Board Meeting: August 25, 2011

Uploaded by SBCCBoardofTrustees on 06.09.2011

[ Silence ]
>> And we will-- will begin.
Welcome to you all.
A first order of business is the swearing in of a new trustee
and I have reference here to Scott Ammon and.
And if the acting superintendent president would care to administer the oath we'll get underway.
Okay, that would be you Jack.
>> It's me?
Maybe have a sign now that says who I am.
I got my identity.
Come on Scott.
[ Noise ]
>> Okay Scott, raise your right hand and repeat after me.
I Scott Ammon--
>> I Scott Ammon--
>> Do solemnly swear--
>> Do solemnly swear--
>> That I will support and defend the constitution of the United States.
>> That I will support and defend the constitution of the United States.
>> And the constitution of the State of California against all enemies.
>> And the constitution of the State of California against all enemies.
>> Foreign and domestic.
>> Foreign and domestic.
>> That I will bear true faith and allegiance to the constitution of the United States.
>> That I will bear true faith and allegiance to the constitution of the United States.
>> And the constitution of the State of California.
>> And the constitution of the State of California.
>> That I take this obligation freely.
>> That I take this obligation freely.
>> Without any mental reservation or purpose of evasion.
>> Without any mental reservation or purpose of evasion.
>> And that I will well and faithfully discharge the duties upon which I am about to enter.
>> And that I will well and faithfully discharge the duties upon which I am about to enter.
>> Well, congratulations.
You're now student trustee for the board of the trustees.
>> Thank you.
[ Applause ]
>> Dr. Haslund if you may-- if I may, I spent an hour yesterday getting to know Scott.
And I thought it would be good for the board if Scott just spends a minute or two just whatever,
just say who he is so you know who the student of trustee is.
So Scott do you wanna say about your background or just your interest are.
>> Alright, so I'm from the Bay Area in Northern California.
I came down here in the fall of 2009.
I'm not quite sure why I wanted to take my studies but I'm confident that I wanted
to pursue an undergraduate education at the least.
So this will be my third year here at Santa Barbara City College
so I've decided to stay for some time.
It's my third and final year.
I'm a Political Science major.
I'm also a tutor for the political science department.
Active in a lot of the student clubs and organizations that are on campus
and I am looking to transfer to University of California coming next fall.
>> Wonderful.
Any question of Scott that he can answer?
[ Laughter ]
[ Inaudible Remark ]
>> Yeah.
>> Well, welcome Scott.
>> Let's hear it for California Public Educations.
>> Yey!
>> That's great.
[ Laughter ]
>> May it survive.
I neglected to do the role call and that record show that Marty Blum is often
in North California trying to duck a hurricane.
But she's with us in spirit.
Item 2-- 2.3 taken out of order, the presentation about the proposal to redistrict.
Please come up.
This is-- well maybe you could introduce yourself.
>> Yeah, okay.
What-- I mean, the board, you know we voted to contract out with CLCC to work
with the firm they're working with other district to do the redistricting study
so I invited today Kimi Shigetani of the Community College League
for California Community College and she'll introduce the redistricting partners.
She'll be giving the presentation today in terms of redistricting and what our next steps are.
>> Thank you very much for having us tonight.
I'm Kimi Shigetani.
I'm the Vice-President of the Community College League of California
and with me tonight I have Paul Mitchell from redistricting partners
and Elaine Reodica from the league as well.
So to begin the presentation, redistricting is the process of drawing district lines.
It's done every 10 years after the release of the US census
and the well-known examples [inaudible], congress and the legislature,
and particularly the state process that they just underwent and are still looking at.
Community colleges with districts and publicly elected boards have to go
through the same processes, so do waterboards and K-12s, anyone with publicly elected boards.
Reapportionment, which is often a turn that gets mixed in,
is the process of assigning congressional seats to states which is a different process.
And just for a point of clarity, when we talk about the district lines,
we're talking about the internal trustee lines from the areas of which you all need to reside
in and not the external lines of the district.
If you have interest in taking over another district's base,
that's a completely different conversation that you should with your counsel.
The CVRA analysis-- The California Voting Rights Act was passed in 2002 and the analysis
that we do under this process is to determine the requirements for districts under that act.
The CVRA changed things quite a bit from the Federal Voting Rights Act which states
and areas have been following for the last 50 years or so.
Districting could be required in districts that have protected minority groups that are unable
to elect a member of their group under the at-large system.
And really what that means is that we're looking under the CVRA for a certain percentage
of a minority group; Latinos, Asian-Americans, and African-Americans specifically.
That could reach a 50 percent or greater number within a specific district
that would empower them to have the ability to voice their decision in a voting process.
So, we're looking at-- specifically the CVRA targets at-large systems.
Districts that are already districts and are already elect
from those systems aren't impacted by the CVRA.
They are only impacted by the Federal Voting Rights Act.
And so we're looking at underlying voter patterns to determine if moving
to a districted system would empower these subgroups.
So we're looking for concentrations of minority subgroups, racially polarize voting,
which probably we'll into more detail in a little bit later in the presentation.
And then the question of would going to by district
in voting empower the subgroups to influence an election?
So you may have a group that is 30 or 40 percent
and so it wouldn't be enough to determine an election.
That is considered enough to influence an election.
And so, that's something that we look for into the analysis as well.
These are the current district lines as they stand now.
These are the same lines with the cities,
sort of shaded so you can get a sense where the city lines are.
And then this map shows with the shading the Latino population density
within the district areas, the darker the color, the higher the density within those areas.
So the overall district, you have a pretty good representation
but it's clearly concentrated in-- to more specific areas within districts 1 and 3.
>> So one of the [inaudible] distributing partners,
one of the obvious questions is while you're talking about going to districts
but we just see the districts that we have.
I'm trying to go back.
So you can see that we do have districts but we have four districts and some
of these districts are multi-member districts.
What that means is more than one member that's elected from that area.
And under state law, this is treated as an at large system.
It's pretty the same as a district down in Southern California
where everybody lives wherever they want and it's the entire district that votes at once.
So, this is still treated as a system that needs to be reviewed for the purposes
of the California Voting Rights Act.
Now when we do redistricting, there're two issues that we deal with primarily.
One is population equality and the second is the Voting Rights Act.
In terms of population equality, if you were to stay with the existing system
with multi-member seats, you would need to adjust your populations so that a district
that elects one person would have 28,000.
A district that elects two people would have 57,000 and a district
that elects three people will have 86,000.
That's if you maintain the existing structure.
And as you can see, using these, the two districts that are single districts both 1
and 2 are considerably underpopulated.
The districts 3 and 4 are considerably overpopulated.
>> And that means that for each of the three trustees in district number 3,
it is overpopulated by 20,000 people.
So the-- there's significant change that needs to happen even in the old system.
Now, when we do redistricting-- and for congress, we do it exactly to one person.
But local government, we oftentimes allow for up to 5 percent up
or down deviation just oftentimes because it's the difference between dividing a city or not
or dividing a community of interest or not or crossing a freeway or not.
So, for the purposes of this scale, we can think of the single number as having a range
of anywhere from up to 30 or down to 27,000; for two member districts, up to 60 down to 54;
for three members up to 90 down to 82.
So that's the population equality piece.
In terms of what that means, the 28,000-person district, you can see the relative size
of different cities and what it would mean to go to individual districts that were 28,000.
So Santa Barbara is an example.
It's impossible to say, "Well, we wanna keep Santa Barbara in redistricting
because Santa Barbara is gonna have multiple representatives."
The second thing we looked at under the Voting Rights Act is the population ethnicities.
Now there are a few different numbers that will get thrown around.
You'll see somebody talk about population as a total number and that's, you know,
the actual number of Latinos, African-Americans, or Asians in the population.
You'll hear a conversation about 18-plus, the over 18 or the voting age population.
The most important population count
in redistricting is the citizen voting age population.
This is the eligible voter population.
And so if you look at this district, you'll see that districts--
you can see each of the four districts.
Three is a multi-member district that is 20 percent Latino.
It's possible that one-- if you did break three up into three districts,
that one of those districts would get to majority Latino.
The other two, district number 2 as an example is not I don't think gonna be getting the 50
percent Latino anytime soon.
But when we look at this and we look at the potential need to go to individual districts,
we're gonna look at-- can any of these districts achieve either 50 percent
of one ethnicity or under state law an influence.
That means under state law, if a Latino community could influence the outcome
of an election, and that's kind of a more fluid term,
then you would be required potentially to go to districted elections.
That means seven individual seats.
Now, a precursor to this, we don't just wanna come in here and say you need
to change to seven individual seats.
What we have to do is determine whether or not there's racially polarized voting
within the entire community college district.
And so there's a number of ways that we do this.
First off, we do look at overall board composition and history
in board elections, but we don't just look there.
We also look at state legislative races, statewide races.
We can look at Schwarzenegger versus Bustamante,
we can look at Hector De La Torre versus Dave Jones.
We even will go back into the '90s and look at things like Prop 187.
We look at Prop 209 and 227.
Now that data admittedly is old, however, it is the data that is being used
in voting rights analysis for the state commission.
It is the data that's being used law suits.
So we have to be responsible and look at that data.
To give an idea of what we have here in this district, we do have a Latino percentage
of the population that is considerable.
When we actually look at percentage of adult citizens, registered voters, and then turnout,
you see the Latino population actually dwindling away.
When it gets to turnout, Latino turnout in this district is fairly low.
That's one of the first things we would look at as kind of overall voting patterns.
The second thing we'll do in a Voting Rights Act Analysis is what's called and HPA analysis.
It's also called an extreme case analysis.
We'll actually go into the district.
We will hunt for census blocks that are small areas, smaller than a voting precinct.
We'll hunt for census blocks that are 80, 90 percent of one race
and we'll set all those census blocks aside and we'll analyze election results.
Then we'll look at census blocks that are 80 percent White
and we'll set all those aside and look at election results.
And with that information, we're able to determine, okay, well,
if you looked at just Latino votes within a certain margin of error,
Latinos were voting for Bustamante.
And if you look at just White votes within a certain margin of error,
Whites were voting for Schwarzenegger.
So you've got this opportunity to disaggregate election results
when you have these census blocks that are densely populated with one racial group.
This is an example from another district where you can see--
I think this might even have a pointer.
Oh, sorry.
Where you can see the difference between election results,
Latinos strongly favoring Hector De La Torre over Dave Jones.
You can also see an example for Prop 187, Latinos voting strongly
against 187 while Whites and Asians were voting for it.
This is a key factor in looking at-- this is the first thing we look at in terms
of actual election result studies.
The second thing we'll do is we'll actually look at all the election results,
all the census blocks in the district.
And we will do what is essentially regression analysis and we'll answer the question
as a census blocker, a precinct gets more Latino, does that vote change?
As it gets more Asian, does the vote change?
As it gets more White, does the vote change?
I have an example here from another district, it shows as an example on the left
that as a district or as a precinct, got more and more Latino,
all the way up to 100 percent Latino, the vote for Schwarzenegger went down.
In that same geography, in the same city as you looked at just the White census blocks,
the more White that it got, the more it went up.
The same thing-- it's showing Bustamante and Latinos,
the more Latino it is, the more support for Bustamante.
And Schwarzenegger for Latinos, the more Latino it is, the less votes for Schwarzenegger.
So we've got just one real basic example and we would do this in a number of races to look
to see if there are any meaningful results.
This is that same area.
This is Proposition 209 and you can see overlaid at the same time Whites
and Latinos voting drastically different on the same ballot measure,
looking at all census blocks in the district.
So what we end up doing is we look
at overarching political cultural issues in the district.
We look at trustee elections.
We look at individual races through these two statistical measures.
And then we answered the question, does it matter?
If I go into my hometown of Glendale, and I find, you know,
25 Filipinos who are voting differently than the rest of the population,
that only matters if the Filipino community is large enough to meet one of these thresholds
under state or federal law that putting them all
into the same district would influence an election,
or putting them in for federal law guidelines would be 50 percent of the electorate.
So we will after we determine that there is any racially polarized voting,
we would answer the question of can we grow districts
in which the community group would have the opportunity to express their choice better?
And that process requires us to draw several versions of potential districts.
We would go through a process of looking at other criteria the board might have in terms
of wanting to follow city boundaries, wanting to follow school district boundaries,
wanting to keep communities of interest together.
But we would go through a process and then provide the results of determining whether
or not you can create as an example a 50 percent Latino districts somewhere.
Or if you can create a couple of districts where Latinos ca be at 35 or 40 percent
and influence the outcome of the election.
This is a number of different things we'll be looking at.
In terms of the process after we provided that analysis
and after we provide potential new alliance, if the district finds that there isn't a need
to change the process which is-- we'll be making a presentation in the next couple of weeks
to a board that doesn't have any racially polarized voting we found
that doesn't need to change their system.
So if we come back and there's no need to change the system, we would suggest some changes
to the lines within the existing structure and help you process those with the registrar.
If we believe that you did significantly need to change your election system in order to comply
to state law, we would work with you and we're working with the state legislature right now
and Assemblyman Marty Block to create some legislation that make it easier
for districts to change their process.
So, we will go back.
We will do our analysis.
And when we come back depending on your decision, if there is a decision to go
to by district, individuals, seven different seats elections then we will be able
to advise you and get you to that process of that transition.
So that's a lot of stuff to dump on you guys.
I'm more than happy to take any questions about the data, about the work we do or about the law.
>> Question?
[ Noise ]
[ Inaudible Remarks ]
>> Question I have is that is that the only thing you're looking at in terms
of its impact based on racial representation?
That's what the law is based on?
>> Yeah.
>> Because several years ago and I've mentioned this before
that quite frankly it was based more on one person, one vote.
And there were accusations that we were out of whack in that regard.
>> Honestly, you are out of whack in that regard.
Significantly, out of whack and that was the first slide that had the population on a sense.
You do have to change that no matter what you do.
>> Okay.
>> But do you have multimember districts going forward?
That's gonna be decision you'll have to make based
on the vulnerability you might have under state law.
State law is pretty really, really pushing districts to go to individual seats.
But we would in our process ensure that we go to population equality
within a buffer maybe 2, 3, 4, 5 percent either way.
>> Are you-- I'm sorry.
>> Yeah.
[ Inaudible Remark ]
>> Are you also taking into account federal information et cetera because I know
that the Department of Justice recently was calling a number of people in this area wanting
to know, you know, why would-- there was an out of balance in reference Black
and Latino representation on the political bodies and agencies in this area?
>> I haven't been familiar with any department justice actions in this county but I do know
of another county in the state that has had some active,
Department of Justice looking around at local elections.
And so we do follow federal law in how we draw the lines that the operative--
in redistricting the operative rule would be Section 2 of the Voting Rights Act.
North of you, you have Section 5 counties that have to have federal sign off
in every change they make in an election.
But here, we're talking about Section 2.
So, what that essentially-- Section 2 says is that if you have an ethnic group
that votes one way and you have a dominant White or other ethnic group that votes the other way
and you can actually draw a district that's 50 percent of the affected subgroup then you have
to make sure you draw those districts.
So we follow that religiously.
>> Other question, yes?
>> Did I understand you to say that the regression analysis
that you'll be doing is local and not statewide?
>> We will do analysis of statewide results within the locality,
only within the boundaries of that district.
There have been instances where it has not bene conclusive, so we've given first
in the framework done like a countywide analysis but I don't think we would need to do that here.
>> Okay. And second question, is it only two options where you retain our existing approach
where we have 1, 3 and 2 I believe versus 1 member that's elected in each district
or is it any combination of that?
So you might say, "Well, I wanna have another district that has 1 member."
>> What we'll be presenting is the existing
versus the one-- the individual member districts.
My understanding is you wanna work with your counsel on this.
There was a decision that you guys wanted to go to 2, 2, and 1.
That I believe would still require a process of you either going to the voters to confirm
that change or going through some other process to allow that to happen.
We haven't been approached by any districts that have sought to change in that kind of a manner,
so it's not something I'm familiar with
but your counsel would probably be able to advice you on it.
>> Yeah, Joan?
>> I think by way of background, the one, the original districts, the trustee areas were set
up that the idea was taking school districts which were neutral
that were politically neutral, so there wasn't any intent
to do anything other than just simply put a neutral.
I think at that time, the number of graduates from all the different school districts
because that was the community of interest who were the students
that we're gonna be serving were somewhat equally spread out.
So the intent was neutral.
And then also I think the geographical spread was also something important
that they wanted to preserve.
So even though we were voted on at large, we wanted to make sure
that we didn't have people concentrated just simply in the city
where they would've been more interest.
But this way, it did require.
So I think just the history of why we are the way we are which worked for a number
of years wasn't through any political games playing.
It was really intended to be neutral
and the question that's intriguing is what would be community of interest
for us as a community college district?
I mean, one of them would be high school graduates
because obviously we're appealing to high school graduates.
So-- And just Chris what of other districts looked
at for besides the racial ethnic allocations, what would make us look
at particular keeping certain community of interest together other
than just purely the neutral school district lines which take a lot
of the politics out of joining these lines?
>> Well, what's interesting is this is an issue in local government all over the state.
Water districts often times are formed by three cities deciding we're gonna ban together
and each city gets two board members.
And then after 50 years, two cities have quadrupled in size and one hasn't and they're
out of whack in violation of federal law.
Not because they created the policy within a discriminatory effect
but they had outgrown the policy.
A lot of school-- A lot of community colleges usually underlying school districts
to create their districts, and we're seeing a lot of that.
We're not in a unique situation here.
We're working with I think 15 community colleges right now around the state and I'd say
at least a third of them are currently following something that shadows
or exactly follows the school district lines.
Well, we have a responsibility to do is to take the first and second criteria
that are most important under federal law, the population equality and the Voting Rights Act.
And then use whatever criteria is chosen by the board as a third, fourth or fifth criteria.
Some other criteria that could be used would be keeping cities whole.
A criteria that could be used with the keeping school--
following school district lines as much as possible.
There could be a criteria in this community of, if we had to make a choice
that there's a coastal community ventures then there's a little bit more inland committee
of interest.
You could have committees of interest around smaller ethnic groups.
If there was a particular Asian community somewhere that doesn't meet the threshold
under state or federal law, you could still determine that,
well there's this Filipino community we really wanna preserve
but there's this Armenian community and we really wanna preserve it.
So this can be used as additional criteria kind of after you've made sure
that you are equalizing population and following the Voting Rights Act.
>> Now would we put that criteria and do that criteria to you, we would discuss what--
we'd also like to have a look at or is that?
>> Yeah, Kimi can talk a little bit about the timeline, the process going forward.
But yes, you're input verbally or in this meeting or through your staff
as to what are kind of the right criteria for you is important for me
and for my staff as we come forward with options.
What we'll be doing in community, we'll get into this is providing--
I believe right now we'll be providing three different options that will comply with law
and try to balance some of these criteria.
I think you wanna--
>> I just like to add, I think age disparity is probably unique in our district.
We have probably a higher number of retired people and we probably also have a higher number
of students being an educational community.
>> And we can-- we have that in our database.
>> Okay.
>> We can at least use that.
>> So one of the pieces that we sort of glazed over, but I think probably deserves a little bit
of a closer look is the timeline and the process.
And so really ideally we would get from you any feedback you have around, specific committees
of interest or if there's a desire to keep school districts or city's hall
in certain areas, things like that.
One of the things that we didn't cover in this presentation is that it is underlie, it is--
incumbency protection and the stability of board is a criteria that's important.
