Campus Forum, LAC – November 5, 2018

Campus Forum, LAC – November 5, 2018


Hi everybody welcome good to see you all
welcome to our town hall meeting we’re gonna have one today at La si and one
tomorrow at PCC and the topic for today’s discussion is going to be some
recent legislation that is going to dramatically be affecting lbcc to give
you an opportunity to tell you about it what’s going on and allow you to answer
any ass kenny questions you might have voice any concerns you might have and to
talk about your ideas for how do we implement this for the best of our
employees and our students I want to introduce our panel today I think well I
think I saw Jorge a Chow he might have stepped out of the room Jorge Ochoa our
Academic Senate President is going to be here today
Elijah Sims from the counseling department Mike munos vice president for
student services Kathy Scott vice president academics Jenna hunt president
faculty union and Michelle Grimes Hillman the Dean of Academic Affairs and
scheduling oh she got the most boots so without further ado Kathy Scott is going
to be running today’s Town Hall so Kathy let me hand it on over to you thank you okay thank you very much I’d like to say
first of all that this is a joint effort and it was suggested by janay but it’s a
joint effort among the Faculty Association Academic Senate student
support services and academic affairs and we do understand there’s a lot of
anxiety and concern and confusion about some of the legislation it’s come very
quickly and we’ve had to be very nimble and we’re going to have to continue to
be so today we’re going to be presenting on four topics it’s a B 705 a B 19 the
funding formula and the online college and the format of this is going to be
where we just do a brief overview of each one and then we will open it up for
questions comments and any concerns that you’d like to share
okay so we’re gonna start with a B 705 and Elijah Simpson good afternoon
so my name is Elijah Simms I am a counselor here and also the
matriculation coordinator and I hope my slides are up they are so maybe 705 is
really exciting for me as a former student here in part because a B 705
will allow us to honor the coursework that students have completed in high
school and in addition to that it removes an inequitable assessment that
for many students so what so what I want to do is tell you a little bit about
what a B a B 705 is and then also what lbcc is doing in alignment with that law
so the law intends to enable more students to successfully complete
degrees and certificates or transfer and it also ensures that students have
access to college-level courses and then can complete those courses within one
year AV 705 was signed October the 13th of 2017 and since then the prep for
college sub many which reports to the promised
pathways committee has been working with English and reading and math and ESL to
figure out how how we were going to respond in our respective areas we are
expected to be fully aligned with a be 705 by the deadline which is fall 2019
and for ESL that that deadline is fall 2020 so a be 705 removes the assessment
but it allows us to play students using their high school coursework their high
school GPA their overall their overall GPA from high school and also the high
school grades that the student earned in their respective highest courses like
English and math when a college is not able to obtain an official high school
transcript data then those those colleges including us are able to then
use self-reported information and we collect that information at the time
that the student applies to the College and that self-reported information has
been shown through data analysis to be just as reliable as the high school
transcripts and then when we’re not able to get high school data or the student
is not able to recall their highest level completed in their grades and
their English and reading and math courses then we’re able to use something
called the guided placement tool though at LBCC we are currently placing
students in English and math and reading using all of all of those methods we are near full compliance already we’re
already using high school data we’re already using self-reported information
and we already have an active guided placement tool for students we have
taken a phase-in approach for our English and math departments when it
comes to ensuring that we’re fully compliant by the deadline which is fall
2019 and so we’re seeing a more core reckless adoptions created and that’s a
another way of saying in addition to English one students will have the
opportunity to take a class that goes with English one to supplement the
instruction in a in a seamless experience and that course for English
already exists and will be piloted in spring 2019 English and reading have
have also been working together to strengthen instructional practices so we
may see more more developments from them in the future math has pathway informed
placement which ensures that depending on a student’s goal they’re actually
taking the appropriate sequence – to streamline their pathway to completion
and then math also has through the curriculum process core requisite
options that are in the works and we hope that those will be ready for fall
2019 ESL is already fully compliant with a B 705 but in addition to that the ESL
Department is looking for opportunities to streamline their sequences first for
students and then I think what’s helped us so as we as we travel through the
region we see what other institutions are doing and we’re able to look at best
practices and often we’re looked upon as one of the best practices because before
be 7:05 was introduced our College had already undertaken efforts to streamline
sequences and create accelerated options and create embedded supports such as
counseling with math matriculation has already been collaborating with the
various areas English reading and math and ESL to offer support and the reading
and writing centre and embedded tutoring have already been been things that we’re
doing a B 7:05 in our implementation of it is going to be an iterative process
so we have the guided placement tool for instance and that will only get better
as we collect more information about how students are being placed I also brought
some resources to help with any questions that we may get so Nicole
quick and Anthony Saros are here and drew is here and Jennifer Rawdon and Lee
Douglas so I brought all this and Ladera and Cindy so I brought some superstars
here so don’t ask me questions ask them so that’s it for from my part do you are
there any questions related to you okay oh do the whole thing first thank you good afternoon I have been asked to talk
to you about the California Community College actually its California
Community College Online College District as it’s known this College was
put together through legislation which is a really unusual way to put together
a college but it appeared in the governor’s trailer bill last year and
the Board of Governors which are an appointed group of people by the
governor that sit with the Chancellor of the system and make decisions regarding
title five and other regulations is now the acting Board of Trustees for the
California Community College a subgroup of the Board of Trustees so they’re not
elected officials like our local boards but this there’s a seven member subgroup
that acts as the executive committee that is the decision-making body for the
online college it has been dubbed the 115th
most recently at the state Senate meeting on Thursday they acknowledged or
asked individuals to not call it the 115th because it is not yet really a
college since it does not have accreditation at that at when the Board
of Trustees again the seven-member group was made the executive committee by the
Chancellor they then turned around and gave the Chancellor authority to hire
legal counsel through resolution delegated authority to the Chancellor to
sign contracts for up to one hundred and seventy-five thousand dollars they also
delegated authority to the Chancellor to hire a permanent CEO of the online
college that process is going on right now and the chancellor’s office has said
that they will have somebody in place by January 2019 that’s very unusual process
compared to the way other colleges work the chancellor’s office is that they
will have accreditation in three years they’ve made that commitment it’s
actually written into the legislation that they will have accreditation but
they will be offering their first courses in fall 2019
though they will not yet be accredited so there is the those courses will be
focused on CTE and the chancellor’s office has said that it will not compete
with the local college for a variety of reasons so the very first programs that
are supposed to be in place and again this was written into the legislation is
will be IT support medical coding coding and first-line supervisors in multiple
disciplines how will this online college not compete with our local colleges it
will be competency-based it will be open entry open exit which means students can
come in take a course and leave they don’t even have to complete the course
they can finish a module or something get some sort of badge or notification
that they completed some portion of a course and then go back to their
employment so there’ll be short term credentials the chancellor’s office is
that they will also be giving credit for prior learning
although when pressed to ask how they will be doing that they do not yet know
they will be seeking dual accreditation both from our regional creditors the
ACCJC as well as DIAC which is the distance IDI accrediting commission now
since the online college will not be accredited for three years you’re saying
to yourself well that means the students will not be able to receive financial
aid for their coursework that is correct the court the college will not be
financially financial aid eligible until they are officially accredited and so
they have said in one of the latest presentations that they are seeking ways
to offer these courses for free for the students they do not yet know how
they’re going to do that but that in fact is what they’ve said it will be
free so they also presented some major milestones which may be a little hard to
read up there but I’ll give it to you very quickly by July 1st 2019 they will
have a seven year business plan they will have established demand driven
pathways they will have developed an accreditation and statewide
outreach plan they will integrate credit for prior learning into their student
