Oct 01, 2025 Board Meeting

[00:00:01]

OPEN SESSION AGENDA. THAT WAY WE CAN GET GOING UNTIL OUR FOURTH TRUSTEE.

WE NEED FOUR TRUSTEES TO BE PRESENT IN ORDER TO VOTE.

OKAY. ALL RIGHT. SO CAN I OPEN? YES. YES. OKAY.

I CALLED THE MEETING TO ORDER. ROLL CALL. VOTE.

[1.01 Roll Call]

DOCTOR DON GREEN WILL BE ARRIVING SHORTLY. BOARD CLERK ZURICH LEWIS PRESENT.

TRUSTEE JAMES CODY BIRKEY WILL BE ARRIVING SHORTLY.

TRUSTEE. DOCTOR SHIN LIU. YEAH. PRESENT. TRUSTEE MARIANA RIOS WILL BE ARRIVING SHORTLY.

TRUSTEE. DOCTOR SANDRA SALAZAR IS ABSENT. STUDENT TRUSTEE GUSTAVO SANCHEZ PRESENT.

AND PRESIDENT. SUPERINTENDENT FIERRO PRESENT.

[1.02 Pledge of Allegiance]

PLEASE STAND IF YOU'RE ABLE. READY TO GO? 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. WOULD ITEM 1.03 AGENDA ORGANIZATION.

[1.03 Agenda Organization]

DO WE HAVE ANY? AUDIENCE? YEAH. SO WE'LL WAIT FOR THE COMMENTS FROM THE AUDIENCE.

OKAY, SO THEN WE'LL WAIT FOR THE COMMENTS FOR THE AUDIENCE.

NOW WE'RE MOVING ON TO ITEM 1.05. REPORTS AND COMMENTS FROM CONSTITUENT GROUPS.

I'D LIKE TO CALL UPON TERRANCE MULLINS, FACULTY SENATE PRESIDENT.

OKAY. DOCTOR WILLIAM MITTENDORF CERRITOS COLLEGE A FACULTY FEDERATION ALSO.

OKAY. IRLANDA LOPEZ, CALIFORNIA SCHOOL EMPLOYEES ASSOCIATION.

NO REPORT. ALL RIGHT. SO THEN WE'RE MOVING ON TO OPEN AGENDA.

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

THE BOARD OF TRUSTEES WILL HONOR KATHY HOGUE, CAREERTECH, EDUCATION COORDINATOR, TECHNOLOGY DEPARTMENT, AS OUTSTANDING CLASSIFIED CONFIDENTIAL EMPLOYEE OF THE MONTH FOR AUGUST FOR AUGUST 2025.

OKAY. OH. THANK GOD. HOW ARE YOU DOING? I JUST FOUND OUT SOMETHING THAT I DID NOT EXPECT.

OKAY. IT SEEMS THAT THIS IS THE FIRST TIME YOU HAVE GOTTEN EMPLOYEE OF THE MONTH.

YES, I'VE BEEN NOMINATED SEVERAL TIMES, BUT THIS IS THE FIRST TIME. WELL, CONGRATULATIONS AND VERY WELL DESERVED.

I WAS SURPRISED YOU HAVE NOT GOTTEN IT BEFORE, SO I'M SURE THIS WILL WILL BE THE FIRST OF MANY.

KATIE BEGAN HER CAREER AT CERRITOS COLLEGE IN 1998 AS AN ACCOUNTANT TECHNICIAN FOR SEEING, AND SERVED AS A CAREER TECHNICAL EDUCATION COORDINATOR SINCE 2011.

SHE CONSTANTLY GOES ABOVE AND BEYOND HER ROLE, MOST RECENTLY DEMONSTRATED THROUGH HER EXPERT COORDINATION OF STRONG WORKFORCE AND PARKING GRANTS, ENSURING TIMELY COMMUNICATION AND EFFECTIVE COLLABORATION ACROSS ALL CTE DEPARTMENTS.

KATIE STREAMLINES, PROCESSES, MENTORS, NEW STAFF AND SERVES AS A TRUSTED RESOURCE ACROSS ALL DIVISIONS, OFTEN TAKING ON CHALLENGES BEYOND HER RESPONSIBILITIES WITH A COLLABORATIVE SPIRIT AND FOCUS ON STUDENT SUCCESS.

SHE ALSO SUPPORTS CAMPUS INITIATIVES AND EVENTS, EXEMPLIFYING EXCELLENCE IN SERVICE, INSTITUTIONAL KNOWLEDGE, AND DEDICATION TO THE MISSION TO THE COLLEGE MISSION.

THANK YOU KATIE FOR YOUR OUTSTANDING WORK AND COMMITMENT TO CERRITOS COLLEGE.

PLEASE GIVE IT UP FOR KATIE. SO THERE IS A LOT OF WORK, OBVIOUSLY, BOTH ON PERKINS AND A STRONG WORKFORCE, AND THERE IS THIS VERY STRONG COMPETITION AND KIND OF RUSH TO MAKE SURE THAT WE SPEND OUR ENTIRE ALLOCATION.

OTHERWISE, THAT ALLOCATION IS REALLOCATED TO COLLEGES THAT DON'T USE IT.

SO I THINK WE ARE 98% 96% LOCAL SHARE. WE ARE 100% ALWAYS SPENT.

THERE YOU GO. WAY TO GO INTO ROUND TEN. SO THAT SHOWS A GOOD COLLABORATION BETWEEN THE CT OFFICE AND ALL OF OUR CTE DEANS.

[00:05:07]

AND KATHY ALWAYS THAT HER BEST TO MAKE SURE THAT IS DONE.

AND SAME WITH THE PERKINS. SHE SENT ME MULTIPLE EMAILS, SO I SIGNED ON TIME AS WELL.

SO THANK YOU VERY MUCH, KATHY. APPRECIATE YOU.

I WOULD JUST LIKE TO THANK THE COMMITTEE AND THE PEOPLE THAT NOMINATED ME.

MOVING FORWARD WITH CERRITOS COLLEGE, I WANT TO SEE OUR CAMPUS GROW AND ESPECIALLY WITH OUR CTE PROGRAMS. AND I HOPE YOU GUYS ARE LOOKING AT FEDERAL DOLLARS THAT ARE GOING TO BE COMING THROUGH WITH THE NEW ADMINISTRATION.

THAT HAS TO DO WITH CTE PROGRAMS. THANK YOU.

THANK YOU. CONGRATULATIONS. NEXT ITEM. ITEM 2.02 INSTITUTIONAL PRESENTATION.

[2.02 Institutional Presentation: Justice Scholars Program]

SO WE'VE HAD THIS NOW FOR A YEAR AND A HALF, AND WE'VE LEARNED A LOT ALONG THE WAY.

BUT IT'S ALSO BEEN REALLY EXCITING TO BECOME THE LARGEST SERVING INSTITUTION FOR YOUTH PRE ADJUDICATED IN THE STATE.

AND SO WE HAVE JOINED BY THE DEAN, DOCTOR LOUIS AMADOR, AND THE MANAGER OF THE PROGRAM, MR. LUCIANO MORALES. AND THEY'RE GOING TO WALK YOU THROUGH SOME OF THE HISTORY AND WHERE WE'RE GOING FROM HERE.

GOOD EVENING. TRUSTEES. PRESIDENT FIERRO IT'S REALLY A PLEASURE TO BE ABLE TO SHARE A LITTLE BIT ABOUT OUR JUSTICE SCHOLARS PROGRAM.

AS DOCTOR BRAMMER MENTIONED, THIS IS A RELATIVELY NEW PROGRAM, BUT ONE THAT IS FAST GROWING TO BECOME ONE OF OUR HIGHLIGHTS AND SOMETHING THAT I'M VERY, VERY PROUD OF. SO A LITTLE BIT OF HISTORY IN REGARDS TO HOW WE GOT TO WHERE WE ARE.

THE TIMELINE FOR THE RISING SCHOLARS PROGRAM IN THE CALIFORNIA COMMUNITY COLLEGES MARKS A DECADE OF TRANSFORMATIVE PROGRESS FOR JUSTICE INVOLVED YOUTH BEGINNING IN 2013, CALIFORNIA BECAME THE FIRST STATE TO DEDICATE HIGHER EDUCATION FUNDING TO SUPPORT YOUNG PEOPLE IMPACTED BY THE JUSTICE SYSTEM, WITH SB 1391 ENABLING ACTUAL FACE TO FACE COLLEGE INSTRUCTION IN CORRECTIONAL FACILITIES BY 2020.

THE CHANCELLOR'S ADVISORY COMMITTEE ESTABLISHED THE RISING SCHOLARS NAME AND THE NETWORK, AND ADOPTED A STUDENT CENTERED GUIDING PRINCIPLE TO ENSURE PROGRAM QUALITY IN 2023. THE INITIATIVE EXPANDED SIGNIFICANTLY, WITH COLLEGES RECEIVING ONGOING GRANTS TO LAUNCH OR GROW YOUTH JUSTICE PROGRAMS, AND THE REOPENING OF THE LOS PADRINOS JUVENILE HALL BECAME A TIMELY SITUATION FOR US SPECIFICALLY.

THE RISING SCHOLARS INITIATIVE STANDS OUT AS A BETTER PATH FORWARD BECAUSE IT DELIVERS PROVEN ACADEMIC SUCCESS, SERVING NEARLY 30,000 STUDENTS ANNUALLY ACROSS THE SYSTEM WITH HIGHER PERSISTENCE AND COMPLETION RATES WHILE REMAINING COST EFFECTIVE AND SCALABLE ACROSS 120 CORRECTIONAL FACILITIES. THE PROGRAM'S HOLISTIC SUPPORT SERVICES INCLUDE ACADEMIC COUNSELING, TUTORING, FINANCIAL AID GUIDANCE, AND BASIC NEEDS SUPPORT, ALL OF WHICH HELP STUDENTS OVERCOME BARRIERS TO THEIR ACADEMIC SUCCESS.

MOST IMPORTANTLY, RISING SCHOLARS REDUCES RECIDIVISM AND IMPROVES EMPLOYMENT OUTCOMES, AS SUPPORTED BY A RAND 2013 STUDY SHOWING A 43% REDUCTION IN THE ODDS OF RETURNING TO PRISON FOR THOSE WHO PARTICIPATE IN CORRECTIONAL EDUCATION.

GUIDED BY LIVED EXPERIENCE AND LOCAL LEADERSHIP, RISING SCHOLARS IS A STUDENT CENTERED, COMMUNITY DRIVEN MODEL ALIGNED WITH CALIFORNIA'S VISION FOR 2030 FOR EQUITY AND ACCESS. OFFERING JUSTICE INVOLVED YOUTH A REAL OPPORTUNITY FOR A BRIGHTER FUTURE.

SO AT THIS POINT, I'M GOING TO TURN THINGS OVER TO LUCIANO, WHO'S GOING TO SHARE A LITTLE BIT MORE SPECIFICALLY ABOUT OUR RISING SCHOLARS PROGRAM, THE PROGRAM, THE JUSTICE SCHOLARS PROGRAM. THANK YOU.

DOCTOR. GOOD EVENING, BOARD OF TRUSTEES. MR. PRESIDENT, VICE PRESIDENTS, ACADEMIC SENATE PRESIDENT AND YOU KNOW, PRESIDENT. IT'S AN HONOR TO BE HERE TONIGHT. SINCE OUR LAUNCH, WE HAVE HAD SIGNIFICANT PROGRESS IN SERVING STUDENTS AT LOS PADRINOS JUVENILE HALL.

[00:10:05]

THE HIGH SCHOOL GRADUATED YOUTH AND ALSO DUAL ENROLLMENT STUDENTS.

TYPICALLY, THE HIGH SCHOOL GRADUATED YOUTH ARE FROM THE AGES OF 18 TO 24 AND HAVE ALREADY EARNED THEIR HIGH SCHOOL DIPLOMA, AND THESE YOUTH ARE UNDER LA PROBATION EDUCATION SERVICES.

AS FOR THE DUAL ENROLLMENT STUDENTS, THEY ARE CURRENTLY IN HIGH SCHOOL RIGHT NOW COMPLETING THEIR REQUIREMENTS, AND THEY ARE TAKING AT LEAST A HALF A UNIT COURSE IN COUNSELING, WHICH INTRODUCES THEM TO HIGHER EDUCATION AND THE UNTAPPED POTENTIAL OF ITS MAGIC.

TO DATE OR JUSTICE SCHOLARS HAVE PARTICIPATED IN TOTAL OF AT LEAST 25 CLASSES, WORKING CLOSELY WITH OVER 20 DEDICATED FACULTY MEMBERS WHO HAVE MADE POSITIVE IMPACT ON THEIR EDUCATIONAL JOURNEY.

AS FOR JUSTICE SCHOLARS DATA SINCE HER INITIATION, THE JUSTICE SCHOLARS PROGRAM ALLOWS PADRINOS JUVENILE HALL HAS SUCCESSFULLY ENGAGED 182 UNIQUE STUDENTS IN THIS LAST YEAR AND A HALF.

THESE STUDENTS HAVE COLLECTIVELY REGISTERED FOR 471 DUPLICATE ENROLLMENTS IN THE 25 DIFFERENT CLASSES.

AMONG THESE ENROLLMENTS, 400 STUDENTS REMAIN ACTIVELY ENROLLED THROUGH CENSUS, AND OUT OF THE 400, WE HAVE HAD 219 COURSE COMPLETIONS, RESULTING IN AN OVERALL PASS RATE OF 54%.

SO I THINK WE'RE THERE AT THE 50% PASSING RATE.

PRETTY EXCITED ABOUT THAT. AND REMARKABLY, BETWEEN SPRING 2024 AND SPRING 2025, THE JUSTICE COLLEGE PROGRAM EXPERIENCED A 26% OR 26 PERCENTILE POINT INCREASE IN STUDENT SUCCESS RATES.

THIS IS DUE TO OUR COUNSELOR, WHO'S FULL TIME AT LOS PADRINOS, WORKING CLOSELY WITH TUTORS FROM LA PROBATION.

AND AS YOU CAN SEE IN THIS TABLE HERE IN SPRING 2025, YOU SEE THAT 75%.

I ATTRIBUTE THAT TO OUR COUNSELOR WORKING HAND IN HAND WITH LOS PADRINOS TUTORS.

NOW, STUDENTS ARE VERY HAPPY TO TAKE OUR CLASSES.

AND WHEN WE PROVIDE ORIENTATION TO THE STUDENTS, WE PROVIDE THIS FOLDER.

AND IN FACT, ONE OF THE SUCCESS STORIES OR REMARKS THAT STUDENTS HAVE SAID TO ME IS, I CAN'T BELIEVE THAT I'M A COLLEGE STUDENT NOW.

LIKE THIS. YOU SHOULD SEE WHAT I SEE AT LOS PADRINOS JUVENILE HALL.

IT'S JUST AMAZING THE LIVES THAT WE'RE IMPACTING ALL TOGETHER.

SO IN JUST 18 MONTHS, THE JUSTICE SCHOLARS PROGRAM HAS ACHIEVED SEVERAL MAJOR MILESTONES.

FIRST OF ALL, ALL OF OUR FACULTY MEMBERS RECEIVE TRAINING WHEN TEACHING THE FIRST COURSES AT LOS PADRINOS TO ENSURE THAT THEY'RE EQUIPPED TO WORK EFFECTIVELY WITH JUSTICE IMPACTED YOUTH. IN FACT, SEVERAL HAVE RETURNED TO TEACH, SUCH AS ENGLISH 100, POLITICAL SCIENCE 101, COUNSELING 101 A, AND HUMANITIES 100.

THIS SESSION NINE B. SECONDLY, MANY COURSES THAT BEGAN AS SINGLE OFFERINGS HAVE EVOLVED INTO COHORT CLASSES DUE TO STRONG STUDENT INTEREST AND DEMAND. ALSO, STUDENTS, ADMINISTRATORS, AND LOS PADRINOS STAFF, EVERY WEEK THAT I'M THERE REQUEST ADDITIONAL CLASSES.

THEY WANT TO SEE MORE CLASSES BEING OFFERED AT LOS PADRINOS JUVENILE HALL.

THEY ARE EXCITED AND THEY WANT US TO BE THERE.

IN FACT, WE JUST HAD A SITE VISIT THIS LAST WEEK FROM OUR DEPARTMENT CHAIR FROM CPR.

WE'RE HOPING TO HAVE A TRAINING LIKE THAT AT LOS PADRINOS.

THEY WANT MORE CLASSES, ESPECIALLY CLASSES IN CULINARY ARTS AND AUTOMOTIVE AND CTE, FOR EXAMPLE.

ALSO THANKS TO FUNDING AS WELL AS THE ASSOCIATED STUDENTS OF CERRITOS COLLEGE, WE'RE VERY GRATEFUL TO THEM.

BECAUSE OF THEM, WE'VE BEEN ABLE TO CELEBRATE WITH SNACKS, COSTCO PIZZA, WINGS, AND IN AND OUT.

ESSENTIALLY, JUST LIKE HERE AT CERRITOS COLLEGE, WE GOT END OF THE YEAR CELEBRATIONS AND EVENTS.

WE'RE TAKING THAT TO LOS PADRINOS AS WELL, AND YOU SHOULD SEE THEM EATING THOSE WINGS AND PIZZA FOR SURE.

THEY DON'T HAVE IT ALL THE TIME. LASTLY, CERRITOS COLLEGE NOW SERVES MORE THAN PRE ADJUDICATED YOUTH THAN ANY OTHER CALIFORNIA COMMUNITY COLLEGE OR POPULATION ALTOGETHER IS ABOUT 250 RIGHT NOW. FROM WHAT I HEARD AS OF TODAY, THEY ARE GOING TO HOPEFULLY KEEP IT AT 200, BUT NEVERTHELESS, THAT'S A BIG PORTION OF STUDENTS ALL TOGETHER.

SO IN SUMMARY, THE MOMENTUM TO SUPPORT AND EMPOWER THE JUSTICE IMPACTED COMMUNITY CONTINUES TO GROW.

THANKS IN LARGE TO CERRITOS COLLEGE, THIS INSTITUTION HAS BEEN INSTRUMENTAL IN DEVELOPING PIONEERS WHO HAVE GONE ON TO CREATE CHANGE IN HIGHER EDUCATION AND BEYOND. FOR EXAMPLE, DANNY MURILLO, A FORMER CERRITOS COLLEGE STUDENT, IS NOW AN ASSOCIATE DIRECTOR OF UNDERGROUND SCHOLARS AT

[00:15:04]

ONE REMARKABLE MOMENT THAT I RECALL FROM PROFESSOR DENNIS FALCON IS WHEN HE WAS STANDING, HE CAME OUT OF THIS MODULE AND THERE WAS THE YOUTH IN A DIFFERENT MODULE WITH HIS DOORS THAT ARE LIKE THICK AND SEE THROUGH. AND ALL THOSE KIDS CAME INTO THE DOOR AND BANG AND SAID, PROFESSOR FALCON, PROFESSOR FALCON, WHEN ARE YOU GOING TO COME BACK AND TEACH ANOTHER CLASS? THAT'S THE KIND OF IMPACT THAT OUR FACULTY ARE HAVING AT CERRITOS FROM CERRITOS COLLEGE AT LOS PADRINOS JUVENILE HALL.

