>> I'm going to ask the board members to please come and take their seats. And others as well. [ Background noise ] [ Inaudible background comments ] >> Okay, let's bring the meeting to order, please. Mrs. Thompson, would you call the roll? I am here. >> Mr. Baum, Mr. Martin, Mrs. Brown. Dr. [Inaudible] Dr. Mann. Mrs. Wah. Mr. Peck. >> I'd like to ask Mr. Martin if he'll lead us in the Pledge of Allegiance. >> I'd like to do so. >> [Inaudible] flag to my left. Please join with me -- >> Multiple speakers: 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. >> Yes? [ Multiple voices speaking ] >> Before we move to the agenda I'd like to recognize Mr. Trustee John Martin, whose district this is. And ask you if you would like to say a few words, make some introductions. >> Well, I share the district, obviously, with other trustees, but because I grew up so close to this exact location this is a real thrill for me, to be here at Temple City High School, and the only thing that would be more centered to me was if we were having the meeting in the pool. That's really where I spend most of my time. Every minute of every summer and any other time I could. We're very fortunate, I'm going to introduce the mayor of Temple City, Mr. Tom Chavez is here, and I know he has another commitment, but he is -- broke away from that commitment to come here. In addition to being a prominent attorney in Pasadena, which we promised Mr. President we would not hold against him. But in addition to being an attorney, he also teaches, adjunct, at Pasadena City College, so he's very connected to the college. He's been doing that for many years. And I have personal testimonials. My last one was in the last three days of his students that say he is not -- not just an informative teacher, because a humorous teacher. That makes the material very interesting. And so that was a recent para legal graduate. And so we're very delighted our mayor is here with us this evening. >> Would you like to take the podium, and say things? Can't imagine a mayor who would not want to say something. >> Well, yeah, politician and attorney that doesn't want to say anything. Let's see, I'm not sure. >> I know that feeling very well. >> Yeah, I'm sure. Well, thank you very much. And on behalf, of course, of our citizens of Temple City, we welcome all of you to not only Temple City but Temple City High School. It's a great facility. You know, thank you for coming, so much. I have a really story to share with you also. I have been teaching there -- this is actually my 17th year, I love teaching there, it's my respite away from the real world I guess you could say. But this semester, students get a little bit of a kick out of the fact that I actually am mayor of Temple City, and so I remember our first class this semester, of course it was overcrowded as always, of course you guys know how that goes. We were talking, and student raised his hand and he says -- I thought he was going to ask a question about the class. And I called on him, I said yes? And he said what are you going to do with that corner at Las Tunas and Rosely Boulevard. And so -- right there I realized that, you know, being the mayor and being a teacher there , there is that mix. So as John said, I have another engagement to go to, but you know, thank you again for inviting me here and keep up the great work. I do enjoy teaching there, and you know, it's a great place to go. I know we have a lot of students from Temple City, we have a good connection there, so hopefully we can keep that up. So thank you very much. >> Are there any city people you want to introduce beside yourself? >> Well, we know we have -- from Temple City Unified. Are you going to get to that -- I don't know -- well, we have Janet here, of course. I don't see any other city people here, actually. But you know, but again thank you very much. I appreciate it. And we'll see you along the way. All right, thank you. >> Thank you very much for being here, we appreciate it. Linda, do you have something you want to say -- okay, all right. Just -- >> Second introduction is Matt Smith, president of the school board for Temple City unified, and Matt has been on the a really long time. Matt, you want to say a few words? How long has it been? [ Inaudible comment ] >> Okay. That's a while, yeah. >> I don't really have anything to add other than what Tom just said, we're very pleased that you're here tonight and are able to use this media center for your meeting and look forward to these kinds of things in the future. >> I appreciate for you and Chelsea arranging for this evening. Any other introductions? >> Tom [Inaudible] next to Tom is Janet Reed, she's a board member here as well, and next to Janet is Chelsea King-Smith [Assumed spelling] who is our district superintendent. >> Great. Thank you. >> Okay, I think -- I think I'm covered, thank you. >> Anyone else on the board have any comments or questions or whatever right now? Okay, let's then -- we may come back to our agenda, the first item is public comment on non agenda items at this particular point. Remind all of us the [Inaudible] prohibits us from discussing or taking action on any item that's not on the agenda for this evening. But I have a couple of cards that have been handed to me, and I'm assuming these are non agenda items. First is from Ellie Ogilve, sorry about that. >> So I'd like to thank all of you for your time. And I'm really here to express a concern that I have as a student and I know it's one that is shared by many other students at PCC. I have been very closely involved with the struggle we've had in gaining student access to classes, and I'm sure everyone's sensitive to the crisis that has been growing. And next year we're facing a $10 million cut from the state. And at the same time, as student access to classes is shrinking, class availability is limited. We've been told that we are approving the addition of five new vice presidents to the administration of the college. And I just wanted to state for the record that as a student I find it completely unethical to allocate money to the highest paid administrators on campus when at the same time students are being told there's not money for their classes. Thank you. >> Dr. Roacha, do you want to have comment on that, please? >> I think some of our student friends have comments on the same thing. And why don't they have their say and then I'll present the facts. >> The next -- >> Who's -- >> -- piece of paper. Vlad Voliski [Phonetic]? >> I brought with me numbers. And it -- I -- my concerns are in regards to the new positions as well. So for the whole community and for everyone to see the reality. So first, there's two interim vice president positions, which means the college will not have to spend any more money because these position already exist and the money is over there in the budget. Next, there's the new vice president position, which currently in the Dean position for human resources. And now my source is Dr. Mark roacha who said at the last academic Senate meeting that a Dean gets paid about $150,000 per year, and a vice president gets paid $175,000. So as you can see, an upgrade from a Dean to a vice president, which basically has the same responsibilities, means an extra $25,000 to the budget. Next, there's the new vice president, which is also an upgraded Dean for educational, which is also $25,000. The new vice president for IT will cost $175,000 and the new position which used to be vice president, now called general council, it's another $175,000. The last board meeting, the board approved the is much for six vice presidents, and each one cost $15,000. So here you have six times 15, that's 90,000. So here we have a total of $490,000 added to the budget. So let's go to the next point. Okay, on the PCC web site there is this plan for saving money. And on this plan which is -- which was approved by the president, 300 sections reduction means $1.5 million savings. What this means if we divide the 1.5 by 300, means that one section costs $5,000. So the $490,000 there, you could save 98 sections. That's out of the 300. But wait, the story doesn't end here. If one of the current interims does not get hired, the president said he will find a job for them in the college. He said that they will not be left without a position. So let's assume one of the interims doesn't get hired as the -- for the new position of vice president. This means they get a new position, which means adding $150,000, and if two of the interims don't get hired, then you're adding $300,000. If all four of the interims don't get hired, you're adding $600,000 to the budget. So what this means, the total first, in the scenario that one interim doesn't get hired you have an additional 640,000. If two don't get hired, you have an additional 790,000, so that's 158 sections. If all four of the interims don't get hired you're talking about over $1 million, which means over 300 sections. So as you can see, I'm presenting you numbers. I want to seat numbers from Professor Roacha as well. LA Times published a series of articles in regards to the way Mark Roacha managed public money at Westerly College. So given the fact that they have this information about Mark Roacha, why are we giving him a blank check to play with our futures. Thank you. >> Anyone else who wants to address the board on non agenda items? Okay. Dr. Roacha, do you have something you'd like to say? >> Yeah. You know, in fact what I do is [Inaudible] one of the things I had the pleasure of doing today was writing a letter of recommendation for [Inaudible] and Nolan you know is one of PCC's best debate students, and you can go to the PCC web page. And on the debate team they say you get to have your own opinion, but you don't get to have your own facts. Just -- and I appreciate our friends who have showed up and consistently showed up, and so on. But I just wanted to present some facts. I won't speak to or dignify Vlad's comments, and -- but I did want to show the board and our guests what tonight was about, is about, is having a conversation with the community about -- in Temple City, about how we can serve the high school students here at Temple City High. But I did want to point to this document and just so that we could talk about Vlad's to use George Bush's words, fuzzy math. So let's see, let me make sure that I get to the -- let's see, the sheet that the budget committee -- think this is it. Okay. Is that it? And I did want the board and the whole -- ah, here we go. [Inaudible] have to see this. We'll see if we can make that a little bit larger for you. Let's put that down. [Inaudible] final [Inaudible] good. Okay. Okay. The -- the budget committee which Rick -- where's Rick? Ah, Rick Van Pelt chairs, and is a shared governance committee on which faculty, staff, and students share. This is a planning document