Sep 16, 2026 Board Meeting

ALL RIGHT, SO TODAY IS ME.

[00:00:02]

EXCUSE MY, YOU KNOW, ACCENT.

ENGLISH. OKAY. SO THE MEETING STARTED TODAY SEPTEMBER 16TH AND 704.

CAN YOU DO ROLL CALL, PLEASE? YES. DOCTOR DON GREEN BOARD PRESIDENT WILL BE ARRIVING SHORTLY.

BOARD VICE PRESIDENT ZURICH LEWIS IS ABSENT.

BOARD CLERK. DOCTOR SHIN LIU HERE TRUSTEE JAMES CODY.

BIRKEY PRESIDENT TRUSTEE MARIANA PACHECO IS ABSENT.

TRUSTEE MARIANA RIOS HERE.

TRUSTEE. DOCTOR SANDRA SALAZAR HERE.

STUDENT TRUSTEE. CARMELA FABIAN HERE.

AND PRESIDENT SUPERINTENDENT PIERRO HERE.

ALL RIGHT. TRUSTEE. BIRKEY, CAN YOU LEAD THE PLEDGE OF ALLEGIANCE,

[1.02 Pledge of Allegiance]

REPEAT AFTER ME. I PLEDGE ALLEGIANCE, I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

THANK YOU. THANK YOU SO MUCH.

[1.03 Agenda Organization]

IS THERE ANY OF THE BOARD MEMBER WANT TO ORGANIZE THE AGENDA TODAY? OKAY. SEEING NONE. SO WE'LL USE THIS AGENDA.

SO WE START WITH THE COMMENTS FROM THE AUDIENCE.

[1.04 Comments from the Audience]

THE FIRST ONE IS FROM THE SCRUB AND SHOUT SOCIETY REQUEST FOR MONEY DONATION FOR THE PERU TRAVEL. AND THE PRESENTER WILL BE CAMILA AND J.

JILLIAN NERI EMILIO V AND N N, OKAY.

SO GO AHEAD. THANK YOU.

GOOD EVENING, PRESIDENT, MEMBERS OF THE BOARD OF TRUSTEES AND EVERYONE HERE TONIGHT. MY NAME IS CARMELA FABIAN.

AND I STAND BEFORE YOU AS THE PRESIDENT AND FOUNDER OF SCRUBS AND SOCIETY AT SIRIUS COLLEGE. I'M HERE TODAY ALONGSIDE MY FELLOW MEMBERS, TO ASK FOR YOUR SUPPORT AS WE WORK TOWARD AN OPPORTUNITY THAT MEANS A LOT TO OUR ORGANIZATION AND MOST IMPORTANTLY, TO THE COMMUNITIES WE HOPE TO SERVE.

IN PERU, SCRUBS SOCIETY WAS CREATED BY THREE STUDENTS WHO WANTED TO MAKE MEDICAL AND VETERINARY OPPORTUNITIES MORE ACCESSIBLE TO STUDENTS WHO ARE INTERESTED IN THIS FIELD.

SINCE STARTING OUR ORGANIZATION, WE HAVE WORKED TO GIVE STUDENTS OPPORTUNITIES TO LEARN OUTSIDE OF THE CLASSROOM THROUGH HANDS ON EXPERIENCES, VOLUNTEERING, COMMUNITY SERVICE AND CONNECTIONS WITH HEALTHCARE PROFESSIONALS. WE STARTED IN THE SPRING SEMESTER OF 2026, AND LOOKING BACK, WE HAVE DONE A LOT OF OUR STUDENTS FOR OUR STUDENTS, COMMUNITY AND EVEN INTERNATIONALLY.

WE STARTED FROM STRUGGLING ON STARTING THE CLUB TO HAVING STRONG BUILD CONNECTIONS WITH LOCAL ORGANIZATIONS LIKE CITY OF NORWALK, SOUTH ASIAN NETWORK, METLIFE, SAHA'S, STOP THE BLEED, AND ANIMAL RESCUE SHELTERS AROUND DOWNEY, VENTURA, SAN DIEGO AND MANY MORE.

AS WE ARE CONSISTENTLY, CONSISTENTLY REACHING OUT TO ORGANIZATIONS ON CAMPUS, WE HAVE GOOD CONNECTIONS AND RELATIONSHIPS WITH TRANSFER ACADEMY COUNSELING DEPARTMENT, SUCCESS CENTER, ARK SERVICE COLLEGE FOUNDATION, MESA, TALON MARKS, AND CAMPUS POLICE.

WE ARE NOW WORKING TOWARD TAKING OUR MISSION BEYOND BEYOND OUR CAMPUS, AND INTO PERU. THROUGH THIS OPPORTUNITY.

OUR STUDENTS WILL BE ABLE TO VOLUNTEER IN A HEALTHCARE SETTING, LEARN ALONGSIDE DOCTORS AND NURSES, AND PARTICIPATE IN PROVIDING FREE HEALTHCARE SERVICES TO PEOPLE WHO MAY HAVE LIMITED ACCESS TO CARE.

THIS IS NOT SIMPLY A TREAT FOR US.

IT IS AN OPPORTUNITY TO TAKE WHAT WE HAVE LEARNED AS STUDENTS AND USE IT TO SERVE OTHERS, WHILE GAINING EXPERIENCES THAT WILL SHAPE OUR FUTURE CAREERS AND HEALTHCARE.

HOWEVER, OPPORTUNITIES LIKE THIS COME WITH SIGNIFICANT COSTS AND WE DO NOT WANT FINANCES TO PREVENT STUDENTS FROM PARTICIPATING.

THAT IS WHY WE ARE ASKING THE BOARD OF TRUSTEES AND OUR COLLEGE COMMITTEE TO CONSIDER SUPPORTING SCRUBS AND SOCIETY THROUGH A FINANCIAL CONTRIBUTION TOWARDS OUR MISSION. ANY SUPPORT WOULD HELP OUR STUDENTS GET CLOSER TO MAKING THIS OPPORTUNITY POSSIBLE. MORE. MORE IMPORTANTLY, IT WILL SHOW OUR STUDENTS THAT CERRITOS COLLEGE BELIEVES IN THEIR AMBITIONS, THEIR SERVICE TO OTHERS, AND THEIR POTENTIAL TO MAKE A DIFFERENCE.

WE ARE GRATEFUL FOR THE OPPORTUNITY CERRITOS COLLEGE HAS ALREADY GIVEN US, AND WE HOPE TO CONTINUE REPRESENTING OUR COLLEGE THROUGH SERVICE, BOTH LOCALLY AND INTERNATIONALLY.

OUR CURRENT PROJECTED COST FOR THIS OPPORTUNITY IS 30,345 IN TOTAL.

[00:05:01]

RATHER THAN ASKING THE BOARD FOR A SPECIFIC AMOUNT TODAY, WE WOULD APPRECIATE YOUR GUIDANCE ON WHAT FINANCIAL SUPPORT OR FUNDING OPPORTUNITIES MAY BE AVAILABLE TO US THROUGH THE COLLEGE, AND WHAT STEPS WE SHOULD TAKE TO PURSUE THEM.

WE ARE COMMITTED TO DOING OUR PART THROUGH FUNDRAISING AND OUTREACH, AND WE HOPE TO HAVE THE SUPPORT OF OUR COLLEGE COMMUNITY AS WE WORK TOWARD OUR 30,345 GOAL.

AT THIS TIME, I WOULD LIKE TO INTRODUCE SOME OF MY FELLOW STUDENTS WHO ARE HERE TO SHARE THEIR EXPERIENCES AND PERSPECTIVES.

I RESPECTFULLY ASK THE BOARD OF TRUSTEES TO HEAR THEIR VOICES AND TAKE A MOMENT TO LISTEN TO WHAT THESE STUDENTS HAVE EXPERIENCED THROUGH OUR ORGANIZATION, AND WHY THESE OPPORTUNITIES MEAN SO MUCH TO THEM. THANK YOU.

HELLO. GOOD EVENING EVERYONE.

MY NAME IS GILLIAN MACKAY AND I'M THE CO-PRESIDENT OF SCRUBS AND SNOUTS IN CHARGE OF THE MEDICAL SCIENCE DIVISION.

SCRUBS AND SNOUTS HAS CREATED MANY GREAT OPPORTUNITIES FOR STUDENTS TO GAIN HANDS ON EXPERIENCES IN THE HEALTHCARE FIELD THROUGH VOLUNTEERING AT COMMUNITY OUTREACH EVENTS AND HEALTH FAIRS. STUDENTS ARE ABLE TO EXPLORE THEIR CAREERS IN HEALTHCARE AND GAIN VALUABLE EXPERIENCES THAT WILL HELP SHAPE THEM INTO GREAT HEALTHCARE PROFESSIONALS.

AT OUR RECENT HEALTH FAIR IN COLLABORATION WITH SOUTH ASIAN NETWORK SCRUBS AND SNOUTS, MEMBERS WERE GIVEN THE OPPORTUNITY TO GET DIRECT PATIENT CARE THROUGH TAKING VITALS.

ONE EXPERIENCE I HAD DURING THIS EVENT WAS AN INTERACTION WITH A YOUNGER WOMAN.

I WAS IN CHARGE OF THE BLOOD PRESSURE CHECKS INVOLVING A SMALL FINGER PRICK.

SHE WAS ANXIOUS ABOUT NEEDLES AND WAS HESITANT ABOUT THE HEALTH CHECKS.

I LEARNED TO REASSURE HER AND REALIZE WHAT PATIENT CARE REALLY MEANT TO ME, WHICH WAS BEING ABLE TO HAVE THE EMPATHY AND COMPASSION TO HELP OTHERS AND TO COMFORT THEM DURING THEIR MOST VULNERABLE TIMES.

SHE ALLOWED ME TO CHECK HER SUGAR AND TOLD ME HOW MY REASSURANCE HAD RELAXED HER NERVES AND HELPED HER BECOME LESS SCARED OF NEEDLES.

THIS EXPERIENCE HAS STRENGTHENED MY WANT TO BECOME A NURSE, AND I HOPE FOR STUDENTS TO HAVE THESE SAME MEANINGFUL INTERACTIONS.

BEING ABLE TO VOLUNTEER IN PERU WOULD BE A GREAT EXPERIENCE TO EXPAND OUR SKILLS IN PATIENT CARE, AS WELL AS PROVIDE A GREATER IMPACT NOT ONLY IN THE US BUT IN COUNTRIES WHO NEED MEDICAL SUPPORT THE MOST.

MY ROLE AS CO-PRESIDENT OF THE MEDICAL SCIENCE DIVISION IN SCRUBS AND SNOUTS, HAS LED ME TO SO MANY GREAT CONNECTIONS AND MEMORIES THAT CONTINUE TO INSPIRE MY PASSIONS. I HOPE TO GROW OUR IMPACT ON SOCIETY AND GIVE THE CHANCE FOR OTHER MEMBERS OF OUR CLUB TO HAVE THESE SAME MEANINGFUL STORIES.

THANK YOU. GOOD EVENING EVERYONE.

MY NAME IS MARY MEJIA AND I AM A STUDENT HERE AT CERRITOS COLLEGE AND THE CO-PRESIDENT OF THE VETERINARY DIVISION OF THE SCRUBS AND SNOUT SOCIETY CLUB HERE ON CAMPUS.

WE STARTED SCRUBS AND SNOUTS BECAUSE WE NOTICED THAT VETERINARY MEDICINE AND ANIMAL RELATED CAREERS AREN'T ALWAYS AS COMMONLY EXPLORED BY STUDENTS COMPARED TO OTHER CAREER PATHS. THERE ARE SO MANY DIFFERENT OPPORTUNITIES WITHIN THE ANIMAL FIELD, BUT STUDENTS MAY NOT ALWAYS KNOW WHERE TO FIND THEM OR HOW TO GET INVOLVED. THAT'S WHY WE WANTED TO IMPLEMENT VETERINARY MEDICINE AS A PART OF OUR CLUB, AND CREATE OPPORTUNITIES FOR STUDENTS TO GAIN EXPOSURE, VOLUNTEER AND LEARN MORE ABOUT CAREERS WORKING WITH ANIMALS.

ONE OF THE EVENTS THAT WE HOSTED WAS THE 4TH OF JULY 4TH OF JULY AWARENESS EVENT, WHERE WE RAISED MONEY BY SELLING BANANA PUDDING, WHILE ALSO EDUCATING STUDENTS ABOUT THE EFFECTS THAT FIREWORKS CAN HAVE ON ANIMALS, AND HOW PET OWNERS CAN BETTER PREPARE AND PROTECT THEIR PETS DURING THE HOLIDAY.

WE'VE ALSO COLLABORATED WITH ORGANIZATIONS SUCH AS DOG THERAPY, GIVING STUDENTS THE OPPORTUNITY TO INTERACT WITH THERAPY DOGS AND DE-STRESS FROM SCHOOL.

LOOKING AHEAD, WE HAVE SEVERAL EXCITING OPPORTUNITIES THAT WE'RE REALLY THAT WE ARE EXCITED TO SHARE. WE PLAN TO COLLABORATE WITH AN EQUINE VETERINARY PRACTICE TO GIVE STUDENTS MORE EXPOSURE TO VETERINARY MEDICINE BEYOND, BEYOND JUST SMALL ANIMAL CARE.

WE'RE ALSO LOOKING TO ESTABLISH PARTNERSHIPS WITH ANIMAL RESCUES AND CREATE ADDITIONAL VOLUNTEER OPPORTUNITIES WHERE STUDENTS CAN GAIN EXPERIENCE IN DIFFERENT AREAS OF THE ANIMAL RELATED FIELDS.

WE'RE CONTINUING TO EXPAND OUR OUTREACH AND CREATE MORE OPPORTUNITIES FOR STUDENTS TO GET INVOLVED, VOLUNTEER, AND EXPLORE CAREERS WITHIN WITHIN THIS FIELD.

I'M REALLY GRATEFUL TO HAVE THE OPPORTUNITY TO REPRESENT THE VETERINARY DIVISION HERE TODAY, AND I'M EXCITED TO CONTINUE GROWING SCRUBS AND SNOUTS AND CREATING WELCOMING OPPORTUNITIES FOR STUDENTS HERE AT CERRITOS COLLEGE. THANK YOU SO MUCH FOR HAVING ME.

[00:10:02]

MANY OF THESE EVENTS HAVE INCLUDED MINE AND WOMEN'S HEALTH POP UP EVENTS TO GIVE COMMUNITIES FREE ACCESS TO HEALTHCARE AND BE ABLE TO TAKE THEIR BLOOD PRESSURE.

AND MANY OF THESE OPPORTUNITIES WORKING WITH PHYSICIANS THAT IF THEY DIDN'T HAVE ACCESS TO THIS, THEY WOULDN'T HAVE BEEN ABLE TO HAVE THESE OPPORTUNITIES.

SO I BELIEVE THE SCRUBS AND SNOUTS HAS BEEN VERY POWERFUL AND IMPACTFUL FOR OUR COMMUNITY AND ON CAMPUS. SCRUBS AND SNOUTS HAS DIRECTLY CONTRIBUTED TO A WIDE SPREAD OF VOLUNTEER EVENTS. BY BEING PART OF THESE HEALTH FAIRS AND CREATING OUR VERY OWN EVENT CALLED MIND UNWIND. THROUGH MIND UNWIND, WE CREATED A SPACE WHERE STUDENTS AND PEOPLE FROM OUR COMMUNITY COULD COME TOGETHER AND ENJOY A SPACE THAT WAS STRESS FREE.

AND BY DOING THIS, WE WE CAME TOGETHER WITH PEOPLE FROM DIFFERENT CULTURES, AND PEOPLE WERE ABLE TO PRESENT THEIR OWN TRADITIONAL DANCES OR HAVE FREE ACTIVITIES THAT OTHERWISE PEOPLE WOULD NOT HAVE BEEN ABLE TO HAVE.

AND IT WAS A GOOD WAY TO HAVE A STRESS FREE ENVIRONMENT FOR ALL OF THOSE ATTENDING.

MEANING THAT SCRUBS AND SNOUTS ISN'T JUST FOR HEALTHCARE, BUT IT'S ALSO FOR OUR COMMUNITY.

SO PEOPLE CAN ACTUALLY COME WITH US AND COLLABORATE WITH US AND BE ABLE TO HAVE THESE OPPORTUNITIES THAT OTHERWISE THEY WOULDN'T HAVE BEEN ABLE TO HAVE. AND IT TO ME PERSONALLY, IT'S BEEN VERY APPARENT JUST HOW IMPACTFUL THIS CLUB HAS BEEN BECAUSE I'M ALSO THE PRESIDENT OF AGS, WHICH IS AN HONOR SOCIETY AT THIS CAMPUS.

AND BEING IN THESE POSITIONS HAS HELPED ME REALIZE JUST HOW MUCH SCRUBS AND SNOUTS HAS ACTUALLY BEEN ABLE TO CONTRIBUTE TO THIS CAMPUS, AND JUST HOW MUCH EFFORT IT TAKES IN ORDER TO MAKE A SUCCESSFUL CLUB BECOME SUCCESSFUL AND BE ABLE TO MAKE ALL THESE EVENTS THAT THEY HAVE BEEN ABLE TO DO AND MAKE US ALL BE A PART OF AND HELP OUR OWN COMMUNITY. AND. SCRUBS AND SNOUTS HAS ALSO BEEN ABLE TO PORTRAY TRUE EFFICIENCY THROUGH THESE ACTIVITIES WITH THE ACCESS OF FREE HEALTHCARE EVENTS AND COMMUNITY EVENTS.

THE MINE UNWIND AND IT'S BEEN ABLE TO HELP US HELP THOSE THAT ARE LESS FORTUNATE IN OUR COMMUNITY BY COMING TOGETHER AND HELPING VOLUNTEER AND GIVE OUR TIME AND EFFORT FOR THESE COMMUNITIES. AND I'M EXTREMELY GRATEFUL TO HAVE BEEN ABLE TO BE A PART OF THESE EVENTS AND SEE JUST HOW MUCH OUR CLUB CAN IMPACT OUR COMMUNITY.

SO THANK YOU. HELLO, MY NAME IS EMILIO AND I AM HERE TODAY TO REPRESENT SCRUBS AND SNOUT SOCIETY.

I AM A MEMBER OF THE CLUB.

SORRY. AS A MEMBER OF THE CLUB, I WOULD LIKE TO SHARE SOME OF THE IMPACT THAT I FEEL SCRUBS SNOUT SOCIETY HAS HAD ON AND OFF CAMPUS.

BETWEEN HEALTH FAIRS, HEALTH DRIVES, CLUB MEETINGS, AND THE SOCIAL PAGES THAT OUR WONDERFUL OFFICERS RUN.

I FEEL THAT SCRUBS SNOUT HAS GIVEN ME, AS WELL AS MANY OTHER MEMBERS OF A REAL OPPORTUNITY TO BETTER THEMSELVES AS WELL, AS WELL AS OUR LOCAL COMMUNITIES.

