May 15, 2024 Board Meeting

[00:00:03]

GOOD EVENING EVERYONE.

I'D LIKE TO CALL THIS REGULAR BOARD MEETING OF WEDNESDAY.

ACTUALLY, EEO STUDY SESSION FOR WEDNESDAY, MAY 15TH.

CALLED TO ORDER.

[1.01 Roll Call]

BOARD PRESIDENT SANDRA SALAZAR HERE.

BOARD VICE PRESIDENT MARIANA PACHECO IS ABSENT.

BOARD CLERK DON GREEN HERE.

TRUSTEE JAMES CODY BIRKEY PRESENT.

TRUSTEE ZURICH LEWIS IS ABSENT.

TRUSTEE. SHIN LIU PRESENT.

TRUSTEE. MARISA. PEREZ.

STUDENT TRUSTEE JACKIE STONE SCOTT IS ABSENT.

AND PRESIDENT. SUPERINTENDENT.

PIERRO PRESENT. OKAY, GREAT.

NEXT ITEM 1.02 PLEDGE OF ALLEGIANCE.

[1.02 Pledge of Allegiance]

YEAH, PLEASE.

RIGHT HAND OVER YOUR HEART AND BEGIN.

I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA.

AND TO THE REPUBLIC FOR WHICH IT STANDS.

ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

THANK YOU. THANK YOU, TRUSTEE GREENE.

NEXT ITEM 1.03 AGENDA ORGANIZATION.

[1.03 Agenda Organization]

[1.04 Comments from the Audience]

[1.05 Reports and Comments from Constituent Groups]

MOVING RIGHT ALONG.

[2.01 Institutional Presentation: State Budget Update]

AGENDA 2.01 INSTITUTIONAL PRESENTATION.

STATE BUDGET UPDATE.

GOOD EVENING. TRUSTEES.

SO THE MAY REVISE FINALLY, AS THE KIDS WILL SAY, DROP.

THANK YOU. WELL, HOPEFULLY I WENT.

AS THE AS THE KID WILL SAY DROPPED.

SO WE FINALLY GOT AN UPDATE.

AND THIS PARTICULAR UPDATE WAS DELIVERED IN TWO PIECES.

THE FIRST PART HAPPENED DURING FRIDAY, MAY 10TH, WHICH WAS ESSENTIALLY THE PRESENTATION BY THE GOVERNOR.

AND THE BUDGET WASN'T NECESSARILY FULL OF DETAILS.

IT JUST GAVE KIND OF LIKE AN OVERVIEW AND AND SOME REPRESENTATION OF WHAT WE COULD BE WAITING FOR.

BUT THE ACTUAL LANGUAGE BEGAN COMING OUT YESTERDAY, AND THE LANGUAGE PROVIDED A LITTLE BIT MORE SUBSTANCE TO WHAT IT WAS PRESENTED ON MAY 10TH.

NOW, TO GIVE YOU A LITTLE BIT OF CONTRAST, THE JANUARY RELEASE HAD ABOUT 200 PAGES.

PLUS THIS ONE HAS ABOUT 55, SO IT'S A BIT LIGHT ON THE DETAILS.

AND THIS IS JUST SIMPLY EVIDENCE THAT THERE IS A LOT OF NEGOTIATION THAT STILL NEEDS TO TAKE PLACE AS WE MOVE FORWARD TO FINALIZE THE BUDGET.

SO WHEN THE GOVERNOR PRESENTED THE BUDGET BACK IN JANUARY, HE PROJECTED ABOUT 4540, I'M SORRY, 38 BILLION DOLLARS SHORTFALL. AND I DON'T WANT TO BRAG IN OUR CALCULATIONS, BUT WE CALL IT.

THERE WAS GOING TO BE ABOUT $45 MILLION, AND IT ACTUALLY IS SHOWING A REVISED DEFICIT OF $45 BILLION.

MAYBE YOU THEN SAY, BUT THE NEWS IS SAYING 28.

YES, BUT IT'S 28 PLUS THE $17 BILLION OF THE EARLY ACTION.

AND EVEN THEN, THOSE ESTIMATES STILL COULD GROW BY THE TIME THE BUDGET IS SIGNED IN IN JUNE.

I DON'T NECESSARILY THINK THEY'RE GOING TO GROW TO THE POINT THAT THE LOUGH IS STATING, BUT THEY'RE LIKELY TO GROW A LITTLE BIT FROM WHERE THEY ARE NOW, WHETHER THEY GROW TO THE POINT OF THE LOUGH OR THEY GROW TO WHATEVER ADDITIONAL POINT IS THAT THEY'RE GOING TO GROW BASED ON THE GOVERNOR'S PROPOSAL ISN'T NECESSARILY THAT IMPORTANT AT THIS PARTICULAR MOMENT.

THEY ALREADY LAID OUT THE STRUCTURE OF WHAT THE BUDGET IS GOING TO LOOK LIKE AND WHAT WE EXPECT TO SEE SOME CHANGES COMING UP IN JUNE 15TH. I THINK THEY'RE GOING TO FOLLOW A SIMILAR PATTERN OF WHAT WE ARE SEEING TODAY, BECAUSE THE ECONOMY IS VERY, VERY UNLIKELY TO DROP DRASTICALLY OVER THE NEXT MONTH OR SO.

SO ONE INTERESTING PART OF THE MAY REVISE IS THE.

[00:05:01]

AND FOR THE MOST PART, WE CAN COUNT WITH WHATEVER IS THE MAY REVISE SAYING WITH VARIOUS SLIGHT CHANGES BY JUNE 15TH OR SO.

THIS TIME HE ACTUALLY LAID OUT A PLAN OF A MULTI YEAR PROJECT PROJECTIONS OF HOW WE ARE GOING TO BUDGET FOR THE NEXT TWO YEARS.

AND ONE OF THE MAIN REASONS IS THE HE, HIS ESTIMATION IS THAT WE'RE RUNNING A SHORTFALL OF ABOUT $73 BILLION OVER TWO YEARS.

WHEN YOU LOOK AT THAT THREE YEAR PROJECTION, WHAT WE'RE LOOKING AT IS 45 BILLION THIS YEAR AND 28.8 BILLION NEXT YEAR, AND APPROXIMATELY 30 BILLION THE NEXT YEAR.

NOW, THIS ASSUMES THAT THE ECONOMY IS GOING TO CONTINUE THE WAY IT IS, AND THAT WE'RE GOING TO GET AN ADDITIONAL $12 BILLION IN REVENUES.

WE KNOW THAT THE LONGER THE PROJECTION GOES, THE LESS ACCURATE IT BECOMES, PARTICULARLY AS WE'RE TALKING ABOUT REVENUE, BECAUSE REVENUE IS IMPACTED BY MULTIPLE THINGS.

SO ESSENTIALLY, I THINK THE MESSAGE THAT HE'S TRYING TO TRANSMIT IS THAT THIS IS NOT GOING TO BE A ONE YEAR SOLUTION, BUT IT'S GOING TO BE A MULTI YEAR SOLUTION THAT IS GOING TO COVER MANY YEARS OF DEFICIT.

I THINK HE IS TRYING TO LAY OUT A PLAN IN WHICH WE GET OUT OF THE THIRD YEAR WITH A SURPLUS.

I'M NOT NECESSARILY SURE THAT THAT IS GOING TO HAPPEN.

BUT WHAT WE CAN PROBABLY REALLY COUNT ON IS THAT THE NEXT TWO YEARS REALLY ARE GOING TO HAVE A DEFICIT SIMILAR TO WHAT THE GOVERNOR IS PROJECTING, WHICH IS ABOUT $73 BILLION IN TWO YEAR COMBINED.

NOW, THIS IS WHAT THE BUDGET LOOKED LIKE.

AND I WOULD LIKE TO CALL YOUR ATTENTION TO A COUPLE OF PIECES.

SO HERE WHAT IT SAYS IS STATE BUDGET.

AND YOU CAN SEE THE THE POINT OF THE JANUARY BUDGET.

I'M SORRY, THE 2324 BUDGET, THE JANUARY BUDGET.

AND THEN WE HAVE THE MAY REVISE, AS AS YOU CAN SEE, THERE IS A DROP IN THE OVERALL BUDGET FROM THE 2324 YEAR TO THE 2425 YEAR, WHICH IS PRETTY SIGNIFICANT AND ALSO A DROP FROM THE JANUARY BUDGET TO THIS YEAR'S BUDGET. THAT IS, WHEN WE TALK ABOUT THE ENTIRE STATE BUDGET, THE DROP BECOMES A LITTLE MORE PRONOUNCED WHEN YOU LOOK AT THE REVENUES OF THE STATE GENERAL FUND, BASICALLY THE FUNDS THAT WE USE TO OPERATE THE DAY TO DAY IN THE STATE.

SO WE GO FROM A 26, $226 BILLION BUDGET ON 2324 TO THE MAY REVISE OF $201 BILLION WHICH IS SOMEWHERE AROUND 11%.

NOW, WHAT THAT TRANSLATES TO COMMUNITY COLLEGE IS OUR COMMUNITY COLLEGE BUDGET REMAINS RELATIVELY FLAT.

NOW, WHEN YOU LOOK AT THIS POINT IT IS NOT FLAT BECAUSE FROM THE ENACTED BUDGET OF 2324 TO WHAT IS ON THE MAY BUDGET, YOU SEE A $13.8 BILLION WHICH SEEMS LIKE YOU'RE LOOKING AT A 600,000 INCREASE FROM THE JANUARY TO TO THE MAY.

BUT WHEN YOU LOOK AT THE ACTUAL MONEY THAT WE HAVE TO SPEND THE OPERATIONAL COMPONENT OF OUR BUDGET IN THE GENERAL FUND FOR COMMUNITY COLLEGES, YOU SEE RIGHT HERE THAT IN THE BEST CASE SCENARIO, WE'RE BREAKING EVEN WITH THE 23, 24 YEAR, WE DID A LITTLE BETTER THAN THE JANUARY BUDGET.

BUT IN THE BEST CASE SCENARIO, WE'RE BREAKING EVEN.

NOW I'M GOING TO SHOW YOU HOW ISN'T NECESSARILY BREAKING EVEN.

NOW, SOME OF THE INCREASES THAT YOU SEE IS BECAUSE THE COLA WENT UP FROM POINT 76 TO 1.07, WHICH MEANS THAT WE GOT AN ADDITIONAL $31 MILLION IN THE GENERAL FUND.

HOWEVER, THE COLA IS NOT GOING TO COVER ALL CATEGORICAL PROGRAMS. MAJORITY OF CATEGORICAL PROGRAMS ARE GOING TO BE COVERED UNDER THE COLAB, BUT THERE ARE A NUMBER OF CATEGORICAL PROGRAMS THAT WILL REMAIN OUTSIDE OF COLA.

SO THAT'S A STEP ONE OF HOW WE ARE NOT NECESSARILY GETTING THE 1.07, BECAUSE ONCE YOU HAVE A CAMPUS OPERATION, YOU CANNOT EXCLUDE INCREASES TO AREAS THAT ARE CATEGORICAL, NOT FUNDED BY COLA.

YOU STILL HAVE TO ACCOUNT FOR THAT.

SO THAT POINT ESSENTIALLY DECREASES THE 1.07 A LITTLE BIT.

NOW WHEN YOU LOOK AT THE ENROLLMENT.

ENROLLMENT GROWTH THAT HE HAD PUT TOGETHER, WE SEE JUST ROUGHLY $1.5 MILLION DECREASE TO WHAT WE HAVE SEEN.

BUT ESSENTIALLY WHAT WE LOOK AT IS ABOUT $28 MILLION FOR THE ENTIRE STATE TO COMPETE FOR ENROLLMENT GROWTH, WHICH ESSENTIALLY IS

[00:10:05]

YES. I'M NOT USED TO THIS POWERFUL OF A MIC.

JUST TO MAKE MAKE IT CLEAR, WE'RE LOOKING AT ALL 116 COMMUNITY COLLEGES AT THIS LEVEL, RIGHT? CORRECT. SO THIS REPRESENTS HOW IT HAS TO GO ACROSS OVER 100 DIFFERENT SCHOOLS OKAY.

116 SO 73 DISTRICTS.

YES, 73 DISTRICTS.

THANK YOU. SO AS YOU CAN SEE, THERE ARE SOME PIECES HERE THAT YOU WILL SEE SOME INCREASES.

FOR INSTANCE, THE FIRST ONE THAT I WOULD LIKE TO POINT OUT HERE THAT DID NOT START ON THE JANUARY BUDGET, BUT IT MADE IT TO THE REVISION IN MAY, IS $35 MILLION TO GO TO THE CHANCELLOR'S OFFICE FOR THE SPECIAL PROJECTS WHICH IS MONEY THAT WE DIDN'T HAVE THAT PLUS THE $31 MILLION THAT WE GOT IN ADDITION OF COLA.

NOW, THESE 35 MILLION, WHEN THEY GO TO THE ENTIRE BUDGET OF THE STATE, IS GOING TO GIVE US THE ILLUSION THAT THE BUDGET IS GROWING.

BUT REMEMBER THAT THIS IS MONEY THAT IS EARMARKED FOR VARIOUS SPECIFIC PROJECTS AT THE CHANCELLOR'S OFFICE AND OTHER AGENCIES THAT ARE AFFILIATED WITH WITH THAT, NOW YOU'RE GOING TO SEE ALSO THE RED RIGHT HERE ON THE STUDENT CENTERED FUNDING FORMULA, WHICH ESSENTIALLY MEANS THAT WE ARE GOING TO GET A DECREASE ON THE STUDENT CENTERED FUNDING FORMULA, BECAUSE THE WAY THAT THAT IS GOING TO BE CALCULATED, ACCORDING TO THE JOINT ANALYST, IS THE ESSENTIALLY WE'RE GOING TO OR PORTION OF THE FUNDING FORMULA IS GOING TO BE MULTIPLIED BY 0.08. SO NOT THE ENTIRE COLA IS GOING TO BE APPLIED TO THE SKIFF.

IT'S GOING TO BE 0.8 OF THE COLA.

WHAT IS GOING TO END UP APPLY TO OUR FUNDING AND I'LL SHOW YOU IN A MINUTE HOW THIS ACTUALLY IMPACTS THE BUDGET.

SO THE ENTIRE COMMUNITY COLLEGE SYSTEM GETS 13.13 BILLION, A LITTLE OVER $13 BILLION AND BUDGET FOR THE JANUARY.

YOU SAW THAT IT LOOKS ALMOST LIKE WE HAD AN INCREASE OF HALF $1 BILLION.

WHEN I SHOWED YOU THE FIRST SLIDE ON OPERATIONS FOR THE COMMUNITY COLLEGE.

HOWEVER, THE MAY REVISION ON NET ALLOCATION TO THE COLLEGES GOES TO 13.1, WHICH IS AN ACTUAL DELTA OR AN INCREASE ON THE BUDGET OF 42%, NOT AN INCREASE OF ONE POINT 71.0 7%, WHICH IS THE ADVERTISED COLA.

SO THERE ARE A FEW PIECES HERE.

AND THE FIRST ONE, I GUESS I'LL LET PHILIPPE EXPLAIN THIS PART AND I'LL EXPLAIN THE THE SUBSEQUENT.

YEAH. ONE OF THE ITEMS THAT WE WERE REALLY INTERESTED IN, OBVIOUSLY THE BOARD IS INTERESTED, IS THE STUDENT HOUSING ASPECT ON THAT.

SO AND AGAIN, UNFORTUNATELY THERE WASN'T MUCH DETAIL IN THE MAY REVISION WITH STUDENT HOUSING BESIDES THIS LITTLE STATEMENT HERE THAT IN THE MAY REVISION CONTINUES, THE STATE STILL CONTINUES TO SUPPORT A STATEWIDE LEASE REVENUE BOND AS ALTERNATIVE FUNDING.

AND SO WE HAVE BEEN WORKING AND BEEN IN COMMUNICATION THROUGHOUT THE LAST SIX MONTHS WITH THE STATE ON PROVIDING THEM INFORMATION THAT SUGGESTS THEY ARE MOVING FORWARD WITH A STATEWIDE LEASE REVENUE BOND.

ON THAT, BECAUSE SOME OF THE INFORMATION THAT THEY ARE ASKING RELATES TO DOCUMENTS THAT WOULD BE REQUIRED FOR STATEWIDE LEASE REVENUE BONDS.

SO WE'RE STILL HOPEFUL.

BUT AS YOU SAID, THERE'S STILL MORE TO COME.

HOPEFULLY THAT THE TRAILER BILL LANGUAGE THAT IS SUPPOSED TO BE RELEASED SOON WOULD SPECIFY A LITTLE BIT MORE DETAILS OF EXACTLY WHAT THAT LOOKS LIKE. BUT RIGHT NOW, THIS IS ALL THE INFORMATION WE HAVE ON STUDENT HOUSING ON IT.

SO. THANKS.

SO YOU KNOW OVERALL A COUPLE OF TAKEAWAYS.

YOU KNOW THAT WE'RE LOOKING AT IS CLEARLY, YOU KNOW, AS AS WE MENTIONED LAST WEEK, THE GOAL WAS FOR THE GOVERNOR TO RELEASE THE MAY REVISE AS QUICKLY AS POSSIBLE.

RIGHT. SO HE CAN CONTINUE TO BE IN NEGOTIATIONS.

AND THAT'S CLEARLY THE DIRECTION THAT WAS BECAUSE EVEN WHEN THE MAY REVISE WAS SUBMITTED, TYPICALLY THEY POST IT.

WELL, THEY ONLY HAD IT POSTED UP FOR A VERY SHORT TIME, I THINK ONLY MAYBE 30 MINUTES.

[00:15:02]

AND SO WHICH WAS COMPLETELY ODD.

I'VE NEVER SEEN THAT BEFORE WHERE THEY ACTUALLY TAKE THE STATE MAY REVISE BUDGET DOWN OFF THE WEBSITE, AND DIDN'T RELEASE ANY INFORMATION UNTIL SOME INFORMATION STARTED COMING OUT JUST YESTERDAY ON THAT.

SO AGAIN, HE WAS JUST PUTTING OUT A BUDGET THERE SO HE CAN JUST CONTINUE THE NEGOTIATIONS BECAUSE THERE WAS STILL A LOT OF DISAGREEMENTS ON HOW THAT WAS.

SO WE EXPECT THAT THEY'RE GOING TO BE A LOT OF NEGOTIATIONS BETWEEN THE SENATE AND THE ASSEMBLY AND THE GOVERNOR'S OFFICE, LIKELY ALL THE WAY UP UNTIL THE STATUTORY OR STATE CONSTITUTIONAL DEADLINE OF JUNE 15TH.

SO HOPEFULLY THE TRAILER BILL WILL PROVIDE A LITTLE BIT MORE CLARIFICATION.

BUT AS THIS AS WE KNOW RIGHT NOW, WE STILL ANTICIPATE THERE'S GOING TO BE SOME DIFFERENCES RIGHT NOW AS WHAT WE'RE PRESENTING THAT COME JUNE 15TH, WE'RE GOING TO SEE SOME DIFFERENCES ON THAT, BECAUSE SOME OF THE BOTTOM LINES THAT THEY HAVE NOT REALLY DISCUSSED IS REALLY THE PROP 98 CALCULATION AND WHAT THAT LOOKS LIKE AND HOW THEY'RE GOING TO FILL SOME SHORTFALLS BECAUSE THERE'S ROUGHLY ABOUT A $8 BILLION SHORTFALL IN PROP 98.

AND THEY STILL HAVEN'T REALLY FIGURED OUT HOW THEY'RE GOING TO STOP GAP THAT I ANTICIPATE THAT GOING TO BE A COMBINATION OF THINGS.

ONE, PULLING BACK UNSPENT DOLLARS.

JUST GOT NOTIFIED TODAY ABOUT ANOTHER PROGRAM THAT THE LEWIS OFFICE IS INTERESTED IN POTENTIALLY PULLING BACK AS ONE OF THE PROGRAMS. SO THAT INFORMATION IS DUE BACK TO THE STATE NEXT WEEK.

AND I WOULD IMAGINE IT'S GOING TO BE PART OF A CONVERSATION STATEWIDE TO SEE IF THAT MONEY, IF THERE'S ENOUGH MONEY IN THERE TO, TO BEGIN TO PULL BACK SOME OF THAT THOSE, THOSE FUNDS.

SO I THINK PULLING BACK FUNDS, WHICH WE ALREADY KNOW, WE'VE, WE'VE HEARD A NUMBER OF PROGRAMS THAT ARE ON THAT LIST OF ANY UNSPENT DOLLARS.

THEY'RE GOING TO PULL THEM BACK.

DEFERRALS. WE ALL KNOW WE'RE PLANNING FOR DEFERRALS AS WELL.

AND, AND LIKELY MAYBE SOME ELEMENTS OF SOME OVERALL PROP 98 CUTS.

ON THAT. SO I THINK A COMBINATION OF HOW THEY'RE GOING TO DO THAT.

BUT AGAIN, THAT'S JUST MY GUESS AT THIS POINT BECAUSE IT'S REALLY NO ONE KNOWS EXACTLY WHAT'S GOING TO HAPPEN, BECAUSE THERE'S STILL SOME DISAGREEMENTS BETWEEN THE GOVERNOR'S OFFICE AND OBVIOUSLY THE LEGISLATION.

AND, AND THERE'S STILL A LOT OF NEGOTIATION TO BE DONE BETWEEN NOW AND JUNE 15TH.

SO WHEN WHEN WE LOOK AT THE ACTUAL OPERATIONAL BUDGET, AS I SAID BEFORE, AND THE BEST CASE SCENARIO, UNDER THE CONDITIONS, THE LEGISLATION SUPPORTS THE BUDGET OF THE GOVERNOR WE WILL BREAK EVEN, MEANING THAT EVEN WITH THE COLA, BASED ON THE CUTS OF THE OTHER PROGRAMS THAT WE ARE RECEIVING, THE NET AMOUNT IS VERY LIKELY TO BE THE SAME THAT WE RECEIVE IN THE 2324, OR IF IT INCREASES, IT'S NOT GOING TO BE BY THE ENTIRE PERCENTAGE OF THE COLA.

WHEN YOU LOOK AT THE DETAILS OF THE SPECIFIC DETAILS OF THE BUDGET AND HOW IT WAS BALANCED, IT DOES NOT SHOW CUTS.

IT SHOWS DELAYS AND PAYMENTS AND IT SHOWS THE FUNDING OF SOME PROGRAMS THAT WERE NEW TO THE SYSTEM, WHICH MEANS THEY MOVE DOLLARS FROM ONE CATEGORY TO THE NEXT TO COVER THE ADDITIONAL EXPENSES.

NOW, THE AS FELIPE MENTIONED.

THE ISSUE WITH PROP 98 COULD COMPLETELY CHANGE THE DYNAMICS ON THE FUNDING THAT YOU SEE HERE, THE ONE THAT SAYS CC'S GENERAL FUND.

BECAUSE REMEMBER, IT IS $8.8 BILLION DEFICIT BASED ON WHAT THE GOVERNOR IS DOING.

BASICALLY WHAT HE'S LOOKING FOR IS WE'RE NOT GOING TO COLLECT THAT MONEY.

WE'RE GOING TO FORGET ABOUT THAT MONEY FOR A WHILE.

AND IN FUTURE YEARS WE MAKE UP THE DIFFERENCE WITH REVENUE, SENATE AND AND ASSEMBLY.

NOT ALL MEMBERS ARE IN FAVOR OF THAT PROPOSAL.

BUT IF THAT WAS TO HAPPEN, THE PORTION OF THAT COLLECTION FOR COMMUNITY COLLEGES IS A LITTLE OVER $900 MILLION THAT I'M NOT REALLY SURE THAT WILL BE ABLE TO TAKE AT ONE TIME OUT OF THIS PARTICULAR OCCASION, BUT AT LEAST I HOPE THAT'S NOT NECESSARILY THE CASE.

THAT IS NOT NECESSARILY A WAY TO GET THAT MONEY IN ONE CUT.

THEN THE USE OF THE RESERVES ON PROP 98 AND THE STATE RESERVES THAT ARE ALREADY USING SOME OF THOSE RESERVES TO MAINTAIN CURRENT OPERATIONS.

[00:20:02]

AND WE ALREADY THERE IS A LETTER CIRCULATING FROM COLLEGES AND OTHER GROUPS K-12 IN SUPPORT OF THE GOVERNOR'S BUDGET ON PARTICULARLY ON PROP 98.

AND PART OF THIS IS BECAUSE IT'S VERY WELL ASSUMED.

NOW, AT THIS POINT, THE COLLEGES ARE GOING TO NEED RESERVES AND CASH FLOW TO BE ABLE TO COVER THE DEFERRALS THAT WE ARE LIKELY TO EXPERIENCE AT SOME POINT DURING THE YEAR.

IT IS NOT NECESSARILY IF WE GET THE FURLOUGHS, IT'S WHEN WE GET DEFERRALS, BECAUSE THIS BUDGET IS HEAVILY BASED ON DELAYS AND DEFERRALS ON PARTICULAR PROJECTS.

SO IF WE WILL HAVE TO, LET'S SAY, PAY SOME OF THE PROP 98 MONEY BACK, WHAT IT MEANS IS WE WOULDN'T BE ABLE TO CASH FLOW.

THE DIFFERENCE WITH RESPECT TO SEE SIGNIFICANT CHANGES BETWEEN NOW AND AND JUNE.

THERE IS A LOT OF DISAGREEMENT, PARTICULARLY IN THE PROP 98 AND SOME OF THE BALLOT MEASURES THE SOME LEGISLATORS ARE INTERESTED IN PUTTING ON THE, IN THE, IN THE, IN THE BALLOT IN NOVEMBER.

SO I'M ASSUMING THAT IS GOING TO BE SOME NEGOTIATION ON ALL THAT THAT COULD POTENTIALLY IMPACT WHAT THE BUDGET DOES LOOK LIKE.

SO OUR RECOMMENDATION IS OBVIOUSLY TO CONTINUE TO ACT CASUAL WITH CAUTION AND, AND BE READY FOR CHANGES COMING UP IN JUNE.

THE ONLY ISSUE IS THAT IF WE DON'T CONTINUE TO ACT CAUTIOUSLY BY THE TIME THE BUDGET IS SIGNED IN JUNE, WE'LL HAVE VERY, VERY LITTLE ROOM TO MANEUVER AT THAT POINT AND MAKE ANY MAIN CHANGES.

SO WE'LL TAKE ANY QUESTIONS IF YOU HAVE ANY.

FOR THOSE WHO ARE MORE POLITICALLY IN THE KNOW THAN I AM, WHAT TYPES OF THINGS MIGHT BE ON THE BALLOT IN NOVEMBER AND WOULD THEY POSITIVELY OR NEGATIVELY AFFECT THE FINANCIAL OUTLOOK FROM THE STATE? I DON'T THINK THERE HAS NECESSARILY A DIRECT IMPACT ON THAT.

WHAT I MEAN BY THAT IS THE ABILITY OF THE LEGISLATORS AND THE GOVERNOR TO NEGOTIATE WHAT GOES IN THE BUDGET.

AND AS YOU KNOW, THOSE ARE TRAITS THAT ARE MADE.

SO MAYBE I GIVE YOU THIS AND YOU LET ME PUT THIS IN THE BALLOT OR SOMETHING TO THAT EXTENT.

SO FOR INSTANCE, IS THE K 14 K 14.

THE EDUCATION BALLOT ESSENTIALLY INFRASTRUCTURE THAT IS BEING DISCUSSED, WHICH WILL FUND THE THREE DIFFERENT SYSTEMS OR THE FOUR DIFFERENT SYSTEMS K-12 COMMUNITY COLLEGES, CSUS AND UCS.

THERE IS A VARIETY OF THOUGHTS THERE OF WHETHER OR NOT THE THE BALLOT SHOULD INCLUDE THE CSUS AND THE UCS OR HOW THE SPLIT IS GOING TO BE DONE.

BUT THIS BALLOT PRIMARILY FAVORS THE K-12.

MORE OF THEM AND PUBLIC TEND TO SUPPORT MORE THAT END THAN THE OTHER THREE SECTORS.

BUT THE COMMUNITY COLLEGES ARE TRADITIONALLY INCLUDED IN THOSE BALLOTS BECAUSE THE COMMUNITY SUPPORT TO FOR COMMUNITY COLLEGES IS PRETTY STRONG.

SO THAT HELPS CARRY THE BALLOT.

BUT IT'S PRIMARILY K-12 EFFORT.

ANY OTHER QUESTIONS OR COMMENTS? OKAY. HEARING NONE. THANK YOU VERY MUCH.

NEXT ITEM IS 2.02 INSTITUTIONAL PRESENTATION DEA UPDATE FALCON LEADERSHIP PRESENTATION.

[2.02 Institutional Presentation: DEIA Update - Falcon Leadership Presentation]

OKAY. NEVER MIND. LET ME START AGAIN.

OKAY. GOOD EVENING.

