Title : Family Healthcare Network Porterville Ca
link : Family Healthcare Network Porterville Ca
Family Healthcare Network Porterville Ca
>> (no audio).>> for workforce and economic development division andworkforce and data outcomes. chancellor. >> thank you president baum 47and members of the board. it's a pleasure to introduce thegroup to talk about this item.
Family Healthcare Network Porterville Ca, i will turn it over to van andlet her introduce her colleagues.>> thank you chancellor and president baum and members ofthe board. i am delighted to be here as the vice chancellor forworkforce and economic
development. today we'repairing two topics together because when you talk aboutworkforce there is an inter relationship with accountabilityand accountability with workforce so the two really arewell paired together. today i am copresenting with someguests. here you have alice our director of research and cathybooth who is a senior researcher with west ed and they will joinme in the presentation and delivering on therecommendations for the task force we will end with deborahjones who is a director in my
division and ask for yourapproval on the plan and this is a step we take every year andhoping to spice it up with the outcomes part of thepresentation so if you can join me i have at slides. they looklike those because we will have some screen shots and they maybeeasier to read via slide, so as you know the legislature and thegovernor's office began seeing the true value of the workforceprograms, our career technical education program because theysaw this data like earning power of our graduate who is come outof our career technical
education and they saw thepotential to put food on the table as strategies out of 48poverty through these programs. they wanted more. they wantedmore career technical education. they wanted more better careertechnical education and you got ahead of the curve bycommissioning the strong workforce task force last yearto really look at the policies and strategies to close the gapon 1 million more -- we call these sub-baccalaureatecredentials so higher than a high school degree but less thana bachelor's degree so industry
valued credentials and as aresult you adopted last year 25 recommendations that we beganwork at different stages in terms of implementation. items4-6 are focused on workforce data and outcome and so what wewanted to share with you is a quick status update where we arein these items and as i mentioned lasted time you canalways see the full update via the web. it's all posted onthere. so let me just highlight a few. we have a number ofitems -- all these items have begun and are in different stageof either a work in progress
because you're carrying bills orthey are administratively in progress, and we have ahierarchy in terms of actions so if we can do it administrativelywe are pursuing that and if it takes regulation we're workingon bringing regulations to you. if it takes a budget action youtook some of the work with the $200 million request late halfyear and most complex is legislative action which we havetwo bills under way so what you see here is the items 4a, b, c,5a and six and these are the range of data actions that you 49have asked -- thanks to the
strong workforce task force howto make the data and outcomes much more responsive socommunity colleges can continuously improve theirworkforce portfolio. so the check marks now recognized as ofa week and a half ago a significant milestone that wasmade which is the completion of 4b and then accompanying that is4c which reports out on the demographics, so let me turn itover to our guests to the left and they're going to talk aboutwhat we have done to improve the student success scorecard toreflect the full array of
outcomes and rolling out datatools so colleges improve the cte portfolio on campus and theregion. >> good afternoon. okay. asmentioned we have started working on implementing some ofthe recommendations that was talked about including expandingthe definitions of the student success in the score card. whatyou see here say screen shot of the score card so it's ouraccountability framework for the california community colleges.this is basically to provide stakeholders information on howstudents progress and achieve
success in our system. it's thestandardized report, and to do that there's somecharacteristics that we use with all the metrics in thisaccountability framework. we try to use first time students,cohorts. we use course taking behaviors to determine student'sgoals are so that's some of the characteristics of it so the newmetric on the score card -- the new one is released march 30 and 50capture students taking a few courses in the system and leavewithout receiving traditional outcomes and they take a fewcourses and don't get a
certificate or award as othersdo and they're called career skills builders and they'restudents seeking or maintaining additional skill sets whilethey're already working in the field, so the outcomes for thesestudents are captured by the change in earnings so we do amatch with wage data and we're able to see if students have acertain income before they started the course work afterthe course work and that is the median earnings change andseeing that with skills builder and increase of about 14%. likei said we use cohorts to capture
the students and this capturesabout 86,000 students in the system. so we reclassified thestudents from failures to successes by including thismetric into the score card. this is actually a screen shotof the score card which you will see when its released onmarch 30 and the skills builder metric so you see a series ofmetrics on the tabs on the top of that score card there, thatdashboard, and the two metrics on the right are the cte metricsso the one on the right is the skills builder metric they justtalked about, the non
completers, and also there's acompletion metric that we use for cte as well so basically the13.6% that you're seeing there is basically kind of rounded upto 14% change, the median percent change in wages that yousee. we don't use wages with this and percent change and 51trying to standardize it for all 113 colleges in the system.instead of wages we uses% change before and after and you'reseeing what programs the students are in so we'redisplaying on the card the top ten skills builder metric forthe state or depending on a
college so you can see thepercent change for each of the different programs in the field.so i'm going to pass it over to cathy who will talk a little bitabout other recommendations related to access and use thathave been already been implemented.>> so one of the things that is important to understand whentalking about cte data is doing what matters framework is askingcolleges to really expand their definition of what it means forstudents to succeed, so in addition to looking at what ishappening at the classroom level
or the college level they'reexpected to look at information at the regional level and at thesector level, so they not only need to know if the students aremastering the skills in the moment but mastering the skillsthat employers are looking for and what jobs are available inthe region that map to the programs they're offering? needto know whether students are getting jobs, whether they'remaking more money and they need to understand whether or not thestudent completes a certificate or a degree because as you heardone in four of the existing
students are falling into thecategory of skills builders because they're incumbentworkers and coming back to community colleges to build the 52skills that they need and one thing that was asked for andshowed up in the recommendation was more information to helpthem be successful in this. they know they need to do thisand students may be going to several colleges to complete thepath way and in and out but had no data to prove it and we hadto link data from other sources and showed in a way that wasn'tthe standards and you could see
what your student was doing inthe region and not just the institution and having data andthe chancellor's office has lead the country in making theconnections and making this information publicly availableso you've had data mart which is available for a long time soanyone can get on and see the outcomes at students at variouscolleges. you have the salary surfer that shows how muchthey're making and how it compares to pre-wages and all ofthese are powerful tools. however, the system needs moretools to get this information
and all the different formatsthat are necessary to move forward with doing what mattersand there's also another fundamental shift that needs tohappen so historically the information has been provided ina way that is useful for researchers because theinstitutional research officers take the information and put itinto statistical software and into analysis and createpresentations and things that help the colleges with decisionmaking but we're now at a place we need everyone to understandwhat is happening with the
students and counselors and 53deans and faculty and we can't expect the researchers to dothis and pull the information from different reports andthat's where the chancellor's office has invested inadditional tools to support colleges through the process sothere is the amendment to the score card that represents abroader definition of success. there is the launch board andavailable to everyone person working at a community collegeand cuts it the alignment with the region and sector andcollege and program and a whole
suite of resources brought outto the field to actually have people do something with theinformation so this suite of resources is cte data unlockedand the tag line is "find it, understand it, use it" becausethose were the problems articulated in the field by themeetings leading up to the task force recommendations so underthis program there's a lot of resources that are available toevery california community college so there's tools likethe launch board. there's training to make sure thatpeople know how to use them.
there's technical assistancewhich gets right down at the college level and move from ison the screen to actually what they're doing in the process ofcreating the accreditation reports, program review orgauging in planning and help with funding and help with thecritical tasks they need to do and this will need into twoplanning processes and one with the new $100 million in ctefunding we hope is there next year we need colleges to work 54together as regions to spend the funds so they move the students'ability to be ready for the jobs
in the regions and help themintegrate to what they do locally and everyone connectedwith region and that's what it's doing and i would love to havetwo hours of your time to scroll you through the tools becausethere is so much work good work that the community college isdoing and i van told me i had a few minutes so this is thesalary surfer and a fabulous tool for counselors helpingstudents understand what outcomes they might get relatedto salaries with the majors they select. i highlighted thiswater and wastewater technology
and show it to students and youcould make more than $80,000 and there is a lot of demand andmost are retiring and make twice as much compared to welding andonly make $40,000 this is a great place to state and they'restate wide averages and salaries are different throughout thestate from the central valley to silicon valley and here's one ofthe things available in the launch board so everything isdesigned in a simple question and answer format so you don'thave to be a data geek to find the information so one of thethings that the colleges needs
to know to evaluate theeffectiveness is whether the students can get jobs because ifthey're training toward skills with no value or left the regionthe students won't be employed so the chart answers thequestion how many completers and skill builders have gotten jobsand this is showing that the numbers are similar initially 55for getting a job and staying in a job by the end of the firstyear so colleges can use that to understand in some ways thereare comparability between the two pathways. this nextquestion answering the issue of
how much more money is studentsmaking? so a faculty member could look at how much theybefore they started. they started at pretty much the sameplace but in this case the skill builders are doing better thanthe completers and interesting data point and could lead torich conversations and what is going on? are they working withencumbered workers and ways to take the information and workwith them. do you have a question?>> is this for a particular field, this particular chart orfor a school?
>> you're looking at a collegeand a program. i believe this is accounting and i pulled thisfor the sacramento region so you can do it by college or regionor program like accounting or sector for example health is asector or advanced manufacturing so people can get a lot ofinformation about those results. >> and this is available tothe public? >> it's not available to thepublic. it's available behind a fire wall to the colleges andthere is a reason for that you have the score card and highlevel information that everyone
needs to know and the skillbuilders and there's 100 metrics in the tool and why i would wanta couple hours of your time and we don't want it getting out andthis will show you why. how many students are making a 56living wage? we don't just want to know that but are they makingenough money? and 80% made it to a living age and in other --wage and in other programs like early childhood care and don'tmake as much and the society needs these people and thiscould be a viable path way for a young mother and run a day careout of her home and look to the
stackable one and there are alot of tools and colleges are likely to use it to improvetheir programs. this is just -- we have detailed data tablesbecause people want information because of the factors andemployment data could be disaggregated by 20 differentcharacteristics and colleges can look at whether the figures arechanging over time. they can do their figures compared toregional and statewide averages which will help withbenchmarking. >> can i ask some questions?can we go back one slide. i am
on salary surfer online andlooking at this and i am trying to understand two years before,two years after. how do we get to the data again?>> do you want to explain that. >> we do a match and get allof the data and with students with ssns and do a match -->> [inaudible] and we match it up with social security numbersso they're hard comparison, apples to apples so what you seeon the salary surfer is a pretty good representation.>> now at what point are we tracking them, when theycomplete or get to a sense.
every quarter we see thewages and calculate it depending on the program they graduate. 57>> on the launch board it's more broad and not justcompleters so you're looking at them and skill builders withinthe data sets. >> do we have the resource towork with the counselors and how to use this and having the tooland implementing the tool oftentimes there is a big gap.i am curious if you go out in the field or your colleagueshelp them how to use this information?>> yes. there is an enormous
18 month effort to do that soevery friday our teams are doing training in one of the regionsof the state to introduce people to the state and every collegeis eligible for $50,000 in funding and ten hours of freetechnical assistance to support the integration of the tools andtheir processes and we're developing suites of resourcesand you're in the middle of program review and this is whereyou find the answer to the question and where you look andwhat you need to know and they will be available in guides andpowerpoints and videos and
online course and reach them atwhatever level of depth they want to engage.>> [inaudible] implementation it's about -- how do you getthese tools into the hands of students and family and theircommunity so we had gotten a grant from the kelloggfoundation and working on a mobile salary surfer testing itfirst in the inland empire and see whether or not we can bringthis data to a user friendly way to the younger population sowe're working on all the different aspects. 58>> vice president estolano.
