>> May I ask the board members please to stand up and we'll get the meeting underway. [ Inaudible Discussions ] >> Come on in and find a seat as best you can. [ Noise ] >> Okay. I would like to welcome everyone to the Wednesday, November 16th, the 2011 meeting of the Pasadena City College Board of Trustees. We are grateful to our host, Arcadia High School for allowing us to be with you this evening and visit your campus and meet with you, so we appreciate that very much. Let us begin by asking Ms. Mary Thompson to call a roll, Mary. [ Noise ] [ Inaudible Remark ] >> Here. [ Inaudible Remark ] >> Here. >> Okay, let's now stand and do the Pledge of Allegiance please and I'm going to ask Crystal Kollross to lead us the Pledge of Allegiance. >> 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. [ Noise ] >> Okay. We have some announcements and some guests here. I'm assuming that superintendent Joel Shawn of the Arcadia Unified School District is here. He would come and take the microphone and say what you would like to say, please. >> Well, thank you very much and I, I just have to start by saying it's really weird to be on this side of the [inaudible] [inaudible] and I'm sure for Joanne and Kay that's likewise. But it's kind of fun to see other people staring out this way. It really is, it's an honor to have you here to be a host to you. We think it's a great idea that you're getting out and like someone said, get behind your own desks and get in the community and we're, we're glad to play a role on that. We have an incredible facility here and it was a little dark and difficult to provide you with a tour but I know that Mr. Vannasdall is gonna address you in a minute and invite you to come back and see our facility. We're obviously very, very proud of our measure ride, this community has been remarkably supportive and the result is we are building school facilities that match the kind of district this is. And you are welcome to come and take advantage of that. We appreciate what you do for the community. I think it's true that Arcadia High School, there's more students at PCC from Arcadia High School than any other high school in the region. I think that's true, if not it should be. [ Laughter ] >> So, you're welcome, I apologize, I have to leave. I'm gonna go over. [Inaudible] is dedicating a new auditorium to my ex boss Louis Taylor who taught me much of what I know. So again, welcome and appreciate you being here and let us know if there's anything we can do to help you. Thank you. >> Thank you very much for having us, we appreciate that so. >> Good evening, I'm David Vannasdall, the Principal, and I just wanted to add to Dr. Shawn's words, yes, we are the number 1 leader to PCC. And I did a little digging of just some stats that I could find. And in the 7 years since I've been at the high school, we've sent 1,500 students to PCC which is the highest number that we send at any school, the next highest number would be 435, UC Irvine. So, I think it's a tremendous relationship that we've had over the years and, and I know it's--I'm back even further before I was here and so I do wanna invite you on any other future opportunity if I could lead a tour, I would be happy to because I do value the relationship and I know and it's important to say that it's not just about sending students to PCC as we know as educators, the important factors there that a large number of them either get a degree from PCC or after two years are able to transfer on and finish out at a university. And we're very proud of that, very proud of the relationship. So, again welcome tonight. >> We appreciate that very much and are grateful that you're here and there are a lot of issues in public education particularly. And as those of us would be in the Pasadena area know all too well and someday we'd love to have a discussion with you and dig in a little bit more deeply into some of these issues such as dropout rates and things like that and see how you're doing, what you're doing right, and maybe there's something to be learned from those. That'll be tremendous so--but thanks for having us here and we will certainly be delighted to take you up on your offer to have a tour of your facility when it's daylight. Okay. Dr. Fellow. >> Yes, thank you and I'm very happy too. I have the Board of Trustees in the City of Arcadia which I've represented really for 22 years in water politics and now I'm in the PCC board, I'm very proud of that. And just to add what the principal said, I do hope we can find a time to come back because I think this is one of the most beautiful high schools in the San Gabriel Valley. I was here during your open house and was very impressed particularly with the science labs which equal any university that I've seen. And so, I'm very proud to be here tonight. And I'd like to introduce some members of the board, my very good friend Joann E. Steinmeier who is the Vice President of the Arcadia Board and she and I have been through the trenches for probably 20 years together. And she's a very good supporter of me and I'm a very big supporter of her. And Kay Kinsler who is also with the board and we're very happy to have you tonight. Thank you for coming. So, welcome to Arcadia, the peacock of the San Gabriel Valley. One of the most beautiful cities in the San Gabriel Valley and I'm very happy to be here tonight, thank you. >> Yeah, thank you. Okay, board of trustees, Ms. Brown, any introduction, statements, announcements? >> No, I have no announcements tonight. >> Ms. Wah. >> Yeah, I wanted to thank Dr. Bow [phonetic] and Ms. Chase today, we just did a presentation at San Marino High School PTSA and it was really well received. And I think we came up with some really great feedback from the parents that were there and talked about how excited they were about some of our programs, so thank you. >> Yup. I just wanted to say that yesterday I attended the board meeting of the Pasadena Educational Foundation which I am a member and heard a report from Dr. Gundry, the new superintendent president--superintendent of the district. And they're excited and looking forward to the things, things seem to be going very, very well. We just get the state legislature and the governor and everybody straightened out, we'd all be in wonderful shape but absent that they're still doing very well but it was a terrific opportunity. So Dr. Rocha? >> Great, thank you President Thomson. I just want to add my thanks. First of all, I do wanna thank Trustee Fellow, Tony for bringing us here today. And for his connecting and building and strengthening the bridge between us and Arcadia District and Arcadia High School, I'm very personally grateful to Tony for his steadfast expertise and support that is helping us to move forward. We wanna thank Principal David for our long standing relationship and we're here to learn. We're here to learn more about how we can serve this district and your high school. So as you said, we cannot just get your 12th graders over but get them through and on to their four-year target. I want to, without making introductions, thank all of the college staff, administration and managers who are here tonight who--and Mary Thompson of course and the guys, that's right, who make this traveling road show possible, so I'm very grateful. And finally, President Thomson I bring election news, the returns are in. And on behalf of the faculty staff and students, I wanted to convey my congratulations. The voters have returned President Thomson, Trustee Mann, Trustee Martin and Trustee Wah to the board of trustees for new terms. And so in behalf of everybody, we congratulate you and thank you for your service. Thank you so much. [ Applause ] >> Thank you very much. It's a delight to have the election behind us. [ Laughter ] >> Okay. We're at the point now for public comment on items not on the agenda, the Brown Act prohibits us from discussing or taking action on anything not on the agenda. But we have two speaker requests that have been handed to us on non-agenda items. The first is from Anna Mae Jones and the second is from, I believe, it's Thomas Gutierrez. Anna Mae. >> Thank you, Mr. Thomson. >> Nice to see you. [ Noise ] >> Do you mind holding just one second please? We understand that we have a dignitary here. I'm told it's Assemblyman Portantino. [ Laughter ] >> Welcome to come in the--say hello, thank you. [ Applause ] >> Good to see you, Anthony. >> Well, it's good to see you all over your district which happens to be my district. And so when Board Member Fellow let me know that you were gonna be out here, I wanted to come hear your plan and also obviously today was a big day as far the state budget goes. So, I know you were probably watching the LAO projections which were not very positive. Obviously, there's one more bite at the apple which is the Department of Finance reports that are coming in but I understand the Governor's Budget Director did announce that it is likely that there will be cuts. Obviously, you know, I did not agree with the approach that was taken in June and voted accordingly. But it's a prudent thing to continue to plan for the worst and do what you can do. And I know your institution is run well and you're doing everything you can do. So I wanted to hear for my self some of what those plans are, so thanks for having me. >> Good, thanks very much for being here. We all appreciate your support and obviously your presence out here, so thank you. >> I do want to just add to the Assemblyman that being in higher education, his support has been unwavering and I appreciate, my director. >> Thank you, Dr. Fellow. >> Great, thank you. >> Thank you. >> Thank you. [ Applause ] >> Now, Anna Mae, sorry for that. Roger, you may take a seat, you don't have to stand there. [ Inaudible Remark ] >> Oh, okay. [ Laughter ] >> Mr. Thomson, members of the board, Dr. Rocha, members of the administration, my name is Anna Mae Jones. I'm the president of ISSU. I want to say that first of all, my statement was shared with the ISSU board today and they approved of me saying this. And I am thankful to have Roger Marheine, the President of Faculty Association and David Krause, the president of CSEA 777 here in support of us as well. As a preliminary matter, I want to thank Dr. Rocha for his comments yesterday at the town hall sponsored by the Classified Senate. In particular, ISSU was heartened to hear that the proposed realignment will save staff jobs and that the district has managed to fill some staff positions quite soon. Second, ISSU was also pleased that Dr. Rocha stated that none of our unit members will be involuntarily transferred or laid off due to the proposed realignment. Finally, ISSU was happy to here that the district will be ensuring there will "proper compensation" for both staff and faculty as a result of the realignment. ISSU looks forward to working with the district to ensure that these three tenants become a reality for our unit members. Dr. Rocha went on to address the tension that exists between an employer and a bargaining unit and remarked further that PCC needs to become "safe and healthy." Unfortunately, since my election