tNTER-OFFICE CORRESPONDENCE
Los ANGELES COMMUNITY COLLEGES
OFFICE OF THE CHANCELLOR
TO:
Members of the Board of Trustees
FROM:
Adriana D, Barrera, Interim Chancellor
DATE:
January 22,2014
SUBJECT: BOARD LETTER FOR JANUARY 29,2014 MEETING
Board Meeting Location
Next week's Board meeting will be held at the Educationaf Services Center. The meeting times and locations
are as foiiows:
Meetings
nstitutionai Effectiveness & Student Success Committee
Time
Break
12:30 p.m.-1:15 p,m.
11:00a,m.~ 12:30 p.m.
Facilities Master Pianning & Oversight Committee
1:1i5p.m.-2:15p.m.
Break
2:15 p.m.-2:30 p.m.
Convene Public Session
2:30 p.m.
Recess to Closed Session
immediately Following
Location
Board Room
Board Room
Board Room
Hearing Room
Pubilc Session
tnstitutionat Effectiveness & Student Success Committee Meeting (Veres Chair. Field Vice Chair.
SvonkEn Member)
The committee wi:l! meet from 11:00 a,m, to 12:30 p.m. in the Board Room, For the committee's agenda refer to
Attachment A.
Facilities Master Planning & Oversight Committee Meetina (Veres Chair. Svonkin Vice Chair. Moreno Member)
The committee will meet from 1:15 p.m, to 2:15 p.m. in the Board Room, For the committee's agend^refer to
Attachment B.
Confidential Matters
The attached correspondence is confidential and shouid not be shared with other persons.
.
Office of General Counse
o Enclosed for your review is the District-reiated Litigation Report. (Refer to Attachment C)
o Endosed for your review is the Bond-related Litigation Report. (Refer to Attachment D)
Other Matters
.
Office of the Chancellor
o Enclosed for your information is a response to an inquiry regarding the LATTC DSPS office.
(Refer to Attachment E)
o Enclosed for your review is information regarding Asset Tagging. (Refer to Attachment F)
o Enclosed for your review is information regarding Van de Kamp Innovation Center Traffic Analysis,
(Refer to Attachment G)
Board Letter - January 29, 2014
Page 2 of 2
.
Office of General Counsel
o Enclosed for your information is a response to an inquiry regarding the Attorney Panef.
.
(Refer to Attachment H)
Facilities Planning and Development
Endosed for your review is information regarding the Firestone Education Center Draft Environmenta
Impact Report Notice. (Refer to Attachment!)
Please let me know should you have any questions regarding the meeting.
I.
LOS ANGELES COMMUNITY COLLEGE DISTRICT
BOARD OF TRUSTEES
INSTITUTIONAL EFFECTIVENESS & STUDENT SUCCESS COMMITTEE
Educational Services Center
Board Room – First Floor
770 Wilshire Boulevard
ATTACHMENT
Los Angeles, CA 90017
Wednesday, January 29, 2014
11:00 a.m. – 12:30 p.m.
Committee Members
Steve Veres, Chair
Mona Field, Vice Chair
Scott J. Svonkin, Member
Bobbi Kimble, Staff Liaison
Felicito Cajayon, Staff Liaison
Renee D. Martinez, College President Liaison
Agenda
(Items may be taken out of order)
ROLL CALL
II.
PUBLIC SPEAKERS*
III.
REPORTS/RECOMMENDATIONS
"A"
A.
Procurement of WorkSource Center/America’s Job Center Workforce Development Series
Felicito Cajayon, Vice Chancellor, Economic and Workforce Development
B.
Los Angeles Pierce College Strategic Plan
C.
Preview of 2013 Student Success Scorecard (formerly Accountability Reporting for the Community
Colleges)
D.
Calendar for Future Committee Meetings
E.
Report on Certificate Programs
IV.
FUTURE INSTITUTIONAL EFFECTIVENESS & STUDENT SUCCESS COMMITTEE MEETING DATES
V.
NEW BUSINESS
VI.
SUMMARY – NEXT MEETING..........................................................................................................Steve Veres
VII.
ADJOURNMENT
*Members of the public are allotted five minutes time to address the agenda issues.
If requested, the agenda shall be made available in appropriate alternate formats to persons with a disability, as required by Section 202 of
the American with Disabilities Act of 1990 (42 U.S.C. Section 12132), and the rules and regulations adopted in implementation thereof. The
agenda shall include information regarding how, for whom, and when a request for disability-related modification or accommodation, including
auxiliary aids or services may be made by a person with a disability who requires a modification or accommodation in order to participate in
the public meeting.
To make such a request, please contact the Executive Secretary to the Board of Trustees at 213/891-2044 no later than 12 p.m. (noon) on
the Friday prior to the Committee meeting.
Los Angeles Pierce College Strategic Master Plan Our mission and vision for the next four academic years !"#$-­‐!"#$ Table of Contents
Section
1
Introduction ............................................................................................................... 3
2
Pierce College Integrated Planning Calendar ........................................................... 5
3
Pierce College Strategic Master Plan, 2014–2017 ................................................... 6
Appendix A
Fall 2013 Student Profile ........................................................................................ 17
Appendix B
Pierce Baseline and Trend Analysis ....................................................................... 21
3
Pierce College Strategic Master Plan, 2014-2017
Introduction
The Los Angeles Pierce College Strategic Master Plan 2014-2017 was born out of a desire to focus our
efforts on college attainment through degree and certificate completion and to give a voice to the entire
College community related to our mission and vision over the next four academic years.
Responsibility for the Strategic Master Plan (SMP) rests with the Pierce College Council (PCC). It is their
document to develop, implement, evaluate, and revise as needed. Since the PCC owns this plan, a
Strategic Planning Task Force was formed by the Council to represent the four major divisions of the
College, including: Academic Affairs, Administrative Services, Student Services, and the President’s Office.
The Task Force met weekly during the Fall 2013 semester to develop a strategic plan that would
incorporate the strengths of all the areas of the College to focus our goals and activities on student
success and completion during the current and the three subsequent academic years.
The Task Force began its development process by incorporating four overarching goals:
1.
2.
3.
4.
Engaging the Completion Agenda
Demonstrating Accountability
Cultivating Partnerships
Ensuring Student Success
These overarching goals provide us with the College vision of seeing more CAPS (Completion,
Accountability, Partnerships, Student Success) at Commencement—leading to a renewed commitment to
college degree and/or certificate attainment for all the students we serve. The four overarching goals were
expanded to more specific operational goals and objectives. Finally, to ensure we monitor the progress
toward the attainment of both the goals and objectives, the Task Force designed specific measures and
identified responsible parties for each of the goals and objectives. Throughout the process of drafting the
Strategic Master Plan, 2014-2017, each goal was mapped to the District Strategic Plan, 2012-2017, to
ensure that as we achieve our College goals, we are also achieving the goals of planning district-wide.
4
The plan was endorsed by the Pierce College Academic Senate on Monday, December 9, 2013. The Pierce
College Council recommended the plan at its meeting on December 12, 2013, and I approved the plan on
Monday, December 16, 2013. As a College, we will be recommending the plan for approval by the Board of
Trustees early in 2014.
Once we have all the required approvals, we will begin to adopt and incorporate all the goals and objectives
of the Strategic Master Plan, 2014-2017, into all our other plans, including our annual planning processes.
Throughout the life cycle of the plan, PCC will regularly monitor its implementation, evaluating it annually to
determine if revisions are necessary and preparing to revise and update the plan for the next four-year
planning cycle.
The focus of our Annual Planning Process (APP) is the implementation of this Strategic Master Plan. Our
individual departmental and divisional goals should strive to achieve the goals and objectives of this plan. If
we approach this task in an earnest and authentic manner, we will as a consequence of that dedication
achieve the goals and objectives not only of the SMP but of all the College’s planning documents because
they will all be linked (see page 5) and directed toward our CAPS philosophy tying the vision of greater
student success and degree and certificate attainment to everything we do. It is after all why each of us
comes to work at this fine College every day.
Thank you all for the hard work and dedication to making this vision a reality. Let the work begin, so we can
see more CAPS at Commencement.