>> so backs to the skillsbuilder versus the salary surfer data and as long as they'redoing what matters and the task force recommendations. is thatdata going to be available to regional collaboratives andworking at workforce and development. is that the nextgeneration? >> yes. it's on the radar. wewanted to use this year to get our colleges first to know theirdata and of course all these partners can access it throughtheir colleges and then looking at launch board 3.0 we need tolook at what are the features
functionalities that ourpartners want and that is in the strong workforce recommendation.>> so this is background to make a decision to approve theannual expenditure plan so do you want to take us to that?>> yes. let me move through, so additionally to all the workwe have been doing to administratively implement youhave senate bill 66 lava and carry forth some of thelegislative actions that are required in order to implementsome of the task force recommendations so part andparcel, the whole package that
is coming before you, you knowvice chancellor stewart is carrying senate bill 66,assembly bill 1892 which is fixing the vocational educationfinancial aid package. you have vice chancellor troy takingforth the 200 million in budget actions and they're funded.let's see they see a change in a portfolio and programming orretooling colleges need a way to finance the changes and vice 59chancellor walker is doing -- [inaudible] (off mic) and aswe're moving along in implementation we're going tohave more items [inaudible]
>> i'm sorry vice chancellorcan you remind us what the stand alone course regulation approvalis? >> yes, it's the ability forcolleges to proceed in offering new courses as they await thecourse approval process. >> okay.>> before we get started i did see member khan had his hand up.>> i had a question for data acquisition and the data you'reaggregating for students for completing or before and accountfor field specific employment or does it also include -- forexample if you're saying
accounting can you get a jobthat isn't accounting but represents to the field is thatalso included or were you able to isolate the data?>> we have information on the industry sectors so we get datafrom edd and the wages and the industry sector but it's reallyhard to you know align the industry with actual occupationbecause there's differences. health care is obviously reallywide so we don't have a solution to that.>> we have a temporary one so there is a survey implemented by70 colleges in the state right
now and goes to former students.are you employed with something similar that you studied? andthat information is integrated into the launch board andmultiple measures looking at that employment and earning dataand paid for all colleges as part of cte unlocked and it was 60the smaller districts not participating and equalized theability to get the data. >> so i am assuming therecommendation to the board is approve the expenditure plan andboard members can find details on each of the funds starting onpage 39 so in summary is there
something that you would like toshare with the board before we take a motion on the item?>> so we ask the board to approve the annual expenditureplan that is listed on the last page of the slides.>> every year we bring this plan to you and bring everycontractor grant over $100,000 for approval. we will continueto do this. this year is particularly exciting because ofthe 25 board of governors recommendations. they willimpact every single one of the funding streams and help usdrive student success with
workforce outcomes.>> thank you. before we take a motion are there any membersof the public who wish to address the board on this?>> yes, we have one. david morris.>> and questions after the motion.>> and questions after the public comment. so we will --there may be board questions after we take public comment andhave a motion to consider. >> president baum, chancellorharris and board members, first i want to commend thepresentation that you just saw
on the score card. there's alot of great information and things being added that facultywanted added for some time and i know the academic senate worked 61well with the chancellor's office and cathy and the groupand others to put that together so again i think that's a greatexample of the way we can really work effectively together andreally have great success. on the expenditure plan i don't seeanything we couldn't agree with and lots of things that thestudent senate would that academic senate and all of theareas fall under -- [inaudible]
and we haven't been approachedwith the collaboration for the items and insure that we wouldsupport all of those things. we want to be certain we're giventhe opportunity to support them and engaged in the conversationsfrom the beginning. thank you. >> thank you. now we haveopportunity for board member questions or comments and thenwe will explore whether we're ready to make a motion. memberbielanski. >> on page 37 of the agendaitem it talks about colleges that participate and this wasbriefly mentioned in the spring
training are eligible. it's aten hour technical assistance to support. how can we get moreinformation on that to know which ones of these havehappened, where they're happened, which ones haven'thappened? so that's my first question.>> so on the website there's a page specific to cte unlockedand you can get to it. there is a big head line that shows it.it lists all of the training sites and there is work done tomake sure that the colleges get to training and other ways toget --
>> i am not hearing you well. 62>> the regional consortia chair and help with thechancellor's office and the regional coordination. you canfind the information about the grant opportunity and ideas whatyou could spend the resources on but colleges are also welcome tosubmit anything they find helpful.>> and it also mentions that some colleges are doing surveys.how can we get access to that information and which lieges areand what the results are like? >> the cte outcome survey andthey're publicly posted. it's
santa rosa junior college that'dmores the survey that administers the survey andthey're available and others have done it also and you canlook by college and program. >> thank you.>> thank you. great. thank you for the presentation. onpage 42 my question is when talking about californiaapprenticeship program so it seems like we're talking about168 apprenticeship programs. i would like to know which onesare actually related to tech, anything that is cisconetworking, it, software
development and anything thatfalls into the realm of where the jobs are aligned really inthe area that is growing quite a bit in california? so that's myfirst question and i have a follow up after that.>> you're absolutely right that the -- i think this isimplied that the traditional apprenticeships have beenheavily in the building trades and if you remember in the lastboard meeting we brought up $50 million worth of awards, 63brand-new monies, to incentivize areas and tech and biotech andglobal trade in order to develop
apprenticeships, so the statehas been trying to stimulate the apprenticeship engines toincrease production into those areas that you're talking aboutanother comment on the salary surfer and i can see for the fewminutes i have look at is great information and what we'retrying to communicate to the students and do this and you canincrease your income by 30, 40% which is amazing. we will hearabout [inaudible] campaign soon -- today or tomorrow. any waywe can bring the two together and talking about i can affordcollege and the award is once
you complete college look at thedata and what happens to your life, so i would like to see howwe can communicate. if we're going out to communicate weshould communicate this is the impact and why you want college.>> i am glad you asked that and chancellor paul feist is thelead chancellor on that task force implementation and lookingat the different assets and how they integrate for students.>> member shaw. >> do you have any of theregions who might be more interested or less interested inparticipating in this effort?
and if so if you do how -- whatmechanism will you use to encourage the ones who are leastinterested? >> well, at this moment all theregions are interested and now they're highly interested -->> highly because the money is there.>> [inaudible] unleash their capacity. 64>> okay. >> although i think it's worthnoting it's the field that started the drum beat of thecall for this data, so i had a chance to be at training andwe're mobbed with people saying
"we have been waiting andwaiting and thank goodness you provided it. we need it sobadly." we can't get them off at lunch and interested what ishappening with the students and there is tremendous interest inthis. >> so member i do take that asa motion? >> i second it.>> second by budnick. member haynes -- [inaudible]>> not to worry. i had two observations. i had a chance toread the actual economic and workforce development annualreport. it was very well done
and so i have two questions.from the report they read that information was broken down inregions, and it was very well done, but i was drawn to thecentral valley which one has some of the highest rates ofunemployment, under education, under employment, all of thosekinds of things and i was sort of looking at the amount ofdollars each of the different regions got, and i was born andraised -- ran away from los angeles at the age of 42, ripeold age of 42 but for many years i lived there and i realizethey're the big gorilla, no pun
intended, but i also want tokind of make certain that those who are sort of in most needthat there's some specificity in making certain that they get theresources and the technical assistance that they need and 65also where in particular the central valley, and i know thisis a little bit off of this, but i have a question relative tothis. large populations of latinos, and that population isgrowing across the state and so i'm just -- i guess i want toput out a word of being very mindful of that, and with thatin mind relative to cte what i
have found at my district isthere's some fabulous courses that cte courses that somestudents know about, others don't, and they do not connectwhat their salaries will be, so they go on a pathway ofsomething they have heard about but know very little about, likewhen you get out how much money are you going to make for thework and effort you put in, and in particular i do wonder towhat extent is there outreach to communities of color andstudents of color? and i just want to make certain, and youdon't have to answer this now,
but one of the questions that icontinue to want to know to what extent is that outreachsuccessful for students of color when they pass-through thecollege doors? and are their needs being met and resources tobe successful in cte also there to wrap around them?>> you bring up many points and hopefully there is anopportunity to present at a later time. a key element ofall these data tools we can see it broken out by demographics,so colleges will have insight to that at the beginning of theconversation. in terms of the
distribution of the 200 millionin the trailer bill language one of the modifications include 66unemployment and the needs you're talking about so thatcontinues to be debated and evolved but i know it's on theradar. >> thank you.>> member burdick. >> [inaudible] (off mic).>> all right. thank you. we have a motion and a second onthe table to approve the action item as recommended. we will goahead and go to the vote. all in favor say aye.>> aye.
>> any opposed? anyabstentions? the motion carries unanimously. thank you verymuch. we're going to move to an item up on the agenda, an itemwe all have been looking forward to tackling. we're going tomove to item 2.1 zero, a designation of chancellor totitle of chancellor emeritus to open that i understand there isa presentation by the ceos, our chancellor's colleagues who arepresent and i would like to invite them to come to the tableand so who is the dean of the ceos here? i guess brian is theincoming dean of the ceos.
>> [inaudible] one of thewonderful traditions we have at our annual ceo conference as weshared earlier this year north and south together was to honorcolleagues retiring and as you know chancellor harris hasfailed at retirement once so this is the second time and somecolleagues prepared a poem that was shared at the ceo conferenceand chancellor benjamin was nice to get it framed. do you wantto share anything? >> well, it's a tribute incouplets to our chancellor, state chancellor's office and i 67will not read all of it, but i
will read the last four, fivelines because you just have to hear that much but to this pointin the series of couplets we regale him for all of thewonderful -- he's a little embarrassed.>> keep regaling. >> all of the wonderfulaccomplishments and we say in here he's did more in threeyears and seven months than many people could have done in 30 andwe end by saying "be proud of what you have done as you go onyour way for not one of us has come here to stay. you did yourduty. it is true. you left the
system better off than you foundit. that was certainly the best and most you could do" so wehave a copy for you. [applause]>> oh my goodness. >> you have some morepresidents. jump in here. who else is here?>> rachel. >> rachel is here. come oneverybody. >> maybe they don't agree.[laughter] >> thank you.>> you're welcome. >> a chancellor in couplets.>> all right.