as ISSU president more than 16 months ago, the district has created the exact opposite for ISSU condoning an environment that is replete with acts of retaliation, harassment and intimidation against my protected activities as the bargaining unit president. I want to emphasize that in my five years of employment with PCC prior to becoming ISSU president, I had not one negative incident. Unfortunately, since my election, there has been a complete 180 degree turn. The following is just a sampling of the events that has transpired since I became ISSU president. First, a meeting between senior administration and various ISSU board members where the subject as relayed later to me by one of the attendees was "how to stop Anna Mae." In that approximate same timeframe, I was notified by Dean Engeldinger that a complaint had been lodged against me. During the course of the next few months, I was forced to attend no less than three separate investigative meetings. I even received a letter from district council advising me that I would be found insubordinate if I did not attend. Ultimately, I received written notification from Dean Engeldinger shortly before his departure that the investigation had found the claims to be unsustainable and that the matter was being closed with no negative action against me. More recently in the last two weeks, ISSU was advised that our quarterly submission related to district paid contract administration reassign time, ISSU contract article 3, paragraph 9, the language of which I understand was developed by former Board President Walter Shatford and which has been processed by the district without incident for more than 15 years, was being pulled by the administration for "verification of accuracy." In correspondence sent by district council to ISSU's council, she noted the "percipient observations" had been made of me, which necessitated an independent audit. As you might expect, I was highly distressed to learn that members of the administration have been watching me in the course of my conducting the protected activities of ISSU business. And then yesterday, I was notified I will be the subject of yet another new investigation. There appears to me that no good end in sight. Let me state without equivocation, neither ISSU nor I, either as a college employee or as ISSU president have done anything wrong. We have not one thing to hide. Let me further state without equivocation. This is not about me as a PCC employee, instead what this is about is me carrying out my protected activities as the current leader of ISSU. While my advocacy maybe stylistically different and less pleasing to the administration than ISSU's leadership of the past, our college is changing and the matters affecting ISSU unit members are much more complex than in the past. Nothing I have done and currently doing or may do in the future merits the type of response by the district that I have stopped talked about. Since becoming ISSU president, I have worked tirelessly and without reservation to ensure that all ISSU members are protected and represented at every turn with unlimited access to legal council as needed. It has been very difficult work. The district's response in my reward for this advocacy, an indisputable pattern of retaliation, harassment, and intimidation to try and break our bargaining unit and either shut me up or muscle me out. I respectfully ask the members of this board to please ensure the unlawful conduct against ISSU and my protected activities at this duly elected president are immediately stopped. Thank you. >> Thomas Gutierrez is in the same issue, same I-S-S-U-E, and you are ISSU's legal counsel, welcome. >> Thank you. Good evening members of the board. I am legal counsel for ISSU and in that capacity I have come to know Ms. Jones very well. Throughout the past 16 months that you've heard Ms. Jones has served as ISSU president she has worked tirelessly to further the interest of ISSU and ensure the protection of all ISSU members. In spite of her advocacy, Ms. Jones has unfortunately been subjected to conduct that raises serious concerns. The actions taken against Ms. Jones which she just described are especially troublesome given the timing of such actions. Prior to her election, Ms. Jones' employment was without incident. However, subsequent to her election as ISSU president, she has been the subject of multiple grievances and complaints. Instead of being commended for serving as a zealous advocate for the ISSU members, Ms. Jones has been the target of unfounded complaints and investigations. None of the complaints against Ms. Jones have involved her work product or her duties as an employee of PCC. They are specifically targeted at her involvement as ISSU president and the protected activity she has undertaken in that capacity. The timing of these events are suspect and would lead any reasonable person to believe that Ms. Jones is simply being singled out by the administration of the district. Our office has worked with the district on several matters involving ISSU. We request that the board look into this matter to ensure Ms. Jones is not subjected to district treatment as result of her continued advocacy on behalf of ISSU. We are hopeful that we can move forward with the district to continue to work in a cooperative manner and Ms. Jones can continue to provide excellent representation for the ISSU members without the threat of retaliation for her advocacy. Thank you. >> It's in my understanding and I'm gonna ask Ms. Cooper, our legal general counsel to comment in just a moment, is that this relates to or at least some part relates to some invoices from ISSU in audit that's underway. And my understanding is that's going to be expected to have the results given to us in a couple of weeks' time and then we'll move forward from there it will come to the--the audit results will come to the board and also to ISSU itself. Ms. Cooper? [ Inaudible Remark ] >> Take the microphone. Take the microphone. Yeah, we've all had our own private tour of the campus. [ Inaudible Remarks ] [ Laughter ] >> Okay. [ Laughter ] [ Inaudible Remark ] >> We were wondering around the other campus for quite a while. That's correct, Mr. Thomson, thank you. The only issue right at present that concerns ISSU as the unit is that an invoice recently submitted to the district for payment to ISSU caused some concern about its accuracy. The invoice has become the subject of a commission audit being conducted by an outside auditor to determine if the hours reported in the invoice are in fact accurate. The invoice also raises a question concerning the ISSU district contract which provides for payment of release time hours under certain conditions. I have corresponded with Mr. Gutierrez. We are in a process of corresponding on these points. And when the audit has been completed, there will be report both to ISSU, its counsel, and of course to you. There is another matter that concerns Ms. Jones personally which is that an employee complaint has been made against her and as with every employee complaint that is made to the district it is being duly investigated. Once again, I have corresponded with Mr. Gutierrez to set up an interview. The complainant is being interviewed but the specifics of those complaints are not the proper topic for a public forum because they concern the interests of another employee who has a right of privacy and who is not present. >> Okay. Now, what is the expectation as the timing on the results of the audit? >> We expect the audit to be done fairly expeditiously. Hopefully in two to three weeks' time. We are hopeful to have report to you by the next business meeting on December 14. >> Okay, fine. Okay, thank you. As I said before, this is not an item on our agenda so we are limited as to our discussion and certainly can take no action with respect to it. So, but I think we want to assure Ms. Jones and ISSU, I-S-S-U, that it will be fairly investigated and dealt with professionally. So thank you for bringing this to our attention. Anyone else to address the board on a non-agenda item? Okay, then let's move back into our agenda. Dr. Rocha, the Pasadena City College Educational Master Plan and High School to PCC Pathways Project, the Honors Track and Fast Track, right. >> Thank you President Thomson and again, thank you for coming today. Let me just make a very, very brief setup to very, very brief presentations. And the point of this, there is a document that's called our Educational Master Plan and that's our main roadmap. It's that document with the red border at the top. Bob, if you would just hold that up and in fact if our guest or actually we're the guests, if our host-- [ Laughter ] >> If our host, if you give a copy to those in the audience. This is really the sum and substance of what we wanted to cover tonight very, very briefly. We worked hard last year with the support of the board of trustees to make this ed master plan which is our roadmap for the future for Pasadena City College. There are two salient points that we wanted to make tonight and we'll make them quickly and then to hear any input or suggestions that you may have. One, if you look at the--when you have a chance to read it, the board and the college made a significant policy shift. And that is to give priority in enrollment and registration to in-district students. And that's a significant policy shift. Many of our students, we're an open enrollment college. Many of our students come from outside the district, that's fine. But as we got together and of course with having to make sure we're using our resources as effectively as possible, we made what I thought was and I made the recommendation that we move towards a policy of recommending in-district students first. So that means as a practical matter that in-district students coming out of the 12th grade out of Arcadia High School cannot only enroll but be guaranteed that they will be able to get the classes they need in order to make progress to their degree and transfer. That's one shift. The other is, which we won't go over into detail today, is the report card. On the inside of that master plan is our self-report card and basically, keys to completion, keys to results. You'll see the first year baseline. We'll be reporting the new stats at the next board meeting. So it makes clear to ourselves, it makes clear to our community and it makes clear to the high schools that we're partners with that what we're about is trying to get students through, get students through to graduation to their degrees, through the graduation in their science, technology, and engineering and math degrees through the completion in their career technical education programs. And then if students come from this high school or any other high school that need basic skills preparation that those students have priority as well. That is my just very brief intro. I'll ask Vice President Bob Miller of Educational Services to do a quick overview and then we'll just open it up. >> Well, I'm under strict orders to make this very quick so I'm gonna--I'm gonna do that. But the one thing I wanted to is Dean Crystal