TODAY WE ARE HERE TO TO BE ABLE TO CONDUCT NOT ONLY OUR EEO STUDY SESSION, BUT KIND OF BUILD OUR WAY AND BUILD SOME MOMENTUM INTO IT, BECAUSE PART OF OUR ABILITY TO CREATE A DIVERSIFIED WORKFORCE AND HAVING A PLAN IN PLACE FOR SOME OF THE ACTIONABLE ITEMS THAT WE DO FOR MAINTAINING OUR RETENTION OF OUR EMPLOYEES, AND THAT INVOLVES EMPLOYEES WHO EXPRESS INTEREST IN WANTING TO BUILD THEIR PORTFOLIO AND GAIN EXPERIENCES THAT COULD POTENTIALLY LEAD THEM INTO HIGHER ROLES WITHIN THIS

[00:25:10]

SO ONE OF THE THINGS THAT WE DID AS PART OF THE EEO PLAN THAT WE ARE FEATURING TODAY.

AND IT WAS ONE OF THOSE AREAS WHERE THE STATE CHANCELLOR'S OFFICE SAID WE DIDN'T QUITE FLESH IT OUT.

SO WE'RE FLESHING IT OUT TONIGHT FOR YOU, BECAUSE WE WANT TO CELEBRATE OUR FIRST COHORT OF INDIVIDUALS THAT HAVE GONE THROUGH OUR OUR FALCON LEADERSHIP ACADEMY.

AND JUST VERY BRIEFLY THIS PROGRAM IS ACTUALLY A REVIVAL OF A PRIOR VERSION OF IT IN WHICH WE WERE ABLE TO WORK WITH NUMEROUS INDIVIDUALS FROM CLASSIFIED FACULTY AND MANAGEMENT SERVICE SO THAT WE COULD HELP BUILD THEIR LEADERSHIP SKILLS, EXPOSE THEM TO CERTAIN AREAS OF THE MANAGEMENT LEVEL RANKS THAT ARE NECESSARY IN ORDER FOR THEM TO CONTINUE TO MAKE DECISIONS AS THEY EXPAND THEIR ABILITY TO WANT TO MOVE FORWARD WITHIN THE ORGANIZATION, OR TO BUILD THEIR LEADERSHIP ROLES WITHIN THEIR CURRENT ROLE THAT THEY LIVE IN.

WE HAD APPROXIMATELY 20 INDIVIDUALS FROM ALL CONSTITUENCIES, AND THE PROGRAM WAS ALMOST THE ENTIRE ACADEMIC SCHOOL YEAR.

SO IT INVOLVED MEETING WITH US MONTHLY.

WE HAD PROGRAMS THAT WERE CUSTOMIZED BASED ON THE INTERESTS THAT NOT ONLY DID THEY HAVE AN AREA TO LEARN ABOUT, BUT AREAS OF INTEREST AS MANAGERS WHEN YOU'RE TRYING TO BUILD FUTURE MANAGEMENT.

SO WE LOOKED AT VARIOUS TOPICS INVOLVING COLLECTIVE BARGAINING, EMPLOYEE DISCIPLINE, UNDERSTANDING THE COMMUNITY COLLEGE PROCESS, WHY WE HAVE SO MANY POLICIES AND PROCEDURES, AND HOW THAT PROCESS GETS DEVELOPED.

WE TALKED ABOUT ACCREDITATION.

WE DID A LITTLE BIT OF WHAT WE CALL FIRST TRAINING, WHICH IS THE PROGRESSIVE INTERVENTION MODEL.

WE TALKED ABOUT THE HIRING PROCESS AND OBVIOUSLY FROM A HUMAN RESOURCES LENS, IF YOU HAVE A CAPTIVE AUDIENCE, YOU COULD ACHIEVE SO MUCH MOMENTUM WHEN YOU EXPLAIN WHAT IT IS AND WHAT IT'S NOT, AND WHAT WE NEED FROM OUR FOLKS IN ORDER TO HELP MAKE THAT PROCESS WORK BETTER.

BUT IT REALLY WAS ALSO AN OPPORTUNITY TO TALK ABOUT TRUE LEADERSHIP AND WHAT IT MEANS TO BE IN THOSE EXECUTIVE ROLES.

AND SO ONE OF THE THINGS THAT OCCURRED WAS WE HAD SEVERAL PRESIDENTS OUT OF DOCTOR FIERRO'S PORTFOLIO, INCLUDING DOCTOR FIERRO, WHO SPOKE TO OUR MEMBERS WHO PARTICIPATED IN THE LEADERSHIP ACADEMY.

BUT NOT ONLY DID IT INVOLVE GETTING EXPOSED TO VARIOUS LENSES OF LEADERSHIP, IT ALSO INVOLVED WORKING ON A PROJECT THAT INVOLVED SOME TYPE OF PLAN AND UNDERSTANDING STRATEGIC ANALYSIS IN ORDER TO BRING A PLAN TO FRUITION.

SO WE WILL HAVE A FEW FOLKS THAT ARE PRESENTING THEIR PLANS UNDER A CAPSTONE PROJECT.

BUT EVERYONE CREATED A PLAN, AND AS WE RECOGNIZE THEM TODAY, WE HAVE, AS I SHARED, CLOSE TO 20 INDIVIDUALS.

ABOUT HALF THE GROUP IS HERE TODAY AND WE WANT TO RECOGNIZE THEM.

AND WHAT I'D LIKE TO DO IS WE HAVE CERTIFICATES FOR EACH OF THEM.

AND DOCTOR FIERRO GETS HIS PHOTO OP, BUT AS I CALL THEIR NAME, SO HE HAS TO COME BACK.

I WILL READ THE TITLE OF THEIR CAPSTONE PROJECT.

JUST SO THAT YOU'RE AWARE OF THE GRAND VARIETY OF TOPICS AND THINGS THAT THESE INDIVIDUALS DID ON THE CAMPUS IN ORDER TO HELP FACILITATE CHANGE. AND THESE ARE PROJECTS THAT DOCTOR FIERRO WILL GIVE THEM FEEDBACK ON LATER ON IN THE SUMMER AS WE PROGRESS INTO THE NEXT FISCAL YEAR, BECAUSE WE DO WANT YOU TO GET FULL FEEDBACK ON THE PROCESS.

YOU THOUGHT I WAS GOING TO CHOP THE HOOK, BUT I'M NOT OKAY.

SO I AS I CALL YOUR NAME, I WILL READ THE TITLE OF YOUR PROJECT AND WE HAVE YOUR CERTIFICATES, AND WE'LL TAKE AN OPPORTUNITY TO ALSO HAVE A PICTURE WITH THE BOARD AT THE END. AND I THANK YOU AND I APPRECIATE YOUR PARTICIPATION AND FOR ALLOWING ME TO DESIGN A PROGRAM THAT I BELIEVE WAS IMPORTANT TO SHARE WITH YOU SO THAT YOU CAN MAKE AN INFORMED DECISION AS YOU TAKE THAT SEARCH IN THE NEXT CHAPTER OF YOUR PROFESSIONAL LIFE.

OKAY. WELL, NO, THEY WON'T TAKE ONE WITH YOU.

JUST MAKING SURE. OKAY, SO FIRST UP, WE HAVE CARLOS AGUIRRE.

AND CARLOS IS OUR MESA MESA MANAGER.

AND THE TITLE OF HIS CAPSTONE PROJECT IS MESA STEM SKILLS LAB.

THANK YOU. OH.

THANK YOU. OKAY, NEXT UP, WE HAVE LAURA STRADA.

SHE IS OUR ASSISTANT DIRECTOR IN ADMISSIONS AND RECORDS.

AND THE TITLE OF HER PROJECT IS BE OUR GUEST.

BECOMING A STUDENT.

READY COLLEGE.

[00:30:04]

OKAY, NEXT UP WE HAVE RUBEN BOAT.

HE IS A FACULTY MEMBER.

OUR WOODWORKING DEPARTMENT.

AND REUBEN'S TITLE WAS A CLARIFYING CAMPUS INCIDENT REPORT PROTOCOLS.

BECAUSE WE DON'T HAVE ENOUGH OF THEM HERE.

OKAY. OKAY.

NEXT UP IS SHANTI.

HUM. THANK YOU. THE TITLE OF HER PROGRAM IS DEGREE PLANNER IMPLEMENTATION.

IT REALLY WAS A WONDERFUL PRESENTATION TO SEE THE EFFORTS THAT SHE'S TAKING TO HELP IMPLEMENT OUR DEGREE PLANNER.

I JUST WANT TO THROW THAT PLUG IN THERE OKAY OKAY OKAY.

ALL RIGHT. SO WE ALSO HAVE JANET LAMBERT, A MEMBER OF OUR FACULTY AS WELL DISTANCE DISTANCE EDUCATION.

THANK YOU. JUSTIN.

AND HER PROGRAM WAS ON DISTANCE EDUCATION, AND SHE'S PRESENTING TONIGHT.

AND SHE PROMISED ME SHE'LL KEEP IT BRIEF.

OKAY. OKAY.

WE HAVE NORA.

LOREDO. NORA WORKS NEXT DOOR IN ACADEMIC AFFAIRS.

AS ONE OF OUR CLASSIFIED STAFF.

SO WE'RE VERY GRATEFUL THAT SHE JOINED THE PROGRAM.

AND HER CAPSTONE GO AHEAD WAS STUDENT ACTIVITIES CLUBS.

NEXT WE HAVE MICHAEL MEADOWS FROM HR.

YAY! THANK YOU.

AND THIS PROJECT WAS NEW PART TIME FACULTY ONBOARDING.

SO IT'S COMING AND IT'LL BE BECAUSE OF HIM.

SO HE GETS THE CREDIT FOR IT.

OKAY. OKAY.

ANOTHER ONE FROM H.R..

AARON MILES, OUR DIRECTOR OF DIVERSITY AND TITLE NINE.

HER PROJECT WAS A PREGNANT AND PARENTING PROGRAM.

WE HAVE DEAN MICHAEL PAGE, SCIENCE, ENGINEERING AND MATH.

THANK YOU.

IT'S. THANK YOU.

HIS PROJECT WAS A SCIENCE, ENGINEERING AND MATH FUTURE FACULTY MENTORSHIP, AND ANOTHER ONE THAT I THINK WILL BE INTERESTING TO SUPPORT HERE.

OKAY. OKAY.

WE HAVE JERRY RAMOS, ANOTHER MEMBER OF OUR FACULTY RANKS IN BUSINESS EDUCATION.

THE VOICE OF S STUDENT STAFF AND STAKEHOLDERS WAS TITLE OF HIS CAPSTONE.

WE HAVE DOCTOR ELIZABETH RILEY, THE DEAN OF HEALTH OK.

THIS IS THIS IS.

YES, IT IS, IT IS WITH THE TITLE OF CASE MANAGEMENT, TRIAGE AND HEALTH OCCUPATIONS.

WE HAVE A CHRISTOPHER WHITESIDE, ANOTHER DEAN.

THANK YOU. DEAN WILL HE WILL BE PRESENTING TODAY ON THE REGIONAL WORKFORCE DEMANDS FOR CTE PROGRAMS.

[00:35:03]

AND THE TITLE OF HER CAPSTONE WAS CULTURALLY RESPONSIVE TRAUMA INFORMED GAP ANALYSIS.

AND WE HAVE ONE MORE.

OKAY. AND HE'S GOING TO COME SEE ME ON TV.

OKAY. YOU'RE NOT HE'S NOT GOING TO TEASE YOU.

ALL RIGHT. COME ON DOWN. ANDREA.

OUR MANAGER OF TRUSTEE SERVICES.

IS SPEAKING.

AND HER PROJECT WAS ZERO COST TEXTBOOKS, SO THEY WERE ALL WIDE VARIETY.

YAY! ONCE AGAIN.

WE'D LIKE FOR THEM TO PICK IT UP.

WE'D LIKE FOR YOU TO TAKE A GROUP PICTURE WITH THE BOOK.

WHAT DO YOU WANT THEM TO TAKE THEM? YOU CAN TAKE THEM.

YEAH. IT'LL BE ANOTHER BIG GROUP PICTURE.

YEAH. IS REASON.

FOR CONCERN.

THANK YOU.

THANK YOU.

NOW WE'RE GOING TO HAVE TWO PRESENTATIONS.

DENNIS. IT'S OKAY. YOU CAN SIT DOWN.

OKAY. WE WILL DO JANET'S FIRST.

OKAY. ALL RIGHT. SO WE WILL HAVE TWO PRESENTATIONS THAT SUMMARIZE TWO OF THE CAPSTONES.

[2.03 Institutional Presentation: Falcon Leadership Academy Capstone Project Presentations]

EVERYONE HEARD EACH OTHER'S CAPSTONE PROJECT.

EVERYONE GAVE EACH OTHER FEEDBACK.

IT WAS A VERY SUPPORTIVE ENVIRONMENT AND THEY THEY PICKED TWO TO COME AND SHARE THEIR THEIR RESPECTIVE PROJECTS SO THAT YOU COULD HEAR THE THINGS THAT THEY'RE TRYING TO DO HERE AT CERRITOS. OKAY.

SO FIRST UP IS JANET MITCHELL LAMBERT.

OKAY. AND THEN WHICH BUTTON.

THIS ONE TO GO FORWARD OKAY.

ALL RIGHT. ALL RIGHT I WILL MAKE THIS QUICK.

AND I WILL LET YOU KNOW THAT WE DO HAVE THE PRESENTATION IN FULL, AS MERCEDES PROMISED.

SO YOU'LL HAVE A CHANCE TO LOOK AT IT.

AND I WANT TO START OUT AGAIN BY SAYING THANK YOU, DOCTOR FIERRO.

THANK YOU, DOCTOR GUTIERREZ, FOR CHOOSING ME TO BE PART OF THIS LEADERSHIP ACADEMY.

THE LAST TIME I SAW ALL OF YOU, I WAS IN A HIGH FLEX CLASSROOM.

SO I HAD LAST FALL.

SO THAT WAS THE FACE THAT THIS IS THE FACE THAT YOU SAW.

THE PRESENTATION IS CALLED LAYING THE FOUNDATIONS FOR QUALITY ONLINE BLENDED AND DIGITAL LEARNING.

AND SO I WANTED TO TAKE A MOMENT TO GIVE YOU A GREATER PURPOSE BY HIGHLIGHTING JUST A FEW OF THE IMPORTANT NATIONAL TRENDS AND OBSERVATIONS MADE ABOUT ONLINE TEACHING.

I WON'T READ ALL OF THEM, BUT I WILL POINT OUT A FEW THAT ONLINE CLASSES ARE DRIVING ENROLLMENT GROWTH.

AND SO WE NEED TO UNDERSTAND THAT THAT'S THE CASE.

AND WE NEED TO UNDERSTAND ALSO THAT PINING FOR THE PAST HAS TENDED TO BE A MAJOR BARRIER FOR COMMUNITY COLLEGES.

IN POINTING THAT OUT, I DO ALSO WANT TO SAY THAT IT'S NOT AN EITHER OR SITUATION.

MOST STUDENTS PREFER TO MIX AND MATCH THEIR COURSE MODALITIES, AND THEN IN THAT WAY THEY CAN COMPLETE MUCH MORE QUICKLY.

AND ALSO THAT DUAL ENROLLMENT COLLEGE COURSE OFFERINGS ARE GROWING ONLINE.

SO WHY DID I CHOOSE TO CREATE THIS PROJECT? WHY IS IT IMPORTANT FOR CERRITOS COLLEGE? I DO WANT TO POINT OUT I'M NOT ASKING FOR ANY MORE FUNDING.

IT'S ALREADY INCLUDED.

[00:40:02]

AND SO HAVING A D PROGRAM WOULD SUPPORT CERRITOS BECAUSE NOT ONLY ARE ROUGHLY 60% OF OUR COURSE OFFERINGS ONLINE, EVEN MORE COURSES ARE IN D MODALITIES.

AND WE ALSO SUPPORT EVERY FACULTY MEMBER WHO USES CANVAS, WHICH I HOPE IS EVERYONE.

SO WE SUPPORT A LOT OF FACULTY ON CAMPUS.

SUCCESS RATES IN OUR ONLINE CLASSES STILL LAG IN PERSON COURSES.

AND SO THIS IS REALLY IMPORTANT TO UNDERSTAND THAT A PROGRAM, PROGRAMMATIC EFFORT TO BOOST ONLINE COURSES, ONLINE COURSE SUCCESS IS AN ACTUAL OPPORTUNITY TO IMPROVE STUDENT SUCCESS OUTCOMES AS A WHOLE.

AND SO WE AS A PROGRAM, WE WOULD WRITE OUR OWN ANNUAL PLAN, WHICH I'VE INCLUDED A SAMPLE ANNUAL PLAN, AND IT REVIEWS SUCCESS DATA.

IT PREPARES STRATEGIES FOR IMPROVED SUCCESS RATES, AND IT ADDRESSES DISPROPORTIONATE IMPACT AS WELL AS REQUESTING RESOURCES TO SUPPORT CONTINUOUS IMPROVEMENT.

SO I DO WANT TO ALSO POINT OUT THAT WE NOT ONLY SUPPORT FACULTY, BUT WE ALSO SUPPORT STUDENTS.

SO OUR PROGRAM SUPPORTS BOTH STUDENTS, WHICH WOULD BE CALLED CERRITOS ONLINE AND THEN ALSO FACULTY CLASSIFIED AND ADMIN.

AND SO THESE ARE JUST A FEW WAYS I INVITE YOU TO TAKE, LIKE I SAID, A CLOSER LOOK, SINCE I HAVE TO GO QUICKLY AT HOW WE SUPPORT EACH OF THESE POPULATIONS. WE ALREADY HAVE AN ORGANIZATIONAL CHART THAT WE USE.

AND ONE OF THE THINGS THAT THEY MENTIONED WAS THAT WE SHOULD BE IN THE ACADEMIC SIDE.

SO WE'RE ALREADY IN ACADEMIC AFFAIRS.

AND SO WE HAVE FRANK AND COLLEEN IN ACADEMIC AFFAIRS.

I'M THE LEAD D COORDINATOR.

WE HAVE THREE OTHER D COORDINATORS.

AND THEN WE ALSO WORK ACTIVELY WITH THE KE CANVAS ADMIN AND HOPEFULLY ONE DAY AN INSTRUCTIONAL DESIGNER.

SO THE I REALLY WANT TO DRIVE HOME THAT WE REALLY ALREADY HAVE THESE PIECES IN PLACE AND WE'RE NOT REQUESTING NEW FUNDING.

BUT WITHOUT AN INSTITUTIONALIZED PROGRAM, LIKE SO MANY COMMUNITY COLLEGES ALREADY HAVE, WE DO TAKE THAT RISK THAT WE WILL LOSE EFFECTIVE STUDENT AND FACULTY SUPPORT. SO, FOR EXAMPLE, IF I STEP DOWN, THERE ARE SO MANY DIFFERENT MOVING PARTS THAT IT GOES WAY BEYOND MYSELF.

IT GOES WAY BEYOND THE TEAM THAT WE'D LIKE TO MAKE SURE THAT IT'S INSTITUTIONALIZED SO THAT WE CAN KEEP IT GOING FORWARD, AS WE HAVE DIFFERENT PEOPLE COMING IN AND OUT OF OUR PROGRAM. THANK YOU.

WE CAN ASK QUESTIONS ALL YOU WANT.

ALL RIGHT. OKAY. THANK YOU.

SORRY ABOUT YOUR EXPERIENCE.

OKAY. NO, THANK YOU VERY MUCH FOR THE VERY INTERESTING PRESENTATION.

I HAVE TWO QUICK QUESTIONS.

ONE, WHAT DOES IT TAKE TO BECOME INSTITUTIONALIZED? LIKE WHAT DO YOU NEED FROM THE COLLEGE? AND THEN TWO, GIVEN THAT 60% OF OUR STUDENTS ARE LEARNING ONLINE, WHAT WOULD YOU SAY WOULD BE THE NUMBER ONE RECOMMENDATION TO INCREASE THEIR STUDENT SUCCESS RATES? OKAY. SO I WILL SHARE THAT WE NEED THE SCHOOL.

WE NEED ACADEMIC AFFAIRS TO ACKNOWLEDGE US AS A PROGRAM.

THAT'S WHAT WE NEED SO THAT EVERY YEAR WE DON'T HAVE TO FIGHT FOR WHAT IS NEXT YEAR GOING TO LOOK LIKE FOR OUR FACULTY COORDINATORS AND EVERYONE WHO SUPPORTS US. I WOULD SAY IT'S NOT JUST ONE THING.

IT'S A FEW THINGS. SO I'LL SHARE THE FEW THINGS.

WE NEED FACULTY TO REALLY UNDERSTAND HOW TO CREATE COURSES THAT LOWER THE BARRIERS TO THEIR REALLY GOOD CONTENT. SO HAVING TEMPLATES THAT, THAT WE HELP THEM CREATE WILL HELP SUPPORT THAT.

SO THAT SO THAT STUDENTS CAN ACTUALLY GO INTO THE COURSES AND DO WELL AS OPPOSED TO FIGURING IT, WONDERING HOW TO DO THE COURSES.

SOMETIMES YOU GO INTO A COURSE AND IT'S SO CONFUSING THEY DON'T EVEN KNOW WHERE TO START.

THE OTHER IS UNDERSTANDING HOW TO ACTIVELY ENGAGE WITH STUDENTS.

OKAY, SO WE DON'T WANT CORRESPONDENCE COURSES.

WE NEED FACULTY WHO UNDERSTAND HOW TO WEAKLY INTERACT WITH THEIR STUDENTS AND CREATE THOSE SPACES.

SO AGAIN, CREATING STRONG TEMPLATES THAT FACULTY CAN USE AND COPY AND THEN PUT THEIR CONTENT IN.

AND THEN ALSO HELPING FACULTY TO UNDERSTAND REGULAR AND SUBSTANTIVE INTERACTION.

THE THIRD BIG ONE IS ACCESSIBILITY.

AND WE HAVE A NEW TOOL.

YOU DO IT. AND SO WE'RE TRYING TO HELP FACULTY UNDERSTAND HOW TO USE THAT TOOL AS WELL.

ALL THREE IN CONJUNCTION HELP.

I WAS ON THE CHANCELLOR'S TASK FORCE THIS YEAR FOR UDL, AND I'M HOPING THAT OUR SCHOOL CAN VOLUNTEER TO BE PART OF THE PILOT.

[00:45:06]

SO IT'S REALLY ALL ABOUT DESIGN, AND IT'S ALL ABOUT HOW THE FACULTY INTERACTS WITH STUDENTS ONCE THEY'RE IN THAT CLASS.

AND SO I WOULD SAY THOSE TWO THINGS ARE BIG THINGS.

ALSO OUR POKER PROGRAM WILL HELP AS WELL.

SO THERE'S A LOT OF MOVING PARTS.

BUT I WOULD SAY THOSE TWO THINGS.

THANK YOU. THANK YOU.

ANYBODY ELSE.

OKAY. THANK YOU SO MUCH. THANK YOU.

AND THEN THE OTHER PROJECT THAT WAS SELECTED AND WE WERE ALL BLOWN AWAY BY IT WHEN WE SAW IT.

IT IS THE REGIONAL WORKFORCE NEEDS DEMAND AND SUPPLY.

AND HERE TO PRESENT IT IS CHRISTOPHER WHITESIDE, OUR INSTRUCTIONAL DEAN OVER BUSINESS EDUCATION.

GOOD EVENING EVERYONE.

TRYING TO SHARE MY PROJECT WITH YOU.

THIS IS A PROTOTYPE.

IT'S NOT IN ITS FINAL STAGE.

SO I WAS ABLE TO RUN THE LIVE PRODUCT IN DURING OUR PRESENTATION.

SO HERE I'M USING STATIC DISPLAYS JUST FOR TIME'S SAKE.

BASICALLY THE PROBLEM IS THAT THERE'S A LOT OF DATA SETS OUT THERE, BUT THERE AREN'T ANY THAT ARE READILY AVAILABLE AND ACCESSIBLE.

AND WHAT I'M TRYING TO DO IS TO BUILD A SYSTEM THAT WE COULD HAVE AT ARM'S LENGTH, THAT HAS VERY RELEVANT DATA THAT TIES BOTH OUR PROGRAMS TO LABOR MARKET DEMAND, AND ALSO FIND WHERE THOSE GAPS BE, WHERE THERE IS POTENTIAL FOR GROWTH AND TRYING TO EXPAND FROM THOSE DATA SETS WHERE WE TYPICALLY LOOK AT COLLEGE LEVEL EDUCATION ONLY TO ALL EDUCATIONAL LEVELS, SO THAT WE HAVE A LITTLE BROADER VIEW OF WHAT'S HAPPENING.

SO THE PROTOTYPE THAT I BUILT TOOK EDX OR UNEMPLOYMENT DEVELOPMENT DEPARTMENT DATA FOR 20 OF THE MIDDLE SKILL POSITIONS OR OCCUPATIONS IN HIGHEST DEMAND FROM ALL 15 REGIONS IN CALIFORNIA.

THAT WAS THE FIRST DATA SET THAT I GRABBED.

THEN I BUILT A CROSSWALK THAT BASICALLY LINKED ALL THE PROGRAMS THAT EVERY COMMUNITY COLLEGE IN CALIFORNIA.

BASED ON THE TAXONOMY OF PROGRAMS AND THE ZIP CODE IT'S CALLED.

SO THEY'RE LINKING TO DATA PIECES TOGETHER IN ORDER TO BASICALLY COMPARE PROGRAM TO PROGRAM, COLLEGE TO COLLEGE IN DIFFERENT REGIONS.

SO FOR EXAMPLE, I COULD SHARE THE DATA FOR THIS REGION, WHICH IS LA BASIN.

I'M SORRY FOR THE SMALL PRINT HERE OR THE SMALL FONT, BUT YOU'RE SEEING ON THE LEFT HAND SIDE ARE THE TOP 20 OCCUPATION BASED ON THE REGIONAL PLAN FOR FEDERAL FUNDING, YOU CAN SEE ON THE RIGHT COLUMN THAT CERRITOS COLLEGE AS IT COMPARES TO THE LEFT COLUMN.

SO WHERE THERE'S GRAY BLOCKS, THERE ARE NO PROGRAMS THERE.

PAY PARTICULAR ATTENTION TO TWO PROGRAMS THE HEAVY TRACTOR TRAILER TRUCK DRIVER AND THEN THE FIREFIGHTER AT THE BOTTOM, BECAUSE MANY PEOPLE WILL SAY, WE DON'T HAVE A FIREFIGHTING PROGRAM HERE, BUT WE DO HAVE AN APPRENTICESHIP PROGRAM IN FIRE SPRINKLERS.

SO THAT DOES COUNT TOWARD THAT PARTICULAR OCCUPATION.

WHAT I THEN DID WAS RUN THE SAME REPORT, BUT I ADDED TWO MORE COLLEGES, SOME OF OUR CLOSE COLLEGES, A CYPRESS COLLEGE AND LONG BEACH CITY COLLEGE. NOW YOU'LL NOTICE THE GRAY BARS SHRUNK A LITTLE BIT FURTHER.

BUT YOU DID NOTICE NUMBER FOUR IS STILL MISSING, WHICH IS THE TRUCK DRIVING SCHOOL, WHICH I WOULDN'T RECOMMEND GOING INTO THAT ARENA.

IT'S VERY DEMANDING AND DIFFICULT ARENA, BUT IF I WAS TO DRILL DOWN INTO THE DENTAL ASSISTANT AREA, I COULD SEE THAT CERRITOS OFFERS AN ASSOCIATE'S DEGREE AND A CERTIFICATE OF ACHIEVEMENT, AND CYPRUS HAS A PROGRAM ALSO THAT OFFERS THAT ASSOCIATE'S DEGREE AND A CERTIFICATE OF ACHIEVEMENT.

SO I CAN ADD AS MANY COLLEGES AS I WANT THROUGH THE STATE AND EXPAND THAT REGION TO SEE WHICH PROGRAMS ARE AT WHAT LOCATION WITHOUT HAVING TO GOOGLE IT OR FIND IT IN ANY OTHER WAY. NEXT STEPS.

SINCE THIS WAS JUST A PROTOTYPE TO SEE IF I COULD LINK THE TWO TOGETHER, IT WOULD BE TO TAKE THE 2030 OCCUPATIONAL EMPLOYMENT PROJECTIONS FOR THE LA REGION, WHICH INCLUDES ALL 790 OCCUPATIONS IN THE REGION, AND CATEGORIZE THEM AND LINK THEM TO THE PROGRAMS. SO IT'LL BE A LITTLE BIT LARGER IN SCOPE.

BUT AT THE SAME TIME, I COULD ADD ORANGE COUNTY AND ANY OTHER REGIONS THAT WE MAY AFFECT AND ORGANIZE THE DATA THAT WAY.

I WILL ALSO HOPE TO ADD THE LONGITUDINAL DATA FOR THE COLLEGE SUPPLY.

SO EACH OF THE PROGRAMS. I'M NOW ABLE TO LINK THE SUPPLY YEAR OVER YEAR FOR MEETING THAT DEMAND, TO SEE IF THERE IS POTENTIALLY A GAP THAT WHICH THE COLLEGE COULD FILL.