And so when you give us your feedback I think the more honest the feedback we got then,
the easier it is for us to draw the lines.
Ideally speaking, we would receive your feedback in the next week or so
and then we would come back to the board, I think, in October is the timeline
at this point with three map options.
We found in some districts that we're doing up to five map options depending on the situation
of the district, if they're moving to-- if we think that it would be advisable for them
to move towards individual districts
or sometimes we'll have more than three map options.
At that point, we [inaudible]-- we strongly recommend that the map options,
that the board leaves the map options open for public comment for at least 30 days.
There is nothing in statute.
There is law that requires the public opinion piece.
However, we do feel that typically speaking with the community college districts,
being as transparent as possible and getting that public comment is really important.
So we recommend a 30-day public comment period which can be noticed at your board meetings
or however the district typically publically notices things for public comment.
We would come back in November.
The board would then take action.
The board really would need to decide on two issues.
One is the map option that the board, you know, and that the community is giving us feedback on.
And the second is whether to go to individual districts or remain within at large system.
>> Those would require board resolutions and then we would work with the county registrar
to file whatever necessary paperwork.
And then if the board decides to change election systems, hopefully at that point,
AB 684 which Paul had mentioned earlier which is under Marty Block will be passed to the senate
and then we'll be able to take that change of election systems to the Board of Governors.
Under-- If you were to typically do a change in your election process,
you would take it to the voters and the voters would decide.
If you're doing so under CVRA requirements, you would need to continually take it to the voters
until it passes if the district is seemed to require a change
in process because of CVRA issues.
So what AB 684 does is it provides the Board of Governors the power to wave
that public election process and allow the district to change two districted system
if that's the district choice without taking it to the voters and thereby,
they're not incurring the cost of an additional action.
>> Could you-- with that again, my understanding, if there's a finding
that there's CVRA violations, it keeps going before the voters until it passes?
>> If that's-- If the reason that you're taking it--
the reason that you're changing the election system is because of that--
>> And who makes that determination if--
>> It's the board and the legal counsel.
And so it requires you to continually take it to the voters until it happen.
>> Even though they reject it?
>> Yeah. Hence, the legislation, okay, to take to the Board of Governors.
There is provision in the Ed Code that would allow you to take it through the Department
of Education to this county board of education we'd take it to the state board.
It's a little questionable as to whether or not community college is taking it to the Board
of Education is-- it seems a little more streamline to take it to the Board of Governors.
That statute was put in place prior to the creation of the Board of Governors.
So it's a little confusing.
>> So it would showoff as a valid measure to change the districts--
>> If you took it to the voters.
>> If it wasn't in voting rights,
California voting rights violation it would still go to the voters to change at?
>> No, you-- so the option is that if AB 684 passes which is effectively legislation
to allow the districts to take a change in election process to the Board of Governors,
the Board of Governors then waves the need to take it to the public elections.
>> We'll keep an eye on that.
>> Yeah.
>> One of the more ironic things under CVRA, I'm sorry, is that you could--
there's a city recently that had an election under CVRA to try to change their district,
their city to district elections.
They had an election.
It was a very racially polarized vote.
And as a result, it just gave more evidence to someone to come in and point
out that racially polarized elections and then force them again to go under-- and to sue them.
And the way the CVRA was written, it was written
so that the plaintiff's attorneys the minute the case is taken on,
the plaintiff's attorneys have fully [inaudible] costs.
So there had been situations of attorneys on the plaintiff side recovering a million dollars
because they engage in a law suit like this.
And speaking of somebody who's been doing a lot of redistricting this year,
I get calls regularly from attorneys that are looking for people
to help go in and start do law suits.
So I'm not doing those.
I'm trying to be on the good side.
>> There are two other questions, maybe three.
Jack did you wanna--
>> Go ahead [inaudible].
>> Okay, Luis, and I was just wondering where AB 684 stands right now in the pipeline.
>> It's in a senate with an urgency class attached to it.
So we're hoping it will get passed this session.
>> Marsha?
>> My question on AB 684 is just-- is it set up as an option or is it set
up as the only route for community college?
>> It's set up as an option.
Grossmont-Cuyamaca had originally gone to Marty Block and the bill originally was
to allow districts to move to your primary system.
So it's an auction within the bill, so.
>> And so you wouldn't need any feedback from the Board by next Friday or sooner?
I'm trying to think, you know, when--
>> Your initial feedback.
>> Initial feedback.
These factors are taken to account when you do your analysis.
But then you'd come back in the October board and you present
that there is options and you'd need to come up with.
Listen to feedback, you hopefully notice.
And then at that point you go back and with the options desired and you draw the map.
Is that what you do, I'm trying to think what happens after October.
>> So at the October board meeting we would come in several map options and at that point,
the board if they choose to leave it open
for public comment can do so for as long as they wish.
We recommend typically about 30 days.
We can provide an email address so the folks who don't have a chance to come in at the meeting
or who need time to look at the maps can provide us with additional public comment.
That's the-- most districts that we're working with are going and that we would come back
to the November board meeting at which point then the Board would need
to finalize the map option and make some decision or get additional consultation
on whether or not to change election processes.
>> Right. And when I discussed the timeline with you, the goal was to have a decision, you know,
by the Board in November so that gives you enough time to do the proper filings.
>> Most counties have a November filing date that they'd like the information by.
The only hard in fast state is that in Ed Code, March of 2012, if districts have not done,
have not rebalance or redrawn lines and need to do so, it gives your county the ability
to come in and draw them for you.
>> Any other questions?
>> Just one last point of [inaudible].
I think when we decided and I haven't written in front but--
was it become the September 22nd early schedule board meeting, [inaudible], you know,
options then you come back in October.
>> We can do it too.
>> Okay. So if, you know-- 'cause I [inaudible] to try to expedite the process, 'cause,
you know, gives the Board more time [inaudible].
Okay, so we'll make those arrangements if you're ready.
>> Yeah.
>> You have to let me know.
>> Yeah, that will have map option [inaudible].
>> Okay, so we'll work on the September 22nd board meeting
and come back and it gives us the proper time.
>> Yeah. I have just a mechanics question.
You've ask for feedback from us, how do you get that?
How do we send it to you?
>> Well, you can either send it through your staff.
You can say it right now.
You can email us.
We're very accessible and we've been working a lot with the district staff
to make sure there's good communication between both me and Kimi
on arranging these meetings and also on the technical side.
We're more than happy to take feedback from board members.
>> Part of what we thought today, but--
and as of this time was to get some initial feedback or, you know, [inaudible] history
or sensitivities that they can take into account early on where you consider to me
and I can collect and forward and edited, you know,
I'm just taking communication link at that point.
And for example, when Trustee Livingston gave the history, that was very valuable, you know,
that's [inaudible] kinds of factors that might be unique to our district that they should know
about and selecting which variables that you look at,
goes in your regression equation and this is what criteria--
>> I mean, I would prefer a little time to think through this
and also we have an agenda items rather long.
As you take this back and look it at it, I just draw your attention to the map real quickly.
As you've seen in the presentation, districts 1 and 2, even under a single member system,
basically have to double in size.
District number 1 would probably have to gobble up district number 2.
And district number 2 would have to move across or reappear somewhere else in order
to meet just the population equality.
So we are looking at some areas with very low population where the change is gonna have
to be geographically rather large.
And if there is somebody-- you know as an example, Montecito might be able
to stay whole and move across that way.
So you just think about these things that that's the first most striking thing you're gonna see
in the new plan is that districts 1
and 2 are probably gonna collapse essentially into one district.
>> You confused me there when you said Montecito might stay whole because it--
right after saying number 1 will gobble up number 2.
We're not gonna have districts that jump over another district are we?
>> No, I'm saying that when you mover the line between 1 and 2,
you could probably move it all the way over.
>> To include Montecito?
>> To include all the entirely of Montecito, not to have to cut a line through Montecito
in order to create population equality.
>> Okay, I understand.
>> Something like that, yeah.
>> Yeah, Joan?
>> Those lines I know caused a lot of grief to one trustee who had to remodel their home
and she had to find a rental that was [inaudible].
Do we have any capacity to create a bulletin board on our website
that people can offer comments or not just to throw this question out,
any interactive one that like a suggestion box?
>> Yeah, we've done that before so we can do that.
When, you know, Paul Bishop gives his presentation.
Maybe Paul, can you just said now, you know, what we can do in terms of having a--
you know, an opportunity for community to see on our website, you know, the proposed maps
or just provide input so we can--
[ Inaudible Remark ]
>> Yeah, I think we can arrange to have that at the September 22nd along with this presentation,
the options and that would be a time--
occasion to say, okay, how do we want to ensure the community as of--
into what's being discussed at the point, the various options.
Unless you wanted it sooner but--
>> No, I'm just thinking, just--
>> Yeah.
[ Simultaneous Talking ]
>> -- widen the opportunity to comment--
>> -- to comment.
>> Right, or again thinking about what are these areas of interest that we haven't thought about.
I think with four brand new board members that have a little over 6 months
that incumbency protection is not anything and then some of us will be retiring,
so that's one I think won't be a factor.
But I think the age disparity and the different service areas that we have
by age is probably key to our area.
>> Yeah.
>> Now, if we combine area 1 and 2, we would be combining two very different areas.
>> Um-hmm.
>> And as we talk to-- as was mentioned by Trustee Croninger,
the only other option would be to leap, I mean we can't do that.
Mathematically, we're gonna have to move in from both sides
and try to achieve population equality as a first criteria.
And so even thought we'd be bringing together potentially communities
that don't share the same community of interest, we would probably be bound
to that decision based on trying to get equal population.
>> Yeah, so equal population trumps various other variables.
>> It's equal population Voting Rights Act and then additional criteria.
>> Okay. Fair enough.
Anybody else?
Oh, I'm sorry.
>> Just one followup.
In terms of our feedback for the September meeting, it seems to me that it would be helpful
to see what your results are in the first two criteria to inform our thinking
about what other criteria might imply.
The other difficulty is that if we all send our comments to Jack,
will you make it seven different opinions and that probably won't help you much
because as a Board, we're not conveying one opinion.
>> It would help more to get seven onions than to not get any.
Even though there's conflicting opinions 'cause sometimes I'm able to draw an additional map
that addresses one singular concern and the question is, is that concern shared
by the other Board members and that becomes an issue that's
on that side of the dice, not this side.
And when we come back, we'll provide two things.
One is the CVRA analysis with all the charts and math to suggest whether or not you have a need
to go to individual districts and then multiple options and you're right.
When you do see the multiple options there might be some kind of eye opening moment
where people go, okay, now I know what really matters is this population
or an old town or retailer here or something.
>> So do we-- I assumed we have a website to consult or an email address?
>> Jack has the email address.
>> Okay.
>> Yeah.
>> Yup.
>> That's right, so the questions-- is it'll be easier from--
you know, again, I'll just be intermediary, you know, passing on the questions and getting back
to everybody but I'm not in the role of editing or censoring.
Basically it's just more efficient that way.
We're having to come efficient [inaudible] communicating within the back and just--
so it has to move like that so I'll be very responsive in terms
of how fast I get back to everybody.
>> Good.
>> Thank you very much.
>> Thank you.
>> Yeah.
>> I just have a question.
I'm still struggling with this community of interest.
As a community college which you say that there maybe differences between Montecito
and Carpinteria, yet they may still send the same number
of students to the community college.
So I think-- I guess I'd like some stronger guidance on qualities that we should be looking
as a community college district and not looking at it necessarily
as some other geopolitical entity, you know, when you're talking about inland versus coastal,
I just don't think of any community college issues.
So should we think of ourselves only as a community college district
or should we just looking at some sort of population group?
>> I think you should-- yeah, I think it's fair to think about both.
You should think about it as an area with voters in it
that are gonna wanna express their interest and where they're interest might conflict,
creating districts and allows each interest to have their voices key and sometimes
that is an ethnic, sometimes that is a rural versus urban,
but you might also have some district that has a big role program to do, you know, world studies.
And another district that has a big urban studies program and they say, "Well,
it's really important for us to have those communities be more important
than the K-12 boundaries."
But how the-- you know, the community of interest is a term of art
and it means different things for different people.
But it's best to get as many out in the table and then have the Board make a decision as to
where they rank certain criteria.
>> Okay.
>> Yeah, the reason for my state of question that way was to get clear
that some criteria are more important than others
and population seems to be the primary criteria.
Community of interest however we define it is quite secondary.
So that's clear.
And I think the overall-- the overall goal of this process is fairness.
>> Um-hmm.
>> So thank you very much.
We look forward to your return.
>> Thank you very much.
>> Okay, so [inaudible] communicate with you, but September 22nd, is a Thursday?
>> Yes.
>> Same place.
[ Inaudible Remarks ]
>> We move on to item 3.1-F taken out of order.
And that would be
[ Inaudible Discussion ]
>> We'll move to Item 3.1F taken out of order and that would be Sue.
This has to do with Certificated Administrator Recognition of Career Longevity.
>> Good afternoon Members of the Board, Dr. Friedlander, I actually have a succession
of longevity recognitions and we will start with Certificated Administrators.
I would like at this time-- Jack is getting ready already
to invite Keith McLellan to come forward.
[ Applause ]
>> 25-- 25 years of service to the college.
>> Well, today we're recognizing Keith McLellan for his 25 years of service
and so that's the wonderful celebratory news.
And for Keith, another celebration is he's announced his intent to retire at the end
of the fall semester which went to the Board and he's celebrating
but the rest of us are not celebrating.
To other people who aren't celebrating Keith for most of his 25 years has community--
commuter from Lompoc to the college everyday, sometimes on Saturdays occasionally on Sundays.
So the other people who aren't celebrating are-- his auto mechanic, the new car sales dealer,
and the gas station, and the Starbucks he stopped by at Lompoc everyday.
So, you know, our lost, their lost.
In that case, Keith, we're looking who is the longest serving certificated, you know,
manager to college and I know Keith and I started at the same time
but I actually started one month ahead of him.
So up until now, I've been senior to Keith.
But Keith joined the college in 1986 as the center of our Transfer Center.
And I believe at that point, the Transfer Center was brand new.
So Keith got that going and he was very, very successful and he had lots
of achievements during that time period.
But one-- the ones that had college-wide implications--
I mean statewide implications as well as college is Keith was a leader in developing--
was now project assist which didn't used all the time to look
at which courses transfer where in their planning.
So Keith is at the forefront statewide and had city colleges leader in developing that.
He also wrote a federal grant and received it with staff that led
to the transfer achievement program
and he had many other successes during the three-year period.
He was so successful that he-- got appointed as Dean of Student Affairs when we had
that structure which-- then I got merged into Dean of Educational Programs.
But his emphasis has always been in student development.
And Keith's background as such where he has more so than any of us, he's so steep and current
in student development that he's always the voice for that.
>> So we're talking about whatever issue Keith [inaudible] mind as from that perspective,
what that literature was, and it served him [inaudible] me in my role as Vice President
and Executive Vice President of the Deans and also all the faculty
and staff about that important dynamic.
And that's really what's help distinguish us in many ways from other community colleges is
that we're taking that dimension into account in our policies,
procedures and programs going forward.
Just give you a sense of Keith's responsible for.
He's the-- He's got academic counseling department under him, the Transfer Center,
the career center, student health services in all their programs,
personal development curriculum, you know, health and wellness, peer counseling,
student success courses, and so forth.
Student development support services and that is all the articulation--
the articulation office and program is under him.
Veterans affairs reports to Keith.
Degree audit, it's called the DARS system.
You know, that is-- we rely on that and Keith is also so strong with his technology skills.
He was instrumental in working with others on that.
Document imaging, moving everything to, you know, electronic documents, and web support.
Online support services, we're dealing more and more of our student services online
and Keith has been pioneer in that area.
Matriculation, Keith chairs in matriculation committee and how important that is in terms
of each in his components, admissions, orientation, assessment, counseling, advisement,
followup, training, research and evaluation coordinates with him, and preregistration--
you know, course prerequisites which is a huge issue now enforcing those.
Admissions office also reports to Keith and transcript evaluation I mentioned and so forth.
So just gives you a sense of the scope of Keith's responsibilities and each
of those areas are thriving and we have great staff, great managers
and Keith has been a great leader for those areas.
I can go on about Keith but I know you wanna get out of here before 10 tonight.
And so what-- it's gonna be one comment a colleague wrote
about Keith a number of years ago.
And that Keith McLellan is the most knowledgeable, humane,
and effective administrator [inaudible] counseling student services I've had ever the
pleasure to work with.
He possesses a vast knowledge of the process--
the best practices as representing ideas using verbal and graphic forms
that are fully conceived and easily decoded.
And more significant though is the control passion he brings to the process--
and passion he brings to the process.
He believes in his work as well as he should and desire to make a real difference in the academic
and personal lives of students have reshaped the institution
in many of our best faculty and staff.
So Keith, you know, I just wanna thank you for everything and, you know, 25 years,
it's been great working through the college.
So I know you wanna say a few things and I have a certificate, and a gift certificate--
>> Ooh, I like that.
>> Yeah.
[ Applause ]
>> Jack, after listening all of that, I now know why I'm tired.
[Laughter] When I first came to Santa Barbara City College,
I was employed as the director of the Transfer Center.
There were 17 of these pilot programs throughout the state
and my background was primarily career development in private four-year school.
So I didn't know a lot about the transfer process but nonetheless Dr. Mcdougall
and Lynda Fairly thought that this would be a good person to come in.
And I later found out that no one else on staff wanted the job.
[Laughter] But it gave me great opportunity.
My fishing buddy at the time knew nothing about higher education
and that was okay 'cause we just fished, we didn't talk about work.
When I told him I was hired as a Transfer Center director he says,
"What do you know about busses?"
[Laughter] My mother, even in the 39 years at my work now and she's past away a few years ago,
would occasionally say, "You know, what is it you do again?
[Laughter] And so I got this off the internet the other day and I finally find
out what the job description is, Jack.
[Laughter] Maybe you can put this.
We can save a lot of paper.
What does a dean do?
Well, the faculty's role is to think for the college.
The president's role is to speak for the college.
The dean's role is to keep the faculty from speaking and the president from thinking.
[Laughter] I wanna make a--
[ Inaudible Remark ]
>> Well Jack, we'll talk later.
[Laughter] Martin Luther King has a great quote and he says "The quality, not the longevity--
longevity of one's life is what is important."
And so while I've been here 25 years, the score for the quality
of my experience has far exceeds that.
And there so many I want to thank you.
And I wanna just make a few comments, I wanna make three points,
one because I can, because it's my last shot.
[Laughter] But three, I think, there are important points about why my experience
at Santa Barbara City College has been very significant not only for me but for my family.
So what follows barely covers what I wanna say.
One is I am honored that Jack was the one that recognized what I do.
We started together.
We were on that time on opposite camps.
He was on the academic affair side and I was on the student affair side.
They always didn't shake hands well.
And what I have to say is about Jack when he became the executive vice president went emerge
and I had the opportunity work with John Romo and others to merge those two areas together,
that in fact was a vision that I had that both student affairs
and academic affairs should be working as a team
and as a partner not a separate entities and Jack has helped do that.
Jack has not only been a great leader for SBCC and statewide initiatives,
but he's one of the most intelligent, hardest working, encouraging, fair, visionary,
and influential educational leaders with whom might I have had the privilege to serve.
