[ Inaudible Discussions ] [ Noise ] >> Okay, the meeting will now come to order. Ms. Thompson, will you call the roll, please? >> Mr. Thomson? >> Present. >> Mr. Baum? Mr. Martin? >> Present. >> Ms. Brown? >> Present. >> Dr. Fellow? >> Here. >> Dr. Mann? Ms. Wah? >> Present. >> Mr. Soto? [ Papers Rustling ] >> We have a closed session item that's going to address Government Code section 54957 Employee Discipline, Dismissal, Released (two employees), Government Code section 54957.6 Collective Bargaining (PCCFA; CSEA 777; ISSU and the POA). Negotiator is Ms. Gail Cooper, our General Counsel, and Government Code section 54957.6 Negotiation with Unrepresented Employees (Confidentials Management Association). Again, our negotiator is Gail S. Cooper, our General Counsel. Is there anyone who wishes to address the board on closed session items? If not we will adjourn into closed session, be back here at 7o'clock. [ Inaudible Discussion ] [ Pause ] [ Noise ] >> Cool! Thank you very much. >> Alright, thank you. >> The Board of Trustees is now back in open session, there is no reportable action from the closed session that we had, we will begin with the Pledge of Allegiance, and I would ask our General Counsel, Ms. Cooper, to lead us in that please? [ Inaudible Remarks ] >> 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. [ Pause ] >> At this point, I'm gonna turn the meeting to Dr. Rocha, the Superintendent/President, to introduce our new faculty members and following that we will have a brief recess for a little reception. >> Great! Thank you, President Thomson, members of the Board of Trustees, we have a happy duty right now to introduce the new regular--incoming regular faculty and--so we're going to introduce them to you personally, we're glad that they're with us tonight. The deans are with us tonight, and so what I'll ask is Vice President Jacobs to start us off and I think we're gonna go division by division, and until we get to the end of this--this great, great group. Jackie? >> Yes, thank you very much to the Board and President. We're delighted to introduce our great group of new faculty this evening and first ones will be--we would use the outline that--from--coming from the deans, we will begin with business and then we would just come on down the line. Mr. Gary Woods, Dean of Business. [ Inaudible Remarks ] >> You should--excuse me, would you-- >> Come to the microphone. >> Would you mind coming to the mic? >> Come to the mic. >> Would you mind coming to the mic so that they can just be seen and now-- >> I always heard you're supposed to be, what, heard but not seen or-- [ Laughter ] >> How come there are video--being video taped? >> Okay, just so they can see them and we could do it right, here's the mic. The mic over here, sir. Okay, and you can just raise your hand as he introduce you. >> I'm proud to introduce two new faculty members. This is Jamal Ashraf, he teaches Computer Science, and Michelle Lee teaches our Accounting. >> Thank you very much. [ Applause ] >> Okay. And Dr. Olivo-- [ Pause ] >> Is the Dean of Counseling. [ Whispering ] >> I am pleased to introduce to you Cecilia Medina, Hillina Jarso, Gena Lopez and Tomas Riojas, our new counselors. >> Very good. [ Applause ] >> Our Dr. Bell, the Vice President for Student Learning Services. >> Good evening ladies and gentlemen, I'm substituting for Dean Kent Yamaguchi and it's my pleasure to introduce Ricardo Castillo who is our new teaching specialist in Learning Disabled Services. [ Applause ] >> Thank you. Could you make the other introduction while you're there for Athletics. >> I certainly can do that. [ Laughter ] >> I'm back again. [ Laughter ] >> This is really a re-introduction of Mr. John Woods who is in a--our Director of course--there's John, who's a coordinator over in--in the Physical Education Athletics, and he's gonna introduce our newest faculty member and I'm gonna save that for him. John? >> Hello everyone, it's my pleasure to introduce our new Head Football Coach and Kinesiology, Health and Exercise Science Instructor, Fred Fimbres. [ Applause ] >> Thank you. And we won a football game on set, okay. [ Applause ] >> Alright. Big daddy came to win. >> He's undefeated as Head Coach. [ Laughter ] >> Undefeated--alright, great! Okay, next one, I will introduce and I'm very delighted to introduce Mr. Andy Ku from Architecture. Are you here, Andy? If so, would you stand? I know that the--I think he was teaching but he was gonna try to get by, but anyway, let's give it--let's--[applause] Andy Ku, architecture, thank you. And we will continue then with the English. Ulmer--Dean Ulmer? [ Pause ] >> I feel like I'm in Make Way for Ducklings. [ Laughter ] >> It's my pleasure to introduce three new Composition Instructors, we have Kathy Kottaras, and Ashley Gallagher, and Shellie Samtani. [ Applause ] >> Thank you. Okay and our Health Sciences, Dr. Barbara Freund. Dr. Freund seems not to be here yet so I will introduce, do we have Ms. Lynn Loo--Leloo--Lynn Leloo? Okay, she's not here but that's Health Sciences, so anyway for Health Sciences. [ Applause ] >> Alright, our--now we have our Dr.--our Languages, Dr. Ted Young. [ Pause ] >> It's my pleasure to introduce Lindsey Pilgreen who'll be teaching English as a Second Language. [ Applause ] >> Library, Dean Mary Ann Laun. [ Pause ] >> Librarians are some of my favorite people and I'm delighted to introduce these two: Pearl Ly and Diana Lopez. [ Applause ] [ Inaudible Remarks ] >> Mathematics, Mr. Charlie Hogue, Dean. Okay. >> Good evening, I'm very proud and very pleased to introduce Dr. ABD Rebecca Courter so as you know that, and Dr. Richard Abdelkerim. [ Applause ] >> Natural Sciences, Dr. Dave Douglas. [ Applause ] [ Laughter ] >> Alright! >> You are being televised you know? [ Laughter ] [ Inaudible Remarks ] >> Ted said not to show off, so. [ Laughter ] >> I wanna introduce two of my three new--fabulous faculty! All of them are chemists, we'll start ladies first, we'll--Dr. Melissa Harman and Dr. Peter Castro. [ Applause ] >> Both are in class right now so-- >> Great! Performing and Communication Arts, Dr. Arnwine. [ Inaudible Remarks ] [ Pause ] >> I'm delighted to introduce Dr. Steven Gates, our new Music Theory Instructor. He's already revamped and shaken up our programs so let's--progress is on the way and Zach Matthews could not be here this evening, so. [ Applause ] [ Inaudible Remark ] >> Dr. Finkenbinder, Social Sciences. [ Pause ] >> If he was here instead of teaching, it would be my distinct pleasure to introduce Dr. Richard Randall, our new psychologist. [ Applause ] >> Thank you. Finally, Mr. Futtner from Visual Arts. [ Pause ] >> Good evening everybody. It's my distinct pleasure to introduce one and a half new faculty members. [ Laughter ] >> This is Ms. Sylvia Rigon, teaching in our Design area. Thank you very much. [ Applause ] >> There you have it, Mr. President. That's it. >> Thank you very much Vice President Jacobs. I know on--on behalf of all of us in the administration, we wish each one of our new colleagues great good luck, and anything that we can do to help and support you in the service of our students, just let us know. President Thomson? >> Good! We will now adjourn for a brief reception. [ Pause ] >> Some new contraptions up here and I thought we would take maybe a few moments and ask Dr. van Pelt to kind of walk us through how these things work and make sure we don't press the wrong button at the wrong time, so. >> You got that right. >> The opportunity is for--for the votes to occur by the--the Yes button, which will light up green, the No button will be red, the Abstain button is the yellow. You have to turn the--the buttons off. Alex, you gotta turn the other buttons off, and then the--the white is to be recognized so it's raising your hand. >> Wow! >> That's good. [ Inaudible Discussions ] >> And then the projectors, the monitors on the desk can be retracted so that they can turn flat. You can put things on top, or then they can be upright such as they are here. [ Inaudible Discussions ] >> Designed and built in-house. >> Fantastic! Alright, thank you Rick, any questions about how this equipment operates? Okay, then let's--the next item in our agenda is the approval of minutes, our meeting of August the 3rd of this year. Are there any additions, corrections, questions about the minutes? >> Motion to approve. >> Second. >> Been moved by Dr. Fellow and seconded by Ms. Wah. Approve the minutes of the August 3rd 2011 meeting, if you wanna vote yes pressure Y, if you wanna vote no, do the other. >> Oh, look at that. >> Unanimous vote, including an advisory vote. [ Inaudible Remark ] >> The next we move now to-- >> Got here early. >> Yes. [ Laughter ] >> I think that's probably Dr. van Pelt's motive. [ Laughter ] >> Now, Dr. Rocha-- >> Dr. van Pelt--these--these are permanently attached? >> They actually can lift up. >> Oh you can move them? Okay good! >> Next to announcements and recognition, Board of Trustees, Ms. Brown? Anything to report? >> No report at this time. >> Dr. Mann? >> Nothing to report. >> Mr. Martin? >> None, thank you. >> Mr. Baum? >> I have one quick introduction I'd like to make. >> Okay. >> I'd like to recognize a colleague of mine from USC, Giovanna Carrera from the Annenberg School who's also enrolled in the Master's--the Doctoral Program in Educational Leadership at the Rossier School of Education at USC, and is studying educational leadership and board--board leadership and so she decided to attend today's meeting, and learn some great lessons that she'll take to the classroom at USC. >> Welcome! It's good to have you with us, thank you. [ Applause ] >> Mr. Soto? >> No reports. >> Dr. Fellow? >> Yes, two items I--I'm on sabbatical, if I get to go some things now-- [ Laughter ] >> I'm supposed to be doing research [inaudible]. [ Laughter ] >> I understand you're actually getting paid for this sabbatical, too? >> Yes, you get paid. Yeah, it's very wonderful. Now I wanna retire. [ Laughter ] >> I was able to attend because of that breakfast meeting of new faculty, that was very nice, Mr. President, you did a great job and--and also it was a pleasure to attend the Associated Student's meeting last week. I like to be with the students and I was very impressed with the president and the way she conducts meetings, it's better than some of my faculty do, and so it was very nice, and thank you. And also went to the ice cream social the president had, that was nice too. >> Ice cream social. >> Take it out. >> Ms. Wah? >> Yeah, I also wanted to acknowledge the Associated Student body. Actually, it's Alex who invited me to attend the meeting and I--I also felt that they were very professionally handled and I was also very impressed that they were all using laptops instead of paper agendas and board packages, and I thought maybe that was a great example for us to look at and to follow. [ Laughter ] >> Hear, hear! >> So, yeah-- [ Laughter ] >> Yeah, let's press our--our green button, and then I also had a chance and I wanted to thank Al Hutchinson, Dr. van Pelt for inviting me to attend the evening Custodian's meeting and just to introduce myself and to say hello to them, and it was really great in--and they really want to just extend that invitation to all the trustees, and it's just, you know, I think a great way for us to express, you know, what a--how grateful we are for the job they do and--and probably a group that we don't often see. I also had a chance to attend the ribbon-cutting ceremony for the South Pasadena Middle School so they just build their new library building and some new buildings and very state of the art and had a chance to talk to the PTSAs and they're really very excited about building connections with PCC and getting some early connections for--to learn about how they get their kids on the college tracks. So I think it's a great opportunity for us. And then I also had a chance to meet with A Noise Within, it's just a new theater that's opening here in Pasadena, great theater, wonderful productions and they have a whole educational group and they would really love to connect with PCC and they are offering tickets to our professors and to our students and a chance to just connect on the arts field so I thought that was a great opportunity for us also. >> Excellent! Just quickly in the-- [ Inaudible Remarks ] >> Pasadena newspaper a couple of days ago, there was an article saying, "PCC Tops Community Colleges and Fundraising," and talks about the work that the foundation has been doing 1.8 million dollars will go to scholarships for 80 students so--Mt. SAC is also mentioned in this but it's good to see PCC being recognized for tremendous work so with that let me move now to-- >> Mister--Mr. Thomson,-- >> I'm sorry. >> I did have an announcement, I--I forgot. >> Okay. >> That's why I had my light on. >> Okay. [ Laughter ] >> In fact, I have two, but I'll make them very quickly. I attended Photo Finish, the special session where we were--are offering registration to in-District students, and talked to some of the students and talked to their parents, and everyone was very, very pleased, I think it went very well. They were very happy. One student said, "Why wouldn't we be--love it, we're sitting here in this nice cool library and we have classes guaranteed and those other kids are out there in a--in a long line." And the other thing was, today, I attended the PCC-PTSA lunch and they have new officers, and they're busy planning their honors--the programs they do for our students and I think Honors and Entrance is one them. >> Okay, Dr. Rocha? >> Yes, thank you, President Thomson. And I do on behalf of everyone inside the college I wanna thank all of the members of the Board of Trustees for their attendance and support of so many of the events that have started this academic year. It is noticed and it is deeply appreciated by all of us. We have a couple of items. The first item is--I'll turn it over to Vice President Miller. We have the announcement of a grant from our friends from the Verizon Foundation. >> Thank you President Rocha, I'm gonna ask Nancy Roberts to quickly introduce this board. Thank you. >> Thank you so much. >> I'm Nancy Roberts, I'm the Grant Specialist for the college and I have with me Joy Brittain the Project Director from Math/Science Upward Bound and we're here to introduce our special guest this evening, Gary George, who is Director of Government and External Affairs for Verizon, California and he's here to present a grant award from the Verizon Foundation to our foundation in support of the Engineering Innovations Project in the Math/Science Upward Bound Program. And for those of you who don't know, Gary is also a member and immediate past president of the Chaffey College governing board, so without further ado, Gary? [ Inaudible Remarks ] >> Thank you. Now, she stole everything I was gonna say, but that's okay. [ Laughter ] >> It doesn't matter. The important part is coming up. As she mentioned I am a--well, first of all, President Thomson, governing board members and President Rocha, it's my pleasure to be here this evening. I'm--I am Gary George, Director of Government and External Affairs for Verizon, and also a Chaffey College governing board member, and really appreciated listening to all of your football scores and all of the, you know, all the good things that are going on here. And I--I will write those down and--and talk about them at our board meeting in a couple of weeks. The--as you can probably tell, I mean, I have this--a love of education, I've always--always had the love of education. I--I graduated from Rio Hondo Community College and I'd like to tell the story that when--when I attended Rio Hondo, I started at the Little League Campus when it was in Santa Fe Springs before they moved up onto the hill and that was a few years ago, and so it's--I've always had this--this deep-seated feeling--feeling for community college then junior colleges, community colleges and that's carried on to--luckily to the position I have now with--with Verizon, not only Government and External Affairs but I'm also the Foundation Coordinator for the--for the area. And what we look for are partnerships, there's a number of--of tenants that we have but partnerships in education, especially STEM education and engineering and the check that I'm gonna present tonight to Nancy and Joy and--and whoever the--is because of the--as an--well, I'll tell you the amount, well, I'll tell you now, it's a check for 16,000 dollars and it's for a professor and a fellow that are--are gonna present these--this class in summer, in a summer session. And we--we read the grant or we really--we've been working on this for a--a couple of years now to try to, you know, find the funding for it and we did find it this year and because it's an excellent grant, well-written and so it's, you know, my pleasure to be able to, you know, bring it forth this time. I would also like to comment on the fact that you heard that I was, you know, I'm with--I'm with Chaffey and the--it was a pleasure seeing Dr. Bell here this evening, your gain, our loss. Dr. Bell was phenomenal at--when he was at Chaffey and we miss him--we sorely miss him and--but we wish him well here at--at Pasadena City College. Anyway, the--I'd like to do the check presentation now, if you want