[00:50:03]

THIS SEEMS THE INTENDED AUDIENCE OF THIS ULTIMATELY IS SOMEBODY EXPLORING HOW TO GET CONNECTED TO AN EDUCATIONAL OPPORTUNITY IN THE AREA THAT THEY WANT TO STUDY. IS THAT CORRECT? PARDON ME, FOR THE FACULTY, AS THEY'RE LOOKING AT DEVELOPING NEW PROGRAMS WHERE THERE MAY BE GAPS OR IMPROVING THEIR EXISTING PROGRAM AS THOSE GAPS SHIFT.

GOT IT, GOT IT.

SO IT'S IT'S SPOTTING HELPING US SPOT BLIND SPOTS IN THE EMPLOYMENT.

IN THE AREAS OF EMPLOYMENT IN OUR AREA THAT AREN'T SERVED BY COMMUNITY COLLEGES.

ABSOLUTELY. OKAY.

SO WITH THIS PROGRAM SO FACULTY AT DIFFERENT INSTITUTIONS CAN COLLABORATE AND SHARE THEIR RESOURCE TOGETHER.

THIS WAS DESIGNED IT ACTUALLY HAS THE ENTIRE INVENTORY OF EVERY COLLEGE AND EVERY REGION IN CALIFORNIA.

SO THEY CAN ALL LINK TOGETHER AND YOU CAN SEE WHO HAS COMMONALITY.

THAT'S A GREAT JOB. THANK YOU.

DON'T YOU THINK IT SHOULD HAVE BEEN PUT TOGETHER BY, LIKE, A DEAN OR SOMEBODY WHO REALLY KNOWS WHAT THESE DIFFERENT? I'M JUST KIDDING. ANY OTHER QUESTIONS, DOCTOR FIERRO? CRAIGSLIST. LOOK AT THIS.

CHRIS, I WAS LOOKING AT THE PROGRAM AND HOW YOU CROSS-REFERENCE THAT SET ANY WAY, BESIDES LOOKING AT THE EMPLOYMENT DATA, WE LOOK AT EARNINGS DATA AND MAKE A COMPONENT IN WHICH THE STUDENTS ARE THE THE USERS. RIGHT. BECAUSE IT IS IT IS GOOD FOR US TO KNOW WHERE THE ECONOMY IS NEXT AND THE TYPE OF PROGRAMS, BUT IT'S ALSO REALLY GOOD FOR THE STUDENTS TO UNDERSTAND WHAT IS THE ECONOMIC PROJECTION ON ON THE PROGRAMS, PARTICULARLY WHEN YOU START LOOKING AT THE, YOU KNOW, TEN, 15 YEARS ON ECONOMIC DATA IN L.A. COUNTY, THAT IF WE CONTINUE THE SAME TRAJECTORY, THE ECONOMY IS ACTUALLY GOING TO SHRINK QUITE A BIT.

BUT WITH THE PROJECTIONS AND NEW INDUSTRY THERE IS A POSSIBILITY OF MAKING SOME SWITCHES.

IS IT POSSIBLE TO DO THAT? AND HOW WOULD YOU. MY SECOND VERSION ALREADY DOES THAT.

IT TAKES THE SECOND VERSION, TAKES THE PROGRAM, TAKES THE PROGRAM AND GOES BACKWARDS INTO THE OCCUPATION, TAKES THE LABOR MARKET DATA OF DEMAND.

ALSO LIVING WAGE, MEDIAN WAGE AND ALL THE OTHER COMPONENTS SO IT CAN GO BACKWARDS AND LOOK THE OPPOSITE DIRECTION.

THANK YOU. ANYONE ELSE? THANK YOU, THANK YOU, THANK YOU SO MUCH.

ANY MORE PRESENTATIONS? OH WE'RE GOOD. OKAY.

THANK YOU SO MUCH FOR YOU KNOW.

YEAH. WE'RE GOING TO WE'RE GOING TO COLD CALL SOMEBODY FOR THE NEXT MEETING.

WE CAN HAVE ANOTHER ONE.

THANK YOU ALL.

EXCELLENT. THANK YOU SO MUCH, EVERYONE FOR COMING.

THANK YOU EVERYONE. THANK YOU.

AND IF IT'S OKAY WITH THE BOARD BEFORE MOVING ON TO 2.04.

I'VE HAD A REQUEST TO GO BACK TO THE REPORTS FROM OUR CONSTITUENT GROUPS, IF THAT'S OKAY WITH THE BOARD.

SO WE'LL HAVE WE'LL START OFF WITH DENNIS FALCON, OUR FACULTY SENATE PRESIDENT.

FINE BY ME. FALCON BLUE.

HEY. HONORABLE BOARD COMMUNITY MEMBERS, ARE WE STREAMING ONLINE? WE ARE. WE'RE COMMUNITY MEMBERS AND MEMBERS OF THE AUDIENCE AND MY COLLEAGUES.

THIS WILL BE MY LAST OFFICIAL REPORT AS THE FACULTY SENATE PRESIDENT.

AND IT HAS BEEN.

AND I REMEMBER I TOLD YOU GUYS A FEW MONTHS AGO THAT I WAS GOING TO GO OFF AND DO SOME OTHER THINGS? AND SO THIS IS OFFICIALLY MY LAST REPORT.

AND I WANTED JUST TO REMIND ALL OF YOU WHAT I SAID THE LAST TIME.

IT'S BEEN AN HONOR AND A PRIVILEGE TO WORK WITH ALL OF YOU.

ADMINISTRATION, DISTRICT, AND, OF COURSE, MY COLLEAGUES.

AND I WANTED TO MAKE SURE THAT I TOOK THIS OPPORTUNITY TO HIGHLIGHT SOME OF MY COLLEAGUES AND PEOPLE WHO MAKE THE FACULTY SENATE WHAT IT IS.

I WANT TO START WITH A LIST OF THE COMMITTEES AND THE PEOPLE WHO CHAIR THEM.

SO THIS MIGHT BE ONE OF THE LONGEST REPORTS I GIVE, BUT IT WILL STILL GO PRETTY QUICK.

FROM THE ACADEMIC EXCELLENCE COMMITTEE, I WANT TO THANK CHRISTINE ARSLAN AND SEAN BONAZZI, WHO ACTUALLY ARE COMING IN TO BE NEW CHAIRS FOR COMMITTEE THAT HAD BEEN DORMANT IN LARGE PART BECAUSE OF COVID.

AND WE FINALLY GOT SOME FACULTY.

THESE TWO INDIVIDUALS WHO DECIDED TO STEP UP SO IT'S GOING TO BE EXCITING TO SEE THE WORK THAT THEY DO GOING INTO THE NEXT ACADEMIC YEAR.

[00:55:07]

SO I WANT TO MAKE SURE THAT SHE GETS ALL THE CREDIT THAT SHE DESERVES, BECAUSE THAT'S ONE OF THE MOST HARDEST WORKING COMMITTEES ON CAMPUS CURRICULUM.

NEXT FACULTY HIRING STANDARDS.

NICK MATTHEWS, I THINK. NICK.

LEFT. RIGHT.

PROFESSIONAL DEVELOPMENT.

LYDIA ALVAREZ. AND I'M HOPING A LOT OF THESE NAMES RING A BELL TO SOME OF YOU, BECAUSE THEY DO COME BEFORE YOU HERE AND THERE TO DO PRESENTATIONS INSTRUCTIONAL PROGRAM REVIEW WILLIAM SANG, PROFESSIONAL RELATIONS CHAD GREEN, AND A SPECIAL SHOUT OUT TO CHAD, BECAUSE HE ALSO STEPPED UP TO CHAIR A COMMITTEE THAT HAD GONE DORMANT FOR A WHILE BECAUSE OF COVID.

AND CHAD WAS BASICALLY IN CHARGE OF THE RECENT MOST OUTSTANDING FACULTY AWARDS CEREMONY AND PARTY THAT WE HAD.

AND IT WAS OUTSTANDING.

IT WAS IT WAS WORTHY OF THE FACULTY THAT WE WERE RECOGNIZING THAT DAY FROM SABBATICAL LEAVE.

JULIE DAVIS, STUDENT LEARNING OUTCOMES, LEANNE MCELROY, WHO I BELIEVE IS ALSO STEPPING DOWN FROM THAT POSITION, AND I BELIEVE WE'RE CURRENTLY IN SEARCH FOR SOMEBODY TO DO THAT TECHNOLOGY BASED LEARNING.

JANET MITCHELL LAMBERT I DON'T KNOW IF SHE'S STILL HERE, BUT SHE JUST SPOKE AND GAVE A PRESENTATION.

I WANT TO GIVE A SPECIAL THANKS TO OUR ONLINE EDUCATIONAL RESOURCES, OER REPRESENTATIVE LIAISON, DAVID BETANCOURT.

ALL THE FACULTY WHO WORKED ON ANY SHARED GOVERNANCE COMMITTEE AS A REPRESENTATIVE OF FACULTY AND THE FACULTY SENATE.

SPECIAL SHOUT OUT TO JULIE MUNN FROM ACADEMIC AFFAIRS.

FRANK, MAKE SURE SHE HEARS THAT.

BECAUSE IN THE THE FEW THE LITTLE TIME I SPENT IN THAT OFFICE BECAUSE I LIKE TO SPEND MOST OF MY TIME ON CAMPUS AND IN MY OFFICE OVER IN SOCIAL SCIENCE BUILDING. BUT WHEN I WAS HERE IN THIS BUILDING, I HAD ALL THE SUPPORT THAT YOU COULD ASK FOR FROM BOTH JULIE AND FROM JUDY SALAS.

SO THANK JUDY FOR ME.

I'LL COME BY AND DROP OFF SOME CANDIES WHEN I GET A CHANCE.

I WANT TO MAKE SURE THAT OUR CCF CF AND CSA COLLEAGUES UNDERSTAND HOW THANKFUL I HAVE BEEN TO BE ABLE TO WORK WITH THEM FOR THE LAST FEW YEARS. AND, LYNN, OF COURSE, THANK YOU VERY MUCH.

AND I'M LOOKING FORWARD TO SEE ALL THE GOOD WORK THAT YOU DO FOR US GOING FORWARD.

AND FINALLY, I WANT TO INTRODUCE OUR INCOMING FACULTY, SENATE PRESIDENT TERRENCE MULLINS.

MULLINS FROM POLITICAL SCIENCE.

HE'S NOT HERE TONIGHT, BUT I'M SURE YOU GUYS HAVE MET TERRENCE IN DIFFERENT CONTEXTS BEFORE.

OUR INCOMING FACULTY, SENATE VICE PRESIDENT DARA WARRELL FROM MATH DAR IS IN THE ROOM LOOKING FORWARD TO HER LEADERSHIP COMING INTO THE NEW YEAR.

AND OUR INCOMING FACULTY, SENATE SECRETARY RODRIGO CASTRO FROM COUNSELING.

THERE'S RIGO RIGHT THERE.

AND FINALLY I WANT TO THANK THE CURRENT FACULTY, SENATE VICE PRESIDENT, RALPH CASAS.

THANK YOU. YEAH.

YOU CAN. THANK YOU.

AND LAST BUT NOT LEAST, THE CURRENT FACULTY SENATE SECRETARY, NATALIE SARGEANT FROM ENGLISH AND AFRIKANER STUDIES.

AND SO TO BOTH THE INCOMING FACULTY SENATE EXECUTIVE TEAM, WHICH I WILL BE JOINING FOR A YEAR.

AS FOR OUR CONSTITUTION, FOR TRANSITION AND FOR CONTINUITY PURPOSES.

AND BECAUSE I JUST WANT TO HANG OUT BECAUSE I LIKE YOU GUYS AND TO NATALIE AND TO RALPH FOR ALL THE HARD WORK, BECAUSE JUST LIKE I DID, THESE INDIVIDUALS STEPPED UP AND CAME TO WORK DURING COVID AFTER COVID AND HELPED TO SET, I GUESS, THE TRAJECTORY THAT HOPEFULLY WILL GET US BACK TO THE NEXT BEST VERSION OF CERRITOS COLLEGE, AND OUR FACULTY COULDN'T BE PROUDER.

THANK YOU. I YIELD MY TIME.

THANK YOU. YEAH.

THANK YOU. THANK YOU, PROFESSOR FALCON, AND THANK YOU FOR ALL YOUR LEADERSHIP AND WE WILL MISS YOU.

YOU CAN COME ANYTIME.

YEAH. I THINK HE GOT ENOUGH BOARD MEETINGS, HAD ENOUGH.

GOES TO SOME BOARD MEETINGS.

WELL, ON THAT NOTE, WELCOME TO THE NEW LEADERSHIP AND WE LOOK FORWARD TO WORKING TOGETHER.

NEXT ITEM, 2.04.

[2.04 Board of Trustees Training: Culturally Responsive Practices and the Elimination of Bias in Hiring and Employment]

[01:01:06]

AND IN THIS PARTICULAR INSTANCE IT IS A TRAINING COMPONENT AS WE ARE REQUIRED UNDER TITLE FIVE TO PROVIDE YOU WITH THE EEO TRAINING AT LEAST ONCE PER ELECTION CYCLE. SO WE JUST PICKED ONE AND HERE WE GO.

SO WITH ME TODAY IS ALICIA STEINMANS AND SHE IS A PARTNER WITH LIEBERT, CASSIDY WHITTEMORE, AND SHE WILL BE HERE TODAY TO CONDUCT THE TRAINING AND ADDRESS ANY QUESTIONS YOU HAVE REGARDING THAT, THAT PORTION OF THE PROGRAM.

AND THEN WE WILL SEGWAY INTO WHAT WE HOPE IS APPROVAL OF THE EEO PLAN, BECAUSE I'D LIKE TO CLOSE THAT CHAPTER AND START A NEW ONE AND JUST START THE PROCESS.

SO THANK YOU VERY MUCH.

AND I'LL PASS IT OVER TO ALICIA.

THANKS. GOOD EVENING.

SORRY. GOOD EVENING, TRUSTEES AND DOCTOR FIERRO.

THANK YOU FOR HAVING ME.

AS DOCTOR GUTIERREZ MENTIONED, I AM A I'M ALICIA STEINMAN.

I'M A PARTNER WITH LIEBERT, CASSIDY WHITTEMORE.

I'M A PUBLIC EDUCATION PARTNER, AND I WORK ALMOST EXCLUSIVELY WITH COMMUNITY COLLEGES THROUGHOUT THE STATE.

AND ONE OF MY SUBSPECIALTY AREAS IS THE EOE.

SO I TRAIN SCREENING AND SELECTION COMMITTEES AT A LOT OF DIFFERENT COMMUNITY COLLEGES ON HIRING PRACTICES.

I'VE ALSO TRAINED CONSORTIUMS THROUGHOUT THE STATE ON CHANGES TO TITLE FIVE THAT OCCURRED ABOUT A YEAR AND A HALF AGO, WHICH IS WHY YOU ARE CONSIDERING A NEW EEO PLAN TODAY.

AND AS DOCTOR GUTIERREZ SAID, I'M HERE BECAUSE THIS TRAINING IS LEGALLY REQUIRED.

I APOLOGIZE, I COULD HAVE SWORN I SENT THE POWERPOINT VERSION, BUT YOU'RE YOU'RE SEEING THE SAME INFORMATION HERE.

SO I WILL JUST SCROLL THROUGH THE THE SLIDES.

SO THERE ARE FIVE COMPONENTS UNDER TITLE FIVE THAT ARE LEGALLY REQUIRED FOR THIS TRAINING.

THERE'S THE EDUCATIONAL BENEFITS OF WORKFORCE DIVERSITY LAWS AND REGULATIONS SURROUNDING NONDISCRIMINATION AND EQUAL EMPLOYMENT OPPORTUNITY.

THE ROLE OF THE EQUAL EMPLOYMENT OPPORTUNITY ADVISORY COMMITTEE IN DRAFTING AND IMPLEMENTING YOUR EEO PLANS.

THE ELIMINATION OF BIAS IN HIRING DECISIONS AND BEST PRACTICES FOR SERVING ON SCREENING AND SELECTION COMMITTEES.

SO WE'LL GO THROUGH ALL FIVE OF THOSE INTERESTINGLY.

THE FIRST FOUR REQUIREMENTS LISTED HERE ARE REQUIRED OF ANYONE WHO PARTICIPATES IN A SCREENING OR SELECTION PROCESS.

SO BECAUSE AS TRUSTEES, YOU HAVE ONE EMPLOYEE, YOUR CEO, BEFORE YOU CAN EVER HIRE A CEO, YOU HAVE TO SIT THROUGH A TRAINING LIKE THIS. SO LET'S SAY IN TWO ELECTION CYCLES, YOU'RE HIRING A NEW CEO AND YOU HAVE NEW BOARD MEMBERS, AND THEY HAVE NOT GONE THROUGH THIS TRAINING BEFORE.

YOU CAN YOU BEFORE YOU CAN START A TRAINING, BEFORE YOU CAN START A SCREENING PROCESS FOR A NEW CEO.

THIS THE FIRST FOUR COMPONENTS ARE REQUIRED.

THERE'S NOW A NEW REQUIREMENT UNDER TITLE FIVE THAT IN ADDITION TO THE FIRST FOUR COMPONENTS, THE FIFTH COMPONENT, THE ROLE OF THE EEO ADVISORY COMMITTEE IN DRAFTING AND IMPLEMENTING A DISTRICT EEO PLAN THAT IS NOW SOMETHING THAT THE BOARD HAS TO BE TRAINED ON.

IT USED TO BE THAT ONLY EOCS, THOSE ADVISORY COMMITTEE MEMBERS HAD TO BE TRAINED ON THIS COMPONENT, BUT IT IS NOW REQUIRED OF OF BOARDS OF TRUSTEES AS WELL.

SO I USED TO I USED TO START THIS TRAINING BY TALKING ABOUT THE LAWS.

AND I DECIDED JUST I DECIDED RECENTLY TO SWITCH IT UP.

YOU'RE ALL HERE TO SERVE STUDENTS.

AND SO I THINK IT'S REALLY IMPORTANT BEFORE WE EVEN DIVE INTO THE LEGAL REQUIREMENTS TO, TO TRY TO UNDERSTAND WHY THIS

[01:05:08]

SO. SORRY.

THERE YOU GO. OKAY.

COMMUNITY COLLEGES THROUGHOUT THE STATE ARE KNOWN FOR A STRONG COMMITMENT TO DIVERSITY.

AND THAT THAT COMMITMENT NOT ONLY INCLUDES, YOU KNOW, DIA IN YOUR EDUCATIONAL MISSION BY PROVIDING EXCELLENT ACADEMIC INSTRUCTION, BUT ALSO A COMMITMENT TO DIVERSITY OF YOUR WORKFORCE.

THERE'S SOME AND THIS IS PARAPHRASED FROM THE THE THE STATE COMMUNITY COLLEGE SYSTEM'S CORE MISSION, ALTHOUGH WE'LL SAY I DID GO ON THE STATE CHANCELLOR'S WEBSITE RECENTLY, AND I COULDN'T FIND THE THE MISSION AS PROMINENTLY AS I AS I WOULD HAVE LIKED.

BUT THE CORE MISSION IS TO SERVE A DIVERSE COMMUNITY OF LEARNERS AND TO PREPARE STUDENTS FOR SUCCESS IN A GLOBAL SOCIETY.

YOU'LL HEAR OR YOU MAY YOU'LL YOU MAY SEE IN YOUR EEO PLAN THAT WHEN ASSESSING UNDERREPRESENTATION IN THE WORKFORCE, A SOME OF THE DATA THAT THE DISTRICT IS LOOKING AT IS YOUR STUDENT DATA.

BUT YOU'LL HEAR ME SAY IN A SECOND, YOU CAN'T HAVE LEGALLY, UNDER CALIFORNIA LAW, CAN'T JUST USE STUDENT DATA TO DETERMINE WHAT YOUR WORKFORCE SHOULD LOOK LIKE.

IT CANNOT BE A 1 TO 1 COMPARISON THAT WOULD ESSENTIALLY BE A QUOTA IN VIOLATION OF THE CALIFORNIA CONSTITUTION.

AND NOT ONLY IS THAT LEGALLY IMPERMISSIBLE, BUT WHEN YOU WHEN YOU THINK ABOUT WORKFORCE DIVERSITY AND THE NEED TO PREPARE STUDENTS FOR SUCCESS IN A GLOBAL ECONOMY, JUST LOOKING AT, YOU KNOW, IN A BUBBLE AT STUDENT DATA FROM ONE COLLEGE IS NOT GOING TO LEND ITSELF TO PREPARING STUDENTS TO ENTER THE WORKFORCE, WHETHER THEY STAY IN THE COMMUNITY OR THEY THEY MOVE SOMEWHERE ELSE.

YOU WANT YOU WANT STUDENTS WHO ARE, YOU KNOW, CONSIDERED TRADITIONALLY TO BE PART OF MINORITY GROUPS, TO SEE REPRESENTATION OF MINORITY GROUPS IN THEIR IN THEIR FACULTY AS WELL.

SO YOU WANT STUDENTS WHO IDENTIFY AS CAUCASIAN TO BE LED BY BY FACULTY, BY ADMINISTRATORS WHO, YOU KNOW, LOOK DIFFERENT FROM THEM BECAUSE THAT'S THE REALITY OF THE WORKFORCE AS WELL.

SO THERE'S THIS BALANCE OF, YES, THERE IS CERTAINLY DATA.

AND WE'LL TALK ABOUT IT IN A IN A FEW SLIDES THAT SAYS STUDENTS TEND TO BE MORE SUCCESSFUL WHEN THEY CAN SEE THEMSELVES IN THEIR LEADERS, IN THEIR TEACHERS.

BUT THAT IS ONLY A COMPONENT OF WHAT DIVERSITY, EQUITY AND INCLUSION IS, AND A COMPONENT OF WHAT HELPS MAKE STUDENTS SUCCESSFUL IN THE LONG RUN.

NOW, THERE ARE OTHER BENEFITS OF DIVERSITY FACILITATES RECRUITMENT AND RETENTION OF STAFF.

THERE'S MAKES DISTRICTS MORE ATTRACTIVE TO STUDENTS WHEN YOU HAVE A WORKFORCE THAT'S DIVERSE, IT ENGENDERS CREATIVE THINKING AND PROBLEM SOLVING, AND IT JUST GENERALLY VITALIZES THE THE EDUCATIONAL ENVIRONMENT.

SO I'M NOT GOING TO SPEND A LOT OF TIME ON THESE SLIDES.

BUT IF YOU HAVE NOT IN IN 2018, THE STATE CHANCELLOR'S OFFICE ESTABLISHED THE VISION FOR SUCCESS SUCCESS DIVERSITY, EQUITY AND INCLUSION TASK FORCE, AND THE GOAL WAS TO IMPROVE STUDENT OUTCOMES TO MEET FUTURE WORKFORCE NEEDS.

IN 2020.

I BELIEVE IT WAS.

THEY CAME OUT. YEAH, 2020, I THINK MAYBE RIGHT AFTER THE PANDEMIC HIT CAME OUT WITH A REPORT.

AND IF YOU HAVE NOT READ THE REPORT, I THINK IT IS A VERY WELL DRAFTED REPORT.

IT HAS A LOT OF INFORMATION IN IT.

I ENCOURAGE YOU TO GO ON THE STATE CHANCELLOR'S WEBSITE AND AND LOOK AT THE REPORT.

I THINK IT'S 30 OR 40 PAGES LONG, BUT HERE ARE FOUR OF THE REPORT'S KEY FINDINGS.

DIVERSITY INCREASES STUDENT ACHIEVEMENT THE FINDINGS SAID IN PART, STUDENTS WHO BENEFIT FROM A DIVERSE FACULTY ARE BETTER EDUCATED AND BETTER PREPARED FOR LEADERSHIP, CITIZENSHIP, AND PROFESSIONAL COMPETITIVENESS.

DECREASING RACIAL AND GENDER GAPS AMONG LEADERSHIP, FACULTY AND STAFF ARE KEY TO IMPROVING IMPROVING STUDENT OUTCOMES.

THE SECOND FINDING DIVERSITY IMPACTS STUDENTS AND EMPLOYEE RETENTION.

[01:10:01]

FINDING THREE FACULTY AND STAFF DIVERSITY REDUCES THE LIKELIHOOD OF IMPLICIT BIAS, AND THAT FINDING SAID MANY, ARE NOT MANY. MANY STUDENTS ARE NOT NECESSARILY SORRY.

MANY FACULTY ARE NOT NECESSARILY PREPARED TO ADDRESS THE ISSUES OF SOCIAL JUSTICE, CULTURAL COMPETENCY, OR TO DEPLOY CRITICAL PEDAGOGY IN THEIR INSTRUCTIONAL PRACTICES DUE TO LACK OF KNOWLEDGE OR TRAINING.

RECOGNIZING THIS AS A PRIORITY AND INTEGRAL TO TEACHING AND LEARNING ENVIRONMENTS, THE ROLE OF PROFESSIONAL DEVELOPMENT AND OTHER RESOURCES IS CRITICAL FOR FACULTY TO ADDRESS MATTERS SUCH AS IMPLICIT BIAS IN THE CLASSROOM AS WELL AS CAMPUS WIDE, AND THEN THE FOURTH FINDING FACULTY AND STAFF DIVERSITY INCREASES THE ABILITY TO INTEGRATE MULTICULTURAL AND CULTURALLY RESPONSIBLE PEDAGOGY INTO TEACHING PRACTICES.

LEARNING AND ENGAGEMENT ARE INEXTRICABLY BOUND, AND STUDENTS FROM ALL RACIAL AND ETHNIC BACKGROUNDS ARE MORE LIKELY TO BE ENGAGED WHEN FACULTY EXPOSE THEM TO MULTICULTURAL PERSPECTIVES.

ALL FACULTY CAN BE HELD ACCOUNTABLE INSTITUTIONALLY FOR INCLUDING DIVERSITY IN THEIR TEACHING.

IN FACT, THEY NOW HAVE TO BE UNDER TITLE FIVE.

BUT NO SINGLE, BUT NO SINGLE POPULATION OF FACULTY SHOULD CARRY THE ENTIRE WEIGHT OF THIS WORK.

IMPORTANTLY, THIS WORK SHOULD BE BECOME A SHARED AND INSTITUTIONALLY SUPPORTED EFFORT.

ALL RIGHT. A LOT TO GET THROUGH.

SO I WOULD LOVE TO GO INTO MORE DETAIL ABOUT SOME OF THESE ISSUES, BUT I'M GOING TO GO THROUGH THIS QUICKLY.

YOU'RE DOING GREAT. THANK YOU.

OKAY. LAWS AND REGULATIONS.

SO MY BREAD AND BUTTER, WHAT I, WHAT I DO EVERY DAY, YOU'VE PROBABLY YOU'VE PROBABLY KNOW A LOT OF THIS INFORMATION.

THERE IS A SEPARATE DISCRIMINATION AND HARASSMENT TRAINING THAT ELECTED OFFICIALS ALSO HAVE TO RECEIVE.

BUT THIS IS A REQUIREMENT OF THIS TRAINING AS WELL.

SO VERY BRIEFLY, I'M JUST GOING TO HIGHLIGHT SOME OF THE RELEVANT STATE AND FEDERAL LAWS.

THE FIRST FOUR BULLET POINTS ON THIS SLIDE ARE FEDERAL LAWS.

TITLE SEVEN OF THE CIVIL RIGHTS ACT OF 1964 PROHIBITS DISCRIMINATION IN IN EMPLOYMENT ON THE VARIOUS ON BASED ON VARIOUS PROTECTED CLASSES.

TITLE NINE OF THE EDUCATION AMENDMENTS PROHIBITS EXCUSE ME, SEX DISCRIMINATION IN EDUCATION.

I'M SURE OVER THE NEXT FEW MONTHS YOU'RE GOING TO HEAR A LOT MORE ABOUT TITLE NINE, BECAUSE THE TITLE NINE REGULATIONS HAVE BEEN IN FLUX FOR THE PAST SIX YEARS. THEY HAVE.

THERE ARE NOW NEW REGULATIONS THAT GO INTO EFFECT IN AUGUST, SO THIS WILL NOT BE THE ONLY TIME YOU YOU HEAR MORE ABOUT TITLE NINE.

THERE'S THE AGE DISCRIMINATION IN EMPLOYMENT ACT AND THE AMERICANS WITH DISABILITIES ACT.

AGAIN, THEY ARE WHAT THEY SOUND.

THEY PROHIBIT DISCRIMINATION AT THE FEDERAL LEVEL BASIS BASED ON DISABILITY OR AGE AND THE PROTECT FOR AGE.

IT'S 40 OR OVER.

AND THEN WHAT I WOULD CONSIDER TO BE THE BREAD AND BUTTER OF MY PRACTICE, WHICH IS THE FAIR EMPLOYMENT AND HOUSING ACT, THAT IS CALIFORNIA STATE LAW, AND THAT PROHIBITS DISCRIMINATION AND HARASSMENT ON VARIOUS PROTECTED CLASSES AS WELL AS RETALIATION.