AND LASTLY, PERSONALLY, I ALSO AM ALSO DEEPLY GRATEFUL FOR THIS OPPORTUNITY TO BE HERE AT CERRITOS COLLEGE BECAUSE I TOO, WAS PADRINOS JUVENILE HALL WHEN I WAS A KID. SO BEING ABLE TO SEE THIS POSITIVE IMPACT NOW AND BEING ABLE TO BE HERE AS A PIONEER, TO COORDINATE THE PROGRAM, TO MANAGE THE PROGRAM, TO DEVELOP IT.

IT'S AN HONOR TO ME BECAUSE I REMEMBER WHEN I WAS THERE AND THERE WAS NO COLLEGE CLASSES.

NOW THEY HAVE A LOT OF DIFFERENT COLLEGE CLASSES, AND STUDENTS ARE COMPLETING THEIR UNITS EVERY SEMESTER ALTOGETHER.

LASTLY, WE ARE DEVELOPING A ON CAMPUS PROGRAM TO TO SUPPORT FORMERLY INCARCERATED ADULTS AS WELL HERE AT CERRITOS COLLEGE.

IN FACT, WE JUST STARTED OUR CLUB FOR THE FIRST TIME.

SO WE HAVE A CLUB NOW, AND WE GOT FUNDED ALSO BY THE RISING SCHOLARS NETWORK SO THAT WE COULD HIRE SUPPORT STAFF.

AND WE COULD ALSO SERVE STUDENTS HERE ON CAMPUS.

THERE'S A LOT OF STUDENTS HERE AT CERRITOS COLLEGE, FROM WHAT I HEARD, AND WE WANT TO ALSO SERVE THIS POPULATION ON CAMPUS, ADULTS AS WELL.

SO THANK YOU, BOARD OF TRUSTEES. MR. PRESIDENT VICE PRESIDENTS AND EVERYBODY FOR THIS OPPORTUNITY.

DO YOU HAVE ANY QUESTIONS OF THE INFORMATION THAT WE SHARE TODAY? DOES ANYONE HAVE ANY QUESTIONS? TRUSTEE LEWIS.

SO I'M SURE YOU'RE AWARE OF THE SURROUNDING CONTEXT OF LOS PADRINOS AND SOME OF THE ISSUES THAT HAVE BEEN BROUGHT UP, INCLUDING THE ATTORNEY GENERAL, POTENTIALLY YOU KNOW, TAKING IT OVER AND HAVING SUBSTANTIAL LET'S JUST SAY, COMPLIANCE ISSUES WITH THAT SORT OF THING. SO CAN YOU GIVE ME YOUR PERSPECTIVE ON HOW THIS PROGRAM MAY CONTINUE? AND WHAT ARE SOME OF THE CHALLENGES THAT MAYBE WE NEED TO BE AWARE OF ON HOW TO BEST SUPPORT YOU FOR WHATEVER MAY HAPPEN WITH.

YEAH, THANK YOU FOR THAT QUESTION. SO AS FAR AS US CONTINUING SINCE I STARTED, LOS PADRINOS WAS SUPPOSED TO SHUT DOWN, ESSENTIALLY WHAT WE HAVE DONE IS MAINTAINED TRUE TO SERVING THIS POPULATION AND OFFER OUR CLASSES UNTIL THIS DAY WE HAVE 25 CLASSES.

SO I ASSUME THAT THE SAME IS GOING TO CONTINUE.

I THINK THEY CALL IT CURRENT TRENDS. AND AS LONG AS WE'RE THERE, WE'RE GOING TO CONTINUE PREPPING FOR THESE CLASSES IN THE NEXT SEMESTER ALTOGETHER.

BUT DO YOU WANT TO ADD ANYTHING? THANK YOU ALSO FOR THE QUESTION.

IN TERMS OF THE TYPE OF COMMUNICATION WE'VE RECEIVED FROM THE CHANCELLOR'S OFFICE, AND EVEN IN REGARDS TO THE TYPES OF FUNDING INCREASES WE'VE RECEIVED, ALL EVIDENCE IS POINTING THAT THE STATE AND THE CHANCELLOR'S OFFICE IS STILL FULLY INVESTED IN SUPPORTING THIS PROGRAM.

AND EQUALLY, WITH REGARDS TO THE CHALLENGES THAT YOU'RE DISCUSSING, WE DON'T KNOW WHAT'S IN STORE.

IT SOUNDS LIKE THEY'RE GOING TO CONTINUE THE CONVERSATIONS IN OCTOBER FOR THE WHETHER OR NOT RECEIVERSHIP WILL ACTUALLY OCCUR.

BUT IN OUR COMMUNICATION WITH LA COUNTY PROBATION, THEY'VE ASSURED US THAT THEY WILL DO EVERYTHING THEY CAN FOR ANY TYPE OF SEAMLESS TRANSITION. BUT WE'RE GOING TO JUST KEEP DOING EVERYTHING WE'VE WE'VE BEEN DOING.

THE WE'RE ASSUMING THAT REGARDLESS OF WHO'S IN CHARGE, THE COURSES WILL CONTINUE TO STILL BE OFFERED BECAUSE AS THE DATA HAS SHOWN, THIS PATH FORWARD IS A MUCH BETTER WAY THAN WHAT THE JUVENILE JUSTICE SYSTEM WAS DOING PRIOR TO THEIR THEIR DISMANTLING.

WELL, THAT MUCH IS OBVIOUS AND I'M GLAD THAT YOU GUYS ARE DOING IT. SO THANK YOU.

BUT, YOU KNOW, IS THIS PROGRAM GOING TO CONTINUE IF IT GOES UP TO THE SYLMAR JUVENILE HALL OR WILL IT IS IT SPECIFICALLY TIED TO LOS PADRINOS? HE SAYS SYLMAR. DID HE SAY? YEAH, APPARENTLY.

OH, THAT'S THAT'S A DIFFERENT COLLEGE. SO EVERY EVERY SITE HAS A DIFFERENT COLLEGE.

AND THAT WOULD BE LA MISSION COLLEGE AT EVERY DAY.

OKAY. SO IT'S STILL IT HAS TO BE WITHIN OUR BOUNDARY AREA IN ORDER FOR THIS PROGRAM TO CONTINUE.

SO. WELL YES AND NO. I MEAN THEY HAVE TO ACCEPT THE WORK.

AND IF THEY DON'T, THERE WILL BE AN OPPORTUNITY FOR SOMEONE ELSE TO DO IT.

[00:20:02]

AND THEY THE ATTEMPTS THAT THEY'VE BEEN DOING SO FAR IS TO REDUCE THE NUMBER OF RESIDENTS THAT ARE IN THE SYSTEM SO THAT THEY DON'T HAVE THE SAME PERCENTAGE OF, OF, EMPLOYEES TO RESIDENTS, AND THAT IS ONE OF THE WAYS THAT THEY SEEM TO BE ALREADY MAKING CHANGES.

THEY HAD THEY HAD MALE AND FEMALE SECTION. THEY'VE MOVED THE WOMEN OUT RECENTLY.

THEY'VE BEEN TRYING TO TO CHANGE HOW MANY PEOPLE ARE IN DIFFERENT WARDS BECAUSE THEY HAD SO MANY DIFFERENT CELL AREAS.

THEY'VE BEEN MAKING CHANGES. AND JUST LIKE WE'VE SEEN IN THE PAST WHERE THEY SAID THINGS ARE GOING TO BE SHUT DOWN WHEN THEY'RE SHOWING REASONABLE PROGRESS, THEY THEY TEND TO BE GIVEN PERMISSION TO CONTINUE FORWARD. WE ALSO RECEIVED WORD FROM THE STATE THAT EVEN IN THE SITUATION THAT SHUTS DOWN, THEY'RE NOT GOING TO TAKE OUR FUNDING AWAY. AND WE'LL STILL BE LOOKING FOR WAYS TO CONTINUE TO SERVE RESIDENTS.

WE JUST DON'T KNOW HOW THAT WE WOULD BE WORKING WITH THE PRE ADJUDICATED YOUTH AT THAT POINT.

BUT I THINK THAT'S ONE OF THE REASONS WHY THEY GAVE US THIS NEW GRANT TO BE WORKING WITH FORMERLY INCARCERATED STUDENTS.

SO WE MAY HAVE TO PIVOT TO WORK WITH DIFFERENT POPULATIONS.

THE SCOPE OF THE GRANT ISN'T TIED SPECIFICALLY TO THE ONE SITE.

YEAH, I THINK THEY'RE VERY THANKFUL THAT WE HAVE TAKEN THE LARGEST SHARE OF THE STATE WITHOUT REALLY HAVING THE EXPERIENCE TO DO IT, AND WE'VE LEARNED ALONG THE WAY, AND THEY WANT US TO CONTINUE DOING IT IN SOME CAPACITY.

WE GOT A PIONEER. THANK YOU. ANY OTHER QUESTIONS? YES, PRESIDENT. NOT NECESSARILY A QUESTION, BUT RATHER A COMMENT.

IN APPRECIATION OF THE HOPE THAT YOU'RE SHARING TO THESE KIDS BECAUSE THEY ARE KIDS OF THEIR OWN IN JUVENILE HALL.

AND THE HOPE THAT WE'RE PROVIDING TO PREVENT RECIDIVISM.

I KNOW THAT'S VERY HIGH, AND THAT'S SOMETHING THAT WE WANT TO, AS EDUCATORS, PREVENT AND PROVIDE HOPE AND FUTURE.

COLLEGE AND I KNOW I RAN INTO JANICE HAHN, SUPERVISOR JANICE HAHN AT THE LINDA SANCHEZ STATE OF THE NATION.

AND WHEN I MET HER, SHE WAS VERY EXCITED ABOUT THIS PROGRAM.

AND I KNOW THE SAME THING HAPPENED WITH YOU. PRESIDENT PACHECO AND THE SUPPORT THAT CERRITOS COLLEGE IS PROVIDING THERE AT LOS PADRINOS.

SO THANK YOU FOR THIS PRESENTATION. I'M VERY EXCITED ABOUT THE PROGRAM AS A NEW TRUSTEE AND HOPE TO SUPPORT IT IN THE FUTURE IN IN ANY POSSIBLE WAY THAT I CAN BECAUSE I KNOW LIFE IS DIFFICULT SOMETIMES AND YOU HAVE TO PAY FOR THE CHOICES YOU MAKE, RIGHT? BUT THERE IS, HOPEFULLY, IF YOU'RE YOUNG, A HOPE AT THE END OF THE TUNNEL, HOPE AT THE END OF THAT PARTICULAR DECISION THAT WAS MADE.

AND CERRITOS COLLEGE IS MAKING THAT DIFFERENCE FOR THE YOUTH AND MOST OF ALL, YOU, THAT YOU ACTUALLY WENT THERE AND YOU'RE COMING BACK AS A ROLE MODEL.

THAT'S AMAZING TO ME. THAT'S AMAZING. THAT'S MAKING A DIFFERENCE.

AND TRYING TO CHANGE ANOTHER PERSON'S LIFE AS YOURS WAS CHANGED.

SO THANK YOU FOR WHAT YOU DO. THANK YOU VERY MUCH.

I SAY HIGHER EDUCATION IS THE NEW CHURCH FOR FORMERLY INCARCERATED, AND IT IS NO OTHER ANYONE ELSE HOPE THEY ALL FIND JESUS? THANK YOU SO MUCH FOR THE PRESENTATION AND ABSOLUTELY CORRECT.

JANICE HAHN HAS TOLD ME SHE IS EXTREMELY GRATEFUL THAT CERRITOS COLLEGE IS THERE TO PROVIDE SOME HOPE TO THE STUDENTS THAT ARE THERE. SHE HAS MADE THAT VERY CLEAR TO ME. AND SO THANK YOU.

YOU'RE WELCOME. OKAY, SO MOVING ON TO ITEM 2.03 INSTITUTIONAL PRESENTATION DATED.

OH SHOULD I DO THE OH HOLD ON. ITEM 1.04 COMMENTS FROM THE AUDIENCE.

BECAUSE I COULDN'T DO THAT BEFORE. NO COMMENTS.

SO NOW LET'S GO BACK TO ITEM 2.03, INSTITUTIONAL PRESENTATION.

[2.03 Institutional Presentation: Data Snippet (KPI Update)]

GOOD EVENING EVERYONE. SO TONIGHT WE'RE GOING TO BE SHARING AN UPDATE ON OUR 2024 FALL COHORT AROUND OUR KEY PERFORMANCE INDICATORS.

AND I'M PRESENTING HERE WITH MY COLLEAGUES AND I'LL HAVE THEM INTRODUCE THEMSELVES.

FRANK MIXON VICE PRESIDENT OF ACADEMIC AFFAIRS.

I WAS JUST HERE. ROBIN BRAMMER, VICE PRESIDENT OF STUDENT SERVICES I'M A FACULTY IN SOCIAL SCIENCES AND THE DATA COACH FOR THE PRESENTATION. SO AS YOU ALL KNOW, WE IMPLEMENTED OUR BOLD GOAL TO GRADUATE AT LEAST 50% OF OUR

[00:25:08]

AND THIS IS REALLY THE FIRST COHORT WE'RE TRACKING TO SEE IF WE MEET OUR GOAL OF GRADUATING 50% OF OUR STUDENTS BY SPRING 2029.

SO GIVE YOU A HIGH LEVEL OVERVIEW OF WHO OUR STUDENTS ARE.

IT'S OUR TYPICAL INCOMING FIRST TIME STUDENTS.

MAJORITY ARE COMING DIRECTLY FROM HIGH SCHOOL, AND 75% OF THEM ARE HISPANIC LATINO.

BUT WHAT'S IMPORTANT HERE IS THAT 85% OF THESE STUDENTS COME IN WITH THE INTENTION TO EARN A DEGREE OR TRANSFER.

SO WITH THAT, WE SEE THAT ALMOST 70% OF OUR STUDENTS ARE COMING FROM WITHIN OUR SERVICE AREA OR ADJACENT SERVICE AREA.

THAT 31% COMING OUTSIDE OF OUR SERVICE AREA ARE COMING TO OUR UNIQUE PROGRAMS SUCH AS RETAIL MANAGEMENT, NURSING AND FIELD IRONWORKERS. ON THE LEFT, WE HAVE A BREAKDOWN OF OUR FIRST TIME STUDENTS BY LEARNING AND CAREER PATHWAY.

AND SO THESE ARE GROUPING SIMILAR OR RELATED MAJORS TOGETHER IN CATEGORIES.

SO ALMOST 40% OF OUR STUDENTS ARE IN BUSINESS ACCOUNTING AND LAW AND HEALTH SCIENCES AND WELLNESS.

BUT WHAT'S GOOD HERE IS THAT YOU CAN SEE EXPLORATION AND DISCOVERY, THAT 3% LITTLE GRAY BAR IN THE MIDDLE THAT HAS GONE DOWN, MEANING THAT WE'RE GETTING STUDENTS INTO A MAJOR RIGHT WHEN THEY COME TO CERRITOS COLLEGE.

SO IN ORDER TO REACH OUR GOAL OF 50% WITHIN FIVE YEARS OR LESS, WE IMPLEMENTED TWO LEADING INDICATORS.

THE FIRST IS WE WANT 75% OF OUR STUDENTS TO COMPLETE 15 OR MORE DEGREE APPLICABLE UNITS BY THE END OF THEIR FIRST YEAR.

AND THE SECOND IS WE WANT 50% OF OUR STUDENTS TO PASS THEIR FIRST FIVE CLASSES.

SO WHEN WE LOOK AT 15 UNITS, 43% COMPLETED 15 UNITS WITHIN THEIR FIRST YEAR, WHICH IS A RECORD HIGH, AND WE BEAT OUR RECORD HIGH FROM THE 2023 YEAR AT 37%.

PASSING OUR FIRST FIVE CLASSES, WE HAVE 32% OF STUDENTS, WHICH IS SLIGHTLY ABOVE OUR 23 COHORT AT 31%.

SO WHEN WE LOOK AT STUDENTS WHO PASS FOUR OUT OF FIVE CLASSES.

WE HAVE 56% OF OUR STUDENTS PASSING FOUR OUT OF FIVE.

SO IF THEY WERE TO PASS ONE MORE CLASS, WE WOULD REACH OUR GOAL OF 50%.

AND WHEN WE DIG INTO THAT DATA, WHICH I'VE SHARED BEFORE, WE SEE THAT IT'S STUDENTS NOT PASSING EITHER TRANSFER LEVEL ENGLISH OR TRANSFER LEVEL MATH. AMBER. YES.

WHAT ARE WHAT IS THE DATA? LOOK, WHEN YOU DISAGGREGATE BY ETHNICITY ON THOSE WHO HAS MADE THE BIGGEST GAINS? AND WHO DO WE NEED TO WORK WITH? BECAUSE IF WE'RE GETTING TO THE FOUR OUT OF FIVE, 56%, I THINK IT'S IMPORTANT FOR US TO PINPOINT WHERE WE NEED TO DOUBLE OUR EFFORTS AND WHERE WE COULD, YOU KNOW, CONTINUE WITH WHAT WE'RE DOING BECAUSE THEY'RE ALREADY MOVING FORWARD.

YEAH, THAT'S A GREAT QUESTION. I DON'T HAVE THAT RIGHT IN FRONT OF ME, BUT WE CAN DEFINITELY LOOK AT THIS BY RACE ETHNICITY.

ONE THING THAT WE RECENTLY DID WITH THE CURRENT COHORT IS WE NOTICED STUDENTS NOT COMING BACK ARE NOT PASSING MATH OR ENGLISH.

THAT FOURTH CLASS OUT OF THE FIVE. AND SO WE CAN DEFINITELY DISAGGREGATE BY RACE ETHNICITY LCP.

SO WE CAN TARGET OUR EFFORTS TO BETTER SUPPORT OUR STUDENTS.