for the next year's budget. Next year's budget will roll up to the board in the middle of the summer and we will propose an adopted budget. These are the planning points, and we're trying to prepare, but we have made no decisions. So it actually is not a fact that any decisions have been made. This is a planning document from the budget committee, and we will work on the entire budget and present it to the board in the summer. But as you can see, we're trying to plan for what might be the worst case scenario, of a $9.6 million cut in an all-cuts budget. We've actually received some recent news that indicates that the cut may be less than that. But we'll see what happens. So it is absolutely not a fact that any decision on the budget or the sections have been made. And when they are made, obviously the entire public will have an opportunity to view it and be able to respond to it. But for the purposes of the planning so far, you'll see that whatever it is your math sheets said that we're actually streamlining the administration next year. That we're estimating that the largest cut will come from administration. And that we will spend next year $2 million less on administration that we pay this year. So that's a pretty good cut. And I also say as a -- one of the -- I say almost a cruel comments that Vlad made, the colleagues you referred to have public entitlements to those jobs. So the comment that you made, said, oh, those people are going to stay here anyway, is actually not only disrespectful of our system but really cruel to the people who are here, working in those jobs, okay? They have an entitlement to employment by contract, okay? Yes, they are going be here working for the college next year. That's what I said, and that's what's going to happen. But even with that, we will spend $2 million, less on administration next year. Now the net reduction of 300 credit sections. You can see that the smallest cut, if it occurs, if it occurs, is going to come from instruction of $1.5 million. This year we were the only district in the state, what the first speaker said, is simply not true. Access to classes has increased this year. We have offered more sections this year than we did last year. And that is a fact. And we are the only district in the state to do that. We are participating in a worst case scenario that we would have to reduce 300 sections next year. Not because this very good board and I choose to do so, but because it's been ordered by the state that that is our so-called apportionment cap funding. Having said that, we are still yet hopeful, I don't think, Rick, the budget committee has made any final determination, we have said as well you know, that final determination will not be made until June or July, until we see what the state budget will be. Having said that, as you can see over in revenue enhancement and efficiencies. Here it gives me an opportunity not only at the beginning to talk about the good news of Nolan perhaps going to Northwestern, perhaps representing the college there, but also this week we will be announcing, thanks to the great work of Lisa and everybody in the foundation, one of the world record donations to a community college of $4 million. Okay, and that came about, by the way, because I hired a vice president of college advancement last summer. So -- and I'm grateful to Lisa for her work that did that. So we have not yet totaled up the money that will come from revenue enhancement and efficiencies. So it is well possible that we may be able to go into next year and have no reductions in instruction, and we can also promise that whatever the sections are, we can also promise that the total number of students who are being served now will continue to be served. So those are the -- the facts of the matter. I appreciate your comments, and the -- the Senate, the academic Senate, I'm grateful to the Senate for approving the appointments to the committees, the search is moving forward. And we will continue in that -- in that vein. So thank you, president Thompson. [ Background noise ] >> I think just to emphasize a couple of points that we stressed the last time, and which Dr. Roacha just stressed now too is that Number One, all we've done is authorize searching. We have not authorized hiring anybody, and you laugh, but that's true. I think that makes a huge difference. Second thing is we were told last time that the overall cost of this will be less, and Dr. Roacha just reiterated that. Now if you've got facts to dispute that, present the facts. But please, don't just stand up here and argue that somehow this is going to cost more. I know you showed us that, but I think you're misunderstanding the point. The interims that are already there now, we're already paying their salaries. They're going to be paid regardless, they have a right to go back to their current positions. Okay? All right, well, I think you miss understand it, then. But be that as it may, if you have facts to dispute the conclusion that we have been presented, both last time and now, that we will say from -- we saved last time, from $1.2 to $1.4 million. If you've got facts to dispute that, bring them to us. But otherwise, don't just argue the conclusions. So anyway, I don't mean to dwell on that, but I think it's important that we do deal with facts and reality. And that's what we're trying to do here. So let us now, if we may, move to the agenda. And the Educational Master plan, PCC and the 21st century, the high school to PCC Pathway's project, and the honor's track and Fast Track programs. Dr. Roacha? >> Okay, thank you, President Thompson, thank you everyone, students included. And colleagues. One of the things I'd like to do first of all is to kind of do a little introduction. My wonderful staff and, you know, the A team from the college is here. And I'd appreciate it where I see most of the staff are here, behind the students, but some are peppered here. I'd appreciate it for the benefit of our guests if you would just go around and introduce yourself and your role, please. I see Elaine over there. [ Inaudible comments ] [ Laughter ] >> Thank you. I'm sorry, [Inaudible] -- I'm sorry. Right. And did we have -- you know, and normally we have our classified representative here. But of course we -- the standing -- right, Denise Albrecht or -- yeah, Denise Albrecht, normally Denise is here. But so kind of in spirit, our classified staff is here in spirit. Going to help hold up the college. So to one and all, on my staff, I thank you very much. And also for our guests, and we're a guest here, and we're very, very grateful for being able to come to this beautiful high school and this great library, and have this opportunity to have a conversation about how our two institutions can connect. So what we're going to do tonight is to -- we're going to try and be very, very brief to set up a conversation. The first thing that we'll do is to show our short video about our Educational Master Plan. We've been working on our Ed Master Plan that will carry us for the next few years, and the board approved this in December, this is the document. But we boiled it down to a very short video tonight. And then Dina Livo, we wanted to talk about -- you'll see this kind of multicolored sheet out there, if you don't already have one, there's ones on the table. Make sure to take one with you. But this is a project that goes to the heart of our conversation tonight and goes to the heart of what we're working on in our Ed Master Plan. And that is how to link in a track the high school students, the 11 high schools in our district, one of which is Temple City High. And how the link the high schools in a district on a track so that they're coming seamlessly into PCC and able to move through with your program and on to a four year university. So this is a kind of a template. These are not by any means finished proposals tonight. We'll try and be very brief so we can leave most of the time for open conversation and questions an answers. And -- but this is not by any means the final word or final proposal. The whole purpose of us being here tonight is to listen and to learn. So -- and -- and we've got everybody here who can possibly answer every question possible. So I'm grateful to the board for its commitment to out reach, of which tonight is a part. So with that, you know, I invite the board to kind of sit out in the audience and get a better view, we'll do the lights and we'll roll the video. [ Background noise ] >> -- one is social justice -- >> Fusaya Humaya Utsonamia [Phonetic]. >> But the community college itself in 1924 was founded on the principle of innovation. Actually, they called it at that time the 644 Plan. It was a new idea. Completely new idea. >> PCC is setting up this road map and the Ed Master Plan to maintain our heritage of excellence. How PCC will again lead the way in the 21st century the way we did in the 20th. >> What we've done is in the Ed Master Plan, is to set out the 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 Educational Master plan really is a game plan or road map that's going to guide the activities of the college, including the administration, the faculty, the staff, all of the constituents for the next four years. Our game plan, as you know, is to become the Number One transfer institution in California, community college institution, by the year 2014. From the very beginning, this plan was developed not to be just another document that would sit on a shelf, but would indeed be a living and breathing document that we would look at on an annual basis. >> It's an organic document, we'll continue to adjust it to reflect circumstances as we move along. We're one of the few community colleges that have put down our stats for our transfers, because that's one of the most important things for our outcomes for our students, for the award of associate degrees, because the award of a degree is the transformative 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 and we want to increase the number of degrees in that area. And in certificates, work force certificates, such as the construction trades, automotive technology, and the certificates in health and so on. We want to -- that's a major goal, to increase the number of certificates. And finally, what we call basic skills are the achievement gap. The number of students and the percentage of students we are succeeding, getting through to clear their English and math requirements which are essential for student success. So these are the primary goals. We state where we are now, which is pretty good, we're one of the top community colleges in the state. And we state where we're going to go over a four year period, what our numerical goals are. So 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 -- I mean, we're finding out at Pasadena City College of our centering