Oct 16, 2024 Board Meeting

[00:00:05]

BOARD PRESIDENT SANDRA SALAZAR HERE. BOARD VICE PRESIDENT MARIANA PACHECO IS ABSENT.

[1.01 Roll Call]

TRUSTEE. ZURICH LEWIS PRESENT. TRUSTEE. SHIN LIU.

TRUSTEE MARISA. PEREZ HERE. STUDENT TRUSTEE KATHIE LEE.

HERE. AND PRESENT. SUPERINTENDENT PIERRO HERE.

THANK YOU. NEXT ITEM 1.02. PLEDGE OF ALLEGIANCE.

[1.02 Pledge of 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. NEXT ITEM 1.03 AGENDA ORGANIZATION.

[1.03 Agenda Organization]

HEARING NONE, WE'LL MOVE ON TO THE NEXT ITEM. 1.04 COMMENTS FROM THE AUDIENCE.

[1.04 Comments from the Audience]

NO COMMENTS TODAY. WE'LL START WITH NOW WE'LL GO TO REPORTS 1.05 REPORTS AND COMMENTS FROM CONSTITUENT GROUPS.

[1.05 Reports and Comments from Constituent Groups]

GOOD EVENING TRUSTEES. WITH THE RECENT WORKPLACE VIOLENCE EPISODE AND THE ANNOUNCEMENT ON LEWIS PATRINOS BEING DEEMED UNSUITABLE BY THE BOARD OF STATE AND COMMUNITY CORRECTIONS, BPHC ANNOUNCED YESTERDAY, ALSO ON THE EVE OF THE GREAT SHAKEOUT.

THIS UNDERSCORES THE URGENT NEED FOR ENHANCED SAFETY MEASURES TO PROTECT STAFF AND STUDENTS.

IT IS CRITICAL TO PRIORITIZE RETIRED EMPLOYEE WELL-BEING BY IMPLEMENTING COMPREHENSIVE SECURITY PROTOCOLS, PROVIDING MENTAL HEALTH RESOURCES, AND FOSTERING A SUPPORTIVE WORK ENVIRONMENT.

ADDITIONALLY, HIGHLIGHTING A CLEAR AND CONCISE EMERGENCY PROCEDURES FOR ALL CAMPUS CONSTITUENTS ENSURES THAT INCIDENTS LIKE THE ONES WE HEAR ABOUT FOR OTHER SCHOOL CAMPUSES ACROSS THE NATION HAVE MINIMAL IMPACT AT CERRITOS COLLEGE.

IT IS KEY THAT THE DISTRICT BE A LEADER IN THE COMMUNITY WHEN IT COMES TO SAFETY.

ON A LIGHTER NOTE, I CAN PIVOT. WE HAVE MADE IT THROUGH ANOTHER SUCCESSFUL YEAR OF OPEN ENROLLMENT SEASON, SO WITH CLEAR COMMUNICATION FROM BOTH CCSF AND THE DISTRICT, IT PLAYED A SIGNIFICANT ROLE IN ENSURING FACULTY UNDERSTOOD THEIR CHOICES. WITH THE RECENT CHANGES TO THE CBA, WE LOOK FORWARD TO A SPRING OPEN ENROLLMENT PERIOD FOR OUR PART TIME FACULTY WITH THE SAME COMMITMENT TO COMMUNICATION. LOOKING FORWARD, WE ALSO HAVE HEARD GREAT INTEREST IN THE POTENTIAL SERP FOR THE 2425 ACADEMIC YEAR. THIS WEEK, CALSTRS HELD AN IN-PERSON RETIREMENT WORKSHOP AND IT WAS ATTENDED BY 15 FULL TIME FACULTY MEMBERS, MANY OF WHOM WERE LOOKING FORWARD TO THE ANNOUNCEMENT OF THE CONDITIONS OF THE POSSIBLE SERP.

CCSF REMAINS OPTIMISTIC ABOUT COLLABORATING WITH THE DISTRICT ON THESE CRUCIAL MATTERS DURING THIS ACADEMIC YEAR.

THANK YOU. THANK YOU. NEXT UP, TERRENCE MULLINS, FACULTY SENATE PRESIDENT.

SO. WHAT WE'VE DONE THIS SEMESTER.

IS TAKEN THE. HISTORY OF ACADEMIC FREEDOM. OUT OF THIS CONVERSATION SITE.

WHERE YOU SEE THERE. IS. AND ALSO SCENARIOS FOR WHEN IT WOULD NOT.

OBVIOUSLY YOU CANNOT DISCRIMINATE. ALL OF THOSE COMPONENTS THAT.

[00:05:03]

PRESENTATION ON THE HISTORY OF THAT DOCUMENT AND WHY IT'S COMING.

I ALSO TALKED ABOUT THE LAWSUITS THAT DEVELOPED.

SO WE WENT THROUGH IT. THERE ARE SOME ISSUES I PERSONALLY PRESENTED.

THE DOCUMENT DOES VIOLATE. ALSO IN MANY CASES THE.

CONCEPT OF THE INSTRUCTOR. AND IN SOME CASES NOT A LOT, BUT IN SOME CASES CREATING THIS MASTER. AND THAT WAS. VERSUS JUST KIND OF.

TEST THAT'S NOT REALLY A STUDENT WHEN THEY HAVE TO TRANSFER AS A RESULT OF THIS THAT WE WILL CREATE OUR OWN. FOCUS IT ON FIGHTING FACULTY WITH A MULTITUDE OF DIFFERENT STRATEGIES, DIFFERENT RESOURCES TO HELP THEM WITH THEIR OWN EQUITY GAPS THAT THEY'RE SEEING IN THE CLASSROOM AND ALLOW THEM TO EXPERIMENT IN DIFFERENT WAYS, ESPECIALLY WITH THEIR EXPERTISE, THEIR EXPERIENCE.

IT'S A ONE SIZE FITS ALL. WORK INVOLVING THE WAY IT WAS SUPPOSED TO BE.

THE WAY IT WORKED. THAT'S THE IDEA. POINT OF THIS DISCUSSION.

RIGHT THERE. LOOK GET RESOURCES ON HOW TO CONSTRUCT A SYLLABUS AND EFFECTIVELY.

ESTIMATE TECHNIQUES AND RESOURCES THAT COULD ACTUALLY FEEL THAT THEY'RE BEING USED.

THIS ALSO WOULD CAPACITATE HAVING ACCESS RATES AND THEIR OWN EQUITY GAPS.

I'VE BEEN IN CONVERSATIONS WITH PIERRO TO KIND OF COME UP WITH SOME TYPE OF STRATEGY TO HELP CUSTOMERS ACCESS INFORMATION, IDEAS, FACULTY TO LOOK AT THEIR DATA AND THEN GO TO THIS RESOURCE AND THEN TRY TO FIGURE OUT A WAY TO REACH THAT EQUITY GAP.

THEN AFTER THAT, THEY CAN SEE IF IT'S WORKING.

BUT. HOPEFULLY WE CAN GET THAT DONE THIS ACADEMIC YEAR.

THANK YOU. DO WE HAVE LINDA LOPEZ FROM CSEA? NO.

OKAY. SO NO REPORT FROM THEM. ANYONE ELSE? THE STUDENTS.

ALL RIGHT. GREAT. SO MOVING ON. WE'LL MOVE ON TO OUR FIRST OPEN SESSION.

[2.01 Institutional Presentation: Recognition of Classified/Confidential Employee of the Month]

THE OUTSTANDING CLASSIFIED AND CONFIDENTIAL EMPLOYEE SELECTION COMMITTEE NAMED ANNA FISHER, INSTRUCTIONAL LAB TECHNICIAN, LEVEL TWO FOREIGN LANGUAGES STUDENT SUCCESS DEPARTMENT AS THE RECIPIENT OF THE OUTSTANDING CLASSIFIED CONFIDENTIAL EMPLOYEE OF THE MONTH FOR SEPTEMBER 2024.

OH. OKAY. GOOD EVENING EVERYONE.

I LIKE THAT. ALL RIGHT. CONGRATULATIONS, ANNA.

IT'S GOOD TO SEE YOU HERE. ANNA FISHER BEGAN HER CAREER AT CERRITOS COLLEGE IN 2002.

ANNA IS A PRIME EXAMPLE OF THE VISION OF THE STUDENT SUCCESS CENTER, WHICH IS TO WELCOME AND SUPPORT OUR STUDENTS.

HER MORNINGS ARE OFTEN FULL OF ORIENTATIONS, DURING WHICH SHE LEADS CLASSES ON UTILIZING THE MODERN LANGUAGE LAB.

SHE BRINGS A HELPFUL ATTITUDE. INSPIRING ALL SUCCESS CENTER STAFF TO SHARE IN HER WILLINGNESS TO ASSIST HIS STUDENTS IN ANY WAY SHE CAN. SHE HAS MADE GREAT EFFORTS TO BRIDGE THE COMMUNICATION BETWEEN STAFF AND BE CONSISTENTLY PRESENT.

HER PRESENCE AND EFFORTS MADE HER AN HONORABLE EMPLOYEE OF DES MOINES CHOICE.

[00:10:05]

THIS IS ANNA'S SECOND EMPLOYEE OF THE MONTH AWARD.

ANNA, WE APPRECIATE YOUR WORK FOR THIS CAMPUS DEDICATION TO ENSURING STUDENT SUCCESS.

CONGRATULATIONS AND WELL DESERVED. AND HOPEFULLY YOU COME HERE AT THAT TIME.

NEXT YEAR. ME TO SAY SOMETHING? YEAH. THANK YOU.

THANK YOU VERY, VERY MUCH. IT'S BEEN A PLEASURE TO WORK HERE ALL THESE YEARS.

AND I'VE ALWAYS LOVED CERRITOS COLLEGE, SO THANK YOU VERY MUCH.

THANK YOU. THANKS.

THANK YOU. OKAY, MOM AND PAUL, I GUESS. COME ON UP.

GOOD JOB. IN THERE. YOU'RE SUPPOSED TO LOOK THAT WAY A LITTLE FURTHER FROM THE PODIUM.

ONE. TWO. THREE. THANK YOU. ALL RIGHT. BANANA.

THANK YOU. CONGRATULATIONS, MISS FISHER.

OUR NEXT ITEM IS 2.02. INSTITUTIONAL PRESENTATION.

[2.02 Institutional Presentation: Special Commendation]

DANTE GREENE. AND I DON'T KNOW HOW TO SAY THE LAST NAME.

NATASHA. THE LAST NAME DOLGORUKY. OKAY. THANK YOU.

AS WELL AS CADETS LAMA AND FOSTER FOR THEIR BRAVE AND PROFESSIONAL RESPONSE TO AN INCIDENT INVOLVING A MAN WIELDING A LARGE MACHETE IN PARKING LOT SIX ON OCTOBER. SORRY. AUGUST 24TH, 2020.

FOR.

IT'S NOT.

OVER OUR KIDS. AND WE'RE PATROLLING. WE HAVE A WHITE.

DUDE. FOR PARKING. TONIGHT. INVISIBLE. JUST. FOR OUR POLICE OFFICERS.

COMING.

OUR WAY. TWO OF THEM.

TALKING TO THE WINDOW. I NOTICED. OUR OFFICERS WHO WERE ON. A COMFY GREEN.

[00:15:01]

ABOUT SIX. IF YOU EVER KNOW A LOT OF PEOPLE IN THAT.

TALKED HIM INTO.

ALL OF OUR.

BY NOW. NET DOLGORUKY. OH, THAT ACTUALLY HELPS.

COMMENDATION READS ON SATURDAY, AUGUST 24TH, YOU WERE CONFRONTED WITH A MENTALLY DISTURBED MAN BRANDISHING A LARGE MACHETE.

YOU WERE ABLE TO CALMLY AND EFFECTIVELY TAKE HIM INTO CUSTODY WITHOUT THE USE OF FORCE OR INJURY.

YOUR SWIFT ACTIONS LED TO THE APPREHENSION OF AN EXTREMELY DANGEROUS SUSPECT AND DEMONSTRATED TRUE, SELFLESS DEDICATION TO CERRITOS COLLEGE AND THE ENTIRE COMMUNITY WE SERVE.

THANK YOU ALSO FOR YOUR OUTSTANDING WORK. IF WE COULD GIVE ALL FOUR OF THEM A HAND.

I THINK. OPEN IT UP SO YOU CAN SEE.

YEAH. JUST DROP. INTO IT.

THANK YOU. THANK YOU FOR FOR DOING THIS, CHIEF. OH. ABSOLUTELY. WE HAVE AN INCREDIBLE POLICE DEPARTMENT.

AND OVER THE LAST SEVERAL YEARS, AS YOU KNOW, WE ALL HAVE FOCUSED OUR ATTENTION TO ENSURING THAT THE POLICE DEPARTMENT IS HERE TO KEEP US SAFE RATHER THAN TO POLICE. THE CHANGE IS INCREDIBLY TANGIBLE.

ALL THE OFFICERS ARE ALWAYS OUT THERE SPEAKING WITH PEOPLE, MAKING SURE THEY, ALL OF US AND ALL OF OUR STUDENTS FEEL COMFORTABLE AND BEING VERY ACTIVE ON KEEPING THE CAMPUS SAFE RATHER THAN POLICING THOSE WHO ARE HERE.

SO I VERY MUCH APPRECIATE THAT. THANK YOU FOR THE WORK ON THE EPISODE THAT WE JUST MENTIONED.

AS YOU SEE, THE BEST WORK IS DONE AND NO ONE KNOWS ABOUT IT.

THAT IS WHEN WE KNOW THE WORK WAS DONE IN THE BEST POSSIBLE WAY.

I AM VERY IMPRESSED WITH THE WORK. HOWEVER, I CAN SAY THAT I'M SURPRISED.

[00:20:03]

SO I DON'T KNOW, MAYBE FOUR WEEKS, SIX WEEKS AGO, ON A FRIDAY AFTERNOON, WE HAD A COMMUNITY MEMBER COME IN AND IT WAS VERY HOT OUTSIDE. PEOPLE CAME IN.

THE PERSON CAME IN VERY DISORIENTED COULDN'T REALLY WALK OR DO MUCH OF ANYTHING.

WE VERY QUICKLY CONTACT OR DISPATCHER. BOTH OFFICERS PEREZ AND RAMIREZ CAME INTO THE OFFICE INCREDIBLY KIND TO HELP OUR COMMUNITY MEMBER TO ENSURE THAT HE WAS OKAY.

SO WE ESSENTIALLY FOUND A WAY TO GIVE HIM A RIDE HOME.

DID A WELLNESS CHECK, CONTACT HIS FAMILY, MAKE SURE THAT WE GOT HIM SAFE AT HOME, OPEN EVERYTHING, ENSURE HE HAD FOOD, WATER, EVERYTHING. AND OFFICER PEREZ STAYED THERE UNTIL THE A FAMILY MEMBER CAME TO CHECK ON OR COMMUNITY MEMBER WELL ABOVE AND BEYOND WHAT THEY SHOULD HAVE BEEN DOING.

SO I APPRECIATE THE WORK THAT ALL OF YOU DO NOT ONLY FOR OUR CAMPUS, BUT HOW OUR COMMUNITY MEMBERS ARE TREATED WHEN THEY COME TO CAMPUS AND NEED OUR HELP.

SO THANK YOU FOR FOSTERING GREAT LEADERSHIP. AND THANK YOU TO ALL OF YOU FOR ALWAYS BEING READY TO HELP.

THANK YOU. WE APPRECIATE THAT. BEFORE I GO, WE'RE ALSO LEAVING YOU WITH A GIFT.

WE HAVE BROUGHT GIFTS TONIGHT. SOME OF YOU MAY HAVE SEEN LAST MONTH WE WERE ONE OF THE FIRST POLICE DEPARTMENTS IN THE ENTIRE NATION.

I KNOW OF ONE OTHER DEPARTMENT NATIONWIDE THAT RELEASED A PATCH SUPPORTING OUR LATINX HISPANIC STUDENTS TO SHOW OUR SUPPORT AS THEIR POLICE DEPARTMENT. WE RELEASED A HISPANIC LATINX HERITAGE PRIDE PATCH, WHICH MANY OF YOU HAVE PROBABLY HALF OF OUR DEPARTMENT WORE IN THE MONTH ENDED YESTERDAY, BUT I STILL WORE THE PATCHES TONIGHT FOR THE BOARD MEETING, I EXTENDED AN EXTRA DAY, BUT I WANTED TO BRING EACH OF YOU ONE OF THE PATCHES BECAUSE WE ARE ONE OF THE FIRST IN THE NATION.

I SUSPECT BY NEXT YEAR THERE'S PROBABLY GOING TO BE 20 OR 30, AND BY THE NEXT YEAR THERE'LL BE A COUPLE OF HUNDRED.

DEPARTMENTS. IT'S THE SAME THING. LIKE IF YOU EVER SEEN THE PINK PATCHES FOR BREAST CANCER AWARENESS.

AND WE DO PRIDE PATCHES FOR PRIDE MONTH. WE WANTED TO REALLY BECAUSE WE ARE A PREDOMINANTLY LATIN COMMUNITY COLLEGE AND THE MAJORITY OF OUR STUDENTS COME FROM LATIN AMERICAN COUNTRIES.

WE WANT THEM TO KNOW THAT THEY CAN TRUST OUR POLICE DEPARTMENT.

WE ARE HERE FOR THEM. WE'RE THEIR DEPARTMENT.

WE HAVE THEIR BACKS. THEY'RE HERE STUDYING, TRYING TO ACHIEVE THEIR DREAMS. WE WANT THEM TO KNOW WE'RE HERE FOR THEM. SO THAT'S WHY WE RELEASED THIS PATCH TO HONOR OUR STUDENTS AND OUR STAFF AND FACULTY OF LATINX HERITAGE.

SO I JUST BROUGHT EACH OF YOU A PATCH. I WANTED TO LEAVE YOU EACH ONE, AND THEN WE WILL BE OUT OF THE WAY FOR THE REST OF THE EVENING. THANK YOU FOR HAVING US.

THANK YOU, CHIEF MUELLER, FOR COMING AND PRESENTING.

I THINK IT'S VERY IMPORTANT TO HIGHLIGHT AND TO THE TEAM THAT RESPONDED.

I THINK, YOU KNOW, IN ADDITION TO KEEPING US SAFE, I DO WANT TO HIGHLIGHT THAT YOU WERE ABLE TO IDENTIFY A MENTAL HEALTH EPISODE.