COULD WE ALSO DISAGGREGATE BY PROGRAM? YEAH, BECAUSE I THINK THAT THAT MIGHT ACTUALLY BE MORE TANGIBLE PIECE OF DATA WE COULD HAMMER INTO. DEFINITELY. AND I HAVE A IF I CAN A QUESTION FOR MR. NIXON. I KNOW AT THE ELEMENTARY LEVEL WE'RE ALREADY INTRODUCING AI TUTORS OR AI TUTORS BEING INTRODUCED NOW AT THE COLLEGE LEVEL. I KNOW WE HAVE AN EXCELLENT TUTORING PROGRAM, AND KIDS ARE, YOU KNOW, BEING I MEAN, STUDENTS ARE REACHING OUT TO THAT. BUT IS THAT ANOTHER SOURCE FOR THEM TO GET THE SUPPORT THEY NEED IN THE BASICS OF MATH AND ENGLISH? AND THAT'S WHERE THEY'RE FAILING. WE ARE. IF I'M HEARING CORRECTLY FROM AMBER, WE ARE EXPLORING.

IN FACT, WE'VE HAD SEVERAL MEETINGS WITH COMPANIES WHO OFFER AI TUTORING, AND THIS IS PARTICULARLY IN MATHEMATICS AND ENGLISH THAT WE'RE EXPLORING THESE.

SO WE DO INTEND TO IMPLEMENT AI TUTORING. BUT WE ARE WORKING WITH THE FACULTY TO FIND THE AI TUTORS THAT THEY ARE COMFORTABLE WITH AND SENDING THEIR STUDENTS TO.

SO WE ARE WORKING ON THOSE AND I WOULD EXPECT IN THE NEXT FEW MONTHS, WE COULD START INTRODUCING THOSE.

THANK YOU. TRUSTEE GREEN. I'M SORRY. I KNOW YOU KNOW WHAT?

[00:30:06]

SO BEFORE I MOVE ON TO THE NEXT SLIDE, ONE MORE THING I DID WANT TO EMPHASIZE IS THAT WHEN STUDENTS COMPLETE 15 UNITS AND PASS THEIR FIRST FIVE CLASSES, THAT MEANS IF THEY'RE COMPLETING 15 UNITS EVERY YEAR, THEY GRADUATE WITHIN FOUR.

SO THEY'RE REACHING OUR GOAL WITHIN THAT 50% IN FIVE YEARS.

AND WE'VE MADE A LOT OF PROGRESS IN OUR TWO LEADING INDICATORS AS WELL.

SO I ALWAYS GET CONFUSED ON THIS SLIDE. YEAH.

OR PREVIOUS VERSIONS OF THIS. I ALWAYS HAVE A HARD TIME UNDERSTANDING HOW FAR OFF WE ARE FROM OUR TARGET.

RIGHT. SO IS IS THIS WHEN YOU SAY THERE'S ONE MORE CLASS THAT MEANS LIKE THEY IF THEY HAD COMPLETED ONE MORE CLASS BY NOW OR IN BY THE END OF THE YEAR IN THEIR FIRST YEAR. SO THIS IS ONLY LOOKING AT THEIR FIRST YEAR METRICS.

AND THE METRIC IS PASSING THE FIRST FIVE CLASSES.

LOOKING BACK AT THE COHORT. YEAH. SORRY. I JUST WANT TO YOU KNOW, I UNDERSTAND LIKE YOU KNOW, YOU GOT TO, YOU KNOW, FINISH IN THE TOP EIGHT TO MAKE PLAYOFFS.

AND I'M LIKE IT LOOKS LIKE WE'RE GOING TO FINISH IN THE TOP EIGHT. IS IT THAT ONE OF THESE PIECES OR ARE WE STILL LEFT TO GO? SO THIS IS COHORT ONE DATA OR COHORT TWO DATA.

COHORT ONE. AND WHERE WE WERE SUPPOSED TO BE TO BE ON TRACK ON COHORT ONE.

SO OUR GOAL IS 50% THE FIRST FIVE CLASSES AND 75% THE 15 UNITS.

SO WE NEED 75% OF OUR INCOMING COHORT. SO 100 STUDENTS WE STARTED WITH WE NEED 75 TO COMPLETE 15 UNITS.

SO WE DIDN'T MEET THE TARGET. CORRECT. SO THE GRAY REPRESENTS THAT GAP WHERE WE ARE.

SO 43% OF STUDENTS. SO 43 OUT OF 100 COMPLETED 15 UNITS.

AND WE STILL HAVE A WAYS TO GO TO THAT 75 MARK.

SO WE DID NOT COMPLETE THE TARGET CORRECT FOR BOTH METRICS.

SO HOW DO WE MAKE UP THE DIFFERENCE FRIENDS BECAUSE.

WE CAN NOT GO BACK TO GR ONE. SO IF THE GRE IS THE GAP, WHAT WOULD IT TAKE FOR THE NEXT FOUR YEARS TO MAKE UP THE GAP? YEAH. SO WE HAVE YEAR TWO TARGETS.

SO FOR THIS YEAR NOW BECAUSE THIS IS 2024 COHORT WE WANT STUDENTS TO COMPLETE 30 UNITS.

SO SAY THEY ONLY COMPLETED 12. IT'S THAT DIFFERENCE BETWEEN 30 AND 12.

SO THEY MAY NEED TO TAKE A SUMMER COURSE OR EXTRA COURSE TO GET THEM THERE.

SO THERE'S CATCH UP THAT WE HAVE TO DO, WHICH I'LL SHOW YOU IN THE OTHER KPI METRICS.

WE'VE MADE A LOT OF GAINS, BUT YOU CAN STILL SEE IN THE GRADUATION RATE, WHILE WE'RE DOING MUCH BETTER THAN WHERE WE HAVE BEEN, WE'RE STILL BEHIND OUR GOALS. SO. SO I GUESS THIS WILL BE FOR FRANK AND ROBIN.

HAVE WE LOOKED AT THE GAP AND. THE STEPS THAT WE SHOULD BE TAKING ACTUALLY FULLY SIX WEEKS AGO. WE HAVE LOOKED AT THE GAP WE HAVE THEN.

I BELIEVE THE LCP'S ARE BEING VERY EFFECTIVE IN HELPING US TO MEET THESE KPIS.

AND SO THEY ARE NOW WORKING WITH TWO COHORTS, SECOND YEAR OF THIS COHORT, FIRST YEAR OF THE CURRENT COHORT.

AND THEIR GOAL IS TO GET 15 STUDENTS TO TAKE 15 UNITS IN THEIR FIRST YEAR AND 30 UNITS THIS NEXT YEAR.

SO WE HAVEN'T GIVEN UP ON THESE STUDENTS CATCHING UP.

AND IT IS JUST OUTREACH, OUTREACH, OUTREACH, MAKING SURE THAT STUDENTS ARE ENROLLING IN THE CLASSES THEY NEED TO BE IN.

AND I WILL SAY THAT AMBER'S GROUP PROVIDES US WITH EXTENSIVE DATA THAT ALLOWS US TO IDENTIFY WHAT AREA STUDENTS ARE, ARE TAKING, WHAT AREAS ARE NOT, AND WORKING WITH THEM TO GET IN THE RIGHT PLACES.

I'M GOING TO. OH. I'M SORRY. I THINK WHAT'S IMPORTANT IS I WAS I HAD REVIEWED THE SLIDES.

WHAT'S IMPORTANT IS THAT FOR THEM TO FINISH UP BECAUSE YOU'RE GOING TO SEE A TREND OF WHAT'S GOING ON VERSUS, YOU KNOW, OF DATA. SO I THINK IT WOULD BE IMPORTANT FOR THEM TO FINISH.

AND THEN IF YOU HAVE ANY QUESTIONS AFTER THEY FINISH THE PRESENTATION, THEN ASK THE QUESTIONS.

SO I'M JUST GOING TO ADD ONE PIECE SIMILAR TO THE PASSING FOUR OUT OF THE FIVE.

THERE'S ANOTHER 10% OF OUR STUDENTS WHO ARE WHO ARE COMPLETING 12 TO 14.5 UNITS.

SO IF WE CAN GET THEM OVER, WE'RE NOT HITTING OUR TARGET YET.

[00:35:03]

SO WE'RE PUSHING ALL THE TIME. OKAY, SO NOW I'M GOING TO WALK YOU THROUGH EACH OF OUR KEY PERFORMANCE INDICATORS FOR THE 2024 COHORT COMPARED TO THE LAST FIVE YEARS.

SO OUR FIRST KPI, WE SET A GOAL FOR 80% OF OUR STUDENTS TO HAVE A COMPREHENSIVE STUDENT EDUCATIONAL PLAN, OR CSEP, WITHIN THEIR FIRST YEAR. AS YOU CAN SEE, WE MET OUR GOAL WITH THE 2024 COHORT AND 2023.

SO 85% OF THAT INCOMING COHORT HAD A COMPREHENSIVE PLAN.

WE KNOW THIS IS IMPORTANT FOR TWO REASONS. ONE, OUR INTERNAL RESEARCH SHOWS THAT STUDENTS ARE ONE AND A HALF TIMES MORE LIKELY TO GRADUATE WITHIN TWO YEARS WHEN THEY HAVE A CSEP WITHIN THEIR FIRST YEAR.

WE'RE GIVING THEM A MAP ON WHAT COURSES THEY NEED TO TAKE.

THE SECOND PIECE IS THAT WE KNOW STUDENTS FOLLOW THE PLAN.

OUR INTERNAL RESEARCH CONFIRMS EXTERNAL RESEARCH THAT IF WE GIVE STUDENTS A CSEP, THEY FOLLOW THE COURSES AND THE SEQUENCES THAT THEY NEED TO TAKE TO MEET THEIR END GOAL.

TURN IT OVER TO YOU. SO LAST TIME WE WERE TALKING ABOUT HOW WE WERE GOING TO GET TO THE END GOAL, WE WERE TALKING ABOUT OUR DEGREE PLANNER TOOL, WHICH WE DID LAUNCH OVER THE SUMMER.

SO THIS IS THE FIRST TERM WHERE WE WANT EVERY STUDENT TO HAVE RECEIVED AN AUTOMATED PLAN THAT WOULD HAVE 15 UNITS IN IT BY DEFAULT.

AND THEN WHAT'S ALSO BEING LAUNCHED THAT JUST GOT INTO PRODUCTION YESTERDAY IS OUR SCHEDULE BUILDER PROGRAM, AND SCHEDULE BUILDER IS GOING TO ALLOW THEM TO REGISTER FROM THEIR PLAN IN A DYNAMIC WAY.

SO IF THEY SAY I'M WORKING ON MONDAYS AND WEDNESDAYS FROM 9 TO 12 AND I HAVE TO TAKE AFTERNOON CLASSES, BUT I ONLY WANT THEM ON MONDAYS AND WEDNESDAYS, YOU CAN PULL ALL THE CLASSES FROM YOUR PLANNER, ALL 15 UNITS. IT PUTS THEM INTO A POPULATED SYSTEM AND SAYS, HERE ARE THE THE PLANS THAT YOU CAN DO TO GET TO THAT POINT.

AND IT'S GOING TO SIMPLIFY THAT PROCESS. SO THEY WILL HOPEFULLY BE ABLE TO MAKE A MUCH EASIER WAY OF ENROLLING FOR THEIR CLASSES.

AND WE'RE GOING TO ROLL THAT OUT TO STUDENTS BY THE END OF THE MONTH.

AND THAT SHOULD HOPEFULLY HELP WHERE WE ARE FOR THE SPRING.

WE ALSO MADE SOME SIGNIFICANT FINANCIAL AID INTERVENTIONS, WHERE WE'VE BEEN PUSHING STUDENTS WHO CAN TAKE THEIR 30 UNITS IN THEIR FIRST YEAR TO BE FULL TIME IN THAT WHOLE PROCESS, TO PROVIDE THEM ADDITIONAL INCENTIVES THROUGHOUT THIS WAY.

AND THAT NUMBER IS CONTINUING TO GROW AS WELL.

AND THEN, OOPS. I THOUGHT WE HAD THE. OH, OKAY. I'LL COME BACK TO THAT. OKAY. THANKS. SO OUR SECOND KEY PERFORMANCE INDICATOR WE SET A GOAL.

WE WANT 20% OF OUR STUDENTS TO COMPLETE NINE OR MORE CAREER TECHNICAL EDUCATION UNITS BY THE END OF THEIR FIRST YEAR.

SO THIS IS A SUBSET SPECIFICALLY TO JUST CTE STUDENTS, MEANING THEY COULD BE IN A CERTIFICATE PROGRAM SUCH AS RETAIL MANAGEMENT OR AN ASSOCIATE'S DEGREE, SUCH AS OUR BUSINESS 2.0 ADT. WE'VE DOUBLED THE PERCENT OF STUDENTS COMPLETING NINE OR MORE CTE UNITS WITHIN THEIR FIRST YEAR, AT 18%, WITH OUR MOST RECENT COHORT. WELL, BEFORE YOU CHANGE.

YEAH, I WANT TO JUST POINT OUT THE EIGHT. I'M SORRY, I WANT TO POINT OUT THE 18% THAT 18% IS A PERCENT OF THE TOTAL COHORT. WHEN YOU DISAGGREGATE THE COHORT BETWEEN STUDENTS WHO ARE THEIR GOAL IS A CERTIFICATE OR THEIR GOAL IS A DEGREE. WHEN YOU LOOK AT THE CERTIFICATED STUDENTS, THAT NUMBER JUMPS TO 34%.

AND AND WHEN AND THE REASON FOR THAT IS THAT THE DEGREE SEEKING STUDENTS ARE GOING TO BE TAKING MATH AND ENGLISH, AND THE GENERAL ED COURSES THAT WE PUT ALL OF OUR DEGREE SEEKING STUDENTS ON.

SO THEY'RE GOING TO ACQUIRE THE NINE UNITS LATER THAN THE THAN THE STUDENT SEEKING CERTIFICATE.

SO. SO THIS NUMBER FOR CERTIFICATED STUDENTS IS MUCH HIGHER AND GETS THERE MUCH FASTER.

MADAM PRESIDENT, I HAVE A QUESTION. ALL RIGHT.

SHOULD WE BE DISAGGREGATING THOSE GROUPS LIKE.

NOT FOR AN ANALYSIS SAKE, BUT FOR A GOAL SETTING SAKE, BECAUSE IT MAY BE HELPFUL, GIVEN WHAT YOU JUST SAID, TO HAVE A DIFFERENT APPROACH FOR EACH. I, I DO AGREE.

I THINK THE, THE PROGRESS FROM 2020 HAS BEEN GREAT, BUT WHEN WE LOOK AT 2022 AND 2023, IT'S NOT DOUBLE.

IT'S 1%. AND I THINK OUR ANSWER IS ON THE DISAGGREGATION OF THAT DATA.

I THINK A LOT OF WORK HAS BEEN DONE TO GET US FROM 9 TO 18 AND OBVIOUSLY THE RESULTS ARE SHOWING.

[00:40:03]

SO I FULLY AGREE WITH THAT BECAUSE I COULD SEE, FOR EXAMPLE, CERTIFICATE STUDENTS BEING, YOU KNOW, WE HAVE ONE METRIC FOR CERTIFICATE ORIENTED STUDENTS AND THEN A DIFFERENT ONE FOR THE DEGREE SEEKING ONES FOR THAT EXACT REASON.

AND HOLD OURSELVES ACCOUNTABLE TO THAT, BECAUSE THIS KIND OF FORCES, YOU KNOW, ONE YEAR TO THE NEXT, WE MIGHT HAVE A DIFFERENT PERCENTAGE OF EACH. RIGHT? SO IT'S KIND OF AN INACCURATE WAY OF MANAGING OUR GOAL.

AND AND EVEN NOT JUST ETHNICITY BUT AGE, BECAUSE THAT COULD ALSO BE PART OF, YOU KNOW, WORKING ADULTS, DIFFICULTIES WITH THE SCHEDULES. HOW CAN WE ALLOCATE CLASSES IN A IN A DIFFERENT MANNER LENGTH OF CLASSES COHORT.

AND THIS IS FRESH IN MY HEAD, MOSTLY BECAUSE MY CONVERSATIONS WITH JOHN AND THE WORK THAT HE HAS DONE, SCHEDULING HIS CLASSES IN A VERY DIFFERENT WAY.

SO LOOKING AT THE AT THE AGGREGATE MAKES IT HARDER TO DETERMINE WHAT WE NEED TO DOUBLE DOWN ON THE EFFORTS.

AND JUST SO I'M CRYSTAL CLEAR, BECAUSE MAYBE I WANT TO MAKE SURE WE'RE NOT TALKING ABOUT TWO DIFFERENT THINGS, BECAUSE I DO THINK THERE'S A DISAGGREGATION OF DATA FOR ANALYTICAL SAKE.

BUT I'M SUGGESTING PERHAPS ADJUSTING OUR GOAL, OUR LEADING INDICATOR.

I MEAN IN ORDER TO LOOK AT IT AS FROM AN INDICATOR LEVEL DIFFERENTLY FOR THOSE TWO DIFFERENT TYPES OF STUDENTS.

DOES THAT MAKE SENSE? YEAH. TRUSTEE BIRKEY. WE DO HAVE THAT IN THE SHEET.

SO THERE'S MULTIPLE WAYS WE AGGREGATE AND DISAGGREGATE THE DATA.

BUT IN TERMS OF WHAT THE LCP TEAMS RECEIVE, IT'S AN EXCEL FILE.

AND WE DO HAVE THE CERTIFICATE STUDENTS WITH A SPECIFIC GOAL BECAUSE THEY ARE SO MUCH HIGHER.

WHAT DOCTOR MIXON SAID THERE ARE 34% COMPARED TO THE OVERALL AGGREGATED 18%.

OUR CTE CERTIFICATE STUDENTS IS ANYWHERE FROM 3 TO 500 COMPARED TO THAT 1700 NUMBER, WHICH INCLUDES ASSOCIATE DEGREES AND CERTIFICATES.

BUT YEAH, THAT'S A GREAT POINT. SO WHAT'S HAVING THE IMPACT ON THE CTE? THE LCP TEAMS ARE HELPFUL.

I CAN'T EMPHASIZE ENOUGH THE LEARNING CAREER PATHWAY, SUCCESS TEAMS AND THE WORK THAT THEY DO IN HELPING US TO ACHIEVE OUR OUR KPIS.

BUT IN THIS CASE, WHAT THEY'RE DOING IS HELPING TO MAKE SURE THAT THE STUDENTS ARE GETTING ON THE RIGHT PATH AND STAYING ON THAT PATH SO THAT THEY'RE ACHIEVING THE UNITS THAT THEY NEED IN ORDER TO TO BE SUCCESSFUL IN THEIR CERTIFICATE OR THEIR DEGREE.

THE STACKABLE CREDENTIALS THEY GIVE THE STUDENTS THE OPPORTUNITY TO NOT WASTE UNITS.

SO WHEN THEY'RE MOVING THROUGH ACHIEVING THEIR CERTIFICATE, THEY SHOULD ALSO BE MOVING THROUGH AND ACHIEVING THEIR DEGREE IF THEY CHOOSE TO COME BACK. DO THE GENERAL EDUCATION AND THEN DO THE ADDITIONAL MAJOR COURSES.

