out as we're doing our outreach is that this is an institution that's a college for our community and so because Area 5 has so many of our students who do want that early college experience and they are pretty high academic achievers. I guess one of the things we've talked about is how those students can get in early enough and also, you know, possibly even knock out one year of college before they even get into college and I think that's something that's very appealing in this area, so I just wanted to put that out... >> Roche: We see the portal as playing an active role in that of engagement with the high school teachers, with the community members will be able to go online to understand what it means to go to college, but what it means to go to PCC and to arrange for those interactions to make it easier, more efficient, more friendly. >> Juan and others have engaged in the social media activities as well. Facebook, Twitter, we're experimenting with that. >> Thompson: I think Dena Chase would like to comment here. >> Roche: And Dena, of course, is director of our transfer and whatever it is you were going to say Dena... >> Chase: Make it quick. >> Roche: Could you also just make a brief comment or two on what our honors and fast track [inaudible] >> Chase: Absolutely. In fact, that's one of the reasons I wanted to just share a little bit of information on concurrent enrollment programs that are available now at the college. In addition to what the portal will being as it gets moving on, about 10-11 years ago, the college started a concurrent enrollment program for students in high school. Starting in sophomore year and it's called the Fast Track Program. What the program basically does is it allows a student to take, starting in their sophomore year, one college level course per semester. By the time that student completes his high school graduation, he has finished approximately, well, about one year worth of his under -- lower division requirements. He can attend PCC one year, full-time and then transfer as a junior. So that is available to students now. It requires working with a fast track counselor. The difference concurrent enrollment without a Fast Track Program is that you don't really work closely with a counselor. The Fast Track counselor works closely with the high school counselor and the courses the students are taking and to ensure that the courses that the student completes are going to be eligible and satisfy lower division requirements for the UCs. The honors program -- scholars programs is at Pasadena City College once the student attends the college. It is basically, the best way to get into UCLA that you have. UCLA does not guarantee admission to anyone, but the scholars program is the program that would at least, guarantee priority consideration. We do have transfer admission guarantee programs with all the UCs, except Berkeley and UCLA because they don't offer guarantees to anybody and that basically will guarantee a student admission to their institution. This is extremely valuable, extremely important, especially in today's situation with cut-backs and capacity. Any students that do have the TAG Agreement, as we call them, will get guaranteed admission to that university for the term that they've applied. >> Thompson: That's great. And just while you were talking, just put Fast Track. It's on our web page. You know, so you just can go right to our main web page and put in fast track and hope it comes. So I think the goal and to be clear, you know, I think are very, very specific goal is to work with Superintendent Woods and the other high schools in our district so that we have a very clear curriculum -- concurrent enrollment curriculum so that students starting in the 10th grade will be able to move through a 10th, 11th and 12th grade program in which they would be able to clear their English and math requirement -- college English and math requirement while they were in high school so that they would get their 12th -- they would get their diploma and then they would be certified college ready and then based on being in that program, go right into and have the so-called guaranteed enrollment. So that's what we're -- that's the beginning. This is the beginning of that project. So... >> Chase: And also, for students that are kind of shopping around what courses they would need, if they going to transfer to a specific institution, we do have this one tool that's available online and would somehow be fit into the portal. A student can basically choose the school that they want to attend. These are colleges and universities that the college has articulation agreements with. Select the school. They can select the GE pattern that they want to follow. Then they'll select their major. >> Thompson: [Inaudible] major. >> Chase: And what they get is a printout of the courses that will satisfy their lower division by major and their general ED requirements. We've got this going to a second level now, where they can create their Preliminary Ed Plan and by going through this, we hope that one of the things we're looking at is students would be able, if it's a class they need to take, like English 1-A is populated. They don't have a choice. They're going to take it, but where they do have a choice of what to complete this requirement, they can select that course and continue on. What we're hoping to do is use this as part of our enrollment management. Students would be able to identify the courses that they need to take. They can find out which areas they want to take them in, submit them. We can figure out what classes to offer in the future and the student can get their guarantee for the semesters that they're at PCC. So those are all the