onboarding practices they’ll define instruction
duties for instructional support and they will have initial student
enrollment for fall of 2019 by July 1st 2021 they’re going to use students
feedback they’re saying they are using a student-centered design or student user
design and they will have established three additional pathways that’s three
more than the first medical coding IT and first-line supervisors and at that
point they will apply for accreditation they will enroll students by 2023 they
will enroll students into these program pathways they will addition create ten
more pathways for these students and for every ten new pathways they want to
reach out to a local college and establish a program so that there will
be a real live brick-and-mortar place for students to go and then of course by
2025 they hope to have received accreditation and you student feedback
to continue to provide technology this sounds very vague because the
chancellor’s office is not I’m not sure they’ve worked out all the details nor
have they considered all the impacts I can tell you at the latest plenary for
the State Academic Senate which I’m sure Jorge can speak more about the the State
Academic Senate said as well since you’ve chosen the Board of Governors as
your Board of Trustees we’d like to designate ourselves as your local
Academic Senate and so that is going to we’ll see how that works out that was
their recommendation but the chancellor’s office has not yet had a
chance to respond and I think I will leave it at there I will say again that
the chancellor’s office has reiterated multiple times that they do not intend
that this online college will compete with the local institutions and that’s
based largely on that open entry open exit model as well as competency-based
because a lot of colleges aren’t yet doing competency-based education all right well good afternoon everyone
my name is Mike Munoz have the privilege of serving as the vice president student
support services and I’m going to provide an update regarding a b19 the
California College promise before I get started I think it’s
important to acknowledge that Long Beach City College has always been at the
forefront of round College promise work we were the first call of College
promise in the nation and so what we’ll do is we’ll talk specifically about a
b19 first and some of the statewide legislation and how it’s impacting us
here at lbcc and then show how it’s going to intersect with our existing on
Long Beach College promise efforts so let’s get into the legislation maybe 19
was off authored by Miguel Santiago who is an Assemblymember and represents I
think kind of the the la región kind of downtown Los Angeles that area around
laccd and it established the California College promise and so the California
College promise defined some policy goals really with a focus on increasing
college attendance and graduation rates as well as reducing and eliminating
achievement gaps and so as we think about our California promise and how we
use those funds they want us to stay in touch with the spirit of the legislation
and make sure that we’re using the funds in a way that will essentially help us
reach the focus areas of the legislation so in order for us to participate and
receive these funds from the chancellor’s office there are five
requirements that districts must comply with essentially to be able to receive
the funds the first is that we must commit to participating in an early
commitment to college program so as I say these requirements are going to kind
of probably chuckle because we started all of them so the early commitment to
college program is working with a local school district with young students
probably in elementary middle school and doing like I’m going to college campaign
says you know we do the fourth grade tours here so essentially we already
satisfy that requirement it’s not anything new that we have to develop the
other requirement is we have to have partnerships that improve college
readiness with our local eliezer our local educational agencies
as you may or may not know we have the the early college program with Long
Beach Unified School District and that’s the dual enrollment efforts so we
already satisfy that requirement through existing initiatives the third component
is full implementation around assessment and placement practices as it relates to
a B 705 as you heard Elijah mentioned earlier we have been at the forefront of
using high school transcript data for placements for students so we’re fully
compliant with that and then with the restructuring of our curriculum in
English and math to be compliant with the implementation of a B 705 for fall
19 we satisfy that requirement as well the fourth requirement is the California
Community College gap on California Community Colleges guided pathways
program in order we see the funds we have to adopt California guided pathways
and as you know we are currently one of the 20 pilot schools in the state that
are part of the California guided pathways initiative as well as
participating and going through all the assessment work that we need to do a
self-assessment work I should say that we need to do to be compliant with the
state promised pathways or consuming guided pathways initiative and finally
the last requirement is that we need to maximize access to need-based financial
aid programs by one participating in the federal loan program which we already
satisfy that requirement and two by ensuring students apply for FAFSA or
California Dream Act in order to access the funds which we currently do so
that’s a little bit about the program requirements so let’s talk specifically
about implementation at LBCC so first is to kind of understand who who’s eligible
to receive a b19 resources so it’s defined as the student program level is
first-time full-time in college they and as well as they must apply for FAFSA or
California Dream Act so just to be clear you don’t have to be a direct high
school matriculate you could have been out of high school
for twenty years and still be eligible for a B 19 the distinction is that you
still have to be first time in college and you have to enroll full-time so
that’s the distinction um you also are required to apply for financial aid it
does not mean you have to be financial aid eligible it’s
that in order to achieve that maximizing financial aid requirement the
legislation requires students to either do the FAFSA or the California Dream Act
so as we look at our allocation we received this year for eighteen nineteen
eight hundred forty eight thousand eight hundred and twenty four dollars and so
that’s a substantial amount of funding and resources and so I think the spirit
in the intent is you start to look at some of what different colleges and are
doing what their promise dollars is since we’ve already had a one-year
funded promise we wanted to leverage these funds to expand our Long Beach
College promise to a two-year funded promise but that takes time we have to
work with our foundation and whatnot so we looked at this implementation in two
phases phase one and phase two phase one being that since we weren’t in a place
where we could go forward with a two-year funded promise without working
throughout some of the details we opted to use this year’s funding to provide
textbook and bus pass assistance to eligible students and so what we did is
we ran a query of every student whom at the requirement and then we identified
them in four batches students who had zero EFC which means that they had the
greatest financial need and then we put them into four batches up to no
financial need and so everybody had an opportunity to play on the field but
students who had the greatest financial need got notified first so they went
first in the queue and they had 72 hours to respond then we went to that second
tier and they had another 72 hours to respond and then we went to that third
tier they had another 72 hours to respond and then we went and notified
all students regardless of financial need and so I’m proud to say we fully to
spend dispense the funds for this fall semester we had an overwhelming response
from students for the textbook assistance as well as the bus pass and
we will have another you know so we divided the allocation into two buckets
for fall and spring so we’ll still have our another kind of same model for
spring where we will notify students kind of in that greatest need batch and
give them the opportunity to apply with that being said looking at phase two
which is 2019-20 and forward we are proud to share it
said we’re exploring a tier funded scholarship but I’m proud to say that
last week our Board of Governors for the Foundation approved a two-year promise
foundation strat Eric promise scholarship strategy so moving forward
we will have a two-year funded scholarship for our long beach college
promise students so that means they will essentially have two years of funding
which I think really aligns with our completion goals and so I’m really
excited about that so we’re gonna hopefully in the next coming week or so
start to begin to publicize those changes and then what we’re doing is of
the 848 thousand dollars and it in some change you can expect that there will be
some funding left over after we do the two years of the Long Beach College
promise and so those remaining funds are going to be prioritized for our promise
pathway students who are outside of our service area that are currently not
receiving the College promise and they’ll be eligible for a one-year
College promise and so that’s how we’ll be leveraging our resources and like I
said that’s what we’ll be doing with the remaining funds and I’ll stop there all right so I get to talk about the
money so my role is to talk about the new funding formula and I believe you
all have some slides in front of you I think it’s a the one paper handout okay
so it’s right so it’s the one page front back hand out so it’s stated student
centered funding formula fact sheet so we’re gonna go through this kind of
quickly so the new funding formula it differs from the past we used to be
funded entirely based on enrollment and so now we’re gonna be funded on the base
allocation which is the enrollment FTS our full-time equivalent student gonna
be funded for the three-year rolling average not you know the one year but
the three-year rolling average and still allowing the summer shift additionally
this is new so historically was a hundred percent base allocation now it’s
going to be sixty percent based allocation from the enrollment and
moving to twenty percent being based on the Supplemental allocation for the