>> thank you.[applause] >> and while we're still onthis subject i see that there's a member of the public -- anadditional member of the public that wishes to address theboard. >> yes, would you like tospeak on this item? >> thank you president baum.chancellor harris. while we're commending chancellor harris i 68would just like to tell a brief story that some heard me telland goes back to the student success task force in 2011 andthe first time i worked with
chancellor harris and there wasone recommendation that the faculty was highly opposed allthe way through the process and came back every month aftermonth and no matter how much we were against it and put to avote and although we voted on nothing to that point and therecommendation passed by a vote 12-seven. the only ones in theroom that voted against it were constance carroll and thestudent representative and the faculty in the room so thefaculty was horrified this idea we convinced was bad for thesystem passed and at this point
chancellor harris spoke up andsaid "i was in favor of this idea. i believe it could workbut not in favor of pushing something that every facultymember in the room is saying it's a bad idea and we need toreconsider this" and got the recommendation reconsidered andstopped. that moment stood in my mind ever since that thechancellor harris has shown respect for the faculty voiceand all of the constituents and the way he worked with all of usand i want to say to chancellor harris on behalf of the academicsenate thank you for all that
you have done for the system andfor us and for me personally. i have enjoyed working with you,being mentored by you and calling you a chancellor and afriend. thank you. [applause]>> we have victor from the student senate. 69>> i am the only one today and have a presentation tomorrow. ihave a plaque for you but i want to share a story before thisitem goes for a vote and one of the last consultant councilsthat chancellor harris was at and i gave him a pin of thessccc and i will make sure you
get one this week and i handedthe pin and takes off the community college pin and thispin looks so much better and represents more for me so i'mgoing to wear it for the rest of the day and always wore it andchancellor harris knew he served the students and all of the workhe did leading up to the three years was for the students andthis past consultation council this last meeting we go in andthe president asks if we can take a picture and i will take apicture for the only people that mattered in the room and thankyou for your service and
everything that you have doneand lead by example so have a happy retirement.>> thank you. [applause]>> i will open up the discussion and make a motion andi move -- >> second.>> that the chancellor. [laughter]-- we appoint brice harris as chancellor emeritus of thecommunity college system the second he is transitioned frombeing chancellor to retirement and so we have a motion and asecond. i will open it up to
board members for comments infavor or against the motion. member bielanski.>> i just want to continue what's already been said to say 70thank you. thank you for your willingness to be here for thelast three and a half years but i think what has caught myattention the most is the amount of time and effort you haveplaced in going to all the various regions of the state andnot to stay here simply in sacramento, and go out andcommunicate what we need to be doing, and to influence people,and to inspire people, and to
show them the greater thingsthat we need to do to bring about student success, and ijust think that willingness to go out and communicate and pullpeople in has been very, very helpful to our system. thankyou. >> member hawkins.>> well, it's been an interesting ride brice. you'velistened to effort i approached with issues i think we workedwell with others. what i want you to do for me and othersthank barbara for sharing you with us for the last three and ahalf years. that was very kind
to do and the state and systemare much better off. thank you. >> member sumner.>> thank you for the legacy and see the changes when we cameon the board two years ago and the energy in the room was a lotdifferent, and to look where it is now it shows that you madechanges. changes have happened and you created leaders andyou're respected and that poem i would like a copy of the poem.i think as you look towards retirement -- we had aconversation and with you and your wife. enjoy, take yourtime. don't answer the phone.
go off the grid and thank you 71for your guidance and leadership and i really appreciate it.>> yes member haynes -- oh we will go to member shaw first.>> thank you. >> i was jumping over.>> that's okay. i'm a new member to the board, and i sortof come from the political arena where some people think they'releaders -- or they say they're leaders, but i see in briceharris a true leader, and that's because i think he liftedindividuals and he lifts the system, all the systems. andit's just been a joy working
with you. you know i tried totalk to your wife and let you stay, but people always say youwill be missed. you will be missed, but we're at a loss forlosing you. we're at a loss. >> we will go in order.>> i too have been on for a short time but i think will verymuch feel your absence from the board. i have rarely had theopportunity to work with someone as seasoned and reasoned andjudicious and i see you approach all issues with thosecharacteristics and bring wisdom and a fairness and an ability toarticulate and understand a
variety of positions that ihaven't seen that many times in my career, so in addition tomissing the 48 memos that we get during the course of a year iwill miss all the characteristics and wish youvery well in your retirement and hopefully we can call upon youat times for what we have seen and experienced of it guide usforward in a good way so i thank you very much.>> -- member burdick. >> i too am new to the board 72and thank you for bringing us in the extraordinary communicationthat we had back and forth
during this time. i want tothank you for creating the atmosphere at the chancellor'soffice that works so well and with such dedication for us isremarkable. it's a great team and we're fortunate to havethem. i did want to make one suggestion as an edit on theresolution and that is in the -- i don't know 47th whereas orwherever it is and get to the performing arts center at lakefolsom college and was named in honor of dr. and mrs. harris. ithink that would be a nice addition.>> member haynes.
>> so brice we go back a longway, and i am just very privileged to spend your lastmeeting, my first meeting, here on the board. i remember whenyou retired from los rios and you sort of asked the question"should i do the board of governors? should i bechancellor?" and my retort to you was "have you asked barbara?what does he say?" and when i found out she was supportive ofcourse i was supportive. i had the chance to work in thelegislature for a number of years and you have brought newstanding to how the community
colleges are seen and perceivedin that building and i think that does good for us as we moveahead. i just want to wish you well, and i want you to havemany days of bermuda shorts and baggy pants and your shirtoutside of them because i think everyone knows how dapper youare to the point of even having your khakis with the press and 73make sure you are relaxed and barbara and you are wellobserved of. >> i promise.>> member kahn. >> i will keep it concise andbring me back to the application
that brought me to the seat. idefine leadership as act of empowerment, not an act oftrying to take a stance of superiority and telling someoneto do and no one epitomizes that more than our chancellor. hehas consistently shown the way for a system to be its best andby proving as a leader you can bring out the best in people youhave worked with and i personally learned a lot fromyou chancellor harris and i wanted to thank you more thananything for building this culture of inclusion throughoutour system. you didn't have to
travel to every school to dothat. you did it from here and incredible job at that. the nextchancellor has huge shoes to fill and as a member of thesearch committee if we just clone chancellor harris we wouldsave a lot of trouble and wish you the best for vacation andkeep your ties out of it and take it easy.>> thank you. >> member campbell.>> so i too am a new member of the board but have been in thesystem of community colleges in california for some time and inthat time i seen a lot of the
dark days that we speak of nowin the past and i really do admire the work and leadershipyou brought to the table. not many people could have steeredus through that time and as a student i really appreciate and 74even though we lost things all of the things saved due to theleadership of a chancellor like you and behalf of the studentsand everyone else we appreciate what you have done. thank you.>> member conway. >> brice, i came -- i'm nottaking this personally. i came and you decided to leave.[laughter]
but i certainly understand allthe reasons why. it's always difficult to the ones you leavebehind but it's really great for those that you're heading offinto the sunset with, so much appreciation for everything, andyou can run but you can't hide, so if we need you we will findyou. >> absolutely. i think themost incredible things that i know aren't my strengths thatyou have done so incredibly well as i came onto the board and ialso serve on the board of corrections and there's a hugedifference but so much is
watching how you kind of youreye for talent and seeing the team you built here that youwill be hugely missed but the talent you brought in in termsof the vice chancellors and all of them have blown me away onthe couple years on this board and i said this to you privatelytoday and i wanted to say it earlier in my comments when alot of the public was here but you took so many daggers andarrows that shouldn't have been meant for you and falselyaccused of all things because you were sitting in that chairand you grind and beared it and
so many times i wanted to do aback flip over this wall and how you maintained your calm and 75never thought for one second what was happening here, andinstead did a thoughtful investigation and set your folksout to what was happening and you handled it with dignity andan honorable way and you agree you should relax and put theshorts on even if they're seersucker. member epstein.[laughter] >> i think we reached thepoint in the recordings that everything the meeting andeverything has been said and
nobody said it and the emphasison accountability and metrics here and i was very surprised tosee a system of goals and milestones so implemented acrossa broad and complicated system and it's been a real testamentto you. you heard this morning and just recently is a goodexample. i also hadn't heard david's story before and thestudent's story and i think that reflects a lot on you personallythat you always listen to the key constituencies and did whatwas right and the way you -- the way scott mentioned and thecredentialing issue was
remarkable and we will certainlymiss you. i think your team is terrific and leaving quite alegacy here and what you accomplished.>> thank you. >> member avalos.>> thank you. i think the word to describe you is being agentleman. you're the type of person and go above and beyondand do it with respect, with quality. you show the demeanorthat shows respect and i appreciate that very much. youknow at times we didn't agree on certain things but you never 76took it personal. it was all
about a different perspectiveand conversation, and we got to a good place and that's greatand i appreciate everything you have done for us, the board butthe state of california and the students, and another thing thati find as when you have people who work with you in the pastwho want to work for you again that also describes the type ofperson you are, the leader you are. you can make a call "whendo you want me to start?" and that's amazing and experiencethat you have and aura that you have and people want to workwith you and you mentored a lot
of people in your experience andthat's a definition of a teacher and that's something you embodyand you do that and i appreciate that so thank you very much.>> member reed. >> i don't know if you willrecall i was on the selection committee and asked you aquestion -- [inaudible] (low audio) and this can't be thisgood. tell us the short fall. there's got to be something youneed to work on and you said yes, there is. i always spentmy career in large districts, fresno, los rios and the likeand i really need to familiarize
myself with the small schoolsand you did that and i appreciate that and you evencame to porterville and no one comes to porterville.[laughter] so other than our electedofficial of connie here -- [laughter]-- so i appreciate it very much so i hope you remember that andyou lived up to every word of that. 77>> thank you. >> chancellor harris i thinktom is right. everything has been said but i will say fromthe bottom of my heart thank you
for your patience. thank youfor your leadership. thank you for setting such a tremendoustone of a calm demeanor, respect, dignity. i agree youcan always measure a leader by the team they have assembled andyour team is extraordinary and measure it how hard it is toreplace you and as the chair of the committee trying to find areplacement we have an excellent pool but we heard from a numberof people "i am no brice harris but -- so you set a standard andi personally have learned from your leadership style and haveappreciated really your
thoughtfulness and most of allhow much you care for our students. (paused) and you havelead my personal persuasion as i know you are able to do in avery complex system and in so we have been fortunate to have youas the leader of our state system, and also to chart newfrontiers of leadership with the state. an example of course isthe partnership that you have developed with both thecalifornia community college and the university of california andpushing forward with our sisters
systems of higher education, butas others have mentioned always at the core is your commitmentto all of our students especially the underservedstudents in the system and you have not let your foot off thepedal one second at your time in this spot and pushed our systemforward and the results are apparent with the increased 78support we have received from the capitol and the governor aswell as the beginnings of seeing those results bear out in thedata that we are beginning to collect, and so that's i thinkthe best testament we can point
to collectively but you'reresponsible for personally is going to be those tens ofthousands of students who are going to be successful todaythat might not have had that same level of success that wasin place before you became the leader of the system, so we havebeen very fortunate, and looking forward to continuing yourlegacy by continuing that trajectory of accountability andexcellence in service to our students, so thank you. it's nosecret to anyone on this board that chancellor harris takesevery opportunity to keep every
member of the board informed andwhen it was eight members it was one challenge and now it's 17it's another but everyone has a personal connection to thechancellor and he is accessible anytime we need him, day andnight, mobile phone whether in town or out of town and isalways sought to keep us informed. the no surprisesrule. there is nothing that happened within the state withthe community colleges in the last three and a half years iwasn't informed about in advance and had an opportunity to learnfrom the chancellor on that, so
i appreciate your help and yoursupport personally, but even more importantly for again thosetens of thousands if not hundreds of thousands ofstudents that will have a better access to better instruction 79then they would have had had you not been the leader of thesystem so thank you very much so i will go to a roll call vote soall voices are heard if we can take the roll.>> [inaudible] >> yes.>> [inaudible] >> i can't hear her.>> [inaudible]
>> aye -->> [inaudible] i can't hear her.>> [inaudible] >> aye.>> [inaudible] >> aye.>> [inaudible]. [inaudible] >> affirmative.>> it's unanimous. we now have a chancellor emeritus as ofapril 2, 2016. [applause]>> thank you all. [applause]>> notice i didn't -- yeah, we will do a group photo. wedidn't give him a chance to
speak against the motion becausei wanted to make sure we have access to his wisdom and 80guidance even though he's no longer under contract with us.>> what if i have something very important to talk to you onthe second at 6:00 a.m.? >> you have my cell phone.>> okay. we're going to do a group photo. we're going totake a five minute break while we take the group photo.please stand by for the meeting to resume.>> los rios community college district and rancho cordovaeducational center and
chancellor i would like to beginyou to begin the conversation. >> president baum, members ofthe board i want to acknowledge if you look at this board itemit was brought to you by deputy chancellor skinner. i have anobvious conflict of interest from a few years back and withthey will turn it over to dan who will present the item andpleased to have a colleague with him today. dan.>> thank you chancellor harris, president baum, membersof the board. today i am pleased to bring for yourapproval a new center in the los
rios community college district.if approved it's the sixth center in los rios, the cordovacenter. currently it's an outreach site and the districthas spent $20 million in local bonds in support of this centerand the district in order to get senate approval status itcompletes a comprehensive needs assessment and submits to ouroffice for review and key areas such as student services, theacademic program, the fiscal and capital outlay needs support forthe center as well as we take a look at the demographic and 81geographical issues in place.