AND DESPITE THAT, YOU HANDLED IT PROFESSIONALLY AND YOU WERE ABLE TO APPREHEND THE SUSPECT IN A SAFE MANNER AND NO ONE GOT HURT.

SO I THINK THAT'S ALSO COMMENDABLE, BECAUSE WE SEE THAT IN THE NEWS WHERE WE KNOW IT'S A MENTAL HEALTH EPISODE AND MANY PEOPLE GET HURT DURING THE EPISODE.

SO I DO WANT TO COMMEND THAT, THAT YOU WERE ABLE TO THINK ON YOUR FEET AND REALLY PROTECT EVERYONE OURSELVES, BUT ALSO THE THE SUSPECT. SO THANK YOU SO MUCH.

THANK YOU FOR COMING. THANK YOU, THANK YOU, THANK YOU, THANK YOU.

OKAY. NEXT ITEM IS 2.03. AND INSTITUTIONAL PRESENTATION CULTURALLY RESPONSIVE PEDAGOGY AND PRACTICES.

[2.03 Institutional Presentation: Culturally Responsive Pedagogy and Practices]

THANK YOU, GWEN AND JACK AS WELL. OKAY, PERFECT.

THANK YOU. ANDREA. GOOD EVENING. I'M LYDIA ALVAREZ.

THANK YOU FOR HAVING US HERE TONIGHT. DO I SHARE THE POWERPOINT ON THE SCREEN? OKAY, THERE WE GO. ALL RIGHT, SO I'M HERE TODAY.

LYDIA ALVAREZ WITH MY COLLEAGUES, DOCTOR CELINA FISHER TO TALK ABOUT OUR CULTURALLY RESPONSIVE PEDAGOGIES AND PRACTICES GRANT,

[00:25:04]

SO WE'RE READY TO REPORT ON SOME OF THE PATTERNS THAT WE'VE SEEN AND THE SUCCESSES SO FAR.

ALL RIGHT. OKAY, SO CAN I GET RID OF THAT BAR, ANDREA, OR.

NO. NO. OKAY. THAT'S OKAY. SO UNDER THE ZOOM BAR, IT SAYS CONGRATULATIONS WITH AN EXCLAMATION MARK. SO WE RECEIVED THE GRANT. IT WAS A COMPETITIVE GRANT BY THE CHANCELLOR'S OFFICE, OFFICE OF INSTITUTIONAL EFFECTIVENESS AND DIVISION. AND IT WAS A COMPETITIVE GRANT. ABOUT 50 CAMPUSES RECEIVED IT, AND WE ALL RECEIVED ABOUT THE SAME AMOUNT. AS FAR AS GRANT MONEY FURTHER CONGRATULATIONS.

A SEAL OF EXCELLENCE AND THE MADE PROJECT GRANT.

I WAS ON THE SEAL OF EXCELLENCE APPLICATION TEAM.

BUT THE REASON I'M BRINGING UP THOSE TWO. ALSO HUGE HONORS FOR THE CAMPUS IS BECAUSE I THINK THE WORK OF THESE THREE GROUNDS ARE VERY CLOSELY ALIGNED. SO I JUST WANT TO KIND OF HIGHLIGHT THAT BEFORE WE START TALKING SPECIFICALLY ABOUT THE CRP GRANT.

SO THE CHALLENGE FOR THE CULTURALLY RESPONSIVE PEDAGOGY AND PRACTICES AS IT WAS WRITTEN INTO THE GRANT, IS TO INCREASE RETENTION AND SUCCESS RATES BY INVESTING IN FACULTY PROFESSIONAL DEVELOPMENT.

SO OUR POSITION IS IF WE CAN WORK WITH FACULTY TO BRING BEST PRACTICES TO THE CLASSROOM, THAT STUDENTS WILL REAP THE BENEFITS OF THAT. SO WE HAVE BEEN WORKING FOR THE PAST YEAR AND A HALF WITH TWO COHORTS OF FACULTY TO EXPLORE THE POSSIBILITIES OF THE CLASSROOM, TO BE MORE SUPPORTIVE TO ALL STUDENTS.

THE RESPONSE TO THE CHALLENGE IS TO DO ALL WE CAN TO INCREASE A SENSE OF BELONGING.

AND THIS IS WHERE THE THREE THREE HONORS KIND OF COME TOGETHER.

SO THROUGH THE TRAINING FOR THE SEAL OF EXCELENCIA, ONE OF THE THINGS THAT IS EMPHASIZED IS THAT WE CAN HAVE WE CAN HAVE WORK AND FOCUS SPECIFIC TO PARTICULAR POPULATIONS, IN THIS CASE THE LATINO POPULATION, WITH THE KNOWLEDGE THAT THOSE IMPROVEMENTS FOR THAT POPULATION WILL BETTER THE CONDITION FOR ALL STUDENTS. SO IF YOU HAVE YOUR FOCUS ON IMPROVING THE CLASSROOM IN THAT VERY PARTICULAR WAY, ALL STUDENTS WILL BENEFIT. OKAY.

LET'S SEE HERE. OH, PERFECT. OKAY. ALL RIGHT.

NOW YOU CAN READ THE WHOLE THE WHOLE SLIDE. OH, NOW I WON'T.

YOU MIGHT NEED TO CLICK ON TO THE POWERPOINT.

OH HERE WE GO ON THIS END. OR NOT? ONE THING. RIGHT. THERE YOU GO. OKAY. TRY IT.

HERE. THERE WE GO. PERFECT. OKAY. SO, AS WE ARE WORKING THROUGH THE GRANT AND WORKING WITH OUR FACULTY COHORTS WE'RE RECOGNIZING THAT THE STUDENT FIRST FRAMEWORK IS ALSO VERY MUCH ALIGNED WITH THE WORK OF THE GRANT.

SO I JUST WANTED TO HIGHLIGHT THAT. LOVER B COMPLETION.

MORE STUDENTS COMPLETE IN LESS TIME. STRATEGY B TO REDUCE THE TIME IT TAKES FOR OUR STUDENTS TO COMPLETE THEIR EDUCATIONAL GOALS.

B7 ALIGN PROFESSIONAL DEVELOPMENT FOR OUR FACULTY TO INCREASE OUR STUDENTS RATES OF SUCCESS IN THEIR COURSES AND COMPLETION OF THEIR PROGRAMS OF STUDY. SO WE HAVE EVERY INTENTION OF STAYING IN ALIGNMENT WITH THE STUDENT FIRST FRAMEWORK.

AND WE BELIEVE THAT THE STEPS THAT WE'VE TAKEN SO FAR WITH THE GRANT HAVE BEEN WORKING TOWARDS THIS OVERALL GOAL OF STUDENTS COMPLETING IN LESS TIME, STUDENTS GENERALLY JUST BEING MORE SUCCESSFUL IN EVERYTHING THEY DO AND ALL THEIR ATTEMPTS TO DO WELL IN A CLASS AND ULTIMATELY TO PASS IT SUCCESSFULLY. I LOVE TO SEE CAREER AND TRANSFER SUCCESS INCREASE ECONOMIC MOBILITY FOR OUR STUDENTS AND COMMUNITY.

THE WORK THAT WE'RE DOING IN THE GRANT ALSO SUPPORTS STRATEGY C1 TO IMPROVE OUR PROCESSES,

[00:30:06]

HIGH PAYING CAREER OPPORTUNITIES. SO CRP IS WORKING DIRECTLY WITH FACULTY TO EXPLORE THE CONDITIONS OF THEIR CLASSROOM, THE DESIGN OF THEIR CLASSROOM, AND SUPPORTING THEM IN BRINGING THE BEST PRACTICES TO REDESIGN THEIR CURRICULUM. WE'LL TALK MORE ABOUT THAT IN DETAIL AND ALSO TO SEE THE POTENTIAL OF THEIR CLASSROOMS. OKAY. AND WITH THAT, I'M GOING TO TURN THINGS OVER TO MY COLLEAGUE, DOCTOR SHELINA FISHER.

HERE, I'LL FIND THE PAGE FOR YOU. SO A LOT OF THE WAY THAT WE'VE DESIGNED THE FRAMEWORK WAS GRASSROOTS.

A LOT OF THE WORK THAT WE'VE DONE HAS BEEN IN COLLABORATION WITH FOLKS THAT ARE CURRENTLY DOING THE WORK, HAVE DONE THE WORK, AND ARE WILLING TO ACTUALLY MAKE A CHANGE FOR THEIR STUDENTS FOR THE BETTER.

SO OUR FRAMEWORK IS DESIGNED OVER A YEAR, OR THE FULL TEN MONTHS THAT FACULTY ARE HERE.

WITHIN THAT TIME FRAME, THEY SPEND A TOTAL OF ABOUT 144 HOURS TOGETHER.

SO OUR FIRST COHORT WAS DESIGNED OF ALL FULL TIME FACULTY MEMBERS, AND FROM THAT THEY WOULD COME TOGETHER FOR DIFFERENT CONVENINGS.

SO WE HAD SIX DIFFERENT CONVENINGS THAT THEY ACTUALLY ATTENDED THROUGHOUT THE YEAR. AND THEN BI MONTHLY, THEY WOULD ALSO MEET IN SMALL GROUPS BASED ON THEIR OWN COMMUNITY OF PRACTICE.

COMMUNITY OF PRACTICE WERE DESIGNED EITHER WITHIN MATH AND ENGLISH SPECIFICALLY, BUT WE ALSO HAD A COUPLE OF MIXED GROUPS.

SO THOSE WOULD BE OUR SOCIAL SCIENCE FOLKS. AND THEN WE ALSO HAD SOME GROUPS WITH OUR APPLIED TECH AND OUR SEM.

SO WE WANTED TO MAKE SURE THAT WITHIN THE DIFFERENT GROUPS THAT FOLKS WERE DESIGNING AND REDESIGNING AND RETHINKING, REFRAMING WITH STUDENTS IN MIND, WITH ALSO THAT SENSE OF BELONGING AS THEY MOVE THROUGH, NOT ONLY FOR OUR STUDENTS, BUT FOR THEMSELVES AND OURSELVES AS COLLEAGUES.

HOW CAN WE RESHAPE THE WAY IN WHICH WE'RE DOING THINGS TO REALLY SUPPORT OUR STUDENTS? BECAUSE AS SO MANY THINGS HAVE BEEN SHOWCASED AND SEEN, IF WE MODEL THAT BEHAVIOR, OUR STUDENTS ARE ALSO PICKING UP ON THAT TO THEN ENSURE AND RESHAPE THE CAREERS THAT THEY'RE ACTUALLY GOING INTO.

SO SOME OF THE DIFFERENT PRACTICAL APPLICATIONS THAT WE ACTUALLY HAVE HAVE BEEN AND HAVE TALKED ABOUT EQUITABLE GRADING AND WHAT DOES THAT LOOK LIKE? IT COULD BE A NUMBER OF DIFFERENT THINGS. IT CAN BE REDESIGNING YOUR SYLLABI.

IT CAN BE REDESIGNING CLASSROOM ASSIGNMENTS. IT CAN BE TONALITY IN HOW WHAT IS YOUR TONE WHEN YOU'RE ACTUALLY EXPRESSING, LIKE I DO NOT ACCEPT AS OPPOSED TO SOMETHING THAT MAY BE MORE INVITING.

COME AND TALK TO ME INSTEAD OF OFFICE HOURS, STUDENT HOURS, BREAKING DOWN THE LANGUAGE SO THAT OUR STUDENTS ACTUALLY UNDERSTAND.

WHAT ARE YOU SAYING INSTEAD OF THE ACADEMIES THAT WE ACTUALLY USE A LOT OF ALSO CREATING EQUITABLE ASSIGNMENTS.

SO ASSIGNMENTS THAT THEY ACTUALLY SEE THEMSELVES IN AND ACTUALLY REFLECT THE WORLD THAT THEY WORK WITHIN.

AND THIS CAN GO THROUGH A NUMBER OF DIFFERENT.

IT'S NOT JUST ONE PARTICULAR DISCIPLINE THAT IT WORKS FOR.

IT WORKS FOR EVERY DISCIPLINE, AND IT'S UP TO EVERY FACULTY MEMBER TO THEN MOVE AND RESHAPE WHAT THEIR ACTUAL CURRICULUM MAY LOOK LIKE BASED ON THESE TYPE OF PRACTICES AND THINGS THAT THEY'VE LEARNED THROUGHOUT THE TIME.

A LOT OF THE PRACTICES THAT THEY'VE DONE, EACH OF THEM HAD DIFFERENT BOOKS THAT THEY WERE READING AND USING, AND THEY WOULD BRING THAT INTO THE CLASSROOM SPACE NOT ONLY WITH US AS CRP, BUT THEY ACTUALLY USE IT, UTILIZING IT AS THEY CONTINUE THROUGH IN THEIR OWN DISCIPLINES.

ONE OF THOSE THAT WE'RE HIGHLIGHTING IS MATH, AND HOW MATH HAS RESHAPED AND RETHOUGHT ABOUT THE WORK THAT THEY'RE DOING.

WORKING IN GROUPS, WORKING IN SMALL GROUPS, LOOKING AT DIFFERENT EXAMPLES, PROVIDING MORE DIVERSITY WITHIN THEIR EXAMPLES, CHANGING THE LANGUAGE. REALLY PROVIDING A SUPPORTIVE LENS.

MATH IS ALSO CURRENTLY FOR FOLKS THAT WERE IN COHORT ONE.

THEY'RE ACTUALLY CONTINUING AS A GROUP WITHIN THEIR DIVISION TO NOW DO A BOOK GROUP AND CONTINUING TO WORK ON THOSE PRACTICES, AND THEN SLOWLY BRING IN THE REST OF THE MATH FACULTY TO REALLY BE SUPPORTED IN THOSE AREAS.

ADDITIONALLY, WITH NOT ONLY MATH, WE'RE SEEING IT WITHIN OUR EARTH SCIENCE GROUP, OUR GEOGRAPHY GROUP, OUR WELDING GROUP, THEY'RE ACTUALLY WENT THROUGH A NUMBER OF DIFFERENT OF THEIR ITEMS AND THEY'RE LIKE, YOU KNOW WHAT? WE DON'T SEE WOMEN TRADITIONALLY IN THESE FIELDS.

WE DON'T SEE PEOPLE OF COLOR IN THESE FIELDS.

WE DON'T SEE INDIVIDUALS THAT MAY HAVE DIFFERENT LEARNING ABILITIES.

SO HOW DO WE BRING THOSE INTO THE CLASSROOM SO THAT OUR STUDENTS ACTUALLY KNOW THAT THEY'RE GOING INTO FIELDS WHERE FOLKS LOOK LIKE THEM, OR THAT THERE'S OPPORTUNITIES FOR THEM IN A LOT OF OTHER WAYS? SO IT REALLY DOES EXPAND THE DIFFERENT WAYS IN WHICH FOLKS CAN DO THINGS.

AND A LOT OF THAT IS PLANNING. AND TERRENCE, THANK YOU FOR FOR PUTTING THE SNIPPET IN ABOUT UTILIZING DATA,

[00:35:06]

SO AS WE CONTINUE TO LOOK AT THE WORK OF CRP, A LOT OF IT IS JUST HOW DO WE TEACH IN A WAY THAT OUR STUDENTS ARE UNDERSTANDING? HOW DO WE PREPARE THEM FOR SUCCESS, NOT ONLY IN THAT SPECIFIC CLASS, BUT ALSO FOR THE WORLD BEYOND THAT? SO AT THE END OF EVERY CONVERSATION, AT THE END OF EVERY READING, AT THE END OF THEIR HOMEWORKS IT WAS A CALL TO ACTION THAT WAS ASKED OF OUR CRP TEAM. WHAT ARE YOU GOING TO DO? WHAT IS THE TANGIBLE THING THAT YOU'RE TAKING FROM THIS? AND HOW ARE YOU GOING TO CONTINUE TO MOVE IT FORWARD EITHER TODAY OR TOMORROW, NEXT WEEK, NEXT SEMESTER. SMALL CHANGES THAT OUR STUDENTS CAN THEN SEE SO THAT WE CAN CONTINUE TO BUILD THIS MOMENTUM TO ACTUALLY MAKE CHANGE THROUGHOUT CAMPUS.

THAT'S ALL.

THANK YOU FOR THE PRESENTATION. DO WE HAVE ANY QUESTIONS OR COMMENTS? I DO. MADAM PRESIDENT, IF I MAY, CAN YOU GO INTO A LITTLE MORE ABOUT WHAT THE PRACTICAL APPLICATION OF EQUITABLE GRADING.

IS? SO. EQUITABLE GRADING CAN BE A NUMBER OF DIFFERENT THINGS.

AND EACH OF THE INSTRUCTORS CAN DESIGN THAT IN HOW THEY SEE IT.

SO WE HAVE A FOUR POINT GRADING MODEL THAT THEY CAN USE.

SO OUT OF THE TEXT GRADING FOR EQUITY THERE'S A NUMBER OF DIFFERENT WORKS THAT THEY CAN DO.

THERE'S BEEN OPEN TO INTERPRETATION IN HOW DIFFERENT ASSIGNMENTS MAY BE TURNED IN.

SO DIFFERENT MODALITIES. SO INSTEAD OF JUST PAPER WRITTEN, MAYBE IN A VIDEO FORM IN A NARRATIVE OR OTHER TYPES OF WAYS.

SO LOOKING AT HOW CAN STUDENTS ACTUALLY SUBMIT DIFFERENT PAPERWORK AND NOT JUST GRADING, IT'S LIKE, OH, THEY DIDN'T DO IT IN THAT TRADITIONAL WAY, BUT THEY CREATED DIFFERENT ASPECTS IN WHICH THEY CAN DO THAT.

NO, I UNDERSTAND THE ACCESSIBILITY PORTION OF IT, BUT WHEN YOU'RE LOOKING AT IT, IT DEPENDS ON WHAT KIND OF INDUSTRY THAT YOU MAY BE IN.

SO WAS THERE ANY RESPONSE TO A PARTICULAR BUSINESS? IS CULTURALLY RESPONSIVE PRACTICES IN PARTICULAR RESPONSE TO CERTAIN CULTURES, CERTAIN WAYS? LIKE I'M JUST TRYING TO UNDERSTAND LIKE WHAT GRADING IS, BECAUSE IT'S NOT SO MUCH NECESSARILY ABOUT ACCESSIBILITY BECAUSE I UNDERSTAND THAT I'M ALL FOR IT. IT'S NOT A PLACE FOR TESTING. BY SEVERAL PARTIES.