Kollross who is our Institutional Planning and Research Dean today quickly prepared some statistics on Arcadia High School. And the one thing I wanted to point out is that between 2006 and 2011, over 17,000 Arcadia High School students have been served by PCC. And we are very proud to have the Arcadia students with us. Well, Dr. Rocha mentioned pretty much what I was going to say regarding educational master plan. It's a document that we completed approximately a year ago and we've been actively engaged in implementing its pieces ever since. Specifically, in relation to our score card, what we call our student success achievement target. These are the report card items that we are working very, very hard to progress and to move forward on. As Dr. Rocha mentioned we'll be having more specific information about that in the next meeting. Beyond that, Dr. Bell and myself, our faculty and the teams that we have are actively engaged in making certain that we can provide as much access and even more access to incoming high school seniors, public and private, beginning in July of 2012. At the present time, we took what was about 200 and we got that up to about 600. We are focusing on a number that is at least double that next year. And with the installation of new administrative information system in the next two or three years to come we'll be able to really gear that up in very significant way. So with that said, I did want to show the Board a really exciting video that was produced by Sherry Natalie [phonetic] who is a member of our public relations staff. And it is in relation to our Student Access to Success Initiative and the Board and the community might--well, the Board knows this but the community might want to know that this Board was kind enough to provide and set aside of a million dollars approximately a year and half ago to help the faculty and staff to be engage in a number of innovation and Student Access and Success Initiative projects. So we're very, very excited about some of the things that have occurred as a result of that. This 7-minute video will give you a piece of that information and then at a future Board meeting, we'll deal in greater depth. So let me go ahead and see if I can make that happen. [ Silence ] [ Background Music ] >> SASI, Student Access and Success Initiative. It was an initiative that we started at the beginning of the year in order to drive the mission of student success which is central to the college. >> You may now signify that you are a graduate of Pasadena City College by moving your tassel from the right to the left. [ Applause ] >> So I worked with the Board and we created this pool of 1 million dollars which is a real firm commitment of resources. [ Music ] [ Inaudible Discussions ] >> The reasons we were losing students from design classes and technical classes was not because of the subject matter. Most of the students are actually really excited about technology and design. The problem was dealing with the fundamental issues of literacy and numeracy. >> The whole plan is the Educational Master Plan was to define student success by the achievement of a dream, a specific outcome of either transfer the award of associate degree, the award of a workforce certificate that would lead to a decent wage job outcome. Probably, most important is the closing of the achievement gap for minority students, especially minority students who are coming in and having to take basic skills English, basic skills math. >> [Inaudible] right. But what would be more direct? I heard heal, right? >> Recover? >> Recover. >> Okay. >> I actually got together with a group from the Institutional Effectiveness Committee and we talked about the opportunity. We talked about previous attempts we had made with funding Partnership for Excellence and the arc funds that we had. And we decided that we wanted to do something different from what we had done. We wanted to make sure that there was accountability. We wanted to make sure that there was transparency. We wanted to make sure that everybody had an opportunity. >> To have innovation, to be able to advance the college, to have a culture of innovation, you really have to give everyone the opportunity to think out loud and to be told yes. [ Music ] [ Background Music ] >> Lecture capture is a way of using technology so that in the classroom environment, faculty can record the lecture live as they are doing it. It's not only capturing what the faculty member is teaching. It's also capturing anything that is on a computer, a tablet, a smart board so that later, if students need to review the materials that were covered in class, they can go back and actually review not only the lecture but the materials that were being presented. >> And how is that greatness changing overtime? >> Because the materials are closed captioned, they are accessible. >> We wanted folks to make sure that it was an innovation award. >> I wanted to go curvy. >> You were looking for folks who were doing things a little bit out of the box. We chose finally five innovation awards and then later we got to the main grants. And there were also quite a few of those and we chose 14 of those. >> Anybody dealing with this concept of designing problem solving in a context as what this design pathway is geared for. Because it's basic skills, it's addressing Math Pro to English 100 developmental skills and making sure they are integrated within the fundamentals of technology used in design. Since we'll be able to use equipment that is pretty much state of the art with laser cutting, we're essentially using lasers to cut to the forms to build artifacts or concepts of designs, model homes, model products, model interiors, even in clothing. You can actually put fabric and cut the fabric and actually come up with that, you know, article of clothing. [ Music ] >> A lot of pressure. >> That's it. >> Yeah 'cause it's fairly automated so once I like let it go because of mistake, like probably won't find it until later where the whole piece of stock is graphed. Then after like the mistake happens later on, this whole program might take one or two hours, so if it happens at the latter part, then like the whole day's work is dead. So you had to let, just let me go. I don't really need to, you know, reference anything anymore. So I'm here quite often. [ Music ] [ Noise ] [ Laughter ] >> There's also another aspect of this project that is of great interest to Solomon [phonetic] and me is the development of a professional learning community. Because we are collaborating with basic skills, English and math teachers, we're actually forming a team. So in the same way that we're working to develop the student groups as cohorts so that there's mutual support and learning taking place between students not just in a topdown sort of approach, we're expecting the same level of collaboration within the faculty. So, developing a professional learning community is part of our key outcomes. >> The unique thing about SASI is that it was actual working together. And so, the idea of having those who got the grant not just kind of going off and saying, oh, okay, we got a grant and now we're gonna work on this and so on and so forth, is to mirror that back to the rest of the faculty and staff and say not just to report of here's what we did, here's the outcomes we achieved. But how can you help us make this better? [ Music ] >> Alright Bob, good work. [ Applause ] >> Yeah. Well, thank you but I gotta say it is hard to express how excited we are. How grateful we are to our faculty and our staff and how grateful we are to the Board for providing the resources to provide this level of innovation and to really amp up our professional learning opportunities for our faculty and staff but also to provide some of these miracles for these students that we're providing, and this is only the beginning. And it is only the beginning of what this Educational Master Plan is all about and what it will bring to the college in the years to come. So we're very excited and we thank you all very, very much. So I think with that, Dr. Rocha, I am done with this part of the presentation. You told me to keep it short. [ Laughter ] >> Great. Now, that was wonderful, Bob, and I know that I wanna thank not just you but the many faculty and staff that went into making not just that presentation but all the work behind it. So great, so President Thomson, that's our kind of formal kind of setup and we thought we'd just leave it there and open it up to comments, suggestions, questions, answers, complaints, you know, anything at all and-- >> We wanna take just a couple of moments and have some type of presentation on the pathways, projects so that people who may not be familiar with that will have a little bit of a better idea of that. And also the Honors Track and Fast Track which I believe is, you know, chases that hobby. >> Well, we liked to be prepared for any eventuality, so-- >> We almost got Bob. >> I told you. I told you. >> President Thomson, alright, Bob, you're on. [ Simultaneous Talking ] >> So this is our Creating Pathways to Student Success. This is our fall '11 report. It repeats a little bit about what we talked about in the essay aside presentation but I'm going to share some more information with everybody quickly here. First of all, within that educational master plan, we have what we call our signature goals for the district. And as Dr. Rocha mentioned, we've got as a board goal, guarantying enrollment for in district high school students. We wanna be known as the premiere California Community College. We wanna make sure that the degrees and certificates that we have prepared address marketplace needs. We wanna be cutting edge in everything we do. We wanna stick to our needing as best as possible in relation to lifelong learning and that becomes a challenge because of our funding situation right now. But we have dean of extension right here in the back room and at the back of the table there, Elaine Chapman, who is working hard to help us maintain that commitment. And then we wanna be a sustainable college community and thanks to Dr. van Pelt and his folks. We are probably one of the most sustainable community colleges in the country by far right now. And we've got all the awards to prove it so we're very proud of that. Basically, looking at our student access achievement areas, the ones that I mentioned briefly a few minutes ago, we want to make sure we focus on transfers, associate degrees that would be associate of arts or science degrees, or STEM degree, science technology, engineering and math, increase the numbers of certificates awarded are certificates during the area of technology, CTEs, Career and Technical Education, and then our basic skills sequence completion rate. We want to increase that in terms of the number of people who get through our math and our English. So we're working hard on those goals. We are working with Cal State L.A. and currently the Pasadena Unified School District, but we are developing a 2 plus 2 plus 2 where upon graduation every participating Pasadena Area Community College District student, graduating student, can