And I say these things knowing that I have no-- I have no promotional opportunities.
[Laughter] You are by far the most patient supervisor
and administrator with whom I have worked.
I know that because I have tested your patience on many occasions.
It is possible that over 25 years that I have not always made your life easy or comfortable.
While we have not always agreed on the course of action or decision, you have always respected me
as a person and as a professional and have always been willing to hear me out.
Overall, we share more common values than we have differences of opinion
on process and that is significant.
In acknowledging my appreciation for all Jack has done for me,
I'm reminded of Jack Nicholson's tribute to Helen Hunt in a movie, "As Good As It Gets,"
Jack, you make me wanna be a better person.
[Laughter] There are others that I would attribute
that same quality too and that same experience too.
I've had five administrative assistants over my time here and that's not bad, 25 years,
you average that out, that's pretty good.
Mary Muffet [phonetic], an experience was one of those; and Mary Mescal [phonetic],
Cindy Salazar for a bit; and Barbara Smith whose now works back,
wonderful person; and now Grace Twedt.
All of whom have kept me out of trouble, save me numerous times from being spared,
from being discovered, and fired, and so I owe you lot.
[Laughter] Thank you.
[ Applause ]
>> I also know that an institution like this takes a lot of special people to make it happen
and I do wanna acknowledge just a few more individuals or groups.
One is the work of managers and leaders for whom I served as their dean and it's been a privilege
to serve in that capacity and some of them are here today and I just want you to wave.
[ Noise ]
[ Applause ]
>> I have shared over the last several years that I have had the most competent
and most cooperative and most effective groups of leaders and counseling staff
and professional staff that I've ever experienced in my entire career.
We at college are very, very lucky to have these people and so thank you for coming here today.
[Applause] The other day, the dean had the faculty in service, made acknowledgments
and I've been waiting for that for 25 years.
He acknowledged the people who make the difference at this campus.
That scrolled the names of every faculty and staff person
and it kept scrolling and scrolling.
We as a college have appropriately recognized individuals for their achievements.
It's been a common thing and that's nice, thank you Jack for your comments today.
Appreciate you make the most to me.
But what we also know, those of us who worked here that no activity, no progress,
no event was ever made with by one single individual.
Yes, individual stepped up to served as a leader,
sometimes to take the praise, sometimes to take the blame.
But there's nothing it has happened at this college that hasn't happened
because collectively, people from the custodial staff, to the grounds path,
to the maintenance staff, financial aid office, cashiers office, personnel office,
all of those play an integral part and I'm reminded daily and that's sort
of who I miss the most when I'm gone is all of these very, very competent people.
>> So thank you all for you.
That's almost out.
I got at least little bit more to say if I could.
I'll summarize it this way.
An angel having heard of a community college dean's impeding retirement--
impending retirement not impeding.
[Laughter] Staying was impeding and pending is, you know--
after 25 years of service suddenly appear that a deans meeting and proclaim to the retiring dean
that in return for his unselfish and exemplar behavior, the Lord will reward him
with his choice of infinite wealth or wisdom or beauty
without hesitating the dean selects infinite wisdom.
"Done," says the angel and disappears on a cloud of smoke and a bolt of lighting.
Now all heads turn toward the dean who sits surrounded by faint halo of light endowed
with a gift of infinite wisdom with the conflicted look of enlightenment on his face.
At length one of his colleagues anxious to hear words
of infinite wisdom whispers, "Say something."
The dean sighs and says, "I should have taken the money."
[ Laughter ]
>> For me that would not be my value and I just wanna express it.
This has been an incredible opportunity for me to actually have an opportunity to grow,
develop, and serve with an institution whose mission and vision is so consistent
with what I believe of for people, for life, for individuals.
It's been a powerful opportunity I have learned so much from the people in this room
and in particular, I want to thank in the last several years the dean, the deanery,
those of you who are deanery, wave your hands.
Thank you very much for your friendship and your support.
Jack, thank you for your leadership.
Our mission is captured I think appropriately by a quote from Dr. Peter Mcdougall that is posted
at the entrance to the administration building.
And as one that I think exemplifies why I have found joy, where I've found pleasure,
where I have been willing to come into work when things were really rotten,
when things weren't going as I thought they should be.
When there were political fights when there were budget lows.
This quote keeps me coming back and I hope I'll be able to take it
with me even though I won't be at SBCC.
Never forget, SBCC's potential to provide and fulfill hope for individuals in our community.
Hope is a word that's use a lot these days.
We do something more than proclaim hope.
We provide the opportunity to fulfill and realized that hope
so thank you Board for your service.
Thank you for the opportunity to have people like me served as a dean and thanked all of you
for the chance to worked with you.
I will miss you all.
Thank you.
[ Applause ]
[ Inaudible Discussion ]
[ Laughter ]
[ Applause ]
>> Okay, next question we're recognizing is Marilynn Spaventa.
Marilynn is coming up.
So Marilynn is being recognized for 20 years of service at the college and as I mentioned
at service day and press release went out, has such confidence in Marilynn,
that Marilynn is now the acting Executive Vice President and she's--
the transition has been just so smooth and she's working extremely well, you know,
running educational programs from the EVP perspective.
Two weeks and-- [laughter] so as dean of education but she's been a dean
of educational programs since 2001.
She's provided leadership as a dean for school of modern language, the science division,
the math division, international student support programs and services, study abroad,
disabled students programs and services, the center for sustainability, math, engineering,
basic program, science achievement engineering program,
and the faculty teaching and learning seminar.
Earlier-- You know, prior to that, Marilynn served as a faculty member and the chair
of our ESL department, English Second Language Department.
She has an extensive background at ESL teaching training
and program development including positions that part-time here, USBC extension,
Penn State University, Hawaii Pacific College, and NASA, DUS.
She's also taught or consulted the five foreign countries and served
as the Peace Corps volunteer in Seoul, Korea in the early '70s.
Marilynn is a former chair of the California Community College Council for Staff Development
and was a founding member of the Los Padres Chapter of the California's Teachers
of English Second Language, you know, Association.
She's [inaudible] contributed to numerous educational publications, a book series,
and presented in many regional local and national conferences, you know,
main leader of field of expertise which is language acquisition and ESL.
Marilynn has applied that sound pedagogical knowledge that she acquired
in second language training and everything that she does in her role as a dean and she--
[inaudible] so special is that she's taking the areas,
each of her areas are thriving under her leadership.
She cares about the faculty, she cares about the students, she cares about the staff,
and good idea, she takes some translates to them practical.
She suggests ideas and that happened.
She goes out of her way, she attends events, you know, evening Saturdays, Sundays,
wherever is an event that faculty you're having for students, she's there.
You know just [inaudible] and she works very hard but she's so competent
and got such a winning personality that conflict is not something that she has to, you know,
deal with the issue, avoids it and moves her programs forward and she's got total respect
of her fellow deans, you know, managers, other administrators, and the faculty and students,
you have a contact with her [inaudible] because she goes out of her way for the students.
So Marilynn, congratulation on 20 years and [inaudible] if you wanna say a few words.
[ Inaudible Remark ]
>> Yeah, yeah.
Keith speared a couple of minutes, so.
>> I know.
I know. It's so tough act to follow always.
I'll save that big speech for 25 years.
But, you know, as Jack said, I worked in four-year institutions,
I worked internationally consulting for a long time and then
when I found Santa Barbara City College, I knew I had come home to a place
that matches my vision of what education should be and I've been so fortunate to work here,
first as a faculty member, then as a dean, then to have this opportunity now for this period
of time and in fact I still think I'm a dean 'cause I didn't give
up my department during this time.
I think it would be too disruptive and it took them so long to train me.
I don't think they could train someone else that quickly for this period of time
and I am still scheduled to teach one unit class in the evening starting in November
and I was thinking, I might have to give it up except I went into the classroom last night
and met the students so I got to do it.
And this is clearly the opportunities that I have had are very representative
of what this college is for everyone that you have this opportunity
to grow professionally students grow in their ways
and to experience new opportunities and to always be learning.
It's so wonderful.
So I thank you all and I thank Jack who's been my mentor.
The first day I was a dean.
Someone called me and said, "So what does a dean do?"
And I said, "I have no idea yet."
And it took a long time of Jack walking me
through each process till I really learned the complexity of it all
and I thank him very much for that and thank you all.
[ Applause ]
[ Noise ]
[ Inaudible Remark ]
[ Laughter ]
[ Noise ]
>> We now have some Classified Longevity Career Increments.
I'd like to invite Ryan Alexander to come forward.
He will be recognized.
His in ICLC in Multimedia Arts and Technology and he will be recognized by Jason Walker,
Director of Student Tech Support for 10 years of service to the college.
[ Noise ]
>> Mr. President, [inaudible] Board, it's my pleasure and honor to be able
to present Ryan Alexander much like Keith was saying just a moment ago,
he's one of the unsung heroes that's accomplished a lot
of the last 10 years while he's been here as very skilled technician.
He originally began in the year 2000 as an intern working
for the School of the Media Arts Multimedia.
He became a full-time laboratory technician in the year 2001.
Between 2001 and 2004, he was a lab technician not only for the film production
but then also the photography department and was instrumental in helping
to originally design those areas for those departments.
He is currently an ICLC, an Instructional Computer Lab Coordinator
which in 2004 he was hired to work with Devin Eiman [phonetic] over in the SOMA labs.
Together, they support over 700 machines, supervised a 150 tutors
who helped support almost 550 sections for the School of Media Arts.
Helped set up the entertainment production center during the first year
as an employee here, worked on two major grant projects, one developing the 3D
and game curriculum for serious gaming and virtual job training.
And then he has participated either in the production or in supervising staff
for 10 multimedia or School of Media Arts showcases.
He currently, in his spare time, he's taking a classes part time at CSU Channel Islands
as he's working towards the degree in art studio, illustration in motion graphics.
Ryan as you know, from our recent [inaudible], I consider to be an outstanding [inaudible].
You are very hard working dedicated in judging sounds.
You're always quick to engage when a problem occurs.
You pay attention to detail and always invest the time necessary to complete your task
and projects for precision and accuracy.
I commend on your efforts and greatly appreciate contribution you make in this college.
Thank you for all [inaudible].
[ Applause ]
[ Inaudible Remarks ]
>> Thank you for having me here.
It's been-- It doesn't feel like quite 10 years but I've enjoyed working here for that long
and kind of stopping and recognizing that I've been here for 10 whole years.
It helps me appreciate just all the experiences that I've had.
So everybody that I have met here and what the last two people have--
or the other people who have been recognized today, I share those sentiments about meeting
so many really great people and working with them here at City College.
The numbers of machines are little not quite that much.
It's actually that drawn over several years,
so that's kind of the sum total of all the stuff that I've done.
But yeah, so I really appreciate being recognized today.
Thank you.
[ Applause ]
[ Noise ]
[ Inaudible Discussion ]
[ Applause ]
>> It's now my pleasure to invite Sharon Stewart to come forward, she's a nursing lab specialist,
an Allied Health and Nursing; Professor Jane Metiu, Department Chair of Allied Health
and Nursing will help us acknowledge Sharon's 10 years of service to the college.
[ Noise ]
>> Let me tell you, it's such a pleasure to introduce Sharon to all of you.
Sharon has been a nursing laboratory specialist,
part-time for many years and then full-time for 10.
Are you wondering about this nursing lab specialist?
[Laughter] Well let me tell you, Sharon is the reason that any one of us who would happen
to be a patient in any of the local hospitals or utilize any of the healthcare agencies.
There is a patient and the nursing student approaches us to do a procedure.
You know, 'cause they're wearing green.
We can feel totally confident that that nursing student knows exactly what he or she is doing
for that nursing skill because Sharon is one of the key people in being sure that each
and every student that is verified for each and every skill can do it exactly right.
So we're very, very fortunate to have Sharon and there's an added plus.
You know, Sharon didn't start out right of high school into nursing.
She first went to Brigham Young University and got a bachelors degree in health education,
worked in number for years for VISTA in Louisiana, did some wonderful things there.
Marrying Frank, had two children, and came to City College in 1990
to do our associate degree in nursing program.
So the beauty of this is that we have a person working in the lab with a student body
that we now-- we have a 100 nursing currently in the ADM program, many,
many of them are reentry or second career students.
And it is an absolute wonderful benefit to have a person such as Sharon
who knows perfectly well what it is like to have to come back as a student after years
of not having done any of that and to joggle the intensity of a nursing program plus caring
for children, family, work obligations.
So she is really able to provide a lot of additional support to our students.
Now, having said that, I don't want you to think that Sharon is all sweetness and white.
[Laughter] I know.
She is tough.
She has a very high standard.
And yet in carrying that out, she's always able to convey to the students, you know,
a sense of caring and a true sense of the importance of the nursing profession.
And if that's not enough, I have to tell you one other thing.
In this era of really tough financial crunch,
I can't tell you how much we appreciate having Sharon, who plays a special role in the lab
of really-- I mean she's an absolute wizard at making magically stretch our budget dollars.
She will go to all ends to find the lowest price for--
I mean, you can imagine our lab is very much like winning a hospital or a clinic.
We have to have the same kind of medical equipment and medical supplies
and they are pricey, but Sharon is fantastic of being able to find the bottom line
and really help us to stretch those dollars.
I mean really, I can't say enough.
We are so blessed to have Sharon.
[ Applause ]
>> Oh, just-- I was wondering for a while who Jane was talking about.
It sounded like such a wonderful person but I'm very humble and very happy and honored to work
as Santa Barbara City College and to work with the caliber of colleagues that I have
and the students that I worked with.
Thanks so much.
[ Applause ]
[ Noise ]
[ Inaudible Remarks ]
[ Laughter ]
[ Applause ]
>> Will Dan Watkins, please come forward?
Dan is the Director of Information Technology, Infrastructure and System.
[Applause] And to speak to us about Dan's 10 years of service is Paul Bishop,
Vice President of Information Technology.
>> Thank you.
Actually I was going to tell you that I was the Vice President
for Information Technology but Sue beat me to it.
I'm really happy to be here to help us celebrate Dan's 10 years
of service to Santa Barbara City College.
And I want to just tell you a little bit about how Dan got into this.
You know, he was actually hired in 2001 to lead some projects in educational programs.
>> One of the big projects was the portal that we still have today, the Pipeline portal.
That was Dan's first project.
Project number two that happen quickly after that was our first learning management system
which at that time is WebCT and Dan was instrumental in guiding
that both the installation setup and support for that system.
In fact, very quickly, his positions sort of morphed into the director
for student educational systems and Dan had responsibility for quite a number
of applications and the students support for the learning management system.
But by some magical event in 2005, John Romo late one night came to Dan and said,
we've like you to lead the implementation for this new banner system that's going to come
in after these many, many years of trying to work with Oracle on the Oracle Student System.
And Dan after those successful experiences with both pipeline in WebCT, thank goodness,
let it raise successful implementation of our banner system that we're using today
and because of that [inaudible]--
[ Applause ]
>> Because of that success and actually [inaudible] because he's such a nice guy too,
he earned himself a spot forever in IT.
And in 2008 took the position of being one of our directors in IT and we kind
of morphed together some areas and he got all the administrative systems
and also the network infrastructure.
Nice. So this is a big job and it is most places
that would be two people, Dan does it both by himself.
But let me tell you a little bit how got there too.
Dan, Santa Barbara City High School?
>> Santa Barbara High.
>> Santa Barbara High-- excuse me, [inaudible].
And a student at City College and then transferred to Antioch got his bachelor's degree
and then pushed on and got his master's in organizational behavior
and a few years later took that position at City College.
So I'd like to think of Dan as one of our scholar administrators.
Because not only has, you know, does he work in IT
but he also has taught, he taught at UCSB extension.
He taught courses in Antioch and since he started in 2001 here at City College,
he's been teaching classes here as well.
And not only does he teach classes but he finds time to take an occasional class.
So he gets a perspective both in front of the room and in the back of the room
and also now has that-- lots of experience in supporting it,
you know, from the IT prospective.
Most of what Dan has done is on the internet and in fact most of what I'm going--
what I've already told you was on the internet and so I wanna give you a couple of other things
that I've found on the internet about Dan quickly.
[Laughter] Now I could tell you about all the things that he does but most
of you know all those things that he does because you work with him day to day.
So I'm not gonna go through that list.
But I just wanna-- online re commendation from Dan from one of our college people says,
"Dan has led our campus for a legacy vaporware student system to a new enterprise level system,
the migration has gone very well, thanks to his leadership."
This-- Actually that was [inaudible] that did that, so.
[Laughter] And that was of LinkedIn.
Then I went to some of his coworkers that said,
"Dan has been one of the best bosses I've ever had in my career.
He generally cares about how we're doing, gives us positive feedback and encourage us
to work together as a team, he buys us pizza too."
[Laughter] I met Dan when he first came to the college and do the Pipeline implementation
and he seen the natural choice to be the banner implementation lead.
And then I also want to rate my professor 'cause, you know, Dan teaches classes,
I thought maybe see what they say on rate my professors.
Actually he never got any of those little things that says he's hot.
[Laughter ]
But there were very positive comments.
Dan is helpful, I love his course and I could work
through the materials in my own pace and time, thanks.
I really like this teacher in this course.
This class is a great class to take for that extra unit.
He's a great teacher and he's very helpful.
Now, on the negative side, Dan has only have 62 tweets,
he's only following 34 and he's only had 16 followers.
So his not gonna be up there with any A-Rod or anybody, you know, in terms of that.
But Dan's got a multitude of scholarly presentations at many conventions
and meetings both in the administrative computing side but also
in the online learning side and I think I wanna summon up by his Google plus bio that says,
husband, father, professor, IT geek, swimmer, reader,
I love my family, friends, and job, life is good.
And Dan, we love you too.
[ Applause ]
>> Just to make a quick comment when I started here at the college
in 2001, I had a full head of hair, so.
[Laughter] And then also Keith took my speech-- darn Keith, but--
[ Inaudible Remark ]
[ Laughter ]
>> I truly-- Again, as he said, as people have said, it's been a team effort.
I haven't done anyone of those things alone.
There's faculty staff students, administrators that have help make those projects successful,
I was just lucky enough as Keith said to be on projects where I've got the praise and not blame
and I'm still waiting for that other shoot or drop and, you know,
but we'll make it through it together.
So thank you all for 10 years-- and one other thing, I love waking up every morning
and appreciating my life, having a positive attitude and coming to work
at Santa Barbara City College everyday and thank you for giving me that opportunity.
[ Applause ]
[ Noise ]
[ Inaudible Remark ]
[ Laughter ]
>> And now we're recognizing Linda Winans, Student Program Adviser
in Financial Aid for 10 years of service.
Brad Hardison, Director of Financial Aid will talk about us about her career here.
[ Noise ]
>> Good morning members of the Board.
As Sue said, I'm Financial Director here at Santa Barbara City College.
I've been address here a couple of times, I think on some policies.
But here we're to-- tonight recognized her Linda Winans,
the financial aid office who's a student program adviser.
It's a common title we actually have here at Santa Barbara City Colleges.
I don't how many are but there are a quite a few.
And-- But in a financial aid, it's a little bit unique and that student program adviser
like many student supervisors works directly with students and parents.
So it's a very-- on the day you come in, you never know what's you're gonna be doing.
You're gonna be on phones, you're gonna be answering emails,
you're gonna be reviewing files to determine there--
to verify files for financial aid eligibility, you're gonna be working at the front desk,
you're gonna be dealing with-- helping to manage student workers and staff that's all
in a day's work and that's what Linda does while the other students
of program advisers we have in the financial office.