YOUR KNOWLEDGE AND APTITUDE. BUT WHAT DOES RATING MEAN? AND IS THAT SOMETHING THAT IS TAKEN UPON EACH INDIVIDUAL IN THEIR OWN INDUSTRY? AND WHAT DOES THAT LOOK LIKE TO SOME OF THE INDUSTRY? YES AND YES, YES, YES AND YES IT WILL BE DEPENDENT UPON INDUSTRY.

SO DEFINITELY IF I'M GOING TO GO INTO ONE SPECIFIC FIELD, YOU KNOW, WE'RE PREPARING INDIVIDUALS FOR THAT SPECIFIC FIELD.

IF I'M GOING TO GO INTO THE MEDICAL FIELD I HAVE TO BE CONSISTENT WITH DEADLINES.

AND I HAVE TO UNDERSTAND THAT THERE'S A CERTAIN PROTOCOL, A CERTAIN LANGUAGE THAT NEEDS TO BE DONE AND USED WHEREAS IF I'M IN OTHER TYPES OF FIELDS.

SO AS A COUNSELOR, I KNOW THAT I HAVE DEADLINES.

I ALSO KNOW THAT I HAVE TO MEET THE STUDENTS WHERE THEY ARE.

SO MY GRADING POLICY IS VERY LOOSE IN A WAY THAT, YOU KNOW, YOU CAN TURN IN ASSIGNMENTS UP UNTIL THE LAST DAY AT THE SAME TIME, YOU ALSO HAVE TO MAKE SURE THAT YOUR TIMING YOURSELF IN THAT PACE AS YOU'RE DOING THINGS.

IF YOU NEED ADDITIONAL TIME BECAUSE OF X, Y, AND Z.

AND IT'S GOING TO MAKE YOU MORE SUCCESSFUL THAN ME AS A COUNSELOR, I'M GOING TO ALLOW FOR THAT BECAUSE YOU'RE GOING TO PREPARE YOUR BEST WORK KNOWING THAT THAT'S WHAT I'M EXPECTING. SO I THINK A LOT OF WITH GRADING POLICIES, IT'S IT'S SETTING UP THOSE EXPECTATIONS UPFRONT AS FAR AS FACULTY, IN ADDITION TO THAT, CREATING AN ENVIRONMENT WHERE STUDENTS ARE OKAY, HAVING THOSE CONVERSATIONS, LETTING YOU KNOW WHAT MY LIFE SITUATION LOOKS LIKE, AND A LOT OF WHAT WE'RE DOING IN CRP IS ACTUALLY PROVIDING THAT LENS FOR OUR FACULTY AND FOR AND TO BUILD THAT BRIDGE WITH OUR STUDENTS, TO HAVE A MORE OPEN DIALOG AND BEING OPEN AND UPFRONT ABOUT WHAT THEY ACTUALLY HAVE GOING ON SO THAT WE CAN MAKE BETTER INFORMED DECISIONS ABOUT THE TRACK IN WHICH THEY NEED TO GO AND HOW TO BE SUCCESSFUL.

CAN I? OH GO AHEAD. YEAH. SO I THINK SOMETIMES WHEN WE AND WE, WE DO THIS WITHIN THE WORK THAT THAT WE DO WITH FACULTY, WHEN WE TALK ABOUT GRADES, WE WANT TO REASSURE THAT, YOU KNOW, CULTURALLY RESPONSIVE PRACTICES DO NOT SUPPORT

[00:40:08]

OFTENTIMES THE EXPECTATIONS CAN GO EVEN FURTHER THAN WHAT WE THOUGHT, AND MORE STUDENTS CAN REACH THOSE VERY HIGH EXPECTATIONS, BECAUSE THE RIGHT KIND OF SUPPORT HAS BEEN THERE FOR THE STUDENTS.

AND SOMETIMES THAT SUPPORT IS CULTURALLY RESPONSIVE, IS CULTURALLY YOU KNOW DEVELOPED AND UNDERSTOOD. AND THAT'S ONE OF THE REASONS WHY IT'S BROUGHT INTO THE CLASSROOM.

BUT IT DOESN'T REPLACE HIGH STANDARDS OR THE HIGHEST STANDARDS.

AND THAT'S KIND OF THE ASSURANCE THAT I'M LOOKING FOR IS THAT WE MAINTAIN OUR ACADEMIC RIGOR.

AND THEY MADE REFERENCE TO THAT WHEN WE REACH THE RIGOROUS LEARNING OUTCOMES OF EVERY CLASS.

AND THAT'S ESPECIALLY FOR A COMMUNITY COLLEGE WHERE MOST OF OUR STUDENTS END UP TAKING A UNIVERSITY.

SOMETIMES THOSE SAME CRP PRACTICES THAT WE MAY HAVE MAY NOT BE REFLECTED IN ANY OF THE OTHER PLACES THEY GO.

AND I JUST WANT TO MAKE SURE THAT NO STUDENTS ARE THERE.

AND I HEAR YOU, AND I'M TOTALLY IN FAVOR OF THAT, BECAUSE SOME OF THE CONCERNS THAT I BROUGHT UP LAST TIME AROUND WERE MORE OF SOME OF THE FAILURES OF THE, I GUESS YOU COULD SAY, GENERAL EXTREME PORTIONS OF THE CBD TO TAKE A BLUNT.

YEAH. WORD TO IT. RIGHT. YOU MUST HAVE HAD QUITE A BIT OF CONTROVERSY RELATED TO THAT.

AND I COULD GO ON ABOUT THAT. BUT THE POINT IS, AND I APPRECIATE WHAT YOU'RE DOING HERE AND CREATING AN ENVIRONMENT THAT IS RESPONSIVE TO PEOPLE WHO AREN'T ALWAYS IN THE SAME TRADITION OF, HERE'S THE LECTURE, HERE'S THE TEST, HERE'S YOUR FINAL. SEE YOU LATER. RIGHT. AND THERE'S SO MANY OTHER WAYS THAT IT TAKES EFFORT FROM FACULTY LIKE YOU GUYS TO DO SOMETHING THAT YOU GET THIS IN YOUR SLEEP WITH MY LECTURE. HERE'S THE TEST.

HERE'S THE GRADING. CHECK CHECK CHECK DONE. AND I REALLY APPRECIATE YOU GUYS TAKING THIS INITIATIVE TO MAKE SURE THAT THE STUDENTS THAT WE DO HAVE ARE WELCOMED IN DIFFERENT WAYS, THAT THEY MAY NOT HAVE BEEN IN THE BIG 12 OR THE OTHER PROGRAMS. AND I FEEL SO SUPPORTED BY WHAT YOU'RE SAYING THAT I'M HESITANT TO SAY MORE.

WE SHOULD PROBABLY JUST LEAVE IT AT THAT, YOU KNOW? BUT I WANT TO CLARIFY THAT SOMETIMES, AND THIS IS WHY WE DO THE WORK WE DO WITH FACULTY IS THAT OFTENTIMES FACULTY WILL COME INTO THIS WORK THINKING MY DISCIPLINE DOESN'T ALLOW FOR THIS OR THE PROFESSIONS THAT MY STUDENTS ARE GOING TO GO INTO.

IT DOESN'T ALLOW FOR ANY KIND OF FLEXIBILITY OR ANY KIND OF THINKING ABOUT DEVELOPING, DEVELOPING SKILLS.

YOU KNOW, SO FACULTY WILL SOMETIMES COME IN AND SAY, WELL, IN MY PROFESSION, WE HAVE DEADLINES.

THERE'S NO EXCUSE, YOU KNOW, THERE'S NO SECOND CHANCES.

THERE'S A DEADLINE. AND AND SO THEN THE FOCUS BECOMES ON THE FACULTY MEMBER, AND THE WORK THAT WE DO IS COACHING THE FACULTY MEMBER TO LOOK AT THAT SITUATION DIFFERENTLY AND LOOK AT THE OPTIONS THAT THEY DO HAVE TO SUPPORT STUDENTS AND NOT LET THAT REALITY OF THEIR PROFESSION KIND OF STOP THEM BEFORE THEY GET OFF THE MARK. RIGHT. SO WE WANT TO TO WORK WITH FACULTY SO THAT THEY TOO CAN BE VERY CREATIVE AND UNDERSTAND THAT THESE SOMETIMES THE BARRIERS THAT THEY THINK ARE STOPPING THEM FROM MEETING THEIR STUDENTS AND WHERE THEY ARE AND DEVELOPING A SENSE OF BELONGING ARE REALLY NOT OBSTACLES THAT WE HAVE SUGGESTIONS AND VERY WELL RESEARCHED BEST PRACTICES TO OFFER THEM.

SO THAT'S ALWAYS THAT'S A THAT'S A FUN THING.

SO AND I HOPE THAT THOSE BEST PRACTICES CAN BE SHARED AMONGST OUR OWN FACULTY HERE AND CONTINUE TO GROW YOU KNOW, EVEN ACROSS INDUSTRIES. AND IT'S NOT A ONE SIZE FITS ALL.

OF COURSE, IT'S ALSO ONE OF THOSE THINGS THAT IS GOING TO TELL THE CHANCELLOR'S OFFICE THAT. RIGHT? AND IT'S GOING TO CONTINUE TO DEVELOP AND GROW AND REALISTICALLY IT HOPEFULLY AND WILL TRANSFORM THE WORK ENVIRONMENTS THAT OUR STUDENTS ARE IN SO THAT THEY CAN THEN CONTINUE TO LET THAT FLOW OVER INTO OTHER ASPECTS OF OUR LIVES.

AND WILL THERE BE ANY DATA PRESENTATION IN ABOUT A YEAR OR SO? YOU CAN GIVE THAT TO AMBER, MAYBE. YES, YES. WE'RE WORKING WITH AMBER NOW TO START TO INCORPORATE THAT INDIVIDUAL DISAGGREGATED DATA FOR THE

[00:45:10]

AND SO WE'RE PILOTING THE IDEA THAT TERENCE SPOKE ABOUT EARLIER ABOUT WORKING OFF OF INDIVIDUAL DISAGGREGATED DATA.

THERE'S OTHER CAMPUSES THAT ARE ALREADY DOING THAT AND THAT I'M IN COMMUNICATION WITH.

YEAH. SO THANK YOU FOR THAT. THANK YOU. LOOKING FORWARD TO IT. THANK YOU.

I JUST WANT TO SAY THANK YOU FOR THE WORK THAT YOU ARE DOING WITH THE CULTURAL, CULTURALLY RESPONSIVE PEDAGOGY AND PRACTICES.

I LOVE THE WAY THAT IT IS ALIGNED TO OUR FRAMEWORK FOR STUDENT SUCCESS.

IN ADDITION, I JUST WANT TO PERSONALLY THANK THOSE FACULTY MEMBERS WHO WERE A PART OF THE COHORTS THAT ARE, YOU KNOW, MAKING THAT DIFFERENCE, MAKING THAT CHANGE, AND REALLY COMPLIMENTING THE WORK THAT WE'RE DOING TO MAKE OUR CAMPUS A WELCOMING AND INCLUSIVE, DIVERSE SPACE, A BRAVE SPACE FOR OUR STUDENTS, AND JUST ENCOURAGING THIS WORK TO CONTINUE. AND HOPEFULLY OTHERS WILL JOIN IN AND SEE THAT THIS IS SOMETHING THAT IS NEEDED TO TRULY ADVANCE OUR STUDENTS AND FOR US TO REACH THOSE SUCCESS MARKERS OR INDICATORS THAT WE HAVE IN PLACE. BECAUSE IT HAS TO BE REAL, IT HAS TO BE RELEVANT FOR OUR STUDENTS, AND THEY HAVE TO BECOME ENGAGED IN THE WORK THAT THEY'RE DOING SO THAT THEY CAN BE SUCCESSFUL.

SO THANK YOU SO MUCH. THANK YOU. THANK YOU. SO JUST TO PROVIDE A LITTLE MORE CONTEXT ON THE COMMENTS, THE PRESIDENT, MARLINS AND DOCTOR FISHER MENTIONED ON DATA THAT ARE VERY ROBUST CONVERSATIONS HAPPENING ON CAMPUS REGARDING OUR USE OF DATA. WE HAVE GOTTEN A LOT BETTER ON HOW WE USE THE DATA, OR DATA WORK IS WAY CLEANER THAN IT USED TO BE. WE HAVE A LOT OF ACCESS TO THE DATA, AND THAT IS SOMETHING THAT I HAVE REPEATED A FEW TIMES. BUT I THINK NOW WE'RE SHIFTING THAT WE SAY WE ARE DATA RICH AND INFORMATION POOR, AND WE ARE MOVING INTO THE STAGE OF BECOMING INFORMATION RICH.

SO. WELL, THE EXAMPLES THAT WERE MENTIONED TODAY DURING THE PRESENTATIONS ARE FOCUSED ON PEDAGOGY, MAKING STUDENTS FEEL WELCOME AND ENSURING THAT THAT IS CONSISTENTLY ON WHAT WE DO, ADDRESSING DIFFERENT STYLES.

THE SECOND PART OF THAT, THAT IS THE DATA. WE ARE MAKING A CONCERTED EFFORT THAT OUR MEASUREMENT IS WHETHER OR NOT WE'RE MAKING OUR STUDENTS SUCCESSFUL, BECAUSE THAT IS WHAT IT MEANS THAT WE ARE CLOSING THE ACHIEVEMENT GAPS.

THAT IS WHAT IT MEANS THAT WE HAVE EQUITABLE ACCESS.

THAT IS WHAT IT MEANS THAT WE HAVE A COLLEGE THAT HAVE ELIMINATED BARRIERS.

AND THAT MEANS ALSO THAT WHEN OUR STUDENTS LEAVE, THEY'RE READY TO FACE WHATEVER IS SUSPECTING THEM, WHETHER IT'S IN THE WORKFORCE OR IN THEIR TRANSFER INSTITUTIONS.

SO THE APPROACH HERE IS TWOFOLD, AND WE ARE PAYING A LOT OF ATTENTION TO OUR SUCCESS, TO THE SUCCESS OF OUR STUDENTS.

AND AND I APPRECIATIVE NOT ONLY OF THE WORK THAT IS BEING DONE IN THE CULTURALLY RESPONSIVE PRACTICES, BUT ON THE STANCE THAT THE SENATE IS ALSO TAKING INTO APPROACHING THE DATA WORK, THE PILOTING THAT YOU WILL DO, AND OUR ABILITY TO ENGAGE IN LONG TERM CONTINUOUS IMPROVEMENT.

BECAUSE THE IDEA OF LOOKING AT THE DATA ISN'T TO ONLY CELEBRATE WHEN WE LIKE WHAT WE SEE, OR TO HIDE IT WHEN WE DON'T LIKE WHAT WE SEE.

THE IDEA OF THE DATA IS ESSENTIALLY TO GET BETTER OVER TIME.

AND I THINK WE'RE DOING THAT. SO THANK YOU ALL.

AND I JUST WANTED TO GIVE A LITTLE BIT OF CONTEXT ON THE USE OF DATA, BECAUSE WE WE ARE VERY SERIOUS ABOUT CLOSING THOSE ACHIEVEMENT GAPS.

AND OUR ONLY MAJOR MISTAKE IS WHETHER OR NOT WE CLOSE THE GAPS AND OUR STUDENTS CONTINUE TO PERFORM AT A HIGH LEVEL OR BETTER.

SO QUESTION. THANK YOU VERY MUCH FOR THE PRESENTATION. AND I JUST WANTED TO JUST, YOU KNOW, ACKNOWLEDGE YOUR LEADERSHIP IN YOUR WORK ON THIS. IT'S REALLY EXCITING TO SEE THIS. I THINK, YOU KNOW, IS, AGAIN, JUST A BIG CHANGE FROM WHEN I GOT ON THIS BOARD TO BEING ABLE TO TALK ABOUT THIS AND BEING ABLE TO EMBRACE THIS.

I JUST I'M REALLY GLAD THAT YOU GUYS ARE REALLY LEADING ON THIS.

IT'S AWESOME TO HEAR. I HAVE A QUESTION ON THE SLIDE ABOUT THE MATH STUDENTS BENEFIT.

THE LAST BULLET MENTIONS OPTIMIZING OPPORTUNITIES TO LEARN ABOUT STUDENTS.

WHAT ARE EXAMPLES OF HOW THAT WOULD ACTUALLY BE IMPLEMENTED IN THE MATH CLASS? DO WE KNOW? I HAD THE PLEASURE OF WORKING WITH THE MATH COHORT AND SEEING ALL THE HARD WORK THAT THEY DID.

THERE WERE EIGHT FULL TIME MATH FACULTY THAT PARTICIPATED LAST YEAR, AND THEY MET IN THEIR COMMUNITY OF PRACTICE

[00:50:10]

BUT WHEN WE DO PROMOTE ANY EFFORT FOR A FACULTY MEMBER TO LEARN ABOUT STUDENTS, BECAUSE THAT IS ESSENTIAL TO MEETING STUDENTS WHERE THEY'RE AT.

SO WE CAN SAY THAT WE'RE STUDENT READY, BUT IF WE DON'T KNOW WHAT OUR STUDENTS LIVES ARE LIKE.

THEIR LIVED EXPERIENCE, THEIR YOU KNOW, THEIR CULTURAL COMMUNITY WEALTH, WHAT THEY'RE BRINGING AND STRENGTHS THAT THEY'RE BRINGING WITH THEM TO THE CLASSROOM, THEN WE REALLY CAN'T MEET THEM WHERE THEY ARE.

SO THERE'S A LOT OF WAYS OF DOING THIS. SOME OF THE FACULTY DEVELOPED ACTIVITIES WHERE STUDENTS WERE WRITING THEIR OWN MATH PROBLEMS AND SITUATING THOSE PROBLEMS WITHIN EXPERIENCES AND ENVIRONMENTS THAT THEY WERE COMFORTABLE WITH AND FAMILIAR WITH. THEY WOULD GIVE THEM PROBLEMS, GO TO YOUR LOCAL GROCERY STORE.

AND IS IT DIFFERENT BETWEEN THIS AREA AND THAT? AND WHY? AND SO ACTUALLY NOT JUST LEARNING ABOUT IT FROM A MATH PERSPECTIVE, BUT ALSO A SOCIAL GLOBAL PERSPECTIVE.

SO IT'S REALLY HOW DO WE TRANSFORM JUST THE WORK THAT WE'RE DOING.

