Board of Trustees Meeting - December 8, 2010

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>> I like to call the order--
to order the meeting of the Board of Trustees.
It's our annual organizational meeting and we could begin
with the roll call please.
>> Mr. Thomson.
>> I am here.
>> Mr. Baum.
Mr. Martin.
Ms. Brown.
>> Here.
>> Dr. Fellow.
>> Here.
>> Dr. Mann.
>> Present.
>> Ms. Wah.
>> Here.
>> Mr. Pack.
>> We are going to move in the closed session
to discuss government code section 54957,
the employee discipline, dismissal,
release, one employee.
Government code section 54957.6, collective bargaining, PCCFA,
CSEA 777, ISSU and POA.
Mr. Engeldinger is our designated negotiator.
Also, government code 54957.6,
negotiation with unrepresented employees, confidentials,
management association, again Mr. Engeldinger.
And government code section 54957,
public employee employment.
I'm not gonna read off the names of all of these people
that are covered by that.
Finally, government code section 54956.9B,
conference with legal council regarding anticipated litigation
(5 cases).
Is there anyone who wants to address the Board of Trustees
with respect to any closed session item?
None appearing, then we shall move into closed session
and be back around 7 o'clock.
[ Pause ]
>> 7:10, okay.
>> Okay, let's bring the meeting of the Board
of Trustees back into order.
We were in closed session
and there are no reportable items coming
out of our closed sessions so we are now at the point
where we will convene the annual organizational meeting
and we will begin with the pledge of allegiance,
and I will ask Mr. Miller if we would lead us in that, please.
>> Just follow me.
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 ]
>> Okay, we now move to the election of board of officers
and first item is board president followed
by board vice president, board clerk and board of secretary.
And the nominations are now open.
>> I like to nominate Bill Thomson to be board president.
>> Second.
>> Any other nominations?
Any discussion?
I'll have the nomination closed.
All in favor say aye.
Student trustee?
>> Aye.
>> The rest of you please say aye.
>> Aye.
>> Aye.
>> Aye.
>> All opposed.
Thank you very much.
Now, board vice president.
>> I'd like to nominate Mr. Baum as board vice president.
>> I'll second it.
>> Okay, then move in second.
Any other nominations?
Any discussion?
Student trustee?
>> Aye.
>> Other-- all in favor say aye.
>> Aye.
>> Aye.
>> Any opposed.
Motion carries.
Board of clerk.
>> I'll nominate Mr. Martin
to serve a full term as board clerk.
>> Since he's not present tonight that he's due--
is there a second to that?
>> Second.
>> Second to that.
>> Been moved and seconded.
Any further nominations, any discussion?
Student trustee?
>> Aye.
>> All in favor say aye.
>> Aye.
>> Aye.
>> Aye.
>> All opposed.
Okay, motion carries.
>> Board secretary I think by the bylaws is Dr. Rocha.
Am I correct on that?
So we don't need to go through an actual formal election
of that.
>> The next item on the agenda is appointment of Board
of Trustee representatives.
The Los Angeles County Committee on School District Organization,
I think is that-- Berlinda, are you the representative on that?
>> I am on the trustee in the board.
>> You are a what?
>> I was on the trustee committee.
>> She's on the second one.
>> Okay, you are the second one then, alright.
>> Yes.
>> Yeah.
>> Anybody volunteer to be our rep
on the Los Angeles County Committee
on School District Organization?
>> I think our new trustee would be a great representative.
>> I think that was--
I was gonna suggest Ms. Wah probably would be a [laughter]
fantastic alternative.
>> How often this group meets.
[ Laughter ]
>> Doesn't it meet maybe once a year or something--
>> Something like that, so--
>> Oh, I can do that.
>> Real burden.
[ Laughter ]
[ Inaudible Remark ]
>> Thank you for volunteering.
I think we heard Ms. Brown say that she was the second here
in Los Angeles County School of Trustees Association?
>> That's correct.
>> Okay. And you are willing to stay on in
that awesome responsibility?
>> Yes, yes.
>> Thank you very much.
>> Community College League of California,
I think Dr. Mann is our very capable representative on that.
>> Since I'm now the president, okay.
[ Laughter ]
>> That's very important.
And if things go as we anticipate,
you will be would actually sworn in in May of this year,
or not sworn in but, you know, the--
>> That would be the community college trustees.
Actually I will be elected president of the league
in January and so I'm like acting president now.
>> Okay, alright.
Good. Well, thank you for taking on that.
And Mr. Baum of course continues to the Board of Governors.
Yes sir?
>> President Thomson, if I may, I did want to on items C
and D offer my congratulations to the board
for its past service, offer my congratulations
to the officers moving forward.
The entire college thanks you for your service,
to thank the new committee members
and thank you for your service.
And I would like us to all to join in a round of applause
to thank and congratulate you.
[ Applause ]
>> Maybe the only round
of applause we get this entire evening.
>> Yeah.
[ Laughter]
>> Okay, we can go listen to it on the audiotape.
[ Laughter ]
>> We have certifications of signatures.
I suggest we could take care of that
after the motion of this meeting.
Setting day and time regular meetings,
item I guess F on the agenda.
>> I just have a question.
>> Yes.
>> Do we have to take action on the certification
of these signatures to reaffirm the recommendation that--
>> Oh, I'm sorry.
Yes, [inaudible] I think you're correct.
We go back to item E. Is there a motion to--
>> So moved.
[ Inaudible ]
>> Okay, been moved and seconded.
We accept the recommendation that the following individuals
for positions can sign documents in behalf of the district,
the board president, Dr. Rocha, Sherry Hassan, Odessa Walker.
Extended absence of Interim Vice President,
Administrative Services, Sherry Hassan, Director,
have been signing contracts.
And Dr. van Pelt, I missed and I think--
and Engeldinger also has an awesome group, so.
Been moved and seconded.
Any objection to the motion?
Student trustee?
>> Aye.
>> Any objections?
Motion carries.
Now on to proposed the annual calendar of meetings.
Item F on the agenda.
Any questions or discussion?
Yeah, Dr. [inaudible].
>> I'd like to move that we meet on the first and third Wednesday
of the month at regular meeting at 7 o'clock.
>> Okay, is there a second to that?
>> Second.
>> Okay, moved and seconded the first and third meetings
and some of those may well be study sessions
as indicated here.
>> And we're gonna have our study sessions
in different parts of the geographic area
that the college represents, so we've been talking
to Dr. Martin-- or to Mr. Martin about having one probably in--
I think Temple City is what he's looking at
and Ms. Wah I think is looking in San Marino?
>> Right. So, February 16th I believe we have one set
up for San Marino, so we just need to make that correction.
>> Okay.
>> Yeah, that is a correction right there.
The one on February-- February 16th it says joint meeting
with PUSD.
I think we're moving that out.
In fact we have a meeting with PUSD on Friday to kind
of set a date for that farther out.
And in that February 16th [inaudible] will be a--
the venue for the meeting will be San Marino.
>> Okay.
>> Yeah.
>> Just one point of clarification, there--
if there would be a friendly amendment, we are going
to go dark-- plan us to go dark on January 5th
which would be the first Monday of January
and we will schedule--
we're planning to schedule a retreat meeting
on the Saturday, the 29th of January.
>> That's friendly.
I was just doing-- would cover the entire year.
There will obviously be adjustments made throughout
the course.
>> Since this is our last visit moving the
[simultaneous talking].
>> Let's do it, let's do it, yeah.
>> Yes. Any other discussion or questions about this
as the motion has been made to approve this.
>> Yes.
>> It has been seconded.
Student trustee?
>> Aye.
>> Others in favors say aye.
>> Aye.
>> Aye.
>> Motion carries.
Now we are adjourning the annual organization meeting
and we're convening the regular business meeting.
Number 1, introductions announcements, Dr. Rocha?
>> Yes. Thank you, President Thomson.
I have actually four brief announcements.
Number 1, tomorrow night at 6 o'clock
in this very same place will be the holiday reception
that is being hosted by the Board of Trustees
and the superintendent president.
And all faculty and staff are warmly welcome.
And actually we also have our Rose Princess.
Michelle Kaye Washington will also be on hand and all sorts
of great holiday festivities and music
and you can see the beautiful tree that Bonnie [phonetic]
and staff decorated in the back.
So, the holiday reception by the board is tomorrow night.
Let's see, Mr. Martin-- trustee Martin
as you can see is not here because he's
at another pressing board meeting in Beverly Hills
at another board that he serves on and--
but he will communicate when he is with us, when he is finished
with that meeting to see if we're still
in session then he can come over.
I did want to announce and so, you know,
make sure that on the clarification
of the agenda there, inform the board earlier
that we will have a very clear and on the record and paper
and PowerPoint enrollment management report.
There is no action on today's agenda to reduce any sections
at the college either this year or next year.
There certainly is no action to reduce 700 sections
at the college nor is there a plan to do so, and as you know
that even if the college were to contemplate that, it would have
to go through the shared governance
and then it would have to be approved
by the board in advance.
So I just wanted to clarify that if anybody was hanging
around to hear about that.
But the enrollment management report is not a proposal
on class schedules, okay?
And finally, I did want to announce and I'll turn it
over to Elaine for a very, very brief.
We had-- one, I wanted to thank Dave
and the management association
for a wonderful holiday reception this morning
at 9 o'clock.
It's just absolutely great
and I even won something in the raffle.
But much more importantly, Elaine,
if you would just briefly announce the Risser.
>> Okay.
>> Yes. This year's staff Risser individual was Darryl Distin.
And he was thrilled and delighted as he said
in a wonderful write up that Robert Lewis did
for a press release.
He has been nominated 6 times and he found it
to be a tremendous honor to be selected this time.
He works within the writing lab
so we were thrilled and delighted.
We did have 7 individuals
and Darryl was our Risser award winner this year, so.
[ Applause ]
>> Thank you, President Thomson.
>> I have one announcement too.
>> Mr. Baum?
>> I have one announcement.
It came to my attention and it's belatedly
but I have learned hat one
of our faculty was recently the top vote getter and was elected
to the school board in his town of Nuevo.
David McCabe is the top vote getter
for the Nuview Union School District.
I wanted to extend our congratulation.
Is David here by any chance?
So, I was just very proud to see that achievement by one
of our faculty to join the ranks and it made me think
about how many different individuals
within our community serve in various capacities
in their own home communities and number
of other school board members and others,
so our congratulations to Dave McCabe,
the newest elected official among the CMC-- PCC family.
>> Any other announcements or introductions by any of our--
>> Okay. None appearing, we'll go on then to the approval
of the minutes and the regular meeting, November the 3rd,
2010 and the study session of November 17th, 2010.
>> Move approval.
>> Second.
>> I just have one edit.
>> Mr. Pack?
>> Yeah, for meeting number 32 on page 3,
the first announcement from Dr. Mann, it says Angela Liao.
It should be Lo.
Just Lo, so if we can just make that correction.
>> Okay.
[ Noise ]
[ Inaudible Remark ]
>> There is one correction I noted too on the minutes
of November 17th, page 2 at the bottom of the page there.
The statement is that Mr. Baum suggests that we should be able
to adopt the core document by December the 8th,
2010 and then review what it means subsequently.
>> That's not quite what I said.
>> I don't think that's quite what you said.
>> I'm glad you saw that.
[ Laughter ]
>> Thank you so much.
I had-- I didn't see that.
>> Do you wanna offer a suggestion
to what you really said?
>> What I really said is that we should adopt the core document
and then continue to-- it would be a living document
that we would continue to evaluate and adjust
for course correction as circumstances at the minute.
But I would just say this ended after the date.
>> Okay.
>> And then just leave the rest of that clause out.
>> Is that acceptable to the maker
and seconder of the motion?
>> Yes.
>> Yeah, thank you.
>> Okay, now.
>> Any other discussion and corrections?
Student trustee?
>> Aye.
>> All in favor say aye.
>> Aye.
>> Aye.
>> All opposed.
Motion carries.
Minutes has amended.
The next item we come to is probably a comment
on non-agenda items and I wanted
to have Mary Dowell our legal counsel who is
with us this evening to give us a little bit of--
the next introduction, an explanation
as to what this all means.
We have a statement on our agenda that the members
of the public may request the opportunity
to address the board regarding any item on the agenda.
To do so, complete the request to address the board form,
give it to the board secretary
who is Ms. Mary Thompson over there.
And [inaudible] the speakers are limited to 5 minutes,
so the audiences [inaudible]
on the agenda item is limited to 30 minutes.
But I thought it would be helpful
to have Ms. Dowell talk about--
addressing agenda items as opposed to non-agenda items
and I think it may be helpful to us
if we move forward this evening.
>> Actually, I'll make my remarks very brief, Mr. Thomson,
Dr. Rocha, members of the board.
The state's public meeting act requires that members
of the public have the opportunity
to address a legislative body such as this one
on items that are before it.
That is popularly referred to as agenda speakers.
These are people who put in slips similar to the ones
that Mr. Thomson has this evening,
requesting to address the board on items
that are coming before it.
And under the law, the board listens
to those speakers before it takes any action or engages
in any discussion on the matters that are on the agenda.
And a person who wishes to speak to an item that is
on the agenda must identify the item on the agenda
that they wish to speak to.
And I believe that you have a number of speakers tonight
who have requested to address items on your agenda.
The law also requires that members of the public be allowed
to speak to matters that are not on the agenda but that are
within the subject matter jurisdiction of the board.
So even though there is nothing actually
on the agenda before you for action or discussion,
you give members of the public an opportunity to address you
about matters that might some day be on your agenda.
>> And this board takes those matters
at this point in the meeting.
Different legislative bodies allow non-agenda speakers
to speak at different times in the meeting
and this board accepts it at this point in the agenda.
But the salient point about persons who are
"non-agenda speakers" is that they are speaking to matters
that are not listed on the agenda anywhere.
The board has the right to have rules and regulations
with respect to both non agenda speakers and agenda speakers,
and this board has rules that limits agenda topics
to 30 minutes, so no-- there will be no more public speaking
than 30 minutes on any particular agenda topic.
The same rule applies to particular topics
that may be non-agenda topics.
And you also have a 5-minute rule
but that rule then can collapse if you have more people then six
who want to speak
to a particular agenda or non-agenda item.
So that's a very brief overview.
Is there any-- ?
>> Any questions to Ms. Dowell?
Great. Well, thank you very much.
We appreciate that.
>> Just one last point.
Sometimes where there's issues of concern to members
of the public, members
of the public may not be clear whether they're speaking
on an agenda item or a non-agenda item,
and so one of the things that your clerk does
or that the court president does is discern whether particular
speakers are seeking to speak to an agenda item.
For example you have before you the--
as item Q tonight the enrollment management report
and I believe you have some--
some individuals who wish to speak to that.
They may not have articulated as the enrollment management report
but it's clear from their-- what they've told Mrs. Thompson
that they wanna speak to that it relates
to the enrollment management report and that's
when they will be called.
>> Well, it does raise one issue because we have a number
of people who have indicated that they wanna address item K
which is not an agenda items and yet it would appear based
on comments with Ms. Thompson that they really are here
to address item Q. So anyway, we'll--
>> And it's appropriate to take them at that time.
>> Okay, we'll take that if we-- and this understood,
I'm sure you'll tell us and members
of the audience will tell us.
Dr. Mann?
>> Yes, Ms. Dowell, could you just briefly comment
on the other thing it says under K
that the Brown Act prohibits board members from discussing
or taking action on any item not on the agenda.
Could you just expand maybe one minute and say why that is?
>> Well, the Brown Act requires that the public have notice
of any item that the board will or might take action
on at a board meeting.
And there needs to be brief agenda description
so that members of the public will know what kinds
of actions the board might take.