SOME OF THE THINGS I WOULD LIKE TO HIGHLIGHT IS HOW THIS CLUB HAS HELPED ME AS A STUDENT HERE, WERE TO HELP STUDENTS LIKE ME GAIN TOURNIQUET CERTIFICATES, HELD MEETINGS WITH MEDICAL AND VETERINARY PROFESSIONALS, WHICH HAVE GIVEN ME REAL INSIGHT ON SOME OF THE POSSIBLE CAREER GOALS AND CHOICES I WOULD NEED TO MAKE TO BETTER MYSELF.

AND FINALLY, GIVEN REAL VOLUNTEER EXPERIENCE THAT I FEEL IS VERY VALUABLE TO ME.

ADDITIONALLY, I WOULD LIKE TO SHARE HOW, AS A STUDENT FROM LA MIRADA, BEING ABLE TO VOLUNTEER IN THE NEIGHBORING CITY OF NORWALK WITH SCRUB SOCIETY DURING THE 4TH OF JULY ANIMAL AWARENESS EVENT HAS LEFT ME WITH A GREAT FEELING OF ACCOMPLISHMENT.

IT WAS AMAZING TO BE A PART OF THAT ANNUAL 3RD OF JULY INDEPENDENCE DAY CELEBRATION, ESPECIALLY AS SOMEONE LOCAL TO THAT COMMUNITY. I REMEMBER ATTENDING THAT AS A CHILD AND TO REALLY FEEL THAT I HAD A IMPACT IN BETTERING MY COMMUNITY WAS JUST LEFT ME WITH SUCH A GREAT FEELING OF ACCOMPLISHMENT. HAVING FELT THAT ACCOMPLISHMENT FROM MY LOCAL COMMUNITY, I AM VERY HOPEFUL AND EXCITED TO HOPEFULLY SEE THIS LOCAL IMPACT GROW INTO ONE THAT IS ALSO A GLOBAL IMPACT BY TAKING THIS PERU TRIP.

FINALLY, I WOULD LIKE TO SHARE HOW AS SOMEONE WHO IS NOT IN MEDICAL OR VETERINARY MAJOR.

A MUSIC MAJOR IS WHAT I AM.

I FEEL THAT THAT'S IMPORTANT TO SHARE, BECAUSE THIS CLUB HAS NEVER MADE ME FEEL LEFT OUT OR FELT AS IF I WAS NOT, YOU KNOW, AS INCLUDED.

THEY HAVE BEEN VERY OPENING AND WELCOMING TO STUDENTS LIKE ME WHO ARE JUST, I GUESS, QUESTIONING ABOUT THE MEDICAL PATHWAY AND INTERESTED IN IT, BUT NOT FULLY READY TO COMMIT TO IT.

I FEEL THIS CLUB IS OPEN TO EVERYONE AND HAS GIVEN STUDENTS LIKE ME GREAT OPPORTUNITIES,

[00:15:03]

HI EVERYONE. MY NAME IS V AND I'M AN INTERNATIONAL STUDENT IN CERRITOS COLLEGE AS A CO-PRESIDENT OF MY INTERNATIONAL CLUB IN THIS COLLEGE TOO.

SO THE FIRST TIME I'VE BEEN HERE, I DON'T HAVE ANY FRIENDS.

AND I'M, I'M KIND OF SCARED WHEN I WANT TO BECOME A NURSE BECAUSE LIKE, I DON'T KNOW WHAT SHOULD I DO AND HOW CAN I DO IT WITH PATIENTS? BUT WHEN I JOIN THE CLUB.

IT HELPED ME A LOT. LIKE I MAKE A NEW FRIEND AND WORKING WITH PATIENTS LIKE THE THING I SCARED, BUT NOW I'M NOT.

I'M KIND OF CONFIDENT WITH THAT AND I DON'T HAVE ANY SOCIETY AND I FEEL LIKE THIS CLUB HELPED ME A LOT. IT'S ALWAYS PUSHED ME AND GUIDE ME TO THE DIRECTLY WAY.

AND SOMETIMES I LOST BECAUSE LIKE, IT'S KIND OF STRANGE WHEN, WHEN I BECOME A NURSE, BUT LIKE COMING IN THIS CLUB HELPED ME A LOT.

LIKE GIVE ME A LOT OF OPPORTUNITY TO PRACTICE WITH PATIENTS.

AND ALSO I KNOW, LIKE HOW TO TAKE A BLOOD TEST LIKE THAT.

AND I HOPEFULLY THIS CLUB WILL BE SUCCESS IN THE FUTURE.

THAT'S MY THANK YOU. HELLO, TRUSTEES.

MY NAME IS ADRIAN SORIA.

I'M A PSYCHOLOGY STUDENT AND I'M ALSO A MEMBER OF SCRUBS AND SNOUTS.

AS YOU CAN SEE, THIS CLUB HAS BROUGHT MANY WONDERFUL OPPORTUNITIES TO MANY WONDERFUL PEOPLE HERE ON CAMPUS.

MY FELLOW STUDENTS ARE VERY HAPPY WHEN THEY TALK ABOUT SCRUBS AND SNOUTS.

I COME FROM A VARIETY OF CLUBS, BUT I HEAR SOMETIMES THAT THEY WANT TO DO COLLABORATIONS WITH SCRUBS AND SNOUTS BECAUSE THEY'RE JUST OVERALL A WONDERFUL CLUB.

AND THINK ABOUT IT. IT'S THIS SMALL CLUB CAN END UP BEING AN ORGANIZATION THAT HAS CHAPTERS IN DIFFERENT UNIVERSITIES, BUT IT ONLY COMES ONE STEP AT A TIME.

I HIGHLY BELIEVE THAT THIS ORGANIZATION HAS A LOT OF POTENTIAL, SO THAT'S WHY I'M FULLY INVESTING IN THIS CLUB AS WELL.

AND I BELIEVE THAT IF YOU WERE TO COME TO ONE OF THEIR EVENTS, YOU WOULD SEE WHY. THEY'RE JUST FULL OF PASSIONATE PEOPLE READY TO DO THINGS TO HELP THE MEDICAL AND VETERINARY FIELDS.

I HIGHLY ENCOURAGE YOU GUYS FOR YOU GUYS TO SUPPORT.

I COULD. I WISH I COULD BRING A LOT MORE PEOPLE TO BRING STORIES ABOUT HOW WONDERFUL THIS CLUB IS, BUT WE ONLY HAVE SO MUCH THAT WE CAN DO AND SO MUCH TIME THAT WE HAVE ON THIS IN THIS MEETING. SO I HIGHLY ENCOURAGE YOUR SUPPORT AND THANK YOU SO MUCH FOR YOUR TIME. THANK YOU. THANK YOU.

THANK YOU. THANK YOU. THANK YOU.

THANK YOU. OKAY, MOVING ON TO OUR NEXT SPEAKER. WE HAVE TOPIC CHICANO STUDIES DEPARTMENT.

SPEAKER INFORMATION IS MR. MIGUEL LOPEZ. THANK YOU.

GOOD EVENING, BOARD MEMBERS AND STAFF.

I PREFACED MY COMMENTS TODAY WITH A FAMILIAR AND POPULAR REFRAIN DATING BACK TO 1847.

AQUI ESTAMOS Y NO NOS VAMOS.

TRANSLATED MEANS WE ARE HERE AND WE ARE NOT LEAVING.

A SIMPLE CONCEPT MADE FAMOUS AFTER THE SIGNING OF THE TREATY OF GUADALUPE HIDALGO TO END THE INVASION OF MEXICAN TERRITORY IN THE SOUTHWEST IN A TREATY NOT FULLY LIVED UP TO BY THE UNITED STATES. THIS REFRAIN IS RELEVANT FOR TODAY'S PRESENTATION BECAUSE WE ARE HERE AND WE ARE NOT GOING AWAY, AND IT WILL SYMBOLIZE OUR EFFORT TO REINSTATE THE CHICANO STUDIES DEPARTMENT AT CERRITOS COLLEGE WITH A SIGNIFICANT DAY.

WHAT A SIGNIFICANT DAY TO PRESENT MYSELF TO THIS BOARD TODAY.

SEPTEMBER 16TH MEXICAN INDEPENDENCE DAY, AN IMPORTANT HISTORICAL MARKER FOR OUR COMMUNITY, PARTICULARLY IN LIGHT OF THE ONGOING GENOCIDAL PATTERNS OF EUROCENTRIC PRACTICES DATING BACK 500 PLUS YEARS.

ONE MIGHT WONDER WHY THIS PATTERN OF VIOLENT COLONIAL BEHAVIOR CONTINUES NOT ONLY NOT ONLY, NOT ALWAYS WITH VIOLENT CYCLES OF HARM, SUCH AS THE. AGAINST THE NATIVES OR PALESTINIANS.

THE PALESTINIANS SUFFER, BUT SUBLIMINAL.

CYCLES THROUGH FORCED ASSIMILATION, DENIAL AND EDUCATION RESOURCES, CITIZENSHIP AND EXCLUSION WITH INTENT TO ISOLATE OTHERS IN THE SPIRIT OF INDEPENDENCE FROM SPAIN IN 1821. WE COME BEFORE YOU TO RECOGNIZE OUR VALUE AND THE PRESENCE OF OUR COMMUNITY THAT SUSTAINS OUR EXISTENCE AT SO MANY LEVELS.

YOU SEE MEXICANS, CHICANOS, MEXICANS, OR WHATEVER LABELS USED FROM THE SYSTEM, SYSTEMIC REPLACEMENT IDENTIFIERS SUCH AS LATINO,

[00:20:05]

WILL NOT. WE WILL NOT GO AWAY BECAUSE WE ARE THE RAZA COSMICA.

INDIGENOUS TO THE CONTINENT AND MORE IMPORTANTLY, AQUI O YA SOMOS UN PUEBLO SIN FRONTERAS.

TRANSLATED HERE OR THERE.

WE ARE ONE PEOPLE WITHOUT BORDERS.

WE HAVE BEEN HERE BEFORE.

ALL THE OTHERS. WE ARE STILL HERE AND WE WILL BE HERE WHEN OTHERS LEAVE OR ARE PUSHED OUT.

WE LEARN THROUGH OUR STRUGGLES FOR EQUALITY AND RESPECT OVER THE LAST 100 YEARS THAT OUR DEMANDS HAVE CREATED CHANGE.

CHANGE THAT IS REFLECTED DIRECTLY UPON THE THE CONTENT OF THIS BOARD WITH MULTIPLE CULTURES THAT STAND ON OUR SHOULDERS AND HAVE BENEFITED FROM THIS STRUGGLE FOR REPRESENTATION, EQUALITY, AND RESPECT.

WHAT WILL BE YOUR LEGACY? WHO WILL STAND ON YOUR SHOULDERS IN THE FUTURE? WILL WE FALL BACK ON THE SYSTEM OF EXCLUSION, NEGLECT, AND DENIAL OF OUR PLACE IN THE WORLD? THERE IS A HORRIBLE CABAL IN PLACE AT THE FEDERAL LEVEL LEVEL OF THE US GOVERNMENT, DISASSEMBLING THE DEPARTMENT OF EDUCATION AND MANY OTHER SERVICE ORIENTED BODIES, GUTTING THE FUNDING AND REDIRECTING OUR TAX DOLLARS TO THE BILLIONAIRE CLUB.

THEY FUNDAMENTALLY BELIEVE THAT IT'S A BUSINESS MODEL CREATED BY CAPITALISM FOR CAPITAL, NOT FOR THE TAXPAYING, WORKING CLASS FAMILIES WHO CREATE THE WEALTH IN OUR COUNTRY. MY FEELING IS THAT THE CERRITOS COLLEGE ADMINISTRATION SEES THIS INSTITUTION IN THE SAME WAY AS A BUSINESS FOR MANAGEMENT TO BUILD THEIR RESUME, COURTING ANY THAT WILL, THAT ARE WILLING TO SELL OUT TO THE HIDDEN TO THE HIDDEN AGENDA AT THE EXPENSE OF STUDENTS, STAFF AND COMMUNITY, REGARDLESS OF THE CONSEQUENCES.

THIS BOARD IS RESPONSIBLE FOR THE DECISIONS OF THE ADMINISTRATION, BUT MORE IMPORTANTLY, YOU'RE ELECTED TO TO REPRESENT THE INTERESTS OF OUR COMMUNITIES IN THIS DISTRICT AND SHOULD BE HELD TO ACCOUNT FOR THE DISMANTLING OF OUR TRADITIONS, POLICIES AND THE RESULTING OUTCOMES OF MANAGEMENT'S AGENDA.

WE, THE MEXICAN OR CHICANOS, NOW REPRESENT THE MAJORITY IN THIS DISTRICT, BUT WE ARE NOT RESPECTED AS A MAJORITY WITH THE EXPECTED RETURN FOR EDUCATIONAL ADVANCEMENT. CULTURALLY, IT EMANATES ON THE ONE HAND FROM NVIDIA.

WITHIN THE LATIN COMMUNITY, THAT'S ENVY AND DENIAL FROM THE DOMINANT EUROCENTRIC POPULATION THAT DEVALUES OUR EXISTENCE.

THE CHICANO STUDIES DEPARTMENT MUST BE REINSTATED TO BUILD A PATHWAY FOR STUDENTS SUCH AS THOSE, SUCH AS FOR THOSE THAT RECENTLY WERE DENIED MARIACHI TRAINING IN THE MUSIC DEPARTMENT. HERE, A CLASS ELIMINATED BY THE ADMINISTRATION THIS YEAR. THIS REPRESENTS MORE FALLOUT FROM UNILATERAL DECISION MAKING BASED ON A BUSINESS MODEL TO DISMANTLE, DEFUND AND MANIPULATE THE STRUCTURE FOR PERSONAL GAIN. I, FOR ONE, WILL NOT ACQUIESCE.

THE COMMUNITY IN THE 1970S DID NOT ACQUIESCE TO DOMINANT CULTURAL EXCLUSIONARY AGENDAS, NOR DID OUR MENTORS IN THE CIVIL RIGHTS ERA.

WE NEED TO REINSTATE CHICANO STUDIES DEPARTMENT AND BE EQUAL PARTNERS IN THIS VENTURE. AQUI ESTAMOS Y NO NOS VAMOS.

THANK YOU. NEXT SPEAKER ON THE TOPIC OF CHICANO STUDIES DEPARTMENT, WE HAVE LORRAINE GRIEGO.

GOOD EVENING TO YOU ALL.

GOOD EVENING EVERYBODY.

MY NAME IS LORRAINE GRIEGO, AND I'M HERE TO TELL YOU WHY ELIMINATING THE CHICANO STUDIES DEPARTMENT IS AN INCREDIBLY BAD DECISION FOR OUR STUDENTS AND FOR OUR COMMUNITY. I SERVED STUDENTS IN LONG BEACH FOR MORE THAN 33 YEARS AS A CLASSROOM, TEACHER, SCHOOL, AND A SCHOOL ADMINISTRATOR, AND FOR THE PAST 14 YEARS, I HAVE SERVED STUDENTS AT CAL STATE DOMINGUEZ HILLS IN THE SCHOOL LEADERSHIP PROGRAM AND THE TEACHER EDUCATION DEPARTMENT.

AS THEY ARE WORKING TOWARD THEIR CREDENTIALS, BOTH THEIR PRELIMINARY AND CLEAR CREDENTIALS, THE REDUCTION OR ELIMINATION OF THE CHICANO STUDIES DEPARTMENT HERE AT CERRITOS COLLEGE IS PERSONAL. TWO OF MY GRANDCHILDREN GRADUATED FROM CERRITOS COLLEGE.

THE OTHER ONE, ELENA. RIGHT NOW SHE'S IN THE AUTOMOTIVE PROGRAM HERE AT DOMINGUEZ HILLS.

I HAVE A GREAT GRANDSON, AND IN 16 YEARS, HE'LL PROBABLY BE HERE BECAUSE WE JUST LIVED DOWN THE BLOCK.

WE LIVE ABOUT A BLOCK SOUTH OF HERE.

IT'S A SHORT WALK FROM THE HOUSE.

BECAUSE OF THE HARD WORK BY MY MENTORS AND MYSELF, MY GRANDCHILDREN AND OTHERS LIKE US HAVE BEEN AFFORDED THE HIGHER EDUCATION COURSEWORK IN AMERICAN HISTORY. THAT'S MY FAMILY'S HISTORY,

[00:25:02]

IT WASN'T UNTIL I HAD THOSE COURSES THAT I WAS FULLY ABLE TO UNDERSTAND, EMBRACE AND BE PROUD OF WHO I AM AS AN AMERICAN.

WHEN I WAS COMING UP IN THE 60S AND 70S, OUR CHICANO STUDIES PROGRAMS WERE HELD IN A COMMUNITY CENTER IN LONG BEACH, NOT ON A COLLEGE CAMPUS.

ARE WE REALLY GOING TO GO BACK TO THAT? IT WAS THROUGH THE WORK OF THOSE MECHA STUDENTS, MY MENTORS LIKE ARMANDO VASQUEZ RAMOS, THAT DEVELOPED THE MODEL FOR ETHNIC STUDIES IN OUR SCHOOLS, COLLEGES AND UNIVERSITIES TODAY.

AND THAT'S THROUGHOUT SOUTHERN CALIFORNIA.

THE ONLY REASON I WENT TO COLLEGE EARNED TWO MASTER'S DEGREES, WAS AN EDUCATOR IN LONG BEACH, AND NOW A PROFESSOR AT DOMINGUEZ HILLS.

IS BECAUSE OF MY PARTICIPATION IN THOSE CHICANO STUDIES PROGRAMS. AS A YOUNG WOMAN, I NEVER CONSIDERED GOING TO COLLEGE, MUCH LESS BECOMING A PROFESSOR.

WHEN I WAS IN HIGH SCHOOL IN LONG BEACH, I HAD ONE MEXICAN TEACHER, AND AT MOST THERE WERE THREE BLACK TEACHERS AT MY HIGH SCHOOL, AND WE HAD AN ENROLLMENT OF OVER 3000 STUDENTS.

AND WE WERE THE ONE HIGH SCHOOL IN LONG BEACH THAT HELD ABOUT 70%, 75% OF THE PEOPLE OF COLOR, STUDENTS OF COLOR IN THAT ERA.

AS I SAID IN THE BEGINNING, THIS IS PERSONAL FOR ME.

FIVE OF MY 12 STUDENT TEACHERS THIS SEMESTER ARE TRANSFER STUDENTS FROM THIS CAMPUS.

I HAVE THREE OBSERVATIONS WITH STUDENTS TODAY IN DUAL IMMERSION CLASSROOMS IN DOWNEY AND IN NORWALK, LA MIRADA SCHOOL DISTRICTS.

ALL THREE OF THEM ARE TRANSFER STUDENTS FROM CERRITOS COLLEGE.

THEIR ACADEMIC PROGRAMS HERE INCLUDED THE VERY COURSES THAT YOU ARE CONSIDERING TO ELIMINATE. THEY SHARED WITH ME THAT IT WAS THEIR OWN IN-DEPTH LEARNING HERE ABOUT THEMSELVES AND THEIR SENSE OF BELONGING, AND FINALLY BEING ABLE TO EMBRACE THE HIGHER EDUCATION MODEL AND HOW THIS LED THEM TO CHALLENGING THEMSELVES TO COMPLETE A SPECIALIZED CREDENTIAL CERTIFICATE TO TEACH IN SPANISH ENGLISH DUAL IMMERSION LANGUAGE SETTING THAT HONORS OUR OWN AMERICAN HISTORY AND CULTURE.