students, and is not unique to us, not 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 learned in high school or perhaps even in grammar school. And now the 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 can get our act together here and help this area become better off with more educated students, we will do better economically. And the state will do better. It just follows like night and day. So we're very 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 in 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 the Ed Master Plan. So now we have the signature goals of the Ed Master Plan, such things as, you know, the things I referred to with transfer and degree and work force certificate. But we also have those signature goals of saying to the district enrollment. Students from our industry [Inaudible] school seeing that they have a priority. Such things as life-long learning. So we've written into the plan signature goals that we heard coming from both the external community and the internal college faculty and staff. >> In order to make that happen, we have to very quickly mobilize around the action items that are also set forth in the plan that speak to very specific goals. >> One of the key priorities here, that I'm always quick to point out, one of the key priorities is how we create more wealth. We often see 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 in our foundation, fund raising, and contract education and fee-based extension, and non resident tuition for international students an [Inaudible] residence, and online education and so on. So we do have some opportunities to not just respond to the budget cuts, but also to increase the revenues so that we can achieve our main goals. >> Well, hopefully if you've been a part of the pathways project that we've been developing with past unified school districts and will be applying to other school districts as well, you would come here not needing those basic skills requirements and you would be guaranteed not only admission into the college, but you will be guaranteed access to certain courses that would allow you to complete the required courses and graduate in about two years time, something that current is very difficult to achieve because of the significant number of students we serve here. People probably don't realize is [Inaudible] Pasadena City College, but our current enrollment is 31,525 students, I believe. So we serve a lot of students, and our desire is to have the community know what we're facing, what we're doing, and gain the support of the community as we go about providing education that is so desperately needed. >> Three or four years from now, if we're 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 the students, yes, will have to move into one of these major areas of transfer degree, certificate, you know, 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. [ Background noise ] >> You know, keep those lights where they are, because we've got another slide to show. One of the -- let me invite Cynthia Levo who's a Dean of counseling in our student services division up. One of the key things in that video probably one of the keys, is the -- the part -- the statement what we're trying to do is move students from just kind of signing up for a bunch of courses and getting whatever courses they can get to signing up for a program in which the courses are guaranteed. That's a huge change for PCC. Because the -- one of the biggest challenges and one of the biggest things that we hear from counseling, from all of our students, both the students in the day and the students in our adult returning learners at night and the adult students in the C E C is that we are offering the same number of classes that we ever have. In fact, even more. But students still report they can't get their classes, the classes that they want. And part of this is because, you know, we need to put the classes in a logical sequence in which they're all part of a program for transfer degree work force certificate and so on. So what we're going to show you here and what Cynthia is going to show is actually what we call the college commitment, which is the latest draft of the project of projects, at the college connected to our Ed Master Plan, about how we can track a student literally in tenth grade at Temple City High School to a bachelor's degree at Cal State LA. So Cynthia? >> I'm Dr. Levo. And I earned my Ph.D. in education at Claremont University. And it was there when I explored how do we make college more accessible to students. And so here I'm really happy that in my work I'm able to flesh out this program for the college. And what you'll notice is that we found in order to help students be prepared to go through a streamlined Pathway we have to start in high school. So in the tenth grade we will offer students a six-week counseling course where our goal will be for students to develop an educational plan. So we have to start the dialogue with students in the tenth grade about what types of programs are available so that students will be able to make a decision by the time they're twelve graders. In tenth grade, I think you remember, when you're 15 years old, it's kind of difficult to decide what it is you'd like to do with the rest of your life, but we can start the dialogue with a counseling course. We also want to I did not know to focus on English and math by offering a boot-camp style course to students so that they're able to begin to focus on college-level math and English skills. And then it's important to capitalize on the technological skills that our youth already have, and then also to introduce study skills for students. And then we all know, I think you can probably close your eyes and think of a mentor who has helped you and kept in contact with you. And how important that social capital is, to have that person you can count on. And so we want to introduce a mentor program so that students will have somebody that cares about their education, that can follow them throughout earning their bachelor's degree. In Year Two we would have con current basic skills courses that run in the high schools and two samples I have of that are currently, our Dean of English is working with two teachers in Pasadena Unified. And what they're doing is they're aligning the curriculum. So the Dean of English is teaching the English teachers at the high school what it is we need the students to know and then teaching to those standards. If the students pass those classes with a B or better they're able to go directly into college level English at Pasadena City College. So this will be a scale up of that program. We also want to have students select which option they will pick, option one will be a general CSU general education pattern, or the [Inaudible] pattern which prepares students to enter either the UC or the CSU. And then also we want students to know their options in career and technical education. So we'll introduce that in grade 11. By grade 12 the students will have selected their goal, what they'd like to focus on. They will also be finishing their English and math basic skills so they're ready to come to PCC and go directly to college level English and math. However, we do have a college-ready year. So for those students who do not make it through the basic skills component in high school, we will still provide some type of intervention so that students can become college-ready. Then they will enter their freshman year as a cohort, where we will offer a 20 course 60 units. Students must commit to and be enrolled in these courses. We will leave little room for flexibility in terms of choosing elective courses. But the guarantee is that the students will be finished in two years. Where they will then transfer to Cal State Los Angeles to earn their bachelor's degree in two years. So we feel that putting this program together with interventions that already exist can be a very attainable goal for us, and we're going to start in Pasadena unified school district, and then scale up to all of our districts within the Pasadena Area Community College district. I am working on this to submit to a grant that we've been invited to apply for, and if you have any ideas or questions to add to this, it would be very helpful to us. And of course we'd like to take into consideration all of your needs in the community and Temple City, so I invite you to please ask any questions or pose any thoughts. >> May I ask you a question, teach me something tonight. If the student in high school at the 11th grade, let's say, is proficient , is doing A work in English, can they take a PCC courses, and get credit for them in the summer, maybe, from their 11th to 12th year? >> We too current have the option for students in high school to enroll at PCC. But the -- it's current set up so that high school students register last. And so first are the 30,000 other students, and then the high school students are eligible to enroll. The way that we would plan to work this program is to continue to have our faculty work with the K-12 faculty to teach the standards of the curriculum. So that we're infusing our own curriculum standards in the classroom setting at the K-12 level. >> Thank you. >> I have a question. >> Yes? >> So given the amount of students that we have, how often does this actually happen, that students in high school do get classes? >> We currently -- I do not have the figures off the top of my head. But we do have a substantial amount of high school students who enroll. And I know this because there's one evening I leave the L building, and there's a line of parents with their students, submitting their applications and enrolling in classes. >> That's good, thank you. [ Inaudible audience comment ] >> So at what time or when do they take their classes? Like, is it during the day or off hours, how does that work? >> Usually it is the courses that are offered after hours. However, the Deans have worked with some of the high schools to offer the courses at the high school site during the day. >> Great. Thanks. >> Yes? [ Inaudible audience comment ] >> Could we ask that you just identify yourself, please, so that we know who you are? [ Inaudible audience comment ] >> We hope to design the program to accommodate students within GE patterns. So if you notice, in 11th grade, that's why we have a CSU general education pattern or the pattern that prepares students for UC or CSU. If it's broad enough, then students have some flexibility to work within those two general education patterns. So if you change your major let's say from anthropology to criminal justice you would still be okay, because you're following a foundation transfer pattern. >> Other questions on -- >> I have a question. Thinking of -- you know, Janet, Matt, and Dr. [Inaudible] Smith the whole crew here. So they -- our