number of low-income students that we serve and that’s through either the Pell
a B 540 and College promise and then the other change to the funding formula is
that twenty percent is going to go towards Student Success allocation Jorge
is not here to remind us all but on college day he led us in that call to
action to increase our student success rates and this is exactly I mean for our
students of course and it’s for the funding of the college so twenty percent
of our funded will now be coming from our success efforts namely our
completion of degrees and certificates our transfers and the wage earning with
premiums for outcomes of low-income students so looking at again this
three-year transition for 2018 nine 20 19 20 and 20 21 we are being we’re
going through the whole harmless for those years so it’s the funny we’re
getting is all specific to 20 17 18 or all of those years and we’re gonna go to
the backside and look at there’s been some questions about well what’s worth
more in terms of the success formula so on the backside you see the matrix there
and you can hopefully fairly easily see that an ad T is actually getting us the
most money or the most it’s rated with the most points and so let’s say for per
student the college is receiving 1760 dollars per student that graduates
within ADT and then additionally if that same student has is a Pell Grant student
we’re getting additionally 666 dollars and if that student is a promise student
or getting additionally four hundred and forty four dollars for a total of two
thousand eight hundred and seventy so the ADT is rated with the most points
and then we also have the associate’s degree that’s rated as the second most
points you know same way to measure in terms of you know additional money’s
coming from if that’s a Pell student and if it’s a promise student so as we go
down the list I think certificates certificates with okay this is yeah so
certificates is ranked a little lower than the AAA degree as is transfer level
math and English completion so you know these are all the categories that were
getting funded based on our student success and just that bottom part under
the the matrix shows us that the
Supplemental allocation we’re getting is based on our low-income students so that
again is new 20% is based on the head counts of our disadvantaged populations
namely their Pell students their ab540 and/or College promise right so per
those students were getting 919 dollars per student so it seems like they’re
getting counted right as under like success but also under the low-income
category and also as enrollment right so some some students count more in some
certificates and degrees count more for the funding thank you okay at the last
vice president academic affairs planning meeting we came up with some metrics and
this was prior to the funding formula coming in but in each area we’re looking
to increase the numbers and as you can tell from the funding formula it’s
really critical that we do so in projections that Marlene ran Marlene
done ran a few days ago it looks like once we finish that third year of hold
harmless will be hit with about a two million dollar it’ll will be down about
two million dollars if we stay the same in terms of where our completions are so
we know that we cannot do that and then we would be hit with another two million
the next year and these things get compounded so it is really really
critical that we increase the completions as you can see we’re looking
to increase the associate degrees by about three percent although this really
isn’t going to be enough the associate degrees for transfer for all students
six percent associate degree for transfer for our Pell or promise
students by ten percent credit certificates by twenty five non-credit
twenty five and transfer five I was looking at the numbers today in in
looking at some of Marlins projections and if we increase the way that this
slide indicates it would get us about a quarter of a million dollars however I
think the lesson through a recent action of the curriculum committee is what we
need to look at the curriculum committee voted a first and second read and did it
very quickly for the CSU GE certificates and the I gets these certificates so if
our students complete that course work that’s required for transfer we would
those are counted as certificates for us they went through the board at the last
board meeting and were approved if we had had these certificates on the books
last year we would have been at we would have awarded nine hundred and twenty
three of them at and if they had only been College promise students and I
don’t know how many were Pell but they’d only been College promise it would have
been over a million dollars so this is the kind of thing we have to do to get
where we need to be I know that some of the the curriculum committee and some of
the faculty are looking at the interdisciplinary degrees this is what
we need because if we just go by the three percent it’s not going to get us
where we need to be we need to think differently we need to create some
degrees that other colleges have and that’s why they’re beating us at this we
had some interdisciplinary degrees at one time and I guess we did away with
them thinking that they weren’t perhaps legal but there are ways we can do it
where we are in compliance and it’s really really important so if you’re a
faculty member in an area where we need to work together on these degrees I
would ask that you do so alright in terms of our of the major priorities
these came out of the planning group last year but I still think they’re
valid we really need to look at enrollment management the way that we’re
scheduling are we scheduling for the benefit of students because when we
don’t schedule for the benefit of students they end up taking fewer units
and that doesn’t help us and it doesn’t help them curriculum and completion just
like we did with the I get C in the CSU certs we need to look at what we
create that will allow more completions and we also need to look at as you’re
doing your program planning or I guess you finished it but or maybe you’re
still working on it but we need I really need for each area to look very
carefully at their completions if you’ve only had two a year that isn’t going to
get us where we need to be I know that in the trades for example they’ve
completely redone the curriculum they’ve looked at all the units are there too
many units are these industry certified looking at all of these components
that’s what program planning is about and this year it is really really
important a B 7:05 we only get funded it on that a B 705 number that gen a talked
about if they finish in the first year if they don’t we don’t get that so a B
705 becomes really really critical guided pathways we know that guided
pathways we have to implement it students are taking too many units to
finish and so much of the time they’re not ever finishing so now I mean for our
students say first and foremost but also for our own survival as a college we
have to make sure that our students are finishing professional development we’ve
been talking a lot about individual course data and looking at your success
rates and individual courses that again is also really important we’re below the
state average for course success rate which is C or better in a course C your
credit and of course we’re about 10 points below the state average that is
an area that we need to work on because when students don’t pass courses then
they don’t pass more courses and they don’t complete and they end up on
financial aid probation so all of those things affect the completion and the
success of our students and finally we can’t do any of this without our
governance our governance structure being inclusive and collaborating
together I got no other message that is the most important one okay that’s it for me thank you and now
Mike thank you dr. Scott okay so um when I so for those of you that don’t know I
started July 2nd and so when I came to the College one of the things that I was
asked in my onboarding was to really look at the previous year’s plan and
kind of dust it off and identify some priorities for student support services
and so I worked we had a retreat with our Student Services Leadership Council
and we worked together to identify some priorities with an attention to aligning
with the funding formula and so these are some priorities that we’ve
identified that we believe will make a positive impact in the student centered
funding formula I think before I get into them I would like to just kind of
make two points there’s two observations as I studied the the funding formula and
we had our conversations at our student services leadership council retreat one
is I think there’s two variables that really Drive this funding formula
whether or not a college can really maximize the amount of funding on the
table one variable is size the second variable is the number of low-income
students because as you noticed when you look at that grid that for the same
outcome you can almost double the amount of revenue you can get for that outcome
if it’s someone that is a pal and a B on California promise student and so
recognizing that yes right now we’re not on the up side of the funding formula
that we have the variables at this college to be really to do quite well in
this funding formula we have size right you know we’re not 13,000 students or
something like that and we have a large share of low income students we just
don’t do a good job of documenting it it’s in the eyes of the funding formula
which translates to PAL recipients or bog recipients so I just want to say
there’s a message of hope right there’s a lot of opportunity here for us and so
the first priority we identified was increasing enrollment of direct high
school matriculants by five percent we’ve been seeing a decline over the
last few years in terms of our share of direct high school matriculants and
that’s a really important number why because we know that our direct high
school matriculants tend to enroll in the number on as close to full time
right the group that enrolls in the most units
and is I’m not sure if you’re aware of this but the last couple years we have
not met our large college status because of the hold harmless they haven’t taken
away any funding from us but there’s another kind of looming threat and that
is if we don’t get our Ruhlman back up to 20 FTEs 20,000 FTEs with before hold
harmless falls out we’re gonna look at losing another two million dollars from
our operating budget because we lose our large College status so the stakes are