And while non-agenda speaker may get up and speak to you
about a very interesting or compelling matter it is--
just because they have brought it to your attention
under non-agenda items doesn't mean
that it has now become an item on your agenda and other members
of the public who might be interested
in that same topic don't know that you might talk about it.
So although you certainly will hear from your speakers
and you may even ask a clarifying question,
you will not engage in debate or deliberation or take any action
on such an item tonight because it isn't on your agenda
and it would pose a problem if you were to do so.
>> Mr. Baum?
>> I wanna make a suggestion for our process then
because my gut is that a lot of folks wanna talk to the board
and express some concerns about the schedule and the number
of courses that are to be offered.
Why don't we plan on taking the enrollment management report
before public comment and then we can invite a lot of those
that we anticipate might have indicated that they were
to speak in public comment.
And then we would then be able to hear the public comment
and then have the discussion on that item
and then move the rest of the agenda.
>> Dr. Rocha.
>> I think it's a good suggestion and, you know,
I leave it to the board to resolve that.
But I would say that we have some important recognitions
in other people who are waiting, you know, and so in fairness
to you know many people who came for other agenda items
and for recognitions and so on,
I'd ask the board to consider that--
>> Why don't we do those first even before the public comment?
>> that we do that first because the public comment could
be lengthy.
>> Yes, I understand.
>> Okay.
>> Any other questions for me at this point?
>> No, I think not.
Just a--
>> Okay, thank you.
>> Just stick with us, please.
We're gonna then take item L before item K and we begin
with reports and recognitions by the board of trustees.
Any members of the board have any reports
or recognitions offer, Mr. Baum?
>> I just want to-- I had two to offer under that.
One is I wanted to extend my appreciation to the PCC veterans
that participated in the recent conference at--
that the league organized a very important gathering to talk
about ways we can improve our service to veterans
and the PCC veterans showed on force.
Now I wanna acknowledge Dr. Sugimoto who helped coordinate
that and we had legis--
we had officials from the Obama administration, the state
and local community to talk
about how we can enhance services of the veteran.
And it wouldn't have been the same
without a tremendous showing by our own student veterans
who were-- did a wonderful job.
And then just one announcement was
that I was elected an officer of the board of governors
and as an appointee
to the California Postsecondary Education Commission,
so I'll be participating in that.
>> What office were you elected to?
[ Inaudible Remark ]
>> I'm on the CPEC,
the California Postsecondary Education Commission.
>> Great.
>> Congratulations.
>> Thank you.
[ Inaudible Remark ]
[ Applause ]
>> Does that mean you get to write checks
to solve our budget problem?
>> Yeah, unfortunately it means a few more trips to Sacramento
to pound your head against the concrete wall.
>> Dr. Mann.
>> Well, I wanted to comment a little bit
on the League Conference which was held here in Pasadena.
I think that the college, we're one of the host.
I think we did an excellent job hosting.
There was an excellent turnout.
I think almost all of the trustees were present.
We had some classified staff who were involved in presentations.
We had one of our alumni was recognized
as outstanding alumni.
And at the end of that meeting I did become acting president
of the California Community College Trustees Association
and I'm also acting president
of the California Community College League
which I will then be elected to formally in January and in May.
So I think we were very,
very well represented at the conference.
And I really appreciate everyone from the college showing up.
The thing kind of embarrassing to have gone
into these positions and they would have said,
how come Pasadena is not here
when we're right here in Pasadena.
The other thing was everybody except one person
which was me initially said it's wonderful being here
at the convention center.
This is so beautiful.
I thought people wouldn't like going from building to building
but they loved it and they loved the city
and they thought everyone was hospitable,
so it was very, very successful.
>> The changes to the convention center that took place
over a year ago are truly remarkable and major,
major positive step forward for the community.
>> Oh, wait.
And I forgot, sorry, that the former mayor
of Pasadena welcomed everyone, our own board president
as did Dr. Rocha who introduced us.
[ Inaudible Remarks ]
>> Other reports from-- Mr.
>> I also was at the CCLC conference.
It was wonderful that a woman that I spoke
to at the front desk mentioned
that she thinks I'm the only student trustee that registered,
so that was interesting.
I also went to the recent college council meeting here
on campus.
I got some interesting information
that we will hear again tonight
about the [inaudible] and enrollment.
As another brighter note,
Associated Students is being awarded the [inaudible]
Foundation's [inaudible] award for community activism.
We passed a resolution promoting the preservation
of the area instead of cutting down native forest and paving
over to make soccer fields
and so the [inaudible] Foundation was very appreciative
of that.
That will be tomorrow night and a couple
of us will be going to accept the award.
Also as you all know from my consistent updates,
the I-Pass is going wonderfully.
Though I will say I was told most recently
and perhaps this is still the case, I see Dr. Wilcox nodding
that the I-Pass was not added to spring registration due
to a number of issues.
One of them was the implementation
of the new waitlist system.
It took the MIS a little a while to do that
but we were hoping we could get the I-Pass
in with the registration so you could buy it
like a parking pass kind of.
That will not be the case,
so hopefully we can have an ongoing conversation
with administration about some real estate above the fold
on the front page, have the PCC website so we can advertise that
and be even more successful with providing little cost transit.
>> Very good.
Any other reports or comments?
Okay, let's move to superintendent/president.
>> Great. Thank you President Thomson.
I have two very happy duties, the first one
which is a very important recognition
of our Women's Athletic Program and the fine young women
who are our student athletes in the Women's Athletic Program
and to start that off, I'd introduce Dean Beverly Tate
and the members of and the coaches
and the student athletes.
So, if we can greet them and welcome them.
[ Applause ]
>> Good evening President Rocha and the Board of Trustees.
If I can have the coaches.
First of all, I'd like to introduce
to you tonight our head women's basketball coach of 2009
as state championship, Joe Peron.
[ Applause ]
>> And Armand Crespo.
Armand Crespo is our men and women's cross country head coach
and you will see that his-- that Tracee van der Wyk--
Tracee van der Wyk right here,
him into second place state championships this year
across country.
[ Applause ]
>> And then I have Terry Stoddard.
Where is Terry Stoddard?
Come on. Coach Stoddard is coaching in a sense three teams,
men and women's swimming and diving
and then the women's water polo team
and we have here this evening his swim team has--
excuse me, his water polo team.
But his swim teams have produced the state champion in each
of the last four seasons, so that's--
[ Applause ]
>> And Bill Sanchez.
Bill Sanchez last year, I mean this year in fact,
we hosted the-- that did--
state championships and you should have been there
because our team missed becoming the state champions
by one point.
But he did a great job.
We did a great job hosting and so Bill Sanchez.
[ Applause ]
>> And our newest coach, women's coach is Randy Lilavois.
Where is Randy?
In the back?
[ Applause ]
>> And Randy's team actually did very well.
Last year, most of the teams in our conference beat us.
Most of the teams that Randy's teams--
Coach Lilavois' team played tied.
He tied Cerritos with one.
So, you know, his team did very well
and his women's soccer team.
>> Baby steps, going there.
>> Baby steps, absolutely.
[ Applause ]
>> And then besides our coaches, I just wanted
to just mention some of the notable highlights
of this year with our women teams.
Anna Shahinian and Lora Benedetti earned places
on the 2009-2010 Academic All-State Women's
Basketball Team.
They have-- [Applause] Shahinian had a 3.86 GPA
and Benedetti had a 3.68 as well.
And [applause] our volleyball player Aliyyah Abdullah was
selected to the All-State Team leading SCC
and hitting kills per game--
hold up and along with Danielle Stewart, Kirsten Taylor,
Miranda Doing, Markisha Richie were also--
joined Abdullah on the All-Conference Selections.
And then our Women's Water Polo, Hannah Hogue, her father teaches
in the Math Department, Charlie Hogue,
finished her brilliant Lancer career
as the schools All-Time Leader in States for game season
and career and she was All-American Second Team
Selection and was picked All-SCC along
with teammates Anneke Forrest and Fernanda Camacho.
And then the Women's Soccer Team also made second team,
Analuisa Castro and Amy Wallace and Yvette Hernandez.
And one other thing, Easter Faafiti
from last year's basketball team was a leading score
for the United States Team that won the gold medal
at the World Deaf Basketball Championships in Poland.
So I just wanted to let you know this one.
[ Applause ]
>> So our women's teams--
our women's teams are doing very well
and there's one more recognition that I didn't wanna make
but I wanted President Rocha and President Thomson here
to acknowledge, Tammy Silva, come on up.
[ Applause ]
[ Shouting ]
[ Inaudible Remarks ]
>> Congratulations.
>> Thank you so much.
[ Inaudible Remarks ]
>> Well, President Thomson and I have a very,
very special recognition and I'll ask President Thomson
to read it here and I think you have--
I don't have my glasses on.
[ Laughter ]
>> [Inaudible] the South Coast Conference Academic
and Athletic Excellence 2009-2010 All Sports Coach
of the Year presented to Tammy Silva.
[ Applause ]
[ Shouting ]
>> [Inaudible] Can you guys hold?
Can you get a photo of all of us?
>> One thing [simultaneous talking] we haven't mentioned
too is that she's a product of community college.
>> I am.
>> That's right.
[ Inaudible Remarks ]
[ Laughter ]
[ Applause ]
>> One thing that I wanted the board and all of our guests
in the audience to know, first of all, our volleyball team,
Tammy, coach of the year, made it to the third round
of the playoffs which is really extraordinary achievement,
you know, great job for the team.
And I did want to come back to Tracee's achievement.
Tracee's achievement is absolutely historic.
In the 86-year history of this college,
no other human being has broken 18 minutes in the 5K, okay.
And that is--
[ Applause ]
>> That's moving along about as fast as your car.
So-- but the last thing that I wanted to say in front
of the coaches, our faculty colleagues
and all the student athletes here is that I wanted
to congratulate Beverly Tate for her leadership for the program.
The Women's Athletic Program is not just an athletic program
and it's an educational program
that demonstrates this college's commitment to Title 9.
And that is the Federal Law Requirement that says
that we will provide equal opportunity for women's athletes
as we do for men's athletes.
And what you're looking at here is the commitment
that the board has supported for so long to Title 9
and this is what you get when you do that kind of support.
You get these wonderful student athletes.
So God bless you all.
>> Yeah.
>> Congratulations.
[ Applause ]
[ Inaudible Remarks ]
[ Laughter ]
>> I didn't hear what she said but--
>> And it looks like the room is [inaudible].
>> Alright.
>> Yes, yes.
Okay, one more.
[ Inaudible Remarks ]
>> Okay.
>> Okay.
>> Yeah.
>> And okay.
From our women student athletes to other faculty and students
who excel with our very, very special biotechnology program.
And for this, I would like to introduce Dean Dave Douglass
and we invite Dave up
and we have a recognition for biotechnology.
So, let's great them warmly.
[ Applause ]
>> Okay now.
Now, Dean Tate's kind
of a showoff bringing all these teams in here.
But I got a team I wanna talk about too.
[ Laughter ]
>> Come on, don't be shy.
Come on, let's do it.
[ Laughter ]
>> These are three people that are on my name,
part of the Natural Sciences team and I wanna put up--
pose a couple of questions out there for you
to ponder [inaudible] somewhere in the end.
But first thing is these women have several things in common.
You can think about that besides the fact they're working
in natural sciences.
And I'm gonna list off five schools and I want you to think
about what those five schools have in common.
>> You begin by introducing who they are.
>> I'll get to that.
I'll get to that.
[Laughter] The five schools are University of Pennsylvania,
UC Santa Barbara, Arizona State, Cornell and Harvard.
Now, this person is no stranger to this board.
This is Dr. Wendie Johnston and among many of the things
that she does, she is the director
of the LA Orange County Biotech Center Grant and what I'd
like about this is it sort of points out both the vertical
and horizontal reach that we have in connecting biotechnology
in Southern California and connecting our students
with scientists in Southern California.
Wendie's grant that she administers includes 37 colleges
and two regional affiliates in Southern California,
so that's the breadth.
The vertical nature of it is that she deals with programs
that started the local high schools including our local high
schools in the district, the [inaudible] program
and continue all the way up into the four-year institutions.
And it's one of those four-year institution programs
that Wendie was an early innovator on that I wanna speak
to a couple of minutes-- for a couple of minutes tonight.
Next, we have Marilyn Johnson over here.
She's among her many duties in natural sciences,
she is our study lab tutoring and SI coordinator
and she was invited this summer to Chicago to sit on a panel
at the [inaudible], it was all paid
for by the organization Bio-Link,
and to talk about the faces of success
which is really a panel discussion about diversity
in the sciences, so we're really proud of Marilyn
for participating in that.
And Marilyn is a co-conspirator with this person here,
Khuloud Sweimeh, who is an organic chemist.
She doesn't look like a chemist,
I know but [laughter] you should see her in her lab coat.
Fabulous faculty member but also is the co-director
of what we have now called the Bridges to the Future Program.
Marilyn and Khuloud spend a lot of time with students both
on campus and away from campus.
They take them to things like ABRCMS,
the Annual Biomedical Research Conference
for Minority Students, take them to SACNAS,
the Society for the Advancement of Chicano
and Native American Scientists
and the American Chemical Society.
We have students participating and presenting papers in all
of these meetings this year
and these two are largely responsible
for getting them there and getting them organized.
But the main thing I wanted to say is
that these two are the co-directors and Wendie was one
of the original founding mothers of this Bridges
to the Future Program with Cal State LA.
And give you a little sense of what this program is like,
it evolves Cal State LA, PCC, LACC and ELAC as partners.
And every year, the partner and community colleges are allowed
to send half a dozen students for internships
at Cal State LA in the summer.
And typically, we're allowed to send 6, typically PCC sends 8
because we get to fill in the empty spots.
They're so excited about our students.
Even students that don't particularly qualify
for the Bridges Program often get opportunities
because our Bridges students represent us so well
in the quality of the work they do in those labs.
So to get to the answers, they are all involved
in the Bridges Program.
Dr. Sweimeh and Ms. Johnson now-- Ms.
Johnston formerly-- Dr.
Johnson formerly, and those schools,
University of Pennsylvania, UC Santa Barbara,
Arizona State University, Cornell and Harvard,
all awarded PhD's to PCC students this year, so.
[ Inaudible Remark ]
[ Applause ]
[ Inaudible Remarks ]
>> Questions for them?
>> What's that?
>> Questions for them?
>> Thank you and congratulations.
This is an incredible program.
Dr. Rocha and I went to your end of the year program you had
over in the library here and saw the different posters
and there are the presentations
and it's really very, very impressive.
That's one of the really marvelous things
that this college offers and Dr. Johnston has done just an
absolutely outstanding job of establishing this
and with the help of Dr. Douglass
and others really putting us on the map, so.
In fact she misses no opportunity
to chase down some of us.
I've got an email from somebody saying Dr. Johnston had given
him my name, talk about life as an intellectual property lawyer
in the bioscience world.
So we have very nice conversations.
Are there questions of any of our people here?
>> I just have a question [inaudible]--
>> What's that?
>> At some point bring back some of those doc students
who started at PCC, who got a PhD from Harvard and Cornell
and these other-- ASU and other institutions,
that's a tremendous success story.
>> We'll do.
>> [Inaudible] to brag about.
>> Actually, Dr. Douglass is one of those, I think.
[ Laughter ]
>> Oh, that's right.
>> Great.
>> Thank you.
Thank you, Dave.
>> Thank you.
[ Applause ]
>> One of the things I like to do and Mark--
and then Dr. Rocha and I talked a bit--
quite a bit about this is particularly
since our meetings are now televised, to have presentations
like this let the world know or the local world know
at least some of the things that we're doing here.
I mean it's just-- it's amazing and I think that we need
to do a better job and televising
of our meetings gives us one opportunity to do that,
to spread the word as to what PCC really is offering
and what we represent.
So that's a real pleasure.