AND HOW IS IT TRANSFORMING OUR INSTRUCTORS AS WELL? RIGHT. I ALSO ENJOYED WHEN THE MATH FACULTY LOOKED AT THEIR TEXTBOOKS AND THEY LOOKED SPECIFICALLY AT THE LANGUAGE THAT WAS IN MULTIPLE TEXTBOOKS AND HOW EXCLUSIVE IT WAS. AND SO THEY WERE THINKING ABOUT WAYS THAT THAT VOCABULARY AND THE EXAMPLES COULD BE MORE INCLUSIVE. AND THEN THEY BROUGHT STUDENTS INTO THAT WORK AS WELL.

SO THAT'S PART OF IT AS WELL, TO BRING THE VOCABULARY AND THE DISCUSSION INTO THE CLASSROOM AND TO TO BRING STUDENTS INTO THAT WORK AS WELL.

THAT'S PART OF PREPARING STUDENTS FOR THE WORLD OUTSIDE OF THE CLASSROOM.

THESE ARE CONVERSATIONS. THESE ARE EXTERNAL FORCES THAT IMPACT THE SPACES WHERE THEY'RE GOING TO WHERE THEY LIVE AND WHERE THEY'RE GOING TO WORK.

AND SO THEY NEED TO BE ABLE TO IDENTIFY THAT AND BE ABLE TO HAVE THE TOOLS TO DISCUSS IT AND BE PART OF THE SOLUTION.

GREAT, EXCELLENT. THAT'S WONDERFUL TO HEAR. SO VERY COOL.

SO, DOCTOR FARRELL, WHEN CAN WE CONTINUE TO EXPAND THIS? BECAUSE HOW MANY PEOPLE WERE IN THE FIRST COHORT? HOW MANY STUDENTS? I MEAN, HOW MANY FACULTY MEMBERS? YEAH, I THINK THERE WERE 21IN THE FIRST COHORT.

FULL TIME FACULTY MEMBERS. LIN WANG WAS ONE OF OUR STARS.

THEY WERE ALL STARS. THEY WERE ALL STARS. YEAH.

SO IT'LL TAKE US A WHILE, THEN TO GET TO EVERY SINGLE FACULTY MEMBER. BUT I THINK, AGAIN, THAT'S SOMETHING THAT WE SHOULD REALLY STRIVE FOR BECAUSE IT SOUNDS LIKE THERE'S A LOT OF REALLY GOOD PRACTICAL EXAMPLES AND RECOMMENDATIONS THAT ALL OUR FACULTY MEMBERS COULD CONSIDER, YOU KNOW, FOR IMPLEMENTATION IN THEIR CLASSROOMS. SO.

SOUNDS WONDERFUL. SO KEEP ON MOVING FORWARD. DOCTOR MIXON IS ALREADY WORKING ON THE NEXT STEPS.

AND ALSO TERENCE IS INVOLVED IN ALL THEIR PIECES.

SO WE SAID THAT THIS IS A TWO PRONGED APPROACH I DON'T WANT TO GET TOO FAR AHEAD.

PLEASE STOP ME OR CORRECT ME IF I'M MISINTERPRETING PART OF OUR PLAN HERE, BUT WE ARE GOING TO CONTINUE TO WORK ON ON THE CULTURAL RESPONSIBLE PRACTICES, WHILE AT THE SAME TIME WE'RE GOING TO HIGHLIGHT APPROACHES FROM FACULTY THAT HAVE BEEN DOING REALLY GOOD WORK IN THE CLASSROOM TO FIND ALTERNATIVE WAYS TO CONNECT TO THE STUDENTS, TO FIND ALTERNATIVE WAYS TO MAKE THE STUDENT SUCCESSFUL.

SO WE ARE HOPING TO BE ABLE TO RUN TWO SETS OF TRAININGS, ONE TO HIGHLIGHT GOOD PRACTICE PEDAGOGY, SUCCESS IN THE CLASSROOM BY FACULTY MEMBERS IN THESE DIFFERENT DISCIPLINES THAT HAVE BEEN VERY SUCCESSFUL DOING WHAT THEY DO.

WELL, AT THE SAME TIME COMPLEMENTING THE WORK WITH CULTURAL RESPONSIBLE PRACTICES IN THE CLASSROOM.

SO WE ARE TRYING TO TO HIGHLIGHT AND ELEVATE THOSE WHO ARE PERFORMING WELL AND AT THE SAME TIME PROVIDE THAT LEVEL OF AWARENESS THE MANY OF US NEED SOMETIMES, OR MANY OF US NEED A REMINDER SOMETIMES OF THE EXPERIENCES THAT OUR STUDENTS MAY BE FACING AND HOW WE CAN BE MORE UNDERSTANDING OF THAT.

ANDREA WAS REMINDING ME OF A QUESTION THAT SEVERAL YEARS AGO IN A MATH TEXTBOOK THERE WAS STATS.

YES, IT WAS A HORRIBLE QUESTION. AND WHAT WE DID WAS WE SPOKE WITH THE STUDENT GOT ON THE PHONE, CONTACTED PEARSON, THERE WAS THE PUBLISHER ALL THE WAY FOR THE TO THE CEO OF SOUTH AMERICA,

[00:55:07]

AND THE STUDENT COMMITTED TO REVIEW THE QUESTIONS AND CHANGE IT FROM THAT POINT ON AND APOLOGIZE TO THE STUDENTS DURING THE PHONE CALL. SO IT WAS A REALLY GOOD EXAMPLE THAT IF WE MAKE PEOPLE AWARE OF THINGS LIKE THAT CHANGE HAPPENED BECAUSE IT WAS IT WAS AN OVERSIGHT THERE. FARM OUT THE THE PRODUCTION OF THOSE QUESTIONS TO MANY PEOPLE.

WHEN I WAS FACULTY, I USED TO DO THINGS LIKE THAT AS WELL.

AND SOMETIMES THINGS GO THROUGH THE CRACKS. THEY GET PUBLISHED.

AND VERY UNFORTUNATE THAT ONE OF OUR STUDENTS.

SO THE QUESTION AND BROUGHT IT TO OUR ATTENTION THERE WAS THE FORTUNATE PART OF THAT, BUT THEY WERE VERY RESPONSIVE.

SO WE NEED TO OBVIOUSLY FOSTER THAT TYPE OF COMMUNICATION AND COLLABORATION.

AND I THINK THAT ONE OF THE THINGS THAT CRP DOES IS, IS IT ENABLES AND EMPOWERS OUR STUDENTS TO HAVE THE CONVERSATION WITH THE INSTRUCTORS AND SAYING, THIS ISN'T RIGHT. SO BY CONTINUING THAT TYPE OF LENS, IT IT HELPS OUR STUDENTS.

IT HELPS OUR COMMUNITY AS A WHOLE. THANK YOU SO MUCH FOR THE PRESENTATION.

I DID HAVE A QUESTION. CAN YOU HELP ME VISUALIZE SO PEOPLE SO FACULTY PARTICIPATED.

THEY WILL CREATE PILOTS BASED ON THE PILOTS. THEN WE HIGHLIGHT KIND OF WHAT'S WORKING AND OTHER FACULTY CAN ADOPT SIMILAR THINGS. OR LIKE CAN YOU HELP ME VISUALIZE KIND OF LIKE HOW THIS WORKS LIKE THROUGHOUT LIKE FROM HERE TO FIVE YEARS, LIKE WHAT DOES IT LOOK LIKE? BECAUSE I FEEL LIKE SOME OF IT WE CAN'T REALLY GRASP WITH DATA, RIGHT? I MEAN, IF WE'RE GIVING LIKE WRITE YOUR OWN MATH PROBLEM, THAT'S KIND OF HARD TO REALLY LIKE FOLLOW WITH DATA.

SO CAN YOU, LIKE, SHOW ME? LIKE WHAT? DOES THAT MAKE SENSE? DOES THE QUESTION MAKE SENSE? I'M JUST TRYING TO SEE LIKE HOW WE GET BUY IN, RIGHT.

WE HAVE LIKE A LITTLE BIT OVER 100 FACULTY. RIGHT.

AND THEN THEY'RE ALL GOING TO ADOPT OR THEY ALL THEY ALL HAVE THEIR IDEAS.

BUT HOW DO WE GET LIKE ALL FACULTY BUY IN AND WHAT DOES THAT LOOK LIKE? WELL, TWO THINGS THAT WE FELT RESPONSIBLE FOR WHILE WE HAVE THE GRANT IS TO BUILD LEADERSHIP HERE ON CAMPUS. THAT WAS ONE OF OUR GOALS. AND THE OTHER WAS TO MAKE IT DISCIPLINE SPECIFIC.

SO WE'RE HOPING PARTLY THAT IN HAVING THESE FACULTY LEADERS FROM DIFFERENT DEPARTMENTS THAT THEY WILL BE ABLE TO WORK AS FACILITATORS WITHIN THEIR DEPARTMENTS TO DO, TO USE THE CURRICULUM THAT WE'VE DEVELOPED THROUGH THE GRANT.

SO THAT IS ONE OF THE VISIONS THAT WE HAVE FOR SUSTAINABILITY.

AND IT DOES DEPEND ON GROWING THE LEADERSHIP HERE THAT WE HAVE ON CAMPUS.

DOES THAT ANSWER YOUR QUESTION? SO IT'S MORE OF CURRICULUM CREATING CURRICULUM PER DISCIPLINE? NO. WHEN I SAY CURRICULUM, I'M REFERRING TO THE CRHP CURRICULUM.

SO THE 144 HOURS THAT WE'VE DESIGNED AND THAT, YOU KNOW, THERE'S, THERE'S THERE'S A CANVAS MODULES THAT WE'VE DEVELOPED THAT THE COMMUNITIES OF PRACTICE WORK ON AND DISCUSS THROUGHOUT THIS TIME THAT THEY'RE WITH US. WHEN WE ARE IN LARGE CONVENINGS, THOSE ARE SIX HOUR WORKSHOPS.

WE HAVE SIX OF THOSE. AND WE HAVE PEOPLE COMING IN.

WE'VE ALSO, YOU KNOW, FROM OUR FIRST YEAR MADE ADJUSTMENTS.

SO THE SECOND YEAR, THOSE SIX HOURS ARE VERY MUCH EXPERIENTIAL.

THE PARTICIPANTS ARE ARE WORKING THROUGH ACTIVITIES AND LEARNING THROUGH THROUGH EXPERIENCE, AS OPPOSED TO LECTURE OR JUST READING AND DISCUSSION.

DOES THAT DOES THAT HELP? YEAH. AND I THINK YOU'RE KIND OF ASKING LIKE, HOW DO WE CONTINUE TO EXPAND? SO IT'S REALLY YEAH, EACH ONE TEACH BY IN FOR IT'S IN EACH ONE TEACH ONE.

SO ONCE WE START HAVING THE CHOIR SING THE SAME SONG, THE CHOIR CAN THEN CONTINUE TO WORK ON IT GROWS LIKE GROWING AND LIKE FIRE SONG ALTOGETHER IN KEY. SO OKAY, THAT'S GOING TO BE HARD, BUT OKAY.

IT'S COMPLETELY POSSIBLE. WE HAVE TO IMAGINE.

WE HAVE TO IMAGINE. SO I MEAN, A LOT OF IT IS, YOU KNOW, PROVIDING WHAT AN EXAMPLE CAN BE AND THEN EACH INDIVIDUAL PROVIDING AND RESHAPING THAT BASED ON THEIR OWN, THEIR OWN STYLE, THEIR OWN PROFESSION, THEIR OWN DISCIPLINE.

IT IS OPTIONAL THOUGH, RIGHT? SO THERE COULD BE SOMEONE WHO MIGHT SAY, I DON'T WANT TO HEAR IT.

I'M NOT GOING TO ANY TRAINING. RIGHT. EVER. THIS IS COMPLETELY IT'S COMPLETELY VOLUNTARY.

SO WE PUT IT OUT THERE EVERY BEGINNING OF THE YEAR.

AND THOSE THAT ARE INTERESTED, THEY BUY IN AND WE START GIVING THE INFORMATION.

[01:00:04]

YES. SO WE HAVE THREE DIFFERENT STRANDS. SO THERE IS A STIPEND THAT THEY CAN THEY CAN UTILIZE.

THEY CAN ALSO EARN FLEX HOURS FOR FULL TIME. AND OR THEY CAN DO WITH 144 HOURS.

GET THREE UNITS OF A CREDIT. UNIT. UNIT ADVANCEMENT.

THANK YOU. YEAH. YOU DID ANSWER. DOCTOR LIU HAS SOME QUESTIONS.

I WANT TO KNOW THAT YOU HAVE SOME EXAMPLES FOR COMPUTER PROGRAMING TEACHER TO.

NOT YET, BUT COME ON, COME ON, TAKE THE CLASS.

OKAY. YOU CAN HELP DESIGN IT. YEAH, YEAH. WE'RE PREPARED.

SO IF A COMPUTER SCIENCE FACULTY MEMBER JOINS US, WE'RE PREPARED TO SUPPORT THEM.

SO IT'S A WORK IN PROGRESS. WE APPRECIATE THE WORK AND THE CREATIVITY AND EVERYTHING THAT ALL THE WORK THAT YOU'RE PUTTING IN, AND I HOPE IT DOES. YOU GET THE COURSE GOING.

AND THEN WE'D LOVE TO SEE YOU COME BACK AND KIND OF TELL US HOW EVERYTHING'S GOING AND HOW WE CAN HELP.

AND YEAH, GREAT. WE HAVE STUDENTS THAT WE CAN BRING BACK TO THAT ARE GOING THROUGH IT.

OH, YEAH. YEAH. ANY OTHER QUESTIONS? DID YOU HAVE A QUESTION? NO. OKAY. HEARING NONE. THANK YOU SO MUCH. THANK YOU FOR COMING.

THANK YOU. OKAY. NEXT PRESENTATION. WE HAVE INSTITUTIONAL PRESENTATION SPRING

[2.04 Institutional Presentation: Spring 2024 Completion Data Update]

SO THEY GET READY. THIS PRESENTATION IS AN ABBREVIATED VERSION OF WHAT WE WERE GOING TO DO A COUPLE OF WEEKS AGO. SO OBVIOUSLY FEEL FREE TO ASK ANY QUESTIONS OR WE CAN DO A SECOND SESSION IN A LITTLE MORE DETAIL AT A LATER MEETING. BUT THIS IS SOMEWHAT AN ABBREVIATED VERSION OF THE PRESENTATION THAT WE WERE GOING TO DELIVER DURING THE LAST BOARD MEETING THAT WE HAD TO CHANGE THINGS AROUND.

PLEASE KEEP IN MIND THE THE LENS THAT WE'RE USING HERE IS A LENS OF CONTINUOUS IMPROVEMENT.

AS WE ARE ALL VERY WELL AWARE, WE HAVE MADE SIGNIFICANT GAINS OVER THE LAST SEVERAL YEARS ON STUDENT PERFORMANCE AND ALL THAT. BUT OUR GOAL HERE IS TO BE AWARE OF THE DATA, UNDERSTAND THE DATA, AND CONTINUOUSLY ENGAGE IN A PROCESS IN WHICH WE GET BETTER AND BETTER AND BETTER. THANK YOU AND GOOD EVENING EVERYONE.

SO I WILL BE PROVIDING AN UPDATE TONIGHT ON OUR 2023 FALL COHORT AROUND OUR KEY PERFORMANCE INDICATORS.

SO AS A REMINDER, WE SET A GOAL LAST YEAR THAT WE WANT TO GRADUATE AT LEAST 50% OF OUR STUDENTS WITHIN FIVE YEARS OR LESS.

AND ALSO, AS A REMINDER, WE REALLY START TRACKING OUR GOAL STARTING THIS FALL SEMESTER.

SO THE DATA I'M GOING TO SHARE WITH YOU TONIGHT IS BASED ON LAST YEAR'S COHORT TO KIND OF GIVE US AN IDEA OF WHERE WE NEED TO IMPROVE.

SO TO GIVE YOU SOME BACKGROUND OF OUR FALL 23 FIRST TIME FALL START STUDENTS, IT'S OUR TYPICAL INCOMING STUDENTS.

WE HAD 4061 STUDENTS START IN 2023. A MAJORITY OF OUR STUDENTS ARE LATINX.

ABOUT 5,050% ARE FEMALE AND MALE, AND WE'RE SERVING MAJORITY YOUNGER STUDENTS.

SO ALMOST 75% OF OUR STUDENTS ARE 19 YEARS OR YOUNGER.

SO SOME ADDITIONAL INFORMATION ABOUT OUR COHORT.

A MAJORITY OF OUR STUDENTS COME WITHIN OUR SERVICE AREA OR NEIGHBORING SERVICE THIS AREA IS, A LITTLE OVER HALF OF OUR STUDENTS ARE CONSIDERED FULL TIME WITHIN THIS COHORT, AND SOMETHING I WANT TO HIGHLIGHT.

LET ME SEE IF I CAN ZOOM IN HERE. SO WITHIN THE ED GOAL, WHEN STUDENTS COME IN, 81% OF OUR STUDENTS WANT A DEGREE OR TRANSFER.

SO I'M GOING TO REEMPHASIZE THAT THROUGHOUT THE PRESENTATION BECAUSE THAT'S IMPORTANT.

SO IN ORDER TO REACH OUR OVERARCHING GOAL OF 50% OF STUDENTS WITHIN FIVE YEARS OR LESS, WE ALSO ESTABLISHED TWO LEADING INDICATOR GOALS.

OUR FIRST GOAL IS THAT WE WANT 75% OF OUR FIRST TIME STUDENTS TO COMPLETE 15 DEGREE APPLICABLE, APPLICABLE UNITS BY THE END OF THEIR FIRST YEAR, SO THAT DARK BLUE BAR INDICATES THE RANGE WITHIN THE LAST FIVE YEARS.

SO, FOR EXAMPLE, 32 TO 37% OF OUR STUDENTS COMPLETED 15 UNITS BY THE END OF THEIR FIRST YEAR.

[01:05:04]

IN ORDER TO REACH OUR GOAL, WE HAVE TO MORE THAN DOUBLE.

STUDENTS WHO COMPLETE 15 UNITS WITHIN THAT FIRST YEAR.

THE SECOND LEADING INDICATOR GOAL THAT WE ESTABLISHED WAS WE WANT 50% OF OUR STUDENTS TO PASS THEIR FIRST FIVE COURSES THAT THEY ATTEMPT WITHIN THAT FIRST YEAR.