pretty high here so that’s an area that we’re gonna spend a lot of time focusing
in on another is we’re gonna look at increasing the average number of direct
high school matriculants units attempted in the first year so right now it hovers
around 11 units in a promised pathways or guided pathways universe we’re trying
to do 15 and 15 so it’s 30 by the end of the first year doesn’t mean that they’re
doing 15 each semester it could be a combination of summer and intersession
but really hitting it hard that within that first year get as many students to
30 units as possible our third priority is increasing the number of PAL Awards
by 20% you can see that’s often time that’s also tied to the funding formula
priority four is increasing the number of associate degrees for transfer by 6%
and the number of sociate degrees for transfers awarded appellant promise
students by 10 percent and that is a goal that intersects with dr. Scott’s
goals as well and then the last one may not fully be tied to the funding formula
but we felt that it was very important and that is increasing the number of
mental health counseling appointments by 18 percent and so we’re working through
some of identifying some additional resources to bring in some more
clinicians so I wanted to just kind of show you what this looks like in terms
of this is a graph that I put together to help you kind of understand where
we’re currently at and what could be if we reach our goal so looking at the
simulations for that was released by the chancellor’s office you’ll see that’s on
the left-hand side we awarded 9,000 575 pal students and
800 and 1330 85 40 students and 21,000 ninety-four promise grant students what
I would like to draw your eye towards is the promise grant number that’s about
21,000 students typically not always but typically a promise grant student would
also meet the eligibility for a Pell Grant so you would want to see some pari
between your promise grant number and your pal totals and what you see is the
PAL total doesn’t even reach half of the number of the promise grants so that
means that there’s a lot of students who are leaving money on the table that’s
what that data point tells me or suggest so we need to go after those students
and help them verify their income and go through all those steps so that they one
we can get money in their pocket that we know helps them be stay in school but to
allows us to capture additional revenue and the funding formula so if you look
and we fast-forward to the right side of the just lied if we reach our 20%
increase you can see the number changes across the top that turns into an
additional 1.7 million dollars in revenue so almost 2 million dollars that
we will see in an increase in our funding if we just zero in on those pal
students and help them achieve on their verification and there’s other things
that kind of drive why that number doesn’t completely line up there are
some students that maybe don’t complete their forms or maybe there’s some
progress probation issues and things like that because of the standards with
with financial aid with in order to remain to maintain satisfactory academic
progress so I’m not gonna say those numbers should match exactly but they
shouldn’t be that far apart and so that’s just I wanted to show you
something that we’re working on and as a result so we’re implementing campus
logic we’re hoping to have that go live in January if you’re not familiar with
campus logic that will allow our students to verify their financial aid
forms through their phone so they can take a picture of their IRS transcript
and automatically convert it into a PDF and upload it they can have their
parents sign on the phone so they can sign all their documents with their
finger and submit it and never have to come in line and deal with anything
really to be honest where they can do everything virtually so we’re hoping
things like that innovative technology solutions can help us close these gaps
and get our revenues up okay and that’s the end of our overview
and it went a little bit longer than I thought but if there’s a lot of
information there so at this point perhaps a couple of the people maybe
Mike or someone could walk the microphones around but at this point we
would like to hear if you have any questions if I’ll do our best to answer
if you have a comment anything and we’d like if I just said we have plenty of
experts in the room and particularly have for a be 7:05 which can be kind of
complicated but we would very much like to hear from you so dr. Seth but I think
he needs a microphone can someone thank you thank you dr. Scott is the first
time I’ve been here almost about 19 years that we have seen for the very
first time administrators having the senate president elijah the counselors
have been a big supporter of counselors they have one of the pillars the college
to make it so inclusive and in kind of a planning that we do i have two part
question before unlike dr. O’Malley who strictly believes in shared
governance and all that and it pains me to say it is because every time we say
something bad about a person my my parents always tell me that you would
age by 10 years and so 65 you can add another 10 years to my life after this
but it really pains me to look back on the history that we have had and the
legacy that was left behind and there was no shared governance before and even
when it came to college promise much as we pride ourselves of being the pioneer
of that program here and it was done at the cost of all other general education
patterns that we have and it was allowed to stay stay
elected and it has cost us quite a bit on top of it I don’t want to really to
get about the twelve programs that were cancelled in other words what I’m trying
to say here is that the same president that we had who did not consult faculty
on any matters leave alone promise pathways is now the Chancellor the
online college that we have my question to the CEOs is to what extent that the
CEOs like dr. O’Malley and dr. Scott and all others years of
community colleges were consulted before the online college became a reality and
even though they say that it’s not going to impact the distance education offered
by community colleges I have my doubts about it I mean if this were to take
roots and obviously for the next three years there’d be no accreditation for
them but move past three years after I’m dead I’m wondering to what extent this
online college is going to siphon off students from community colleges that’s
number one the second question is this whole funding formula it is not it’s in
stone I hope the CEOs would exert pressure on
the Chancellor to say that it requires further tweaking on the one hand I used
to remember Eli’s saying haranguing I mean you would all his words were
dictates to the faculty hey look this is company college okay you don’t expect
students from Harvard and Caltech over here you get students what you get you
got to get them going if that is the case and Long Beach City College
particularly is catering to so many low-income students shouldn’t the
formula be different for instance abies and if 7fi in one year there to pass
English in math to what extent are we looking at students here who are not
college ready and this puts it as a disadvantage to Orange County or other
community other rich community colleges where students parents are both
well-educated PhDs and all and they come well income family they have computers
at home that is not the case here so the low-income
students if they graduate they the the fee that the get is doubled as the VP
pointed out what about making the low income students itself if the number is
beyond a certain threshold that that colleges gets more funding because it’s
not easy to graduate these students and get them to ADT level or get them to
transfer level or get them to graduate that fast so the funding formula needs
reexamination thank you in regards to the online college question I can’t
speak for all the CEOs throughout the state but the people in my position the
chief instructional officers have been concerned and don’t completely
understand why it’s being it’s been developed it probably will ultimately
affect our enrollment the online college gets to have things like a calendar
where they can open it in closed classes when pretty much whenever they want
where we’re held to an academic calendar by regulation they’re not accredited we
have to be accredited we go through a lot to be accredited so I don’t
understand it and and I and I get concerned particularly cuz we have 15
computer office system certificates and we really have one of the best programs
in the state and that’s the first area that they’re going for are those
computer office IT certificates so it is duplicate ‘iv I can’t really speak to
whether or not there was enough consultation I I don’t know but there
it’s a concern in regards to a B 705 and I’m going to give it out to these people
to answer because I can’t answer at all but I think in some ways you know we
haven’t been getting students through mouth in English we have not been doing
it you know when students start three or four levels below college level math in
particular the chances of them ever getting through college level or like 2%
so I know why it and so I’ll let the math people speak to
the rest of the questions Ladera I see they’re smiling and Cindy and Moises and
Paul so any one of you that want to speak to a be 705 I’m not asking you
obviously for any specific names but are you alone and your concerns about this
have you heard any other institutions being concerned about the growth of the
online college through they’re all concerned oh maybe not all but but
there’s more concern heard anything I don’t know the people in my position
have not been supportive overall so the CIO is that the other 114 colleges have
concerns because a lot of us have enrollment challenges so we’re doing
everything we can to create new online certificates to grow our online programs
so to have someone else come along and have those students go elsewhere is very
difficult I would have liked to have seen some of the regulation that we’re
facing have that minimized or work with us to to have schedules that are more
that are easier for students you know they could have worked with us we have
the programs we’ve been around for 90 years yeah I don’t frankly know of
anybody who was supportive in in regards to people in my position thank you with respect to the 705 questions you
know we have some some students who are actually ready for the college level
