[1. Procedural]
[00:01:30]
>> SO I THINK THAT AS WE MOVE FORWARD WE HEAR ABOUT THE SPRING 2021 SEMESTER, I THINK FACULTY ARE ALSO LOOKING BEYOND THAT TO TO REALLY FOCUS ON WHAT ONLINE EDUCATION CAN LOOK LIKE POST PANDEMIC AND WE'RE EXCITED TO BUILD THAT ROBUST DISTANCE EDUCATION AT CERRITOS COLLEGE SO WE CAN ONCE AGAIN BY A TECHNOLOGICAL LEADER.
>> THANK YOU SO MUCH FOR YOUR UPDATE.
WE WILL TURN IT OVER TO LOCAL 6215 FOR THEIR UPDATE.
WE RECENT SIGNED AN WITH THE DISTRICT CONCERNING EXTENDED DEADLINE.
I APPRECIATE THE DISTRICT BEING FLEXIBLE AND WORKING WITH THE CCFF TO GET THIS EXTENDED DEADLINE FOR THESE REIMBURSEMENTS FOR OUR PART TIME FACULTY, ESPECIALLY CONSIDERING THAT RIGHT NOW WE ARE ALL VERY MUCH CONCERNED FOR THE HEALTH AND WELL BEING OF EACH OTHER.
AND FOR MANY OF OUR FACULTY WHO HAVE DIFFICULTY AFFORDING HEALTH CARE, THIS REIMBURSEMENT MEANS THAT THEY HAVE ACCESS AT ALL TO HEALTH CARE.
THANK YOU VERY MUCH, MS. MIRANDA.
THAT CONCLUDES OUR REPORT I'M SORRY.
TRUSTEE WALLACE, DO YOU HAVE ANY UPDATE FROM ASCC?
YESTERDAY WE HAD OUR FIRST STUDENT MEETING.
WE FORMALLY I INAUGURATED THE CHIEF JUSTICE, CHRISTIAN PEÃ'A AND WE DISCUSSED DIFFERENT WAYS OF BRINGING IN NEW SENATORS, AS WELL AS MORE CABINET MEMBERS SO THAT WE CAN HAVE A STRONGER PRESENCE OF STUDENT LEADER EVEN THOUGH WE'RE OFF CAMPUS, AND, YEAH, WE WE DID THE WHOLE THING.
IT WAS GREAT SEE EVERYONE EARLIER TODAY ON THE ZOOM CALL.
>> THANK YOU SO MUCH, TRUSTEE WALLACE.
[2.01 Presentation and Discussion of Campus Reopening Plan and Spring 2021 Semester]
OKAY.WE WILL START WITH A PRESENTATION AND DISCUSSION OF CAMPUS REOPENING PLANS AND OUR SPRING 2021 SEMESTER.
OUR PRESENTATION TODAY IS RELATIVELY BRIEF.
I JUST WANTED TO GIVE YOU AN UPDATE ON WHAT WE ARE DOING CURRENTLY ON CAMPUS AS TO WHAT DO WE THINK IS BEST FOR OUR STUDENTS COME THE SPRING SEMESTER 2021.
SO, WHAT WE WILL GO OVER BRIEFLY IN THE PRESENTATION ARE PARAMETERS ON SOCIAL DISTANCING, MANDATORY REPORTING, FACE COVERINGS, FACILITIES PROTOCOLS AND SHARED RESPONSIBILITIES.
ALL THIS IS BASED ON OUR RETURN TO CAMPUS PLAN YOU PROBABLY HAVE SEEN IN THE
[00:05:02]
PAST.I WANT TO PREFACE ALL THIS BY SAYING THIS IS A LIVING DOCUMENT.
WE ARE LEARNING MORE EVERY DAY AND WE ARE TAKING THE FEEDBACK FROM ALL OF OUR TEAM MEMBERS, PARTICULARLY THOSE THAT ARE WORKING DAY IN AND DAY OUT ON CAMPUS.
ONE THING IS IMAGINING THE REOPENING AND THE OTHER THING IS ACTUALLY HAVING TO BE PART OF THE REOPENING.
WE WANT TO ENSURE WE TAKE THAT FEEDBACK AND MAINTAIN A LIVING DOCUMENT.
WE UPDATE THE DOCUMENT AS WE LEARN FROM OUR TEAM MEMBERS AND, ALSO, AS THE GUIDELINES FROM THE DEPARTMENT OF PUBLIC HEALTH AND THE CALIFORNIA PUBLIC HEALTH DEPARTMENT EXCHANGE.
OBVIOUSLY, WE DO FOLLOW SOME OF THE GUIDELINES OF THE CDC BUT WE'RE TAKING THE APPROACH THAT THE GUIDELINES FROM THE CDC ARE BASELINE AND WE NEED TO BE A LITTLE HIGHER THAN THAT TO KEEP OUR STUDENTS OR FACULTY AND STAFF AND ADMINISTRATORS, EVERYONE THAT VISITS CERRITOS COLLEGE SAFE.
YOU WILL FIND WE ARE TAKING MEASURES.
ENSURING STUDENTS ARE SEATED WELL OVER SIX FEET APART.
IS NOT AS EFFECTIVE AS WEARING A MASK.
TWO, OUR STUDENTS ARE IN LABS AND THEY ARE, OBVIOUSLY, INVOLVED IN THEIR CLASSROOM ACTIVITY AND IT'S VERY DIFFICULT TO KEEP ONE OF THOSE FACE COVERS FROM NOT SLIDINGING DOWN YOUR FACE.
WE WANT OUR STUDENTS AND FACULTY AND STAFF AND ADMINISTRATORS AND EVERYONE ON CAMPUS TO BE WEARING A MASK, COVERING KNOWS AND MOUTH, AT ALL TIMES.
THAT'S WHY WE'RE RECOMMENDING MASKS.
WE ARE PROVIDING ALL OF OUR EMPLOYEES WITH MASKS TO WEAR.
IF THEY WANT TO WEAR THEIR OWN PERSONAL MASKS, THAT IS FINE.
IF STUDENTS FORGET OR DON'T HAVE SKIS TO ACCESS TO A MASK OR SHIELD BUT MANDATORY FOR EVERYONE TO WEAR A FACE MASK AND KEEP THE MASK AT ALL TIMES, PARTICULARLY WHEN YOU ARE WITH OTHER INDIVIDUALS.
WE HAVE MODIFIED THE TRAFFIC FLOW ON OUR BUILDINGS IN ORDER TO MAINTAIN ONE STREETS, IF YOU WILL, TO PREVENT STUDENTS AND FACULTY AND STAFF TO RUN IN FACE TO FACE TO EACH OTHER AND NOT ABLE TO KEEP OFFICIAL SOCIAL DISTANCING.
YOU WILL FIND STICKERS ON THE FLOOR LIKE THIS THAT SHOWS THE TRAFFIC FLOW.
SOME OF THE ARE ONLY AVAILABLE TO ENTER OR EXIT, DEPENDING ON THE TRAFFIC
[00:10:05]
PATTERNS.OBVIOUSLY, THESE AREAS HAVE LIMITED AVAILABILITY AND OPTIONS TO MOVE AROUND THE BUILDING.
THERE ARE MAPS AS TO HOW THEY WORK AND THAT WAS PART OF THE WORK.
IT WILL SHOW THE DIFFERENT WAYS FOR TRAFFIC FLOW IN ORDER TO KEEP EVERYONE AS SAFE AS POSSIBLE.
NOW, IT IS VERY IMPORTANT FOR US TO ENSURE THAT WE ARE SAFE.
BUT THE SAFETY OF ALL OF US ON CAMPUS IS A SHARED RESPONSIBILITY.
WE NEED TO MAKE SURE THAT WE WASH OUR HANDS AND CLEAN OUR SURFACES.
WHEN A FACULTY MEMBER IS ASKING US TO PLEASE CLEAN THE SURFACE BEFORE AND AFTER, WE SHOULD BE DOING THAT, DISPOSING THE CLOTH OR THE PAPER CLEANERS ON THE TRASH, ENSURING WE ARE USING SANITIZER IF WE CANNOT WASH OUR HANDS, NOT TOUCHING OUR FACE AND MAINTAINING OUR DISTANCE.
THAT IS PROTOCOL THAT WE CAN IMPLEMENT THAT WILL KEEP EVERYONE SHARE IF WE DON'T SHARE THAT RESPONSIBILITY.
I HAVE TO SAY EVERY TIME THAT I HAVE BEEN ON CAMPUS, I SEE EVERYONE, OR MOST PEOPLE, WEARING MASK AT ALL TIME.
ON THOSE FEWATIONS F OCCASIONS NOT WEARING MASK.
SIMPLY REMINDING IT'S NOT UNWILLINGNESS TO DO IT.
I THINK THEY UNDERSTAND ENOUGH SHARED RESPONSIBILITY AND COOPERATION.
IT'S AN UNDERSTANDING THAT EVERYONE ON CAMPUS IS EMBRACING.
PRAYER TO COME PRIOR TO COMING TO CAMPUS, WE WILL SEE KIOSKS.
THESE KIOSKS WILL HAVE A FEW ATTENDANTS IN THE KIOSK.
(NO AUDIO) >> DR. FIERRO, I LOST YOU.
IN CASE ANYBODY IS LISTENING, IT LOOKS LIKE DR. FIERRO HAS LOST SOUND, SO WE'RE GOING TO GO AHEAD TO GIVE HIM A SECOND TO TRY TO ADDRESS THIS.
UM, SO BEFORE, AS I WAS SAYING, I DON'T KNOW WHERE I GOT WHEN I LOST SOUND.
WHEN ANYONE IS VISITING CAMPUS, THEY'RE GOING TO FIND IN THE PARKING LOTS SOME KIOSKS THAT ARE GOING TO HAVE ATTENDANTS AND THESE ATTENDANTS ARE GOING TO TAKE TEMPERATURE AND ARE GOING TO CHECK ON SOME SOME PRE SCREEN QUESTIONS WE ALL HAVE TO ANSWER.
YOU CAN SEE THE STUDENT COMING INTO KIOSK IS HOLDING HER CELL PHONE AND ONCE SHE HAS TAKEN AND ANSWERED THE QUESTIONNAIRE, IF SHE HAS ANSWERED THE QUESTIONS CORRECTLY ON THE QUESTIONNAIRE, SHE'S GOING TO GET A GREEN BADGE THAT SAYS SHE'S AUTHORIZED TO BE ON CAMPUS.
WHEN SHE ARRIVES ON CAMPUS, SHE SHOWS THE RESULT FROM THE QUESTIONNAIRE ON HER APP.
SHE'S SCREENED FOR TEMPERATURE, IF SHE HAS NORMAL TEMPERATURE AT THE TIME OF ARRIVAL, SHE'S ISSUED A BRACELET WITH TODAY'S DATE, OR THE DAY THAT SHE'S VISITING, AND THAT ESSENTIALLY AUTHORIZES THEM TO MOVE ABOUT THE DISTRICT.
WE HAVE ALSO RECENTLY QIVRD SOME AUTOMATIC MACHINES THAT DO NOT REQUIRE ATTENDANT AND WE HAVE THE FIRST ONE INSTALLED ON THE ADMIN BUILDING.
EVERY TIME YOU COME INTO THE ADMIN BACKGROUND, YOU WALK INTO THE MACHINE AND THE MACHINE TAKES YOUR TEMPERATURE AUTOMATICALLY AND TELLS YOU THAT YOU'RE GOOD TO GO.
NOW, SINCE THERE IS NOT AN ATTENDANT THERE, IF YOU ARE NOT FEELING WELL OR HAVE FEVER, OR ANYTHING SIMILAR, I SHOULD BE TURNING AROUND AND NOT ENTERING THE FACILITY AND GOING HOME.
ON MANDATORY REPORTING, MANDATORY REPORTING ESSENTIALLY, WE HAVE
[00:15:04]
PRACTICING THIS SINCE THE BEGINNING OF THE PANDEMIC.AND EVERY CASE THAT IS POSITIVE FROM AN EMPLOYEE, STUDENTS OR CONTRACTORS, WE ASK THEM TO REPORT IN TO US.
THEN, IN TURN, WE REPORT TO CAMPUS.
OBVIOUSLY, WE KEEP CONFIDENTIALITY, BUT WE ENSURE WE REPORT TO THE CAMPUS COMMUNITY AS PER THE EMAILS THAT YOU HAVE SEEN IN THE PAST AND ALSO HELP US TO DO OUR CONTACT TRACING ON CAMPUS.
SO WE WILL DETERMINE WHETHER OR NOT THE INDIVIDUAL THAT IS POSITIVE WAS IN CLOSE CONTACT WITH ANY OTHER EMPLOYEE WHILE ON CAMPUS.
AND IF HE OR SHE WAS IN CONTACT, THEN WE NOTIFY THOSE EMPLOYEES AND ASK THEM TO STAY HOME UNTIL WE CONTACT THEM AGAIN FOR SYMPTOMS AND ANYTHING LIKE THAT.
ONCE WE CONFIRM THAT MAYBE THERE WAS NO TRANSMISSION, THEY ARE CLEAR TO COME BACK TO CAMPUS.
WE ARE ALSO ASKING ANYONE THAT IS EXPERIENCING COVID 19 RELATED SYMPTOMS, OBVIOUSLY, LET US KNOW AND STAY HOME.
IT DOESN'T MATTER IF THE PERSON IS COVID POSITIVE OR NOT.
AT THAT POINT, WE'LL ASK THEM TO STAY HOME AND LET'S SEE.
IF IT GOES AWAY, OBVIOUSLY, YOU GO BACK TO WORK.
I BELIEVE SANDRA STILL CANNOT HEAR YOU, SANDRA SALAZAR JUST CHATTED THAT SHE CAN'T HEAR YOU.
MAYBE YOU CAN CONFIRM THAT SHE CAN HEAR YOU AS YOU SPEAK.
UM, SO SO WE, OBVIOUSLY, ASK ANYONE, AND THIS RULES APPLIES TO ALL OF US, TO TO STAY HOME IF WE'RE NOT FEELING WELL.
OBVIOUSLY, THE FLEXIBILITY OF WORKING FROM HOME NOW ALLOWS US TO, YOU KNOW, CATCH UP IF WE NEED TO AND WE DON'T HAVE TO VISIT THE OFFICE IF WE'RE NOT FEELING 100%.
AND, OBVIOUSLY, WE DO THIS IN ORDER TO TRY TO KEEP CLOSE MONITORING WITH ANYONE THAT MAY HAVE SYMPTOMS OR MAY HAVE BEEN POSITIVE IN ORDER TO ENSURE THAT WE ARE TAKING THE NECESSARY PRECAUTIONS.
NOW, BEFORE I GO TO PROTOCOLS ON EMPLOYEES, UM, I WOULD LIKE TO ASK DOCTOR WHO IS WITH US TO GIVE US A LITTLE BIT OF THE BACKGROUND ON THE KIOSK THAT WE ARE USING TO CHECK STUDENTS AND EMPLOYEES ALIKE.
AND A LITTLE BIT ON OUR ABILITY TO DO TESTING IN SMALL GROUPS AND SOME OF THE DISCUSSIONS THAT WE HAVE HAD ABOUT TESTING ON CAMPUS.
>> DR. FIERRO, I DON'T KNOW EXACTLY EVERYTHING YOU SAID, BECAUSE I JUST CAME IN.
MY APOLOGIES IF I REPEAT ANYTHING.
FIRST, I WOULD LIKE TO ADDRESS THE KIOSK.
SO, IT SOUNDS LIKE WE ORDERED 12 KIOSKS.
I KNOW WE'RE GETTING THE OTHER SIX THAT ARE SUPPOSED TO BE UP AND RUNNING.
IT KIND OF LOOKS LIKE AN IPAD, ABOUT THAT SIZE.
IT CAN BE ANGLED DOWN AT THE TOP FOR ANYONE THAT IS IN A WHEELCHAIR.
AND WHEN YOU APPROACH IT, IT TAKES KIND OF LIKE AN OUTLINE PICTURE OF YOUR FACE AND IF YOU'RE NOT WEARING A MASK, IT WILL TELL YOU TO PUT YOUR MASK ON.
THEN IT WILL READ YOUR TEMPERATURE.
IF THE TEMPERATURE IS ACCEPTABLE, IT GIVES YOU A GREEN LIGHT AND TELLS YOU THAT YOU'RE GOOD TO GO.
ANY OTHER QUESTIONS ABOUT THE KIOSK? I'M NOT SURE IF ANYTHING WAS DISCUSSED.
>> NO, I JUST COVERED THE BASICS.
I EXPLAINED THE ONES THAT HAVE EMPLOYEES HANDLING THE CHECKPOINTS.
WE STARTED WITH THREE TEMPERATURE STATIONS.
AND WE TRAINED OUR FEDERAL WORK STUDY STUDENTS AND SHORT TERM HOURLIES ON HOW
[00:20:06]
TO PROPERLY DON PPE WITH THE NON TOUCH INFRARED THERMOMETER.WE GAVE THEM INFORMATION ABOUT THE THRESHOLDS AND HOW TO UTILIZE ANY THERMOMETERS THAT MAY BREAK ON US.
WE HAVE THE QR CODE THAT THE STUDENT CAN HOLD UP THEIR PHONE AND ANSWER THE PORTAL QUESTIONS ABOUT COVID SYMPTOMS. AND IN CASE THERE IS EVER A BREAKDOWN OF OPTIMUM HQ WE HAVE THE WRITTEN QUESTIONS SO WE CAN VERBALLY ASK STUDENTS THAT PRESENT TO THE TEMPERATURE STATION EXPERIENCING WITH COVID LIKE SYMPTOMS. WHEN THEY TEST, THEY ARE GIVEN A WRISTBAND.
THE WRISTBAND CHANGES DAY TO DAY, DEPENDS ON THE COLOR.
THEN WE DATE STAMP THE WRISTBANDS SO THAT IT'S GOOD ONLY FOR THAT DAY.
AND THAT'S PRETTY MUCH IT WITH THE WITH THE KIOSKS AND THE TEMPERATURE STATIONS.
THEY'VE THEY'VE MOVED PRETTY EASILY.
WE'VE HAD MONICA AND BRIAN, WHO ARE ATHLETIC TRAINERS ACT AS LEADS.
WE'VE HAD SOME NURSING STUDENTS WORK WITH US FOR SOME CLINICALLY HOURS.
>> I THINK THE BIGGEST KIND OF RUSH IS IN LOT 7 BETWEEN 7 A.M.
OTHERWISE PEOPLE JUST KIND OF TRICKLE IN.
THE OTHER PART THAT WE WOULD LIKE TO DISCUSS BEFORE WE GET OR NOW THAT WE'RE GETTING INTO PROTOCOLS IS ON SITE TESTING.
SO, WE HAVE THE ABILITY OF TAKING SOME SAMPLING FOR TESTING, BUT IT'S NOT MASS TESTING.
SO, WE ARE CONTRACTED WITH QUEST DIAGNOSTICS LABORATORY, AND, AT THIS TIME, BECAUSE WE ARE CONSIDERED LOW MAN TONTO TEM POLE FOR SUPPLIES, RIGHT.
SO WE HAVE WE ARE ALLOTTED 50 NASOPHARYNGEAL SWABS AT A TIME.
THE COST IS $100 PER TEST, AND WE KEEP THEM IN STUDENT HEALTH IN CASE WE HAVE A STUDENT THAT PRESENTS WITH SOMETHING THAT SOUNDS SUSPICIOUS ON HISTORY OR THAT WE FIND ON EXAM.
THE TURNAROUND TIME FROM DATE OF RECEIPT, SO WE PUT THEM OUT EVERY DAY, SAMPLES, LAB SAMPLES, AND QUEST DIAGNOSTICS PICKS THEM UP AT THE END OF THE DAY, IN THE EARLY EVENING, AND DELIVERS THEM TO THE LAB.
SO WERE FROM DATE OF RECEIPT, IT'S ANOTHER TWO TO FIVE DAYS TURNAROUND TIME.
THAT'S STILL, ACCORDING TO THE PUBLIC HEALTH DEPARTMENT, IS PRETTY STANDARD.
THEY'RE QUOTING ANYWHERE FROM TWO TO SIX FROM OTHER LABS.
WE DON'T HAVE THE ABILITY FOR MASS TESTING AT THIS TIME.