to-- >> Yeah, why don't you just go on up to Mr. Thomson and the president-- [ Simultaneous Talking ] >> Why don't we-- >> Then I will get a picture right up here. >> Can we--why don't we call everybody up-- >> Yeah. >> --and so--'cause there--this is kind of a team effort and I ask you to come around and we'll take a photo with the-- [ Laughter ] >> When he says everybody, everybody come up here. [ Laughter ] [ Inaudible Discussions ] >> Great! Good job! >> Thank you so much. >> Thank you. >> Thank you. >> Yes. [ Laughter ] [ Pause ] >> We are very grateful to Verizon for the award and--and for your confidence and we will work our hardest to merit your confidence and we've got great people in this program and we're so glad that we had--got Nancy out of the darkness for a moment-- [ Laughter ] >> We have her in there in the shop writing grants all over the place and--and Joy of course with--with Upward Bound, so thank you so much and it really means a lot to our faculty and--and students in this program. >> You're welcome, my pleasure. >> Very good. [ Applause ] >> And I'd like to say this, [simultaneous talking] is the first time I've been able to leave the board meeting early. [ Laughter ] >> I just wanted to say one thing really quickly, too. It's a--a few years ago, the District entered into a long-term partnership with Verizon when we did a complete makeover of our--our information infrastructure, and at that time, I really wanted to take my hat off to the staff because in that partnership with rebuilding our information infrastructure, we also were aware that Verizon also engages in philanthropic efforts and I--and I ask that we look into extending that partnership for the benefit of our students in that way, and for the staff to have continued this effort, Dean Miller and--and Rick and others too, to find a way in a program that falls within the funding priorities of the Verizon Foundation is really a testament to the hard work of our grants team and--and others, so I--I wanted to acknowledge that and--and say we're--we're delighted to see this--this other step in our partnership with the Verizon so thank you so much. >> Well, thank you and it was--it was a very well-written grant, that's why we--why we funded it so, thank you. >> Great! Okay, next, President Thomson, from Engineering to Mathematics, Engineering, Science Achievement, and I'd like to introduce Dean Dave Douglas who will make a brief recognition of this great program. >> Yeah, and, of course I'm gonna pass the buck as soon as possible too but I just wanna point out that we're all familiar with our Educational Master Plan and right there on page two, our students success achievements areas, and one of those is associate STEM degree awards and we know from our research that one of the things that helps students--recruit students into STEM fields: Science, Technology, Engineering, and Math and--and helps them stay in STEM fields is the opportunity to do undergraduate research. And so I'd like to introduce our MESA program director Melva Alvarez to let you get to know some of the students that participated in undergraduate research this summer. >> Yay Melva! [ Applause ] >> Good evening everybody, I'm Melva Alvarez, the director--or act--what are we calling it? The program--? >> Program specialist. >> Specialist. >> Program specialist. >> Yeah, director for the state but-- >> Yeah. >> I'm actually here and very honored to be here with some of our wonderful students that did participate in the summer internships this year and as I call out the internships if they can raise their hand. A lot of them are in class or have transferred but for the Southern California Earthquake Center interdisciplinary work around earthquakes was Mary McLellen, Sam Reed--raise your hand if I call your name--Tatev Papikyan and Ernesto Jimenez. For Oakcrest Institute here in Pasadena, studying things like Isoprenes and--what did you study? >> Microbio. >> Microbio is Natalia DeVries, Jonathan Rojas, Cumore Denby, and Henal Shaw. Studying at Cal State LA REU this summer was Bridgette Spencer, Nick McKay, and Alice Herrera. Studying for the National Institute of Health, a US--at USC Medical Campus, studying prostate cancer was Brittany Ulloa. Cameron White who was also on our AS was at Carnegie Observatories and he's also a NASA MUST Scholar winning a ten thousand dollar scholarship. Hoda Ahmed is a--was at UCLA studying neuroscience. Hector Alvarez was at Barlow Respiratory Hospital. Aaron Castellano was a grant--a grant winner for Tia Chucha's Community Center working on their STEM program with youth, and we also had students like Jose Cruz, Carla Gonzalez, and Tony Coy [phonetic] working here in our summer Bridge Programs helping our students learn math, and I did hand you guys a folder. And inside the folder you'll see--on your left, you'll see the different internships that some of our students participated in and some of the different programs and events that help them achieve those internships, and on the right side, you'll see some sheets and one of those sheets has the amount that we were able to leverage with the small budget that MESA has. This year we were able to leverage 166,575 dollars in internships and scholarships where these students here at Pasadena City College and we really implore everybody here. If you have any information about internships or scholarships for our students, please bring them for our attention. We have qualified students here at PCC that have done them and need to do them every summer, most of these students are low-income students and we really appreciate the support that we get from your--the trustees and from everybody here at PCC, so thank you so much for your help and there's a lanyard in there, please wear it with pride, I have mine on. [ Laughter ] >> And come by the MESA Center anytime, and you know, always Vice President Robert Miller is a great supporter, you know, he is--he is my boss and I really appreciate his support and so do the students so thank you very much. >> Well, thank you very much. [ Applause ] >> Thank you so much. Those--and I'm very, very grateful and commend the students, thanks for taking the time to come over and you know, you make us very, very proud. >> We're gonna move on, President Thomson and members of the board, to an informative on the Associated Students Board Student Fee Policy Revision, we've been hard at work under the leadership of Vice President Bell to arrive at a--an agreement on the student fee this year, the memo for that is in your packet, and so I'll--I'll turn it over to Dr. Bell to explain what you have and we'll go from there. Dr. Bell? >> Well, thank you Dr. Rocha and ladies and gentlemen, members of the board, before I begin, I--I feel obligated to say that those comments from Mr. George while appreciated, they were totally unsolicited so I had nothing to do with it. [ Laughter ] >> Members of the board as President Rocha has indicated there is a memorandum in your--in your packet which pretty much summarizes the discussions that were had recently regarding the Associated Students' view of adopting the full cost of the Metro ITRIP--ITAP Program under this colleges' Student Services Fee, and as you'll see there are two areas that were covered there real briefly. One was a discussion that was held among the--the board of directors for the student services fund on August 23rd where a change to the procedures was introduced and agreed upon. I will make one quick correction of procedure ID in the case that the Student Services Fund will fund up the one that's presented in the Metro I-Pass that should read ITAP, I apologize for that error, and secondly a follow-up meeting which was held by our Associated Students where they also endorsed the--and approved adopting 100 percent--up to 100 percent of the cost of this program. So it was well-vetted, well-discussed, I am very comfortable that the students fully understand their obligation to this and completely endorsed it and are ready to go forward with this. I'll hand it over now to our now to our Associated President Ashley Jackson and she can expand on it for you. >> Well, actually I think Dr. Bell pretty much hit the nail on the head but just to sort of redefine everything that he said. Associated Students did discuss with Dr. Bell and President Rocha the Metro ITAP program and how we could protect the program ultimately because it does benefit a great number of students on our campus and ultimately we came to the conclusion that as Associated Students we would support the absorption of up to 100 percent of the ITAP Program into the Student Activity Fee because from last week alone, it--over a thousand students started buying it so clearly it helps a lot of students. It helps sustainability. It--it really benefits everyone at large, so as Associated Students we definitely approve of it and support it. >> Great! >> Mr. Baum? >> I just wanna express my appreciation to Dr. Rocha and--and Dr. Bell for--and the students for finding a great solution to this issue and now that we--this has been agreed to, we know that this program will be in place for the spring semester and if--and I know that the students have wanted to be--have the opportunity to make it a part of registration that you can buy your ITAP pass when you initially registered than rather to have to go to a separate process of then purchasing it. So now I think this will ensure that this program is preserved at least throughout the academic year. And then I wanna extend my appreciation for everybody's work and coming up with a way to distribute these funds because as we've talked about there's almost--there's over 800,000 dollars of--of funds that are raised from students and--and so I'm looking forward to seeing how the allocations go and how they--how we can show how they enhance the life of students at PCC across the board academically and--and extra--in an extracurricular way as well, so my hats off to everybody for us getting this agreement. >> Ms. Wah? >> I also wanted to just congratulate you and to thank you all for coming out with a great solution and I just wanted to say that I--I had a chance to talk to some of the Area 5 parents and students about the activity fee and the--the I-Pass, and all of them were very supportive of it so I think this is a really great solution for everyone. >> Okay, any other comments on that? Thank you very much Mr. Bell--Dr. Bell. Well done, Ms. Jackson, thank you. Executive Committee reports? >> Yes, thank you President Thomson. I ask permission of the board for each member since this is a--a newly-formed executive committee and we're here in the--now the second week of the academic semester, I asked each member of the executive committee to prepare a brief--I said 60 seconds but they said 90 seconds and--so we were already disagreeing in our--our first meeting, but--a very brief summary assessment of how things look to each one of them as they come in and--and take on their new duties, so I am appreciative for the board for this time and with that I turn to Vice President van Pelt. >> Thank you, and I did wanna highlight, sort of what we did over the summertime. In Facility Services, there is a--there is a joke that goes along the lines of it, there were two really busy times of the year when the students are here and when they're not. And this was an incredibly busy summer so just to highlight what occurred. Computing Services moved to the library. Management Information System moved to the library and all these involved a lot of work in terms of redo and remodeling and construction and so forth. Upward Bound moved to the D Building. Public Relations moved to the C Building. Media Services moved to the second floor of the library. Educational Services, we had to create a home for. IPRO moved to Educational Services. Career and Technically--Technical Education moved to IPRO. Student lab was moved from the D Building to the W Building. Student Health Center was created in the D Building. Then of course, the Student Health Center had to be moved from the U to the D. Human Resources had to be remodeled. Exercise Room was moved into the W102, the--the former women's gym. Spinning class moved into the GM Building in order to create a new student lab in the W Building, and a new adjunct lab was created in the W Building as well. The equipment room in the gym was remodeled. Eight portables were installed at CEC, and then Health Sciences moved to the Community and Education Center. And that's along with hundreds of small and routine projects and of course the Center for the Arts, if anybody has seen what it looks like today, a lot of the steel work is up and you can now see the shape of a big chunk of the building so that's what we did over the summer. >>What do you do in your spare time? [ Laughter ] >> Budget. [ Laughter ] >> That's right. That comes later. Vice President Cable? >> Well, good evening, this is day 13 for me. My first two weeks have been really filled with literally dozens of meetings, meeting with students, faculties, staff, administrators, even with a host of vendors and contractors that we've been doing business with over the years. I've also spent some time during this two weeks to--to really look within the IT organization, some of the issues, technical issues like where we--what we need to address as we kind of move forward. I certainly wanna reassure the board that the list is getting long and there have been a few moments where there were some wow days, but you know that's--that's to be expected and I'm--I'm very encouraged by these things that--that we're able to do. I--I certainly have appreciated the entire institution has been very welcoming in--in all respects, making me feel very much at home. I certainly look forward at that sometime to get my family here. As I'm kind of wrapping up my first rounds of meetings, I will be pulling together a number of--of strategy issues and bringing those forward to the executive committee and then obviously, then on for further discussion here, but I--I have certainly, you know, I just think that while some may think that after two weeks, I--I still am very excited to be here and I--and I think there's a lot of wonderful things we're gonna be able to do over the coming years so that's my report. >> Thank you. >> Thank you. Can we go to the General Counsel, Cooper? >> Thank you. President Thomson and governing members of the board, it is truly my pleasure to be here, speaking to you as your general counsel. In my three weeks here, I have already been challenged so many times by a host of matters that have varied in such range calling on everything in law I've ever learned. But what I can tell you is [laughter] it has really shown me the dynamic of the administration and the faculty, and the students, and the bargaining units at PCC and I'm very proud to be part of it. So far, with my goal to ensure a safe, positive, supportive, learning environment for our students and for our--a working environment for our employees, I have been working on--working with our police force to develop safety precautions for our students who are minors and not high school graduates who are here on campus at night working with faculty, staff, and our third party administrator to enable student activities and programs to continue safely, working with staff and laws control personnel to minimize risk of injury, and the big surprise to me was when I was called upon to call Washington Homeland Security because our F1 visa students, those are non-immigrant students, were being barred from admission to CEC when our Health Sciences program was moved there contemplating demolition of the U Building and immigration told us at the very last possible moment, two days before construction was to commence that it had to have separate certification for Homeland Security and it would--excuse me--it would take months. >> So a call to Washington and going up the levels until I got a yes, got us emergency certification, and I was very, very happy to achieve that result. For our employees, in addition to working with the bargaining units, we'll be starting too and learning about the people who are running those, and employee issues. My immediate focus has been on--trying to develop more open lines of communication with them so that conflicts can be better resolved because after all that ultimately contribute to the success of our students and achieving our Educational Master Plan. Again, I thank you for allowing me to be here, I'm very proud to be part of it. >> Well, thank you for being here. >> Thank you. >> To Vice President Lastimado. >> Thank you Dr. Rocha. First, I wanna thank the board for allowing me to be part of the PCC family. I also appreciated the warm welcome--welcome for some of the employees. These past--two and a half weeks have been very exciting, it felt like the first time I caught my first 20-foot wave in Hawaii [laughter], I mean you know, it was really exhilarating, you know? I've already started working on some HR systems and programs that are to contribute to the Educational MESA plan while simultaneously working with counsel here on several legal matters. For example, through the shared governance process, I'm--I'm working with some--some staff and--and faculty on developing a PCC comprehensive professional development