placements but the assessment was inaccurate ibly placing those students
below the college level so you know I I was one of those students I took precalc
in high school I got a B I came here I took a key place there and I was placed
in Algebra one so we’re we’re trying to catch me now as a as a student who had
had that experience and from the data that I’ve seen from Andrew I shouldn’t
be here I should not have completed yet somehow I’m here and I
think kena was a big part of that she was one of my counselors so you know I
just want to say that this bill is not about pushing us into a place where
students can’t be successful it’s an attempt to honor the coursework that
students have actually taken and it’s also an opportunity it’s an opportunity
for us to figure out how to how to serve students better at whatever level that
they arrive here at and that’s and and that’s where we’re seeing instances
where English and and math for instance are trying to build those co-rec options
those options for students to have that additional support because with that
additional support what we’re seeing from statewide data is that those
students can actually be successful and I’m not saying that it’s gonna be easy
it it certainly is clear that math and English have had to relook at how the
courses are being taught and really got the implications of scheduling but it
seems like something that we can do and something that’s worth doing and
something that we’re legally required to do at this point and the last thing I
wanted to say is that the embedded supports the co-rec options they’re the
opportunities where math has collaborated with groups like counseling
have actually led to some significant instances of success and I’m not
necessarily the best person to speak to that but the content experts are here
and they can share some of that and drew is also here hi my name is Paolo I’m the
HP president I mean hi so I noticed there’s like a lot of
questions about a B 705 I mean I wish I had it because I started lbcc at the
bottom reading in english but i have some questions about non-traditional
students just like me I wasn’t migrant and there’s some other students
who are who stopped college for like five years so my first question is that
do they have a choice if they wanna they want to take the remedial classes and to let’s just say I’m in a college level
where there’s like English reading or math let’s just say what if I’m not
capable of it let’s just say like I know there’s gonna be like co-requisites but
if I back out like is it not I don’t know what is your solution for that
because like like for example if I drop the class can I still go to like the
lower lower class or remedial class because that’s a really quick sort of
mind cuz like I said not not only non-traditional students but students
who are coming or coming from high school that are not really as let’s just
say there’s different types of high schoolers like who are there they have
they’re all support all types of support but how about the high school students
who didn’t have support during high school are we automatically putting them
in a college-level courses that’s my question I’ll go ahead and
speak to that hi I’m Ladera Barbie the co-chair of the math department so I
heard two main questions the first question is remedial still available and
I saw Nicole shake her head but I know the same thing is true for math so part
of the I’m gonna just come up front part of the reallocation was that we were
trying to thin out some of the remedial classes and we’ve seen a large demand
for it so we originally did not plan on offering math 110 or Algebra one
pre-algebra or math 815 in the spring but based on student demand it’s not
students who are placed there but demand we will be offering those classes your
second question had to do with not being prepared for a level you are placed at
or not feeling comfortable with it there’s two options for that or two
answers number one yes you can step down if you don’t like where you’re at there
are levels below you or other support systems including like BAE that aren’t
even necessarily within the department that could be a resource but um and
maybe Cindy can speak and Nicole about the correct
model but it is amazing you guys if you haven’t seen it so it’s so awesome this
is still your regular transfer level course it’s still on their transcripts
that they passed this transfer level course but what you don’t see I mean
you’ll see it on the transcript but what you don’t may not know is there’s this
all other one unit 2 unit course that’s tied with it that says you’ve got this
we’re gonna make sure you’ve got this oh you need help with just fractions don’t
drop down a level stay with us let us get you that exact help you need and
it’s not even just focused on the content itself it’s you know kind of the
self efficacy belief in yourself about the content so Cindy or Nicole I feel
like well I guess I’ll go first and Nicole I’ll hand the mic over to you um
so right now I’m the a B 705 math pathway coordinator I’m also piloting
the 845 X which would be the coworker for college algebra which is transfer
level and the way I describe it is we’re gonna love BA more students we are just
gonna love the heck out of them so they’re gonna come into our classroom
very scared very nervous and we’re gonna say yes you can do it and yes you can do
math and yes you can use a graphing calculator and we have other resources
for you and what if you have a bad day what if you know you have a death in
your family or you’re broke or you know I have students who are dealing with
domestic violence or drug abuse well guess what I am personally gonna walk
you over to the house Success Center and we’re going to help you out or the tutor
and I are gonna walk you over together or if you don’t feel comfortable talking
to a teacher I had the embedded tutor it’s kind of like the person in the
middle so it’s not so scary you talk to your math teacher about these scary
things also we’re gonna teach you about what the next math class is gonna be
we’re also gonna teach you how to ask for help I think the biggest thing for
students is I don’t know how to ask for help
so we’re gonna help you we’re gonna support you it’s a growth mindset I also
you know my parents were immigrants so I know you know it’s not easy being you
know four generation first time college student
and I know the struggles and we’re gonna help you through that we’re gonna help
you to know what transfer is about we’re gonna help you to believe in yourself
and also we create this type of community in the classroom where you
don’t rely on me you don’t rely on the instructor you rely on your cup on your
classmates you guys build a friendship and hopefully that cohort is gonna take
the next math class together and maybe you guys find out that you guys are
nursing or maybe you guys all find out that you guys all want to be you know
political science majors you guys are going to find each other in these
classes and you guys are gonna go through this navigation of higher
education together as a team so it’s not just math and algebra and you know
hyperbolas and parabolas and whatnot right
it’s everything encompasses the higher education process so if you’re not ready
for college algebra it’s okay we’re gonna help you it there’s things in
place in order for you to be successful I want to add to what litter and Cindy
say which I you guys said it perfectly but I want to also reiterate that the
data shows that students who actually stay in those kinds of courses do better
than if they went back and started from a lower level and we have evidence of
that so we are not only attending to all those things but we know by far that
it’s better if they just repeat if they have to and they still do better if the
besides just starting at a remedial course so we have faith and students to
that their capacity to succeed as well so what we’re prepared for it okay and
these folks are weather prep for college committee is so awesome to be on thank
you for being here I’d like to go back to the your online
college question because there was one thing I didn’t say that I should have
said in support of perhaps the online college there’s a lot of students in
California who have a high school diploma and no college that was I
believe the reason for people wanting to create the online college was to try to
reach those students that just never got to a community college for whatever
reason they’re working they have children they just could not get here so
I think the intent was there and and but I would ask you know is there a way for
us to to improve our outreach to the community through you know creative
scheduling through all the you know marketing that could have been done but
I don’t disagree with the need to reach a huge number of people who don’t have
College and as such are earning far less and they would have if they did at least
had some college okay thanks questions Kathy I have a question sort
of follow-up and and thank you Cindy for presenting I’ve heard a lot about what
you do but I’ve heard it secondhand so it’s nice to hear it more from you I
understand that in the spring flex day the focus will be on on equity perhaps
I’m hearing at least from my department Oh a lot of concerns about faculty
feeling that they haven’t yet received professional development that is going
to allow them to shift the way that they are teaching and perhaps embrace some of
the strategies that Cindy has talked about so I really do think this is very
important for faculty to hear a different perspective and hear evidence
I’m hearing a lot of faculty they want the evidence that proves for them to
teach differently is going to end up with positive results thank you and I
appreciate you bringing that up yes we’re actually looking at data of
faculty who have changed their strategies and looking at the before and
the after data and I’m compiling that right now it will be on the board I will
be a board presentation in December and but it will certainly share with
everybody as well but I’ve been in preliminary talks with the Academic
Senate about flex day and spring and what we’re looking at is ensuring that
everybody has excuse me they’re individuals core success data and and to
look at it disaggregated what does it mean for the
different groups of people within your class and we would like people to have a
chance to look at it and kind of digest it and then we’re looking at having a
series of workshops many of them are perhaps all of them taught by our own
people on things that our faculty have done to change up what they’re doing