THE TESTING REALLY ITSELF IS SIMPLE.
IT GIVES YOU A LOT OF INFO BUT IT HAS TO BE A FEASIBLE PROGRAM.
THERE HAS TO BE A QUICK TURNAROUND TO IDENTIFY THOSE THAT ARE NOT HAVING ANY COVID SYMPTOMS AND THAT COULD BE TRANSMITTING THEM IN OUR COMMUNITY.
AND THAT'S HOW YOU WOULD GAGE THE DISEASE IN A COMMUNITY.
HOWEVER, YOU REALLY NEED TO HAVE 24, 48 HOUR TURNAROUND TIME FOR THAT TO THE EFFECTIVE.
IF YOU'RE DOING FIVE, SIX DAYS, THEN ALL THOSE PEOPLE ARE STILL GOING ON ABOUT THEIR DAILY ROUTINES, RIGHT.
SO, THEN YOU ARE INCREASING THE AMOUNT OF PEOPLE THAT THEY COULD HAVE COME IN CONTACT WITH.
SO, UM, IN ORDER FOR IT TO BE MASS TESTING, IT NEEDS TO BE A PROGRAM.
SO, WE DO HAVE, OBVIOUSLY, THE ABILITY TO DO SOME TESTING ON CAMPUS.
AT THIS POINT, WE DON'T HAVE THE ABILITY OF DOING MASS TESTING AND THE WAY THAT WE WOULD BE ABLE TO DO THAT IS EFFECTIVE IN ORDER FOR PROACTIVE APPROACHES INTO PREVENTING TRANSMISSION OF COVID 19.
BUT WE DO HAVE THE ABILITY OF SOME TESTING, AS THE DOCTOR MENTIONED.
SO, AS THINGS DEVELOP, OBVIOUSLY, WE WILL BE PREPARED.
SO, ON THE PROTOCOLS FOR OUR EMPLOYEES AND THE COLLEGE, UM, THE FIRST ONE IS FEDERAL FACILITIES ARE NOT OPEN TO THE PUBLIC.
WE'RE NOT SERVING THE COMMUNITY ON CAMPUS BESIDES THOSE THAT ARE ASSOCIATED WITH OUR HEALTH CARE PROGRAM OR PROGRAMS FUNCTIONING ON CAMPUS.
[00:25:02]
ANYTHING ELSE STILL CONTINUES TO BE HANDLED REMOTELY, ALL OF OUR BUSINESS IS BEING HANDLED REMOTELY.AND, AGAIN, SOME EXCEPTIONS WITH FACILITIES IN WHICH WE RECEIVE DELIVERIES, MAIL ROOM AND SO ON AND SO FORTH.
AS FOR ALL OF US, WHEN WE COME TO CAMPUS, AGAIN, WE HAVE TO MAINTAIN DISCUSS, WEARING OUR MASKS AT ALL TIME, AND HAND WASHING IS REQUIRED.
AND WE HAVE MULTIPLE SANITATION STATIONS THROUGHOUT CAMPUS THAT WE EXPECT ALL OF US TO USE IN ORDER TO MAINTAIN OUR HANDS CLEAN AND STAY SAFE.
WE ARE NOT PERFORMING O CONDUCTING ANY TYPE OF LARGE MEETINGS ON CAMPUS.
WHEN YOU RUN INTO SOMEONE WITH DISTANCE AND YOU'RE ABLE TO DISCUSS SOMETHING AND THAT'S IT.
BUT EVERY LARGE MEETING, EVERY LARGE COMMITTEE IS STILL BEING CONDUCTED REMOTELY VIA ZOOM.
IN OUR FACILITIES, WE HAD THE GOOD FORTUNE TO WORK WITH A VERY DEDICATED FACILITIES TEAM.
WHEN ALL THIS BEGAN, THANKS TO THE VISION OF VICE PRESIDENT LOPEZ, WE WERE ABLE TO ACCESS SOME CLEANING MATERIALS VERY EARLY ON AND SOME TECHNOLOGIES SOME CLEANING TECHNOLOGY, AND EVERYONE WAS ABLE TO GET TRAINED IN ORDER TO BE ABLE TO DISINFECT OUR CAMPUS IN A QUICK MANNER.
SO WE DID NOT HAVE TO AUDIO) AS WE MOVE INTO THE SPRING OF 2021, WE'RE REMING CONTINUED OPERATIONS IN THE SAME EXACT MANNER AS WE ARE OPERATING AT THIS TIME.
THAT MEANS ONLY A PARTIAL OPENING FOR CITY RELATED COURSES, A PARTIAL OPENING FOR OUR HEALTH CARE COURSES.
IN PERSON COURSES ARE LIMITED TO 10 PEOPLE.
THEY HAVE TO BE THE LABS CONNECTED TO THE CLASS AND OUR HEALTH CARE COURSES.
ALL LECTURE CONTENT IS ONLINE AND THE CANCELLATION AT THIS TIME OF ALL EVENTS AT LEAST TO THE MIDDLE OF THE SPRING SEMESTER UNTIL WE LEARN MORE ABOUT CHANGES ON COVID 19, CHANGES ON THE GUIDELINES FROM THE DEPARTMENT OF PUBLIC HEALTH, AND THE CALIFORNIA DEPARTMENT OF HEALTH AND MOST IMPORTANTLY CHANGES ON THE TRANSMISSIONS IN OUR LOCAL AREAS.
SO WE WOULD LIKE TO RECOMMEND TO THE BOARD OF TRUSTEES THAT WE CONTINUE OPERATING IN THE SAME EXACT MANNER THAT WE ARE OPERATING FOR THE CURRENT FALL 2020.
WE KNOW MANY OF US WERE HOPING TO COME TO CAMPUS DURING THE SPRING SEMESTER, BUT THE CONDITIONS ARE NOT SUCH THAT WE CAN BEGIN OR MIGRATION TO CAMPUS.
SO WE WOULD LIKE TO CONTINUE OPERATIONS THIS WAY.
MAYBE, OBVIOUSLY, AS THINGS DEVELOP AND WE LEARN MORE, WE WILL BE ABLE TO MAKE A SOFT RETURN WITH SOME OF US AND SOME OF OUR CLASSIFIED TEAM MEMBERS, MANAGERS
[00:30:05]
DEPENDING ON HOW THINGS WORK OUT.I THINK INSTRUCTION SHOULD REMAIN THE WAY IT IS AT THIS TIME FOR THE SPRING 2021.
IF YOU HAVE ANY QUESTIONS, I'M READY TO ANSWER THEM.
THANK YOU SO MUCH, DR. FIERRO, FOR THAT UPDATE.
WE WILL GO AHEAD AND TAKE QUESTIONS FROM ANY OF THE BOARD MEMBERS.
DR. FIERRO, WELL, THANK YOU, EVERYONE, FOR THE UPDATES.
I THINK IT'S REALLY IMPORTANT THAT EVERYBODY KNOWS WHAT THAT WILL LOOK LIKE.
YOU MENTIONED THAT THE LAB CLASSES ONLY HAVE 10 STUDENTS PER SESSION, IS THAT CORRECT?
THE LARGE MAJORITY OF OUR CLASSES HAVE ABOUT IS 2 STUDENTS BUT THERE ARE LAB CLASSES THAT ARE HELD IN LARGE SPACES AND SEMI OUTDOORS.
FOR THOSE, WE HAVE UP TO 12 STUDENTS.
>> HOW IS THAT HOW IS THAT HOW IS THAT I GUESS I'M THINKING OF THE LAB INSTRUCTORS.
HOW IS THAT HOW ARE THEY MANAGING THAT, ONE? TWO, ARE WE ABLE TO OFFER THE TRANSITIONAL CURRICULUM WE WOULD FOR THE STUDENTS TYPICALLY? TYPICALLY, YOU KNOW, YOU'D HAVE 25 STUDENTS ENROLLED IN THAT LAB CLASS.
DO YOU JUST SPLIT IT UP IN HALF AND PROVIDE ADIRK COMPENSATION FOR THE INSTRUCTOR? HOW IS THAT BEING MANAGED?
>> WE'LL ASK VICE PRESIDENT TO HELP ME WITH THE ANSWER OF THIS QUESTION.
SOME OF THE CLASSES THEMSELVES WE HAVE SPLIT INTO MULTIPLE MEETING TIMES.
FOR EXAMPLE, THERE COULD HAVE BEEN A CLASSROOM SIZE THAT'S TYPICALLY 30 AND WE HAVE NOW SPLIT IT INTO THREE 10S.
IN SOME CASES, THOSE OTHER TWO SECTIONS THAT ARE NOW ADDED, YES, THAT IS SOMETHING THAT WE WILL COMPENSATE THE FACULTY FOR THE EXTRA TIME.
HOWEVER, IN SOME CASES, SINCE IT ASK THE IT IS A HYBRID APPROACH, MEANING LECTURES ARE STILL ONLINE AND LABS CAN BE DONE IN ON CAMPUS, AND I SAY CAN BECAUSE THERE ARE A FEW PROGRAMS THAT HAVE ONLY OFFERED A FEW OF THEIR TOTAL NUMBER OF LABS ON GROUND.
SO THAT MEANS THEY HAVE FOUND ONLINE SOLUTIONS FOR SOME OF THE LABS, AND SOME OF THE LABS STILL GO ON GROUND SO THEY ONLY MEET DURING THEIR NORMAL LAB TIME SO THAT THEY DON'T MEET ANY MORE THAN USUAL.
NO, THANK YOU, I APPRECIATE THAT.
>> WE HAVE TO RECOGNIZE HOW ACCOMMODATING AND WILLING TO MAKE MODIFICATIONS OF THE CURRICULUM OUR FACULTY HAS BEEN.
TRYING TO IDENTIFY SIMILAR ACTIVITIES ONLINE AND DOING SEMI HYBRID SCHEDULE ON CAMPUS IS CHALLENGING, BUT THEY HAVE DEFINITELY STEPPED UP TO THE PLATE TO ENSURE THAT WE ARE ABLE TO DELIVER THOSE COURSES TO THE BEST OF OUR ABILITIES.
I RECOGNIZE THAT WE HAVE TO MANAGE IT AND WHAT WILL BE THE BEST OUTCOME FOR OUR STUDENTS.
I KNOW THERE WAS AN ARTICLE IN "THE NEW YORK TIMES" ABOUT INCOMPLETE INCOMPLETE INSTRUCTION.
I'M WONDERING HOW WE'RE ADDRESSING THAT.
I SHARE THAT ONLY BECAUSE RECOGNIZING THAT I'VE BEEN IN A HYBRID PROGRAM WHEN I DID MY SECOND MASTERS DEGREE, THAT I FELT I KIND OF GOT CHEATED A LITTLE BIT IN TERMS OF THE SKILL SETS THAT SHOULD HAVE BEEN DONE PER CLASS AND STILL EXPECTED AS A STUDENT TO BE ABLE TO TRANSLATE THAT AND TAKE THOSE SKILLS TO THE NEXT CLASS.
ARE WE ADDRESSING THAT? WHAT, IF ANYTHING, ARE WE DOING TO MAKE SURE STUDENTS, THAT WE ARE ACTUALLY TRULY PREPARING THEM AND NOW SOMEHOW MINIMIZING THAT BECAUSE OF THE SITUATION, THAT WE'RE NOT GOING TO HAVE COMPLETE INSTRUCTION OF THE COURSE ITSELF?
>> THANK YOU, TRUSTEE AVALOS FOR THE QUESTION.
WE'LL ASK THE VICE PRESIDENT TO HELP ME WITH THE REST OF THE QUESTION.
IN THE MEETINGS THAT I HAVE BEEN IN RELATION TO THE TRANSITION, QUALITY OF INSTRUCTION AND ADHERANCE TO THE CURRICULUM HAVE BEEN HIGHLIGHTED BASICALLY IN
[00:35:01]
EVERY CONVERSATION THAT I HAVE BEEN, NOT JUST BY ME BUT EVERYONE INVOLVED INCLUDING FACULTY.IT IS MY UNDERSTANDING THAT THERE ARE MODIFICATIONS TO THE CLASSROOM, BUT THERE ARE NOT MODIFICATIONS TO THE CURRICULUM OR CHANGES ON THE LEARNING OUTCOMES.
IT IS MY UNDERSTANDING WE ARE STILL TRYING TO MEET THE SAME EXACT LEARNING OUTCOMES, BUT WHAT WE'RE USING IS MODIFIED ACTIVITIES IN ORDER TO ACHIEVE THE SAME RESULTS.
>> I'LL START, IF YOU DON'T MIND.
IF I MISS ANYTHING YOU THINK IS IMPORTANT, PLEASE JUMP IN.
THERE ARE A COUPLE OF DIFFERENT INCOMPLETELYS.
AS WE HAD THE STAY AT HOME ORDER FROM THE STATE AND THE COUNTY, THERE WERE A FEW PROGRAMS THAT STUDENTS COULD NOT FINISH THEIR PROGRAM THAT SEMESTER, AS, FOR EXAMPLE, SOME OF THE ALLIED HEALTH FIELD BECAUSE OF OUTSIDE ACCREDITING BODIES.
THOSE STUDENT DID TAKE AN INCOMPLETE.
HOWEVER, THOSE BODIES, AS THE BOARD OF REGISTERED NURSING, WORKED THROUGH SOLUTIONS AND PRESENTED SOLUTIONS TO THE DISTRICT, OUR FACULTY AND THE ALLIED HEALTH PROGRAMS FOUND SUMMER SOLUTIONS TO HELP BRING THEM BACK SOONER THAN LATER INSTEAD OF WAITING.
SO, BY THE END OF SUMMER, WE WERE ABLE TO FINISH AND KEEP MANY OF OUR STUDENTS ON TRACK.
NOT ONLY FOR NURSING BUT FOR DENTAL HYGIENE AS WELL.
SO THAT'S A COUPLE OF OF THE EXAMPLES OF WHAT THE FACULTY HAVE DONE TO MAKE UP WHAT WOULD BE AN INCOMPLETE.
NOW, THE OTHER PART OF THE QUESTION THAT YOU ASKED WAS POTENTIALLY INCOMPLETE DELIVERY OF MATERIAL.
EVERYTHING I HAVE SEEN, EVERY ONE I'VE SPOKEN TO, EVERY FACULTY HAVE ADHERED TO THE CURRICULUM OUTLINE OF RECORD.
I'VE SEEN NO CORNERS CUT AND I DON'T EXPECT TO SEE THIS.
AS A MATTER OF FACT, I WILL SAY THAT MOST OF THE FACULTY STRUGGLED WITH WONDERING HOW THEY WOULD BE ABLE TO GIVE THIS MATERIAL ONLINE.
THEIR CONCERN WAS THE STUDENTS.
AND, YOU KNOW, I WATCHED SOME INCREDIBLE SOLUTIONS.
I'LL GIVE YOU AN EXAMPLE OF WHAT YOU MIGHT THINK A CHALLENGING COURSE TO BRING ONLINE TO THE ONLINE ENVIRONMENT ARE MANY OF YOUR LABS IN SCIENCES.
HOW DOES CHEM TRY DOO THIS? HOW DOES PHYSICS DO THIS? I WISH I COULD TELL YOU OTHER THAN THE HERCULEAN EFFORT THEY PUT IN AND FOUND SOFTWARE SOLUTIONS AND, ALSO, WE HAVE WORKED WITH SENATE PRESIDENT, THE UNION AND ALL OF US HERE AS MANAGERS TO ALLOW FACULTY IN THOSE DISCIPLINES TO EVEN COME BACK TO CAMPUS AND MAKE RECORDINGS OF DEMONSTRATIONS OF WHAT THE STUDENTS WOULD HAVE DONE TO AT LEAST SEE AND UNDERSTAND WHAT THEY'RE DOING SO THAT THEY CAN BASICALLY KIND OF SAY, HERE'S WHAT YOU WOULD HAVE TOUCHED IN LAB, NOW HERE'S YOUR DATA IN FRONT OF YOU.
YOU STILL GET TO WORK WITH IT.
I HAVE SEEN NOTHING BUT AN EFFORT TO MAINTAIN THE VIGOR OF THE COURSE.
I DON'T KNOW IF THERE'S ANYTHING ELSE YOU'D LIKE TO MENTION.
>> SURE, I JUST WANT TO SAY THE DIFFERENCE, TOO, THESE PROGRAMS WERE NOT HYBRID PROGRAMS TO BEGIN WITH.
SO THE REASON THAT THESE ACTIVITIES WERE IDENTIFIED AS HAVING TO BE ON CAMPUS IS BECAUSE THEY DIDN'T WANT TO SHORTCHANGE OR OFFER INCOMPLETE INSTRUCTION TO STUDENTS.
THESE ARE PROGRAMS THAT SAID IT WOULD BE IMPOSSIBLE TO HAVE A COMPLETE EDUCATION COMPLETELY ONLINE.
I'VE HEARD, YOU KNOW, THE FACULTY THAT I'VE TALKED TO, SIMILAR TO WHAT RICK IS SAYING, WE HAVE FACULTY WHO ARE THEIR STUDENTS AREN'T EVEN ON CAMPUS YET, BUT THEY'VE BEEN ON CAMPUS EVERY DAY TO MAKE SURE THEY'VE MADE SUFFICIENT VIDEOS TO TEACH STUDENTS HOW TO BE SAFE IN THESE LAB ENVIRONMENTS BECAUSE THEY DON'T WANT STUDENTS TO COME INTO THE LAB AND NOT HAVE THE APPROPRIATE SKILL SET TO BE SAFE IN THE LAB.
AND THEN THOSE SAME FACULTY ARE SAYING, EVEN WHEN STUDENTS DO COME INTO THE LAB, THEY'LL STILL HAVE TO DO REFRESHERS AND MAKE SURE EVERYONE IS SAFE, ON A HEALTH SCALE, RIGHT, BUT ALSO OPERATING THE MACHINERY.
I THINK THAT OUR FACULTY HAVE REALLY RESPONDED WELL, AND THEY'VE YOU KNOW, I THINK, IF ANYTHING, THERE HAS BEEN TIMES WHEN WE SAID, DO YOU NEED TO BE ON CAMPUS FOR THIS? WE HAVE FACULTY WHO ARE SAYING WE WANT TO MAKE SURE OUR STUDENTS HAVE THE SKILL SETS TO BE SUCCESSFUL IN THE PROGRAMS THAT ARE ON GROUND.
I ALSO THINK THAT WITH THE ONLINE EDUCATION, PROGRAMS THAT HAVE GONE COMPLETELY ONLINE, WE ARE CURRENTLY IN AN EMERGENCY SITUATION WHERE WE HAVE FACULTY WHO MAY NOT HAVE HAD THE TRAINING TO GO ONLINE PRIOR TO THE PANDEMIC.
[00:40:04]
AND AS A RESPONSE, WE'VE ACTUALLY IDENTIFIED THREE FACULTY TO ASSIST IN TRAINING FOLKS AND SET UP SEVERAL DIFFERENT METHODS OF TRAINING SO FACULTY AT LEAST AT THE VERY LEAST WITHIN THE SEMESTER HAVE THE ABILITY TO UNDERSTAND REALLY AND EFFECTIVE CONTACT AND ACCESSIBILITY FOR OUR STUDENTS AND THAT WE'VE SEEN A GREAT RESPONSE FROM A LOT OF FACULTY SAYING I WANT TO GO BEYOND THAT AND WANT TO HAVE FULL ONLINE CERTIFICATION BECAUSE THEY CARE SO MUCH ABOUT THEIR STUDENTS AND WANT TO MAKE SURE THEY'RE NOT SHORTCHANGED IN THEIR EDUCATION.I THINK AS A CAMPUS, WE'RE REALLY TRYING TO RESPOND WELL TO THE PANDEMIC AND OUR STUDENTS' NEEDS AND TRYING TO MAKE SURE THEY ARE HAVING THAT COMPLETE SKILL SET.
I ALSO KNOW THAT FACULTY IN EVERY DISCIPLINE THAT HAS OUTSIDE ACCREDITING BODIES OR THAT HAVE IN OUR SCIENCES THOSE THAT ARE DEALING OR STUDENTS THAT TRANSFER INTO FOUR YEAR UNIVERSITIES WITH LABS NOT ON GROUND, THEY'RE FOLLOWING WHAT OUR LOCAL TRANSFER UNIVERSITIES ARE DOING TO GIVE THE STUDENTS WHAT THEY NEED IN ORDER TO BE SUCCESSFUL AND TRANSFER.