upcoming things that we've got going. >> Thompson: Are there questions of Ms. Chase? [ Inaudible audience question ] >> Thompson: Dr. Roche, one question that occurs to me in listening to this is that how many school districts do we have in our area? About seven or eight? >> Roche: What's the count? Is it 11? Is that districts or high schools? >> High schools. >> Roche: So we have 11 senior high schools in our district. >> Thompson: Not necessarily districts, okay. How many districts involved in that? >> Seven. Seven. >> Thompson: Seven, okay. So 11 high schools, seven districts. >> San Marino, South Pas, Temple City, Rosaline [assumed spelling], Arcadia and La Cana [assumed spelling]. >> Thompson: La Cana and [inaudible] So okay. How do we ensure that we're [inaudible] with all seven districts and doing so in an equitable fashion? I mean, we -- I guess one concern I have in listening to all this is we've been working, what two years with the USC on this Pathways Project and I think I heard Brock say that this fall we're going to have this available to all seven districts within our geographic area. I'm wondering how are we going to pull off this miracle and be able to go from a prototype with one district and transfer that or make that applicable or available and applicable to all seven? >> Well, we have an answer. [ Laughter ] >> You're given a pilot [inaudible] school district on pathways for [inaudible] >> Thompson: Right. >> [Inaudible] >> Thompson: That's what I thought. That's why -- maybe I misunderstood what was said before. >> But the [inaudible] prior to registration... >> Thompson: Okay. >> For fall incoming high school students from all seven of our districts and effectively [inaudible] that's [inaudible] the third of everybody in relationship [inaudible]. >> Thompson: So if I can, you know, tack on to what Bob said is that there's two kind of separate issues here. One is the guarantee of registration enrollment for in-district 12th graders from those 11 high schools. That will be in place for September, okay. And then the Pathways Program we are now -- and we have a joint meeting coming up in May with PUSD, we are rolling out for September in PUSD as a beta test, okay. And we'll be working with the other district, other than PUSD over the 11-12 year to be able to install that in the fall of 12 in, for example, San Marino District. Dr. Woods. >> Makes sense. >> Woods: Make sure that the group you need to communicate with are academic [inaudible]. If you can sell them [inaudible] process, you'll save yourself a lot of [inaudible] >> Thompson: Yeah. Yeah. That's great. Well we'll -- you know, this is good because we'll, you know, get the cards and everything and start to setup those meetings. >> Yes, I know we're having this meeting also for the benefit of Area 5, but I just wanted to acknowledge that there are two PCC students here from [inaudible] school district and so I guess -- I don't know we want to address, you know, what did they see in their curriculum. >> Thompson: I would love hear what the students' experience is. >> Do the students want to say anything? >> Please come up and... >> Thompson: [Inaudible] put you on the spot. >> I'm actually North Hamburg [assumed spelling] students, as well. Oh North Hamburg is really close to Pasadena City College and it's really hard for us not to get priority registration at PCC when it's really close. Instead we would have to go to ELAC. A lot of the students actually go to PCC. Is there any way we can allow North Hamburg students to get also priority registration since they're so close? I know it's not in your district, but it would really benefit the students. >> I think we're waiting for a response from Dr. Roche. I have to say my children went to PCC while we were in the North Valley. >> Yeah, it's really a nice school that -- it would be really helpful. >> Roche: I'm sorry, how can I help? What was the question. >> Thompson: She's from North Hamburg. She wants to know how she can get priority registration even though it's not in the district. >> And not just me, as well as, other future students. >> Roche: So you're an enrolled student now? >> Yes, I am. >> Roche: And where are you in your program? >> I will be transferring in the all. >> Roche: Okay in the fall. >> It was just really hard to get classes. I had 80% of my classes just to go in the same day... >> Roche: Sure. >> ...and raising my hand, you know, lottery -- whatever it is the professors would do. >> Roche: Yeah. >> And it's really hard because, I mean, I live borderline San Marino, South Pass and I don't want any other students to go to ELAC, you know, when PCC is really close to us. >> Roche: What is your -- what's your program here at PCC? What are you trying to transfer to? >> I'll be getting my GET seat and graduating from the school. >> Roche: Okay, so you're on the GET seat track -- the certification track. Well, first of all, thanks for your comment and good for you that you've been able to navigate this. You know... >> Yes, two years. >> Roche: No, no. And so it really is an arduous process for students. One of the things, I don't know how much will help you since you've kind of figured it out... >> Yeah, but I want the rest of the students to have... >> Roche: ...and I'm glad you're on the way. Basically, you know, at least the general short answer is the logic of where we're going as we said on the tape is to move away from students just -- okay, you're admitted. There's the schedule, rush and go see if you luck out and get courses and move to a program so that every freshman student who comes in is not just admitted, but is actually enrolled to a program. So, for example, you know I would think that there would be, that