Okay. Shared governance representatives,
any reports, recognitions?
>> I guess I'll go ahead then.
From the Academic Senate, you have a copy
of the Senate Nanoseconds at your desk and I just wanna point
out the four items that--
not in the order that you have in there.
The first one is that the Academic Senate's Ad Hoc
Committee on the Student Achievement Reformat Act,
that's SB 1440 has been meeting and I'm confident
that that committee will be ready to present a change
to policy 4060 on the associate's degree,
as well as the New Transfer Associate Degree majors
by the beginning of the spring semester.
So we're making good progress on that front.
Our Educational Policies Committee has been working
with the administration to plan
and implement a new unpaid waiting list system
for adding students to classes, and that should go
into effect at the-- this spring.
The C&I Committee, the Curriculum
and Instruction Committee has completed a major project
on getting student learning outcomes in place
for all PCC certificates and associate degree majors
and areas of emphasis, so we've made good progress there.
And then finally, the Academic Senate Board approved the
formation of a new committee
to establish priorities for faculty hires.
These new-- these high-end recommendations will be
presented to Dr.-- President Rocha early
in the spring semester.
So we've been busy and we just want
to give you a quick summary.
>> We appreciate that.
Other questions to Mr. Martinez?
Ms. Hammond?
>> Did you wanna go ahead?
>> You go ahead, I'll go back [inaudible].
>> I have a few reports.
I'll try to get through them quickly.
As you may or may not know, a large turnout
of students came together yesterday for a rally
to increase-- for an increase in class sections and after which,
a dialog was held with the president,
members of the administration and the students at large
to discuss their concerns and the PCC budget.
And so I wanted to openly thank Dr. Rocha for taking the time
to meet with the students.
I've heard from-- I know Dr. [inaudible] has told us
that of the five presidents that he has worked for,
he's never seen a president so actively willing to engage
in dialog with students as in the way that you had
and so he was very, very happy to see
that that happens, so thank you.
And addition to that on a lighter note, our Vice President
of External Affairs, Alexander Soto was elected
as the regional senator for Region 7 for the SSCCC.
As we know, there has never been a PCC representative
at the region level or at the region senate level
and so I wanted to congratulate Alex.
I know he's in the audience, if I can have him stand
so we can clap for him.
[ Applause ]
>> We're very excited to have his representation
at the region level and we know that a lot of the--
of what he will-- of the information that he will get
at that level he will bring back down for the students at PCC.
The PCC forensics team has extend--
they attended the Southern Californian Fall Championships
and received the fifth place award
and the students also had--
there was large scale event last week,
the Think Before You Buy event which was an event
to promote the idea or awareness about consumerism
and sustainability and that was held by the speech 9 class,
the AS Sustainability Committee and the Seeds of Change Club
and they all work together to provide a series of events,
a clothing swap, a fashion show, a documentary show and a concert
with the star of the documentary showing-- or of the documentary.
And we all received great feedback about that event
and I'd also like to announce since I have students here
that there are now outlets in the WiFi Lounge
and we're very excited to have them and I wanted
to thank Dr. van Pelt and the facility staff
for taking the time to put those in, so thank you so much.
[ Inaudible Remark ]
>> Ms. Smith.
>> The Classified Senate met on December 1st
and primarily we discussed new fund raising efforts
over the next few months.
Not everyone is aware
that Classified Senate offers financial assistance
to classified employees to attend workshops and conferences
as well as for scholarships
to help classified employees achieve their educational goals
for career advancement.
So we acknowledge that we need to advertise that more
and not only classified employees can contribute
to scholarships.
We have a form at our website
Administrators, faculty, managers
and classified can make payroll deductions to those scholarships
to help our classified employees and improve
and get the education that they want
so they can advance in their career.
And so we-- you will be seeing a lot of advertising
so people will be aware of those guidelines and timelines.
>> Good, thank you.
Dr. Douglas.
>> Two quick things.
One is we did have 6 academic deans attend the CCLC conference
and I know I was one of them and I really got a lot out of that,
I appreciated the opportunity to attend.
And the second is I wanna thank everyone for coming
out to the holiday party this morning, it was a great turnout.
We had-- saw a lot of our retirees and it was good
to bring the PCC family back together again.
Okay. Thank you.
>> Ms. Kollross?
>> Notthing.
>> Mr. Miller?
>> Not right now, thank you.
>> Ms. Chapman?
>> Just one item, we're delighted to be able to say
that PCC is now a-- an education YouTube partner
so that has just occurred this week that allows us to be able
to more fully brand our site.
Design options will be much more available,
a custom header image.
And in essence what it does is allow us to post videos,
especially our lectures, our full length lectures
in full segments rather than in segments of 10 minutes per.
So it's part 1, part 2, part 3, part 4, et cetera,
so we're very excited about this and that has just happened,
so we are now a YouTube ed partner.
>> Dean Engeldinger?
>> No report.
>> Dr. Sugimoto?
>> Thank you, Mr. Thomson.
I wanted to at least announce that we will be joining
with the California Community College
and they're raising hands for the community colleges
and we will be launching that January first.
And Irene Aguilar [phonetic] is gonna be heading that up
with our alumni as our annual fund campaign
so you'll be seeing more of that.
>> Good, thank you.
Dr. Wilcox?
>> No report.
>> Dr. van Pelt?
>> No report.
>> Okay. Let's do the consent items
which are big matter disposed of rather quickly and then we move
on to item Q. Is there a motion to approved the consent items?
>> So moved.
>> Is there a second?
>> Second.
>> I'd like to make a comment on 64-P if I may.
>> Yes please.
>> I just wanna point out that Larry Shirk is retiring
from purchasing with 35 years of service,
another dedicated employee.
>> Yes. We actually have one request to address the board
with respect to consent items.
And that is Al Calvet, this is item 74-B, is he still here?
Yes, okay.
>> Mr. Thomson, we might actually take action
on the consent item.
>> Okay, we'll take action and then we'll recognize Mr. Calvet.
[ Inaudible Remark ]
>> I just wanna raise one-- just make a point on the 69-B
which was helpful to see
and give people a chance to turn to it.
It's on the revolving fund reimbursement and I saw
in that we're itemizing the activity theory funds
and that was very interesting to me
because we imposed the activity fee this year.
And I was interested to see how many students and I believe is
that for the students who were asked to have the refund
on that fee and to how many students were actually
requesting that refund on the activity fee.
And as it looks here, there is about 10 or 12 that have done it
and it will be interesting for me to track that
and see how well the activity fee is being adopted
by the associated students.
And also that students know that if the funds or hardship
or they just choose not to make the payment on the fee,
they could get their money back.
>> Other comments or questions on consent items?
There's been a motion made and seconded.
Student trustee?
>> Aye.
>> All in favor say aye.
>> Aye.
>> Aye.
>> All opposed, the motion carries.
Dr. van Pelt?
>> Okay, and I did wanna introduce the two people
from EDGE Development who are now the contractors
for the Center for the Arts.
And the fist one is Al Calvet
who is the Senior Vice President of EDGE.
And I'd also like to introduce the project manager
Wayne Roemhild.
So, we're gonna be seeing a lot of these people
for the next 2 years as EDGE Development completes the
construction of the Center for the Arts.
>> Thank you, Mr. van Pelt.
Again, my name is Al Calvet, Senior Vice President
with EDGE Development.
This is Wayne Roemhild.
He'll be our project manager for the-- your project.
And on behalf of EDGE Development,
I just like to thank the board, Mr. President
for the opportunity to construct this fine project.
We look forward to a beautiful working relationship
with the campus.
We're excited to make this addition to your historic
and beautiful campus, and just hope
that we are very low profile and can work cooperatively
and not impact your functions too much.
And again, we just like to say thank you and look forward
to mutually successful project.
>> Thanks so much.
>> Thank you very, very much.
It was interesting to see how the bids came out on this.
We might just take one quick moment there, Dr. van Pelt,
and run through the numbers just in general terms.
The expected bid was what, the 52 million dollars?
>> Right. We had budgeted it into the 50s.
We expected something on the order of the 40 million dollars
and of course with the softening economy, this is a way
of still pumping a tremendous amount of money
into the local economy.
So 28.2 million dollars will now be flowing into the economy.
[ Inaudible Remark ]
>> Quite a nice differential for the 52 million.
>> Yes sir.
>> I did want to tag on to Vice President van Pelt's comment
and also to our friends from EDGE Construction,
first of all congratulations to Ed
and we look forward to working with him.
I did want to note and first of all thank the board
and the consent item was the approval for the award
of the contract for this current flagship project.
You know, if you called it the crown jewel project
of the Center for the Arts.
And so Jack Schumann [phonetic] our project manager
on campus is-- you know they're going right to work
with meetings and after the holidays they're gonna be going
right to work on it as they described.
So I just wanted again to thank the board for the long process
and the support that made this possible.
And it is so exiting that in 2011, this beautiful center
for the arts is going to begin to become reality.
And I did want to tie to that Vice President Sugimoto
of course tied to the Center for the Arts as the capital campaign
for the Center for the Arts.
It is going quite well, we are receiving pledges every week.
And the-- we should be on our goal
for the 3.5 million dollars capital campaign and what that--
those dollars will do is enable us to put the FF&E
and the upgraded FF&E, the furniture, fixtures
and equipment, and all the things that need to go
into an absolutely first class showcase Center for the Arts.
So within a finite period of time,
we'll have this beautiful performing arts exhibit space
and other art space right here on campus.
And I'm very, very grateful to everyone
who has made this possible.
So, thank you.
>> Mr. Baum.
>> There's something I do wanna say and I'm delighted
that we're able to award the contract to EDGE
and we're looking forward to a good working relationship.
And I'm glad that you're here because I want you to know
that we as trustees see this as the funds
that we are investing here come out of the taxpayers
of this district and we take those resources very,
very seriously.
And we will be holding our administration accountable
for every change order, for every timeline,
for every budget promise that's made and they will tell you
that we will not be--
we are looking forward to a very successful project that's
brought in on schedule and within budget and that's--
and then to show the people that actually are funding this,
the homeowners and the property owners throughout our district
are getting good value for the investment that they're making
in their community college.
>> One thing we probably need to point out to is
that the 24 million dollar differential
that we're not spending on this unfortunately is not the money
we can spend on other things.
It's part of the funds designated specifically
for construction projects and we can't put them
to operational uses [inaudible].
Anyway, moving on, now we have-- we're gonna more to item Q,
enrollment management report and projection discussion item.
I have a number of cards from people on the audience.
I'm assuming you want to address this topic
but the first person is Ally [inaudible],
if I'm pronouncing the name correctly, if not I apologize.
Is there someone here with that name?
Alright, is this the topic that you want to speak to?
Okay, come ahead.
Before you begin, let me ask my colleagues here,
do we want the public comment before we have the staff
presentation or would it be more helpful to you and all of us
to have that come after the presentation?
>> I think Ms. [inaudible] said we have the public
comment first.
>> I think we need to take comment first.
>> Alright, that's-- really that's really [inaudible] case.
[ Inaudible Remark ]
>> It's certainly a matter of the discretion of the board.
This is not an item that is before you for action.
>> Alright.
>> You certainly could take no action
until you had heard from the speakers.
You have of large numbers of speakers
and it might be more expeditious to go ahead, hear what they have
to say and then have the report.
But that it-- the order in which you do it is
within the discretion of the board particularly
since there is no action.
>> Is the board-- what do the board wish to do?
Do this first or?
>> I prefer to hear from the public first.
>> If we had the presentation, it might then-- it might--
>> That was.
>> It might answer some of the questions
that the public may have.
>> What I was thinking.
>> So I'd like to hear the presentation first.
>> Let me ask Ms. [inaudible], which would be your preference?
[ Inaudible Remark ]
>> Okay, then let's go ahead and allow them to do that.
>> And we have a large number.
>> Yeah.
>> We only have 30 minutes, right?
That's our--
>> We have a total of 30 minutes and the moment I've got
about I think 10 cards here, so let's break it down and try
to keep it within say a 3 minute [inaudible] if we can.
>> Okay.
>> Okay. So 3 minutes will come when it gets to yellow.
>> 3 minutes-- yeah.
>> I suppose too.
>> Okay. Well, thank you for [inaudible].
>> You wanna raise the microphone just a little bit
so you can speak into it.
>> Yes.
>> Thank you.
>> And I'll expedite this.
Do this quickly as possible.
First I'd like to present the president of the board
with over a thousand signatures
that we've gathered from students.
>> Okay.
>> Alright [inaudible].
>> You take it as clerk.
>> Thank you.
>> Any presentation that should be given to the board sec--
>> Sorry.
>> Secretary.
[ Laughter ]
>> Thank you very much.
>> That petition addresses specifically the class size
increases that were implemented this fall.
There was great concern from students
and the petition asked the board not only to reverse the policy
of increasing class sizes but instead, to increase the number
of sections available which leads directly
and to the reason why I'm here tonight.
I'm here tonight to speak with the board not
because I have a particularly unique perspective
or any new insight.
In fact, at the October 6 budget presentation,
Trustee Martin addressed the issue at hand.
He said, I think if there were any issue
that was more important to students, if you just went
out into the quad and pick 10 students, they just wanna get
in to their classes and we need to offer
as many classes as we possibly can.
Approximately, 30,000 dollars in my mind is a class.
I'm here to support as many class sections
as we possibly can for students, 307 million dollars or a third
of a billion towards most city budgets.
There's a lot of responsibility on us as trustees and everyone
in this institution to manage us properly so students can get
as many classes as they can.
We may need more budget sessions to grasp the magnitude
of what this document is.
I'm one of the students who's been fortunate enough
to have gotten the classes that I need
for winter and for spring.
Unfortunately, I am also a cheerleading coach
at the local high school and my girls who are coming
into this institution are not so lucky.
Recently, I've had one of them tell me that she feels
like a college dropout not because she didn't want to come
to college, but because there was nothing here for her.
I did get the classes I needed but I did spend part
of my semester vying for a desk.
If I didn't get to class early enough,
I ended up writing in my lap.
I say my perspective which is
that students need more classes isn't unique.
I have spoken to many classrooms
and even honor society at our campus AGS.
Some of the most promising students have been unable
to get classes for winter.
We have been told that the reason is fiscal crisis.
California [inaudible] will be cut.
However, we have been made to swallow this
over the past few years.
The same years during which our college has consecutively
increase its reserves.
We are in crisis but it's the crisis of priorities.
I'm here today to ask the college not to look
into its heart for the answer but its pocketbook.
Rocha offers students yesterday to help create a committee
to distribute the one million dollars
that he's allocated to his SASI fund.
Instead of a committee, I ask that all
of the money be allocated to create classes for students.
I ask that the college take immediate and urgent action
to create more sections.
Thank you.
>> Alright.
Thank you very much.
[ Applause ]
>> Berto Ortiz to be followed by [inaudible].
[ Silence ]
>> Good evening everyone.
I've been-- I'm involved in this whole issue
and have had interesting last of couple of days and, you know,
I've met with you, Dr. Rocha, before when we've discussed
for literally over hours.
And yes, we may have disagreed and that's okay.
We may have not reached to compromise and that's okay too
but I think what's not okay is
that that I still feel a sense of--
I'm gonna be honest and I still feel a sense of hopelessness.
And like I don't want to feel a sense of hopelessness, I mean,
I'm on my way out to PCC.
This morning I finished--
I registered for my last spring here.
So it's not really about me.
I mean I'm looking towards the future.
I have a younger sister and a younger brother
and so I'm thinking what's their experience gonna be
like in the following years if this trend seems to continue
that they can't really seem to get the classes that they need.
I wouldn't like for them to go through the same stress
of trying to register for classes
and literally watching the clock to see, wow,
is there five seats left, is there three seats there.