AND OUR COUNSELORS ARE DOING THE SAME.
I'VE SEEN ALL OF OUR FACULTY REALLY STEP UP TO MAKE SURE THEY'RE GIVING STUDENTS WHAT THEY NEED IN ORDER TO SUCCEED IN THEIR FIELDS AS WELL AS IN TRANSFER.
MORE IMPORTANTLY, THAT OUR STUDENTS ARE GETTING EXACTLY WHAT THEY NEED.
I WOULD HATE FOR THEM TO MOVE ON AND FEEL LIKE THEY SOMEHOW DIDN'T GET THAT.
KUDOS TO EVERYONE WHO'S DOING THAT.
I JUST HAD TO BRING IT UP BECAUSE IT'S A CONCERN, OBVIOUSLY, AS A PARENT MYSELF AND MY SON GOING TO COLLEGE NEXT FALL, GEEZ, UM, YOU KNOW, IT'S CERTAINLY SOMETHING I THINK ABOUT.
THANK YOU FOR ADDRESSING THAT.
WHAT OTHER QUESTIONS DO WE HAVE FROM ANY OTHER BOARD MEMBERS?
WE'LL GO AHEAD AND START WITH DR. SALAZAR.
>> YES, I HAD A QUESTION ABOUT THE KIOSK.
I THINK I MISSED IT BECAUSE I HAD AUDIO ISSUES.
HOW MANY DO WE HAVE, AND WHAT IS THE ACTUAL INFORMATION IT IS COLLECTING? THE OTHER QUESTION IS, WHO GETS TESTING KNOWING IT'S A FIVE DAY TURNAROUND.
I WANTED TO SEE HOW WHAT ARE THE THOUGHTS IN TERMS OF HOW WE WILL USE THOSE TESTS THAT ARE AVAILABLE.
>> I WILL ASK THE DOCTOR TO HELP ME WITH THIS ANSWER.
SO, AS OF LAST WEEK, WE HAD SIX OF OUR KIOSKS ON CAMPUS, AND I'M ACTUALLY GOING TO ASK FELIPE IF THE OTHER SIX CAME IN.
I KNOW WE WERE WAITING FOR THEM AND WE WERE IN THE PROCESS OF SEEKING INFORMATION ON THE I.T.
I'M NOT REALLY SURE WHAT THAT ENTAILS.
SO THE INFORMATION THAT IT COLLECTS IS THE TEMPERATURE.
FELIPE, DID I MISS ANYTHING ABOUT THAT?
CURRENTLY WE HAVE SIX UP AND GOING, AND WE'RE STILL CONTINUING TO DO TESTING ON THEM.
THE OTHER SIX WE'RE HOPEFUL TO WE'RE MISSING THE ACTUAL STAND THAT GOES ON TO THEM.
WE'RE STILL WORKING WITH THE VENDOR TO GET ALL THE PIECES TO US, SO ONCE WE HAVE THOSE HERE, WE'LL BE ABLE TO INSTALL THEM, GET ALL 12 OF THEM OPERATIONAL AND THEN PROVIDE SOME MORE TRAINING AND THEN BEFORE WE ACTUALLY IMPLEMENT THEM COMPLETELY.
AND SO THE GOAL WOULD BE TO EVENTUALLY REMOVE THE THE KIOSKS THAT ARE IN THE PARKING LOTS AND MOVE TOWARDS UTILIZING THE 12 THAT WOULD BE THE ACTUAL TOUCHLESS SCREENS.
>> SO, IS THE IDEA I GUESS MY QUESTION ALSO IS, IF THEY ARE FOUND TO HAVE A TEMPERATURE, WHAT HAPPENS NEXT AND WHO IS MONITORING THAT? AND IF THERE'S ACTUALLY STAFF AT THE KIOSK OR MORE LIKE A SELF SERVICE TYPE THING?
YOU WALK UP AND, AGAIN, IT TAKES A PICTURE OR AN OUTLINE OF YOUR FACE, IT ASKS YOU TO PUT A MASK ON IF IT NOTES YOUR NOT WEARING A MASK AND ONCE YOU PUT YOUR MASK ON, READ YOUR TEMPERATURE AND GIVE YOU A GREEN LIGHT.
IF YOU GET THE GREEN LIGHT, WE WILL HAVE IT STAFFED WITH AN ATTENDANT WHO WILL OFFER THE WRISTBAND COLOR OF THE DAY, WHICH IS DATE STAMPED ON IT SO THEY CAN WEAR THE WRISTBAND INTO THEIR CLASSROOMS, SAME THING WITH OUR PARKING LOT TEMPERATURE
[00:45:01]
STATIONS, IT'S JUST ONE ATTENDANT PER KIOSK.>> THE OTHER THING I WOULD ADD, IF IT DOES READ A TEMPERATURE TO BE HIGH, IT WILL GIVE YOU A RED.
AND IT WOULD ALSO SOUND AN ALARM ON THE ACTUAL DEVICE.
>> AND YOU DON'T GET A WRISTBAND.
THANK YOU FOR THAT INFORMATION IN CLARIFYING.
YOU COME IN AND YOU GET A STICKER.
IT SOUNDS WE'RE KIND OF DOING WHAT THIS PRACTICE IS AS OF NOW.
PRIOR TO THAT, WE ARE ASKING ALL EMPLOYEES AND ALL STUDENTS TO TAKE THE PRE SCREENING QUESTIONNAIRE.
IF THE PRE SCREENING QUESTIONNAIRE YOU GET YOU CANNOT COME TO WORK, YOU SHOULD NOT COME TO WORK SO THE KIOSK AND ALL THAT WILL ESSENTIALLY AT THAT POINT NOT TAKE PLACE.
SO, PRIOR TO COMING TO THE KIOSK, EVERYONE SHOULD HAVE THEIR QUESTIONNAIRE AND CLEARED TO COME TO CAMPUS.
SO THEY HAVE TO DO BOTH IN ORDER TO ENTER.
>> AND DR. SALAZAR, YOU HAD A SECOND PART OF THE QUESTION.
THE QUESTION WAS ABOUT THE TESTING.
YOU KNOW, I GUESS MY CONCERN IS THE TURNAROUND TIME BECAUSE IT TAKES A LONG TIME.
YOU KNOW, IT'S PROBABLY MORE ON THE SIDE OF FIVE DAYS THAT WE'D GET THE RESULTS BACK.
THE QUESTION IS, WHO WOULD GET THE TESTING?
>> SO, BECAUSE WE HAVE A LIMITED NUMBER IN STUDENT HEALTH SERVICES, THESE ARE FOR STUDENTS.
IF A STUDENT PRESENTS TO STUDENT HEALTH FOR IT COULD BE FOR WHATEVER, BUT IF SOMETHING COMES UP ON HISTORY OR SUSPICIOUS ON EXAM, THEN WE VIDEO THE ABILITY WE HAVE THE ABILITY TO TEST.
WE MAKE THE RECOMMENDATION THAT YOU HAVE COVID LIKE SYMPTOMS, YOU NEED TO SELF ISOLATE UNTIL WE GET THE TEST BACK.
WE CAN MANAGE AND CONTACT TRACING THROUGH THE OPTIMUM HQ PROGRAM.
THANK YOU FOR THAT RECOGNITION.
FIRST OFF, I JUST WANTED TO COMMEND PRESIDENT FIERRO ON THAT PRESENTATION.
I DEFINITELY FEEL MORE INFORMED ABOUT OUR PATHWAY AND OUR JOURNEY BACK TO CAMPUS.
I'M PRETTY SURE ONCE THINGS ARE COMPLETELY OPEN, PEOPLE ARE DEFINITELY GOING TO APPRECIATE THE OPPORTUNITY TO ASSOCIATE WITH ONE ANOTHER LIKE WE DID BEFORE.
THAT'S MUCH MORE THAN WE DID BEFORE.
ONE, I WENT ON CAMPUS FOR THE STUDY HALL AND I NOTICED ONE OF THE KIOSKS, BUT IT DIDN'T LOOK OPERATIONAL.
ARE ALL THE KIOSKS CONSISTENTLY OPERATIONAL? OR IS IT LIKE, YOU KNOW, PARTLY STAFFED PARTLY, YOU KNOW, KIND OF AUTONOMOUS, YOU KNOW, BECAUSE THE ONE I SAW, IT SEEMED LIKE IT WAS OFF.
BUT THERE WERE ALSO PERSONNEL AVAILABLE TO TAKE MY TEMPERATURE AND INSTRUCT ME ON HOW TO DO THE QUESTIONNAIRE.
SO I JUST WANTED TO KNOW A LITTLE BIT ABOUT THAT.
>> I CAN ANSWER THAT, DR. FIERRO.
>> SO, RIGHT NOW WE HAVE BEGUN INSTALLING THEM.
SO, THE TWO THAT YOU SAW IN THE STUDY HALL ARE NOT OPERATIONAL.
THAT'S WHY WE STILL HAVE THE KIOSKS OUT IN THE PARKING LOT, AND WE'LL CONTINUE TO DO THAT UNTIL WE ARE CONFIDENT AND COMFORTABLE WITH THEM AND GET ALL 12 OF THEM OPERATIONAL ON THAT.
SO, THE GOAL IS, AS SOON AS THEY'RE DONE, THAT WE WILL BE REMOVING THE ACTUAL KIOSKS THAT WE HAVE SET UP IN THE PARKING LOTS.
BUT UNTIL WE DO SO, WE'LL CONTINUE TO OPERATE THOSE UNTIL WE'RE READY.
SO, YOU WILL SEE SOME OF THEM ARE ALREADY OUT THERE.
WE CURRENTLY HAVE INSTALLED TWO, ONE ON EACH SIDE OF THE STUDY HALL AND ONE IN THE STILLS LAB AND WE'VE ALSO INSTALLED IN THE HEALTH SCIENCE BUILDING AS WELL, UM, AND THIS WEEK, WE WERE ACTUALLY LOOKING AT SPACES ON A COUPLE OF OUR MORE OF OUR WHAT WE CALL OUR TOUGHER LOCATIONS, WHICH IS IN OUR AUTO TECH AREAS, SO MAKING SURE WE CAN PLACE THEM IN A REASONABLE AREA.
BUT, RIGHT NOW WE HAVE INSTALLED AS MANY AS WE CAN BECAUSE WE'RE STILL WAITING
[00:50:03]
ON THE STANDS TO COME ON THE EXISTING SIX.AND SO WE DO HAVE THE T ONLY ONE THAT IS CURRENTLY OPERATIONAL IS THE ONE IN THE ADMIN, AND THAT'S PRIMARILY FOR EMPLOYEES IN THE ADMIN BUILDING.
AND SO THAT WAS THE VERY FIRST ONE THAT WAS DONE, AND WE USE THAT AS OUR TEST MODEL TO TEST IT WITH OUR CURRENT EMPLOYEES.
AND SO THAT'S THE ONLY ONE THAT YOU THAT YOU WOULD SEE OPERATIONAL.
BUT CHANCES ARE, IF YOU'RE A STUDENT, YOU WOULDN'T BE GOING TO THE ADMIN AREA BECAUSE ALL OF THOSE AREAS RIGHT NOW ARE CLOSED.
BUT WE DO HAVE THAT ONE OPERATIONAL.
SPECIFICALLY IT'S JUST AS A TESTING CASE SO WE CAN GET COMFORTABLE WITH THE SYSTEM, HOW IT WORKS, AND THEN, ONCE WE HAVE THAT AND HAVE ALL 12 OF THEM IN PLACE, THEN WE WOULD PULL THE TRIGGER ON MAKING THOSE OPERATIONAL.
TRUSTEE WALLACE, DO YOU HAVE ANYTHING ELSE?
WILL STUDENT LEADERSHIP BE ALLOWED ON CAMPUS TO CONDUCT THE >> I HARDLY TELL THE STUDENTS NO, BUT THIS IS A NO.
ALL LARGE MEETINGS, WE ARE STILL CONDUCTING THOSE REMOTELY, SO WE DO NOT WANT TO HAVE ANY LARGE GATHERINGS ON CAMPUS.
DR. FIERRO AND OTHERS OF THE ADMINISTRATION, ARE THERE ANY PLANS TO OPEN UP THE LA MIRADA SITE TO MY LABS OR OTHER CLASSES IN THE SPRING SEMESTER?
>> UM, AT THIS TIME WE DO NOT, AND NOT BECAUSE WE DO NOT WANT TO, BUT BECAUSE THE L.A.
PUBLIC HEALTH DEPARTMENT HAS NOT EXPANDED THE AUTHORIZATION FOR CLASSES.
SO THE ONLY THING WE CAN OFFER ARE THOSE THAT ARE FOR FRONTLINE WORKERS AND HEALTH CARE.
>> DR. FIERRO, MAY I ALSO ADD, THE LA MIRADA SITE WAS ALSO LECTURE BASED ONLY, THERE WERE NO LABS, ALSO.
SO ANY OF THE COURSES THAT WOULD BE OFFER WOULD STILL BE VIRTUAL AND ONLINE COURSES BECAUSE IT'S LECTURE ONLY.
>> THERE WERE PLANS TO EVENTUALLY OFFER SOME BIOLOGY CLASSES, AS I RECALL.
WILL THAT BE IN PART LAB AT THE TIME OR WAS THAT ALWAYS PLANNED TO BE A LECTURE BASED BIOLOGY?
WE WERE EXPLORING AND WE HAD NOT COME TO THE FINAL DETERMINATION YET WHEN COVID HIT US.
SO WE WILL CONTINUE TO EXPLORE THAT IN THE FUTURE.
ARE THERE ANY OTHER QUESTIONS? OKAY.
I HAVE A COUPLE OF QUESTIONS, THEN.
SO, IN REGARDS TO THE SPRING BEING VIRTUAL, WHEN IS THE TIMELINE TO COMMUNICATE THIS WITH OUR STUDENTS, AND WHAT'S THE REGISTRATION PERIOD GOING TO BE?
>> SO, I'LL ANSWER THE FIRST PART OF THAT QUESTION AND THEN RICK WILL GIVE YOU DETAILS ON THE REGISTRATION PERIOD AND SOME OF THE CHANGES THAT WE'RE MAKING IN THE BACKGROUND TO BE ABLE TO MEET THE DEADLINES.
SO, IF WE ALL AGREE TO CONTINUE 2021, THE SPRING IN THE CURRENT FORMAT, WE'RE HOPING TO SEND NOTIFICATION TO THE CAMPUS COMMUNITY, AT LEAST JUST THE BASIC INFORMATION THAT WE WILL CONTINUE TO DO THIS PROBABLY THIS EVENING OR TOMORROW MORNING, AND WE'RE GOING TO HAVE TO MAKE SOME CHANGES, WHICH WE HAD ALREADY ANTICIPATED.
SO WE WERE DOING A LITTLE BIT OF DOUBLE WORK IN THE BACKGROUND TO BE ABLE TO MEET SOME OF THE DEADLINES FOR ENROLLMENT.
HE WILL TELL US A LITTLE BIT ABOUT THAT WORK AND THE FIRST DAY OF ENROLLMENT AND ALL THAT.
SO, I WANT TO FIRST THANK REACH ACROSS THE TABLE AND THANK DR. PEREZ AND STUDENT SERVICES.
IT IS A JOINT EFFORT TO DETERMINE THE ENROLLMENT DATES.
SO I'D LIKE TO SHARE WITH YOU WHEN THAT STARTS.
OUR TIER 1 ENROLLMENT WILL START OCTOBER 19TH.
[00:55:01]
AND THEN TIER 2, OCTOBER 22ND.CONTINUING STUDENTS, OCTOBER 27TH.
AND OPEN ENROLLMENT NOVEMBER 18TH ALL THE WAY THROUGH THE START OF THE TERM.
SO, IN ESSENCE, TWO AND A HALF, THREE WEEKS INTO OCTOBER, THIRD WEEK INTO OCTOBER, WE'LL START ENROLLMENT.
SO, WORKING BACKWARDS FROM THAT, OUR GOAL IS TO HAVE THE SCHEDULE PLUS UPDATED NOW AS AN ONLINE CAMPUS AGAIN FOR SPRING TWO TO THREE WEEKS BEFORE THE START OF THE TERM.
SO, OCTOBER 1ST IS A TIGHT TURNAROUND TIME.
BUT WHAT WE DID DO IS, AFTER WORKING WITH MANY OF THE DEANS AND DISCUSSING, WE CREATED THE SPRING SOMEWHERE AS AN ON GROUND BECAUSE IT IS FASTER TO CONVERT AN ON GROUND TO AN ONLINE CAMPUS THAN IF WE WOULD HAVE BUILT AN ONLINE SCHEDULE AND CONVERTED IT TO ON GROUND BECAUSE OF ALL THE ROOMS AND SYNCING OF THE ROOMS. SO, I HAVE A MEETING WE HAVE A MEETING TOMORROW MORNING TO DISCUSS WITH THE DEANS IF IF IT IS AGREED UPON TONIGHT, THE PLAN TO CONVERT.
WE'VE DONE IT TWICE NOW FOR SUMMER AND FOR FALL AND I THINK WE'RE GETTING GOOD AT IT.
ITS UNFORTUNATE COVID IS MAKING US GET GOOD AT THIS, BUT WE HAVE.
WE WILL CREATE A SPREADSHEET OF ALL THE COURSES OFFERED IN SPRING.
THEY BE SENT TO THE INDIVIDUAL DIVISION OFFICES AND THE DIVISIONS WILL WORK WITH THE CHAIRS TO DETERMINE WHICH OF THE COURSES WILL BE SYNCHRONNOUS OR ASYNCHRONOUS.
SOME FACULTY HAVE A SYNCHRONOUS MEETING TIME.
SO THEY WILL TELL US WHICH PATTERN, AND THAT WILL COME BACK IN ABOUT A WEEK'S TIME.
SO, IF THE VOTE GOES THROUGH AND WE SEND THIS OUT LATE TOMORROW IN ABOUT A WEEK'S TIME, FRIDAY THE 25TH, MY OFFICE WILL BE, THEN, FOR THE NEXT WEEK, UPDATING SCHEDULE PLUS FOR THE CAMPUS AS A VIRTUAL CAMPUS FOR AN ONLINE CAMPUS.
HAS A PART IN THIS EVERY TIME.
I.T.'S ROLE IS TO WORK WITH ACADEMIC AFFAIRS TO MAKE SURE THAT SCHEDULE PLUS IS DENOTING THE CHANGE AND THERE'S NOTES IN THERE TO REMIND THE STUDENTS WHAT IS GOING ON.
WE'VE DONE THIS FOR THE LAST TWO SEMESTERS NOW.
AND THEN WE ALSO WORK WITH OFFICE OF PUBLIC INFORMATION, MS. MAYA WALKER, TO UPDATE OUR WEBSITES.
SO, IN SUMMARY, WE WORK WITH THE FACULTY, DETERMINE SYNCHRONOUS, ASYNCHRONOUS, UPDATE OUR SCHEDULE PLUS, PUT NOTES IN SCHEDULE PLUS, SEND NOTIFICATION TO STUDENTS ON OUR WEBSITES AND OUR GOAL IS THE FIRST WEEK OF OCTOBER TO HAVE THE SCHEDULE UP AND READY SO OUR STUDENTS HAVE AT LEAST A SOLID TWO WEEKS, IF NOT APPROACHING THREE WEEKS, TO UNDERSTAND WHAT THE CHANGES ARE TO LOAD THEIR CARTS TO GET READY TO ENROLL.
DR. PEREZ, DID I MISS ANYTHING? I KNOW THIS WAS A JOINT EFFORT.
I'M GLAD WE'RE GOING TO GET THIS INFORMATION OUT TO OUR STUDENTS AND HOPEFULLY THEY CAN, YOU KNOW, PLAN THEIR SCHEDULE FOR NEXT YEAR AS QUICKLY AS POSSIBLE.
UM, THE OTHER QUESTION I HAD WAS ON THE MASS TESTING.
I APPRECIATE YOU EXPLAINING THE THE CHALLENGES TO DO MASS TESTING.