SO THE CONTINUATION OR THE REINSTATEMENT OF THE CHICANO STUDIES DEPARTMENT SHOULD BE PERSONAL TO YOU, TOO. GRADUATES FROM THIS COLLEGE ARE GETTING CREDENTIALS TO TEACH STUDENTS IN SCHOOLS IN THE AREAS THAT YOU SERVE.

YOU RECRUIT FROM OUR HIGH SCHOOLS.

WE CAN EXPAND THE LEARNING WITH OUR OWN AMERICAN.

WHEN WE CAN EXPAND THE LEARNING IN OUR OWN AMERICAN HISTORY, CULTURE, AND ACCOMPLISHMENTS.

WE GARNER THE STRENGTH, KNOWLEDGE, AND CONFIDENCE TO ATTEND COLLEGE, GET ADVANCED DEGREES, AND CONTINUE TO PAY IT FORWARD.

IN CLOSING, WHEN I WENT ONLINE TO LEARN ABOUT THE BOARD OF TRUSTEES, I DIDN'T EXPECT TO SEE SUCH A DIVERSE BOARD.

I THOUGHT, REALLY, ARE YOU KIDDING? THESE ARE THE PEOPLE THAT WANT TO ELIMINATE CHICANO STUDIES AND OTHER SUCH PROGRAMS FOR THIS CAMPUS. YOU GUYS LOOK LIKE ME.

WE HAVE A DESCRIPTOR IN SPANISH.

SIN WITHOUT SHAME. THAT IS APROPOS.

THIS EVENING, AS I LOOK AT YOU AND SEE A BOARD THAT LOOKED LIKE ME, I KNOW THAT YOU DON'T WANT TO BE A SYMBOL, WESA.

SO I IMPLORE YOU, DO THE RIGHT THING. THANK YOU.

THAT CONCLUDES OUR PUBLIC COMMENT FOR THIS EVENING.

WE WILL NOW MOVE TO OUR REPORTS AND COMMENTS FROM CONSTITUENT GROUPS.

[1.05 Reports and Comments from Constituent Groups]

THANK YOU. NEXT, DOCTOR WILL MITTENDORF C.

C. F. PRESIDENT. ALL RIGHT.

GOOD EVENING. TRUSTEES, DOCTOR PIERRO.

COLLEAGUES. FRIENDS. IT'S A STUDY SESSION TONIGHT, SO I'VE GOT SOME STUDY MATERIAL FOR EVERYBODY, IF YOU WOULDN'T MIND TAKING OUT THE PRESENTATION.

BEFORE I GET STARTED WITH THIS, THOUGH WE HAD A NEGOTIATION SESSION LAST WEEK, SO FOR EVERYBODY CCSF IN THE DISTRICT ARE NEGOTIATING OUT OF PAY FOR WORK DONE OUTSIDE THE CLASSROOM.

I JUST WANT TO SAY THAT WE SAW SOME GOOD PROGRESS IN THAT, IN THAT NEGOTIATION SESSION.

WE APPRECIATE THE DISTRICT'S PROPOSAL.

WE DON'T AGREE WITH IT YET.

THERE'S A LOT OF WORK THAT NEEDS TO BE DONE. BUT I DO LIKE TO SEE THE MOVEMENT THERE.

SO I WANT TO AT LEAST EXTEND GRATITUDE FOR THAT.

ONE OF THE THINGS THAT I DID LIKE IN THAT CONVERSATION WAS THAT THE DISTRICT IS

[00:30:01]

AND I JUST WANTED TO TALK A LITTLE BIT MORE ABOUT THAT. SO EVERYBODY HAS A CLEAR IDEA. SO THAT'S WHAT I'M GOING TO USE MY NEXT COUPLE OF MINUTES DOING. THE BOARD IS EXPECTED TO KNOW A LOT. AND I SOMETIMES USE A LOT OF TERMS AND PERCENTAGES THAT ARE CONFUSING.

I JUST WANT TO MAKE SURE WE'RE ALL ON THE SAME PAGE. SO ON THIS FIRST PAGE, WHAT YOU'RE GOING TO SEE IS THE BREAKDOWN OF WHAT WORKLOAD LOOKS LIKE FOR FACULTY.

SO IN THE FIRST SECTION IT SAYS SAME CLASS, SAME WORK.

SO FULL TIME FACULTY, WE SPEND 15 HOURS IN THE CLASSROOM AND THEN 15 HOURS ARE PAID FOR PREP.

THE OTHER TEN HOURS OF THE WEEK ARE BROKEN UP INTO STUDENT HOURS AND COMMITTEE WORK AND MEETINGS AND THINGS LIKE THAT.

OKAY, NOW PART TIMERS GET PAID ONLY FOR THE WORK THAT THEY DO IN THE CLASSROOM.

NO PREP, NO SERVICE TIME.

OKAY. WHICH IS EXACTLY THE ISSUE AT STAKE IS THAT THERE'S NO PREP TIME PAID.

IN THE SECOND SECTION HERE, YOU'LL SEE THE 67% RULE.

SO THIS IS SAYING THAT PART TIMERS CAN ONLY WORK 67% OF A FULL TIME TEACHING LOAD.

SO WHEN WE TALK ABOUT FULL TIMERS, PART TIMERS WORKING 67%, IT'S NOT INCLUDING THE 2,025% OF SERVICE AND STUDENT HOURS.

IT'S JUST TEACHING LOAD.

OKAY. SO THEN THE PARITY FACTOR IS THE FACTOR THAT IS REFLECTIVE IN A SINGLE CLASS.

SO WHEN WE SAY THAT A PART TIME FACULTY MEMBER MAKES 80% OF A FULL TIME FACULTY MEMBER, THAT'S APPLES TO APPLES.

THAT'S ONE CLASS COMPARED TO ANOTHER SINGLE CLASS.

OKAY. AND THAT NUMBER CAN GO AS LOW AS 63% BECAUSE WE DON'T HAVE THE SAME SALARY SCHEDULE. SO YOU'LL SEE IN, IN THE THIRD SECTION WHAT THAT LOOKS LIKE.

AND ACTUALLY, WE CAN JUST GO AHEAD AND TURN TO THE NEXT PAGE, EVERYBODY. THANK YOU.

YOU'LL SEE OUR FULL TIME SALARY SCHEDULE.

THERE'S 20 STEPS AND SIX COLUMNS.

SO STEPS ARE YOUR YEARS OF EXPERIENCE YOUR COLUMNS OR YOUR EDUCATION.

SO THIS IS WHAT THE FULL TIME SALARY SCHEDULE LOOKS LIKE.

IF YOU JUST FLIP TO THE NEXT PAGE, YOU CAN SEE WHAT THE PART TIME SALARY SCHEDULE LOOKS LIKE. IT'S ONLY GOT THREE COLUMNS AND SEVEN STEPS.

SO THESE ARE MASSIVELY DIFFERENT SALARY SCHEDULES.

SO FOR EXAMPLE, IF I'VE BEEN HERE 20 YEARS, I GET PAID AS IF I'VE BEEN HERE SEVEN.

IF I HAVE TWO MASTER'S DEGREES OR I'M A BD IN MY PHD PROGRAM, I GET PAID AS IF I HAVE A MASTER'S DEGREE.

OKAY. SO THAT'S HOW SOMEBODY WHO'S ALREADY GETTING 80% CAN ACTUALLY BE PAID EVEN LOWER THAN THAT, BECAUSE HAD THE SALARY SCHEDULE BEEN EXPANDED, THEY WOULD BE MAKING MORE THAN 63% OF A FULL TIME.

IT WOULD BE 80. IF YOU TURN TO THE NEXT PAGE, IT'S A NON-INSTRUCTIONAL. THEY ONLY HAVE TWO COLUMNS.

AND IF YOU TURN TO THE NEXT PAGE, YOU'LL SEE RIO HONDO SALARY SCHEDULE.

SO THIS IS WHAT A UNIFIED SALARY SCHEDULE WOULD LOOK LIKE.

THIS APPLIES TO PART TIME AND FULL TIME.

IN THE SAME WAY THE PART TIMERS STILL HAVE A FORMULA THAT GETS APPLIED TO IT.

THEY ALSO HAVE A PARITY FACTOR.

IT'S THE IT'S SIMILAR TO OURS, BUT THEY HAVE AN EXPANDED SALARY SCHEDULE.

AND SO THAT THAT IS ONE WAY TO REDUCE INEQUITY BETWEEN OUR FULL TIME AND PART TIME INSTRUCTORS. THE NEXT PAGE IS LIKE AN OVERLAY, AND YOU CAN SEE WHAT OUR SALARY SCHEDULE LOOKS LIKE WHEN YOU OVERLAY IT ON TOP OF RIO HONDO'S, AND THEN TAKE AWAY EVERYTHING THAT WE DON'T HAVE THAT THEY DO.

OKAY, SO WE DON'T HAVE THESE MIDDLE SCHEDULE, THESE MIDDLE COLUMNS. SO FOR ADDITIONAL EDUCATION AND WE DON'T HAVE ANY OF THE STEPS THAT THEY HAVE AFTER SEVEN, THEY GO ALL THE WAY UP TO 20.

WELL, 20 FOR PART TIMERS.

AND WHAT YOU'LL NOTICE IN THE LITTLE BOX IN THE LEFT IS IT SAYS WHAT'S THE TOP HOURLY RATE. SO IF I HAVE A BACHELOR'S DEGREE AT CERRITOS, I CAN MAKE UP TO $121.

BUT AT RIO HONDO IT'S 152 AND MASTER'S, IT'S 126.

AT RIO, IT'S 16145 WITH A DOCTORATE.

184 AT RIO HONDO. SO RIO HONDO IS PAYING ABOUT $30 MORE PER HOUR FOR FOLKS THAT WE REALLY OUGHT TO BE PAYING MORE. I MEAN, THESE ARE FOLKS THAT HAVE MORE EDUCATION AND MORE EXPERIENCE. AND SOMEHOW WITH MORE EDUCATION AND MORE EXPERIENCE, YOU ACTUALLY GET YOUR RATE OF PAY LOWERED.

OKAY. RELATIVE TO WHAT IT OUGHT TO BE COMPARED TO THE FULL TIME SALARY SCHEDULE.

NOW, ON THE NEXT PAGE, I'M FLYING THROUGH THIS, FOLKS. THESE ARE DATA DASHBOARDS FROM CERRITOS OWN WEB PAGE.

DOCTOR FIERRO BROUGHT UP A REALLY GOOD POINT.

OUR FULL TIME FACULTY ARE IN THE TOP 10 OR 11 HIGHEST PAID FACULTY IN THE STATE.

THAT'S FANTASTIC. WE ALSO HAVE, WHAT, TOP TEN ROI IN THE STATE.

THERE'S A THERE'S A RELATIONSHIP THERE.

THE SUCCESS WE'RE SEEING AT THIS COLLEGE.

YOU GET WHAT YOU PAY FOR.

WE'RE DOING A GREAT JOB.

EVERYONE IS WORKING RIGHT.

WE'RE HAVING A GREAT TIME. ALL RIGHT. EVERYONE'S DOING GREAT. BUT THE PART TIMERS ARE NOT IN THE TOP TEN.

[00:35:01]

I MEAN, THAT'S NOTHING TO TURN YOUR NOSE UP AT, BUT IT DEMONSTRATES AN INEQUITY ON OUR CAMPUS. OKAY. NOW THAT 19 IS YOU HAVE TO LOOK ALL THE WAY IN THE BOTTOM CORNER.

IT SAYS MASTERS AT STEP ONE ON THE NEXT PAGE.

IT'S HIGHEST SALARY WITH PHD.

NOW WE'RE RANKED 21 IN THE STATE.

SO HIGHEST SALARY WITH A PHD.

NOW WE'RE 21. LAST PAGE.

I'M ALMOST DONE. THIS ONE REALLY JUMPED OUT AT ME BECAUSE WE DON'T LIKE THIS PHRASE.

WE'RE BELOW THE STATE AVERAGE.

IF THE HIGHEST SALARY THAT WE PAY FOR SOMEBODY THAT DOESN'T HAVE A PHD WERE RANKED 27TH. SO THE DARK BLUE LINE IS US, AND THAT'S SLIGHTLY LESS DARK BLUE LINE ABOVE US IS THE STATE AVERAGE.

NOW I KNOW NO ONE WANTS TO HEAR THAT WE'RE BELOW STATE AVERAGE. THAT'S NOT SOMETHING THIS BOARD WANTS TO HEAR. WE DON'T WANT TO TALK ABOUT IT. THAT'S BAD NEWS, RIGHT? THE WAY TO SOLVE THIS IS TO EXPAND THE SALARY SCHEDULE.

IF WE HAVE MIDDLE COLUMNS, THEN FOLKS CAN GET FIT INTO THE COLUMNS FOR THEIR EDUCATION THAT THEY DESERVE.

AND IF WE EXPAND THE STEPS, WE CAN GIVE PEOPLE THE, THE, THE REWARD THAT THEY GET FOR WORKING AT THIS COLLEGE FOR A LONG TIME.

SO I WANTED TO BRING THAT TO EVERYBODY'S ATTENTION.

WE'RE ADDRESSING IT IN THE NEGOTIATION SESSIONS.

WE'RE WORKING ON IT. BUT I JUST WANTED TO BRING ALL OF THIS INFORMATION TO THE BOARD'S ATTENTION. SO YOU KNOW WHY WE'RE FIGHTING FOR A HIGHER PARITY FACTOR, WHY WE'RE FIGHTING FOR A UNIFIED SALARY SCHEDULE.

IT'S GOOD FOR FACULTY. IT'S GOOD FOR THE COLLEGE. YOU GET WHAT YOU PAY FOR.

THANK YOU VERY MUCH, EVERYONE.

NEXT WE HAVE ORLANDO LOPEZ, CSEA.

I DON'T BELIEVE I SEE HER WITH US TONIGHT.

OKAY. OKAY, MOVING ON.

WE ARE GOING TO MOVE TO SECTION TWO.

OPEN SESSION AGENDA AND WE WILL BEGIN OUR STUDY SESSION ITEM 2.01 STUDENT ACCESSIBILITY SERVICES SUPPORTING ACCESS, BELONGING AND STUDENT SUCCESS HERE AT CERRITOS COLLEGE.

HEY EVERYONE. GOOD EVENING. THANK YOU FOR HAVING US TODAY. I'M DOCTOR I'M THE DEAN OF STUDENT ACCESSIBILITY SERVICES.

AND I'M ACCOMPANIED BY.

HELLO ONCE AGAIN. I AM ADRIAN SORIA.

I AM AN ART STUDENT AND I AM ALSO THE DIRECTOR OF STUDENT ACCESSIBILITY SERVICES IN OUR ASSOCIATION OF STUDENTS IN CERRITOS COLLEGE.

AND TOGETHER, WE'RE GOING TO GO OVER A LITTLE BIT ABOUT WHO WE ARE, WHAT WE DO IN SACHSE, WHICH IS SHORT FOR STUDENT ACCESSIBILITY SERVICES. SO WE ARE A STATE FUNDED PROGRAM.

WE SUPPORT STUDENTS WITH DISABILITIES ON THE COLLEGE CAMPUS. WE ARE THROUGH CATEGORICAL FUNDING, OF COURSE, THROUGH TITLE FIVE DSPS IS WHAT THE PROGRAM IS KNOWN THROUGHOUT THE STATE. SO OUR MISSION PRIMARILY IS TO SUPPORT STUDENTS WITH DISABILITIES ON OUR COLLEGE CAMPUS, AND THAT'S DISABILITIES ACROSS THE SPECTRUM AND BOARD, WHICH IS A VERY DIVERSE POPULATION ON OUR CAMPUS.

SO I'LL COVER HOW MANY STUDENTS WE CURRENTLY SERVE ON OUR CAMPUS, THE NATURE OF DISABILITIES THAT WE TYPICALLY SERVE IN, THE SERVICES THAT WE PROVIDE ACROSS THE SPECTRUM HERE ON CAMPUS.

AND THAT'S USUALLY THROUGH A SHARED RESPONSIBILITY WITH OUR INSTITUTIONAL PARTNERS, FROM OUR ACADEMIC DIVISIONS TO OUR STUDENT SERVICES.

WE'RE A BIT EVERYWHERE.

SO I WANT TO COVER A LITTLE BIT ABOUT OUR POPULATION, THE ONE THAT I WANT TO TOUCH A LITTLE BIT MORE ON, THOUGH, IS OUR POPULATION. THAT'S BETWEEN THE AGES OF 18 AND 24, WHICH IS THE STUDENTS THAT WE'RE SEEING MORE MOST OFTEN NOW. THESE ARE THE STUDENTS WHO ARE TRANSITIONING FROM THE HIGH SCHOOL LEVEL TO THE COLLEGE LEVEL. MOST STUDENTS, WHEN THEY ENTER COLLEGE HAVE A HUGE TRANSITION THAT THEY HAVE TO UNDERGO. UNDERSTANDING THAT AT ONE POINT THEIR LIFE WAS THEY WERE KIND OF THE PASSENGER IN THE SEAT.

A LOT OF THE TIME AS A STUDENT.

AND NOW THEY HAVE TO BE THE DRIVER. AND THIS IS VERY NEW FOR THEM. YOU ADD DISABILITIES ON TOP OF THAT, AND THERE'S A WHOLE NUANCE TO WHAT THAT EXPERIENCE MAY LOOK LIKE AND HAVING TO NAVIGATE NOW, NOT JUST YOUR EXPERIENCE AS A STUDENT, BUT ALSO SERVICES THAT YOU HAVE TO REQUEST AND THAT YOU HAVE TO TAKE OWNERSHIP OF IN A WAY THAT THEY HAVEN'T BEFORE.

AND SO THAT COMES WITH A FEW CAVEATS.

ONE BEING THAT THE DIFFERENCE REALLY IS IN THE FACT THAT THE LAW CHANGES WHEN THEY ARE IN K THROUGH 12 TO WHEN THEY ENTER THE COLLEGE SETTING AT THE K THROUGH 12 LEVEL, EVERYTHING IS PREDICATED ON ID E, WHICH IS THE DISABILITY RIGHTS LAW FOR STUDENTS IN K THROUGH 12 AND SECTION 504, THE REHABILITATION ACT THAT STIPULATES WHAT THE SERVICES ARE GOING TO BE, WHO HAS ACCESS TO THOSE, AND WHAT THAT LOOKS LIKE AT THE HIGH SCHOOL LEVEL.

STUDENTS CAN MODIFY CURRICULUM, INCLUDING THE TYPE OF COURSES THAT THEY'RE TAKING, THE LEVEL OF RIGOR IN THE COURSE AND HOW THEY'RE GOING TO MEET THOSE COURSE EXPECTATIONS. AND TYPICALLY THAT'S RUN BY AN IEP TEAM WITH PARENT SUPPORT WHO IS REALLY THE ANCHOR OF EVERYTHING AND THE DRIVING FORCE.

[00:40:02]

THE OTHER ONE IS ABOUT COMPLETION, WHICH IS A K THROUGH 12 LEVEL.