either come directly to PCC, can go directly to Cal State L.A. And we're gonna guarantee them full schedules in order to be able to do that. So that's something that we're working on right now. We've got models that are in development. It's going to focus on three primary areas, the areas of outreach, curriculum, and professional learning. Right now, in working with Dina Chase and Dr. Bell and others, we are working very collaboratively to bring all of our outreach efforts together, those are in student services and instruction. We're gonna work hard to reach down into the 8th grade and above and hopefully, eventually even in the lower grades. >> Develop outreach techniques that work with that from a curriculum point of view. We're gonna work very specifically on aligning our curriculum in the math and English areas between our high schools and our--the college. And then we're investing a lot of time and energy into the area of professional learning. And I mentioned Pasadena Unified School District, we've been involved with them for about a year now and a pilot project that we will be working with the other districts in Arcadia, be wanting--one of them. You'll be hearing from us very soon in the next few months. And the professional learning is really about getting our faculty ready and our staff ready to deal with the needs of our students as our students exist in 2012. I'm not gonna spend a lot of time on this but this whole thing sort of wraps around this notion that refers to your experience program. And the first year experience programs had been known to be the programs that really have been very effective in terms of establishing early connections for students and in terms of the students with our institution in instilling in those students high expectations and aspirations and helping to motivate them in those regards to provide them clear education plans or academic plans and clear pathways. We've used that term many, many times and we're creating many pathways right now. To make certain that they are college ready, and by doing that, we have our basic skills. We also work very closely with our counseling teams to develop and help them with college readiness. Active engage learning, these learning communities that we've talked about, these partnerships among students and faculty. And then the importance of student life in creating academic and social support opportunities for these students. And these are all the things that are effective practices for entering students and all the research tells us that if we can accomplish those six things, our students are gonna persist more and they're gonna complete more and that's really what it's all about. So we're working hard on those things right now. Without getting into all the details of these, these first year experience programs and these pathways that we're creating are in some of these areas that you see, our general pathway, our athlete's pathway, the XL design tech, Ujima Puente. In these pathways which guarantee their English, their math, 13 units tied, at least 13 units per semester we basically take these students under our wing and make sure they are successful. Next year's goal is to at least double that and we hope to do better than that. But the first year is crucial. These are some of the demographics. You can see that it is ethnically diverse in terms of the people that are being helped by this program right now. And notice our in-district students are 42 percent. And you'll notice that the athletes represent a good group of that. Surprise--well, maybe not surprisingly, athletes are some of the most successful academic completers and that's because they get a number of these kinds of support services and the research shows that we can expand that for the students will be even more successful. I'm not gonna spend much time on this but Math Jam is this extensive boot camp opportunity that we have for students now. We've actually known nationally for our Math Jam and the bottom line of this is that students who complete this two-week program are--they succeed at a rate two and a half times faster than our non-Math Jam students in either getting through the Math 131 which is our college ready math, or actually getting through it. And then they complete more than twice as fast as the comparison group. So that continuously to be very successful. All of our evaluation is done by outside entity so it's a third party objective and it's done by the very best. Some of our pathways, we have over 50 certificate programs right here at our college applied health sciences pathway. The environmental sciences pathway is actually up and going right now. And just the other day, myself and Dr. Cynthia Olivo, our counseling dean, met with Coleman Griffith who is our Architecture Lead Faculty and we are creating an architectural studies pathway that will kick off this summer, so that's exciting. Various options in which we can move students though our Career Technical Education pathways, if your Occupational Skills Certificate, 18 units or more, Certificate of Achievement, 17 units or less and that helps prepare students for gainful employment. Then the combination of those certificates plus a degree and then finally, those things that lead to transfer. So we have these very specific pathways. These are just examples of the many pathways that we have on campus right now. Many of which will continue. Some of which will not continue. We have a very active Institutional Effectiveness Committee that is looking at things from a program review perspective right now. And we will be working with our faculty and our deans and others to basically make certain that the resources that we have are being placed in the areas that students have the greatest need for right now. And that's a long term project. Without getting too much into this, our student portal through our title 5 grant we have been able to create a portal for students. It's called MyPCC. Our goal is to roll that out campus wide beginning next spring. Those 600 or so students that I mentioned earlier are using that portal right now. Our goal is that when students are so engaged by this, that the--that their home page on their computer, every morning they'll got up, they'll get out of bed and they'll go right to MyPCC and see what they need to see, not only about school but it also links to all these social media sites and a variety of other things. But we're gonna have a portal for all of our students. In the next one to three years we hope to roll it out campus wide. What's ahead for us? We are gonna be engaged in a number of additional pathways activities, international activities, college-ready pathway. Our counseling and other faculty are working right now on a course design specifically that will--that focuses on college readiness for students in the area of this 1st year experience that I mentioned earlier. The portal I mentioned, we are doing a lot of work. Our math faculty and our English faculty are engaged quite a bit at looking at the way in which they teach math and English in trying to come up with other ways other than full 16 weeks semesters to do that using technology, using modular types of approaches, assessment test that actually get to exactly what the problem is that the student has and working on that as opposed to trying to make them go through the whole aspects of math. And our English faculties engage in similar things right now, and then the continuation of our intersegmental commitment collaboration that we are working on. Now, these are basically the funding sources. Title 5 is a federal grant. It's a roughly 5 million dollar grant. I'm very proud to say that the college just received another title 5 grant which known as an HSI, Hispanic Serving Institution, in the amount of almost 6 million dollars which a million dollar we are sharing with Cal Poly. So we have lots of federal money to help us. BSI stands for Basic Skills Initiative. This is a California Chancellor's Office fund that we worked with. The SASI, we spoke too and then through the areas of academic services, or academic affair student services, and educational services, other resources. So there's lots of ways that we are supporting these activities right now. So that's very quick, Dr. Rocha, and I could probably do it faster but I don't think I should. [ Laughter ] >> So that is that presentation and I have--Dina is prepared--Dina is prepared to do something with it if you like now or-- >> Absolutely. >> Right. Bring her up. See Dina, you thought you're gonna get away with it too but. [ Laughter ] >> I brought, I brought it but I'm gonna pretend like I didn't so that we can get through it really quickly. And if the Board will permit me, since you've heard this show before, can I face the audience? >> Absolutely, sure. [ Inaudible Remarks ] [ Noise ] >> I'm gonna make this very brief. Pasadena City College's transfer reputation is just renowned. And it's a privilege for me to be able to share just 3 points with you. Our first point is our Fast Track program which is specially designed for high school students who wish to start their college education while they're still in high school. The difference between just taking courses concurrently versus the Fast Track program is that there is a counselor in the Fast Track program who monitors what the students are taking and works with the high school student to ensure that they're taking the right thing. The scholars program for PCC students is a rigorous program for students interested in going to UCLA. >> UCLA does not give guarantees but it does give scholar students priority consideration just as good as the guarantees you're gonna get. The Transfer Admission Guarantee Program, TAG, does guarantee admission to the UCs. And we work with our students, we had just over, I think just over 700 students apply for TAGs for next fall. And we're very proud of the program and we're pleased to be at Arcadia and hope you'll continue to send us your students and we can get them on to the universities. Thank you. >> That was indeed very fast. [ Laughter ] >> Okay, I think with that, let's turn to the community, the audience, questions, comments, any suggestions or ways that we can do a better job of reaching out to people in Arcadia, their high schools providing opportunities, et cetera. So don't be bashful, please. >> Okay. My goodness. Any board members who have any thoughts, or Mr. Martin? [ Laughter ] >> How--how PCC can better reach out for Arcadia? Is that what you're asking? >> Or whatever you'd like to comment on. >> [Inaudible] campus would be great. [ Laughter ] >> What's your plan B? [ Laughter ] >> Okay, Dr. Fellow? >> I think that you can tell but I think the people of Arcadia are very informed about this, which is probably I don't have a lot of comments. But I think PCC is doing a great job of reaching out. As a matter of fact, 33 percent of our students do come from Arcadia. And so, you know, moving on from PCC to some of the great universities in the United States which I'm very proud of, and so I think we're doing a great job. >> Okay. [ Inaudible Remarks ] >> I might