WE RANGE BETWEEN 28 AND 37%. AND LAST YEAR'S COHORT, WE HAD 28% OF STUDENTS PASSING THEIR FIRST FIVE COURSES THAT THEY ATTEMPT.

IN ORDER TO REACH THAT GOAL, WE HAVE TO ALMOST DOUBLE STUDENTS PASSING THEIR FIRST FIVE COURSES THAT THEY ATTEMPT.

WHICH TO 95% IS NOT THE SAME THING FOR 25% OR 15 MINUTES.

SO THAT'S ROUGHLY HOW MANY CLASSES. AND THEN YOU'RE SAYING THE OTHER ONES, I GUESS I'M TRYING TO FIGURE OUT WHAT'S THE DIFFERENCE IS LIKE SO 15 UNITS.

SO IF THEY PASS 15 UNITS OR EARN 15 CREDITS WITHIN THEIR FIRST YEAR AND THEY DO THAT EVERY SINGLE YEAR, THEN THEY'LL EARN 60 BY THEIR FOURTH YEAR AND HOPEFULLY MEET OUR GOAL.

PASSING FIRST FIVE COURSES IS PREDICTIVE OF STUDENTS COMPLETING ON TIME.

SO I WANT TO SHOW YOU THE NEXT SLIDE BECAUSE THIS IS WHERE IT GETS INTERESTING.

SO 28% OF OUR STUDENTS PASS FIVE OUT OF FIVE COURSES, BUT 50% OF OUR STUDENTS ARE PASSING FOUR OUT OF FIVE.

AND WHEN WE DIVE INTO THAT DATA AND IDENTIFY WHAT COURSE THEY'RE NOT PASSING, IT'S TRANSFER LEVEL MATH.

AND SO WHEN WE LOOK AT FIVE YEARS WORTH OF DATA AND ENROLLMENT HISTORY, WE SEE THAT STUDENTS TOP FIVE COURSES THAT THEY'RE TAKING IS ENGLISH 100, COUNSELING 101 B, WHICH IS WHERE THEY DEVELOP THEIR CSEP MATH 112, AND THEN ELECTIVE COURSES, WHICH IS PART OF THE REQUIREMENTS TO TRANSFER TO A CSU.

SO LIKE STATISTICS. YEAH. SO LIKE I MENTIONED BEFORE ABOUT OUR STUDENTS, 81% OF OUR STUDENTS HAVE THE INTENTION TO EARN A DEGREE OR TRANSFER. SO THEY NEED THESE COURSES AND THEY NEED TO BE SUCCESSFUL IN ORDER TO DO THAT.

SO JUST PROVIDING A HIGH LEVEL OVERVIEW OF OUR KPIS, THE GRAY BAR INDICATES OUR GOAL.

AND THEN THE BLUE INDICATES WHERE WE LANDED WITH OUR FALL 23 COHORT.

SO FOR THE FIRST KPI WE WANT STUDENTS TO COMPLETE THEIR COMPREHENSIVE STUDENT EDITOR PLAN OR CCEP, WITHIN THEIR FIRST YEAR. WE SEE THAT WE ACTUALLY SURPASS THAT GOAL AT 87%.

AND WE DID THAT IN THE FALL SEMESTER. SO THANK YOU.

TRUSTEE PEREZ. YEAH, I WANT TO CLAP AND GIVE A SHOUT OUT TO OUR COUNSELORS BECAUSE THAT WAS A LOT OF HARD WORK.

WITH REGARDS TO THE OTHER KEY PERFORMANCE INDICATORS, WE SEE THAT THERE'S STILL SOME GAPS TO REACH OUR GOALS.

AND SO I'LL MOVE THROUGH AND DIVE INTO EACH ONE OF THOSE AS TO WHY WE'RE NOT GETTING THERE.

SO LIKE I MENTIONED, WHILE WE REACHED OUR GOAL FOR OUR CCEP, WE STILL HAVE SOME WORK TO DO AND SOME REFINEMENT.

SO PROVIDING A CCEP REALLY IS THE FOUNDATION TO GETTING STUDENTS TO BE SUCCESSFUL.

WE'VE DONE INTERNAL RESEARCH, WHICH I'VE SHARED WITH YOU ALL BEFORE, THAT IF STUDENTS HAVE AN ED PLAN WITHIN THAT FIRST YEAR, THEY'RE ONE AND A HALF TIMES MORE LIKELY TO COMPLETE IN TWO YEARS.

EXTERNAL RESEARCH ALSO CONFIRMS OUR INTERNAL RESEARCH.

KAY MCLENNAN. SHE'S DONE RESEARCH ON ED PLANS AND SHOWS THAT IF WE GIVE STUDENTS A PLAN, THEY WILL FOLLOW THE PLAN AND THAT STUDENTS DON'T DO OPTIONAL.

SO AS WE MOVE INTO A DIFFERENT ERA AND STUDENTS NEEDING DIFFERENT THINGS AND COMING THE PANDEMIC WITH DIFFERENT WAYS IN WHICH STUDENTS ENTER LEARNING SPACES, WE NEED TO THINK ABOUT THE YEAR AS A CONTINUOUS RATHER THAN JUST SIMPLY WHAT WE USED TO THINK OF UNITS BEING ARRANGED.

SO FOR INSTANCE, IT COULD BE A 12, SIX, 12, OR IT COULD BE A SIX, SIX, 6666.

THAT ALLOWS STUDENTS TO MAINTAIN PART TIME ENROLLMENT WITH FULL TIME UNITS AT THE END OF A YEAR IN A COMBINATION OF MODALITIES, THERE MAY BE ONE DAY OR TWO DAYS ON CAMPUS AND THE REST OF THE WORK ONLINE.

THE OTHER PART OF THAT IS THAT, YES, SOME OF OUR STUDENTS ARE GOING TO BE PART TIME, AND WE NEED TO BE FINE WITH THAT.

HOWEVER, THEY HAVE TO BE PART TIME, NOT LESS THAN PART TIME.

BECAUSE WHEN WE LOOK AT THE NUMBERS, I CAN'T REMEMBER THE SLIDE NUMBER.

WE, WE GO TO SIX UNITS AND BELOW, IN FACT, SIX UNITS.

IF THEY'RE NOT CONTINUOUSLY ENROLLING ON THAT, THEY WILL NOT MEET THE GOAL.

AND THE PROBLEM WITH STAYING AT THE SIX UNIT MARK CONSISTENTLY IS TWOFOLD.

[01:10:01]

AND THE SECOND ONE, STUDENTS THAT ARE AT THE SIX UNIT MARK OFTEN DROP THE ONE CLASS OR FAIL THE ONE CLASS, WHICH MEANS THEY ARE THREE UNITS. AND LAST BUT MOST IMPORTANT, ARE LESS LIKELY TO MAKE CONNECTIONS ON CAMPUS.

AND MAKING CONNECTIONS ON CAMPUS IS ONE OF THE NUMBER ONE INDICATORS OF STUDENTS RETURNING.

SO WHEN THEY MAKE FRIENDS ON CAMPUS WITH ANY ONE OF US OR WITH OTHER STUDENTS, OR THEY JOIN A CLUB, THERE IS AN EXPECTATION THAT I'M BEING EXPECTED THERE.

SO I'M GOING TO SHOW UP TOMORROW. IF NO ONE IS EXPECTING ME THERE, IT'S WAY EASIER NOT TO COME BACK.

SO SO THE INCREASE ON UNITS? YES. THOSE WHO CAN GO FULL TIME, WHO NEED TO FOR SURE GET THEM TO FULL TIME.

BUT THOSE THAT ARE COMING PART TIME, WE NEED TO ENSURE THAT THEY ARE PART TIME, NO LESS THAN PART TIME.

SO THE BEST TAKEAWAY THAT I SEE ON THE UNITS IS DO ONE MORE CLASS.

TODAY, FOR INSTANCE, I ASK STUDENTS WHAT IS FULL TIME ENROLLMENT AND THE MAJORITY OF THE STUDENTS IN THE ROOM RESPONDED 12 OR LESS.

VERY FEW RESPONDED 15. SO YES, THEY CAN BE PART TIME, BUT WE HAVE TO GIVE THEM THE PLAN. WE HAVE TO GIVE THEM THE CONNECTION.

BECAUSE WHEN I SAID, OKAY, WELL YOU'RE PART TIME, THAT'S FINE.

IF YOU ENROLL IN THREE UNITS, MATHEMATICALLY SPEAKING, YOU WILL NOT FINISH IN FOUR YEARS.

AND THEY IMMEDIATELY WAS LIKE, WHAT? AND THEY STARTED DOING THEIR OWN CALCULATIONS.

SO PART OF THIS IS TO INFORM THE STUDENTS, CONNECT THE STUDENTS AND MAKE DECISIONS BASED ON THE DATA THAT WE'RE FINDING HERE IN OUR OWN CAMPUS WITH OUR STUDENTS. THE OTHER IMPORTANT PART OF THIS, WOULD YOU GO TO THE DEMOGRAPHICS AGAIN, PLEASE? AND AGAIN, MY SAMPLE TODAY IS A SMALL SAMPLE.

SO I DON'T WANT YOU TO TO TAKE IT AS A SCIENTIFIC.

WHEN YOU LOOK AT THE AGE OF THE MAJORITY OF OUR INCOMING STUDENTS, THEY ALL ARE RECENT HIGH SCHOOL GRADUATES, WHICH MEANS THEY HAVE BEEN BUSY FROM 7:30 A.M.

WHETHER THEY'RE NOT PAYING ATTENTION OR SLEEPING IN THE CLASSROOM OR NOT, THEY HAVE BEEN IN THE CLASSROOM FROM 7:30 A.M.

UNTIL TWO OR SOMETHING LIKE THAT. THAT IS WHEN THEY LEAVE.

MEANING THEY ENROLL FIVE DAYS A WEEK FULL TIME.

WHEN I ASK HOW MANY STUDENTS WORK TODAY, LESS THAN HALF OF THE STUDENTS RAISE THEIR HANDS.

AND THOSE WERE ALL RECENT GRADS. THEY'RE RELATIVELY YOUNG STUDENTS, SO I THINK IF WE HELP THEM ALSO TO TRANSITION IN A SIMILAR MANNER IN WHICH THEY WERE USED TO WORK AT THE HIGH SCHOOL WILL BE A LITTLE MORE SUCCESSFUL WHEN THEY COME HERE, AND THEY COME FROM A STRUCTURED SCHEDULE EVERY DAY AND IT'S LIKE, OH, MONDAYS YOU COME, BUT TUESDAYS YOU STAY HOME AND ON, ON, ON, ON THURSDAY YOU COME, BUT IN THE AFTERNOON, NOT IN THE MORNING.

THEY DON'T REALLY KNOW WHAT TO DO WITH THEIR TIME UNTIL THEY HAVE, YOU KNOW, PROBABLY GONE A SEMESTER OR TWO OF TRIAL AND ERROR.

AND I THINK IF WE KNOW THAT WE SHOULD BEGIN OR CONTINUE, ACTUALLY, BECAUSE WE HAVE MADE SOME PROGRESS THERE ON SCHEDULING CLASSES IN A SIMILAR WAY, ENCOURAGING THE STUDENTS TO ENROLL IN A SIMILAR WAY AND NOT MAKE THE STUDENTS CHOOSE BETWEEN COMING TO CLASS OR HAVING TO WORK.

I KNOW REQUIRES A LOT OF COORDINATION, BUT BUT THE DATA IS CLEARLY SHOWING US THAT IF WE WANT TO REACH OUR GOAL.

WE ARE GOING TO HAVE TO DO THINGS DIFFERENTLY BECAUSE BASED ON THESE NUMBERS, WE HAVE REACHED THE LIMIT OF WHAT OUR CURRENT PRACTICES CAN DO FOR OTHER STUDENTS.

IT'S NOT WHAT WE'RE DOING ISN'T GOOD IS THAT WE HAVE BEGUN.

WE HAVE GOTTEN REALLY GOOD AT DOING IT, AND NOW WE HAVE TO GET TO THE NEXT STEP.

THE OTHER POWERFUL PIECE HERE UNITS RECOMMENDED IS AND THIS PART WAS I HAD READ IT IN RESEARCH AND I SEEN IT BEFORE, BUT THESE ARE BASICALLY ALL NUMBERS CERRITOS COLLEGE STUDENTS.

THEY DO EXACTLY WHAT DO WHAT DO WHAT WE TELL THEM TO DO.

THE THE SAY OF STUDENTS DON'T DO OPTIONAL IS VERY OLD.

THAT CAME OF SOME RESEARCH ON UT AUSTIN MAYBE 15 YEARS AGO, WHICH ESSENTIALLY SAYS THAT WHEN THE STUDENTS COME TO COLLEGE, THEY ARE EXPECTING US TO GUIDE THEM AND THEY WILL QUITE LITERALLY DO ANYTHING WE TELL THEM,

[01:15:03]

SO THIS DATA HERE SHOWS THAT IF WE TELL THEM TO TAKE 18 UNITS, THEY TAKE 18 UNITS, THAT IF WE TELL THEM TO TAKE SIX, THEY TAKE SIX. THE CURIOUS PART ABOUT THIS IS THAT THOSE WHO TAKE 15 UNITS ARE EQUALLY LIKELY TO PASS OR FAIL THEIR CLASSES AS THOSE WHO TAKE SIX UNITS. SO IT REALLY HAS NOT NECESSARILY AN IMPACT ON THE PERFORMANCE, BUT IT DOES HAVE AN IMPACT ON THE PROGRESSION THEY HAVE ON COLLEGE.

SO IF I TAKE 15 UNITS BECAUSE MY COUNSELOR TOLD ME SO AND I'M NOT GOING TO DO THE HOMEWORK, I AM EQUALLY LIKELY TO FAIL HALF OF THOSE CLASSES THAT IF I TOOK THE SIX, BECAUSE I'M STILL NOT GOING TO DO THE WORK VERSUS IF I'M GOING TO DO THE WORK.

AND I TOOK 15 UNITS OR TOOK SIX. I'M EQUALLY LIKELY TO PASS THOSE CLASSES.

SO. SO I THINK WE NEED TO LEAN A LITTLE BIT MORE ON THE DATA THAT WE'RE FINDING ON ON OTHER STUDENTS.

LOOK CLOSER AT THE COHORTS, THE THAT WE HAVE COME IN, BECAUSE THESE STUDENTS HAVE DIFFERENT PREFERENCES.

AND, AND WE HAVE BEEN LEARNING A LOT OF NEW THINGS SINCE THE PANDEMIC.

SO WE SHOULD ROLL THOSE OUT PROBABLY IN A LARGER SCALE.

AND LAST BUT NOT LEAST, IS VERY IMPORTANT TO KNOW THAT WHAT WE HAVE DONE HAS PRODUCED RESULTS, GOOD RESULTS, LIKE WE ARE IN A GOOD PLACE, BUT IT'S KIND OF LIKE WHEN YOU WORK OUT, YOU GET A WORKOUT.

THERE HAS BEEN SO GOOD THAT NOW YOU PLATEAU, YOU NEED SOMETHING DIFFERENT.

THAT'S WHERE WE ARE IN A IN A POINT IN WHICH OUR CURRENT PRACTICES NEED A LITTLE BOOST IN ORDER TO GET US TO THE NEXT STAGE.

SO THIS IS THE LENS WE'RE USING. WE'RE NOT USING A LENS THERE OR WE'RE NOT DOING WELL.

WE HAVE BEEN DOING WELL. BUT TO GET TO THAT GOAL, WE NEED TO LEAN ON WHAT WE HAVE LEARNED OF THOSE PROGRAMS. THEY HAVE ALREADY GOTTEN THERE. ANY OTHER QUESTIONS OR COMMENTS? I HAVE ONE MORE COMMENT. SO I THINK IT WOULD BE HELPFUL THEN, DOCTOR FIERRO, TO HAVE THIS COME BACK WHENEVER YOU'RE READY.

WHAT ARE THOSE RECOMMENDATIONS TO CHANGE THE PRACTICES? I MEAN THAT'S THE NEXT STEP. SO LIKE WHAT DO YOU AND YOUR TEAM THINK WE SHOULD BE DOING TO CHANGE THIS? AND I THINK THE OTHER THING, AGAIN, I WILL CONTINUE TO MAKE THE PLEA INVOLVING OUR K THROUGH 12 DISTRICTS IN THE MATH CHALLENGE BECAUSE, YOU KNOW, I MEAN, YOU ONLY NEED TWO YEARS OF MATH TO GRADUATE HIGH SCHOOL.

AGAIN, MOST STUDENTS, AFTER THEY FINISH THOSE TWO YEARS OF MATH, THERE'S NOBODY INTERESTED IN TAKING MATH, RIGHT? I MEAN, IT'S THE HIGH PERFORMING STUDENTS.

YES, BUT, YOU KNOW, THE REGULAR STUDENTS DON'T WANT TO CONTINUE TO TAKE MATH, YOU KNOW, AND I KNOW WE'VE DONE SOME, YOU KNOW, DIFFERENT THINGS TO, YOU KNOW, KIND OF WE'RE DOING STATISTICS INSTEAD OF, YOU KNOW, THE CALCULUS ROUTE. BUT AGAIN, YOU KNOW, A BUSINESS MATH.

BUT THERE HAS TO BE SOME SORT OF COORDINATION WITH THAT. SO MAYBE SHOWING SOME OF THIS DATA WHEN WE DO THE K THROUGH 12 BREAKFAST, YOU KNOW, SHOWING THEM AGAIN LIKE WHY IT'S SO IMPORTANT FOR THEM TO, YOU KNOW, REALLY ENCOURAGE STUDENTS TO CONTINUE ON THEIR MATH.

BUT I KNOW IT'S I MEAN, STUDENTS DON'T WANT TO DO IT. I MEAN, THEY'RE TEENAGERS, YOU KNOW, THEY WANT TO, YOU KNOW, TAKE THIS FEW CLASSES AS POSSIBLE NOW AND JUST, YOU KNOW, GO THE MINIMUM AMOUNT OF TIME AND GET OUT, YOU KNOW.

BUT AGAIN, I MEAN, YOU CAN SEE THAT, YOU KNOW, ESPECIALLY FOR THOSE WHO DON'T TAKE IT, TAKE A YEAR OFF, YOU KNOW, I MEAN, I WAS LAUGHING BECAUSE YOU WERE TALKING ABOUT THE ED PLAN.

SO I THINK EVERYONE KNOWS MY SON STARTED COLLEGE THIS YEAR AT UC SANTA BARBARA, AND HE DIDN'T WANT TO TAKE MATH.