THERE'S A MANDATE TO COMPLETE, AND THAT CAN COME WITH AN ALTERNATIVE TO GRADUATION. AT THE COLLEGE LEVEL, THE REQUIREMENT IS THAT THEY HAVE TO MEET IT WITH OR WITHOUT THE ACCOMMODATIONS. SO OUR GOAL IS TO FIGURE OUT WHAT THAT SERVICE MAY LOOK LIKE AND HOW THAT CAN REALLY SHIFT DEPENDING ON THE NATURE OF THE COURSE THAT THEY'RE TAKING. SO WE OFFER ACCOMMODATIONS AT THE COLLEGE LEVEL RATHER THAN MODIFICATIONS, WHICH IS DONE IN K THROUGH 12.

WE ALSO OFFER STUDENT SUPPORT SERVICES RATHER THAN INDIVIDUALIZED SERVICE, MEANING WE DON'T PROVIDE A DIRECT AID LIKE A NURSE, BUT WE MIGHT PROVIDE AN IN-CLASS SUPPORT PERSON, WHICH IS A LITTLE BIT DIFFERENT IN TERMS OF WHAT THEY DO.

AND ONCE THEY ENTER COLLEGE, AS ADRIAN WILL TALK A LITTLE BIT ABOUT, THEY BECOME FULLY INDEPENDENT AND AUTONOMOUS.

THAT'S SORT OF THE MAIN GOAL THERE IS THAT THE PARENT THEN BECOMES THE PASSENGER, NOT THE DRIVER, AND THE STUDENT IS THE ONE WHO TAKES OWNERSHIP OF THEIR EXPERIENCE AT THE COLLEGE LEVEL AND WHAT IT IS THAT THEY'RE GOING TO USE AS SERVICES.

AND SO THE STUDENTS THAT WE SERVE ON OUR CAMPUS HAS CHANGED OVER THE LAST FIVE YEARS THAT I'VE BEEN HERE IN THE LAST FIVE YEARS THAT I'VE BEEN HERE, WE'VE SEEN OVER 60% GROWTH IN OUR STUDENT POPULATION. SO MY FIRST YEAR, WE HAD ABOUT 678 STUDENTS.

MY FIRST FALL SEMESTER WHEN I WAS HERE IN 2021, WE ENDED THE YEAR WITH 1100 STUDENTS.

WE SERVED OVER 1300 STUDENTS JUST IN THE FALL SEMESTER ALONE OF LAST YEAR AND THE YEAR BEFORE. THIS YEAR, WE'RE RIGHT ON PAR WITH THE SAME NUMBER.

SO WE'RE ACTUALLY AT ABOUT 1800 STUDENTS AND WE'RE ENDING.

WE ENDED THE YEAR AT 19, SO SHY OF 2000 STUDENTS, AND WE ANTICIPATE THIS YEAR THE SAME NUMBERS THAT WE'RE APPROACHING, IF NOT POTENTIALLY UP TO THE 2000 MARK AND POTENTIALLY CROSSING IT.

OUR STUDENT DEMOGRAPHIC HERE REPRESENTS SIMILAR TO THE REST OF THE CAMPUS.

MOST OF OUR STUDENTS IDENTIFY AS HISPANIC OR LATINO, ABOUT 68%, PRIMARILY FEMALE, 52%.

AND OUR FASTEST GROWING GROUP IS 18 TO 24.

AND THAT HAS A LOT TO DO WITH OUR INVESTMENT IN IN OUR HIGH SCHOOL CAMPUSES AND BEING PART OF DUAL ENROLLMENT IN A WAY THAT WE HAVEN'T BEFORE.

MOST OF OUR COMMON MAJORS FOR STUDENTS ARE CTE.

ABOUT A THIRD OF OUR STUDENTS, FOLLOWED BY PSYCHOLOGY AND THE ARTS AS WELL AS BUSINESS ADMINISTRATION.

AND THEN MOST OF OUR STUDENTS OBVIOUSLY ARE HEAVILY INVOLVED IN OUR CAMPUS.

ADRIAN BEING ONE OF OUR STUDENTS.

BUT ASIDE FROM ADRIAN, WE HAVE A LOT OF OTHER STUDENTS WHO ARE HEAVILY INVOLVED IN CERTIFICATE PROGRAMS, COMPLETION AND TRANSFER.

AND JUST BEING PART OF OUR CAMPUS COMMUNITY.

SO A LITTLE BIT ABOUT THE, THE STUDENTS THAT WE SERVE DISABILITIES HAVE CHANGED THROUGHOUT TIME.

SO THE TYPE OF THE STUDENT WHO'S RECEIVING THE SERVICES IS NOT THE SAME STUDENT WHO WAS RECEIVING IT IN 1996. SO THIS TIME AROUND, OUR STUDENTS, MAJORITY OF THEM ARE WITHIN THE POPULATION THAT WE CALL INVISIBLE DISABILITIES OR NON-OBSERVABLE DISABILITIES.

OUR BIGGEST GROWTH HAS BEEN NEURODIVERGENT STUDENTS.

SO AUTISM SPECTRUM DISORDERS, ADHD, TOURETTE'S, AND A FEW OTHER CONDITIONS AND MENTAL HEALTH BEING THE CRUX OF ALL DSPS OFFICES ACROSS THE ENTIRE STATE. SO THE MAJORITY OF STUDENTS IN NOT JUST CALIFORNIA, BUT ACROSS THE COUNTRY ARE RECEIVING SERVICES FOR MENTAL HEALTH SERVICES.

THE LARGEST POPULATION THAT YOU TEND TO SEE IS COMORBID, MEANING STUDENTS WITH MORE THAN ONE CONDITION.

SO THESE ARE JUST STUDENTS WITH ONE CONDITION. FOR THE MOST PART, YOU'RE GOING TO HAVE STUDENTS WHO HAVE MORE THAN ONE.

SO THEY MIGHT HAVE AUTISM AND THEY MIGHT ALSO EXPERIENCE ADHD FOR ADHD, THEY MIGHT HAVE OCD AND ALSO DEPRESSION AND OTHER FORMS LIKE ANHEDONIA, WHATEVER THE CASE MAY BE, LEARNING DISABILITIES ALONG WITH MENTAL HEALTH CONDITIONS. OR IN SOME CASES, YOU MIGHT HAVE PHYSICAL DISABILITIES.

SO STUDENTS WHO MIGHT BE GOING THROUGH CHEMO, WHO HAVE LUPUS, WHO MAY ALSO BE EXPERIENCING ANXIETY AND DEPRESSION.

SO THEY'RE GOING TO HAVE DIFFERENT TYPES OF ACCOMMODATIONS DEPENDING ON THE NATURE OF WHERE THEY ARE IN THE MOMENT.

AND WE SEE THAT PLAY OUT.

SO BECAUSE OF THE DIVERSE POPULATIONS THAT WE HAVE IN THE LEVEL OF SUPPORT THAT WE'RE PROVIDING STUDENTS, AND WE'RE SHIFTING SORT OF WHAT WE DO AND HOW WE DO IT.

OFTEN WE'VE SEEN OUR STUDENTS ACTUALLY GRADUATE AT HIGHER NUMBERS.

SO LAST YEAR WE HAD ABOUT 200 STUDENTS GRADUATE CERTIFICATES.

THIS YEAR, WE CROSSED OVER 300 STUDENTS, CLOSE TO 400 STUDENTS WHO HAD GRADUATED CERTIFICATES AND OR HAD ALSO TRANSFERRED.

SO WE'RE SEEING A LARGER POPULATION IF OUTSIDE OF JUST CERRITOS, FOR EXAMPLE, NATIONALLY. SO, YOU KNOW, 19% OF THE STUDENT POPULATION IN THE US IS A STUDENT WITH A DISABILITY.

AND ABOUT 21% OF GRADUATE STUDENTS HAVE A DISABILITY, MEANING THAT THOSE ARE STUDENTS WHO'VE SELF-DISCLOSED AND WHO HAVE RECEIVED SERVICES ON A COLLEGE CAMPUS. HERE AT CERRITOS, WE SERVE ABOUT 7% OF THE POPULATION.

AND THIS IS TRUE IN MOST CASES.

MOST COLLEGES CURRENTLY ARE EXPERIENCING SOMEWHERE BETWEEN 7 TO 12% OF THEIR STUDENT POPULATION BEING SERVED UNDER A DSPS LIKE OFFICE.

AND SOME OF THE THINGS THAT WE DO IS NOT JUST ACCOMMODATIONS.

SO THERE'S OFTEN AN ASSUMPTION THAT STUDENT COMES IN, SUBMITS DOCUMENTATION, THEY GET AN

[00:45:01]

SO WE WE CARRY CASELOADS.

CURRENTLY THE CASELOADS AVERAGE MORE THAN 150 PER COUNSELOR.

THESE ARE OUR STUDENTS WHO ARE RECEIVING BOTH THE ACCOMMODATION P SO THEY'RE COMING IN, THEY'RE BEING ASSESSED AND THEY'RE RECEIVING AN ACCOMMODATION THAT'S IDENTIFIED. BUT THEN THERE'S ALSO THE CASE MANAGEMENT COMPONENT. SO THESE ARE THE STUDENTS WHO MIGHT HAVE AN EPISODE ON A SATURDAY NIGHT.

GET HOSPITALIZED AND CONTACT THE SPECIALIST AND THE SPECIALIST TO CONTACT THE FACULTY ON MONDAY AND DECIDE HOW TO ADJUST AN ASSIGNMENT, HOW TO DECIDE WHAT AN ACCOMMODATION FOR ATTENDANCE MIGHT LOOK LIKE IN THAT PARTICULAR CASE, WHILE ALSO HAVING TO DO AN INTAKE WITH A NEW STUDENT AND FOLLOW UP WITH OTHER STUDENTS THAT MAYBE NEED A TESTING ACCOMMODATION, OR FACULTY WHO NEED CONSULTATION ON HOW TO WORK WITH A PARTICULAR STUDENT.

SO WE WORK BOTH IN THE CASE MANAGEMENT FIELD.

WE ALSO SUPPORT STUDENTS IN THEIR ACADEMIC PLANNING THE WAY OTHER COUNSELORS DO.

WE TRAIN STUDENTS ON HOW TO USE ASSISTIVE TECHNOLOGY THROUGH OUR HIGH TECH CENTER.

WE ALSO PROVIDE EDUCATIONAL SUPPORT COURSES FOR OUR STUDENTS.

SO WE HAVE TWO CLASSES THAT ARE TRANSFERABLE, ONE OF THEM BEING OUR EQUIVALENT TO OUR COUNSELING 101 CLASS.

AND THEN WE ALSO HAVE A CAREER CLASS THAT'S ALSO TRANSFERABLE.

SO STUDENTS ARE ABLE TO EXPERIENCE WHAT IT'S LIKE NOT JUST TO HAVE A CAREER EXPLORATION COURSE, BUT TO TALK ABOUT WHAT IT'S LIKE TO ALSO BE A PERSON REQUESTING ACCOMMODATIONS IN THE WORKPLACE, WHICH IS GOING TO BE DIFFERENT THAN YOUR TYPICAL STUDENT. JUST EXPLORING CAREERS. FOR US, EXPLORING CAREER MIGHT ALSO HAVE TO INCLUDE THINKING ABOUT THE SYMPTOMS THAT YOU MAY EXPERIENCE WHEN YOU'RE UNDERGOING STRESS.

WHAT DOES THAT LOOK LIKE FOR YOU AND WHAT DOES THAT MEAN WHEN IT COMES TO CAREER AND FINDING A JOB OR EMPLOYER THAT'S INCLUSIVE IN THAT TYPE OF SETTING, AND HOW TO ARTICULATE IT AND ARGUE FOR YOUR ACCOMMODATIONS IN THE WORKPLACE.

AND WE ALSO OFFER ASSISTIVE TECHNOLOGY.

SO ONE OF THE NEW TOOLS THAT WE'RE OFFERING STUDENTS IS CALLED GENIO.

THAT'S WHEN PARTNERSHIP WITH THE STATE CHANCELLOR'S OFFICE.

SO THAT'S A NOTE TAKING SERVICE FOR STUDENTS THAT'S FUNDED OR HAS AN AI FUNCTIONALITY TO IT. IN TERMS OF HAVING STUDENTS GET ACCESS TO HOW TO TAKE NOTES, BUT ALSO IT PRODUCES NOTES FOR THE STUDENTS IN A WAY THAT IS CORNELL ORIENTED OR HELPS WITH THE NATURE OF THEIR DISABILITY. SO IT'S DESIGNED FOR AND BY PEOPLE WITH DISABILITIES, WHICH IS ONE OF THE REASONS WHY WE'RE USING IT.

AND IT'S BEEN PRETTY SUCCESSFUL, SUCCESSFUL THUS FAR.

AND SO WE'RE LOOKING TO EXPAND IT EVEN FURTHER FOR SOME OF OUR OTHER STUDENTS.

AND SOME OF THAT MEANS ALSO PARTNERSHIPS WITH SOME OF OUR ACADEMIC PARTNERS.

SO WE HAVE A HIGH VOLUME OF STUDENTS WHO OBVIOUSLY ARE GOING TO GO INTO OUR SUPPORT CLASSES. WE HAVE OUR OWN SUPPORT CLASSES THAT WE DO IN SAAS, AND THEN WE'VE ALSO PARTNERED WITH OTHER COURSES TO MAKE SURE THAT WE PROVIDE A SAAS SPECIALIST TO THEM. ONE OF THE MODELS THAT WE TRIED IN THE FALL WAS WITH ENGLISH 1000 E.

IT WAS FAIRLY PROMISING IN THE SENSE THAT THE STUDENTS WHO HAD THE EMBEDDED SUPPORT.

THIS WAS AN ACTUAL SPECIALIST.

ONE OF OUR FULL TIME SPECIALISTS WAS IN THIS CLASS WORKING WITH THE FACULTY. THE PERCENT OF THE STUDENTS WHO SUCCEEDED IN THAT CLASS WITH A PASSING GRADE OF C OR BETTER WAS 94% COMPARED TO THE OTHER CLASS TAUGHT BY THE SAME FACULTY, WITH THE SAME NUMBER OF STUDENTS.

THAT ONE HAD A 65% SUCCESS RATE COMPARED TO THE ONE THAT HAD THE ACTUAL EMBEDDED PERSON IN IT. SO FUN WAYS TO EXPLORE WHAT MIGHT BE POSSIBILITY IN BOTH MATH AND ENGLISH COURSES AS WE MOVE FORWARD IN TERMS OF LOOKING AND ASSESSING OR EXPLORING DIFFERENT TYPES OF INTERVENTIONS THAT WE HAVEN'T NECESSARILY TRIED BEFORE. AND THAT ALSO MEANS EXPANDING SOME OF THE WORK THAT WE DO. SO WE ARE MUCH MORE HEAVILY INVOLVED ON CAMPUS IN OTHER AREAS JUST OUTSIDE OF JUST DISABILITY.

WE DO PARTNER FOR OUR HIGH SCHOOL OUTREACH PROGRAMS. WE HAVE OUR STRATEGIC PARTNERSHIPS ON CAMPUS.

ONE OF THE THINGS THAT WE IDENTIFIED IN SORT OF AN AREA OF EQUITY FOR OUR STUDENTS WAS IN STUDENTS WHO HAVE DOCUMENTATION VERSUS THOSE WHO DON'T.

MOST OF THE STUDENTS WHO GET DIAGNOSED FOR THE VERY FIRST TIME IN A COLLEGE SETTING IS WHEN THEY ENTER COLLEGE. SO USUALLY THEIR FIRST SEMESTER, TYPICALLY IN A CRISIS THAT HAPPENS MID-SEMESTER. SO A MIDTERM HAPPENS AND THEY HAVE THEIR FIRST PANIC ATTACK, AND THEN THEY REALIZE I'VE ALWAYS HAD ANXIETY.

NOW IT'S JUST NOT MANAGEABLE FOR ME.

SO WITH STUDENT HEALTH, WE PARTNERED WITH THEM TO MAKE SURE THAT THEY CAN GET US VERIFICATION OF SOME OF THESE THINGS.

AND THEN WE GO AHEAD AND LOOP THE STUDENT BACK AND ARE ABLE TO GET THEM ACCOMMODATIONS WHILE THEY'RE GOING THROUGH THE PROCESS. WE WORK WITH OUR CAMPUS EVENTS FROM OUR NEW STUDENT ORIENTATION TO WELCOME DAY TO OUR MEET AND GREETS THAT WE DO WITH OUR LOCAL SCHOOLS AS A DSPS OFFICE.

AND THEN WE OFFER SPECIALIZED, MORE SPECIALIZED SUPPORT. SO WE HAVE OUR DEAF, HARD OF HEARING STUDENT POPULATION WHERE WE OFFER PEER MENTORS AND TUTORING, AND EVERYTHING HAPPENS ALONG WITH THEM AS WELL.

AND THEN WE HAVE OUR LEADERSHIP RETREAT THAT WE PARTICIPATE IN USUALLY EVERY JANUARY BECAUSE WE HAVE STUDENTS AS PART OF THOSE.

SO WE'RE INVOLVED IN A VARIETY OF DIFFERENT PROGRAMS AND SERVICES HERE ON CAMPUS. AND NOW I WANT TO GO AHEAD AND HAND IT OVER TO THE REAL SPEAKER. SO LET ME GIVE YOU SOME TIME TO GET TO KNOW AND LEARN A LITTLE BIT ABOUT ONE OF OUR OWN STUDENTS, WHO'S HAD A MAJOR IMPACT HERE ON OUR CAMPUS. HELLO, TRUSTEES, PRESIDENT FIERRO, AND FELLOW STUDENTS AS WELL.

MY NAME IS ADRIAN SORIA ONCE AGAIN, AND I AM A PSYCHOLOGY MAJOR, A STUDENT, AND A DIRECTOR OF STUDENT ACCESSIBILITY SERVICES.

ON BEHALF OF THE STUDENT BODY.

COMING FIRST AT CERRITOS.

[00:50:01]

OF COURSE, I HAD AN IEP BEFORE, BUT THAT WAS NOT THE SAME.

THERE WAS NO IEP HERE.

I HAD TO BE THE ONE IN CONTROL, SO I HAD TO LEARN HOW TO MANAGE MY CLASSES.

I UNFORTUNATELY DID NOT PASS ALL MY CLASSES, BUT IT WAS A GOOD LEARNING LESSON TO KNOW.

THIS ISN'T ALL FUN AND GAMES.

THIS IS COLLEGE. THIS IS THE REAL LIFE.

BUT I FOUND HELP WITH STUDENT ACCESSIBILITY SERVICES.

NOT ONLY DID THEY GIVE ME THE ACCOMMODATIONS THAT WERE ALMOST 1 TO 1 WITH MY IEP.

BUT I ALSO FOUND A SAFE PLACE WHERE I CAN ACCESS TECHNOLOGY AND I CAN ACCESS SERVICES THAT I NEED THROUGH COUNSELORS AND THROUGH A VARIETY OF SUPPORT SYSTEMS. BUT THAT REALLY INSPIRED ME.

I WANTED TO HELP STUDENT ACCESSIBILITY SERVICES AGAIN.