our review of the needsassessment is found more than ready for your approval. wepleased by the comprehensive nature of the student servicesprovided to the students including veteran services,financial aid, eops, support for disabled students and others.the academic programs are complete and well in turn withthe community including esl, basic skills, general educationcourses and businesses and accounting and purchasing. acouple of items before i turn it it to the president of folsomcollege who joined me here the
department of financesdemographics show that region of the county of rancho cordova isprojected to grow 36% in this time and the county area is 12%at that time so we think that supports the need for a centerstatus for the rancho cordova educational center and also ofnote it has letters of support from all the neighboringeducational institutions. with they will turn it over topresident rosenthal. >> (inaudible).>> turn the mic on. >> oops i should turn the micon. so good afternoon to
president baum, governors andchancellor harris. i am president of folsom lake collegeand here for the rancho cordova center so i will go over a briefoverview of the origins and timeline at the center to givecontext for the decision today so in 2001 the los rioscommunity college district comprised of american river,cosumnes, river and sacramento city and colleges developed what 82is a plan to educate the region (low audio) and fully supportedby the board of trustees and six centers, one serving the growingrancho cordova area and have
strategic local opportunities insupport of the colleges so the board was committed to finding away to increase access to quality higher education andlocate programs to where our students live and work withinthe expansive 2400 square miles of the district and we know thattransportation can be an issue for many students there was astrategic decision made to locate these centers in closeproximity to mass transit and it has an added benefit of havingimpact on roads and pollution levels so rancho cordova wasidentified as one of the six
planned educational centers dueto the city's thriving economy. higher than average projectedpopulation growth, demand for a well trained workforce andbetter serve an underrepresented student population, so the fullyfunctional outreach center was established in 2001 offeringclasses in a lease facility we called the store front south ofhighway 50 so in 2006 the letter for intent for the center wasapproved by the state chancellor's office and tenyears ago and initial needs study was submitted in 2008 andscheduled to be on the board of
governors agenda in march 2009but because of difficulties acquiring the land it was pulledand never presented to the board of governors. but by late 2013the land acquisition was complete and the collegelaunched an aggressive plan and we tripled course offerings and 83the number of students served in the area and fulfill the promiseto the community and two, prepare for a new larger ranchocordova facility so last summer july 15 a revised needs studywas completed and submitted to the state chancellor's officeand that indicated that the
center would meet the 1,000 ftsrequirement for official center status so last fall was a bigfall for the college because we did the ribbon cutting on a newbuilding for the center. this is a permanent dedicated 26,000square foot facility by measures a and m so it's a stunningfacility north of highway 50 and it has substantially impactedaccess to higher education and has made a dramatic increase onfolsom boulevard where it's situated and transformed ablighted area and if you knew it there was a hotel abandoned andhomeless and [inaudible] and
it's located right across thestreet from a light rail station. the students just walkacross the street so now they meet all of the requirements forapproved educational center. [inaudible] were 500 fts and weexpect the same this spring so the total this year are the1,000 fts and for courses and programs the center will offerincreased selection of general education courses to satisfygraduation requirements for associate's degree and transferfor uc. there is a core set of esl courses because there is ahigh percentage of ukrainian and
romanian dissent that attend thecollege and certificates with businesses and students thatstart at the center and transfer to the main campus in folsom for 84many of the degrees and certificates and in addition iwant to point out that we're partnering with the unifiedschool district to identify pathways for the juniors andseniors and recent graduates and this time for the first time thecollege offered classes at codova high school so in summarythe center has been a very important part of folsom lakecollege, the los rios district
and the city and they love thisplace. i can tell you. so with this center the board oftrustees set forth the goal in the region and increased accessto residents throughout the centers located in the districtservice area so with they ask for your support and confirmingcenter status for the rancho cordova.>> any speakers? >> i have no speakers.>> i will entertain a motion. we have a motion and a second.excuse me. any discussion. member bielanski.>> i just want to follow up on
what vice chancellor troy saidthat it's important not just to have instruction but to havestudent service and i impressed with the amount of studentservices including foster youth, health services, veteranservices, tutoring services. it's impressive because as youknow we students need the additional service and not justwhat is happening in the classroom and this is great.>> member haynes and you may need to abstain on this.>> yes. i'm a trustee on the los rios community college boardso i will abstain.
[applause] 85>> one question before i vote. could you remind me what wschis. >> [inaudible] how we getpaid, the metric for [inaudible] (low audio).>> good. any further questions? okay. we will moveto a vote. all in favor say aye.>> aye. >> any opposed? anyabstentions? >> (inaudible).>> motion carries. congratulations.[applause]
we're working on way throughchancellor harris' check list before --[laughter] >> [inaudible]>> i was concerned when i heard we were losing one vote.>> yeah. thank you very much and thank you president. item2.5 update to the 1991 growth plan. chancellor.>> thank you president baum, members of the board. this itemis one that you see annually but we have changed the title to tryto keep it delineated from the long range facilities plan sowith they will turn it over to
dan to give you some background.>> yes, thank you chancellor harris, president baum, membersof the board. as the agenda notes this is an item we havenot updated since 1991 which sounds like a long time and iguess that it is. i will say that there is a reason wehaven't updated it since then because when the system -- whennew centers and colleges have been brought forth to the boardfor approval up until 2011 they were required to receive an 86assessment from the california post secondary educationcommission so we deferred to
them in terms of the analysisand geographic and demographic needs within the state so weweren't lazy. we were duplicating their efforts. thatcommission met its dismiss in the 2011 budget so since itdisappeared we thought it was time to update the longestmaster plan to provide the board a framework for assessing theneeds for new centers and colleges in particular when itcomes before the board so with me i have the director of thefacilities planning unit, susan yeager and she will tell us alittle more about the process.
>> good afternoon. we're veryhappy to bring you this plan today. it's something we havebeen working on for approximately two years. wehave taken the plan several times to the facilities taskforce and gone to consultation so we tried to be very consciousof including the system and including stakeholders in theconversation, so with that carlos montoya from thefacilities planning staff has done most of the work on thisplan so i'm going to ask him to present a few details to you.>> thank you. the long range
master plan basically provides aframework for evaluating future sites and new centers andcolleges as well, and it provides basically a criteria inwhich to evaluate those sites, both at a system level and at aregional level. the planning criteria is actually based onfour categories; four demand, access, capacity and local 87intent, so districts we can incorporate district's localinformation into the planning process that we conduct here.and so here on the left in blue what we see is that statewidestudent enrollment is projected
to increase to 1.9 millionstudents by the year 2023, and so the framework in this longrange master plan gives us a math to accommodate that studentgrowth in the future. in the past in order to meet studentdemand what we have seen is districts have objection innedthe total number of square footages at their campuses by60% so moving forward we want to insure as we evaluate newcenters that we take in that criteria to accommodate thosenew students. and then with this map what we're reallytrying to repicture is the
relationship depict is sitelocations among the community colleges and centers in relationto the actual population of california, and so here what wehave we mapped out the population density in californiaas well as over laid all the site locations of all approvedsites except for rancho which was just approved, and we havecreated a 25 minute drive time radius around each site to showand demonstrate how our existing sites are actually serving thepopulation of california currently. in this table whatwe're trying to measure here is
basically how each region isimpacted by current levels of enrollment and we're trying toidentify the degree to which each region may have need forexploring additional sites or facilities by really trying to 88measure their academic load through which is a commonmetric. every year we publish a five year capital outlay planwhich we will bring to the board for this year at the nextmeeting. last year and in that five year plan we do the tenyear need because csu provided that information to thelegislature and we weren't going
to be left out and it'scurrently $39 billion over ten years and that includes for newfacilities, modernization and new centers. we estimateapproximately ten new centers over the next ten years at acost of about $50 million each. the ten may be low. i think wemay be seeing more centers proposed than that, but the50 million is we're currently argue going that, so i thinkit's a good estimate of what the facilities might cost us percenter, and someone else thinks it's too high, so we will workon that number some more, but
generally speaking there has tobe recognition when the centers are approved they be not onlytake apportionment dollars but use up bond dollars that we mayhave for facilities, so the purpose of -- the reason wereally wanted to revise this plan and bring it up-to-date wasso that we could have a framework in which to newcolleges and centers. does this make sense for the state ofcalifornia. is this the right place for a new center in sothat the board could have something to have a framework tomake those decisions, so we
think we have that today beforeyou, and if you have any questions we're happy to answer 89them and otherwise we would ask for your approval of therevision of the long range master plan.>> thank you very much. are there any members of public whowish to address the board? >> i have no speaker cards.>> all right. i will entertain a motion on the recommendationfor the master plan and go for discussion. motion by memberburdick and second by bielanski. we will go for discussion.member avalos.