RIGHT? HE WAS LIKE, NO, I'M NOT GOING TO TAKE CALCULUS.

AND I'M LIKE, FURIOUS, RIGHT? BECAUSE I'M LIKE, I KNOW THE DATA, RIGHT? I MEAN, I TELL THEM, LIKE, YOU KNOW, RESEARCH SHOWS THIS.

AND HE GOT VERY FRUSTRATED WITH ME AND HE'S LIKE, GET OUT OF MY BUSINESS. HE'S LIKE, I'M IN COLLEGE. I'M GOING TO PICK MY OWN CLASSES.

AND I WAS LIKE, NO, IT'S NOT GOING TO HAPPEN.

I SAID, YOU'RE GOING TO GO IN AND YOU'RE GOING TO DROP THE ANTHROPOLOGY CLASS AND YOU'RE GOING TO TAKE CALCULUS. I MEAN, ABSOLUTELY NO OBSESSIONS, BECAUSE IN MY MIND I'M THINKING, I DON'T EVEN CARE IF YOU DON'T PASS IT, BUT I WANT YOU TO BE ABLE.

AND I KNOW WHY. BECAUSE HE WAS SCARED. HE WAS. AND HE TOOK CALCULUS IN HIGH SCHOOL.

OKAY. SO AGAIN, THESE ARE LIKE, YOU KNOW, WELL PREPARED STUDENT WHO TOOK CALCULUS IN HIGH SCHOOL, DOESN'T WANT TO TAKE IT IN COLLEGE. RIGHT. BECAUSE HE KNOWS IT'S GOING TO BE A CHALLENGE.

HE KNOWS IT'S GOING TO BE HARD. AND SURE ENOUGH, IT IS.

AND I WAS TELLING DOCTOR FIERRO JUST BEFORE THIS MEETING, EVERY DAY HE'S IN THEIR SUCCESS CENTER ASKING THEM BECAUSE HE DOESN'T UNDERSTAND IT, YOU KNOW. SO AGAIN, LIKE CONTINUING TO WORK WITH OUR K THROUGH 12 PARTNERS BECAUSE IT IS REALLY AGAIN WE'RE SEEING YOU KNOW THAT THAT SCARED YOU KNOW BEING SCARED OF MATH YOU KNOW TRICKLES DOWN WAY PAST HIGH SCHOOL.

SO SO MAYBE. YEAH, MAYBE WHEN WE DO OUR BREAKFAST, WE CAN TALK A LITTLE BIT ABOUT THAT TOO.

SO. ANY OTHER COMMENTS? QUESTIONS? THANK YOU, DOCTOR ROCK.

I APPRECIATE I THINK IF ANYTHING, IT'S A BREATH OF FRESH AIR TO SEE ALL THIS DATA AND TO MAKE DECISIONS BASED ON DATA AND HAVE THESE GOALS.

[01:20:06]

I DID HAVE A QUESTION THOUGH. YEAH, I AGREE WITH BRINGING BACK THE YOU KNOW WHAT, OUR NEXT STEPS.

BUT ALSO YOU KNOW, SPEAKING TO FACULTY, WHEN WE LOOK AT THOSE WHAT MATH 100 THE PASSAGE RATE THEY'RE HORRENDOUS. RIGHT. AND MY CONCERN IS LIKE YOU'RE SAYING LIKE YOU NEED TO COME IN AND PASS.

BUT WHAT ARE WE DOING? LIKE AS AN EMERGENCY? LIKE HOW ARE WE ADDRESSING LIKE IF WE'RE HAVING PASSAGE RATES OF MATH 100 IN THE 20S, YOU KNOW, WHAT DO WE SAY ABOUT THE 70% OF THE CLASS? AND THAT'S MY CONCERN. LIKE SHORT TERM, LIKE, WHAT ARE WE DOING? BECAUSE YOU'RE RIGHT. IF THEY DIDN'T TAKE MATH FOR A WHOLE YEAR COMING IN, EVEN THOUGH IT'S MATH 100, THEY'RE FAILING.

AND NOW WE'RE LIKE PSYCHOLOGICALLY WE'RE IT'S JUST WE'RE CREATING THESE OBSTACLES THAT THAT I DON'T KNOW HOW TO ADDRESS.

YEAH. SO DOCTOR MIXON WILL HELP US WITH A COUPLE OF THE THINGS THAT WE'RE DOING.

BUT I WANT TO CLARIFY SOMETHING BECAUSE YOU MAY HAVE GOTTEN LOST ON THE SLIDE.

SO WHAT YOU SEE THERE ARE COMPLETION BY COHORT.

THAT IS NOT THE SUCCESS RATE OF MATH. SO A COMPLETION BY COHORT MEANS IF WE ALL CAME HERE TOGETHER ONLY 21% OF US TOOK ON PATHS. MATHEMATICS. THAT DOESN'T MEAN ALL OF US ENROLL, AND IT DOESN'T MEAN THAT ALL OF US ENROLL.

AND THOSE THAT ARE NOT PART OF THE 20 FAIL. SO THAT'S WHAT THAT NUMBERS MEAN.

THE REASON THAT WE MEASURING THAT NUMBER THAT WAY IS BECAUSE WE'RE TALKING ABOUT SUCCESS PER COHORT, NOT IN GENERAL. SO IN ORDER FOR US TO GRADUATE 50% OF OUR STUDENTS IN FIVE YEARS OR LESS, WE NEED TO MAKE SURE THAT OVER 50% OF THOSE STUDENTS COMPLETE AND PASS MATHEMATICS.

SO WE HAVE TO HAVE A COUPLE OF THINGS IN PLACE.

THE FIRST ONE, ENOUGH MATH CLASSES FOR THE STUDENTS TO TAKE TO PERSUADE ENOUGH STUDENTS TO TAKE THOSE CLASSES.

AND LAST BUT NOT LEAST, THE THEY ARE SUCCESSFUL IN THE CLASS.

SO SO I DON'T WANT TO I DON'T WANT TO LEAVE THE MESSAGE THAT THE SUCCESS RATE OF MATHEMATICS IS 21 OR 2%.

I CAN REMEMBER IT WAS 24, 24% BECAUSE IT'S THE COMPLETION RATE OF THE COHORT, THE ENTIRETY, AND SOME OF THOSE STUDENTS DID NOT TAKE MATHEMATICS DURING THAT PERIOD OF TIME.

SOME INDEED DID FAIL THE COURSE. BUT THAT DOESN'T MEAN THE 80% FAIL.

I THINK OUR COMPLETION RATE IS IN 40%, WHICH IS STILL NOT WHERE WE WANT TO BE, HOWEVER, IS IN THE 2040 THAT IS THERE.

BUT YOU MAY HAVE SOME COMMENTS ON, ON THE CURRENT PLANS.

I KNOW THE DOCTOR IS WORKING WITH OUR MATH DEPARTMENT TO, TO FIND ADDITIONAL SOLUTIONS.

SO JUST BY COINCIDENCE MICHAEL PAGE, DOCTOR PAGE SENT AN EMAIL SAYING THAT HE JUST ADDED ALMOST 500 SEATS MATH SEATS TO THE SPRING SEMESTER. IT'S A GOAL.

DOCTOR, PIERRO AND ROBIN AND I ARE TALKING ABOUT TRYING TO FIND ENOUGH MATH AND ENGLISH SEATS TO MAKE SURE THAT STUDENTS CAN GET IN THE FIRST YEAR.

SO WE JUST ADDED 500 12 SECTIONS, 40. SO 480 SEATS.

AND OUR DEAN IN LIBERAL ARTS IS FINDING SEATS FOR ENGLISH AS WELL.

SO THE FIRST THING IS THE OPPORTUNITY WILL BE THERE.

THE NEXT THING IS, AND I JUST CAN'T SAY ENOUGH GOOD THINGS ABOUT DOCTOR PAGE AND THE WORK THAT HE'S BEEN DOING WITH THE MATH DEPARTMENT AND THE I CAN'T SAY ENOUGH ABOUT THE MATH DEPARTMENT'S WILLINGNESS TO GET ENGAGED AND START DOING THESE THINGS.

SO THE FIRST THING, WE HAVE TWO BIG PROJECTS GOING RIGHT NOW THAT THAT THEY'RE WORKING ON.

THE FIRST ONE IS THEY'RE WORKING ON ONLINE MODULES THAT WILL SERVE AS JUST IN TIME TUTORING FOR EACH OF THE LEVELS OF MATH. AND WITH THE NEW AB 1705, THOSE LEVELS GET HIGH VERY FAST.

WE GO TO 112. THE BUSINESS MAJORS GO RIGHT INTO BUSINESS.

CALCULUS 116. STEM MAJORS GO INTO EITHER MATH 155, WHICH IS PRE-CALC, OR THEY GO INTO CALCULUS.

150 I'M SORRY. 170. I WILL SAY THIS FOR OUR MATH DEPARTMENT.

OUR OUR MATH. 155 OUR PRE-CALC WE'RE ONE OF THE FEW COLLEGES IN THE STATE THAT WHOSE PRE-CALCULUS COURSE WAS

[01:25:08]

AND AGAIN, THAT SPEAKS VOLUMES FOR THE INSTRUCTORS AND WHAT THEY'RE DOING IN THAT CLASS.

SO THAT FIRST IS JUST STUDENT SUPPORT. FACULTY CREATED STUDENT SUPPORT.

THE FACULTY NEED TO BELIEVE IN WHAT THE STUDENTS ARE DOING IN ORDER FOR THEM TO PUSH, PUSH THEM TOWARDS THAT KIND OF SUPPORT.

THE NEXT THING THAT WE'RE WORKING ON IS A MATH BOOT CAMP, SUMMER BOOT CAMP THAT WILL.

AND YOU DON'T HAVE TO BE AN INCOMING FRESHMAN TO TAKE THE BOOT CAMP.

STUDENTS CAN TAKE THIS BOOT CAMP, REFRESH THEIR MATH SKILLS AS OFTEN AS THEY WOULD LIKE, KEEP WORKING, KEEP WORKING. BUT IT'S A LOW STAKES MATH TRAINING MATH REFRESHER.

AND SO MY DOCTOR PAGE AND HIS MATH FACULTY ARE WORKING ON THOSE TWO PROJECTS RIGHT NOW, GETTING THEM UP AND RUNNING. AND I BELIEVE THAT WE'RE GOING TO START SEEING MOVEMENT IN THE IN THAT SUCCESS RATE.

WE'VE ALREADY STARTED SEEING IT. BUT AS WE AS THEY PUSH TOWARDS THESE IMPLEMENTING THESE PROGRAMS, I THINK WE'RE GOING TO JUST CONTINUE TO SEE IMPROVEMENT MORALE IN THE MATH DEPARTMENT IS HIGHER THAN IT'S BEEN IN A LONG TIME.

AND AGAIN, I CREDIT THAT TO MICHAEL PAGE AND THE WORK THAT HE'S DOING WITH THEM AND FOR THEM.

THANK YOU. THAT'S THAT'S GREAT. THANK YOU FOR THAT UPDATE BECAUSE IT SOUNDS PROMISING. THANK YOU SO MUCH. ANY OTHER QUESTIONS.

ALL RIGHT. SEEING NONE. THANK YOU SO MUCH EVERYBODY FOR THE PRESENTATION AND THE DATA.

NEXT WE'RE GOING TO MOVE TO OUR CONSENT CALENDAR.

WE HAVE ITEM THREE, FOUR, FIVE AND SIX CONSENT ITEMS OF OFFICE OF ACADEMIC AFFAIRS, OFFICE OF BUSINESS SERVICES, OFFICE OF HUMAN RESOURCES AND OFFICE OF STUDENT SERVICES.

WOULD ANYONE LIKE TO PULL AN ITEM? SORRY, IT'S STILL EARLY, RIGHT?

[3. Consent Items - Office of Academic Affairs]

[4. Consent Items - Office of Business Services]

[5. Consent Items - Office of Human Resources]

[6. Consent Items - Office of Student Services]

OKAY. CAN I GET A MOTION TO APPROVE? EXCLUDING 3.01 AND 3.03.

SO MOVED. CAN I GET A SECOND? SECOND. GREAT. ITEM PASSES AND THEN WE'LL DISCUSS 3.01 AND 3.030.

ROLL CALL. SORRY. WE'LL GET A ROLL CALL. VOTE BECAUSE TRUSTEE BIRKEY IS ONLINE.

SO ROLL CALL PLEASE. OKAY. SO THE MOTION IS TO APPROVE THE CONSENT AGENDA ITEMS IN 33.01 AND 3.03. THANK YOU. OKAY. STUDENT TRUSTEE LEE. YEAH.

TRUSTEE BIRKEY A TRUSTEE. GREEN. A TRUSTEE LEWIS A TRUSTEE.

LOU A TRUSTEE PACHECO IS ABSENT. TRUSTEE PEREZ A AND TRUSTEE SALAZAR A MOTION PASSES.

3.01 AND 3.03. IS THAT DOCTOR MIXON? YES. SO 3.01 IS A PROPOSAL BY THE ENGLISH DEPARTMENT TO WORK WITH THE FACULTY WHO HAVE BEEN TEACHING IN DUAL ENROLLMENT AND ENGLISH.

THE ENGLISH DEPARTMENT PROBABLY OFFERS THE GREATEST NUMBER OF DUAL ENROLLMENT COURSES BETWEEN ENGLISH 100 AND AND ENGLISH 103.

[3.01 Faculty Stipends for Dual Enrollment English Workgroup]

AND SO WHAT WHAT THEY'RE HOPING TO DO IS GATHER THE EXPERTISE OF THOSE FACULTY WHO HAVE BEEN TEACHING THE DUAL ENROLLMENT, LOOK AT THE LESSON PLANS, ASSIGNMENTS, AND PRACTICES, AND BUILD A REPOSITORY FOR NEW FACULTY WHO ARE COMING IN TO HELP GUIDE THEM WHEN THEY START TEACHING A DUAL ENROLLMENT COURSE.

SO I THINK IT'S A I THINK IT'S A REALLY GOOD IDEA FOR THE FOR THESE FACULTY TO ENGAGE IN THIS DISCUSSION. I THINK ALSO AT TIMES SOME OF THE DUAL ENROLLMENT FACULTY PROBABLY FEEL A LITTLE ISOLATED.

I THINK HAVING THIS COMMUNITY AND BEING ABLE TO TALK ABOUT SOME OF THESE CHALLENGES WILL BE HELPFUL ALSO.

SOUNDS GREAT. THANK YOU. ALL RIGHT. THIS IS RYAN HITCH.

HE'S BEEN DOING THIS FOR A FEW YEARS. HE SERVES AS A FACULTY LIAISON FOR DUAL ENROLLMENT.

[01:30:06]

SO HE MIGHT BE PROVIDING SOME GUIDANCE TO IN TERMS OF CONTENT FOR ENGLISH FACULTY, THOUGH,

[3.03 Faculty Liaison Stipend for Dual Enrollment Program]

WHAT DO GETTING REIMBURSEMENT FOR TRAVEL. AND EXPLAINING THE EXPECTATIONS OF THE FACULTY.

SO HE REALLY HE REALLY WORKS. HE SERVES AS A CONDUIT BETWEEN THE DUAL ENROLLMENT OFFICE AND THE FACULTY, AND BEING A FACULTY MEMBER WHO IS FAMILIAR WITH DUAL ENROLLMENT, HE'S ABLE TO TO BRIDGE THE TWO AND MAKE WHAT DUAL ENROLLMENT IS TRYING TO ACCOMPLISH CLEAR TO THE FACULTY ON THIS SIDE.

HE'S BEEN DOING THIS AGAIN FOR 3 OR 4 SEMESTERS, TWO, TWO YEARS, TWO YEARS, AND HE'S BEEN DOING AN EXCELLENT JOB.

EVERYBODY IS VERY HAPPY WITH HIS PERFORMANCE.

SO THANK YOU VERY MUCH. THAT'S WONDERFUL. I'M GLAD THAT WE'RE DOING SO WELL.

AND THAT SEEMS LIKE WE HAVE A REALLY GOOD SUPPORT FOR OUR FACULTY MEMBERS.

I HAD A QUESTION THOUGH, IN REGARDS TO THE FACULTY MEMBERS WHO ARE ABLE TO TEACH THIS RIGHT.

BECAUSE I THINK THAT'S STILL A LITTLE BIT OF A CHALLENGE, AT LEAST FROM A HIGH SCHOOL PERSPECTIVE.

RIGHT? BECAUSE MANY MOST OF OUR HIGH SCHOOL TEACHERS I KNOW THERE'S ONE. I SEE ONE WHO I KNOW WHO IS A HIGH SCHOOL TEACHER WHO IS ABLE TO TEACH THIS.

WHAT IS THE REASON WHY A HIGH SCHOOL TEACHER WHO HAS A MASTER'S DEGREE CAN'T TEACH THAT CLASS? LIKE A CERRITOS COLLEGE CLASS? WE WELCOME HIGH SCHOOL TEACHERS WHO MEET THE MINIMUM QUAL.

SO IF THEY HAVE A MASTER'S DEGREE IN ENGLISH.

SO THEY JUST HAVE TO MEET THE MINIMUM CALLS FOR THE PARTICULAR DISCIPLINE.

WE'RE TALKING ABOUT ENGLISH RIGHT NOW. IT COULD BE MATH, BUT IF THEY HAVE A MERCEDES WANTS TO SAY I WANT TO SAY ONE THING, THOUGH PHILOSOPHICALLY, WE WE THINK IT IS VERY GOOD TO HAVE THE HIGH SCHOOL INSTRUCTOR TEACHING AT THE HIGH SCHOOL.

AND SO IF THEY MEET THE MINIMUM CALLS, WE WANT TO UTILIZE THEM.

OKAY. WHO MAKES THESE MINIMUM QUALIFICATIONS? ON THAT NOTE, THE STATE CHANCELLOR'S OFFICE WITH THEIR MINIMUM CALLS WITH THE.

AS A FORMER K-12 PERSON, THE THE DISCREPANCY AND I SEE WHERE YOU'RE GOING WITH IT.

AND SO I DIDN'T WANT TO MISLEAD ANYBODY THAT'S LISTENING.

THE DISCREPANCY IS IS NOT THAT THEY'RE NOT QUALIFIED TO TEACH.

IT'S THAT THEY DON'T MEET THE MINIMUM QUALS BECAUSE THE MASTER'S USUALLY IN K-12 WILL LEAD TO LIKE A MASTER'S IN SECONDARY ED.