She actually June 18th, 2001 as a student program adviser and part of working at SBCC,
Linda actually works in higher education.
She worked at a private institution Cal Lutheran?
>> Cal Lutheran.
>> And she also worked in the department of social services that I think
for the County Ventura, if I remember right.
And so she came with a lot of experience both working with students who had--
and people who had difficulties working with the social service system and trying
to get assistance with [inaudible] and with higher education.
I would say that Linda's calm domineer is definitely appreciated.
She has a very calm way of working with student staff, faculty, whatever she's doing
and it serves her-- her interactions well and her interactions with her colleagues.
Because it can get very excited in financial aid when we're talking about money,
people can get very excited especially we have to say a lot of times no to people.
And so how do you say that in a way that people leave and understand it.
But Linda has a way of doing that.
Her attendant is impeccable.
Linda commutes up from Ventura County everyday and has been for the last 10 years
and she's the first one in the office everyday.
Her dedication to her job, her profession in SBCC is an example
of an excellent employee that we're fortunate to have.
I wish I had more of Linda's in my office.
On the lighter note, Linda is wonderful about remembering
and honoring celebration of the staff.
I myself, I'm not very good at that.
So unfortunately, I have somebody in the office who is.
So we just see-- get-- make sure we get the birthday card signed, the [inaudible] people
that we bring in some goodies, if the students can have a graduation, we recognized that.
If someone's having a baby, we have a baby shower and Linda's always on top
of that stuff which is very important.
So I look forward to her continue contributions at Santa Barbara City College.
It's been wonderful having her in the financial aid office for the last 10 years
and I look forward to her, continued contributions.
[ Applause ]
>> Thank you very much and I wanna say thank you to Brad
because he had the face to hire me in the first place.
I'd love working at City College.
Like Ryan, I can't believe it's been 10 years already.
I'm very proud of our staff in the financial aid office and of how we're able
to serve the students of City College to keep them going,
to help them with their financial issues and I'm also have enjoyed many opportunities
that Brad has given me over this time to worked on some challenging projects
and just being here, I just-- I love being at City College.
It's such a great place to work and I hope to be here a lot longer.
Thank you.
[ Applause ]
[ Noise ]
[ Inaudible Remarks ]
[ Applause ]
>> Thank you.
>> Okay, well, what has just transpired just keeps reminding me
of what a terrific place is this and how fortunate we are to have
such wonderful people working here.
We move on 1.5, Hearing of Citizens.
First to speak is Cathie McCammon with an ACES proposal
and next to speak will be Ethan Shenkman.
[ Noise ]
>> Good afternoon.
I'm Cathie McCammon and I'm here speaking for ACES,
the Association of Continuing Education Students.
One of the previous speakers mentioned something about hope.
Well hopes brings eternal.
ACES is concerned that too much damage has been done to the students, the faculty, the courses
and the donor base of adult head.
The college really needs to restore trust and confidence now.
We are asking you for both short term and longer term commitments.
There's a sense of urgency to what we're asking for because the Continuing Education Program is
in the transitional stage without a real long range plan.
The evidence of this transitional stage you will find in your packet at Item 5-- Attachment 5.1.
In the immediate future, we're asking for a commitment from you
to protect Continuing Education Programs
and establish a fair process when change is unavoidable.
We're asking for a commitment from you to preserve the Schott and Wake centers
as sites dedicated to chiefly serving continuing education students and programs.
These are things you can do today.
In the near future, we are asking for a commitment to and the formation of a workgroup
to perform an assessment and evaluation of continuing education in order
to develop intermediate and long range plans.
For example, one component would be a financial assessment.
The purpose would be to identify income approve to continuing education
over the last three years including state, county donation
and fee income and compare this with costs.
In other words, what money is there, where does it come from and where does it go.
The product of this component would be a report of financial assessment findings
and recommendations regarding criteria for class cancelation, peace structure,
options and possible cost savings.
This would help us understand the most burning issue out there which is whether the conversion
of classes to fee based is necessary.
Another component would be an analysis of the continuing education administrative work load.
This would be began by having an organizational overview of defined rules and responsibilities,
then there needs to be compilation of policies from state law, state legislature,
state chancellor's office and past board of trustees that have been enacted
and how they have detect continuing education.
In other words, who does what and why?
The work product should then be able to address in a transparent fashion how things are now done
and what improvements are necessary for both the intermediate and long term future in order
to address policy needs while at the same time, addressing the needs of real people.
It should include answers to questions like how does a decision making process work?
Who's responsible for making decisions on classes and financial matters?
Who is the advocate for all of continuing education?
And of course if anyone is responsible for lobbying the state to change Title 5
to allow courses to be financed by combination of a portion and fee.
These are but a few examples of what we have in mind.
Of course, we don't say this will be easy but we do believe it is manageable
within the right parameters and we'll yield positive results.
We see this workgroup as a collaborative effort involving administrators,
teacher, staff, and the community.
It can provide the transparency we all want
by bringing the different information streams together in one place.
ACES firmly believes we need this basic information--
basic foundation for a plan that will make continuing education a viable entity moving
into the future where decisions are transparent
and have a factual rather than an arbitrary basis.
Their declining urgency for this and this is evidence by the issue
of conversion of classes to fee based.
This a major transition for the program.
Questions are out there.
Is this really necessary?
What classes?
Who makes the decision?
These are all out there but there are no straightforward answers.
There really needs to be a rational basis for decisions such as this.
There needs to be and open agreed upon plan.
We need information and long range plan that will restore the trust and repair the damage
that has been done to a proud, nationally recognized adult education program.
We would like to see a discussion of this workgroup,
put on the agenda for our Board study session
and we will be providing a formal request presumed it to Board policy
and I do have some copies here for everyone.
>> Thank you.
Next speaker is Ethan Shenkman.
[ Noise ]
>> Good afternoon Mr. Haslund, President of the Board of Trustees and Members of the Board.
It appears that according to the Social Security Act, disabled students
and senior citizens covered under this act is supposed to be waved an exempt from fees
in order to benefit from public eduction.
Currently, the campus is imposing a transportation bus pass, health,
student representation and even art fees to meet criteria that is virtually
and artificially applied against social security beneficiaries.
I already discussed matter with Brad Hardison, Director of the Financial Aid,
who conveyed to me that he is not familiar with the Social Security Act
for which the governor's grant is historically complied.
Mr. Hardison suggests that I take it up with state commission for financial aid
for which life experiences revealed to me that such panels depend
on Mr. Hardison's expertise to help direct policy.
Nonetheless, these waves-- dispensation on behalf of the campus imply
to the Social Security Act and need these fees to be waved so not to further interfere
with people's education process at the Santa Barbara City College.
I appreciate your attention on this matter and have been informed that I would be dropped
from courses if I failed to comply with this excessive economics demands.
Now according to this-- this is what the Social Security Act says.
Section 207 42 U.S.C. 407(a), the right of any person to any future payment
under this title shall not be transferable or assignable at law or in an equity.
And none of the moneys pay or payable or rights existing under this title shall be subject
to execution, levy, attachment, garnishment or other legal process
or to the operation any bankruptcy or insolvency law.
No other provision of law enacted before, on, or after the date of this enactment
of this section maybe construed to limit, supersede, or otherwise modify the provisions
of the section except to the extent it does so by expressed reference to the section.
Nothing in the section shall be construed to prohibit withholding taxes for many benefits
under this title if such withholding is done in pursuant to the request meeting in accordance
with the Section 3402 of the Internal Review Code of 1986 by the person entitled
to such benefit or such person's representative payee.
Now benefits are to be paid to all employees received an employment in any service performed
within the United States, Alaska, and Hawaii except agricultural labor;
domestic service in a private; casual labor not in the course of employer's trade or business;
officers or members of a crew of a vessel documented under the law of United States
or any foreign country; employees of the United States government; employees of the state
or political subdivision; employees of nonprofit institution operated exclusively for religious,
charitable, scientific, literary or educational purposes or for the prevention of cruelty
to children or animals; and employees of the carrier as defined
in the Railroad Retirement Act of 1935.
>> Now, it seems that not many people have been informed and educated through the guidelines
of the Federal Social Security Act and you have been informally or have been formally notified
that you're not in compliance and need to reimburse and enroll students where elderly
and disabled, who fall within the Social Security--
who are protected under the Social Security Act.
Thank you.
>> Thank you.
Mark-- Mark Ferrer.
And I think I was remised.
I said two minutes verbally or nonverbally but I think given--
I think I'm used to 40 people speaking.
So let's enlarge that to five minutes.
>> President Friedlander, Professor Haslund, Members of the Board.
Knowing my long term association with adult education, Dr. Friedlander asked me among others
to recommend-- make some recommendations about next steps for continuing education.
I canvass a number of the groups involved in this discussion
and put together almost 11 proposals, three of which I request the Board to hear today.
I'll now read them unless you all scream.
One, to establish a continuing education commission or workgroup made
up of representatives from major citizen groups, student organizations faculty unions,
representative bodies and select administrative staff.
Two, establish a process of review for all proposed cuts,
conversions at continuing education
that involves consultation with all major stakeholders.
Three, suspend further cuts conversions to continuing education courses until the merits
and necessity of such cuts conversions can be evaluated by the newly formed workgroup.
Thank you.
>> Thank you.
We moved on to Item 1.6 which is the Approval of the Minutes of July 28th.
Is there a motion to approve?
>> Move.
>> I have just a correction of the minutes.
>> Okay.
[ Noise ]
>> Motion to adjourn to closed session,
I said that I voted no, I don't recall voting that why--
>> I didn't recall that either.
>> Pardon.
>> I didn't recall that either.
>> Do the member?
[ Inaudible Remark ]
>> Oh, did it?
Okay, then I'm corrected.
[ Inaudible Remark ]
>> I trust you.
[ Laughter ]
[ Inaudible Remark ]
>> Okay, that's fine.
I stand corrected.
>> So let's treat this not as a correction necessarily, but something we're gonna check
on to make sure the record is correct.
>> I've got a couple observations.
Obviously, we've gone from the long form to the short form and there are couple
of troubling things because I don't know who wrote these minutes-- you did, okay.
Did you get any direction on what to put into them or not?
Because I think that becomes a problem what's put in and what's left out and again, well,
[inaudible] future discussion on that.
The concerns I have is I don't really see the value in under 1.4,
Hearing of Citizens dividing people into groups called some people supported the president
and some people spoken Board-- the Board of Trustees.
There wasn't any action item that anybody would speak and support of or not.
So I think just simply a neutral listing
of who the public speakers were would be more appropriate rather than trying to editorialized.
Thank you.
Also I raised a number of parliamentary inquiries before we started that meeting
and had asked for ruling from the Board on that.
And I think when we discuss our own policy, just that it's helpful
if they end up in the written minutes.
So if in the future, if we say I'd like to have this included in the record that it becomes part
of the written record, if there are certain transactions
and I don't know what parliamentary authority there might be for that
but I think just as a good operating principal.
If we feel that something is important and certainly
when we start defining our own Board procedures or administrative policies and it was primarily
about what is the status of the agenda, who put us on the agenda,
what rules control this particular agenda item.
If we've made a ruling on it and the chair did make a ruling on those questions,
they should be part where they're accessible and that we can refer back to them
so we can be consistent in their application.
And I think again, when we-- as a Board, deal with our primary role which is policy
and policy is the voice of the Board that that rises to the level of something
that should be included in our written minutes.
>> Okay, other comments?
Yes, Marsha?
>> Minor corrections.
At the second page, second line, it's Mr. Price instead of Mr. Craig and I believe that--
and at the very last sentence there, more [inaudible] was absent, left at 2 a.m., not p.m.
[ Inaudible Remark ]
[ Laughter ]
>> It was a confusing hour.
>> Yes.
>> Okay. So we have a motion to approve the minutes.
>> Second.
>> As corrected and the motion has been seconded.
All in favor say "aye."
>> Does that include the amendment of changing the allocation of the public speakers?
>> Yes, I think-- I think.
>> Thank you.
>> Fine. Okay, all in favor say "aye."
>> Aye!
>> Opposed, nay.
Motions carry.
Communications report by the Academic Senate, Dr. Dean Nevins.
[ Noise ]
>> Before I give my report, I wanted to mention something
about a couple-- make a couple of comments.
The first one was with regard to the earlier presentation of redistricting.
I would advice you guys to look at those R squared values very carefully.
They put things up on the board when people see winter aggression, they all freak out because
of mathematics and some of those R squared values were very,
very small which means you cannot draw the conclusions that maybe made
from those things from the [inaudible].
So I would just caution you guys to take a look at those carefully.
Also, as far as the Continuing Ed workgroup goes, the Board has discussed this issue already
and I'd like to remind the Board that there are many well functioning processes
within the college that can address many of the questions that were raised and that was a regard
to professional and academic matters, the Academic Senate is the only voice
for faculty including the Community Ed Faculty-- excuse me.
Okay, now into my actual formal report.
President Haslund, Members of the Board and Acting Superintendent-President Friedlander,
new faculty were welcomed to the college
to an excellent orientation program run by Dean Ben Partee.
I gave a speech discussing the role of the senate at the college and encouraging--
strongly encouraging participation by our new faculty members.
The Senate met for its annual retreat, Wednesday, August 17th where we grappled
with some of the issues that will be facing the faculty the upcoming year.
We had an excellent presentation from Dean McLellan.
He's finishing very, very strong.
And also Mr. Jordan Morris about a tool that the faculty would be able to use
to have conversations about what should they do with their TLUs.
They can look at their classes, they can look at all kinds of information,
and they can frame the conversation with actual data.
So it's really nice.
It's a great tool.
Jack has been a tremendous tool.
It's been really wonderful and it gives the departments the ability
to have these conversations about what they're gonna do with their programs.
And so I really commend everybody involved with this project.
It was well receive by faculty and as a matter of fact,
even people who are not chairs want access to the tools, so we're gonna arrange something.
It's really been a big hit.
One item I'd like to specially note from the retreat was
that many faculty really appreciated the close relationship that we have
with the administration and that by having administrative presidents on faculty, groups,
and faculty presidents on administrative groups,
it has really benefited the college significantly and that was widely recognized
by faculty and appreciated by everybody.
I just wanted to point that out specifically.
Next, we proceeded to-- we're proceeding to the second step of our decision making process
where I received input on additional data to help facilitate these conversations,
also faculty went out-- the senators actually went out and talked
to their divisions and departments.
We're trying to get more information to create a final list of information we can provide
to departments to allow them to have those conversations.
And so it's proceeding very, very well.
People have-- It has excellent buy in and the faculty are very supportive of this process.
I'm really happy of what's going on.
And Jack again has just been so helpful with this process.
It's really great.
[Inaudible] wen very well and I would like to commend the Faculty
of Professional Development committee and the administration for offering for a full plate
of [inaudible] activities for those faculties
who wanna pursue developing their skills in different areas.
It was very well received.
My impression of what's going on at the college level, every person I've run
into has been very excited to be in the classroom.
It's really a very positive kind of atmosphere.
People are stoked to be back and I get stoked to be back, guess we're in California,
those who are watching the internet.
[Laughter] We're like totally stoked to be back now.
And so faculties are ready to be engaged not only inside the classroom
but also outside the classroom.
They are looking forward to tackling these very difficult issues.
>> People are varying engaged in the process.
I've been getting a lot of really positive feedback about what's gonna happen
in the college and how we're gonna grab the stuff
and move forward even though the times are quite difficult.
Thank you very much.
Any questions?
>> Thank you Dean.
Report by the Associate Students?
[ Noise ]
>> President Haslund, Member-- there we go.
President Haslund, Members of the Board, Acting Superintendent-President Jack Friedlander.
For the people have not met before, my name is Jeffrey Englert
and I'm the Santa Barbara City Colleges ASG President.
During last year's election, I made it clear to students
that I could not offer them personal physical assistance and or a [inaudible] plan.
Besides we've all seen how that's worked out so far.
Instead I promise my constituents that I would provide them with a strong voice
for our student body, a voice that would be heard and echoed by thousands.
The students and I will give you the utmost respect and we're asked for it back.
Any actions are on the table that affects the students.
Title 5 requires that we have the opportunity to speak in that matter
and to provide a recommendation to the Board.
I assure you that this year's Associated Student Government will be an outstanding
and it comprised of intelligent and passionate student leaders.
Our ears are open and our eyes are wide.
Santa Barbara City College is nowhere near being perfect
but damn it is pretty great college and I'm proud to be here.
Student Government has woven into my current life.
Everyday I receive emails, have meetings, and talk to students,
faculty and staff about a beautiful college here at SBCC.
They inform me the things they enjoy and love better college and I'm quick to reassure
that on the fantastic time that I have had here as well.
This past weekend, we have had a tremendously successful weekend of welcome that several
of our outstanding staff hosted for out-of-state students.
Man, I wish I would have the chance to participate
in those events when I moved here a year ago.
It was a lonely first couple of weeks for me and an opportunity
like this would have made my move across country much more smooth.
Moreover, two weeks ago, I attended a student trustee's workshop in place
of our new student trustee, Scott Ammon, as Scott was unable to attend.
I was briefed and lectured on rules and governing procedures that the Board
of Trustees specifically abide by.
They showed us how to properly get along with the members of the Board and what kind
of power does student trustee possesses.
I have passed this information on the Trustee Ammon and will make sure he's well briefed
for his upcoming responsibilities.
Through Trustee Ammon's report and senators attending college-wide committees,
the students [inaudible] very cosigned all of the governance that is going on at this college.
I'm excited about coming school year and I look forward to facing all the great challenges
that lay ahead of us in our path.
In this time of reduced class offerings, large numbers of student correction classes,
[inaudible] transfer opportunities, it is now more than ever that we need
to unite in order to progress further.
The students have your back and all I ask is for the same in return.
Thank you.
>> Thank you.
[ Applause ]
>> Anybody have a question for Jeff before he--
[ Inaudible Remark ]
>> Okay. Thank you.
Next is report from Classified Employees.
[ Noise ]
>> Good afternoon President Haslund, Acting President Friedlander, Members of the Board.
Classified Staff have been working quite hard this last couple of weeks,
get ready for everyone else coming back to school.
I want to thank the speakers today that acknowledge the role, the important role
of Classified Staff have as participants in running the college.
Our consultation group met last week, we didn't have a lot of participation because most
of our members were working on getting the college ready, getting students ready for it.
But we did talk about the budget, about college plan, about the college transition.
I'll report more about that later.
But one thing I wanna point at college plan that I appreciate being in there is the go
for where they're going to upgrade the people admin system
which is the applicant tracking system
to include better tracking for short-term in our employees.
I think that will really help us to find out where they all are and what they're doing
and so in the future, we may need that information.
Also, I attended a couple of events of the end service for instructors and I wanted
to acknowledge the people that have been working hard on the emergency preparedness plan.
There was a-- That there was a topic on that during the end service but I wanted
to acknowledge Lorenzo Zwaal [inaudible], I guess I said that right, he is the director
of the Risk Management; and Erik Fricke who's the director of Security.
They were working really hard to get us on the next step to get us ready
for any emergencies that we might have.
You might see some of the new signs up to tell people where to go
in case to have to exit their buildings.
I've been talking about this for many years and I really feel now
that we're making some good progress,
I really wanna thank those two gentleman particularly 'cause I know they've been working
really hard on it.