teachers are going to work with their teachers so that they're ready for English 1 A at PCC. But I'm sure that you have very prescribed curriculum for English and math and the K C and all those things. And I can just see what may be going through your minds, that hey, wait a minute, we've got our own problems we've got to get targeted on. And I'm sure there's some overlap, but maybe could you just address that to give comfort? >> There is already a collaboration between the California community college system and the K-12 system, since you mentioned the standards of the K-12. We have -- let's see -- we have been accepted as an early implementation site for the California community college system early assessment program. So you know how students take their California standards test in 11th grade. Well, students have the option to answer additional questions on that California standards test. Through answering those additional questions we are able to measure if the student is ready to go into college level English and college level math. So we are collaborating at this point to use your current standards to just add a few more questions so that students can answer those questions. And then I was going to pull up the data to show you, just in case anyone here can help us out, we have the ability to identify the number of Temple City High School students who current tested at the college level for English and math. And if there's somebody at Temple City Unified that can provide me with the names of those students then we can make contact with those students and let them know if they choose to come to Pasadena City College they're already eligible to go directly into college level English and college level math. >> I thought I would just add very quickly that the work that we're doing with Pasadena Unified is piloting with their faculty. And what will happen is once we have these courses developed and created, we'll bring them to Temple City, we'll bring them to union high school, bring them to the other districts. And I think there will be some, if you will, similarities and some correlation. So we think that the hard work will have within done in terms of what we're doing with PUSD, as far as getting things off the ground. >> John? >> Well, someone also has a question? [ Inaudible audience comment ] >> That's great. [ Inaudible audience comment ] >> That's good to know. [ Inaudible audience comment ] >> I'll give you -- let's exchange business cards so that we can keep in contact with one another. But if you notice here, there are 442 students who took the E A P from Temple City. 159 are ready for college level courses. So those are the students that we can make contact with, to invite them to enroll at PCC and directly into college level classes. So this is very exciting, because we are collaborating. That way we're not duplicating our efforts and making the K-12 change starts or imposing our own curriculum standards upon the K-12. We know you have a lot to do already. >> And just to be clear. So those students don't even have to take the college entrance test at PCC, correct? >> Correct. >> [Inaudible] question -- >> Yes, Linda? >> Just for Temple City's benefit, so although we're piloting with Pasadena, could we give Temple City maybe an approximate timeframe when we might roll out to the other districts. >> Yeah, the [Inaudible] activity of [Inaudible] support in about 300, 400 students is scheduled to occur next year. So I anticipate that we'll be in contact with some of our other districts [Inaudible] high school November, December, something like that, start talking about the following year. >> When you say next year, you're talking about the fall of this year, the next school year? >> That's right, 12-13 is where we're focusing our plan to roll it out to the other districts. [Inaudible] start communicating [Inaudible] we're literally trying to work some of the bugs out and see what we've got before we start talking to anybody else about it. >> Regarding con current enrollment offerings, would it be more than just college level English and math, would other courses be offered? >> Yes. Current we have an array of courses that are offered. So we would keep those that we offer at the school sites and also have high school students take, but this Pathway program would focus on English and math, since it's so critical to the success of students obtaining their degree. >> And one more question, just -- much like San Marino and Pasadena, would there be -- I know there's sort of a push to also get an online offering to. So would we also be doing that for the high school? >> Yes. Especially in the tenth grade, we'll be able to gauge -- I think many tenth graders are technology savvy, probably more so than all of us in this room. So we'll be able to gauge where those students are and then tailor our efforts based upon what they're able to do. For example, if communicating with students is easier via text messaging then that's the strategy we will use to convey information about don't forget to answer the additional questions on your California standards test tomorrow. You know, things like that. >> Thank you. >> Dr. Mann? >> Yes, one of the things I wanted to -- maybe I wanted to underline, because I don't know if I have heard it, and if I haven't heard it people out in the audience may not have heard it. The students who go through this program have guaranteed classes. Now students an extremely difficult time enrolling in college level English, and the classes that they need. I get calls all the time from people who have sons and daughters, grandsons, nieces, nephews, who are very good students and they don't understand how difficult it is, and all they can do is enroll [Inaudible] or part something. Students who go for this program, we actually are holding places for them through this class. So that's the advantage. As far as I can see, that's one of the huge advantages is not only will they be well prepared, but we're making the commitment to have the space. Because as you see here guaranteed 20-course sequence. That means that's our guarantee that we will have those classes and make them available. Which is really I think major. >> Yes. >> Hi? [ Inaudible audience comment ] >> -- the only thing that struck me when I saw the six week summer course is often students are not demonstrating college readiness [Inaudible] here at the high school. So they're already doing six weeks of summer work in English or math. And so a concern, if we're adding another six weeks, one, that it's not in the morning, it's [Inaudible] the service. And then also that we're overloading them. Because [Inaudible] is the high school graduation. >> Right. Thank you for that feed back. Because we can then schedule the course at a time that is more appropriate for more students. >> I think it needs to be emphasized too, that thus far as Dr. Levo has said, this has been developed really with P S D based on needs there. Obviously, as we try adapting it to Temple City or Arcadia or other communities, it's going to be adapted to fit your needs and modified, I should say, to fit your needs. And we're not going to come here with a model and say this is what you're getting. So we have to work together, and that's why it will take a little bit of time to really refine everything. [ Inaudible audience comment ] >> I was going to say when you mentioned the student population, I did think of avid immediately. That's the advancement via individual determination program, which focuses on students who are at the 2.5 grade point average level. I would see that we would want students from that grade point average scale to participate in this program. I think it would be advantageous for them to do so. I'd say that it's not for the students who are already on the college track, however we can't exclude them either. Because as Dr. Mann pointed out, the best benefit of this Pathway project is the guarantee of courses. That's the golden ticket. Many students would like that. So I think we would keep it broad and serve as many students as possible. Which is just echoing the mission of the community college system, access to all. [ Inaudible audience comment ] >> Well, that is why, if you notice, the box at the bottom of this slide says that [Inaudible] student success, it's a grant competition. So we will be looking for grant moneys to fund this. The first one we are applying for is the Lumina grant, and then if you notice in the tenth grade how we mention a mentor program, that is often times a part of the federal program called gear up. We can also go for a gear up grant that will help to support and sustain these types of efforts. So we're going to look for grant money to help us out. >> Okay, Cynthia, that's a -- a really important question. You know, going back to our kind of -- the [Inaudible] master plan, first of all, as Cynthia says, we have some opportunities for attractive revenue to do this. But in a way, if we're successful, for every group of hundred students for whom we are successful, the program is essentially self-funding because if you look at the stats that we, you know, for example, our basic skills. Right now as President Thompson says, 2/3 of our students come to the college not able to qualify for college level English or math. That means we need to provide them with a basic skills course at some level. Well, our stats show of the students who begin with the basic skills math, all right, and math is the big -- the big issue -- that in September only 13% -- so for every 100 students who start at PCC in basic skills math, only 13% -- only 13 of those students will ever make it through the sequence to college algebra or statistics that will qualify them for four-year university transfer. So what the college part of this is our service to the community, but it's not entirely without some budget self interest. Because we're spending so much of our money on educating, on having students repeat courses again and again and again, without a successful outcome. So we feel that -- and of course we're not talking -- we have 30,000 students, so we're not talking about scaling to even 5,000 students in, you know, in two or three years. Most students will continue to have the kind of experience that they have now. But I think what will happen is that what will surely happen, is for every student that, for example, from Temple City that we can get through, that will ensure that we'll have to spend less at the college level for these basic skills courses. So that's a key point that I think goes to the heart of your question. And that's why our partnership is so fortunate, in this case. So -- >> Bob? >> I wanted to point out something, just something we've been working on for quite some time. And if you look at this, it actually accomplishes three things. It provides an opportunity