we could establish an I Get Seat track so that, you know, then you follow the prescribed curriculum for that. So I think that the big shift over the next year or two will be to shift to registering students from just courses and then, of course, this tour program. I suppose the trade off is that there'll be -- you'll be able to move through the program more quickly because they'll say here's the program semester one, semester two, semester three, but they'll be a bit less electivity -- options, but if you follow this program, you can move through it. But you can't just pick and choose. But no, that's helpful. Any other thoughts on responding to the question. I mean, how do I, I mean, that basic question, you know, Cynthia, comes through again and again and again and how do I get my classes and... >> And also priority registration for North Hamburg, is there any possible way... >> Thompson: In general too, I mean, I think that the transcripts... >> It's really tough, but we're such a close school to PCC and it's such a great school. >> Woods: What I -- I will speak as a board member though, one thing -- and I'm on the State Board of Governors for the California Community System -- one is we're going -- we want to make priority registration for every student. We want to make sure that every student has access to classes in a period of limited resources, we are finding ways that, like Dr. Roche suggested, that if you're willing to work within that framework, you will have access to the classes that you need, but we also, as a governing board and the proof is that PCC has almost 70% of its students come from outside the district, so out-of-district students are getting access to Pasadena City College classes. We as a board though, have also made a direction and a strategic and have adopted our master plan that in-district students receive -- need to have priority access to Pasadena City College. I don't believe it will disadvantage North Hamburg students, but at the same time as a board member, I directed individually and collectively as a board the administration on these specific priorities and we will do everything in our power to also make sure that other students who are enrolled at PCC all have a plan and have access to the classes that we need, but I'm going to be holding the administration accountable for how effective are they in developing programs that in-district students can access. >> And as for your decision on the seven districts, after their prior registration, the rest of the schools, how are they going to be prioritized or put in a timeline? Is it after last name? Or... >> Thompson: Yeah, I think Dean of Transfer, I now we have a group in college... >> Roche: There are a host of ways students can earn priority. If you're a veteran, for example, regardless of where you live, you can have priority access. If you're part of a program that's progressing toward a degree, you can register at another later date. Is that correct, Dean Olevo? And others so those are ways to get the priority registration. >> Olevo: I think what Dr. Roche was saying in terms of transitioning toward a program approach is just open enrollment. Where the programs objectives or goals would be to get you in the courses you need to complete your requirements and graduate, but I think what she's specifically asking is she North Hamburg, she lives very close to San Marino, very close to South Pasadena, but unfortunately, she's in the Los Angeles Community College District. >> Yes, I have to go to ER. >> [Inaudible] come to PCC. >> I'm not trying to be mean or anything, but... >> Actually, there's more of our member students enrolled at PCC than there Altadena [assumed spelling] students. >> Thompson: Cynthia can be helpful. We have a group that is looking at priorities across the board and that one of the things that Chancellor Scott has said is that, again, that we ought make sure that all 12th graders get first shots. Cynthia. [ Inaudible audience comment ] >> Thompson: Dena. >> Go ahead. [ Inaudible audience comment ] >> Well, I mean, I'm out, but I really want the students from North Hamburg that came there to also have priority or earlier registration at schools. [ Inaudible audience comment ] >> We're actually getting the classes, but with that you need priority registration because, because all the classes get... >> Thompson: And the secret is what? I'm really interested now. >> The secret is that if you can identify at the time of the admission what classes the students have to take... >> Thompson: Right. >> ...at [inaudible] we may not guarantee you this English class this semester, but the second semester or whenever it is... >> Thompson: Right. >> ...at a future time. >> Thompson: Right. Okay. >> That satisfies that. You're not getting less [inaudible] but you're telling us [inaudible] to satisfy your requirements. We can tell you we'll schedule you in those classes, but you may not fit the time [inaudible] but that's what we will guarantee to get the class so you will get out at a certain [inaudible] >> And how will we be guaranteed that seat in that class? >> You're going to tell us which class you want to take... >> Oh, yes, so you'll keep us in a log where you -- in the computer... [ Inaudible audience comment ] >> ...that and go the to enrollment management and say okay, here's all the classes [inaudible] and figure out how many of those classes are going to be laid out... [ Inaudible audience comment ] >> I mean, it just says we are going to -- that would just be great because some of the students have not even taken English that I've graduated with in 2009 -- they haven't even taken the core requirements because they don't have a seat in the class. >> Roche: You know one thing we might do -- it occurs to me and I'd ask staff to keep this in mind and we'll go back to the ranch and look at it. I wonder -- you know, we could, we ought, it sounds like we've gotten this input consistently. We probably on the front of the web page, you know, just take a big block, you know, big, colored block, visible and [inaudible] if you can get your classes, click here. [ Laughter ] >> Roche: We don't actually have a computer system. There's two guys back there and the -- and you know one thing, these questions are coming up and counseling is handling them ad hoc and we can't, you know, help every student in every way, but a resource that a student, "I can't get my classes" it clicks in and immediately gets you triaged to the resource counseling transfer and so on so that in perhaps, before the add-drop period or before census, the student is able to self-identify that I, you know, I'm in trouble here. Somebody needs to help me. >> Yeah, that would actually be great. >> Roche: That's really helpful so that it's not just out there. >> And not just for North Hamburg, but for the students that were not able to get their classes. >> Thompson: Tony and... >> Tony: President Roche, I'm sure you've told me this a hundred times, but what is the percentage of students in-district and outside district right now. >> Roche: I think there's -- let me ask Crystal. What is the current stat on that? >> 80% >> Roche: Well, tell me anyway. >> 65 - 35 >> The woman in the back had a question. You want to get the microphone, please. >> Are we done, but before we move on from North Hamburg, I just want to say -- are we talking about the same issue. >> Is there currently something that does that where you can say, "This is what I want to take" and if it gets approved, we will get those classes or is that just an idea? [ Inaudible audience comment ] >> Because I'm kind of in her situation. Like I'm only transferring out, but it's my third year and I wanted to do it in two years. I mean, it's good that I'm getting it done, but if there was something available, that would be helpful when I had just started. [ Inaudible audience comment] >> Thompson: Right, we should schedule those -- well, we've talked about this that essentially what you're saying is that that fast track is for any student who has already cleared English and math. And every student, whatever the size of the population should be put into a basket -- who is already ready to go, freshman year, out of 12th grade with English and math, they go in the fast track or given a choice. >> And even if you're not in the district, if you test into it... >> Without, because I think under any circumstances, the state priority is that 12th graders should get priority. [ Inaudible audience question ] >> Thompson: There you go. Yeah. >> Who satisfies [inaudible] >> Thompson: I think we're hearing lots of issues being raised here and lots of suggestions of how we might be able to approach this, but obviously, we're not going to be able to solve all these things right now, but I think we're getting lots of good thoughts and hopefully this conversation will be carried on when we leave here. Jeff. >> Jeff: I just have one or two -- two things real quick. I'm just looking up here, there are 17, since last observation, 1700 students came from North Hamburg. It's the third largest community of students at PCC, while Los Angeles is first, Pasadena second, North Hamburg third, but then I don't want to leave it like we just focused geographically, because I want to say one thing to you. You're exactly the type of student we want at Pasadena City College, regardless of where you are from, because what you were able to just demonstrate is first off, you had a plan, you had a goal, you did what it took to find the classes to succeed in the classes that you took, to execute a plan and now you're transferring. Have you decided where you're going to transfer to? >> UCLA. >> UCLA, very good. Outstanding, but you're exactly the model student that we want at Pasadena City College. Not only did you execute your plan, you came to a board meeting, which is a rare enough thing and articulated a very persuasive case as to why we should place a certain attention on a group of students that we may not otherwise have actually considered in a decision that we're about to make. So I just wanted to extend my compliments to you and to say that you and your colleagues that came tonight, thank you for doing that because that's how we function more effectively as a board and as a community by hearing from students and that I think that you're really to be commended for that. >> Thompson: Other questions or thoughts, comments. As I said before, part of our -- one of our major reasons for meeting here and other parts of our geographic area is to hear from people such as we've heard this evening. Students from North Hamburg or wherever it may be and the issues you are confronting are -- before they were perhaps obstacles to give us to information of what the issues are and your thoughts as to how we may go about addressing these things, but our goal, as Mr. Bauman [assumed spelling] has articulated quite well, our goal is to educate students in the most efficient and effective and positive way that we can. Get you in, get the courses you need to have, the qualify transfer -- going to UC Irvine or wherever the school may be. We have a great transfer rate here and reputation. We're one of the top three or four or five community colleges in California. Last year, we had students transferring to the University of Chicago, Princeton, Yale, Georgetown, you know it, Cal Tech and that's not too bad. But we need to be able to do a more effective job