WHAT HAVE YOU LEARNED FROM OTHER COLLEGES OR UNIVERSITIES ACROSS THE COUNTRY IS HAVE HAVE WORKED WELL AND HAVEN'T WORKED WELL IN REGARDS TO THEIR MASS TESTING PROGRAMS. I WILL APOLOGIZE IN ADVANCE.
I HAVE A VERY TIRED 3 YEAR OLD.
WHAT I'VE LEARNED IS MOST ARE NOT DOING ANY MASS TESTING AND THEY'RE I THINK WE ARE THE ONLY ONES THAT FEEL COMFORTABLE DOING CONTRACT TRACING.
IN TERMS OF UNIVERSITIES, PEOPLE I'VE SPOKEN WITH AND READ ARTICLES ABOUT, THOUGH THE SMALLER AND LARGE PRIVATE COLLEGES, CALTECH, HARVARD, SMITH, BROWN, THOSE TYPES OF SCHOOLS, THEY ARE DOING MASS TESTING, BUT THEY ALSO ARE GETTING A ONE DAY TURNAROUND TIME, AND THOSE TEND TO BE, FROM MY UNDERSTANDING, CONTRACTED WITH NOT LIKE A QUEST OR A LABCORP, MORE OF KIND OF A BOUTIQUE LAB, I GUESS, WOULD BE THE BEST WAY TO EXPLAIN IT.
[01:00:03]
ALSO, YOU HAVE TO THINK ABOUT STAFFING.IF WE HAVE 900 TO 1,000 STUDENTS COMING ON THE CAMPUS FOR THEIR LABS AND THEIR SKILLS, HOW WOULD WE BREAK THAT UP WITH VERY LIMITED STAFF? IF WE WANTED TO DO, SAY, 1,000 STUDENTS IN ONE WEEK, SO ABOUT 200 A DAY, WE WOULD NEED TO CONTRACT OUT WITH A SERVICE TO COME ON TO CAMPUS AND SCHEDULE APPOINTMENTS.
AGAIN, YOU DON'T WANT PEOPLE WAITING IN A WAITING ROOM.
SO IT WOULD BE IMPORTANT TO CONTRACT OUT TO MAKE SURE THAT WE HAVE OPTIMAL LEVELS OF STAFF TO EVEN COLLECT THAT THAT AMOUNT OF TESTING.
AND, YOU KNOW, I'M SURE YOU'VE HEARD OF THE RAPID DIAGNOSTIC TESTING.
IT'S AN ANTIGEN TEST, AND IT'S NOT VERY EFFECTIVE.
IT'S ONLY EFFECTIVE FOR THAT MOMENT IN TIME THAT YOU TAKE THE TEST, SO THE FAILURE RATE NOT FAILURE RATE OR EFFICACY OR SENSITIVITY IS LOWER.
SO THAT'S WHY WE REALLY RECOMMEND THE NASOPHARYNGEAL SWAB BECAUSE IT TESTS MORE FOR DNA FRAGMENTS THAN SURFACE PROTEINS AND IS MORE ACCURATE.
DID THAT ANSWER YOUR QUESTION? I KNOW I'M TALKING VERY FAST.
>> YES, YOU DID ANSWER THE QUESTION.
THEN I THINK THE ONLY OTHER QUESTION I GOT ASKED FROM SOMEBODY IN THE COMMUNITY, ARE WE DOING GRADES FOR THIS SEMESTER? DO WE PLAN TO DO THAT? SOMEBODY ASKED ME IF WE DID GRADES FOR SPRING.
AND, ARE WE DOING GRADES FOR FALL?
WE HAVE NOT CHANGED OUR GRADE POLICY OR ANYTHING LIKE THAT.
THERE WERE SOME EXCEPTIONS IN WHICH THE STUDENTS WERE ABLE TO TAKE LATE WITHDRAWALS ACTUALLY FOR COVID RELATED CASES, AND IN SOME CLASSES, SOME PASS/FAIL.
I THINK FOR THE SPRING SEMESTER I MEAN, FOR THE FALL SEMESTER, GRADE POLICIES HAVE NOT CHANGED.
>> THANK YOU FOR THAT QUESTION.
LAST SPRING, WE WERE ALLOWED TO GIVE EXCUSED WITHDRAWALS BECAUSE OF COVID.
THIS FALL WE GO BACK TO THE NORMAL PROCESS.
HOWEVER, WE DO UNDERSTAND THAT SOME NEW STUDENTS MIGHT THIS MIGHT BE THEIR FIRST GO AT AN ONLINE COURSE, SO WE DO HAVE A PROCESS FOR EXTENUATING CIRCUMSTANCES.
THE STUDENTS HAVE ALWAYS BEEN ABLE TO ASK FOR THAT ESSENTIALLY EW.
THAT IS STILL IN PLACE IF THEY WANT.
I HOPE THAT ADDRESSES WHAT YOU ASKED.
THEN MY LAST QUESTION IS: ARE WE PAYING FOR ALL THIS WITH OUR CARES ACT FUNDING?
>> SOME PARTS WE ARE AND SOME PARTS WE ARE DOING GENERAL FUND.
SO, DEPENDING ON THE TYPE OF EXPENSE, IF IT IS ALLOWED TO CATEGORIZE INTO CARES ACT, WE DO.
ESSENTIALLY ANY EXPENSE THAT WE INCUR BECAUSE OF COVID 19 THAT IS DIRECTLY RELATED TO INSTRUCTION, WE ARE ABLE TO USE THE CARES ACT MONEY.
OTHER EXPENSES THAT ARE NOT DIRECTLY RELATED TO INSTRUCTION ARE HARDER TO CLAIM.
OKAY BUT, LIKE, FOR EXAMPLE ALL THE STRUCTURE WITH THE TESTING, WITH THE TEMPERATURE SCANNERS, THAT'S ALL, I ASSUME, SOMETHING THAT WE PAID WITH ONE TIME FUNDS?
>> ALL OF OUR TEMPERATURE STATIONS, EVEN THE OPTIMUM HQ, WHICH IS OUR STUDENT PORTAL FOR STUDENTS TO DO THEIR QUESTION PRESCREENS, ALL THAT PLATFORM IS ALL PAID THROUGH CARES ACT.
ANYTHING THAT WE NEEDED TO DO TO GET THE CAMPUS READY TO OPEN UP IS ALL PAID FOR THROUGH CARES ACT, SO ANIES OF THE MODIFICATIONS, ANY PLEXIGLAS.
YOU'VE SEEN THOSE HAND SANITIZER MACHINES, THE SIGNAGE, ALL THAT WAS ALLOWABLE TO BE PAID UNDER CARES ACT.
I APPRECIATE THE REALLY GOOD DISCUSSION FROM BOARD MEMBERS AND THE REALLY GOOD
[01:05:01]
PRESENTATION FROM DR. FIERRO AND EVERYBODY HERE SO THANK YOU AGAIN.SO I THINK THAT I THINK THAT CONCLUDES THIS ITEM.
[2.02 Presentation and Discussion of Disproportionately Impacted Student Data and Aspen Reflection Questions]
THE NEXT DISCUSSION ITEM ON OUR STUDY SESSION WHICH IS ITEM 2.02, PRESENTATION AND DISCUSSION OF DISPROPORTIONATELY IMPACTED STUDENT DATA AND ASPEN REFLECTION QUESTIONS.>> THE PRESENTATION IS ABOUT 20 SLIDES AND IT'S DATA HEAVY.
SO I WAS ABOUT TO SUGGEST, IF IT IS OKAY WITH YOU, IF YOU WANT TO TAKE A QUICK BREAK BEFORE WE BEGIN? OR WOULD YOU LIKE ME TO GET STARTED?
LET'S PLAN ON COMING BACK AT 8:25.
WE NEED TO ENSURE WE ARE UNDERSTANDING THE DATA THAT WE KNOW THE CHANGES IN THE DATA THAT WE CAN NEED TO MAKE A CHANGE IN THAT DATA AND THAT WE SET GOALS.
WE ALREADY SET GOALS AND THOSE GOALS ARE CONNECTED TO MOMENTUM POINTS.
SO THIS IS THE FLOW, AS YOU SEE IN EACH ONE OF THESE BOXES, YOU WILL SEE THE FLOW OF INFORMATION ILLUSTRATING HOW THE BOARD CAN CONTINUE TO SUPPORT INSTITUTIONAL CHANGE THAT WILL LEAD TO BETTER STUDENT PERFORMANCE OUTCOMES.
SO THE FIRST MOMENTUM POINT, AS YOU CAN SEE OVER THE LAST FIVE YEARS, WE HAVE RANGED BETWEEN 9 AND 11% OF OUR STUDENTS COMPLETING 15 UNITS OR MORE DURING THE FIRST TERM OF STUDIES AT CERRITOS COLLEGE.
IN OTHER WORDS, IN 2015, 2016, ONLY 11 COMPLETED 15 UNITS DURING THE FIRST SEMESTER.
IN 2019 2020 ONLY 9 STUDENTS OUT OF EVERY 100 COMPLETED 15 CREDIT UNITS OR MORE DURING THEIR FIRST SEMESTER.
BY ETHNICITY, YOU CAN SEE EVEN MORE CHANGES.
OF THOSE THAT COMPLETED 15 OR MORE UNITS, YOU CAN SEE THEM SEPARATED BY DIFFERENT ETHIC GROUPS.
AS YOU CAN SEE, THERE IS A SIGNIFICANT DROP ON THE PERFORMANCE OF HISPANIC OR LATINO STUDENTS COMPARED TO THEIR COUNTERPARTS.
LATINO STUDENTS ARE COMPLETING 15 OR LESS MORE UNITS AT A LOWER RATE COMPARED TO THEIR PEER, WHICH IT SHOWS, OBVIOUSLY, A GAP ON PERFORMANCE.
MOMENTUM POINT TWO IS THOSE STUDENTS THAT COMPLETE 30 HOURS WITHIN THE FIRST YEAR, AND, AS YOU CAN SEE, THE NUMBER DECREASES.
IT RANGES FROM 5% TO 7% IN OUR LAST YEAR.
SO, AGAIN, EITHER 5 OR 7 STUDENTS OUT OF EVERY 100 STUDENTS ARE COMPLETING 30 UNITS DURING THEIR FIRST YEAR.
AGAIN, THE STORY CHANGES A LITTLE BIT AS WE DESEGREGATED BY ETHNICITY.
AND ONCE AGAIN, YOU CAN SEE LATINO STUDENTS PERFORM AT A LOWER LEVEL.
IF YOU LOOK AT BLACK OR AFRICAN AMERICAN STUDENTS, WELL, THEY ARE NOT CONSISTENTLY PERFORMING AT THE SAME LEVEL AS HISPANIC AND LATINO STUDENTS, THEY'RE STILL PERFORMING AT A LOWER LEVEL AND NOW, WHY IS THIS IMPORTANT? STUDENTS THAT COMPLETE 30 UNITS IN THE FIRST YEAR HAVE AN INCREASE OF 79% OF COMPLETING THEIR PROGRAM OF STUDY ON TIME.
[01:10:03]
MEANING THEY WILL GO FROM 10% CHANCES OF COMPLETION TO 18% CHANCES OF COMPLETION FOR ALL STUDENTS COMBINED.HOWEVER, THE STORY CHANGES EVEN MORE SO WHEN YOU'RE TALKING ABOUT STUDENTS OF COLOR.
WE'RE TALKING ABOUT BLACK OR AFRICAN AMERICAN STUDENTS AND HISPANIC OR LATINO STUDENTS WHO ARE ABLE TO COMPLETE 30 OR MORE COULDN'T DURING THAT FIRST YEAR, THE LEVEL OF SUCCESS INCREASES BY 240%, JUMPING FROM 3.5 TO 12% WHEN CHANCES OF COMPLETION ON TIME.
SO, CLEARLY, IF OUR STUDENTS ARE COMPLETING 30 UNITS DURING THEIR FIRST YEAR OF STUDY, THE CHANCES OF SUCCESS INCREASE SIGNIFICANTLY.
AGAIN, PARTICULARLY IMPORTANT AND TRUE FOR A STUDENT OF COLOR.
OBVIOUSLY, OUR SCHOOL IS MINORITY MAJORITY INSTITUTION AND BY LEADING OUR STUDENTS INTO COMPLETING 30 CREDIT UNITS, PROGRAM CREDIT UNITS DURING THEIR FIRST YEAR, THEIR CHANCES OF SUCCESS GO FROM 3.5% TO 12%, WHICH IS AN INCREASE OF 240%.
SO, AS YOU CAN SEE, MOMENTUM POINT 1 AND 2, THEY'RE INCREDIBLY IMPORTANT STUDENTS TO GET THROUGH.
THERE IS A DIFFERENTIATION THAT I'D LIKE US TO KEEP IN MIND.
TRADITIONALLY, WE HAVE COUNTED ALL UNITS THAT A STUDENT TAKES DURING THE FIRST YEAR AS THE MOMENTUM POINT.
IN ORDER FOR US TO SEE THE JUMP OR 79% OF ALL STUDENTS, OR 240%, WHEN A STUDENT OF COLOR, THE STUDENTS HAVE TO BE TAKING CREDIT UNITS THAT WILL LEAD TO A COMPLETION OF A DEGREE.
IF I'M PLANNING TO GET A BUSINESS MAJOR, THOSE 30 UNITS NEED TO BE WITHIN MY PROGRAM; THAT I NEED TO BE MEETING THE REQUIREMENTS FOR GRADUATION FROM MY BUSINESS PROGRAM.
WE NEED TO MOVE AWAY QUICKLY FROM COUNTING EVERY UNIT, EVERY EXPLORATORY UNIT THAT STUDENTS TAKE AS PART OF THE MOMENTUM BECAUSE BECAUSE CLEARLY DOCUMENTED THE MORE UNITS THEY TAKE, THAT ARE NOT RELATED TO THE PROGRAM OF STUDY, THE LESS LIKELY THEY ARE TO GRADUATE ON TIME.
NOW, MOMENTUM POINT 3, WE HAVE QUADRUPLE THE NUMBER OF STUDENTS TAKING AND COMPLETING THE COLLEGE LEVEL TRANSFER MAP IN THE FIRST YEAR.
IN 2015 2016, 3%, 3 STUDENTS OUT OF 100 COMPLETING COLLEGE LEVEL MATH WITHIN THE FIRST YEAR, TO 12 OUT OF 100 STUDENTS COMPLETING A COLLEGE CREDIT MATH.
NOW, THIS IS OBVIOUSLY A TERRIFIC A TERRIFIC PROGRESS AND SIGNIFICANT INCREASE TO WHERE WE WERE, BUT, AGAIN, IF WE FLIP THE NUMBERS, IT SHOWS THAT WE STILL HAVE WORK TO DO.
WE STILL HAVE 88% OR 88 OF 100 STUDENTS THAT WE STILL NEED TO HELP.
HOWEVER, WE'RE MOVING IN THE RIGHT DIRECTION.
NOW, WHEN WE BREAK IT BY ETHNICITY, WE SEE HOW OUR NUMBERS ARE INCREASING, CORRECT.
SO, WE SEE INCREASE OF 12%, BUT THE DISTRIBUTION OF HOW THAT 12% IS DIVIDED SHOWS A DIFFERENT STORY.
IT SHOWS, AGAIN, THAT OUR HISPANIC AND BLACK STUDENTS ARE LAGGING BEHIND COMPLETING MATH WHEN YOU COMPARE THEM TO THEIR COUNTERPARTS.
SO THIS SHOWS A GAP IN PERFORMANCE BASED ON ETHNICITY.
AND WHEN WE HAVE AN INSTITUTION LIKE OURS THAT ARE MAJORITY MINORITY, WE'RE GOING TO SEE SIGNIFICANT JUMPS IN PERFORMANCE WHEN THE MAJORITY OF OUR POPULATION IS NOT PERFORMING AT THE LEVEL AS THEY SHOULD.
MOMENTUM POINT 4, WE HAVE TRIPLE THE NUMBER OF STUDENTS, FOR SOME STUDENTS, COMPLETING TRANSFER LEVEL MATH, AGAIN, IN THE SAME YEAR.
SO 15 OUT OF 100 STUDENTS ARE COMPLETING THEIR MATH SEQUENCE, TRANSFER LEVEL
[01:15:01]
MATH WITHIN THEIR FIRST YEAR.AGAIN, WHEN WE DISAGGREGATE THAT DATA, YOU CAN SEE THE INCREASE IN PERFORMANCE ACROSS THE BOARD.
I I I WANT US TO KNOW THAT WE ARE MAKING MOVEMENT IN THE RIGHT DIRECTION, BUT THERE ARE VERY SPECIFIC AREAS THAT WE NEED TO FOCUS.
AS YOU CAN SEE HERE, EVERY GROUP HAS INCREASED, HAS EVERY GROUP HAS SHOWN AN INCREASE IN PERFORMANCE.
HOWEVER, WE'RE STILL LAGGING BEHIND STUDENTS WHO ARE HISPANIC OR BLACK, AS IT RELATES TO COMPLETING THAT TRANSFER LEVEL MATH DURING THEIR FIRST YEAR.
SO, WHEN WE DISAGGREGATE THE DATA, ONCE AGAIN, WE CAN ACTUALLY SEE SOME OF THE AREAS WHERE WE STILL HAVE TO DO MORE WORK.
WE HAVE NEARLY DOUBLE THE NUMBER OF STUDENTS COMPLETING THEIR TRANSFER LEVEL ENGLISH.
WE WENT FROM 23% OF OUR STUDENTS OR 23 OUT OF 100 IN 2015, TO 39 OUT OF 100, COMPLETING TRANSFER LEVEL ENGLISH WITHIN THE FIRST YEAR.
ONCE AGAIN, WE NEED TO DISAGGREGATE THE DATA TO UNDERSTAND WHERE DO WE HAVE ROOM FOR IMPROVEMENT.
SO IN THIS PARTICULAR CASE, AS YOU CAN SEE, EVERY SINGLE DEMOGRAPHIC HAS SHOWN SIGNIFICANT IMPROVEMENT, AND THE PERFORMANCE GAPS ARE NOT QUITE AS NOTORIOUS, IN MOST GROUPS, AS YOU CAN SEE, OUR ASIAN STUDENTS ARE PERFORMING AT A HIGHER RATE AND THE GROUP THAT WE SHOULD FOCUS A LOT MORE IN THIS PARTICULAR MOMENTUM POINT IS OUR BLACK AND AFRICAN AMERICAN STUDENTS.
THEY HAVE SHOWN SIGNIFICANT INCREASE IN THEIR PERFORMANCE, BUT ARE LAGGING BEHIND COMPARED TO THEIR COUNTERPARTS.
NOW, THE BENCHMARK SHOULD BE ON THE 61 OR HIGHER, WHICH MEANS EVERY GROUP ACROSS THE BOARD, THERE IS ROOM FOR US TO TO WORK WITH.
NOW, WE HAVE OUR FIRST TIME STUDENTS FROM FALL TO FALL RETENTION RATE AND, AS YOU CAN SEE, WE HAVE A RELATIVELY HIGH RETENTION RATE DURING OUR FIRST SEMESTER OF STUDY.
SO WE HAVE ABOUT 70 OUT OF 100 STUDENTS IN 2019 2020 AND AS HIGH AS 81% OF OUR STUDENTS IN 2015 2016.
BUT, AGAIN, NUMBERS CHANGE A LITTLE BIT AS WE DISAGGREGATE THE DATA.
SO, AS YOU SEE, OUR RETENTION RATE CONTINUE TO BE HIGH.
I AM NOT ARGUING THAT WE WILL BE ABLE TO RETAIN 100% OF OUR STUDENTS, BUT I THINK THERE IS ROOM FOR IMPROVEMENT ON THOSE THAT ARE BELOW THE 80% MARK.
AND, IN THIS PARTICULAR CASE, WE'RE TALKING ABOUT OUR BLACK OR AFRICAN AMERICAN STUDENTS, TWO OR MORE RAISES COMBINED AND IN SOME INSTANCES OUR WHITE STUDENTS.
CONSISTENTLY OUR ASIAN STUDENTS CONTINUE TO OUTPERFORM EVERY GROUP IN THIS CATEGORY.
NOW, THE STORY CHANGES A LITTLE BIT AS WE GET TO THE FALL TO FALL RETENTION RATE.