program. I'm also work--establishing an HR adviser committee to assist me in ensuring HR is a major contributor to the EMT. HR is a major computer--contributor--contributor in causing PCC to be the employer of choice of all community colleges. And HR not only increases customer satisfaction but also streamline HR processes to maximize output and cost-effectiveness. On the labor relations side, I'll be working with issue president regarding the reengineering of the white collar workers, and again I'm sincerely happy to be here and that concludes my report. >> Thank you Ben. Vice President Bell? >> Well, thank you Dr. Rocha, and ladies and gentlemen, let me echo the comments of my colleagues, I am extremely honored and privileged to have been appointed to this position. I appreciate the confidence that you've conveyed to me in doing that. Over--I guess I'm the seasoned veteran 'cause I've been here over a month so I am-- [ Laughter ] >> Got more time on [inaudible] than these other guys, with the exception of my esteemed colleagues who have been here a lot longer. I've had the opportunity to meet with a lot of faculty and staff both within the Student Learning Services Division and outside of it and one of the things that has been continually reinforced for me is that we have an outstanding group of faculty and staff we work everyday very diligently and very hard to serve students and promote student success. A couple of things we looked at initially that we're going to look at within the Student Learning Services Division, one will be to advance and enhance the use of technology for our students. We're gonna look to try to promote access for students and services with more of that being online than to have them stand inline if you will, that's one of our key strategic goals and towards the end, we've reinitiated discussion with SunGard targeted toward getting our degree works program implemented and our target goal now is to have that up and operational for the students by the beginning of the Fall 2012 Semester. And another thing we're looking at and Trustee Mann mentioned it briefly is a--we'll report on our guarantee under the Educational Master Plan to guarantee enrollment for in-District high schools graduates. We did that briefly in a--a program that we call Photo Finish Friday, and as I said it has nothing to do with Santa Anita Race Track, it has to do with the fact that we planned this really very quickly on the fly and I was very pleased with the way it came out, we were able to meet with 123 of our recent high school graduates, have them come to campus and we placed them in Math and English classes consistent with their assessment placements, and as we all know for any of our students coming in to be able to get into Math and English, we begin the sequence early as key toward their success. What we'll do is we'll look at assessments from there and what we need to do to improve then we're gonna expand on that and offer it to our high school students as part of our general outreach to all of our high school seniors this coming spring. So again, it is a privilege for me to be here and I appreciate the opportunity to present this report. Thank you. >> Thank you, Bob. Vice President Miller? >> Thank you, President Rocha. One of the first things that the Educational Services Team did and--and what we're doing right now is we're sort of--since we're sort of a new area in the college is we're basically pulling ourselves together and organizing ourselves so I thought I would just take a minute, let the board know, inform the audience here just exactly what Educational Services is all about. Our first and key mission is institutional effectiveness. And in that regard, we are responsible for maintaining the educational master plan, our Planning and Research Office and the accreditation process is part our institutional effectiveness mission. We are also shepherding and supporting a shared governance process. We continue in the role of our--of supporting the curriculum instruction. We are actively engaged in a new and dynamic approach to enroll at management, online education and the growth and shepherding of that process is part of our organization and what we do. We have a number of support educational programs. I'm very proud to say that we--that we support our Teaching and Learning Center, you saw it tonight, Melva Alvarez in--in action as our MESA Program Specialist, we support the Study Abroad Program and the Scholarship Program that are ongoing High School Bridge, and then three--three functions that I'm very excited about are what we call our new revenue enhancement opportunities. Again, an Educational Master Plan goal and that's near the extension which we now call Extended Learning, corporate education, economic development, and finally grants, and to try to build that out. Beyond that, I am proud to say that I am a member of Team One, the teaching and learning team. Dr.Jacobs, Dr. Dell and myself, and we have already begun our meetings and started that process of--the three of us and the teams that we represent supporting teaching and learning. We are busily at work in our accreditation midterm report that is due March 15th of 2012. We're actively engaged in our program review in institutional effectiveness committee activities. We are working on our educational services area and tactical plans, getting the college counsel and shared governance process up to date. There's a brief report and a reDistricting effort that is in your folders tonight, and finally I'll have[inaudible] report to you very soon in the meeting so lot going on and as my colleagues have said, I am truly grateful for the opportunity to lead such a fine group of people. >> Thank you, Bob. And I left last but certainly not least, I say with high regard and affection, the elder stateswoman of the executive team, the Vice President of Instruction, Dr. Jacqueline Jacobs. >> Thank you, President Rocha. Our--in terms of academic affairs and instruction, we have started to follow in great stead I would say, in good spirits and we--we started off on August the 22nd with new faculty orientation, you saw faculty tonight and our--August the 26th, we had a welcome day where we had over 1500 freshman to attend, and some of you came and we want to thank you and we hope others would be able to come next year. And--the area, the major areas that we are continuing with or looking into or started already an instruction, the teacher prep, we're focusing on today's student in how to help them be successful. We're all reading what good teachers do. The orientation for new faculty will continue throughout the fall semester. And basic skills, we're focusing on campus-wide efforts to strengthen the first year experience, reading, writing, and math across the curriculum. In Korean technical education, we're looking--workforce development, getting people ready for the mark job--market, a labor market and completion of programs and certificates. In community education, we'll continue on with the apprenticeship program that we have started and continue to work with the Flintridge Organization and Jaylene Moseley. We continue with the community foster care and youth emancipation program and parenting programs in the community. Also, we're providing pathways from CEC to the main campus here in Colorado. All divisions will--are focusing on green technology and sustainability in relations to the various disciplines. Grants and partnering opportunities such as power and water academy with the city of Pasadena, the biotech programs will continue, and we're partnering with District schools and with colleges. >> Great! I thank all my colleagues for this report and for this great start. They already have wonderful accomplishments and we report to you President Thomson and members of the board that we've started the academic year well so that's my report. >> Certainly sounds like we're off to an excellent beginning so we appreciate that and thank you all very much for what you've contributed already. So around now to shared governance--actually I think [inaudible]. >> Great, okay. Well, actually associations has gotten to a great start. Last week was Week of Welcome so we welcomed new and continuous students back to the campus and we let them know of--of what services and--and information was available to them so that they can get more involved in student life and if they got lost to classes, we help them out in that way and we really got a great response from a lot of students, which was wonderful. And this week is actually club week so all along the quad, some of you might have seen we have all clubs on campus tabling out and letting students know what's happening and we're also tabling as well just to sort of show our support as well as help students out in any way that we can. And that's it. >> Thank you very much. Ms. Bargsten to report. >> Hello, good evening. This is my first meeting here as a senate representative for the Board of Trustees. I'd like to introduce myself. I've been at PCC for 20 years. Last fifteen years, I've worked for Sherry Hassan in Business Services, now I'm pleased to say that I'm now working with Gail Cooper, our General Counsel. And we did have a--a Classified Senate Meeting this morning and we are continuing our preparation for our annual retreat which is an all-day affair on September 23rd at the Huntington Library. Also it was announced that Dan Hailey from the Academic Senate will be the representative to our Classified Senate. And lastly, I'm happy to say that Dr. Mann paid a visit to our senate meeting this morning to talk about the upcoming election, and even though the senate cannot endorse any candidate, it was very nice to have Dr. Mann come to our meeting, and having said that the senate would like to then extend an invitation to all the trustees to come to any of our classified set of meetings which typically meet on the first and third Wednesday of the month. Thank you. >> Thank you. Mr. Martinez? >> I just have two items. The first one, I'm pleased to report that the chancellor's office has approved two of PCC's proposed SB 1440 Associate Degrees: The AAT in Psychology and the AAT in Sociology. Two proposed--two other proposed degrees: Communications and Math, remain on hold pending the resolution of some technical issues and our CNI Committee has already scheduled votes on several more SB 1440 majors during the Fall Semester and so I expect to present those majors for your approval sometime in the middle of--of the fall. The second item is that our annual academic senate retreat is scheduled for this Saturday, September the 10th, same day as your own retreat so we won't--I won't be there but Senate Vice President Dustin Hanvey will be there to participate with you. >> Thank you. Dr. Douglass? >> Thank you, Mr. Thomson. The Management Association is--is back, regrouped and getting to know our new leadership and our new vice presidents in some cases. We have a--or we'll have our first board meeting next week and we'll have our general meeting in two weeks on Monday, the 19th, and we'll have some information report after that. Thank you. >> Very good! The next item on the agenda is Public Comment on Non-Agenda Items, is there anyone wishing to address the board on a non-agenda item? None appearing move to approval of the consent items, we have a request for one person to speak on consent item 24-P so I would suggest we pull that one and deal with that one separately. Is there any other items--consent items to be dealt with separately? Dr. Mann? >> Yes, I'd like to deal with 42-B separately. >> 42-B? >> 42-B as in boy. >> Okay, Ms. Wah? >> I have a question on 23-P. >> Okay. >> 23? >> Anything else? Mr. Baum? >> I just have a--a couple of questions but not for poll for separate votes on 31-B, 35-B, 41-B and 22-P. >> Okay, let's--any others to be--for questions? Let's take them. Ms. Wah, why don't you ask your question and-- >> I guess I--I had a question on those as a line item for reimbursement for applicants coming for interview and so I--I just wanted to know is the policy that anyone who comes out of state or is it just certain positions, so I guess it's directed probably at Dr. Lastimado. >> And what is the question Trustee Wah? >> Oh, I--I just wanted--oh, I'm sorry. [ Laughter ] >> Did I ask it wrong? [ Laughter ] >> No, no, no, I'm just trying to track your--your item. >> Just remind us what board report number it is. >> Yeah we don't know. >> Item 23-P. >> Okay, if we can go to item 23-P this is--I think Trustee Wah's question, has to do with the reimbursement of this individual for coming to--to interview and so the--the question is if I--I had it correctly is this something we do for all applicants or is--is something that we've done just in--in this particular case, and for what reason, is that fair? >> Right, so basically, what's the criteria and when--when do we make the decision or is it just for certain positions, is it when they come out of state? >> In--in this case, do we know Mazie Brewington, Vice President Jacobs? >> Yes, we do it for all if they come for the second, the first level we don't. If they invite it back for the second, then we do it for all within. >> So I assumed this was someone who wasn't local? >> No, she was from up north I believe. >> Okay, and is it done for all levels of positions or just certain levels of positions. >> It's my understanding that it's done for all levels. >> Okay, thank you. >> Then it would stand for faculty and-- >> Thank you. >> Okay, Dr. Mann first, you wanna deal with it separately, or you have a question? >> Well I can--no, we don't have to have a separate vote, I could just--I could just comment on-- >> Okay. >> 42--42-B, I can't find it here. I just wanted to--excuse me for a second-- [ Papers Rustling ] >> I think this is really appropriate since we have the students in MESA and the grant for STEM, this is for pane--for the--used for institutional membership with the AAUW which if you notice is not a very large amount, and the AAUW is the--was the--the group who initiated our Science for Girls Day, which has become I think very successful. We have several hundred middle school girls from the District who come and they spend the day with scientists in the--you know, actually in doing lab work and so on. And what I wanted to point out is there are four local AAUW chapters who are planning an event in early November to celebrate an anniversary, I can't remember which one but it's a--a big anniversary for them and each chapter presents a program that they focus on, and the Pasadena chapter is focusing on the Science Day for Girls, so this is a--they regard as very important, I think its also very important for us. >> Mr. Baum? >> Okay, we'll start at 31-B really quickly. There's two items and that again I don't have--it's not that I'm questioning the items but I just would want more information and I don't want to spend a lot of time here on it. One is the--there's a couple of items related to the District's First Year Experience Project and so at some point, I'd like a report to the board on--on that. There are a couple of contracts related to that, some get--honorary and--other guest speakers and then the--the--the work of the Piras Group for management trainee, two works, expanding that contract and at some point would like--love to have a report back to the board as to the--how we used it and who was able to participate in a--in an--in a less formal way, but we don't need to do that here. >> Right, and we do have the information, Trustee Baum, and I'll leave it to Vice President Miller to prepare a--a formal report for the next board meeting, if that's acceptable. >> Absolutely! >> Yeah. >> The--the next one was 35-B, the purchasing transactions, and there is--there're a lot of transactions here obviously to--to digest it. It comes to about 4.7 million dollars but two of them were related to Blackboard and I saw two separate purchases of Blackboard licenses and I wasn't sure this--does one Blackboard license cover our whole District or do we have to get multiple licensees--licenses? >> Yeah, to--again it's a very, very good question and this is in the transition, you know, of IT and online from the group committee of Rick and Bob to Vice-President Cable but Vice-President Miller has the answer. >> Yes, thank you Dr. Rocha, Mr. Baum. The first is for the actual site license. We run our site license through the Foundation for the California Community Colleges and receive a good discount, if you will, from Blackboard for doing that. And the second has to do with the applications that we use for what we call our hosting, our offsite hosting service. It's called an active service provider again provided by Blackboard. >> Uh-hmm. >> So we host that off-campus and in addition to that we have our new mobile learn application which will be allowing us in the very, very near future like the next few weeks so that students on their tablets or their mobile devices or what have you can start doing their Blackboard assignments and reproducing pertinent information on that. So those are two separate license agreements. Again, one's for the license, one is for other applications that Blackboard provides. >> Yeah, great. That's all I wanted to cover with that. >> But--thank you and of course