SO I DECIDED TO RUN FOR A SEC.

CHOOSE A POSITION WHERE I CAN HELP STUDENTS. STUDENTS LIKE ME GET THE SUPPORT THAT THEY NEED, AND HELP THEM CREATE EVENTS AND HEAR THEIR NEEDS THAT ARE HERE AT CERRITOS COLLEGE. TOGETHER, WE LEARNED THAT THAT STUDENT ACCESSIBILITY SERVICES IS FAR MORE THAN JUST PROVIDING ACCOMMODATIONS.

IT'S A SUPPORT SYSTEM.

THROUGH TESTING, THROUGH THE HI TECH CENTER AND THROUGH THE COUNSELORS THAT CAN HELP US TRANSFER OVER. MY GOAL FOR THIS YEAR IS TO HAVE MORE EVENTS THAT I WILL BE ABLE TO COME BACK WITH A GRIN ON MY FACE.

AND TO TELL YOU THAT WE DID PRETTY WELL.

AND WE ADVOCATED FOR MORE STUDENTS.

AND THAT DOCTOR COULD PRETTY MUCH TELL YOU GUYS, WE HAVE A LOT MORE PEOPLE IN SACHSE AND THEY'RE GRADUATING INTO GREAT CAREERS.

SO HONESTLY, STUDENT ACCESSIBILITY SERVICES HAS BEEN PRETTY MUCH THE SUPPORT THAT HAS MADE ME BECOME THE PERSON I AM TODAY AS I CONTINUE MY PATH TO BECOME A CLINICAL PSYCHOLOGIST. I HAVE NOBODY ELSE THAT I CAN REALLY THANK MORE THAN STUDENT ACCESSIBILITY SERVICES FOR HELPING ME IN MY JOURNEY THROUGHOUT CERRITOS COLLEGE. THANK YOU.

THANK YOU. AND WITH THAT SAID, THAT CONCLUDES OUR PRESENTATION.

SO THANK YOU. ANY QUESTIONS? YES. DO WE HAVE ANY QUESTIONS OR COMMENTS FROM THE BOARD? YES. ARE THERE PARTICULAR PROGRAMS OR COURSES WHERE STUDENTS WITH DISABILITIES ARE EXPERIENCING GREATER BARRIERS TO ACCESSING ACCESSING ACCOMMODATIONS.

THAT'S A GOOD QUESTION. TYPICALLY, HISTORICALLY, THEY'RE USUALLY IN HEALTH OCCUPATION RELATED PROGRAMS. SO WE WORK REALLY CLOSELY WITH OUR HEALTH OCCUPATION PROGRAMS HERE.

SO I WORK CLOSELY WITH ELIZABETH RILEY, DOCTOR RILEY, LIZ PAIGE, ACTUALLY, WHO'S OUR CHAIR AS WELL.

WE HAVE ALL SPENT A LOT OF TIME WORKING TOGETHER ON HOW TO MAKE HEALTH, LIKE HEALTH ALLIED PROGRAMS MUCH MORE INCLUSIVE.

AND THAT'S BEEN DONE IN TWO WAYS.

ONE, WE'VE LOOKED AT BOTH THEIR EXAMINATIONS AS WELL AS THEIR FIELD PLACEMENTS.

SO NOW WE HAVE A STANDARD OPERATING PROCEDURE ON HOW WE'RE GOING TO GO AHEAD AND DO ASSESSMENTS MAYBE AT A CLINICAL SITE.

RIGHT. SO WE'VE WORKED WITH KAISER, WE'VE DONE THE SLIP PROGRAM TO SUPPORT STUDENTS THERE WITH WITH MINORS IN PARTICULAR AT SCHOOL SITES.

SO WE TYPICALLY NOW WORK TOGETHER IN ORDER TO MAKE SURE THAT THE ACCOMMODATIONS THAT ARE FOR THE CLASSROOM VERSUS THE LAB VERSUS PRACTICUM ARE MUCH MORE CLEAR FOR STUDENTS, AND THAT THE STUDENTS ON THE FRONT END KNOW WHAT THE WHAT THE CRITERIA IS GOING TO BE IN TERMS OF THE REQUIREMENTS THAT ARE ESSENTIAL FOR THE PROGRAM. SO THINGS THAT WE CAN'T REALLY CHANGE OR MODIFY, AND TRYING TO FIGURE OUT WHAT THE COMBINATION MIGHT BE AHEAD OF TIME. SO WE DON'T END UP IN A SITUATION WHERE MIDWAY THROUGH THE YEAR, THE STUDENT THEN REALIZES, MAYBE THIS WAS NOT THE BEST IDEA FOR THIS PARTICULAR FIELD PLACEMENT.

YEAH. LAST QUESTION FROM THE STUDENT PERSPECTIVE WHAT IS THE BIGGEST BARRIER THAT STILL EXISTS BETWEEN A STUDENT NEEDING ACCESSIBILITY SUPPORT AND ACTUALLY RECEIVING THAT SUPPORT? AND WHAT CAN THE BOARD DO TO HELP REMOVE THAT BARRIER? YEAH, I BELIEVE THE HARDEST BARRIER TO A STUDENT GETTING THE ACCOMMODATIONS THAT THEY NEED IS PRETTY MUCH HAVING THAT BOLD STEP TO SAYING, I'M PART OF STUDENT ACCESSIBILITY SERVICES AND I NEED HELP.

ADVOCACY IS PROBABLY A HARD THING BECAUSE NOT ONLY IS IT HARD TO ADVOCATE WHEN YOU HAVE A DISABILITY, BUT SOME DISABILITIES MAY MAKE PEOPLE NON-VERBAL, SUCH AS DEAF AND HARD OF HEARING CAN LEAD TO LACK OF COMMUNICATION AND AUTISM LIKE I.

EXPERIENCE MAKES IT HARD TO BRING OUT WORDS, SO I FEEL LIKE IT'S ABOUT ENCOURAGING.

WHAT YOU GUYS CAN DO. CAN CAN BE POSSIBLY AN ENCOURAGING VIDEO SAYING THAT, HEY, WE SEE YOU AND WE UNDERSTAND HOW YOU GUYS GO THROUGH COLLEGE AND WE JUST WANT YOU GUYS TO KNOW THAT YOU CAN BE BOLD AND YOU CAN BE OPEN TO WHAT YOU NEED FROM YOUR,

[00:55:05]

THANK YOU. MY QUESTION FOLLOWS CARMELLA.

THANK YOU. AND THAT IS THAT.

WELL, FIRST OF ALL, IT'S VERY NICE SEEING YOU AGAIN. I KNOW YOU'RE VERY ACTIVE AT OUR LEADERSHIP CONFERENCE FOR OUR STUDENT LEADERS.

BUT IT'S ACCESS. YOU ALREADY DESCRIBED A CRISIS, RIGHT? STUDENTS IN CRISIS WILL BE REFERRED TO YOU OR THEY THEMSELVES WILL COME. BUT HOW ABOUT A NEW STUDENT? HOW DO THEY GET THAT INFORMATION IMMEDIATELY TO KNOW THAT ALL THIS ACCESS IS AVAILABLE TO THEM? ALL THE SUPPORT SERVICES.

SO WE DON'T HAVE TO WAIT NECESSARILY FOR CRISIS, RIGHT? SO WE DO HAVE STUDENT.

WELL, WE'RE PART OF ALL THE ORIENTATION ONBOARDING FOR STUDENTS. SO OUR OFFICE IS ALWAYS IN. THEIR INFORMATION IS ALWAYS IN THERE FOR MOST STUDENTS. I WOULD SAY WHEN WE'RE TALKING ABOUT CRISIS, FOR MANY OF THEM, THE CRISIS THAT THEY HAD IN HIGH SCHOOL, SOME OF THE ANXIETY DEPRESSION THAT THEY EXPERIENCE, IS THAT A DIFFERENT MAGNITUDE ONCE THEY GET TO COLLEGE, RIGHT. SO NOW ONCE THEY GET TO COLLEGE, THEY REALIZE, WELL, I CAN'T MISS CLASSES AS MUCH AS I USED TO IN HIGH SCHOOL. I CAN'T REMAKE ASSIGNMENTS.

I CAN'T REDO TESTS OR QUIZZES.

THERE'S A LOT OF THINGS THAT THEY WERE ABLE TO DO IN HIGH SCHOOL THAT THEY JUST CAN'T DO AT THE COLLEGE LEVEL. THEN THAT'S WHEN THEY END UP REACHING OUT TO US IN THE SENSE OF AND WE HAVE MANY STUDENTS WHO HAVE DISABILITIES WHO SAID, IN HIGH SCHOOL, I DIDN'T REALLY NEED MY IEP AND I DIDN'T REALLY NEED THE SERVICES.

THEN THEY GET TO COLLEGE AND THE MOMENT THEY HIT A ROADBLOCK, THEY'RE LIKE, OH YEAH, I SHOULD HAVE COME EARLIER. SO THEN WE'RE TRYING TO FIX ERRORS. SO WHAT WE END UP DOING WITH STUDENTS IS WE PARTICIPATE IN EVERYTHING WE POSSIBLY CAN. AND THEN WE ALSO DO A LOT OF PSYCHOEDUCATIONAL TRAINING FOR THEM.

ONCE THEY ACTUALLY COME TO OUR OFFICE AND WORK WITH THEM ON THAT END, ANTICIPATING, SOMETIMES YOU CAN'T ANTICIPATE WHEN YOU'RE GOING TO HAVE A MANIC EPISODE. SO THEN IT BECOMES ANTICIPATING AND IDENTIFYING SORT OF PATTERNS OF WHEN YOU'VE TYPICALLY HAD THEM. AND WHAT DOES THAT LOOK LIKE WHEN YOU'RE GOING TO HAVE AN EXAM DUE IN TWO WEEKS? SO, YOU KNOW, STRESS GOES UP WHEN STRESS GOES UP, YOUR SLEEP GOES DOWN. AND THEN AN EPISODE OF MY HEAD.

SO LET'S PLAN FOR THAT AHEAD OF TIME AND WE BACKWARDS MAP WITH THEM.

SO A LOT OF IT HAPPENS ONCE THEY ALREADY ARE IN OUR OFFICE AND MEET WITH US.

I THINK OTHER OTHER TIMES IT IS PSYCHOEDUCATIONAL IN TERMS OF THE WORK THAT WE DO ACROSS THE CAMPUS.

JUST IT JUST OCCURRED TO ME.

DO YOU TRACK THAT INFORMATION FROM THE STUDENTS THAT COME IN AND THE STUDENTS WHO HAVE IEPS IN THEIR HIGH SCHOOLS, OR IS THAT JUST THAT LINK LOST WHEN THEY COME TO COLLEGE? WELL, TRACK IN WHAT WAY? WHAT INFORMATION? MEANING IF A CHILD HAS AN IEP IN ELEMENTARY, RIGHT. JUNIOR HIGH SCHOOL WILL GET THAT IEP UNLESS THEY'RE EXITED OUT.

THAT IEP FOLLOWS THEM ALL THE WAY TO GRADUATION, AS I UNDERSTAND. BUT WHEN THEY COME TO COLLEGE, WE DON'T HAVE THAT INFORMATION FROM THE SCHOOLS IS WHAT I'M UNDERSTANDING FROM YOU.

CORRECT. UNLESS THE STUDENT DECIDES I NEED, I NEED SUPPORT.

SO I'M GOING TO COME TO YOUR CENTER OR I HEAR IN THE ORIENTATION, AS YOU'RE SAYING, THE SUPPORT IS BEING PROVIDED.

SO I WILL COME TO YOU.

SO I'M WONDERING, WHEN THEY COME TO YOU, THE 1900 STUDENTS THAT ARE NOW ENROLLED OR GETTING SUPPORT BECAUSE IT SEEMS THAT IT'S BEEN GROWING.

IS THERE A LINK THAT YOU FIND FROM THE STUDENTS THAT YOU HAVE AND THE STUDENTS WHO HAD AN IEP OR THAT JUST YOU DON'T LOOK AT THAT INFORMATION.

IT DEPENDS. SO THERE'S SOME STUDENTS WHO ARE MUCH MORE WELL VERSED THAT THEY HAD AN IEP BECAUSE THEY PARTICIPATED IN THE IEP PROCESS.

BUT A MAJORITY OF THE STUDENTS THAT GET SERVICES HAS NEVER HAD AN IEP. SO MOST STUDENTS WITH MENTAL HEALTH CONDITIONS DON'T QUALIFY FOR AN IEP. THERE HAS TO BE AN ACADEMIC IMPACT FOR YOU TO QUALIFY FOR AN IEP. IT'S NOT JUST THE CONDITION ITSELF.

AND TYPICALLY THAT'S DEFINED BY IEP TEAM.

RIGHT. WHEN YOU'RE ASSESSED COMING FROM THE K THROUGH 12 WORLD OF SPECIAL ED.

SO I WOULD SAY FOR MOST OF OUR STUDENTS WHO HAVE MENTAL HEALTH CONDITIONS MAY HAVE HAD A 504 PLAN AT BEST, OR A BEHAVIOR SUPPORT PLAN BECAUSE THEY MAYBE HAD SOME SELF-INJURIOUS BEHAVIORS OR THINGS THAT WERE MAYBE A THREAT TO THEM ON CAMPUS.

AND SO THEY HAD TO CREATE A SAFETY PLAN AROUND IT.

THAT DOESN'T FOLLOW THEM.

SO THE MOMENT THEY ENTER HIGH SCHOOL, THOSE RECORDS STAY WITH THE HIGH SCHOOL. THEY DON'T FOLLOW THE STUDENT. THEY HAVE TO GO AHEAD AND REQUEST THOSE. THERE'S NOT A CONNECTION THERE ONLY BECAUSE THE LAW IS DIFFERENT.

AT THAT POINT, I'D E A DOESN'T FOLLOW THEM POST HIGH SCHOOL.

THANK YOU. I WOULD LIKE TO ADD, I FEEL THAT THAT IS WHY IT IS ESPECIALLY IMPORTANT THAT WE CONTINUE.

YOU KNOW, THAT THOSE PARTNERSHIPS THAT WE HAVE WITH OUR K12 DISTRICTS.

AND SO I KNOW WITH LYNWOOD UNIFIED SCHOOL DISTRICT, WE DO A LOT OF WORK AS FAR AS EVEN OUR SPED TEACHERS KIND OF MAKING SURE THAT STUDENTS HAVE ACCESS TO FIELD TRIPS HERE.

SO, AND THEY GO TO THE OFFICE SO THAT THEY CAN KIND OF HELP GUIDE THEM ON THE HOW TO'S OR THE WHAT TO'S AS IT RELATES TO TRANSFER TRANSFERRING FROM THE K12 SECTOR INTO, YOU KNOW, THE COMMUNITY COLLEGE. AND SO THEY ARE EQUIPPED WITH A PROPER, YOU KNOW, INFORMATION AND NECESSARY TOOLS SO THAT THEY UNDERSTAND HOW IT IS DIFFERENT FROM K12 WHEN MOVING OVER TO THE COMMUNITY COLLEGE,

[01:00:01]

AND SO I KNOW MANY OF OUR K12 PARTNERS ALSO HAVE SOMETHING SIMILAR TO THAT.

AND THEN EVEN ON THE SLIDE WE DID, YOU DID SHARE.

AND I'M SO THANKFUL THAT HIGH SCHOOL OUTREACH IS THERE.

SO WE HAVE THE SENIOR PREVIEW DAY, THE SPED COUNSELOR MEET AND GREET DAY, AND I FIND THOSE TO BE ESPECIALLY BENEFICIAL WHEN IT RELATES TO TRANSFERRING SOME OF THAT INFORMATION OR MAKING SURE OUR STUDENTS HAVE ACCESS TO INFORMATION FROM K-12.

SO THANK YOU FOR THAT. AND YOU MENTIONED DUAL ENROLLMENT AND THE COLLEGE INFO NIGHTS, BUT I THINK THOSE ARE GREAT WAYS THAT WE CAN ENSURE THAT OUR COMMUNITY AND PARENTS ESPECIALLY UNDERSTAND AND SO THAT THEY CAN HELP STUDENTS.

AND THEN STUDENTS CAN KIND OF TAKE THE WHEEL ONCE THEY ARRIVE HERE.

RIGHT. I HAD A QUICK QUESTION I WANTED TO THROW IN BEFORE WE I DON'T KNOW IF YOU'RE GOING TO WRAP. OH, NO.

OKAY. GO AHEAD. I JUST WANTED TO FIRST A COMMENT, I GUESS, AND THEN A QUESTION ONE KIND OF RELATED TO ADRIAN, YOUR, YOUR POINTS ABOUT BEING ABLE TO CONNECT STUDENTS TO THE SERVICES THAT ARE AVAILABLE.

YOU DON'T HAVE TO ANSWER ANYTHING. I JUST WANTED TO ECHO, GIVE YOU CREDIT FOR BRINGING THAT UP. AND I THINK THAT'S REALLY IMPORTANT BECAUSE LIKE I KNOW, LIKE FOR MYSELF AS SOMEBODY WHO, AS I LOOK THROUGH THIS, I'M LIKE, YEAH, I GUESS THERE'S, YOU KNOW, I HAVE COMORBIDITIES WHEN IT COME, WHEN IT COMES TO NON-VISIBLE DISABILITIES.

AND SO LOOKING AT THIS AND SAYING LIKE, WELL, WHEN I WAS IN COLLEGE, I DIDN'T, NOT ONLY DID I NOT KNOW THIS TYPE OF SERVICE EXISTED, I, YOU KNOW, WAS UNDIAGNOSED, YOU KNOW, FOR A LARGE PART OF THAT.

SO BEING ABLE TO, BEING ABLE TO HAVE IN THIS GENERATION MORE ACCESSIBILITY TO IT, BUT THEN EVEN BEYOND THAT, LIKE EVEN IF I WERE DIAGNOSED, I THINK I WOULD HAVE HAD A LOT OF STIGMA, LIKE INTERNALLY ABOUT IT.

AND I THINK THERE'S A LOT OF WORK THAT YOU ALL HAVE BEEN DOING TO BE ABLE TO KIND OF ERASE SOME OF THAT STIGMA EVEN IN KIND OF ONESELF AND BE ABLE TO KIND OF CONNECT FOLKS TO THE SERVICES, WHICH I THINK IS SUPER IMPORTANT.

AND I ALSO THINK IT'S IMPORTANT BECAUSE SOMETIMES FOLKS FEEL LIKE, WELL, IF I HAVE A DISABILITY, I'M NOT GOING TO BE ABLE TO SUCCEED BECAUSE I'M JUST NOT CUT OUT FOR IT.

AND I LOOK LIKE AT MYSELF AND I'M LIKE, WELL, I ACHIEVED A LOT ACADEMICALLY.

SO THAT'S NOT NECESSARILY IMPOSSIBLE, BUT IT WAS SO DIFFICULT, RIGHT? TO GO THROUGH THAT WITHOUT ANY OF THE SERVICES THAT NOW EXIST.