BY THE TIME WE GOT TO THE END OF THEIR FIRST SEMESTER, WE HAD LOST ABOUT 20 OF THEM, MAYBE 25 ON AVERAGE.
BUT WHEN WE BEGIN THE FALL SEMESTER, WE NOTICED THAT WE'RE LOSING AT LEAST 35 TO 40 OF EVERY 100 STUDENTS.
SO EVERY YEAR, BY THE TIME WE EXPECT STUDENTS TO BEGIN THEIR SECOND YEAR, 40 OF
[01:20:01]
THEM ARE NO LONGER IN THE CLASSROOM.>> THIS IS ALL FIRST TO SECOND YEAR, RIGHT?
>> THIS IS FROM FIRST TO SECOND YEAR, FIRST TIME COLLEGE STUDENTS, CORRECT.
>> AND THESE ARE ALL STUDENTS THAT OTHERWISE HAVE DONE PERFECTLY WELL IN THEIR FIRST YEAR?
SO, THESE ARE STUDENTS THAT COULD HAVE DONE WELL, BUT STATISTICALLY SPEAKING, THOSE STUDENTS THAT DID WELL WILL ENROLL IN THE FALL SEMESTER.
STATISTICALLY SPEAKING, THOSE ARE STUDENTS THAT DID NOT COMPLETE THEIR 30 CREDIT HOURS DURING THE FIRST YEAR AND LESS LIKELY TO ENROLL, THOSE ARE STUDENTS THAT DID NOT COMPLETE THEIR MATH AND ENGLISH ARE LESS LIKELY TO COME BACK.
THOSE ARE STUDENTS THAT HAD LOWER GPAS OR DID NOT MAKE CAMPUS CONNECTIONS AND ARE LESS LIKELY TO COME BACK.
WE WILL HAVE TO, OBVIOUSLY, SEGREGATE THE DATA TO LOOK AT SPECIFIC INDICATORS AS TO WHY ARE WE LOSING THOSE STUDENTS.
BUT THE RESEARCH SUGGESTS THAT ESSENTIALLY THE STUDENTS THAT ARE NOT MAKING CONSISTENT PROGRESS THROUGH THE MOMENTUM POINTS ARE STUDENTS WE ARE LESS LIKELY TO SEE COME THE FALL SEMESTER.
>> BECAUSE ONE OF THE THINGS I'M AFRAID IS THIS IDEA THAT AND I KNOW SOME INSTITUTIONS DO THIS THAT YOU MIGHT HAVE SOME STUDENTS WHO ARE TRYING OUT COMMUNITY COLLEGE AND NOT FULLY COMMITTED, EVEN BEFORE THEY GET HERE, AN AND BECAUSE WE STILL INCLUDE THEM FULLY AND TRY TO KEEP ALL THE DOORS OPEN, THAT STATISTICALLY, THEY WIND UP AGGREGATED WITH STUDENTS WHO OTHERWISE CAME IN WITH FULL EXPECTATIONS OF GOING AS FAR AS THEY CAN IN COMMUNITY COLLEGE.
AND I JUST KIND OF I ALSO DON'T WANT TO, LIKE, COUNT THAT AGAINST US IN A WAY THAT DISCOURAGES US FROM BEING AS INCLUSIONARY THAN WE ARE TOWARDS STUDENTS WHO ARE MORE EXPLORATORY AROUND GOING INTO EXPLORING COMMUNITY COLLEGE AFTER HIGH SCHOOL.
>> YEAH, THAT THAT IS A CONSIDERATION.
WE HAVE LOOKED AT THE NUMBER OF STUDENTS THAT WANT TO COMPLETE OUR PROGRAM AND THEIR GOAL IS TO FINISH THEIR ASSOCIATE DEGREE AND TRANSFER TO COMPLETE A BACCALAUREATE DEGREE.
AND ABOUT 80%, OR MORE, DECLARE THAT THAT IS WHAT THEY WANT.
SO, EVEN IF WE WERE GOING TO ADJUST THAT AND CREDIT THE 20% THAT MAY ONLY BE EXPLORATORY, WE'RE STILL MISSING ABOUT 20 STUDENTS OUT OF OUT OF 100.
THE OTHER PART IT IS A VERY IMPORTANT INDICATOR IS TO CONSIDER IS THE COMPLETION OF THE MATH AND ENGLISH DURING THE FIRST YEAR.
STUDENTS THAT COMPLETE MATH AND ENGLISH DURING THE FIRST YEAR ARE TWICE AS LIKELY TO GRADUATE.
AND IF YOU ADD TO THAT INCREASING THE NUMBER OF UNITS FROM 15 THE FIRST SEMESTER TO 30 THE SECOND, WE'RE TALKING ABOUT DOUBLING THE 79% ACROSS THE BOARD.
SO, ESSENTIALLY, THOSE STUDENTS WILL BECOME 36% MORE LIKELY TO GRADUATE IF THEY MEET ALL THOSE PIECES.
THE NUMBER OF STUDENTS THAT TAKE MATHEMATICS AND ENGLISH AND SUCCESSFULLY COMPLETE IT DURING THE FIRST SEMESTER IS NOT AS HIGH AS IT COULD BE.
WE CONTINUE TO GET BETTER, BUT I THINK THAT CONTINUES TO BE A WEAK POINT FOR US IN ORDER TO BE ABLE TO INCREASE OUR PERFORMANCE ACROSS THE BOARD.
THE MATH COMPONENT IS PARTICULARLY IMPORTANT FOR STUDENTS WHO ARE YOUNGER OR TRADITIONAL.
SO, THIS GROUP ARE FIRST TIME COLLEGE STUDENTS, SO ASSUME THEY MOSTLY ARE RECENTLY GRADUATES AND MAY NOT BE GRADUATES FROM FIRS YOU KNOW, FROM THE LAST CLASS OF HIGH SCHOOL, RELATIVELY NEW GRADUATES.
THESE STUDENTS ARE MORE SUSCEPTIBLE TO THE MOMENTUM POINTS, BUT THE ONE THAT MARKS THE MAJOR DIFFERENCE, APPARENTLY BASED ON RESEARCH, IS COMPLETING MATH AND ENGLISH THAT FIRST YEAR.
ONE PIECE OF DATA THAT I WOULD LIKE TO BRING IN TO THESE MOMENTUM POINTS IS
[01:25:08]
STUDENTS' EDUCATIONAL GOAL.AND SO WE CAN SEE STUDENTS INTENT, IS THEIR INTENT TO TRANSFER? IS IT SHORT TERM CERTIFICATE? SKILLS BUILDER.
THEN WE CAN DISAGGREGATE THE DATA FURTHER TO SEE THOSE STUDENTS WHO ARE HAVING THE INTENT TO TRANSFER, WE CAN SEE IF THEY'RE ACTUALLY ATTEMPTING 15 UNITS, COMPLETING FIRST LEVEL ENGLISH AND MATH IN THE FIRST YEAR AND SO ON.
SO WHEN WE DISAGGREGATE THE DATE FALL TO FALL, WE CAN SEE HOW WE START SLOWING DOWN AND LOSING MOMENTUM.
STUDENTS ARE ENERGIZED THAT FIRST SEMESTER AND WE DON'T LOSE TOO MANY.
I THINK WE COULD RETAIN MORE, BUT WE'RE DOING WELL.
AS IT GETS TO THE FALL, SOMETHING HAPPENS AND WE BEGIN TO LOSE MOMENTUM.
AND WE LOSE THE STUDENTS, AS YOU CAN SEE, ACROSS THE BOARD.
BUT, AGAIN, THE STUDENTS THAT WE LOSE THE MOST TEND TO BE BLACK OR AFRICAN AMERICAN STUDENTS AND THE REST HAVE STAYED RELATIVELY CONSTANT.
THE OTHER GROUP THAT YOU SEE THAT WE LOSE ABOUT THE SAME RATE WE LOSE BLACK OR AFRICAN AMERICAN STUDENTS ARE WHITE STUDENTS.
SO, THOSE ARE, OBVIOUSLY, TWO POPULATIONS.
BUT I WOULDN'T SAY THAT EITHER ONE OF OUR ETHIC GROUPS ARE PERFORMING AT THE RATE THAT THEY SHOULD BASED ON OUR FALL TO FALL RETENTION.
I WILL SAY THAT THOSE NUMBERS IN FALL TO FALL RETENTION NEED TO BE IMPROVED ACROSS THE BOARD.
NOW, SEVERAL YEARS AGO, THE PEOPLE USED TO BE RELATIVELY HAPPY IF WE RETAINED SLIGHTLY ABOVE 50% OF OUR STUDENTS YEAR TO YEAR.
WE KNOW NOW THAT IS NOT A GOOD PRACTICE.
IT IS NOT A GOOD PRACTICE, PERIOD.
WE ARE LEAVING STUDENTS BEHIND, EVEN IF IT IS ONE, IT'S NOT THE BEST PRACTICE.
YES, WE'RE ABOVE THE 50% IN EVERY CATEGORY, BUT IT'S NOT WHAT WE SHOULD BE DOING.
I THINK FALL TO FALL, OUR RATIO SHOULD BE ABOUT THE SAME AS IT IS DURING THE SPRING SEMESTER, THIS PARTICULAR POINT.
NOW, UM, AGAIN, I WANT US TO REMEMBER THAT WE HAVE MADE SIGNIFICANT IMPROVEMENTS TO WHAT WE ARE DOING AT CERRITOS COLLEGE TO ENSURE OUR STUDENTS DO WELL.
2014 2015, WE GRADUATED 2100 STUDENTS, 2018 2019 OVER 5,000.
THAT IS A SIGNIFICANT INCREASE OF THE NUMBERS OF DEGREE AND CERTIFICATES THAT WE HAVE AWARDED.
SO, CLEARLY, WE ARE MAKING PROGRESS.
SO I DON'T WANT I DON'T WANT US TO THINK THAT, BY LOOKING AT THE DISAGGREGATED DATA THAT WE ARE NOT ACKNOWLEDGING THAT WE ARE MAKING PROGRESS.
AS YOU CAN SEE, THE DATA SHOWS THAT WE ARE.
HOWEVER, I THINK IT IS IMPORTANT FOR US TO LOOK AT DISAGGREGATED DATA IN ORDER TO MAKE THAT NEXT STEP IN OUR EVOLUTION OF HELPING OUR STUDENTS PERFORM AT THE HIGHEST LEVEL POSSIBLE.
THEY CLEARLY HAVE THE CAPABILITY, THEY CLEARLY HAVE THE GRIT TO DO IT, BUT WE NEED TO MAKE ADDITIONAL MODIFICATIONS TO GET THEM TO THE FINISH LINE IN AN EQUITABLE MANNER.
WE CANNOT JUST SIMPLY HAVE LOPSIDED GRAPHS THAT SHOWS GOOD PERFORMANCE AS A WHOLE BUT IN THE BACKGROUND LEAVES SOME OF OUR STUDENTS THAT NEED US THE MOST UNATTENDED.
OBVIOUSLY, WE KNOW HOW TO DO THAT.
IT WILL TAKE US SOME TIME TO TO TO BEGIN MONITORING AND MAKING CORRECTIONS AS WE GO OVER EVERY SINGLE ONE THOSE LEADING INDICATORS, BUT IT'S NOT AN IMPOSSIBLE TASK.
NOW, BEFORE WE GO TO THIS SLIDE, I WANT TO GIVE YOU A COUPLE OF DROPS OF INFORMATION JUST TO FOR YOU TO KEEP IN MIND.
WE TRADITIONALLY TELL THE STUDENTS FULL ENROLLMENT IS 12 UNITS.
BUT THE RESEARCH SUGGESTS THAT THOSE STUDENTS THAT TAKE 15 UNITS, RATHER THAN
[01:30:03]
12 UNITS, ARE NINE PERCENTAGE POINTS MORE LIKELY TO EARN THEIR DEGREE, AND FIVE PERCENTAGE POINTS MORE LIKELY TO GET A BACHELOR DEGREE WITHIN SIX YEARS FROM THE MOMENT THEY ENROLL IN A COMMUNITY COLLEGE.ALLOWING THE STUDENTS TO TAKE JUST THE 12 UNITS OR LESS IS NOT NECESSARILY HELPING THEM CHEECH ACHIEVE THE BACHELOR DEGREE THEY WANT.
IT IS CLEARLY DOCUMENTED BY GETTING TO 12, WE'RE NOT ONLY HELPING THEM TODAY, BUT WE'RE HELPING THEM AS THEY TRANSFER.
THOSE STUDENTS HAVE FIVE PERCENTAGE POINTS HIGHER THAN THOSE THAT DO NOT COMPLETE THE 15 UNITS TO GET A BACCALAUREATE DEGREE.
THE NUMBERS GET EVEN BIGGER WHEN YOU GET TO THE 30TH.
THEN YOU START REACHING THE FULL RATHER THAN THE SIX YEAR MARK.
COMPLETING 100% OF THE TIME VERSUS COMPLETING AT 150% OF THE TIME THEIR BACCALAUREATE DEGREE.
SO IT IS IMPORTANT FOR US TO ENSURE THAT, WHEN POSSIBLE, WE ADVISE OUR STUDENTS TO TAKE THE 15 CREDIT UNITS AT ONCE AND COMPLETE AT LEAST THE 30 DURING THAT FIRST YEAR.
UNDERSTAND THERE ARE SITUATIONS THAT, YOU KNOW, GET IN THE WAY.
BUT WE ALSO HAVE THE FLEXIBILITY OF HAVING SUMMER SEMESTER, A AND B SESSIONS IN WHICH WE CAN ACTUALLY ENROLL THE STUDENTS IN STAGGERED SCHEDULES TO HELP THEM COMPLETE THOSE 30 UNITS.
DOING THAT, WE'RE HELPING THEM COMPLETE THEIR ASSOCIATE DEGREE ON TIME AND THEIR CHANCES OF THEIR COMPLETION OF THEIR BACCALAUREATE DEGREE INCREASES SIGNIFICANTLY.
WHAT DO WE NEED TO DO? WE NEED TO RETAIN INSTITUTIONAL CULTURE.
WE HAVE BEEN DOING THIS, BUT WE NEED TO MAKE EVEN MORE MOVEMENT ON SOME OF THESE POINTS.
NOT ONLY ARE STUDENTS READY FOR COLLEGE SHOULD BE A THING OF THE PAST.
WE SHOULD BE SAYING, IS THE COLLEGE READY FOR OUR STUDENTS? WE CANNOT SAY, WELL, THE REASON THEY DO WELL IS BECAUSE THE HIGH SCHOOL IS BAD.
THEY ARE OUR STUDENTS TODAY AND WE NEED TO BE READY TO RECEIVE THEM IN THE WAY WE ARE.
I AM NOT ADVOCATING WE LOWER ACADEMIC EXPECTATIONS, THAT WE BEND THE RULES.
I AM SAYING THAT WE NEED TO DEVELOP THE STRUCTURES THAT WE NEED TO SUPPORT THE STUDENTS AT THE LEVEL OF PERFORMANCE THAT THEY CAME, NOT WHAT WE WISH THEY WERE IN THE CLASSROOM.
WHEN THEY COME TO MY CLASSROOM, IF THEY ARE NOT READY FOR MY EXPECTATION, I BETTER BE READY TO COACH THEM TO GET TO THAT EXPECTATION.
WE NEED TO TALK ABOUT WHY EQUITY AS A DESIGN PRINCIPLE AND NOT AS AN AFTERTHOUGHT.
WE TALK ABOUT EQUITY, WE NEED TO DESIGN OUR CURRICULUM OR SERVICES, OUR INSTITUTION AS A WHOLE FROM THE GET GO THROUGH AN EQUITY LENS RATHER THAN TRYING TO PUT BAND AIDS AS WE GO.
THIS MAY GET ME IN TROUBLE, BUT I'M GOING TO SAY IT ANYWAY.
WE NEED TO MOVE TO PURPOSEFUL PROGRESS AND STUDENT MOMENTUM.
YES, I KNOW COLLEGE IS A STAGE OF DISCOVERY AND A STAGE IN WHICH WE ARE GROWING AND FINDING DIFFERENT THINGS ABOUT OURSELVES.
HOWEVER, THE DATA, PARTICULARLY FOR THE STUDENTS THAT WE SERVE, IS VERY CLEAR: THAT THOSE STUDENTS THAT WANDER ACROSS THE CURRICULUM, FINISH WITH LESS CREDITS AND THEIR DEGREE COST SIGNIFICANTLY MORE THAN THOSE THAT ARE ENROLLED AND MAKING PURPOSEFUL PROGRESS.
SO, WHILE I UNDERSTAND AND I SAY THAT, YES, WE NEED TO SUPPORT OUR STUDENTS' EXPLORATORY ACTIVITIES IN COLLEGE, I DISAGREE WITH THE FACT THAT THEY DO NOT NEED ACADEMIC STRUCTURE.
INSTITUTIONS LIKE HARVARD, OR ANY OTHER IVY LEAGUE INSTITUTION IN THE COUNTRY,
[01:35:06]
THEY DO NOT LET US WANDER ACROSS THE CURRICULUM WHEN WE COME IN.THAT FIRST YEAR IS INCREDIBLY STRUCTURED BECAUSE THEY UNDERSTAND THAT THOSE MOMENTUM POINTS WILL MAKE THOSE STUDENTS MORE SUCCESSFUL.
AND THESE HIGHLY SELECTIVE INSTITUTIONS ARE ALREADY WORKING WITH THE STUDENTS THAT ARE READY TO ASSUME WHATEVER EXPECTATIONS HAPPEN TO BE REQUIRED OF THEM IN THOSE UNIVERSITIES.
YEAH, THEY DON'T LET THEM WANDER ACROSS THE CURRICULUM AND WE DO.
THAT'S THE POINT WHEN STUDENTS NEED US THE MOST.
WE NEED TO MOVE AWAY FROM DIVISIONS EVERYWHERE, FROM .
WE NEED TO HAVE A SYSTEM OF COLLABORATION.
I SAID THIS IN A FEW MEETINGS, AND I THINK WE'RE DOING GREAT PROGRESS ON THIS.
WHEN THE STUDENTS DOM AND COME AND NEED SOMETHING, THEY DON'T NECESSARILY CARE.
THEY DON'T CARE WHO IS IN CHARGE.
THEY WANT TO BE SERVED REGARDLESS IT IS ACADEMY AFFAIRS OR STUDENT SERVICES.
FOR THEM, IT REALLY DOESN'T MATTER WHO REPORTS TO WHOM.
SO, WE NEED TO HAVE THE AVAILABILITY, CONTINUE TO DEVELOP THE ABILITY TO CROSS TRAIN AND SHARE INFORMATION ACROSS ALL DIVISIONS THAT SERVE OUR STUDENTS AND SERVE THEM IN A BETTER WAY.
REMOVING THE SILOS AND I THINK WE HAVE DONE A LOT OF GOOD WORK OVER THE SEVERAL YEARS REMOVING THE SILOS AND CREATING TEAMS. THAT IS VERY EVIDENT.
BUT THERE IS STILL A LITTLE MORE WORK WE CAN DO.
PROLIFERATE THE PROJECTS TO COHERENT EDUCATIONAL EXPERIENCES.
AGAIN, WE HAVE MADE PROGRESS, BUT THERE IS STILL WORK TO BE DONE.
SOMETIMES AN INITIATIVE COME AND WE RUSH TO REACH THAT NEW INITIATIVE BECAUSE IT'S THE NEW THING TO DO.
IF THERE IS ONE THING I HAVE LEARNED IN HIGHER EDUCATION IS THAT CHANGE TAKES A LONG TIME BECAUSE WE WORK IN YEARS.
SO, IF WE CHANGE INITIATIVES EVERY YEAR, CHANGE WILL NOT HAPPEN.
WE'LL CONTINUE TO OPERATE IN THE SAME EXACT WAY.
SO WE NEED TO CONTINUE TO CHANGE OUR CULTURE BY LONG TERM INITIATIVES.
REFERRAL TO OPTIONAL SERVICES.
EVERY TIME I HEAR THIS, IT REMIND ME OF A COLLEAGUE THAT I MET MANY YEARS AGO.
HER NAME IS SHE SAID, STUDENTS DO NOT DO OPTIONAL.
SO EVERY REFERRAL AND EVERY SERVICE NEEDS TO BE EMBEDDED AND ESSENTIALLY MANDATORY.