like I know that you’ve done a lot of work you’ve changed your syllabus you’ve
changed everything except your content which did not change but you change the
way that you interact with students and that alone had a giant impact on your
success rates so that’s what we’re looking at for spring as to have those
kind of workshops to look at different strategies and people could choose two
or three or four during the day to go to or however many but we’re in those
discussions and Gerry did say I could talk about it here but we we don’t have
all the details worked out but yes that is what we’re looking at thank you can I
respond to that yes please I appreciate the flex day workshops all
of that work but I think what janae is getting at and what we’ve experienced in
English and I’m sure in math and a lot of areas is this College needs to have a
dedicated Center for teachers of excellence we need time and space to not
do one-off workshops it’s not going to work and we’re working in silos and I
feel like we need sort of this institutional support and it’s happened
in English because we were funded to have for our you know community of
practices where we could work together over the year to prepare for this kind
of work it did not happen in a brown-bag flex we need the time in space and if
you look at our DPP ours you look at all these kinds of requests guided pathways
the message is professional learning but it’s not happening on this campus and
hasn’t happened for a very long time so I appreciate Flex I go to a lot of flux
I have probably triple flex but it’s that’s not really what’s substantiating
this kind of change it’s not where we get faculty buy-in nor is it where we
really change the mindset so I’m hoping that the college really sort of figures
out a way to dedicate that time and space for us to have really sort of
involve dialogue and discussions not just workshops okay I hear you
other people have heard you this is a discussion that should happen with the
Academic Senate as it is one of the ten plus one items I’m certainly willing to
work with the Senate and to try to help in that regard and Mike just reminded me
that we are probably going to go after a total five grant
we haven’t had one for a while but that would typically they’re three four or
five million dollars over a five-year period and we could certainly build
professional development into it we the discussions are preliminary at this
point Heather’s back there and she’s kind of
overseeing it but we will be working with people to get input on the kinds of
things that should go in there and that was a very good idea that might just
work down for me but yes I hear you thank you for those who didn’t know me I’m Alicia
and Juho from counseling so dr. Scott we have addressed that in Senate right
Nicole it has come up most recently at Academic Senate so thank you for your
support because that’s kind of the same Avenue that we were going is to try to
reinstitute that but my comment is since dean Creason is here and I’m looking for
English where are you over here hello my dear friendly I’ve said this for many
many years and yes I was part of the partnership with several of us going to
Cal State Long Beach I’m really concerned about our K through 12
partners Heather I see you in the back as we disaggregate data and we looked at
all the data I really want us to do some professional growth some really
intensive conscious outreach to folks at the schools I want to see who’s not
performing I don’t want to mention names but I started to see it from way way
back and we need to reach out to our partners so that those students coming
forward from all the high schools cuz no one wants to admit it but there are a
lot of differences between some parts of where you live and where you go to
school and where do you go to others when people buy real estate I have no
kids but when people buy real estate with money they’re gonna buy where they
can send their kids to the better performing schools let’s be honest
that’s the only way I speak is directly and honest those who know me but we need
to really by the time I retire and it’s coming up soon I really want our K
through 12 partners in some areas of Long Beach to get the help
we’ve got talented folks like you Cindy Moises who come on board let’s go after
those grants Paul and I started way back at Cerritos doing those grants you can
whip those little suckers out I know you can and we won every title five that
this guy puts his hands on so my new VP if you’re gonna
read the committee you go to this guy okay cuz he’s got the magic touch well I
I’m gonna end it there you know where I’m going we need to really do some
collaborative work with those partners hello Thanks so in the past prior to the
new we have a whole new BP steam is a convenient president but prior to your
arrival we spent a long time on a strategic plan but over the past year
and a half that has been a lot of external impacts from the state level
and the titles title five ACCJC there’s a lot of all these things that we’re
talking about today are new things that didn’t necessarily exist during the
surgical planning phase so are we going to start looking at the surgical plan
again and within the next year or two – Ari I’m not saying we change it but we
adjust and focus it where we put our priorities like these are the new
priorities that we have to do this is how they align with the old plan this is
what we need to think about because this video plan ends in 2022 yet we’re going
to be impacted by the new funding formula in 2121 so that’s one of the
questions and the second question is with all the changes are happening my
president worked on the online college there’s you mentioned there’s a demand
there’s a need for it and that’s why they’re kind of pushing this how they’re
using it to push for I’m in the past in my first couple years here I don’t feel
our online program has been given the support that needs to expand and grow we
have been growing in terms of classes in in you know in in the matter of classes
enrollments and that kind of thing but until dr. Scott showed up online was
kind of just our team here and we’re just kind of silo but when you came you
now you made us part of that the process where we have a voice were part of the
deans team were part of things so thank you for that and as I appreciate that
you’re allowing us to do that but I think we also starting to read looking
at our online program and how can we expand it because there’s five of us
right here where the entire online program and as and when we do a lot more
we do all the professional development the professional development we do is
not part of our purview I guess it’s not we don’t we also do it but we
because there’s a need for it we do for staff students and faculty but we’re
limited in what we can do because of our resources so I’m not talking about our
department in general but just there’s a demand for something so are we going to
reprioritize where we’re focusing our our time and efforts thank you please so the chancellor’s office has not put
out the guidelines for the ESL how ESL courses are going to respond to a B 705
the guidance will be out in February I know we’re implementing a B 705 in the
next fall but I believe that ESL has a couple of years to catch up with that
it’s my understanding that students will have that one year will count to get all
the way through transfer level English so if it’s one level below whatever it
is it’s gonna count right towards that timeframe I don’t I know I’m gonna you want to go
ahead and bike sure so so just to point for a couple points of clarification on
the Student Center funding formula with the math in English its conjunctive so
you have to complete math in English within the first year to get that
whatever that dollar amount per outcome is so I believe it’s called 880 for all
students and then you can get additional funding if they repeal or promise now to
Michelle’s point the guidelines for ESL have not come out yet so I don’t know we
don’t know yet if they’re gonna hold ESL students to the one-year timeline or
maybe they’ll have a different timeline but in in its current iteration the
college-level math and English in the first year is what is driving this
number so the so I think what you’re talking about is
the reverse transfers the students who are kind of essentially not dismissed
but they’re told to come back they’re redirected I think is what they call it
mm-hmm so I don’t believe we have a formal program for when those students
are redirected they just kind of go through a matriculation process but I
know that dr. Scott and I last week actually brought that up on when we met
with the Provost from Cal State Long Beach as part of the prominent College
promise I’m 2.0 executive committee so when we met with the Provost we brought
that up as something to consider have those students have something more
formalized so there’s a proper handoff for those students that are redirected
back to community colleges and I just want to add one thing I don’t this is
directly related to what you were asking Fran but for the ESL I was referring to
those that are taking a credit ESL courses so if they’re taking the
non-credit and it’s the still we hold into the three years to get through to
the transfer level the transfer level English or get to transfer know through
transfer through for college-level English yeah yeah I want to go back to a
previous question as I didn’t have the answer but Heather
Van Valkenburg said that we are working on aligning the strategic plan with
current efforts so in regards to that question yes we will look at redoing the
strategic plan other questions comments hi so I guess my question is the what
now I’m not sure if we’re gonna be doing that at the end but it’s like okay now I
have all this information now what are we waiting till spring now till we have
Flex workshops or what can we do now to help with what we just learned it
depends on who which of us you ask if you’re faculty I would ask that you look
at your completions and see you know over a five year period I actually have
a spreadsheet here completions over a five year period I look at it every day
and to see what you can do in regards to your curriculum review it are there too
many units is an industry certified if you have your have you had advisory
committee meetings of your CTE program if you have online is that an area that
you could grow so anything that people can do to help with completions and also
in terms of course success we need to get our students through their courses
too many of our students are not passing their courses which is causing a lot of