AND WHEN I, WHEN I USE THE TERM EMPLOYMENT DISCRIMINATION LEGALLY FROM A LEGAL PERSPECTIVE IN ORDER TO ESTABLISH A LEGAL CLAIM OF DISCRIMINATION.

THERE ARE THERE ARE FOUR COMPONENTS, BUT THE TWO THAT I THINK ARE MOST CRITICAL ARE ONE, THERE HAS TO BE SOMETHING THAT'S CALLED AN ADVERSE EMPLOYMENT ACTION. SO FOR EXAMPLE, THE DIFFERENCE BETWEEN HARASSMENT AND DISCRIMINATION.

HARASSMENT IS AN ACTION THAT OCCURS OUTSIDE OF SOMEONE'S JOB DUTIES IT'S NOT PART OF.

UNLESS YOU'RE A COMEDIAN, IT'S NOT YOUR JOB TO MAKE OFF OFFHANDED, INAPPROPRIATE JOKES IN THE WORKPLACE.

SO IF YOU MAKE JOKES THAT ARE DIRECTED AT A PROTECTED CLASS, THAT'S GOING TO BE CONSIDERED HARASSMENT, NOT DISCRIMINATION.

NOT DISCRIMINATION.

DISCRIMINATION REQUIRES SOME ADVERSE EMPLOYMENT ACTION.

REFUSAL TO HIRE.

REFUSAL TO A REJECTION FROM A TRAINING PROGRAM.

TERMINATION. SUSPENSION.

ANOTHER THING TO BE ANYTHING THAT AFFECTS THE TERMS AND CONDITIONS AND PRIVILEGES OF SOMEONE'S EMPLOYMENT.

NOW, WHAT IT MEANS TO IMPACT THE TERMS AND PRIVILEGES OF SOMEONE'S EMPLOYMENT.

HAD THE COURTS HAVE EXPANDED WHAT THAT MEANS OVER THE LAST SEVERAL YEARS.

SO EVEN EVEN A TRANSFER, A TRANSFER TO A, YOU KNOW, A DIFFERENT CAMPUS POTENTIALLY COULD BE AN ADVERSE EMPLOYER.

[01:15:10]

BUT IF IT'S A MULTI COLLEGE SYSTEM, A TRANSFER COULD EVEN IF YOU HAVE NO CHANGES IN YOUR HOURS, NO CHANGES IN YOUR COMPENSATION, THAT COULD ALSO BE A ADVERSE EMPLOYMENT ACTION.

BUT THE ADVERSE EMPLOYMENT ACTION IN ORDER FOR IT TO BE ACTIONABLE, DISCRIMINATION HAS TO BE TAKEN BECAUSE OF SOMEONE'S PROTECTED CLASS.

SO THIS IS THE LONG LIST AND IT'S ACTUALLY NOT.

THERE'S ACTUALLY TWO NEWER ONES THAT ARE NOT ON THE SLIDE.

I REALIZED THIS AFTERNOON OF PROTECTED CLASSES UNDER THE FAIR EMPLOYMENT AND HOUSING ACT, AND I'M NOT GOING TO SPEND TIME GOING THROUGH ALL OF THEM.

I DON'T HAVE TIME. BUT I DO WANT TO POINT OUT A FEW THINGS.

ONE, THERE IS A BULLET POINT THAT SAYS HAIR TEXTURE HAIRSTYLES ASSOCIATED WITH PARTICULAR RACE AND NATIONAL ORIGIN SO THAT THAT THAT COMES FROM THE CROWN ACT, WHICH WAS PASSED AND SIGNED INTO LAW IN 2019, EFFECTIVE ON JANUARY 1ST OF 2020.

AND WHAT THE CROWN ACT DID WAS AMEND THE FAIR EMPLOYMENT AND HOUSING ACT TO INCLUDE WITHIN THE DEFINITION OF RACE HAIR. HAIRSTYLES HISTORICALLY ASSOCIATED WITH RACE, INCLUDING BUT NOT LIMITED TO HAIR TEXTURE AND PROTECTIVE HAIRSTYLES.

AND THEN THE LAW DEFINES PROTECTIVE HAIRSTYLES TO INCLUDE BUT NOT BE LIMITED TO BRAIDS, LOCKS, AND TWISTS.

WHAT'S NOT LISTED HERE ARE IS ONE ADDITIONAL PROTECTED CLASS.

AND THAT IS REPRODUCTIVE HEALTH DECISION MAKING.

SO EFFECTIVE JANUARY 1ST OF 2023, THE THE FAIR EMPLOYMENT AND HOUSING ACT NOW INCLUDES THAT YOU CAN'T JUST THAT AN EMPLOYER CANNOT DISCRIMINATE AGAINST SOMEONE BASED ON THEIR REPRODUCTIVE HEALTH DECISION MAKING.

AND IT'S IT'S BASICALLY PART OF THE THE, THE SEX, GENDER CATEGORY.

SO THAT THAT'S AN ADDITION THAT HAS ONLY BEEN IN EFFECT FOR ABOUT A YEAR.

AND THEN LASTLY, IT'S NOT TECHNICALLY A SEPARATE PROTECTED CLASS, BUT EFFECTIVE JANUARY 1ST OF 2024.

SO JUST A FEW MONTHS AGO, THERE ARE NEW PROTECTIONS FOR CANNABIS USE IN THE WORKPLACE.

SO. SO FOR EXAMPLE ONLY CERTAIN DRUG TESTING, IF IT EVEN IS LEGAL TO, TO DRUG TEST FOR CERTAIN JOBS CAN OCCUR BECAUSE SOME, SOME DRUG TESTING WILL RESULT IN POSITIVE POSITIVE TESTS FOR CANNABIS, BUT IT DOESN'T SHOW CURRENT IMPAIRMENT.

SO IT COULD BE THAT CANNABIS IS IN SOMEONE'S SYSTEM FROM 2030 DAYS AGO, AND THOSE TESTS NO LONGER CAN BE USED IN THE EMPLOYMENT CONTEXT.

THERE ARE A FEW EXCEPTIONS FOR THAT, BUT I JUST WANT YOU TO BE AWARE THAT THERE ARE THAT IT TECHNICALLY, WHILE NOT A PROTECTED CLASS, THERE IS A NEW LAW THAT PROHIBITS DISCRIMINATION BASED ON PRIOR CANNABIS USE.

THAT DOESN'T MEAN THAT AN EMPLOYEE CANNOT BE DISCIPLINED FOR COMING TO COMING TO WORK IMPAIRED.

THEY CAN STILL BE DISCIPLINED FOR FOR IMPAIRMENTS.

OKAY. I APOLOGIZE THAT THE SLIDE IS A LITTLE SMALL, SO I THINK YOU'RE ALL AWARE OF PROPOSITION 209 IF YOU'RE NOT IN 1996.

THERE WAS A VOTER BACKED AMENDMENT TO THE THE CALIFORNIA CONSTITUTION, WHICH EFFECTIVELY MADE AFFIRMATIVE ACTION ILLEGAL IN THE PUBLIC SECTOR IN CALIFORNIA.

AND WHAT THE AMENDMENT DID, IT WENT INTO EFFECT IN 1999.

DID WAS AMEND THE CONSTITUTION TO STATE THAT THE STATE CANNOT DISCRIMINATE AGAINST OR GRANT PREFERENTIAL TREATMENT TO ANY INDIVIDUAL OR GROUP ON THE BASIS OF RACE, SEX, COLOR, ETHNICITY, AND NATIONAL ORIGIN, AND THE OPERATION OF PUBLIC EMPLOYMENT, PUBLIC EDUCATION OR PUBLIC CONTRACTING. SO PUBLIC EDUCATION, WHAT WE'RE REALLY TALKING ABOUT IS, YOU KNOW, STUDENT ADMISSIONS, PUBLIC CONTRACTING, WHAT THAT IS BEING ADDRESSED THERE IS YOU CAN'T GRANT PREFERENTIAL TREATMENT TO MINORITY OWNED BUSINESSES, FOR EXAMPLE, IF THEY ARE IF THEY ARE CONTRACTING WITH A PUBLIC AGENCY AND THEN PUBLIC EMPLOYMENT EFFECTIVELY.

[01:20:01]

CANNOT GIVE AN ADDITIONAL BENEFIT OR POINTS TO SOMEONE BECAUSE THEY ARE MEMBERS OF PROTECTED CLASSES.

NOW, EVEN AND THE WAY THAT COURTS HAVE INTERPRETED PROPOSITION 209, INCLUDING THE CALIFORNIA SUPREME COURT, IS THAT NO LONGER CAN I'M GOING TO USE THE EMPLOYMENT CONTEXT BECAUSE THIS IS AN EEO TRAINING.

NO LONGER CAN EMPLOYERS ENGAGE IN WHAT'S CALLED TARGETED RECRUITMENT.

SO AN EXAMPLE OF TARGETED RECRUITMENT WOULD BE LET'S SAY THAT IN YOUR ADMINISTRATIVE RANKS, CERRITOS COLLEGE HAS IDENTIFIED THAT THERE IS UNDERREPRESENTATION.

IT'S DEFINED BY TITLE FIVE, WHICH IS IN YOUR EEO PLAN OF OF OF INDIVIDUALS WHO IDENTIFY AS HISPANIC OR LATINO.

AND IN FACT, THAT IS IN YOUR EEO PLANS, WHICH IS WHY I'M USING THAT EXAMPLE UNDER PROPOSITION 209.

WHAT THE DISTRICT CANNOT DO IS CAN'T SAY, OKAY, I HAVE A VICE PRESIDENT POSITION.

I HAVE A VICE PRESIDENT VACANCY.

I AM ONLY GOING TO ADVERTISE THIS VACANCY TO THE HISPANIC CHAMBER OF COMMERCE.

AND I AM ONLY GOING TO YOU KNOW, ADVERTISE ON YOU KNOW, HISPANIC LANGUAGE RADIO OR OR TV OR I'M ONLY GOING TO ACTUALLY SPEND TIME RECRUITING FROM THE HISPANIC OR LATINO COMMUNITY.

THAT IS ILLEGAL UNDER PROPOSITION 209.

YOU CANNOT ENGAGE IN WHAT THE SUPREME COURT HAS HAS LABELED TARGETED RECRUITMENT.

YES. DOCTOR FARAH HOW THAT COULD POTENTIALLY APPLY, WITH THE EXCEPTION OF, I THINK IT'S THE SAME ON 209 THAT IS GIVEN, FOR INSTANCE, TO THE NAVAL ACADEMY AND TO THE ARMY AND SO ON, IN WHICH THEY CAN ENGAGE IN A SIMILAR VERSION OF TARGETED RECRUITMENT UNDER THE EXCEPTION, THAT IS.

AND I TRY TO REMEMBER.

SO I'M KIND OF MAYBE PARAPHRASING IT IS FOR THE PUBLIC GOOD OR FOR THE BENEFIT OF THE INSTITUTION TO RECORD THE CRUDE ACTS BECAUSE OF REPRESENTATION. WOULDN'T THAT APPLY TO COLLEGES AND UNIVERSITIES UNDER THE SAME PREMISE, THAT IF YOU SERVE A COMMUNITY THAT IS PREDOMINANTLY LATINO OR ASIAN OR BLACK, HAVING REPRESENTATION WILL BE IN THE BEST INTEREST OF THE COMMUNITY. SO WHEN YOU SAY THE RECRUITMENT THROUGH THE NAVAL ACADEMY, YOU'RE TALKING ABOUT ACTUALLY A, YOU KNOW, A BRANCH OF THE ARMED SERVICES DOING THE RECRUITING.

YEAH. SO I THINK UNDER THE SAME THING, UNDER THE SAME WRITE UP OF THE SUPREME COURT, THAT IS A PART IN WHICH ESSENTIALLY THERE'S SOME EXCEPTIONS.

AND SOME OF THOSE EXCEPTIONS, I BELIEVE, ARE MILITARY BRANCHES.

AND THE EXCEPTION IS BECAUSE IT'S IN THE PUBLIC INTEREST OR SIMILAR.

I CAN RECALL THE CORRECT WORDING, BUT ESSENTIALLY THEY'RE USING IN A DIFFERENT MANNER.

REPRESENTATION MATTERS.

WOULDN'T THAT APPLY TO INSTITUTIONS THAT PREDOMINANTLY SERVE A.

SPECIFIC POPULATION.

SO CERRITOS IS A HISPANIC SERVING INSTITUTION, FOR EXAMPLE.

OKAY. SO ONE ONE DIFFERENCE IS THAT YOU'RE TALKING ABOUT FEDERAL AGENCIES.

SO ARGUABLY PROPOSITION 209 WOULD NOT APPLY TO A FEDERAL AGENCY AS IT WOULD TO A CALIFORNIA AGENCY.

BUT THERE'S A AND THERE ARE MAYBE A FEW EXCEPTIONS ALTHOUGH LIKE THERE'S, THERE'S A, A GRANT PROGRAM I THINK THAT SOME COMMUNITY COLLEGES ARE THERE MAY BE SOME PILOT PROGRAM RELATED TO NATIVE, NATIVE AMERICAN, AMERICAN INDIAN POPULATIONS.

AND WHEN WE FOUND OUT ABOUT THIS GRANT PROGRAM, MY COLLEAGUES AND I WERE LIKE, WELL, HOW DOES THIS NOT VIOLATE PROPOSITION 209? SO THERE MAY BE SOME EXCEPTIONS THAT THE STATE CHANCELLOR'S OFFICE WOULD WOULD OPINE ON.

BUT THERE'S A DIFFERENCE BETWEEN WHAT'S CALLED TARGETED RECRUITMENT AND FOCUSED OUTREACH AND RECRUITMENT.

SO I GAVE YOU THE EXAMPLE OF IDENTIFYING YOU KNOW, YOU'VE IDENTIFIED A AMONG THE ADMINISTRATIVE CLASS.

THERE'S UNDERREPRESENTATION OF HISPANIC OR LATINO APPLICANTS OF OF EMPLOYEES IN YOUR WORKFORCE.

[01:25:06]

WHAT YOU CAN DO IS ENGAGE.

AND ACTUALLY, WHAT IS REQUIRED IN SOME INSTANCES UNDER CALIFORNIA LAW IS YOU CAN ENGAGE IN GENERALIZED RECRUITMENT AND AS A COMPONENT OF YOUR RECRUITMENT, YOU CAN ENGAGE IN ADDITIONAL FOCUSED OUTREACH TO CERTAIN COMMUNITIES BASED ON YOUR WORKFORCE DATA THAT SAYS CERTAIN GROUPS ARE UNDERREPRESENTED.

SO YOU CAN POST ON CERRITOS COLLEGE WEBSITE A VACANCY.

YOU CAN ADVERTISE YOU KNOW, THE LA TIMES OR A NEWSPAPER OF GENERAL CIRCULATION FOR THIS POSITION.

AND IN ADDITION TO THAT, IF YOU ARE IF YOU'VE IDENTIFIED A GROUP THAT'S UNDERREPRESENTED, YOU CAN ALSO SAY TO THE HISPANIC LOCAL HISPANIC CHAMBER OF COMMERCE, CAN YOU DO YOU HAVE ANY CANDIDATES? CAN YOU POST THIS ON YOUR WEBSITE? IF YOU KNOW, UNDERREPRESENTATION IS A IS AMONG THE BLACK OR AFRICAN AMERICAN COMMUNITY.

YOU CAN REACH OUT TO HBCUS AND IN ADDITION TO GENERALIZED RECRUITMENT, TRY TO RECRUIT FROM ALUMNI NETWORKS AT AN HBCU OR POST ON, YOU KNOW, ON THEIR JOB SITES.

SO THAT'S LEGAL.

IT JUST CAN'T BE SO FOCUSED.

SO YES, THERE IS A PUBLIC INTEREST.

BUT THERE'S ALSO A PUBLIC INTEREST AGAINST DISCRIMINATING BASED ON PROTECTED CLASS.

SO THAT'S HOW THERE'S BEEN A BALANCE.

THE OTHER THING THAT CALIFORNIA LAW HAS DONE, WHAT THE LEGISLATURE DID IN RESPONSE TO PROPOSITION 209 WAS ACTUALLY SAY THAT PUBLIC AGENCIES HAVE TO ENGAGE IN RECRUITMENT FROM SOCIOECONOMICALLY DISADVANTAGED COMMUNITIES.

SO SOCIOECONOMIC STATUS IS NOT A PROTECTED CLASS, BUT THERE IS PLENTY OF DATA AND RESEARCH OUT THERE WHICH BASICALLY WHICH WHICH SAYS THERE IS A CORRELATION BETWEEN CERTAIN PROTECTED CLASSES AND SOCIOECONOMIC STATUS.

SO THAT WAS ALMOST A LOOPHOLE THAT THE THE STATE LEGISLATURE FOUND.

AFTER PROPOSITION 209.

OKAY. SO I HAVE TO SAY, I'VE NEVER SEEN THIS THIS PROVISION OF THE EDUCATION CODE IMPLEMENTED, BUT THE EDUCATION CODE ACTUALLY MAKES FUNDING CONTINGENT PART.

SOME FUNDING FOR COMMUNITY COLLEGES, CONTINGENT ON DISTRICTS MAKING A SUSTAINED EFFORT TO DEVISE RECRUITING, TRAINING AND ADVANCEMENT OPPORTUNITIES THAT WILL RESULT IN EMPLOYMENT.

EQUAL EMPLOYMENT OPPORTUNITY.

SO YOU CAN YOU CAN ENGAGE IN LOTS OF DIFFERENT RECRUITMENT STRATEGIES WITH THE INTENT OF TRYING TO RECRUIT A DIVERSE APPLICANT POOL.

BUT ONCE YOU HAVE THAT APPLICANT POOL, YOU CANNOT MAKE HIRING DECISIONS BASED ON ANY INDIVIDUAL'S PROTECTED CLASS.

BUT THERE IS DATA THAT SAYS WHEN YOU HAVE A MORE DIVERSE APPLICANT POOL, YOU ARE MORE LIKELY TO THEN HAVE A MORE DIVERSE WORKFORCE.

IT'S NOT GOING TO HAPPEN OVERNIGHT, BUT IT CAN HAPPEN OVER TIME.

PART OF PART OF THIS FUNDING, YOU'RE ABOUT TO CONSIDER YOUR PLAN FOR ADOPTION.

DISTRICTS HAVE TO UPDATE THEIR EEO PLANS EVERY THREE YEARS.

I HAVE NOT HEARD OF A SITUATION WHERE THE STATE CHANCELLOR'S OFFICE OR, YOU KNOW, THE BOARD OF GOVERNORS HAS WITHHELD FUNDING FROM A DISTRICT FOR NOT ADOPTING AN EEO PLAN.

BUT I HAVE TO TELL YOU, I COULD SEE IT COMING BECAUSE THERE HAS BEEN SUCH A PUSH OVER THE LAST YEAR FOR UPDATES TO TO THE EEO PLAN.

SO IT'S REALLY IMPORTANT THAT EVERY DISTRICT IS ON TOP OF UPDATING THEIR EEO PLANS.

EVERY, EVERY THREE YEARS.

YOU'LL YOU'LL SEE IN YOUR EEO PLANS THERE ARE YEARLY BENCHMARKS TRYING TO MEET THOSE YEARLY BENCHMARKS, BECAUSE WHAT TITLE FIVE ALSO SAYS IS STATE CHANCELLOR'S OFFICE IS NOT GOING TO HAVE MUCH ROLE IN IMPLEMENTATION OF YOUR EO PLAN UNLESS THEY DETERMINE THAT YOU'RE NOT MAKING PROGRESS. AND THEN THEY CAN KIND OF COME IN AND, YOU KNOW, PULL, PULL SOME SOME STRINGS AND BE MORE INVOLVED IN THE PROCESS.

I'M A NERD.

I'M A LEGAL NERD.

SO. AND I'M A PUBLIC EDUCATION LEGAL NERD.

SO I HAVE A FAVORITE EDUCATION CODE PROVISION, AND THIS IS MY FAVORITE EDUCATION CODE PROVISION.

[01:30:02]

I LIKE THIS BECAUSE I LIKE THIS, BUT THERE ARE ALSO FLAWS IN IT.

LET ME TALK ABOUT WHY I LIKE THIS.

I THINK TOO OFTEN WHEN WE TALK ABOUT DIVERSITY, EQUITY AND INCLUSION, AND ESPECIALLY THE DPS, THE DIVERSITY PIECE, PEOPLE LOOK AT IT VERY NARROWLY. IT'S ABOUT RACE.

IT'S ABOUT ETHNICITY.

IT'S IT'S ABOUT GENDER.

DIVERSITY HAS SO MANY DIFFERENT COMPONENTS TO IT.

AND I THINK A REALLY GOOD EXAMPLE IS IT SAYS THE ACADEMIC BACKGROUNDS OF COMMUNITY COLLEGE STUDENTS.

YOU HAVE 100% ACCEPTANCE RATE AT COMMUNITY COLLEGES, WHICH MEANS YOU'RE SERVING STUDENTS WHO DIDN'T GRADUATE HIGH SCHOOL, WHO GOT THEIR GEDS, WHO ARE JUST HERE FOR CERTIFICATE PROGRAMS. YOU'RE ALSO SERVING STUDENTS WHO WERE TOP OF THEIR CLASS IN HIGH SCHOOL AND MADE PROBABLY THE SMARTEST, THE SMARTEST DECISION THEY COULD HAVE JUST TO START AT A COMMUNITY COLLEGE, SAVE SOME MONEY BEFORE THEY TRANSFER.

I KNOW THAT I SHOULD HAVE THOUGHT ABOUT THAT NOW THAT I KNOW HOW MUCH DEBT I HAVE.

AND IT IS EXPECTED OF FACULTY TO BE ABLE TO SERVE EVERY, EVERY STUDENT, NO MATTER WHERE THEY'RE AT WHEN THEY ENTER THE CLASSROOM. I ONCE FOR ANOTHER DISTRICT, HANDLED A TENURE DENIAL ARBITRATION AND AN APPEAL.

AND THE PRIMARY REASON THE FACULTY MEMBER WAS DENIED TENURE WAS BECAUSE, YEAR AFTER YEAR, THE FOUR YEARS OF OF HIS CONTRACT, HE COULD NOT FIGURE OUT HOW TO TEACH TO THE STUDENTS IN HIS CLASSES THAT NEEDED THE MOST SUPPORT.

HE WAS GREAT AT TEACHING TO THE HONOR.

STUDENTS, COULDN'T TEACH TO THE MAJORITY OF HIS CLASSES, AND THE THE DISTRICT BASICALLY SAID, YOU'RE NOT YOU.

YOU'RE NOT SERVE. YOU'RE NOT SERVING THE DIVERSITY OF OUR STUDENTS.

SO I LIKE THIS PROVISION BECAUSE IT IT REALLY LOOKS AT DIVERSITY IN A MUCH BROADER WAY.

THE WAY WE THE WAY THAT WE ADVISE DISTRICTS ON THIS AND I KNOW THE DISTRICT, I KNOW CERRITOS DOES THIS IS WE SAY THAT THIS NEEDS TO BE TREATED AS A MINIMUM QUALIFICATION FOR ANY POSITION.

SO ALL YOUR JOB DESCRIPTIONS, INCLUDING FOR CLASSIFIED AND IT SAYS THIS IN YOUR EEO PLAN WILL INCLUDE LANGUAGE ALONG THESE LINES.

IF IT DOES, IF THEY DON'T ALREADY.

AND THAT WILL BE A MINIMUM QUALIFICATION FOR ANY POSITION.

WHAT'S FLAWED ABOUT THIS PROVISION IS IT DOESN'T ACTUALLY SAY IT'S REQUIRED OF THE CLASSIFIED SERVICE.

I THINK YOU SAW, YOU YOU KNOW, EXAMPLE OF A LEADERSHIP ACADEMY WHERE PROBABLY MORE THAN HALF OF THE PARTICIPANTS WERE MEMBERS OF THE CLASSIFIED SERVICE.

THEY CARE ABOUT LEADERSHIP.

THEY THEY CARE ABOUT STUDENTS.

YOU NEED TO INCLUDE THE CLASSIFIED SERVICE AS YOUR PARTNERS IN THIS.

AND THERE'S NOTHING PROHIBITING DISTRICTS FROM INCLUDING THIS AS A MINIMUM QUALIFICATION FOR FOR THE CLASSIFIED SERVICE.

AND PRETTY MUCH EVERY DISTRICT I WORK WITH NOW INCLUDES IT AS A MINIMUM QUALIFICATION.

OKAY. I MENTIONED I'VE MENTIONED TITLE FIVE MANY TIMES.

I KNOW YOU'RE ALL AWARE.

BUT JUST IN CASE TITLE FIVE IMPLEMENTS THE EDUCATION CODE AND THERE IS A SECTION IN TITLE FIVE ABOUT EQUAL EMPLOYMENT OPPORTUNITY.

IT REQUIRES ALL DISTRICTS ADOPT AN EEO PLAN.

THERE'S THERE ARE ALSO PROVISIONS IN THERE RELATING TO HIRING PROCEDURES AND HOW DISTRICTS NEED TO IDENTIFY UNDERREPRESENTATION IN THEIR WORKFORCE AND ATTEMPT TO TAKE STEPS TO ELIMINATE UNDERREPRESENTATION BASED ON CERTAIN PROTECTED CLASSES.

IN TERMS OF ENFORCEMENT, I BRIEFLY MENTIONED THIS.

THE SO THESE TITLE FIVE REGULATIONS WERE REVISED IN OCTOBER OF 2022.

WHAT HAPPENED BECAUSE OF THE REVISIONS IS EVERY DISTRICT'S EEO PLAN BASICALLY NEEDED TO BE UPDATED.

SO, YOU KNOW, 73 DISTRICTS THROUGHOUT THE STATE SHOULD SHOULD BE HOPEFULLY THEY ALL ARE UPDATING THEIR EEO PLANS.

I THINK I'VE WORKED WITH LIKE 15 TO 20 OF THEM.

SO I KNOW AT LEAST YOU KNOW, YOU HAVE SOME SOME COMPLIANCE.

THE STATE CHANCELLOR'S OFFICE PROVIDED A MODEL EEO PLAN THAT DISTRICTS CAN USE AND IS SUPPORTING THE PROCESS OF REVIEWING DRAFT EEO PLANS BEFORE IT GOES TO THE DISTRICT.

AND THEN THERE ARE REQUIREMENTS THAT DISTRICTS, ONCE THE IPO PLAN IS IN PLACE, THAT THEY HAVE TO REVIEW YEARLY, EVEN THOUGH THE PLAN IS A THREE YEAR PLAN, DEMOGRAPHIC

[01:35:07]

SO THESE ARE TITLE FIVE DEFINITIONS.

AN IPO PLAN IS A WRITTEN DOCUMENT THAT DESCRIBES A DISTRICT'S EEO PROGRAM, INCLUDES WORKFORCE ANALYSIS AND DESCRIPTIONS OF PROGRAMS AND STRATEGIES INFORMED BY THE DISTRICT'S DATA.

DATA SETS TO ADDRESS UNDERREPRESENTATION, AND AN EEO PROGRAM IS A COMBINATION OF STRATEGIES IMPLEMENTED TO PROMOTE EQUAL EMPLOYMENT OPPORTUNITY.

SO IF YOU'VE LOOKED AT YOUR DRAFT EEO PLAN, THAT'S BEFORE YOU TODAY.

PLAN COMPONENT 13 IS YOUR IS EFFECTIVELY YOUR EEO PROGRAM.

IT'S THE STRATEGIES THAT THE DISTRICT INTENDS TO IMPLEMENT.

AND IT'S IN THEIR INFORMED BASED ON THE WORKFORCE DATA ANALYSIS THAT CERRITOS COLLEGE HAS HAS DONE AS PART OF THE PLAN.

I THINK IT'S IMPORTANT TO RECOGNIZE THAT.

TITLE FIVE YOUR PLANS.

YOU KNOW, THEY'RE UPDATED EVERY THREE YEARS.

THE KEY PREMISE IS THAT DIVERSIFYING WORKFORCE IS AN ONGOING PROCESS.

YOU MAY HAVE UNDERREPRESENTATION OF ONE GROUP TODAY, AND IN TEN YEARS IT'S GOING TO BE A DIFFERENT GROUP.

SO IT'S IT'S CRITICAL UNDER TITLE FIVE THAT DISTRICTS ARE UP TO DATE ON ON REVIEWING THEIR THEIR DATA.

THE OTHER THING THAT TITLE FIVE MAKES CLEAR IS THAT THERE IS A LOT OF LOCAL CONTROL.

SO THERE'S THERE ARE NO REQUIREMENTS THAT THE TITLE FIVE DOES NOT SAY YOU HAVE TO IMPLEMENT THIS REQUIREMENT OR THAT REQUIREMENT. IT BASICALLY SAYS WHAT, ASK, ASK ASK DISTRICTS TO LOOK AT WHAT THEY THINK WILL BE MOST HELPFUL IN SUPPORTING THE DIVERSIFICATION OF THEIR WORKFORCE.