Kathleen
Kathleen F. Burke
President, Los Angeles Pierce College
5
6
Pierce College Strategic Master Plan
CAPS—Completion, Accountability, Partnerships, Student Success
Approved December 16, 2013
Overarching Goals—CAPS
A. Engaging the Completion Agenda
District Goals
Access and Preparation for Success
(Improve equitable access; help students attain important early educational momentum points.)
Teaching and Learning for Success
(Strengthen effective teaching and learning by providing a learner-centered educational environment; help students attain their goals of certificate and degree
completion, transfer, and job training and career placement; increase equity in the achievement of these outcomes.)
Objectives
1. Increase student completion
of degrees, certificates, and
college transfer requirements
1a. Increase student completion of associate degrees
and Certificates of Achievement
1a. Increase student awards by 2%
annually
1a. Institutional
Effectiveness Office
(IE Office)
1b. Increase the number of students who complete
transfer requirements for the state universities
and University of California
1b. Increase students completing
transfer requirements by 2%
annually
1b. Institutional
Effectiveness Office
(IE Office)
1c. Increase the number of Transfer Model Curricula
(TMCs) in disciplines offered by the college by
2015
1c. Ensure 9 TMCs in disciplines
offered are available to students
1c. Academic Affairs
1d. Approve Transfer Model Curriculum in areas of
emphasis by 2016
1d. Increase by 2 TMCs in areas of
emphasis
1d. Academic Affairs
1e. Develop and implement a completion marketing
campaign to focus on the importance of obtaining
a degree, a certificate, or transfer preparation
1e. Publish an approved plan and
budget by Fall 2014
1e. President’s Office
2a. Increase the number of new students completing
assessment
2a Increase by 5% annually new
students completing assessment
2a. Institutional
Effectiveness Office
(IE Office)
2. Increase number of entering
students who complete the
matriculation process during
the first semester
Measure
Responsible Party for
Measure
Operational College Goals
7
Operational College Goals
3. Increase the long-term
persistence rate of students
4. Ensure equitable access to
education
Objectives
Measure
Responsible Party for
Measure
2b. Increase the number of new students completing
orientation
2b. Increase by 5% annually new
students completing orientation
2b. Student Services
2c. Increase the number of new students completing
an educational plan
2c. Increase by 5% annually new
students completing an
educational plan
2c. Student Services
2d. Increase the percent of new students who persist
to the end of their first year and successfully
complete 15 units
2d. Increase by 2% annually new
students completing 15 units
during their first year
2d. Institutional
Effectiveness Office
(IE Office)
3a. Increase the percentage of students who
complete 30 units in three years
3a. Increase by 2% annually students
who complete 30 units in three
years
3a. IE Office by way of the
District IE Office
3b. Increase the percentage of students who
complete 60 units in three years
3b. Increase by 2% annually students
who complete 60 units in three
years
3b. IE Office by way of the
District IE Office
3c. Increase the percentage of students who
complete English 101 and Math 125 within three
years
3c. Increase by 2% annually students
who complete English 101 and
Math 125 within three years
3c. IE Office by way of the
District IE Office
3d. Increase the percentage of students who
complete English 101 and Math 125 within six
years
3d. Increase by 2% annually students
who complete English 101 and
Math 125 within six years
3d. IE Office by way of the
District IE Office
4. Increase the percentage of eligible students
receiving financial aid
4. Increase eligible students
receiving financial aid by 2%
annually
4. IE Office by way of the
District IE Office
Overarching Goals—CAPS
B. Demonstrating Accountability
District Goal
Organizational Effectiveness
(Improve organizational effectiveness through data-informed planning and decision-making, process assessment, and professional development.) 8
Operational College Goals
1. Improve financial reporting
process for more accurate
budgetary forecasting,
allowing for fiscal stability.
2. Improve operational
efficiencies and processes
along with internal cash
controls
Responsible Party For
Measure
Objectives
Measure
1a. Conduct comprehensive quarterly budget reviews
to enforce budget variance accountability
1a. Quarterly summary report
variance analysis of all programs
not to exceed 5% threshold from
prior year reports without
justification
1a. Administrative
Services, budget
team, and Budget
Committee
1b. Enforce deadlines to prevent overruns and timeconsuming accounting adjustments and
reconciliations
1b. Using shared governance
committees (SGC) and owner
departments, reduce late
submittals by 10%
1b. Administrative
Services with backing
by SGC and
department managers
1c. Share and discuss material budget changes
through senior staff and budget committee for
appropriate disclosure
1c. All discussions recorded in
meeting notes; actions tracked by
PCC transparency documents
1c. Administrative
Services with support
from Senior Staff and
Budget Committee
1d. Assess all unrestricted and restricted funding.
Determine best uses of funding including specially
funded program (SFP) sources that can absorb
indirect costs. Same of enterprises.
1d. Budget Committee reviews
budget matrix requirement
summary each month
1d. Administrative
Services
2a. Review Administrative Services processes and
mitigate potential errors or fraud by focusing on
internal controls and associated procedures
2a. Track training of academic
schools and admin departments
in operational manuals, including
Business Office, Foundation,
Bookstore manuals
2a. Administrative
Services
2b. Reduce operational problems and increase
productivity of staff at peak cycles of semester
without diminishing quality of services,
emphasizing standardization of processes
whenever possible
2b. Track training classes for all
departments on operational
manuals, including Business
Office, Foundation, Bookstore
manuals
2b. Administrative
Services
Academic Affairs
Student Services
2c. Implement changes as a result of IAD audits in
Grants, Trusts, Cash Management, and
Foundation
2c. Track training classes for all
departments on operational
manuals, including Business
Office, Foundation, Bookstore
manuals
2c. Administrative
Services
9
Operational College Goals
3. Improve campus-wide health,
safety, and security through
enhanced risk-management
practices
4. Improve facilities oversight of
both bond-related and college
state-funded alterations and
improvements.
Objectives
Measure
Responsible Party For
Measure
2d. Create specific Web site links to disseminate
mass forms, permit and contract information,
enterprise purchases, etc.
2d. Track Web development and
training schedules on a weekly
basis
2d. Administrative
Services and
Information
Technology
3a. Refine the emergency response plan to respond
to 1) major and minor events that include fire drills
and multiday Emergency Operations Center
(EOC), 2) Assault or Active Shooter instigated on
campus or from threat arriving on campus, and 3)
Community Emergency Response Team (CERT)
training for quick triage physical response plan—
includes annual Los Angeles Fire Department
(LAFD) training
3a. Track training logs and maintain a
repository of manuals and
brochures that have been issued
3a. Administrative
Services
3b. Enhance the college’s emergency
communications system. This includes
emergency phones on the campus.
3b. Maintain a tracking log of
multiplatform communications to
students and staff
3b. Administrative
Services
3c. Enhance Emergency Notification System (ENS)
and create pre-scripted templates
3c. Track the use of templates usage
3c Administrative
Services
3d. Establish process for managing and monitoring
claims against the college. Simplify instructions
for proper use of the forms to escalate issues and
reduce financial impact
3d. Provide tracking logs, which can
be accessed easily, for all claims
3d. Administrative
Services/Sheriff’s
Department
3e. Evaluate and improve lighting on the campus in
all areas regularly used by staff and students
3e. Track quarterly exception reports
showing site lighting
discrepancies
3e. Administrative
Services/Plant
Facilities
4a. Develop stronger project management oversight
of pre- and postconstruction
4a. Track requests for proposals
(RFP) and project plan schedules
4a. Monthly CPM reviews
4b. Review projects and liaisons’ skills to ensure that
building user groups (BUGS) are involved and
have department representation
4b. Provide checklist for liaisons and
track the change orders
4b. CPM monthly
meetings
10
Operational College Goals
Objectives
4c. Participate in the commissioning process to
determine quality assurance (QA) and
thoroughness of punch-list inspections
6. Develop and implement
professional development
programs for faculty and staff
7. Continue to meet FTES base
and attempt to grow the
college’s student FTES
enrollment to 2006 levels and
then 5% per year
Responsible Party For
Measure
4c. Track and post punch lists with
Project Manager and discuss at
construction project meetings
(CPM)
4c. Director of Facilities,
Information
Technology Director,
Vice President of
Administrative
Services (VPAS), and
inspections with
Project Manager (PM)
4d. Develop a priority listing showing the annual
deferred maintenance facilities funding plan and
the source of matching moneys from the current
operating budget
4d. Post and track approved listing in
the Annual Report; include costs
within the annual budget
4d. Director of Facilities,
Facilities Advisory
Committee, VPAS
5a. Develop a master calendar for self-audit reports
5a. Produce an annual report on how
Student Services will reduce
compliance exceptions
5a. Student Services
5b. Decrease financial aid default rates by creating a
Default Prevention Task Force based on federal
model
5b. Maintain student loan cohort
default rate under 30%
5b. Student Services
6a. Develop a professional development plan for staff
and faculty
6a. Plan and budget developed by
Fall 2014
6a. President’s Office
College Planning
Committee
6b. Create a master calendar of professional
development conferences and training sessions
6b. Master calendar developed by
Spring 2015
6b. Human Resources
and Professional
Development
Committee
7a. Continue to analyze enrollment trends and
effective scheduling models
7a. Information on enrollments and
various scheduling models
7a. IE Office to provide
enrollment data; SAC
and EMC to provide
scheduling models
7b. Ensure access to essential courses
7b. Increase student completion rates
of certificates, degrees, and
transfer requirements by 2%
annually
7b. Academic Affairs
.