AND SO THE CTE COURSE PROGRAMS ARE VERY GOOD AT BUILDING THOSE STACKABLE CREDENTIALS.

AND THEN THE CTE COHORT MAJORS, THESE ARE NURSING DENTAL HYGIENE.

THESE ARE HIGHLY COMPETITIVE PROGRAMS. THEY'RE THEY ARE SMALL, BUT THEY THE STUDENTS ARE MOVED THROUGH THEIR PROGRAMS. THEY ARE PROVIDED WITH SUPPORT.

AND THEY ARE SUCCESSFUL IN THEIR COMPLETION RATES, NOT ONLY AT THE COURSE LEVEL BUT AT THE DEGREE LEVEL.

OKAY, SO WE HAD OUR LEADING INDICATOR GOAL OF COMPLETING 15 UNITS.

OUR SECOND KEY PERFORMANCE INDICATORS. WE WANT 80% OF OUR STUDENTS TO ATTEMPT 15 UNITS WITHIN THEIR FIRST YEAR.

SO WE MADE GAINS LAST YEAR WITH OUR PILOT COHORT HITTING AN ALL TIME HIGH AT 66%.

WE BROKE THAT, AND WE'RE AT 68% WITH THAT 2024 COHORT.

IN ORDER TO REACH OUR GOAL, WE NEED 436 MORE STUDENTS TO ATTEND 15 UNITS.

SO WE'RE MOVING IN THE RIGHT DIRECTION. BUT TO CLOSE THE GAP, WE NEED TO HELP THE STUDENTS ON THE EDGE.

SO LIKE WHAT FRANK MENTIONED BEFORE, THE STUDENTS BETWEEN THAT 12 AND 14.5 UNITS, IF WE DID THAT, WE'D BE VERY CLOSE TO OUR GOAL OF GETTING 80% OF OUR STUDENTS TO ATTEMPT 15 UNITS AGAIN, COHORT 1 OR 2, COHORT ONE. SO WE DON'T NEED 436. THIS IS LOOKING AT YEAR ONE METRICS.

SO WE MISS BY 436. SO THIS IS LOOKING LAST YEAR AT YEAR ONE AND WHERE THEY ENDED AT THE END OF YEAR ONE.

WE'RE SHORT I MEAN WE'RE LOOKING AT THIS AS A BINARY IS ONE OF THE COMPLICATED THINGS RIGHT.

[00:45:03]

ON THE ONE HAND WE DIDN'T PROGRESS MUCH IN AS A, ON A BINARY LEVEL OF HITTING OUR GOAL OR OF HAVING THAT MANY STUDENTS HITTING 15 PLUS UNITS. HOWEVER, WHAT I'M HEARING IS UNDERNEATH THIS DATA, THERE'S SOME THERE'S A LOT OF STUDENTS WHO ARE VERY CLOSE.

CORRECT. YEAH. I GUESS FOR SAKE OF CLARITY, I THINK WE SHOULD FRAME IT ON THE COHORT. AND IF WE WANT TO SHOW THE PROGRESS AND BY HOW MUCH WE MISS IT, WHERE WE ENDED, AND WHAT DO WE NEED TO DO TO CATCH UP? BECAUSE IT SOUNDS LIKE YOU'RE SAYING THAT WE NEED A 436 STUDENTS TO HIT THE GOAL, BUT THAT WILL MAKE IT A CURRENT COHORT, RIGHT? SO WE NEEDED 436 LAST YEAR TO REACH OUR GOAL OF 80%.

SO WE ENDED THE YEAR. YEAH, WE WERE SHORT THAT MANY STUDENTS.

SO SO MOVING FORWARD, DO WE HAVE THE METRIC OF HOW MANY STUDENTS WE NEED TO BRING UP TO SPEED TO TRY TO HIT THE GOAL ON THE SECOND YEAR? YES. SO WE HAVE YEAR ONE AND YEAR TWO TRACKING.

SO THIS IS TO SHOW WHERE WE ENDED WITH OUR 2024 COHORT.

COMPARED TO THE LAST FIVE YEARS INTERNALLY AND WITH THE DATA COACHES AND SUCCESS TEAMS, WE HAVE ALL THAT INFORMATION AT YEAR ONE AND YEAR TWO.

SO RIGHT NOW THE LCP SUCCESS TEAMS ARE TRACKING TWO COHORTS, THE 2024 AND YEAR TWO, AND THEN THE 2025 AND YEAR ONE.

ON THAT POINT. WHEN WE GOT TO THE DATA FOR THIS YEAR, WE'RE ALREADY AHEAD OF WHERE WE WERE LAST YEAR, AND WE'VE SEEN MORE FULL TIME STUDENTS. MORE PEOPLE HAVE GOTTEN TO THAT 15 UNITS IN THEIR FIRST TERM THAN WE DID LAST YEAR.

SO WE'RE ON THE RIGHT TRACK, BUT WE NEED TO KEEP GOING FURTHER.

SO ONE OF THE WAYS THAT WE'RE GOING TO KEEP GOING FURTHER IS WITH OUR FALCONS FINEST CAMPAIGN.

WE FINALLY ORDERED OUR PINS. VERY EXCITED. THE STUDENTS SEEM EXCITED.

I'M GOING TO START RELEASING THESE. SO WHAT WE'RE GOING TO DO IS A CAMPAIGN IN THE NEXT COUPLE OF WEEKS FOR THE STUDENTS WHO ARE ATTEMPTING 15 UNITS THIS TERM TO SAY, HEY, YOU'RE A FALCON FINEST, LET'S MAKE SURE YOU FINISH WELL.

YOU'RE ON TRACK TO GET THERE. AND YOUR FIRST TERM FOR THE STUDENTS WHO ARE UNDER 15 UNITS, WE WANT TO SEND THEM THE CAMPAIGN THAT SAYS THAT YOU'RE ON TRACK BECAUSE THEY HAVE UNTIL SPRING TO GET TO THAT 15 UNITS, AND WE WANT THEM TO WIN THEIR AWARD TOO. BUT WE'RE GOING TO DO A BIG CAMPAIGN FOR THE STUDENTS THAT MEET IT THIS TERM AND TRY AND MAKE THAT SOMETHING THAT THE OTHER STUDENTS ARE READY TO JUMP ON BOARD WITH. THEY'LL START SEEING THE PINS AROUND CAMPUS.

AND WE'RE NOT GIVING UP ON LAST YEAR'S GROUP EITHER, BECAUSE THEY WERE THE FIRST GROUP IN THERE, SO THAT THE STUDENTS WHO WERE ON TRACK TO GET THEIR SILVER PIN, THEIR SECOND YEAR 30 PIN, WE'RE GOING TO START PUSHING THEM AS WELL TO KEEP THEM ON TRACK TO FINISHING THEIR 30 BY THE END OF THEIR SECOND YEAR TO TRY AND STAY ON TRACK. AND THEN WE'RE GOING TO CONTINUE FOR OUR GOLD PIN, WHICH IS THE 45 UNITS.

AND AT EACH ONE OF THESE CAMPAIGNS, THERE'S A SPECIFIC OUTREACH THAT WE ARE BUILDING AROUND IT.

SO AT THE FIRST 15 UNIT PIN, WE WANT TO MAKE SURE THAT THEY'RE ALSO LOOKING AT THEIR TRANSFER ACADEMY.

IF THEY'VE INDICATED THAT THEIR GOAL IS TO TRANSFER AT THE 30 UNIT, WE WANT TO SEE IF THEY PICK THEIR TRANSFER INSTITUTION SO THAT THEY CAN START LOOKING AT BUILDING THEIR TRANSFER APPLICATION. AND AT 45 UNITS, WE WANT TO MAKE SURE THAT THEY KNOW WHAT CLASSES THEY NEED TO FINISH AND THAT THOSE CLASSES ARE AVAILABLE. SO WE'RE GOING TO MAKE SURE THAT THEY'RE THE SMART SCHEDULING ALONG THE WAY TO MAKE SURE THAT THOSE STUDENTS ARE ABLE TO FINISH AS THEY GET TO THE END.

SO ALL OF THOSE PIECES ARE NOW IN PLACE AFTER LAST YEAR OF BUILDING A LOT OF DIFFERENT THINGS, AND WE'RE REALLY EXCITED ABOUT WHERE THAT'S GOING TO GO THIS YEAR. IN ADDITION TO THE PHYSICAL PINS, WE'RE GOING TO PUT IT ON THEIR TRANSCRIPT TO SHOW THAT THEY'VE MET THEIR BRONZE, SILVER OR GOLD 15, 30 AND 45 UNITS WITHIN THE THE STUDENT FIRST FRAMEWORK GUIDELINE.

WE'RE ALSO GOING TO START LAUNCHING BADGES ON OUR ONLINE APP SO THAT THE STUDENTS WILL SEE THAT RIGHT WHEN THEY LOG IN AND START SEEING THAT THEY WIN ADDITIONAL AWARDS.

AND ALL OF THESE ARE TIED TO THAT ONE MORE CLASS CAMPAIGN THAT WE WERE TALKING ABOUT BEFORE.

WE JUST GET THEM TO TAKE ONE MORE CLASS. WE CAN DRAMATICALLY INCREASE THIS NUMBER AND WITH DEGREE PLANNER AUTOMATICALLY, AUTOMATICALLY GIVING THEM 15 UNITS AND SCHEDULE BUILDER HELPING THEM TO BE ABLE TO TAKE THOSE 15 UNITS IN A WAY THAT MEETS THEIR ACADEMIC AND WORK REQUIREMENTS.

WE'RE WE'RE REALLY MAKING A LOT OF PROGRESS TO MAKE THIS MUCH MORE OF A SUCCESSFUL YEAR, AND WE THINK WE'LL BE ABLE TO BUILD IT WITH THESE FOUR PIECES TIED TOGETHER.

SO MOVING ON TO ANOTHER KEY PERFORMANCE INDICATOR.

SO THIS IS A SUBSET FOCUSING JUST ON TRANSFER DEGREE SEEKING STUDENTS.

SO THEY NEED TRANSFER LEVEL MATH AND ENGLISH IN ORDER TO REACH THEIR EDUCATIONAL GOAL.

[00:50:02]

HERE YOU CAN SEE WE ACTUALLY REACHED OUR GOAL FOR STUDENTS ATTEMPTING TRANSFER LEVEL MATH AT 71% FOR THE 2024 COHORT.

AND WE SURPASSED OUR GOAL FOR STUDENTS ATTEMPTING BOTH MATH AND ENGLISH WITHIN THEIR FIRST YEAR AT 67% OR 1% AWAY FROM STUDENTS ATTEMPTING TRANSFER LEVEL ENGLISH. SO REALLY, I FEEL LIKE THE 2024 COHORT, ESPECIALLY WITHIN THE SUCCESS TEAMS, FOCUSED ON GETTING STUDENTS TO GET IN TRANSFER LEVEL MATH AND ENGLISH.

SO KUDOS TO THEM. KUDOS TO OUR COUNSELORS AND ESPECIALLY OUR SEM AND LIBERAL ARTS DEPARTMENT AS WELL, ENSURING THAT THERE'S EVEN ENOUGH SECTIONS TO GET OUR FIRST TIME STUDENTS INTO THESE CLASSES.

SO THE NEXT PIECE OF THIS IS WE NEED TO GET ONE STUDENTS IN, BUT TWO, THEY NEED TO PASS.

AND SO THIS IS SUCCESS RATE. SO THIS IS STUDENTS EARNING AN A, B, C OR PASS.

SO AT THE TOP WE HAVE SUCCESS RATES. AND AT THE BOTTOM IS A NUMBER OF STUDENTS.

SO IT'S BROKEN DOWN BY ENGLISH WHICH IS THE YELLOW BAR.

AND THEN PURPLE IS A MATH BAR FOR THE 2024 COHORT.

YOU CAN SEE WE HAVE AN ALL TIME HIGH OF 66% OF OUR STUDENTS PASSING TRANSFER LEVEL ENGLISH AND 53% OF STUDENTS PASSING TRANSFER LEVEL MATH.

THAT TRANSLATES INTO MORE STUDENTS MAKING IT THROUGH.

SO LOOK AT THE NUMBER AT THE BOTTOM. WE HAD A 9% INCREASE FROM THE PREVIOUS COHORT OF 2023 FOR TRANSFER LEVEL ENGLISH, AND ALMOST 30% MORE STUDENTS MADE IT THROUGH WITH TRANSFER LEVEL MATH, WHICH IS HUGE.

AND SO THEN THAT TRANSLATES INTO STUDENTS COMPLETING.

SO THE COMPLETION IS DEFINED AS THE SUCCESS DIVIDED BY THE ENTIRE COHORT OF STUDENTS WHO NEED TRANSFER LEVEL MATH AND ENGLISH.

SO HERE WE'RE LAGGING BEHIND OUR GOALS SLIGHTLY.

BUT AGAIN YOU CAN SEE THE MOMENTUM AND THE GAINS WE'VE MADE.

IT'S THE HIGHEST WE'VE EVER BEEN WITH STUDENTS COMPLETING TRANSFER LEVEL ENGLISH, ESPECIALLY TRANSFER LEVEL MATH AT 38%, WHERE FIVE YEARS AGO WE ONLY HAD 26% OF OUR COHORT COMPLETING.

THEN THAT THEN TRANSLATES INTO STUDENTS COMPLETING BOTH MATH AND ENGLISH AT 33%.

SO WE'RE 12% AWAY FROM REACHING OUR GOAL AT 45%.

I WANT TO I WANT TO REEMPHASIZE ONE POINT THAT THOSE NUMBERS ARE OUT OF THE ENTIRE COHORT.

SO NOT THE ENTIRE COHORT DID NOT TAKE MATH OR ENGLISH.

SO WE'RE JUST CALCULATING OF THE COHORT HOW MANY HE COMPLETED THE SUCCESS RATES.

THE SLIDE BEFORE GIVE YOU AN IDEA OF HOW MANY COMPLETED WHO ENROLLED IN MATH AND ENGLISH, AND THOSE NUMBERS ARE VERY STRONG.

THESE NUMBERS CONTINUE TO IMPROVE, BUT THE SECRET HERE IS GETTING THE STUDENTS FROM THE COHORT INTO THE MATH AND ENGLISH, BECAUSE THE SUCCESS RATES IN MATH AND ENGLISH ARE VERY STRONG.

AND SO WE JUST HAVE TO KEEP WORKING ON GETTING THEM INTO MATH AND ENGLISH.

OH, SO THE I THINK ONE OF THE MOST IMPORTANT THINGS THAT WE'VE DONE SO FAR IS ENGAGE THE FACULTY IN DOING THE THINGS THAT THEY WANT TO DO IN THE CLASSROOM THAT THEY BELIEVE WILL BE SUCCESSFUL.

MATH. THE MATH AND ENGLISH DEPARTMENT HAVE BEEN WORKING ON THESE ITEMS. I NOT LONG AGO YOU HAD TWO MATH FACULTY HERE WITH THE BOOT CAMPS AND THE MODULES.

I DON'T THINK WE'VE HEARD FROM THE ENGLISH FACULTY, BUT THEY'VE BEEN WORKING ON CONTEXTUALIZED CLASSES.

THEY'VE BEEN WORKING WITH AI AND SO ENGAGING THE FACULTY IN DOING THE THINGS THAT THEY FEEL WILL HELP STUDENTS, I THINK HAS BEEN A REAL PLUS ENGAGING IN THE PROFESSIONAL DEVELOPMENT THAT THEY FEEL THEY NEEDED.

THE OTHER THING IS THAT OUR FULL TIME FACULTY HAVE BEEN PROVIDING ORIENTATIONS FOR THE ADJUNCT FACULTY TO GET TO BETTER PREPARE THEM, TO TEACH OUR STUDENTS THE MAKE GETTING THEM BETTER, PREPARE THEM FOR OUR CAMPUS.

AND SO I BELIEVE THAT THAT TO MAKING JUST LIKE WITH A STUDENT FEELING CONNECTED TO A CAMPUS, A FACULTY MEMBER FEELING CONNECTED TO A CAMPUS MAKES THEM FEEL PART OF OUR COMMUNITY, MAKES THEM A BETTER TEACHER.

SO WE'VE BEEN THE FACULTY HAVE BEEN VERY BUSY IMPROVING THEMSELVES IN ORDER TO IMPROVE OUR STUDENTS.

WE'VE REACHED OUR LAST KPI. SO PERSISTENCE AND RETENTION.

SO PERSISTENCE. ARE STUDENTS COMING BACK THE NEXT SEMESTER.

SO FALL TO SPRING, WHEREAS RETENTION IS COMING BACK THE NEXT YEAR.

[00:55:01]

SO THE BLUE LINE REPRESENTS FALL TO SPRING PERSISTENCE.

79% OF OUR FIRST TIME STUDENTS CAME BACK IN THE SPRING SEMESTER, WHICH IS AN ALL TIME HIGH.

I KEEP SAYING THAT TONIGHT WE HIT ALL TIME HIGHS FOR OUR 2024 COHORT.

WHERE WE WERE LOSING STUDENTS HISTORICALLY WAS FALL TO FALL.

WITH OUR MOST RECENT COHORT, WE HAD A 9% INCREASE OVER THE LAST FIVE YEARS AT 64% OF OUR STUDENTS COMING BACK THE NEXT YEAR, THAT'S NEARLY A TEN PERCENTAGE POINT GAIN SINCE 2020, WHICH MEANS 1 IN 10 STUDENTS ARE COMING BACK THEIR SECOND YEAR, WHICH IS HUGE. AND YOU CAN SEE THAT THEN TRANSLATES TO STUDENTS COMING BACK FALL TO SECOND SPRING AT 56%.

SO I'VE SHARED THIS INFORMATION WITH YOU BEFORE, BUT I THINK IT'S IMPORTANT TO REITERATE, IF WE DISAGGREGATE THIS DATA BY ENROLLMENT STATUS, WE SEE FULL TIME STUDENTS WITH 12 OR MORE UNITS ARE MUCH MORE LIKELY TO COME BACK SEMESTER TO SEMESTER.

AND EVEN THE NEXT YEAR, 91% OF OUR STUDENTS CAME BACK FALL TO SPRING AND 78 CAME BACK THE SECOND FALL.

WHEN YOU LOOK AT THE MIDDLE LINE, THAT'S OUR PART TIME STUDENTS. AND THEN THE RED LINE IS LESS THAN PART TIME, MEANING SIX OR FEWER UNITS.

SO IF WE CAN ENCOURAGE STUDENTS TO JUST TAKE ONE MORE CLASS, GET OUR LESSON PART TIME TO PART TIME, AND OUR PART TIME TO FULL TIME, THEY'RE MUCH MORE LIKELY TO COME BACK, WHICH THE RESEARCH SHOWS ONCE THEY START WITH MOMENTUM, THEY CARRY THAT THROUGH. SO ALL THESE KPIS ARE REALLY CONNECTED.