So I think, you know, our proposal in asking
for more sections isn't something that's
out of the norm.
I mean it seems completely logical to me.
I mean that's-- I'm just asking for some sort
of sustainability and-- but you know, by sustainability,
I mean looking towards the future, right?
And I'm really just trying to like extend my hand and ask
that there's just be more and more solid-- solidarity.
I mean that there be more solidarity,
I mean because I still feel that there's that disconnect
and I personally don't know how to fix it but I just--
I'm just asking that something be done, you know,
and I think class sections would help to reach that.
And again, it's nothing for me.
I don't think I'm being greedy about this.
It's-- I'm looking towards the future and that's it.
Thank you.
>> Okay, thank you.
[ Applause ]
>> [Inaudible] to be followed by Jose Velasquez.
[ Pause ]
>> Sorry, no adds.
How many times did the board members heard this line
when they were in college?
Well, we're hearing this every semester.
We're trying to add class
and there's no adds, there's no spots.
Well, yesterday and a while ago, a movement was born,
a movement of responsible and informed students,
a movement of courageous individuals which will continue
to go out there and ask for their right to education.
They will not stop.
As long as we feel that we hold the truth about the budget,
we will continue to fight and I will tell you our truth.
Our truth looks back at the budget starting--
which is taken from the PCC website to which I have access.
It's taken from 2007 till 2010-2011
and we have seen a pattern,
a pattern of a continuous accumulation of money
in the beginning balance, the so called reserve budget,
as well as in the other funds.
We do understand that there's an economic crisis.
We do get that and we are trying to be reasonable
and we're trying-- we are trying to work here with everyone.
But in the same time, we cannot accept that during 3 years
of economic crisis, PCC has accumulated
in its reserve fund 5 million dollars, has added to that,
plus every single fund that you see here
on this list has been increased every single year.
My question is, if there is an economic crisis,
where did you get the money to increase all of these funds
and why aren't you using those money to add more classes?
We do need classes and we will not stop
until we get our classes.
We are not trying to take PCC to a point when it goes bankrupt.
We do not-- we know the stories.
We know the story about the U Building.
We know the story about the fact
that California is not sending money to the state.
We do know all of these stories
and we've heard them every single year.
I've heard them for the last 3 years while PCC was accumulating
about 5 million dollars in this reserve fund.
So, I do not want to hear the same stories.
I wanna hear solutions on how the board
and the administrators will actually add classes.
We want classes added, sections.
We call them classes, officially they're called sections.
So there was a meeting last week
where there our president was present and I will quote him
on that, about 8000 students that were accepted
at PCC did not get into their classes.
These are 8000 faces, 8000 phone numbers, 8000 votes,
so you need to take the responsibility and you need
to take action that 8000 students get into their classes,
8000 students, how much does it mean?
200, 250 sections.
I don't know.
I'm not making the calculations.
I'm not an economist.
I'm not an administrator of a college.
I'm just a student who's trying to get informed.
So, my conclusion is that we do need classes
and we do not wanna hear the same stories.
>> Okay. Alright.
[ Applause ]
>> We hope that we will be able to address some
of these questions in our presentations on this item Q,
enrollment management report and projection, discussion and also
in R, state chancellor's mid-year budget update.
So, stay tuned and listen carefully.
Jose Velasquez to be followed
by I believe is Chance Jennings [phonetic].
>> Good evening everybody.
My name is Jose Velasquez.
I'm a student here at Pasadena City College.
I spoke with President Rocha and some other students and members
of the school yesterday and I'm pretty much gonna say what I
said yesterday.
So I was a part of this program called math gym over the summer
where we had, I don't know how many students but it was a lot
of mostly students that are just coming into college
and they wanted to get reacquainted with math
and older students who just wanted
to freshen up on their skills.
That was the first time I have met President Rocha during math
gym, we're having a meeting, all the students, the tutors,
the teachers and the program coordinators.
And about-- I think about 80 percent of the students
who were part of math gym did not have classes.
They were just taking the course to freshen
up on their math skills.
And when President Rocha arrived,
the first time we all met, he offered classes to everybody
and I figured, wow, this is an amazing thing
that this president is doing for the students.
This is what we need as students.
We need someone who is here for the students, who offers classes
for those who are-- who wants to pursue an education.
Well as time went by, I found
out what he did is just more people added
to a particular class, not a section,
which is a good temporary solution but in the longer now,
now that this semester is almost over, the students who were part
of math gym who are offered those classes
by President Rocha, now have no access to winter intercessions.
There are 18, 19-year-old, 20-year-old students
who are just out of high school who are trying
to pursue an education, who are trying to give the state,
the country, the engineers, those high positions that we're
in desperate need of and they are not allowed
to pursue that in the winter.
Well, okay, maybe they can come back in spring.
It's the same thing.
There are young students with not that many credits
that have a difficult time trying to get classes.
I was one of those students.
And when that, with my situation, I got a job
and I've made money and then I figured, well,
it's better to make a 500-dollar check
than to get an A in an English class.
And I was not in school for about 3 years.
Why? Because I did not have access to be a part
of the school and so I was forced to get a job.
So my concern here is that if we are concerned
with student success, with elevating the country
with their education and in math, science
and all those course subjects, we need to offer these
to those young students, especially those--
and the way this is gonna be accomplished is
through adding sections.
And I keep hearing like the budget,
we don't have money, we do have money.
If you really, really care about student success,
then you will do what is all in your power
to make this possible.
I have even-- I'm a math tutor now.
I do this program called SI.
There were times where math class was canceled but,
you know, students still showed up and then they said, oh Jose,
would you rather just go to the library and tutor us?
Yeah, I'm not getting paid for that but I will go
because I care about their education.
They inspire me.
If I had someone like me teaching me when I was younger,
I would have pursued my education much more stronger
than I did.
I decided to follow a job instead of school.
But me, when I take my time and teach them whatever I can,
what I know and see their interest
and see their motivation in pursuing education,
and then them telling me, oh, well you know what,
I actually didn't get a winter class.
That to me is hurtful.
It's like, well, I don't wanna lose you.
It's not my school.
They're not my students but I feel
that we're all in here together.
It's a community college.
We're all working to achieve a better education
so that we can help society in some sort of way.
And if we start making the process difficult for them,
it's gonna be very easy for someone to just say,
I don't wanna go to school anymore.
It's so much of a hassle.
I have to fight for a seat, I have to stand up, I have--
I read online the other day that there are people willing
to get a seat in the class
so they can sell it to other students.
That is ridiculous to me.
It was on some blog or something, Pasadena.
Oh, I have two classes and I'm gonna--
I really don't need this class but I signed up for it anyways
because I have priority registration.
If anyone is willing to buy that seat from me,
I'm willing to give that up.
We're pitting the students against each other.
We do not have to do that.
The other day-- yesterday, they're trying
to pit the students against the AS, the Associate Student body.
We don't have a problem with them.
We have a problem with getting more sections and that is
where you as the board
of trustees have the power to do so.
So I'm just demanding that sections to be added
for everybody in the core subjects or whatever.
You guys have the ability of figuring out what classes are
in most desperate need that people are trying to add.
And if you fulfill that,
not only will you give Pasadena a good name for standing
up for their students but you will fulfill--
you will fill the world with more educated students
that can be of huge help to society.
Thank you.
[ Applause ]
>> Chance-- Chance Jennings please to be followed
by Francesca Luna [phonetic].
>> My name is Chance Jennings
and this is my first semester here at PCC.
I'm here to kind of bring you guys the story from the ground.
This fall semester was a real mess.
The first two weeks of instruction were a mad dash
by many students as many as 50 in my chemistry class
and at least half of that
in my other classes trying to crash and get in.
Of course there was no spots for them, especially in chemistry
as they're limited to the number of lab spots.
But as I started to talk to my fellow students
about my own troubles about getting in the classes,
it seems that this is a problem that if you don't have it,
you know someone that does and it seems
to be only getting worse as we're going forward this year.
I don't know if you guys know
but winter session closed pretty much
about a week after it opened.
>> There's many, many of us that are looking and skipping winter
because there is no sections for us.
In the scheme of things, that's detrimental
to our transfer goals.
A lot of schools only take admissions in the fall.
If we missed a couple classes
because of intercession shenanigans,
we're stuck here what, an extra year, sometimes two?
As I stand here, this is the third day of the ability
to add classes for the spring semester.
Chemistry as an example has two open sections.
Again, this is the third day and that is the class
with two prerequisites.
Things are worse with other sections, so I'd really
like to encourage or look at at what's going on in the school
and maybe you guys could just go out
and engage some students 'cause this is a problem
that we all seem to be having and I feel that this needs
to be addressed in a significant fashion
and I appreciate you guys for having us tonight.
Thank you.
>> Thank you.
[ Applause ]
>> Francesca Luna followed by Robert Mason.
>> My name is Francisco and I would--
since not everybody reached their limit,
I would ask for 4 minutes instead of 3.
I appreciate it.
>> Well, let's try to stick within 3 and I will hope that--
we'll promise not to cut you off in mid sentence.
>> I will try my hardest.
Thank you.
So, students want more classes and they want smaller classes,
I really don't thing that's disputable.
I would know, I'm a student but what disturbs me is
that I don't think that the real problem is classes.
The real problem to me is that students aren't [inaudible]
to it's an education issue.
Everyone pretends like the majority
of students are being acknowledged
or even represented.
Who are we kidding to believe that the majority
of students are being served on these issues?
And don't get me wrong, it's not a problem
with the Associated Students.
The problem is believing that the Associated Students,
the 11 of them and the ratio to the thousands and thousands
and thousands of students is practical because it's not.
I mean look at the group of students who is here today
to speak on this issue.
We're a fraction of a fraction of a fraction
of the people who need classes.
And you may know as you do to one of the least
of my brothers you do to me and the silent majority of students,
they're the least of our brothers and they're not spoken
for and they matter and they should be sought
after because you know guys, the word accessible,
accessible isn't enough.
There are students who spend zero amount of time
on this side of the campus.
There are students who don't have internet access that click
on a link that says video of the Board of Trustees.
In fact, there are students
who don't know what the term Board of Trustees means.
And you know what, this is intimidating.
Standing here and talking to you guys is scary
and I even had the administrator discourage me from coming
and speaking to you guys.
This process isn't helping students.
It hurts us and this process isn't a vessel
for student communication, it's an obstacle.
Yesterday in the meeting with students, Dr. Rocha
and the administrators, one of the administrators became upset
over the way a student was commenting.
The administer--
the administrator called the student rude
and young among other adjectives.
But if anyone is gonna label students, then you have
to include the labels ignored and shunned.
Some of you may dislike the students' tones or intonations
but we're not politicians and these matters that are
so often decide upon without the input from the majority
of students, they're not politics.
It's not politics.
It's the rest of our lives and I get,
I get that people historically
and at various levels are not included
in governance yet that's the norm.
But quite frankly, if the status quo was acceptable,
then the administration and the officials--
and officials, they wouldn't have jobs
as administrators and officials.
The status quo is never good enough and there's a pro--
there's a difference, a glaring difference between politics
and governance and I hope that we can all understand what
that difference is and I thank you for your time.
>> Thank you.
[ Applause ]
>> Robert, Robert Mason followed by Brian Travis.
[ Pause ]
>> Hi there.
I have no prepared remarks.
I just heard about this yesterday
and I'm not gonna pretend I read the budget
or anything like that.
I'm just here to say that it's not just an issue of access.
It's an issue of escape.
I've been here for two years.
When I came here, I'd already been
to college several years before and in theory,
I should already be gone but I've spent the last year
and a half trying to get in the Chem 1A and Bio 1A, you know.
I can't transfer without those classes and I'm starting to feel
like I'm living in the Hotel California, you know.
So, I'm gonna ask for a copy of this report if one's available
to the public 'cause I wanna study it
and see what's going on.
But I've heard the same story you guys have.
I work as a tutor in the geology department.
I hear it everyday from just about every student I work with.
They can't get the classes they need to move on.
People who have fewer units than I do seem
to get priority registration and I've been here for two years
and I will start my third year this spring
which should be my last semester but I've got
at least three more assuming I can get the classes I need.
So, yeah, I'm selfish and I want help.
It's just that simple and thank you for you time
and please let me know where I can get a copy
of this report if it's available.
>> You give your name to Ms. Thompson.
She'll-- in a way of contacting you,
she'll get in contact with you.
>> Thanks.
>> Make sure you have one available.
>> Have a good day.
>> Thank you.
[ Applause ]
>> Brian Travis to be followed by Maura Jaimes.
>> Jaimes.
>> Okay. Forgive me Maura.
[ Inaudible Remark ]
>> Good evening, board.
I had a prepared speech but I think I will defer from it
in order to bring up more relevant points that I feel.
I'd like to show this is my first semester here at PCC
as a college student having graduated
from a high school here in this district and I looked forward
to coming here because it was a school that I was familiar with
and knew promoted student's success however,
I met great difficulty in registering
for classes this semester.
I was one of very few privileged students who's able
to crash courses, "crash courses" which means going
to a classroom you're not registered for
and asking for another code.
I was so fortunate to have become full time
but that was only before having been dismissed and asked
to leave from four, five different math classes
and I will quote administer--
teachers who asked me to "get out, leave,
I'm not giving you an add slot."
These were phrases repeated not only to me but to hundreds
of other students whom I saw on the first day of class trying
to get classes because there are not enough sections
to meet the need.
As disheartening as that may be that I can't come
from a local community high school and come
to the community college and find classes,
what was a little more disheartening was
that in voicing my concern yesterday
to President Rocha during a 3-hour meeting was
that I was attacked by Mr. Miller in the form I wish
to express my concerns towards Dr. Rocha and I was a student
which was referred to by Mr. Luna that was attacked
by being labeled as combative and young,
green and inexperienced.
Second to that, of course, is that I can't get classes
and what really displeases me is
that in the 3-hour meeting yesterday with President Rocha
which he prefaced with an hour of political rhetoric
which addressed very little about the immediate situation.
He suggested having a task force of students to head
up an initiative to find out which classes need the most
or which divisions need the most sections.
I shared with President Rocha which classes I felt--
which divisions that I felt need the most sections and I feel
that those divisions are the core ones, social sciences,
natural sciences, English, and math,
and I need those courses to transfer here.
I've declared a chemical engineering major
and it will take me quite sometime to accomplish
that on its own but not having sections pushes me back an extra
year and the political rhetoric which he prefaced that meeting
with was quite disheartening because no matter what his--
President Rocha, no matter what your politics are about our
or how you feel about the situation.
The politics is not having a class, I'll repeat that,
the politics of not having a class means being here an extra
year and delaying my capability for being student success
as defined by Pasadena City College.
I will not become a chemical engineer in the standard 4 years
if I cannot get that class and registry--
as the speaker before me whose name eludes me mentioned
that kid in Chem 1A and 1B,
and Bio 1A which are necessary courses,
that gentleman has been waiting here,
I believe he mentioned 2 years to get those courses.
So, I would like to put that in perspective for this board
for as a new student coming to this-- into this--
onto this campus, it will take me the estimated 2 years
to transfer and it seems very probable
that I will be here 4 years if the weight is that bad.
This board has the ability and from my understand has the money
and resources to create more sections, more classes
and I would ask that they would take every possible endeavor,
search every-- leave no stone unturned in doing
so because it means that I will become a success story
from this college and I really hope that 4 years from now,
I can write a letter to the college, I can write a letter
to Dr. Rocha, I can talk about it or blog about it and say
that this college helped me achieve my goals but as of now,
that letter cannot be written and it is quite disheartening.
It is not just my-- that is not just my situation,
it is the situation of over 8,000 students
which Dr. Rocha acknowledged did not get classes this semester
and I would ask that you look into your fiscal policy,
you look into the budget and you look, and you find money
to create more sections for students.