So that's my report.
Any questions?
>> No? Okay.
Report from the Acting Superintendent-President.
>> Okay.
>> Oh, I'm sorry.
[ Laughter ]
>> Right.
>> I keep doing that to you.
>> Right.
>> I apologized.
Come on back.
>> So Joan, what's new?
[ Laughter ]
>> Good afternoon President Haslund, Dr. Friedlander and Members of the Board.
I won't take that long.
At the Atkinson Gallery, milk and honey, an exhibit of both paintings and sculptures
by artist Laura Krifka opens tomorrow with the reception beginning
at 5:00 p.m. Ms. Krifka also will be teaching in the Art Department this fall.
In terms of major media coverage, continuing education,
hosting for spring 2011 vocational certificate of completion programs was covered
in the August 3rd Ad Hod [phonetic].
And as JJ mentioned, the college hosted our first weekend of welcome
for new incoming students and their families on August 19th and 20th
and that was featured in the August 11th Ad Hod.
The start of SBCC's new presidential search was reported
in the August 12th Santa Barbara News Press.
The acting appointments of Dr. Jack Friedlander and Dean Marilynn Spaventa as part
of the college's leadership transition was reported collectively in [inaudible] Magazine,
Ad Hod, KCLU Radio, KCOY TV, KEYT-TV, Noozhawk, the Santa Barbara Daily Sound,
and the Santa Barbara Independent.
The August 19th expressed the success program.
Orientation and luncheon was covered in the August 18th and 22nd Ad Hod
and the August 19th and 23rd Noozhawk.
The SBCC fall semester opening on August 22nd was reported
in the August 23rd Santa Barbara News Press and [inaudible] was interviewed by KEYT-TV
on August 22nd regarding the uprising in Libya.
And the SBCC human presidents learning environment being named one
of the campus technology, innovators awards for 2011 was reported
in the August Campus Technology Magazine.
Are there any questions?
Thank you.
>> Thank you.
Guess what?
>> Yes, my turn.
[ Laughter ]
>> Yeah.
>> I think Dean captured it well in terms of the attitude and spirit in this campus.
Last week was just an extraordinary week for the college and for me--
and that reminded me, you know, why we're here because of the events we had for students
and faculty and staff serving them so well.
We had a-- Monday last week, we had the new faculty orientation and it just--
to get the feedback again from the new faculty full-time and part and temporary contracts
that how-- welcome they felt here and someone contrasted it with the environments
where the other colleges, universities from which they've come and just was very gratifying
to hear that kind of immediate feedback from you who are just getting started and we're very,
very appreciative of the three days plus the two in service days that we provided for them.
Then we had the [inaudible]-- launch of the express to success program and that was
on Friday afternoon-- Friday morning, we expect 250 or 300 plus students
to show up for the workshop and lunch.
We ordered lunch for 250.
The students were there half hour earlier than the 9:30 opening.
They're waiting to get in and we had almost 300 students.
And so we're scrambling, you know, what did that--
how we're gonna make sure we serve everybody.
I invited Dr. McDougall.
She account to the three workshops, they had from 11 to 12 last Friday because it [inaudible]
as well as the chair of the statewide students success task force, I thought he would
like to see some of the recommendations we're talking
about actually being implemented at our college.
And so Peter gladly accepted.
And we want-- what we did to head the workshops for all the students that were
on the learning community for math.
The learning-- separate workshop for the students and learning community
for English skills going to English,
again just doing in one semesters getting year's worked done and year's worth work
and two more years done in one years.
We're getting through the basic skills through the college level transferable English
and transferable level math in three semesters at most but, you know, the idea is one year.
>> Then the third workshop was for the students who were in the basic skills classes,
essential skills classes in English, being ready in math.
Each of the rooms are packed and the faculty are there, the counselors,
and the staff, they are working for students.
And the idea was get the students, have them to give them a running start but also
so they could now work with each other and the faculty
and staff before school started, they feel comfortable.
It was-- it just-- it was just a time.
Peter and I talked about this during the semester.
I like to-- I'll be extending opportunities for each of you to observe what I and Peter observed
and I could talk on and on but unless you see it, that it was the best teaching,
the best counseling, and how the students have developed
such aversion to reading, writing, and math.
We asked students, how many students don't like to read and write in Basic Skills 1.
How many students have a negative experience?
Almost all of them raised their hand.
How many of you actually hate to read and write,
I was shocked how many people-- students raised their hand.
And our faculty-- and also in the math learning community, you know, the math phobia was obvious
and that was everybody in the room and the way they disarmed the students, got them to talk
and actually in that session, with that one hour, got them to actually do reading,
do writing, and in the case of math, they're actually showing that yeah, you can do math.
And so, it was not saying, "Oh, we believe you," and that stuff.
It was actually getting the students to believe in themselves
through masterful learning techniques.
So again, Peter left and I left.
We just couldn't say enough about what we observed and how powerful that one hour was.
Peter and I went to spend 20 minutes in each workshop and each one we hated to leave.
Then Peter, I invited Peter to give a few welcome remarks
because I already welcomed the group early in the morning at lunch.
But somehow when Peter and picked up the program, he was listed as the keynote address.
Peter goes, "What?"
I go, "Peter, I'm sorry."
But Peter went ahead as he does so well and gave this beautiful and inspiring speech
that the faculty and staff-- I know I was inspired and students and some of the parents
who were there commented after just how moved they were and motivated
by you know, Peter and his words.
And so that was a very, very-- a powerful event.
Then we had-- we came to welcome later that afternoon on Saturday and I know when I was here
on Friday afternoon, everybody was so appreciative.
The [inaudible], Michael Vidal [phonetic] provided the leadership for this.
On Saturday they had a barbecue and Ben was handing out the food,
and Ben told me to each parent who was there and the students personally thanked him.
But he's thanking-- they were thanking the college but Ben was a guy that was handing
out the food, not for the barbecue so much as what-- how valuable that experience was.
They felt connected.
And the workshops they attended on Saturday were not only how to get a good start as a student
but also life management skills like how to save a bank account, you know,
how to live with a roommate when you lived before, away,
just things like that that we know the students need.
But the most important thing was what Jay-Jay said, is we realized that a major cause
of students not doing well was feeling isolated and depression through alienation and isolation,
and few are living away from home the first time.
We decide as an experiment to give everybody a chance to feel connected and make friends
and all of the activities were designed for students to network with each other
and for the parents to network with each other.
So they formed bonds which they did.
And next year we're gonna blow up to a much larger, we turned away people
and we're already planning already for next year and it's gonna be much larger.
And again, next year, I'm gonna invite the board just to stop by and observe what I observed
because it's all about the students and it sort of got me connected again
and this keeps me inspired everyday.
There so many things we do that we have to do but we lose--
sometimes we lose sight of why we're here and I was just moved and you'll be,
and I'll make sure that you have experienced it.
I'll check with the faculty and staff beforehand.
And probably if I use two or threes or as opposed to coming as a board,
we could have change the dynamic of what you're observing and I don't want to interfere
with the teaching and learning process but I think that you should be--
well, I will follow up on that because you-- you have to have that connection as well on that.
Just in the interest of time, we have--
one thing that dean hinted at but one of the challenges they put
up in a line service presentation and I'm committed to-- it won't be hard to achieve,
is really identifying strategies to emerge from this, the period of sustained austerity
that we're in to a stronger college.
Any college can cut.
We have to cut.
It's how you go about looking at your practices, your procedures.
If you bring that creativity and energy and say, "You know what, rather than moaning
and groaning, just cut, cut, cut."
That's easy.
What's harder to do is say well, are there different ways, creative ways of staying
within our budget but preserving or even enhancing our effectiveness as a college.
And already, the faculty in the credit side, I'm sitting there and they're coming to me
or through dean, the acting Vice-President's [inaudible] through the deans,
the deans themselves already created by the deans as well.
Well you know, maybe we can have the state funded but here's a way
where we could still serve the audience for which we're serving
in a very creative cost-effective way.
Just smart, you know.
The whole thing that deans leading now with how we prioritize our courses
and the ideas [inaudible] probably more of what they must have, it may be less of what it's nice
to have but in the end it doesn't get them where they have to go.
Smart, it's smart.
And so, it's the-actually, you know actually I think we can provide access to everybody
who needs-- who must have the courses at the same level we're doing now
or maybe even better with fewer resources.
And that's the kind of creativity-- I don't wanna go into specifics.
The last thing I'll say in the interest of time was--
I made the same commitment to continue education and there my goal is how do we maintain
and even enhance offering a comprehensive program for lifelong learning
from a 15-year education, living within the reduced funding
in state changes, in state parameters.
And again, I've been just talking to people getting input
and just those discussions [inaudible] know it is more than just rhetoric,
they're actually helping me come up with ideas.
And so the next step that I will be turning my to it the next few weeks are much higher
since the concentration of hours is the form, that task force of the board,
some members of the board have asked for it that I feel is needed to engage everybody
in the process to bring people from all the various groups that exist.
And I'm very cognizant of what-- Dean's reminder of what the proper role of the faculty senators,
academic senators, and that will be respected.
But, it's the idea.
It's not a but, that is a given.
However I really do believe it's time to bring everybody together,
respecting the existing groups that exist, invite leaders from those groups
to really engage in a good feedback conversation,
but really a problem solving, moving forward plan.
Here's our reality.
How can we merge as a stronger, healthier continuing education program just
as we're doing with the rest of the college?
Yeah, you know, [inaudible] college and I don't want people to see this is [inaudible].
We benefit you a-- we're one college.
So this, we will be reporting back to board in terms of you know, what--
I'll keep everybody posted with what I'm doing.
But that's my goal for that.
So [inaudible] interest of time, that's my brief report.
>> Thank you, Jack.
Are there questions of object?
Okay. All right, report from board members.
>> A couple [inaudible].
>> Just to follow up, Jack, on the continuing education.
I've been carrying in my binder since April 8, 2011 a very, very extensive report.
I think there was concern about transparency about what are the facts,
what are the requirements, what are the regulations, what have we been facing and
yet we haven't had time to discuss to finish a presentation that started back in April
and it's-- it's really key that we all actually get on the same page.
I've asked several times to have this continued, this discussion continued.
So I hope we can move that up to the top of the priority
to just start getting a level playing field.
We shouldn't be asking the kinds of questions.
We've been talking about continuing education now for several years
and we're hearing the same questions, so we've obviously failed in the education process
of internally knowing what we're talking about and one of them is this report
that we haven't had the opportunity to ever have a full presentation on.
So, I will say it again and it follow that you were saying that we at least ask Dr. Arellano
to complete here presentation on this so we understand once
and for all what the state requirements have been and what the demands that have been made
on Santa Barbara City College starting on 2005 and we can get to bottom of at least that part
of the discussion and then we can go forward.
>> Okay, Luis?
>> Yeah, just a couple of items.
Number one, I just wanted to complement President Friedlander on his comment
about moving forward in a smart way, not only with looking at what we need
to do moving forward, et cetera and making the distinction in his what would be nice to have
versus what is core on what are here for.
So, I commend you on that, that approach.
At the risk of sounding like a broken record, I would like to reiterate my concern
about the increasing legal cost we are incurring by retaining two legal firms to assist us
in our negotiations and in our activities that involve legal counsel.
I'm concerned about this because as a board, we have expressed concern about other costs
such as court reporters and I think that we have to set the example
in these times of budget concerns and expenses.
So I would remind this board again to look at that and to--
because I think potentially we have set a dangerous precedent
by retaining two legal firms.
So I would remind us that we need to revisit them
and reconsider that-- that decision that we made.
The other item that I wanted to bring up is that at one of our last meetings I talked
about the fact that there a lot of children in this family and we seem to be paying attention
and we heard it again this evening to just one child.
I would recommend that we hire an outside consultant to evaluate this college campus-wide
because there have been accusations that the college is divided,
that there is unhappiness on this campus, et cetera.
I would like a college-wide evaluation be done via focus group surveys, whatever is necessary
to find out what the true state of the college is.
So again, I will bring that to this board's attention
so that we-- that we move in that direction.
Thank you.
>> Okay, thank you.
Are there comments from the board members?
>> I have just a short item and it-- it has to do with the mechanics of finding meeting times.
We are obviously a very busy group of people and--
and I note that for our September 8th study session, the three of us are gonna be gone.
And so it seems to me that this September 8th study session should be postponed
and that one possible out for this is to sort of double up or at least have the option in October
to have both October 12th and 13th set aside.
We currently have a study session scheduled for October 13th and if we--
if we just keep in mind there may be a necessity for the October 12th meeting as well, that--
that may solve part of our problem.
>> A concern I would have is that I was assuming we would revisit the budget and the aspects
of the budget that we did not yet have all the information
on before we vote on it at the end of September.
>> Yeah.
>> And maybe we can cover that in fiscal--
I don't know, but I was thinking the whole board would review that and specifically equipment
and construction, the program review costs and so forth that we did not yet have.
>> Well, we-- we can-- we can meet.
I'm just saying here's-- here's the--
>> And I appreciate your suggestion.
>>Who are the three that are missing and can we reschedule for a different date?
>> Let's see.
[Inaudible] will be missing this September 8th
and Joan I think is gonna be missing this September-- am I correct in that?
Okay. And who's the third person who's gonna be--
>> You said Marsha.
>> Yes, but I'm planning to attend distance-- from a distance-- from where I am.
>> Oh, by electronic means?
>> Yeah, electronically.
>> Okay. So--
>> But can we try and reschedule up the following week?
I don't know if that has-
>> I don't have any-- I mean we all can't be here 100 percent of the time
so there wasn't any request on our part to make a change.
So if you've got two people instead of three--
>> So-- I-- my sense is you wanna continue with the September 8th meeting?
>> I'd like to-- I-- I think we need to meet as a board even if it's just five
of us before approving the budget.
>> Okay.
>> Six of us.
[ Inaudible Remark ]
>> No, four.
>> We're four.
>> Four will be here in person.
>> One electronic, four plus one.
[ Inaudible Remark ]
>> Okay.
>> And Joan will have had a chance to go over the budget in fiscal
so that we'll get their comments then.
[ Inaudible Remark ]
>> So, what I just said, forget it.
I still haven't found a suitable time for a board retreat.
I haven't given up entirely but it is-- it's a daunting task because you folks move too fast
and we have conflicting schedules.
So I'm-- I'm now looking toward the end of October.
I think nothing short of that is a time where we could all be together and the whole point
of having a retreat is to all be together, so that-- that's to be continued.
I have a request for a short break.
I wonder if that would not be-- I don't know,
civilized and can we say that we'll be back here by 6:30?
Is that fair?
Nod if--
>> Yes.
>> Yes.
>> Excellent idea.
>> Oh, good idea.
>> Good. All right.
It has to do with adoption of resolution number 4,
designation of acting superintendent president as the agent
for Santa Barbara Community College district is--
I guess what we did before was not enough you wanna do it again, right?
[ Inaudible Remark ]
>> Okay. So, we have such a resolution.
It's attachment 2.1.
Is there a motion to approve?
>> Motion to approve.
>> Marsha motions and second?
Second, discussion?
Okay, we'll call a roll.
>> Trustee [inaudible]
>> Aye.
>> Trustee Croninger?
>> Aye.
>> Trustee Haslund?
>> Aye.
>> Trustee Jurkowitz?
>> Aye.
>> Trustee Livingston?
>> Aye.
>> Trustee Macker?
>> Aye.
>> Trustee Villegas?
>> Aye.
>> I think that's pretty close to unanimous.
>> Yeah.
>> Two point-- congratulations, Jack.
>> Well, does that mean the buck stops here?
[ Laughter ]
>> No, we do get to write the book.
>> Given-- given the physical austerity from which we suffer,
it may not quite come to more than 75 cents.
>> Yeah, I told Scott Ammon, I said one reason why you might wanna support this is
that if I write a check and signed it, and it bounces, he knows who to go to.
[ Laughter ]
>> All right, 2.2 discussion of process
by which the board will select a new superintendent president.
Sue Ehrlich will help us.
>> Thank you.
I'd like to think of this is as a continued and continuing discussion.
At a study session several weeks ago, we began the conversation about what this might entail
and we focused immediately on getting out a request for a proposal on developing a group
of firms, possible consultants who might help us meet that need.
We also discussed the need to get a current job description for the superintendent president.
So if I could touch briefly on those three items tonight.
There are-- there are a number of issues that I think will fall into place that center
around the results of the request for a proposal for consultants to assist us in the process.
We had a request for a proposal just about ready to go.
There are-- there are some key issues that I'd like to--
to get some response from you on tonight.
Let me explain to you that it requests a written response to a number of very detailed questions.
A set of questions deals with the qualifications of the firm, the backgrounds of the people
who work there, how long it's been doing this, how many searches it has done,
whether there's any litigation against the firms for having done these searches inappropriately,
references, asks for materials, sample materials, what have you.
That also asks for responses to a series of very specific elements of the process and it talks
about the process of selecting a superintendent president basically from the very inception
to post board superintendent relations training.
So it's very, very comprehensive and it asks for best recommendations about how
to deal with each of these processes.
I believe that the responses that we get to this will be a very instructive process for us all
and will produce a range of responses that will give the board an opportunity to assess
and evaluate not just the firms but to think about some
of the detailed elements of the process.
My recommendation would be that-- - and we're prepared to get this out very soon.
One particular question that came up is does the board--
because there has been some discussion about time but we also don't want shortening the time
to sacrifice the quality of the individual selected.
By the way, we're specifying requiring a nation-- a national search process.
The chancellor's office requires us to search statewide typically with our faculty
and educational administrator positions.
We do advertise nationwide but does the board want to try to make a selection of firms
from simply the paper material that is submitted?
Do you want me to build in to the process, the possibility that several firms will be selected
to come and do a face-to-face presentation to the board
at a notice meeting so that you can make a decision?
I'd like some sense of that before I finish this.
Yes, John?
[ Inaudible Remark ]
>> I'm-- I'm certain that if we can evaluate and maybe come up with a top three that we evaluate
on paper and then have a face to face with the top three.
I think it's such an important relationship and there just has to be a good sense
of mutual communication and sometimes you can't tell
that until you've actually talked to the people.
So I'd be in favor of-- and again, to-- could that be done with--
if we get 10 proposals but it can be screened down to a few?
>> And actually-- let me jump ahead.
We have work to identify firms.
We have a list of about 20 of-- of about 12 to whom we think it's reasonable to send the RFP.
We have had firms self-identify and send this material.
I consulted with my human resource colleagues around the state and got recommendations
and asked them to be candid about whether you know, they had worked well with firms or not.
We had interested citizens who provided us with names of firms and I also did some consulting
with colleagues to try to drill down.
I'm not-- I don't know that we would get a response from all 12
and actually I many not get to send it to more than that.
We identified about twice that number of firms.
The firms range from firms that really focus on California Community College CEO selection
to firms that do a broad base of executive searches and some
of them have national connections.
So I think-- I think there's a mixture there.
I don't know that all of them would give a response to their proposal.
I don't know that all of the responses we get would be responsive to the proposal but I think
that if we identified a process for the board to look at the proposal responses that we get
and call it down, yes, it is possible then to invite some of them to come
and give a presentation to the board.
So I don't-- I don't see that as difficult.
[ Inaudible Remark ]
>> It will add a little time to the process.
May I talk about that for a minute?
Realistically, we have a superintendent president until June 30th.