5. Increase self-audit to ensure
compliance with program
requirements
Measure
11
Operational College Goals
Objectives
Measure
Responsible Party For
Measure
7c. Maintain/increase efficiency
7c. Measure class size to maintain or
increase efficiency
7c. Institutional
Effectiveness Office
(IE Office)
7d. Increase the number and the type of evening
sessions offered (currently 24% below Fall 2008)
7d. Compile statistics on ratio and
enrollment trends
7d. Institutional
Effectiveness Office
(IE Office)
7e. Restore an active college marketing campaign to
attract students who may have been lost
7e. Increase enrollments to FTES
base with 2% overage
7e. IE Office by way of the
District Attendance
Office
Overarching Goals—CAPS
C. Cultivating Partnerships
District Goal
Resources and collaboration
(Increase and diversify sources of revenue in order to achieve and maintain fiscal stability and to support District initiatives. Enhance and maintain mutually
beneficial external partnerships with business, labor, and industry and other community and civic organizations in the greater Los Angeles area)
Operational College Goals
1. Develop and enhance
revenues generated through
grants, entrepreneurial
ventures, and community
partnerships
Objectives
Measure
Responsible Party for
Measure
1a. Expand educational partnerships that bring
community events and community members to
the campus for educational, cultural, social, and
recreational activities
1a. Track partnerships and permits
issued to increase revenue by 2%
1a. Academic Affairs
Administrative
Services Enterprise
1b. Create an enterprise task force that will consider
ways to expand revenue-generating opportunities
within future and existing operations including
bookstore, facilities rentals, and food services
1b. Track ideas that lead to increases
in revenue; increase revenues to
the college by 5%
1b. Administrative
Services/Enterprise
1c. Develop a self-funding grants program that will
increase college revenue
1c. Track and increase the college
grants program to increase
college revenue 10% annually
1c. President’s Office
12
Operational College Goals
2. Expand productive
sustainable community
alliances
3. Foster partnerships with
business and industry
Objectives
Measure
Responsible Party for
Measure
2a Create a database of financial and equipment
needs that can be shared with potential donors
2a. Track and increase donations
and or revenues by 5% over the
prior year
2a. Foundation
2b. Pursue financial, material, and collaborative
resources through enterprise activities and
fundraising to create a sustainable stable source
of income
2b. Track and increase donations
and or revenues by 5% over the
prior year
2b. Foundation
3a. Increase advisory committee participation of local
business and industry
3a. Increase advisory committee
participation to optimum on
committees low in number
3a. Career and Technical
Education Committee
(CATE Committee)
3b. Increase number of employers to participate in job
fairs
3b. Increase potential employers
participation in job fairs by 10%
annually
3b. CATE and Student
Services
3c. Develop internship programs with business and
industry partners to foster community relations
3c. Successful initiation of internship
programs
3c. Student Services and
CATE
.
Overarching Goals—CAPS
D. Ensuring Student Success
District Goal
Teaching and Learning for Success
(Strengthen effective teaching and learning by providing a learner-centered educational environment; help students attain their goals of certificate and degree
completion, transfer, and job training and career placement; increase equity in the achievement of these outcomes.) Operational College Goals
1. Address the basic skills
needs of underprepared
students in developmental
and introductory courses
Objectives
1a. Gather student input about the challenges faced
in introductory courses and use this information to
inform the development of strategies and
solutions
Measure
1a. Student surveys and/or focus
groups to gather data on
challenges students face in
introductory courses
Responsible Party for
Measure
1a. Academic Affairs
Student Services
13
Operational College Goals
2. Enhance customer service
interfaces considering timely
responses and quality of
experience
Responsible Party for
Measure
Objectives
Measure
1b. Increase the number of new students successfully
completing at least one English class and one
math class during their first year
1b. Increase by 2% annually students
completing at least one English
and one math class in the first
year with the existing hourly
allocation
1b. IE Office
1c. Increase the number of new students who
successfully complete their developmental
sequence within two years (English 20, 21, 28)
(Math 105, 110, 115)
1c. Increase by 2% annually students
completing developmental
sequence within two years with
the existing hourly allocation
1c. IE Office
2a. Provide external customer service training, e.g.,
Employer Assistance Program (EAP), followed by
specific internal training sessions
2a. Create and track customer
service training logs
2a. Administrative
Services
Academic Affairs
Student Services
2b. Assess internal processes and further align to
actual services rendered and governing policies
and procedures
2b. Review and track by department
the policies and procedures
2b. Administrative
Services
Academic Affairs
Student Services
2c. Streamline desk procedures to enhance efficiency
and customer satisfaction using surveys and
statistical analysis
2c. Track and review the surveys
issued by departments
2c. Administrative
Services
Academic Affairs
Student Services
2d. Develop and simplify Web-based self-service
features
2d. Track the increase in number of
Web-based forms used on the
Internet
2d. Administrative
Services
Academic Affairs
Student Services
2e. Procure and/or implement advanced software.
Provide application training to improve staff
productivity; for example, new cashier system,
Emergency Notification System (ENS), and future
Student Information System (SIS) modules
2e. Track the training that is
conducted to improve staff
productivity
2e. Administrative
Services
Academic Affairs
Student Services
Shared governance
committees
14
Operational College Goals
3. Maintain a robust and
reliable information
technology infrastructure
with current computing
equipment for the entire
college population
4. Support faculty and staff by
maximizing the effective use
of technology, enabling
academic innovation in
instructional delivery.
Objectives
Measure
Responsible Party for
Measure
2f. Assess student overall satisfaction with the
college programs and services
2f. Increase satisfaction with college
programs and services by 2% as
measured by student surveys
2f. Student Services
3a Establish a wireless network on the campus in
areas that are used regularly by faculty, staff, and
students
3a. Establish specifications and track
performance of wireless network
using surveys
3a. Senior Staff
Technology
Committee
3b. Ensure that existing infrastructure, systems,
equipment, and software are maintained to
accomplish daily operations in all functional areas
of the college
3b. Track the maintenance logs on
the network along with
maintaining a site failure log
3b. Administrative
Services Information
Technology
3c. Provide comprehensive training programs for
faculty and staff for smart classrooms and
conference rooms
3c. Track the smart classroom
training by creating a log showing
dates and training accomplished
3c. Academic Affairs
Professional
Development for
Smart Classrooms
3d. Improve customer service responsiveness and
satisfaction rates for faculty and staff using the
College Maintenance Management System
(CMMS).