trouble it you know it’s like I said they get into financial aid trouble and
when students get discouraged they leave so when Cindy said we’re gonna love our
students that was like the best answer that is what we need to do what can we
do to help our students who come to us with so many needs and anybody
regardless of what your position here is is in a position to help students thank
you dr. Scott I’d also add just real tangibly we are going to scale with
starfish early alert this year so if you’re a faculty member in the room I
would really encourage you if you haven’t used the kudos it’s a great
feature it really I mean this is the generation that does everything for
likes on social media so to like validate them and keep them engaged if
they’re not showing up to class send them that little note have send it to
counseling so that we can reach out to them because you know students
oftentimes come here and they feel invisible
and then they some of the anecdotal feedback that I’ve gone is
like I’d even noticed I didn’t know that someone noticed I wasn’t even coming to
class anymore right just the fact that you make that effort
to say hey you stop coming what’s going on we want you to come back that’s a
real tangible thing for those of us that are in more Student Support Services
roles again thinking about our interactions with students and to use
the word love on them you know follow up with them check in with them counselors
in room case management when I was a counselor I always had you know two or
three no-shows a day well maybe I’m gonna pick up the phone and call those
students that didn’t show up and say hey you missed your appointment what’s going
on let’s have a let’s have 15 minutes over the phone together those are the
things that I think make on an individual level it may not sound a lot
but the accumulation of multiple people’s efforts all line in a single
direction will really change our outcomes with respect to assessment and
placement we used to have these early bird ovens and as a counselor who worked
those one of the first questions that students would always ask me is did I do
bad are these placements bad so the reason I bring that up is because we
have these students who were placed using Accuplacer and we know that
Accuplacer was was in at inequitable tool and it no longer exists so you may
have students who are in your class who have Accuplacer scores and those
students can complete the guided placement tool and that is one one way
that those assessment results can be revised because our students were
getting results and oftentimes just seeing the results alone was affecting
their motivation thank you for that really great question of you know where
do we go from here what now and I think I I think that question speaks a lot to
growth mindset and you know we know what’s going on we know these changes
are here but you know what can we do to impact our students and the
college you sit on Senate who else is on Senate
and here you’re not unscented anymore so I think I just heard our VP a a state
you know that you know a lot of our FPD our professional development training
goes right back there – that’s a ten plus one issue so Nicola if you’re on
Senate and this is a call out to all the senators who might watch this video that
you know what is our Senate actually doing and providing for us so we can we
can be more empowered as faculty right and we can operate off of a growth
mindset you know I mean one of the things I’ve read about in equity
literature is you know is is the institution doing everything that it can
are all of the employees doing everything that we can to improve and
increase our student success and I would imagine that not one of us could say
yeah we’re doing everything that we can there’s always more that can be done but
that’s where fpd comes in we need to know strategies tools evidence about
what we can do so I’m gonna put that right back on Senate and I want to also
speak to the starfish answer you know as a classroom faculty I use starfish but
I’d say I use it even even more I reach out to those students who miss class you
know you missed twice in the last week what’s what’s going on
I truly believe these non-cognitive strategies it’s not just a matter of me
believing it there’s quite a lot of research to support what Elijah just
said about you know our encouragement that we are giving to our students right
you know let me help you what resources can we provide for you I I really think
we need a fundamental shift in our mindset I’ve been teaching 22 years and
it’s hard to change your mind you know when you’ve been doing something so
often and Wow to even consider that you know I mean that’s very empowering at
the same time though right that but we need to know what to do so just
like you say what do we do now well there are a lot of answers but
faculty need to hear them yeah sure I just had a quick comment regarding
online college and you know the impact it might have on our own online programs
and so there’s a lot of different types of online students you know you have
your pure online errs who kind of live far away but you also have a lot of
students who are kind of this online in person hybrid they’ve taken courses in
person they’ve taken courses online and the ones that we’re at more at risk of
losing are gonna be the far away ones who aren’t really connected to the
campus in any given way and that’s not really our online students about 90
percent of our online enrollments in the last year were from students who had
taken a class in person as well so we’re we more are dealing with a student
population who is taking online courses potentially because it’s just convenient
it fits into their schedule more easily things like that they’re still on campus
on a regular basis they’re connecting with other campus services so as long as
we continue to make those services valuable to them we’re gonna keep them
as our students as opposed to losing them to online I’d also like to just ask people if they
could please look at that re-enrollment strategies bringing classes into that
area for red registration for winter and also for to plan for spring I don’t know
that people realize how many students we lose between fall and spring but it’s
hundreds sometimes thousands I could I don’t haven’t my fingertips do we have
the dates the reenroll meant we do have specific dates and if people needed a
date that wasn’t on there we will we will work with you to provide that
service for you to different time but yeah and then we lose even more students
between one fall and the next fall so losing students is a major issue for us
and I think that some of the things that Jenna is talking about the non-cognitive
strategies and helping students and making our students feel that we love
them is really important for them to come
back and to feel that they’re welcome and that we will help them get through
here I mean that is just there’s nothing that’s more important than that thank
you have I sent it out yeah I don’t remember
if I sent it out or if communications sent it out
yes Sonja Oh Nicole I sent it out it’s under my name twice but you know the
students also get a chance when they go there to talk to a counselor and and if
they bring their transfer data from any other college they may have attended
they can really get a lot of answers in a very short period of time so it’s it’s
a worthwhile activity for your class yes please excellent we’d love to hear that thank
you so enrollment dates for winter is gonna
be the next week and then for for spring it’s gonna be the first week of December but in terms of the dates where people
can go to those sessions okay oh I say okay okay okay okay okay thank you okay any other questions comments yes my test hello everybody I have a question to the
group I was hoping to hear questions or concerns you guys had about how a be 705
and the changes in English math reading and ESL might impact other departments I
know that we’ve reached out to areas that had specifically math prerequisites
or the courses that were no longer going to be offered as placements but I also
realize there’s some pockets of departments or programs that have math
but not as an explicit requirement and so if you’re concerned about the
placements affecting your proficiency for any of your programs or certificates
please communicate with us so we can figure out where that middle ground is
if you need certain placements to be to continue to exist we can work with that
if you need classes offered for your programs we can work with you as well
but I really would like to hear from the group since we have a pretty good
cross-section of the campus if you have any concerns about Matthew 15 or math
110 no longer being a placement option for your students and similarly for
English or reading that’s kind of what I was hoping to take back and do my
homework on after this talk does that make sense
yeah okay thank you I just have a small request I know that
the math department has been working very closely with counseling during the
equity grant and what’s really nice is you know if I have a counseling question
I know I can reach out to Elijah or even Noel or at least Lincoln she’s kind of
our designated counselor so I was wondering if for financial aid if people
are trying to apply for the Pell Grant Fassa or the DREAM Act if we can have
representatives specific to math in the English in these different departments
so I can say ah this person is my point of contact I can reach them and
hopefully have a 15-minute presentation that they can come into my classroom and
speak to my students and maybe had the forums and have them fill it out right
then and there if that’s possible yes I think that’s a wonderful idea to create
school level liaisons with Enrollment Services especially around financial aid
because we know on two parts one it’s a very cumbersome process and a lot of
students they just don’t push forward through the process and then to just the
huge implication so I think that’s something that’s a great strategy that
we can put in place relatively quickly and then actually you know the March 2nd
deadline there’s it still a ways off so there’s time to do it now we don’t have
to wait till next year we can actually implement some of this pretty quickly that goes right into it so I need you I
have a question for math and it’s kind of two parts so well it involves English
so I think that the English department you’ve done some professional
development amongst your department members so I wonder to what degree