I think we also have to be mindful of the fact that we want the best range of choices possible,
not necessarily people who don't have jobs then we'd be happy to go work next week.
There's a kind of hiring season that is involved here and I think that--
and our own faculty hiring process tracks that hiring season.
I think if we were to aim for having someone identified-- April perhaps, so--
and worked back from that, we have a reasonable time frame in which to work
and that it would give you time for the board to interview some firms.
So if-you know, if that is your desire, that's absolutely fine, okay?
>> Any comments?
Are there questions to Sue?
>> Yeah. Well, I think that-- I would agree with that, that if we can zero in on a firm you know,
by the-- in the next couple of months you know, and would we want to receive
that packets ourselves and will the-- you know, the responses or the replies to the request
for a proposal, go through them and narrow it down as Trustee Livingston indicated
to personally interview or call three or four in, whatever we decide, to present to us,
that might be good because the hiring season typically is during the spring, correct?
>> But winter-- winter break, we would--
[overlapping conversation] we would want to be advertising the position
or the consultants we hire would want to be out there advertising the position sooner than that,
probably by December at the latest?
>> Correct.
I believe is when we advertise, et cetera and then because typically, CEOs like to be-like
to come in around June, July once hired [inaudible]
>> That's the natural time to do it [overlapping conversation] end of the contract year.
Those who are currently and very, very successful and might be persuaded to look
with favor upon us would probably want to finish out their contract year.
I think we might be able to do a little bit sooner than the end of October though.
I think we can move it up a bit.
I would suggest probably two-plus weeks to respond to the request for a proposal
and then however the board wants to deal with these proposals, let me know.
>> Yeah, I was just gonna get clarification, Trustee Villegas.
Did you-- were you suggesting the board as a whole, whittle down the 12 or less to those
that we might wanna bring out and interview?
I guess it wasn't clear.
>> Yes.
>> Okay.
>> We would just simply have a public session and have that conversation.
>> Another model, and I'm not necessarily in favor of it, would be to have a subset
of this Board whittle down to the chosen three.
You don't like that idea.
>> This is too important to have a sub-committee [overlapping conversation]
>> The value of a sub-committee would be to truly drill down
but I mean, I'm not [inaudible] to the idea.
I'm just saying let's look at that as one option that we may wanna reject
but it does have some advantages.
>> You know, my concern would just be that we not wait too long trying to do it ourselves
because I think it's a significant job here and I had the impression you didn't say it but--
that you might have whittled-- done some whittling before,
bringing recommendations to the board.
>> What we have done is whittle down some firms in terms of whether we wend an RFP or not
but I would suggest that once the RFPs are received
that the board should be involved in the decision of selecting.
>> Okay. Well, my concern would just be that we not wait too long because it's--
it's a-- something we need to get done.
>> I was gonna ask when do you think you'd like to send out the RFPs and the sooner the better.
>> Monday?
[ Laughter ]
>> And if you send then to 12 firms, then we'll know whether all 12 are interested
or maybe only two or three are interested, and we can make another decision at that time.
>> So if I I've them until about September 19th to respond then we will know--
we can in advance schedule a meeting of the board toward the end of September
where you would all have this information and you would have a public discussion
and whittle them down and then we would invite some finalists to come
and do a presentation early October.
>> So that meeting might be an addition to our September 22nd board meeting?
>> We'll have the September 22nd board meeting.
Sue is suggesting that we do this at a separate time or during the same [inaudible]?
Because I know that when Peter and I were looking at the study, we--
and everybody [inaudible] board has time [inaudible] way.
There's-- you know, it gets tough right there until that October 12th which is too late.
Peter thought that was scheduled-- we have a board [inaudible] on the 13th.
They add the 12th the day before it as a potential date.
That might be too late to whittle that.
>> You're talking about October?
>> Yeah.
>> I think that's too late to whittle.
I really do.
Let me suggest that you are going to need some time to have some extensive conversation
about this because I'm not sure that these proposals are going to allow you
to compare apples to apples and I think that the proposals are going
to probably suggest different kinds of processes
and they're gonna trigger a more basic discussion
about what kind of a process you wanna use.
There are a number of options in there.
And then I'll say just to-- once that process is in place, you've selected a firm,
you've selected what the process would be, then we can come to you with a proposed budget
and we come do with a more detailed timeline.
But I think that's really the case.
So I think October 12th and 13th is too late for the board discussion.
>> Okay.
>> Why do we have to give the firms three weeks to make
up their whether they wanna do a search for us?
Why don't we give them less time?
It's not that complicated.
Either they wanna for us or they don't.
>> Okay, I appreciate that.
Do you think two weeks is too long?
>> Well, 19-- the 19th is about three weeks, I agree.
I'm on vacation until the 19th.
>> It doesn't take that long to make up their mind whether they wanna--
>> Okay, I-- but I would say this, I don't want them to rush and give us something canned.
We want ideally for them to take the time to give a thoughtful response
to a very detailed series of questions that we have.
I think the better the quality of what you receive in writing,
the easier the process is going to be for you.
>> But Sue, the way you described the RFP is no way can respond
to that with-- you know, with absent thought.
I mean it's gonna require some real effort.
>> Absolutely.
>> And so I think there are two decisions to be made.
One is does this firm want to participate and they can tell us that, yes or no.
The second question is actually responding to the particulars
and telling is how they're gonna do what they're proposing to do
and incidentally how much there gonna charge us for doing it.
Would that be right?
>> [Inaudible] not know that we need to ask them if they're gonna respond.
I think we need to get the RFPs out with the dates certain
when they're due back and when they're due back.
We look at what we've got.
>> Okay.
>> Okay.
>> So what will be-- what would be your best state, and is the RFP ready
to go, say [overlapping conversation].
>> It's just about ready to go.
I wanted to have this conversation with you.
[ Inaudible Remark ]
>> By the-- oh, go ahead.
Excuse me.
>> You want to--
>> My question really was is there a value or not to us advertising
in a-before we actually put the firm in place and in order to get the information early
and widely that we will be looking.
I recognize
>> We can advertise the position?
>> The position.
>> Are you thinking of the chronicle of a higher education as a-as the vehicle?
[ Overlapping Conversation ]
>> Okay, I think you may want the firms to advice you on what kind
of an application process you want to use for example and you may want them to advice you
on some of the advertising and you also-- you get people who apple early and they sit and sit
and sit and sit in cool while we're getting organized and it tends--
I don't think we're gonna lose anything by waiting.
>> Okay, I wasn't thinking of an ad that said you can apply.
I was thinking more if we had a timeframe we anticipate application we'll open a date
or something like that, so people might be thinking about, "Am I interested?"
But if there's not value it, you know, fine.
>> It's a hard question to answer.
Certainly if we were going to do that, I would suggest we do something in the chronicle.
I have not [inaudible] seen anything like that in the chronicle before.
>> That doesn't mean it's--
>> It doesn't mean that--
[ Laughter ]
>> Sure.
>> I think that what you indicated, Sue, might be good.
That's exactly what the firm, consultant firm, is hired to do; where to advertise,
how to advertise, the timeframe, et cetera,
because that's what we're hiring them to do, right?
>> So part of what we're hiring them to do is do some very targeted recruitment.
Their contacts, approaching who may not even be thinking about applying for this position,
who may be persuaded when they hear about the college, successful people who have, you know,
maybe not have thought about leaving the position
but might be enticed to submit an application.
>> Alright.
>> Okay?
>> Yeah, Joan.
Oh did you-- I'm sorry.
>> Yeah, just mechanics again, working back from September 22nd.
If you're gone until the 19th, I mean--
>> Can we get some meeting going after the 19th?
Can you schedule a meeting so that soon after the 19th, as you can agree to meet,
we will have the group get together and look at the RFPs?
>> I can't believe I'm gonna say this but, yeah.
[ Simultaneous Talking ]
>> I do it all the time.
>> Waiting for that.
[ Laughter ]
>> Alright, so we're off to a good start.
>> I think this may require special entry in the minutes.
>> Luis agrees to another meeting.
>> I think everybody in the state of California knows there's an opening
so that is no secret to anyone.
I would encourage all the trustees to attend the statewide meeting in San Jose.
I think it's CCLC meeting.
You do a lot of networking and the way we did it the last time is we networked to find
out who is the best search team, who is the best person on the search firm
and we kept hearing the same names over and over again.
So, this is a good way to go out, meet your fellow trustees,
find out what was their search process like, what did they learn,
what did they wish they had done differently, who did you use, how did you use them.
And then that I believe is in November,
so by then we would have probably selected someone but,
this is the value of participating in a statewide meeting.
So it's the networking that goes on, find out from practical experience who's out there,
what's the pool like and have they had success going to what sort
of national candidates are out there as well.
>> If you have any of that information from earlier and you wanna send that to me,
I will add them to the list of groups to whom we send request for a proposal.
Okay, so there will be an effort to try to get a meeting of the board devoted fairly exclusively
to a review of the RFPs and a decision about finalists with the idea
that we would then invite several firms to come and make presentations.
So we've got two meetings we got to schedule.
>> So prior to the last meeting that we review, I would hope that there's some process
by which we have copies of the responses?
>> You will.
You will. Okay, we will make certain that that happens.
>> And a copy of the RFP.
[ Simultaneous Talking ]
>> Yes, absolutely.
Yes, you'll get that also.
>> Will you send us a list of who you're sending these to?
>> I will do that.
>> Okay. Or maybe even the list of everybody who's inquired in case some
of them might be ones that we've had just for information purposes to find
out who, who has contacted the college?
>> Okay, I'm not sure I understand your question.
>> You say you've narrowed it down to about 12?
>> Okay, some of the additional names are not people who contacted the college.
We've piggybacked on some other colleges that have done some exhaustive looks
at firms that do this sort of thing.
If I could go then to the job description, we have collected some job descriptions.
Peter's thought about an ad hoc committee,
strikes me as an effective way to begin that process.
If a group could start to look at it
and try to craft what they think might be a meaningful job description,
to bring to the full board, I think that would be a start.
That may also be something once a consultant is selected
that you might want to tweak with the consultant.
But I see that as a piece of the process that could also be going on at this point in time.
>> I like to feedback on that idea.
>> It sounds good.
>> I think the job description is so generic that it's almost like the least important part.
And I don't mean to mean that.
It's just that when you look-- again, CCLC puts out a wonderful brochure on all
of the characteristics one would want in a president.
And they're just wonderful every single one of them.
You wouldn't pick one over another in it.
And so, the job description will be really just a laundry list of every wonderful quality
that you would want in this kind of position.
Now whether you get a response to that or not, I just think it's--
I think it's an exercise in generalities quite frankly.
>> Lisa?
>> Sue wanted to speak too.
>> I believe that you need a job description?
>> You need one--
>> The one that we have, the last one that was ever formally adopted is
so old I can't even remember how old it is.
And it is so dated in terms of not recognizing how much the world of education has changed.
And I'm not-- I'm not disagreeing with you Joan,
but we need some agreement on what it's going to be.
So I'm concerned about a process that will produce some agreement.
>> I think starting with that CCLC booklet which sets
out every single quality you would want would be a good place to work from.
>> Would an ad hoc committee starting
with that plus some sample job descriptions be a reasonable way to get this process started?
>> I'd like to say I just differ a little bit from trustee Livingston's position.
I think the job description can be something that will attract the right candidates.
And, you know, my usual cheer leading fashion, I think words have a lot of impact.
And SBCC is not our generic city college.
You know, we do have some specialty areas here and I think we need to highlight those
and have the job description reflect those things, those characteristics we're looking
for that will support what goes on here in Santa Barbara.
>> Okay, Marsha.
>> And I would also think that the process of-- yes, you start with the leadership qualities
that you would be looking for but you focus also on what are we looking for
and that's a conversation that I think is useful to us.
It is important, because you're not going to get every quality and you can focus
on what's most important to you and try to convey that in a way
that is attractive to candidates too.
>> Marty, did you have your hand up?
>> No, I did not.
>> Oh, okay, Luis?
>> I was just wondering what job description you're talking about Sue.
We used it in '07.
Is that the old, old one you're talking about?
>> Are you talking about the brochure that we developed for advertising the position?
>> Right.
>> That's not the same thing as the formal job description, that's much older.
That's why we did it that short.
>> I thought we had redone it in '07.
Okay, I hear that we need a job description and the suggestion is made
that we form a small panel of us to put it together.
Do I have volunteers?
One, two, three, four.
>> Okay, four is a good number.
>> I'll defer to you.
Okay, so Marsha, Luis?
>> Ad hoc committee, less than a majority of the board?
>> Yeah. It's only three3, I will withdraw.
>> Okay.
>> I withdraw in favor of Mori [phonetic].
>> Okay.
>> So Mori, Luis, and Marsha.
Thank you very much.
>> And I appreciate the difference.
I didn't quite understand.
I thought the job description was what we were going out for.
But you were saying it's actually the formal job description
that you evaluate a future CEO based upon-- okay, thank you.
>> Okay.
>> I think the other value, Joan, is that as we begin to identify what we're looking for,
it gets fit into a job description and we are more certain,
it's part of our own education process.
>> Right, but having been through these, when you see the stack
of applicants, you're gonna be surprised.
>> Yup. Okay.
>> Okay, thank you so much.
>> Thank you Sue.
>> Thank you Sue.
Where are we?
We are-- Okay on your agenda, there was a mixup between item 2.3 and 2.4 on this restatement
of it and what we are now at is the 2.4 discussion
of how the college will prepare for pending accreditation visit.
Jack you wanna talk about that?
>> Yeah. The board had asked me to followup with the accreditation commission, you know,
Dr. Barbara Beno in terms of getting clarity about site visit.
And several members of the board asked, you know,
at what point would the board actually receive the actual complaint letters
and could they have an opportunity to respond in advance of any site visit?
I said in my initial communication, my only communication with Dr. Beno--
Barbara Beno, and I sent her an email the other day
where we looked at what their own policies were.
And on their website, the accreditation policy clearly states that if the complaint appears
within the scope of the commission, policies of jurisdiction, and is substantially documented,
a copy of the complaint will be forwarded to the institution's chief instructional officer.
And so I pointed out that we haven't received from them that letter of complaint.
Two, the commission staff will review the complaint, the response and evidence submitted
by the institution's president and will determine one of the following.
They choose a president.
In this case, is, I think, the commission's president.
It says that the complaint will not be processed further.
The complaint will be notified-- complaint tend--
will be notified within 10 days that the complaint is sufficient substance
to warrant further investigation.
The commission may request information of the institution.
They may visit that institution for purposes of fact finding.
If the commission investigation reveals credible evidence
that the institution is not meeting commission standards and policies,
the commission may invoke sanctions.
But just a key point where-- oh here it is.
Their policies-- A copy of the compliant will be forwarded to the institution's chief executive
who will be asked to respond to the president within 30 days.
And so-- And the president will send a copy of the complaint in correspondence
to the chairperson of the accrediting commission.
So, I sent her an email and I verbatim gave her that policy.
And so when Barbara Beno called me yesterday which she scheduled
to call me yesterday afternoon, talk about the site visit.
She started talking about the scope of the site visit which was limited to the allegations,
and I reminded her what-- I said I sent her an email
and we discussed due process rights and her own policy.
And so she said that-- she get back, need to contact their legal counsel and get back
to me before the end of the week.
Well, within an hour she got back to me and said we're be sending--
you know, we consulted with our internal staff and our legal counsel and you're correct.
So you'll be receiving from me, from us tomorrow, which is like today,
which we have received and I gave it to you, a revised letter,
basically saying that we have 30 days to submit a response starting today for that.
And based on that response, you know, they'll evaluate
and at that point determine whether a site visit is still necessary or not.
And I think that's fair.
And they also talked to their legal counsel about, given the nature of the complaint,
what they felt comfortable as a private organization to send to us as a public document
and what they felt might be confidential in terms of, you know, the individual's named,
you know, might not given permission to have it out as a public document.
So what we included in your packet is the policy I just referenced,
it's their policy in that site, the revised letter I received today
which is basically the same letter, just says you have 30 days to respond.
And then the letter of complaint they received with certain sections redacted
because of the private-- you know, the confidentialities that--
they discussed it to anybody, they just didn't feel comfortable releasing
that without anybody's-- knowing that this letter was submitted in statements
and permission, you know, to do so in terms of people who were referenced in terms
of their opinions and things like that.
So, I gave you the redacted-- I gave you what she sent to me and that's what we respond to.
The next step now is in my role, I'll be organizing a response and what I plan
to do is right away because the clock is ticking, is ask individuals who are--
individually-- allegation referred to provide responses where the board as a whole needs to--
I'll ask you to respond to allegations that pertain to that.
And keeping our response exactly to what the allegations are,
'cause that's all the investigation is gonna focus on.
No more and no less.
And I asked her, you know, the question you asked me to ask her, I said, you know,
when we assembled, I assembled-- you know, the responses, does that need to come from the board
as a whole or is that some individual saying here's-- you know, I was alleged--
the whole board would see the response but do they have their input
when the whole board wasn't available, wouldn't have known?
>> You know, 'cause it was-- she doesn't know she goes out-- could be--
it doesn't be, you know, a board approved document but it's
up to you but how you organize it.
But the response is coming from you representing the institution.
So it's something as we prepare the response, obviously,
they'll be sharing everything with it.
The Board and Joan what's the date-- what's 30 days from now?
Anyway, we'll give you that date but we need to schedule a time when, you know,
we're gonna look at what I've compiled.
And so that we all could see before I send them to, you know, Barbara Beno
and if we schedule an extra meeting to look at the applications that were submitted
for the CEOs, the superintendent-president search, maybe--
you know, when you're selecting-- [inaudible] job description.
You know, to me, we just talk about [inaudible] September 22nd?
You know, maybe I could-- I'll try to aim
for that meeting 'cause that's when everybody is together.
And [inaudible] about, you know, 'cause clock is ticking.
It's moving quickly.
But that's about how fast we have to move in getting our response to them.
And so since I just talked to her late afternoon
and I get the facts revised better later this morning, you know, it's basically sitting
down tomorrow and mapping out, you know, who needs to provide input and you have the letter
and you could-- you know, as I call you and write emails to you in [inaudible] collectively,
you'll have the information that you're responding to.
And I'll give you-- you know, when I needed by.
In other words, several our response and the time for when we're gonna review it.
You're gonna review it as a Board as a whole.
And that's basically where we are in that.
>> Questions of Jack?
>> Thank you, Jack, very much.
2.5, Presentation on Board Meetings Televised with Closed Caption.
Is Paul still here?
Yes, he is.
>> And this should be fast and light.
So, what I was asked to do is just come in and show the Board what we've been doing in terms
of providing access to the Board videos that are being recorder by the crew that's here.
Not only are those shown on television but we also put them on the,
our Board of Trustees YouTube site.
And we have a premier account with YouTube so we can host as much materials.
We want-- For as long as we want so it'll be there a long time unless you say otherwise.
And each of the board meetings after it's been recorded, toning within a day or so,
sends us a link to the file, the video file that's uploaded to YouTube.
At the same time, that same day, I provide that link to an auto-captioning company
that then creates the auto-captioning that I'll show you and they also give us a full transcript
of the recorded session of the meeting.
So-- And I'll just demo that right now so we can just-- my little mouse here.
Oh, there it is up the top and moves really slow but it will get there.
[ Noise ]
>> Almost.
>> [Inaudible] is Director of the Facilities and Campus Development.