>> thank you very much for thepresentation. you have looked at [inaudible] facilities, soone of the questions i have is how well used the buildings thatwe currently have? 50% used? i don't know how to quantify itbut i assume if you look at 8:00 o'clock in the morning to8:00 o'clock at night what is utilization of that? do we havedata of that? because what i am concerned i don't think we canbuild more facilities and go out of our way to spend a lot moremoney on new construction how well we're utilizing thefacilities we have today and
that to me is really importantto understand. >> we actually do autilization report every two years. we're required to dothat. it is the parameters, the criteria for the report is basedon your wish, definitions in title v for the various spacetypes. generally speaking our facilities are quite well used.you know obviously there's a range. i would say that themajority of districts are using their facilities quite well. wedo have some that you know especially with the falling 90enrollments i haven't seen the
report for this time. itprobably won't be ready until october or so but i think wecould bring that report back to you so you can get a betteridea. >> i think for me that'sreally important. to me when you use them well -- [inaudible]that's not specific for me. i am looking for more granule dataand ultimately if you're asking us to approve something it'simportant to us. and carlos can address what isin the long range master plan. >> yes, so if we -- this ispart of a much larger piece of
the data set in the reportitself where we really tried to look at wish, which the standardunit of measure that goes into the calculations in title v --used to be in title v -- [inaudible] what we have donehere is try to standardize that across each region and one thingthat we have noticed is that you have statewide pretty goodutilization of our facilities. what you may have somedisconnect is within certain districts or certain regionsvarious nuisances, so for example when you look at thecentral valley there's a lot
rural communities so providingservice won't be as efficient as providing services in a smallnumber of centers like l.a. or san francisco in the bay area,so we have to take that into consideration when we look atthat, but at the same time i understand trying to find acommon unit of measure which is what we tried to do with the onsite student contact hours, per acre and find an eliminate to 91evaluate and look at new centers and that's what the framework isand common set of metrics across all districts and to see when adistrict brings a proposal it
doesn't make sense and includemore regional collaboration since we know that differentdistricts are operating with different sets of communityneeds as well so we want to take that into account.>> member epstein. >> i am curious about how muchof this is funded and if so how it's funded and what -- if it'snot funded what are the steps needed to get it funded?>> well, i can answer in terms for this long range master planthere are i think maybe 10 lois in the back, letter of intentsthat have been approved. there
is no state funding involved atthis time for those districts. if they want to become a stateapproved district -- center there is a process, and itinvolves submitting a needs assessment that answers a fairamount of questions about the center such as los rios aboutfor the rancho cordova center and if they have 1,000 f tsthey're eligible for funding and submit projects like any othercapital outlay project is submitted by districts andsubmit a proposal and eligible for funding if the projectcompeted well with other
projects.>> i am not just talking about the centers and the 35 billion-- >> [inaudible]>> (inaudible). >> we are out of bond funds.the state is completely out of bond funds. there is a 92potential -- well, currently there is a bond scheduled forthe 2016 ballot but we won't know the outcome of that, andagain the five year plan that you will be seeing in maycontains many projects, some 100% locally funded, some directand state funded and some 100%
funded proposed state funding.any of those projects that involve state fund regulardependent on the passage of a bond in 2016. local projectsobviously if it's 100% local funding districts are proceedingwith those projects, so that's what i can tell you about thefunding available. it's limited to the local amount andunfortunately i do not have the estimate with me of what thatis, but i want to say it's in the $15 billion range, somewherein there. >> chancellor did you -->> no, i want to say historical
member epstein that until thestate bonds stop being issued it was generally a rule of thumbthat at the k-12 level that is 50% local and 50% state funded.subsequently many of our college districts began to try to adoptthat model and passing local bonds. unfortunately the statebonds have stopped and many districts have had to go toeither redoing bonds that have been agreed to by the voters tochange the local contribution, or in bonds passed subsequentlyoften they are 100% funded at the local level. i think thedebate about funding higher
education facilities willcontinue in the not too distant future especially as governorbrown is in office because he stated publicly he has concerns 93about the state funding facilities for higher ed and fork-12, but historically it was 50-50 until this stoppage ofstate bonds and now many of them are 100% or they don't getbilled. >> member sumner and vicepresident estolano. >> since we approved theprevious -- i believe you changed the number on page 52and 53 to 77 to 78 and page 53
change to 191,.>> right. >> so that's exciting.>> vice president estolano. >> yeah, i am looking at theprojections of the future. this is a planning tool, a planningdocument. nothing is written in stone. it's making the case ofwhere we see growth happening and a couple of things caught myeye and one is the assumption on population growth and to notecalifornia's population is slowing down. the rate ofgrowth is substantially slowing down and the projections lookingback 30 years was off. we
thought we grow faster and we'renot and we're having different numbers and slow rate and 3%rate and worth noting. i think oftentimes -- especially folksaround my age we're assuming we're in a high growth and we'renot and that is one thing but the other key factor is adultparticipation rate and that is super interesting and i lookedat appendix -- b or c and looked through the districts and talksabout the projected increase in adult participation rate bydistrict. where do those numbers come from? i am kind ofcurious because that's -- the
magic is in that growth in that 94and growth rate. is it they inspirational? where do theycome from? >> they're true adultparticipation rates and taken the population and broken itdown per district. >> okay.>> and we're using a soft system to do this. we'rematching that up with actual historical head countenrollments and combining that with the population bothhistorical and the projected and we're taking the adultparticipation so basically 18-64
because that's the populationrate that traditionally participates in communitycollege and we apply the participation rate at whichadults have participated historically and applying thatto the future of population projection, and so we're notprojecting growth in a way of taking a flat 2% or 3% andapplying to the future. we're applying what has historicallyhappened in the district and applying that historical outcometo that projected population because participation rates tendnot to vary district by district
significantly.>> they vary a lot actually in the assumptions.>> yeah, in the last couple of years in the downturn where wecut core sections we have limited a couple of the coresections that have changed the immediate participation rate. alot of part time students weren't able to participate sothere is a nuisance there that we tried to accommodate and getto the true participation rate, true demand. 95>> this is a long agenda so i won't go on but it's wrapped upinto the assumptions of the
stuff we're going to did andwhat van shows us and the 1 million middle school and whatwe need and to achieve that we need to craft the participationrate and it's low compared to the rest of the country so ifyou project out the demographics that vary substantiallydepending whether on the coast, central valley, inland empire,northern coast and substantially vary per region and if you getinto and a snapshot of california and i don't knowwhether we gotten to that level. sounds like you're extrapolatingbased on historical; right?
>> we are and analyze the databetween our office and [inaudible] as well and dig intothat a little more because there's a lot of fascinatingnuisances to the data we're trying to look at.>> yeah. at some point and it probably would occur during a --our big strategic planning process we have to get into thisdata. i mean we really have to think through where iscalifornia headed currently? where does it need to have tohave broad prosperity for the people that will live here inthe future? and what does it
mean in terms of facilityplanning? and to board member avalos' point and utilizationrate is interesting. in the real estate field the amount ofspace that people are using in office space is reduceddramatically now. there's complete changes in the wayphysical space is being used. i don't know how that might be 96changing in an educational context but probably there arechanges, particularly if you add online education and otherfactors, so i just point all this out because the fact thatyou guys did this is really
important. it's a baseline butit's all about the assumptions and if you throw in the mix whatthe aspirations are as a system and the changes in physicalspace it could really change your $30 billion or whatevernumber you put out there, $50 million per center, so ijust wanted to highlight those things because i think it's richdata and thank you to doing the effort for two years.>> before we had a vote and we had a 25 year hiatus with thisand when will it be back and monitor the data and revise theplan?
>> i think a refresh of everyfive years sounds about right. >> all right. so okay. thankyou very much. any further questions? we will go to avote. >> if i may i would be remissi didn't notice that director yeager has spent years in theoffice and today is her last day and i know we have a shorttimers thing going on today so i will add to it and i wantedcommend the great work she's done for this office and thissystem in that time. and as tomorrow she's the vicepresident of administrative
services at [inaudible] collegeand our loss is their gain. [applause]thank you. we will really miss you but congratulations. wewill really miss your work and analytical skills and it's been 97terrific. thank you. >> thank you so much.>> thank you and thank you vice chancellor troy. so we'llgo to a vote. all in favor say >> any opposed? anyabstentions? okay. the long range plan is adopted. we'renow moving it to item 2.6 on the agenda which is anotherimportant one, the california
community college university ofcalifornia transfer partnership. >> thank you president baum,members of the board. this really is an exciting item and iam really pleased to bring it forward for your consideration.we have a robust partnership with our partners and theuniversity of california has opened the doors for thestudents and look at history of transfer and the universitiesstruggled during the financial downturn like us to accommodatethe students and under president napolitano's leadership shedoubled down on the promise of
the leadership for the transfersand programs you will hear are evidence of that commitment andgreat to introduce vice chancellor walker and introducea colleague from the universities. pam.>> president baum, vice president estolano, boardmemberses, chancellor harris i am actually denise nolan andwhen she was here -- >> pull the mic to you.>> sorry. do you know i'm denise?>> yes. >> when she was here workingin student services she and a
colleague at the university of 98california office of the president judy sakaki and thepresident of sonoma state started working on this and i amdelighted to have my colleague amy door and the provost join mehere and talk about this program. this is a transferpartnership with the university of california and a goalincreasing the uc's student diversity of supportingcommunity college students and students and faculty. we arerecognizing that the university of california opportunities arevital to our community college
students but only about 19 ofour colleges really get involved in transferring students to theuniversity of california, so we have been looking at new waysand partnerships to change that significantly. ourrecommendation is that the board approve this proposed strategiesas you look on the second page advancing uc transfer pathways,building a summer bridge for community college transferstudents, creating regional academic advising partnerships,and supporting the community college counselors and advisersthrough professional development
and advance to california'stransfer pathway. i think it's important to note that as we arehonoring brice harris for everything he's done since he'scome to california one of the things that he did when he wasin the los rios community college district is created someopportunities for the university of california at davis to havecounselors on all of our college programs in los rios whichreally helped our students to have a better understanding how 99to do them and they could look right at something and talkabout the university of
california and i think this isthe program that we hope to envision for all colleges todayso i will let amy tell you a little more and then we're hereto answer questions about this. >> thank you very much. thankyou. thank you very much. vice chancellor walker, presidentbaum, vice president estolano, members of the board, andchancellor harris. i am pleased to join you today. i onlyregret this seat isn't filled with our associate vicepresident for student admission employees he's home sick and weglad he's there but he was going
to be there but many of theaccomplishments him and staff had a very strong hand in. ialso bring greetings from university president napolitanoand wishes to thank the board for the support of the masterplan's transfer function and more importantly for today'sagenda the board's support for california community collegestudents throughout the state who are preparing -- who areinterested in transferring to campus to finish their degree.as you know she was actively involved in promoting thetransfer function within uc and
ensuring that our commitmentsthrough the master plan were met. we're working on gettingthe 2-1 ratio rate and making great progress and she alsostarted a effort with our faculty to create transferpathways which we have not had. now, as an aside i do want tosay that i personally very much appreciate the transfer function 100in california. my father, my husband, my daughter, and one ofmy three sons all used it to stay home when they needed to,to work when they needed to, and to get a four year degree afterthat, and all to great benefit,
so i'm a big promoter of itbecause i have seen what it does for my own family over threegenerations, so we did -- we've done a couple of things. youknow that the university of california made a agreement withthe legislature that we would seek to enroll in 16-17, in thecoming year, an additional 5,000 under graduates who arecalifornia residents over and above what we enrolled in 14-15so it's a lot more than 5,000 students actually because therewas a dip this year so we need to cover the dip and bridge thegap and transfer students are
very much part of for us thepicture. they come more prepared, more independent.they come ready for the major and we want them, and to showhow important it was you know the president extended theapplication deadline by a little more than a month and we got3,000 more applications from community college students, sowe are looking forward to increased numbers andpercentages starting this coming fall. the other thing that wehave done is some combination of able enthuse and push ourfaculty because it's entirely a
faculty decision in theuniversity of california to agree that they could agree onsystem wide preparation, expectations for majors. lastfall the system wide academic chair and vice chair did ten 101majors. i am sure you heard about them. the president wasenormously pleased with the announcement. this fall thenext chair and vice chair did 11 more. they will be announcedtomorrow. you're getting a little preview. i left with pama sheet that says what they are. it shows you the website will beup tomorrow so we now have 21 of
the most popular where everycampus that offers the major agrees what constitutespreparation for that major, so that a community college studentwill come in as ready as a freshman for the major and thechoices were made based on what we do for our native freshman,but they were then each compared to what the csu transfer pathway is and all of the materials allayed the choices to those andin general they're similar. they're not that different, sostudents can by in large, community college studentsprepare one -- sometimes they
have to do one or two morecourse courses or the calculus version of physics or the trigversion of physics and it's often the same than differentand we're pleased with that. the faculty did their work. thelegislature said the year before there is no way you will get thefaculty to do that and in fact it's been tried before anddidn't work but it worked. associate vice president handlesunit did a lot of the work for them and his unit will do thework now that makes it work and implements it within ourcampuses and with all the csu,
the community colleges. let'ssee. i had the pleasure last spring of i think having the 102first meeting that brought together faculty, theadministrative leadership, the staff for uc community collegesystem and the csu talk about what we were doing. uc got alot of good advice from scu and the community colleges. a lotof good hook ups. and we started with thecounselor conferences giving everybody the information andone of the things that is wonderful about this plan isthat it will greatly increase
the capacity for students at thecommunity colleges to know what is available to them for theadvisers to be well informed. we will provide materials butyou need to talk to them also. they need to get informed to putpeople on the community college who is are willing and able totalk to students. i am pretty confident they will not onlytalk about uc but csu and talk to the students and they willknow what their options are. we also have a great website that iinsisted had to use everyday language rather than theelaborated jargon that we use
when talking to each other, andit's a quite good website. it shows very well what isavailable, what is expected, how it compares to the csu, whereyou can find it, which campuses have the major? and we have aninteresting phenomenon where the campuses now look at the 21 thatwe have and they go -- oh wait you know that biology major, therequirements that everybody agreed on. those requirementswould be good for -- then they ticked off -- one campus tickedoff nine majors and life science majors and the same preparation 103will work so that's our next
step. that is just starting andthat was a volunteered step. what was i going to say aboutthe other things that we need to do? so communication is areally big thing, the professional development is andwhen president napolitano started the transfer initiativeshe and the chancellors were very interested in expanding thecommunity colleges we work with. the material you have notes thatless than -- that almost all of our students come from less than20% of the community colleges and we need to expand that, andthe president herself has been
doing a lot of work to do that,visiting various places. at the same time the proposedactivities here will do more of that where the community collegedistricts will bid and you will choose what you're going to do,but they will be the ones who are not now providing as manystudents as we could want so that's a general about whatwe're doing and i am happy to take questions.>> thank you very much. >> wait before i stop -- i'msorry. i do want to acknowledge chancellor harris because it'sbeen for us also the most
wonderful of leaders. thingsthat he's done for the community college are things also that aregood for us, but he's also worked for all parts of publichigher education in california, and been a great ally and agreat colleague for us and a wonderful person to know. thankyou very much also. >> thank you very much.>> so this contract agreement is -- we proposed enter into a 104contract with regions of the university of california for 2.6million from year 2016 through february 2018, and these fundingsources will be from the student
services and success program andstudent equity funds initiative. this is a non competitivecontract due to the contractor being a higher education entityas well, and we will again go over the four areas -->> we have them in the binder. we don't need to go over thefour areas again. thank you very much for that so we have anaction item recommended a contract for the board ofgovernors to enter into the regents of california. beforewe act on that there is a member of the public to address theboard.