3d. Create a bench mark for this year
and measure the changes for
each following year
3d. Administrative
Services
3e. Standardize audio visual equipment in all
classrooms to provide uniform experience and
training
3e. Track the number of dissimilar
platforms
3e. Administrative
Services Educational
Technology
Committee
Technology
Committee
4a. Develop plans to improve course effectiveness by
fully integrating innovative tools and delivery
methods
4a. Complete the Technology Plan
Survey students and faculty to
determine if plans have been
integrated into the curriculum
4a. Technology
Committee
Educational
Technology
Committee
Academic Affairs
4b. Increase online class offerings
4b. Increase distance education
offerings 5% annually
4b. Academic Affairs
Distance Education
(DE) coordinator
15
Operational College Goals
5. Provide a learner-centered
environment that promotes
active learning and student
engagement
6. Increase student awareness
and use of student support
services and programs
Objectives
Measure
Responsible Party for
Measure
5a. Review and revise Student Learning Outcomes
(SLOs) and assessment mechanisms
5a. Random inspection of ECD and
assessment database
5a. Academic Affairs
SLO coordinator
5b. Ensure active learning and applied knowledge
and skills are examined through authentic
assessment
5b. Inspection of assessment reports
annually
5b. Outcomes Committee
Academic Affairs
5c. Create a professional development focus that
emphasizes student active learning and
engagement
5c. Inspect professional development
plan to ensure sufficient focus
5c. College Planning
Committee (CPC) and
President’s Office
5d. Create programs that promote student and faculty
contact outside the classroom.
5d. Survey students about studentfaculty interactions
5d. Student Services
6a. Increase the number of financial aid applications
for eligible students.
6a Student surveys to measure
awareness of financial aid
6a Student Services
6b. Increase student awareness of Health Center
services.
6b. Survey students about Health
Center
6b. Student Services
6c Increase student awareness of Counseling Office
services.
6c. Survey students about
Counseling Office
6c. Student Services
6d. Increase student awareness of Child
Development Center services for eligible
students.
6d. Survey Students about Child
Development Center
6d. Student Services
6e. Increase student awareness of Assessment
Center services.
6e. Survey students about
Assessment Center services
6e. Student Services
6f. Increase student awareness and enhance the
veterans’ program to include the resources
needed, including partners and resources outside
the college.
6f. Surveys to measure student
awareness about veterans’
program and obtain outside
resources to enhance program
6f. Student Services
6g. Increase student awareness of the services
offered to foster youth.
6g Surveys to measure student
awareness of services offered to
foster youth
6g. Student Services
6h. Increase eligible student participation in Extended
Opportunity Programs and Services (EOPS)
6h. Increase participation in EOPS by
2%
6h. Student Services
16
Operational College Goals
Objectives
Measure
Responsible Party for
Measure
6i. Expand International Students Program
6i. Increase number of international
students by 25%
6i. Student Services
6j. Increase student awareness of the services
offered by Special Services
6j. Surveys to measure student
awareness
6j. Student Services
7. Increase student participation
in Associated Student
Organization (ASO) activities
and shared-governance
committees
7a. Develop a master calendar of statewide
conferences/trainings
7a. Increase by 5% student
participation in statewide
conferences and trainings
7a. Student Services
7b. Increase student participation in the Associated
Student Organization (ASO)
7b. Increase by 10% student
participation in ASO activities
7b. Student Services
8. Enhance opportunities for
student involvement in
cocurricular and
extracurricular activities that
will enrich campus life
8a. Develop student life strategic plan
8a. Implement a comprehensive
student life program by 2015
8a. Student Services
8b. Develop an office of student involvement that
supports student success
8b. Eighty percent of students
involved in student leadership will
complete their educational plan
8b. Student Services
Fall 2013 Student Profile
Appendix A
Fall 2013 Student Profile
the
18
Credit Headcount
Fall 2005 - Fall 2013
23,500
Number of Students
22,000
20,500
19,000
17,500
16,000
14,500
13,000
11,500
10,000
Fall
Fall
Fall
Fall
Fall
Fall
Fall
Fall
Fall
2005 2006 2007 2008 2009 2010 2011 2012 2013
Credit 17,575 18,556 19,782 22,164 22,052 21,230 20,453 19,951 20,253
Gender
Male
47%
Female
53%
25 - 34
18%
35 and
over
14%
Age
Under 20
29%
20 - 24
39%
19
Primary Language
Ethnicity
Unknown/Decline
to State
African-American
Other Non-White Latino
5%
6%
1%
35%
Multi-Ethnic
11%
Farsi
6%
Other*
5%
Armenian Tagalog (Filipino)
1%
1%
Russian
1%
English
80%
Spanish
7%
Asian
12%
White
30%
*Other includes: "Other", Vietnamese, Korean,
Chinese Languages, and Japanese
Citizenship
Student Visa (F1
or M1 Visa)
1%
Refugee, Asylee
1%
Temporary
Resident
(Amnesty)
0.4%
Pell Status
Pell
Recipient
21%
U.S. Citizen
82%
Other
4%
Permanent
Resident
11%
Non-Pell
Recipient
79%
Note: Totals may not add up to 100% due to rounding.
20
Educational Goal
Personal
Development
Univ student
3%
fulfilling reqs
5%
Associate Degree
5%
Unit Load
Obtain HS
Diploma/GEDImprove Basic
3%
Skills
Fewer than
6 Units
33%
1%
12 or more units
30%
Vocational/JobRelated
11%
Transfer
57%
Undecided
15%
Number of UC and CSU Transfers from Pierce
2007-08 through 2011-12
Degrees and Certificates
2012 - 2013 (Total = 1,622)
1000
AA
928
TMCs
43
AS
57
927
857
845
723
600
400
C
586
934
800
Number
CS
8
6 to 11.5 units
39%
299
349
319
290
320
200
0
2007-08
2008-09
2009-10
CSU
2010-11
UC
2011-12
Appendix B
Pierce Baseline
and
Trend Analysis
22
Data Analysis Relative to Objectives and Measures
Goal/Objective Measure A1a Increase student awards by 2% annually Responsible Party for Measure IE Office Degrees & Certificates Awarded
AA Degrees
AS Degrees
TMCs
State-Approved Certificates
Skills Certificates
Total
% Change Year to Year
% Change 2003-04 as Baseline
2003-04
950
47
91
414
1502
-
2004-05
1044
47
103
335
1529
1.8%
1.8%
2005-06
1095
55
110
404
1664
8.8%
10.8%
2006-07
997
43
87
325
1452
-12.7%
-3.3%
2007-08
953
50
102
338
1443
-0.6%
-3.9%
2008-09
889
44
80
315
1328
-8.0%
-11.6%
2009-10
799
44
198
164
1205
-9.3%
-19.8%
2010-11
902
44
380
51
1377
14.3%
-8.3%
2011-12
979
57
557
22
1615
17.3%
7.5%
The suggested increase was 2% annually: Current 2012-­‐13 2013-­‐14 2014-­‐15 2015-­‐16 2016-­‐17 2% Change Year to Year 1622 1654 1687 1721 1755 2% Change from Baseline (+32) 1622 1654 1686 1718 1750 Additional data for consideration from District IE Office: Completion Rate in 3 Years Fall 2007 Cohort Fall 2008 Cohort Fall 2009 Cohort 3 Year % Change Pierce 22% 22% 21% -­‐6% LACCD 16% 15% 14% -­‐17% Fall 2004 Cohort Fall 2005 Cohort Fall 2006 Cohort 3 Year % Change Pierce 45% 46% 46% 1% LACCD 36% 35% 35% -­‐2% Completion Rate in 6 Years 2012-13