>> As you can see the captioning is right at the bottom of the screen.
[ Applause ]
>> It's actually done by real people, so it be the accuracy is very high
and if they can't understand, they'll put it like inaudible remarks,
you'll see that whenever they can't [inaudible]--
>> Well first, let me say-- let me introduce to you to Mike Bishop.
Mike is somebody that's one of those unsung heroes who does not--
[ Simultaneous Talking ]
>> The other thing that's new here is that if we go
over to the closed caption icon we also now have translations.
>> And Mike actually agreed to accept this award.
Put a great big smile on my face.
>> And we can roll down the list of translations.
>> When I was hired say 10 years ago, my primary charge was--
>> I'm not sure how many languages are here.
Well, let's just pick Arabic for fun.
>> I like to hear it in Sanskrit.
>> And now if we come back over and get it going.
>> Mike and the custodial--
>> We can get it in a multitude.
But now, you have to take this with a grain salt.
This is actually using an automated system for doing the translation.
So the translation probably to languages that are like English will be the best.
So, you know, translation to French or to Spanish
or to Italian probably will be fairly reasonable facsimiles of what's being said in English.
However, I did ask my wife who is Japanese, what did the Japanese version say,
it was actually pretty humorous because it does a-- can you go up there--
>> Mike is the person that after we have the storms and the rains and the winds
and we all worry that everything will be in disarray, he and his staff have arrived at 6
and they've put everything back in place and everybody is able to drive
on campus and not use their lifeboats.
And Mike is the person that if I have a contractor
that comes to me and how some stranger--
[ Simultaneous Talking ]
>> Can we turn the volume down a little on the--
>> -- or something else, I know I can pick up the phone
and call him, he's always very reliable.
And finally Mike is the person that I know will always work cooperatively
with all the other groups on campus primarily, [simultaneous talking] replace security
and custodials to do amazing things like, at the top of the level, the graduation ceremonies
and how beautiful they always look.
And at the bottom of this removing--
[ Inaudible Discussions ]
>> Let's pick one and open it.
If you're opening a window, it also has an interactive transcript
where it will show you the full text of the transcript
and it will highlight the line as it' being spoken.
And it's really good.
I'm sure some [inaudible].
It's very easy to go through the whole entire transcript and not only here
at [inaudible] full text version as well so it makes it easier to have very good copies
of what was said by any of the natives.
>> Paul are you open to a question?
>> Yes.
>> Okay, Marsha?
>> Two questions, do we have all of the televised meetings up now?
>> Yes and in fact they started-- if we come back--
>> April 28?
>> That's just what I want.
Hang on. This is not the world's most interesting mouse, but--
the first meeting was the meeting of June 9th.
So June 9th, June 28th, August 1st are all closed captioned.
>> Okay.
>> And of course we'll continue unless instructed otherwise.
>> And then my second question is where is the link to this on the college website?
>> It's-- if you go to the Board of Trustees and go to the link about videos, it takes you here.
>> The link about-- the link when you go to Agendas and there's a Listen to the Video
because in the past when I have tried that, it didn't work from my Mac.
>> They use to take you to the individual video.
>> Yes.
>> Now it takes you to this page.
>> Okay.
>> And also, if you notice on the right it also tells you how many times they've all
been viewed.
So you can see the meeting of June 9th at 1533 views where most of the other meetings were,
you know, they were viewed but not by a huge number of people.
>> Yes.
>> There are other features that we haven't turned on, like there's a public comment feature
that it could be turned on where people could post comments under each of the meetings.
That's currently not on but it could be on at some point.
>> Is there-- is there any difference in between PCs and Macs in terms of receiving this?
>> No.
>> Okay.
>> My big concern is indexing to an agenda, printed agenda so you say that you can print
out a transcript or it comes up on the screen and say--
>> Yeah--
>> So you can go find the Item 2.2.
>> It's all indexed by time.
>> Time?
>> It has a time code.
It's all indexed by time.
>> So nobody would know where the time was rather than the index?
>> Well you know, like here we can take the timeline
and we can just pull it anywhere we want and stop and see where we are in the meeting
and move back and forth, but no, there's no index that's tied to say
to the agenda or anything like that.
>> I think that's still one of the most critical features that we need and what I really enjoyed
about the transcripts is if I want to know the discussion on 2.1, I can find it.
So what would be a way of embedding index if we mention it is there a search feature
if we start saying we're going to go to 2.1.
>> I could check that.
Perhaps you can in the embedded transcript, maybe there's a way
to do a quick search to go to keywords.
I'm not sure.
>> And then we announce it when we go to that item that we make sure that there's some sort
of [inaudible] what you mentioned.
>> I think the difference of what we're talking about here is that the city uses Granicus,
which for, I don't know, hundred and thousand a year or something, I don't know [inaudible],
you can link it to the actual agenda and jump to locations.
This one is kind of free, so-- so we're not gonna have the same functionality and--
but I think we might be able to tweak it to get some of that what you're asking.
>> Yeah. I hope we-- I hope that becomes a priority because I would say for utility,
I mean it's one thing to look at it because it's entertaining but I think when we really need it,
we need to go back and review specific items, what was the discussion, what was actually said?
>> Yeah I'm sorry.
>> Liz you want to turn that off?
>> Just turn it off, yeah.
>> Just the audio.
>> Turn it off, unless it shows something--
>> Okay, hang on.
>> Oh he's using infrared keyboard.
>> Once you start it, you gotta go through the whole thing, that's the only drawback.
>> No, no.
>> No, you don't.
>> I'm kidding.
>> There we go.
You can actually, you know, that has a little scroll bar so you can move it to any part
of the meeting that you want and just watch that section.
>> Yeah.
>> Now obviously if you've been there, it makes it easy because you know, what came before what
and what was after what but it's still easy to quickly to move through,
and as you see the people speaking, you can stop and then listen to that individual.
Any other questions?
>> I'm just-- again, back to indexing, would it be helpful if we have little cards that we held
up that were item 2 point-- or you know, just at least the major criteria
that visually people can-- if they're scrolling through, if they're looking for something
under Item 2.0 that we actually flip up a card.
>> I got you.
I'll come back with-- you know.
>> Okay.
>> What I can figure out in terms of ways to do what you're asking.
>> Okay. Thank you.
>> It may be possible.
>> I don't think you're gonna have to hold up cards but I think you can.
>> But your budget remains zero.
>> Yeah and maybe something where we just edit the transcript before we move it up,
the closed captioning, you know, maybe we can just go in and add a couple of lines
that have the agenda item in the transcript do that.
>> I appreciate the comment about indexing but I think this is primarily
for the general public, not for us.
>> Correct, yeah.
>> And I wouldn't have-- since I was at the meeting,
I wouldn't have any difficulties scrolling to roughly the point where I wanted to see it, so--
>> I think if we're looking back a year or so,
nobody is going to have a memory as to what was discussed when.
So I think again, we're looking at historical archives here and it could be 5 years,
10 years that we need to go back and look at a discussion.
>> Okay, I'm gonna move the agenda with everybody's permission.
Thank you, Paul.
>> Thank you Paul.
>> You're welcome.
>> Very much, approval of Board Policy 3700 with respect to copyright.
This is in attachment 2.6.
>> Yes this is reviewed in policies committee and [inaudible] thank you.
And just a huge amount of thought and effort in just a couple of years in the making
and I think it's a superb policy that we have come up with.
>> Move approval.
>> Second?
>> Second.
>> Second.
>> All right, all in favor say aye.
>> Aye.
>> Aye.
>> Opposed nay.
>> Abstain.
>> Okay abstention.
2.7 Presentation that means the measure passes.
2.7 Presentation of the Initial Collective Bargaining Contract Proposal
of the Teamsters Union number 186, Supervisors Bargaining Unit.
>> Mr. President and members of the board, if I could just remind you
that several months ago the district recognized a near exclusive bargaining representative
for a group of supervisors, this process is by law for negotiating begins with a presentation
or sun shining of the proposal of that group.
You will see that is an action item
because there are some several things that the board needs to do.
At the next board meeting we will have a public hearing on this.
In parallel fashion, the district will be bringing to you suggestions
for what the district's response should be.
And I believe that Jason Walker is here, he is representing the group
and he would like to make a few comments.
>> For the professionalism, the respect and courtesy they've shown throughout the process.
Given working relationship over the time, I don't expect anything to change.
And you as the board, I wanna thank you for your support and your time.
And I will look forward to working with you on the challenges that are ahead, thank you.
Any questions for me I guess?
No? All right, thank you.
>> Okay, is there action required here?
>> Yes.
>> Yes.
>> The action is to approve.
>> Visually received the proposal, directed
that we made an adequate public record that [inaudible].
>> I've got it.
Is there a motion to approve?
>> So moved.
>> Ruiz moves.
>> Is there a second?
>> Second.
>> Discussion?
Hearing none.
We go to a vote.
All in favor say aye.
>> Aye.
>> Opposed nay?
Motion is carried.
Item 3.1, human resources legal affairs.
>> I apologize I have to train myself not to talk from there to get it on tape.
Excuse me.
>> I have some ethics to this agenda before I submit it to for your approval.
3.1A, we are going to pull the director of student health services position
that we have not been able to show it, it's closed, it will be reopened soon.
On the next page, certificated education administrator appointment, the appointment is
for 10.3.11 through 6.30.13 and the comment is inaccurate.
It is not a full time tenure track probationary position,
it's an educational administrative position and employment is by contract.
On classified appointment, 3.1J, the graphic designer position will be filled
by Melanie Belanger, B-E-L-A-N-G-E-R, the rate will be 34/5, the start date is September 21st.
>> Could you [inaudible]
>> I'm sorry, am I going to fast?
>> Say the name again.
>> Melanie Belanger.
>> Got it.
>> And under consultants, on my copy it's page 7, sometimes our page numbers don't match.
Then at the bottom of page 7, Patricia Duffy, project coordinator for HIT Consortia Grant,
the date of that should-- is incorrect, it should go through June 30th, 2012.
I've never had so many corrections on an agenda before.
Okay, that's it.
I submit the consent agenda for your approval.
>> Is there a motion to approve?
>> So moved.
>> Mori moves, is there a second?
>> Second.
>> Lisa seconds.
Discussion on-- well I guess there isn't discussion on a consent agenda.
Yes there is.
>> It can be.
>> Yeah sure, if somebody wishes to--
>> It's just that you're taking it as a block.
>> Withdraw anything from the consent agenda this would be the time.
>> I Just have a question on page 8, there, and Jack this is directed to you, 3.1U,
we have Tom Garey getting paid for projects related to drama and music remodel
and I know we've used it in the past that we're paid for by measure V so is there any connection
with construction or is it more on program?
>> Yes, it's now strictly he's there because of the project got delayed.
Tom is there there to write internal you know-- have watched what they're doing,
make sure it's some-- and with that I think just [inaudible] what they wanted
with what's being built and put in.
>> And so strictly it's not program development,
it's strictly related to the construction project.
>> But they should be funded or is that-- was it under general fund?
>> I haven't seen this before, is that only-- it's measure V?
>> It's measure V. What happens is we pay for it out of general fund and we do a expense transfer
to reimburse the fund from-- from measure V.
>> Okay.
>> Because we pay Tom by stipend and that comes out of you know--
Ed program's budget and then we get reimbursed.
And so we've done it in the past.
>> Because it was just-- it came up the last time as a point of--
>> Yes. The instruction-- and eventually it is paid for by measure V.
>> Because of the idea was no one, no faculty was supposed to be paid
by measure V however it was a special role and there was a public concern about that.
>> Correct.
It's a-- it has nothing to do with program.
It's strictly-- the instruction is actually under Joe's supervision,
not educational programs supervision because it's devised,
obviously these are the construction teams.
>> And I think actually after 5:23, Tom was no longer a member of the faculty.
>> Correct.
>> And so this is going until the end of August.
Is there a provision to-- I'd love to hear you say well,
that's when the building will be finished but I don't think that's gonna happen.
Will his services be required beyond this?
>> Yes.
>> Yeah.
>> So what do I change the date to--
[ Inaudible Remark ]
>> Right.
[ Inaudible Remark ]
>> Oh okay, okay.
All right.
So is-- we have motion on the floor of further questions?
Hearing none we go to vote, all in favor say aye.
>> Aye.
>> Aye.
>> Aye.
>> Opposed nay.
>> Thank you.
>> Measure carries.
Okay. We go to-- is there a 3.2.
We go to 4.0, there's none, hey that was quick.
5, 5.1? Recommend approval of new or modified community services,
community education courses, continuing education division.
>> Yeah, and Dr. Arellano was on vacation this week so Dean Schaffner, Bonnie Schaffner is here
to give some background on this item, okay.
[ Inaudible Remark ]
>> Yes we have-- we have-- I think 2 citizens' remarks.
Do you wanna take them before?
>> Do you want first or after?
>> Well you are at the mic, so--
>> Okay, I'll go first.
>> Sure.
>> Essentially these fee based courses come in four different categories.
The first category of the fee based are new courses which are instructor initiated.
These courses are-- we had some instructors that got very excited
about offering the fee based courses and come to us with outlines, already very good outlines,
already very well finished and so we just want to get them approved and we will--
you know, then we can have them ready when we're ready to offer them.
So those are-- that's the first group.
It's under new courses instructor initiated.
The 2nd group of courses where it says new courses formally converted state-funded courses
not eligible for state apportionment, these are mostly I think practically all
of these are the short hour courses.
They are not-- they're under 9 hours and the state will not give us apportionment for courses
under 9 hours and so they are being converted to fee based.
That's the 2nd group.
The 3rd group are course modifications, and they are fee based courses that when
which there were changes or modifications of some sort made to them.
And then the 3rd group are the new courses,
state funded conversion options for winter and spring.
And these are simply courses that we have that we want to be ready for.
We don't know what but we already have to begin winter programming.
We don't know what cuts are going to be coming.
We know what's in the budget but we have to be prepared.
So we have to have courses ready so that if we do have cuts or we do have
to do some conversions, we have improved fee based outlines.
Now there's-- this-- it goes from winter and spring both.
And for these courses we will have those state approved versions and speed based versions
of the courses so that we can maybe we go fee based now sometime in the future
when the budgets gets better we could go back to offering them the state funded courses.
But they are merely options, they are merely on a contingency basis.
We have to be prepared because we as I said we do programming very early and we have to know
that these courses-- to put them into the schedule,
we have to know that we have approved our lines.
So that's basically it.
Do you have any questions?
I do apologize, I will say that not having the fee on here and that's
because we did not get the information in time to hand it, turn in the board agenda.
We turn these in about 2 or 3 weeks ahead of time so since
that time we haven't gotten any information and I do have all the fees.
I have the chart with all the fees on here and I can--
if you want me to I can send them to Angie.
She could send them to everyone.
I have two versions, one version are in order of number, and the other version are in order
of the way they are in the agenda here.
You will also, when you notice that most of the courses have already hourly range.
We have a range of hours.
So there's a range of fee.
The course can be offered from 6 to 10 hours.
So, if that so then the feed which was calculated
from the average instructor pay plus 14 percent plus in some cases additional costs
if there were like coordinators or additional cost.
We also have, actually with us tonight I believe Ken and I asked them,
we have all the budget spreadsheets.
So if any of you really want any of this we do have it with us.
We even have copies of the outlines with us if anyone wants to ask a question or wants
to take any of the courses on here.
>> Joan?
>> I know people are very interested in the fee schedule.
Is it possible to include that in our attachments even though we didn't get it?
>> We, we will--
>> It would be on the website?
>> You mean, yeah.
I think-- 'cause from now on we will have the fee on here.
>> Right.
>> We just didn't have it.
>> Just for the supplemental and I don't know what again the protocol.
>> The question is if we're presenting this efficient now.
And you know I haven't seen it myself, you know, we thought of that but I haven't seen it.
So the question is at what point-- when--
how soon can the board get a copy and you're saying--
>> Since there were attachments for the--
>> Yeah. This is really, you're saying should be regarded as part
of the attachment and then can we do that?
Yes Sue?
>> Why did you suggest that you find a way
of [inaudible] disseminating this information on the website.
I see it problematic but it's treated as an attachment that we don't have [inaudible]
>> Right.
>> Good point.
>> So I will send it to Angie?
>> Yeah.
>> Okay. I'll do that then.
>> Angie will distribute it by the way.
>> I think Marsha was next then Lisa?
>> I was wondering for the new courses state funded conversation options.
What was the criteria that you use for picking these classes,
obviously, work went into the outlines.
>> Yes, the criteria I think it was discussed that the--
at the study session was from shared governance, you know we had discussions
with our consultation team with CEIA and the criteria was that we wanted
to preserve beginning classes state funding.
So you know immediate classes and advance classes were selected,
and then the short hour classes were another selection.
And what was the third one?
>> Workshopster.
>> Oh yeah, workshopter.
Like it's something that's really-- you can tell by reading the description as a title
that it is just really a workshop or a studio class.
Now, there are a couple in here you will notice that are beginning classes.
And the reason for that is that in some disciplines when we talk to the instructors,
they said that they did not want to be-- have beginning state funded and advanced fee.
They want all one or all the other.
>> So they said if you're gonna convert or have at least have a possible conversion of any
of our classes to fee-based, we want them all to be converted.
So that's why you will see there are someone here that are beginning.
I believe that was the figure drawing?
>> Figure drawing, jewelry.
>> Jewelry, yeah.
They wanted them all converted.
>> It seems to me that we heard a lot of comments at the study session
when we were talking about those criteria from the people who participated in the task force
and from faculty who made their recommendations which were different
from the criteria that you gave to us.
So, my concern is that these courses do not reflect shared governance conclusions
about what those criteria should be and that we were moving in the direction of returning
to the shared governance process to discuss the criteria further.
For example, the Ventura County Jail came up number one as I recall for both the task force
and the faculty and I don't see any of those classes on this list.
>> That's because the Ventura County Jail is based on--
the basis for it was it's out of the district and that my understanding is
that that needs to be a board policy.
Once the board policy is established, that we will not offer courses
out of district, then we can do that.
Even if we moved ahead with it, it's gonna take time because it would be devastating to them
to suddenly remove all the classes from there.
They have a-- it's mandated that they offer classes to the inmates,
we have very high success rate in that area
and I believe Dr. Arellano [phonetic] is preparing a report on the inmate classes.
So to give you a better view of what we're doing there, what the success rate is,
what classes that we offer there, and so all of that is in the offing,
that's why these are just options.
If that option came available and a decision was made, [inaudible] state,
then that would make a difference in what classes we cut.
>> Fine for me.
It's not a board policy, it's the important priorities, you know,
saying how important are those classes in Ventura,
that the Ventura District could serve vis-a-vis, you know, what we're doing here.
But actually, a board-- and you know with the interest from [inaudible]
of course this is basically saying it gets priority, it's not a policy.
>> Well, my understanding was that it was.
It doesn't matter to me.
All I know is that we need to hold off on that and again, that's why these are options.
Because, let's say that happen, let's say that, you know, the decision was made and again,
I thought the understanding was too that at least listen
to a report of what we're offering there.
At least find out what's going on before you make a decision.
If that decision were made, then we would not have to convert all of these.
They're just here to be ready.
>> Well, that's my concern, I mean these obviously have had considerable work done
already to prepare the outlines and go through the approval process.
That and in of itself is a selection process with criteria applied.