AND I, IT JUST MAKES ME REALLY APPRECIATE THE HARD WORK THAT YOU'VE, THAT YOU'VE BEEN PUTTING INTO THIS. THE, THE QUESTION THEN COMES FROM THE IDEA THAT, HEY, AS THIS WORK ON THE STIGMA IS BEING CONDUCTED OVER TIME AS FOLKS BECOME MORE AWARE OF WHAT'S AVAILABLE BECAUSE OF ALL THE HARD WORK THAT YOU ALL ARE DOING, THAT BRINGS TRUE TO ME THAT THERE'S GOING TO BE MORE NEED FOR CASE MANAGEMENT, ETC. JUST STATISTICALLY.

SO HOW WHERE DOES THE FUNDING COME FROM FOR THAT SORT OF THING? AND HOW DO WE ENSURE THAT WE HAVE THE TOOLS IN PLACE TO ACCOMMODATE THE, IN SOME WAYS, LIKE HOPEFULLY GROWING NUMBER OF FOLKS TAPPING INTO THIS TYPE OF PROGRAM.

YEAH. SO WE GET OUR FUNDING THROUGH CATEGORICAL FUNDS THAT ARE THROUGH TITLE FIVE. SO OUR STATE FUNDING IS PRETTY MUCH HOW WE FUNCTION IN OUR OFFICE.

TITLE FIVE DICTATES EVERYTHING THAT WE DO IN TERMS OF WHAT WE CAN FUND, WHAT TYPE OF SERVICES WE CAN PROVIDE AND THE MONEY THAT COMES ATTACHED TO THOSE.

LUCKILY, WE'VE BEEN ABLE TO EXPAND A LOT OF WHAT WE DO THROUGH GETTING ADDITIONAL MONEY THROUGH, LIKE OUR AED COURSES.

THE MORE COURSES THAT WE HAVE THROUGH OUR THROUGH OUR OFFICE AND RSI, THAT ALSO IS A LITTLE BIT OF FTE FOR US TO BE ABLE TO USE ON OTHER SERVICES FOR STUDENTS THAT MAYBE DON'T GET COVERED THROUGH CATEGORICAL FUNDING FOR US. I THINK FOR US TO ENSURE THE FUNDING FORMULA OBVIOUSLY HAS AN IMPACT BECAUSE THE HOURS ARE ROAMING GOES UP, SO DOES THE AMOUNT OF MONEY THAT WE GET DEPENDING ON HOW MANY STUDENTS WE HAVE, HOW MANY STUDENTS WE STUDENTS WHO GRADUATED AND THOSE THINGS. SO IT CAN VARY FROM YEAR TO YEAR. I THINK WHAT'S DIFFERENT NOW COMPARED TO MAYBE TEN YEARS AGO AND FIVE YEARS AGO, EVEN WHEN I STARTED, HERE, IS THE TYPE OF STUDENT THAT RECEIVES THE SERVICE AND THE NATURE OF SERVICE THAT THEY'RE ACTUALLY NEEDING IS VERY DIFFERENT.

SO BEFORE WHEN I STARTED, IT WOULD JUST BE ACCESS, RIGHT? YOU CAN GET ADDITIONAL TIME ON AN EXAM.

THINGS LIKE ATTENDANCE AND ASSIGNMENTS WERE NOT VERY COMMON.

THEY WERE STILL TECHNICALLY LEGAL, BUT COLLEGES DIDN'T REALLY ALLOW THEM AND DIDN'T REALLY PROVIDE THEM.

THAT'S SOMETHING THAT OVER THE PAST FEW YEARS, WE'VE REALLY BEEN PUSHING BACK ON IN TERMS OF IF YOU'RE TALKING ABOUT UNIVERSAL DESIGN FOR LEARNING, THEN WE SHOULD HAVE DIFFERENT WAYS OF MODALITIES FOR STUDENTS TO SUBMIT WORK. IT'S VERY DIFFERENT FOR SOMEONE WHO MAYBE JUST FORGOT TO DO THEIR ASSIGNMENT, OR STAYED OUT LATE AND WAS TIRED, VERSUS SOMEONE WHO HAS ADHD AND IS BURNED OUT BECAUSE THEY ALSO THEN HAVE AN ANXIETY DISORDER, OR THEY HAVE DEPRESSION THAT THEY EXPERIENCE AND COMPLETELY CRASH.

[01:05:02]

THERE'S BEEN A LEARNING SIDE FOR US ON IN AS PROFESSIONALS IN TERMS OF WHAT IS AND IS NOT A REASONABLE ACCOMMODATION.

AND THEN THERE'S ALSO ON THE STUDENT SIDE, BEING ABLE TO WORK AND ANTICIPATE SOME THINGS. BUT CASE MANAGEMENT, I THINK IS A LOT NEWER TO DSPS COMPARED TO YEARS AGO. DSPS WAS PRETTY STRAIGHTFORWARD IN THE SENSE THAT YOU HAD A SPECIALIST WHO ASSIGNS THE ACCOMMODATIONS, AND THEN YOU HAD A COUNSELOR WHO ASSIGNS THE COURSES FOR YOU. THAT WAS IT.

CASE MANAGEMENT WAS NOT SOMETHING THAT REALLY CAME WITH DSPS. IT'S SOMETHING THAT USED TO COME WITH BEING A SOCIAL WORKER OR CASE MANAGER AND MAYBE, YOU KNOW, LIKE FALCONS NEST, FOR EXAMPLE.

SO CASE MANAGEMENT IS SOMETHING THAT WE'RE CONTINUOUSLY EVOLVING AND TEACHING OUR OWN FACULTY ON HOW TO DO, BUT IT IS HIGH CASELOAD.

SO IN ORDER FOR YOU TO HAVE A CASELOAD OF A STUDENT, YOU FULL TIME FACULTY ARE KIND OF NECESSARY AND NEEDED.

SO WE HAVE TWO FULL TIME VACANCIES.

SO ONE THING WOULD BE ASSISTING US IN SUPPORTING TO GET THOSE COVERED WOULD BE ONE WAY TO REALLY SOLIDIFY HOW MUCH CASE MANAGEMENT WE CAN REALLY DO WITH OUR STUDENTS, BECAUSE RIGHT NOW WE'RE RELYING MOSTLY ON ADJUNCT.

AND SO IT'S DIFFICULT TO DO CASE MANAGEMENT WITH FOLKS WHO ARE HERE ONCE OR TWICE A WEEK.

SO OUR FULL TIME HAVE TO PICK UP MOST OF THE CASE MANAGEMENT SERVICES OF OUR STUDENTS.

YEAH. DOCTOR SALAZAR, THANK YOU FOR THE PRESENTATION.

I WANTED TO ASK. YOU SAID THERE WERE 1900 STUDENTS.

SO THAT SEEMS LOW, RIGHT? I MEAN, I FEEL LIKE 7% AND IT'S THE LOW END OF WHAT'S NORMAL.

LOW END OF THE LOW END OF WHAT'S NORMAL IS 2%.

YEAH, YEAH. SO TYPICALLY RIGHT NOW IN A COLLEGE CAMPUS, YOU SHOULD BE HAVING DEPENDING ON YOUR POPULATION, BUT THE AVERAGE PERSON IN THE US THAT'S CONSIDERED QUOTE UNQUOTE DISABLED TO BE A STUDENT IS GOING TO BE SOMEWHERE IN THE 12% RANGE. SO BUT YEAH, WE'RE IN THE, IN THE 7%, RIGHT? MAJORITY OF STUDENTS, ABOUT 70, 70% NATIONALLY DON'T EVER DISCLOSE THAT THEY HAVE A DISABILITY. SO THEY DON'T SEEK OUT THE SERVICES.

WHERE WE WERE WAS OBVIOUSLY MUCH LOWER NUMBER BEFORE.

SO WE'RE APPROACHING A MUCH HIGHER NUMBER NOW THAN WE USED TO BE COMPARABLE TO MOST OF OUR OTHER COMMUNITY COLLEGES THAT ARE IN THE LOWER 1000 RANGE, WHERE WE'RE IN THE UPPER 1000 RANGE FOR THE SAME SIZE.

BUT I THINK PART OF IT ENDS UP BEING THAT STUDENTS THEMSELVES HAVE TO SELF-SELECT, SO WE CAN REACH OUT AND REACH OUT AND REACH OUT.

BUT MOST OF THE TIME, WE DO GET STUDENTS WHEN THEY'VE ALREADY HIT A BARRIER. THAT WAS MY QUESTION.

WHAT IS THE OUTREACH LOOK LIKE? YEAH. SO OUTREACH THERE IS.

YEAH. SO WE DEFINITELY PARTICIPATE IN OUTREACH TO ALL THE HIGH SCHOOLS, LOCAL HIGH SCHOOLS. WE HAVE OUR OWN THAT WE DO INTERNALLY AS WELL.

SO WE HOST OUR OWN MEET AND GREET EVERY OCTOBER WITH OUR LOCAL SCHOOL DISTRICT.

SO WE INVITE THEM TO COME ON OVER OTHER COUNSELORS, ADMINISTRATORS, WE TYPICALLY GET IT MIGHT BE SOMEWHERE BETWEEN 40 TO 60 FOLKS THAT COME OUT FROM OUR LOCAL SCHOOLS, AND WE DO THE WHOLE ONE ON ONE OF WHAT IT'S LIKE TO BE A COLLEGE STUDENT AND GETTING THEM TRANSFERRED. WE TALK ABOUT THE THE IEP PROCESS THERE AND THINGS THAT THEY CAN DO AT THEIR HIGH SCHOOLS IN ORDER TO SUPPORT STUDENTS AS THEY TRANSITION. BECAUSE I WOULD SAY COMING FROM THAT OTHER SIDE OF THE K THROUGH 12, THERE'S A LOT WE DON'T KNOW ABOUT THE COLLEGE LEVEL IN TERMS OF WHAT ACCOMMODATIONS LOOK LIKE AT THE COLLEGE LEVEL AND VICE VERSA.

UNLESS YOU CAME FROM K THROUGH 12, YOU DON'T REALLY KNOW WHAT HAPPENS IN AN IEP PROCESS. YOU HAVE AN IDEA BECAUSE YOU MAY BE TAKING A COURSE WHEN YOU WERE DOING YOUR MASTER'S. SO FOR US, IT BECOMES BEING INVOLVED WITH ALL OF OUR OTHER CAMPUS PARTNERS IN WAYS THAT WE HAVEN'T BEFORE.

SO I'VE DONE, FOR EXAMPLE, NATIONAL CONFERENCES FOR HEALTH OCCUPATION PROGRAMS, BECAUSE OF THE FACT THAT WE DID A GREAT JOB WITH HEALTH ALLIED HERE ON GETTING STUDENTS INVOLVED IN, IN PARTICIPATING, BUT NOT JUST GRADUATING FROM OUR NURSING PROGRAM.

WE HAD OVER 20 STUDENTS WHO ARE NURSES THAT ARE A PART OF, OF OUR PROGRAM. SAME THING WITH OUR DENTAL HYGIENE PROGRAM.

SO I THINK FOR US, THE MORE I THINK INTENTIONAL WE'VE BEEN WITH WHO WE'RE PARTNERING WITH, THE MORE BETTER OUTCOMES WE'RE SEEING WITH OUR STUDENTS WHO ARE RECEIVING OUR SERVICES.

BUT OUR OUTREACH, WE TEND TO BE INVOLVED IN PRETTY MUCH ANYTHING THE CAMPUS IS HOSTING AND DOING. YOU WILL FIND A TABLE THERE FOR SACHSE.

AND WHAT ABOUT COUNSELING? LIKE, IS THERE A PARTNERSHIP WITH STUDENT SERVICES OR COUNSELING TO TRY TO IDENTIFY STUDENTS.

YEAH. SO WE DON'T PARTNER WITH COUNCIL TO TRY TO IDENTIFY STUDENTS ONLY BECAUSE WE CAN'T IDENTIFY STUDENTS. STUDENTS HAVE TO SELF-IDENTIFY THEMSELVES.

THAT'S THE DIFFERENCE. THAT'S PART OF THE LAW.

YEAH. SO THE DIFFERENCE IS IN K THROUGH 12 YOUR JOB IS YOU'RE MANDATED THROUGH THROUGH FAPE BASICALLY TO ENSURE THAT THEY HAVE A FREE AND APPROPRIATE EDUCATION IS THAT YOU HAVE TO IDENTIFY THE STUDENTS THAT ARE STRUGGLING AT THE COLLEGE LEVEL. STUDENTS HAVE TO SELF-SELECT TO IDENTIFY, EVEN IF THEY COME WITH DISABILITIES AND IS OBSERVABLE. AND WE KNOW IT AND WE KNOW THEY SHOULD GET SERVICES.

THEY'RE STILL AUTONOMOUS AND INDEPENDENT TO SAY, NO, I DON'T WANT YOUR SERVICE. AND THAT DOES OCCASIONALLY HAPPEN BECAUSE THEY HAVE AN EXPERIENCE IN K THROUGH 12 WHERE THEY FEELS MUCH MORE INSTITUTIONALIZED THAN WHEN THEY GET TO THE COLLEGE LEVEL. THEY WANT FREEDOM AND INDEPENDENCE AND AUTONOMY.

AND THAT ALSO COMES WITH THE ABILITY TO SOMETIMES FAIL IF YOU DON'T WANT TO RECEIVE CERTAIN SERVICES. SO FOR US, WE PARTICIPATE IN ANYTHING THAT WE CAN, AND ALSO UNDERSTANDING THAT WE COME FROM A VERY DIFFERENT BACKGROUND IN TERMS OF HOW WE SUPPORT STUDENTS WITH DISABILITIES, BECAUSE OUR REALM IS TO THINK ABOUT BEING DISABILITY INCLUSIVE AND DISABILITY FIRST. AND THAT COMES WITH OUR ANCHOR,

[01:10:04]

IS IT THAT YOU DON'T HAVE THE FUNDING OR YOU CAN'T FILL THE POSITION? THEY'RE VACANCIES. THEY'RE VACANCIES FROM RETIREMENT.

WE HAVE A PROCESS. WE HAVE THE FACULTY HIRING PROCESS.

WE'VE GONE THROUGH THE PROCESS. I THINK JUST THE CALCULATIONS AND WHAT THOSE WORK, EVEN THOUGH WE'RE CATEGORICAL, WE'RE STATE FUNDED, WE HAVE TO SPEND THAT MONEY ON THOSE, THOSE TWO POSITIONS BECAUSE THAT'S WHERE THEY'RE FUNDED FROM.

BUT THEY HAVEN'T BEEN SELECTED AS A PRIORITY FOR THE CAMPUS YET.

WHAT DOES THAT MEAN? MEANING THAT PROCESS, LIKE THE COMMITTEE ITSELF, HASN'T SELECTED THOSE TWO POSITIONS AS ONES TO HIRE.

I DON'T UNDERSTAND. THEY'VE PRIORITIZED THE OTHER POSITIONS.

YEAH. SO THERE IS A SYSTEM ON CAMPUS THAT IS CALLED THE FACULTY PRIORITIZATION AND PRIORITIZATION PROCESS, WHICH ESSENTIALLY RANKS POSITIONS BASED ON THE ENROLLMENT NEED, PROGRAM GROWTH, REPLACEMENTS, VACANCIES AND EVERY PART OF THE RUBRIC HAS A VALUE.

AND ONCE THE DEPARTMENT SHOULD MEET DURING PLANNING THE DEPARTMENTAL PLANNING EVERY YEAR, THEY SHOULD MEET WHAT THEY NEED.

THE DATA IS COLLECTED.

THERE IS AN EQUAL NUMBER OF FACULTY AND AN EQUAL NUMBER OF MANAGERS THAT GO THROUGH THE PROCESS. THEY RUN THE DATA AND THEY PRODUCE A NUMBER OF POSITIONS.

THEN THE POSITIONS ARE SENT TO EXECUTIVE COUNCIL.

THEN WE COMPARE THE BUDGET, THE POSITION AND THE FUND AND WHATEVER FALLS WITHIN ONE TO, LET'S SAY THIS YEAR WE'RE HIRING 24.

SO WE HAVE THE FIRST 24 POSITIONS MATCH THEM WITH THE FUNDING, AND THEY'RE BEING HIRED AT THE MIDPOINT OF THE YEAR, DEPENDING ON WHAT THE PHONE IS AND SO ON.

SOMETIMES WE REVIEW THE LIST AGAIN AND WHATEVER GOES, LET'S SAY 25, 26, WE LOOK AT IT AND IF IT'S READY TO HIRE, WE RELEASE THEM AND THE PROCESS GOES, IT'S CATEGORICAL, RIGHT? SO MY QUESTION IS WHY.

BECAUSE YOU CAN'T USE THE MONEY ON SOMETHING ELSE. CORRECT.

SO WHAT'S THE HANG UP? YEAH. WHY ARE THEY EMPTY IF WE HAVE THE MONEY AND THEY'RE SPECIFIC FOR THIS PROGRAM? I'M NOT SURE. ROBIN. I THINK FOR CONTEXT, MAYBE SO IN PHP RIGHT NOW WHEN THEY'RE RANKED, IT'S THE WAY THAT THE IT'S CALCULATED.

FOR US, IT DOESN'T, THE CALCULATION ITSELF DOESN'T REALLY FIT THAT WELL BECAUSE ONE, IT'S CATEGORICAL. TWO, THERE'S A COMPLIANCE PIECE, RIGHT? WE HAVE TO PROVIDE THE SERVICES ONE WAY OR ANOTHER. SO CURRENTLY WE'RE RELYING ON ADJUNCT TO DO ALL THAT WORK FOR US.

AND THERE'S A LOT OF TURNOVER WITH ADJUNCT.

BUT I THINK THE WAY THE FORMULA IS CONSTRUCTED MAKES SENSE FOR AN INSTRUCTIONAL DEPARTMENT THAT HAS PRIMARILY ONLY FUNDS THAT ARE THROUGH THE DISTRICT, SINCE OURS ARE MOSTLY CATEGORICAL, THEN WE HAVE TO FIND OTHER WAYS TO FILL IN THOSE GAPS. SO WHEN WE'VE GONE BACK TO FHP, THE ISSUE HAS BEEN THAT THEY IDENTIFY ALL FACULTY IN OUR OFFICE AS ONE IN THE SAME.

SO WE HAVE SPECIALISTS AND WE HAVE COUNSELORS. CURRENTLY, WE HAVE TWO FULL TIME SPECIALISTS. THEY'RE THE ONLY ONES WHO CAN IDENTIFY A STUDENT AS BOTH BEING QUOTE UNQUOTE, HAVING A DISABILITY AND ELIGIBLE FOR SERVICES AND WHAT THE ACCOMMODATIONS ARE GOING TO BE, RIGHT. SO THAT BECOMES THE PERSON THAT NAVIGATES THROUGH ACCOMMODATIONS.

AND THEN WE HAVE OUR COUNSELOR WHO HAS ACCESS TO THEIR WHOLE RECORD WHO CAN IDENTIFY, FOR EXAMPLE. OKAY, FINE. YOU'RE A STUDENT WITH LUPUS.

IT SEEMS LIKE BEING IN CHEM IS SOMETHING YOU WANT TO DO.