Thank you.
>> Thank you.
[ Applause ]
>> Again, we would urge you to stick
around for the next two presentations,
one on class management and one on the budget conditions set
for the State of California which obviously very, very,
very much on this issue.
Forgive me.
I mispronounced your last name before.
Maura Jaimes.
>> Yeah, Maura Jaimes.
>> Maura Jaimes, okay.
Forgive me.
Thank you, to be followed by Juan Enrique Mora?
>> Flores.
>> Okay.
>> We only have 5 minutes.
>> Yeah, [inaudible].
Go ahead please.
>> Okay, this is a bit nerve racking but I just wanna talk
about the rally and the meeting we have with President Rocha.
Yesterday, we had a rally at noon in front of the C building
and the rally was held because we, the students feel
that we want and we can see the need for more class sections.
Every year since I've been here, the number of students
that are trying to add such like classes has increased.
It's gone from 10 students trying to get on the add list
that teachers have to 20 and there is
like entire classrooms sometimes that are over filled
with students trying to add class sections
so it's very obvious to us, the students that there is a need,
there is a desperate need for more class sections,
and all we're asking for and the reason we have the rally was
because myself and other students decided that this--
we want to voice this.
As students, we went to AS, some of us made a presentation
to them and you know, we're trying to go in all directions
that we possibly can but as students I feel like we were--
we want to voice our own opinion about this.
So, we have the rally.
President Rocha and the student trustee were there
and they spoke and thank you, we appreciate it.
So, from that I wanna say that all we're asking for is that,
like the school needs to address a need.
You know, the bottom line is students need class sections
so please find a way.
As he said, don't leave any stone unturned,
find the money, I know you can.
You did it last winter.
I mean this summer where winter was totally cancelled
and then you all reinstated it so thank you,
we all appreciate that.
Now, for the meeting that we have with President Rocha,
the first hour as was said was a long hour.
He gave us two-- he presented two different things.
First one was to form a task group and that was
to conduct surveys in classrooms next week.
I don't know you if you're all aware but next week is finals,
that's not gonna happen.
So, number 2 was to have a debate on the issue
with the forensics team on campus.
I was a bit puzzled by that.
Personally, not sure how
that would solve actual lack class sections and I'm not sure
if the students, who are in the forensics team would be opposed
to debating other students
if adding more sections is a bad idea.
I don't think it is.
I don't know.
I can't speak for them.
The second hour was facilitating 'cause-- oh, let me--
it was a 3-1/2 hour meeting with the students and administration.
Just note that.
The second hour was facilitated by Cynthia Olivo
and I do believe she is the head counselor?
So thank you.
This half of the hour, I mean meeting,
this is where finally the students were able
to start a discussion with President Rocha
and the administration about the class size and the budget.
During the meeting-- sorry.
During the meeting, we were asked to be specific
about what we, the students, wanted.
To be specific about how many, let's see this,
sections we wanted,
what department we wanted these classes to be added to.
And frankly, to be honest, it's--
I'm not in charge of that.
I'm a student.
I'm not part of the administration.
I don't make these decisions.
I don't have the resources available to me to tell you
where to add class like sections.
I don't know where there's a need in what department.
I can see it because I'm a student and I'm sure
that as you've heard all these other students tell you it's
just not one department,
it's all of the departments really need more classes.
>> Can you try and bring your comments to a close, please?
'Cause we're approaching the end of the time.
>> So, let me fast forward.
We then started talking about the student access initiative,
the SASI, Student Access and Success Initiative, pardon me.
And the first thing on this thing it says,
develop smooth pathways to CSUs and UC transfer which is,
I guess, transfer courses.
You would develop more of that.
The second one is increased sections of course
where necessary to achieve basic skills, degree and CTE goals.
Honesty, if Rocha would have-- President Rocha, Dr. Rocha,
sorry, sorry, would have talked about this during the rally
and at the first hour I think the meeting would've run a lot
more smoother because that's directly addressing what we're
asking for.
>> Okay.
>> More class sections.
>> Right.
>> So I just--
>> Is that basically the end of what you wanna tell us?
>> Yes.
>> You're out of time.
>> Yeah, yeah.
Oh, I also just wanna note that President Rocha did say
that there was gonna be no cuts to the winter session
and that was like a rumor that we had heard,
that maybe there were gonna be more cuts
in the future winter sessions.
Things that-- that's not gonna happen.
So I'm very, very grateful.
Thank you, I appreciate that clarification.
Thank you very much.
>> Alright, thank you very much.
[ Applause ]
>> We have 30 minutes.
>> That's okay.
We'll do one last [inaudible].
Yes. Juan Enrique, how do you pronounce your last name,
>> Flores.
>> Flores.
>> Flowers.
It's translated into English.
>> Just could not read your writing, that's all.
>> Yeah. I'm here to address two issues.
First, if the classes are passed I don't want them
to be online classes.
Online classes are cheaper and if you provide cheap classes,
you'll have cheap education and you'll have cheap students
and you'll have cheap jobs in America.
I don't want that for my future.
I wanna make money.
[ Laughter ]
>> Second, it's immigrant students.
Immigrant students have a little bit of trouble getting here.
One of my friends, when he came here, he was still
in high school but he wanted to take collage classes.
He came and in the front desk they gave him some misunderst--
other information that wasn't correct.
So he ended up paying 900 dollars for one English class.
That wasn't supposed to happen.
And it's just they're not investment
or not given importance to immigrant students.
If I sit to this table, there's a variety of ethnicities
and it's not different at classrooms.
And if you don't support, you know, this variety
of people we have in school, we will never support education.
Thank you very much for giving me this time
and have a nice night.
>> Thank you very much.
[ Applause ]
>> Okay, my suggestion would be we know have the presentation
from the staff.
[ Inaudible Remarks ]
>> Do you want the Q first and then followed by R?
>> Yeah, I think it would be, you know, since these--
a lot of the comments have to do with the class sections
and the enrollment management
and then the state chancellor's budget update.
It'd probably be good to take both presentations now and then
if there are other comments or questions, we can go from there.
The first report I'd ask Dean Alquaddoomi, Dean Sabah.
And Dean Sabah I believe has a PowerPoint and this is also in--
he has made copies which he gave to Mary, but also I should point
out that both these presentations will be posted
or official information on the public record
and both these presentations will be posted to the website
as early as tomorrow, if we can physically accomplish that.
So, first Dean Alquaddoomi will present his enrollment
management report and then I'll ask Vice President van Pelt
to make a comprehensive budget report.
I would say I have asked both gentlemen who have worked hard
on these reports to make them brief.
Dean Alquaddoomi's I think is a little bit shorter
but the budget presentation has some, you know,
meat and potatoes in it.
So with that, first of all, in introducing Dean Sabah
and I want to thank Sabah for what you've done.
You know, because we've steered through this issue and working
on the class sections.
And then as you introduce your PowerPoint,
Dean Alquaddoomi has been the dean
of enrollment management here
and so has some experience with that.
He was in the meeting yesterday
and in the meeting with the students.
And also is essentially the keeper of the process
that leads to the schedule.
And so, in terms of his report, I will ask the dean
to describe a little bit the process,
the decision making process and the shared governance process
that leads to actually scheduling a class
for any semester.
So, thanks Sabah and on you go.
>> Thank you Dr. Rocha.
Appreciate it.
Honorable members of the board, ladies and gentlemen,
dear students, it's so good to see you faces again
and thank you for your feedback.
The presentation that I have is a short presentation
but it has significant implications.
We are in a situation that we are not--
no one can envy us for.
PCC is a prime community college in California.
Students actually love this place and they wanna come to it.
This is a blessing and a challenge at the same time.
It's a blessing because we have a good reputation,
we have good instruction, we have good administration
and wonderful faculty and staff.
The students know that and they appreciate it
and they wanna come here.
The challenge of course is that we're limited
by how many sections we can offer by the funding
that we get from the state.
And that's what enrollment management does.
In essence, we balance what we can offer by what we can get
from the State of California.
We present an apportionment report every year
to the chancellor's office with how many FTES's were generated
and they decide from their perspective how much we're gonna
be funded for.
Now it's a balancing act and I would like to
in a way explain this to the students.
It's this is how much you're gonna get
and this how much you're offering.
If you're offering more, you're gonna lose money.
You're not gonna get the funding that you want.
The presentation that I have is, like I said, it's short,
it's a table, it's observations and thoughts
but it's statements of facts.
We sat down for many hours extracting data time after time
to make sure that what we present is the exact figures
that we have in our schedule.
In terms of developing the schedule of classes,
we develop an enrollment management plan
for the year approved by the president
and the administration, by the board of trustees for next year.
Every division then is allocated a number of sections.
The deans work with their faculty
to decide where the needs are.
We actually track enrollment from the day registration starts
for every semester and every intercession.
We do this report twice a week and then we do it 3 times a week
as we get closer to the first day of classes.
This information is shared with the deans of, you know,
of the division deans and they make adjustments accordingly
where classes are impacted the utmost sections,
where classes are not in much of a demand, they take this
out to address the need for-- where needs are in more demand.
So that process is a very dynamic process that goes
on continuously and it's something that they look
at the student's needs, they work with their faculty
and they work with enrollment management office.
This table presents a 6-year overview of where we have been,
where we are and where we could be next year.
And again, we're not talking here
about what's on the reserve.
We're talking about how we're funded
by the state of California.
We went from 2006-2007 year to this year.
And we look at how many sections were offered every year.
Now, '06-'07, '7-'08 were relatively good years.
That's where the money was available.
We were able to offer more sections and be funded for those
so we were breaking even more or less.
Comes 2008-2009 we offered, I need my glasses now,
we offered 6006 sections and what we've reported in terms
of the FTES is 22,649.
We got funded for 21,287.
That means we do not get funded for 1,362.
Now Dr. Rocha shared with the students yesterday
in the meeting that every FTES is equivalent to 4,600
or 500 dollars, more or less, close.
That's a lot of money to lose in '08-'09.
That's money we would never get, that money that cost us to pay
for the faculty, for the support services, to offer that section.
In '09-'10 we continue to offer a lot more than, you know--
we did not correspond with the budget crisis that we're facing.
We offered 5611 sections.
Our FTES is at 22,204-- 205.
We got funded for less so what we got from the state
of California is 20,537.
The deficit of in terms of funded FTES has grew.
When we looked at 2010-2011, truly and honestly,
the administration has very--
been very, very sensitive to the needs of the students.
Dr. Rocha asked for sections to be added in math
and English and counseling.
We've asked the faculty to take on the more students you know
in terms of limit increases, minimal 3 to, you know, 3 to 5.
That helped a lot of students but again,
the demand was much more.
The winter grew by 18 sections so in essence
in 2010-2011 instead of coming down, we actually went up.
Our sections also increased.
You know, we offer a lot of LGIs, you know, where we,
you know, so the estimated FTES's as of census
for every section and again this is an estimate because winter
and spring are still in session.
You know, spring is still work in progress.
We're expecting to hit 23,827.
Now the bad news is what we will be funded
for is only 21,041 including growth and these are the numbers
that I received from Dr. van Pelt.
That means our deficit for this year if we keep everything
and Dr. Rocha instructed me to keep it this here as is,
we will be at 2785 FTES's unfunded.
Now, this is this year.
Where are we gonna be next year?
If we roll this year to next year exactly
as is then we're gonna be faced with another 2785 FTES's
that would be unfunded.
That's just-- you know, that's what we do
in enrollment management.
It's our job to create a balanced act
so that college is operating in a financially sound fashion
at the same time looking at the needs of the students
and making sure that we have the sections that they need.
So we look at enrollment demands, what the students want,
we share this with the deans.
We look at what we have.
Again, these are facts for you to consider and for the students
to actually have a chance to look at as well as the faculty
who are present today.
>> And I assume it's correct assumption
that you have the data to back
up these numbers you're giving us.
>> Yes, sir, yes.
When we-- Well, let me mention something
because of 2010-2011 still year in progress we give this
as an estimate but usually there's
about 10 percent wiggle room in here where we can--
because we still don't have the positive attendance,
we don't know what's gonna happen in spring and winter.
We don't know what's gonna happen with the online classes
because they get reported as units attempted
so that number could come down slightly so the--
but we have all of these numbers by section and by students.
Final thoughts and a quote from President Lincoln.
Next year's budget according
to the legislators will be a tough one with major cuts.
That's a fact and you know, we're aware of it.
But what we need to do now is to need to be proactive in order
to meet the challenge facing us.
We need to know, the deans need to know, they're asking me
where are we gonna be next year.
I asked Dr. Rocha, where are we gonna be next year.
So we're all looking for answers,
we're asking for directive.
The sooner we make a decision
of where we're gonna be next year the better off we will be
and the students will be and the quote speaks for itself.
I thank you.
>> Dr. Rocha?
>> Yeah, a couple of things and obviously,
I'm sure the trustees will want to ask questions.
But just to make sure that we are clear on the process.
So I wanna emphasize that in the year that we're in, okay,
the number of sections, right, that this process,
what Sabah said, is that the enrollment management,
the sections that are scheduled
for the entire year was decided last year.
>> Yes.
>> What Sabah is saying is that the process
for deciding the sections
for next year is going on right now, okay.
Having said that, as this shows, there are two things,
despite the fact that we are far over the available state funding
and we have added sections.
In fact we have-- it shows sections are up, not a lot
but we added sections and then this is the reason why the
faculty staff and I made a recommendation
to the board earlier this year on the student access
and success initiative which was a 1 million dollar additional
set aside for a lot of things related to student access
and success but also as the number 1 item on that SASI,
we call it SASI now, SASI sections.
So we may add additional sections in the spring.
It's not possible to do it for the winter
because again this was decided last year but here we are.
This has to go through the process.
Now what is the process?
One of the greater achievements of the semester
in the college council is a revision
of the enrollment management process.
So that it is a college-wide process
and last Thursday I think it was whenever we had the college
council meeting, we met and we revised
and I would say you know upgraded the process
so it's a college-wide committee.
Next Thursday, all right,
we will have an extraordinary session of the college council
to seat that community, the enrollment management committee
and then the budget committee.
On that committee are students.
And so the faculty and of course Ed representing the faculty
and these are academic and professional matters
so we must rely primarily on the advice and consent and come
to a mutual agreement with the senate.
The faculty staff and students will be
in a room outside my presence and we'll go
through the much more detailed stats and stories to begin
to make a recommendation to me and then me in turn to you
by the end of this fiscal year
for what we ought to do for next year.
So I just want to make clear that no actions other
than adding classes have been made in this year.
And that next year whatever actions may need to be taken
and if we do get the cuts
that Vice-President van Pelt will talk about,
sections are not the only way to take reductions.
Everything will be on the table, not for the administration
to decide by discretion but by the group to decide
and to make a recommendation to us.
I just wanted to clarify.
Is that--
>> And Dr. Rocha we do have an enrollment management advisory
group right now that will be moved
to a full-fledged shared governance committee
and I'm glad to hear that.
>> Other questions, Dr. Mann?
>> Yes. This is-- I mean I think this is a kind
of a restatement of the obvious.
But because I have had you know phone calls and e-mails
from students and their parents
and my constituents asking why we cut classes.
I wanna just make sure that the total show
that we have not cut classes this year,
in fact we have added classes.
That's the way I added and that is--
and you have documentation--
>> Absolutely yes.
>> -- of this.
>> Yes.
>> So the statements that we've cut classes are just based
on the lack of understanding either
of the numbers or of the process.
>> Yes. And we keep history of the class schedule
at different points in time throughout the semester
so we have the data before the semester started,
after the semester started and now.
So we can show how many sections we actually grew
and in which divisions.
Yes. So we did add more sections.
We did not cut back sections.
>> Okay, so we did not.
That's one thing, we did not.
>> We did not cut any sections.