I am more comfortable with going back to the shared governance process,
have the faculty input, have the input from the task force come to a conclusion
on criteria before we decide to approve anything in the way of fee classes.
And I would just ask, could we postpone this perhaps for another month
or so to work through that process?
>> Well, then again you're preventing us from being able to put any of them
in the winter schedule which we're staring already, that's why we're in a rush,
that's why we did so many at one time.
Not only that but it was through the process,
that the criteria that we used were criteria that the groups came up with.
The only one that they made prominent was the Ventura Jail and I just explained that one.
But all the other were criteria.
They said they wanted-- they taught workshop classes, studio classes and they wanted
to protect beginning classes, and so that's what we did.
>> My impression is that there was considerable disagreement with that point and I'm just trying
to get to a place where we have a more generally accepted group of criteria.
So, given that-- I mean what it sounds to me like is not-- these are not options.
You want to go about selecting right now from this list and I'm kind of back in the
when did we decide what the criteria are,
because I didn't hear that we had reached that stage.
>> Well, [inaudible] understand is-- what we're asking for now is improvement of these courses
and they're gonna be developing 2 options for each course and if there's more consultation
that needs to take place, just time for that but at least the courses are in place so that
when consultation is completed or re-verified, then they can move because they don't have time.
The analogy is on the credit side, why we're going through the process the dean discussed
in looking at, you know, what are the priorities.
We recognize we have-- we're not gonna have time to complete that process
in time for spring schedules about them.
So what we're doing there is we're using our existing processes because, you know,
we don't have the luxury of time for that.
But going forward, and just gonna have, you know, the prioritization and the input
through shared [inaudible] governance process.
So I think, you know, Bonnie said today just now was the-- you know, we're going both options.
So once that's confirmed, they know which way to go but they just need the course
of record outline, whatever way he goes approved.
So you're proving the course of record outline.
You're not just-- you're not approving today a-- which one goes fee based and which isn't.
>> The actual plan is that we will go back to consultation council
and CEIA before making decisions about specific courses.
>> Okay, now would that decision be from this list only?
>> Basically probably from the list.
>> See that's my concern right there.
This list is a preselected list.
Say we have a hundred classes, you have reached a conclusion that we will pick from 50 of them
and I'm trying to get back on which 50 are we picking from in that process
because of our obligation to give faculty and students all their input,
all reasonable consideration under board policy.
>> The criteria that we got from them was protect [inaudible] courses,
focus on workshop courses which is what we did and short hour courses which is what we did.
Now if they wanna change, you know go back and say, "No,
we changed our mind," then we can go back and discuss.
But that's the basis upon which a decision was made for these courses.
And this is kind of, you know, it's a list of a good many courses and it's like, well,
where else do you want to go, you know.
And again, it's approved on-- just on a contingency basis.
We might end up we don't have to do any of them.
>> So, to return to the Ventura County Jail issue, when is it that we would see that memo
and that discussion so that that would have time to have input,
since that was number 1 on the list for their group.
>> Oh you mean the presentation through the board from Dr. Arellano?
>> Yes, yes.
>> I believe she was planning to do that actually last month and it was postponed
and I think she's planning on the upcoming study session.
But she's working on it.
She's been collecting all kinds of data, so that before you make a decision you
at least know what's-- you know, what the data is and what the facts are.
>> Yeah, well I know that Dr. Arellano before--
yeah I discussed this 'cause I wanted to have an education.
>> Yeah.
>> That you know I raised the same question saying, you know,
where is our priority in terms of our community.
Ventura District would normally would have been doing this.
It's not like-- this is not one
of those regional programs that we're doing for the state.
It's, you know, what Ventura had said.
We-- and we at the time is a great opportunity, Ventura didn't want it, we stepped in,
we have done terrific things and it's been a good one-on-one relationship.
And at that point Dr. Arellano gave me some pretty sound reasons,
but she's put it in writing, so.
What we need to look at, we have, you know, where that fits into the study session
of gender 'cause the gender is getting [inaudible] now.
But if we're also discussing, completing the review of the [inaudible] education report
that Dr. Arellano started, it seems to me that this would be a national part of that.
It's not a separate report, it's part of [inaudible] overall discussion review of,
you know, what she wrote last spring.
>> Yeah, my concern is that's-- that in
and of itself is probably a whole study session just going over that report.
So what I'm trying to do is get a level playing field of the courses that are options
and to re-entertain this question that was at the top of the list for both the task force
and for the faculty input and say "Is this among our options or is it not?"
Before you make that decision, that's--
>> We will, you know.
Again, these are just-- we have to work ahead of time.
Sometimes if you're not involved in this, you don't understand that how far ahead we have
to do things and we have to be prepared because it takes time
to put things to the approval process.
I'm not [inaudible] and which take much more time, but--
so we have to be ready, and so we're ready.
Now we might add-- we will have more actually, you know.
We-- we may have more in the next board meeting, we will have some more.
This is not all of them.
>> Right. So this is not-- what was she saying, Bonnie is saying is
that this is not the-- the exclusive listing.
There's a flexibility, but at least this is--
gives him a running start because the clock ticks, it goes like that and, you know,
we don't have the luxury of time, but we do in the sense of saying this is not--
it's flexibility in terms of what we bring back to the board for approval in time.
But they need-- this is a good start because they need to--
there's a lot of work just getting this in.
>> Yeah, this is.
>> Luis has been very patient.
>> Oh, I just-- I just wanted to say that, you know, we can't interrupt the process that has
to take place and take its natural course as it has for years.
Now, the discussion on task force recommendations and/or the Ventura jail,
that has to be discussed by this board prior to any change being made, so--
and that discussion has not taken place.
[ Simultaneous Talking ]
>> So we're not gonna hold back this process simply because a discussion hasn't taken place.
We have to move forward and at the proper time we will discuss those issues
that you're addressing.
>> Well, that's my question.
I mean we have a recommendation from faculty and from students, and from the task force
that said this is number one priority, Ventura County Jail.
We will convert those and we're not hearing the response of administration.
Administration can put forward those classes just as easily as any other class and say,
this is a proposed class that will be converted.
There's no difference there except that we discussed it in
and Dr. Arellano wanted to put forth the memo.
So I'm saying, "When do we get the memo?"
So it's part of the--
>> We-- we probably will get the memo until--
>> Yeah, yeah.
>> When we give her an opportunity to do her job.
>> And that's right.
>> So for-- and to present to us.
That has not been afforded.
>> All this time.
>> All of the things that we have been going through recently has postponed
that from happening so-- and it happened as we go forward.
>> Not only that, but there's a good chance with the Ventura Jail.
We simply may cancel.
I mean it doesn't mean that we're necessarily gonna convert those questions.
>> Yeah.
>> Those questions aren't gonna be convertible, they're either you offer them or--
>> You-- you don't.
That's right.
So it's just a matter--
>> It's not really a part of this, this is--
>> I look forward to that conversation, but that's not the conversation we're having today.
>> Yeah, just real briefly.
I was at the same study session and there were numerous members of the faculty
and community members who did not feel
that their voices were heard in the shared governance.
I-- I appreciate the fact, Dr. Friedlander, that you're going to be looking at that whole--
whole thing and I just wanted to validate the-- the people that did speak up and--
and wrote e-mails and that feeling that they weren't part of the shared governance.
And I-- I understand right now that you need to move forward on these
and so I have no problem with that.
Thank you for your work on these.
>> Thank you.
>> Okay. Any comment?
Are we ready to vote or approve?
>> Oops, I'm sorry.
First public comment, Cathie McCammon.
[ Laughter ]
>> Unless you two wanna switch places.
[ Inaudible Remark ]
>> Well, one of you.
>> Okay. The item that is before you is a perfect example
of why we are saying there was an urgency to look at continuing education.
I want you to take a step backwards.
This committee that was complaining that there--
they weren't being paid attention to was not an open committee.
ACES had been asked to have input on this issue and we were not invited to this committee.
We ended up having a member there who had suggested someone else and the faculty
and so she got a copy, but-- she made it-- this by chance because she went to the office
and kind of that it really wasn't-- the shots in here was at that the [inaudible].
But the point I'm trying to make is that the committee was a preselected committee
that was not open to everyone, to the students who might have been interested in participating.
And now what we have is a list.
It is preselected list.
Because there are a lot more classes in here than are on here.
And this is a significant transition for the program.
So I really withered you to step back and even if it causes things to be somewhat
out of the guilt here, I think this is a very important thing I was talking about.
We can't have happened if we're going to restore trust and everybody can work together
in as peaceful fashion, thank you.
>> Thank Cathie.
>> Honorable members of the Board of Trustees, President Dr. Haslund, Dr. Friedlander.
In scope of today's agenda topic regarding fee based classes that the containing ed department,
I wanted to address a rather technical issue and that is the calculation of the course fees.
Well, yes it is technical, yes it is details and no, I do not have a fun Latin quote
from some ancient Roman to brighten it up.
But here is my take on this.
We are asking students to pay fees for courses which should have a redux in a row.
Means we need to make sure of that our calculations are right.
Continuing ed students and infrastructures are having concerns
about the current fee calculations.
So I am trying to have a stake, a second look at those.
Let me firefly recollect what was discussed at the June 23rd study session.
The guideline, the administration was given by you, for calculating the course fees was,
to charge the direct cost and add a 14 percent markup to cover certain indirect cost.
In Vice President, Dr. Arellano's June 23rd handout, the direct cost included,
instructor's compensation and benefits plus facility rentals,
guest lectures and other generally direct cost.
It also included, labeled as direct cost and now they're of short cost which are,
the name says it, not truly direct but shared a common cost which have to be allocated
to the cost object in question, that means to the individual class sections.
So the first question is, is it okay, to treat shared cost as direct cost?
The answer is, it depends.
If in fact those shared cost can be allocated relatively easily and with a high degree
of accuracy, yes, government regulations do allow this option.
Now let us look at the indirect cost.
At the June 23rd study session, it was explained that this 14 percent markup was meant mainly
to cover the cost of the continuing ed directors.
This said, please allow me to point out where things seem to me
and others to be a bit off track.
Some course areas specifically ceramics, glass arts, jewelry,
sewing and cooking have adjunct instructors as instructional coordinators.
Other areas do not have those.
In these other areas, such coordinating tasks are done by the directors.
For those course areas which have coordinators,
Dr. Arellano's calculation includes an allocated portion of their stipends
as direct cost of fee based class sections.
As I laid out before, this in fact could be an option, however if we do so,
we need to pay close attention to what the true cost of those coordinators are
which are charged to the students.
Well here's the deal, the coordinators do tasks which otherwise would be done by the directors.
The coordinators make 14 dollars and 50 cents per hour.
In those other areas where this work is done by the directors,
it probably costs the college about 3 or 4 times as much.
That means that in fact, there's a substantial savings created by these coordinators.
Are those savings considered anywhere in the fee calculations?
No. Do those courses which have coordinators and therefore create savings indirect
of time get charged with the same indirect cost markup
as courses which do not have coordinators?
Yes. So for me and other, that looks like double dipping, right.
Possibly, it might be advisable not to add coordinator stipends into direct cost
but rather treat them as indirect cost.
Or, if we choose to treat coordinator stipends as a direct cost,
then we need to calculate the true net cost,
and that includes considering the savings incurred for direct the time.
And let's be realistic.
In all probability, we would actually come up here with a negative amount, because the savings
in direct the time salaries would significantly exceed those very modest stipends paid
to our instructors for taking over coordinator tasks.
Again, there are concerns and questions out there.
Let us get our ducks in a row.
Let's make sure that our calculations are right.
So I was hoping that our continuing ed administrators could take a second look
at the fee calculation please.
Thank you very much.
>> Okay, do you wanna respond to any of that or--
[ Inaudible remarks ]
>> Well I think what's on the agenda is the course of [inaudible] is not--
we're not discussing fees, it's not what's on the agenda.
>> Okay.
>>So we just need to go forward and have those discussions
for this part of what's being asked today.
>> All right.
We are looking for a motion?
>> I am.
>> I move approval.
>> Okay, motion is made to approve, is there a second?
>> Second.
>> Second.
Discussion of the motion?
Hearing none, we go to a vote all in favor say aye.
>> Aye.
>> Opposed , nay.
>> Nay.
>> Okay, abstentions?
>> Abstain.
>> Okay, so the vote is recorded to 5.1.1.
Business services?
>> No, I wouldn't be if there are not 7 of us.
>> An abstention [inaudible].
>> Abstention.
>> I forgot to, sorry.
That's miscounting, counting wrong.
>> Has our student trustee abstained?
We got two?
You didn't.
>> I'll be an adviser to vote.
>> Yeah absolutely.
>> I would like to hear from him.
>> Okay, so we are at item 6.1, business consent items?
I have one, like this and a correction actually to make on here and I got 1I,
there is a new director to be determined under that.
The approval of monthly mileage stipends and the name of that new director is Renata Funke,
R-E-N-A-T-A and last name F-U-N-K-E.
And the interest of time, I'll simply ask, are there any questions on the consent agenda?
>> Oh I want to go to every one of those pages of the contract.
I move approval over the consent items.
>> Second.
>> Is there a second?
>> Second.
>> Oh good.
Mori just jumped in, second.
Is there a discussion on the motion?
Hearing none.
All in favor say aye.
>> Aye.
>> Opposed nay.
Okay, unanimously carried.
Okay, we can go then on to the adaption of resolution number 5 and number 6.
These can be taken together, they are authorizing reaching internal budget transfers
and the budget revisions due to receipt of un-budgeted revenue, item 6.2 A and B.
>> Is there a motion to approve?
>> So moved.
>> Motion is made.
>> Second.
>> Second.
>> Discussion?
Hearing none, we move to a roll call vote.
>> Trustee Croninger?
>> Aye.
>> Trustee Haslund?
>> Aye.
>> Trustee Jurkowitz?
>> Aye.
>> Trustee Livingston?
>> Aye.
>> Trustee Macker?
>> Aye.
>> Trustee Villegas?
>> Aye
>> And item 6.2 C is to amend the child development programs contract,
this is an increase to the original agreement and is amendment 1 resolution number 7.
>> Is there a motion to approve?
>> So moved and 7 and 8 can't be taken together or should not be?
>> If everyone agrees to vote, that's the same on both of them.
>> Okay that's-- there you go, good point.
>> I think we should take them separately just because that stands
up with the first separate fiscal year.
>> I move for resolution 7.
>> Second?
>> Second.
>> Motion is made and seconded, discussion?
Okay we would take a vote, roll call.
>> Trustee Evan [phonetic]?
>> Aye.
>> Trustee Croninger?
>> Aye.
>> Trustee Haslund?
>> Aye.
>> Trustee Jurkowitz?
>> Aye.
>> Trustee Livingston?
>> Aye.
>> Trustee Macker?
>> Aye.
>> Trustee Villegas?
>> Aye.
>> Item 6.2D is Retroactive Approval of Amendment 2
to the 2010-11 Child Development Programs Contract.
This is just to decrease it to the actual billable amount through June 30th, 2011.
>> Okay, is there a motion to approve?
>>So moved.
>> Marty?
>> Marty moves and Joan seconds.
Hearing none.
We go to a vote.
>> Trustee Evan [phonetic]?
>> Aye.
>> Trustee Croninger?
>> Aye.
>> Trustee Haslund?
>> Aye.
>> Trustee Jurkowitz?
>> Aye.
>> Trustee Livingston?
>> Aye.
>> Trustee Macker?
>> Aye.
>> Trustee Villegas?
>> Aye.
>> Okay.
>> Thank you very much.
>> Thank you Joe.
We are at the point where we are ready to move
into a close session but it seems to me that we--
>> We give the calling.
>> Right, we'll take a break.
>> And we can [inaudible] at the same time.
>> Right.
[ Inaudible Remark ]
>> First we need to adjourn this one, right?
And move into close session.
[ Inaudible Remark ]
>> We're set on the agenda [inaudible].
>> Okay so it's--
[ Inaudible Remark ]
>> We need a motion.
[ Inaudible Remark ]
>> Yeah, the reason for the bit of confusion is that Marty Blum is
in North Carolina ducking a hurricane and she liked to be
with us during the close session, so--
>> Do you mean [inaudible] and we have a public comment [inaudible].
>> Okay so--
[ Inaudible Remark ]
>> Got it.
So we need a motion now to convene the close session.
>> Yeah, do we need to call Trustee Blum now or not?
>> Yes.
>> You're calling her.
[ Inaudible Remark ]
>> No, call her on [inaudible].
>> Do you have the number?
>> I'll just check with her.
She is there.
>> But--
>> Okay.
>> Aren't we gonna be in the other--
>> So the question is do need a motion to convene special session?
>> What special session are you talking about specifically?
>> Not on the agenda.
[ Inaudible Discussion ]
>> Where is it on the agenda?
>> It's separate.
[ Inaudible Remark ]
>> Yeah, okay, we convene this special session of--
>> You know what?
You can't go adjourn your regular meeting.
>> Yeah.
>> That's what I thought.
[ Inaudible Remark ]
>> Yeah, call her.
>> We have to close session.
[ Inaudible Remark ]
>> It's a special meeting.
What we are doing--
>> Okay back to-- why was a special session called?
>> Well because Marty--
[ Inaudible Remark ]
>> Please, go ahead.
>> Why couldn't Marty join a regular meeting?
>> She is on the East Coast and she requested to join the close session.
>> Joe?
[ Background Noise ]
>> Because there wasn't [inaudible].
[ Background Noise ]
>> So, anything ahead?
>> We have adjourned this meeting.
We will open-- so we need to adjourn it?
>> I move to adjourn.
>> I move to adjourn.
>> Okay.
>> I'll second the motion.
Okay and before you run away, we'll open the other meeting.
But all in favor of adjourning the meeting we just finished.
>> Aye.
>> Aye.
>> Aye.
>> Oppose nay.
Okay, this is good news.
Now we convene--
>> All right.
Okay so we want to take [inaudible].
>> The special meeting and we are open to-- we have public hearing session.
Anybody wanna talk to this issue?
>> Politically.
>> What is he--
>> [Inaudible] able to hear a public comment.
>> [ Inaudible Remark ]
[ Background Noise ]
>> What is the issue?
>> We're just asking.
[ Background Noise ]
>> And yeah, the members of the public who wanted to address us.
You're not and maybe this--
>> We have to make sure that people are in line at that side.
>> Yeah.
>> Marty?
>> Yes, hi.
>> Hi, so we're now accepting public comment with convening the close session
and is there anybody who wants to speak Sue?
Okay we need a roll call to who is present for this meeting today.
>> Trustee Blum.
>> Aye.
>> Trustee Croninger?
>> Aye.
>> Trustee Haslund?
>> Aye.
>> Trustee Jurkowitz?
>> Aye.
>> Trustee Livingston?
>> Aye.
>> Trustee Macker?
>> Aye.
>> Trustee Villegas?
>> Aye.
>> Okay, now it seems to me that we go in to a close session.
>> Uh-huh.
>> Motion to-- do we need a motion to go into close session?
>> Oh you should.
>> Yes.
>> I would think--
>> Well, my understanding is if it's agendized, we don't need a motion.
>> Okay.
>> So we'll go with that and so we are going to go into close session and we will reconvene here
in hopefully not the distant future.
>> Marty?
>> No reportable action.
Is there a motion to adjourn?
>> So moved.
>> Second?
>> [ Inaudible Remark ]
>> None debatable, all in favor say aye.
>> Aye.
>> Good night all.