ask, you know, our colleagues Dave and our board members. You know, I was looking at our staffs which are, you know, again are pretty good. And I do notice, which is interesting and this does change from high school to high school that that vast majority of students over the 5-year period from Arcadia High, you know, target transfer, you know, very, very few, less about 3 percent come to the college with some kind of vocational workforce certificate. And so, we seem to be you know, moving them, you know, forward, you know, with their goals pretty well on that. I'm just kind of interested, just a general question about the buzz, you know, you know, about the buzz at Acardia High School, you know, how things are shifted and what are your 12th graders, what are your parents, you know, how are they--what's just kind of the general environmental atmosphere about, you know, trying to set up their kids for college, you know for, say next year and so on. Any thoughts on that in terms of how we, especially in times of how we can do better for, you know, your students and their parents, you know, any thoughts on that? [ Inaudible Discussions ] >> Yeah, no, that's helpful. In fact, in the video, you actually were looking at ESL classes, you know, of students who were actually very proficient in technical fields but needed to get their basic skills completed to get to their college level English, our English 1A. So, you know, that would be great and you know, and then we, you know, we're certainly, you know, our outreach people student services, Dina and so on, so we're certainly ready, willing and able to come out to PTA and come out, you know, kind of you know, give the message, you know, especially now we're, you know, here we are at Thanksgiving, believe it or not, and you know, now we're in the season between now and say March 1st of, you know, the application season, so. Now, that's helpful, thanks. Dave. [ Inaudible Question ] >> Yeah. [ Inaudible Discussions ] >> Yeah, that would be great. We'd love to. >> Do you have any information as to the history of how the close relationship between Arcadia and PCC was established? The reason I asked that is that here we are at Pasadena City College and yet you compared that number of Pasadena Unified School District students who attend PCC, it's trivial compared to what Arcadia is doing. [ Pause ] [ Laughter ] [ Inaudible Discussions ] >> Good. Alright. Thank you. >> But I would echo that strongly in that everybody in Arcadia through the values education and it's, you know, [inaudible]. It starts in the home and of the family values education that [inaudible] is the most predominant indicator of success in the future. >> That's right. >> And, you know, we can have that and it's nice that we have so many people that really value education. Is that if [inaudible] high school in our community [inaudible]. >> Right. That's very helpful. Thank you. Mr. Baum? >> Sure. First off, it's great to be here and to be in Arcadia. Joanne Steinmeier, there's no more vocal advocate and consistent over the years for education than Joanne is. And the thing that struck me just driving in my long drive here today was the news today from the state, the LAO, and I don't know if you've covered this already, but they're projecting not only tier 1 midyear cuts but tier 2 midyear cuts. And that's really going to impact Pasadena City College and community colleges up and down the state. We're fortunate to have our assemblyman here. What that means for PCC and the president and others will explain in more detail but we're not gonna have the resources to do what we need to do and whether that will impact access to the classes and things like that. But thanks to Anthony's and others' leaderships in the state, we're embarking on a path to make sure that the doors remain open to the students like the ones coming from Arcadia High School so that our focus is establish their plan and create and--can then get those classes and move through the system. >> We're in the process of evaluating recommendations from what's called the Student Success Task Force. And it's going to be controversial because some will be concerned about the universality of access but the focus of the recommendations as I've seen them coming through and I've sit on the state's Board of Governors that will be evaluating these focus on making sure that with limited finite resources that the students who need to get through, get their classes, and get to their next stage of their education will have that access. And Dr. Rocha and PCC remain very committed to that by making that also that priority for the students from within the district. When we had more resources, we had the opportunity to keep our doors open to anybody who could register at PCC. We can't keep people out of PCC but at the same time, we can do more to make sure the students within our district graduating from the high schools within our district have access to PCC. And you've probably already heard about some of the programs that are being enacted to make sure that students from Arcadia, students from South Pasadena and others will have that access to PCC first and be first in line. So, it's great to see that. What I'd love to hear too in the other side of partnership is we're going to the Farmers Market in South Pasadena and bring PCC out to the community. Are there opportunities within the Arcadia community where we could have, could set up a table and have a counselor or some information about registration and deadlines because the more we can arm people with information before they get to us, the more effective we're gonna be able to be to help them. So, I don't know if they're, you know, if we had--if it was worth setting up on the infield San Anita on race days, you know-- [ Laughter ] >> We'd find a way to do that. But I don't--I don't think that's our target audience. >> It's a good idea. >> More likely in the Westfield Mall on--yeah, yeah. [ Inaudible Remark ] >> That we really have people from the community who are looking at-- [ Inaudible Remark ] >> Right. But I was really glad to hear about that we're bringing the counselors out. Yeah. >> Connecting to the--just here at the school and the different subsets of the school. >> Yeah. >> Just, right, you know, I live in County Arcadia just across the line and I watch every year as many of my neighbors lease their house out and move north so that their kids are now in Arcadia. So there's no question that it's a strong educational community and actually it's sucking people in for that very reason. I'm also very excited 'cause the shorter the meeting goes, the longer I will get to watch 39 Steps 'cause we have tickets tonight so. >> Oh yeah, right over there. >> I'm excited. [ Laughter ] >> I'm not quite sure how that follows but-- [ Laughter ] >> Anyway, this has been a very good discussion and we would encourage that it not stop here other than the fact we have to move on to our agenda but please, don't ever hesitate to contact any of us, Dr. Rocha or any of the Board of Trustees particularly Dr. Fellow or Mr. Martin who represent part of Arcadia. And we're always interested in hearing what your needs are and learning how we may do a better job of addressing those needs. So together we can do a much more effective job of addressing the challenges of education and doing and moving this area, this state and this nation forward. So thank you so very much. Redistricting, next topic on the agenda. Informative, it's not an action item. But we're back to Mr. Miller. >> Okay. >> Yup. [ Inaudible Remarks ] >> We'd like to introduce our guest tonight, the Board might recall that back in late August the Board secured the services of redistricting partners through the Community College League of California. And the--tonight, they are here to do a presentation of the Board regarding some of their activities. I would like to introduce Paul Mitchell who is the President of Redistricting Partners, Matt Rexroad who is one of the principal partners with their organization, and Chris Chaffee who is the Chief Operating Officer. So, Paul is going to come up and do the presentation and I've got some packets here and we'll go from there. [ Pause ] [ Noise ] >> Thank you very much. [Inaudible] Thanks. Thanks for having us here again. This is Matt Rexroad who is one of our partners in Redistricting Partners. He also has an opportunity to sit on the other side as the County Supervisor in Yolo County. He's gonna--he and Chris are gonna leave in a little bit because they have to catch a flight. So we'll continue to walk through it but I just wanna give him a chance to say hi and he's been involved in Rochester. >> Yeah, I think Paul knows this area 'cause he's lived here. He knows the streets and whatever else. I look at it more from the abstract level in terms of populations and ethnicity and census data. Paul really knows this district well after having spent hours looking over it and I think you'll enjoy the presentation tonight. Oftentimes in redistricting, when you go through the process, you learn a lot about your community. When you're driving around the streets, you kinda look around and everything just looks like homes and think about people that when you look at redistricting, you can actually see the numbers behind it and oftentimes we find when we make presentations to groups like these people actually start thinking in their communities and the people they serve a little differently. So with that, I'll turn it over to Paul. >> Thank you very much. >> Each of you have a packet that summarizes what we've been doing so far and then also has copies of each of the maps that I'm gonna be talking about along with the data so that this is a condensed version of what I'll be going through and the maps that are on the screen here. These maps will also be left with the district so that you can obtain copies of any of them or if you wanna get a copy of the presentation. Generally, these files are huge. I think this one's about 80 megabytes so it's not something that can be emailed but it's something that the Board can have made available to them somehow. The idea with redistricting as we covered last time is to bring people closer to their government. Every 10 years as population shift, we have to look at the census and make sure we don't have districts that are out of whack in terms of population or in as we'll get into the discussion here in terms of the ethnic breakdown in different districts. There are six key ways in which we do redistricting, the traditional redistricting principles-- >> Can I ask you one question too also? >> Yes. >> We established or we've stated a preference also not only ethnic community interest but we also wanted to maintain some coherence with our school district so that there's representation. So as you go through if you can address how we'll be able to maintain that. >> Absolutely. >> So that Arcadia has representation on the Board and South Pasadena and San Marino have representation. >> Absolutely. And we did that in part because that's how the old redistricting was done. Actually, I have a slide that shows how the