AND THAT'S GOING TO LOOK DIFFERENT FROM COLLEGE TO COLLEGE, DISTRICT TO DISTRICT.

BUT THERE ARE EXAMPLES IN TITLE FIVE.

SO FOR EXAMPLE, AND I KNOW THIS IS PART OF YOUR EEO PLAN.

AN INDICATOR COULD BE THAT THE DISTRICT'S BOARD OF TRUSTEES RECEIVES TRAINING ON ELIMINATION OF BIAS IN HIRING AND EMPLOYMENT AT LEAST ONCE EVERY ELECTION CYCLE. AND THERE ARE SOMETHING LIKE 20 DIFFERENT EXAMPLES IN TITLE FIVE.

BUT DISTRICTS CAN ADOPT OTHERS THAT THEY THINK MAY BE MORE USEFUL.

OKAY. TITLE FIVE ALSO REQUIRES EVERY DISTRICTS HAVE AN EEO ADVISORY COMMITTEE.

I DOCTOR GUTIERREZ CAN CORRECT ME IF I'M WRONG, BUT I BELIEVE YOUR EEOC IS ACTUALLY YOUR D E O A C DIVERSITY EQUAL EMPLOYMENT OPPORTUNITY ADVISORY COMMITTEE.

SO YOU HAVE AN ADVISORY COMMITTEE AND THEN TITLE FIVE ALSO SAYS THAT YOUR EEOC MUST BE COMPOSED OF A DIVERSE MEMBERSHIP AND INCLUDE MEMBERS MUST.

OKAY. NOT MAY IT USED TO SAY TO THE EXTENT POSSIBLE.

NOW IT MUST BE COMPOSED OF A DIVERSE MEMBERSHIP.

AND FROM STATE, YOU KNOW, VARIOUS STAKEHOLDER GROUPS, INCLUDING BUT NOT LIMITED TO STAFF, FACULTY AND CLASSIFIED STAFF.

I SAID EARLIER THAT YOU CAN'T CONSIDER PROTECTED CLASS IN, YOU KNOW, IN THESE TYPES OF DECISIONS, SO YOU CAN'T.

AND I ALSO SAID THINKING ABOUT DIVERSITY IN THE NARROW SENSE OF PROTECTED CLASS, IT'S IT'S NARROW.

THERE ARE OTHER TYPES OF DIVERSITY.

SO YOU CAN'T MAKE A DECISION.

YOU CAN'T APPOINT SOMEONE TO AN EEO COMMITTEE BASED ON THE FACT THAT THEY'RE OF A PARTICULAR RACE OR ETHNICITY OR GENDER.

BUT THERE ARE OTHER WAYS TO BUILD A DIVERSE COMMITTEE, WHICH CAN INCLUDE ENSURING THAT YOU HAVE, YOU KNOW, REPRESENTATION FROM ALL OF YOUR STAKEHOLDER GROUPS. YOU CAN ADD YOU CAN ADD PEOPLE TO YOUR COMMITTEE.

MY RECOMMENDATION IS IF YOU DON'T THINK THAT YOUR COMMITTEE IS DIVERSE ENOUGH, YOU DON'T JUST REPLACE SOMEONE.

YOU JUST MAYBE ADD A COUPLE MEMBERS AND THAT THAT CAN ALSO HELP WITH THE DIVERSITY OF THE COMMITTEE.

BUT THAT IS NOW A REQUIREMENT UNDER UNDER TITLE FIVE.

AM I DOING WITH TIME? OKAY.

THE ROLE OF THE EQUAL EMPLOYMENT OPPORTUNITY COMMITTEE, I'M JUST GOING TO SAY EEOC SIR, IS TO SERVE AS AN ADVISORY BODY TO YOUR EEO OFFICER. YOUR EEO PLAN HAS IDENTIFIED YOUR DIRECTOR OF DIVERSITY, COMPLIANCE AND TITLE NINE AS YOUR EEO OFFICER.

BUT THERE ARE ALL THERE ARE A LOT OF OTHER MEMBERS OF YOUR YOUR EEO COMMITTEE AND THE THESE RESPONSIBILITIES LISTED HERE COME

[01:40:10]

SO YOUR EEO PLAN SAYS THE COMMITTEE ASSISTS IN THE DEVELOPMENT, IMPLEMENTATION AND REVISIONS OF THE DISTRICT'S EEO PLAN.

PROVIDE PROVIDES SUGGESTIONS FOR PLAN REVISIONS.

SORRY ABOUT THE TYPO.

MONITORS EEO PROGRESS, AND MAE AND EEO COMMITTEES MAY ALSO SUPPORT FOR YOU KNOW, UPDATES TO NONDISCRIMINATION POLICIES OR PROCEDURES AND THEN I DON'T I CAN'T RECALL IF THIS IS ACTUALLY PART OF YOUR EOE PLAN, BUT I KNOW THAT SOME EOCS MAY SPONSOR EVENTS TRAININGS TO PROMOTE EOE.

YOU KNOW, EEO PRACTICES AND RETENTION AND AND DIVERSITY ACROSS THE DISTRICT.

IN TERMS OF IMPLEMENTATION OF YOUR EEO PROGRAM, I TALKED ABOUT THE ROLE OF THE EEOC, BUT THAT COMPONENT OF THIS TRAINING IS I NOW HAVE TO, YOU KNOW, WE HAVE TO PROVIDE THAT TRAINING TO BOARDS OF TRUSTEES.

SO I THINK IT'S ALSO IMPORTANT TO THINK ABOUT WHAT YOUR ROLE IS AND REALLY IN ORDER TO IMPLEMENT A SUCCESSFUL EEO PROGRAM, THERE HAS TO BE LEADERSHIP AND BUY IN AT THE TOP.

SO I'M TALKING ABOUT BOARDS OF TRUSTEES.

I'M TALKING ABOUT A SUPERINTENDENT, PRESIDENT, EXECUTIVE CABINETS, BUT ALSO AT A HORIZONTAL LEVEL WITH YOUR OTHER STAKEHOLDERS.

HOW ARE YOU WORKING WITH YOUR SENATES AND YOUR YOUR UNIONS? IS THERE BUY IN FROM LEADERSHIP AT AT ALL LEVELS? AND SO, YOU KNOW, I KNOW THAT, YOU KNOW, IT'S NOT A BOARD OF TRUSTEES ROLE TO TO DIG INTO THE WEEDS.

YOU DELEGATE TO YOUR SUPERINTENDENT, PRESIDENT, AND, AND HE DELEGATES AND SO ON.

BUT THERE'S STILL THIS ABILITY FOR YOU, AS YOU KNOW, THE FACES OF, OF YOUR AGENCY TO SHOW SUPPORT FOR THE PROGRAMS TO ASK FOR, YOU KNOW, UPDATES ON PROGRESS TOWARDS YOUR YOUR EEO PLANS TO YOU KNOW, TODAY WAS A GREAT EXAMPLE.

THERE WAS A PRESENTATION ON A LEADERSHIP PIPELINE.

MAYBE YOU WANT TO KNOW MORE ABOUT MENTORSHIP PROGRAMS AT THE YOU KNOW, AT THE DISTRICT OR OTHER TYPES OF PROGRAMS THAT ARE THAT ARE SUPPORTING YOUR DIA MISSION OR EFFORTS CAN ASK FOR THOSE TO BE MADE MORE PUBLIC TO SHOW THAT THERE IS BUY IN THAT YOU CARE ABOUT THESE THESE ISSUES AS WELL.

AND THEN, YOU KNOW, IN TERMS OF AN INSTITUTIONAL COMMITMENT, I THINK YOU'RE, YOU KNOW, YOU'RE GETTING THERE.

YOU YOU THAT YOUR EEOC IS A PARTICIPATORY GOVERNANCE COMMITTEE.

WHAT ARE YOU DOING AT THE DEPARTMENTAL LEVEL? IS THERE COLLABORATION BETWEEN HR AND ACADEMIC DEPARTMENTS ON DEIA ISSUES? ARE YOU USING THE CLASSIFIED SERVICE AS A A PARTNER? THERE HAS TO BE THERE.

WE'LL TALK ABOUT, YOU KNOW, INDIVIDUAL COMMITMENTS.

BUT THERE ALSO HAS TO BE INSTITUTIONAL COMMITMENTS IN ORDER TO MOVE YOUR EEO PROGRAMS FORWARD.

OKAY, SO IN ABOUT 20 MINUTES, I THINK YOU WILL BE LOOKING AT YOUR EEO PLAN.

YOUR EEO PLAN WAS DEVELOPED.

I WAS TOLD I HAD ABOUT AN HOUR.

SO I'M TRYING MY BEST TO GET THROUGH ALL OF THIS.

IT'S ONLY BEEN 40 MINUTES.

YOU'RE DOING GREAT.

DO THIS IN THREE HOURS.

SO LUCKY YOU.

I'VE SAID SOME OF THIS ALREADY, BUT ONE THING.

I DON'T KNOW HOW I APOLOGIZE FOR NOT KNOWING THIS.

I DON'T KNOW HOW MANY OF YOU ARE NEWER TO THE SPORT.

HOW MANY HAVE BEEN ON THIS BOARD FOR FOR SOME TIME.

IF YOU'VE BEEN ON THIS BOARD FOR SOME TIME, YOU MAY NOTICE THAT THE PROCESS FOR ADOPTING YOUR EEO PLAN IS DIFFERENT.

IT USED TO BE THAT DRAFTS CAME TO THE BOARD FOR CONSIDERATION, AND NOTHING WENT TO THE STATE CHANCELLOR'S OFFICE UNTIL THE EEO PLAN WAS WAS DEVELOPED AND ADOPTED AT THE LOCAL LEVEL.

THE REVISIONS IN 2022 CHANGED THAT PROCESS.

NOW THERE IS A REQUIREMENT UNDER TITLE FIVE THAT BEFORE ANYTHING COMES BEFORE YOU, IT HAS TO GO TO THE STATE CHANCELLOR'S OFFICE AT LEAST 90 DAYS BEFORE THE BOARD CONSIDERS ADOPTION OF THE EEO PLAN.

SO YOUR DISTRICT DID THAT AND IT ALWAYS HAS.

IT CAN NEVER. ADOPTION OF ANY PLAN CAN NEVER BE A CONSENT AGENDA ITEM.

IT HAS TO BE AN ACTION ITEM.

SO THIS IS WHAT CERRITOS COLLEGE DID IN OCTOBER OF 2023.

[01:45:03]

THE DISTRICT THEN RECEIVED FEEDBACK FROM THE STATE CHANCELLOR'S OFFICE AND HAS INTEGRATED MUCH OF THE STATE CHANCELLOR'S OFFICE FEEDBACK, IF NOT ALL OF IT.

ALL OF IT. OKAY.

INTO INTO THE PLAN THAT'S BEFORE YOU TODAY.

AND SO ONCE IF IF YOU ADOPT THE PLAN TODAY, IT WILL GO INTO EFFECT.

AND THEN APPROXIMATELY EVERY YEAR, YOU WILL HAVE YOU WILL HAVE PROGRESS UPDATES REGARDING IMPLEMENTATION OF YOUR PLAN.

OKAY. ELIMINATION OF BIAS IN HIRING DECISIONS.

DECISIONS. WE ALL HAVE BIASES.

IT DOESN'T MAKE US BAD PEOPLE.

IT'S A IT'S A REALITY.

THERE'S A DIFFERENCE BETWEEN IMPLICIT BIAS OR UNCONSCIOUS BIAS AND CONSCIOUS BIAS.

WHEN WE TRAIN ON THE ELIMINATION OF BIAS, WHAT WE'RE FOCUSING ON IS THE, THE ELIMINATION OF JUST A DEFINITION, THE ELIMINATION OF UNCONSCIOUS BIAS.

BECAUSE IF WE KNOW WE'RE BIASED AND WE'RE ACTING ON THAT, I DON'T KNOW WHAT HOW MUCH WE CAN WE CAN DO TO, TO CHANGE THOSE BIASES.

BUT IT'S A LOT OF IT IS ABOUT BEING SELF REFLECTIVE AND FIGURING OUT WHAT BIASES WE HAVE, HOW, YOU KNOW, WHAT PRECONCEIVED NOTIONS WE MAY HAVE, HOW THEY MAY IMPACT OUR DECISION MAKING PROCESS.

THE EXAMPLE I GIVE OF I GIVE TWO EXAMPLES OF MY OWN BIASES WHEN I DO THIS TRAINING.

THE FIRST IS I, I GREW UP, I GREW UP IN LA.

MY PARENTS DID NOT WANT TO SEND ME TO THE FAILING PUBLIC SCHOOL IN THE AREA, SO THEY MADE A SACRIFICE AND THEY SENT ME TO PRIVATE SCHOOL AND THEY SENT ME TO A COLLEGE PREP SCHOOL.

OKAY, WELL, AT A COLLEGE PREP SCHOOL, COMMUNITY COLLEGE IS NOT AN OPTION.

THERE ARE SOME EXCEPTIONS, BUT YOU DON'T HAVE COLLEGE COUNSELORS SAYING, OH, YOU COULD GO TO COMMUNITY COLLEGE.

THERE IS THE SENSE THAT COMMUNITY COLLEGES ARE LESSER THAN AND THAT THAT IS THE COMMUNITY I GREW UP IN. COMMUNITY COLLEGE WAS NEVER AN OPTION FOR ME.

I WENT TO A FOUR YEAR INSTITUTION AND IT TOOK ME WORK BECOMING AN ATTORNEY, WORKING IN THE PUBLIC EDUCATION SPACE, WORKING PRIMARILY WITH KIDS TO REALIZE THAT THAT WAS A PRECONCEIVED AND ENTIRELY UNREASONED NOTION.

THERE'S SO MANY WONDERFUL THINGS ABOUT COMMUNITY COLLEGES, BUT UNTIL I REALIZED THAT, I LOOKED AT PEOPLE WHO DID NOT IMMEDIATELY GO TO A FOUR YEAR INSTITUTION AS, OH, THEY PROBABLY WEREN'T SMART ENOUGH TO GET INTO A FOUR YEAR INSTITUTION.

AND I KNOW THAT IS WRONG.

AND SO I HAD TO BE SELF-REFLECTIVE AND RECOGNIZE MY OWN BIASES.

AND THAT TOOK TIME.

THAT TOOK LEARNING.

ANOTHER EXAMPLE I GIVE IS MY FOR THE PAST 6 OR 7 YEARS, I'VE BEEN RESPONSIBLE FOR RECRUITING FOR OUR SUMMER INTERN PROGRAM FOR LAW STUDENTS.

AND WHEN I FIRST STARTED DOING IT AND FIRST STARTED REVIEWING RESUMES, I'D LOOK AT RESUMES OR IN COVER LETTERS AND I'D SEE, OH, THEY WENT TO THEY WENT TO UC BERKELEY, I WENT TO UC BERKELEY.

GO BEARS.

THEY MUST BE AWESOME.

THEY MUST BE REALLY SMART.

I CAN CONNECT WITH THEM.

I CAN CONNECT WITH THEM.

OH, THEY ALSO WANT TO GO INTO PUBLIC EDUCATION LAW.

THEY'RE GOING TO BE A GREAT FIT HERE.

AND THEN I REALIZED THAT THAT'S JUST BECAUSE SOMEONE GOT A DEGREE FROM A CERTAIN SCHOOL.

JUST BECAUSE THEY HAVE THE SAME INTERESTS THAT I DO, DOESN'T MEAN THAT THEY NECESSARILY HAVE THE KNOWLEDGE, SKILLS AND ABILITIES, WHAT WE CALL THE CSAS TO DO THE JOB.

WHY DO I NEED ANOTHER ME? MAYBE WE NEED A LAW STUDENT WHO WANTS TO REPRESENT OUR PUBLIC SAFETY AGENCIES, OR WANTS TO REPRESENT OUR K-12 PRIVATE SCHOOLS.

MAYBE WE NEED SOMEONE DIFFERENT, BUT THAT TOOK A LOT OF REFLECTION ON MY PART OF WHY.

WHY WAS I MAKING CERTAIN DECISIONS? WHY WAS I SAYING THAT THIS CANDIDATE WAS BETTER? AND ANOTHER, WAS IT REALLY BECAUSE THEY WERE MORE QUALIFIED? BECAUSE THEY HAD THE KNOWLEDGE, SKILLS AND ABILITIES? SKILLS AND ABILITIES, OR BECAUSE I HAD SOME BIAS.

AND SO A LOT OF THIS TYPE OF TRAINING IS HOW DO WE BE MORE SELF-REFLECTIVE ON AN INDIVIDUAL LEVEL SO THAT WE CAN AVOID IMPLEMENTING OUR USING OUR BIASES TO MAKE DECISIONS.

OUR BIASES ARE, YOU KNOW, THEY'RE THEY'RE INGRAINED IN US.

THEY COME FROM OUR IDENTITIES, OUR EXPERIENCES.

THEY'RE A PRODUCT OF OUR LIVED EXPERIENCES.

[01:50:02]

THE EXAMPLE I GIVE FOR LISTENING SKILLS IS FOR THE FOR THE WOMEN IN THE ROOM IN PARTICULAR.

HOW MANY LIKE, HAVE YOU EVER HAD A MALE BOSS WHO IS REALLY GOOD AT MAKING EYE CONTACT WITH MALE EMPLOYEES? AND THEN AS SOON AS A FEMALE EMPLOYEE IS TALKING, THEY'RE THEY'RE SITTING IN, THEY'RE CROSSING THEIR ARMS OR THEY'RE NOT LOOKING AT YOU.

THAT'S A TYPE OF LISTENING SKILL THAT CAN BE A BIAS.

AND THAT WOULD BE AN EXAMPLE OF A GENDER BASED BIAS.

SO THERE THERE'S JUST SO MANY WAYS THAT OUR BIASES CAN IMPACT US.

IT'S ALSO IMPORTANT TO REALIZE THAT OUR THERE ARE BIAS BLIND SPOTS.

SO PEOPLE UNDERESTIMATE THE INFLUENCE THAT SELF-INTEREST HAS ON THEIR OWN JUDGMENT AND OVERESTIMATE THE INFLUENCE THAT SELF-INTEREST HAS ON OTHER PEOPLE'S JUDGMENTS.

SO THERE ARE A COUPLE STUDIES THAT SUPPORT THIS FROM THE, LET'S SAY, EARLY TO MID 2000, THERE WAS A PRINCETON UNIVERSITY STUDY THAT ASKED PEOPLE HOW SUSCEPTIBLE THE AVERAGE PERSON WAS TO A LONG LIST OF BIASES.

AND THE MAJORITY OF PEOPLE CLAIM TO BE LESS BIASED THAN THE AVERAGE PERSON WAS.

JUST ASSUME YOUR AVERAGE GRADE IF YOU'RE NOT, BUT ASSUME THAT YOU YOU FIT IN THAT THAT MOLD.

AND THEN THERE WAS A STUDY OF MEDICAL RESIDENTS.

84% OF THE PARTICIPANTS OF THE STUDY SAID THEY THOUGHT THEIR COLLEAGUES WERE INFLUENCED BY GIFTS FROM PHARMA COMPANIES, BUT ONLY 16% THOUGHT THEY WERE SIMILARLY INFLUENCED.

WE ARE ALL AVERAGE.

WE ARE ALL INFLUENCED IN DIFFERENT WAYS.

IT'S NOT GOING TO BE THE SAME WAY, BUT THAT'S WHY YOU HAVE TO BE SELF-REFLECTIVE.

THESE ARE DIFFERENT TYPES OF BIASES THAT I LIKE TO FOCUS ON WHEN I'M TALKING ABOUT THE HIRING PROCESS.

SO THIS BANDWAGON EFFECT, YOU'RE SITTING ON A SCREENING AND SELECTION COMMITTEE AND FOR THEIR FIVE MEMBERS OF THE COMMITTEE AND FOUR AGREE AND ONE DOESN'T. THERE ARE TWO THINGS THAT THAT THAT MINORITY VIEWPOINT CAN DO.

ONE, THEY CAN SAY, I DON'T WANT TO STICK OUT AS SOMEONE WITH A MINORITY VIEW, I'M JUST GOING TO BE QUIET ABOUT MY CONCERNS WITH THIS CANDIDATE AND GO WITH THE MAJORITY.

OR THEY MAY THEY MAY SPEAK OUT.

THAT'S KNOWN AS GROUPTHINK OR THE BANDWAGON EFFECT.

THEN THERE'S CONFIRMATION BIAS, THE TENDENCY TO CONFIRM WHAT WE ALREADY BELIEVE TO BE TRUE.

THE EXAMPLE I GIVE IS IF IF YOU HAVE OR HAVE EVER HAD, YOU KNOW, FACEBOOK AND YOU FOLLOW PAGES, LET'S SAY YOU FOLLOW NEWS PAGES, YOU'RE PROBABLY MORE LIKELY FOLLOWING NEWS SOURCES THAT YOU AGREE WITH THAN THOSE THAT YOU DISAGREE WITH.

AND SO WHEN YOU'RE ON YOUR FACEBOOK NEWS FEED OR WHATEVER SOCIAL MEDIA PLATFORM YOU HAVE, YOU'RE RECEIVING NEWS AND INFORMATION THAT CONFIRMS YOUR BELIEFS AS OPPOSED TO CHALLENGING YOUR BELIEFS.

THAT'S A THAT'S CONFIRMATION BIAS.

NEGATIVE. THE NEGATIVITY EFFECT IS SO CRITICAL TO UNDERSTAND.

IN THE CONTEXT OF HIRING, YOU TEND TO REMEMBER THE NEGATIVE MORE THAN THE POSITIVE.

THAT'S WHY WHEN YOU'RE PARTICIPATING IN A HIRING AND SELECTION PROCESS, NOTES ARE SO IMPORTANT.

NOTES ON THE GOOD AND NOTES ON THE BAD.

BECAUSE YOU'RE GOING TO REMEMBER THE BAD MORE THAN THE GOOD.

AND THEN YOU'RE GOING TO FOCUS YOUR YOU'RE GOING TO FOCUS ON WHAT'S A CANDIDATE DIDN'T SHOW AS OPPOSED TO WHAT THEY DID SHOW.

AND THEN I GAVE YOU AN EXAMPLE OF MY MY OWN AFFINITY BIAS.

YOU KNOW, THE TENDENCY TO HAVE AN AFFINITY FOR PEOPLE OR BEHAVIOR BEHAVIOR SIMILAR TO YOU.

I LIKE CAL BEARS BECAUSE I'M A COW BEAR.

SO. FIT.

SHOULD NOT BE PART OF A HIRING DECISION.

I SAY THAT WITH THE CAVEAT THAT I UNDERSTAND, FOR EXAMPLE, THAT WHEN YOU'RE HIRING A CEO, FOR EXAMPLE, THE CEO HAS TO.

I STILL DON'T LIKE THE WORD FIT, BUT THERE ARE COMPONENTS OF A CEO'S JOB THAT REQUIRES THEM TO BE VERY ENGAGED IN THE COMMUNITY.

SO WHETHER SOMEONE CAN BE ENGAGED IN A PARTICULAR COMMUNITY MAYBE COULD BE CONSIDERED FIT.

BUT GENERALLY SPEAKING, FIT IS NOT A COMPONENT THAT SHOULD NOT BE CONSIDERED IN THE HIRING PROCESS.

WHAT? THE ONLY THING THAT SHOULD BE CONSIDERED WHEN YOU'RE HIRING AN EMPLOYEE IS WHETHER THEY POSSESS THE KSAS THE KNOWLEDGE, SKILLS, AND ABILITIES TO DO THE JOB AND THAT IS BASED ON THE JOB DESCRIPTION.

SEVERAL YEARS AGO, I WAS ASKED TO OVERSEE AN INVESTIGATION FOR A NON COMMUNITY COLLEGE DISTRICT WHERE A VERY HIGH LEVEL ADMINISTRATOR DID NOT CONDUCTED A FINAL ROUND INTERVIEW FOR A CANDIDATE.

[01:55:03]

AND THE ADMINISTRATOR SAID TO BASICALLY ALL OF THE CANDIDATES, WELL, YOU'RE CLEARLY QUALIFIED TO DO THIS JOB.

I SO I'M NOT GOING TO ASK YOU ABOUT YOUR, YOU KNOW, YOUR, YOUR KNOWLEDGE, SKILLS AND ABILITIES.

I JUST WANT TO KNOW THAT YOU'RE A GOOD FIT.

I WANT TO KNOW THAT YOU ARE GOING TO HAVE MY BACK WITH THE GOVERNING BODY.

AND I STILL LIKE, THINK ABOUT THAT.

THAT GAVE ME HEARTBURN.

THAT'S NOT YOUR JOB.

YOUR JOB IS TO TO HAVE, YOU KNOW, TO ACT IN THE BEST INTERESTS OF THE AGENCY.

AND THAT'S AN EXAMPLE OF THAT'S NOT WHAT YOUR JOB IS.

IT'S NOT TO HIRE FIT.

IT'S TO UNDERSTAND WHAT THE ROLE THE POSITION IS AND ENSURE THAT THEY HAVE THE ABILITIES TO DO THAT JOB.

PERSONALITY IS NOT RELEVANT.

INTERVIEWS ARE A SNAPSHOT IN TIME.

SOMEONE CAN BE REALLY GOOD AT INTERVIEWING, AND SOMEONE CAN BE REALLY BAD AT INTERVIEWING.

BUT THEY MAY BE A FABULOUS CANDIDATE AND THEY MAY BE WILL GIVE FACULTY.

I THINK A FACULTY POSITION IS A GREAT EXAMPLE.

MAYBE THEY ENGAGE DIFFERENTLY WITH COLLEAGUES THAN THEY DO WITH STUDENTS.

MAYBE THEY SHINE IN THE CLASSROOM IN A DIFFERENT WAY.

AND SO JUDGING SOMEONE BASED ON MAYBE BEING MONOTONE IN AN INTERVIEW MAYBE NOT HAVING AS BUBBLY OF A PERSONALITY. THAT IS NOT WHAT YOUR ROLE IS.

IF YOU'RE PARTICIPATING IN A SCREENING AND SELECTION PROCESS, IS TO ASSESS A CANDIDATE AGAINST THEIR KNOWLEDGE, SKILLS AND ABILITIES.

QUICK QUESTION ON ON THIS IDEA OF FIT.

ONE OF THE PIECES THAT WE HAVEN'T QUITE TALKED ABOUT IN THIS CONTEXT, BUT SO YOU'VE GOT YOUR KNOWLEDGE, SKILLS AND ABILITIES.

KSAS KINGDOM OF SAUDI ARABIA.

SO THEN HOW WHAT ABOUT ETHOS? RIGHT. SO FOR US, I THINK ONE OF THE THINGS THAT I'VE THOUGHT ABOUT IS THAT IT'S REALLY HELPFUL THAT WE HAVE SO MANY FOLKS WHO ARE ALL PULLING IN THE SAME DIRECTION IN TERMS OF STUDENT IMPACT.

AND I CAN ALSO SEE A WORLD WHERE SOMEBODY MAY TECHNICALLY HAVE ON A STRICT SENSE OF THE OF THE INTERPRETATION, KNOWLEDGE, SKILL AND ABILITY, BUT MAY NOT HAVE THE SAME LEVEL OF DEDICATION TOWARDS THE.

INSTITUTIONAL ETHOS ABOUT STUDENT OUTCOMES AS ANOTHER CANDIDATE.

IS THERE ANY LIMITATION OF WHY WE WOULDN'T BE ABLE TO SELECT THE CANDIDATE WHO'S MORE OSTENSIBLY DEDICATED TO STUDENT OUTCOMES? THAT IS A LOADED QUESTION.

I THINK IT'S AN IMPORTANT QUESTION.

I THINK THAT YOUR BEST BET IS ANYTIME A VACANCY COMES UP, THE DISTRICT SHOULD BE REVIEWING THE JOB DESCRIPTION AND UPDATING IT AND IDENTIFYING THE REQUIREMENTS OF THE JOB.

AND IF, YOU KNOW, IF ADDRESSING STUDENT OUTCOMES IS IS A REQUIREMENT OF THE JOB, YOU PUT IT IN THE JOB DESCRIPTION.

BUT THE PROBLEM IS WHEN YOU THINK OF THESE BROADER CONCEPTS OF OF ETHOS, IF SOMEONE IS COMMITTED TO A CERTAIN CONCEPT, YOU COULD GET INTO THESE FIRST AMENDMENT ACADEMIC FREEDOM GRAY AREAS WHERE YOU'RE JUDGING SOMEONE BASED ON HAVING A DIFFERENT VIEWPOINT THAT IS NOT GOING TO IMPACT HOW THEY ACTUALLY DO THE JOB.

THEY MAY JUST HAVE A DIFFERENT APPROACH TO DOING THE JOB.

SO MY RECOMMENDATION IS YOU SPEND IT, THE JOB DESCRIPTION IS CRITICAL, EVEN IF IT'S GOING TO TAKE AN EXTRA TWO THREE WEEKS TO POST THE VACANCY, YOU SPEND THE TIME UPDATING THE JOB DESCRIPTION TO ENSURE THAT IT IS INCLUDING COMPONENTS.