of getting everybody a chance to get the courses they need in a relatively efficient way and be able to move. So are there other comments you care to make. Mr. Pack [assumed spelling] you've been awfully quiet this evening. That's unusual. >> Pack: Indeed, I'm really grateful for the discussion that we have had here and I just -- I couldn't help but thinking while we were having this discussion about the in versus out of district students. I've heard at the past two conferences that I have been fortunate enough to attend with the board of trustees, this whole idea of we -- as community colleges, we really have to focus on our goals and we can't be all things for all people at all times. I know that those are difficult words to hear and for many people difficult words to say, but it needs to be said that we cannot continue to just serve everybody all the time. And so I think that's it important to consider the population of students that we have outside of the district, but I also think that the fact that we have such a low number of students in [inaudible] is not necessarily a case for serving other districts more, but perhaps the case we're focusing on our districts. And to me -- I'm not one to set up the false dichotomy, but to me it seems like we have one option at this very far end of where we continue with a model similar to what we have now where we give students relatively equal footing without a huge gap and the priority based on district and the students who are particularly driven, like the young ladies who are here, will come to the top, regardless of where they live in relation to PCC or we can focus in on the community where we technically, I guess, we're supposed to be serving, based on our region and say, "Okay, we know that there are [inaudible]" and then regardless of how academically successful their track records may be, it's really focused and -- resource to make sure that we'll able to bridge that gap and so to me it seems that sort of choice that we're faced with making right now. And I think that given this sort, I guess, sentiment that the nation has right now, that they're really relying on community colleges to make individual communities more successful, it really falls then to us to make sure we're nurturing our community and the students that are in. I think Altadena [assumed spelling] is a particularly important example because of the achievement gap that a lot of students face, so I guess that's sort of my feeling on that. I hope that we really continue to stay focused on the equity, social justice component of bridging the achievement gap. >> Thompson: Good point. There's more. >> Chase: I just want to make another comment. One that Dr. Woods was one of the earliest people I talked to when I got on the board to find out what was happening in the community. So one of the things he said to me and I thought was really interesting because San Marino does not send a lot of our kids to PCC, although they do come back in subsequent years, but one of the things he said was, you know, there's sort of a feeling in the community that if you can't get out of the school in a timely manner, then maybe you can just go ahead and pay for private school to get out. So I think it's something that we should also consider and I know that Dena has taken a lot of that into consideration. A lot of interesting ideas, but I mean, one of the things I also don't want to see happen is just because Area 5 could afford to send their kids to private school, they're not going to a public solution because it's not viable. They don't think they can get out in time. >> Woods: One of the things we're working on Ms. Chase is very much involved with it is establishing transfer relationships with all your universities and colleges. And as we continue, hopefully, to expand those relationships, we will be able to put Pathways Programs -- call it what you will, that will ensure that the students who come to PCC will get the classes they need, be able to transfer and move on to the four-year universities. That's an approach to take too. Other comments, Ms. Brown, you've been quiet this evening. >> Brown: I have no other comments. I've been listening and I sort of -- I understand the young ladies over there. I also understand what Trustee Wise is saying, but going back to what our student trustee is saying, makes a lot of sense. It's good that if you're in a position, even if we have 34,000 students and you have the Pasadena, Altadena area students that are not doing well. A lot of them are working, a lot of them are really trying to prepare themselves for a job. They're doing their best, so we really have to be careful how we analyze the whole thing because at the end of the day, the people that are really going to benefit or need to benefit, I would say, to change the situation that they're in or those people are the adults and lost their job or the students that don't have that family that can support them, so we just have to be very careful with how we balance the limited resources that we have, the limited space, the limited everything, so that's all I have to say. >> Thompson: Jeff. >> Jeff: USC is tired of the half in the NCAA Championship. [ Laughter ] >> Jeff: They need a tournament right now. >> Thompson: Right on. Anyone want to guess where Jeff works? It's this coming Thursday that I'm interested in. A certain game against Connecticut, but it's going to be a tough one for us, now. Dr. Fellow, any comments? >> Fellow: No, I think this was a good meeting. Again, and I hate to repeat this, being a professor, being the chair of the university, [inaudible] university department. The problem is money. There's no money in the state. We have 8,000, I believe, [inaudible] that