LET'S TALK ABOUT WHAT CHEM IS GOING TO LOOK LIKE IN CASE YOU NEED TO HAVE CHEMO SOMEWHERE DURING THE SEMESTER. SO OUR COUNSELORS HAVE ACCESS TO THE RECORDS TO IDENTIFY WHAT KIND OF SERVICE AND PROGRAMS CAN MAKE THE MOST SENSE FOR THEM, AND BE ABLE TO NAVIGATE THAT WITH THEM. THE PROCESS RIGHT NOW IN PHP IDENTIFIES THOSE.

IT'S JUST THE SAME. SO IT'S A GROUP OF SIX PEOPLE.

AND SO THEREFORE THE CALCULATIONS AMONGST ALL SIX.

THE THING IS OUR COUNSELORS DON'T CARRY CASELOADS. THE ONLY PEOPLE WITH CASELOADS ARE SPECIALISTS. SO EVERYTHING THAT TO DO WITH AN ACCOMMODATION COMES BACK TO A SPECIALIST.

AND THE SPECIALIST IS HAVING TO MANAGE ALL OF THOSE STUDENTS.

SO WE'VE HAD TO GIVE OUR ADJUNCT THEN CASELOADS TO BE ABLE TO SUPPORT OUR SPECIALISTS BECAUSE OUR COUNSELORS MINIMUM QUALIFICATIONS ARE DIFFERENT.

THEY'RE NOT THE SAME. SO OUR SPECIALISTS CANNOT BE A COUNSELOR.

AND MOST OF OUR COUNSELORS AND IN SOME INSTANCES CANNOT FULLY BE A SPECIALIST BECAUSE THE MCAS ARE DIFFERENT, BUT THEY'RE STILL COUNTED AS SIX FACULTY, EVEN THOUGH THE CASES ARE ONLY TO TWO FACULTY.

SORRY. COULD YOU. YEAH, WE'RE BOTH STILL SITTING HERE SAYING, WHAT'S THE HANG UP? YEAH.

WE'RE NOT. I LEARNED A LOT ABOUT LIKE, THE CONTEXT PROCESS DOESN'T IDENTIFY THE POSITIONS FUNDING SOURCE WORD.

IT'S NOT IDENTIFIED. YOU'RE SAYING THERE'S A PROCESS PROBLEM BECAUSE OF THE WAY THINGS ARE IDENTIFIED. WE'RE NOT AWARE.

[01:15:01]

AND BUT WE DON'T KNOW WHAT THOSE COUNCILORS ARE, YOU KNOW. YEAH. SO COULD YOU YEAH, TELL ME TWO THINGS.

THE FIRST ONE THE FUNDING LINES, HOW DO THEY WORK? AND TWO WHEN COUNCILORS WERE SUBMITTED, WHAT WE SEE IS COUNSELING.

HOW IS IT SUBMITTED FROM YOUR END? BECAUSE WHAT I'M HEARING AND PLEASE DO CORRECT ME IF I'M WRONG, IS THAT THEY MAY THEY MAY BE COUNSELORS, BUT THEY HAVE SOME SORT OF CREDENTIALS, SOME SORT OF SOMETHING THAT ALLOW THEM TO DO SOMETHING ELSE.

IS THAT WHAT I'M UNDERSTANDING? YEAH. SO THEY'RE CALLED THE CERTIFICATED DSPS COUNSELOR OR SPECIALIST.

SO IN TITLE FIVE IT HAS THE MCAS ARE IN THERE FOR TITLE FIVE.

SO LIKE A GENERAL COUNSELOR, FOR EXAMPLE, IN COUNSELING MAY NOT MEET THE QUALIFICATIONS TO BE A COUNSELOR IN SASS BECAUSE THEY HAVE TO HAVE 15 UNITS OF UPPER DIVISION, SPECIFICALLY IN DISABILITIES OR A REHAB OR ANY OF THOSE AREAS.

OUR DIFFERENCES IN OUR OFFICE IS THE TITLE BETWEEN A SPECIALIST AND A COUNSELOR.

SO SINCE THEY'RE ALL FACULTY, IT'S JUST CONSIDERED THOSE SIX POSITIONS, WHICH IS WHY THE FORMULA SEPARATES ALL THE STUDENTS INTO SIX RATHER THAN TWO.

AND WHEN I SUBMITTED THIS COUNSELOR.

YEAH. OKAY. AND HOW IS THE FUNDING CATEGORICAL? BUT BUT HOW ARE THE LINES? SO FOR US, IT'S YEAH. SO IT'S ONLY FOR DSPS.

IT'S SPECIFIC TO JUST THE SALARY OF THE EMPLOYEE AS STIPULATED IN TITLE FIVE.

THAT'S IT. THAT'S IT. THANKS.

YEAH. SO UNLESS DOCTOR SALAZAR YOU FEEL OTHERWISE IT SOUNDS LIKE WE GOT TO GET THIS SORTED OUT BECAUSE THESE NEED TO BE FILLED.

IT'S A DISSERVICE. I MEAN WE TALKED ABOUT WHO WOULDN'T WANT A FULL TIME JOB, RIGHT. INSTEAD OF USING ADJUNCT.

RIGHT. SO THAT'S YOU SAID THERE'S HIGH TURNOVER.

SO THE PEOPLE WHO ARE THE MONEY'S THERE, RIGHT.

AND THEY'RE THEY DESERVE THE SERVICES.

SO IT'S A DISSERVICE TO NOT BE IN A POSITION TO GIVE, TO HIRE THESE FULL TIME PEOPLE WHO CAN CARRY THE CASELOAD AND ALLOW THE PROGRAM TO THRIVE.

THIS SEEMS TO GO DIRECTLY WITH OUR INSTITUTIONAL GOAL, 50%, 50% IN FIVE YEARS, LIKE THE NUMBER ONE ONE.

YEAH, IT JUST SEEMS TO ME IT'S LIKE, OKAY, CAN WE FIX THE PROCESS HERE? CAN WE FIX IN MAINSTREAM OR STREAMLINE IT TO WHERE WE CAN GET THIS FIXED? YES, WE HAVE DONE SOME WORK.

VICE PRESIDENT LOPEZ DESCRIBED ON PRIORITIZING CERTAIN THINGS.

THEY, WHEN THEY'RE, ONCE THEY'RE SUBMITTED, IF CERTAIN CONDITIONS ARE MET, THEY GO TO THE TOP OF THE LIST.

SO WE WILL HAVE TO TALK TO THE COMMITTEE.

AND, AND PROVIDE THAT CLARIFICATION BECAUSE IT DOES MAKE SENSE.

AND NOW I UNDERSTAND WHY THEY DON'T RANK.

BECAUSE IF YOU DO, COUNSELORS, COUNSELORS ARE COUNSELORS AND YOU JUST GET A PARTICULAR SCORING POINT AND HOWEVER MANY RANK HIGH, YOU START COUNTING DOWN FROM THERE.

SO IF THIS PARTICULAR COUNSELOR ISN'T NECESSARILY A COUNSELOR AND THEY COME WITH EARMARKED FUNDING, THEY PROBABLY HAVE TO BE OUTLINED IN A VERY SIMILAR WAY AS WE DO WITH ACCREDITATION REQUIREMENTS OR LEGAL REQUIREMENTS IN SOME OF THE PROGRAMS. SO VERY HELPFUL EXPLANATION.

AND I AGREE, I THINK THAT'S THE KEY IS THAT THE FUNDING IS EARMARKED ALREADY. SO WHY AREN'T WE USING IT? AND WHY ARE WE USING IT IN A BETTER WAY TO SERVE OUR STUDENTS? YEAH, THAT'S, THAT'S ONE PART AND 100% CORRECT.

AND I 100% AGREE WITH YOU, DOCTOR SALAZAR THE OTHER PART IS HOW THE TAG WENT IN THE PRIORITIZATION.

BECAUSE AS CHRIS WAS MENTIONING WHEN HE SAYS FACULTY, FACULTY IS FACULTY WHEN THEY DO COUNSELING.

AND IF, LET'S SAY THERE ARE TEN POSITIONS AND THEY ALL RANK IN DIFFERENT AREAS.

WHATEVER YOU SELECT FROM THE TOP MAY OR MAY NOT BE SOMETHING THAT IS ASSIGNED TO HIS DIVISION. OKAY, SO YEAH, THIS IS A BUREAUCRATIC PROBLEM THAT WE NEED TO. YEAH. YEAH. OKAY. WELL, LOTS OF GREAT INFORMATION THIS EVENING.

[01:20:03]

AS MENTIONED, YOU KNOW, THIS ALIGNS WITH A LOT OF OUR FOUNDATIONAL PRINCIPLES AS A BOARD AND OUR GOALS.

SO WHEN WE TALK ABOUT EQUITY AND ACCESS, WHEN WE TALK ABOUT COMPLETION, WHEN WE TALK ABOUT COLLEGE AND TRANSFER, WE'RE SAYING THIS FOR ALL STUDENTS.

AND SO IT'S VERY IMPORTANT.

AND I JUST WANT TO READ THIS, THAT EVERY STUDENT KNOWS THAT THEY DO DESERVE TO BELONG. AND OUR GOAL IS TO ENSURE THAT ALL STUDENTS HAVE THAT FEELING OF BELONGING WHEN THEY ARE HERE AT CERRITOS COLLEGE.

BUT ON TOP OF THAT, FOR THOSE STUDENTS WHO NEED THE ADDITIONAL SUPPORT THAT THEY ARE AWARE OF, THE SUPPORTS AND RESOURCES THAT ARE AVAILABLE FOR THEM, THAT THEY KNOW THAT THERE ARE ACCOMMODATIONS.

AND YOU KNOW, SERVICES THAT CAN HELP THEM THRIVE AS STUDENTS HERE AT CERRITOS COLLEGE AND THAT. THAT THEY'RE NOT ALONE.

AND SO RIGHT HERE ON THE SLIDE THAT IS BEING DISPLAYED, ONE OF THE. POINTS SAYS THAT FROM THE MOMENT A STUDENT LEAVES HIGH SCHOOL TO THE MOMENT THEY CROSSED THE STAGE.

SACHSE IS THE BRIDGE. AND SO THANK YOU FOR BEING THAT BRIDGE.

BUT AGAIN, IT IS SO IMPORTANT THAT.

MORE OF OUR SCHOOL COMMUNITY.

OUR STUDENTS UNDERSTAND THAT THERE IS A BRIDGE AND THEY KNOW HOW TO GET TO.

THE BRIDGE. SO EVEN IF LIKE.

THIS IS A WONDERFUL VISUAL.

IF WE CAN HAVE MORE OF THESE VISUALS AROUND CAMPUS SO THAT ESPECIALLY AT THE BEGINNING OF A SEMESTER, YOU KNOW, SO THAT STUDENTS HAVE THIS VISUAL REMINDER, OR MAYBE WE CAN DO AN EMAIL BLAST.

I'M SURE SOME OF THESE THINGS ARE BEING DONE, BUT IF WE CAN JUST MAKE SURE THAT, YOU KNOW, WE ARE COMMITTED TO SPREADING THAT AWARENESS A LITTLE MORE FOR OUR STUDENTS HERE AT CERRITOS. THAT WOULD BE AWESOME.

AND THEN LAST BUT NOT LEAST IN REGARD TO THE POSITIONS WHATEVER CAN BE DONE TO ENSURE THAT THERE IS MORE ATTENTION BEING PAID TO PRIORITIZING OR, YOU KNOW, MAKING SURE THAT THE FACULTY IS PROVIDED SO THAT WE CAN ENSURE, YOU KNOW, JUST A BETTER RUN OF PROGRAM AND SERVICES FOR OUR STUDENTS UNDER SACHSE.

THANK YOU VERY MUCH. WE APPRECIATE IT. THANK YOU.

THANK YOU SO MUCH, EVERYBODY.

OKAY, SO NEXT WOULD HAVE BEEN ITEM 2.02.

BUT I DO WANT TO NOTE THAT IT HAS BEEN POSTPONED TO THE OCTOBER 7TH BOARD MEETING.

AND THAT WAS SERVING STUDENTS IN A CHANGING POLICY LANDSCAPE.

HHSI SLASH MSI POLICY AT CERRITOS AND CERRITOS COLLEGE.

SO NOW WE ARE GOING TO MOVE FORWARD TO ITEM 2.03.

[2.03 Consideration of Adoption of Resolution No. 26-0916A in Recognition of Latinx/Hispanic Heritage Month]

GOOD EVENING. I RESPECTFULLY ASK THAT THE BOARD APPROVE THE RESOLUTION BEFORE YOU.

RECOGNIZING SEPTEMBER 15TH THROUGH OCTOBER 15TH AS LATIN ACT LATINX HISPANIC HERITAGE MONTH AT CERRITOS COLLEGE.

NEARLY 64% OF OUR STUDENTS IDENTIFY AS LATINX, HISPANIC AND. THIS RESOLUTION AFFIRMS OUR COMMITMENT TO THE STUDENTS, STAFF, FACULTY, AND COMMUNITY MEMBERS WHOSE HISTORIES AND CONTRIBUTIONS ENRICH OUR CAMPUS AND REGION EVERY DAY. CERRITOS COLLEGE IS A HISPANIC SERVING INSTITUTION RANKED SIXTH IN THE NATION AMONGST TWO YEAR HSIS IN 2025 AND HOLDS THE SEAL OF EXCELLENCE EARNED IN 2024, AND THIS RECOGNITION IS A NATURAL EXTENSION OF THAT WORK.

AT A TIME WHEN UNDERSTANDING AND EMBRACING THE DIVERSITY OF OUR COMMUNITIES MATTERS MORE THAN EVER, FORMALLY RECOGNIZING THIS MONTH SENDS A CLEAR MESSAGE ABOUT WHO WE ARE AND WHO WE SERVE. I'M ALSO PLEASED TO SHARE THAT HUMAN RESOURCES THIS YEAR IS DOING SOMETHING A LITTLE DIFFERENT. THIS YEAR, WE ARE SUPPORTING OUR ASSOCIATED STUDENT BODY IN CO-SPONSORING LA FERIA LATINA, WHICH TAKES PLACE ON TUESDAY, OCTOBER 6TH, FROM 11 A.M.

TO 1 P.M. IN FRONT OF THE FINE ARTS BUILDING.

OUR OFFICE IS COVERING THE EMPLOYEE LUNCH COSTS SO THAT STUDENTS, STAFF AND FACULTY CAN TAKE PART OF THE CELEBRATION.

WE ARE ALSO SPONSORING A PRESENTATION BY MUNDO MAYA FOUNDATION.

WE INVITE THE ENTIRE CAMPUS COMMUNITY TO JOIN US FOR FOOD, MUSIC AND A CHANCE TO CELEBRATE A SHARED HERITAGE.

THANK YOU. I DO HAVE A QUESTION BEFORE YOU GO.

CAN YOU SHOW ME ON THE ON OUR WEBSITE WHERE ALL THESE EVENTS ARE LISTED? I SEE THAT TOMORROW THERE'S GOING TO BE SOME SORT OF A LOTTERY.

IS THERE ANYTHING ELSE HAPPENING? I MEAN, YOU JUST MENTIONED THE OTHER TWO EVENTS.

WHERE CAN I FIND THAT INFORMATION? CHELSEA ON THE HOME PAGE OF OUR WEBSITE.

[01:25:01]

LET ME SAY IT INTO THE RECORD.

I CAN'T PULL IT UP. I DIDN'T GET IT.

NO, THAT WAY THE INFORMATION WAS ON THE INTERNET AUTOMATICALLY.

SHE SAYS IT INTO THE MICROPHONE. SO ON OUR HOME PAGE HERE, WHEN YOU GO TO THE SECOND SLIDE, WE ARE FEATURING OUR HISPANIC HERITAGE MONTH INFORMATION. AND WHEN YOU CLICK LEARN MORE.

IT GOES TO THE PAGE WITH SOME INFORMATION HERE.

AND THEN ALL THE UPCOMING EVENTS ARE LISTED HERE.

OKAY. DO IT AGAIN. YOU YOU WENT TOO FAST FOR ME.

HAVING A SIDE COMP FOR A CONVERSATION WITH.

SO THIS IS THE HOME PAGE.

AND THEN IT'S THE SECOND SLIDE HERE.

AND THEN YOU JUST HIT LEARN MORE.

IS THERE A EVENT THIS YEAR? TO MY KNOWLEDGE, THERE IS A GROUP THAT IS STILL ORGANIZING DIA DE LOS MUERTOS.

I BELIEVE THEY'RE PLANNING TO DO SOMETHING SIMILAR.

DON'T QUOTE ME ON IT. THEY'RE STILL WORKING ON IT, BUT PLANNING TO DO SOMETHING SIMILAR TO WHAT THEY DID LAST YEAR.

WHERE? OH, THERE IT IS.

RIGHT THERE. THANK YOU.

MERCEDES. WE WILL GO INTO VOTE.

OR ARE THERE ANY COMMENTS OR QUESTIONS REGARDING THE RESOLUTION.

A MOTION TO APPROVE. OKAY.

DO I HAVE A SECOND? SECOND.

ALL RIGHT. ALL THOSE IN FAVOR? I SEE, YES. YES. ANY OPPOSED? MOTION PASSES. OKAY. NEXT WE ARE GOING TO MOVE IN ON TO CONSENT ITEMS.

[3.01 Revised Management Job Description for Assistant Director of Financial Aid]

JUST A QUICK QUESTION ABOUT THE ITEMS. WELL YES. LET ME PULL 3.01.

OKAY. ALL RIGHT. SO DO WE WANT TO MOVE INTO VOTE NOW FOR 3.02 AND RETURN TO 3.01.

OR SHOULD WE ENTER INTO DISCUSSION ON 3.01.

SAME DIFFERENCE. OKAY. SO WE'LL GO AHEAD.

WE'LL GO AHEAD AND MOVE INTO DISCUSSION FOR 3.01 AT THIS TIME.

MY QUESTION IS THESE ARE COMING BEFORE US 3.01 THAT I PULLED.

BECAUSE IT'S AN A VACANT POSITION OR IS IT JUST A, A REDEFINITION OF THE POSITION.

IT'S IT IS CONSIDERED VACANT.

THIS IS THE POSITION THAT JAMIE WAS PROMOTED.

LEFT WHEN SHE PROMOTED TO DEAN OF COUNSELING.

WHEN WE HAVE THE POSITION VACANT, WE TAKE AN OPPORTUNITY TO REVIEW THE ESSENTIAL DUTIES, CLEAN IT UP, UPDATE IT CLEAN UP THE PHYSICAL LIMITATIONS SO THAT IT'S DONE BEFORE WE GO INTO RECRUITMENT.

SO THAT WE CAN MAKE SURE THE PERSON GETTING THE POSITION IS AWARE OF WHAT THE CURRENT JOB DUTIES ARE. OKAY. AND THEN THE OTHER QUESTION WAS ON PAGE FOUR, YOU DELETE IT WHERE IT SAYS PHILOSOPHY AND OBJECTIVES OF THE COMMUNITY COLLEGE.

WOULDN'T IT BE CONSTRUCTIVE OF ANY.

POTENTIAL APPLICANT TO KNOW WHO WE ARE AND WHAT OUR OBJECTIVES ARE.

WHY WAS THAT DELETED? IT JUST SEEMED GLARING TO ME.

IT SAYS KNOWLEDGE AND SKILLS.