>> we have one speaker card.lynette miaga. >> this time i am wearing myfaculty -- >> we can hear you.>> like that? >> go ahead.>> okay. this time i am speaking as a faculty memberbecause my students -- i am so pleased to hear this because mystudents are really scared of trying to transfer to the uc,and when i talk to them about it they say "well, i just thinkit's too hard for me. i can't make it at a uc" so i will tellyou what i tell them. they're
two things that you need to knowto succeed at a uc and forgive me it sounds really simplisticbut it's true. number one, do your homework. number two,weekends are for studying. so i am very supportive of thiseffort. i am really pleased because i know so many of my 105students i have recommended that they apply to any of the ucsbased on what their majors are, and something that encouragesthem and informs our faculty and our counselors in the facultyabout the importance of opening this opportunity is really,really hopeful, and i have
personal attachment to thisbecause my undergraduate degree was from uc berkeley inlinguistics and ph.d is from ucla in the same field so i'm auc fan as well. thank you. >> thank you very much.before we take a motion are there any questions? memberbielanski. >> i just like to ask and iffolks can pull the mics closer because i'm not hearingeverything that is being said. i would like to ask a number ofinformational kinds of questions because i am really notup-to-date as i would like to be
about this pathways project.number one, is this information in assist.org yet or is itthere? >> i'm not sure i understandthe question. >> well, the assist.org is amechanism and how courses transfer and whether thepathways would get some attention there so that astudents and faculty use the website that might happen? andanother question i have because you can go on the website andsee the individual types of courses, but will those ever getmatched to the exact courses
that nine campuses so might sayquantitative reasoning -- i am making it up but actually saythe specific course at the different universities so that 106you've got real clear information then you could goback to assist.org and do this kind of articulation?>> the answer to both questions is yes. that is in process nowis ensuring that every one of the courses identified for everyone of the majors can be found either on every communitycollege or in the district or in a radius of five or 10 miles soit could be another district
even. that is going on and alsothe faculty again are deliberating right now onassigning using the common core numbering system for the coursesthat will match up also. >> and the common corenumbering system is -- >> rcid process.>> course identification. >> cid?>> yes okay. that needs to be in some sense related to thearticulation officers a little bit better so there's greateridea how that is all going to work. have the summer like bootcamp, one week summer programs
and stem program and all of thathas that started yet? >> none of this will startuntil after the contract is in place but the conversations aregoing on -- >> and how will that be widelycommunicated? because it's one thing to say you have this groupfaculty that you're talking about but it's not spreading theinformation wide and across the system just to say that.i advocate for webinars and people can't get to those thingsbut they can turn on the computer and register for awebinar. it says there are ten
community colleges and ten 107california areas involved as well as full time uc recruitmentprofessionals. when that happens how will we get thatinformation? >> well, we will make sure youget all of that information up through the student successprogram and student services program. i think here are thefour pieces that we believe collectively last year we couldachieve. now, we've got to put our collective heads together todetermine how we're going to achieve it and i think you willsee a great deal of information
coming out both from communitycolleges and from ucop in the next few weeks.>> say it again and communication is everything.>> absolutely. >> okay. we have membersumner, epstein and avalos and member shaw.>> i want to say i am excited about this. one of my veteransis excited and got accepted and getting his associate degree andnot expected to get that and has a therapy dog and going to calstate l.a. and pumped up. this is a person that came in -- 180.it's sort of like san francisco
to where we are today with thewhole accreditation. just that 180 flip to see how the systemworks and be there to support so i am really excited about thisand thank you for the hard work and excited to go and walk tohis graduation and both of them and see the dog walk with him.>> fantastic. >> member epstein.>> i think this sounds like a great program. i guess thepiece i don't understand three of the four elements are 108performed by community college personnel and i'm not sure whythe uc is the fiscal agent when
most of the money is going backto the colleges. can you explain that?>> as i understand the conversations that took placethe last year was how the community college facultymembers through counseling could understand more what washappening at the university of california. often we just don'thave that capacity to know how to help our students get intothe university of california system, and so we're going todevelop a more robust conversation and our communitycollege counselors see our
students more, but they have toknow the information and the professional development that'sgoing to go on and the interaction between theuniversity and the community college, so yes, we willprobably provide a significant amount of the information to ourstudents when we see them on a regular basis, but we're goingto have this more robust conversation going on with theuniversity of california so it's not like just lost. you knowthat in the past if you didn't have an uc adviser or person oncampus they wouldn't know the
nuisances to get into the systemand now we're going to triple up the efforts and help our facultyand counseling faculty to know all the components how to getin, but also maybe develop better communication with eachother in that regard. >> member avalos.>> thank you. this is an amazing program. anytime you 109offer summer bridge to a student population it's reallymeaningful and i appreciate that. i'm a uc grad myself. iwent to berkeley. one of the things i want to try tounderstand in this approach and
this strategy is when we look attransfers or when we look at student acceptance into uc andspecifically when it comes to latino acceptance we're overpopulated [inaudible] and merced and -- [inaudible] in merced andundergraduate degree graduate students and at uc berkeley it's13% and a huge difference when talking about pathways i go tothe crown jewel and berkeley and we're getting you but you're atucr and represents 29, 30% but not berkeley or ucla and help meunderstand that and again it's great to transfer but we're onlytransferring -- or get accepted
or transfer but we'retransferring to the will schools that are at a different levelrelative to the world renown schools and think about that aswell. >> thank you for that comment.that's accurate and it is something that campuses and thepresident and i are aware of it and working on, and theselection of other community colleges to work with is alsoseen as an avenue for increasing the numbers of underrepresentedminority students who are well prepared to transfer and areinterested in transferring to
uc, so that is one of thestrategies. we have a lot of work to do.>> so i would like to introduce i can't have hergonzales and staff? the division and transferring to uc 110california davis next year after this math class finishes. iwanted him to meet someone from the uc so he knew what to do andhe will give you a quick story how he did it.>> hello everyone. can everyone hear me?congratulations chancellor harris and we're sorry to haveyou go. i heard a lot of great
things about you. i attendedthe los rios community college district for the last threeyears. some of the programs you helped implement there involvethe transferring center which is a great transferring center.there's also similar programs that advocate for students thatare underrepresented. these students benefit from havingtake field trips to uc berkeley or any of the other major ucs inthe area, so that's one way that this program can help implementmore students that are underrepresented to the best ucsin our state. a little bit
about my story so i have been astate employee for a little over ten years. i never reallyconsidered -- well, i attended community colleges right afterhigh school. i didn't really have a path. i didn't have anyguidance. it wasn't until ten years after that working forleaders amongst the governor's cabinet that was inspired tofollow their footsteps. when i landed -- when i decided toattend the los rios community college district i wasundergraduate degree the impression that i would neverget there. some of the teachers
who were minorities such asmyself would inspire students such as myself and telling them 111"hey you know transfer does happen although you're juststarting and have a plan transfer does happen" . theother thing i wanted to add these programs that i seekedguidance from one important quote that one of the membersthere -- a counselor that provides program he told me "youknow you don't have to get their first. you just need to getthere" so i have been sticking to that and this contract isadopted and proved it would help
students such as myself.>> thank you very much. thank you. member shaw and thenmember khan. >> well, during theconfirmation process i did a lot of studying and i learned a lot.and you can correct me if i am wrong but in the course of myreadings it seems though that most -- the vast majority of ucstudents now have a 4.0, 3.9 or over. is that correct?>> it is correct. >> the vast majority.>> for freshmen admissions. >> yes.>> that's all i needed to know
in that regard.>> yes. >> so i'm happy about thiscontract because it will give community colleges studentsopportunities to transfer and i hope it will bolster yourafrican-american numbers because they are really -->> pitiful. >> pitiful, yes, so it givesthe average student which i was one even though i went to ucsanta barbara a long time ago and the student a chance toparticipate in the uc system. again in my readings it said 112that i thought that most of our
transfers come from 19 communitycolleges but also to csus too and the transfers come from the19 colleges and happen to be more affluent, santa barbara -->> santa monica. >> santa monica, those kindsof communities, so my question is that when we look at theseten colleges that are going to have the opportunity toparticipate in your program how are we going to ensure they comefrom campuses that may not have the administrative capacity tocompete for this contract? you see what i am saying? so itmight be southwest college in
l.a. or compton so they mightnot win so they're still out of the loop. that's one question,and then how are we going to support our students once theyget into uc system? because i think almost like the programswe have here and emosia and puente and even when you get tothe other side you need support. >> so excellent question aboutthe various colleges in the contracts and what we have donein some of the other programs is looked at it from a regionalperspective so we will have something soon on basic skillsworking with csu and the high
school partners and weregionalized it so everything didn't center in los angelesbecause there's lots of work there, but we might have onecollege working with csu and the high school district could be onthe far north, one in the central valley, one in southerncalifornia we will work with uc to try to do the same thing andit's important to know that we don't just look at uc riverside 113and merced and good points and regionalize it and have a little-- we haven't signed the contract yet so we have elbowgrease in changing that a bit.