YES, THE STUDENTS DO NOT LIKE WHEN YOU SAY MANDATORY, BUT THEY DO IT.
WHEN YOU SAID THERE IS NO MANDATORY AND THEN YOU TELL THEM, WELL, YOU SHOULD HAVE DONE THIS, WELL, WHY DIDN'T YOU TELL ME IT WAS MANDATORY, I WILL HAVE GONE.
AND, AGAIN, THIS IS NOT ME MAKING IT UP.
THIS IS DATA COLLECTED THROUGH MULTIPLE COLLEGES FROM COMMENTS FROM THE STUDENTS.
YES, THEY DON'T LIKE TO HEAR THE WORD MANDATORY, BUT THEY END UP DOING IT.
JUST LIKE ALL OF US WHEN WE SEE THAT BENEFIT US.
WE NEED TO, MOST IMPORTANTLY, MOVE FROM STAGNANT SCHEDULING TO CLASSES THAT STUDENTS NEED TO TAKE WHEN THEY NEED TO TAKE THEM.
THIS IS CONNECTED TO THE GUAIDOED PATHWAYS, COMPLETION OF THE 15 AND 30 UNITS.
WHEN WE IDENTIFY CLASSES, THOSE CLASSES SHOULD TAKE PRECEDENCE OVER ANYTHING ELSE AND OFFERED IN THE TIMES THE STUDENTS NEED THEM AND EASY TO ACCESS.
SO, THERE HAS BEEN A LOT, I UNDERSTAND, BUT I WOULD LIKE TO ASK ALL OF YOU BOARD MEMBERS TO PLEASE LOOK AT THE QUESTIONS THAT ARE ON THE SCREEN AND REFLECT ON WHAT IS THE ANSWER TO EACH ONE OF THOSE QUESTIONS, AND I'LL GIVE YOU A COUPLE OF MINUTES FOR YOU TO REFLECT ON EACH ONE OF THOSE QUESTIONS AND, BASED ON THE
[01:40:05]
DATA THAT WE HAVE, OR THE DATA THAT WE DON'T HAVE, THAT YOU THINK WE SHOULD HAVE, HAVE A QUICK CONVERSATION THEREAFTER.>> BEFORE WE GET INTO THIS, DR. FIERRO, WHAT IS LOCAL GOALS MEAN BY DEFINITION?
>> UM, THOSE LOCAL GOALS WE SET IN OUR EDUCATIONAL MASTER PLAN, AND THE GOALS WE SET DURING OUR PLANNING PROCESS.
WE SET A NUMBER OF GOALS THIS YEAR WITH THE BOARD ON DISPROPORTIONALLY IMPACTED GROUPS, SO THOSE ARE THE GOALS THAT I'M LOOKING FOR.
SO, UM, WHO WANTS TO GO FIRST? WHAT DOES THIS REFLECT ABOUT OUR PROGRESS TOWARDS LOCAL GOALS?
>> UM, CAN I HAVE, UM, SOME CLARIFICATION?
DO WE HAVE A GOAL THAT WE SET THAT EVERY STUDENT TAKE MATH AND ENGLISH, UM, FOR
[01:45:04]
FIRST YEAR? AND I WANT TO JUST ASK THAT SO I CAN ASK OTHER QUESTIONS?AT THE MOMENT, ONLY STUDENTS THAT COME TO CERRITOS ARE REQUIRED TO TAKE ENGLISH AND MATH DURING THE FIRST YEAR.
SO, THEN, UM, I GUESS COULD WE MAKE THAT, UM, LIKE, A STANDARD? AND I SAY THAT BECAUSE IF WE'RE GOING TO HAVE STUDENTS ON A ON A PATH, REGARDLESS OF WHAT THAT PATH IS, THEN THEY WOULD HAVE THAT GUARANTEE WHEN THEY'RE GOING TO CHOOSE TO TAKE A DESIGNATED PATH THAT THEY'VE ALREADY COMPLETED A MATH AND AN ENGLISH CLASS THAT'S GOING TO ALLOW THEM TO ENTER INTO OTHER CLASSES AS A PREREQUISITE?
>> UM, LET ME PARAPHRASE AND SEE IF I UNDERSTOOD CORRECTLY.
YOU'RE SAYING IF WE CAN MAKE IT MANDATORY TO TAKE ENGLISH AND MATH FOR ALL THE STUDENTS DURING THE FIRST YEAR TO HELP THEM GET INTO PROGRAMS OF STUDY, AM I UNDERSTANDING CORRECTLY?
>> UM, WELL LET ME SEE IF I CAN FRAME IT ANOTHER WAY.
IF I'M A STUDENT AND I HAVEN'T DECIDED WHAT I WANT TO DO, AND SO WE DON'T WANT TO HAVE THE WANDERING GOING ON, AND SO I THINK TO BE CURIOUS IN ACADEMIC IS A GOOD THING.
BUT IF WE KNOW THAT THE MAJORITY OF CLASSES LEADING TO PERHAPS THE TRANSFER TO A UNIVERSITY ARE GOING TO REQUIRE A MATH AND AN ENGLISH CLASS, AND SO IF I FINISH MY MATH AND ENGLISH CLASS, THEN IF THERE'S A SCIENCE CLASS I WANT TO TAKE OR ANOTHER TYPE OF CLASS, LET'S JUST SAY PSYCHOLOGICAL THAT REQUIRES AN ENGLISH PREREQUISITE, THEN THOSE STUDENTS WOULD HAVE A GREATER CHANCE OF OF HAVING CLASSES THAT ARE GOING TO LEAD TO A TRANSFER?
I THINK I UNDERSTAND WITH WHERE YOU'RE GOING.
>> SO WE ARE WORKING ON THE GUIDED PATHWAYS PROJECT.
AND, ESSENTIALLY, THE GUIDED PATHWAYS PROJECT IS GOING TO HAVE BLOCKS FOR, LACK OF A BETTER, BLOCKS OF COURSES OR PATHWAYS THAT THE STUDENTS HAVE TO TAKE DURING THEIR TIME AT CERRITOS COLLEGE.
THE IDEA WITH THESE CLASSES WILL BE FOR THE STUDENTS NOT TO MEANDER AROUND THE CURRICULUM BUT TO TRY TO STAY WITHIN A SPECIFIC CAREER PATHWAY; THAT IF THEY LIKELY CHANGE FROM ONE TO ANOTHER, THEY CAN CARRY WITH THEM THE UNITS THAT THEY BROUGHT IN.
SO IT WILL BE A MORE CONSISTENT FIRST SEMESTER/FIRST YEAR TYPE OF EXPERIENCE FOR THE STUDENT SO THEY DO NOT CALCULATE U ACCUMULATE UNNECESSARY CREDITS FOR THEIR PROGRAM OF STUDY.
>> I MEAN, AND I KNOW YOU MENTIONED THIS EARLIER, DR. FIERRO, BUT I THINK THAT'S ONE OF THE HARDEST LOVE THIS SLIDE, OVERALL, THE ONE THAT PRECEDED THIS.
I THINK THE ONE THAT'S HARDEST TO ADJUST IS THIS IDEA THAT THE 17 YEAR OLDS WHO DON'T KNOW WHAT THEY'RE GOING TO DO IN COLLEGE, SHOULD KNOW BECAUSE IT SEEMS TO ME THERE ARE SOME STUDENTS WHO DO KNOW, AND THEN THERE ARE DISPROPORTIONALLY BENEFITTED FROM THAT POSITION.
BUT, IF YOU DON'T, WHAT WILL YOU DO? LIKE, HOW WILL YOU GET THEM COMMITTED TO A LIFE PASSION IF IF YOU HAVEN'T ALREADY MADE ONE?
AND AND THAT IS DEFINITELY A CHALLENGE.
MY THOUGHTS ON THIS IS THAT THERE ARE VERY SPECIFIC COURSES THAT ARE REQUIRED ACROSS THE CURRICULUM FOR OUR STUDENTS TO GRADUATE.
SO THAT FIRST SEMESTER IS VERY IMPORTANT TO GIVE THE STUDENTS, YES, THE OPPORTUNITY TO MAYBE TAKE AN ELECTIVE HERE AND THERE, BUT TO LOOK AT ALL OF THOSE COURSES THAT I CAN TAKE WITH ME IF I DECIDE I NO LONGER WANT TO BE POLITICAL SCIENCE MAJOR AND NOW I WANT TO BE A PSYCHOLOGICAL MAJOR, RIGHT.
[01:50:07]
SO, I CAN TAKE A NUMBER OF COURSES FROM THAT FIRST YEAR, YES, THEY WILL BE CONSIDERED MY ELECTIVES BUT, ALSO, THE COURSES THAT WILL BE PART OF THE OF MY DEGREE COMPLETION.THAT'S WHY I CONTINUE TO MENTION MATH AND ENGLISH AS ONE OF THE TWO COURSES THAT ETHIOPIA WE NEED THEM YOU KNOW, WE NEED THEM REGARDLESS.
THE IMPORTANCE OF TAKING THOSE PARTICULAR CLASSES.
AGAIN, THAT IS ALSO THE IMPORTANCE OF THE PATHWAYS, THE LEARNING AND CAREER PATHWAYS BECAUSE THEY THEY THEY HAVE PACKAGES OF COURSES THAT ARE TRANSFERRABLE, IF YOU WILL, BETWEEN THE DIFFERENT FIELDS BECAUSE THEY ARE REQUIREMENTS FOR GRADUATIONS ACROSS THE BOARD IN FIELDS THAT ARE LESS LIKELY INDISCERNIBLE ].
>> I I THINK I THINK, YOU KNOW, THE PLAN YOU HAVE IS REALLY MATCHED WITH OUR LOCAL GOAL OF CAREER YOU KNOW, GUIDED CAREER PATHWAY.
BECAUSE FOR THIS WE ARE CHECKING THE STUDENT.
WE MAKE SURE STUDENT THE FIRST TERM CAN FINISH 15 UNITS OR 30 UNIT FIRST YEAR.
SO, I THINK THIS ALIGN WITH THE LOCAL GOAL AND IT'S GOOD.
>> IF I MAY, MADAM CHAIR, ANSWER ONE OF THE QUESTIONS, THE SECOND TO LAST ONE THAT SAYS: WHAT IS THE BOARD'S ROLE IN HELPING TO ANSWER QUESTIONS FOR THE COLLEGE? IT GOES BACK TO WHY WE, IN CALIFORNIA, ARE ONE OF THE FEW STATES THAT ELECT BY OUR LOCAL DISTRICT, ELECT OUR REPRESENTATIVES TO THE COMMUNITY COLLEGE BOARD.
A LOT OF OTHER STATES ARE APPOINTED BY THE GOVERNOR OR THE COUNTY COMMISSION OR SOME OTHER VIEW OF AN APPOINTMENT.
BUT I THINK WE, IN CALIFORNIA, A FEW OTHER STATES, TOO, THAT TAKE THIS RESPONSIBILITY TO BE THE LIAISONS TO OUR COMMUNITY AND TO YOU KNOW, WE ARE RESPONSIBLE DIRECTLY TO THOSE THAT ELECTED US IN THE COMMUNITY COLLEGE DISTRICT.
AND SO I THINK THAT, WHEN WE ARE HERE, WE ARE USING OUR BEST JUDGMENT AND, YOU KNOW, PAYING ATTENTION TO ALL OF THESE PRESENTATIONS TO, YOU KNOW, BE A PART OF STUDENT ACTIVITIES FROM TIME TO TIME, TO BE BE A PART OF THE COMMUNITY ACTIVITIES AND JUST MAKE SURE THAT WE'RE, YOU KNOW, PUTTING CERRITOS COLLEGE IN THE BEST LIGHT POSSIBLE, NOT JUST TO, YOU KNOW, THE STUDENTS, BUT TO THOSE IN THE COMMUNITY THAT INVEST, YOU KNOW, THEIR TAXPAYER DOLLARS INTO THIS TO MAKE SURE THAT IT IS RUN IN THE BEST MANNER THAT IT CAN BE.
AND I THINK THAT WE'VE BEEN DOING A GREAT JOB, PARTICULARLY IN COMPARISON TO, YOU KNOW, SOME OTHER DISTRICTS THAT, YOU KNOW, WE HAVE BEEN THROUGH THE ENTIRETY OF COVID, HAVE BEEN HOLDING SOME CLASSES IN PERSON AND MAKING SURE TO PROVIDE AS MANY OPPORTUNITIES TO THOSE STUDENTS AS POSSIBLE.
THERE'S ALWAYS, YOU KNOW, MORE WORK THAT NEEDS TO BE DONE.
THAT IS PRETTY EVIDENT WITH THE DATA THAT HAS BEEN SHOWN HERE.
BUT I THINK THAT, YOU KNOW, EACH OF US SEVEN MEMBERS REPRESENTING NOT ONLY OUR TRUSTEE AREAS BUT ALSO OUR DISTRICT AS WHOLE NEED TO BE TAKING A PROACTIVE ROLE IN BEING A PART OF THESE DISCUSSIONS AND PRESENTATIONS TO ENSURE THAT, YOU KNOW, THE BEST ANSWER FOR THOSE STUDENTS AND TO PROVIDE THAT, YOU KNOW, INSIGHT FROM, YOU KNOW, OUR OWN PARTICULAR FIELDS AND OUR OWN LIFE EXPERIENCES AS WELL.
AND THAT'S WHY EACH OF US HAS SOMETHING TO BRING TO THE TABLE.
I THINK, YOU KNOW, WHAT THE BOARD'S ROLE IS IS TO SIMPLY, YOU KNOW, SHOW UP AND BE THERE AND BE PROACTIVE IN ALL OF THESE DISCUSSIONS FROM NOW UNTIL EVEN AFTER OUR TERMS BECAUSE WE'LL ALWAYS BE, YOU KNOW, A FORMER AT LEAST A FORMER MEMBER OF THE BOARD OF TRUSTEESS AND WE ALL HAV YOU KNOW, SOME OF US ALSO HAVE KIDS THAT MAY BE GOING TO CERRITOS COLLEGE IN THE FUTURE.
SO I THINK THAT'S PROVIDING THE OPPORTUNITY FOR THE STUDENTS THAT ARE HERE NOW, AS WELL AS THE STUDENTS THAT ARE GOING TO BE COMING DOWN THE ROAD IN 20 YEARS.
[01:55:03]
WE WANT TO BE ABLE TO SAY TO THOSE STUDENTS IN 20 YEARS THAT WE PROVIDED YOU KNOW, WE DID THE BEST FORESIGHT WE COULD TO ENSURE THAT THE STUDENTS OF THE FUTURE THAT ARE COMING TO OUR INSTITUTION ARE PROVIDED WITH THE KIND OF ADMINISTRATIVE CULTURE AND THE CAMPUS CULTURE THAT IS READY FOR THEM AND NOT JUST A MACHINE THAT SPITS THEM OUT INTO A FOUR YEAR UNIVERSITY OR INTO A TRADE.SO, I THINK WE HAVE A VERY IMPORTANT ROLE AS THE BOARD TO ENSURE THAT THE ADMINISTRATION AND EVERYONE HERE AT CAMPUS IS PROVIDING THE BEST FOR OUR STUDENTS.
THAT'S WHY WE ALL RUN, AND THAT'S WHY WE ARE ALL HERE ON THIS BOARD TODAY.
>> THANK YOU VERY MUCH, MR. LEWIS.
TRUSTEE WALLACE, DID YOU HAVE COMMENTS?
I WAS JUST LOOKING AT THE QUESTION, WHAT ARE THE THREE TO FOUR MOST IMPORTANT METRICS THAT THE BOARD SHOULD MONITOR? AND ONE THING THAT KIND OF STRUCK ME WAS THE REDUCED LIKELIHOOD OF A STUDENT RETURNING THE NEXT SEMESTER OR THE NEXT ACADEMIC YEAR AS A RESULT OF THEIR FAILURE TO COMPLETE AN INTRODUCTORY CLASS, YOU KNOW, PREREQUISITE CLASS.
I RECALL MY FIRST SEMESTER BEFORE I BEGAN, I WAS TESTED INTO ENGLISH 100, AND, YOU KNOW, WHICH DIDN'T REALLY SURPRISE ME.
I WAS, LIKE, THE BEST WRITER AND, YOU KNOW, I DIDN'T, I GUESS, COMPREHEND ENGLISH SO WELL IN HIGH SCHOOL.
BUT ONE THING I DID STRIVE TO DO IS UNDERSTAND MATH AS BEST I COULD.
I TOOK GEOMETRY AND ALGEBRA II IN HIGH SCHOOL SO IT DIDN'T SURPRISE ME THAT I TESTED INTO MATH 80, INTERMEDIATE ALGEBRA WHEN I TOOK THE ASSESSMENT TEST.
ONE THING THAT KIND OF DID SURPRISE ME WAS A COUNSELOR SAYING, WELL, GO AHEAD AND TAKE MATH 60, YOU KNOW, AND THEN, YOU KNOW, BUILD UP TO MATH 80 AND THEN, YOU KNOW, TAKE YOUR TRANSFER LEVEL MATH LATER ON AS WELL.
AND I TOOK MATH 60 MULTIPLE TIMES IN ORDER TO PASS IT AND I HAD OTHER THINGS GOING ON THAT KIND OF HINDERED MY PROGRESS.
ONE THING I KIND OF ALWAYS THOUGHT, LIKE, HOW MANY OTHER STUDENTS WERE TOLD, HEY, YOU KNOW, YOU TESTED INTO A HIGHER LEVEL MATH, BUT TAKE A LOWER LEVEL MATH JUST TO BE SURE YOU HAVE THE SKILLS AND SO ON AND SO FORTH AND HOW MANY OTHER STUDENTS WERE IN MY POSITION WERE THEY WERE ABLE TO ADVANCE AND, YOU KNOW, GET THEIR DEGREE BUT, YOU KNOW, THEY COULDN'T BECAUSE THEY WERE STUCK ON THAT ONE MATH CLASS OR THAT ONE ENTRY LEVEL, YOU KNOW, ENGLISH COURSE.
AND SO ONE THING THAT I THINK THE BOARD SHOULD MONITOR IN THE COMING YEARS IS HOW ARE THE COUNSELORS ADVISING STUDENTS, WHAT ARE THE COUNSELORS ARE THE COUNSELORS MANDATED TO ENCOURAGE STUDENTS WHO WOULD LIKE TO TAKE A YOU KNOW, TO ATTEND CERRITOS COLLEGE AND THEN TRANSFER TO A CSU OR UC, ARE THOSE STUDENTS BEING PUSHED TO TO TO FOUR YEAR UNIVERSITIES? ARE THEY BEING ENCOURAGED IN SOME WAY, FORM, OR FASHION TO TAKE CLASSES THAT WILL KEEP THEM AT CERRITOS COLLEGE OR, YOU KNOW, ANY COMMUNITY COLLEGE LONGER THAN WHAT THEY DESIRE? YOU HAVE A LOT OF STUDENTS WHO, I IMAGINE, DON'T KNOW EXACTLY WHAT THEY WOULD LIKE TO DO, YOU KNOW, CAREER WISE, BUT THEN YOU HAVE, I'M SURE, A HANDFUL OF STUDENTS WHO KNOW WHAT THEY WOULD LIKE TO ACCOMPLISH IN THEIR CAREER ACCOMPLISH PROFESSIONALLY, BUT THEY ARE BEING BUT THEY FEEL DISCOURAGED BECAUSE OF THAT CLASS THEY FAILED THAT THEY FEEL LIKE THEY COULD HAVE PASSED BUT, YOU KNOW, CERTAIN THINGS, YOU KNOW, CAME INTO PLACE AND DIDN'T ENCOURAGE THEM TO DO THAT.
I JUST HONESTLY HAVE THAT IN THE BACK OF MY MIND.
HOW MANY OTHER STUDENTS WERE IN MY POSITION WHERE THEY WERE ABLE TO, YOU KNOW, TAKE A HIGHER LEVEL CLASS, BUT WE'RE ENCOURAGED TO TAKE A LOWER LEVEL CLASS BECAUSE, YOU KNOW, REASONS UNKNOWN.
YOU KNOW, I NEVER RECEIVED ANY REASONING AS TO WHY I SHOULD TAKE A LOWER LEVEL
[02:00:01]
MATH.IT WAS JUST, HEY, I THINK YOU SHOULD TAKE A LOCAL LEVEL MATH AND BUILD UP TO THAT TRANSFER LEVEL MATH.