AND THEY'RE NOT NECESSARILY LIKE A MASTER'S IN, IN SPANISH VERSUS THE GENERAL EDUCATION REQUIREMENTS FOR THOSE TYPES OF MASTER'S.

AND SO THAT'S WHERE WE SEE SOME OF THE DISCREPANCY, WHICH IS WHY A LOT OF TIMES ALTHOUGH THEY CARRY BASIC MINIMUM QUALIFICATIONS, THEY DON'T GET PAST PAPER SCREENING BECAUSE THEY DON'T HAVE THE MASTER'S IN THE DISCIPLINE.

I WOULD LOVE TO HAVE SOME LEGISLATIVE INTENT THAT WOULD CHANGE THAT REQUIREMENT AND YOUR K-12 CREDENTIALING REQUIREMENTS.

AND PERHAPS IT'S TIME FOR, YOU KNOW, CHANGE. BUT I WILL STOP THERE.

YEAH. YEAH. SO I MEAN, I'M ALL FOR THAT. I MEAN, I THINK AGAIN, YOU KNOW, THERE'S JUST LOTS OF OPPORTUNITIES, I THINK, TO EXPAND THE TEACHING PROFESSION. SO I GUESS THAT'S I GUESS THAT'S MY THAT'S HOW I NEED TO EXPLAIN IT, BECAUSE WELL, COLLEEN'S HERE, AND SHE KNOWS ALL ABOUT MY TRIALS AND TRIBULATIONS AT MY FAVORITE SCHOOL DISTRICT AND MY FAVORITE HIGH SCHOOL.

AND, YOU KNOW, THAT WAS THE QUESTION, RIGHT? LIKE, WHY CAN'T, YOU KNOW, A BIOLOGY TEACHER TEACH THAT SAME TEACH LIKE, A CERRITOS COLLEGE. AND I THOUGHT I EXPLAINED IT RIGHT.

AND I THINK NOW YOU MADE IT EVEN CLEAR, LIKE, YOU HAVE TO HAVE A BIOLOGY MASTER'S DEGREE, TOO. YOU CAN'T JUST HAVE A BIOLOGY DEGREE AND THEN HAVE A MASTER'S.

I GUESS THEY DO LIKE A TEACHING CREDENTIAL. YOU USUALLY DO LIKE IN FIVE YEARS.

AND AGAIN, LIKE YOU PROBABLY KNOW ALL THIS STUFF TOO. I MEAN, I'M NOT AN EDUCATOR, BUT BUT.

YEAH. AND I WAS JUST TRYING TO EXPLAIN THEM. WELL, NO, KNOW BECAUSE THAT TEACHER HAS TO HAVE A DEGREE IN BIOLOGY, BECAUSE THAT IS WHAT ALLOWS THEM TO BE A COMMUNITY COLLEGE PROFESSOR, RIGHT? AND THAT IS BY ED CODE. OR IS THAT BY THE CHAIR OR WHAT IS IT BY.

SO WHAT'S THE CHANCELLOR'S HAS THE MINIMUM QUALIFICATIONS BOOKLET.

HOWEVER IT ALSO UNDER OUR TITLE FIVE REGULATIONS THERE'S LOCAL STANDARDS.

AND SO CERRITOS COLLEGE NOT ONLY HAS THE MINIMUM QUALIFICATIONS REQUIREMENTS, HOWEVER UNDER THE FACULTY HIRING PROCESS, THERE'S ALSO LOCAL MINIMUM QUALIFICATIONS BASED ON THE THE DISCIPLINE THAT WE WOULD BE HIRING FOR.

BUT THE KEY COMPONENT BETWEEN K-12 AND COMMUNITY COLLEGES, THE CREDENTIALING REQUIREMENTS THAT THAT REQUIRE YOU TO HAVE THE INSTRUCTIONAL

[01:35:03]

AND SO A LOT OF FOLKS MEET THE BACHELOR'S DEGREE REQUIREMENTS AND SUBJECT MATTER.

BUT THE MASTER'S DEGREE IN HIGHER ED IS IS I'M SORRY IN K-12 IS GOING TO BE SECONDARY ED GENERAL ED, MULTIPLE SUBJECTS EDUCATION, WHICH ARE GEARED TOWARD THE K-12 SETTINGS, WHICH IS WHY YOU HAVE THOSE DISTINGUISHING FACTORS.

SOME OF OUR FOLKS, IF WE HAD, FOR EXAMPLE, A FACULTY POSITION THAT IS IN ELEMENTARY EDUCATION, HAVE AT IT, BUT THAT WOULD BE BECAUSE OF THE SPECIFIC CRITERIA FOR THAT PARTICULAR DISCIPLINE.

IF YOU HAD A HIGH SCHOOL SPANISH TEACHER APPLYING FOR A SPANISH FACULTY POSITION HERE AT CERRITOS COLLEGE, UNLESS THEY HAD THE MASTER'S IN SPANISH, THEY WOULD NOT NECESSARILY MEET THE MINIMUM QUALIFICATIONS, REGARDLESS OF THE MASTER'S DEGREE, WHICH IS MOST LIKELY IN SECONDARY ED.

IS THAT THE SAME FOR THE CAL STATE AND UC SYSTEMS? THE CAL STATE AND THE UC SYSTEMS ARE ALSO GOING TO HAVE THEIR OWN CRITERIA, AND IT IS ALSO TYPICALLY A MASTER'S IN A DISCIPLINE.

ANY DISCIPLINE THOUGH, RIGHT? IT'S NOT. IT DOESN'T HAVE TO MATCH. EXACTLY. RIGHT. IT MAY NOT NECESSARILY MATCH EXACTLY. AND IT DEPENDS ON THE AGAIN, THE SUBJECT MATTER AND THE AREA OF DISCIPLINE THAT THEY ARE HIRING FOR SEEM LIKE THEY HAVE A LITTLE BIT MORE FLEXIBILITY IN WHO THEY CAN HIRE.

SO AGAIN, ANOTHER CALL TO POSSIBLY TAKE A LOOK AT THIS.

AND THE REASON, THE ONLY REASON I KNOW IS BECAUSE I'M TEACHING A CLASS AT CAL STATE LONG BEACH AND I DON'T HAVE MATCHING DEGREES.

I HAVE AN ENGINEERING UNDERGRAD AND I HAVE A MASTER'S IN PUBLIC POLICY, WHICH OBVIOUSLY DON'T MATCH AT ALL, BUT SOMEHOW I'M ABLE TO TEACH THERE, RIGHT? I MEAN, SO AGAIN, SOME SOME FLEXIBILITY, SOME FLEXIBILITY.

I DON'T, YOU KNOW, I MEAN, IT JUST SEEMS INTERESTING. JUST INTERESTING DISCUSSION.

SO. ONE THING I WOULD LIKE TO ADD LINES GETTING LONGER.

VERY. ONE OF THE DIFFERENCES BETWEEN THE CAL STATE SYSTEM AND THE COMMUNITY COLLEGE SYSTEM, AND WHY WE HAVE MORE STRINGENT MINIMUM QUALS IS FOR US.

YOU ARE NOT HIRED FOR A CLASS OR A COURSE OR HIRED FOR THE DEPARTMENT. SO IF WE HIRE YOU, YOU'RE ABLE TO TEACH PEOPLE THEORY AND SCIENCE, COMPARATIVE POLITICS, AMERICAN GOVERNMENT AT THE CAL STATE SYSTEM.

IN MANY CASES, YOU'RE HIRED FOR THIS ONE COURSE.

RIGHT. AND SO THAT'S THE DIFFERENCE. AND SO ONE OF THE REASONS WHY, ESPECIALLY WHEN CERRITOS COLLEGE FACULTY, WHY WE'RE KIND OF PROTECTIVE ABOUT WHO'S ENTERING THE DEPARTMENT IS WE CAN'T JUST HIRE THEM FOR DUAL ENROLLMENT, BECAUSE AT A CERTAIN POINT THEY'RE GOING TO GET SENIORITY. AND THEY CAN SAY, I WANT TO TEACH THE POLITICAL THEORY CLASS, RIGHT. AND SO THERE'S THAT COMPONENT AS WELL.

SO AS WE'RE HAVING THESE DISCUSSIONS ABOUT MINIMUM QUARLES, THAT'S WHERE IT GETS KIND OF COMPLICATED.

RIGHT. BUT I AGREE WITH YOU. I THINK IF WE KIND OF HAD THE MINIMUM QUARLES THAT YOU SEE AT THE CAL STATE SYSTEM, THE ETHNIC STUDIES COMPONENT THAT CAME OUR WAY WOULD HAVE BEEN EASIER TO TO FIX AND TO HIRE PEOPLE TO TEACH THESE COURSES BECAUSE THEY HAVE LESS STRINGENT MINIMUM CALLS THAN WHAT WE HAVE TO DEAL WITH. SO HOPEFULLY THAT HELPS.

I JUST WANT TO HIRE. THEM. THAT'S MY IDEA. THAT'S MY IDEA.

OKAY. THANK YOU VERY MUCH. YES, MA'AM. SO I WILL BEGIN THIS NUMBER FIVE.

AND I KNOW HOW MUCH MY DISTRICT, THE ABC, THEY VALUE THE WORK.

AND YOU KNOW HOW MUCH THEY TELL ME THIS IS SO GOOD.

SO I WANT TO TAKE THIS OPPORTUNITY TO THANK FOR ALL THE FACULTY WHO TEACH TO ENROLL.

THEY REALLY MAKE A DIFFERENCE FOR THE STUDENTS.

AND 200 IS TOO LITTLE IF YOU WANT TO INCREASE.

I GO FOR THAT. OKAY. THANK YOU. SO I'LL LET THEM KNOW.

YEAH. THANK YOU. WE APPRECIATE THAT. THANK YOU DOCTOR MIXON.

ALL RIGHT. SO CAN I GET A MOTION TO APPROVE 3.01 AND 3.03, PLEASE? SO MOVED. A SECOND. SECOND. THANK YOU. COULD WE GET A ROLL CALL? VOTE, PLEASE? STUDENT TRUSTEE LEE. AYE. TRUSTEE.

BIRKEY. AYE. TRUSTEE. GREEN. AYE. TRUSTEE. LEWIS.

AYE. TRUSTEE. LU. TRUSTEE. PACHECO IS ABSENT.

TRUSTEE. PEREZ I AND TRUSTEE. SALAZAR. AYE. MOTION PASSES.

GREAT. THANK YOU. SO, THE NEXT SECTION IS INFORMATION ITEMS 7.01 THROUGH 7.06.

WE WILL RECEIVE AND FILE THOSE ITEMS. THE NEXT ITEM.

ADMINISTRATIVE ITEMS 8.01 CONSIDERATION OF ADOPTION OF RESOLUTION NUMBER 24 1016D IN RECOGNITION OF DOMESTIC VIOLENCE AWARENESS MONTH.

[7. Information Items]

[8.01 Consideration of Adoption of Resolution No. 24-1016D in Recognition of Domestic Violence Awareness Month]

[01:40:09]

ONE OF THE THINGS THAT HUMAN RESOURCES IS TRYING TO DO IS DO MORE RESOLUTIONS THAT IDENTIFY KEY AREAS OF INTEREST TO OUR INSTITUTION IN RELATION TO DIVERSITY.

DOMESTIC VIOLENCE IS ULTIMATELY TIED TO GENDER DIVERSITY, AND SO WE WANTED TO MAKE SURE THAT WE ARE RECOGNIZING THE NEED TO ENSURE THAT WE ADDRESS DOMESTIC VIOLENCE THROUGH SOME OF THE SERVICES THAT WE PROVIDE IN HR, AS WELL AS STUDENT HEALTH SERVICES, AND AS WELL AS TO AUGMENT THE INCREASING NEED FOR MENTAL HEALTH AWARENESS AND SEXUAL ABUSE AWARENESS.

AND SO THOSE ARE ALL AREAS THAT FALL UNDER DIFFERENT MONTHS.

WE WANTED TO ENSURE THAT WE STARTED A MONTHLY CAMPAIGN TO ADDRESS DIFFERENT AWARENESS ISSUES.

SO YOU'LL SEE MORE AND MORE RESOLUTIONS COMING OUT OF H.R.

THIS BEING OUR FIRST STEP, WE ARE WORKING ON THE NOVEMBER 1ST, WHICH WILL BE THE INDIGENOUS PEOPLES RECOGNITION.

AND SO AFTER THAT WE WILL BE CONTINUOUSLY DOING A CYCLE OF VARIOUS OTHER RECOGNITIONS.

THESE ARE ALL TIED TO OUR EEO PLAN. OKAY. ANY QUESTIONS OR COMMENTS? THANK YOU. CAN I GET A MOTION TO APPROVE THE.

OKAY. CAN I GET A SECOND? SECOND. ROLL CALL. VOTE, PLEASE.

STUDENT TRUSTEE LEE, I TRUSTEE BIRKEY I TRUSTEE LEWIS I TRUSTEE LOO I.

TRUSTEE PACHECO IS ABSENT. TRUSTEE PEREZ. YES.

TRUSTEE SALAZAR I AND TRUSTEE GREEN I. MOTION PASSES.

GREAT. THANK YOU. NOW WE'LL MOVE ON TO REPORTS AND COMMENTS FROM DISTRICT OFFICIALS.

WE'LL START WITH TRUSTEE PEREZ. THANK YOU VERY MUCH.

JUST A FEW COMMENTS. I'LL START FOR THE MOST, I GUESS THE MOST LONG AGO.

A COUPLE OF WEEKS AGO, I WENT TO MY OCT BOARD MEETING AND WE HAD AN EXCELLENT WORKSHOP ON IMPLICIT BIAS WITH DOCTOR BULL.

[9.01 Reports and Comments from District Officials]

RIGHT. DIVERSITY. IT WAS AMAZING. SO I WOULD LOVE TO SEE IF YOU GUYS COULD DO THE IMPLICIT BIAS WORKSHOP.

HE REALLY TALKS ABOUT IT. AND REALLY IT WAS VERY, VERY GOOD.

SO, YOU KNOW, I WOULD HIGHLY RECOMMEND ANDREA GETTING IN TOUCH WITH HIM TO DO THE IMPLICIT BIAS WORKSHOP WITH OUR OUR BOARD, AND WE DID IT WITH OUR OCT BOARD. IT WAS REALLY, REALLY GOOD.

IT WAS A VERY HANDS ON LEARNING AND EVERYBODY REALLY ENJOYED IT.

AND WE'RE NEXT WEEK, WE'RE GOING TO THE ACT CONFERENCE.

AND WE'RE GOING TO BE DOING A PRESENTATION ON THE COLLEGE'S GO PASS PROGRAM.

SO WE'LL BE DOING THAT NEXT WEEK. AND YESTERDAY I PARTICIPATED WITH SEVERAL OF OUR LOCAL LEADERS ON A CIVIC PARTICIPATION PANEL.

AND I JUST WANTED TO THANK DOCTOR SUNDAY AND ANDREA AND TONY AND EVERYBODY PUT TOGETHER.

IT WAS REALLY GREAT TO PARTICIPATE WITH THE STUDENTS AND TRY TO ENCOURAGE THEM TO, YOU KNOW, MORE CIVICALLY ENGAGE. AND THEN JUST TONIGHT, I KNOW WE MISSED IT BECAUSE WE WERE AT OUR MEETING, BUT TONIGHT WAS THE FIRST VIRTUAL MEETING FOR CERRITOS COMPLETE.

SO I THINK CHERYL IS GOING TO SEND US THE FLIER WITH ALL THE DIFFERENT DATES.

SO AGAIN, TO PLEASE TRY TO PROMOTE IT TO OUR COMMUNITY MEMBERS.

IT WAS A VIRTUAL ONE. AND I THINK THE IN-PERSON ONE, THE FIRST ONE WAS IN NOVEMBER.

SO I KNOW LAST YEAR WE HAD A REALLY, REALLY GOOD ATTENDANCE AT THE IN-PERSON CERRITOS COMPLETE.

AND AGAIN, YOU KNOW, JUST TO EMPHASIZE, YOU KNOW, EVERYBODY YOU SPEAK TO, THEY HAVE TO FOLLOW ALL THE STEPS.

YOU KNOW, THEY JUST CAN'T SHOW UP TO CERRITOS COLLEGE NEXT FALL AND BE LIKE, OH, I WANT FREE COLLEGE.

BUT I STILL, YOU KNOW, REALLY GOOD JOB. I ALSO HAD A GREAT VISIT WITH ROBIN A FEW WEEKS AGO WHEN WE TALKED AT WHERE DID WE TALK? OH, STATE OF THE CITY OF BELLFLOWER, WHICH WAS VERY NICE. AND SHE WAS TELLING ME ALL ABOUT THE CERRITOS COMPLETE INITIATIVE THAT THEY'RE LEADING AT BELLFLOWER HIGH SCHOOL.

VERY, VERY EXCITING. SO BELLFLOWER HIGH SCHOOL THE COLLEGE IS SENDING OUR EMPLOYEES TO.

IS IT ENGLISH OR GOVERNMENT CLASS? I CAN'T REMEMBER WHICH CLASS. BOTH ENGLISH AND GOVERNMENT CLASSES. FOR EVERY SINGLE HIGH SCHOOL SENIOR AT BELLFLOWER HIGH SCHOOL.

AND TRYING TO GET THEM TO GO THROUGH ALL THE CERRITOS COMPLETE STEPS BY THE END OF THE PERIOD.

AND THEN WHEN THEY DECIDE THEY CAN EASILY ENROLL OR THEY CAN GO SOMEWHERE ELSE.

BUT AGAIN, I THINK THE WHOLE IDEA IS TO GET EVERY SINGLE HIGH SCHOOL STUDENT AT BELLFLOWER HIGH SCHOOL AND CERRITOS COMPLETE READY.

SO THAT'S REALLY EXCITING. I'M REALLY EXCITED TO SEE THE NUMBERS AND THE DATA AND TO WELCOME SO MANY OF THEM.

HOPEFULLY NEXT FALL WHEN THEY COME TO CERRITOS COLLEGE.

THAT'S IT. THANK YOU. THANK YOU. TRUSTEE PEREZ TRUSTEE GREEN.