928
57
43
586
8
1622
0.4%
8.0%
23
A1b Increase students completing transfer requirements by 2% annually IE Office 2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
CSU Transfers
770
768
808
934
934
857
723
845
927
696
UC Transfers
221
247
254
316
299
290
319
349
320
288
Total
991
1015
1062
1250
1233
1147
1042
1194
1247
984
% Change Year to Year
-
2.4%
4.6%
17.7%
-1.4%
-7.0%
-9.2%
14.6%
4.4%
-21.1%
% Change 2003-04 as Baseline
-
2.4%
7.2%
26.1%
24.4%
15.7%
5.1%
20.5%
25.8%
-0.7%
Current 2012-­‐13 2013-­‐14 2014-­‐15 2015-­‐16 2016-­‐17 2% Change Year to Year 984 1004 1024 1044 1065 2% Change from Baseline (+20) 984 1004 1024 1044 1064 The suggested increase was 2% annually: A2a Increase number of new students completing assessment by 5% annually IE Office by way of the District IE Office Fall 2010 Fall 2011 Fall 2012 3 Year % Change English -­‐ Pierce College 65% 69% 74% 14% English -­‐ LACCD 65% 65% 64% -­‐2% Math -­‐ Pierce College 66% 71% 75% 13% Math -­‐ LACCD 70% 70% 70% 1% 24
The suggested increase was 5% annually: English Assessment-­‐ Current Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Change Year to Year 74% 78% 82% 86% 90% Change from Baseline (+4) 74% 78% 82% 86% 90% Math Assessment-­‐ Change Year to Year 75% 79% 83% 87% 91% Change from Baseline (+4) 75% 79% 83% 87% 91% A2d Increase new students completing 15 units in their first year by 2% annually IE Office Headcount Completed 20+ Units Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 3713 3348 3636 4128 3926 1677 45.2% 1567 46.8% 1604 44.1% 1800 43.6% 1408 35.9% Fall 2010 3646 1436 39.4% Fall 2011 3340 1182 35.4% Fall 2012 3510 1249 35.6% Successfully Completed 20+ Units 827 22.3% 791 23.6% 825 22.7% 19.6% 804 22.1% 620 18.6% 637 18.1% Headcount % Change Yr to Yr -­‐9.8% 8.6% 13.5% -­‐4.9% -­‐7.1% -­‐8.4% 5.1% Headcount % Change from Baseline -­‐9.8% -­‐2.1% 11.2% 5.7% -­‐1.8% -­‐10.0% -­‐5.5% 9.8% -­‐10.1% 0.6% 952 23.1% 771 20+ Units % Change Yr to Yr 3.6% -­‐5.7% -­‐1.2% -­‐17.8% 20+ Units % Change from Baseline 3.6% -­‐2.3% -­‐3.5% -­‐20.6% -­‐12.8% -­‐21.6% -­‐21.2% 20+ Succ Units % Change Yr to Yr 6.1% -­‐4.0% 1.6% -­‐14.8% 12.3% -­‐15.8% -­‐2.2% 20+ Succ Units % Change from Baseline 6.1% 1.9% 3.5% -­‐11.8% -­‐1.0% -­‐16.7% -­‐18.5% 25
The suggested increase was 2% annually: Completed 20+ Units 2% Change Year to Year 2% Change from Baseline (+.7) Current Fall 2012 35.6% 35.6% Fall 2013 42.6 42.6 Fall 2014 43.5 43.3 Fall 2015 44.4 44 Fall 2016 45.3 44.7 Fall 2017 46.2 45.4 18.1% 18.1% 18.5 18.5 18.9 18.9 19.3 19.3 19.7 19.7 20.1 20.1 Successfully Completed 20+ Units 2% Change Year to Year 2% Change from Baseline (+.4) A3a Increase students who complete 30 units in 3 years by 2% IE Office by way of the District IE Office Fall 2007 Cohort Fall 2008 Cohort Fall 2009 Cohort 3 Year % Change Pierce College 66% 66% 68% 2% LACCD 60% 59% 61% 3% The suggested increase was 2% annually: Current Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 30 Units-­‐ Change Year to Year 68 69 70 71 72 30 Units-­‐ Change from Baseline (+1) 68 69 70 71 72 A3b Increase students who complete 60 units in 3 years by 2% IE Office by way of the District IE Office Fall 2007 Cohort Fall 2008 Cohort Fall 2009 Cohort 3 Year % Change Pierce College 33% 34% 34% 4% LACCD 29% 27% 28% -­‐3% 26
The suggested increase was 2% annually: Current Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 60 Units-­‐ Change Year to Year 34 34.7 35.4 36.1 36.8 60 Units-­‐ Change from Baseline (+.7) 34 34.7 35.4 36.1 36.8 A3c Increase students who complete Eng 101 and Math 125 in 3 years by 2% IE Office by way of the District IE Office Fall 2007 Cohort Fall 2008 Cohort Fall 2009 Cohort 3 Year % Change Pierce College 33% 32% 34% 4% LACCD 24% 22% 23% -­‐2% The suggested increase was 2% annually: Current Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Eng 101 & Math 125 in 3-­‐ Change Year to Year 34 34.7 35.4 36.1 36.8 Eng 101 & Math 125 in 3-­‐ Change from Baseline (+.7) 34 34.7 35.4 36.1 36.8 A3d Increase students who complete Eng 101 and Math 125 in 6 years by 2% IE Office by way of the District IE Office Fall 2004 Cohort Fall 2005 Cohort Fall 2006 Cohort 3 Year % Change Pierce College 39% 40% 44% 14% LACCD 31% 30% 33% 8% 27
The suggested increase was 2% annually: Current Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Eng 101 & Math 125 in 6-­‐ Change Year to Year 44 44.9 45.8 46.7 45.6 Eng 101 & Math 125 in 6-­‐ Change from Baseline (+.9) 44 44.9 45.8 46.7 45.6 A4a Increase eligible students receiving financial aid by 2% IE Office by way of the District IE Office 2009-­‐10 2010-­‐11 2011-­‐12 3 Year % Change Pierce College 61% 83% 82% 34% LACCD 55% 70% 71% 29% 2% annually: Current Fall 20011-­‐12 2012-­‐13 2013-­‐14 2014-­‐15 2015-­‐2016 Financial Aid-­‐ Change Year to Year 82 83.6 85.3 87 88.7 Financial Aid-­‐ Change from Baseline (+1.6) 82 83.6 85.2 86.8 88.4 Current Fall 20011-­‐12 2012-­‐13 2013-­‐14 2014-­‐15 2015-­‐2016 Financial Aid-­‐ Change Year to Year 82 86 90 95 100 Financial Aid-­‐ Change from Baseline (+4) 82 86 90 94 98 5% annually: 28
B7c. Measure class size to maintain or increase efficiency IE Office Fall 2010 Fall 2011 Fall 2012 3 Year % Change Pierce College 41.3 41.2 41.8 1% LACCD 41.1 41.0 39.9 -­‐3% 0.5% annually: Current Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Avg Class Size-­‐ Change Year to Year 41.8 42 42.2 42.4 42.6 Avg Class Size-­‐ Change from Baseline (+.2) 41.8 42 42.2 42.4 42.6 B7d. Compile statistics on ratio and enrollment trends IE Office All Sections Offered Fall 2008 to Fall 2013 -­‐ By Day of the Week & Time of Day Summary Weekday Morning Afternoon Evening Fri/Sat/Sun TBA Grand Total Weekday Morning Afternoon Evening Fri/Sat/Sun TBA Grand Total 20083 20091 1489 1486 506 490 478 504 505 492 133 133 469 433 2091 2052 20093 20101 20103 20111 20113 20121 20123 20131 20133 1459 508 467 484 133 444 2036 1337 478 428 431 105 440 1882 1450 499 479 472 113 473 2036 1390 481 479 430 104 468 1962 1386 501 461 424 109 450 1945 1358 491 464 403 105 448 1911 1328 526 437 365 99 162 1589 1312 504 425 383 89 123 1524 1442 546 510 386 105 103 1650 % Change % Change -­‐0.2% -­‐3.2% 5.4% -­‐2.6% 0.0% -­‐7.7% -­‐1.9% -­‐2.0% 0.4% -­‐2.3% -­‐4.2% 0.0% -­‐5.3% -­‐2.6% % Change % Change % Change % Change % Change % Change % Change % Change -­‐10.2% -­‐5.5% -­‐10.5% -­‐14.7% -­‐21.1% -­‐6.2% -­‐10.0% -­‐6.6% -­‐4.9% 0.2% -­‐14.9% -­‐21.8% -­‐0.2% -­‐6.2% -­‐6.9% -­‐1.0% -­‐3.6% -­‐16.0% -­‐18.0% -­‐4.1% -­‐7.0% -­‐10.8% 4.0% -­‐8.6% -­‐27.7% -­‐25.6% -­‐65.5% -­‐24.0% -­‐11.9% -­‐0.4% -­‐11.1% -­‐24.2% -­‐33.1% -­‐73.8% -­‐27.1% -­‐2.6% -­‐1.4% 0.2% -­‐6.5% -­‐15.0% 0.9% -­‐2.6% -­‐8.8% -­‐3.0% -­‐2.9% -­‐20.2% -­‐21.1% -­‐4.5% -­‐8.6% -­‐3.2% 7.9% 6.7% -­‐23.6% -­‐21.1% -­‐78.0% -­‐21.1% Grand Total 15437 5530 5132 4775 1228 4013 20678 29