IT'S INCLUDING ESSENTIAL FUNCTIONS.

IT'S INCLUDING JUST, YOU KNOW, GENERAL ABILITIES THAT WOULD BE RELEVANT TO THAT POSITION.

BUT IF YOU THINK ABOUT IT, AT THIS 30,000 FOOT VIEW THERE, YOU'RE GOING TO PROBABLY GET IN A BIT OF TROUBLE IF YOU PICK CANDIDATES BASED ON THEIR THEIR VIEWPOINTS.

AND A GOOD EXAMPLE OF THAT IS THERE'S I WE DON'T TALK ABOUT IT HERE, BUT THERE ARE NEW DEA REGULATIONS RELATED TO PERFORMANCE AND TENURE AND TENURE REVIEW.

THERE ARE TWO LAWSUITS RIGHT NOW OUT OF KERN AND STATE CENTER THAT WERE ACTUALLY LITIGATING FOR THOSE THOSE DISTRICTS.

AND THEY'RE THEY WERE BROUGHT BY FACULTY WHO BASICALLY SAID, YOU CAN'T EVALUATE ME ON MY PERSPECTIVE OF IF IF I DON'T ADOPT THE DISTRICT'S VISION FOR DIA.

AND THAT'S NOT WHAT THE DISTRICT'S DOING.

BUT THAT'S THE ARGUMENT THAT THEY'RE MAKING, THAT IN ORDER FOR ME TO BE SUCCESSFUL HERE, I HAVE TO ADOPT THE DISTRICT'S MISSION, AND I.

[02:00:02]

THAT'S NOT HOW MOST DISTRICTS OPERATE.

AS MUCH AS YOU WOULD LIKE SOMEONE TO AGREE WITH EVERYTHING THAT THE AGENCY DOES, IT'S JUST NOT REALISTICALLY GOING TO HAPPEN.

YES, DOCTOR FARRELL YES, I GUESS I'LL TAKE A STEP BACK BECAUSE HOW WOULD YOU DEFINE FIT AND HOW IS FIT LEGALLY DEFINED? BECAUSE I THINK FIT COULD BE AN INTERPRETATION OF MANY DIFFERENT THINGS AS LONG AS NOT LEGALLY DEFINED.

I MEAN, I THINK HIRING FOR FIT COULD BE ALL THINGS BEING EQUAL.

YOU COULD PREFER A CANDIDATE THAT IS REPRESENTATIVE OF A POPULATION.

A CANDIDATE THE.

ADHERES TO YOUR FAVORITE TITLE, FIVE PASSAGE.

SO SO WHAT IS WHAT IS FIT? WELL, IN TERMS OF THE FIRST EXAMPLE YOU GAVE, THAT WOULD LIKELY BE ILLEGAL UNDER PROPOSITION 209.

YOU CAN'T CONSIDER THAT THEY MAY BE REPRESENTATIVE OF A CERTAIN POPULATION.

SO THAT THAT'S THAT'S AN EASY ONE.

BUT BECAUSE FIT IS NOT DEFINED, IT IS A VERY BROAD TERM.

WHAT WE SAY IS DON'T USE THE TERM FIT.

USE THE PHRASE KNOWLEDGE, SKILLS AND ABILITY THAT'S REFLECTED IN THE JOB DESCRIPTION.

A SOMEONE'S KSAS FOR A FACULTY POSITION IN ENGLISH IS GOING TO BE DIFFERENT.

FOR A FACULTY POSITION IN THE STEM DEPARTMENT, SOMEONE'S KSAS FOR AN ADMINISTRATIVE ASSISTANT IS GOING TO BE DIFFERENT THAN A FACULTY POSITION, AND THAT DOESN'T MEAN THERE CAN'T BE COMPONENTS OF THE JOB DESCRIPTION THAT ADDRESS KIND OF OVERARCHING ISSUES OF, OF MISSION AND, AND STUDENT SERVICE, BUT THEY SHOULD BE MORE TAILORED TO THE, TO THE POSITION, BECAUSE THEN YOU'RE GOING TO YOU'RE GOING TO GET DISCRIMINATION CLAIMS. IF YOU IF A FIT ISN'T DEFINED, HOW IS IT LITIGATED? WELL FIT ISN'T DEFINED.

BUT BUT THE ISSUE OF THE THE ARGUMENT THAT A FACULTY MEMBER IS GOING TO BE EVALUATED ON WHAT THE TITLE FIVE CALLS DEA COMPETENCIES.

THOSE COMPETENCIES HAVE TO BE DEFINED IN A COLLECTIVE BARGAINING AGREEMENT.

CORRECT. RIGHT. AND SO HIRING.

RIGHT. AND SO HOW WOULD SOMEONE LITIGATE FIT VERSUS LACK OF I DON'T KNOW IF SHE'S SAYING THAT IT'S ILLEGAL TO DO THIS.

SHE'S SAYING THAT IT TENDS TO LEAD YOU DOWN THE WRONG PATH.

WELL, SO WHAT YOU'RE SAYING YES.

BUT ALSO IF IT'S NOT IN A JOB DESCRIPTION, THEN THAT'S WHAT THEY'RE GOING TO LITIGATE.

SO IF, IF YOU'RE IF A DECISION WAS MADE BASED ON FIT, IF I WAS NOT HIRED FOR A POSITION BECAUSE I WAS NOT THE RIGHT FIT, AND THERE'S NOTHING IN THE JOB DESCRIPTION THAT SAYS THAT SHOULD HAVE BEEN A CONSIDERATION IN THE HIRING DECISION, THEN WHAT I'M GOING TO ARGUE AS A PLAINTIFF IS THAT THE DISTRICT MADE A HIRING DECISION NOT BASED ON THE REQUIREMENTS OF THE JOB, BUT BASED ON SOME OTHER FACTOR.

THAT FACTOR COULD BE A PROTECT, THAT COULD BE A PROTECTED CLASS.

IT COULD BE SOMETHING ELSE THAT'S PROTECTED UNDER THE LAW.

AND SO WHEN YOU DON'T USE YOUR JOB DESCRIPTIONS AS YOUR BIBLE, IF YOU WILL, IN THE HIRING PROCESS, IF YOU MAKE IF THERE IS NOT A STRUCTURED PROCESS, IF YOU'RE CONSIDERING FACTORS THAT NOT EVERYONE ELSE ON THE HIRING COMMITTEE IS CONSIDERING BECAUSE THEY HAVE THE JOB DESCRIPTION IN FRONT OF THEM, THEN YOU'RE GOING TO GET INTO THIS GRAY AREA WHERE IT'S GOING TO BE MUCH EASIER FOR A CANDIDATE TO ARGUE THAT FACTORS OTHER THAN WHAT'S WRITTEN IN THE JOB DESCRIPTION WERE CONSIDERED, AND THEY COULD POTENTIALLY BE ILLEGAL FACTORS.

SO IT REALLY COMES DOWN TO A MATTER OF WORDPLAY OR LANGUAGE.

SO SO SO SO YEAH.

WELL, I'M JUST SAYING BECAUSE, YOU KNOW, JUST EVEN IN CONVERSATIONS WITH A GOOD FRIEND WHO'S ON A JOB SEARCH, LIKE SHE'S BEEN GETTING THAT EACH TIME, LIKE, OH, I'M SORRY, YOU'RE NOT A GOOD FIT.

LIKE, THAT IS THE LANGUAGE.

AND IT'S A COMMON LANGUAGE.

AND IT COULD BE. IT COULD BE WHAT WE USE HERE.

I'M NOT SURE. BUT TO ME, WHAT YOU'RE SAYING.

YEAH. IS THAT WE HAVE TO WE HAVE TO BE VERY CAREFUL ON MAKING SURE THAT THE LANGUAGE THAT WE USE WHEN WE ARE GIVING THE RESULTS TO POTENTIAL POTENTIAL CANDIDATES, YOU KNOW, THAT IT ALIGNS WITH WHAT YOU'RE BASICALLY TELLING US

[02:05:02]

THEY WOULD SAY, YOU KNOW, THANK YOU FOR PARTICIPATING IN THE HIRING PROCESS.

WE'VE IDENTIFIED SOMEONE WHO IS MORE QUALIFIED FOR THE POSITION, AND THAT MAY STING A LITTLE BIT, BUT QUALIFICATIONS ARE TIED BACK TO THE JOB DESCRIPTION AGAIN.

LIKE YOU'RE THERE'S NO REQUIREMENT TO TO TELL A REJECTED CANDIDATE.

THESE ARE ALL THE REASONS WHY THIS CANDIDATE GOT THE JOB AND AND YOU DIDN'T.

BUT USING THE TERMS QUALIFICATIONS THERE'S THERE IS A WORD YOU KNOW MINIMUM QUALIFICATIONS PREFERRED QUALIFICATIONS IN YOUR JOB POSTINGS.

THOSE ARE BETTER TERMS TO USE THAN THESE JUST VERY VAGUE TERMS LIKE FIT.

SO AND AGAIN, I'M NOT MEANING TO BEAT A DEAD HORSE.

AS FOR CLARIFICATION.

SO FOR INSTANCE AND AND I GUESS THIS IS PART OF THE PROCESS.

SO YOU'RE JUST RECTIFYING WE GO THROUGH THE JOB DESCRIPTION.

THE JOB DESCRIPTION IS PASSED.

IT HAS MINIMAL UNPREPARED.

AND THERE IS A LIST OF THINGS UNDER EACH CATEGORY.

AND SOME ARE VERY SPECIFIC.

SOME ARE A LITTLE MORE BROAD IN CONTEXT, AND THERE IS A PROCESS IN WHICH THE COMMITTEE SELECTS SPACE ON A RUBRIC.

SO ALL THAT, AS LONG AS IT'S CONNECTED TO THE JOB DESCRIPTION, TO THE RUBRIC, AND TO WHATEVER ASSESSMENT OF THE COMPETENCIES IN THE JOB DESCRIPTION.

WALKS EVERYONE AWAY FROM FIT.

CORRECT. AND YOU'RE GETTING AHEAD OF ME BECAUSE I HAVE A WHOLE SECTION THAT I HAVEN'T GOTTEN TO YET.

SORRY FOR TEN QUESTIONS ON ON BEST PRACTICES.

AND THAT'S A WRAP. OKAY, SO LAST FEW SLIDES ON UNCONSCIOUS BIAS.

YOU KNOW, WE TALKED ABOUT AWARENESS OF SELF JUST KIND OF BEING VERY SELF REFLECTIVE.

KNOW KNOWING YOUR BIASES, TRYING TO AVOID ASSUMPTIONS, BEING BEING CURIOUS, YOU KNOW, IN TERMS OF CURIOSITY, USING GOOD LISTENING SKILLS, ASKING CLARIFYING QUESTIONS, ENGAGING IN DIALOG, NOT JUST LISTENING SO THAT YOU CAN RESPOND, BUT ACTUALLY LISTENING AND AND JUST CONVEYING EMPATHY.

SO THAT'S THAT'S WHAT I MEAN BY BE CURIOUS, INTERROGATING YOUR BIASES AGAIN, JUST BEING SELF-REFLECTIVE AND REALIZING WHEN YOU'RE MAKING ASSUMPTIONS AND TRYING TO STOP YOURSELF FROM MAKING THOSE ASSUMPTIONS, WE'RE ALL GOING TO, YOU KNOW, USE OUR BIASES.

THE QUESTION IS, CAN WE LIMIT HOW WE WE USE THOSE BIASES IN OUR DECISION MAKING PROCESSES, AWARENESS OF OTHERS? I THINK THIS IS WHAT YOU SAY.

WHAT YOU MEAN TO SAY IS NOT ALWAYS HEARD THE SAME WAY BY THE SAME PERSON.

I DON'T GO INTO IT HERE, BUT I DO A WHOLE TRAINING, AND I'VE ACTUALLY DONE IT FOR PROFESSIONAL DEVELOPMENT AT CERRITOS ON MICROAGGRESSIONS.

SO, SO, SO SOMEWHAT LIKE SOMEONE MAY NOT INTEND TO BE SAY SOMETHING THAT'S OFFENSIVE AND ONE PERSON MAY HEAR THE SAME COMMENT AND BE LIKE, OH, THAT WAS ACTUALLY A COMPLIMENT.

AND THEN SOMEONE ELSE CAN HEAR IT AND SAY, ACTUALLY, THAT'S A MICROAGGRESSION, AND I'M OFFENDED BY WHAT YOU INTENDED TO BE A COMPLIMENT.

SO RECOGNIZING THAT EVEN IF YOU DON'T INTEND TO SAY SOMETHING THAT'S RUDE OR IS PUTTING SOMEONE DOWN, IT MAY MAKE SOMEONE FEEL LESSER THEN.

AND WHEN I WHEN I TRAIN ON MICROAGGRESSIONS, MY MY RECOMMENDATION IS IF SOMEONE CALLS YOU OUT FOR A MICROAGGRESSION AND IT USUALLY HAPPENS, YOU KNOW, IT'S USUALLY AGAIN, COMES FROM A COMPLIMENT.

LISTEN TO WHY THEY WERE OFFENDED BY YOUR STATEMENT.

REALLY LISTEN AND TRY TO UNDERSTAND WHAT YOU KNOW, WHAT YOU DON'T KNOW.

AND IF YOU HAD KNOWN THE INFORMATION BEHIND THE MICROAGGRESSION, HOW YOU WOULD HAVE SAID SOMETHING DIFFERENTLY.

AND THEN JUST DON'T BE DEFENSIVE.

ACCEPT THAT YOU COULD HAVE SAID SOMETHING IN A IN A BETTER WAY, IN A MORE RESPECTFUL WAY.

SAY ASK QUESTIONS.

IF YOU NEED TO ASK QUESTIONS, SAY YOU'RE GOING TO DO BETTER NEXT TIME AND APOLOGIZE.

IT'S IT'S THAT SIMPLE.

IF YOU REALLY CARE ABOUT, YOU KNOW, CREATING A CULTURAL CULTURE OF RESPECT ON YOUR CAMPUS, THEN WHAT YOU'RE GOING TO DO IS YOU'RE GOING TO PRACTICE THOSE LISTENING SKILLS AND YOU ARE GOING TO BE OKAY WITH BEING WRONG SOMETIMES.

AND A LOT OF THAT IS RELATED TO THIS AWARENESS OF OTHERS, THAT PEOPLE HAVE DIFFERENT LIVED EXPERIENCES, AND THOSE LIVED EXPERIENCES ARE GOING TO IMPACT HOW THEY HEAR THINGS AND THINGS THAT THEY SAY, AND ALSO BE ATTENTIVE TO REACTIONS.

[02:10:06]

TONE IS REALLY IMPORTANT.

SO THINKING ABOUT THOSE THINGS TO.

MAYBE YOU SAID SOMETHING AND SOMEONE KIND OF SHUDDERED.

WELL, MAYBE YOU SAID SOMETHING THAT WAS INAPPROPRIATE AND YOU DIDN'T REALIZE IT AT AN INSTITUTIONAL LEVEL.

AND I KNOW YOUR EEO PLAN TALKS ABOUT SOME OF THIS IN THE HIRING CONTEXT.

SOME THINGS THAT DISTRICTS ARE EXPLORING ACROSS THE STATE.

AND I AND I BELIEVE CERRITOS IS IS PLANNING TO DO THIS IS FIGURING OUT WAYS TO TO HELP LESSEN THE IMPACT OF BIAS IN THE HIRING PROCESS.

SO, FOR EXAMPLE, REDACTING NAMES AND ADDRESSES ON, ON APPLICATION FORMS YOU KNOW, IS A CERTAIN WAY TO POTENTIALLY HELP NEGATE IMPLICIT BIAS, BECAUSE SOME PEOPLE MAY HAVE BIASES FOR CERTAIN SOUNDING NAMES, OR I THINK IT COULD ALSO POSITIVELY IMPACT YOU KNOW, THE, THE BALANCE BETWEEN INTERNAL AND EXTERNAL APPLICANTS.

RIGHT? IF YOU IF YOU NOTICE SOMEONE IS APPLYING AND YOU KNOW THEM, IS THAT A GOOD THING OR IS THAT A BAD THING.

RIGHT. YOU MAY HAVE A BIAS FOR OR AGAINST A CANDIDATE.

SO AND UTILIZING STRUCTURED HIRING PROCESSES, WHICH WE'RE GOING TO TALK ABOUT IN THIS LAST SECTION, IS REALLY IMPORTANT TO HELPING NEGATE AGAINST IMPLICIT BIAS, BECAUSE IT WILL ALLOW EMPLOYERS TO REALLY COMPARE PEOPLE TRULY AGAINST EACH OTHER.

YES, DOCTOR.

YES. YES.

YEAH, I'VE SEEN THAT IN.

AND IF NOT THE INSTITUTION THE YEAR.

BUT I DON'T KNOW WHY YOU WOULDN'T EVEN JUST REDACT THE INSTITUTION.

BECAUSE IF SOMEONE IS OFFERED THE JOB, THERE'S PROBABLY GOING.

I WOULD ASSUME THERE'S GOING TO BE A DEGREE VERIFICATION.

SO REALLY, THE ONLY PEOPLE THAT NEED TO KNOW WHERE YOU WENT DURING THE HIRING PROCESS IS HR AT THE END OF THE THE PROCESS.

BUT YES, I'VE SEEN THAT.

OKAY. LAST SECTION I'M SORRY I'M BEHIND.

I THINK IT'S TOO NEW TO SAY.

THERE'S, THERE'S THERE'S DATA TO SUGGEST THAT IT WILL PRODUCE BETTER RESULTS.

BUT I DON'T THINK I DON'T THINK IT'S AT LEAST IN THE COMMUNITY COLLEGE SYSTEM THEN BEEN USED ENOUGH TO, TO HAVE THOSE DATA SETS AVAILABLE YET. THREE PRINCIPLES OF LAWFUL HIRING.

ONE PROTECTED STATUS OF A CANDIDATE IS NEVER A FACTOR.

THAT'S PROPOSITION 209.

TWO INFUSING A COMMITMENT TO DIVERSITY AND EQUITY IN THE HIRING PROCESS DOES NOT INVOLVE LOWERING STANDARDS.

SO THERE'S A MISPERCEPTION THAT THAT DIA THAT AFFIRMATIVE ACTION IS A THAT MEANS LOWERING STANDARDS.

THAT'S NOT WHAT AFFIRMATIVE ACTION HAS EVER BEEN ABOUT.

WHAT AFFIRMATIVE ACTION IS ABOUT, WHAT DEA IS ABOUT, IS USING PROCESSES THAT DO NOT CAUSE QUALIFIED CANDIDATES TO BE INVISIBLE.

OKAY. YOU ARE YOU'RE TRYING TO REACH QUALIFIED CANDIDATES WHO HAVE BEEN TRADITIONALLY UNDERREPRESENTED IN THE HIRING PROCESS, FIGURING OUT HOW HOW THEY CAN BE MORE VISIBLE.

AND IT MAY ALSO BE ABOUT RETHINKING WHO IS GOING TO BE QUALIFIED FOR A POSITION.

THAT'S WHY IT'S SO IMPORTANT TO REVIEW JOB DESCRIPTIONS BEFORE YOU POST A VACANCY IF YOU HAVE NOT.

IF YOU IF THIS POSITION HAS NOT BEEN VACANT FOR TEN YEARS, THE JOB MAY HAVE CHANGED.

AND SO WHO'S QUALIFIED TODAY MAY LOOK A LITTLE BIT DIFFERENT THAN WHO'S QUALIFIED TEN YEARS AGO.

AND THEN LASTLY, INFUSING A COMMITMENT TO DIVERSITY AND EQUITY IN THE HIRING PROCESS DOES INVOLVE ASSESSING CANDIDATES AGAINST JOB RELATED CRITERIA.

THE CSA'S TWO THINGS THAT WE SPEND A LOT OF TIME TRAINING ON IS WHEN YOU'RE ASSESSING CANDIDATES AGAINST JOB RELATED CRITERIA, YOU'RE ALSO THINKING ABOUT IF THERE ARE IRRATIONAL BARRIERS TO TO SUCCESS.

AND THE EXAMPLES I GIVE AND I'M GIVING THE CAVEAT THAT I AM NOT AN EDUCATOR.

I'M NOT STEPPING INTO THE SHOES OF AN EDUCATOR.

BUT I WILL TELL YOU THAT PREFERRED QUALIFICATION, PHD PREFERRED IS GOING TO NARROW THE DIVERSITY OF YOUR FACULTY APPLICANT POOLS.

AND IF IF YOU HAVE YOUR ACADEMIC SENATES, IF YOU HAVE FACULTY ASSOCIATIONS THAT DON'T WANT TO READ THE JOB DESCRIPTION

[02:15:06]

PHD PREFERRED OR A MASTER'S IN A RELEVANT SUBJECT.

YOU HAVE EQUIVALENCIES BECAUSE THERE COULD BE FABULOUS CANDIDATES WHO DON'T MEET THE PREFERRED QUALIFICATION AND AND ARE NOT GOING TO APPLY FOR THE JOB BECAUSE THEY THINK IF THEY DON'T MEET THE PREFERRED QUALIFICATION, THEY'RE NOT GOING TO GET THE JOB.

AND YOU KNOW WHO IT HAPPENS MORE TO BECAUSE I'VE THIS HAS HAPPENED TO ME.

WOMEN. WOMEN ARE LESS LIKELY TO APPLY FOR A JOB.

THINK IT'S THIS I DON'T REMEMBER WHAT THE STATISTIC WAS, BUT IT'S A CRAZY STATISTIC.

LIKE IF A WOMAN DOESN'T MEET LIKE 80 OR 90% OF THE JOB REQUIREMENTS, THEY'RE NOT GOING TO APPLY.

BUT THE DATA SAYS, LIKE, IF A MAN MEETS LIKE, I THINK IT'S LIKE 40 OR 50% THEY'LL APPLY FOR FOR A JOB.

SO HAVING EQUIVALENCIES CAN BE REALLY HELPFUL FOR CREATING DIVERSITY OF APPLICANT POOLS.

ANOTHER ONE WE SEE IN THE IN THE CCD SYSTEM IS CCD EXPERIENCE PREFERRED? WHY DO YOU NEED TO KNOW THE SECRET HANDSHAKE? WHY CAN YOU NOT HIRE A FOR A COUNSELOR POSITION? SOMEONE WHO HAS RUN A MENTORSHIP PROGRAM AT A NONPROFIT FOR THE LAST TEN YEARS.

THEY ARE NOT A TRADITIONAL CANDIDATE, BUT THEY MAY BE FABULOUS, FABULOUS FOR FOR A JOB.

SO JUST THINKING ABOUT, EVEN IF IT'S A PREFERRED QUALIFICATION, DO YOUR JOB DESCRIPTIONS HAVE IRRATIONAL BARRIERS.

IF THEY DO OVERVALUING CERTAIN NUMBER OF YEARS OF EXPERIENCE IS ANOTHER ONE, THEN IT'S GOING TO NEGATIVELY IMPACT THE DIVERSITY OF YOUR APPLICANT POOLS.

AND WHEN YOU HAVE LESS DIVERSE APPLICANT POOLS, YOU'RE NOT GOING TO MEET YOUR WORKFORCE.

DEI GOALS.

OKAY. YES.

SO, DOCTOR FIERRO, DO WE REQUIRE A PHD FOR ANY FACULTY POSITIONS HERE? RIGHT. NO. NO.

IT'S THE MASTERS, RIGHT? MASTERS REQUIRE PHD.

PREFER I THINK IN MOST CITY NEEDS AN AA TO GET IN.

BUT TO GET TENURE, YOU NEED A BACCALAUREATE DEGREE.

WE KNOW THAT, YES.

AND HOWEVER, WE DO QUITE OFTEN LEAN INCREDIBLY HEAVILY ON COMMUNITY COLLEGE EXPERIENCE.

OKAY. I'M SORRY YOU SAID A MASTER'S REQUIRED OR P IS PHD.

WHAT'S THE TERM? SO MASTERS IS A MASTER'S REQUIRED.

FOR MOST DISCIPLINES, THE PHD IS PREFERRED AND CTE.

AN ASSOCIATE DEGREE AND THE CERTIFICATION ON YOUR FIELD BECAUSE MOSTLY OUR PROFESSIONAL.

SO THEY HAVE TO EARN A BACCALAUREATE DEGREE TO EARN TENURE, BUT NOT TO TEACH.

OKAY, SO QUESTION ON THIS ONE.

WHY DO WE HAVE PHD PREFERRED IN ANY OF OUR JOB DESCRIPTIONS? WHY DO WE HAVE A PHD PREFERRED IN OUR JOB? WHY IS THAT? WHY? WHY DO WE EVEN ASK FOR THAT? I DON'T KNOW WHY HERE, BUT I CAN SAY HISTORICALLY IN OTHER DISTRICTS THAT PREFERRED QUALIFICATIONS ARE THAN TO BE ABLE TO HAVE AN SPREAD ON ON POINTS AND ADDITIONAL PROFICIENCY FACTORS.

SO WHAT I SAY IN TERMS OF THE PHD PREFERRED THING, WHEN I ADVISE CLIENTS ON THIS IS OR FOR ANY PREFERRED QUALIFICATION, I, I SUGGEST DECONSTRUCTING THAT THOSE PHRASES.

RIGHT. OKAY. WHAT DOES A PHD GET THAT THAT MASTERS DOESN'T GET? AND I WANT THE PERSON WHO WANTS THAT LANGUAGE IN THE JOB DESCRIPTION TO ARTICULATE TO ME THE REASON FOR IT AND IT BONA FIDE.

AND IF AND IF THERE IS A REASON, THEN PUT THAT IN THE PREFERRED SECTION OF THE JOB QUALIFICATION.

RIGHT? DON'T USE THESE LABELS THAT COULD SOME MAY, MAYBE SOME ARE MEANINGLESS, SOME ARE NOT.

BUT SPELL IT OUT DECONSTRUCT IT.

AND THAT'S WHAT SHOULD GO IN THE JOB DESCRIPTION.

NOT PHD PREFERRED NOT, YOU KNOW, CCD EXPERIENCE OKAY.

EXACTLY. YOU KNOW, IN ALL THE YEARS I'VE BEEN THERE, I'VE SAT ON SO MANY THINGS AND IT'S A LOT FASTER AND I GO BACK FAR ENOUGH AND MAYBE IT'S CHANGED SOME NOW BUT.

OUR COMMITTEE WOULD WANT TO FIND APPLICANTS THAT HAD COMMUNITY COLLEGE TEACHING EXPERIENCE.

AND THEY WOULD GET THOSE BONUS POINTS.

[02:20:01]

AND I REMEMBER ARGUING WITHOUT SENDING HIM TELLING PEOPLE ON COMMITTEES, WHY ARE WE DISCOUNTING TEACHING HIGH SCHOOL STUDENTS, ESPECIALLY HIGH SCHOOL STUDENTS IN OUR COMMUNITY, WHEN IF YOU LOOK AT IT, THEY'RE LIKE SIX MONTHS AGE DIFFERENCE BETWEEN THEM? AND WHEN YOU THINK ABOUT WITH OUR DUAL ENROLLMENT NOW AND THE THINGS THAT WE'RE DOING WITH THE HIGH SCHOOL, IT'S KIND OF LIKE IF WE STILL HAVE PEOPLE DOING THAT, THAT'S ONE OF THOSE KIND OF BARRIERS AND IN REALITY MIGHT NOT BE SERVING OUR STUDENTS, AND IT MIGHT BE WE MIGHT BE LOSING REALLY GOOD APPLICANTS WHO HAVE YEARS OF HIGH SCHOOL EXPERIENCE. AND WE NEED TO WE NEED TO JUST BACK THE GOAL OF GETTING TO THAT NEXT STEP.

I JUST I DON'T KNOW, I CAN'T SAY AT THIS STAGE, BUT YEAH, YEAH.

THE OTHER QUESTION I HAD TOO IS ABOUT MINIMUM QUALIFICATIONS TOO.

WHAT ADVICE DO YOU HAVE? BECAUSE BECAUSE I MEAN, I KNOW THAT'S ALSO A LOT OF WAY TO SCREEN OUT PEOPLE, RIGHT? LIKE IF THEY DON'T MEET EVERY SINGLE THING THAT'S ON THAT MINIMUM QUALIFICATION, YOU'LL BE LIKE, YOU'LL MEET THAT.

LET'S GO AHEAD AND PUT THEM IN THE NO PILE.

SO WHAT RECOMMENDATIONS DO YOU HAVE ABOUT THAT.

SO MINIMUM QUALIFICATIONS THE I THINK THE BEST PRACTICE IS REALLY TO FOCUS ON WHAT'S REQUIRED AT THE STATE LEVEL.

BUT WHAT I WILL SAY IS THAT TITLE FIVE, THERE WERE SOME RECENT REVISIONS THAT NOW SPECIFICALLY SAY FOR RELEVANT POSITIONS.