HI. YES. I BELIEVE IT WAS THIS WEEK. YES, I WAS ABLE TO ATTEND THE DOWNEY UNIFIED SCHOOL DISTRICT,

[01:45:08]

AND SO THE SUPERINTENDENT DID SPEAK ON THAT. DOCTOR GARCIA SO IT WAS JUST WONDERFUL TO HEAR HIM ACKNOWLEDGE CERRITOS COLLEGE AND THE WORK THAT WE ARE DOING TOGETHER IN PARTNERSHIP WITH DUAL ENROLLMENT.

I WAS ALSO ABLE TO ATTEND THE 80S CONFERENCE, WHICH IS THE ALL AFRICAN DIASPORA EDUCATION SUMMIT IN GHANA, AND I CAN'T WAIT TO INFORM YOU OF THE TRANSFORMATIVE EXPERIENCE THAT WAS HAD THERE. DURING THE TIME WE SPENT, I WAS THERE WITH DOCTOR PHARAOH.

BUREAU. DOCTOR SALAZAR. DOCTOR LU, AS WELL AS SOME OF OUR FACULTY AND STAFF HERE AT CERRITOS COLLEGE.

BUT AGAIN, NEXT MONTH WE WILL SHARE THE GREAT EXPERIENCE, SHARE MORE ABOUT THE GREAT EXPERIENCE THAT WE HAD.

THAT'S IT. THANK YOU. TRUSTEE GREEN. TRUSTEE LEE.

SO I JUST WANT TO BRING THIS. SO I HEARD FROM STUDENTS WHO ARE IN NURSING, CHILDCARE AND PHYSICAL THERAPIST AND, LIKE, IN THAT AREA, YOU KNOW, LIKE HOW IN, LIKE WHERE THEY THEIR, THEIR BUILDING ARE, LIKE, IT'S REALLY FAR FROM THE CENTER OF THE CAMPUS.

SO THEY WERE KIND OF LIKE COMPLAINING THAT THEY'RE LIKE THE THERE'S NOT ENOUGH VENDING MACHINES AND THERE'S NOT LIKE ENOUGH FOOD LIKE THAT. THEY CAN, LIKE THEY CAN GET, ESPECIALLY DURING NIGHT CLASSES.

AND I CAN SEE LIKE HOW THAT IS LIKE SEEING HOW THEY DO HAVE TO LIKE, WALK PRETTY FAR TO GO CAMPUS TO GET LIKE VENDING MACHINE FOOD.

AND IT'S PRETTY DANGEROUS AT NIGHT. SO I WAS HOPING THAT MAYBE TAKE IN CONSIDERATION TO LIKE GET VENDING MACHINES OR I KNOW LIKE THEY THEY WERE CASSIDY CORNER WAS THERE BUT THEY CLOSED DOWN.

SO MAYBE WE CAN OPEN A NEW ONE. BUT YEAH, JUST SOMETHING TO TAKE IN MIND.

AND ALSO SO I'M IN I'M PART OF PSYCHOLOGY CLUB AND THEY SAID WHAT PSYCHOLOGY CLUBS DO IS THAT THEY HAVE A LOT OF LIKE SERVICES ON CAMPUS, COME IN AND TALK TO STUDENTS ABOUT AND INFORM THEM WHAT SERVICES THEY PROVIDE.

AND ONE OF THEM WAS STUDENT HEALTH SERVICES, AND THEY WERE REALLY GREAT.

AND ONE OF AND THEN I FORGOT WHO THE SPEAKER WAS, BY.

HER LAST NAME WAS WILLIAMS, AND SHE WAS LIKE PROPOSING THIS PROGRAM, THIS MENTAL HEALTH PROGRAM.

IT'S LIKE IT'S KIND OF LIKE IN THE WORKS. IT'S JUST NOT LIKE IT'S NOT LIKE SET IN STONE YET.

SO IT'S BASICALLY THIS MENTAL HEALTH PROGRAM WHERE STUDENTS WHO ARE INTERESTED IN MENTAL HEALTH CAN CAN BE, CAN HAVE PAID TRAINING TO TO HELP STUDENTS, OTHER STUDENTS AS CERRITOS COLLEGE WHO HAVE WHO IS DEALING WITH MENTAL HEALTH ILLNESS OR DISORDERS OR CRISIS AND BECAUSE THEY DID A SURVEY, WHERE DID A SURVEY WHERE THEY ASKED STUDENTS WHO WOULD YOU BE MORE COMFORTABLE WHEN TALKING ABOUT YOUR MENTAL HEALTH? AND THEY SAID THEIR PEERS. SO I WAS THINKING, I KNOW THERE'S LIKE A LOT OF LIKE, LIKE OTHER MENTAL HEALTH PROGRAMS AT CERRITOS, BUT THAT'S MORE LIKE CATERED TO LIKE OTHER PEOPLE, NOT AT CERRITOS COLLEGE.

SO JUST SOMETHING TO KEEP IN MIND. THEY I WAS I REACHED OUT TO THEM TALKING ABOUT THAT, BUT THEY HAVEN'T RESPONDED YET SO HOPEFULLY THEY CAN.

SO YEAH. ALSO I WANT TO TALK ABOUT CIVIC ENGAGEMENT.

I KNOW DOCTOR SANDY OBOZUWA DOES A REALLY GREAT JOB TRYING TO GET STUDENTS TO GO AND OUT AND VOTE.

AND I ALSO WANT TO I ALSO WANT TO ALSO I'M SORRY.

SO LIKE THE IMPORTANCE OF HAVING STUDENTS ALSO ENGAGE IN STUDENT GOVERNMENT ALSO LIKE KIND OF CONNECTS TO THEM VOTING IN, YOU KNOW, LIKE IN REAL LIFE POLITICS, BECAUSE IF THEY PRACTICE, YOU KNOW TAKING IN LIKE WHAT WHO, WHO THEY'RE VOTING FOR AND THEIR STUDENT GOVERNMENT, WHAT THEIR QUALITIES ARE IF THEY'RE SUITABLE TO BE PROVIDING, YOU KNOW, PROVIDING THE SERVICES FOR THE STUDENTS.

I FEEL LIKE THAT THIS WILL PROVIDE THEM MORE CIVIC ENGAGEMENT.

[01:50:03]

WE DON'T WORK FOR THEM, YOU KNOW WHAT I MEAN? SO, YEAH. YES. THAT'S ALL. THANK YOU. TRUSTEE TRUSTEE LEWIS.

THIS SATURDAY IS THE ANNUAL LOVE LA MIRADA EVENT, WHERE MANY IN OUR COMMUNITY AND SOME FROM OUTSIDE.

IF YOU WANT TO COME HELP PAINT SOME HORSE RAIL FENCES OR MEET WITH OUR SENIORS.

AND THERE'S A NUMBER OF SMALL PROJECTS TO SHOW HOW MUCH WE CAN LOVE OUR COMMUNITY.

SO COME ON BY, WE WILL BE READY TO PUT YOU TO WORK.

THANK YOU, THANK YOU. TRUSTEE LEWIS TRUSTEE TRUSTEE LIU.

I ALSO ATTEND THE ADDRESS CONFERENCE, BUT WE WILL SHARE NEXT MONTH.

BUT THERE'S ONE THING I WANT TO POINT OUT IS WHEN I WAS IN GHANA, I DISCOVERED MANY OF THE DETAILED HISTORICAL DETAILS AND FACTS THEY WERE MISSING FROM MY HISTORY EDUCATION.

ALL RIGHT. I DIDN'T KNOW THAT. SO I THINK AS YOU AS AN EDUCATOR, I BELIEVE IT IS VERY IMPORTANT.

HISTORY HAS TO BE VIEWED FROM MULTIPLE PERSPECTIVES.

THANK YOU. THANK YOU. TRUSTEE LIU TRUSTEE BIRKEY.

DO YOU HAVE A REPORT? YEAH. REALLY APPRECIATE EVERYTHING THAT WE TALKED ABOUT TONIGHT.

AND I WISH I COULD BE THERE IN PERSON. REPORTING IN HERE FROM HARVARD UNIVERSITY TONIGHT.

AND REPRESENTING OUR OUR GREAT COLLEGE. I I APPRECIATE THE WORK THAT WE'RE DOING IN THAT AREA.

UPCOMING IN BELLFLOWER, WE HAVE A NUMBER OF EVENTS, INCLUDING A DUTCH CULTURAL EVENT ON NOVEMBER 2ND.

AND AS WELL AS A DIA DE MUERTOS, WHICH IS HAPPENING ON THE SAME DAY.

THAT CONCLUDES MY REPORT. THANK YOU. TRUSTEE BIRKEY.

DOCTOR FIERRO ABOUT MIDNIGHT. WE'RE TRUSTEE BIRKEY IS.

SO THANK YOU FOR HANGING AROUND. I SAW I DON'T KNOW IF THIS WAS ON PURPOSE OR NOT, ANDREA, BUT I SAW ON THE BACK OF THE COMPUTER A BIT AGO THAT THE DODGERS SCORE WAS SHOWING.

SO I SUPPOSE YOU WERE TRACKING THE GAME. SO A A0 DODGERS ONE.

JUST IN CASE YOU MISSED THE DISPLAY ON THE LOWER BAR OF THE COMPUTER.

SO WE HAVE A FEW THINGS, MORE THAN A FEW THINGS THAT ARE GOING INCREDIBLY WELL AT CERRITOS COLLEGE.

SO $3 MILLION, TITLE FIVE GRANT HISPANIC SERVING INSTITUTION TO INCREASE STUDENT SUCCESS IS THE FIRST TITLE FIVE GRANT THAT WE HAVE GOTTEN IN PROBABLY TWO DECADES OR MORE.

IT'S A REALLY GOOD WAY TO GET US STARTED AGAIN ON GETTING FEDERAL GRANTS.

THIS GRANT PARTICULARLY FOCUSED ON DUAL ENROLLMENT, VERY APPROPRIATE TO GIVEN THE TOPIC THAT WE WERE DISCUSSING.

AND OR GOAL, OF COURSE, IS TO CONTINUE TO ENHANCE THE OPPORTUNITIES FOR OUR STUDENTS TO CONTINUE TO EXCEL IN OUR INSTITUTION. CANNOT SAY IT ENOUGH TIMES. HOW PROUD I AM OF OUR ENTIRE CAMPUS COMMUNITY FOR THE SEAL OF EXCELLENCE. IT TOOK US, I THINK, THREE YEARS, THREE TRIES.

I TO DO IT RIGHT. I'LL CONSIDER TWO TRIES. THE FIRST ONE WAS MORE OF A LEARNING OPPORTUNITY RATHER THAN A FULL TRY. SO, SO I THINK IT SHOWS THE AMOUNT OF WORK THAT IS GOING ON ON THIS CAMPUS AT ALL LEVELS.

THIS IS NOT SOMETHING THAT YOU GET BY LOVING PEOPLE, INFLUENCING PEOPLE.

THIS IS SOMETHING THAT YOU GET BY SHOWING YOUR WORK.

WE TALK ABOUT MATHEMATICS EARLY ON. THAT'S HOW YOU PASS MATHEMATICS.

SHOW ME YOUR WORK, NOT JUST THE ANSWER. AND AND WE DID.

WE SHOW OUR WORK. THEY LOOK AT OUR DATA. THEY LOOK AT OUR DOCUMENTS.

AND THEY SAID, YES, YOU ARE MAKING SIGNIFICANT PROGRESS.

THE GOOD AND THE BAD PART OF GETTING THIS IS THAT WE HAVE TO CONTINUE TO IMPROVE.

THIS IS NOT A CERTIFICATION THAT YOU GET ONCE AND THEN YOU GET TO DISPLAY IT FOR A LIFETIME.

YOU HAVE TO RENEW IT EVERY FOUR YEARS AND SHOW CONTINUOUS IMPROVEMENT ON YOUR PERFORMANCE.

[01:55:04]

BUT IN ORDER TO GET BETTER, THERE ARE THINGS THAT WE NEED TO DO BETTER AND HOW WE GET BETTER.

LOOKING AT OUR PERFORMANCE, LOOKING AT OUR DATA CLOSELY AND MAKING COMMITMENTS AND CLOSING THOSE GAPS THAT WE HAVE DISCOVERED.

THE DAY BEFORE YESTERDAY, WE RECEIVED CERTIFICATION A CERTIFICATION IN WHICH WE WERE BEING TEMPORARILY OR GIVEN SECOND, PROVISIONALLY. PROVISIONALLY. THANK YOU.

PROVISIONALLY APPROVED TO OFFER OR SECOND BACCALAUREATE DEGREE ON EITHER WORK OR SUPERVISION.

WE ARE NOW MOVING TO THE INTERSEGMENTAL REVISION, WHICH IS WHEN THE CSUS AND UCS KIND OF LOOK AT OUR PROGRAM AND TRY TO SEE WHETHER OR NOT IT'S DUPLICATION. WE HAVE HAD TREMENDOUS AMOUNT OF WORK DONE ON THIS CAMPUS TO BE ABLE TO PUT THIS TOGETHER.

THIS IS A VERY INNOVATIVE PROGRAM ADDRESSING A VERY SPECIFIC SEGMENT OF OUR POPULATION.

AND OUR AREA OR SERVICE AREA HAS A LOT OF UNION WORKERS THAT COULD POTENTIALLY BENEFIT FOR ACQUIRING THIS DEGREE AND GETTING CAREER ADVANCEMENT. I'LL HAVE TO ALSO THANK SENATOR NEWMAN CHAIR OF THE HIGHER ED COMMITTEE ON THE SENATE SIDE OF THE HOUSE, BECAUSE HE HAD BEEN BEHIND OF THIS PROGRAM FROM DAY ONE.

HE HAS BEEN A CHAMPION FOR IT WAS ABLE TO MAKE TO TO WRITE A RECOMMENDATION LETTER AND SPEAK AT THE CHANCELLOR'S OFFICE AND EXPLAIN HOW THIS PROGRAM DOES HELP OUR LOCAL COMMUNITY AND THE POTENTIAL THAT THIS PROGRAM HAS MOVING INTO THE FUTURE.

SO I'M VERY EXCITED TO TO LOOK AT THIS AND CONTINUE TO PLAN IN THE EXPANSION OF OUR BACCALAUREATE DEGREE PROGRAMS. WE ALSO RECEIVED CERTIFICATION OR A NOTIFICATION FROM THE THE US DEPARTMENT OF EDUCATION.

AND WE ARE ONE OF 100 COLLEGES IN THE, IN THE, IN THE COUNTRY.

FOR CONTEXT, AT ABOUT 1200 COMMUNITY COLLEGES IN THE COUNTRY, AND WE ARE ONE OF 100 THAT WERE INVITED TO APPLY TO THE POST-SECONDARY SUCCESS RECOGNITION PROGRAM. AGAIN, THEY LOOK AT IT ON DATA.

THEY LOOK AT THE WORK THAT WE'RE DOING. WE HAVE NO SAY ON ANYTHING THAT HAPPENS THERE.

AND IF WE PASS THE THE STANDARD, THEY THEY INVITE US TO APPLY.

SO THIS IS A REALLY GOOD OPPORTUNITY FOR US TO CONTINUE TO HIGHLIGHT AND ELEVATE THE GOOD WORK THAT IS BEING DONE.

NATIVE PLANT SANCTUARY. THE OFFICIAL OPENING IS OCTOBER 26TH, BETWEEN 10 A.M.

TO 12 P.M.. FREE FOOD FOR THE FIRST 50 PEOPLE.

SO IF YOU ARE HUNGRY, SHOW UP FIRST. THEY WILL BE FEEDING YOU BETWEEN, I'M ASSUMING 10 A.M.

AND 1005. BUT THE PROGRAM GOES UNTIL NOON. AND LAST BUT NOT LEAST, I HAD A GREAT TIME TODAY DURING A STUDENT CONVOCATION. KATHY WAS THERE, AND WE HAD, I DON'T KNOW HOW MANY STUDENTS ALMOST A FULL ROOM, BUT WE WE HAD A REALLY GOOD CONVERSATION ABOUT THE IMPORTANCE OF GOING TO COLLEGE AND HOW PLANNING FOR YOUR FUTURE, FUTURE SELF MAKES SENSE. AND WHEN WE TALK ABOUT PLANNING FOR OUR FUTURE SELVES, WE USUALLY THINK THE 50 YEARS OR 40 YEARS OR 20 YEARS DOWN THE ROAD IS A VERY, VERY LONG TIME. I USED TO THINK THAT WAY, AND NEXT THING I KNEW, I WAS THERE AND DOING THAT.

PLANNING TAKES A LOT OF EFFORT AND SOMETIMES RECOGNITION THAT WE'RE NOT GOING TO BE YOUNG THE REST OF OUR LIVES.

SO WE HAVE A VERY RICH CONVERSATION ABOUT COMPLETING COLLEGE, COMPLETING COLLEGE ON TIME THE TYPE OF DEGREES THAT WILL PROVIDE DIFFERENT TYPE OF INCOMES. THE, THE, THE MONEY THAT YOU WILL MAKE OVER A LIFETIME, DEPENDING OF THE TYPE OF DEGREE THAT YOU GET.

WHY GOING TO A SCHOOL IS AN INVESTMENT, AND YOU SHOULD MAXIMIZE EVERY TIME THAT YOU ARE IN THE CLASSROOM OR PARTICIPATING IN, IN CAMPUS COMMUNITIES. WE TALKED ABOUT THE IMPORTANCE OF GETTING IT PLANS, THE IMPORTANCE TO TAKE THE EXTRA CLASS, AND AT THE SAME TIME WE HAD SOME FUN. WE PLAY A COUPLE OF GAMES SIMILAR TO WHAT WE DID DURING OUR CAMPUS CONVOCATIONS.

AND MANY STUDENTS GOT TO GO TO THE BOOKSTORE WITH GIFT CARDS.

I BELIEVE $125 CREDIT TO THE BOOKSTORE SO THEY CAN GET THEIR TEXTBOOKS AND MATERIALS THAT THEY NEED FOR THE REST OF THE SEMESTER.

SO THANK YOU EVERYONE FOR THE INCREDIBLE WORK.

IT TAKES THE ENTIRE CAMPUS COMMUNITY TO GET US WHERE WE ARE.

AND AND IT SEEMS THE A LOT OF PEOPLE ARE SEEING THAT WE ARE MAKING A DIFFERENCE FOR OTHER STUDENTS.

[02:00:07]

WE HAVE TWO ITEMS 10.01 CONFERENCE WITH LABOR NEGOTIATORS AND 10.02 CONSIDERATION OF GRADE GRIEVANCE.

091124 SEE? WILL THERE BE A READOUT? NO. NO READOUT.

[10. Closed Session]

THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.