>> The other thing I would like to say
and maybe this is a statement rather than question.
I reviewed the-- because since I'm the person, the vice chair
of the policy committee I went through and looked
over our policy, the board does not have a policy either
on how many classes should be offered
or on how many students should be in a class.
I think that's a confusion that needs to be clarified.
I think the administration may come up with recommendations
but the board's policies are you know are broader than this.
Maybe we can say we have priority
on student success priority on student access
but when you're referring to, you know,
the board should change its policy on this or that.
I want to make it very clear.
The board doesn't have policy on this.
It doesn't mean that we don't act on this.
Is that correct?
Is that your understanding?
>> I believe that's--
[ Inaudible Remark ]
>> That's true, yes, yes.
>> Alright.
>> Let's be clear.
It's still our responsibility.
>> We have responsibility but there isn't--
there isn't a policy so--
>> Policy to govern.
>> Right. So it's not like we can--
and in fact it's probably not something we need a policy
on because it would make--
there would be no point in having a policy on something
which is fluid and constantly growing.
>> Mr. Baum.
>> I.
>> Go ahead and--
[ Inaudible Remark ]
>> Well, this is a very difficult situation I know
for students that are trying to achieve.
I hear you, I hear you very clear.
As a board member I also know that we do have big,
humongous responsibilities.
Our goal is to give an offer as much,
as many classes as possible.
We're not here to keep anyone down.
Our objective is to get you through the system as quickly
as possible so I really would like the students
to really understand that.
Our president is definitely trying very, very hard.
You have to be realistic.
If you just look at the news, if you just turn on your radio,
we are in a very bad dilemma.
It's just no questions about that, it's just that simple.
Now, but one thing I do wanna add, I cannot say here,
I'm looking at winter, we are
in winter classes if I'm not mistaken.
>> Yes.
>> And I'm seeing here that we are in year 2009
and 2010 and I see 340.
Am I seeing that correct?
>> That was for last year.
>> You're in the 2010 to 11.
>> Or we are in 2010 to 11.
>> Yes.
[ Laughter ]
>> Okay, so we did add a few classes
but I also can feel the frustration when you look
at the top and you see from 566 to 358.
If you're going to school and you're trying to get
through well, you just focus on those big numbers.
>> But please keep in mind that we as the board here,
we are definitely trying.
We're not gonna sit here and say "You're just out of order."
I understand you're trying to succeed just like we do
and I would like as I'm sure the president as we go through
and all the senate, we're trying the budget cut as you would see
if you sit here and just give us an opportunity
to show you what the projections we're looking at,
it's not looking good.
It really isn't so I just want you to know
that I understand what you're going
through because I know you need to get to school
but also we're not the enemy
so that's all I wanna say, thank you.
>> Mr. Baum.
>> I had a couple of questions and I did one calculation.
But first off, is there a reason we don't have
at least the basic number of FTES in 06-07 and 07-08?
>> I didn't have access to those
because we extracted those other ones
from the chancellor's office, chancellor's website
and they update it so I can get these from student services.
>>I just want to--
we're projecting 23,827 students FTES service here.
>> Yes.
>> As far as I could tell and I just wanted to confirm that,
that is higher than I recall us ever serving in the past.
But I don't know if that's the case.
I don't know if Dr. Wilcox or others who are familiar
with the data, how that compares.
But as far as-- my impression is at least it's clearly more
than it has been in the last 3 years.
Are we serving more students now than we have ever served before?
>> You're correct, we are.
In fact if you actually look at some
of the recent enrollment figures for this semester
because we have short term classes or late starting classes
where students can add late,
we actually have exceeded 31,000 students enrolled.
>> Right. So I just wanna first off express my appreciation
on behalf of the district to the administration for finding a way
to serve more students than ever before with fewer resources
than we've had in the past few years.
And that the-- as I calculate it we're gonna be serving 27,000--
2700 students, almost 2800 students over the cap
that were paid for, that we get from the state.
And if I calculate that-- if we do--
that's about at 4500 bucks a student.
That's 12 million dollars that we would actually
under what the state funds be entitled to receive
if we were funded that way.
>> If I might clarify.
Actually, we're serving more students than that 2785.
Those are a number that's a calculated full time
equivalent students.
>> FTES.
>> Okay. So, right, right, exactly.
>> 3 or 4 times.
>> The FTES, yes, yes.
>> I understand in a lot of students
and I really wanna say how much I appreciate everything the
students have told me because and I think it's so important
to keep your voices being heard by us and everybody you speak
to because first off it's very important for me as a trustee
to hear from the students and hear that front line impact
of what's happening in Sacramento
and within our own district and others because you're the ones
and you're saying it's more students because most of you,
many of the students can't get full time course loads
and that's a real problem and I understand
that so it is very helpful for you all to come
to board meetings and for a student who mentioned that a lot
of students don't even know there's a board of trustees.
I want to just extend-- express my appreciation for you
to remind your classmates and others that there's a board
of trustees and there's also a governor
of California legislature that needs to hear from the students.
When we talk to legislators and others we can make our case
on behalf of the district as powerfully as we can.
It doesn't hold a candle to the case that's made by a student
who can't get a class and can't get their education
and then can't progress in their degree
and it doesn't make financial sense for the state
to keep holding the students back this way.
My last question, my last point is
that I really appreciate the comment
that the student made who's saying
that he can't get his Bio 1A and his Chem 1A
and those are transferred courses.
It's my understanding overtime we have developed a system
where we would actually strategically look
at which classes offer the most benefit
to students whether they're a transfer class,
whether they're a prerequisite for another institution
and I just wanted to find out are we applying those rules
that have been developed over the years
to making sure we maximize the number of courses
that benefit the largest number of students
so there aren't these bottlenecks for students.
>> Actually, we do track how quickly a course
or a section closes in a particular course.
And we notify the deans of the need
but so many times there are just not enough labs.
>> I'm just talking about--
and not in the enrollment of individual classes,
are we putting on the schedule,
the classes that we know have-- benefit the most--
>> The SPI?
>> Yeah, the SPI is what it was called before but--
or is that in the process
of the strategic planning going forward, Dr. Rocha,
as part of our process so that we are looking at the schedule
to making sure that the most number of class--
we're scheduling as many classes as we can based
on how many students it can benefit.
>> It's not being used verbatim in terms of course SPI number
to how many but we could visit it.
The last time--
>> Well, I don't wanna even go over the specific SPI principles
but are we applying those principles in general?
>> Yes.
>> I mean because the SPI as far
as I know was never formally ratified
but at the same time are we applying those principles?
>> We have on the agenda this evening adding some classes,
dropping some classes and so.
>> That's just to the catalog.
That's not to the schedule.
>> It's clear that I think from what's been said
that staff is working with the faculty members to find
out what courses are most in demand, which are the ones
that are needed and trying to accommodate more students
for those sections, those classes as been asked.
Is that right Mr. Martinez?
>> I think that's exactly what the faculty members will be
looking at when the new enrollment management committee
is formed and we will appoint faculty members
who have expertise in those courses
and who are knowledgeable about was is a demand
in transfer CTE and basic skills.
>> And in reference to Mr. Baum's numbers, you know,
this is the largest number that I've seen since I've been
in enrollment management.
Since 2001 we've never had 31,000 plus.
We're at 31,000 almost 350.
It's really, really large demand in a time
that the budget is not allowing us to grow any further.
>> Okay, I think Ms. Wah and Dr. Fellow.
>> Just in the short term I've been here, you know,
I have seen this tremendous support for an aggressive agenda
from Dr. Rocha and his faculty to accommodate the students
but I want to thank the students for coming out to speak
and I know it's probably a scary process if you haven't done it
and I was just here two months ago myself.
So, it's kind of scary process.
[ Laughter ]
>> But--
>> We were nice to you.
>> Yes, you guys were.
You were pretty nice.
I felt relatively comfortable.
>> Yes.
>> But Dean, I just-- this probably was sort of asked
but I guess I know this is somewhat covered in the SASI
but I guess when you're-- you have the committee who's looking
at what courses to add, I guess are you looking at more
than just historically what in the past has been the demand
or are you also trying to--
are we trying to get input from the students
for what they're curriculum is for the future
to get their goals and then are we looking at those students
who are ready to matriculate and just need those one
or two classes as we heard to gentleman
in making those priorities.
>> You know, the answer to that question really is we continue
to look at the trend from the history to now to see
which classes continue to grow in terms of demands
by the students but we also look at the present semester
to see how students are registering
because you know as-- you know almost
like we track students demands by looking at registration
in every section for every course on campus so,
from day 1 like today we gave the deans the enrollment update
for spring because spring started on Monday
so we gave the data for Monday.
We see as soon as a course closes, we let the deans know
because that's a demand by the student that,
you know that's tracking for this semester
because student needs change from year to year, from semester
to semester and we feel it's important to do it
for every semester because of their--
they vote differently every semester.
>> Thank you.
>> Dr. Fellow.
>> I just wanted to make one statement 'cause I really feel
your pain having been department chair of one
of the largest department in the United States
at the university level the same thing is going on.
I had to cut 70 classes in the spring
but the point I wanna make is that and Geoff alluded to it is
that we were dealing last year I know at the university level.
>> There was-- the state legislature was egregious.
There was no budget.
We started classes.
There still was no budget
and I don't think they understand the ramifications
of that and I wish you would go.
I wish I could bring all of you to Sacramento as Geoff alluded
to or perhaps it's time to visit your state assembly
and state senate representatives here in math
but it is a major problem because we are state funded.
The university system, classes at the university,
you students complain because of the 70 classes that were cut.
Some classes have to stay small because of accreditation,
other classes grew to 230.
I see Berkeley there and UCLA, classes were at 900
and they wanted to put me in 900 classes at Cal State,
Fullerton even, but these are very difficult times.
California is facing 26.5 billion
and I was very shocked this week when a major economist got up
and said this may be the youngest empire to come
to an end if it doesn't get its finances in order.
And so we're facing all these problems but having been
on this boar d a short time I think the past of few months,
I think Dr. Rocha is really making an effort.
I think as Dr. Mann pointed out classes have increased
but it is a very difficult time for administrators.
The only negative thing in what I learned today,
I do not believe it is our job to ask students
which classes we should be adding and subtracting.
This is the job of administration.
They should know, I'm very surprised, they should know
which classes need to be added and finally, we have--
we're going to have to make some priorities as a board.
Are we gonna continue to be a school which is going
to cater to transfers?
Are we gonna be a school that's gonna offer technical classes?
Are we going to be a school that's going
to continued offer enrichment classes?
I don't think we can do all of it anymore and so we're going
to have to make some priorities on this board to move forward.
Thank you.
>> It's gonna be an interesting year.
Mr. Pack.
>> I think Dr. Mann had a comment before I did.
>> Go ahead.
Mr. Pack, speak.
I have spoken.
>> Yeah, this is a brief thing I think to sort of build
on Trustee Fellow's comment.
While we have students here and while Alex is also
in the audience, I think one of the things that was brought
up at the rally was education as a social justice issue
and that there is really disproportionate funding
to some other things.
The State of California really needs to sort out its priorities
and fund schools more than it does prisons perhaps.
So, in this wish of Trustee Fellow to bring everybody
to Sacramento, I don't think that's impossible.
For the students here that are really passionate
and enthusiastic about promoting larger budget
for community colleges we do have a lobby committee
within Associated Students and if you're interested
in participating in that they take students every semester
to Sacramento and Washington D.C. to lobby on behalf
of community college students.
Again, that voice is very powerful because it's coming
like from the front lines from the students themselves.
So I would encourage everybody that's here to talk to me, Alex,
or Jaime afterward so that we can perhaps connect you
with those opportunities and help to channel this passion
and enthusiasm into something constructive
where the legislators who are deciding what kind
of budget we get can help us out a little bit more.
>> Dr. Mann.
>> Yes, I just wanna make a couple of very quick comments.
First of all, I should have said before how much I appreciate
hearing from the students.
Having been in graduate school in the '60s,
there is nothing I love more
than a good student demonstration where we--
where students make what they want known
and I think you've been very polite,
really very restrained, very well organized.
I'm very, very proud of what you said.
[ Applause ]
>> One thing I-- thank you.
One thing I would like to point
out every time I say this people--
it sounds very defensive but this is true.
You can look it up on the internet.
When the legislature approved our budget two years ago,
we were told to reduce our classes and not
to teach more classes than we were funded for.
Almost-- most colleges, community colleges
across the state did that.
PCC did not do that.
In a sense we are in violation of that law.
I think that's how strongly we support offering
as many classes as we can.
So, I don't think there's any question that the board wants
to do whatever it can to help student succeed and we're trying
to figure out how to do it in this very difficult time
and we appreciate hearing from you.
We'd like to hear from you again.
>> I'd like to suggest.
First, thank you very, very much for the presentation.
>> Thank you.
>> And for bearing with us.
I'd like to suggest we move on to the budget and take
that while we're on this topic
because the two obviously tie together very closely.
>> Right, and so there's no introduction for a very--
short for Vice President van Pelt and kind of making a segue,
you did hear which we're very proud
of that PCC is now serving more students
than ever in its history.
We are the only college who is serving more students now
than before the budget meltdown, the only one.
So, it is something I'm very, very proud to serve
on this college, be president of this college and serve
with the board that is so committed
to student access and success.
One last point on enrollment management.
All of these will go to the enrollment management committee,
I'm looking at the incompletely--
you know, on the student side, biology.
You know we know-- we know what classes are in demand, alright.
One of the problems
in enrollment management is not just the resource of money
but the resource of the classroom, okay,
and there are classes that we desperately need for students
that we have no available classroom at anytime.
It's been reported to me in math, for example,
that every room at everyday part is scheduled.
In fact the deans just went into caucus to try and figure
out desperately some way and you are also aware
that across the country, that because of this,
because of the incredible demand,
because of the ruinous economy
that some community colleges are beginning
to schedule classes at 6 in the morning--
>> And at midnight.
>> And at midnight, and on Saturdays, and Sundays.
We have in the gut core social science
that my friend Francisco mentioned, we have for many
of those courses no available classroom
to schedule those classes into.
That is why we suggested that in the available sections
that one way to serve a few more students would be to add
if there were seats in the class.
But that's an important factor here and that resource gets,
believe me, goes through a process that comes
up through the faculty and the deans.
We have a lot of work in front of us but I assure the board
that for next year's budget in enrollment management
that you will have a recommendation that comes
up through the college council.
Final thing is on enrollment class size limits,
those are not set by the faculty--
those are not set by the administration.
Class size limits are set-- rely primarily issue.
We are bound by law to rely upon the academic senate
to set the class limits for every course.
They are set by the curriculum and instruction committee
of the academic senate.
And we will ask the academic senate to look
at those class limits.
So that is the process that would lead to the--
how many students go in a class and also the classrooms.
And so with that I'll turn it over to you Rick and I thank you
for your hard work on this.
>> Thank you and good evening.
>> Good evening.
>> I have 2 documents that I prepared.
One is in your packet and the second one I passed out today
and let me deal with this one.
And we pass that along to the audience as well
and it will be posted to the website.
>> Right, Rick and Rick does not have a PowerPoint.
He has provided extra copies, paper copies
that he left with Mary.
And what Rick is going--
>> We distributed them.
>> Okay, and then what Mary-- okay.
What Rick is going to present to the trustees,
looks like you have a copy, will be posted
to the website tomorrow.
>> Right.
>> Okay.
>> Okay, so the first is just a quick recap
of the unrestricted general fund, fund 1.
And the beginning balance July the 1st was 19.7 million dollars
and then of course it goes through the different categories
with a total revenue and carry forwards of 119,
almost 120 million dollars.
And then in terms
of the expenditures you can see the categories of expenditures
that does in fact total 120.6 million dollars.