B7e. Increase enrollments to FTES base with 2% overage IE Office by way of the District Attendance Accounting Office Credit Headcount % Change Year to Year
% Change 2003-04 as
Baseline
Fall 2004 16,764 Fall 2005 17,575 4.8% 4.8% Fall 2006 18,556 5.6% 10.7% Fall 2007 19,782 6.6% 18.0% Fall 2008 22,164 12.0% 32.2% Fall 2009 22,052 -­‐0.5% 31.5% Fall 2010 21,230 -­‐3.7% 26.6% Fall 2011 20,453 -­‐3.7% 22.0% Fall 2012 19,951 -­‐2.5% 19.0% Fall 2013 20,253 1.5% 20.8% FTES % Change Year to Year
% Change 2003-04 as Baseline
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
12,743 12,302 -­‐3.5% -­‐3.5% 13,424 9.1% 5.3% 14,758 9.9% 15.8% 15,110 2.4% 18.6% 14,763 -­‐2.3% 15.9% 14,793 0.2% 16.1% 13,914 -­‐5.9% 9.2% 13,868 -­‐0.3% 8.8% EMSI Growth Potential Data Demographic
Under 5 years 5 to 9 years 10 to 14 years 15 to 19 years 20 to 24 years 25 to 29 years 30 to 34 years 35 to 39 years 40 to 44 years 45 to 49 years 50 to 54 years 55 to 59 years 60 to 64 years 65 to 69 years 70 to 74 years 75 to 79 years 80 to 84 years 85+ years 2013 Population
66,184 62,991 67,871 65,115 73,912 78,496 72,103 70,496 73,723 75,043 73,395 66,516 55,113 39,501 28,715 21,511 17,523 18,057 2014 Population
2015 Population
2016 Population
2017 Population
Change
% Change
2013 % of Pop
67,054 62,074 67,406 63,939 74,044 79,966 72,400 70,704 72,477 74,995 73,215 67,604 56,316 41,548 29,851 21,919 17,373 18,114 68,170 61,119 66,975 62,565 73,844 81,449 72,711 71,123 71,182 74,801 72,891 68,503 57,332 43,597 31,137 22,457 17,189 18,186 69,216 60,576 66,509 61,173 73,363 82,842 73,152 71,705 69,966 74,494 72,526 69,203 58,233 45,612 32,582 23,121 17,005 18,270 70,472 59,822 65,522 60,218 72,482 83,519 74,040 71,819 69,324 73,541 72,340 69,394 59,249 47,058 34,271 23,846 17,033 18,223 4,288 (-­‐3,169) (-­‐2,349) (-­‐4,897) (-­‐1,430) 5,023 1,937 1,323 (-­‐4,399) (-­‐1,502) (-­‐1,055) 2,878 4,136 7,557 5,556 2,335 (-­‐490) 166 6% (-­‐5%) (-­‐3%) (-­‐8%) (-­‐2%) 6% 3% 2% (-­‐6%) (-­‐2%) (-­‐1%) 4% 8% 19% 19% 11% (-­‐3%) 1% 6% 6% 7% 6% 7% 8% 7% 7% 7% 7% 7% 6% 5% 4% 3% 2% 2% 2% 30
Source: EMSI 2013.4 -­‐ The demographic data in this report is compiled from several sources using a specialized process. Sources include annual population estimates and population projections from the US Census Bureau, birth and mortality rates from the US Health Department, and projected regional job growth. The suggested increase was 2% annually: Current Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Headcount-­‐ Change Year to Year 20253 20658 21071 21492 21922 Headcount-­‐ Change from Baseline (+405) 20253 20658 21063 21468 21873 C2a. C2b. Track and increase donations and or revenues by 5% over the prior year Track and increase donations and or revenues by 5% over the prior year Foundation Foundation 2006-­‐07 2007-­‐08 2008-­‐09 2009-­‐10 2010-­‐11 2011-­‐12 2012-­‐13 Foundation Revenues $1,635,879.00 $2,345,584.00 $818,873.00 $616,095.00 $514,807.00 $254,270.00 Pending The suggested increase was 5% annually: 2011-­‐12 2012-­‐13 2013-­‐14 2014-­‐15 2015-­‐16 Change Year to Year $254,270.00 $266,983.50 $280,332.67 $294,349.30 $309,066.76 $324,520.09 Change from Baseline (+$12,713.50) $254,270.00 $266,983.50 $279,697.00 $292,410.50 $305,124.00 $317,837.50 D4b. Increase Distance Education offerings according to demand DE Type Hybrid Online Grand Total % Change Year to Year % Change from Baseline 2016-­‐17 2006-­‐07 2007-­‐08 2008-­‐09 2009-­‐10 2010-­‐11 2011-­‐12 2012-­‐13 50 43 47 45 41 36 33 13 24 35 38 47 54 51 63 67 82 83 88 90 84 6.3% 22.4% 1.2% 6.0% 2.3% -­‐6.7% 6.3% 30.2% 31.7% 39.7% 42.9% 33.3% IE has some data 31
There was no suggested increase; average Year to Year % change was 5%: Current 2012-­‐13 2013-­‐14 2014-­‐15 2015-­‐16 2016-­‐17 2% Change Year to Year 84 88 92 97 102 2% Change from Baseline (+4) 84 88 92 96 100 D5d. Survey students about student-­‐faculty interactions IE has some data District Student Survey: 72. How would you describe your interactions with instructors?
I talk about educational/career plans with an instructor
I discuss ideas with instructors outside of class
I discuss ideas from my readings with instructors outside of class
I visit instructors during their office hours
Spring 2012
Fall 2009
Fall 2007
Spring 2012
Fall 2009
Fall 2007
Spring 2012
Fall 2009
Fall 2007
Often
13%
10%
11%
12%
9%
10%
9%
6%
7%
Sometimes
26%
27%
24%
24%
22%
20%
23%
21%
18%
Seldom
29%
31%
29%
28%
32%
25%
32%
34%
27%
Never
33%
32%
36%
36%
37%
44%
45%
40%
47%
32
Achieving the Dream Campus Climate Survey, Administered Fall 2011: Of the survey respondents 27% Latino, 29% Other, and 44% White 1. To what extent do you agree with the following statements about your college experience?
I feel like I belong here at Pierce College
I feel like my instructors genuinely care about me and my
success
I feel comfortable talking with my instructors
I feel that I can learn a lot from my instructors
Faculty understand me and the challenges I face
Strongly
Agree
Agree
Disagree
Strongly
Disagree
N/A
411
613
130
52
37
33%
49%
10%
4%
3%
464
577
139
49
22
37%
46%
11%
4%
2%
505
560
128
44
11
40%
45%
10%
4%
1%
554
563
82
27
16
45%
45%
7%
2%
1%
249
462
240
93
196
20%
37%
19%
8%
16%
Ethnicity
1. To what extent do you agree with the following statements
about your college experience?
I feel like I belong here at Pierce College
I feel like my instructors genuinely care about me and my success
I feel comfortable talking with my instructors
I feel that I can learn a lot from my instructors
Faculty understand me and the challenges I face
Agree
Disagree
Agree
Disagree
Agree
Latino
279
45
286
42
281
%
86%
14%
87%
13%
85%
Other
289
57
290
65
305
%
84%
16%
82%
18%
86%
White
456
80
465
81
479
%
85%
15%
85%
15%
87%
Total
1024
182
1041
188
1065
Disagree
Agree
Disagree
Agree
Disagree
49
307
25
178
105
15%
92%
8%
63%
37%
51
315
36
190
106
14%
90%
10%
64%
36%
72
495
48
343
122
13%
91%
9%
74%
26%
172
1117
109
711
333
33
2. How would you describe your interactions with instructors?
I talk about educational or career plans with instructor(s)
I discuss ideas from my readings or classes with my
instructor(s) outside of class
I visit instructor(s) during office hours
Often
Sometimes
Seldom
Never
178
442
321
294
14%
36%
26%
24%
182
375
315
360
15%
30%
26%
29%
126
312
324
469
10%
25%
26%
38%
Ethnicity
2. How would you describe your interactions with instructors?
I talk about educational or career plans with instructor(s)
I discuss ideas from my readings or classes with my instructor(s)
outside of class
I visit instructor(s) during office hours
Often/Sometimes
Latino
151
%
45%
Other
176
%
49%
White
293
%
54%
Total
620
Seldom/Never
Often/Sometimes
Seldom/Never
Often/Sometimes
184
147
188
120
55%
44%
56%
36%
181
155
200
116
51%
44%
56%
33%
250
255
287
202
46%
47%
53%
37%
615
557
675
438
Seldom/Never
215
64%
239
67%
339
63%
793
D6a Conduct student surveys to measure awareness of financial aid IE has some data 17. How often have you used the following college services?