>> once you regionalize it andusing l.a. as an example how do you ensure whoever participates-- one of the ten colleges -- or one college in l.a. isn't theone that has the most administrative capacity?because some people don't compete. how are you going toensure that? >> i don't know yet.>> okay. >> but i will tell you when ifigure it out. >> okay. i would like to adda lot bit. >> okay.>> one thing is that transfer
students to the uc graduate atthe same rate as native freshmen. they graduate at avery high rate and typically in about three years, a little morethan just two years so they do very well. they do notunderperform compared to freshmen. in some campuses theyoutperform and that's one. another is we're working so thatevery campus will have what we're -- how we translated themaster plan 60-40 arrangement. we have translated it for everynew undergraduate student each year and one a freshman and twoa transfer on every campus.
>> wonderful.>> there is goal setting and accountability to achieve that.two of the campuses have done that for several years. i'm afaculty member at ucla. ucla has done that for a long time,has a good record. >> great. 114>> others have several years. one has one and we're expectingto push more. then all the campuses will have more and wealso are very interested in being sure that all the studentswho come to us graduate and graduate in a timely way and wewill have high graduation rates
which we're proud of and lowincome students with a little bit more time than a non lowincome students graduate at the same rate. we want to be surethat they all do, and we have very active programs that arefor underrepresented minority students, students with variousaffinities and students who need help that are there andincreasing number of programs to identify early the kids who aregoing to need more help because in the end our graduation ratehas a ceiling which is created by dropouts. the students welose -- they count when they
first enter so if you lose themyou can't go higher than that and if they're eligible we justhave to help them so there's a lot there.>> thank you. >> member khan.>> so my comments are more recommendations how to addressitems number two and three mainly so for the summer bridgeprogram i think you should focus on getting buy in from thedistricts that you're working with and a good way for thesummer bridge program is introduce students into theother counter parts that are
students at ucs so they'retransfer departments, pseudo departments created by theassociated students at ucla and berkeley and specialize in 115working with transfer students either as mentors or studentsthat can help them work the way getting acquainted with thecampus and offer incentive to get involved in summer bridgeprograms that defeats one of the major issues which is you comeas a new transfer student and you have no one to identifywith. you may get the best support services from facultyand staff but ultimately you can
see your own kind out in thefray it is a difficult cause. the other thing i wanted totouch upon when you're working through item 3 which is theregional academic accessing partnerships this is a reallygood initiative but you need to work with the associatedstudents at your local community colleges to advertise theseservices because a common issue that i have seen across thestate, no matter what college campus you go to, and againthere are great support services but they're not accessed so ifyou get the students to say
"look these are valuable toolsthat you can get a hold of and come at it from the perspectivethat the students are the ones pushing it it will have a biggerbuy in and pay off and those are the two things i would push for.i wanted to also add i do share similar concern to member shawabout the exposure that all ten campuses -- however large theregion is and get simple exposure from one full timerepresentative and l.a. nine for example and nine communitycolleges and the top performing ones in the area are pasadenaand santa monica and they're
outside of l.a. nine all 116together so there's has to be a lot of attention how youfacilitate that exchange and maybe sure the representative isgetting to all of the campuses but this is amazing, my favoriteitem on the agenda. >> member haynes.>> first i would like to comment you and uc to getfaculty to faculty where there is a clear pathway relative tocurriculum is critical and then to have at the end of that anapplication process that allows for the consideration of morethan one campus because of the
work that you have done, and itoo want to also support what board member khan and boardmember shaw said relative to the real challenges of makingcertain that those historically undergraduate degree representedstudents across the state but in particular especially in largemetropolitan areas just don't see themselves as transferringto uc and so from my vantage point i was one of thosestudents going to santa monica and transferring to ucla and ifnot by the virtue of faculty and a really great counselor who idon't remember who she was and
made certain that the courses itook were transferable because so many of our students they areflying blind as to what courses to take and opt to go to one,but then accept at another and those courses are not quite thesame, and so i want to commend you on that. the point --there's another point that i want make and for the studentsthat are transferring who are single, they're undergraduatedegree 25, and they can make a transfer to any ucs that's 117fabulous, but for those students who are older students who areworking and can't leave the job
or who have family so thereneeds to be some consideration when they apply to a particularcampus that they will be considered strongly around thatcampus for any kind of other issues that presented to them,and finally there's mention of the grade point average for afreshman and some clarity for transfer students what it is fortransfer students would be helpful.>> this seems to be a moving target depending on campus,depending -- so i think it's helpful so they can aspire andmeet the expectation thank you.
>> thank you. several of thecollege presidents and with president napolitano some monthsago said exactly that. what are you going to do for the transferstudents who are older? and she took that to heart and startedlooking at conversations and i think even uc san diego has atransfer dorm now so specifically just for transferstudents so looking at ways to do this work.>> member burdick. >> thank you. it's an amazingprogram and i look forward to talking it up with my studentsand this is terrific. i have
one concern and students can geton the pathway and run into a brick wall and not guaranteeingtransfer like with the different programs. i would hate for themto prepare and get a high gpa and not move forward.>> that is certainly a point to worry about. we do stillhave the tag program for many of the campuses where the student 118as you know -- you're nodding. you know what it is and therewas a lot of debate about guarantees and requirements.and a large number didn't want the guarantee but not for thereason you imagine. we look at
students and they look reallygood and they haven't done everything we would say that isotherwise required and we want to take them and we don't wantthere to be a barrier set up by saying we have requirements sothey didn't want -- many didn't want to say we have requirementswhich are like necessary in order to say you can be admittedbecause they wanted greater flexibility to look at the wholestudent, what the student had done and admit students thathadn't finished everything but they believed they would do welland -- [inaudible] so that is
how we left it, but there was aof discussion about it for exactly the reasons you raised.>> well thank you. to move on i wanted to invite member khanwould you like to make the motion to enter into thecontract? >> sure.>> and a second by member hawkins. any further discussionon the contract as moved and seconded? all in favor say aye.>> aye. >> any opposed? anyabstentions? well thank you very much. we're lookingforward to embarking on this
partnership and continuing astrong partnership. we're going to modify the agenda a littlebit. we're going to move on to the next on enrollment at laketahoe community college and go on to the item on 3.3 inmate 119reentry education and table the rest of the items untiltomorrow. so 3.9. california and nevada interstate attendanceagreement. >> thank you president baum,members of the board. i will turn it over to vince stewartand introduce the colleagues and jake will take you through theitem.
>> thank you chancellor. iwill do a quick synopsis and jake is on board and joined bythe superintendent president of the lake tahoe commuity collegedistrict. president baum, vice president estolano, members ofthe board, chancellor harris, so this is item 2.9 which is onpage 95 of your agenda and it's the consideration of thecalifornia and nevada interstate attendance agreement. as theboard may recall from the january meeting board memberavalos asked about the implementation of senate bill605 which was the legislation
enacted last year to authorizean agreement between the board of governors of the californiacommunity colleges and the board of regents of the nevada systemof higher education. as noted in your agenda this agreementwould be specific to the lake tahoe community college districtand western nevada college. in january member avalos asked ifthe chancellor's office could accelerate the implementation ofthe agreement and bring it to the board of governors as anaction item in march which we have been able to do so todaywe're asking the board to
approve the agreement. upondogging so the nevada -- doing so the nevada board will convene 120to go over this and we have staff here to answer technicalquestions about the agreement and i know dr. morello wouldlike to make some comments in support of the agreement aswell. >> i was just waiting forquestions. good afternoon. thank you very much for givingme the opportunity to speak on this today. i brought with meroberta mason who is a 40 year board member. she was on theboard for 40 years. she retired
a couple of years ago and shewalked the halls with me in both legislatures in nevada andcalifornia and so this is a legacy day for us. we are hereto urge you to support this agreement and we're here to makesure that we acknowledge the really tremendous support wereceived from the chancellor's office. brice harris hasprovided leadership in a way that i think is taught many ofus superintendent presidents what access really means. wheni go to sleep at night i think student access and success, andthis is what this agreement is
all about. it's about servingthe underserved students in lake tahoe. i can't tell you howmuch i appreciate the fact that you are able to look past themyth of tahoe being a wealthy area. when i first startedwalking the floors here in california i heard about thewealthy tahoe students. we serve in our community collegethe underserved under seen students that service thehospitality industry that service the huge recreation inthat area, and so i so appreciate the fact that vince 121stewart stood by us and helped
us educate the legislature, andi really appreciate [inaudible] and at the california communitycollege and jacob knapp that came and finalized thisagreement. for this we are grateful. this is important.my college sits 3 miles from the nevada border and to deny accessto students that work in our community is just bugged theheck out of all of us ever since the nevada legislature --actually the board of regents got rid of the good neighborpolicy in 2011 so we urge you to support this agreement. ourbiggest hope is this will lay
the ground work for futureborder college agreements to ensure student access throughoutany state in the united states so thank you.>> thank you. do we have any members of the public that wishto address the board on this item?>> i don't have any speaker cards.>> i will explain a motion on the recommended -- okay. amotion by member bielanski. a second by member sumner.discussion? member avalos. >> well, first and foremostthank you for presenting and
thank you vince and your teamand the staff of the community college chancellor's office thatmoved so fast on this because we talked about it last session andit was an urgency and a timing issue missed this and would havebeen horrible and students would have missed out for the entireyear and i am so glad we're moving fast and impacting livesand that's what it's all about and i appreciate that. thank 122you very much. >> any further discussion?okay. all in favor say aye. >> aye.>> any opposed? any
abstentions? okay. the motioncarries. thank you very much. we had the privilege as a boardmember -- [applause]-- of meeting the trustee at the board of governors met at laketahoe community college district in 2010 and we had theopportunity to meet one of the great leaders of our system, a40 year trustee that devoted much of her effort and i had theprivilege of working with dr. morello at pasadena collegeand the district is in great hands.>> thank you.