GETTING STUDENTS TO KSEP, PUTTING THEM ON FULL TIME STATUS, AND THEY'RE MUCH MORE LIKELY TO COME BACK.

SEMESTER TO SEMESTER. PERCENTAGE OF PART TIME STUDENTS VERSUS FULL TIME STUDENTS.

SO I'M TRYING TO DO THE MATH IN MY HEAD RIGHT NOW.

SO 1213 OUT OF THAT 3648. SO A LITTLE LESS THAN HALF AND WE LOST.

HOW MANY PART TIMES. SO 73% FALL TO SPRING. AND THEN COMING BACK THIS YEAR.

SO THIS FALL SEMESTER A LITTLE MORE THAN HALF.

SO 58% I'M SORRY A LITTLE LESS THAN HALF. AND WHAT THAT MEANS GOING FORWARD.

WHAT DO YOU MEAN THAT WE NEED TO ENCOURAGE MORE STUDENTS TO COME, TO TAKE MORE UNITS FROM THE VERY BEGINNING.

SO WE ACTUALLY LOOKED AT THIS DATA DISAGGREGATED BECAUSE WE WANTED TO SEE WHO ARE THE STUDENTS THAT AREN'T COMING BACK AND IF THEY FAIL MATH OR ENGLISH.

SO WE KNOW MATH AND ENGLISH IS THE STRONGEST PREDICTOR OF STUDENT COMPLETION WITHIN TWO YEARS.

IT'S ALSO A STRONG PREDICTOR OF THEM NOT COMING BACK IF THEY DON'T PASS.

AND SO THOSE STUDENTS THAT DON'T COME BACK THAT SPRING SEMESTER FAILED OR WITHDREW FROM EITHER MATH OR ENGLISH, AND THEY DIDN'T COME BACK AND FALL AS WELL. AND SO FOCUSING OUR EFFORTS ON GETTING STUDENTS TO EITHER GET TUTORING, GO THROUGH A SPECIFIC PROGRAM TO GET MORE SUPPORT WITH MATH AND ENGLISH IS IMPERATIVE TO GET THEM TO COME BACK AS WELL.

YES, THAT MAKES SOME SENSE BECAUSE WE KIND OF HAVE TWO CONFLICTING PROBLEMS, RIGHT? LIKE FRANK IS POINTING OUT, VICE PRESIDENT NIXON IS POINTING OUT THAT WE NEED TO GET THEM INTO MATH AND ENGLISH.

BUT THEN IF THEY DON'T SUCCEED AT MATH AND ENGLISH WHEN THEY'RE THERE, THAT TENDS TO BE THE REASON WHY THEY DON'T COME BACK.

SO IT'D BE I CAN SEE, YOU KNOW, MIXED MIXED INCENTIVES ON THAT IF AND WHERE WE ARE ATTEMPTING TO ADDRESS THAT. PUTTING TOGETHER A PROGRAM. THE I'M GOING TO THE FIRST PART OF IT IS WE ARE EXPANDING OUR NINE WEEK MATH AND ENGLISH CLASSES, PAIRING THEM, NOT LINKING THEM WHERE A WHERE A STUDENT HAS TO ACTUALLY ENROLL IN BOTH CLASSES, BUT PAIRING THEM SO THAT THE STUDENT CAN TAKE MATH OR ENGLISH IN THE FIRST NINE WEEKS, OR MATH AND ENGLISH IN THE SECOND NINE WEEKS.

THAT WAY THEY FOCUS ON ONE OR THE OTHER. WE ARE WE ARE PLANNING THE TO PROVIDE PROFESSIONAL DEVELOPMENT FOR FACULTY WHO ARE TEACHING THESE NINE WEEK COURSES SO THAT SO THAT THEY ARE BETTER PREPARED TO INSTRUCT THE STUDENTS IN THIS SHORTER SESSION.

WE HOPE THAT WILL HELP WITH THE IMPROVEMENT. IF, HOWEVER, SOME STUDENTS WILL STILL STRUGGLE, THEY WE THEY DO DROP, WE ARE GOING TO HAVE A TEAM REACH OUT TO THEM VIA EMAIL AND OR AND PHONE AND DO EVERYTHING WE CAN TO BRING THEM BACK. WHAT WE WILL BE OFFERING THEM TO COME BACK IS A 1 TO 2 WEEK BOOT CAMP THROUGH ADULT EDUCATION THAT WILL COST THEM NOTHING. THE PURPOSE OF THAT IS SKILL BUILDING AND MATH OR ENGLISH AND CONFIDENCE BUILDING.

AND AND I THINK THIS IS PROBABLY THE MOST IMPORTANT PART THAT BECAUSE WHEN STUDENTS FAIL, THEY FEEL ASHAMED.

AND IF WE REACH OUT TO THEM AND TELL THEM WE WANT YOU BACK, WE HAVEN'T GIVEN UP ON YOU.

[01:00:04]

WE STILL WANT YOU BACK. I THINK THAT'S A VERY POWERFUL MESSAGE FOR STUDENTS.

WE GET THEM BACK IN, WE GET THEM THAT THAT THAT CONFIDENCE.

AND THEN WE PUT THEM IN ONE OF THOSE NINE WEEK CLASSES AGAIN, AND WE KEEP PUTTING THEM IN THOSE CLASSES UNTIL THEY'RE SUCCESSFUL.

WE KEEP REACHING OUT. WE KEEP PUTTING THEM IN.

WE NEVER GIVE UP ON THEM. FIRST TRUSTEE GREEN.

THEN THANK YOU, DOCTOR NIXON, FOR THAT, BECAUSE THAT KIND OF GOES ALONG THE LINES OF THE QUESTION THAT I HAD EARLIER.

AND IT'S I KNOW THAT WE HAVE HAD PREVIOUS CONVERSATIONS JUST IN REGARD TO ALL THE MEASURES THAT ARE BEING TAKEN TO MAKE SURE THAT WE HAVE ACCESS FOR OUR STUDENTS AS IT RELATES TO THE SUCCESS CENTER AND TUTORING AND THINGS OF THAT SORT, ESPECIALLY WITH THE MATH AND ENGLISH.

BUT I WAS WONDERING, DO WE HAVE ACTUAL USAGE RATES? BECAUSE ALTHOUGH WE HAVE IT ACCESSIBLE FOR OUR STUDENTS, WHAT IS THE USAGE? AND SO IF WE KIND OF LOOK AT THAT, WE CAN KIND OF DETERMINE, YOU KNOW, WHAT OUTREACH AND AWARENESS DO WE NEED TO PROVIDE TO OUR STUDENTS SO THAT THEY KNOW THAT IT EXISTS AND IT'S THERE FOR THEM? AND I WAS ALSO THINKING, YOU KNOW, WHEN A STUDENT, YOU KNOW, VERY SIMILAR TO PROGRESS REPORTS, BUT MAYBE THERE IS A MARK AT A POINT IN THE SEMESTER WHERE AT THE THREE WEEK MARK OR THE SIX WEEK MARK, IF THAT STUDENT IS NOT PERFORMING ADEQUATELY AND THEY ARE AT RISK OF NOT PASSING THAT COURSE, CAN WE SEND OUT SOME TYPE OF ALERT LIKE AN EMAIL, A TEXT LIKE, YOU KNOW, WE HAVE SUPPORTS FOR YOU? SO I DON'T KNOW. I KNOW WE HAD TALKED ABOUT IT IN THE PAST, BUT I DON'T KNOW IF IT'S ACTUALLY HAPPENING RIGHT NOW, BUT YOU KIND OF SPOKE TO SOME OF THAT. BUT, YOU KNOW, I JUST FEEL THAT WE HAVE SUPPORTS IN PLACE, BUT OUR STUDENTS MIGHT NOT BE ACCESSING THEM.

THE USAGE ISN'T THERE. SO EXCUSE ME. SO YOU'RE WE DO HAVE USAGE REPORTS.

STUDENTS ARE NOT USING THEM TO THE DEGREE THAT WE WISH.

HOWEVER, WE HAVE EVEN PROVIDED AN INCENTIVE PROGRAM.

YOU COME FIVE TIMES, WE GIVE YOU A BOOK VOUCHER.

SO WE'RE DOING WHAT WE CAN TO DRAW THEM IN. WE HAVE ALL KINDS OF ADVERTISEMENTS.

WE'VE BEEN WE'VE ENGAGED THE FACULTY IN HELPING WITH THE TUTORING IN THE GENERAL ED DISCIPLINES, BELIEVING THAT WITH FACULTY ENGAGED IN THE TUTORING, THEY'RE MORE APT TO ENCOURAGE THEIR STUDENTS TO PARTICIPATE IN THE IN THE TUTORING.

SO WE'RE ALWAYS REACHING OUT TO THE STUDENTS, LETTING THEM KNOW THAT THESE THINGS ARE AVAILABLE.

AND IT'S AN ONGOING EFFORT. AND IT WAS AND IT HAS IMPROVED.

TRUSTEE. GREEN, WHEN WE FIRST CAME BACK FROM THE PANDEMIC, IT IT WAS IT WAS A MORGUE DOWN THERE.

BUT IT IT'S PICKED UP AND IT KEEPS GETTING STRONGER.

BUT THE WORK WILL NEED TO CONTINUE. IN TERMS OF THE EARLY ALERTS, WE DO HAVE AN EARLY ALERT SYSTEM.

WE WE ARE FACULTY DO SEND OUT ALERTS TO AND THOSE ALERTS GO TO THE SUCCESS CENTER AND THE SUCCESS CENTER, THEN REACHES OUT TO THE STUDENT TO ASK THEM IF THEY WOULD LIKE TO MAKE A CONNECTION.

BUT AGAIN, SOME STUDENTS TAKE MAKE USE OF IT.

OTHER STUDENTS DO NOT. BUT WE CONTINUE TO PUSH AND ENCOURAGE STUDENTS TO TO UTILIZE THESE SERVICES.

ONE LAST QUESTION. I JUST THOUGHT OF SOMETHING.

SO WHEN WE HAVE STUDENTS APPLY TO BECOME STUDENTS ESPECIALLY ARE STUDENTS WHO ARE EXITING FROM SOME OF OUR LOCAL HIGH SCHOOLS.

DO WE SEND INFORMATION ABOUT THE BOOT CAMP TO THEM SO THAT THEY CAN TAKE IT IN ADVANCE OF THEM COMING TO CAMPUS? I DON'T KNOW THE ANSWER TO THAT. I WILL GET IT FOR YOU, AND I WILL BECAUSE THE BOOT CAMP STARTED THIS YEAR, I'M NOT SURE THAT IT'S BEEN INCORPORATED INTO TO CERRITOS COMPLETE.

I WILL DOUBLE CHECK. I BELIEVE IT HAS BEEN, BUT I WANT TO.

I DON'T WANT TO SAY THAT SPECULATIVELY. RIGHT.

BECAUSE I JUST FEEL LIKE IF WE, YOU KNOW, WE KIND OF KNOW WE HAVE A FEEL OF WHAT OUR, OUR, OUR K-12 MATH RATES ARE LOOKING LIKE STATEWIDE.

AND SO KNOWING THAT THERE'S A LOT OF WORK TO BE DONE THERE, IF WE CAN PROVIDE SUPPORTS TO THOSE STUDENTS WHO ARE GOING TO BE ENROLLING AT CERRITOS COLLEGE DURING THE SUMMER BEFORE THEY BEGIN IN FALL, I THINK THAT MIGHT HELP US GREATLY INCREASE THE PROBABILITY OF THEM NOT JUST, YOU KNOW, ENROLLING FOR THE CLASS, BUT COMPLETING IT SUCCESSFULLY.

TOTALLY AGREE WITH YOU. SO IF IT'S NOT HAPPENING, IT WILL, I PROMISE.

AND ONE OF THE THINGS ABOUT THAT THAT'S IMPORTANT TOO, IS THE CREDIT RECOVERY PIECE THAT WE'VE TALKED ABOUT WHERE WE ARE NOW IN DOWNEY AND WE ARE

[01:05:07]

AND WE CAN START OUTREACHING TO THOSE STUDENTS TO GET THEM INTO DUAL ENROLLMENT CLASSES AND ADDITIONALLY GET THEM INTO EARLY CLASSES BECAUSE THEY'RE ALREADY STUDENTS IN THE SYSTEM, SO WE'RE EXCITED ABOUT THAT TO TRY AND BUILD UP SOME OF THESE PROGRAMS BEFORE THEY THEY'RE OFFICIALLY ENROLLING IN THEIR CLASSES.

ANOTHER THING TYING INTO WHAT TRUSTEE BIRKEY WAS TALKING ABOUT WITH DISAGGREGATING, THE DATA, ESPECIALLY FOR TUTORING, IS WE JUST RECEIVED OUR FIRST TRIPLE S TRIO GRANT FROM THE FEDERAL GOVERNMENT THAT WAS AWARDED YESTERDAY, AND THAT REQUIRES US TO HAVE 60% OF OUR STUDENTS IN THAT PROGRAM, WHICH IS SPECIFICALLY FOR STUDENTS WHO ARE LOW INCOME OR FIRST GENERATION OR HAVE SOME TYPE OF DISABILITY AND HAVE 60% OF THOSE STUDENTS GO THROUGH TUTORING.

AND SPECIFICALLY EMPHASIZING MATH AND ENGLISH IS GOING TO GIVE US ANOTHER AVENUE TO REALLY HELP TO GET THOSE STUDENTS ON TRACK IN THAT FIRST YEAR.

TRUSTEE THANK YOU. I JUST WANT TO TAKE A MOMENT TO REALLY CONGRATULATE THE STUDENTS, BECAUSE THE STUDENTS ARE THE ONES THAT ARE LISTENING TO YOU AND SAYING, YES, I'M ENROLLING IN THOSE 4 OR 5 COURSES. YES, I'M ENROLLING IN THOSE 4.5 COURSES.

WE JUST NEED HALF A COURSE TO GET TO THE TO THE GOAL, TO THE FACULTY WHO ARE PUTTING THAT EXTRA TIME AND, AND YOU'RE AT THE, AT THE FRONT LINES DEALING WITH THE STUDENTS, AND YOU ARE BEING IMAGINATIVE AND COMING UP WITH IDEAS AS TO HOW CAN WE KEEP IT MOTIVATED, HOW CAN WE IMPROVE THE PROGRESS? AND THE PROGRESS IS IS BEING SHOWN.

AS I SEE IT, I SEE PROGRESS, WHICH IS AWESOME.

I KEEP HEARING WE HAVE PROBLEMS WITH MATH AND ENGLISH, YET THE ATTEMPTED TRANSFER LEVEL MATH AND ENGLISH MET THE GOAL, RIGHT? SO TRUSTEE BIRKEY KEEPS SAYING DISAGGREGATING THE DISAGGREGATED THE DATA.

IT SEEMS THAT THAT IS OUR NEW TARGET. YOU KNOW WHAT I MEAN? IF YOU'RE SAYING 34% MET THE DATA, BUT I DON'T SEE IT HERE, MAYBE WE NEED TO SEE THE THE AREAS THAT THE GOALS ARE BEING MET AND FOCUS ON THE NEW AREAS THAT NEED TO BE RAISED. AND THANK YOU. I WANT TO SAY, ROBIN, SORRY FOR THAT NEW GRANT BECAUSE TUTORING IS KEY.

AND AS I MENTIONED, THE AI TUTORING, THE TUTORING.

AND I LOVE WHAT YOU SAID. MR. MIXON, IN TERMS OF NOT GIVING UP, WE WE TALKED EARLIER ABOUT THE PEOPLE IN JUVENILE HALL. SOMETIMES THEY DO FEEL THEY'VE GIVEN UP OUR STUDENTS WHO FAIL.

IT IS A HORRIBLE FEELING. BUT IF YOU'RE COMING TO THEM AND SAYING, I'M NOT GIVING UP TO YOU FOR I'M NOT GIVING UP ON YOU, YOU'RE PERSONALLY TAKING CARE OF ME, AND I WILL COME BACK AND TAKE CARE OF YOU.

I MEAN, IF IF I'M RESPONDING AS A HUMAN BEING, YOU'RE TRUSTING THAT I CAN DO IT.

YOU'RE SHARING THAT BELIEF AND THAT I CAN DO IT.

I THINK THAT'S AWESOME. PLEASE LET LET US KNOW IF I CAN SAY US IN TERMS OF HOW THAT WORKS WITH THE STUDENTS, IF THAT REALLY MAKES A DIFFERENCE. BUT I DO THINK THAT THAT'S AN AMAZING, AMAZING GOAL THAT IF YOU'RE YOU'RE MAKING THAT PERSONAL CONTACT WITH THOSE TYPES OF STUDENTS, THAT RAISES OUR SUCCESS LEVEL, BECAUSE THAT'S GOING TO HELP OUR STATISTICS.

SO THANK YOU FOR ALL YOU'RE DOING. AND THANK YOU FOR THE PRESENTATION.

WELL SHE'S NOT DONE. BUT COULD YOU GO TO THE PREVIOUS ONE PLEASE.

THERE WE GO. I KNOW NOT ONE MORE. HOUR FOR MAYBE.

WHAT ARE YOU LOOKING FOR RIGHT THERE? OKAY, SO, I MEAN, I THINK THIS IS FANTASTIC WORK, AND IT NEEDS TO BE COMMENDED, HIGHLIGHTED BACK AND FORTH TO TO TO GET THERE.

AND YES, WE DIDN'T GET THAT BY ONE PERCENTAGE POINT, BUT IT'S STILL IF YOU LOOK AT IT FANTASTIC WORK.

AGAIN GOING BACK TO WE ARE AT A POINT THAT THE PROGRESS WE'RE MAKING IS GREAT, BUT IF WE WANT TO MOVE FORWARD, WE NEED TO START LOOKING FOR THE GAPS AND OPPORTUNITY.

SO LOOKING AT AGGREGATE IS GOOD FOR CONVERSATION STARTER, TARTAR, BUT IT IS NOT WHAT WE NEED TO BE LOOKING FOR THAT NEXT STEP. WHAT GOT US HERE IS NOT GOING TO GET US THERE.

AND THIS IS VERY, VERY, VERY IMPRESSIVE. SO I THINK OUR FACULTY OR STAFF OR COUNSELORS, EVERYONE NEEDS TO BE GIVEN A BIG, BIG SHOUT OUT BECAUSE GETTING US HERE IS IS HARD.

BUT WE HAVE ANOTHER STEP TO MAKE, AND WE NEED TO LOOK AT WHERE THE GAPS ARE, BECAUSE IT'S NOT ABOUT DOING MORE WORK.