Financial Aid Office
Spring 2012
Fall 2007
Multiple times
per Semester
27.3%
12.9%
Fall 2007
Available
When Needed
27.1%
Once a
Semester
25.1%
14.5%
Once ever
14.3%
9.9%
Never
33.2%
54.2%
18. Availability of the following college services.
Financial Aid Office
Usually
Available
17.4%
Not Available
When Needed
3.1%
Not
Applicable
37.2%
19. Your satisfaction with the following college services.
Financial Aid Office
Spring 2012
Fall 2007
Very Satisfied
31.4%
22.2%
Somewhat
Satisfied
28.3%
16.0%
Not
Satisfied
8.9%
4.0%
Not
Applicable
31.5%
41.3%
34
D6b. Survey students about Health Center IE has some data 30. How often have you used the following college services?
Health Center
Spring 2012
Fall 2007
Multiple times
per Semester
7.3%
4.7%
Once a
Semester
9.3%
6.6%
Fall 2007
Available
When Needed
20.3%
Usually
Available
13.8%
Spring 2012
Fall 2007
Very Satisfied
19.0%
16.5%
Somewhat
Satisfied
15.2%
12.6%
Once ever
13.6%
7.5%
Never
69.8%
72.7%
31. Availability of the following college services.
Health Center
Not Available
When Needed
1.9%
Not
Applicable
47.3%
32. Your satisfaction with the following college services.
Health Center
Not
Satisfied
3.4%
1.6%
Not
Applicable
62.4%
51.5%
D6c. Survey students about Counseling IE has some data 27. How often have you used the following college services?
Counseling
Spring 2012
Fall 2007
Multiple times
per Semester
14.5%
14.6%
Once a
Semester
23.5%
20.6%
Fall 2007
Available
When Needed
32.3%
Usually
Available
22.9%
Spring 2012
Fall 2007
Very Satisfied
25.0%
26.1%
Somewhat
Satisfied
27.4%
22.4%
Once ever
24.3%
20.0%
Never
37.7%
36.2%
28. Availability of the following college services.
Counseling
Not Available
When Needed
4.1%
Not
Applicable
25.8%
29. Your satisfaction with the following college services.
Counseling
Not
Satisfied
11.5%
6.7%
Not
Applicable
36.1%
27.7%
35
D6d. Survey students about Child Development Center IE has some data 20. How often have you used the following college services?
Child Development Center
Spring 2012
Multiple times
per Semester
2.2%
Once a
Semester
1.2%
Once ever
2.6%
Never
94.6%
Spring 2012
Very Satisfied
7.5%
Somewhat
Satisfied
7.1%
Not
Satisfied
1.5%
Not
Applicable
84.0%
29. Your satisfaction with the following college services.
Child Development Center
D6f. Survey students about Assessment Center services IE has some data 20. How often have you used the following college services?
Assessment Office
Spring 2012
Fall 2007
Multiple times
per Semester
2.1%
2.8%
Once a
Semester
9.1%
11.1%
Fall 2007
Available
When Needed
28.8%
Usually
Available
21.5%
Spring 2012
Fall 2007
Very Satisfied
24.3%
23.8%
Somewhat
Satisfied
33.1%
20.7%
Once ever
52.8%
35.0%
Never
36.0%
42.5%
28. Availability of the following college services.
Assessment Center Services
Not Available
When Needed
3.4%
Not
Applicable
30.9%
29. Your satisfaction with the following college services.
Assessment Center Services
Not
Satisfied
7.7%
4.1%
Not
Applicable
34.8%
34.5%
36
D6g Survey Veteran students about Veteran Programs IE has some data 46. How often have you used the following college services?
Veteran Programs
Spring 2012
Multiple times
per Semester
1.8%
Once a
Semester
1.2%
Once ever
1.6%
Never
95.3%
Spring 2012
Very Satisfied
5.8%
Somewhat
Satisfied
7.4%
Not
Satisfied
1.5%
Not
Applicable
85.2%
29. Your satisfaction with the following college services.
Veteran Programs
D6i. Increase participation in EOPS by 2% IE has some data 46. How often have you used the following college services?
EOPS
Spring 2012
Multiple times
per Semester
6.2%
Once a
Semester
3.0%
Once ever
6.0%
Never
84.9%
Spring 2012
Very Satisfied
10.5%
Somewhat
Satisfied
8.7%
Not
Satisfied
2.9%
Not
Applicable
78.0%
29. Your satisfaction with the following college services.
EOPS
D6j. Increase number of international students by 25% IE has some data 46. How often have you used the following college services?
International Student Services
Spring 2012
Multiple times
per Semester
1.7%
Once a
Semester
1.2%
Once ever
2.6%
Never
94.6%
37
29. Your satisfaction with the following college services.
Spring 2012
International Student Services
Very Satisfied
5.7%
Somewhat
Satisfied
7.5%
Not
Satisfied
1.7%
Not
Applicable
85.2%
All International Students Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 389 384 391 379 565 363 347 297 287 306 -­‐1% 2% -­‐3% 49% -­‐36% -­‐4% -­‐14% -­‐3% 7% -­‐1% 1% -­‐3% 45% -­‐7% -­‐11% -­‐24% -­‐26% -­‐21% 135 165 204 201 291 165 159 120 103 142 22% 24% -­‐1% 45% -­‐43% -­‐4% -­‐25% -­‐14% 38% 22% 51% 49% 116% 22% 18% -­‐11% -­‐24% 5% % Change Year to Year % Change from Baseline New International Students % Change Year to Year % Change from Baseline The suggested increase was 25% annually: All International Students Current Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Change Year to Year 306 459 689 1033 1549 Change from Baseline (+153) 306 459 612 765 918 New International Students Change Year to Year 142 213 320 480 720 Change from Baseline (+71) 142 213 284 355 426 LOS ANGELES COMMUNITY COLLEGE DISTRICT
BOARD OF TRUSTEES
FACILITIES MASTER PLANNING & OVERSIGHT COMMITTEE
Educational Services Center
Board Room – First Floor
770 Wilshire Boulevard
Los Angeles, CA 90017
ATTACHMENT
Wednesday, January 29, 2014
1:15 p.m. – 2:15 p.m.
Committee Members
Steve Veres, Chair
Scott J. Svonkin, Vice Chair
Ernest H. Moreno, Member
James D. O’Reilly, Staff Liaison
Nabil Abu-Ghazaleh, College President Liaison
Agenda
(Items may be taken out of order)
I.
ROLL CALL
II.
PUBLIC SPEAKERS*
III.
REPORTS/RECOMMENDATIONS/ACTIONS
"B"
A. Master Plan/Environmental Impact Report Updates
 Van de Kamp Innovation Center Subsequent Environmental Impact Report Follow-up
B. Presentations/Initiative Reviews
 Professional Services Reprocurement Presentation
 Asset Management Update
IV.
NEW BUSINESS
V.
SUMMARY – NEXT MEETING..........................................................................................................Steve Veres
VI.
ADJOURNMENT
*Members of the public are allotted five minutes time to address the agenda issues.
If requested, the agenda shall be made available in appropriate alternate formats to persons with a disability, as required by Section 202 of the American
with Disabilities Act of 1990 (42 U.S.C. Section 12132), and the rules and regulations adopted in implementation thereof. The agenda shall include
information regarding how, for whom, and when a request for disability-related modification or accommodation, including auxiliary aids or services may be
made by a person with a disability who requires a modification or accommodation in order to participate in the public meeting.