to prepare the high school students to be ready to go to PCC when the time comes. That's the 10th, 11th, and 12th track. Then it's got the college ready year. For those 60 plus percent students who need assistance to get to the college ready spot, even when they come to PCC. And then there's another option which is let's say they come out of Temple City High School just ready to go. We can put them right into a freshman year as a cohort program and drive them in a two year period or three year period directly from Temple City High School to PCC and then directly into Cal State LA. So you've got part of this that over time will design to help the students get ready for PCC, if by some reason they're not ready for PCC when they get to us, there's another option we're planning for them. And then the third option is they walk in the door ready to go. So we're trying to develop something that is very pathways, very cohort oriented, that as Dr. Mann mentioned would actually provide a guarantee right in the door. Because at the end of the day it's about trying to get more students through the system more quickly and more efficiently using everybody's dollars more wisely. It's a plan, it's going to take some time to get there, and it's driven by the Educational Master plan. This is directly responsive to the Educational Master plan document. >> I have a question. >> Sure. >> Actually, a comment. I think this is a great start. I think I sort of mentioned this before, and I am sort of still there. For the students that are focused, I think this hits it right on the nail. But going back to the 10th grade, and I think going back to that young lady's point, which is something I raised before. Students that are struggling which are the ones in my area, 9th grade, 8th grade, that they're just in school because their parents are push, push, push, push. When they're in 10th grade I don't see them going to summer school for six weeks because they're making up classes. I'm hoping we may as we test this out develop another something for those, which be many of those in my area, and I would not want to see them just miss out. I think the idea of -- for good students, this is perfect. Because I know a lot of kids that this would just do wonders. As far as financial, this is definitely good because if they're guaranteed their classes, if you're on target and you get into that program, you're -- you're gone. But for the ones which I think a lot of this pathway that we are developing is to capture, those students that eventually come and they can't produce. So I hope we can figure something else for that. >> We will, Trustee Brown, because I think I'm -- you know, one of the students who would probably be from, like, an area that you're describing. I was first in my family to go to college, I would have been an avid, if we would have had avid in my school. And so I understand what you're saying. And hopefully, if we do get a gear up grant, that is a middle school program. Middle school all the way through university. So we will do our best to try and infuse interventions in middle school all the way through. >> Thank you. >> And in addition, one of the things that Trustee Brown I know we talked about this, in fact, we were instituting it today. If you look on grade 11, that one of the things we haven't paid attention to enough in the past is work force education. That is the -- our vocational programs that lead to a license or certificate that leads to employment. And that is one of the areas where we can capture the -- in the 10th grade, more young men who don't see themselves necessarily as, you know, four-year university, you know, at that point. So we're working -- one of the components there, is this other track, is to set up a track so that the student is not just a -- you know, an academic experience, but actually an exposure to the work force professions on campus so that students who might not normally, you know, be having trouble with the academic subjects would consider one of the work force -- one of the things that we don't kind of keep in the front of our mind is that 1/3 of our students are in work force education. That -- and we're not giving this I think enough attention. And of course the work force, if you look at the completion rates in our work force education, they by and large have the same students and so on, from all of our 11 high schools. But their completion rates are astronomically higher than the general completion rates, because the student begins with a very specific motive and goal. I want auto mechanics, I want medical assisting. Okay? And then all of the sudden their instruction, you know, takes on a different, you know, different dimension. So we have that, you know, we have that in our sights. So -- >> So are we going to be probably at -- just like we use in grade 10, this is just me thinking, at grade 10 we're going to be talking to students and at that point picking up what you mention. Is that when we're going to channel them, or had are we going to channel these students? >> No, I think the idea of the -- of the program is that in that 10th grade summer, that among other things they would come to campus. The goal is to get them some kind of a student educational plan. Whether it be transfer or work force. And so they come to campus and just have -- just kind of general orientation, enjoyable experience, they would see our auto technology program, they would see our health sciences program, we would show them all of the programs, not just the transfer programs. And hopefully from that would be the basis for a student saying very rarely would a 10th grade student say oh yeah, I'm doing that. Okay, that looks interesting. Let me start with that. >> I think that's a good idea. Because a lot of our students At Northwest don't even know what we have. So I think that would be a great thing to do. So you're sure you don't want this. But let me give you a tour of what we have, what we're offering, and you tell me what it is you want. That would be a great point, thank you. >> I think the other point too, to be emphasized, is that we're working -- we are working with and we'll have to continue to work with the high schools in the lower grades, the different public institutions, to capture the people that you're referring to at a much earlier age. I know I've told the story before, but I had the pleasure and the surprising experience a couple years back of serving as the principal for a day as part of the Pasadena Education Foundation's program. And ended up in McKinley school in Pasadena, which covers kindergarten through eighth grade. And the principal there had a program she had implemented, that each student in seventh grade, the beginning of the year, was tested, and if the student got a D, E, or an F, that student was put under the counseling of one of this principal's top staff. Because her belief was, and experience would prove it to be true, that if you didn't get the children at that point in time it was too late. If they got to high school and not really gotten their sights straightened out a bit, it was very, very difficult if not near impossible to do much at that point in time. I don't know whether that would apply in Temple City or not, but certainly in the Pasadena district there's a lot of that, as you know very well. So we've got our hands full. We've got a lot of work to too. >> Gentleman here in the front -- >> Oh, okay, I'm sorry. Yes? [ Inaudible audience comment ] >> So as I mention, we will be searching for grants to help fund some of the courses that we need in order to make this program work. But then we will also just be looking at the courses that remain. So as you mention, we have to reduce by 300 sections next year. But we're going to look at the courses that remain, to channel the students who would already be enrolling at Pasadena City College anyway. We're just going to be placing them in a direct cohort. And as Dr. Roacha mentioned, it would be more efficient. Because these are students who would start together and finish together. And in response to the demographics of the students in CTE, I just heard a wonderful presentation by Cindy George, one of the staff members of CTE, and she gave me the demographics. And I thought it was very interesting. We typically associate older adult populations as being in the CTE programs. But that's not the case. We have very young people in the programs, and it's -- the ethnicity is widely spread. So I think we would just continue to look at our own historical data to project who the students are that we need to recruit to those programs. >> Question back here? [ Inaudible audience comment ] >> You're putting it very tactfully. [ Inaudible audience comment ] >> Right. I think that being a councillor by training, if a student needs to repeat a course in order to gain the knowledge they'll need to be successful in future courses then that's necessary. And I think Dr. Roacha as an educator would agree with that sentiment. If a student has to repeat, they have to repeat. But I also think it's -- it's a -- really great opportunity for our faculty to look at changing pedagogy and teaching methodology. Are there accelerated approaches we can use? Can we infuse more reading within the curriculum? There's I do not tell to be other strategies that we can use to help students, versus maintain the traditional pedagogy and teaching methodologies in place. >> Oh yes, over here, first. >> Simon? [ Inaudible audience comment ] >> Those students would be in the cohort that is -- that needs the college ready year. The green column. Right. So that's for the students who need to focus that one year on enhancing their skills and becoming college ready. [ Inaudible audience comment ] >> Yes. >> They would have -- if they finish that college ready year then they would go into their sequence of 20 courses. [ Inaudible audience comment ] >> That's where the councilors come into play, because we would design the Ed plan based upon what major the student is pursuing. So it would be the 20 courses related to their major and their goal. [ Inaudible audience comment ] >> Yes, it's gone in the wind. Although it's not from my generation, it's blowing in the wind. >> -- didn't you? I think didn't you -- [ Multiple voices speaking ] >> Yeah, I thought that comment, I remember that, and it made a lot of sense. Obviously -- went on good ears. [ Inaudible audience comment ] >> I think that's something that we'll have to take into consideration and develop it. So I'll write that down as, you know, point of thought for us to consider. Thanks, Simon. >> Yes? [ Inaudible audience comment ] >> I think that unfortunately they would have to lose the guarantee of their course work every term, unless we can figure out another way. I know currently I run a program through the city of Pasadena, and that's what