old redistricting really tried to follow school district lines and where that we can still maintain that and where we might have to diverge from it a little bit. >> Okay. >> The main criteria are that districts should be relatively equal size and traditional safe harbor for local government agency would be 5 percent larger than the median or 5 percent lower than the median. But we really wanna try to have districts be roughly equal population in terms of--and this includes kids, it includes non-citizens, it's everybody who is here for the census. The second criterion is that districts are contiguous and that means that they're whole units. You can't take San Marino and then have it be part of San Marino and then like a total gap and then it goes to La Canada. Just, those aren't contiguous pieces. You wanna maintain communities of interest. And largely when we talk about redistricting, we do get into conversations about Latinos, Asians and African-Americans as communities of interest but it could be more than that. It could be people that went to school in South Pas. It could be people who are a community above the freeway or below the freeway. People that live near the Rose Bowl could be a community of interest. It's about how we perceive our neighbors. We wanna follow city and county and local government lines like was just discussed. As much as possible, when we do redistricting, if we can, we'll try to look to other sources for making those decisions. City boundaries and school boundaries are great examples. Keeping districts compact is a criterion. And that means not that they're gonna be small, we're doing redistricting in Yuba County and those districts are massive. But that as much as possible, you want districts to be more box than circle like and less serpentine. And then finally, we wanna use lines that preserve stability and in most cases that means, preserving as much of the existing districts. Just because we're doing redistricting doesn't mean that we wanna put the districts in a blender. We really wanna preserve the infrastructure that is here. And if somebody has been elected repeatedly over and over time, we don't wanna use redistricting as a mechanical tool to remove that elected official from their voters. So, we're really cognizant of that in the process. >> The district as we know in seven seats and this is the lines that you're familiar with. In terms of population, what we brought up last time, the raw population is actually almost dead on. In terms of actual people, the raw population on the left-hand side, there's a deviation and that deviation is at most under by 4 percent. That's within our 5 percent up or down we were talking about. So in that regard, there shouldn't be a lot of need for changes. The concern when we first addressed the board was that we did have some essentially ethnic potting--pocketing of the communities and in particular, there is an Africa-American community that is fairly well defined as a community of interest, a Latino community, and an Asian community. And the largest concern we had was with regards to-- >> I'm sorry. >> I'm sorry. >> Actually, just came in our ASP and-- >> Sure. >> I thought you guys should know. Okay, I'm sorry [inaudible]. >> The Asian population as you can see, it's--this is the first citizen voting age population number. The Asian population in two districts is over 45 percent. And in our mind, when you have two districts that are really close to 45 percent, one of those under state--under federal law might need to go to 50 percent. The general rule in federal law is that if a district can be drawn that's 50 percent of one ethnicity, it must be drawn. That doesn't mean you have to draw a serpentine district to violate other rules but if you can draw it while maintaining population equality, maintaining contiguous districts and compactness, then you must draw it under Section 2 of the Voting Rights Act. That was the primary driver of why--of what made this redistricting a little bit tougher. >> It's drawn based on voting age as opposed to population. >> Exactly. So, in your redistricting, if you look here, this is your current lines and the lines, the colors underneath the lines are the cities. So you can see Pasadena in the middle, you can see South Pasadena and at the borders of the district are along the borders of the City of South Pasadena. You can see some areas like Temple City right now that's cut in to four different districts. And that is and we'll get into that area a little bit. The city lines are not maybe the primary driver of the plan. When it looks like it was the primary driver, as discussed, is the school district boundaries. And these are the school district boundaries. In this case, the school districts have the color and there they are with the district lines. So you can see as an example the Arcadia School District. It is entirely within District 7. Now, District 7 also includes a little bit of Pasadena. There are some, because of the population equalities and needs to cross the lines here and there. But that seems to have been the primary driver. >> There is no question that was the primary-- >> The first time that we talked about it, yeah. >> There was a conscientious decision and discussion by the board between cities or school districts and the decision of the board at that time was school districts. >> Yes. And last night I was speaking at Citrus and theirs was cities. And so, we spent the whole evening going over how to keep this a whole and here we might be spending more time talking about how to keep districts, I mean school districts vote. The current district Latino population, as you can see, the Latino population is most dense both in area 3 and area 6. And we're gonna go in to that a little bit more detail here in a minute. The Asian population is most dense in area 5, 7 and 6. The Africa-American population is most concentrated in area 3 and area 1 going up through Northwest Pasadena and Altadena. Now, the first thing we do when we do this process is to take just the raw numbers and what would a minimum change require look like. What would a minimum change plan look like? And we drew this up as just kind of a starting point, and that starting point created very few changes. It created one minimal change where we cleaned up the line between Districts 4 and 2 where the freeway is. In the original plan, it jogged and went up and down a little bit. We cleaned up the line a little bit in area 3. These were miniscule changes just to try to get at a little bit better population deviation. You can see the deviation on every district now is 1 percent. And we can go through this in stages. The first plan here, this minimum change plan really is only addressing the population. And as we go through it, each of the trustees' residences stays in their own districts and preserves that stability. The following of city lines is preserved in so far as it was in the original plan. The Latino population is still where it was, the African-American population and the Asian population. Not a lot done to address those ethnic communities yet but we'll get to that next. We received a significant community input particularly from one individual who was very concerned about the Latino population in the district and there is a, what would be considered in the redistricting parlance, a cohesive, compact, Latino community of interest. And he drew it for us as this. This is his lines recreated in our database. So we drew exactly his lines and found that this population, an L-shape population that includes much of what is currently District 3 and going eastward along the freeway was his ideal district. Now, the problem we had with this district from a redistricting perspective is that it's first off too large. Instead of being the 57,000, I believe it is for a district right now, it is at 72. So we knew that that was too large. We found that the most compact portion of it was the portion on the west side that we drew in our, what will come up here in a second as option A. We drew essentially his plan as District 3. This district is 55. What's interesting is that his--to go back--his 72,000-sized district was 55 percent Latino by population, 42 percent by eligible voters. We drew a 57 percent Latino and 42 percent by eligible voter district that achieves those same benchmarks but does it in a way by drawing his population into a District 3 fully with the remainder going in to District 4. It is not technically a majority-minority district based on voting age population but it is in terms of population. And if you look in closely, we literally followed his lines at the top of that Pasadena area, at the bottom and then we had too because of population, move the remainder into another seat. So this option A that I present before you is reflective of the community interest, of the community input. It creates now what we see in this citizen voting age population, the last column on the right-hand side. A District 3 that is 42 percent citizen voting age population Latino which is what the community of interest suggested. And as you can see, it doesn't disturb what was already a broken line up there in terms of the city boundary. It maintains the residents of each of the trustees. It does encapsulate the heart of that densely populated Latino community. The less Latino portion of District 3 as you'll see right there is where it goes through the Rose Bowl. And the theory is this, if you're living on that side of the Rose Bowl and you were to borrow sugar from your neighbor, you're not gonna go across the golf course, right? You're gonna go to your neighbors their. So to take those voters and put them with the community on the other side of the golf course would make it what's termed functionally non-contiguous. It's contiguous but it's not contiguous because you'd have to go out of the district to get back in to the district. The Asian population we'll address next. Option B is an alternative that seeks to take what we've done with maximizing the Latino population and now address the Asian population in the southeastern side of the district. As you can see, we've now taken in the citizen voting age population. We've taken that bottom number, three columns in from the right to 50 percent Asian population. That means that PCC for the first time would have a majority-minority district. And this is incidentally in the same area where the legislature has now its first majority-minority Asian District in the 49th Assembly District that Mike Eng currently represents. That's actually--that's the only--the Mike Eng seat is the only majority-minority Asian district in the Continental United States and this is one of the only majority-minority Asian districts in the San Gabriel Valley for any other elected office. It does, in order to achieve this, draw some lines that are less visually pleasing but it does so in order to achieve that likely federally required goal of reaching that benchmark. >> And in fact it does--it's not so much what Arcadia captures in terms of new Asian population but a little bit of what it loses to District 4 in terms of none--of less