THAT'S WHY I WAS SO EXCITED ABOUT, YOU KNOW, ASSEMBLY BILL 705.
YOU KNOW, I TOOK I TOOK I GOT, YOU KNOW, GOOD GRADES IN MATH IN HIGH SCHOOL, BUT I DIDN'T HAVE THE I WASN'T ENCOURAGED TO BRING IN MY TRANSCRIPTS TO SHOW THAT I DID THAT.
AND SO I'M GLAD THAT CERTAIN BARRIERS ARE BEING KNOCKED DOWN AND, YOU KNOW, AS THE, YOU KNOW, THE PREVIOUS SLIDE SAID, YOU KNOW, HOW MANY BARRIERS ARE BEING BUSTED? I'M GLAD THAT SOME OF THOSE BARRIERS ARE BEING KNOCKED DOWN.
I WOULD ENCOURAGE THE BOARD TO LOOK FOR BARRIERS TO KNOCK DOWN AND STRATEGIZE ON WHICH WAYS ARE WHICH PATHWAYS ARE MORE EQUITABLE AND, YEAH, THAT'S JUST MY CONTRIBUTION.
SO, THERE IS EVIDENCE THAT SUGGEST THAT YOU WILL BENEFIT FROM ENTERING YOUR COLLEGE LEVEL CLASS, YOU KNOW, BASED ON YOUR HIGH SCHOOL GPA.
I THINK THAT'S PART OF THE BENEFIT OF 705.
THERE IS A LARGE BODY OF EVIDENCE THAT SUGGEST THAT IF YOU HAVE A HIGH HIGH SCHOOL GPA, THE CHANCES ARE THAT YOU'RE GOING TO DO WELL IN YOUR CLASS IN YOUR COLLEGE LEVEL MATH.
THE MISUNDERSTANDING IS THAT YOU PLACE THE STUDENT IN THE CLASS AS IF.
NOW THE STUDENT HAS THE CAPACITY TO DO WELL BUT THEY WILL NEED SOME SUPPORT SERVICES BECAUSE, YES, THERE IS A GAP IN KNOWLEDGE.
BUT THAT GAP OF KNOWLEDGE CAN BE OVERCOME BY FILLING THOSE GAPS.
THERE WAS OR THERE IS A VERY FAMOUS MATH PROFESSOR THAT WENT TO UC BERKELEY AND ENDED UP WORKING AT THE UNIVERSITY OF TEXAS IN AUSTIN.
AND ESSENTIALLY HE DECIDED THAT HE WAS GOING TO OBSERVE STUDENTS THAT HAD THE POTENTIAL TO PERFORM WELL BUT FOR SOME REASON THEY WERE NOT BEING ACCEPTED INTO COLLEGE LEVEL CLASSES AND NOT PERFORMING WELL WHEN THEY PUT THEM THERE.
ESSENTIALLY WHAT HE FOUND IS IF THEY PROVIDED SUPPORT THEY WILL SUCCEED AT A HIGH RATE, PERIOD.
AND A LOT OF THE WORK ON SUPPLEMENTAL INSTRUCTION AND TAKING STATISTICS, ALGEBRA AND SO ON CAME FROM HIS STUDIES.
SO, WE ARE TRYING TO MOVE INTO THE DIRECTION, BUT, AS YOU KNOW, IT'S A CULTURAL CHANGE.
IT REQUIRES SOME TIME AND SOME CONSIDERATIONS.
I UNDERSTAND WE DON'T HAVE THE LUXURY OF TIME BECAUSE THE LONGER IT TAKES US TO FIX SOMETHING, THE LONGER IT WILL TAKE YOU TO COMPLETE WHICH IS THE FOUR YEAR.
WE WANT TO HAVE THOSE CONVERSATIONS AND CONTINUE TO HAVE THOSE CONVERSATIONS ACTIVELY ON CAMPUS.
YOU ARE CORRECT, TAKING SIX UNITS IS NOT BENEFIT FOR THE STUDENTS.
IT MAY BE EASIER BECAUSE YOU HAVE SOME THINGS TO DEAL WITH, BUT WE HAVE WAYS TO HELP YOU GET THOSE 15 UNITS.
FIRST NINE WEEKS, SECOND NINE WEEKS, A SUMMER TERM.
SO YOU CAN DO 12 AND 3 OR 9 AND 6 AND THEN 9 AND 6 AGAIN, MULTIPLE COMBINATIONS THAT REQUIRE US TO BE A LITTLE MORE QUANTIFY.
WE HAVE THE RESOURCES AND CAPABILITIES AND FACULTY THAT COULD PROVIDE THE SIREN FOR THOSE SUPPORT SERVICES.
IF WE HAVE GOOD EXAMPLES OF SUCCESS THAT WE CAN HAVE, WHAT I THINK WE ARE KIND OF STUCK IN IS ON MAKING IT FROM A PROJECT TO A SYSTEM APPROACH.
YOU AND YOU HEAR ME TALKING ABOUT SYSTEMIC RACISM AND SYSTEMIC OPPRESSION AND THINGS LIKE THAT.
BUT TO ME THAT IS VERY SUPERFICIAL WHEN WE JUST TALK ABOUT IT AND DON'T CHANGE THOSE SYSTEM ISSUES THAT WE HAVE THAT ARE GLARING RIGHT BEFORE US.
BECAUSE WHEN YOU LOOK AT THE STUDENTS THAT GET CAUGHT IN THOSE GAPS, IN THOSE SPECIFIC STRUCTURES THAT WE HAVE TRADITIONALLY PRESERVED, ARE STUDENTS OF
[02:05:01]
COLOR.THERE IS NO COINCIDENCE THAT THE STUDENTS OF COLOR BENEFIT 249% MORE THAN THE GENERAL POPULATION OF STUDENTS WHEN THEY COMPLETE MATH AND ENGLISH IN THE FIRST YEAR, WHEN THEY COMPLETE THE 15 AND 30 CREDIT UNITS.
THEY DO BENEFIT BECAUSE ONCE YOU MEET THOSE GAPS, THEY WILL BE AT THE SAME LEVEL OF PERFORMANCE AS THEIR COUNTERPARTS.
SO TO ME, WHEN WE TALK ABOUT ADDRESSING INSTITUTIONAL INEQUITIES, THAT'S WHAT WE NEED TO FOCUS ON.
NOT JUST THE ACCESS BUT THE ABILITY OF TRAVEL THROUGH THE CURRICULUM WITHOUT FINDING MANMADE OBSTACLES, IF YOU WILL.
DO ANY MEMBERS OF THE BOARD HAVE ANY OTHER COMMENTS OR FEEDBACK? DR. FIERRO, DO YOU SEE ANYBODY ELSE? NOBODY IS RAISING THEIR HAND OR ANYTHING?
>> I WROTE DOWN A COUPLE OF NOTES.
SO, GOING BACK TO YOUR QUESTIONS, UM, WHAT ARE LOCAL GOALS? WHEN YOU PUT UP THAT VERY FIRST SLIDE, IN MY MIND, I SAID, BUT OUR STUDENTS AREN'T TAKING 15 UNITS.
AND AGAIN, YOU KNOW, I'VE BEEN ON THE BOARD NOW ALMOST EIGHT YEARS.
I KNOW OUR STUDENTS AREN'T TAKING 15 UNITS.
MOST OF OUR STUDENTS AREN'T EVEN TAKING 12 UNITS.
THAT'S MY FIRST KIND OF REFLECTION ABOUT YOUR PRESENTATION; IS THE FIRST THE FIRST THING IS, HOW DO WE GET OUR STUDENTS TO TAKE 15 UNITS? PERIOD? HOW DO WE GET THEM TO TAKE 12 UNITS? I THINK I DID DO 100% AGREE AND BELIEVE IN THE SPIRIT OF THAT GOAL, BUT I KNOW THAT OUR STUDENTS ARE JUGGLING MANY, MANY, MANY RESPONSIBILITIES.
SO, I HAVE TO, YOU KNOW, BRING THAT UP BECAUSE, HOW DO WE GET OUR STUDENTS TO TAKE 12 UNITS, TO TAKE 15 UNITS KNOWING THAT THEY HAVE RESPONSIBILITIES, BOTH AT WORK AND WITHIN THEIR OWN HOME? AND I THINK THAT KIND OF TIES BACK TO THE LAST QUESTION, TOO, WHO ARE THREE OR FOUR MOST IMPORTANT METRICS? ONE OF THE METRICS THAT I WOULD LIKE TO FOLLOW IS TO FOLLOW STUDENTS WHO STARTED OFF WITH EITHER 6 UNITS OR 9 UNITS AND THEN THEY PROGRESS TO 12 AND THEN THEY PROGRESS TO 15 UNITS.
WHAT DO THEY THINK HELPED THEM TO BE SUCCESSFUL? SO THAT WOULD BE ONE METRIC I WOULD REALLY BE INTERESTED, IS TRYING TO TRACK A STUDENT WHO'S ABLE TO TAKE MORE AND MORE CLASSES EACH SEMESTER AND HOW THEY WERE ABLE TO DO THAT.
THE GAPS, OBVIOUSLY, THE GAPS ARE PRETTY MUCH WHAT WE HAVE KNOWN.
LATIN AMERICAN AND LATINX ARE THE GAPS.
IN MATH, WE STILL SEE THAT GAP.
THERE'S BEEN A REMARKABLE IMPROVEMENT TO OUR MATH SUCCESS DATA AND SUPPORT WHAT TRUSTEE WALLACE SAID, TOO.
I'VE TAKEN IN STUDENTS TO MEET WITH OUR COLORS AND EVEN WHEN WE TARTED STARTED TO DO THE SELF ASSESSMENTS AND I SAT THERE AND SAW A COLORS TWICE, ON TWO DIFFERENT OCCASIONS PLACE A STUDENT AT A LOWER MATH LEVEL.
YES, BASED ON THEIR LEVEL OF MATH IN HIGH SCHOOL AND BASED UPON THEIR GRADE LEVEL.
IF WE PLACE STUDENTS IN A LEVEL AND GIVE THEM MORE SUPPORT AND GIVE THEM MORE SERVICES, I DO BELIEVE THEY WILL SUCCEED.
SO I WOULD LIKE US TO EMPHASIZE THAT, TOO.
I'M KIND OF JUMPING ALL OVER THE PLACE HERE.
WHAT IS THE BOARD'S ROLE IN HELPING ANSWER OUR QUESTIONS? UM, ASKING FOR THE DATA, AS I THINK YOU GUYS PRESENTED TONIGHT, HAVING THE DATA REPORTED TO THE BOARD ON A REGULAR BASIS, AND THEN LASTLY, HOLDING YOU ACCOUNTABLE.
BECAUSE THAT'S REALLY THE ROLE WE HAVE AS MEMBERS OF BOARD OF TRUSTEES.
AND THEN I HAVE TO FEEL THAT THE OTHER REALLY IMPORTANT ROLE IS HIRING DIVERSE FACULTY COLORS AND COUNSELORS AND STAFF.
I WONDER IF TRUSTEE WALLACE AND SOME OF THE STUDENTS WHO I BROUGHT IN, IF THEY WOULD HAVE HAD A DIFFERENT EXPERIENCE IF THEY HAD A COUNSELOR WHO LOOKED LIKE
[02:10:05]
THEM AS AN ENTRY POINT INTO THE COLLEGE.BECAUSE I REMEMBER YEARS AGO SITTING IN A PRESENTATION WHERE IT TALKED ABOUT OUR STUDENTS OUR LATINX AND AFRICAN AMERICAN STUDENTS, THAT THE PERSON WHO THEY SPEAK TO MOSTLY ON THE COLLEGE CAMPUS IS CLASSIFIED STAFF BECAUSE THEY'RE THE ONES WHO THEY SEEK FOR SUPPORT AND FOR ENCOURAGEMENT THAT SOMETIMES THEY NEED.
SO, AGAIN, I THINK THAT'S A REALLY IMPORTANT ROLE FOR OUR BOARD IS TO TO PUSH DR. FIERRO TO HIRE DIVERSE FACULTY AND STAFF, ADMINISTRATORS EVERYWHERE, CLASSIFIED STAFF.
THAT WOULD BE ANOTHER KIND OF ANSWER TO THAT QUESTION.
UM, AND THEN THE QUESTION ABOUT, UM, LET'S SEE.
I I I YOU MENTIONED ABOUT PURPOSEFUL PROGRESS ABOUT CHANGING THE INSTITUTIONAL CULTURE.
AND I DO UNDERSTAND THAT, TOO, BECAUSE I DO THINK COLLEGE IS A WAY TO DISCOVER WHAT YOU'RE INTERESTED IN AND I DO KNOW THAT, YOU KNOW, SOME OF OUR STUDENTS DO COME IN 17, 18 YEARS OLD AND MAYBE THEY'RE NOT AS FOCUSED ON WHAT THEIR CAREER GOALS ARE, BUT WE DO ALSO HAVE A LOT OF ORDERLY STUDENTS AS WELL.
AND THEY MAY HAVE ALREADY TRIED OUT A CAREER AND WANT TO REFINE THEIR SKILLS OR WANT TO UPGRADE THEIR SKILLS, TOO.
I THINK, AGAIN, KIND OF BREAKING UP THE DATA ABOUT WHAT YOUR EDUCATIONAL GOAL IS.
I KIND OF SEE THE ANSWERS BEING DIFFERENT DEPENDING ON WHAT THEIR REASON IS FOR COMING TO CERRITOS COLLEGE.
UM, BEFORE I GIVE YOU MY FINAL THOUGHTS, I'D LIKE TO ASK AMBER IF SHE CAN GIVE US AN OVERVIEW OF HOW THE DATA WAS COLLECTED, HOW WE ARE FILTERING THAT DATA MOVING FORWARD, AND SHE HAS SOME EXPERIENCE, ACTUALLY, MORE EXPERIENCE WITH THE IMPLEMENTATION OF GUIDED PATHWAYS AND SOME OF THE MOMENTUM POINTS.
SO, SHE MAY BE ABLE TO GIVE US SOME SIDE BY SIDE OF WHAT WE SHOULD BE LOOKING MOVING FORWARD IN ORDER TO MAKE SOME PROGRESS IN THIS NEXT STEP.
SO, THE DATA THAT WAS USED IS OUR MIS DATA.
AND SO IT'S THE DATA WE SEND UP TO THE CHANCELLORS OFFICE AND IT'S HOW WE'RE FUNDED.
THIS DATA GETS POPULATED INTO IPADS USED WHEN ASPEN IS CALCULATING THEIR METRICS FOR THE ASPEN PRIZE.
SO, GIVEN THAT WE'RE FUNDED BASED ON MIS AND, YOU KNOW, THAT'S THE DATA THEY'RE USING FOR THE CENTER CENTERED FUNDING FORMULA, THAT'S THE REASON BEHIND USING THAT DATA SET FOR THESE METRICS.
SO, AT MY PREVIOUS INSTITUTION, THAT I IMPLEMENTED GUIDED PATHWAYS FIVE YEARS AGO, SO THESE MOMENTUM POINTS STARTED TO TAKE OFF THE FOURTH OR FIFTH YEAR, ONCE GUAIDOED PATHWAYS WAS IMPLEMENTED.
IT'S NOT ONLY GETTING THEM THROUGH FASTER, COMPLETING IN WHO YEARS, BUT ALSO RELATED TO THE VISION FOR SUCCESS THAT THE CHANCELLOR'S OFFICE PUT OUT RELATED TO THE STUDENTS THAT ARE FUNDED FORMULA, RELATED TO STUDENT EQUITY.
DISAGGREGATING THE DATA IN DIFFERENT WAYS SUCH AS ED GOAL AND BY DIFFERENT DEMOGRAPHIC GROUPS AND SPECIAL POPULATIONS WE CAN IDENTIFY WHERE WE NEED TO FOCUS OUR EFFORTS.
AND SO THAT'S SOMETHING I SEE AS A NEED ON THIS CAMPUS, IS REALLY LOOKING AT THE DATA, FOCUSING IN ON METRICS TO SEE WHERE WE CAN REALLY FOCUS AND IDENTIFY STUDENTS, STUDENT GROUPS THAT NEED ATTENTION, DRIVE OUR WORK AND FOCUS OUR ATTENTION.
ANY QUESTIONS FOR AMBER? OKAY.
SO, I WANT TO GIVE YOU MY FINAL THOUGHTS AND MAYBE AN ASK AT THE END.
SO I WANT TO, AGAIN, RE EMPHASIZE THAT WE AS AN INSTITUTION AND AS A WHOLE HAVE MADE SIGNIFICANT IMPROVEMENTS.
THE DATA SHOWS IT, THE NUMBERS OF DEGREES AND CERTIFICATES THAT WE'RE OFFERING SHOWS IT, THE NUMBER OF STUDENTS ENROLLING AND COMPLETING THAT MATH AND
[02:15:02]
ENGLISH HAS TRIPLED AND QUADRUPLED IN SOME CASES.WE DO HAVE A LOT TO BE PROUD OF.
BUT I THINK IT'S TIME FOR US TO FLIP THE NUMBERS AND LOOK AT THOSE STUDENTS THAT WE'RE LOSING.
YES, IT'S GOOD TO CELEBRATE THOSE THAT WE'RE HELPING, AS YOU CAN SEE, ALL THOSE ARE GRADUATES FROM THIS YEAR ON THE SCREEN, RIGHT.
THOSE MADE IT TO THE FINISH LINE.
MAYBE THEY COMPLETED IN THREE YEARS, MAYBE IN FOUR, FIVE, SIX AND SOME EVEN MORE.
BUT, REMEMBER, WE ARE A TWO YEAR INSTITUTION.
SO HAVING STUDENTS THAT COMPLETE SIX, SEVEN YEARS AFTER THEY STARTED IS GOOD WHEN YOU ARE LOOKING AT THE INDIVIDUAL, BUT WHEN YOU'RE LOOKING AS A WHOLE, IT'S NOT NECESSARILY AS GOOD AS WE THINK.
THE DEGREE FOR THAT STUDENT COST MORE.
THEIR EARNINGS LONG TERM EARNINGS FOR THAT STUDENT ARE LOST BECAUSE, BY THE TIME THEY LEAVE US IN SIX OR EIGHT YEARS, IT WILL TAKE THEM ANOTHER FOUR TO FIVE, IN SOME CASES, TO FINISH THEIR BACCALAUREATE DEGREE, WHICH MEANS 10 YEARS OR MORE IN WHICH THEY DID NOT EARN THE SALARY THEY COULD HAVE IF THEY WILL HAVE HAD THE DEGREE TO ENTER THE WORKFORCE AT THE LEVEL THEY WANTED.
IT'S IMPORTANT, ALSO, TO REMEMBER THAT IT'S A CHANGE OF CULTURE, YES, WE DO FEEL BAD FOR OUR STUDENTS THAT ARE HAVING DIFFICULTIES OUTSIDE, AND I DO UNDERSTAND THAT NOT EVERY SINGLE TIME STUDENTS CAN TAKE THOSE 15 CREDIT UNITS BUT IT SHOULD NOT BE OUR DEFAULT TO SAY, OH, YOU'RE HAVING A HARD TIME, JUST TAKE 6.
JUST TAKE THIS CLASS TO STAY ENROLLED.
STRIVE TO TAKE AS MANY AS YOU CAN AND AS MANY AS YOU CAN SHOULD BE AT LEAST THOSE 12 BUT IDEALLY 15.
WE NEED TO BE CREATIVE AND PROVIDE OPTIONS FOR THOSE STUDENTS THAT ARE STRUGGLING.
AND I KNOW NOT 100% OF STUDENTS WILL BE ABLE TO TAKE THE 15 UNITED STATES, BUT UNITS, BUT WHEN WE LOOK AT IT AND DUPLICATED HEAD COUNT FROM 2018 THAT WAS REPORTEDLIED TO REPORTED TO IPEDESTRIANS, WE HAD ABOUT 28,000 DUPLICATED HEAD COUNTS AND ABOUT AND RIGHT UNDER 14,000FTS.
OUT OF THAT, 6500 STUDENTS, ONLY 6500 STUDENTS WERE ENROLLED FULL TIME AND 15,000 PART TIME.