happens in that cohort program. But you know, it doesn't prevent students from taking courses that we offer. It just means that they'll have to catch up on their English and math independently, without the help of their other cohort members. >> John? >> Just a couple quick comments. One, I'm really excited about Pathway, I'm excited because I think to show 10th graders opportunities, any time, and the more we can get middle school people just asking themselves what do I want to do in the future, that's a good question for people to be asked to think about who normally wouldn't be thinking about that. Whether they answer it one way or another, they change their minds 100 times, the question is being asked and it's getting their minds to work on it. I think that's a by product success of this program, whether they attend PCC or not. So I'm very excited about that part of the program. I think these are tremendous questions, and I think we all understand that this will not be the panacea, it won't solve everybody's problems, it won't be everything for everybody. But it has the potential to do a lot for a lot of people. It has the potential to create an efficiency that helps a lot of people at different places and makes more classes available. And if -- if in some special cohort group there's three extra seats in English 1 A some time, I'm sure somebody will fill in on them. Right? So it isn't like they're going to go to waste. If you think of all the dots on the page and you circle these here and say this is the program, it's not like we took dots off the page because we're offering the program. We're just kind of dividing them in a more efficient sub set to help these people get through and take advantage of it. And I am sure when we launch this thing, there is just going to be problems, right? I mean, it happens, you know, first time out of the block, that's where we learn and we adjust, we work forward. It's a great concept that I think has a lot of potential for a lot of people and a lot of benefit beyond just getting students through PCC, which is of course what we all want. So I'm very excited about it. >> Before we take the audience questions, I just pulled up a guide for California middle school families and educators, and I will be using this next week and the following week with the Pasadena police explorers, and then also parents at the Salvation Army one evening, middle school parents. And so there are resources available that are free, on line, that we can use in order to help middle school parents and students. And educators. So we'll be looking at this as well. So there's a video that compliments this, and I cry every time I watch it, because it shows that families and students who want a degree so badly, all the sacrifices they've made in order to achieve it. So you should check if out. I'll have the link available, if you want to e-mail me. I also left up here my contact information. So that the councilors and principals, if you'd like to contact me, please do so. [ Inaudible audience comment ] >> That's why we're toying with the idea -- if you look at 11th grade, so Vlad, you changed your major around seven times, but do you intend to transfer to a four year university? Good. Do you know about CSU or UC, which one? Which system? [ Inaudible audience comment ] >> Okay. So then we would place you on the [Inaudible] transfer pattern. And you would be able to still transfer and have the flexibility to change your major. [ Inaudible audience comment ] >> Although as a councillor, I try and help you pick after seven times. [ Laughter ] >> Maybe the next guy can do it in six, I mean -- [ Inaudible audience comment ] >> No, no, no, the [Inaudible] -- [ Inaudible audience comment ] >> No. Was there another? [ Inaudible audience comment ] >> Yeah, it's certainly -- in fact, Vice President Jacobson and I have been working on this beat for a while. Let me talk about the health professions and nursing and the status, because it's really, really important. Couples things. First of all, it includes nursing, okay? But one of the things we're trying to do, we have in addition to nursing, of course, there's the healthcare careers ladder that begins with home health aid, which is only a 110 hour program. And then certified nurse assistant, medical assisting, you know, and on up the line. So we feel that all of those health programs will be available. The challenge in nursing and the commitment of the trustees is that it's a high demand program, and we have many students from outside the district who want to get into the program. And the trustees have made a commitment as a matter of policy, and it's actually a standing policy, it's not a new policy, to give a -- an enrollment priority to students who come from decide the district, especially in impacted programs like nursing. So that would be the first thing. One of the difficulties is that nursing -- so many people want to get into nursing, but of course it's impacted by two things, Number One the job market. Okay, even though healthcare seems to be an expanding profession, there are not all that many new jobs being opened up right now in nursing. And the other thing would be the -- the number of, you know, clinical sites and other aspects that you need to do the nursing. So our nursing program is working on two things. Number One, to have -- to revise the admissions process so that students who want to enter the program who live in district would have an opportunity to apply, if qualified, would know their place in line. In other words, they would either get in or they would go on a waiting list so they would know when they would go in. Then there's a large number of students, and I don't know if this is who you're referring to, who want get into nursing but can't because they haven't completed the prep subjects. And so one of the things that we're working on to create a new prep track so that if a student completes the prep track for nursing, just like English and math for a transfer subject, they would then be cleared and automatically qualified as an [Inaudible] for the nursing program. What was your idea or concern that you could help us with? [ Inaudible audience comment ] >> Right, in other words once you start, okay, you start -- the commitment has to be to the student that we're going to see it through together. You know, not that you go in and say oops, you can't get a C. No, I think that when we start in grade 10 and 11 that the -- the goal of that has to be to track the student straight to the college into a seat in the program. So I mean -- but no, that's really helpful. >> Other questions, yes? [ Inaudible audience comment ] [ Multiple voices speaking ] >> About 1/3 of our students are from industry. >> We are required by law, as you're probably all quite well aware, to accept students regardless of whether they live in England or wherever it might be, we have to take them. >> You're probably aware that the city of San Gabriel, for example, though it's proximity to the PCC campus is very close is not in district. So there's some geographical areas that are not very far from PCC, that are actually closer to PCC than where we live an where I live, that are out of district. So -- >> The pathways project is an effort to address students in the district and guarantee them admission if they fulfill certain prerequisites, and guaranteed graduation and the ability to move on. So -- Dr. Mann? >> I'd like to make just a very brief comment particularly for the guests. The -- last year, the legislature passed laws requiring the chancellor of all the community colleges appoint a student success task force, and I represent trustees on that task force. And we're looking for the whole state, at kinds of programs that will help with student success, and what's in the pathways is absolutely central to the thinking of the state. But I guess what I want to say is, if you look at what's going on in California, I think there's going to be a rationing of educational opportunities. The state right now -- the best case scenario, is cutting one-and-a-half billion dollars in funding for higher Ed. We get $400 million, UC and Cal State each get a -- $500 million. So what that means is I think it's -- colleges are going to have to be more like it was when some of the rest of us went to college, where you entered and you're expected to enroll in a program and make reasonable progress, and if not there was no longer a place for you. Because many people, particularly those in the legislature, are feeling we cannot afford to fund a student who has 160 units and they're still in the community college. So -- and I'm not -- aren't there people like this? So the -- the -- this pathways program is -- the purpose is actually to help students go through and transfer and complete their degrees. And that is very much in line with what's going on across the state, although I think maybe we've got it pulled together a little better. But I think you're going to see much more of rationing. I hate to use the word rationing, but this is actually is rationing, in that there will be a focus on students who are interested in getting degrees and certificates, and they will be given priority. And we're just starting the [Inaudible] line on this. >> We have one more topic I want to give Mrs. Chase an opportunity to present about, call the honors track and the Fast Track, but perhaps we can take a couple more questions and move to Dina. Yeah? >> Mine's really quick. I'm an industry student -- by the way. [ Laughter ] >> So -- and I notice [Inaudible] how is the [Inaudible] responded to the program, have they responded, is there an [Inaudible] that maybe they'll accept [Inaudible] same way and -- >> As with all programs, we started first with the Cal State, with whom we have a great working relationship with, right in our own back yard. So a couple weeks ago we met with the press of Cal State Los Angeles, and he loved this idea and agreed to work with us on this. And so then of course we will be approaching all of the other schools where our students transfer, including some of the UCs, the private schools, as well as other Cal States who have a higher grade point average required from our students in order to enter. [ Inaudible audience comment ] >> Thanks. >> [Inaudible] perhaps move to the next topic, then, and introduce Mrs. Chase? >> Thanks for -- [ Multiple voices speaking ] >> Great work. And I really appreciate the comments from -- [ Applause ] >> -- from our hosts. And so you know, Cynthia is here and many of the other staff here. So I hope we can trade cards so that we can continue the conversation. Because we're really interested. I mean, when we talk about industry, we're talking about 11 high schools, of which Temple City is one. And a really important one. And you were talking about, well, we tried this once in the