Vice-President Cable will be bringing forward a number of reports and recommendations in the coming months so thank you. >> The next one was 41-B and it's a remarkable collection of sculptures that we're receiving on behalf of the District including some notable--noted sculptures that Peggy Phelps has donated by Noguchi and others. We have a sculpture garden, some of these don't seem large enough to put in the Sculpture Garden but is--will any of these make their way through our Sculpture Garden and-- >> Yes. >> And what are we gonna do with all these sculptures? >> Yes, we even brought I think some of the photos but Vice-President van Pelt has been on top of this. This is a, if you will, a reception item and--but I'll let Vice-President van Pelt explicate. >> Thank you. I think that the one that the Sculpture Garden Committee on the campus-- >> Uh-huh. >> Will come forward and recommend for the Sculpture Garden will be the last one. The Kenneth Price piece apparently a very noteworthy piece. A lot of these I will also point out-- >> I'm sorry. Which one did you say? >> Kenneth Price, the very last on the second page. >> Oh, okay. [ Simultaneous Talking ] >> I'll also point out that a number of these we have received a while ago. [ Laughter ] >> So you'll see for instance, the one that the Child Development Center for the signage-- >> Uh-huh. >> But what we discovered and Anna Mae Jones was going through the records and discovered that we had not actually come to the Board to receive these pieces. So this is a sort of a clean up item of bringing all these sculptures to--into the proper format. >> And we'll be retaining all of them? >> Yes. >> Or will some of them be--? >> We'll be retaining all of them. >> Okay, great. >> And then lastly, I just wanted to note on 22-P, the appointment, I think she's in the audience Lynn Miller which is real distinct--I mean Lynn Wright, a distinctive--for the District again that she's again assuming the position of the Statewide Project Director for the Basic Skills Initiative and she's exhibited extraordinary leadership on the state and basic skills and I'm delighted that she's able to do that again and that we're able to facilitate that because it's such an important need and you've done amazing work for our District and for the state. So it's something that I compliment. [ Applause ] >> Hear, hear. Thank you Lynn! And a fellow Trojan, we were classmate at USC. [ Laughter ] [ Inaudible Remark ] >> We will hold that against her. [ Laughter ] >> Well, we're on this, I have a question on 35-B. >> Yeah. >> We pay Pasadena municipal services well over 2 million dollars in Southern California Gas Company almost a half million dollars. Do we get any type of a discount for either of these and serve municipalities and--? >> Yes, we're prepared Vice-President. >> The right structure is determined by the Pasadena City Counsel. However, we have a remarkable with Pasadena Water and Power and we're right now working on something better than 3 quarters of a million dollars back in a rebate. So we've consistently gotten very large rebates anytime we do a project from Pasadena Water and Power. >> How about Southern California Gas Company? >> Southern California Gas Company have also been very helpful in anything that we do. Anytime we come forward for instance with our turbine projects, they're very helpful and they help to fund through rebate our programs and projects. >> Okay, thank you. Is there a motion to approve everything except Item-- >> 24-P. >> 24-P? Hold that for just a moment. >> So moved. >> Move approval. >> Second. >> Been moved by Trustee Brown, second by Trustee Wah. All in favor push your green buttons. [ Laughter ] >> Unanimous vote. [ Laughter ] >> Including advisory vote, okay. Now on the Item 24-P, Anna Mae Jones has asked to address the Board. So Anna Mae, welcome. >> Thank you President Thomson, Members of the Board, Dr. Rocha, Members of the Administration, my name is Anna Mae Jones, President of ISSU. I'm here to speak tonight on Consent Item 24-P Item number 7. As a prefatory matter, I want to emphasize and state without equivocation that ISSU's objectives are not, as Dr. Mann noted a couple of meetings ago on another item, based on people. Rather the objections are grounded on two matters. A, the District has designated a brand new classified position as confidential before finishing an ongoing process with ISSU on the same subject which I'll elaborate on in a minute. And B, the District has failed to follow a procedure number 6200.20 in establishing and attempting to fill his new position. First, you should be aware the ISSU and the District and our respective legal counsels have engaged in discussions since last fall on the topic of confidential designations and ISSU's concerns regarding the Districts non-compliance with Government Code Section 3562 Subsection E which codifies the legal requirements for classified employees eligible to receive a confidential designation. On February 1, 2011, ISSU's legal counsel received and e-mail from an associate at Liebert Cassidy Whitmore which stated, "This e-mail is a brief update of the current status of how the District intends to proceed. Human resources will be advising Dr. Rocha of its position that the following employee should no longer be designated as confidential." And then it goes on to list four names that I'm not going to state here in public. This process is not yet finished because the ISSU and the District cannot agree on one outstanding point, where on the ISSU salary schedule, the incoming misdesignated employees should be placed. Thus the designation of a brand new position is confidential is premature and not well taken and frankly disrespectful of the unfinished process ISSU and the District are still engaged in. Second and perhaps even more importantly, the District procedures outlined under 6200.20 governing interim enacting appointments for classified personnel have not been followed for this position. The only two caveats which permit the District to proceed without following these procedures are A, an emergency appointment that is B, short term. In our discussions this week, ISSU has heard the District assert that since these two terms are not specifically defined in the policies or procedures, the administration has the sole purview to define them to their choosing. ISSU does not conquer with that assessment. Through extensive conversations with Dr. Lastimado today, ISSU understands the District further assert through the utilization of "management rights" that it may establish any classified position at any time, call it anything it wants, fill it with any employee it desires, all without any consultative process with our bargaining unit. However, ISSU reminds this Board that the ISSU contract article 5 first sentence contains specific language limiting the District's ability to utilize these rights. ISSU sincerely hopes the District will review this contract language, there is no Cart Blanche. ISSU also ask the District for the job description for this new position, nothing was provided. Therefore, ISSU fails to understand when a job description has not yet been devised, how the District can fill this position on an interim basis this evening and then turn around and fly the position again on an interim basis "this week" as was stated in an e-mail to--by the administration today. ISSU considers this attempt to obviate our concerns on the 6200.20 procedure deficiencies to be an insufficient remedy. The District also told ISSU that when the position was re-flown, it would remain a confidential position which of course leads us right back to ISSU's original concern. It is a circle without end. As a point of reference on whether classified administrative support in the information technology area should receive a confidential designation, ISSU personally inquired this morning the several of the other local community colleges. >> Of the colleges ISSU was able to reach, not one had a confidential designation for a similarly situated position. Hiring policies and procedures are in place for a reason to ensure everyone, yes, even the members of the ISSU Bargaining Unit have a level and fair playing field to work with. If these policies or procedures are not well written or unduly burdensome for the administration they should be revised and re-disseminated. For the moment however, they are the rule o the land and should be followed without deviation. In conclusion, ISSU requests the Board direct the administration to work with ISSU in a spirit of collegiality to wrap up the single remaining obstacle to finishing the ongoing process on misdesignated confidential employees as well as ensuring adherence to District procedures for post and fills of classified positions. Tonight, this Board has the opportunity to provide assurance to ISSU unit members that this District is committed to a classified hiring process which all parties deem to be fair, equitable, and fully transparent. Our unit members are watching and waiting for your signal. ISSU strongly urges the Board to not take action this evening on this new classified position. Thank you. >> Dr. Rocha any comments? >> Except to thank Anna Mae for her input. I have no comment. Vice-President Lastimado has rightly recommended the matter and it's before the Board. [ Pause ] >> Do we have the-- >> I would say in common sense plain English, okay? I would say the employee in question is not a member of the ISSU Unit, first of all. The employee in question was a--was a confidential, designated confidential working in the Foundation Office and we determined as we may that because Vice-President Cable had no support that we were in an emergency situation and we transferred Jo Ellyn McGrath from one office to another which again counsel and Vice-President Lastimado determined as totally applicable. I absolutely conquer in fact, we put the item on consent without actually having that the strict need to do so. I absolutely conquer with the sense or the spirit of Anna Mae's comment that in any position that is open in the District as the Board well knows that the position will be flown. This position will be flown all qualified applicants within the college are free to apply and the person who is now in the emergency assignment will be given no preference. The position like all interim positions needs to be decided and when it is finally decided, whether it's a confidential position or not, is--is actually at this point irrelevant. When that issue is finally decided like every position from the lowest classified staff member to the highest executive member, it will be flown and searched. So I think the Vice President I conquer with this recommendation that this is completely compliant and in the best interest of the college. >> Move approval of 24-P. >> Is there a second? >> Second. >> I second. >> One-- >> Wait, wait, I'm trying to figure how to get this thing. [ Laughter ] >> You're gonna have sit it here closer. I just can't reach it. >> Let me ask one question first. >> Sure. >> I just have a question [inaudible]. >> I know. You talked about flown, I think you meant to open for people to apply and be considered for the position, correct? >> Correct. I mean the--if any situation met the definition of an emergency, this was it, okay? A new vice president comes in with absolutely no administrative support. >> Uh-hmm. >> We have somebody in the Foundation Office who is at a level capable of providing that support. We effected a voluntary transfer from one unit to another, okay? That's an emergency acting appointment, I stand behind strongly and if we're ever going to get our IT program going, we need to get moving here. We need to prioritize. The other point though is that even though Jo Ellyn is in that position today, I think this is her fourth day that we are flying the position that is it will be posted and every individual who is--wishes to do so whether they are qualified or not will be able to apply for the position and will be interviewed by Vice-President Cable for the position and a selection will be made. That's for the interim position. Then there will be another selection process when the vice president makes a determination as to what support he recommends in his unit. So as I have explained it to you not in legal language but in plain English, that is what we explained to our colleagues. >> Dr. Mann? >> Yes, I do have a question. I understand moving in emergency situation, we have a new vice president. The vice president has no administrative support. We need to put someone in there to provide this. I have no problem--I have no problem with that. The person we decide to--well, you decide to move has a confidential--is a confidential employee which means they had a 5 percent of increase brace more money, is that correct? >> No. >> No? >> Go ahead. >> What does it mean? Or I mean I know what it means technically but what does it mean in reality? >> Well I think she was already--there's no change in status and no change in salary. >> No changes, okay, I understand that. So my basic question is, is this position in the Vice President's Office, is this going to be a confidential position or is it just because we're moving to confidential employee in there. It seems to--let me just finish. It seems to me like that is an issue that needs to be discussed because my understanding of what a confidential employee is would lead me to question that an administrative assistant and an IT Vice President's Office would actually meet those qualifications unless all the vice presidents have administrative assistant who are had a confidential level and that is something that I would like for the Board to maybe at a future date have a little bit of information on--from the Vice President for Human Resources and maybe legal counsel because of one as I did hear Anna Mae say was, there was an agreement that four of our confidential employees were not really confidential. Is that what you said? Is that what Anna Mae said? >> Well-- >> And so I think this is a really important--I think it's important that we get this clarified. So again, I'm not going to vote against this because it looks to me like we're moving a confidential employee from one position for another on a very temporary basis but the issue whether or not this is a position which would be confidential, I would like a little more clarification. >> Well we've anticipated your question. First of all, Vice-President Lastimado and General Counsel Cooper have already been tasked to work with LCW to make a recommendation on confidentials moving forward. >> Okay. >> That work is in process, no position will be set, searched or appointed without a full recommendation to the Board on this issue and I can assure you, it'll be 100 percent legally compliant. So I, not only respect your question, I welcome it. >> Okay. >> Okay, are there questions or comments? Okay, are we ready for a vote? >> Oh I do have another-- >> Yes, okay. >> I do have another question. I guess the question I have was when you said that all the interim appointments went through this process there--about a month ago, we approved a whole bunch of interim appointments and I assumed--I didn't think that those when through the process. Maybe I was wrong. I assumed it was because it was an emergency. We had so many people retire that those positions had to be filled like we had to have someone as interim dean of--one of the positions is a head of ANR. We had to have--and then that started the back filling but did all of those positions go through this interim process or were those really emergencies? >> Well those were emergencies. They're all current interim positions will be flown. >> They will be flown? Okay. >> They will be flown. >> Alright, I'm pleased to hear those. [ Inaudible Remarks ] >> Although not every-- >> Having said that though the majority of current interim positions including one that's just above this one on consent have been flown so-- >> But not--but not all of them, not yet. Is that correct? >> Well because I supposed because the recommendation hasn't come forward from the appropriate unit as to what they are going to do with that position. It's possible as we look--as we move into the [inaudible] that we'll get a recommendation from some of the unit that some positions may go away. So I think we're pending those--those recommendation from the vice president, so. >> Yes, I guess my position is I--I think management has, you know, has to run the college, they have every right to do this and I, you know, I just hope that we do fill our own policies and producers and I'm delighted that we now have general counsel and a vice president that can make sure we do that and I think it's very important we work with ISSU and our other bargaining units to make sure that not only do we do it but that everyone understands it and that we--there's complete agreement that what we've done it's open, it's fair, it's transparent. >> Right, good points and certainly I can agree with that. I'm sure we all do. Any other comments or questions? Are you ready for a vote? There's been a motion made and a second that we approved Consent Item 24-P. If you're gonna vote yes, push the green button. Okay, the vote is unanimous. That takes care of the consent calendar and we are now prepared to