So there's a draw down on the projected ending balance
of 1 million dollars.
Now what I'd like to be certain is that everybody keeps track
of that 18.7 million dollar projected ending balance.
The next page, page 3, the general apportionment cash flow.
Okay, so what this demonstrates is that normally all
of our expenses follow pretty much evenly throughout the
course of the year.
So it's about 6 and 2 thirds million dollars in terms
of general apportionment,
of course we have other funding sources.
So the blue bars represent the static revenues
that we would normally expect.
The red represents under funding.
So what that shows is that in the month of July,
we're under funded very significantly.
In the month of August, it's slight, in September
and October, and November we're over funded.
And that's the last month then that's over funded.
And then we continue all the way through to June
and in reality June,
we get about 1 million dollars from the state.
Okay, the next page, page 4 takes those numbers
and shows what happens cumulatively.
So the red represents where we have to dip into our own funds.
The green, those 3 months, October, November, December,
we actually have a surplus.
And then we do this quick slide for the next 6 months
to where finally we have 18.8 million dollars in deferrals.
Okay, compare that with the first number that I mentioned
which is 18.76 and it tracks pretty closely.
Now what it means is that we actually have to have funds
on hand in order to pay payroll and an ordered pair of vendors.
Now the state has promised that in the month of July,
after the year has closed but before we close our books
that they will make good on that 18.8 million dollars.
I'd also like to point out that the budget was set
with a 2.2 percent growth factor.
The 2.2 percent growth factor was interesting
because simultaneously they said that our cap would go
up however the trick was
that they're not gonna give us the money until July.
And the reality is that those moneys are likely to be cut
from the budget because they're first on the cutting block.
We've already planned in terms of how we're going
to serve 2.2 percent more students.
However, those moneys will not be arriving.
Okay. The next one, the valuation of over cap FTES,
the full time equivalence students.
So earlier Mr. Baum was mentioning the 12 million
dollars and he's exactly correct.
You'll see that in 10-11 the value
of having 2,785 full time equivalent students
over our budget cap is a value of 12.7 million dollars.
That means that over the last 3 years,
we have provided service valued at 26.5 million dollars
that we've not been reimbursed for by the state.
Okay, then there's another issue in terms
of where all the money is
and of course we've been extremely transparent
in showing every dollar that is in the budget
in all the different funds.
This represents all the different funds.
So what we did is to put the balance within those funds.
Encumbered amounts means that they've been earmarked.
And available left over funds.
Okay, so what happens and you can just go through
and I certainly won't go through all of them.
But if you go over to the far right column of available funds,
the capital outlay fund, those are multi-year funds
so they're not the operating funds, they're the capital fund.
Such things as 5 million dollars for computer upgrade,
the first project of which is the student information systems
for registration, for grades, for admissions and so forth.
And then there are other projects as well
that were listed in the proposed budget.
The next one Fund 42 is Measure P
and while certainly those funds as a result of the center
for the arts, there's 30 million dollars that we projected
if we cobbled it altogether could be available.
Being available does not mean that it's available
as Mr. Thomson pointed out for general fund expenditures.
It's available for district needs.
Scheduled maintenance fund is 2.5 million dollars
and again we have at least twice that in terms
of current needs already on the books.
Altogether, if we cobble it altogether we would have 54.8
million dollars.
Okay, now moving to the next page, the capital projects
that we're anticipating and just running down the list,
that totals 200 million dollars.
Available funding is 54.8 which leaves us a shortfall
of 145 million dollars.
Okay, so that the bottom line is the district does not have
unallocated cash.
In fact we have far more need
than what we have cash available.
The way to correct this will be, that we should--
we have to raise the money one way or another
so that can occur through fundraising.
It can occur through funding from the state, although,
that's not likely given the current state budget problem.
It's possible to do that through the district borrowing funds
or it's possible through a bond measure but roughly speaking,
those are the ways in which we can address these critical needs
that the district has.
So when we're talking about replacing the U Building
and as Dave Douglass will attest,
we do not have nearly enough chemistry or biology labs.
Okay, and if we were to use state funds
on an emergency basis, the new building would have the exact
same number of labs.
So part of the critical infrastructure that has
to be upgraded is we need more labs.
We've known that for a number of years because we can attest
to the fact that the sections close so incredibly quickly.
Now, in terms of where we are.
We went to a budget workshop on November the 3rd
where for the first time we saw what the budget was effective
July the 1st.
Here we are about the first week of December and all
of those numbers are now out of date.
So the state has and through the legislative analyst office
and these numbers change on a fairly rapid basis too.
The state is projecting a current shortfall
for the current year of 6 billion dollars.
It's projecting a budgetary shortfall next year
of at least 19 billion dollars.
Okay, so 25 billion dollars,
the base of the state budget is 83 billion dollars.
That represents 30 percent problem.
Now, what the community college system has advised the districts
is that the current year, 2010-11 could be reduced
by 250 million dollars.
What that represents to PCC in the normal ratio is 2 percent,
that means 5 million dollars to PCC.
It also says that next year could be as high
as 800 million dollars and I don't even wanna do the math
on what that means to PCC.
If the budget is actually going to be balancing Sacramento,
either taxes are going to go up significantly
or there are gonna be significant cuts.
And of course what's happening is that the state has come
up with every gimmick that it can possibly think
of in terms of one time fixes.
And now, there's a problem of, you know,
where do you go from here.
PCC's budget, therefore, this year could be reduced by 5
to 6 million dollars and the work loader
or the enrollment camp, in other words,
is therefore, likely to be reduced.
Now, and the number by the way and I should have pointed this
out on page 5, the actual dollars per full time
equivalence students is 4,564 dollars.
There are two choices, either reduce that number
or reduce the number of funded students.
In any event, the effect is the same.
So, what does PCC need to do?
Well we now have to look at increasing non-state revenues
because you know the roller coaster
of the Sacramento budget is a real problem that we need
to find a way of solving or at least reducing
and we are gonna have to curtail expenses.
So the reality is, is that irrespective of who we listen
to the numbers might change but the story doesn't change.
Is that, you know, a 25
or 26 billion dollars shortfall is enormous
and it is unsustainable.
>> Thank you.
>> Are there questions of Dr. van Pelt?
Okay. I think you've made a very clear presentation
of a very dire picture.
>> I just wanna make the 1.2.
You said that choices are gonna be the budget cuts
or revenue increases and it's gonna be come almost politically
impossible to do revenue--
tax increases now that all the tax increase mechanisms will
have to go for at least two thirds votes to so,
that's a tough hill to climb.
So I expect it's all gonna be cut down through budget cuts
that we'll have to absorb.
>> But the revenue enhancement is also on the PCC side.
>> That too.
I understand, fundraising and other enterprise ways.
>> Well a contract education.
There are a number of different things that are possible for PCC
to do to help the problem.
>> And President Thomson shall we segue to EMP?
>> Just one moment before we do that to make sure
that we've wrapped up the questions and things.
I think we've heard very clearly the students' message
that there need to be more classes
and more opportunities to attend class.
We understand that the class size increase is a problem
and the absence of sufficient number
of sections is a major problem as well.
>> And one of the things I wanted to say is
that we have anticipated the state's miserable economic
conditions to this extent that we've recognized some months ago
that are PCC Foundation is gonna have to take
on a completely different roll than it has in the past.
It's raised good sums of money,
modest sums of money for fine projects.
The center for the art is certainly a major, major effort
and the PCC Foundation under the leadership initially
of Mrs. Chapman and now Dr. Sugimoto is doing a great job
raising money for that.
They also recognize the foundation border.
They're gonna have to shift their focus and raise money
for operational needs.
I think there's no way out of
that because the state is not gonna get its 26 billion dollar
mess cleaned up anytime soon, absent divine intervention.
So it's just not gonna happen soon.
Anyway, now onto the educational master plan.
Oh, I'm sorry.
Mr. Pack, I'm sorry.
>> I just have a quick question.
I know that we addressed certain items first
so that public commenters would have the opportunity.
At what point are we planning to return to the?
>> I will take care of that.
I'll run the agenda if that's okay with you.
>> No, no, no.
I just-- I have someone texting me
about that regular public comment.
>> No, that's-- we will get back to that but this EMP seems
to follow quite logically
with the two topics we've been talking about and so,
we're now onto Mr. Miller and Ms. Kollross and whoever else.
>> Right. And introducing Bob.
Would you have before you for your review discussion
and approval is the educational master plan, the summary.
We presented a draft on November 17th and made changes
in it based on the excellent input we've got at that meeting
and here is the final plan.
Now, let me be clear.
What we are discussing and submitting
for approval is this document and this document only.
The board and all the members
of the shared governance have been provided an additional
document which is pretty thick
and that document is the supporting documentation.
It is not the plan itself but the support
to this brief document that you have in front of you.
That larger document is
as Trustee Baum said a living document.
And that document will serve as resource,
an interpretation for-- a resource for interpretation
as this document goes to the committees,
the shared governance committees that will begin
to make the priorities against this plan.
So there you have it.
In making a kind of a philosophical segue,
I do apologize for, you know, just before this holiday season
on having to present the cold heart reality that we face.
What you heard in the previous two presentations is
that our financial situation is perilous and we must face up to
that situation realistically in the coming months and we will
and we will do that together.
The hope is that this document will enable us to do this
because this document which did not exist
when we had made the accreditation report,
now it exists.
This document will enable the shared governance to sit down
and begin to make priorities and say what is most important.
And begin to do to address what Chancellor Scott said
at CCLC is the trying to get your mission back to its core.
So that's what we have.
I do think that there is hope.
One thing, one practical way of looking at this on the classes.
There are kind of road blocks
to the scheduling still more classes, not the least
of which is the money, okay.
But one of the problems and I absolutely share the frustration
because the trustees know that I'm
out in the community almost everyday, every single day
since I've been here, people in this district say
"I love this college,
my daughter can't get her classes, okay.
Fix this!"
Well, the problem is there isn't a single one of these students,
not one, in registering for spring or next fall
that is guaranteed a slate of courses
that will move them through a program.
The basic thing that we need to change
that this document will enable us to change is
to stop registering students and make them go into a hunt
on individual courses
but to increase our counseling support services
and enroll students to programs, and that of course leads back
to SB 1440 which is the law
that was just passed about the 60 units.
And the Senate has this in hand
and it will go through the Senate.
The SB 1440 says stop letting students register
for courses class by class.
Because as these students rightly said, they're hunting
and not succeeding all the time
and so they're having to stay long.
It is frustrating, but students are not enrolled
to a transfer associate degree major, that was the law
that was just passed, SB 1440.
And now we'll be able to use this plan
to decide what are our priority programs in the social sciences,
in all the divisions, in the arts, leaving nothing else.
So, I just wanted to make that kind of philosophical bridge
because that is the practical way,
the way out of this is planning, okay, 'cause certainly the way
out of this is not just continuing to spin.
The last three years, this board and administration
in its wisdom made a bet that things were gonna come around,
okay, and we made that bet last year.
And what Vice President van Pelt said is that we're out of chips.
Okay, we shouldn't make that bet for one more year
or else these funds will come fairly close to the red light.
With that, now we turn to the plan and [inaudible].
>> Alright.
Well, thank you Dr. Rocha for making that,
what else can you ask for?
[ Laughter ]
>> What?
>> I was just gonna say
for making 85 percent of my presentation.
Thank you very much, I appreciate that.
But in all seriousness, it is really and truly my honor
and privilege to be able to be the person who brings this
from a staff point of view to the Board
of Trustees for approval.
This is the end of an 18-month process.
What the 8-page summary document represents, if you will,
it's the sum and substance of what this plan is.
The plan becomes the touchstone reviews that were--
we used the word north star for where we go from here.
The newly comprised enrollment management committee
for example will be looking at this plan and the decisions
that it makes will be tied to the specific three elements
of the plan you had in front of you
which are the mission critical priorities.
The PROJECT 90 student success achievement targets
and the action items, I remind you
that there are 15 action items there that relate
to where we go as we march forward.
The timeliness of this plan could not have been--
could not have been predicted at the time that we did it,
that the importance that's occurring at this point in time.
So, we are again asking
for approval this evening of the plan itself.
A couple of other quick things as Dr. Rocha mentioned,
this is one of two of the supporting documents right now.
We are continuing to tweak and edit and what have you
and this is the scans, the work products, the research
and the other supporting information
that resulted in these 8 pages.
I remind everybody that we've had well
over a thousand people participate in this.
A press release was issued yesterday to all of the media
and indicating that this plan exist in the summary there,
so I suspect that we will be seeing some things
and local press about it very soon.
Soon after Juan Gutierrez returns from his honeymoon,
we will be sitting down with him
and developing a communication plan and a road show plan
for this process as we roll it out into the community soon
after the first of the year.
And I would remind everybody that on the web--
that on our own PCC website under the PROJECT 90 area
under the in the news area
and then the accreditation institutional effectiveness
area, this document is now posted.
So, with all of that said,
we humbly ask the board's approval of this plan tonight.
I will also just finally say
that the plan has already borne a lot of fruit in the last 60,
90 days in particular.
Many of the things that are in that document that you see,
we are already working on and we'll--
and are doing it quite dramatically.
And I think, in a meeting today, Dr. Rocha indicated something
that I thought was very insightful and very important.
Every dime that this institution spends is going
for every recommendation to you.
>> Every manager will be asked to tie it to one
of those specific action items in that plan.
So, everything that we do going forward will be specifically
tied to the plan element as you see it and everybody will have
to justify our request for expenditures
or it's gonna just based upon this plan,
so very timely, very significant.
>> I move that we--
>> Questions.
>> approve the plan.
>> Second.
>> Been moved and second.
Are there questions?
>> It's gonna invite a second by the--
>> Document.
>> By the student trustee.
>> Oh, okay.
No, I-- and I have a question, a brief comment.
I'll make it very, very brief.
I think it's really important that we approve the plan
and I just like to point out one thing.
If you look in mission critical priorities, you see number D,
pathways, K-12, 2-year, 4-year.
And for the student who talked about how he went to high school
in this district and how he came,
he couldn't get the classes,
this is exactly what this is designed to address
so that students from the district will be able
to come and get the classes.
There will be a clear pathway from high school.
The other thing, a comment I would like to make is
to just kind of piggyback a little bit
on what Dr. Rocha said about we will have students
enrolling classes.
We've-- a lot of students enroll in the programs.
One of the first student speaker said no adds, no adds, no adds,
that's something you probably didn't hear when you were
in college and it certainly was true for me because when I was
in college, you were given-- okay, this is your major,
here is what you take as a freshman, here is what you take
as a sophomore, here is what you take as a junior,
and there are maybe one or two classes you can decide
if you wanna take French or German, or Spanish,
but it was a very structured program and everyone went
through it and there wasn't this kind of crazy hunt for classes.
And I also think the fact that we are--
that the transfer bill will require this, this will address,
and I just wanted to underline this.
This is will address many of the problems
that we've heard tonight.
Our challenge is to try to implement it and what--
not our challenge, Dr. Rocha and the administration's challenge
but our challenge as the Board is to provide the resources
and support the administration so they can implement it.
>> So, I think the challenge is for all of us collectively.
Mr. Baum.
>> I wanna thank Dr. Rocha for his opening comments on that too
because that got to the heart
of the other point I was making earlier
about how this will then be--
will help guide enrollment management
and class scheduling and things like that.
That by having this plan, and I couldn't say enough words
of appreciation for Dr. Rocha's leadership and the team
that he's got supporting him and bringing it to this point
because I know that this thing turned
around in a relatively short period of time
and this is exactly the type of plan I think the community
and the district appreciates and we'll look toward the leadership
that this institution be able to provide
and the educational opportunities we'll be able
to provide within the district.
>> Other comments or questions?
Mr. Pack.
>> Yeah, just a brief.