IT'S FOCUSING THE SAME ENERGY. WHAT IS NEEDED.

BECAUSE CLEARLY WE MADE PROGRESS THERE. SO IF YOU GO TO THE NEXT PART AND AGAIN THE HIGHER NUMBERS WE HAVE HAD.

SO IT'S PROOF THAT THE SIGNIFICANT PROGRESS HAS BEEN MADE.

GO TO THE NEXT PLEASE. SAME. WE WE HAVE MADE SIGNIFICANT PROGRESS.

[01:10:09]

WE CAN ONLY GO FORWARD. BUT WE NEED TO LOOK WHERE EXACTLY WE'RE MISSING THE MARK BECAUSE THE AGGREGATE IS SHOWING US THE EFFORT OF ALL.

SO THERE WILL BE COHORTS THAT ARE WELL ABOVE THAT, 33% CARRYING SOME THAT ARE BELOW.

AND THE BELOW OF THAT BENCHMARK IS WHERE WE NEED TO REALLY KNOW WHAT IS HAPPENING SO WE CAN DO THAT.

OUTREACH NOW ALSO WAS MENTIONED THAT THOSE WHO TAKE MATH AND ENGLISH AND DIDN'T SUCCEED LEAVE, WHICH MAY BE TRUE, BUT IF YOU GO TO YOUR NEXT ONE MORE, WE ALSO LOOK IN THE 79% OF THOSE CAME THE FOLLOWING SEMESTER, AND THEN WE HAD AN INCREASE OF 64%, WHICH COULD LEAD ONE TO BELIEVE THAT NOT ALL OF THEM LEFT.

BECAUSE IF YOU LOOK AT THE PREVIOUS SLIDE, YOU WILL HAVE THEN A MUCH LOWER NUMBER THERE.

SO WHAT I SUGGEST TO DO IS TO LOOK AT WHETHER OR NOT THOSE STUDENTS WERE ENROLLED FULL TIME, BECAUSE TO ME, IT LOOKS THAT THOSE WHO ENROLL FULL TIME, EVEN WHEN THEY FAIL ONE OR THE OTHER, THEY ARE MORE LIKELY TO COME BACK BECAUSE IT'S SOMETHING ANCHORING THEM.

IF THEY'RE ONLY ENROLLED IN MATH AND ENGLISH AND THEY FAIL, THEY HAVE NOTHING TO BE ANCHORED TO.

SO WHEN YOU LOOK AT THE NUMBER IN THE BOTTOM OF THE LESS THAN PART TIME AND PART TIME, YOU'RE TALKING ABOUT NEARLY 50% OF THE STUDENT GROUP, WHICH IF YOU CARRY THE SAME EXACT PROJECTION TO THE SECOND YEAR, WE WILL NOT HAVE ENOUGH STUDENTS LEFT TO ACHIEVE OUR GOAL.

SO YET AGAIN, WE GO BACK TO THIS AGGREGATION OF THAT DATA, WHAT IS HAPPENING WITHIN THOSE COHORTS, AND WHAT DO WE NEED TO DO TO INCREASE THAT UNIT TO PROVIDE AN ANCHOR? I WILL UNDERSTAND THAT IF I AM ONLY TAKING TWO CLASSES AND I FAIL BOTH, I'LL FEEL DISCOURAGED RIGHT AWAY.

BUT IF I'M TAKING FIVE CLASSES AND I FAIL ONE, WELL, FOUR OUT OF FIVE ISN'T THAT BAD.

I'M COMING BACK NEXT SEMESTER. YOU GOT A B ON PASSING.

CORRECT. SO? SO I THINK WE WE HAVE MADE TREMENDOUS PROGRESS THE WAY IT IS.

WE NEED TO SWITCH OUR LENS AND START LOOKING AT WHERE THE GAPS AND OPPORTUNITIES ARE.

AND WITH THE PERMISSION OF TRUSTEE PACHECO AND THE REST OF THE BOARD, I WOULD LIKE TO ASK FOR, FOR FOR THE SAME PRESENTATION THAT WE HAVE HERE TO BE REDONE, LOOKING AT THE SPECIFICS SO WE CAN ONE BE AWARE OF WHERE WE ARE. AND TWO, HAVE THE CONVERSATION OF WHAT TYPE OF SUPPORT IS NEEDED.

I'M VERY HAPPY TO HEAR THAT THE FACULTY ARE GOING TO GET THE TRAINING UNDER NINE WEEKS, BUT THEY'VE BEEN DOING IT AND I KNOW WE CAN ALWAYS BENEFIT OF TRAINING, BUT I BUT I THINK THEY KNOW HOW TO TEACH. I THINK THEY'RE DOING GREAT AND IT SHOWS.

BUT ARE WE PUTTING THE DATA ON THEIR HANDS TO SAY, HERE ARE THE NUMBERS, HERE IS WHAT THE STUDENTS ARE.

WHY DON'T WE GET YOUR FEEDBACK AS TO WHAT ELSE NEEDS TO BE DONE? IT'S LIKE CROWDSOURCING, RIGHT? THE MORE PEOPLE THINKING ON THE SAME PROBLEM THE, THE, THE MORE LIKELY WE ARE TO FIND TO FIND A SOLUTION.

SO I THINK IT'S VERY IMPORTANT TO PUT THAT, THAT DATA ON THE HANDS OF THE FACULTY AND LISTEN LIKE, HEY, HAVE YOU THOUGHT ABOUT THIS? AND MAYBE WE HAVEN'T.

AND THEY'RE THEY OUTNUMBER US BY A VERY LONG CHAT, ABOUT 700 OF THEM ALL COMBINED.

SO IF WE IF WE GIVE THEM THE DATA AND THE GROUP DATA, THEY MAY BE ABLE TO GIVE US SOME ADDITIONAL INSIGHT THAT WE DON'T HAVE AT THE TIME.

CAN I JUST RESPOND TO DOCTOR FARROW'S OKAY. WE I KNOW YOU HAVE A COUPLE MORE.

I DO, BUT I JUST WANT TO SAY SOMETHING REAL QUICK.

GO AHEAD. OKAY. SO WE HAVE LOOKED AT THAT DATA, FRANK.

AND I ACTUALLY LOOKED AT THAT BECAUSE WE WERE CURIOUS WHY STUDENTS WERE NOT COMING BACK.

AND WE LOOKED AT THOSE WHO FAILED. AND YOU'RE RIGHT, DOCTOR FARROW. THEY'RE NOT ANCHORED IN MORE THAN A COUPLE COURSES, SO THEY'RE ONLY TAKING A HANDFUL OF COURSES THAT AREN'T COMING BACK.

WE DISAGGREGATED THAT DATA BY MAJOR AS WELL AND SAW PATTERNS THERE.

SO WE ARE DOING THAT. I CAN SHARE THAT AT THE NEXT BOARD MEETING OR WHENEVER THIS OPPORTUNITY PRESENTS ITSELF.

AGAIN, BECAUSE WE DO HAVE THAT INFORMATION AND WE'RE LOOKING AT IT.

AND I BROUGHT EDDIE HERE TO SHARE AS A DATA COACH, THE WORK THAT HE'S DOING WITHIN HIS SUCCESS TEAM.

SO BEFORE I HAND IT OVER TO HIM, WE RECENTLY INSTITUTIONALIZED AN LCP WINNER OF THE YEAR, WHICH TRACKS THEIR KEY PERFORMANCE INDICATORS BY LCP.

SO EVERY LCP IS GETTING THEIR KPI DATA DISAGGREGATED SEGREGATED EVEN BY MAJOR AS WELL.

[01:15:04]

AND THEN BUSINESS ACCOUNTING AND LAW WAS NUMBER THREE.

SO WE HAVE THIS INFORMATION ON OUR WEBSITE. WE HAVE THE NEW COHORT AS WELL.

BUT EDDIE HAS BEEN A DATA COACH WITH US FROM THE VERY BEGINNING.

AND SO WITHIN THE SUCCESS TEAM, THERE'S A DEAN COUNSELOR, FACULTY SUCCESS COACH.

AND SO THAT OUTREACH IS HAPPENING, AND IRP TRAINS THE DATA COACHES TO DISAGGREGATE THE DATA, LOOK AT THAT INFORMATION, AND THEN DO OUTREACH TO THE STUDENTS BASED ON WHAT THEY'RE SEEING.

SO I'M GOING TO TURN IT OVER TO EDDIE TO PROVIDE AN UPDATE.

HELLO. THANK YOU. SO I WANTED TO EXPLAIN MY MY ROLE AS A DATA COACH ON ONE OF THESE TEAMS. BUT BEFORE I DO THAT, JUST IN GENERAL, YOU KNOW, THE TEAM CONSISTS OF ALL THOSE FOLKS THAT WERE JUST MENTIONED, BUT HOW I'D SUMMARIZE IT IS IN ANOTHER NEW APPROACH TO HELPING STUDENTS FEEL LIKE THEY'RE CARED FOR.

LIKE, WE HAVE COUNSELORS, YOU KNOW, CONSTANTLY DOING OUTREACH TO THE STUDENTS AND A FACULTY REPRESENTATIVE SENDING MESSAGES ON MAINLY PRONTO. IT'S LIKE A ALMOST LIKE AN INSTANT MESSAGING PLATFORM THROUGH CANVAS TO OFFER SUPPORT AND PROVIDE, YOU KNOW, PRESENCE FOR, FOR STUDENTS. SO FACULTY HAVE ALWAYS DONE THIS IN THE CONTEXT OF OUR CLASSROOMS, BUT THERE'S THIS KIND OF NEW EXTRA LAYER THAT I THINK HAS BEEN HELPING.

BUT MY ROLE AS A DATA COACH IS TO REGULARLY UPDATE THE LCP SUCCESS TEAM.

SO I'M ON THE SOCIAL BEHAVIORAL SCIENCES SUCCESS TEAM ON HOW WE'RE DOING WITH THOSE METRICS.

WE GET YOU KNOW, NOT JUST DISAGGREGATED, DISAGGREGATED, BUT LIKE, ALMOST LIKE THE STUDENT BY STUDENT.

WELL, WE DO GET THE STUDENT BY STUDENT DATA ON THESE COHORTS.

WE ALSO HAVE ACCESS TO THE NAVIGATE SYSTEM, WHICH GIVES US MORE DETAILS.

AND ACTUALLY THAT EARLY ALERT SYSTEM THAT WAS MENTIONED EARLIER TO, TO DO OUTREACH TO STUDENTS WHO MIGHT BE FAILING AFTER THE FIRST, YOU KNOW, SIX WEEKS OF THE CLASS. SO A LOT OF THE WORK FOR ME AS A COACH IS TO COME UP WITH THE, YOU KNOW, THE THE CONTACT INFORMATION FOR STUDENTS THAT NEED STILL NEED TO TAKE THE MATH AND ENGLISH YOU KNOW, TOWARDS THE END OF THE TERM, HAVEN'T ENROLLED YET IN THE NEXT TERM, LIKE FALL TO SPRING.

AND STUDENTS THAT HAVEN'T YET ENROLLED IN 15 UNITS YET.

AND HONESTLY, I WAS, YOU KNOW, KIND OF AFRAID TO PUSH STUDENTS TO POSSIBLY OVEREXTEND THEMSELVES BY TAKING MORE UNITS.

BUT THE LIKE THE DATA THAT WE SAW FROM FROM THIS PRESENTATION PROVED PROVED ME WRONG.

AND ACTUALLY SEEING THAT DATA IS IT'S KIND OF SELF REINFORCING IN TERMS OF YOU KNOW, MAKING ME AND OTHERS BELIEVE THAT, YOU KNOW, WE'RE ON THE RIGHT PATH AND THAT THIS WORK THAT WE'RE DOING IS WORTH IT. BUT JUST AN EXAMPLE OF MAYBE YOU COULD CALL IT DISAGGREGATING IN, IN SHARING THIS DATA WITH THE SUCCESS TEAM, BUT ALSO THE, THE DIVISION PART OF YOU KNOW, I DO GET FEEDBACK AND IDEAS ARE GENERATED. SO, YOU KNOW, WE, FOR EXAMPLE, NOTICED OF THE STUDENTS EARNING GPAS LESS THAN 2.0 OR, OR, YOU KNOW, BASICALLY FAILING YOU KNOW, A DISPROPORTIONATE AMOUNT OF THEM ARE NEW STUDENTS.

SO WE'VE BEEN, YOU KNOW, THINKING OF WAYS TO SPECIFICALLY IDENTIFY NEW STUDENTS IN OUR CLASSROOMS. IF YOU THINK ABOUT A CLASSROOM, YOU KNOW, IT'S GOING TO HAVE SOME NEW STUDENTS IN SOME, YOU KNOW, MORE SENIOR STUDENTS TO OFFER HELP.

AND THERE'S OTHER EXAMPLES WITH, YOU KNOW, ONLINE STUDENTS.

WE NOTICED THAT ONLINE STUDENTS AREN'T PERFORMING AS WELL AS THE IN-PERSON STUDENTS.

AND MAYBE THAT'S ACTUALLY CHANGED IN THE RECENT COUPLE OF TERMS. BUT THAT'S ANOTHER AREA THAT WE'RE WE LOOKED AT FOR INTERVENTION.

AND IN TERMS OF THESE RANKINGS. SO MY, YOU KNOW, MY LCP IS REPRESENTED HERE, YOU KNOW, WE'RE I THINK WE'RE DOING BETTER THIS THIS YEAR, BUT THE THE DATA IS, YOU KNOW, REAL TIME.

AND AGAIN, IT GIVES US AN IDEA OF, YOU KNOW, THE PROGRESS THAT WE'RE MAKING AND IT'S, YOU KNOW GUIDING US IN TERMS OF WHAT WE NEED TO YOU KNOW WHAT? IT'S KIND OF MOTIVATING US TO THINK OF WHAT WE CAN DO DIFFERENTLY TO HELP SUPPORT STUDENTS.

AND YOU KNOW, I DID LOOK AT THE RANKINGS FOR THIS YEAR.

[01:20:03]

SO THAT'S, YOU KNOW, THAT THAT I GUESS FRIENDLY COMPETITION HELPS TOO.

I DEMAND A RECOUNT. IT'S LIKE THE PERSON PRESENTING THE LCP IS NUMBER ONE.

SO WHAT WE'VE ALL BEEN WAITING FOR AN UPDATE ON OUR GRADUATION RATE.

SO OUR GOAL IS 50% WITHIN FIVE YEARS OR LESS.

LOOKING AT THE MOST RECENT COHORT OR 2023, 10% OF STUDENTS GRADUATED WITHIN TWO YEARS.

THAT'S MORE THAN DOUBLE WHERE WE WERE FIVE YEARS AGO.

WE'RE ALSO MAKING HUGE PROGRESS ON OUR THREE YEAR GRADUATION RATE AT 19% WITH THAT 2022 COHORT.

SO WE'RE STILL A LITTLE WAYS FROM OUR GOAL. SO WE SET GOALS 20% OF OUR COHORT TO GRADUATE WITHIN TWO YEARS, 30% WITHIN THREE. 40% WITHIN FOUR AND 50% WITHIN FIVE.

SO WE'RE MAKING HUGE PROGRESS. WE SEE ALL OF OUR KEY PERFORMANCE INDICATORS.

WE'RE DOING BETTER. WE'RE HITTING SOME OF OUR GOALS, WHICH IS NOW STARTING TO SHOW IN STUDENT SUCCESS IN THE GRADUATION RATE.

IT DOES FEEL GOOD. YEAH. SO I WANT TO THANK YOU.

I WANT TO DOCTOR MIXON'S WALKING. I'M GOING TO PUT YOU ON A SLOW BALL SINCE WE'RE IN BASEBALL SEASON, SO YOU CAN CLOSE WITH A BANG. WITHOUT 10%. RIGHT.

AND WE WERE JUST GEARING UP WHEN WE STARTED MAKING THOSE GAINS.

BUT NOW YOU HAVE YOUR FIRST COHORT IN WHICH YOU REACH AN ALL HIGH MATH AND ENGLISH.

SO BASED ON THOSE NUMBERS, WHAT IS THE RELEVANCE OF HITTING THOSE ALL TIME HIGHS AND WHAT IS GOING TO HAPPEN PAIN IN 2026 WITH THE TWO YEAR GRADUATION RATE.

SO THE TWO YEAR GRADUATION RATE, I BELIEVE, IN THE NEXT 2024 COHORT IS GOING TO REACH ANOTHER HIGH AS WELL.

BUT WITH REGARDS TO THE 2023, I DON'T KNOW IF WE'LL HIT OUR GOAL, BUT WITH THE 2024 HITTING OUR KPIS, WE'RE GOING TO BE VERY CLOSE TO HITTING PROBABLY THAT 50% WITHIN THAT FIVE YEAR.

SO REMEMBER WE HAVE UNTIL SPRING 2029 TO DO THAT.

BUT WE'RE NOW TRACKING THEIR SECOND YEAR PROGRESS.

SO WE HAVE ALL THAT STUDENT LEVEL DATA THAT THE DATA COACHES HAVE AND ALL THOSE STUDENTS THAT DIDN'T HIT 15 UNITS.

WE NEED TO CATCH THEM UP TO MAKE SURE THAT NOW THEY'RE ON TRACK TO HIT 30 IN THEIR SECOND YEAR.

TRUSTEE BIRKEY. YEAH, I MEAN IT MATHEMATICALLY.

IT NEEDS TO BE COMPOUNDING, RIGHT? LIKE I WAS ABOUT TO MAKE A MOMENTUM REFERENCE, BUT I'M SURE SOMEBODY IN HERE STUDIED PHYSICS AND THEY'D BE LIKE, THERE'S NO MOMENTUM WORKS. IT'S NOT COMPOUNDING. AND IT DOES NOT CONTINUE TO ACCELERATE. BUT I FEEL LIKE THE WHAT WE NEED IS LIKE A COMPOUNDING EFFECT OF OF SUCCESS ALL ACROSS THESE VARIOUS COHORTS. AND, AND IT SEEMS LIKE THAT IS IN THE MIX.

SO I DON'T KNOW IF WE'LL HIT IT BY THE 2023 COHORT.

JUST VISUALIZING THE, THE COMPOUNDING EFFECT.

BUT AND I STILL THINK WE'RE MISSING SOMETHING, RIGHT.

LIKE SOME OF THESE, SOME OF THESE CHARTS SHOW US THAT WE'VE DONE A LOT OF PROGRESS, BUT WE'RE LIKE, WE'RE STILL A FEW RUNGS BELOW WHERE WE NEED TO BE IN TERMS OF ACTUALLY DOING THIS.

SO THERE'S MORE WORK TO BE DONE, BUT IT'S ENCOURAGING.

I THINK, YOU KNOW, YOU CAN I CAN VISUALIZE THE PROGRESS ON THAT.