OUR GRADUATION RATES AND SUCCESS RATES OF OUR STUDENTS WILL NOT PLAYOFF IF WE IMPROVE IF WE DO NOT FLIP THE NUMBER OF STUDENTS THAT ARE IN ENROLLED FULL TIME VERSUS PART TIME.
I'M NOT SAYING COME TO SCHOOL FIVE DAYS A WEEK 2085 8 TO 5.
SO I MAY BE ABLE TO TAKE TWO CLASSES AT A TIME, SURE, THERE MAY BE AND COMPLETE THE NUMBER OF CREDITS BETWEEN THE SPRING AND THE FIRST END OF THE SUMMER SEMESTER.
WHEN THE SECOND PART OF THE SUMMER SEMESTER BEGIN, I COULD BEGIN COMPLETING MY COURSES FOR THE SECOND PORTION OF THE YEAR TO GET AS CLOSE AS POSSIBLE TO THE 30 HOURS.
AGAIN, I DO KNOW THAT IS NOT POSSIBLE FOR EVERYONE.
EVEN IF YOU EARN ABOVE 24 BUT HOPEFULLY 27 UNITS RATHER THAN THE 30, YOU ARE 18 PERCENTAGE POINTS MORE LIKELY TO COMPLETE AN ASSOCIATE DEGREE AND 20 PERCENTAGE POINTS MORE LIKELY TO COMPLETE A BACCALAUREATE DEGREE.
THAT IS WHEN YOU ARE AT ALL THOSE MOMENTOUS POINTS.
AGAIN, IT IS VERY IMPORTANT FOR US TO CHANGE THE NARRATIVE.
IF WE DO NOT DO THAT FOR OUR STUDENTS, WE ARE NOT CHANGING THE SYSTEM AND WE ARE NOT HELPING BREAKING THOSE BARRIERS SYSTEMIC BARRIERS THAT WE TALKED ABOUT SO MUCH.
THIS MUST BE AN IMPERATIVE POR FOR ALL OF US AND A GOAL WE TRACK EVERY SEMESTER.
SO MY ASK TO THE BOARD IS TO ASK ME TO PRESENT THIS DATA, NEW DATA EVERY SEMESTER HOW OUR STUDENTS COMPLETE.
THAT DATA NEEDS TO COME TO YOU AND YOU NEED TO ASK THOSE QUESTIONS OF ME.
[02:20:06]
BECAUSE IF WE DO NOT MEASURE OUR PROGRESS, THE OUTCOME WILL NOT CHANGE.AND THIS IS AN EXAMPLE THAT I GIVE EVERY TIME, THAT I TALK ABOUT LEADING AND LAGGING INDICATORS.
I'M GOING TO LOSE WEIGHT, BUT I NEVER SAY HOW MUCH.
I'M GOING TO LOSE 10 POUNDS, BUT I DON'T SAY WHEN.
DECEMBER GETS HERE AND I DIDN'T LOSE MY 10 POUNDS AND I LOOK SURPRISED.
WHY DIDN'T I LOSE MY 10 POUNDS? WELL, I DIDN'T HAVE ANY LEADING INDICATORS.
AM I EXERCISING, EATING RIGHT? HOW OFTEN.
IF I'M DOING ALL THOSE THINGS, THE EXPECTATION WILL BE THAT I LOSE MY 10 POUNDS, OR CLOSE TO THAT, BY THE TIME DECEMBER GETS HERE.
OUR LEADING INDICATORS WILL BE THOSE MOMENTUM POINTS.
IF OUR STUDENTS ARE TRACKING PROPERLY IN ONE OF THOSE MOMENTUM POINTS, IT IS REASONABLE TO EXPECT THE COMPLETION ON TIME OR 150 AND 200% OF THE TIME INCREASE.
AND, YES, OBVIOUSLY, I HAVE THE CLARITY THAT I WOULD LIKE CERRITOS COLLEGE TO BE AN ASPEN INSTITUTION BUT NOT BECAUSE WE WANT CERRITOS COLLEGE TO BE ASPEN.
IT IS BECAUSE IF WE ARE ASPEN, IT MEANS OUR STUDENTS ARE GRADUATING AND COMPLETING THEIR STUDIES ON TIME IT MEANS OUR STUDENTS ARE GOING BACK TO THE COMMUNITY AND GETTING JOBS AND GETTING HIGHER INCOMES AND OUR COMMUNITIES ARE GETTING BETTER.
MOST IMPORTANTLY, IT MEANS THAT WE ARE ACTUALLY CLOSING THE FAN ON DISPROPORTIONALLY THE GAP ON DISPROPORTIONALLY IMPACTED STUDENTS, ESSENTIALLY BREAKING SYSTEMIC RACISM, ESSENTIALLY ALLOWING PEOPLE TO ENTER THE SYSTEM IN THE SAME EXACT WAY ACROSS THE BOARD.
DO I NOT THINK THAT WE CAN CONTINUE TO TALK ABOUT SYSTEMIC RACISM IN THE INSTITUTION IF WE'RE NOT ADDRESSING THE NEEDS OF THE STUDENTS AND CHANGE THE OUTCOMES FOR THEM.
SO, THOSE ARE MY CLOSING COMMENTS AND MY ASK OF THE BOARD, TO ASK US TO BRING THOSE DATA AND THOSE POINTS EVERY SIX MONTHS AND SEE WHERE WE ARE.
ON BEHALF OF THE BOARD AND EVERYBODY HERE, THANK YOU FOR YOUR THOUGHTFUL AND THOROUGH ANALYSIS AND DATA AND RECOMMENDATIONS THAT BOTH OF YOU HAVE PRESENTED TONIGHT.
WE LOOK FORWARD TO SHARING IT.
I'M SURE YOU'LL BE SHARING IT ACROSS THE CAMPUS AND WE'LL BE ANXIOUS TO HEAR YOUR FEEDBACK AND WHAT OUR COLLEAGUES SAY THROUGHOUT THE CAMPUS COMMUNITY.
WELL, THAT CONCLUDES OPEN SESSION.
SO WE WILL MOVE ON TO REPORTS AND COMMENTS FROM DISTRICT OFFICIALS.
[3.01 Reports and Comments from District Officials]
THAT WILL WRAP IT UP TONIGHT.WE WILL GO AHEAD AND START WITH TRUSTEE AVALOS.
>> I HAVE NOTHING TO REPORT OTHER THAN TO THANK FOR THE PRESENTATION.
I'M HAPPY TO DO THE ASK, OBVIOUSLY, BECAUSE THE MORE WE KNOW, THE BETTER WE GET AT MAKING SURE IT'S HAPPENING.
I APPRECIATE YOU'RE COURAGEOUS ENOUGH TO LET US KNOW WE SHOULD BE ASKING.
>> BEFORE WE CAN GO ON, DR. FIERRO JUST MESSAGED ME THAT WE WILL NOT BE HAVING CLOSED SESSION TODAY.
WE WON'T BE HAVING THAT TONIGHT.
I WANTED TO THANK EVERYONE FOR THE PRESENTATION AND THE DATA.
I KNOW WE'VE GREAT UNDER DR. FIERRO'S LEADERSHIP FOR THESE LAST COUPLE OF YEARS IN TERMS OF COMPLETION RATES AND GRADUATION RATES AND I THANK HIM TONIGHT FOR SPUTTING PUTTING A SPOTLIGHT ON THE ISSUES OF THE STUDENTS THAT WE ARE LOSING AND WHAT WE CAN DO TO MAKE SURE THAT THEY DON'T GET LOST, WE GET THEM THE RESOURCES THEY NEED.
UM, SO I APPRECIATE THAT AND DEFINITELY LOOK FORWARD TO MAKING THIS PART OF A, YOU KNOW, ONGOING DATA THAT WE RECEIVE ON A REGULAR BASIS.
>> JUST LOOKING FORWARD TO THE L.A.
[02:25:08]
FOOD BANK THAT CERRITOS COLLEGE WILL BE HOSTING NEXT WEDNESDAY MORNING.SO, YOU KNOW, THOSE OF US THAT ARE HERE TO PUT THAT ON OUR SOCIAL MEDIA TO GET OUR COMMUNITY MEMBERS AND NEIGHBORS, THOSE THAT WANT TO VOLUNTEER AS THE PANDEMIC IS STILL GOING ON AND THERE'S STILL A GREAT NEED FOR VOLUNTEERS.
SO, IF WE CAN GET PEOPLE TO COME OUT TO CERRITOS COLLEGE CAMPUS NEXT WEDNESDAY MORNING FROM 7 A.M.
TO HELP SERVE, THAT WOULD BE REALLY COOL.
>> THANK YOU FOR THE PRESENTATION AND NO COMMENT.
I THOUGHT IT WAS A VERY EXCELLENT PRESENTATION AND I APPRECIATE THE FULL THROATED EFFORT.
DEFINITELY TRYING TO TACKLE THINGS THAT DO NOT HAVE EASY ANSWERS, BUT CERTAINLY IT
STARTS WITH PHILOSOPHICAL >> I THINK YOU CUT OFF A LITTLE BIT, TRUSTEE BIRKEY.
MY ONLY CRITIQUE WOULD BE, YOU KNOW, IT WOULD BE BETTER TO USE BODY POSITIVE ANALOGY BUT THE PRESENTATION WAS FANTASTIC OVERALL.
I THINK THIS IS A VERY HARD ROAD AHEAD FOR ALL OF US, AND THERE'S A LOT THAT I THINK I DON'T YET FULLY UNDERSTAND HOW WE'RE GOING TO GET THERE, BUT I APPRECIATE THAT WE HAVE A CLEAR GOAL OF WHERE WE WANT TO GO.
>> YES, I TOO WANTED TO MAKE COMMENT AND LET EVERYONE KNOW THAT I WAS GRATEFUL FOR THE INFORMATION, AND JUST LIFE, LIKE, FOOD FOR THOUGHT THAT, UM, I'VE HEARD FROM SOME STUDENTS WHO HAVE TAKEN OVER 18 UNITS PER SEMESTER, AND I THINK FOR SOME OF THOSE STUDENTS WHO ARE MIXED WITH THEY HAVE TO WORK AND THEN THOSE THAT DON'T HAVE TO WORK, I WOULD PROBABLY SAY THAT THE COMMON THREAD OR COMPLAINT OR CONCERN WAS JUST, UM, OVERCOMING WHETHER IT WAS EASY TO TAKE THE GET A CLASS THAT THEY NEEDED TO COMPLETE THE 18 UNITS.
AND SO THERE'S SOMETHING TO BE SAID ABOUT AB705.
PERHAPS WE CAN CLEAR THE BARRIERS OF JUST THE CLICK ON ENTERING THAT CLASS YOU NEED ON YOUR SCHEDULE SO THAT YOU REGISTER A LOT QUICKER THAN YOU GOT TO LEAVE THAT AREA TO GO TO ANOTHER AREA TO ANSWER A SURVEY AND THEN YOU HAVE TO DO A COUPLE MORE INS AND OUTS BEFORE YOU CAN ACTUALLY BE CLEARED TO TAKE A CLASS THAT WE ALREADY HAVE A BILL THAT WAS PASSED TO ELIMINATE THAT.
AND SO I THINK THAT THE BILL WAS A GOOD THING ON PAPER, BUT NOW WE MOVE TO WHAT'S ON PAPER TO ACTION AND THE ACTION WOULD BE TO ELIMINATE THOSE BARRIERS IN JUST A CLICK.
SO, UM, I'VE HAD EXPERIENCE WITH SOME OF MY NEIGHBORS IN TRYING TO REGISTER FOR A CLASS BUT THEY CAN'T TAKE IT BECAUSE THERE ISN'T PROOF THAT, UM, THEY HAVE MET WITH ENGLISH 100 OR MATH 112 AND SO, UM, THERE'S JUST A LOT OF STEPS, IN MY OPINION, THAT COULD BE ELIMINATED SO THAT IF WE ARE TRULY HONORING AB70 A AB705 THEN WE'RE NOT HAVING KIDS LEAVE THE ZONE OF THE IMMEDIATE CLICK AND TAKE THE CLASS AND MOVE ON.
HOW CAN WE MAKE THIS EASIER? WELL, I THINK MAKING IT EASIER WOULD BE TO ELIMINATE ALL THOSE STEPS THAT WE ALREADY TOOK WITH AB705 SUPPOSEDLY IN THEORY CLEARING.
I DON'T KNOW, TRUSTEE WALLACE, IF THAT'S SOMETHING YOU'VE HEARD WITH YOUR PEERS, THAT THE REGISTRATION PART IS DIFFICULT WHERE, YOU KNOW, YOU CAN'T JUST TAKE A CLASS BECAUSE THERE'S CONDITIONS TO ENTERING.
AND I THINK MOST OF THEM HAVE BEEN THE CONDITION OF, DID YOU TAKE THE MATH? OR THE CONDITION, DID YOU TAKE THIS ENGLISH? AND MAYBE LOOKING AT THOSE CONDITIONS AND CHANGING JUST THAT SIMPLE CLICK MIGHT HELP US INCREASE THAT NUMBER FOR THOSE STUDENTS THAT WE WANT TO GO AHEAD AND BRIDGE THE GAP ON OUR DATA.
[02:30:02]
AND I WANT TO SAY, HAPPY TO REPORT THAT THE STUDENTS THAT I DO KNOW THAT TOOK OVER 18 UNITS, SOME OF THEM WERE WORKING, YEAH, IT SUCKS TO HAVE TWO JOBS, BUT THESE STUDENTS UNDERSTAND THEY HAVE TO HAVE TWO JOBS AND HAVE TO GO TO SCHOOL FULL TIME.LIKEWISE, THE OTHER STUDENTS THAT AREN'T WORKING, THEIR SUCCESS HAS BEEN BECAUSE OF OUR STAFF AND PROGRAMS. THAT'S IT.
THANK YOU FOR THAT RECOGNITION.
DEFINITELY A GREAT DISCUSSION.
AND, YEAH, I DEFINITELY WANT TO ECHO TRUSTEE LEWIS, HIS SENTIMENTS ABOUT THE UPCOMING FOOD BANK.
I'M LOOKING FORWARD TO HELPING OUT AND VOLUNTEERING WITH THAT.
I LOVE BEING ON CAMPUS A LOT MORE NOW SINCE IT'S CLOSED DOWN.
BUT, YEAH, AND SOMETHING THAT YOU MENTIONED, TRUSTEE PEREZ, ABOUT STUDENTS IDENTIFYING WITH THOSE WHO GIVE THEM INSTRUCTION.
I ACTUALLY JUST SAW I HAD ACTUALLY JUST SEEN SOMETHING ON INSTAGRAM THAT IT WAS LIKE A STATISTIC.
I JUST TYPED IN BLACK STUDENTS WHO ARE TEACHERS WHO LOOK LIKE THEM.
STUDENTS DO, INDEED, BENEFIT FROM TEACHERS THAT LOOK LIKE THEM.
BLACK STUDENTS WHO HAVE EVEN ONE BLACK TEACHER BEFORE THE BEFORE FOURTH GRADE ARE 13% MORE LIKELY TO ENROLL IN COLLEGE AND THEN THAT NUMBER DOUBLES IN CORRESPONDENCE TO THEIR ABILITY TO ACTUALLY GRADUATE COLLEGE.
AND SO I JUST WANTED TO, YOU KNOW, AND TAKING INTO CONSIDERATION TRUSTEE CAMACHO RODRIGUEZ, YOUR EXPRESSION, UM, YOU KNOW, I WORK WITH I WORK IN FINANCIAL AID.
AND WHEN STUDENTS ARE SIGNING UP ON THE FAFSA, THEY SEE THAT NUMBER I THINK IT'S, LIKE, 24% GRADUATE RATE OR SOMETHING LIKE THAT.
WHY IS THAT? HEY, YOU KNOW, A LOT OF PEOPLE GO TO GYM, THEY DON'T ALWAYS GET WHAT THEY WANT,
[02:35:04]
RIGHT.YOU KNOW, THE GYM IS OPEN TO EVERYBODY.
THAT'S KIND OF HOW IT IS WITH CERRITOS COLLEGE AND A LOT OF COMMUNITY COLLEGES.
WE'RE OPEN TO EVERYONE AND THAT'S GREAT.
NOT EVERYONE TAKES THAT SERIOUSLY AND A LOT OF PEOPLE HAVE A LOT OF OUR EXTRANEOUS CIRCUMSTANCES THAT HINTER HINDER THEM FROM GRADUATING.
I ACTUALLY HAVE A FRIEND WHO WORKS IN CERRITOS COMPLETE AND SHE WAS TELLING ME THERE ARE EXEMPLIFICATIONS ON COMPLICATIONS ON THEIR END IN REGARDS TO 705.
I'LL GET FEEDBACK FROM HER AND DEFINITELY COME BACK HERE AND DISCUSS THAT.
BUT, YEAH, I DEFINITELY WANTED TO JUST ONCE AGAIN REMIND EVERYONE I AM ACTUALLY, ALONG WITH, YOU KNOW, AN ADMINISTRATIVE ASSISTANT IN FINANCIAL AID, I'M ALSO A TUTOR WITH A NON PROFIT HERE IN LONG BEACH CALLED LOSS.
A LOT OF THE STUDENTS WE TUTOR ARE INVOLVED IN ATHLETICS AND WE WANT TO INSTILL PRINCIPLES AND ZAULS UNION THEM THAT GO BEYON VALUES THEM GO BEYOND SPORTS AND THE FIELD.
AND WE ARE CONDUCTING A FUNDRAISER, YOU KNOW, IN EARLY CONTRIBUTIONS CAN BE RECEIVED AS EARLY AS TOMORROW UP UNTIL THE 24TH OF THIS MONTH, SEPTEMBER.
AND, UM, I JUST WANTED TO, ONCE AGAIN, LET EVERYONE KNOW ABOUT THAT.
I'LL BE SENDING THE LINK IN THE CHAT.
AND, YEAH, THAT'S ALL I HAVE FOR TODAY.
THANK YOU VERY MUCH, TRUSTEE WALLACE.
NOW WE'LL GO TO REPORTS FROM ADMINISTRATORS.
>> NO REPORT TONIGHT, THANK YOU.
AND THEN VICE PRESIDENT RICK MIRANDA.
I ALREADY EXCEEDED MY WORD LIMIT FOR THE EVENING, SO NO REPORT.
I'LL SKIP MY REPORT TODAY, TOO, SO WE CAN WRAP IT UP AT 10:00.
THANK YOU VERY MUCH, EVERYBODY, FOR BEING HERE TONIGHT.
I THINK WE HAD REALLY GOOD INFORMATION THAT WILL BE SHARED AND UPLOADED TO BOARD DOCS SO ANYBODY CAN TAKE A LOOB AT IT, SEE THE PRESENTATIONS AND SEE THE POWERPOINT AND THE DATA AND HEAR IT.
BECAUSE THERE'S A LOT OF GOOD INFORMATION TONIGHT.
SO, I'M REALLY PLEASED WITH THIS STUDY SESSION.
SO, WE WILL GO AHEAD AND I THINK THERE IS NO CLOSED SESSION THAT ADJOURNS OUR MEETING.
OUR NEXT MEETING IS WHEN, DR. FIERRO?
OCTOBER 7TH WE WILL SEE EACH OTHER ALL AGAIN AND NOT BEFORE.
VIRTUALLY OCTOBER 7TH IS OUR NEXT BOARD MEETING.
BUT RIGHT BEFORE THAT, I DO THINK WE HAVE THE HEALTH AND WELLNESS COMPLEX OPENING ON FRIDAY, OCTOBER 2ND AT 11 A.M.
I THINK THAT'S A VIRTUAL OPENING.
HOPEFULLY WE COORDINATED WITH CHERYL TO MAKE SURE OUR BOARD IS ABLE TO ATTEND THAT.
THEN WE HAVE A LOT OF THINGS GOING ON.
HAPPY 65 TO CERRITOS COLLEGE AND A LOT OF DIFFERENT ACTIVITIES CELEBRATING OUR 65 YEARS.
SO, OKAY, WITH THAT, WE WILL GO AHEAD AND CLOSE ADJOURN THE MEETING FOR TONIGHT AND WE WILL SEE EACH OTHER AGAIN SOON.
THANK YOU, EVERYBODY, FOR PARTICIPATING TONIGHT.
>> THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.