>> thank you very much.congratulations and go straighten out the guys innevada for us and make sure you deliver. okay. we're moving onto item 3.3. it's an information item on reentryeducation. i will turn it over to the chancellor.>> thank you president baum and members of the board. thisis an item that garnered a lot of inertia and momentum in thesystem and pleasure to introduce vice chancellor walker. pam.>> president baum, members of the board and chancellor harris.this item provides the board of
governors with the update oninmate education or inmate pilot education program. we call itinmate reentry education. under the sb 1391 authored by senatorhancock directed the california community colleges to work withan interagency agreement with the california department of 123corrections and rehab to create a pilot program to offer coursesto incarcerated students for the purpose of expanding access tocommunity college courses and degrees and certificates andenhance the workforce. we are delighted to bring dr. bjsnowden to work on this project
as the director of inmate andreentry education in this grant and he and board member budnickhave linked arms and have been successful in this endeavor andi will like him to give you the information update.>> thank you very much for the opportunity to provide theupdate. just as in general there is a report that -- updatesubmitted about this project but to give you a little more of apersonal approach there are currently 16 of our 35 statepresidents that are offering face-to-face courses inside andthat is a huge advantage to the
students who are looking tofurther their education and better their lives and reducetheir chances of going back into the system once they areparoled. we have over 1100 students taking face-to-faceclasses this semester. we have developed a very strongpartnership with the department of corrections andrehabilitation. we are encouraging other collegesbeyond our four pilot programs to investigate whether or not itis in their interest to partner with local correctionalinstitutions, and develop
programs that are not onlyface-to-face, but also in correspondence if necessary dueto distance or location issues. the program has been well 124received throughout the state by the college and our partners.we have been partnering with the opportunity institute and anon-profit out of berkeley california and hopefully anumber of community colleges will be awarded grants to createadditional pilot programs in the future. there are currentlybeing evaluated right now and as soon as there is an update wewill let the board know.
in total there are over 8,000students in the system for community colleges that areright now incarcerated. again by allowing us to go in andtrain instructors and staff to work with the studentpopulations we're providing an opportunity unlike anything theyhave had in the last 20 to 30 years, so with that being saidwe are excited about the project. we are excited aboutthe growth of opportunity for our colleges and for thosestudents and we are hopeful our efforts with the communitycolleges and the department of
corrections will yield someextremely positive results that will hopefully eventually leadto not only the attainment of degrees while incarcerated andthe transfer to four year institutions.>> let's open it up for questions.>> absolutely. >> member shaw.>> just a suggestion. we would like to have an l.a.location. i notice there is nothing in l.a. we need it.>> thank you for that comment. so our four pilot programs arecurrently at antelope valley
college, chaffey college, folsom 125lake college and lassen community college and you'reright. l.a. is very interested. we are in talks about yourchancellor, yes. >> member budnick.>> i just wanted to share a story about the conference youput together. it literally was the first time you had aconference in sacramento where you had 100 people that areprincipals of schools inside prisons so cdcr employees and ahundred presidents, vp of academics, whoever came from 100colleges all in the same room
together and tables together andin the history of the world or in the history of california hasnever happened which is insane, so these california correctionalofficials and principals had never sat down in a room withcommunity college people ever so it's the first conference of itskind that the folks put together, but one of the coolestthings is that bakersfield college as a partnership withthe prison in delano, her neck of the woods, and very broad.everyone brought their academic folks and they did that you butthey brought a lieutenant and a
correctional officer andbelieved that the culture of the prison needs to change as wellas the educational advancement and these literally -- they weresending messages today. [inaudible] officer's life.they said they thought their job for last 15 years was simplyjust to keep a secure prison and people didn't escape and clockedin everyday and thinking that was it and in a two dayconference around the community college folks they realized 126their job is more and they're excited to go to work everydaybecause they participate as a
correctional officer and alieutenant as an advocate for the bakersfield college programso you even saw the program and change the lives of the inmatesthere but change the life of a co and a lieutenant who wouldnever have intersection with this whatsoever so i thoughtthat was worth sharing and rand put out a story and anybody thattakes part in prison in a higher education program has a 43% lesslikely chance of being arrest within the first three years ofrelease so not only good to educate them and get them on toa path of the community college
campus but the entire communityis safer because of it and we're saving tons of money. one thingi would like to ask bj if you could provide -- since it'sprinted and 12 colleges and now it's 16 and thousand inmateshere and you're saying 1100. it's great to know who the other19 colleges who aren't doing it. and if there is a trackerwith all of the prisons and the contacts as well and great toget a document and we know that bakersfield has it and 18 loopvalley has it but the other don't have it.>> we are working on that
information and figured out away to get it shipped to us on a monthly basis and doing it forthe next cycle and the report is based on that and we will getknow update and where the students are and what classesand the section numbers and how much sections are being offered.>> do you mind sharing it with me? 127>> absolutely. >> member kahn.>> and this may be too easy to discuss this but i think afterthey get out of prison what are the employment opportunitieslooking look and track the
genesis out of prison andrecidivism is a huge issue and how we fight against that witheducation or getting employed and they're huge obstacles andgreat to address through the program. great work.>> thank you. one other point to add with governmentalrelations we're working with senator hancock's office andlooking at legislation that would allow prison guards totake classes while they're also at work or behind the walls sothe same thing for sb 1391 and allowed to teach on the insideand closed courses and looking
at that for security officers aswell and going to board member budnick's point and changing theculture of institutions and that is also down the road.>> member bielanski. >> just curiousinformationally, two questions. what kind of majors are beingoffered? because it isn't detailed here and i am curiouswhat is being offered that then the student can use after theycome back into the community or however you say thatappropriately, and are there any kind of student services effortsprovided to those students also?
again because it's not commentedon and i am curious because student services are importantto me. >> i wish i would have writtenit out and perfect questions. so the majors were decided upon 128by coordination through the department of corrections andthrough the local colleges. we're offering business in allfour pilot programs and college success courses and we have aplan for general education courses specifically those thatwill help them beyond just the subject matter so for exampleintro to public speaking is the
area course and helps them withge and their parole hearings and communications, things like thatand the follow up question [inaudible] absolutely. for theface-to-face and for the correspondence we're doing afull array of orientation, counseling, the triple sp -- theway to set up the education plans is done in person and onething we're training staff to do.>> member avalos. >> yeah thank you. thank youfor this. this is really impactful. the more i learnabout young men and color and
the whole issues around thewhole initiative happening at the federal and state level ilook at the data and it says one in three african-american men orboys will go to prison and latinos is one out of six andwhen you look at the male population in prisons incalifornia it's 40% latino and [inaudible] african-american andwe're really deal impactful change for not only ourcommunity but for overall for california so i appreciate whatyou're doing. i think this is impactful from an equityperspective and also from a
financial perspective as well soi appreciate that. >> thank you. 129>> one last point -- [inaudible] (audio not clear)and recognize technology is a huge barrier and not only accessand research but the real world skill of working on an onlineenvironment so we're working on trying to enhance their capacityfor technology using our educational needs as sort ofthat spark plug, so we really are providing a huge amount ofchange through cdcr and being able to teach on the inside.>> i would like to say one
thing in response to that. theyresisted having a inmate touch a computer for the last hundredyears all it took was a big grant from the californiaendowment and did that on 1 yard and college courses and createda fire wall and protected environment where they couldn'tgo on facebook and everything else and it's working well andall it takes is a lot of pushing and that system continuouslyneeds pushing and don't give up and they're hiring people andthings are moving in the right direction and it's worth notingarnoldo one of the coding
programs started at san quentinand they moved it to blythe and started a coding program insidethe prison and don't have access to the internet and they'redoing it in a funky cool way so progress is being made. thankyou. >> thank you very much. we'regoing to try and wrap our action agenda before five okay, sowe're on 2.7 of the baccalaureate pilot degreehandbook and we have the entire handbook in our binder.>> thank you president baum, vice president estolano, board 130members and chancellor harris at
of the last bog meeting weinitiated the conversations with you on the new regulations thatwould authorize the establishment of thebaccalaureate degree pilot program handbook. this is thesecond reading of that. as we prepare and maintain thehandbook for the requirements of this program and this handbookis organic. it's in motion. about 12 or 15 of our collegeadministrators and faculty were in chicago this week and at thenational baccalaureate degree meeting and texting me saturdaynight to tell me things we had
forgotten or we need to keepplaying with so this is an organic opportunity, but what iam presenting to you today is the regulation for thebaccalaureate degree pilot program handbook and i could notdo this without calling out in support of board memberbielanski who has edited every piece with us on this. thankyou very much joseph for that so my recommendation is to theproposed regulations are presented to you for approvaland adoption and we will make this document continuallyorganic.
>> move approval.>> second. >> all right. i will letmember bielanski move approval but go ahead. we have a motionand a second. estolano and reed. member bielanski.>> i don't want to say much. i would like to ask a favor so idon't read a list of names but i asked who the key people were inputting the handbook together and there are 12 names and i 131would like to know if i could give it to the clerk and putinto the minutes to say thank you to these folks.>> absolutely. we will do that.
>> absolutely. this is asecond reading so we had a presentation at a previous boardmeeting. are there any further questions -->> no speaker cards. >> did you have a pointmr. chancellor? okay. all in favor of adopting the resolutionand the handbook say aye. abstentions? okay it carries.>> i just want you to know that the ceo meeting more than30 colleges asked when the red shirt colleges could start theirbaccalaureate degrees so be prepared.>> thank you very much. item
2. eight the minimumqualifications for dsps programs.>> (inaudible). >> okay. chancellor -- sowhile we're getting ready there's a motion for it bymember bielanski and a second by member hawkins but go ahead.>> president baum, members of the board, this is an item onminimum qualifications for disabled students and the itemis in your packet. pam help me behind -->> [inaudible] >> page 85. thank you verymuch. and with that we will --
i will let pam answer anyquestions but we will recommend that the board of governorsadopt the resolution that is found beginning on page -- ishould have this in front of me. >> i have the language on 87. 132>> yes, page 87. thank you. >> [inaudible]>> and so the recommended modifications to the languageare very clear. any questions from members of the board aboutthe recommended modifications? >> [inaudible]>> okay. we will then go to a vote. no speaker cards? so wewill go to a vote. all in favor
say aye. of the recommendationto adopt the and the new language say aye.>> aye. >> any opposed? anyabstentions? okay. it carries. member bielanski.>> i want ask again the question they asked last time orbe directed to someone they can talk to, but there's a series ofminimum qualification areas that don't occur in the handbookother than they're referenced there. they're still in title vin a very difficult way then to actually update the minimumqualifications. these minimum
qualifications for dsps have notbeen updated since 1991 when they were placed into title v.most faculty and administrators see title v as very difficult tochange from their perspective and there are things in the backlike in addition to dsps and learning coordinators and tutorcoordinators and work experience and coordinators and extra areasso i want to raise the question again what would it take toconsider these of equal value to things like anthropology,sociology, mathematics, english, and on and on that they get thesame attention and the same way,
and not put back in the back,and then they're only in title v and nobody knows what to do with 133them because they're just not a part of the whole mix?>> chancellor. >> yeah, i think one of thethings that the process uncovered for is the problemyou're talking about member bielanski and we intend to comeback to the board if not in july then september with a betteranalysis how to answer your question. it is not right thatwe would have these only updated every 15 years, and yet we haveto figure out a way to get our
arms around them so we will comeback in july pam or september? >> we can do it in july.>> thank you. >> i was joined by dean rhondamoore and running back and forth as well so she is the one thatoversees dsps so if you have additional questions she's hereto help. >> okay. member bielanski.>> just one other comment trying to find a way to do thati am hoping that folks work with the leadership of the academicsenate because they're the folks that do the two year review onall disciplines and these are
not in that review.>> absolutely. >> and i see nodding from ourleadership of the academic senate and i feel there's alsoconcurrence from the board of governors on that points aswell. okay. then with that we will adjourn until 9:00 a.m.tomorrow. [gavel]-- we're not adjourning but recessing until 9:00 a.m.tomorrow. >> [inaudible]>> (meeting adjourned).
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