AND I THINK PROBABLY THAT POORLY DONE MATH HERE EITHER.

ALSO BUT I THINK IT'S WHEN YOU GET TO THE 26 YOU'RE 24 COHORT, THAT 10% IS ACTUALLY SOMEWHERE ON 14.

SO THE COMPLETIONS ON TWO YEARS ARE PROBABLY AROUND THE 14, GIVE AND TAKE, MAYBE HALF WITH THE NUMBERS THAT YOU HAVE ON MATH AND ENGLISH, GIVING THE TWO AND A HALF TIMES MORE LIKELY TO GET TO THE POINT.

SO BUT IT'S REALLY GOOD. SO ALL THAT IS GOOD NEWS.

WE JUST HAVE A VERY HEFTY TRUSTEE LEWIS TARGET, BUT IT'S VERY GOOD.

WE JUST LOWER OUR TARGETS MORE LIKE NO, NO, NO.

RIGHT. NO, I JUST WANT TO MAKE SURE WE'RE NOT CANNIBALIZING OUR OWN, LIKE, DATA.

RIGHT. YOU KNOW THAT THE 10% THAT WE'RE LOOKING AT NOW WASN'T THE PEOPLE WHO WERE GOING TO BE GRADUATING IN THREE YEARS, AND THEN THERE'S NO CHANGE ON, YOU KNOW, THE OTHER END.

SO HOPEFULLY IT DOES COMPOUND, AS TRUSTEE BIRKEY WAS SAYING.

BUT YOU KNOW, THOSE FOUR THINGS THAT YOU BROUGHT UP EARLIER OF THE ACTUALLY FIVE BETWEEN THE INCENTIVE, THE PIN PROGRAM AND ONE MORE CLASS AND THE STUDENT CENTERED SCHEDULING, RIGHT.

SO ALL OF THOSE FOUR THINGS IN EFFECT TODAY, OTHER THAN THE PINS THAT ARE ON THEIR WAY.

YEAH, YEAH. BUT YEAH. THERE YOU GO. I THINK EVERYTHING WE SAID WILL BE IN EFFECT BY THE END OF THIS TERM.

[01:25:03]

YES. OKAY. RIGHT. AND DO WE HAVE AN IDEA OF HOW SUCCESSFUL THAT HAS BEEN? BECAUSE WE ALREADY SURPASSED OUR 15 UNITS ATTEMPTING WITH OUR 25 COHORT.

SO THAT IS WORKING AS WELL. ALL WE HAD TO DO WAS JUST ASK.

YEP. AND LOOK AT THE DATA. RIGHT. AND FIGURE OUT WHERE THE WEAK SPOTS ARE SO WE CAN MAKE CHANGES.

AND THEN RELATED QUESTION RELATED TO THE CONTEXTUALIZED CLASSES.

AND WE TALKED ABOUT STATISTICS IN MOTION. WE'VE HAD THAT IN THE PAST.

BUT WHAT ARE SOME OTHER EXAMPLES OF CONTEXTUALIZING.

MAYBE NOT EVEN JUST MATH CLASSES. BUT, YOU KNOW, SOME OTHER CLASSES, LIKE ESPECIALLY ENGLISH.

I DON'T KNOW HOW YOU MIGHT CONTEXTUALIZE, BUT I'M NOT THE EXPERT.

BUT ESPECIALLY MATH. YES. THE THE WAY THAT THEY'VE DONE IT IS THEY DID IT AROUND THE LCP'S.

SO THEY TOOK MATH AND ENGLISH FACULTY AND THEY SAID THE LCP IS AROUND BUSINESS, SO WE'RE GOING TO BUILD AN ENGLISH OR MATH CLASS THAT THAT ADDRESSES THE READING ASSIGNMENTS AND WRITING AROUND BUSINESS LAW OR ACCOUNTING AND THE MAJORS IN THERE.

OR IF IT WERE THE MATH CLASS, THEY DO THE SAME THING IN THE LIBERAL ARTS.

THEY WOULD FIND TOPICS READING THAT WOULD INTEREST STUDENTS IN THE LIBERAL ARTS, MATH PROBLEMS THE SAME WAY.

THERE'S NEVER A MATH PROBLEM THAT INTEREST IN LIBERAL, BUT WE WE FAKE IT.

IT'S TRUE, IT'S TRUE. YEAH. BUT SO EACH OF THE LCP HAVE TOPICS AND THEY'VE CONTEXTUALIZED COURSES AROUND THOSE TOPICS. AND SO THEY'VE IN SOME CASES, THEY'VE DONE THEM MORE BROADLY, SORT OF IN THE META MAJOR OF THE LCP, LIKE THE STEM AREA AND, AND THEN SOME ARE MORE SPECIFIC, LIKE THEY FOCUSED IN ON A PARTICULAR MAJOR LIKE ARCHITECTURE OR SOMETHING LIKE THAT.

SO BUT AND WE'RE TRYING TO EXPAND THAT, THOSE CONTEXTUALIZED COURSES SO THAT THE STUDENTS, WHEN THEY DO TAKE MATH OR ENGLISH, THEY'RE, THEY'RE READING ABOUT THINGS THAT INTEREST THEM OR THEY'RE DOING PROBLEMS ABOUT THINGS THAT INTEREST THEM.

AND I THINK THAT CAN HELP WITH THE ANCHORING ISSUE AS WELL, BECAUSE WHEN YOU'RE GOING IN AND JUST TAKING A MATH CLASS, TAKING AN ENGLISH CLASS, JUST, YOU KNOW, ROTE MEMORIZATION, WHATEVER, LIKE, OH, MAYBE I'M JUST NOT MEANT FOR MATH.

MAYBE I'M JUST NOT MEANT FOR ENGLISH. AND, YOU KNOW, SO I THINK THAT THAT'S REALLY GOING TO, I WOULD THINK, IMPACT IT AGAIN, AS A LIBERAL ARTS STUDENT, IF A MATH CLASS IS MORE INTERESTING THAN I WOULD BE MORE LIKELY TO TAKE IT LIKE STATISTICS. RIGHT. YEAH. I DON'T KNOW. I WAS A MATH MAJOR.

I DON'T KNOW. YEAH. IN MY STATISTICS JOB, I'M GOING TO HAVE EITHER.

EXACTLY. DOES ANYONE ELSE, NOW THAT WE'VE WE ARE FINISHED WITH THE PRESENTATION.

DOES ANYONE HAVE ANY QUESTIONS BESIDES THE QUESTIONS THAT HAVE ALREADY BEEN RAISED? I DON'T KNOW. IT FEELS LIKE WE HAD EVERYTHING.

I KNOW WE HAD WE HAD ALL THE QUESTIONS DURING THE PRESENTATION.

IT SEEMED LIKE. SO THANK YOU SO MUCH. I KNOW YOU GOT GRILLED ALL YOUR WHOLE TEAM.

THE WHOLE TEAM GOT GRILLED, BUT GREAT JOB. ALL RIGHT.

I DIDN'T THINK WE WERE GRILLING TO IF YOU WANT US TO GRILL, WE CAN.

YEAH. WE'RE MOVING ON TO CONSENT ITEMS. AND WE'RE GOING TO TAKE CONSENT ITEMS 3.01 TO 3 6.02.

[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 THIS ONE. I DON'T NEED TO GET A ROLL.

RIGHT. ALL RIGHT. THOSE. THOSE IN FAVOR? AYE.

ANY OPPOSED? SEEING NONE. CONSENT ITEMS PASS.

ALL RIGHT. WE'RE GOING TO MOVE ON TO ITEM SEVEN.

[7.01 Citizens' Bond Oversight Committee 2023-2024 Annual Report to the Board of Trustees]

CITIZEN. IT HAS TO DO WITH. AT THE AUGUST 25TH, 2025.

CITIZEN BOND OVERSIGHT COMMITTEE MEETING. THE COMMITTEE REVIEWED AND APPROVED THE 2023 2024 ANNUAL REPORT.

IT IS RECOMMENDED THAT THE BOARD OF TRUSTEES ACCEPT THE CITIZENS BOND OVERSIGHT COMMITTEE REPORT.

DOES ANYONE WANT TO TAKE A MOTION? JUST AN INFORMATION FILE.

[01:30:06]

[7.02 College Coordinating Committee Minutes: May 12, 2025; August 25, 2025; September 8, 2025]

ITEM 7.03 IT IS REVISED ADMINISTRATIVE PROCEDURE 5520.

[7.03 Revised Administrative Procedure 5520 titled Student Discipline Procedures]

ADMINISTRATIVE PROCEDURES ARE TO BE ISSUED BY THE PRESIDENT SUPERINTENDENT AS STATEMENTS OF METHOD TO BE USED IN IMPLEMENTING BOARD POLICY.

SUCH SUCH ADMINISTRATIVE PROCEDURES SHALL BE CONSISTENT WITH THE BOARD POLICY.

ADMINISTRATIVE PROCEDURES MAY BE REVISED AS DEEMED NECESSARY BY THE PRESIDENT.

SUPERINTENDENT THE CONTINUOUS REVIEW CYCLE ADOPTED BY THE COLLEGE COORDINATING COMMITTEE INCORPORATES AN ANNUAL REVIEW OF POLICIES AND PROCEDURES TO INCORPORATE BIANNUAL LEGAL UPDATES PROVIDED BY THE COMMUNITY COLLEGE LEAGUE OF CALIFORNIA AND A SIX YEAR COMPREHENSIVE REVIEW FOR ALL POLICIES AND PROCEDURES. THE COLLEGE COORDINATING COMMITTEE APPROVED THE REVISED ADMINISTRATIVE PROCEDURES LISTED BELOW. IS THIS A RECEIVE AND FILE? ON AN ITEM? YES. YES. SO RECEIVE. OKAY. RECEIVED AND FILE.

NOW WE'RE MOVING ON TO ITEM 8.01, ADOPTION OF RESOLUTION NUMBER 25

[8.01 Adoption of Resolution No. 25-1001B in Recognition of National Custodian Day]

IT IS RECOMMENDED THAT THE BOARD OF TRUSTEES ADOPT RESOLUTION 25 01001B IN RECOGNITION OF NATIONAL CUSTODIAN DAY. MERCEDES. THANK YOU. TODAY WE RECOGNIZE NATIONAL CUSTODIAN DAY AND HONOR THE DEDICATED CUSTODIAL STAFF WHO KEEP OUR COLLEGE CLEAN, SAFE, AND WELCOMING EVERY SINGLE DAY.

THEIR WORK IS ESSENTIAL TO OUR MISSION, WHICH IS SUPPORTING STUDENT LEARNING, STAFF PRODUCTIVITY AND THE OVERALL HEALTH OF OUR CAMPUS COMMUNITY.

CUSTODIANS OFTEN WORK BEHIND THE SCENES, BUT THEIR IMPACT IS VISIBLE EVERYWHERE, FROM SPOTLESS CLASSROOMS TO WELL MAINTAINED COMMON AREAS.

BY ADOPTING THIS RESOLUTION, WE EXPRESS OUR DEEP GRATITUDE AND RESPECT FOR THEIR PROFESSIONALISM, RELIABILITY AND CARE. THANK YOU. ANY QUESTIONS? CAN I JUST A COMMENT. I JUST WANT TO SAY THANK YOU TO OUR CUSTODIAL STAFF HERE AT CERRITOS COLLEGE.

THERE HAS NOT BEEN A TIME YET THAT I HAVE STEPPED FOOT ON THIS CAMPUS WHERE I HAVEN'T SEEN A CLEAN CAMPUS, OR THAT I HAVEN'T GONE INTO A MEETING SPACE THAT DIDN'T LOOK EXCEPTIONAL OR A CLASSROOM.

SO I JUST WANT TO SAY THANK YOU. THANK YOU. CAN I GET A MOTION? I SECOND. OKAY. ALL THOSE IN FAVOR? AYE. NONE OPPOSED.

OKAY. MOTION PASSES. ADOPTION. ITEM 8.02. ADOPTION OF RESOLUTION NUMBER 20

[8.02 Adoption of Resolution No. 25-1001A in Recognition of Domestic Violence Awareness Month]

IT IS RECOMMENDED THAT THE BOARD OF TRUSTEES ADOPT RESOLUTION NUMBER 1001A IN RECOGNITION OF DOMESTIC VIOLENCE AWARENESS. MERCEDES. THANK YOU. OCTOBER IS DOMESTIC VIOLENCE AWARENESS MONTH.

DOMESTIC VIOLENCE AFFECTS MILLIONS OF PEOPLE EACH YEAR, INCLUDING STUDENTS AND EMPLOYEES IN OUR OWN COMMUNITY.

BY ADOPTING THIS RESOLUTION, WE AFFIRM OUR COMMITMENT TO SUPPORTING SURVIVORS, RAISING AWARENESS AND PROMOTING HEALTHY RELATIONSHIPS.

OUR COLLEGE PROVIDES RESOURCES AND EDUCATION TO HELP PREVENT ABUSE AND ENSURE A SAFE, INCLUSIVE CAMPUS FOR ALL.

WE WOULD LIKE TO STAND TOGETHER TO BREAK THE SILENCE, REDUCE THE STIGMA AND ENCOURAGE THOSE IMPACTED IMPACTED TO SEEK HELP.

I URGE THE BOARD TO SUPPORT THIS IMPORTANT RESOLUTION AND DEMONSTRATE OUR LEADERSHIP IN FOSTERING A CARING AND INFORMED CAMPUS ENVIRONMENT.

THANK YOU. OKAY. ANY COMMENTS? IF NOT, CAN I GET A MOTION? I WOULD LIKE TO MOTION. SECOND. OKAY. ALL THOSE IN FAVOR? AYE. ANY OPPOSED? SEEING NONE. THE MOTION PASSES.

[9.01 Reports and Comments from District Officials]

[01:35:07]

GOOD EVENING EVERYONE. JUST A FEW REPORTS. I'M PROUD TO ANNOUNCE THAT OUR ACC, OUR ASSOCIATE STUDENTS OF CERRITOS COLLEGE STUDENT GOVERNMENT, IS FULLY ACTIVATED. WE HAVE ALL THREE BRANCH BRANCHES OF GOVERNMENT FULL OUR OUR 26 SENATORS, 22 CABINET MEMBERS AND EIGHT ASSOCIATE JUSTICES.

THEY ARE ALL FILLED, AND WE HAVE A WAIT LIST FOR OUR STUDENT SENATE.

SO A LOT OF STUDENTS ARE ON CAMPUS ACTIVELY ENGAGING IN OUR STUDENT GOVERNMENT.

SO THAT WAS VERY FUN. I ALSO ATTENDED THE FALCON LEADERSHIP INSTITUTE HALF DAY CONFERENCE.

THE FLY PROGRAM IS LAST YEAR WAS LIKE YOU HAD ATTEND FIVE WORKSHOPS, BUT IT WAS A LITTLE TOO MUCH.

IT WAS A LITTLE TOO HECTIC. SO THEY CHANGED IT TO A HALF DAY CONFERENCE.

AND THEN ONE ADDITIONAL LIKE MEETING. AND I ATTENDED THAT, AND IT WAS A GREAT TURNOUT.

OUR STUDENT INTERN OVER AT THE STUDENT LEADERSHIP OFFICE LORENZO DID A GREAT JOB MANAGING AND LEADING THAT.

AND THEN TODAY WE HAD LA FERIA LATINA IN FRONT OF THE PERFORMING ARTS CENTER.

AND IT WAS A REALLY GREAT TURNOUT. WE HAD OVER 300, 370 STUDENTS WHO SHOWED OUT AND REGISTERED.

SO IT WAS VERY GREAT. AND AND THEN JUST FOR THE FUTURE, WEEK OF ACTION IS TAKING PLACE FROM OCTOBER 13TH TO 17TH AND MONDAY, OCTOBER 13TH. ASSISI WILL BE HOSTING AN INDOOR ADVOCATE TRAINING ON OCTOBER 13TH FROM 1130 TO 2 P.M.

AND ANYONE IN OUR COMMUNITY CAN PARTICIPATE AND YOU GET A CERTIFICATE OF COMPLETION.

AND THEN WE ARE ALSO GOING TO START TABLING ON OCTOBER 15TH, HIGHLIGHTING DIFFERENT AREAS ON CAMPUS.

AND WE'RE GOING TO BE STARTING OFF WITH THE TRANSFER CENTER DUE TO LIKE THE APPLICATION CYCLE THAT'S OPEN RIGHT NOW.

THANK YOU. THANK YOU. TRUSTEE LIU. OH. I ATTEND THE CAR SHOW CELEBRATING THE COLLEGE'S 70 YEAR ANNIVERSARY.

IT WAS WONDERFUL. WE SAW SO MANY CARS AND WE THANKFUL MANY YOU KNOW, REPRESENTATIVES CAME.

BLANCA, ASSEMBLYWOMAN BLANCA PACHECO BROUGHT THE RECOGNITION FROM THE STATE FOR US.

IF YOU MISS IT, IT WAS GREAT. ANYWAY. THANK YOU.

TRUSTEE GARIN. YES. SO I WAS ABLE TO ATTEND THE ASPEN INSTITUTE, ALONG WITH OUR OTHER FEARLESS LEADERS HERE, OUR BOARD PRESIDENT, MARIANA AND ZURICH, OUR CLERK AND MR..

I'M SORRY, DOCTOR FIERO, OUR PRESIDENT, BUT IT WAS AN AMAZING OPPORTUNITY FOR US TO GO TO JUST ANALYZE AND REFLECT ON DATA BE PROVIDED INFORMATION ABOUT HOW TO DRIVE SUCCESS FORWARD, ESPECIALLY POST HIGHER EDUCATION. BUT I THINK MY GREATEST TAKEAWAY WERE THE ROBUST AND JUST POWERFUL CONVERSATIONS THAT WE WERE ABLE TO HAVE AS A GROUP TOGETHER AND JUST JUST PUTTING IDEAS ON THE TABLE THAT WE CAN BRING BACK TO SUPPORT OUR STUDENTS AND AGAIN, OUR STUDENT SUCCESS. SO IT WAS A GREAT OPPORTUNITY, AND I LOOK FORWARD TO THE SUBSEQUENT TRAININGS THAT WE WILL HAVE, AND WE WILL BE ABLE TO KIND OF HAVE OUR ENTIRE BOARD PRESENT FOR THAT.

AND SO I'M SURE THAT WE WILL JUST KEEP THE WHEELS TURNING AND HAVE ADDITIONAL IDEAS TO, AGAIN, DRIVE SUCCESS FORWARD. I ALSO ATTENDED THIS 70TH ANNIVERSARY CAR SHOW.

IT WAS AN AMAZING EVENT, BEAUTIFUL CARS, GREAT TURNOUT.

THAT WAS ACTUALLY MY FIRST CAR SHOW, SO IT WAS SOMETHING NEW TO ME, BUT I DEFINITELY ENJOYED IT.