Again, thank you to all those who are involved
in creating this document.
I've seen this evolve over the past several months
that I've gotten the privilege of being involved
with its construction and there has been a lot of opportunity
for student feedback, faculty feedback, and so forth.
Truly this document is the product
of genuine participatory governance at PCC and I've seen
so much feedback really taking to heart and put
into this document, very thankful for that
and I think it's a wonderful comprehensive plan
that is really reflective
of a vast representation of PCC's community.
>> One comment I made--
been talking to Dr. Rocha this afternoon, Mr. Miller
and Ms. Kollross has-- you have a word on page 3 of this thing
under C3.3, re-envision the application, admission,
financial aid, degree audit, and other student service processes
to leverage web-based tools.
What does re-envision means you [inaudible]?
>> Well, what is the-- what it is intended to mean is to take
up if you will, an objective up in a helicopter 100 feet up,
look at how we provide those services and to revisit them
and to try to come up with new ways in which to provide them
in a more productive meaningful way.
But obviously, it doesn't communicate as clearly
as it should, so we will-- we will take care of that.
>> Okay. Other comments or questions?
Student trustee?
>> Are you asking for an advisory vote?
>> Yes.
[ Inaudible Remark ]
>> All in favor say aye.
>> Aye.
>> Aye.
>> Aye.
>> All opposed.
Motion carries.
Thank you very, very much for months and months
of much hard work and a lot of very, very good work.
So we thank you for that good effort.
Now, let's go back to public comment on non-agenda items.
Our apologies for being so late getting back to this,
but I have a number of cards here from the people wishing
to speak on non-agenda items, first,
from a gentleman named Dean Sao, S-A-O.
Oh, yes. Okay.
[ Pause ]
>> Good evening board members.
My name is Dean Sao
and I consider myself an exemplary employee
for Pasadena's City College for 20 years as a carpenter.
As my evaluations can attest to these facts,
I am a proud husband of 24 years and I have five wonderful boys,
one who is currently a senior in high school
and attending night classes here and one
who recently got his degree from PCC
and is now employed at Cedars-Sinai.
In August of 2009, I was placed on paid administrative leave.
I was accused of multiple petty charges.
One of the charges the district considered serious was illegal
use of the facilities which was coming to play basketball
in my day-off with my son and some of his friends
who were students here at the time.
My son and his friends said they would usually frequent the gym
from 7 p.m. to 10 p.m. on weekdays with no problems except
when there are functions.
In 1992, a fellow co-worker and myself decided
to start a wellness program which included swimming
and basketball that was part of the staff development program.
We became certified lifeguards
and first aid trained here at PCC.
These programs went on for a number
of years with no problems.
There are numerous employees who use the facilities
for personal use both past and present.
I personally don't condone these actions but encouraged them
because it is beneficial to the employer and employee.
Dr. Rick van Pelt who would constantly inquire about my use
with the facilities
with kinesiology division deemed both past and present.
In 2006, I had a serious industrial accident
which required me to have surgery and had to rehab
for approximately one year before returning to work.
On my return to work, I found
that I must constantly stay active in order to deal
with these disabilities.
So in and around 2008, I decided to restart the wellness program
and have got the blessing from the administration.
As a matter of fact, [inaudible] who was vice president
at the time asked me to check
with Dr. Rick van Pelt to get his blessing.
Dr. Rick's response was, "I have nothing to do with that."
But out of common courtesy, I asked Dr. Rick
if he would like to join us.
His response was, "No, thanks.
Hockey is my sport."
I believe the whole process has been compromised
from the beginning because I have made whistleblower
allegations against Dr. Rick van Pelt
for his illegal business activities.
And also, Dr. Rick sat it on my [inaudible] hearing.
I was never given my formal hearing
from my original charges,
but yet the board suspended me 45 days, non-pay.
That was back in May 2010
and I still haven't received my formal hearing
which I believe is a clear violation
on my due process rights.
On or around July 14, 2010 after serving my 45-day suspension,
I was placed back on paid administrative leave,
pending further investigation and to some trumped up charges
of receiving stolen [inaudible] and district property,
property that was mine by the way
and I have the receipt to prove it.
Over the period of time from July the 14th, 2010 till now,
I have been humiliated, harassed, slandered,
and defamed my character by Dr. Rick and Lieutenant Brad Young.
On May the 17th, 2010, I received a letter
from Brad Young stating that arrest for my--
arrest will be issued for my--
a warrant for my arrest will be applied
for on May the 21st, 2010.
It was never issued.
On and around June the 3rd, 2010, Lieutenant Brad Young
and another PCC officer show up at my home taking pictures
and leaving his business card in my neighbor's mailboxes
with a note attached to call him regarding your neighbor,
Dean Sao.
On and around June the 7th, 2010,
Brad Young leaves a message on my machine
and it states a warrant for the county of Los Angeles to appear
to the Court of Pasadena has been issued for my arrest
and that either I turn myself in
or he will camp out on my front lawn.
He then goes on to make an asshole comment
and he also calls my attorney
at the time he considers me a fugitive.
All these actions taken by PCC campus police
and Dr. Rick van Pelt I consider inappropriate, discourteous,
offensive, abusive language, and conduct,
yet there was never any warrant for my arrest.
But on June the 7th, 2010, Lieutenant Brad Young
and other PCC officers arrived at my home,
unidentified, scaring my wife.
I was not home at the time but later the same day they arrived
at my local 24-hour fitness center in Altadena and arrest me
which was very humiliating and degrading, to say the least.
>> I had to post bail and be treated
like some kind of criminal.
The city and district attorney's office have dropped all charges
against me even before I was given my preliminary hearing.
On and around--
>> Excuse me for interrupting,
but you're approaching the end of your time and--
>> That's fine.
>> What specifically are you asking of us?
>> I want the Board of Trustees to look
into these rough house tactics
that this administration has placed on me.
I believe as elected officials of your respective communities,
I believe it's your responsibility
to make recommendations on facts and not hearsay
and to enforce the labor and ed code.
I promise you tonight that if these issues do not get
resolved, I will seek legal action
against all those involved.
Thank you all and God bless you all.
>> Thank you.
>> Ms. Dowell, our legal counsel, is here listening
and I'm sure this will be addressed appropriately.
>> Thank you board members.
>> The next-- I believe, I'm probably not gonna be able
to read the last name very well.
It looks like Magdalena Samnez [phonetic]?
>> Sanchez.
>> Sanchez.
I'm sorry.
>> Cynthia-- okay.
Maggie is the head of the DRC and Cynthia.
They had to go and so Cynthia is going to kind of do a summary.
There were a lot of students who are waiting to speak
and Cynthia, of course, works closely with Maggie in the DRC
and some of the Ujima students who waited patiently.
And so, ask Cynthia to kinda--
who also was at that meeting yesterday to kind of do a--
just kind of a summary of what they are--
what they had come to say.
>> Yes.
>> Okay.
>> So I'm the dean of counseling and my students from Ujima,
the academic athletic zone and veterans.
>> You have several.
>> They were here just to express their support
for the educational master plan, especially since it calls
for the addition of more counselors
and utilizing technology and counseling.
They wanted to thank you for your support
of the Veterans Resource Center and as we move forward, we are,
you know, looking forward to working
on the educational master plan to serve more students.
Thank you very much.
>> Thank you.
Simon Frazier [phonetic]?
>> Frazier.
>> Frazier?
[ Pause ]
>> My comments may have been better addressed
in item Q. I have amended them so that they are falling
under item K because I'm perhaps
in the future for issues like that.
Time could be extend to public comment.
My name is Simon Frazier.
I am associate chief justice.
I'm on the [inaudible] PCC Supreme Council.
My purpose of being here is the discussion on campus
around various issues including the class sizes that's been very
spirited and students have made their desires.
I am a student myself and they have made their desires
incredibly clear.
The campus and the administration has, in general,
been very receptive to student requirements and student needs,
and I'm glad that this can be allowed to continue.
As an example-- and I am a Math Path student.
Math Path is an intensive program with two courses of math
in one semester, intensive strong program,
and that program was recently transferred from the teaching
and learning center to the math department
without much of a direction.
With issues surrounding that, we lost tutoring resources.
We lost access to computers and thanks
to a half an hour conversation with Brock Klein and Bob Miller,
two weeks later we had computers.
We had tables.
We had a fantastic new Math Path center and a long-term plan,
so I'd like to show this as a situation
where the process has worked.
I think this kind of highlights an area
where student involvement
who shared governance can really be effective and I believe
that shared governance
and student input should be expanded across the campus.
For example, the Student Access and Success Initiative, SASI,
as it's now being called, this is a fantastic opportunity
for driving change on this campus,
including adding class sections.
I won't talk more on it because that was item Q,
but this is an area where I think the shared governance
should also be applied, not just for class section increases
but for the technology issues that are going to be addressed
with the SASI and the pathway's access.
As suggestions, I would suggest--
I know that the budget situation is dire as we all heard
and money doesn't grow on trees.
And my suggestion would be to investigate the possibility
of investing-- not a million, I know there was a number thrown
around by students at the rally, a million dollars
for new sections, investing perhaps 4 to 500,000
into the SASI program to be used to help
with the class section easing problem.
SASI is a vehicle that currently exists
at processes being created.
I know the Board of Trustees asked for a set
of recommendations on how that would be addressed.
I believe that using the SASI to further these issues
and expanding upon what has already been approved
to do would be a value.
And I would also address winter
and summer intercessions considering the access
of adjunct professors to these intercessions
and reducing cost while not reducing teaching standards.
And finally, I definitely believe
that a long-term plan needs to be created
to restore balance over a long term.
We've all seen that we're over our FTES numbers
and that some high choices on all side
of these issues are going to have to be made.
That's going to include the administration making hard
issues, making hard decisions, faculty and the students.
All of these different components have to come together
and this is an area where shared governance needs to be applied
and needs to be applied quickly.
As I've said, Math Path is a huge example
and I am very thankful to Brock Klein and Bob Miller
for using their resources to get us exactly what we needed
to fix the Math Path program to the state that it's in today.
It's a successful program.
It's the one that should continue and we have situations
where good programs are bottlenecking students,
and shared governance and student input is really going
to be helpful in solving the long-term problems
of the college.
So I would ask the board to continue to take access
to classes very seriously, to make hard decision but ensure
that every aspect of the college is making the decisions
that it used to make.
Thank you.
>> Thank you very much for the good thoughtful comments.
We fully appreciate that.
Moving back on the agenda, we've got item N,
public hearing regarding the 2010-2011 initial bargaining
proposal from the Pasadena City College Instructional Support
Services Unit, ISSU,
the Pasadena Area Community College District.
Dr. Rocha, any comments on this?
>> No. I ask-- I'll turn to Lyle 'cause these two items are kinda
twinned and I was just putting my neck up to this--
oh, there she is, [laughter] just animates me now.
>> Waiting patiently over there.
>> Lyle.
>> We appreciate your patience.
>> Yes. Item N is a-- I'll get this out here but I think I'm--
maybe too late for me or something.
[ Laughter ]
>> We just opened the hearing.
>> You wanna approach the microphone?
[ Laughter ]
>> This is a public hearing.
>> Yes.
>> So I would propose we go forward to public hearing
which deals with issues, initial proposal to the district.
>> Okay. I'll open the public hearing.
Anybody to address the board with respect to this
which apparently those negotiations item to Sunshine.
We have a letter dated October--
[inaudible] October 13th of this year.
Anybody to address the board?
None appearing, then we'll bring the hearing to a close.
The next, I guess, is item O, recommended to pass to the Board
of Trustees, receive initial bargaining proposals
from the Pasadena Area Community College district to issue ISSU
for reopening of negotiations for 2010-2011
and designate the meeting of the Board of Trustees January 19th,
2011 as time for receiving public comment regarding the
initial proposal of the district.
Is there a motion to approve this?
>> So moved.
>> Second.
>> Moved and second, any discussion?
The advisory votes, student trustee?
>> Aye.
>> All in favor say aye.
>> Aye.
>> Aye.
>> All opposed?
The motion carries.
We are back to item S, additions and deletions of the credit
and noncredit curriculum.
>> Move approval
of the recommended additions and deletions.
>> Second.
>> Any discussion?
Advisory vote?
>> Aye.
>> All in favor say aye.
>> Aye.
>> Aye.
>> Aye.
>> All opposed?
The motion carries.
Policy 3200, the item T. And Dr. Mann,
you pushed to present this.
>> Yes. The-- just a little bit more context
because we do have a new trustee.
This policy was reviewed and approved
by the College Coordinating Council
and the executive committee.
It's compared to a model policy provided
by the Community College League of California
and it has been reviewed by the board subcommittee on policy.
>> We're recommending approval.
Now there's policy and there's procedure, the policies
on the white and the procedures on the yellow.
The board only approves the policy.
If you have some comments, some directions you would
like to give to the administration
on the procedures, you may do that
but we are only approving the policy.
The procedure is just for information.
And then the policy, the only change and beyond changing the--
and they're beginning to say it's a policy
of Pasadena area community college district is
to change the word from motivate--
from motivate to facilitate.
So, based on that,
I am recommending approval of this policy.
>> Is that a motion?
>> Yes, it is.
>> Is there a second?
>> Second.
>> Motion have been moved and seconded.
Mr. Pack [inaudible].
>> I have a-- I'm totally supportive of the policy.
I do have questions about the procedure.
I noticed on-- I don't know what this would be,
article 4, number 4.
It's been scratched as now 3 and they've--
the procedure has reduced the number
of student representatives on the committee.
I just wanted a clarification on that.
And then also on the next page, page 405, item E,
the vice president for academic affairs
of the Associated Students, I see that it says shall serve
as a voting student member.
That has also been scratched.
And is that-- my question on that one is it to be assumed
that the vice president
for academic affairs will be a voting member?
>> I'd ask that we turn to President Martinez.
>> I can address that.
First of all just to explain that the changes
and the procedures for this policy are to align the work
of the C&I Committee more
with the newly established institution
with effectiveness committee
and to clarify a number of roles and such.
Also, it's to give the C&I Committee clear direction
that really it is-- that is the body in charge
of developing new programs, new majors,
areas of emphasis and such.
With regards to the number of students, for a number of years,
there were no student participants even though the
procedure showed that we should have had 4.
When we finally got a student to participate actively,
that was Jason Herbert, a couple of years ago, we though it wise
to clarify the role of the student that it be that position
from the Associated Students.
We did consult with the students at that time, the leadership
at that time, and they agree that it is better
to have one active student consistently present
on the C&I Committee rather than 4 who again were never there.
So that is the reason behind the change that you see there.
And the student representative would be--
I'm trying to remember now, a voting member of the committee.
>> Thank you for that clarification.
>> Other questions or comments?
You're to vote, advisory vote, student trustee?
>> Aye.
>> All in favor say aye.
>> Aye.
>> Aye.
>> Aye.
>> All opposed?
The motion carries.
Next item I believe is future board meeting dates.
I think we probably already addressed them-- this.
In our other earlier action, we meet on January the 19th,
right through our meeting.
We have a board retreat on Saturday, January 29th,
the place to be determined.
We meet again on February 2nd and also February 16th
and we've clarified previously the February 16th meeting will
not be a joint meeting with the Pas-- Unified School District.
Well, is there any action to be taken on?
I don't think so.
We've already basically addressed that.
Future agenda items, Mr. Baum?
>> The only thing I wanted to raise, and not a specific item
but the research findings pamphlet that I just looked
at that was at my desk provides some pretty sobering information
about student success at PCC and also about the students
that were-- we're getting and--
and I hope that this data is incorporated into--
>> Yes, indeed.
>> our deliberations 'cause it's a-- and I appreciate having this
but it's very sobering.
>> Other future agenda items?
Then we are adjourned.
[ Inaudible Remark ]
[ Silence ]