that’s happened in math to be able to respond to a be 705 and it may be too
early to tell us what is it looking like in those classes with you know students
is having these vastly different skills and placements how what’s the success
looking like what do we perceive a student’s needs
are and what have we learned for what do we believe our student needs many of us
anecdotally would say these students have difficulty with study skills they
have difficulty with reading comprehension they have difficulty with
time management and again we’re very fortunate to have Cindy which pioneered
the whole equity and student success in math which embodied all of that and
Cindy when you respond I would like you to talk load about your experience
accelerating 805 and 815 students traditionally some of our we perceived
to be the weaker students on our campus and with that sort of love bomb and
embedded resources they’ve been very very successful and so she can speak
about that firsthand since she led that whole initiative thanks for putting me
on the spot with this I got a pregnancy brain let’s see back
in my first year or my second year yes so math you know five and 8:15 I was one
of the first instructors or the first instructor to do accelerated 8:05 May 15
both in 8 weeks and I’m actually saw a lot of success in that class um and a
lot of it came from just talking to the students and just really getting down to
the level and just asking them what do you guys need we need food okay we’ll
get you food we need calculators okay we’ll get your calculators what else do
you need I need help filling out this form okay I
need a babysitter okay so it’s just really not just about there’s a one type
of resource that’s gonna help the students I think the students lead the
demand and if you really just open yourself up and talk to them they will
tell you exactly what they need I don’t know if there’s any real training of
listening to students other to just sit down and listen to them the other thing
I want to say is just you know students sometimes don’t know what they need and
just going through these courses and implementing the equity mindset is just
everything that I’ve gone through in my academic progress
my student my parents didn’t go to you know high school let alone college and
all the other stuff and just seeing what type of programs helped me I just try to
say okay what did I learn from them and just try to pay it forward and you know
just help my students learn from what I did as well so I know right now our
lowest performing students are african-american males in the math
department so we’re looking at Quora to get professional training to help teach
our students are men of color in our classrooms so we are you know reaching
out to these outside entities and reaching and seeking develop
professional development for that as well but as currently as right now
what’s going on in a math classes is just communication it’s just talking to
our students and just talking to other faculty members of what they’re doing
and just sharing it in the hallway and having our you know elevator talk but
within our offices and just sharing community of practice so it’s not in a
formal setting like English has done but we are doing it people we care math
department really do care about our students the other thing that is
happening in math that’s critical is they’re they’re spending a lot of time
not only talking about it but they meet regularly right and they they now have
instituted meeting weekly and bringing people in to answer questions about
things that they have they call them in they’ve made an attempt to schedule the
full timer so that they have a particular day at noon free so that they
all know that they can be at a department meeting so they’ve really
made an effort not only just talking in the the hallways but they are coming
together and talking about this stuff a lot because it’s really important so
they’re putting time aside because of its importance and anecdotally there’s a
couple other things I’ve been hearing in the math department one is they’re
throwing out traditional kinds of methods of teaching their classes and
grading their classes and oh you can’t do that well yes I can watch me they say
one of them recently started doing group tests right so that they work together
as a team and you know a little wood you can’t do that
because there’s gonna be the slacker no they’re just throwing all that you can’t
do this out the window and they’re thinking of different ways of doing
things and different ways of interacting with their students different ways of
grading and making sure that the rigor is there because in math just like in
English you know where that student came from and and they’re more concerned
about how well they do with that next level so they’re really trying to be
creative about everything and and everything’s on the table and that’s a
pretty exciting way to be going about things as a math department faculty
member all ideas are good ideas right now right you know Paul you make a
really good point because there’s a place for formal professional
development formal training but there’s also a place for faculty to just get
together and talk and both of them can really lead to a lot of success because
people have ideas they’ve tried things out in their classes they get together
and they talk about it in group tests and these kinds of things maybe you
would hear about it at a conference maybe you wouldn’t hear about it at a
conference so I think there’s a place for both of those things and as we
develop our professional development I think we want to do that and the and the
things that we were thinking about for Flex day those those kinds of workshops
we were hoping to continue those on throughout the semester where people
could in add to them and have them have there be a selection and different types
and categories so we had that discussion I don’t know how far it got when you
were in the Senate meeting talking about it but I agree that there’s a lot we can
and should do and I’m certainly willing to work with the Academic Senate on it anything else and by the way who some
yes your area does a huge amount of work and you guys are fabulous the five of
you are fabulous I know that you’re understaffed and I know that you keep
getting asked to do more and more and more and I hear you but you do a great
job and I’m glad that you’re here thank you thank you so much and we have
outstanding team so thank you all actually at my question we were talking
about professional development for faculty and I you know I did my masters
and PhD in educational policy and leadership so I studied pedagogy and I
started all these different things I’ve noticed you know my understanding is not
everyone here who teaches is trained in pedagogy they they’re experts in their
field am I correct in saying that and so and so maybe as we do PD we should
probably focus on that and that’s what everything that we just heard all these
strategies those are different ways of teaching and strategy so you’re doing
you know the math and reading departments in our English department
are doing those things we need to have change a cultural shift and within our
faculty that to realize that leaders and there’s more other there’s more
strategies maybe we need to bring in the research and the data that shows that
this is why we want to do this so I kind of throw that out there but the next
question was you know we’re doing everything we can to make up for what my
view of it is there’s a there’s something happening between k12
that’s not preparing the students to be ready for when they come here so usually
they should be a certain level when they come here because they’re not we’re
doing all of these strategies to make up for it is there something that are we
doing anything to work with the you need to distract the k-12 district to maybe
change their system or what their curriculum I don’t know how that works
but it so is to maybe is there something at a state level impacting them to
change policies and what their standards are so that students are more prepared
when they get here sorry if I they’re continually working to improve and I
have to say that our K through 12 partner on a curriculum committee
brought in this fabulous equity professional development that they’re
going to do we’re all working as hard as we can and and you know I I talked about
this once a long time ago but you know the
the four years look to us and say why aren’t they better prepared we look at
the high schools and say why aren’t they better prepared the high schools look at
the middle schools and say why are you sending as people like this they look to
the elementary schools and elementary schools say both the parents and the mom
says well I’m not even sure he was the dad you know what I’m saying I mean we
can go all the way down the line the you know it everybody can blame everybody
and we have to take our students where they are and do the best that we can
they’ve had different experiences they made some may be new to this country
there’s just a whole whole lot of reasons they may have gone to some
schools versus another school you know there they may not have parents who are
college educated you know there’s all kinds of reasons that students are where
they are we can only do the best that we can with those students I think that’s
why the gutted pathways movement is so important because the guided pathway
does not and assume that the student is broken but yet what can we do to fix
ourselves and so as we start to roll out guided pathways and start to provide
opportunities for professional development with guided pathways we need
to keep in mind that it’s the students perspective and that we are the ones who
need to take care of ourselves so we can support our students you know I’d also
like to say that there’s a lot of people in this room that have a lot of
professional development training like I’m looking at the reading people most
have been through reading apprenticeship and that that whole that whole area
could be something that we help to train the faculty and I know that a lot of you
are professionals at it so there’s a lot of professional development with here
that we could do ourselves for our faculty and I don’t know if you’ve
discussed that with the Senate but that’s something else by anything else or are we done okay I
guess we’re done thank you to everybody who agreed to be part of this today
Michelle janae Elisha Mike and thank you all of you who helped with questions and
comments and answers and have a good day

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