SO I THINK PRIMARILY EXCUSE ME, FACULTY POSITIONS, YOU HAVE TO HAVE ON A JOB DESCRIPTION WAYS TO MEET MINIMUM QUALIFICATIONS THROUGH EQUIVALENCY.

THAT IS NOW A REQUIREMENT UNDER TITLE FIVE.

AND SO THAT IS GOING TO BE DONE AT THE LOCAL LEVEL.

THERE MAY BE SOME SOME GUIDANCE FROM THE STATE CHANCELLOR'S OFFICE ON WHAT EQUIVALENT EQUIVALENCES LOOK LIKE, BUT THAT WILL ACTUALLY HELP INCREASE THE DIVERSITY OF THE APPLICANT POOL, BECAUSE YOU'RE NOT JUST FOCUSED ON WHAT THE STATE SAYS, BUT YOU'RE FIGURING OUT WAYS TO SAY, WELL, THEY CAN MEET THESE MINIMUM, WE'RE GOING TO GET GUIDANCE.

YOU SAID FROM THE CHANCELLOR, I'M NOT ENTIRELY SURE IF THE STATE CHANCELLOR'S OFFICE OR THE STATE ACADEMIC SENATE HAS, HAS PROVIDED GUIDANCE ON ON THE EQUIVALENCIES, BUT THAT IS MORE SO DEVELOPED AT THE LOCAL LEVEL.

IT WILL BE MORE LIKELY THE STATE ACADEMIC SENATE.

I DON'T THINK THE CHANCELLOR'S OFFICE WELL, AND IF THEY DO, I'M NOT NECESSARILY SURE IT WILL BE SUPPORTED RIGHT THAT WAY.

SENATE. OKAY. AND THEN FOR I'M SORRY GOING BACK TO THE COMMUNITY COLLEGE EXPERIMENTS.

MAKES THAT A REQUIREMENT.

IS THAT A LOCAL DECISION OR IS THAT A STATE.

STATE. IT'S JUST A HISTORICAL PRACTICE THAT THAT DISTRICTS ARE CONSIDERING MOVING AWAY FROM.

BUT IT CERTAINLY IS.

WE'VE SEEN IT ON A LOT OF JOB DESCRIPTIONS FOR MANY YEARS.

OKAY. THANK YOU.

OKAY. I HAVE JUST A FEW SLIDES LEFT.

BUT I WAS TOLD AN HOUR PLUS TIME FOR QUESTIONS, SO.

YOU'RE NOT COUNTING THIS. IF IT'S NOT 2 A.M., WE'RE NOT GOING.

OKAY? YOU'RE USING A PROCESS.

YOU'RE ONLY EVALUATING THE CSAS.

I'M. I'M NOT GOING TO SPEND TIME ON THIS.

YOU HAVE A FABULOUS CEO, BUT I'M JUST POINTING OUT FOR YOU THAT YOU DO HAVE A BOARD POLICY SPECIFICALLY ABOUT CEO HIRING.

IT IS BROAD BECAUSE USUALLY WHEN YOU DO HIRE A CEO, THERE IS A DISCUSSION ABOUT WHAT THAT RECRUITMENT PROCESS IS GOING TO LOOK LIKE, AND IT DOES HAVE TO BE A TRANSPARENT PROCESS. THESE BEST PRACTICES, THESE BEST PRACTICES THAT I'M GOING TO TALK ABOUT OVER THE NEXT FEW SLIDES, THEY APPLY TO ALL THEY REALLY SHOULD APPLY TO ALL LEVELS OF THE SCREENING AND SELECTION PROCESS.

SO ALMOST EVERY CLIENT THAT I WORK WITH, THEY HAVE A VERY STRUCTURED FIRST ROUND HIRING PROCESS.

SET QUESTIONS ARE DEVELOPED.

THERE ARE RUBRICS.

THERE ARE SCORING SHEETS THAT HAPPENS FIRST ROUND INTERVIEWS.

IT'S A LITTLE BIT I WOULDN'T SAY THERE'S THERE'S LESS OF A STANDARD PRACTICE WHEN YOU'RE TALKING ABOUT SECOND ROUND INTERVIEWS OR FINAL ROUND INTERVIEWS.

OUR RECOMMENDATION IN TERMS OF A BEST PRACTICE IS YOU SHOULD HAVE, AT EVERY STAGE OF THE HIRING PROCESS, A SET OF QUESTIONS, A RUBRIC AND IDEALLY MODEL ANSWERS.

AND I DON'T MEAN LIKE PARAGRAPHS OF WHAT AN ANSWER SHOULD LOOK LIKE.

BUT IF THIS IS THE QUESTION, THEN BULLET POINTS ON WHAT A GOOD ANSWER WOULD BE SO THAT EVERYONE WHO'S SITTING ON THAT LEVEL OF THE SCREENING OR SELECTION COMMITTEE IS ASSESSING THE CANDIDATES BASED ON THOSE THOSE SAME FACTORS.

[02:25:06]

AND I'M SAYING THIS TO PRIMARILY TO YOUR EXECUTIVE CABINET AND, AND TO DOCTOR FARROW, NEVER, NEVER, EVER, EVER CONDUCT AN INTERVIEW ONE ON ONE, EVEN IF IT'S EVEN IF YOU'RE THE ONLY PERSON IN THE ROOM ASKING QUESTIONS.

HAVE A WITNESS.

HAVE YOUR EXECUTIVE ASSISTANT IN THERE BECAUSE YOU'RE GOING TO GET AT SOME POINT, YOU'RE GOING TO GET IN TROUBLE.

SOMEONE'S GOING TO MAKE A CLAIM.

YOU ASKED AN INAPPROPRIATE QUESTION BASED ON A VARIETY OF FACTORS, AND IF YOU DON'T HAVE A WITNESS IN THERE, THEN IT'S GOING TO BE A HE SAID, HE SAID, SHE SAID, SHE SAID, THEY SAID, THEY SAID RIGHT.

SO WITNESSES ARE JUST HAVE AT LEAST TWO PEOPLE IN THE ROOM FOR ANY INTERVIEW.

YES. YEAH.

I JUST I WANT TO ASK A QUESTION ABOUT PAPER SCREENING BECAUSE YOU SAY EVERY ONE OF US HAS BIAS AND WE HAVE TO TO CONTROL THE BIAS.

A LOT OF LARGER COMPANIES ALREADY USE AI TO DO THE NOT FULL, BUT THE PAPER SCREENING.

ARE WE ALLOWED TO DO THAT BECAUSE AT LEAST SOME PERCENTAGE DONE BY NON BIAS IN THAT THEY CAN COMPARE THE I CAN COMPARE THE JOB DESCRIPTION AND THE KEYWORD AND FROM THE BACKGROUND.

AND IF THAT'S PART OF THE THING IN AND ADD TO WHAT HUMAN BEINGS.

I THINK THAT'S HOW WILL BE MORE FAIR.

SO THERE I CAN.

SO I WAS JUST GOING TO SAY I CAN BE BIASED THERE.

THERE'S THERE ARE SOME RESEARCH OUT THERE.

I THINK THERE'S EVEN SOME, SOME COURT CASES RIGHT NOW, BUT THAT SHOW THAT ALGORITHMS CAN BE BIASED.

SO IF YOU ARE GOING TO USE AI, THEN YOU REALLY HAVE TO KNOW LIKE WHAT THE ALGORITHM IS BASED ON.

AND THAT'S AND I DON'T KNOW IF ANYONE HERE HAS THAT EXPERTISE KNOWLEDGE BASE.

BUT BUT I JUST DID A WE ACTUALLY JUST DEVELOPED A AN AI TRAINING FOR COMMUNITY COLLEGES.

I DON'T, I THINK I DON'T KNOW IF YOU WERE THERE, DOCTOR GUTIERREZ, BUT WE TALKED A LOT ABOUT THAT.

THAT RIGHT NOW THERE'S TOO MANY UNKNOWNS IN.

SO I WOULD SAY NO.

OKAY. GOT IT. THANK YOU.

THERE IS A STUDY ON I THINK IT'S A TECH COMPANY, AND I THINK THEY'RE IN TROUBLES NOW BECAUSE THEY, THEY USE THE SCREENING AND THEY START HIRING PEOPLE, AND THEY THOUGHT THEY WERE DOING A FANTASTIC JOB.

AND SOMEONE ENDED UP SAYING, WHY DO WE HAVE SO MANY MALES? AND THEY WENT BACK AND THE ALGORITHM BUILT THE PROFILE BASED ON THE JOB DESCRIPTION AND THE CHARACTERISTICS.

BUT IN THAT BEING WHAT THEY ALREADY HAD EMPLOYED, WHICH WAS PRIMARILY MALE, SO IT WAS FILTRATING FEMALES THE ENTIRE TIME.

YES, I FOUND IT FASCINATING.

SO WE HAVE A OUR FIRM HAS CONSORTIUM TRAININGS.

CERRITOS IS PART OF A CONSORTIUM.

SO WE RECENTLY OFFERED THE AI TRAINING.

BUT WE TALKED A LOT ABOUT THAT ISSUE.

AND RIGHT NOW OUR RECOMMENDATION IS IS THE TECHNOLOGY IS TOO NEW TO TO RELY ON IT.

THANK YOU. I THINK IT'S IN YOUR EOE PLAN.

YOU CANNOT SIT ON A SCREENING OR SELECTION COMMITTEE IF YOU HAVE NOT HAD THE THREE HOUR VERSION OF THIS TRAINING OR TWO HOUR VERSION OF THIS, OF THIS TRAINING.

THIS IS LEGALLY COMPLIANT.

EVERYONE HERE, YOU'VE MET YOUR LEGAL OBLIGATIONS, BUT WE GO INTO MORE DETAIL WITH SCREENING AND SELECTION COMMITTEES BECAUSE THEY ARE THE ONES DOING DOING THE WORK.

DON'T PARTICIPATE IF YOU CAN'T BE FAIR AND OBJECTIVE.

IF YOU IF YOU ARE A HIRING MANAGER AND YOU KNOW SOMEONE ON THAT'S GOING TO BE APPLYING AND YOU DON'T THINK YOU CAN TREAT THEM OBJECTIVELY, THEN YOU DON'T SIT ON THE COMMITTEE. AND THEN IT'S SO IMPORTANT THAT IF YOU'RE VOLUNTEERING TO SIT ON A COMMITTEE THAT YOU ARE PLANNING TO ATTEND ALL MEETINGS, THAT YOU ARE GIVING YOUR FULL ATTENTION TO IT.

AND IF YOU COULD, IF YOU'RE GOING TO MISS TWO SCREENING AND SELECTION COMMITTEE MEETINGS, THEN YOU SAY, I CAN'T PARTICIPATE THIS SEMESTER.

I'M TOO BUSY.

I WILL PARTICIPATE NEXT SEMESTER.

DON'T VOLUNTEER IF YOU CAN'T GIVE THE PROCESS YOUR FULL ATTENTION.

BECAUSE AS WE KNOW IN THE PUBLIC SECTOR, THE MAJORITY OF PEOPLE THAT YOU HIRE AFTER SIX MONTHS, THE FACULTY AFTER FOUR YEARS FOR NOT ALL FACULTY, THEY YOUR COLLEAGUES FOREVER.

SO YOU REALLY NEED TO SPEND THE TIME.

YOU REALLY NEED TO SPEND THE TIME TO.

AND YOU KNOW, OKAY.

AND THEN AGAIN, I'VE TALKED ABOUT THIS ALREADY.

BUT STRUCTURE IS REALLY IMPORTANT.

[02:30:02]

TAKE THE TIME TO DO THAT.

UPDATE THEM BEFORE YOU POST A VACANCY.

AND I MENTIONED MODEL ANSWERS.

I REALLY DO THINK IT COULD BE HELPFUL TO THE PROCESS.

SO YOU'RE WORKING ON THAT.

I THINK IT REALLY ADDS A LIKE AN EQUITY COMPONENT TO THE HIRING PROCESS WHEN EVERYONE WHO'S SITTING ON THE COMMITTEE KIND OF ALREADY UNDERSTANDS WHAT THEY'RE LOOKING FOR IN AN ANSWER.

BUT THAT CAN STILL LEAVE ROOM, RIGHT? FOR UNEXPECTED GOOD ANSWERS, RIGHT? LIKE SOMETHING SMART THAT YOU DIDN'T THINK OF AHEAD OF TIME? SURE, SURE.

BUT YOU MIGHT NOT BE IN YOUR MODEL ANSWER, YOU KNOW? RIGHT. SO MODEL ANSWERS ARE ALSO GREAT BECAUSE IT HELPS YOU PRACTICE LISTENING SKILLS.

IF YOU HAVE AN IF YOU HAVE A QUESTION AND FOUR BULLET POINTS OF A GREAT ANSWER INSTEAD OF SCRIBBLING NOTES, OH, THIS CANDIDATE SAID THIS.

YOU'RE JUST CHECKING. OH, YEAH.

THIS CANDIDATE ADDRESSED THESE ISSUES, AND THEN YOU'RE ONLY ADDING ADDITIONAL NOTES.

YOU'RE ACTUALLY USING MORE OF YOUR LISTENING SKILLS WHEN YOU HAVE MODEL ANSWERS SET OUT.

BUT SO ABSOLUTELY.

AND YOU'RE GOING TO TAKE NOTES ON THOSE, ON THOSE GREAT ANSWERS.

BUT THAT'S REALLY JUST GOING TO ADD VALUE TO THE ANSWER AND NOT TAKE AWAY FROM THEM, YOU KNOW, PROVIDING A GREAT GREATER ANSWER OTHERWISE.

YEAH. BECAUSE IT JUST OCCURS TO ME THAT SOME PEOPLE MIGHT HAVE A LIKE A CREATIVE APPROACH TO AN ANSWER THAT IS VERY DIFFERENT THAN THE OTHER CANDIDATES AND HOW TO ACCOMMODATE FOR THAT AS WELL. AND THEN THE HIRING PROCESS PROCESS IS CONFIDENTIAL.

I'M, I THINK YOU SIGN YOU HAVE CONFIDENTIAL.

YEAH, I'VE SEEN IT.

I'VE CONFIDENTIALITY AGREEMENTS.

THERE APPLICANTS TO EMPLOYMENT HAVE PRIVACY INTERESTS IN, IN THEIR APPLICANTS.

SO APPLICATIONS. SO CONFIDENTIALITY IS REALLY IMPORTANT.

AND THEN I SKIPPED THE SECOND BULLET POINT.

I CAN'T EMPHASIZE HOW IMPORTANT IT IS NOT TO GOOGLE CANDIDATES.

DO NOT DO OUTSIDE RESEARCH.

YOUR JOB IS TO SIT AND TAKE IN THE INFORMATION THAT IS PRESENTED TO YOU IN THE INTERVIEW.

REFERENCE CHECKS.

THAT'S HIS JOB.

I AGREE, AND I WAS THINKING ON HOW TO PREVENT AND ISSUES THE DEVELOP.

AFTER YOU GET TO THE SELECTION AND YOU BEGIN THE REFERENCE CHECK, IS ANY POINT BETTER OR IS IT? LET ME GO BACK.

IS IT ALLOWABLE TO DO REFERENCE CHECKS ON CANDIDATES BEFORE THEY GET TO FINAL INTERVIEWS, OR ONCE THEY ARE IN THAT STAGE? SO YOU ARE NOT IN POSITIONS IN WHICH WHICH HAPPEN TO US.

WE DID A VERY PUBLIC SEARCH AND UNFORTUNATELY WE SHOULD HAVE CHECKED REFERENCES.

THERE WAS A PROBLEM WITH ONE OF THE CANDIDATES, AND THAT BECAME AN ISSUE THAT WE COULD HAVE PREVENTED BY BEFORE BRINGING THE PERSON TO CAMPUS AND SO ON, HAVE DONE OR RESEARCH, WHETHER IT'S REFERENCE OR BACKGROUNDS OR SOMETHING. SO GENERALLY SPEAKING, REFERENCE CHECKS REALLY SHOULDN'T OCCUR UNTIL AFTER A CONDITIONAL OFFER OF EMPLOYMENT HAS BEEN MADE. THERE IS A NEW STATUTE, I THINK IT WENT INTO EFFECT THIS YEAR THAT REQUIRES YOU REMEMBER, IF IT'S JUST FACULTY OR NO, I THINK IT'S FACULTY OR ADMINISTRATIVE APPLICANTS TO DISCLOSE IF THERE HAS BEEN A LEGAL, I'M PARAPHRASING, LEGAL DETERMINATION THAT THEY'VE ENGAGED IN SEXUAL HARASSMENT IN THE LAST SEVEN YEARS.

SO I UNDERSTAND THAT NOT EVERYONE'S GOING TO SELF DISCLOSE, BUT THE LAW BASICALLY BALANCES THE PRIVACY INTERESTS OF APPLICANTS WITH OBLIGATIONS OF EMPLOYERS TO, TO DO THEIR, THEIR HOMEWORK.

BUT IN TERMS OF, OF A BEST PRACTICE, OUR RECOMMENDATION IS YOU'RE WAITING UNTIL, YOU KNOW, REALLY THE END OF THE HIRING PROCESS TO DO THOSE REFERENCE CHECKS.

AND THEN, YOU KNOW, SOMETIMES YOU MAKE AN OFFER.

AN OFFER IS ACCEPTED, THE REFERENCE CHECKS LOOKS GREAT AND EVERYTHING IS GOOD UNTIL THEY GO TO FINGERPRINTING AND THEY HAVEN'T DISCLOSED SOMETHING.

AND THEN YOU HAVE TO START THE HIRING PROCESS ALL OVER AGAIN.

BUT THE LAW THERE ARE THERE THERE ARE LIMITS TO BEING ABLE TO, TO DO THAT EARLY ON IN THE PROCESS.

SO ANYTHING THAT ALLOWS PRIOR TO, TO DO BACKGROUND CHECK OR ANYTHING THAT ISN'T QUITE FULL, THE REFERENCE CHECK.

[02:35:06]

AND AND THE OTHER ONE WAS ALSO SOMEONE WHO RESIGNED VOLUNTARILY.

BUT THEN THERE WAS EXTENSIVE EVIDENCE AND PAPERWORK OF A VERY BIG ISSUE.

THEY ALSO ESSENTIALLY WOULD PREVENT THE PERSON FOR EMPLOYMENT.

AND THAT HAPPENED.

WE DISCOVERED ALL THAT AT THE POINT THE PEOPLE WERE ON CAMPUS AS WELL AS, YOU KNOW, YOU POST A FORUM AND YOU SAID SO AND SO IS COMING TO CAMPUS.

IT'S NEARLY IMPOSSIBLE TO PREVENT ANYONE ACROSS CAMPUS TO NOT CHECK WHO THEY ARE.

SO IN ORDER TO ONE PROTECT THE INSTITUTION AND TO PROTECT THE PRIVACY OF THE CANDIDATES, IS IT ANY WAY THAT WE CAN DO IN SOME OF THOSE SEARCHES THAT ARE TEND TO BE A LITTLE MORE PUBLIC A BACKGROUND CHECK OR A PRELIMINARY CHECK THAT COULD INDICATE THAT THIS PERSON IS REALLY NOT GOING TO BE HIRABLE FOR BACKGROUND OR REFERENCES OR WHATEVER.

SO DEPENDING ON THE POSITION, SOMETIMES, ESPECIALLY IF IT'S A HIGHER LEVEL POSITION, YOU CAN MAYBE DO SOME OF THE CHECKS BEFORE THE FINAL HIRING DECISION IS MADE SOMETIMES, BUT I, I BUT I'M MAKING A GENERALIZATION AND BUT GENERALLY YOU DON'T DO IT IF YOU WANT TO DO IT IN A PARTICULAR CIRCUMSTANCE.

YOU CALL YOUR ATTORNEY AND SAY, CAN I DO IT IN THIS WITH, WITH THESE FACTS? BUT BUT MY RECOMMENDATION IS YOU DON'T YOU DON'T USUALLY DO IT.

YOU KNOW, MAYBE IF YOU'RE HIRING FOR LIKE A CEO LEVEL, YOU'RE GETTING THE TRUSTEES ARE GETTING A LITTLE BIT MORE INFORMATION BEFORE THE FINAL DECISION IS MADE.

BUT EVEN THEN, YOU HAVE TO BE YOU HAVE TO BE CAREFUL WITH WHAT RESEARCH YOU'RE DOING AHEAD OF TIME.

AND IT'S ONLY HR OR A CONSULTANT WHO, YOU KNOW, YOU MAY BE WORKING WITH THAT IS THAT IS DOING THAT THAT WORK FOR YOU.

IT'S JUST GOING TO OPEN YOU UP TO LEGAL LIABILITY.

YOU SAID NOBODY CAN GOOGLE THAT PERSON.

IT SEEMS LIKE IT WOULD BE REALLY HELPFUL BECAUSE OUR STUDENTS WILL.

BUT IF YOU HAVE SOMEBODY AT THE INSTITUTION DOES THAT, DO WHATEVER THEY WANT? THEY'RE NOT THEY'RE NOT PART OF THE DECISION MAKING PROCESS.

IF YOU ARE IF YOU ARE PARTICIPATING IN THE HIRING AND SELECTION PROCESS, PRETEND GOOGLE DOESN'T EXIST.

DO NOT DO NOT DO YOUR YOUR OWN RESEARCH.

WE YOU KNOW I'VE, I'VE HAD SITUATIONS WITH OTHER DISTRICTS WHERE A COMMITTEE MEMBER HAS DONE THE GOOGLING AND WE'VE AND THE, THE CLIENT HAS FOUND THE COMMUNITY COLLEGE HAS FOUND OUT AND OUR ADVICE IS OKAY, HAVE YOU FINISHED THE PROCESS? IF NOT, REMOVE THAT COMMITTEE MEMBER AND AND MOVE FORWARD WITHOUT THAT PERSON.

AND I AND I HAVE TO SAY, JUST TO CLARIFY, WE WERE IN THAT SITUATION BECAUSE THE COMMITTEES DID FOLLOW THE PROCESS, SO NO ONE KNEW WHAT WAS HAPPENING UNTIL. AND THIS IS THE INDIVIDUALS GUY HERE.

THIS IS VERY PUBLIC AND MANY HEADLINES, LOTS OF NEWSPAPERS, AND WE DIDN'T KNOW ABOUT IT UNTIL IT WAS, UNFORTUNATELY, YOUR DEFENSES, YOU FOLLOWED THE LAW.

YOU FOLLOWED WHAT WE WERE SUPPOSED.

WELL, YEAH, BUT IT WOULD PUT A LOT OF STUDENTS AT RISK BECAUSE WE DIDN'T KNOW ABOUT SOMETHING THAT REALLY ANY LAYPERSON SHOULD HAVE KNOWN.

MY RECOMMENDATION IS STILL THE SAME.

YOU JUST YOU JUST DON'T.

AND AGAIN, THAT'S WHY YOU CALL LEGAL COUNSEL WHEN SPECIFIC ISSUES ARISE.

BUT THE STANDARD PRACTICES DON'T DO IT.

CAN I ASK A QUESTION. SO WHEN WHEN WE HIRE THE CEO, THE THE LAST STAGE WE VISIT THE COLLEGE AND THE, YOU KNOW, UNIVERSITY.

SO WE TALKED TO, YOU KNOW, THE DIFFERENT OFFICE.

SO WE WILL HEAR THE PEOPLE SAY SOMETHING AND THE BODY LANGUAGE ALL THESE IS THAT OUTSIDE INFORMATION DEPENDS WHAT YOUR HIRING PROCESS LOOKS LIKE.

I MEAN USUALLY THERE'S SOME TYPE OF WHAT I WOULD CALL A THREE 60 PROCESS WHEN YOU'RE HIRING.

RIGHT. SO SO NO, BUT YOU'RE REALLY GATHERING THE INFORMATION FROM APPROPRIATE STAKEHOLDERS.

BUT THEY'RE STILL NOT MAKING THE DECISION.

BUT WHAT SHOULD BE PART OF ANY PROCESS IS YOUR IS YOUR BEFORE YOU EVEN INITIATE A HIRING PROCESS, YOU'RE WORKING WITH A CONSULTANT.

YOU'RE WORKING WITH LEGAL COUNSEL TO TO DETERMINE WHAT IS THIS PROCESS IS GOING TO GOING TO LOOK LIKE? WHAT ARE WE GOING TO CONSIDER? IT'S HARD TO IN CERTAIN WAYS, IT'S HARD TO APPLY SOME OF THESE BEST PRACTICES IN THE CONTEXT OF CEO HIRING, BECAUSE YOU DON'T HAVE THE SAME ESTABLISHED

[02:40:06]

THERE'S JUST AN ADDED COMPONENT OF STAKEHOLDERS BEING INVOLVED WHEN YOU HIRE A CEO AT A REALLY AT ANY AGENCY. DANGEROUS QUESTION.

WHAT ABOUT REFERENCE REFERENCES THAT WEREN'T LISTED ON A FORM? RIGHT. SO, FOR EXAMPLE, IT WOULD BE REALLY HELPFUL TO KNOW IF SOMEBODY, YOU KNOW, SOME TO YOUR POINT IN AN INTERVIEW AND ON AN APPLICATION, YOU CAN PUT ANYTHING RIGHT.

AND YOU MAY LOOK REALLY GOOD IN THAT KIND OF VERY MINIMAL WAY.

AND IF YOU HAVE A REFERENCE CHECKS THAT ARE SELECTED TO BE POSITIVE, YOU MIGHT REALLY OVERLOOK SOME MAJOR POOR PERFORMANCE THAT REALLY HITS ON KNOWLEDGE, SKILLS AND AND ABILITIES.

IS IS THERE ANY LIMITATION ON, LET'S SAY SOMEBODY COMES FROM A NEIGHBORING COLLEGE? RIGHT. AND WE KNOW MANY PEOPLE AT THE NEIGHBORING COLLEGE AND WE AT, AT HIRING WOULD WANT TO KNOW MORE INFORMATION.

IS THERE ANY ABILITY TO TO KNOW THAT INFORMATION, OR IS IT ONLY LIMITED TO WHAT THE CANDIDATE PROVIDES US THEMSELVES? I WOULD SAY THAT YOU ARE IF YOU SO I WOULD SAY DON'T DO IT.

AND I GET THAT THAT COULD CAUSE PROBLEMS. YOU DON'T KNOW CERTAIN THINGS ABOUT A CANDIDATE.

YOU MAY THINK THEY'RE FABULOUS, AND IT TURNS OUT THEY'RE NOT SO FABULOUS.

BUT GOING OUTSIDE OF THE PROCESS COULD CERTAINLY LEAD TO A DISCRIMINATION CLAIM.

IT CAN LEAD TO I'VE SEEN IT.

I MEAN, AT THE REFERENCE CHECK LEVEL, LIKE WHEN YOU'RE ABOUT TO HIRE.

SO IF YOU'RE DOING IF YOU'RE DOING THAT, THEN YOU SHOULD BE DOING IT FOR ALL CANDIDATES.

LIKE IF, IF YOU SAY THERE'S THIS IS NOT ENOUGH REFERENCES, THEN YOU'RE ASKING ALL CANDIDATES, I NEED A FEW ADDITIONAL REFERENCES.

YOU'RE NOT BECAUSE YOU'RE TREATING ONE CANDIDATE DIFFERENTLY.

AND THAT'S GOING TO LEND ITSELF TO TO DISCRIMINATION CLAIMS. SO AGAIN, YOU'RE TALKING TO LEGAL COUNSEL ABOUT WHETHER WHETHER IT MAKES SENSE IN A PARTICULAR SITUATION.

BUT YOU IF YOU WERE TO AND AGAIN I WOULDN'T RECOMMEND IT.

BUT IF YOU WERE TO SAY, YOU KNOW, WE NEED SOME ADDITIONAL REFERENCES.

THEN I WOULD SUGGEST THAT YOU'RE ASKING FOR THAT FROM EVERY SINGLE FINALIST, NOT JUST FROM A SINGLE FINALIST, NOT FROM THE LAST ONE, BUT FROM ADDITIONAL FROM FROM ANYONE WHO WAS PART OF THE FINAL PROCESS.

OKAY, H.R., HERE'S YOUR PARTNER.

THROUGH ALL OF THIS, YOU HAVE QUESTIONS ABOUT HIRING.

YOU CONTACT HR.

AND THEN IF HR HAS QUESTIONS, THEY CONTACT ME OR OTHER LEGAL COUNSEL.

I HAVE TWO SLIDES LEFT.

THE INTERVIEW PROCESS.

JUST BE BE REALISTIC ABOUT WHAT YOU CAN COVER IN AN HOUR.

IN FIFTH OR IN 50 MINUTES.

DON'T DON'T ASK GOTCHA QUESTIONS.

DON'T TRY TO TRICK CANDIDATES.

LET THEM SHINE.

AND REALLY, REALLY REMEMBER THAT YES, YOU ARE DOING THE INTERVIEWING, BUT THEY'RE ALSO INTERVIEWING YOU.

AND IF YOU DON'T PUT YOUR BEST FOOT FORWARD, IF YOU DON'T RISK, YOU KNOW, JUST DISPLAY RESPECT OR EMPATHY OR GOOD LISTENING SKILLS.