deal with Item G: Fall Semester 2011 Opening Enrollment Report: Informative item. Dr. Rocha? >> Okay, time to settle in. [ Laughter ] >> We've got--first up we have Vice President Miller to give you a very brief photograph of the enrollment on first day and Bob will move through this briefly. You may see it on your monitor or as Rick trained us earlier you may, you know, push your personal monitor down and see it in front of you. So Vice President Miller. >> Thank you Dr. Rocha and members of the Board, I want to also acknowledge Crystal Kollross for her role in pulling this brief report together. I'm just gonna do a kind of show and tell and hold this up. As you can see, it's four pages of very--lots of columns, and lots of digits and lots of everything and the task that Crystal and I had was to try and boil this down into something that might be a little bit more quick to understand and informative. Let's start with the first slide and per our educational master plan, we are moving towards a student centered and progression and completion agenda for everything we do. So what we thought we would do is give you kind of a snapshot of dating back to 2006-'07 of where we have been by way of sections in our summer, fall, winter and spring terms and the total number of sections by year, the total FTES at time of census. What FTES was funded by the state and what our average FTES per section was in other words, how much funding do we receive per section on the basis of that information which as Rick will tell you, that amount is a roughly 4,563 dollars per FTES right now. And then we show you the difference of where we've been and you can see that the college has done significant work in reducing the amount of unfunded FTES over the years. So that's a quick snapshot. The next slide is basically an indication of how our enrollment management effort again in support of Educational Master Plan and our five students success achievement targets being degrees, AAAS degrees, our STEM degrees, are CTE certificates and our basic skills completion rate, they--and in transfer rates, basically, how we have begun to change our section offering behavior to try and support those five achievement targets. So what I really wanna particularly do is point out the comparison between fall of '10 and fall of '11 and particularly note, for example the increase in the English division of 30 additional sections over where we were a year ago at this time and then the Mathematics area 34 additional sections and again that is to help us move our basic skills completion rate further and also to help students on a progression and completion scale to more quickly get to the courses that they need to do to move on. So--and you can see where those sections came and as we go further in this process more adjustments will be made working with the college community in doing that. The next slide has to do with our so called college readiness and what we do here is we point out our math sequence and we point out our English composition sequence and then the math sequence what you notice is that after those students who are not college ready depending on where they enter you could actually take them four semesters at the moment to get to the college algebra. In the English area, it would take them a total of three but two in particular to get them to English. But I also wanna point out the number of sections that we've offered and the percentage of fullness of those sections in terms of student needs. So you'll see that we are working hard to try and provide more courses, beyond that we are working hard to develop additional types of interventions that would move us away from things that are completely course oriented and our math colleagues and English colleagues are heavily at work in that effort. The next slide is a very exciting slide in the sense that part of the EMP is to help move forward in a more aggressive way and provide more opportunities for our graduating 12th grade in District to students to have opportunities to be here. And as Dr. Bell mentioned in his brief presentation regarding a Photo Finish Friday but also in terms of our pathways project that we're working on a pilot with PUSD on right now that we roll out to the rest of the District next fall. We've had significant improvement in the number of recent high school grads, 308 in 2010 upwards now of 808 in fall of 2011. You'll also notice significant increase in the number of out of District as well, so all of our combine efforts, be they--are [inaudible] efforts, our pathways efforts, our student athletes, all the different cohorts and programs that we're doing are paying off very clearly here and we thought we would share that information with you and there will be more to come as time goes on. Then the next slide has to do with overall head count fall to fall and you'll notice that we are down slightly but the good news there in terms of being down slightly is that all colleges in the area, if you will, it's comparable. So we're not the lone ranger if you will in terms of these lower numbers. This is seems to be what's happening statewide or at least to hear in Southern California and I think that sort of speaks for itself in terms of our physical situation. But you'll notice that we are on track, you wouldn't know this from looking at this but we are very much on tract with our FTES allocation for the balance of the year you move into the winter and then to the spring time and we'll be terms--and we'll be talking to you more about that. And the last slide is a new way that we're gonna be trying to get a handle on what we call average class size and since we're about progression and we're about completers, we thought that we would begin to look at these course types, the English basis skills, ESL, Math and GE Transfer and CTE in terms of the average class size at the end of the first week what that will be at census and then most importantly, what that will be at the end of term, to see how we did with completions and the over ti me we're gonna compile a great deal of information that will help us in our planning activities as we go forward. We're also doing some work on student faculty ratios in relation to our IGETC's GE Transfer and also in relation to our CTE courses. So we're gonna be grinding the data a bit more as we go forward. Two quick things and then I'll be done here. Going back to our high school cohorts, that 808 number that you saw, what we're gonna be doing is working with Dr. Bell, Dr. Jacobs our faculty colleagues to develop entering 12th grade first year opportunity programs, first year experience programs for these people. So they'll come in with Ed. plans. We will put them in their courses. We will monitor them. We will watch them. We will basically create cohorts out of our District folks going forward so we can help them and make sure that they succeed in the manner that they need to again towards that progression and completion sequence. When we do our enrollment management, we will then schedule our courses if you will in a manner that sort of lays over what their needs are on our scheduling of our courses. So the bottom-line is that if we start with a group of a thousand student say, we will plan their first year for them, we will plan Ed. plans for them and we'll move in through our process and make sure that we have courses and sections for them so that they can more rapidly proceed and working with Dr. Jacobs, Dr. Bill and everybody else and in the role of management and we will continue in that regard. And then finally, what I wanted to speak to you is we have an Enrollment Management Committee that is part of our college counselor shared governance process, the emphasis as we begin our deliberations this year will on the SP1440 star degrees that Mr. Martinez mentioned earlier and then we will emphasize those in relation to the basic skills in math that's necessary to help those move forward. The number of IGETC is General Education Transfers that we need and then also in supportive of CTE programs that are most in need. >> We will work to continue on these creation of these pathway degrees and transfer paths that I talked about both the college ready and pre-college, we're gonna have a laser target on our student success targets, the degrees, the transfer, the CTE and the basic skills completion rate. As I mentioned, progression and completion across the board moves students through much more quickly and efficiently. We're gonna begin to again look T our registration priorities as an enrollment management committee and determine as best as we can working with the committee and our Associate Students the best way to move forward there. And we're gonna do all this under the purview of the college counsel under the co-chairmanship of Mr. Martinez and myself. So enrollment management is off to a good start and we wanna just provide this brief report to give you a sense on where we are and where we're going and again we're laser focused on the Educational Master Plan and moving that plan forward. So I or Crystal can answer any questions, we are here to do that. >> Are there questions of Mr. Miller or Ms. Kollross? Dr. Mann? >> Yes and may maybe this isn't appropriate. Maybe the deans can answer this. I'm really kind of concerned that this Math Basic Skill Class has an average of 33.3 students in it that seems to me to be high when the regular transfer class has 29.9 and I--and maybe you can answer it. I would like at some point to know what the recommendation is from the, you know, as best practices, what number of student should be in those classes because I remember back when I used to teach English Basic Skills, we called it something different then but that's what it was. It was recommended never more than 18 students. And in the 26.3 I don't see how you can do it and do the kind of job you need. So I know that probably things have changed but I would like at some point for us to hear best practice if these are--if these numbers are average, over, below, whatever. >> Yes, certainly yeah. >> Mr. Baum? >> First, thank you for the report and there's a lot of great information and I just wanna salute the staff and others for their efforts on boosting in District enrollment and serving high school students and as we're gonna hear later, we're gonna lose--we're losing funding. We're teaching a lot of students that we're not getting revenue for so we're teaching over cap and then we're gonna get a significant budget adjustment with--from the state during the course of the year. And how are we going to manage that? One of the ways we're going to manage that is by helping students be more efficient in their planning and being able to work them through and make sure they're taking the classes that they need to be successful. And I've already seen evidence of the work Dr. Bell is doing in helping students select courses that will be appropriate and then he was involved with an in-District student to whom I referred him to, to make sure that this student is taking the right classes and not taking up seats in other classes that wouldn't help them in his academic--reaching his academic goals. And one thing we have at the Annenberg School where I work at USC is a mandatory advisement where every student must go through--Giovanna Carrera was a student adviser for many years. Let's go through the advisement so that there's a check on are you doing the right--do you have the plan and do you--are you executing the plan, are you taking the right classes? And I really hope that we--one of the ways we're gonna be able to deal with the cut backs and the shrinking funds in the classes that we're able to offer is to advice the students and make they are all enrolled in those right programs and I'm gonna do everything I can to support Dr. Bell and Dr. Rocha in getting more resources to advisement and counseling so that--that's one way we'll be able to increase efficiency in our enrollment plan. >> And I'm very happy to say that in meeting with Dr. Jacobs and Dr. Bell, we are already talking in that--in that regard and basically creating these pathways, these education plans and making certain that, in fact, we do a better job because it's really, as I've said, it's about completion and progression and right now we're not doing as good a job as we really need to do for students to get them in, get them established and get them out in a reasonable period of time. >> Absolutely, and this is what the Academic Senate is doing as well getting these programs in place for the transfer degrees so that there's a clear path that students can be taking and then we can devote our resources and our instruction to those efforts. >> Are there other questions of Mr. Miller or Ms. Kollross? Thank you very much for a very, very informative and excellent presentation. The next item on our agenda is Item H, Adopt resolution number 482: Approve Gann Appropriations Limits for 2011·2012. >> Move approval. >> Second. >> It's been moved by Mr. Baum, seconded by Dr. Mann, are there questions? All in favor press the green button here. Unanimous vote. Let's move on to Item I on the agenda, Receipt of Fourth Quarterly Financial Status Report, Dr. Rocha? >> Yes, here is the quarterly report that we are required to give and Vice-President van Pelt presents it and will walk us through briefly. >> Thank you. As you can see, the position of the District is still very solid. The one thing that I would point out is Line H-3 total cash over the years has deteriorated and that's indirect box step with the states withholding and deferral of apportionment. So what happens is that as those things slide into receivables, there are no longer cash on the District side. So that's the explanation. You also see that we prepared an operating statement which is the last--the colorful one at the last page in the tab that mirrors those numbers and shows again that we ended the fiscal year very strongly. >> Questions of Dr. van Pelt? Ms. Wah or--no you have a green light on. >> Sorry. [ Laughter ] >> Mr. Baum? >> The one thing that just puzzled me was the Item 5 about the--it was my understanding that District had settled employee contracts during the quarter that we adopted and is that not true that we were able to report that? >> Which contracts were settled in the fourth quarter? >> I thought we had concluded that PCCFA contract and others. >> Well I think that was reported earlier. >> Oh, okay. >> Yeah, it was I think done the quarter before it, was it not, Dr. Rocha? >> I think we--well I don't have it to memory but I know we reported it when we ratified. >> Okay, so. >> Yeah. >> So-- >> It's not a blank. It's not a blank. >> Yeah, thank you. >> But I would, you know, just in passing, you know, and as a kind of a segue to the vice president's next presentation is that the total cash position that is on 3H3 in 2007 was 26.8 million dollars, that's the total cash that is total. And our total cash position that we project, you know, before the year ended is 12.6. So this is a plain definition of perilous declination in cash and we can not--and as we will be recommending go any lower than that just as Rick will report in a moment, we came within a few days of having to borrow money to make payroll this year. So, but with that I turn it--I think that's our report. >> The action required of us is just to receive this. Do we have to--motion or anything else or--? >> Receive it. >> Is there motion to receive the report? >> So moved. >> Move approval to receive. >> And move by Dr. Fellow, second by Ms. Brown. Are there further questions or comments? We vote on--yes, green. And a unanimous vote, wow we're off for a record tonight. [ Laughter ] [ Inaudible Remark ] >> Okay, now comes the fun one. Recommend to the Board [inaudible] this Item J. The Board of Trustees is to have a public hearing. We allow the members of the public to make comment on the proposed 2011-2012 final budget. So we are first gonna have the presentation by Dr. van Pelt and then we'll give the public a chance to comment or ask questions. >> Okay, thank you again. >> And what I'll do is I'll just skip through the report that's in the spiral binder and I'll just touch on certain items in order to allow as much time for questions and discussions and deliberations. The one thing on the first page that I do want to highlight specifically is the December 15th trigger that's in the budget act that was passed in Sacramento. And that is that if revenues on the state side falls short by 1 billion dollar, there's an automatic apportionment cut of 30 million dollars to the system and if revenues fall by 2 billion of more, it can go up to 4 billion. System will cut by an additional 72 million dollars. So to PCC that would mean on the Tier 1, 600,000 dollar cut and an additional 1.4 million dollars in Tier 2. And furthermore, Tier 1 would bring with it a 10 dollar increase per unit in student fees from 36 dollars to 46 dollars. And that will become-- >> I'm sorry Rick, when you say an additional 1.4 meaning 6 plus 1.4, 2 million? >> To a total of 2 million dollars. >> 2 million total. >> Correct. >> Okay now, on page 5, what that also means is that the local revenues which include student fees has been increasing and the state portion of it has actually been decreasing that's because the fees of--have