ago. You know, that's right. And in our history, of course, you know, our mutual history, you know, programs start and you just have that kind of oh, this is great. And then somehow you look at it five years later and it just dissipated. And obviously, we're in very, very different circumstances in terms of the funding model for all of our public schools. So we want this one to work. So I'd really -- grateful for your input tonight and for getting Cynthia's card so that she can collate this. And we'll be out here again soon. Just to give you an example, this is a direct connection. This is -- Dina Chase is our director of transfer. We already have an honors and a Fast Track program. So this pathways and college commitment program that we're talking about gives us an opportunity to kind of step that up a little bit. So Dina will give us a clearer idea of what we actually have on campus now. >> Good evening. Con current enrollment is when high school students take classes, college level classes, while they're still in high school. And this has always been an opportunity for students at PCC, but about ten years ago we started a program called Fast Track. Where what we did was we took the concurrent enrollment that students were part of and structured it into courses for IGETC. These were students that are in high school with a 3.0 or higher whose intention it is to transfer to a university. And what we do is we worked with the councilors at each of the high schools, the high schools are the ones that determine which courses the students should be taking so it doesn't interfere with any of the courses they need to take at the high schools. And they work with a Fast Track councillor who ensures that those courses are part of IGETC and we'll transfer it to Cal States and UC's and most of the independents as well. And what we're going to be doing, this thing keeps popping up here -- is actually looking at how we can structure Fast Track in a better format. Right now, students with basically take courses if they're available. And so they're fighting for seats, just like our PCC currently enrolled students are fighting for seats. So one of the things we're going to be looking at this coming year is how do we put together a program for Fast Track that will guarantee these students a seat in the courses that they plan to take. The whole idea for Fast Track is so that they can get accelerated time to degree. If a student in high school started with Fast Track in their first semester of their sophomore year and took one class each semester, they would pretty much have most of their GE's out of the way by of the time this finished high school. They would attend PCC for one year, full time, and then transfer as a junior. That's the whole goal. Now there is some legislature on the tame table, A B 515, which is looking at high school students actually paying for college level classes. This might be an opportunity for the students and Fast Track to be able to get the classes that they want and not have to compete with our PCC currently enrolled students for the same courses, like English 1 A and psychology. So we're looking at what kind of opportunities that might bring to the program as well. Once a student has finished high school and is enrolled at PCC there are several options that they can follow to be guaranteed admission to a university. Of the scholars program is the best Pathway for UCLA-bound students. UCLA will not guarantee admission to any student. It's out of the question. But the scholars program is a program that does give them priority consideration. It's the best guarantee you can get in [Inaudible] considering UCLA. Some of the other guaranteed admissions are listed up on the screen. Most of the UC's and Whittier College, and Woodbury have guaranteed admissions. This means that those students who apply for the guarantee meet the course requirements that are in the contract will be guaranteed to that institution for a specific term. There are some disclaimers that they put out for some of the tags. Some of them might be the major, some of it might be the term that you can apply for. But overall, they are a nice guarantee. And it's something to have in the back pocket no matter what. We urge students to apply broadly, but we know they can be guaranteed a spot somewhere. Also, S B 1440 which is now law, says that CSU campuses have to guarantee admission to students in their service area. Cal State LA is in the PCC service area, and Northridge as well is accepting in that priority standing. So because of S B 1440, students that are coming to PCC will be guaranteed to Cal State LA and Cal State Northridge at this time. Pasadena's always had a real good reputation for transferring. In the last 21 years you can see that we transferred over 36,000 students to colleges and universities state-wide and nationally. And we intend that this is going to continue to the EMP projects that we have going on. And as you can see, there are several opportunities for Temple City and O'Royo and Rosemond high school students to meet with out reach staff from Pasadena City College. You can also visit the web site and see when they're going to be also in the community. I know that they're doing things in the libraries as well. So you may want to have an opportunity to check that out. Okay, and that concludes my presentation. Does anybody have any questions? I've dumbfounded everybody. [ Laughter ] >> Not quite, you don't get away that easily. [Inaudible] question back here. [ Inaudible audience comment ] >> For the Fast Track? It has to be a minimum of a 3.0, yes. [ Inaudible audience comment ] >> And just following up, you were talking before about the students in English 1 A, you know, course that I've taught many times. You know, one of the real challenges for transfer, which Dina could speak to, is that the number of seats available at both UC and CSU is seriously constricted. It's shrinking. So there are more community college transfers seeking fewer seats. So smaller and smaller percentage of students applying to CSU and UC are getting in. Used to be the master plan said 10% get in, now it's like 6%. So that means as Dina was saying that even if you complete the IGETC requirements at [Inaudible] UC, it does not guarantee you that you're going to get into UCLA, because you would need, as a practical matter from experience, you would need close to a 4.0 to get into UCLA. Now that's back -- back to what we were talking here about trying to help students through in such a way that they progressed in a sequence without mashing their GPA's. Because every time you don't complete a course successfully or withdraw from a course or do one of those UWs or so on, it just completely mashes your GPA. So your question is a good one. And what we have to do in addition to just giving students classes, we have to make sure that you're able to, you know, proceed and get a decent GPA. And one of the things that we're working on, I forget what the stat is, I think it was something like 3500 students, that we have about 3500 students, we can check this out -- is that right Crystal? Crystal is our [Inaudible] Dean of research. We have about 3500 students who have 70 units or more, completed, at PCC, and have not completed their math requirement successfully. We call them ABMs. All but math. Now you have -- you have a broken system which we're trying to address here. When first of all a student can get all the way through taking 70 units without clearing your math requirement. How -- how do you do that? And then of course those poor students, in addition to somehow trying to get some treatment so that they can get their math and somehow move on, probably their GPA's are suffering. So even if they are able to fulfill the requirements from a, you know, check-box way, when they actually present their credentials, certainly to UC, and probably anything but, you know, CSU, LA, they're going to have a hard time getting in. So one of the things we really need to work on is not just as Trustee Brown was saying, not just serving students who are already great, but enabling a program so that every student becomes great. Because unless you're achieving moving through, the practice -- the opportunities for transfer are -- are being -- are challenge. Having said that, though, thanks to Dina's great work and our staff's great work, you know, PCC's stock and trade has been transfer. And we'll continue to be at the top of the screen. >> And you're right, Dr. Roacha, that math requirement does not magically go away. They will take classes every semester and they'll put that math on the back burner, and they'll go visit with the representatives. We have over 600 reps a year that come to the campus. They'll meet with them, they'll talk with them, they'll have everything in order except that math. And they're ready to go. And there's no math. And even when they sign their tags they may be ready to go to Davis, to Santa Barbara, to Irvine, but they haven't got the math. So that's -- you've got to do the math. >> Right. [ Inaudible audience comment ] >> Fast Track is right now. Fast Track we've had in place for about ten years. We have about 200 students in a year that are in Fast Track. What we've had to do up until this point is students shop around for courses, just like any other student would. What we're looking at now is trying to develop a cohort model for the Fast Track. So that students will be able to get their guaranteed courses and move along. Because not all of the students who do take Fast Track or other concurrent enrolled classes come to PCC after they finish high school, we still need to service the community. And this is -- we're your college. PCC is your college. We belong to you. And whether it's because you're coming to the college after you graduate high school or you're going to go on to Stanford University, we've got to find a way to serve you. And if that means looking at ways to get you into the classes that you need, even though you're not going to come to PCC and be one of our transfer statistics, we've got to find a way to give you the classes that you need, so you can move on your goal. And as I mentioned, A B 515 might be a way for us to be able to serve our PPC students as well as serve students that are not at PCC full time, they're still in high school, and be able to get them on their way. >> Other questions? Yes? [ Inaudible audience comment ] >> There's a program coordinator for the scholars program, Joseph Sierra, and a councillor for the program, Harry Bloodgood. Each of the scholar students will meet with Mr. Bloodgood at least one time. And they will identify six courses that are part of the scholars program. Okay? Not every scholar student will take the same course. At least not right now. We're looking at revamping that too. So we can move people along the system