AND I WANT TO SAY THANK YOU TO ALL THAT CAME OUT TO RECOGNIZE THE 70 YEARS THAT WE HAVE BEEN A PILLAR HERE IN OUR COMMUNITY.

LAST BUT NOT LEAST, JUST BASED ON THE CONVERSATIONS WE HAD DURING TONIGHT'S MEETING, I JUST WANT TO SAY A SPECIAL OR GIVE OUR STUDENTS A SPECIAL MESSAGE AND THAT IS DON'T GIVE UP. WE I KNOW WE'RE ALREADY IN OCTOBER AND SO WE HAVE TO WE HAVE TO PUSH FORWARD TO DECEMBER.

BUT DO NOT GIVE UP. KEEP GOING. WE ARE HERE TO SUPPORT YOU AND YOU WILL REACH SUCCESS.

SO THAT'S MY MESSAGE TO THE STUDENTS TONIGHT.

THANK YOU. EVEN THE TEACHERS, THE FACULTY. TRUSTEE BIRKEY.

NO REPORT. TRUSTEE LEWIS. SO I, ALONG WITH THE ALONG WITH THE OTHER FEARLESS LEADERS, AS MENTIONED, WE WENT TO THE ASPEN INSTITUTE AND COMMISERATED WITH A LOT OF OTHER TOP COLLEGES.

[01:40:05]

I'M SURE IT'S WONDERFUL AND ALL, BUT, YOU KNOW, WE'LL WE'LL SEE IF WE GET TO THE ASPEN INSTITUTE.

AND I THOUGHT IT WAS ACTUALLY AN ASPEN. ASPIRIN. GUESS IT'S NOT. BUT SO.

WELL, THEIR MAIN, THEIR MAIN QUARTERS ARE IN ASPIRIN.

BUT WE NEED TO GET INVITED TO THAT ONE. OH, THAT'S LIKE IN A SECRET MOUNTAIN HIDEOUT IN A CAVE.

RIGHT. THAT WAS A LITTLE MOUNTAIN YOU SAW IN THE UNDER THE STAIRS AS A REPRESENTATION.

OH, OKAY. IT REALLY IS OKAY. SO WE'LL GO THERE.

BUT, YOU KNOW, TO SEE THAT, YOU KNOW, THERE'S SO MUCH SUCCESS THAT HAS HAPPENED AT THE COLLEGE AND HOW FUNDAMENTALLY TRANSFORMED WE'VE BEEN OVER THE LAST TEN YEARS DUE TO THE LEADERSHIP OF DOCTOR FIERRO AND EVERYONE WHO HAS EVEN COME AND GONE SINCE THEN AND ARE HERE NOW.

YOU KNOW, IT'S REALLY FULFILLING TO SEE THE FRUITS OF OUR LABOR THAT YEAR AFTER YEAR.

IT HAPPENS BECAUSE YEARS JUST FLY BY LIKE THAT, ESPECIALLY WITH AS MUCH WORK AS WE DO, AND ALL THE COGS IN THE MACHINE THAT ARE CONTINUALLY MOVING FORWARD. AND NOW WE HAVE LEVERS IN THOSE COGS IN THE MACHINE FOR OUR STUDENT SUCCESS PROGRAM.

SO, YOU KNOW, ONE OF THE BIG TAKEAWAYS THAT I GOT FROM THE ASPEN INSTITUTE IS HOW COLLEGES ARE.

COMMUNITY COLLEGES ARE PUT OUT INTO 1.03, 2.0 AND 3.0.

THE 1.0, THE VERY BASIC IS ACCESS, WHICH IS KIND OF PRETTY EASY BECAUSE WE ADMIT EVERYONE, RIGHT? SO WE HAVE ACCESS AND ALLOWING STUDENTS AND GETTING PEOPLE TO COME ONTO CAMPUS AND TO ACCESS THE CLASSES THAT WE HAVE.

SO ONCE YOU GET TO THE 1.0, THEN YOU BECOME AND YOU NEED TO MOVE INTO THE 2.0, WHICH IS A COMPLETION, AND MAKING SURE NOT ONLY THAT THE STUDENTS GET HERE AND ACCESS THE CLASSES, BUT THAT THEY COMPLETE ALL OF THEIR CLASSES AND GRADUATE WITH A DEGREE IN CERTIFICATE.

GREAT. SO NOW THAT WE'RE SUBSTANTIALLY GETTING THERE AND AS MUCH PROGRESS AS WE MADE AND AS MUCH PROGRESS AS THERE CONTINUES TO BE, YOU KNOW, FOR FOR COMPLETION, THE 3.0 IS NOW GOING TO BE OUR FOCUS ON POSTGRADUATE SUCCESS OF THOSE STUDENTS.

SO ONCE THEY LEAVE US, WHAT PROBLEMS ARE WE MAKING TO THEM WITH THE PROGRAMS THAT WE DO HAVE, THE PROGRAMS THAT WE'RE NUDGING THEM TO NOT ONLY COME AND TAKE, BUT ALSO COMPLETE AND CREATE A DEGREE? WHAT ARE WE PROMISING TO THEM AFTER THEY LEAVE OUR CAMPUS, WHETHER IT BE A TRANSFER, WHETHER IT BE A CAREER PATH, WHETHER IT BE, YOU KNOW, ANYTHING ELSE. AND SO, YOU KNOW, WE WANT TO MAKE SURE THAT WE'RE NOT JUST FOCUSING ON THE TIME THAT THEY HAVE HERE ON CAMPUS, WHICH SHOULD BE AS SHORT AS POSSIBLE TWO YEARS.

BUT EVEN OUTSIDE OF THAT, THOSE STUDENTS HAVE SOMETHING TO LOOK FORWARD TO THAT IS FULFILLING NOT ONLY FINANCIALLY, BUT ALSO IN A PROGRAM THAT IS GOING TO BE AVAILABLE WITH JOBS IN A CAREER AND POSSIBLY EVEN LOCAL HERE IN OUR AREA WITHOUT THEM HAVING TO LEAVE. SO, YOU KNOW, WE'VE STILL GOT A LOT OF WORK TO DO.

AND, YOU KNOW, WE STILL HAVE AN ASPEN PRIZE TO WIN.

BUT, YOU KNOW, OVER THE NEXT FEW YEARS TILL 2029, I THINK, WE'RE GOING TO SEE.

AND AS WE'VE ALREADY SEEN FROM OUR KPI INDICATORS, OUR LEADING INDICATORS, WE SHOULD ALSO LOOK AT OUR LAGGING INDICATORS TOO.

BUT WE ARE ON A PROMISING PATH. AND THE STUDENTS THAT ARE RIGHT NOW IN MIDDLE SCHOOL ARE GOING TO BE BENEFITING FROM THE WORK THAT WE'RE DOING NOW. SO I LOOK FORWARD TO THAT AND BEING A PART OF IT AND CONTINUING TO WORK WITH THIS STELLAR BOARD AND EVERYONE HERE AND THE ADMINISTRATION FACULTY CLASSIFIED TO MAKE IT ALL HAPPEN. THANK YOU.

TRUSTEE GREEN, DID YOU WANT TO BRING ONE OTHER THING? I'M SO SORRY, I FORGOT ONE LAST COMMENT. BEING THE OUTSTANDING H I THAT WE ARE, I CANNOT LEAVE WITHOUT ACKNOWLEDGING AND SAYING HAPPY HISPANIC HERITAGE MONTH.

I THOUGHT YOU WERE GOING TO TALK ABOUT THE AWARD, BUT ALSO THAT. YEAH. OKAY.

DOCTOR FIERRO. AND HERE I THOUGHT THERE WERE NO PAYING ATTENTION DURING THE PRESENTATION.

JESUS. IT WAS THE BEST OF TIMES. IT WAS THE WORST OF TIMES.

LIKE, IT'S SO AMAZING THE PROGRESS THAT WE HAVE DONE, BUT ALSO.

SO EYE OPENING. THE WORK THAT STILL REMAINS. AND WHAT WE DISCOVER AS WE DIG THE, THE, THE PROGRESS THAT WE HAVE DONE IS INCREDIBLE.

THE GOAL THAT WE SET IS GINORMOUS. INITIALLY WHEN WE TALKED ABOUT IT, IT SEEMS SUPER EASY, RIGHT? 50% OF THE STUDENTS FIVE YEARS OR LESS.

[01:45:01]

BUT IT ALSO TURNS OUT THAT THAT IS HELPING US TO MAKE TREMENDOUS PROGRESS AND IMPROVING THE WAY THAT OTHER STUDENTS GO THROUGH THE SYSTEM.

NO DOUBT ABOUT THAT. AND IT ALSO SHOWS THE WHEN WE KEEP OUR HEAD DOWN, WE DON'T HAVE TO BE BOISTEROUS ABOUT WHAT WE DO, BUT THE RESULTS SPEAK IN OUR BEHALF.

THEY HAVE BEEN DOING THAT. WE HAVE GONE ACTUALLY, TRUSTEE PACHECO WAS THE ONE THAT DISCOVERED THAT AS WE WERE ON THE PRESENTATION, THEY WERE TALKING ABOUT RANKINGS AND HOW COLLEGES AND UNIVERSITIES ARE RANKED, AND THEY START TALKING ABOUT THE, THE BEST SEATS AND HOW UNDERSERVED COMMUNITIES GET GREAT BENEFIT NOT ONLY ON HIGHER INCOMES AND RETURN ON INVESTMENT, BUT ON QUALITY OF SERVICES. SO AS THEY WERE GOING THROUGH THAT THERE WAS SOMEONE THAT WOULD PULL A PHONE NOT TO TEXT, BUT TO LOOK AT THAT. AND WHAT DO WE FIND OUT THAT WE WERE NUMBER SIX IN THE NATION OUT OF UNDER 700 HISPANIC SERVING INSTITUTIONS. NUMBER ONE IN CALIFORNIA BY A LONG SHOT.

YEAH. SO THAT IS JUST SIMPLY THE COMMITMENT THAT EVERYONE IN THIS INSTITUTION HAVE.

AND WE DON'T HAVE TO GO AND SAY HOW GREAT WE ARE.

THE NUMBERS ARE SAYING THAT FOR US. WELL, NOW I INVITE YOU TO SAY HOW GREAT WE ARE, BECAUSE I THINK PEOPLE WILL LIKE TO BE HERE BECAUSE OF THAT.

STUDENTS WOULD LIKE TO COME HERE BECAUSE OF THAT.

AS WE ENTER THE HIRING SEASON NEXT SPRING, FACULTY AND ADMINISTRATORS AND STAFF WILL WANT TO BE HERE BECAUSE WHO WE ARE.

SO I THINK IT'S IMPORTANT TO TO OWN THAT SUCCESS.

AND THE PART THE IT WAS THE WORST OF TIMES IS BECAUSE AS WE LOOK AT THE NUMBERS AND WE SEE THAT PROGRESS, THE GAPS BECOME GLARING AND THAT IS A CURSE AND A BLESSING.

RIGHT. PRIOR TO THAT, YOU DIDN'T KNOW WHAT YOU DIDN'T KNOW. BUT NOW WE KNOW.

AND WHEN YOU LOOK AT IT, YOU CAN'T UNSEE IT. BUT I'M VERY CONFIDENT THAT WITH ALL OF YOU, WE CAN DIG IN AND PULL THOSE LITTLE PIECES THAT WE'RE MISSING IN ORDER TO REACH THAT NEXT LEVEL.

BECAUSE NOW THAT I'M COMPETITIVE OR ANYTHING, BUT FROM 6 TO 1 IS ONLY FIVE SPOTS, AND I THINK WE CAN I THINK WE CAN GET TO THAT NUMBER ONE IN THE NATION, HISPANIC SERVING INSTITUTION.

SO CONGRATS TO EVERYONE. JUST AMAZING. AND IT'S INCREDIBLY PROUD TO WORK WITH ALL OF YOU.

THANK YOU FOR THE CAR SHOW WAS REALLY GREAT. I CAME AND I REALLY ENJOYED THE THE CAR SHOW IT AND I THINK THE COMMUNITY THAT CAME OUT, THEY WERE HIGHLY IMPRESSED.

AND THEY EVEN ASKED, ARE YOU HAVING IT AGAIN NEXT YEAR? SO JUST SO YOU KNOW IT LOOKS LIKE YOU MAY BE HAVING IT AGAIN NEXT YEAR BECAUSE IT LOOKED LIKE A LOT OF COMMUNITY.

WE HAD A LOT OF COMMUNITY MEMBERS THAT CAME OUT, AND EVEN THE PARTICIPANTS AND THE CAR SHOW ASKED, YOU'RE GOING TO HAVE IT NEXT YEAR, AREN'T YOU? SO IT WAS IT WAS A GREAT EVENT.

I ALSO PARTICIPATED IN THE ASPEN PRESIDENT AND TRUSTEE COLLABORATIVE, WHICH OPENED MY EYES TO A LOT OF THINGS.

AND AS TRUSTEE LEWIS AND TRUSTEE GREEN IT WENT OVER EXACTLY.

THE, THE THINGS THAT WE STILL NEED TO DO. I THINK WE'RE RIGHT THERE.

AS LEVEL THREE, WE'RE JUST AN INCH AWAY. I KNOW WE CAN REACH THERE, AND I KNOW THAT WE WILL GET THERE.

SO JUST BY LISTENING TO WHAT THINGS THAT WE CAME UP WITH.

AND I BELIEVE DOCTOR PHARAOH WAS ALREADY SENDING OUT MESSAGES TO PUTTING PHILIP AND FRANK TO WORK AND MERCEDES TO WORK, EVEN WHILE WE WERE OVER THERE ON THE THINGS THAT WE WERE LISTENING TO AND REPORTS THAT WE WANTED.

ARE WE DOING THIS? ARE WE DOING THAT? DOCTOR FIERRO AND I STAYED IN WASHINGTON AFTER THAT BECAUSE THERE WAS THE EXCELENCIA AWARDS THAT WERE GOING TO BE GIVEN OUT.

AND IT TURNS OUT THAT OUR COLLEGE WAS RECEIVED THE EXCELENCIA AWARD FOR OUR

[01:50:04]

HE WAS ON A PANEL. HE ALSO DID AN EXCELLENT JOB OF TALKING TO OTHER COLLEGES, AND THEY WANTED TO KNOW HOW WE DID IT. WHAT? HOW WERE THAT PROGRAM WAS DEVELOPED? WHAT WERE WE DOING IN ORDER TO GET SUCH A HIGH RECOGNITION? WE WERE THE ONLY COLLEGE RECOGNIZED, BY THE WAY.

FOR THIS AWARD. THERE WAS NO OTHER COLLEGE. THERE WAS LONG BEACH UNIVERSITY THAT WAS RECOGNIZED FOR A PROGRAM THAT THEY HAVE.

WE WERE THE ONLY WE WERE THE ONLY COMMUNITY COLLEGE THAT WAS RECOGNIZED.

JUST SO YOU KNOW, THAT TELLS YOU HOW MUCH THE THE FACULTY WORKS AT MAKING SURE THAT THEY IMPART AND THEY GIVE SUCH EXCELLENT TEACHING AND CARE AND THEY CARE FOR THE STUDENTS.

AND IN CASE YOU DIDN'T KNOW, I BROUGHT SOMETHING.

AND IT'S THIS. THIS IS ONE OF OUR STUDENTS, AND IT WAS ON THE FRONT COVER OF THEIRS, AND IT SHOWCASES THE AUTOMOTIVE DEPARTMENT. SO YOU CAN SEE HOW IMPORTANT IT WASN'T ANY OF THE OTHER INSTITUTIONS THAT RECEIVED THE AWARD THAT WAS ON THE FRONT COVER. IT WAS US.

AND SO TO ME, THAT WAS HIGHLY IMPORTANT THAT WE WERE RECOGNIZED.

AND YES, DOCTOR FARRELL, WHEN THEY WERE TALKING ABOUT THE RANKINGS AND ALL THAT, I HAD TO FIND OUT WHERE ARE WE? SO, YES, WHILE THEY WERE TALKING, I WAS ALREADY LOOKING TO SEE WHERE WE WERE RANKED.

I WANTED TO KNOW. AND YES, I KIND OF SAID, WHY AREN'T WE NUMBER ONE? SO ANYWAY, YEAH BUT IT WAS IT WAS REALLY EYE OPENING TO BE THERE AND SEE THE GREAT WORK THAT THE FACULTY DOES. AND I WANT TO THANK YOU FOR ALL THE HARD WORK YOU DO AND FOR EVERYTHING YOU DO FOR OUR STUDENTS.

THAT CONCLUDES MY COMMENTS. WE'RE GOING TO MOVE ON TO CLOSED SESSION.

[10. Closed Session]

NO, WE HAVE A COUPLE OF READ OUTS. YEAH. THREE, THREE ROUTES.

WE HAVE THREE READ OUTS, I GUESS AFTER CLOSED SESSION.

ALL RIGHT. SO WE'LL MOVE ON TO CLOSED SESSION.

IT IS REPORTED IN CLOSED SESSION ITEM 10.02. IT IS REPORTED THAT THE BOARD OF TRUSTEES APPROVED THE EMPLOYMENT OF KELLY RIOS AS ACTING DIRECTOR OF HUMAN RESOURCES RISK MANAGEMENT.

GRADE 37, STEP ONE 13,631 PER MONTH OF THE MANAGEMENT SALARY SCHEDULE EFFECTIVE NOVEMBER 3RD, 2025, NOT TO EXCEED MAY 11TH, 2026.

THE VOTE FOR APPROVAL WAS SIX YES, ZERO NOES, ONE ABSENT ITEM 10.04.

IT IS REPORTED THAT IN CLOSED SESSION, THE BOARD OF TRUSTEES APPROVED THE APPOINTMENT OF A AT 1111 AT ETELVINA JURADO AS EXECUTIVE DIRECTOR. FOUNDATION AND INSTITUTIONAL ADVANCEMENTS.

STEP FOUR OF THE CONTRACT MANAGEMENT SALARY SCHEDULE.

EFFECTIVE OCTOBER 2ND, 2025, THE. THE VOTE FOR APPROVAL WAS SIX.

YES ZERO NOS. ONE ABSENCE ITEM 10.05. THE BOARD OF THE BOARD TOOK ACTION TO NOTIFY EMPLOYEE NUMBER 0000027007 THAT THEY WILL NOT BE REEMPLOYED WITH THE DISTRICT UPON THE EXPIRATION OF THE TERM OF THE EMPLOYMENT AGREEMENT.

THE VOTE WAS FOR APPROVAL WAS SIX. YES, ZERO NOS.

ONE ABSENCE. AND THIS CLOSES OUR BOARD OF TRUSTEES SESSION.

* This transcript was compiled from uncorrected Closed Captioning.