gone up from 26 to 36 dollars a unit. So it's not necessarily a good thing that the states portion of it has been declining. On page 6, you can also see that the unrestricted general fund, the revenue trend is still downward and on page 7, the total academic salary is 48 percent. You'll see that unallocated which we'll talk about a little bit later is 2 percent, and all together is87 percent for wages, salaries, and benefits. Last year was 90 percent. However, what happened with the 88 retirements is that the size of the pie shrank rather than the pieces of the pie getting smaller. You can see then that what I did is the total academic salaries on the upper portion of that page that 48 percent I split up into the various different components themselves, so between contract faculty adjunct and so for so it provides more of a texture to that academic salary slice. I get a similar thing with the unrestricted, on a general fund and the benefits. So it splits it into the component parts. And then the other large portion was the other expenses and services so I split that one up as well. Then on page 9, you can see that we--the beginning balance is 18.9 million dollars and our projected ending balances also 18.9 million dollars. And the expenditures in between is a 114.6 million dollars with the 2.142 million dollars unallocated which we'll discuss in a few minutes. The next three charts show the impact on the salaries of course if 90 percent of the budget is wages, salaries, and benefits and we're cutting the amount of money that we're talking about cutting, it necessarily follows that that's going to impact salaries. So you see that the academic salaries, the budget have been reduced by 6 percent, the executive management salaries have been reduced by 21 percent and the classified salaries by 9 percent. You can also see at the bottom of page 11 how much of our money goes to instruction which of course stands to reason and it breaks it down into the various different vice presidential areas. On the restricted side, you can see that it's a far more even picture, this on page 12. That the state portio is 44, the local is 29 and the federal is 27 percent and of course that comes in large measure from grants. Bottom of page 13 shows when you combine all the revenues for the general fund, the restricted, and the unrestricted, what the trend has been doing over the past 10 years and of course not surprisingly, it's still declining. Okay, and then what I've done is to have listed all the various different funds starting on page 15, the capital servicing fund and in this case, that's to pay down the Del Mar Parking Structures Certificate of Participation. Earlier this year, calendar year, we paid off the state energy loan so that was retired. So we're just left with the one on the capital servicing fund. Child Development Fund, very small fund, heavily state and federal funded with some local from the parents who are also contributing. The Capital Outlay Fund, this is one of the two major funds that we use for inter fund borrowing should the necessity occur. And so far, we're up to 26.5 million dollars. Within the next number of months with the U Building replacement cost starting to hit, that number will deteriorate rather significantly. The Building Fund is Measure P, we started the year with 65 million dollars and it breaks down the various different projects that--where all the 65 million dollars is. Scheduled maintenance, the state has within the past number of years not funded this. However, as soon as the state has money and begins to fund it again, it's a one to one dollar match so for each dollar that the state contributes we have to have a dollar available in order to receive it. Identity Services is an enterprise fund where we're earning money. Self-Insurance Fund on the workers compensation is pretty much a flow through. You'll see that the local funding comes from the Unrestricted General Fund and that's a contribution that is tied to wages and salaries. Fund 62 Self-Insurance Fund Property Liability, again it's a pretty much a flow through where we add whatever money is required to cover the bills. Fund 63, this one becomes important. You'll see that the beginning fund balance is 2.9 million dollars and we'll talk about how we can leverage some of that money in order to help us out in our acute problem. Fund 64, the Supplemental Health GASB 45, we are currently doing actuarial study in order to find out what the impact is of all the retirements and the 22 new hires and basically the impact will be on the new hires because each year, you're building up a liability toward their eventual retirement. I will also say that the last time that we did the actuarial, we were somewhat over funded and I believe that's on the order of 6 or 800,000 dollars over funded. So this year, we're proposing that there not be a contribution from the Unrestricted General Fund. And of course Fund 74, a direct flow through, 35.5 million dollars in financial aid flows through to the students. So if you were to average that out for each of the 26,000 or 27,000 students we have, you can see that there is a tremendous amount of money that flows through directly to the students in financial aid. Full time equivalent students on page 24, you'll see that we're dropping below 20,000 dollar, 20,000 full time equivalent students. We're gonna be at about 19,800 FTES. And then you get to the apportionment. So we just talked about the impact on the cash position of the District and what the chart on the top of page 25 shows is in the green bars, you would ordinarily expect our expenses to be fairly constant because you know, 90 percent is wages, salaries, and benefits and then of course you have the routine electrical bills and so forth to where it's fairly constant outflow per month of funds. And then what you'll see is the apportionment comes in the yellow and you see that we're over apportioned for 3 months out of the year which is September, October, November and July and August are under apportioned. And then starting in December, it starts to deteriorate pretty significantly. That has an impact that's cumulative because for each month that we're shorted, the following month we have more to overcome. So on page 26, you can see the cumulative impact to where in the month of June, this coming year, we're projecting almost 22 million dollars in apportionment deferrals. You'll see then that state intends to pay back large chunk of that in the month of July, however, we won't fully recover until October which is a significant change from previous years. Okay. And then the budget sheathe that I have, the colorful one that follows page 26 is our projection and what the budget is so this shows you the revised budget from last year, the actual budget from--the actual expenditures from last year, our proposed '11-'12 budget, the dollar change and the percentage change. The most critical number is the bottom one which is 2.142 million dollars and that is the unallocated portion that we'll now talk about. >> And then if you go to the next page, on the left hand side is a summation of the chart that I just presented with that 2.142 million dollars in red halfway down the page. One of the options that we're proposing is an inter fund transfer from fund 64 which is the self insurance fund and the idea is that by moving the annual contribution from the general fund to the dental fund, typically that occurs by each employee per month has a--has a liability that we cover. Okay, so we actually move money from the general fund into the dental fund in order to cover expenses. So that's set for each employee. What we're proposing here because we have about a two-year reserve build up in that fund is to not fund it from the general fund this year but the mechanism that we're proposing to use is actually to do an inter fund transfer back to the general fund and then to use those funds in order to make the general fund contribution into the dental fund. So essentially what we're doing is using that the dental fund to pay for its contributions this year. So what that would do is it would reduce the ending balance by about 50 percent from about 3--2.9 million dollars by about 50 percent for next year. Now what that would do is it would allow us to have potential revenue of 116 million dollars which instead of 2.142 million dollars would allow us 3.526 million which is the number in the middle on the right hand side of the page. Then what we did in the budget resource allocation committee is we ranked the various different options that were developed. So from the midyear state cut, all the way down to borrowing 18 million dollars, all those were ranked by the committee and the rankings then show up in the yellow boxes. The midyear state cut at this moment it's a near certainty that there would be a midyear cut and as I pointed out, there's a December 15th trigger where the state will determine what its revenues are. I will also say that right now, there is pretty frantic activity in Sacramento to see if they can avoid that through some form of legislation which would require a compromise between the democrats and the republicans in order to accomplish. Then replacing the staff positions and you can see it goes from zero to 2 million dollars, on average including benefits of staff persons is about 100,000 dollars. The reassigned time again from zero to 1.6 million, this is where faculty are reassigned to do essentially management or quasi management functions. To the extent that we reduce that, more money will become available for reassignment through some other expenditure. SASI which is Student Access in Success Initiative, this would be new. What we did in the previous year is we defunded at the year end all SASI projects. They were refunded because they were the carryovers. In other words projects were approved from last year have not yet been completed, so they've been refunded for this year. However, this is new SASI from zero to a million dollars and the idea is that this would be spent strictly on revenue enhancement programs. The concept being that if you do not plant seed, you will not have a crop and you actually have to invest money in order to earn money. The categorical back fill, right now and that's--we spent 359,000 dollars this year in categorical back fill which means that there are people who are in Fund 3 who the state have defunded. And in this case, what we've done is we've back filled in order to cover those people. However, I think that there's an opportunity for us to become more efficient and not spend anything close to 359,000 dollars. The contribution to the ERP, the ERP is the Enterprise Resource Plan which is the main technology upgrade plan. In previous years, we've contributed a million dollars. As a part of the sweep from the 2010-'11 year, we made a contribution in excess of that in anticipation of the weaker budget. Fund 800 students over cap, there's nothing magical about the number 800 but for that number we're projecting that it's about one and a 3rd million dollars. Salary increase of 1 percent to all employees would amount to about three quarters of a million dollars. Contribution to the other post employment benefit which I discussed a little bit earlier from zero to 1.4 million dollars and finally, if we were to borrow 18 million dollars at current interest rates, it would cost us about a million dollars per year. And then the next page that I wanna discuss is the one that was handed out to you that is called the budget options for September 7th. That was not in the binder. So what we attempted to do is to come up with some conceivable options of course there are any number of other ones that we could do. You can see that the unallocated portion assumes the transfer from the dental fund back into the unrestricted general fund. And it assumes that 2 million dollar midyear state cut will take place and what that does is it leaves a net 1.5 million dollars unallocated, so one option is that the vacant positions, some of them be replaced. The total savings from the 88 retirements was on the order of 8.4 million dollars, so--and that's 88 people and you can see 1.5 million dollars would be about 15 positions. Option 2 is a blended option where perhaps a million dollars would be spent for a replacement of positions. 500,000 toward revenue enhancement again with the concept that you have to plant seed in order to reap a crop and that total of course would be 1.5 million dollars. That is the option that the District is recommending that the administration's recommending for approval. For discussion purposes, we were trying to think outside of the box of other things that might be possible. So it would assume the same million dollars for the replacement of positions, the same 500,000 dollars for revenue enhancement. However, it will also assumed 2 percent enrollment growth for half million dollars. This would mean that we would educate those students on the District's money because we would not be reimbursed by the state. It also assumes that half million dollars will be put toward a collective bargaining in terms of working toward agreements. And it would include and it would be funded by extending the supplemental early retirement plan that had gone forward June the 30th and extending that 'til December 31st with the hopes of saving a million dollars which would then pay for the other portions, the net of all that would be 1.5 million dollars. So with that, any questions that you might have, I'd be pleased to attempt to answer. >> Questions of Dr. van Pelt? Mr. Baum? >> So I wanna make sure I'm clear on what we're being asked to do today. >> Right. >> And so-- >> Yeah. >> So what--you're asking us to adopt this budget right? Okay. And then give Board direction on the priorities for these other modifications, is that--? >> And let me just clarify. This is the first year that we have brought forward a proposed budget. Normally this book would say adopted budget. >> Uh-hmm. >> So this budget as it currently is written is not a balanced budget because there is 2 million dollars unallocated. So what I would hope that we would do is to allocate those funds into one of our options and then to adopt the budget and then if there was a discussion or further information that was required for our option three, there is a little bit of time to develop that further because it's a brand new concept. >> So the budget that we're--we would be adopting also approves the inter fund transfer from the dental fund to the general fund. >> Yes. >> And then--and so that's one move that we'll be taking with this adoption. >> Yes correct, correct. >> And that once we lose that funding that--those funds that have accumulated in the dental benefits fund, those took years to accumulate that we won't have those again, like next year, we're not gonna have another 1.5 million dollars to transfer from that credit. >> Well we can actually do it for two years. >> Right. Okay. >> But thereafter you're correct. >> Okay then I just had a couple very quick questions about the data. The--let me find this. I noticed that again as one of the principles we adopted as a Board is to keep cuts as far away from classroom as possible and one of the ways you see that is the category of employee taking the largest cut in the expenditures is executive in management and so I wanted to-- >> Can I follow up on that? >> Go ahead. >> So one of my questions was I just can't on the graph quantify the numbers. Get something below 7 million to something above 5 million. >> For which one? >> Now I have seen. He's on page 10, the minus 21 percent to executive in management salaries, it looks like 1.8 million is that right? >> It's about 2 million dollars plus benefits. >> 2 million plus benefits? >> Yes sir. >> Okay, thank you. >> And I just wanna clarify just two other things. One is on the Fund 42, the building fund and this is--the project includes 65 million dollars, the top line other than the Center for the Arts was construction management and general contingency. This doesn't mean that we're [inaudible] in 25 million dollars on construction management primarily that--what would those funds be useful--? >> Only in his dreams. >> Yeah. [ Laughter ] >> Now what the idea is that's the contingency portion and essentially what happened is that the Center for the Arts came in about 20 or 22 million dollars under our expectation and therefore what happens is you defund it out of the Center for the Arts and put it back into the general contingency? >> Right. And this is for another time. Is there any sense that any of those funds can be used for the relocation of the occupants of the Sarafian Building for that type of-- >> Not for that because that was not contemplated in the bond measure but there are other uses of the money. >> Right. And you'll be coming back to-- >> Yes, yes. >> For that--and then--great, that's all I--I had right now and--but when you--the BRAC Committee came up with those recommendations but the Board actually then will set the priorities through our action. >> Correct. >> And we have the recommendations here. >> Correct. >> Alright. Mr. Martin? >> I had a few questions and few comments. My first question was adequate funding of insurance retirement in GASB so we're not doing the 1.4 in this budget