Asian population. It still maintains the Board's stability and as you'll see on this slide right here, it captures around as much of the Asian population as possible in District 7 in order to maximize that number. So those are the plans that are before us. We achieved first off a minimum change plan that allows us to see what just dealing with the population looks like. A plan A that allows us to see what dealing with the Latino population and that community of interest testimony looks like, and then on option C that goes the full distance to address the likely required majority-minority Asian district. And the next steps would be to take one of these plans provide input, maybe take a version or two and put them up for the public to comment on so that we can receive any other public input that might be out there, and then move forward in the process of refining and developing a final plan. >> One thing I wanna clarify in--for the purpose of some emphasis, just to go back. The proposed district that was submitted by the member of the public that you alluded to results in a population of in the excess of 72,000 people, is that correct? >> Yes. >> And the other districts are roughly 56, 57000. And what you're saying is that lawfully we cannot do what has been proposed. Is that correct? >> You cannot do what has been proposed but we found a way to achieve numerically the same outcome or even a slightly better outcome within the confines of the law. >> Right, just wanted to make that very clear. >> Yeah. >> Thank you. >> Of course. >> Geoff? >> Yes. You've talked about the Asian-American population, the Latino population. What do we tell our African-American population in our district which is significant? >> The African-American population is significant and I think it's important to maintain it as a strong community of interest. And in fact, in drawing these lines I have myself found one thing that I think we could work to fix. And that is that in the northern part of District 1, I'm trying to find that--in the northern part of District 1, I think there is an opportunity to capture a small bit of African-American population that was missed in the earlier plans. And I looked at it today and it's I think 900 people that maybe might wanna be moved into District 1 and then address it. The idea with the African-American population is to try to make sure that you're not dividing it. And however, it doesn't have the ability to reach that 50 percent mark under federal law so they--it's really the Asian population that more than anybody else in this district has this right end redistricting process to have their--the different lines that meet their needs. So the--I think the most important thing with--for the African-American population is maintaining stronger presentation opportunities for them in Districts 3 and 1. >> Are there questions or comments? Mr. Martin? >> You--I guess nonverbal communication, right? [ Inaudible Remarks ] >> I looked at it and it would be helpful in A but more particularly in B at some point to be able to see a school the same way with the current plan we have the school district overlay. >> Absolutely. >> It would be good to see the school district overlays for the other suggestions. >> Absolutely. >> Because I can just--I can just see--looking at what I think I'm seeing that I would, and I think we know this, end up representing where I'm representing El Monte now and Temple City now, El Monte Union. That'd probably be El Monte, Temple City and Arcadia. >> We also found that you're representing one person from Monrovia, is that right? [ Laughter ] >> One person? >> One person. [ Laughter ] >> Wow. >> We found a census block that is Monrovia at the corner there, the tip there of this city. >> You did campaign on Monrovia, did you? [ Laughter ] >> We don't know that there are voter yet but we do know that the census found one person. >> So, but I'm just looking [simultaneous talking]. >> Absolutely. >> And obviously the leprechaunesque picture here of four reaching into it looks like the fighting Irish guy, you know. [ Laughter ] [ Inaudible Remark ] >> Perfect. >> Yeah. I'm guessing there's some of that there too. So, just when we get into this. And one of the things that narrowing down to a plan allows us to do is not only are we planning and we--I think we might have actually done this already. We'll put these plans up on Google Maps so that people can view them online and actually look in where they live or where the dividing lines say it goes down, what it looks like, you know, it's a street but we're not sure so we zoom in. And then we also can provide larger maps with pullouts of specific areas and definitely providing the overlays of the school districts is achievable in that. >> Ms. Brown, questions or comments? >> None. >> Ms. Wah? [ Inaudible Remark ] >> Dr. Fellow? Mr. Soto? Well, look at the sources. Geoff? >> Just again, so I understand. So option A, if you could put that up there. What you've done actually is taken District 3 and moved it north about 4 blocks. >> 3 or 4 blocks exactly. And it used to reside a little bit below the 210 Freeway. >> Right, exactly. >> And then we moved it up as coached in order to encapsulate the community of interest. >> Right, and then we capture Mr. van Pelt's house, it looks like [simultaneous talking]. And then would that achieve also the concentration of African-American voters that we were just discussing? >> Well, in that way, African-Americans are gonna be in either one of those two seats. >> Right. >> So it does--it's not as if it really significantly changes if there's 16 on one and 17 in the other, then go back and forth. The other thing I didn't mention is that, obviously, when I'm taking population from District 1 because we've moved that up, I need to get more population back into District 1 somehow. >> Right, you moved District 1 now east a little bit [simultaneous talking]. >> It used to be on the west side of the 110 Freeway. Now, it's a couple of blocks east to the 110 Freeway right there above South Pasadena and not including any encroachment into South Pasadena. >> My question in [inaudible] is what is then the process? >> Well, as an informative action or informative issue I should say for us this evening, not action, I think we wanted to get the information out and we--March is our deadline by which we have to take action, absolute deadline by which we have to take action and get this to County Registrar. But I understand that it's desirable to hit there a bit earlier than that if we can to lighten the load of the Registrar's Office if nothing else. And so I think that generally speaking what seemed logical to me would be that we--if you put both option A and option B up on the internet online and let people look at them coming on. And if they wish, then maybe it's on the December meeting. We have again as informative item and then in January, take it up for potential action I would think. >> I think you also include minimum change as an option? >> Yes, that would be fine too, sure, put all three of them, yeah. That would make perfect sense. Something like that, I mean that just might [inaudible]. >> So my question, is there any way to do, achieve the goal with 50 percent district in option B without creating, you know, carving up the Arcadia Unified School District for example into that district 'cause I see what you've done is to pull some of those parts of District 4 into District 7, I mean, or district--you've taken parts of District 7 and put them in District 4 there. >> You are--you're absolutely right to say that, you know, we've made some decisions there and I'll tell you, we actually tried several different ways of creating a majority-minority agency. Honestly, the easiest way to create one is to create one that goes straight across from end to end but that, unfortunately it isolates out a portion of District 6 that's too small to be a district and so therefore, because District 6 has to be 57,000 people, you essentially have created District 6, it creates a floor for that eventual Asian seat. And in doing so, this was the best way without severely adjusting the lines. Another way that we can do it is to make District 5 go straight across but in doing that, District 5 loses South Pasadena which is a large part of the Asian community of itself. And in fact, South Pasadena is where a lot more of the Asian voting population is. So, the other alternatives we looked at would have created much more serious ramifications on the rest of the plan. So, essentially, you can think of the biggest move we made in this redraw for District 7 where the pulling into District 4 where they're now being characterized as an arm and a leg that are essentially the entrances into I guess, the entrances into San Anita right there, so and almost where we are right now. But those extractions into the area, four of areas that we found that were maybe 13, 14, 15 percent Asian as opposed to 50 percent Asian allowed for that district to achieve the number it needed. >> I hope our colleagues in Arcadia express their points of view, at least they look at these maps as well. >> Yeah. >> Anyone in the audience wish to or ask a question or make a comment, don't be shy. Okay, come forth and do it if you wish. But as I say, this is an informative issue this evening. We're not taking any action on it so you may think about it. Mr. Martin? >> I'm just trying to review. So A accomplishes the majority-minority, 7 Asian is the primary objective, right? >> A accomplishes the Latino community of interest commentary. >> The Latino and--up in 3 and-- >> But in A, the Asian districts have not been addressed yet. A leaves the Asian district [simultaneous talking]. >> I'm looking at overall and I'm supposed to be looking at voting age. >> Voting age, the Asian districts are still 45 and 47 percent Asian. It's only in option B that we both dealt with the Latino community of interest testimony and the Asian-- [ Pause ] >> And it really is one of the things--We have the entire city of South Pasadena here and the entire the city of San Marino here. So, any movement of the line to try to allow this district capture more on the Asian community means that it's gonna have to [inaudible] in one of those place in terms of population employment. But it seems as though any achieving of that change by using, by moving 5 around doesn't seem like the right way to progress that. Six, like I said, there's enough population down here and no way to make this the majority-minority Asian district that 7 in the most dense population of Asian-Americans in Arcadia itself which is in of itself a majority-minority Asian city, over 50 percent Asian. That is really where it's achievable to create this outcome. And it's--the only other ways to do would be to significantly transform the districts here or tear District 5 away from it. >> So without trying to quantify the benefits or lack of benefits to the different criteria that you established at the beginning, it appears that A pretty much preserves our school district, does a better job of preserving our school district integrity and our continuousness