didn't get courses at PCC. >> Thompson: I'm sorry, I didn't... [ Inaudible audience question ] >> Thompson: Okay, well, I guess the short answer is I'm not sure, because I'm not sure, you know, the students that are already enrolled are being seen here in one way or another, so every currently enrolled student is getting something, although they certainly, as our students testified pretty well, is pretty difficult to get all the classes you want right now. But what... [ Inaudible audience comment ] >> Well, I think it's past the point where a student can add a class now. So that [ Inaudible audience comment ] >> Thompson: Sure, well, if you have just like, I think we have a gentleman here. If there is a specific individual or student who's in the college who needs help, as I said before, Dean Olevo in the counseling department are here. I'd ask you to make sure that we get the name of that individual over to Cynthia right now and we'll see that he or she gets... [ Inaudible audience comment ] >> Thompson: I mean, one of the issues is, was mentioned earlier -- one the issues that we face and every school in the state of California faces right now is money. Because under the best scenario, the governor's proposed that community colleges will lose $400 million from their budgets collectively statewide. We're losing $5.5 million and that's assuming that the extension of the tax increases gets on the ballot and passes, neither of which is a near certainty, so we're all in terrible times and we realize this and we're collectively we've got to get our act together in this state. In this nation for that matter, but particularly in the state and focus on education because... >> I have a quick question. How many additional seats have we made -- have we added to our capacity for this semester? Because as I recall we've added a number of additional seats. Over 100% capacity. >> Thompson: What did the census, what was the stat on percent of capacity? Do you recall Crystal? I'm asking the census. We took the census photograph, what was our enrollment percentage capacity? >> 120%. >> Thompson: 120%. >> And one thing, I'm glad you raised that issue because we at the system are telling districts, do not offer classes beyond your enrollment [inaudible] and do not because we don't get the resources, we're not going to get it from the state, so don't do it because it's going to put you in a precarious situation. And then I put on my Pasadena City College hat and say, I want every student who wants a seat to get a seat, so I'm appreciate the administration trying to find ways to shoehorn students in and serve students that would not get served otherwise with educational services. >> Thompson: Any further comments Dr. Roche. >> Roche: Yeah, the only thing I wanted to say President Thompson and members of the board of trustees is that you have here tonight almost the entire administration, faculty leadership, staff and I just wanted to express my profound appreciation for the work that they've done all year under the most challenging of circumstances to get this Ed Master Plan before you and approved and to do the work of implementing the plan and so I just wanted for me to thank the staff and I think you all deserve a big round of applause for the great work you're doing. [ Applause ] >> Thompson: Oh, I'm sorry, Nolan, I missed it. >> Nolan: I just wanted to go really, really briefly back to the budget situation. I know that we've talked about your money is scarce and everything. From the student perspective, I want to say that the possibility of the package failing is particularly frightening for me because in that instance, we say there will be massive cuts to the community college system, which is true, but in addition to that, just to keep the community college system running, there will be a unit fee increase up to about $66. And to put that in the perspective like it's $26 right now. So for students who don't necessarily have the financial capability to pay that extra amount, those are students that the community college system will lose. So I won't presume to tell people how to vote, I would request you to consider voting... >> Thompson: You would never even dream of doing that. >> ...to consider the impact on students lives as it relates to the tax package if the cuts don't come, since we're out here in the community with voters, I thought that might be a particularly important thing to bring up. >> Thompson: Any other comments? >> Can I add on? The [inaudible] of this dealing with the state universities is probably going to be a cut of $1 billion at the state university, which means we are cutting enrollments right now. They'll be no new enrollments at the state universities in the spring and we're going to be -- in the fall will be very limited and unfortunately and I feel sorry for -- especially for community college students today is that they've raised GPAs. It's not us -- despite all these bills in Sacramento, they give you a clear cut class at the state university that it's over. You have to have a high GPA now. >> Thompson: I hate to end this meeting on that dower note. Thank Dr. [inaudible] but I do want to add my thanks to all of you for coming out and participating in this because I said collectively as a community, an area, a state, we have an obligation to educate students that come along and we need your help in doing it. So thank you very much. The next meeting of this board will be on April 6, the joint meeting of associated students, starting at noon time and closed session at 10:30 and then we'll have our regular meeting as a part of that. So nothing else. Then we are adjourned. Thank you. ==== Transcribed by Automatic Sync Technologies ====