because we have a surplus in the last actuarial but obviously at some point we're gonna have to--every year, there's some liability that's' occurring. We're gonna have to kick in similar to the dental, be kicking back in on that. Correct? >> We assume so and we are currently working on the actuarial but we were very comfortable with this year, we can afford to forego the 1.4 million traditional contribution. >> I just have one question about-- >> Yeah, go ahead. >> --that number on that too because on Fund 64 it says, so that 600,000 is what we're currently paying to recipients of that benefit. Is that correct? >> Okay. I got an emergency phone call and this would be really quick so I'm just gonna ask to be excused and I'll come right back and I'll take my light off 'til I get back. >> Okay, alright. >> But the benefits we're expending out of that fund is 600,000 dollars according to this, correct? >> Which page are you on? >> I'm on Fund 64 page 23. >> Okay and what we're spending is basically 1.2 million dollars. >> Right, but here it says employee benefit is 600,000. >> And then the other operating expenses. >> Right. >> So it breaks into two sections but what happens is that those are the ongoing year to year expenses. >> Uh-hmm. >> So what I was trying to get the sense is to give out 600,000 dollars worth of benefits, do we have to spend 750,000 in expenses, it just seems like a high overhead. >> No it's just broken down into two different sections. >> I see. >> But this is the annual expense and then what we do is we put in 1.2 million dollars so it does not shrink the annual contribution. What it is shrinking is the addition to the fund itself to increase the fund balance. >> So the money that our retirees are getting in pocket from this benefit is about 1.2 million? >> Yes sir. >> Okay. Thank you. >> Mr. Martin. >> Okay if I could [inaudible]. I had a question on cash flow so we have starting with an ending balance but cash of 12 million and we're already showing a low of 20 million and then my additional concern is as we moved towards the U Building issue and I saw 6 million in here to the U Building and that's cash out to get that new part of the campus going, where does all this cash--where does the cash come from? >> Well and there are different parts of cash. So on the 3-11Q that was on the general fund. So we do have cash for both-- >> For the other funds. >> And for Fund 42 so, you know, between the two of those funds, we have about 42 million dollars at the moment but you're correct, we will shrink the capital outlay fund by about 6 million dollars back to about 20 million. >> Okay. And then I asked some questions earlier that I just think are important for everybody to kind of get a sense of and that was if you could just answer quickly again Rick the fact that many of our funds are self ensured, we don't see a transfer line in the budget from general to those things because for example like dental, it goes out under benefits or insurance liabilities would go out under some other line item expense. But all those transfers are occurring to support those funds. The one that confused me was the one where I thought we weren't doing the transfer and yet it showed local income and that one I circled as you rolled through and quickly was the self insurance fund for GASB, I thought we said, we weren't doing the 1.4 yet local income here is 1.241, is that the interest on the balance that's in there or something? >> Yeah what that is, is the--as I explained when you stepped out-- >> Oh okay. >> Is that that's the money that goes in to cover the ongoing year expenses? >> For the SERP or for the--? >> For the employee retirement. >> For the employee, okay. >> Right. >> I'm sorry, [inaudible]. I think it's apropos that we had the student--the class section enrollment report is part of this because as we're looking over these priorities, it's a priority of mind to offer as many classes as we possibly can. I think if there's one comment we hear over and over again is, "We can't get our classes. We can't get our classes." I wanna commend the college, the administration and everybody involved for the way we obviously put a priority on Math and English which when you hear somebody say, "I can't get my classes", they're usually referring to a Math or an English class, that's usually the comment that follows that so I appreciate the fact that we're addressing that. But I wonder if there isn't a way that we can somehow merge these two documents. Not in the budget document but in our enrollment management we see class offerings this year projected to be 5,230 class sections and that's an approximate 354 drop from the year before and I realize we're not getting the funding. But when we talk about filling 15 positions, how does filling those 15 positions translate to more class section so that we're using those positions, we're using the money for those positions to hire teachers to fill classes so that students can get the classes they need get in and get where they want to go. So I was hoping as we progress on this that we could almost translate some of the dollars into the class sections. When we talk about--and this little bit of forward thinking but when we talk about enhancing local income for fund raising, we need to--and I'm not saying this--in some ways a lot of fundraising effort has done a sensational job and I commend it for the amount of scholarships that are available. We issue a tremendous amount of scholarships but to continue to raise money for scholarships and to give students scholarships without giving them classes they can get into is giving them a train tickets to nowhere, right? It's a free train ticket that doesn't go anywhere. What good is that? So as we're generating this local income I'm concerned that there's some process for translating that into more available class sections for students to take. And I know you're chomping at the bit to answer the question 'cause I gave it you in advance. >> Well there's a lot in there. >> There's a lot in there so I'll let you-- >> Well let me-- >> I'll let you get a whack at it and-- >> You know, I appreciate the question and let me just make a very brief start on trying to be helpful. >> First of all the positions that we proposed being filled are not specific positions that were coming to you today. That's a plug number that we're saying at some point pretty soon we're gonna come back to you and we're gonna say, we need a position in. Now for example, and we're estimating very conservatively here. But one thing that I think we can agree on is we are now officially at the wall, okay. There are no--you push up here, you know the money's gotta come from somewhere as you noted. So, for example international students, is it time for us to fund a position in dean of international students and increase the number of international student to in order of say Santa Monica about, you know, from about 1,000 to 2,000 which we could do. That would increase the number of sections for our District and non-District students. A thousand international students will produce about 5 million dollars of incremental revenue. I'm not saying that we're gonna present that but that would be the connection between your point about, you know, if we do go after, you know, positions and you'll have those positions before you to approve. How will that leverage revenue which will in turn increase class sections, okay? But the other point I'd make and Vice-President Miller who is now for the first time charting 'cause, you know, the chart that both Bob and Rick presented shows that actually, you know, for the last three years, you know, we've been cut in our workload and we've been funding all that enrollment and now we've just, you know, officially hit it. One of the things that Bob showed is that not all sections are equal, okay? So, we need to see most of our budget and I'm asking research to, you know, demonstrate this or not. But we suspect that most of our budget is going against funding additional sections for students who did not complete for whatever reason. >> State that again. >> In other words, say for instance you have showed the average class size on day one, okay. In a couple of weeks, Bob will show what the average class size that census, census is the day we actually get paid. >> Sure. >> Okay. But the real important number that we've never looked at is what the average class size is on the last completion day. That number, we suspect, and we impute no responsibility or blame on anyone but we suspect that that number, the completion day number is significantly lower than the census day or the beginning number that we obsess on. So as we shift our resources and we will have to shift resources to completion, okay, we will free up significant dollars to add sections of those core courses that, you know, and obviously we've made a pretty good start here, you know, English, Math, you know, the transfer subjects that all students need. So that's not a complete answer Trustee Martin but just some points. >> So let me restate it but let me state it more succinctly and rubber on the road, so what I'm saying is we count FTEs in here and we count dollars in here, I wanna count class sections though I tremendously appreciate class sections is a proxy for student success and the real student success isn't the number of sections but it's the number of course completions. So what you're working on is a higher retention rate-- >> Correct. >> Lower drop out rate, it's all good and I'm all just--think it's great. But as a proxy, as to where we put our money and you give me this option, I would like you to translate this into core sections in an estimated way like you qualified it by hiring an International Student Director, I would like that translated into a, and I realized it's an estimate, a quantifiable, well this would if we put our money here mean we can offer X number more sections for students. >> Our current model number that we're using, that we used in this model is a section cost 5,000 dollars at the lowest--virtually the lowest adjunct grade, so-- >> Because when you--okay. >> Half a million would give us a hundred sections. >> But I'm asking--so I'm asking you to kind of do that math for me as you're giving me three options because looking at the three options on here, I immediately gravitate to option number three, it says 2 percent enrollment growth, that just grips me. That's what we need. We need to help students get in and get where they wanna go and we got to have more class sections. So why would I now want option three? I mean, just by default. But if you can retranslate option one into those positions mean more class sections, well now you got my attention, you know what I'm saying? Or option two, what that means for future revenue enhancement to ultimately allow our students to get more sections. I realized we're funding sections, the state is not funding for us. But that's what this whole document to me is all about. Whether it's coming from the state or not, that's what we're here for is to get these class offerings out there so these people can get in and get where they wanna go. And I know it's limited and I know you can't do as much when you're cut 10 million dollars. So I'm very--actually very appreciative of the whole college and the direction its going but it seems to me now is the time to put our money where our class sections should be. So I would appreciate a kind of a translation here. >> Can I also just mention that the first thing that we did is at the beginning of the meeting, we met the new faculty. So the first thing that we did is funded those faculty members. So there were 22 faculty members who are funded in the budget. If you were to look in the main budget book on page 289 and continuing to page 293, these are the vacant positions that are unfunded. There are 127 of them. And in some cases, what needs to occur is to balance out the various different needs as Dr. Rocha has pointed out. Because having faculty without support also creates problems within the institution. >> And let me back up just one second here. My understanding is that what we're asked to do this evening is to adopt this budget and select one of options one, two or three, is that correct? >> Correct. >> Okay. >> I'm sorry. Well again, if our real goal is student success and the reason I like to view a course completion by any student as a student success is because it's a total collaborative team effort. It takes proper counseling, it means the book has to be in the bookstore at the beginning of the course so that the student doesn't drop out because they're too far behind because they didn't have the book. It means the place has to be clean. It means everything has to work right. >> Right. >> And I leave to you working with the college to make those kinds of decisions but when it comes to representing the community and the needs that we hear on a regular basis, I'd like it translated into core sections which are the proxy for student success in my mind because that's the option I'm--I would prefer. >> Mr. Miller has his hand up over here. >> May I? I just wanted to point out on that the first chart on the number of credit sections in the FTES that we're on track to go above our FTES target by 575 FTES which is approximately 150 sections. So in our current model, we're gonna be offering 150 sections more than what we are gonna be funded for from the FTES point of view and there is a cost with that when Dr. Rocha and I were playing with this number the other day, we figured it was roughly 30 percent or so. So it's about 750,000 dollars one way or the other to fund those, you know, based upon what's gonna happen. So we are on track to offer more than we're getting paid for by roughly 150 sections. Just thought that might something else. >> Uh-hmm. >> Dr. Mann? >> Yes. >> Mr. Martin are you finished? >> I am thank you. >> Okay, well my comments are gonna be much briefer I think. First of all I'd like to go looking at this page here where we have the budget principles and I was on the budget committee a couple of years ago and I appreciate Dr. van Pelt's developing this. I notice that we have two over arching principals that I think we're meeting here, one is the impact of the state budget on the PCC student access will be minimized and the second is the impact on full time PCC employees will be minimized. And so I think this budget does try to address this. But--and in--particularly having served now for almost a year on the Student Success Task Force for the state, I think we need to--when we say access, we need to combine that with the success. >> And so just offering the classes, making the classes available may not really--the only thing you need for student success and you've mentioned that Mr. Martin. I heard what you said when you need the teachers and so on. But for example, if you--I think a much more critical number was what Dr. Rocha was mentioning when we look at how many students actually complete the class. And so if we have a huge amount of students which we do have, 80 percent, 70 percent or so forth who are not prepared to do college level work. If we offer more sections of the courses they need and there's a very low completion rate, I don't see that that's moving students necessarily forward. So I would encourage the administration and actually I would think it's really important that we do fill some of these positions assuming that we're gonna buy counselor--we're going to hire counselors and so forth. And I encourage the administration to go in the direction that they're going that we combine success and access together. Because I just think--just having the causes available for most of our students simply is not enough. And one of the other things that I would like, I hope we can concentrate on, one of the things we've been talking about a lot of the state level is--and I'm quoting, I would never say this is, we're paid based on butts in seats, how many students are in a classroom. We're not really paid on what students learn. We're tied to a semester. There's huge amount of research and Dr. Wright is here that shows particularly in the basic skill, sometimes you can get students through the material and get them to level quicker than in a 16-week semester if you use different innovative ways and have them do like intensive work. So that's what I think is really important for us to keep in mind. And I agree what our--people in our District want are more classes. But I think it's incumbent on us to always remember that it's important not only to get the student in the class but to get them through the class and into the next class and I think that's what these other--hiring these other people will help do. So I agree with what you're saying. I think it's important to keep--put this in a larger context and I would hope next year when we look at our over arching principles, we would combine student success and access in the way that I just did. So it's not just the access, not just opening up classes as students can come in but tremendous amount of effort on making sure that they come out and then go to the next level. >> Ms. Brown, you have the green light on. I assume you mean to have the white light on, you wanna ask a question? >> Yes I do wanna ask question, thank you. >> Or you'd