SO WHERE IS THAT? IT'S ON PAGE FOUR OF MY DOCUMENT.

AND IT'S UNDER KNOWLEDGE AND SKILLS.

IT SAYS THE POSITION REQUIRES PROFESSIONAL KNOWLEDGE OF.

AND YOU DELETED PHILOSOPHY AND OBJECTIVES OF THE COMMUNITY COLLEGE.

I THINK WE FELT LIKE IT WAS UNDERSTOOD FROM THE NUMBER OF OTHER ELEMENTS FROM THE COMMUNITY COLLEGE THAT WERE IN THE OTHER SECTIONS.

SO WE CAN RESTORE THAT.

IF YOU FELT LIKE IT WAS USEFUL.

IT JUST SEEMED REDUNDANT. FROM WHAT OTHER SECTIONS? I MEAN, IT'S OBVIOUS TO ANY APPLICANT THAT WHEN YOU APPLY FOR A JOB, YOU NEED TO KNOW WHAT YOU'RE APPLYING FOR AND WHO YOU'RE APPLYING FOR.

RIGHT? BUT I KNOW THAT WHEN I APPLIED TO MY FIRST EMPLOYMENT THE PERSON I WAS APPLYING, I MEAN, THE PERSON I WAS WORKING WITH SAID, DO YOU KNOW ANYTHING ABOUT YOUR EMPLOYER THAT YOU'RE APPLYING FOR? AND I WAS LIKE, AS A NEWLY COLLEGE GRADUATE, I WAS LIKE,

[01:30:01]

SO WE JUST SEEM KIND OF STRANGE TO DELETE THAT FROM OUR, WE CAN BRING THAT REQUIREMENT AND JUST IF IT'S REDUNDANT, I MEAN, BUT OKAY. THANK YOU.

OKAY, SO WITH THAT BEING SAID, WE WOULD KIND OF MOVE INTO THE VOTE WITH THE REESTABLISHMENT OF PHILOSOPHY AND OBJECTIVES OF THE COMMUNITY COLLEGE AS LANGUAGE TO REMAIN WITHIN THE JOB DESCRIPTION.

AND IT WAS NOT MORE LIKE OBVIOUS.

IT WAS LIKE, DOES IT GO AGAINST ANY LEGAL, YOU KNOW, SOMETIMES WE PROTECT OURSELVES FROM LEGAL REDUNDANCY OR SOMETHING.

OKAY. OKAY. ALL RIGHT.

[3. Consent Items - Office of Human Resources]

3.01 BEING AMENDED WITH THE LANGUAGE BEING RESTORED FOR THAT SECTION ON PAGE FOUR.

DO I HAVE A MOTION. MOTION TO APPROVE.

SECOND. ALL RIGHT. ALL THOSE IN FAVOR? AYE. ANY OPPOSED? MOTION PASSES.

OKAY. NEXT WE'RE GOING TO GO INTO SECTION FOUR REPORTS AND COMMENTS FROM DISTRICT

[4.01 Reports and Comments from District Officials]

HELLO EVERYONE. ON MONDAY, SEPTEMBER 14TH I HAD THE OPPORTUNITY TO ATTEND AND SPEAK AT THE CITY OF ARTESIA CITY COUNCIL MEETING.

I INTRODUCED MYSELF AS THE STUDENT TRUSTEE FOR SERVICE COLLEGE AND SHARED MY GOAL OF BECOMING MORE INVOLVED WITH THE COMMUNITIES THAT OUR COLLEGE SERVES.

DURING THE MEETING, I HAD THE OPPORTUNITY TO CONNECT WITH THE MAYOR, CITY COUNCIL MEMBERS, AND THE PARKS AND RECREATION MANAGER.

IT WAS A GREAT EXPERIENCE TO INTRODUCE MYSELF, LEARN MORE ABOUT THE CITY, AND BEGIN BUILDING RELATIONSHIPS THAT CAN HELP STRENGTHEN THE CONNECTION BETWEEN SERVICE, COLLEGE AND THE COMMUNITIES WITHIN OUR DISTRICT. I LOOK FORWARD TO CONTINUING TO ATTEND LOCAL CITY MEETINGS AND FINDING WAYS FOR OUR STUDENTS IN COLLEGE TO BECOME MORE ENGAGED WITH OUR SURROUNDING COMMUNITIES.

AND JUST A LITTLE MESSAGE FOR DOCTOR FERRO.

ALI TAJ WANTED ME TO SAY HI TO YOU.

SO. THAT'S IT. THANK YOU, DOCTOR SALAZAR.

DOCTOR LIU. MR. TRUSTEE BIRKEY.

I DID GET TO SPEND TIME EARLIER AT THE COLLEGE FAIR THAT WAS HOSTED HERE ON CAMPUS.

I DIDN'T REALIZE THERE WAS GOING TO BE SO MANY COLLEGES FROM NOT ONLY ACROSS THE UNITED STATES, BUT ALSO ENGLAND AND CANADA AND CHINA AND JAPAN.

SO WE REALLY HAD THIS LIKE HEALTHY SHOWING.

ALSO, CERRITOS COLLEGE HAD A BOOTH AND I DID SPEND MOST OF MY TIME THERE CONVINCING STUDENTS THAT CERRITOS COLLEGE WAS REALLY THE BEST OUT OF ALL OF THEM.

IGNORE WEST POINT AND ALL THESE OTHER YOU KNOW, THEY'RE GREAT SCHOOLS, BUT NOT CERRITOS.

SO THAT WAS THAT WAS A LOT OF FUN, ALTHOUGH IT WAS VERY HOT.

AND SO INTERESTINGLY ENOUGH, I GUESS THE UNIVERSITY OF ALASKA SAID THAT THEY HAD A LOT OF INTERESTED STUDENTS ON THAT DAY.

SO, YOU KNOW, IT JUST DEPENDS ON CONTEXT.

BUT IT WAS GREAT THAT SPEAKING OF CONTEXT, THAT WE GOT TO HOST IT.

AND I THINK IT WAS A GOOD OPPORTUNITY FOR US AT OUR BOOTH TO JUST SIMPLY SAY LIKE, HEY, YOU THINK IF YOU'RE INTERESTED IN OUR CAMPUS, YOU CAN LEARN MORE ABOUT IT, TURN AROUND, GO THROUGH THOSE DOORS, AND YOU'LL SEE SOME REALLY COOL ACTIVITIES THAT ARE HAPPENING OVER THERE AND THIS AND THAT.

AND, AND IT WAS A GREAT WAY TO HAVE STUDENTS FROM ALL OVER SOUTHEAST LA GET A CHANCE TO BE ON CAMPUS FOR A CHANGE.

AND WE JUST HAD TO, YOU KNOW, LURE THEM ON WITH ALL THE OPPORTUNITIES SUPPOSEDLY TO GO TO UCLA.

AND THEN ONCE THEY GET HERE, THEY REALIZE, NAH, IT'S NOT FOR THEM. THIS IS WAY BETTER.

ALL RIGHT. CHEERS. THANK YOU.

THAT'S ALL. TRUSTEE RIOS.

THANK YOU. JUST TO ACKNOWLEDGE THAT TODAY IS SEPTEMBER 16TH AND TO ACKNOWLEDGE OUR MEXICAN CULTURE OR MY MEXICAN MEXICAN CULTURE OR HERITAGE THAT I'M VERY PROUD OF.

AND I WOULD LOVE TO GET INSULTED BY OUR SPEAKERS THAT CAME BEFORE AND SAYING THAT, YOU KNOW, THE BOARD IS A SIN. AND I KNOW THE BOARD THAT I AM PART OF THAT WE VERY MUCH CARE ABOUT CHICANO STUDIES IN THIS, IN THIS COLLEGE AND WHAT WE DO.

I KNOW I RECALL A CONVERSATION WITH THE PRESIDENT ABOUT BUYING UNIFORMS FOR MARIACHI GROUP, RIGHT. IF YOU CAN GO AHEAD AND CLARIFY THAT.

[01:35:02]

SO MAYBE IT'S LACK OF KNOWLEDGE, LACK OF INFORMATION THAT, YOU KNOW, I NEED TO TAKE MORE RESPONSIBILITY AND BE MORE PROACTIVE IN SHARING THE AMAZING THINGS THAT WE DO HAVE. THERE IS A STANDING CHICANO STUDIES PROGRAM HERE AT CERRITOS COLLEGE. AND AS I UNDERSTAND, THERE'S AN EXPANSION OF COURSES BEING OFFERED. I DID SEE THE THE ADVERTISEMENT FOR THE METRO TABLE THAT THEY HAD ABOUT 2 OR 3 DAYS AGO. TRYING TO RECRUIT MORE STUDENTS TO THE METRO CLUB.

AND I KNOW THAT THERE'S ACTIVITIES THAT WERE SHOWCASED ABOUT BEING HELD FOR HISPANIC HERITAGE MONTH AND NOT JUST HISPANIC HERITAGE MONTH.

WE ACKNOWLEDGE EVERY SINGLE MONTH AS IT COMES ALONG WITH THE VARIOUS CULTURES AND THE VARIOUS ISSUES THAT WE SUPPORT HERE IN THE UNITED STATES AS AMERICANS.

BUT IT WAS A BIT CONFUSING THAT SPEAKERS KEEP COMING UP SAYING THAT WE DO NOT HAVE A PROGRAM WHEN WE DO IN FACT HAVE A STANDING ONE AND A GROWING CHICANO STUDIES DEPARTMENT HERE AT CERRITOS COLLEGE AND HOPING TO EXPAND THE OTHER PROGRAMS AS WELL.

ASIAN STUDIES, NATIVE AMERICAN STUDIES, AND OF COURSE, AFRICAN AMERICAN STUDIES.

SO THANK YOU. PRESIDENT FIERRO.

THANK YOU, DOCTOR GREEN.

I GUESS I'LL PIGGYBACK TO YOUR COMMENTS.

CERRITOS. NOT ONLY WE DO HAVE A CHICANO STUDIES PROGRAM, BUT WE HAVE 11 CHICANO STUDIES COURSES CURRENTLY ON THE BOOKS THAT ARE BEING 400 PLUS STUDENTS, WHICH IS THE LARGEST NUMBER OF STUDENTS AND CLASSES OF CHICANO STUDIES THAT HAVE BEEN EVERY SCHEDULE ON THIS CAMPUS.

SO THERE IS A PROGRAM THAT ARE 11 COURSES VERY SPECIFIC TO CHICANO STUDIES, NOR ANY PREFIX. ACTUALLY, CHICANO STUDIES PREFIX FOR THE FIRST TIME ON THIS CAMPUS AND 400 STUDENTS.

TWO YES, WE DO HAVE A MARIACHI BAND.

YES. THIS BOARD APPROVED HELP PURCHASING ALL THE UNIFORMS AND THE DIFFERENT THINGS THAT WE NEEDED TO SUPPORT THE BAND.

SO THAT BAND IS FUNDED THANKS TO THE EFFORT OF THIS BOARD AND THE EFFORT OF OUR MUSIC DEPARTMENT AND THROUGH THE INITIAL PUSH BY DAVID BETANCOURT OR ONE OF OUR MUSIC FACULTY, NOT ONLY WE HAVE A CHICANO I MEAN A MARIACHI BAND, BUT WE HAVE A REALLY GOOD MARIACHI BAND.

THEY PERFORM AT OUR IN OUR COMMENCEMENT AND THEY HAVE BEEN GETTING BETTER AND BETTER.

AND THEY GO TO DIFFERENT EVENTS.

IN FACT, THEY HAVE GONE WITH ME TO A FEW EVENTS.

THEY WERE HOSTED HERE LAST YEAR AND THEY PERFORMED FOR SOME CEOS AND TRUSTEES AT THE STATE LEVEL. AND THROUGH THAT PERFORMANCE, THEY WERE SO GREAT THAT THERE WAS A COLLECTION THAT WAS PUT TOGETHER THROUGH TO THE CALIFORNIA LATINO ASSOCIATION ADMINISTRATORS AND ADMINISTRATORS AND TRUSTEES.

AND THEY PUT SOME MONEY TOGETHER THAT THEY SENT TO THE FOUNDATION SPECIFICALLY TO HELP FUND FUTURE PERFORMANCES OR THINGS FOR OUR MARIACHI BAND.

SO YES, THERE MAY BE A LITTLE BIT OF MISINFORMATION.

BUT, YOU KNOW, WE DO HAVE THE PROGRAM AND A REALLY GOOD ONE.

TO THAT, PROFESSOR CAROLINE ROMERO HAS BEEN DOING A GREAT JOB, AS YOU MENTIONED, HOSTING THE TABLES FOR MECA WORKING WITH THE STUDENTS.

SHE TRAVELS WITH THE STUDENTS, SHE MENTOR THE STUDENTS, SHE GO INTO THE COMMUNITY.

IN FACT, IF ANYONE IS WILLING, READY, ABLE, OR AT LEAST WILLING TO SIGN UP JUST FOR THE CONTRIBUTION THIS FAR THIS WEEKEND, THE 19 I BELIEVE THAT IS A FIVE K THE IS COLLECTING FUNDS FOR LATINA STUDENTS IN OUR ARIA, LET ME GIVE YOU THAT INFORMATION.

I WASN'T PLANNING TO TALK ABOUT IT, SO I DIDN'T GET IT READY.

[01:40:06]

SO IT'S CALLED THE LATINA SCHOLARS FIVE K AND IS SATURDAY, SEPTEMBER 19TH, AND IT'S AT EL DORADO PARK AT 9 A.M.

AND 100% OF THE EVENT'S PROCEEDS WILL BENEFIT THE TELACU EDUCATION FOUNDATION AND THE LATINA GUIDE SCHOLARSHIP FUND.

SO IF YOU WANT TO PARTICIPATE, BE SURE TO REGISTER EVEN IF YOU JUST WANT TO REGISTER. NAW NAW NAW, RON, BE SURE TO SELECT THE GROUP TEAM REGISTRATION OPTION AND ENTER CERRITOS COLLEGE AND YOU WILL ALSO RECEIVE A DISCOUNT.

SO CAROLINE IS INVOLVED NOT ONLY IN THE CLASSROOM, BUT IN THE COMMUNITY, MENTORING STUDENTS AND SO ON AND SO FORTH.

AND SHE IS ALSO THE FIRST CHICANO STUDIES FACULTY THAT WE HAVE HIRED ON THIS CAMPUS.

SO YES, SEPTEMBER 16TH, CELEBRATING MEXICAN INDEPENDENCE DAY.

AND I WAS, I WAS, I WAS READING THIS IS SOMETHING THAT I FOUND INTERESTING AND I SHARED THAT BEFORE AND IT'S SOMETHING THAT I HEAR BEFORE, BUT I LIKE TO SHARE IT WITH YOU.

SO I HAVE A CHILDHOOD FRIEND AND WE HAVE BEEN FRIENDS FOR A VERY LONG TIME, AND SHE CURRENTLY LIVES IN MEXICO CITY.

SHE HAS BEEN LIVING IN MEXICO FOR A, FOR A VERY, VERY LONG TIME. AND SHE WAS POSTING A SERIES OF THINGS ABOUT BEING MEXICAN AND THINGS THAT EVEN THOUGH YOU'RE MEXICAN, YOU DON'T LIKE, AND SO ON AND SO FORTH.

AND ONE OF THOSE SHE POSTED THE.

SHE WAS A PROUD MEXICAN AND SOMEONE REPLIED, BUT YOU WERE BORN IN COLOMBIA.

AND SHE REPLIED, LOS MEXICANOS HACEMOS DONDE NOS DA LA GHANA.

AND WHICH BASICALLY MEANS WE MEXICANS ARE BORN WHEREVER WE FEEL LIKE IT.

YEAH. SO SO THAT WAS THAT WAS FUN TO SEE.

AND AND OBVIOUSLY SHE'S PROUD TO TO BE A MEXICAN, JUST LIKE SHE'S PROUD TO BE A COLOMBIAN. AND I THINK THAT IS SOMETHING TO HIGHLIGHT BECAUSE WE CAN ALL BE PROUD TO BE BOTH THINGS AT THE SAME TIME.

THEY ARE NOT MUTUALLY EXCLUSIVE.

OKAY. THANK YOU, DOCTOR FIERRO.

I WOULD ALSO LIKE TO JUST CLOSE BY SAYING HAPPY LATINO LATINX HISPANIC HERITAGE MONTH.

BUT I DO WANT TO ALSO RESPOND TO, YOU KNOW, THINGS THAT WE HEARD EARLIER THIS EVENING. AND I JUST WANT TO SAY AS A BOARD, I, I FEEL I HOPE THAT MY COMMENTS.

REPRESENT WHAT WE'RE ALL THINKING AND FEELING IS THAT IT IS IMPORTANT FOR US TO BE ABLE TO DISTINGUISH BETWEEN ELIMINATING A PROGRAM AND THE BOARD, TAKING VERY THOUGHTFUL AND INTENTIONAL ACTION TO STRENGTHEN AND SUPPORT AND IMPROVE AN EXISTING PROGRAM. OUR EFFORTS ARE TO ONLY ENHANCE AND ELEVATE WHAT WE ALREADY HAVE AND THE AMAZING WORK THAT PEOPLE HAVE PUT IN FOR DECADES HERE AT CERRITOS COLLEGE.

AND SO I REALLY DO NOT WANT THAT TO BE MISCHARACTERIZED IN ANY WAY AS US TRYING TO DIMINISH THE BEAUTIFUL YOU KNOW, PROGRAM THAT WE HAVE HERE AT CERRITOS COLLEGE. AND SO TONIGHT WE WERE ABLE TO APPROVE THIS RESOLUTION, BUT IN MY OPINION ONE OF THE MOST AMAZING THINGS HERE AT CERRITOS COLLEGE IS THAT IT'S NOT A MONTH THAT WE CELEBRATE.

IT'S ACTUALLY SOMETHING THAT WE DO EVERY DAY FOR ALL OF OUR, YOU KNOW, FOR OUR STUDENTS.

AND SO HERE AT CERRITOS COLLEGE, WE ARE VERY PROUD OF HSC.

AND OUR JOB HERE ON THE BOARD IS TO DEFINITELY ENSURE THAT OUR POLICIES, OUR PRACTICES, THE PROGRAMS THAT WE HAVE HERE, THE SUPPORTS THAT WE HAVE FOR OUR STUDENTS, REFLECT THE IDENTITIES, REFLECT THE CONTRIBUTIONS, REFLECT THE SHARED EXPERIENCES OF OUR STUDENTS AND OUR COMMUNITY.

AND SO WITH THAT BEING SAID, AGAIN WE ARE VERY INTENTIONAL ABOUT HOW WE ARE SUPPORTING OUR STUDENTS AND MAKING SURE THAT HISTORIES, HERITAGE, CULTURE ARE ALL BEING UPHELD HERE AT CERRITOS COLLEGE.

ALL RIGHT. WITH THAT. WE ARE NOW GOING TO MOVE WITH THAT.

[5. Closed Session]

[6. Closing Items]

ITEM 5.1 CONFERENCE WITH LABOR NEGOTIATORS, AS WELL AS.

5.02 PUBLIC EMPLOYEE EVALUATIONS. THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.