where B sacrifices definitely the appearance of contiguousness and some school district lines for picking up the majority-minority Asian benefit. >> A small correction, it's the compactness versus contiguousness. >> Compactness, compactness. >> Yeah. >> So those are kind of the tradeoffs between A and B is compactness in local school districts versus the majority-minority. >> And the given example from the state commission, the rules of Prop 11 and 20 and how the state reliance, their first job was population equality. Their second was following the Voting Rights Act, and then was compactness and other communities of interest then that. And that's how the state organized their thinking around it. I do think as a rule, the Voting Rights Act would not tramp population equality. Somebody can't come in here and just say--and they can't tramp you know, contiguousness. But then when you start getting into school district boundary versus Voting Rights Act, the law hasn't been very favorable to using other community criteria to tramp the Voting Rights Act. >> Other, yes. >> One thought because Arcadia is going to be a separate count and there was a count that's gotta get [inaudible] in this last options, which I understand, I understand the priorities. That would be very hard for members of the Arcadia Community [inaudible]. >> It would be in three different trustee areas-- >> Correct. >> In that plan. [ Inaudible Remark ] >> That is the tradeoff, yeah. >> Yeah. >> And just for historical reasons, back when we went with the school districts in 2001 and we decided to make Temple City like how they got split, it was because those who live in Temple City are already in, well, Temple City schools, Arcadia schools even. There are some portions of Temple City, Arcadia Schools, there's portion in El Monte schools. It was a chartered city with and they're used to that kind of bifurcation and we thought being on the hub of the wheel and the history of the city from once it came, it made more sense to leave Arcadia whole and work with Temple City who are used--we in Temple City are used to this. [ Inaudible Remark ] >> In 2000. >> It was different in the--in 2001, there was such a thing as a combined majority-minority district where I could actually take the Latino population and the Asian population and add them together and say they're over 50 percent. Now, a combined majority-minority district is not a section 2 guarantee under federal law. Only a single race district can be majority-minority. That changed in like 2006. [ Inaudible Question ] >> Yes, yeah. >> I just wanna say something about District 1. The only thing that I'm looking at the proposals which concerns me is that I was--I've always been very proud about the diversity of my district. My district is the only one that has 10 percent or more of every representative population. And as I see either of the options, the African-American population in District 1 gets slashed 5 percent and the Latino population in District 1 gets slashed 5 percent. And it just would be a less diverse district based on these numbers. >> Which follows the logic of the fact that we worked because of this community of interest testimony to capture the most dense population of Latino within District 3 in order to maximize its Latinoness. We ended up perfect tradeoff of 1--for 1 tradeoff likely with your district in terms of its Latinoness. And the Voting Rights Act is an interesting thing because so much of what we wanna talk about and when we're talking about student enrollment, when we're talking about it on communities. We're talking about a melting pot. It's a very American idea. Redistricting is the one practice in which it's like my 2-year-old's food tray where everything has its own spot. And in redistricting thing we try--one of the conversations I've had was that the 210 Freeway when it was created essentially created to divide. And why would we wanna follow the 210 Freeway if it's dividing communities and the point is that it is--redistricting is meant to try to capture as much strength of a community and in doing so, it is done what you're suggesting. I think you're absolutely right. >> Yeah, and ironically on my understanding, I didn't deliver at the time but--that the building of the 210 Freeway was quite a controversial political issue in Pasadena for that very reason because it created a less wealthy population above the freeway and then below the freeway. And so that was quite a point of attention. >> And then one another question, so and first let me state I don't--I'm asking--I'm asking this question. I don't want it to be construed that I have an opinion on these 'cause I really don't have an opinion and actually all the districts, I'm relatively, very little change in all of them. But it appears that we're coming in to some kind of balance some level of competing interest and in that regard, I was having, I think it was breakfast up at the league, one of the league meetings with a very renowned and prominent redistricting representative there. And you might remember that breakfast and even though I'm not referring to you of course, and I thought I ask the question that--and I thought the comment was made [inaudible] or maybe it wasn't you that the Federal Voting Rights Act was met in preponderance by having trustee areas. And that it was the state's voting and I'm not sure what you call it, I don't remember the name, that is more sensitive to some of these other issues that you were raising and I'm not trying to misquote it. I'm just trying to get it in perspective. >> No, and I think time is maybe jumbled a little bit. The operative--the California Voting Rights ACT does not affect Pasadena Community College. It doesn't affect Citrus. It doesn't affect L.A. City or L.A. UST but it does affect LACCD and Mt. SAC because those are out large systems. The California Voting Rights Act says that if you have an out large system and that out large system has any racially polarized voting, then you have to convert to district. So Mt. SAC is going through this rather tough problem of going from a system out large where everybody was elected no matter whether the district to actually having areas for the first time. And in the California Voting Rights Act, they're not talking about 50 percent. They're talking about requirements that you create districts even if they're 25 percent of one ethnicity. So that district fee be would be required under state law if we were starting from in out large system. It's not required in federal law because federal law says 50 percent. But if you're starting from scratch, I would be telling you that District fee is required by law. >> Okay, thank you. >> Or district 2. [ Inaudible Remark ] >> Are there other questions or comments? If not, I think then let me try to summarize what I think I've heard. We will put three options online, the option A, option B, and then the current map as well, and invite the public to review this, considerate it, comment on it . We will put it on our December agenda as an appointment of item not as an action item. Again, I invite the public to come and ask questions, participate, comment, et cetera. And we plan on the January meeting as the time to really take action on it. So, [inaudible] fair job of summarizing accurately what I've heard, okay? And I think then, we can say thank you very much Paul for a good presentation. Good job, we really appreciate the information. I believe then we are at the place in our agenda where we point out that our next board meeting is Wednesday, December 14, 2011 back in Creveling Lounge. Closed session is 6 o'clock. The open session is at 7 o'clock. [ Inaudible Remark ] >> Absolutely. >> I just wanna mention on December 6, I've been working with the Associated Students and I'm happy to actually--Jackson is here tonight the, President of the Associated Students, and Hanna Israel. We're going to have a very special evening. It's gonna deal with students at PCC are just wonderful in the sense that they really are into sustainability. I've never seen a student body that has so much involved. And with the students, I've invited my friend who is a noted documentarian, Jim Tibet [phonetic] to show his trilogy of water problems in California. And it was the same presentation that was presented in CalTech a few months ago and had standing room only. And so I encourage the public, I encourage the trustees to come out to look some of the problems in California water particularly with the Bay-Delta that the legislature has to deal with. And then there will be a discussion afterwards after the film with Tim Brick, the former Chairman of the Metropolitan Water District, myself and Jim Tibet. And it should be a great evening. I wanna thank the Associated Students. And I love working with the students at PCC, the Associated Students, they are so professional. Ashley Jackson will be President of the United States one day. [ Laughter ] >> Because she is really--conducts meetings that are just outstanding. And so, you've been a joy to work with and thank you for taking this and running with it. It's gonna be a great evening. >> So that means she has to run again to Alexander Soto? [ Laughter ] [ Inaudible Remarks ] >> The 6th of December? >> Yeah, December 6, yeah. Any other comments? >> I have one another announcement. >> Yes, okay. >> Yeah, I forgot to make that. On November 28, the National Women's Political Caucus will be holding an equality day discussion at PCC in this Arcadian room around 7 o'clock. And so, we invite everyone to attend and we hope that we get a lot of the young people from PCC there. But we'll be talking specifically about the pay equality and the equal rights amendment, so. I hope you'll join us. >> One announcement and I would make, we've mentioned previously not this evening but in the past about the PCC foundation and the fact that this, we're all too well aware with the financial problems the state is facing. Our foundation is gonna have to gear up and change its course. And so, we're in the process of interviewing and we'll be hiring an executive director. And we've interviewed, what, 9 people I guess last week and we're down to 3 people now. And so, we're quite excited about the quality of all the people we have had apply and we've interviewed 3 so called finalists. So we anticipate further interviews toward to the end of this month. If it works out as we believe it will, and would be able to make an announcement sometime early December. So starting--somebody starting after the 1st of the year so it's--that's a very positive event. Anything else? Mr. Baum? >> I just think that Dr. Fellow and I yesterday were pleased to participate in the program lead by the former Cal State L.A. Alum of the Year Dr. Felix Gutierrez who is a journalist and a journalism professor at USC whose put out--put together an exhibit that's on view at the Shatford Library about 200 years of Latino newspapers in America. And it's a powerful exhibit that documents the heritage and the power of the Latino media. >> Any other announcements or anything? If not, we are adjourned. Thank you. [ Noise ] [ Silence ]