wanna probably just take a vote. >> Maybe I just vote. [ Laughter ] >> Okay, lots of jokes here. I am really listening to this attentively and I'm, you know, this budget is very serious and I listened to John discuss the desire to have more sections and I think that would be something that we all share. But seeing what we have, I think PCC is doing a tremendous job trying to offer--not trying but going overboard to offer more classes for students and the fact that we have all these openings because I am still pretty shook up with our exit of all the staff that left. It is definitely imperative to fill some of these positions because students, the whole school operate with staff, teachers, administrators and what have you so you cannot just have classes without the support system. The fact that--and it's all been said, I'm just recapitulating because Jeanette sort of mentioned what I was gonna mention, but it is important for us to live within our budget as much as we can because things are very bad. And the fact that this budget is so--the cuts are gonna be tremendous and for us to just, you know, we all want--our goal here is student success. I think we all will attest that we want to give as much as we can to our student but giving what we have, we're gonna have to just do the best we can and I applaud the way this budget has been set up. I applaud Rick van Pelt for a tremendous job. He's got the scenarios. He's given us now and future so we're not grabbing at the--during December when--if it happens, we don't have to come back again and start reshuffling stuff, so it's a good picture that we have and we need to, you know, use caution and stay within our budget as much as we can and maybe next year, by next year we may be able to offer some more sections. I think we're doing great. We're not getting paid for a whole bunch of the students that we're offering. So I think we're doing good and we'll do the best we can. >> Okay, Dr. Fellow? >> Thank you. I just wanted to support my colleague Dr. Mann and I agree with all the comments that she made this evening. Success really isn't the completion of classes and how many classes. In academia it is what a student learns in a class and assessment today is a big thing at the university and I hope it is here at the college, what are the goals of the class, what are learning objectives and how do students complete this and to me, I think it's very important in academia that it is what students are learning in the classroom and it is not the number of classes. Thank you. >> One thing I would mention here is that the PCC Foundation is in the process of [inaudible] an executive director and I think the people on the foundation or Board are well aware of the fact that they need to go out and raise much more significant amounts of money than they've been able to in the past although in the last several months, they have raised an excess of 5 million dollars so they're not doing too badly but given the economy of the state, we need to do a whole lot better than that but they are gearing up to accomplish that very things. We need to open this up to the public as a public hearing and give the public a chance to comment if they wish so if I may, let me do that and open up the hearing and anybody wish to address the Board, come right ahead. [ Whispering ] >> Hello everybody, my name is Kevin Clinton [phonetic]. Some of you have met me, some of you haven't. I know it's late so I'll be really quick. I don't know the other three options, I only know the one that-- >> Could you begin by telling us who you are please? >> Oh, I'm Kevin Clinton [phonetic], sorry. >> Yeah. >> Yeah, there we go. Some of you know me, some of you don't. I've introduced myself, so hello and for those who don't, I'll try to talk to you. I only know of--wait, could you hear everything I just said or no I mean-- >> Yes. >> Yeah. >> Okay, good. I only know of one of the options which was the third one. I don't know the other two. >> The other two are just spend a million and a half dollars replacing the positions that are vacant at the present time and maybe not all of them but some of them. Option two is to spend a million dollar replacing positions and 500,000 dollars on revenue enhancement then you're familiar with the third option, so. >> And we should say that there's--those are just options that are presented-- >> Right. >> We could come up with a completely new framework if we desired. >> Right. >> Right. >>And what the--just to clarify two on the options and I think in my attempt to kind of thread the needle on where you're going is what the administration is proposing, in the proposed adoption of the budget is to adopt tonight option two which will enable us to continue the business. While we look at some of the revenue enhancements cost savings, restructuring, et cetera and so on, we have until December, I think all of us--all of us have in our hearts option three to fund the maximum amount for students to be able to work with our union partners and so all of us would option three but what we're saying to the Board is that if we approve the proposed budget with option two, we have time until we see what the state does with it's revise until the end of December and hopefully with the vigorous actions that we've talked about tonight that we would be able to--this we would be able to do or revise and actuate those option three. >> Yeah. >> So. >> Okay, so I as a public member just wanted to know, is there any chance that options could be tabled and you could approve the budget as it is right now or is that not an option? >> Dr. Rocha? >> Well, I'm not sure what you mean by "tabled." >> As in just held to the next, the next meeting. [ Simultaneous Talking ] >> Yeah. >> Okay. Well, what that would mean is that no money would be spent and the money--the money would be held and there would be no benefit and no spending along these lines so that if no option was--this is not spending, this is a plan for spending, okay, big difference. >> Yes. >> This authorizes the administration not to spend money but to come to the board, each board meeting and say, "This is what we recommend spending money on against the budgeted amount." These are not operation decisions. This is a budget--budget allocation decision. So to be helpful, okay, and I totally take your point, alright? If we, if the board decided not to adopt the budget but with no options that money would just be held and would--and nothing would happen, so no, you know, nothing would happen. >> Yeah. >> And we need to in--in the recommendation that the administration is making to the--to the board of trustees, we need to move forward. So this would give us--so for example, this would give us the spending authority to move forward with this general guidance. But if for example as I explained earlier, that the administration decided, "Well, we need a position in." Okay. That would be fully consulted and the board would have a decision to make. The other thing though that I strongly, strongly would--and I'm trying to be helpful to your--to your question, is we're not in an expense problem. We're in a revenue problem, okay? If you look at the budget, we are taking a 10-million dollar hard money hit to the budget. We have 10 million dollars less than we did this time last year. Okay. The problem is not because we're running our expenses, you know, as you can see, our expenses are going down. The problem is our revenue is going down. >> Yeah, I was [inaudible] that. >> So what I'm proposing to the board is the authority, the ability to present to the board revenue enhancement positions and alternatives. I mentioned international students was one, so that we could enhance the revenue and then come back, you know, when--in December and hopefully have an improved revenue picture. So that's--that's my extended answer to your question. >> Okay, and I just wanted to, I guess, give support to option 3 because even--you can't really help students advance without having access, if you get what I mean. If they don't have the extra access, trying to be more helpful while they're here won't help as much. So, I don't know if that makes a lot of sense but I'm hoping you understand what I mean. >> I think we do, right. >> Okay, wonderful. That's all. Thank you. >> Great. Thank you very much. Anyone else wishing to address the board with respect to the proposed budget? If not I will declare the hearing closed. Mr. Martin? >> I had a question. So in--in here you showed us all these vacant positions but those positions are part of this budget, are they not? >> They are unfunded in the budget. >> Oh, they are unfunded? >> Yes. So, there's about 12 million dollars unfunded. [ Pause ] >> Okay. I'm a little confused. So the numbers on the page do not include the vacant positions? >> They include the vacant positions as unfunded. So we--we--in order to balance the budget to come where we are, all those open positions had to be unfunded. Now, I'll say that about 40 or 50 of them were unfunded last year too because if you recall, we've been in a hiring freeze for a while. So, 88 of the new positions occurred from June the 30th. However, we did hire 22 faculty members back for a price of about 2 million dollars. >> Are there questions? Dr. Mann? >> Yes. I--I have a question. I think--I think I have this correct but I wanna make sure. It's my understanding that option 2 blend in is the recommendation of the Budget Advisory Committee, is that correct? Dr. van Pelt? >> The Budget Advisory Committee recommended an order from 1 to 10. And we did not delve into the various different combinations and permutations that could be developed because they're an endless number. This was a way that the administration took those priorities and packaged them in a way that would be workable. >> May I ask the same question in another way. Is this recommendation of option 2, is that--is that consistent with the Budget Advisory's Committee's recommendation. I understand whether recommendation was to replace some of the positions. >> Yes. And--and if you were to look at the last sheet, the top priority, far and away was the-- >> Yes. >> Taking account the budget cut. Then the next one was replacing positions, reduction of reassigned time, the SASI-- >> Yeah. >> Categorical backfield, so, yes. >> The reason I'm raising this--this point at this--at this time is the Budget Advisory Committee is--has representatives from the Shared Governance Groups, is that not--is that not correct to? >> Yes, that's correct. >> I mean there are faculty, there are staff, there are students, there's management and so on. So we kind of get a sense of the campuses, I mean the whole college's views on this plus the assisted administration's interpretation of it. And is that correct? >> That's correct. >> Thank you. >> Mr. Baum? >> I'd like to make a motion. I'd like to move approval of the proposed budget and of the remaining 1.5 million dollar on that allocated funds that would be approved in this budget, would be assigned 1 million dollars to replace positions and 500,000 for a fund, for--in a mark for revenue enhancement. [ Inaudible Remarks ] >> I second that. >>And so that's option 2. >> Yes. >> Is there a second to that? >> I second. >> Moved and seconded. Further questions or discussion, Mr. Martin? >> Okay. Well, obviously, just looking at this to move from option 2 to option 3 really is predicated on a new SERP plan, right? >> Correct. >> So there is nothing that precludes us in this motion to start exploring the possibilities of an option 3 which would include, as Dr. Rocha pointed out, maybe some help in negotiations on salaries and in higher enrollment. My other--my other question was that when we look at the 3.5 it sounded like you said 1.4 of the 3.5 is coming from the dental transfer. And that's good for one more year after this, is that what I heard? >> Correct. >> Yeah. >> We can do this, 2 years. >> So just to state the obvious, if we use a million dollars to replace positions and everything is status quo, it's funded this year and it's funded next year but it's not funded the following year when the dental transfer goes away. >> We actually have to have enhancement of revenue. So we have to bear fruit with our investment. >> Further questions? [ Pause ] >> Okay. And then, I'm actually comfortable with this option 2 if we--but I would still like at some point to get an answer on how the replacement of these positions will either directly or--preferably directly through maybe more class sections, or indirectly through other revenue enhancements and other things that contribute to student success, lead us to student success and benefit the students. >> I will say for my motion would include any of those replacement positions will come back to the board. >> It has to, right, it has to. >> And I know that. [ Simultaneous Talking ] >> And this is why I'm asking as we go forward with this, I'm looking at Rick. I don't know why I'm looking at you 'cause this is really-- [ Laughter ] >> Okay. >> 'Cause he's in your line of sight. >> Yeah, he's in my line of sight. >> You can look at him. >> Yeah. That I think we need justification that supports why these decisions. We always leave these to the college to bring it forward but people want access to these classes and we know we want to improve the retention so that they can succeed. So I'm gonna support this but as these positions come forward, I'm gonna ask the part of the justification include that component. >> Okay, understood. >> Does that seem fair? >> Yeah. I think it's-- >> No, no problem. >> I hope the rest of the board would support that. >> Quite fair, fairly understood. Other--other questions? Are you ready for the motion? Okay. If you wanna vote yes, push the green button. [ Noise ] [ Inaudible Discussions ] >> Figure out how to do it. >> Wow. Other unanimous vote? We're on a roll tonight. [ Laughter ] >> We're having so much fun with our--with our voting machine. >> Mr. Thomson, Mr. Thomson? >> Yes? >> Can I--can I just take a moment to thank two people, Sherry Hassan and Odessa Walker. >> Absolutely. >> Who came back specifically after their retirement to help us with this budget and to train our two new people who will be Maria Descalzo and Anthony Brown who are also instrumental. As well as Cindy Smith who constantly helps put the budget together. So the dedication by Sherry and Odessa to come back specifically to do this task I think needs to be recognized by the District. >> Absolutely. Thank you. [ Applause ] >> Your work is very, very much appreciated. So thank you very much for what you've participated in. >> Mr. President? >> Yes. >> I just wanted to thank Rick and Mark and the whole crew and I'm--I know the blood and guts, Sherry and Odessa. But this really was an incredible document and I know, just by everything else that happened this summer, this had to really take a huge amount of collaborative effort to deal with this much with that kind of cut and all that we're going through and to preserve and actually increase math and English courses and preserve what we did. I'm really just elated. I think it's just--you guys did a phenomenal job and I'm gonna be here banging for every additional class section I can get. But you really, really the whole group, the whole college, it's--it's really, I'm quite proud to be associated with PCC. At a time like this, be able to do what we're doing. So just thank you. >> Very, very well put. Future board meeting dates this coming Saturday, September the 10th, we have a retreat beginning at 8:30 a.m. at the Atheneum at Cal Tech, the mezzanine. Next meeting is Wednesday, the 21st, study session meeting, 6 p.m., South Pasadena Unified School District, board room 10:20 El Centro in South Pas, future agenda items. [ Noise ] >> You know, I--I assume it's way down the road but I'm still concerned about our meeting in South Pas when we haven't met some of the other districts. And there was no discussion with the board prior to this going forward with this. And I know this is on our agenda which is a public document for the retreat. But I went back and I looked and the Board is the one that determines when and where we meet. And actually, we have to vote on this. And so, I'm pleased for meeting in South Pasadena. I would hope in the future that we would have a better rotation and not go back to one district before we've had a chance to have study sessions in the--in the other district. And that--these planning does not start in advance so that it--it really puts the board in a position where we really can not, can not vote on this. So I'm going--I'm now gonna move that we change this meeting but I do think we should--we should keep in mind that, you know, the board decides when and where we meet and that should be open in public discussion. >> Okay. This is an item that no doubt will be brought up on Saturday. >> Yes. >> I would note that we have mentioned publicly, I think back, our July 6th meeting if I remember accurately, the meeting in South Pas for these particular meetings. >> It was the August meeting [simultaneous talking]. >> So it did come out of that time. Anyway, future agenda items, anything that you would like to have on the agenda? Then I think we are adjourned. Thank you. [ Inaudible Discussions ] [ Silence ] [ Music ] [ Silence ]