IF YOU'RE, YOU KNOW, IF YOU DRAG A HIRING PROCESS ALONG, SOMETIMES THEY TAKE A REALLY LONG TIME.

BUT TRY TO BE COMMUNICATIVE WITH THE CANDIDATES WHO ARE STILL IN THE POOL, THEN THEY'RE GOING TO BE LIKE, WHY? LIKE, WHY AM I WASTING MY TIME HERE? THIS IS NOT GOING TO BE A GOOD FIT FOR ME.

AND RIGHT NOW IT IS A IT IS A BUYER'S MARKET.

SO YOU REALLY ARE BEING BEING INTERVIEWED AND THAT'S IT.

THANK YOU FOR YOUR QUESTIONS.

I'M HAPPY TO TAKE A FEW MORE.

AND THANK YOU FOR YOUR TIME AND LETTING ME GO A BIT A BIT OVER, BUT I THINK THEY WERE ALL GREAT QUESTIONS.

YEAH. NO, I WANT TO SAY THANK YOU BECAUSE THIS WAS A GREAT TRAINING.

I APPRECIATED ALL OF THE HOUR AND SOME CHANGE THAT WE TOOK.

BUT I REALLY FEEL THAT OUR COMMITMENT TO EQUITY AND DIVERSITY HERE ON THE BOARD, DEFINITELY PARTNERS WITH WHAT? YOU YOU YOU KNOW, WHAT YOU PRESENTED TO US TODAY.

AND ALSO JUST IN REVIEWING, YOU KNOW, THE EEO PLAN, A LOT OF THE BEST PRACTICES ARE ARE DEFINITELY INCLUDED IN THAT EEO PLAN.

SO THANK YOU.

DOCTOR GUTIERREZ, FOR THE WORK THAT YOU AND YOUR TEAM HAVE DONE FOLLOWING, YOU KNOW, THE ADVICE OF OUR COUNSEL OR, YOU KNOW I'M SORRY, I FORGOT. ALICIA. ALICIA.

[02:45:03]

OUR PARTNER, ALICIA.

BECAUSE, YOU KNOW, WE JUST WANT TO MAKE SURE THAT WE ARE FOLLOWING BEST PRACTICES, AND ULTIMATELY, WE ARE DOING WHAT IS BEST FOR CERRITOS COLLEGE AS WE DO.

YOU KNOW, AS WE'RE ON THAT JOURNEY TO INCREASING EQUITY AND DIVERSITY HERE.

THANK YOU. ANY OTHER QUESTIONS? ANY OTHER QUESTIONS? I'M JUST GOING TO GET IN TROUBLE AGAIN.

AND NOT A QUESTION OF DISCLAIMER SINCE WE'RE, YOU KNOW, YOU KNOW, LEGAL THIS EVENING ALL THE QUESTIONS FOR WERE FOR LEARNING PURPOSES, NOT ADMISSION OF ANY FROM PRACTICES.

THANK YOU, THANK YOU.

THANK YOU VERY MUCH FOR HAVING ME.

AND I THINK I'M GOING TO STICK AROUND FOR THE NEXT IN CASE THERE ARE LEGAL QUESTIONS ABOUT THE EEO PLAN.

OKAY. THANK YOU.

THANK YOU VERY MUCH.

NEXT ITEM IS ADMINISTRATIVE ITEMS, WHICH IS 3.01 CONSIDERATION OF ADOPTION OF RESOLUTION 24 0515, A

[3.01 Consideration of Adoption of Resolution 24-0515A, Adoption of the Cerritos College District Equal Employment Opportunity Plan, as Reviewed and Revised by the District’s Diversity and Equal Employment Opportunity Advisory Committee, and in Compliance with the California Education Code and Title 5 Requirement. The Board of Trustees’ Resolution Reaffirms the District’s Commitment to Non-Discrimination and Dedication to Fostering a Diverse and Inclusive Workplace.]

THE BOARD OF TRUSTEES RESOLUTION REAFFIRMS THE DISTRICT'S COMMITMENT TO NONDISCRIMINATION AND DEDICATION TO FOSTERING A DIVERSE AND INCLUSIVE WORKPLACE.

THANK YOU, DOCTOR SALAZAR.

AND I'LL ASK DOCTOR GUTIERREZ AND MISS MARY.

SORRY, I'M HALF ASLEEP TO TO COME ON TO THE PODIUM.

SO FIRST, BEFORE THEY GIVE US A QUICK OVERVIEW I WANT TO ONE THANK BOTH OF THEM FOR LEADING THIS INITIATIVE AND TO THANK THE ENTIRE COMMITTEE BECAUSE IT WAS TRULY VERY LARGE COLLABORATIVE EFFORT AMONG ALL MEMBERS OF THE CAMPUS COMMUNITY.

NEXT, A BIG STEP FORWARD FROM THE PROCESS WE HAD BEFORE TO WHAT WE'RE DOING TODAY.

YES, WE DID GET SOME RECOMMENDATIONS FOR MODIFICATIONS.

AND THE CHANCELLOR'S OFFICE, THE COMMITTEE CONVENED.

IT PRETTY QUICKLY ADDRESSED THEM ALL WITHOUT REALLY LOOKING AT IT AS AN IMPOSITION, BUT MORE AS A WAY OF HOW DO WE GET BETTER AND BASED ON WHAT I READ AND ON HOW THE COMMITTEE INTERACTIVE, I CAN I CAN SAY THEY THEY ALL LOOK AT THIS PLAN AS A WAY TO REALLY INVEST ON A PROPER HIRING PROCESS THAT LEADS TO GOOD RESULTS IN OUR INSTITUTION.

SO THANK YOU.

THANK YOU. IF IF WE CAN, IN BRIEF JUST GIVE YOU A GENERAL OVERVIEW OF THE LAST COUPLE OF YEARS.

AS YOU KNOW, IT WILL BE TWO YEARS WHEN I STARTED JUNE 22ND, AND HE ALREADY SAID HE WAS GOING TO GIVE ME MY CONTRACT EXTENSION, SO I'M HAPPY.

AND THAT SAID, WE IMMEDIATELY BEGAN WORKING ON THE EEO PLAN BECAUSE WE KNEW THERE WERE CHANGES COMING DOWN THE PIPELINE.

BUT WE ALSO REALIZED THAT THERE WERE ACTIONABLE STEPS FROM THE PREVIOUS PLAN THAT WERE IMPACTED BY COVID.

SO WHAT WE DID WAS INITIALLY, AS WE WERE WAITING FOR THE TEMPLATES, WE WERE WAITING FOR THE CHANGES.

WE HELD A SERIES OF RETREATS WITH THE DISTRICT ADVISORY COMMITTEE.

AND WHAT WE DID IS WE DECOUPLED THE DIVERSITY ACTION PLAN, WHICH IS NOW REALLY COMPONENT 13, WHICH IS THE TEMPLATE THE STATE CHANCELLOR GIVES.

AND WE LOOKED AT ANY ACTIVITY THAT WE COULD ROLL OVER WHICH DIDN'T GET DONE.

AND THEN ANYTHING THAT THEY FELT WE DON'T WE'RE NOT HAPPY WITH IT.

LET'S JUST PUT IT TO THE SIDE AND EITHER RE-IMAGE IT OR DO SOMETHING DIFFERENT OR FORGET IT.

THEN THE REGULATIONS CAME, AND AT THAT POINT, WHEN THERE WAS THE DISCUSSION OF FULLY CHANGING, THE REAL CONVERSATION STARTED AS PART OF THESE RETREATS.

SO THEN WE LOOKED AT STEPS THAT WE WANTED TO TAKE UNDER THE ACTION PLAN, WHICH INCLUDED ANONYMOUS APPLICATIONS VERSUS CLUSTER HIRING.

WE WENT WITH ANONYMOUS APPLICATIONS, AND ONE OF THE PIECES THAT WE'VE DONE WITH THE INFRASTRUCTURE TO HELP MAKE THAT HAPPEN IS WE'RE WORKING WITH THE HIRING STANDARDS UNDER EQUIVALENCY. AND SO THEY'VE ACTUALLY TAKEN THE INITIAL STEPS TO EMBRACE THE ANONYMOUS APPLICATION.

SO REALLY WE'RE MAKING THE TRANSCRIPTS.

ANONYMOUS. SO WE'VE ALREADY STARTED SOME OF THAT WORK.

AND THEN REALLY LOOKING AT ANONYMOUS APPLICATIONS AS A WHOLE, BECAUSE CSCA IS VERY MUCH INTERESTED IN IT FOR VARIOUS REASONS.

[02:50:09]

AND ONE OF THE PRIMARY CONCERNS FROM THE OVERALL CAMPUS COMMUNITY IS THE ISSUE OF RETENTION AND KEEPING EMPLOYEES HERE AND HELPING WITH THE MOBILITY WITHIN THE ORGANIZATION FROM GOING FROM THE CLASSIFIED RANKS INTO LEADERSHIP RANKS, GOING FROM FACULTY RANKS INTO MANAGEMENT RANKS.

AND SO THESE CONVERSATIONS OCCURRED AND WHAT THEY COULD DO AT THAT LEVEL TO BE ABLE TO BRING THIS TO THE FOREFRONT.

THE PLAN ITSELF, UNDER ITEM NUMBER 13 IS THE ACTION PLAN.

AND THE STATE CHANCELLOR HAS MADE US DO ANNUAL PROGRESS MONITORING.

SO WE HAD TO BE REALISTIC IN WHAT WE COULD DO IN EACH OF THESE YEARS, BECAUSE IF WE DON'T ACCOMPLISH WHAT WE DO, THE THE STATE CHANCELLOR'S OFFICE BASICALLY SAYS, WELL, THEN YOU GO BACK TO SQUARE ONE, AND WE ARE REALLY TRYING TO AVOID GOING BACK TO SQUARE ONE.

IT HAS FOCUSED US ON LOOKING AT SELECTION PROCEDURES, WHICH AGAIN, GO BACK TO THE MID TO LATE 90S.

AND YOU ALL KNOW WHAT I WAS DOING AT THAT AREA OF MY LIFE.

AND SO THAT'S ALREADY READY TO ROLL OUT.

WE'VE STARTED WITH A BLUEPRINT OF THE MANAGEMENT SELECTION PROCEDURES.

IT HAS LOOKED AT POLICY IMPLEMENTATION AND CHANGES.

NOW WITH THE TITLE NINE REGULATIONS COMING INTO EFFECT, YOU WILL NOW SEE US MAKING SOME MOVEMENT.

THAT WAS THE ONE PIECE WE WERE IFFY ON.

BUT IT IS AND WE'RE READY TO PROCEED.

AND ULTIMATELY ALSO WHAT WE CAN BEST DO TO MAKE IMPROVEMENT ENHANCEMENTS WHEN EMPLOYEES DO CHOOSE TO LEAVE US AND WHAT WE CAN BEST LEARN.

AND THAT WAS ANOTHER AREA THAT WAS IMPORTANT UNDER DOC SO THAT WE CAN SOLICIT FEEDBACK SELF-REFLECT AS AN ORGANIZATION BASED ON THAT FEEDBACK, AND THEN TRY TO MAKE AND IMPLEMENT A LONG TERM INSTITUTIONAL CHANGE.

THOSE ARE THE KEY TAKEAWAYS UNDER THIS PLAN, ASIDE FROM THE LONGITUDINAL DATA REQUIREMENTS THAT WERE ALWAYS THERE.

BUT THIS TIME THEY'RE PROMINENTLY THERE.

AND SO WE ARE CURRENTLY WORKING WITH A DOCTOR ROCK UNDER IPG TO INSTITUTE A DASHBOARD.

WE PROMISED HER THE DATA SETS BY JUNE 1ST, AND SO THAT SHE CAN CREATE OUR DATA DASHBOARD.

THAT WILL MAINTAIN A LOT OF THE DATA THAT WE HAVE TO MAINTAIN AT THE APPLICATION PROCESS, AT THE FINAL STAGES THAT WE USUALLY SHARE WITH YOU WHEN WE'RE MAKING THE HIRING, BUT WE'RE ALSO REQUIRED TO HAVE A POST RETENTION DATA.

SO IT REALLY IS LOOKING AT THIS FULL CIRCLE.

AND SO THE PLAN TODAY IS A REFLECTION OF ALL OF THAT.

AND WE HOPE THAT YOU ADOPT IT TONIGHT SO THAT WE CAN MOVE FORWARD WITH THESE WITH THESE ACTIONABLE STEPS.

SO WE WANT TO BUILD MOMENTUM ON.

ALL RIGHT. GREAT.

THANK YOU. ANY COMMENTS? QUESTIONS? JUST A COMMENT.

I WANT TO SAY THANK YOU FOR THE GRAPHS THAT YOU PLACED WITHIN THE PLAN TO REALLY SHOW THE BREAKDOWN OF OUR FACULTY, OUR STAFF BY ETHNICITY AS WELL AS GENDER AS WELL AS DISABILITY.

AND SO IN REALLY, YOU KNOW, ANALYZING THAT, I WAS ABLE TO, YOU KNOW, GET A BETTER IDEA OF EXACTLY WHERE WE ARE.

HERE AT CERRITOS.

AND THEN ALSO, YOU KNOW, LOOKING AT THE PLAN, KNOWING WHERE WE WANT TO GO.

SO THANK YOU SO MUCH.

THANK YOU. TRUSTEE I'LL JUST ADD THAT YOU'LL SEE DECLINED TO STATE IS ACTUALLY ONE OF THE TOP.

AND I WAS DEMOGRAPHICS IN THIS.

AND WE ARE ALREADY LOOKING AT CHANGING THAT.

WE'RE TALKING ABOUT WAYS TO ENCOURAGE EMPLOYEES.

A LOT OF TIMES WHEN PEOPLE APPLY THEY DON'T WANT TO CHECK A BOX, WHICH I YES, BUT YOU KNOW, YOU'VE BEEN HIRED.

THAT'S THE ONLY WAY WE'RE GOING TO BE ABLE TO GET REAL DATA.

SO WE ARE LOOKING AT WAYS TO HAVE PEOPLE CHANGE, UPDATE AND ENCOURAGE IT, BECAUSE NOBODY WANTS TO CLIMB TO STATE TO BE OUR TOP DEMOGRAPHIC.

IF WE WANT TO KNOW, WE WANT TO MAKE IT BETTER.

AND SO WE'RE ACTIVELY WORKING ON REMEDY THAT.

GREENFIELD. YES.

YES. AND I WAS THAT'S ACTUALLY A QUESTION I WAS GOING TO ASK ALICIA, BUT I KIND OF NEGLECTED IT.

BUT THAT DECLINED TO STATE.

IT'S IT'S A VERY LARGE POOL OR POPULATION OF THE, YOU KNOW, OF THE PIE, A PIECE OF THE PIE.

SO IT'S LIKE, DOES IT HELP OR HINDER, YOU KNOW, OUR EFFORTS? I THINK IT HINDERS, BUT I THINK THOSE DECLINE TO STATES COME FROM A REAL PLACE.

PEOPLE ARE TRULY EXPERIENCING DISCRIMINATION.

AND THEY OR THEY KNOW SOMEONE, THEY FELT IT, AND THEY'RE NOT GOING TO CHECK A BOX AND PUT THEMSELVES IN THAT SITUATION.

SO IT'S UNDERSTANDABLE WHY THE BOX GETS CHECKED.

BUT I THINK IT HINDERS OUR ABILITY TO TRULY KNOW WHAT OUR CAMPUS COMMUNITY LOOKS LIKE, RIGHT, AND WHAT TO DO OUR BEST TO SEE WHERE WE'RE AT SO WE CAN IMPROVE.

THANK YOU FOR MENTIONING THAT.

YES, MA'AM. THANK YOU.

OKAY. CAN I GET A MOTION FOR APPROVAL, PLEASE? MOTION SECOND.

GREAT. MOTION PASSES.

THANK YOU VERY MUCH FOR ALL THE HARD WORK.

THANK YOU. AND OUR LAST ITEM IS 4.01 REPORTS AND COMMENTS FROM DISTRICT OFFICIALS.

[4.01 Reports and Comments from District Officials]

[02:55:04]

LU NO.

TRUSTEE BIRKEY. NO REPORTS SINCE LAST WEEK.

CHRISTINE GREEN I, I WASN'T HERE LAST WEEK, SO I JUST WANTED TO SAY THAT IT'S BEEN GREAT ATTENDING SOME OF THE YEAR END CELEBRATIONS.

I WAS ABLE TO ATTEND THE MILITARY BALL.

MY DAD IS MY DATE FOR THAT EVENT AS A FORMER WELL, VETERAN.

SO THAT WAS A GREAT TIME THERE.

ALSO GOT TO ATTEND THE TEACHER TRACK TODAY, AND SO THAT'S VERY NEAR AND DEAR TO ME.

BECAUSE I WAS ABLE TO JUST LOOK AT ALL OF OUR FUTURE TRANSFORMATIVE EDUCATORS THAT ARE COMING FROM CERRITOS COLLEGE.

I WAS ALSO ABLE TO ATTEND THE UMOJA GRADUATION, AS WELL AS THE RITES OF PASSAGE, AND THAT WAS A WONDERFUL AND BEAUTIFUL EVENT.

I WANT TO SAY CONGRATULATIONS TO THE FIRST COHORT OF FALCON LEADERSHIP ACADEMY.

I THINK EVERYTHING WE HEARD TONIGHT WAS ABSOLUTELY INCREDIBLE WORK THAT IS BEING DONE HERE.

AND I WANT TO SAY THAT'S IT FOR TONIGHT.

THANK YOU. THANK YOU.

TRUSTEE GREENE. DOCTOR FIERRO I HAVE TO MAKE A PUBLIC CORRECTION OF A STATEMENT I MADE LAST WEEK.

SO LAST WEEK, I INCORRECTLY STATED THAT WE WILL BE GRADUATING 7768 STUDENTS.

WE ARE GOING TO GRADUATE WELL OVER 8000.

WE'RE GOING TO WORK WELL OVER 8000 DEGREES AND CERTIFICATES.

IT COULD BE AS HIGH AS 8300, BUT LET'S LEAVE IT AT OVER A THOUSAND.

DEGREES AND CERTIFICATES THAT WE'RE GOING TO AWARD.

AND THIS IS ABOUT THIS ACTUALLY OVER THREE TIMES THE AMOUNT OF DEGREES AND CERTIFICATES THAT WE AWARDED LESS THAN A DECADE AGO.

SO IT'S A IT'S A SIGNIFICANT EFFORT THAT COULD NOT BE POSSIBLE WITHOUT THE SUPPORT OF THE FACULTY, STAFF, THE ADMINISTRATORS, EVERYONE AT CERRITOS COLLEGE, AND WITHOUT THE EFFORT OF THE CERRITOS COLLEGE BOARD OF TRUSTEES.

YOU YOU ALL HAVE BEEN ON IT FOR YEARS ABOUT MAKING EVEN TONIGHT I'M MAKING THINGS DIFFERENT AND BETTER FOR OTHER STUDENTS AND AND STIMULATING CONVERSATIONS AMONG THE REST OF ALL ON CAMPUS.

SO A BIG THANK YOU TO EVERYONE THAT HAS CONTRIBUTED THIS.

I SAID EVERY THIS, EVERY YEAR.

I DON'T KNOW IF WE'RE GOING TO DO THAT NEXT YEAR BECAUSE THE NUMBERS ARE GETTING TOO BIG NOW.

BUT THAT'S THAT'S THE IDEA.

THE NUMBERS GET BIG ENOUGH.

THEY THEN IT IS NOT NECESSARILY A SIMPLE TASK TO GET THERE.

SO LOOKING FORWARD TO FRIDAY.

YEAH. WE'RE GOING TO NEED A LOT MORE.

WE'RE GOING TO HAVE TO CALL LIZ MILLER TO DOUBLE THE ORDER.

BUT IT WAS A GREAT SURPRISE TO, TO TO START SEEING THOSE NUMBERS.

THERE ARE A LOT OF CAMPUS GRADUATIONS EVENTS.

PRIOR TO THE BOARD MEETING, WE WERE COMING FROM THE TEACHER TRACK WITH TRUSTEE GREEN.

VERY NICE EVENT.

WELL ATTENDED.

THOSE STUDENTS ARE SO EXCITED TO BE TRANSFERRING TO DIFFERENT INSTITUTIONS.

MAJORITY ARE GOING TO CSULB BECAUSE OF OUR CONNECTION THERE AND THE PARTNERSHIP WITH GREAT EVENT.

I THINK ALL OF YOU WERE THERE AS WELL.

SO, SO FANTASTIC CELEBRATION.

AND WE HAVE BEEN ABLE TO ATTEND BETWEEN ALL OF US, I THINK EVERY SINGLE CAMPUS EVENT AND THEY ARE MORE TO COME.

AND IT'S ALWAYS REALLY NICE TO SEE OTHER STUDENTS, BUT I THINK THAT IT'S EVEN NICER TO SEE STUDENTS AND FAMILY.

EVERY EVENT HAS BEEN FULL OF STUDENTS AND FAMILY.

WE ALSO.

I DON'T WANT TO TAKE YOUR THUNDER AWAY.

DOCTOR LU, IF YOU WERE GOING TO TALK ABOUT THIS WE HAD OUR FIRST ASIAN STUDENT CELEBRATION.

THANK YOU, DOCTOR HUANG, FOR PUTTING THAT TOGETHER.

AND YOUR TEAM. IT WAS ALSO REALLY NICE BECAUSE THE WAY THAT THE STALLS WERE GIVEN I WAS A SUBSTITUTE GIVER BECAUSE THE STUDENTS WERE SUPPOSED TO COME WITH SOMEONE THAT MEANT SOMETHING FOR THEM, USUALLY A FAMILY MEMBER OR SOMETHING LIKE THAT.

SO. SO IT REALLY IT REALLY WAS NICE.

BUT THE BEST PART WAS AT THE END, THE STUDENTS THAT I GOT TO SPEAK WITH, THEY ALL WERE INCREDIBLY APPRECIATIVE FROM HAVING THE OPPORTUNITY TO BE ON THAT SPACE.

AND DOCTOR LOU WAS THE KEYNOTE SPEAKER.

[03:00:05]

FOR THE LAST SEVERAL YEARS WE HAVE WORKED TOGETHER.

WE ACCOMPLISHED A LOT OF THINGS.

IT WAS DIFFICULT TO TO DO SOME OF THE WORK AT TIMES, PARTICULARLY OBVIOUSLY DURING THE PANDEMIC.

BUT WE MANAGE AND I'M VERY APPRECIATIVE OF HAVING THE OPPORTUNITY TO WORK WITH YOU AND SPEAK WITH YOU AND PROCESS THROUGH SOME OF THE ISSUES.

AND I THINK WITH COVID WAS DIFFICULT FOR EVERYONE.

WE I THINK WE CAME OUT STRONGER THAN BEFORE.

SO THANK YOU FOR THE PARTNERSHIP AND THE SAME THING OR RALPH LEFT FOR THE ENTIRE EXECUTIVE BOARD OF THE SENATE.

THIS YEAR ALSO WAS REALLY GOOD.

ON EARMARKS, WE GOT ABOUT $3 MILLION ON EARMARKS FROM DIFFERENT PROCESS.

IT WAS A REALLY GOOD EFFORT ACROSS DIFFERENT AREAS OF THE CAMPUS.

THANK YOU, ANDREA, FOR KEEPING THE THE FOOT ON THE GAS AND THAT AND AND DIFFERENT PARTNERS ACROSS CAMPUS, PUTTING ALL THOSE EFFORTS TOGETHER TAKES A LOT OF CONVERSATIONS WITH PEOPLE, WITH THE DIFFERENT PROJECTS AND WHAT WE WANT TO DO HERE AND THERE.

AND, AND I THINK IT HAS BEEN VERY PRODUCTIVE FOR US TO, TO ADVOCATE AT THE FEDERAL LEVEL AND AT THE STATE LEVEL, NOT ONLY FOR ADDITIONAL EARMARKS, FOR PROJECTS THAT WE DON'T RECEIVE AS A STATE OR FEDERAL FUNDING, BUT FOR LEGISLATION WHICH IS ALSO MAKING A DIFFERENCE AT THE STATE AND OUR CAMPUS.

SO REALLY GOOD WORK.

AND LAST BUT NOT LEAST OBVIOUSLY THIS SEMESTER, AS WE WERE COMING BACK AND IT WAS PART OF OUR INTENTION TO HAVE MANY CAMPUS EVENTS TO BE ABLE TO GET COMMUNITY BACK ON CAMPUS AND STUDENTS ON CAMPUS AND FACULTY AND STAFF AND EVERYONE WALKING THE CAMPUS AND COLLIDING WITH EACH OTHER AND GETTING ACQUAINTED WITH EACH OTHER AGAIN.

THE EVENTS WERE WERE REALLY GREAT.

WE HAD OUR LAST COMMUNITY EVENT A COUPLE WEEKENDS AGO.

IT WAS REALLY GOOD.

AND, AND I AND ANOTHER EVENT HERE ON FRIDAY WITH CONGRESSWOMAN STEELE WHEN SHE PRESENTED THE MILLION DOLLAR CHECK WAS REALLY NICE.

AND THE SUBSEQUENT EVENT SHE DECIDED TO HOST HER AAPI OF SUCCESS.

I THINK THAT'S HOW SHE CALLS IT, BUT DISTINCTION.

I'M SORRY. ON CAMPUS.

AND IT WAS A NICE EVENT.

SHE BROUGHT A LOT OF THE COMMUNITY FROM HER DISTRICT HERE AND IT WAS A VERY NICE EVENT.

AND TO THAT ALL THIS TO SAY THAT I WANT TO RECOGNIZE WENDY THOMAS AND CHERYL TERRY FOR THEIR FANTASTIC WORK ON THE EVENTS.

EVERY SINGLE EVENT, THEY GO ALL OUT AND AND THEY REALLY PUT AN EFFORT TO MAKE US LOOK GOOD, TO MAKE US LOOK PROFESSIONAL AND TO MAKE SURE THAT THE COMMUNITY FEELS COMFORTABLE ON CAMPUS EVERY TIME WE DO AN EVENT.

I GET TONS OF COMPLIMENTS LIKE I ACTUALLY DID THE EVENT.

BUT WHAT IS IN THE BACKGROUND? CHERYL AND WENDY AND THE REST OF HER TEAM, THEIR TEAM AS THEY WORK WITH MULTIPLE CONSTITUENTS ACROSS CAMPUS.

THANK YOU. THANK YOU, DOCTOR FIERRO.

I WASN'T EXPECTING THAT 8000 PLUS NUMBER.

I THINK THAT'S GREAT. I MEAN TRUSTEE.

THAT'S A GREAT CORRECTION.

I THOUGHT, OH, NO, HE OVERSTATED THE NUMBER.

I'M LIKE, OH, NO, IT'S LIKE 4000, BUT BUT THIS IS WELCOME NEWS.

I'VE BEEN ON THE BOARD 12 YEARS AND YEARS, AND I DON'T THINK I WOULD HAVE.

I COULD HAVE IMAGINED THAT THIS THE NUMBER WOULD BE SO GREAT AND SO HIGH.

SO I IT'S I THINK IT'S A COLLECTIVE VICTORY FOR EVERYBODY.

AND I'M PROUD I'M PROUD OF THAT.

AND, AND AND WE CAN REALLY SAY THAT THIS CERTIFICATE REALLY IS GOING TO CHANGE THE TRAJECTORY OF OUR, OF OUR STUDENTS NOT ONLY FOR THEM, BUT FOR THEIR FAMILY MEMBERS.

SO I THINK THIS IS LIKE A REASON TO CELEBRATE.

AND WE SHOULD PROBABLY YOU KNOW, PUBLICIZE AND AND MAKE IT A SPEAKING POINT TO OUR COMMUNITY BECAUSE I THINK THESE NUMBERS ARE A BIG DEAL.

I MEAN, CONSIDERING WHAT WE WERE DOING BEFORE AND WHAT WE'RE DOING NOW AND HOW WE KEEP GOING HIGHER AND HIGHER, I THINK WE SHOULD REALLY HIGHLIGHT THAT TO OUR COMMUNITY, PUT IT OUT THERE AND BRAG.

I MEAN, BECAUSE I THINK IT'S IT'S A COLLECTIVE VICTORY FOR EVERYBODY, I THINK AND, AND I THINK THAT WE SHOULD HIGHLIGHT THAT AND, AND USE THAT AS A TALKING POINT. BUT I'M EXCITED THAT THAT THAT'S HAPPENING AND THAT WE CAN CELEBRATE THAT IN A FEW DAYS.

SO WITH THAT, WE DO HAVE A CLOSED SESSION ITEM 5.01 CONFERENCE WITH LABOR NEGOTIATIONS.

GC NUMBER 54957.6.

THERE IS NO READOUT.

SO WITH THAT, WE WILL CONCLUDE THIS MEETING.

THANK YOU EVERYBODY.

* This transcript was compiled from uncorrected Closed Captioning.