a lot better. But right now the way it works is you'll meet with the scholars councillor, Mr. Bloodgood. And in the educational plan that you have, your Ed plan, you will identify courses and be given a list of which of those courses meet the scholar's requirement and then enroll in those courses. And the instructor for that course monitors your activities and your projects, and at the end of that course you're either determined to have satisfied those requirements and given scholars credit or not. Okay? >> Are there other questions? The back here, yes? [ Inaudible audience comment ] >> Excellent question. >> Well, I think the -- as Dean Miller was saying, that it's our intention that by the fall of -- this is fall of '11, by the fall of '12, so what we need to be working on now, that every one of your students in Temple City High would voluntarily choose this program and stick to it, would -- would be able to come in, in the fall of '12. Now, that might not admittedly be a large population at first. But I think it's our goal to try and get this in the ground and offer it to your students so that students coming in -- 12 -- next year's 12th graders would be able to if they chose this program and came into it and became part of the cohort would have that, you know, their guaranteed classes moving through. So that would be the beginning of it. And then it's exactly that circumstances for our in district high schools that we're trying to correct. In other words, we're trying to keep our in district 12th graders from having to do exactly what you just described. I don't think, obviously, we'll be able to, because if we roll it out in 12 and we work with back over, you know, and the next year back to 11 and the following year back to 10th, it will probably take us three years to get it completely in the ground. But the goal is to get your 12th graders set up, who are eligible, set up on the Fast Track. Next year's 12th graders. >> And just for clarification, any of the students that are currently at PCC are coming in this fall, the scholars and the tags and the S B 1440, S B 1440 takes effect this fall. But scholars and tag are and have been in existence for several, several years. And the best advice we can give students is don't wait. There was the old way of thinking that oh, you kind of kick around for about a year-and-a-half, two years, shop around, think about what you want to do. We've kind of gone beyond that now. You've got to come in and really be concerned about what it is that you want to do. What's your program. You may change your major, you want to change where you apply, but you need to start meeting with people to help build a Pathway for yourself. A program. And meeting with representatives is one really good example. It's one of the best benefits when I talk with students and their families that they -- that they can hear. Because these are the people that are going to be making the decisions on their applications. And you're not just a name on a piece of paper, you're a person that you've had a conversation with, you built rapport with over the semesters. >> Yes? [ Inaudible audience comment ] >> Well, English and math would be the ones that would require a test. And you know, if you're going to take psychology and history, some of these other classes, they may have prerequisites that somehow link back to, like, the English placement test. [ Inaudible audience comment ] >> You know what I would advise is have them meet with our Fast Track councillor, Tamika Alexander, who I know comes out to Temple City quite frequently, and if this is a concern that they have, I'm sure she could work with them to identify some other courses that would satisfy the requirements but maybe wouldn't require that -- that English placement test. Okay? >> Okay. Yes? [ Inaudible audience comment ] >> Other questions? Comments by board members, questions? Mr. Martin? >> [Inaudible] really to -- >> I'm sorry, I -- Mr. Peck is -- >> I'm sorry, that's okay -- >> Go right ahead. >> [Inaudible] a straight table, it's hard to see down at the end there. >> This is just like a comment in support of the programs, really. I'm really thankful to Cynthia and Dina, who are doing the work on this. I know that right now high school students are graduating into less than idea circumstances, in terms of the job market and opportunities in education. So I think that these programs, as they continue to be successful and grow, I think will be really helpful for that. And so that, like, offers a little bit of hope for me. And I'm -- I made a comment on an earlier study session, the one in San Marino, the one about sort of the opportunity for community colleges to become these nurturing institutions for their communities versus having a less focused mission, which has sort of been a criticism of the community college system in the past. And I love -- I love, love, love these programs. Particularly the -- the PCC Pathway program, because I see us moving in the direction of being an institution that nurtures and strengths its community, and really setting an example for other community colleges so that ultimately all community colleges in California, at least, can be pillars in their community, that are not only serving their communities, but also, like, really strengthening and empowering the communities. So that people can get jobs and educations and so forth. So I'm just hoping these programs will continue to grow and evolve and I share a lot of Trustee Brown's concerns about perhaps this evolving to target specifically low achieving students at one point, once it's been successful now and it's rolled out on a larger scale, that perhaps we can, you know, adapt portions of it, so we can really target the at-risk students in high school so that they're able to continue on this pathway as well. >> Okay, Dr. [Inaudible] -- >> I'm just very happy to be here today. Because I grew up in Temple City, El Monte, I went to Rosemond high school. I am going to be their commencement speaker this year, I just found out which is very nice -- and -- and I have to say one thing too, I did all my post doctoral work at PCC, and my first class was in this room. [Inaudible] -- now I'm taking -- I'm back at PCC taking an online course, and it's the greatest experience I ever had. So nice to see you, always nice to hear the students and -- very happy to be here tonight. >> Mrs. Wah? >> I just want to thank the community for coming out, and it was great to have your input as well as the students' input. But it's always great, because it connects the college into making it the educational institution that really serves the community. So I really appreciate all of your input. >> Mrs. Brown? >> Great meeting. Excellent comments, and I'm sure we will develop a better approach for the future. So thanks. >> Dr. Mann? >> There's not much left to say. I want to again thank -- thank the superintendent and the principal for hosting us, and also for directing Mr. Thompson and I to the right building. And I -- and for the members of the community who have come out. And I -- this is a very exciting program, and we want to go ahead and share it with the community so people will know that things really are different and we really are taking very, very seriously the problems that students are having, getting into our college and getting out. And so we're working on the getting out now. >> Mr. Martin? >> Well, obviously I'm -- just having a great time here, having grown up just a stone's throw away. My current employment is chief financial officer, and I took my accounting, one course from PCC, right here at Temple City High School. So I understand the importance of having classes out in the community. I am thrilled and grateful to the whole TC crew for coming out and the councilors and Mary Jo, these are people who really get it, who really know, who we really need to be listening to. And I hope everyone here feels like I do, that we have a college that really wants to make these connections out in the community into the Temple City community, wants to -- wants to make sure you councilors that are here are getting good information. We've got some great people at the college and I know you've got some great people here. So it's just thrilling to me to hear the people that really know how to make all this work talking. So thank you, again, all of you that took the time to come out, it's been fantastic. >> Dr. Roacha? >> Thanks to President Thompson, thank you again, to Temple City High for hosting us. I think all of us learned a great deal tonight, again, about how to make this proposal better. And I think one of the things that I kind of call our attention to is our mutual history, long standing mutual history. But PCC itself was founded in 1924 under the 644 plan, in which we were actually the 13th and 14th grades of Pasadena High School. And our first college president, actually, was called the principal of Pasadena junior college. And so over the years, of course, we kind of institutionalized that way. But I think the logic of what we're talking about here is that how we kind of go back this way. You know, and I'm extremely heartened by what we've talked about tonight, and tomorrow we'll go back to work. >> Excuse me, in closing I would just like to echo the compliments to Temple City for hosting us. And for everyone being here. I think it's been a very good conversation, a lot of good questions and hopefully addressing the questions that are very thoughtful in a constructive way as well. The -- this is no panacea, we recognize that. But we're doing something, and something has got to be done, I really believe, and I think we all do, to address the educational crisis we have in this country. You know, as I said on the screen, we're not unique in the sense of what we're facing in terms of people coming in, needing the remedial work, it's across the state and it's across the country. We saw a presentation by representative of the [Inaudible] foundation a couple months back that showed where we stand internationally, and we're about in the middle third. Korea, Canada, and Japan are one, two, and three. And the chart he showed did not include China or India. So put those in, you can imagine where we would be. So we've got work to do. And we need to get about it and we're trying. And we appreciate the chance to come out and share with you what we're doing and to get your feed back. We want you to know what we're doing. We're really open to suggestions, questions, comments, or whatever it may be. But together we can address these needs and that's exactly what we want to do. So we just appreciate and welcome your thoughts. So thank you so very much. I'm going to exercise my authority and say we are adjourned. >> We are adjourned. >> Happy to talk with you -- ==== Transcribed by Automatic Sync Technologies ====