To make such a request, please contact the Executive Secretary to the Board of Trustees at 213/891-2044 no later than 12 p.m. (noon) on the Tuesday
prior to the Board meeting.
ATTACHMENTS"
E-!NTEROFFICE CORRESPONDENCE
Office of Academic Affairs & Workforce Development
January 7, 2014
To:
Laurence B. Frank, President
From:
Leticia L. Barajas, Vice President, Academic Affairs & Workforce Development
Subject:
Response to Chancellor Inquiry
n response to the Chancelior's request for information, I am providing you with an update on the
college's efforts to date to address the Deaf and Hard of Hearing (DHH) student concerns and the
DSPS staff issues raised at the December 11, 2013 Board of Trustees meeting. As stated in the
Decembers, 2013 memo distributed at the BOT meeting (attached), LATTC's'DHH student population
increased from 17 to 30+ students in the fall 2013 We also lost two of our fulf-time interpreters to
retirement, one unexpected in the summer of 2013. Aiso, in August 2013, the DSPS office went from a
large space in a building to be demolished into a tightly planned new office in the center of campus with
a far more open office plan subject to far more oversight.
Student Concerns
The Deaf and Hard of Hearing student concerns centered on two issues:
1) Closed captioning of instructional videos
.
Update: As Chief Instructional Officer i will be circulating our college policy that requires that
all instructional videos be dosed captioned. The poiicy has been strictly enforced for
online/distance learning classes that utilize Moodle, our course management software. The
re-issuance of the policy will ensure that faculty understand that compliance is required for
all courses and activities, regardless of modality.
.
have discussed DHH student compfiance issues with Eric Kim, Office of Legal Counsel and
Mardy Kuntz^man District ADA Compliance Coordinator. A LATTC Chair a'nd Activity
Supen/isor ADA Compliance Training will be held in January 2014 fed by the Office of'Legal
co^n?eiand..Ma.rdy I<untze!man> District ADA Compliance to better familiarize our faculty
and staff on the legal compliance requirements and responsibilities.
2) Timeliness, quality, and availability of Sign Language Interpreters and Services
.
The college is in the process of hiring three additional sign language interpreters to better
accommodate our DHH students. The personnel are expected to be available by the start of
the spring 2014 term. In addition, the scheduling of interpreter services will be reviewed and
monitored on an ongoing basis to ensure students are provided with the best quality and
consistent services possible.
Staff Concerns Received and Resolution
Concerns related to work environment issues have been presented to the DSPS Coordinator, Dean,
Vice President, and President through conversations, meetings, emails, in addition to AFT Staff Guild
leadership consultations with the College President. Each issue presented has been discussed and
examined prior to reaching the most appropriate resolution.
As staff issues arose, they were reviewed and staff requests were considered. A major component of
this situation is centered on the siQniffcantculturechan?ebuttressedbyan increase ln monitoring,
reporting and accountability coupled with the significant changes in space utilization.
District & External Assistance
The services of the Employee Assistance Program were used in an attempt to identify and address the
work environment issues shared by the staff, Klaudia Macias, DSPS Coordinator arranged for these
services as part of an off-college staff retreat held in November 2013. Additional EAP services will be
arranged to further address the communication issues. In addition, Klaudia Madas will be attending
supervisorial and leadership training to help facilitate her continuing leadership development. Ms.
Macias is open to additional professionai development opportunities that wil! help improve her
leadership skills.
The DSPS student population, and the Deaf and Hard of Hearing students in particular, have very
specific and special needs that require a careful balance of compliance, service, and sensitivity. The
issues raised at LATTC are not uncommon to the issues that other colleges share - insufficient
resources, increasing demand on services and heightened accountability. With additional professional
development opportunities for faculty and staff and leadership coaching for our DSPS Coordinator, the
issues raised by students and staff can be addressed. We will need to rely on the District's EmployerEmployee relations unit. Office of Legal Counsel, Personnel Commission, and ADA Compliance
services to continue building our capacity to provide quality services for this population.
Attachment: Memo distributed at Board ofTmstees meeting
Memorandum
Office of the Dean of Student Services
To:
Laurence B. Frank, President
Date:
December 2,
2013
i
From:
Luis Dorado, Dean of Student Services
Subject: Deaf <& Hard of Hearing Concerns
The goal of the DSP&S Office is to provide accessibility and accommodations to all students who
require special services. Our mission is to remove the walls of exclusion for our DSP&S students. One
student population our office serves are our Deaf and Hard of Hearing (DHH) students. For the past
several years our DHH student population remained constant at 17-20 students per year. To serve our
students, we had 7 full-time Sign Language Interpreters (SLI). The ability to serve our DHH students
became a challenge upon retirement of two staff members since our DHH student population almost
doubled this past fall. respite this challenge, the DSP&S Office has made every'effort to provide
reasonable accommodations for our DHH students.
To^meet the needs of our DHH students, we made the following services available throughout the Fall
2013 semester:
.
More counseling hours were added to the DSP&S Office so that DHH students could meet with
Counselors.
.
Access to our-General Counselor who is fluent in American Sign Language was also made
available. DHH students were afforded the opportunity to meet with the Counselor both in the
General Counseling Office and the DSP&S Office.
.
Sub and relief SLI staff were also hired to fill the vacancy left by retirements. This also became
a challenge since the District SLI list shrank considerably after some re-adjustment by the
.
Personnel Commission and competition from the 8 other campuses.
As a last resort we contracted with Links Agency to provide sendces.
.
We are currently in the process of hiring 3 SLI staff.
.
A Personal Development class taught in American Sign Language was added to our services.
Many of our DHH students enrolled in the class.
.
A Learning Skills class taught by two DHH instructors was added to the fall schedule to meet
the needs of our students.
.
.
.
.
The DSP&S Office moved to the newly remodeled Mariposa Hall.
A video phone was installed in our DSPS Office for use-by our DHH students.
The Academic Technology Office was made available to the campus community for closed
captioning. Faculty showing videos in class can have them closed captioned in this office. We
are currently in the process of developing a campus policy.
We are also in the process of Identifying technology allowing us to better serve DHH students.
At our meeting of November 30, 2013 you asked me to address a few concerns raised by two of our
Deaf and Hard of Hearing (DHH) Students. The students met with you the previous day and raised the
following concerns:
Concerns Raised
a) Increased Sign Language Interpreter Staff
The college is in the process of hiring 3 part-time Sign Language Interpreters (SLI) to help with the
caseload for our_ DHH Students. We are currently supplementing our SLI staff by employing the
following methods:
1. Our current staff has been offered overtime to cover classes and many are getting paid
overtime for the additional classes.
2. Sub and relief staff from the Districts' One-call system has been hired to help.
3. We are contracting with Links for classes not covered by the above methods.
4. Senior Sign Language Interpreter Latricia Jones has been given 100% release-time to
ensure DHH Students have interpreters for both in and out of class needs.
b) Sign Language Interpreters available for add/drop at the beginning of the semester
DSP&Swill ensure we have enough SLI Staff at the beginning of the semester to help DHH Students
with adding and dropping of courses at Trade Tech. The following measures have been taken to ensure
that DHH Students have adequate services:
1. Assign SLI Staff to DHH Students already enrolled for Winter 2014 & Spring 2014.
2. Offer overtime to current SU Staff to assist with the add/drop process at the beginning of
the semester.
3. Have Sub and relief staff available to help with the add/drop process at the beginning of
the semester.
4. Have Links Interpreters available to help with the add/drop process at the beginning of
the semester.
5. Senior Sign Language Interpreter Latricia Jones has been given 100% release-time to
ensure DHH Students have interpreters for the add/drop process.
c) Access to Counselor Jamila Guerrero-Cantor
1. DHH Students have access to Ms. Guerrero-Cantor for 35 hours a week Monday
Thursday from 9:45 am m 7:00 pm for Academic Advising. Ms. Guerrero-Cantor is
located in the General Counseling Office in Jumper Hall room ST-416.
2. DHH Students can also take the Personal Development course taught by Ms. GuerreroCantor. The course is taught using American Sign Language.
d) Dedicated room for Sign Language Interpreters
1. SLI Staff have been assigned the first office in the DSP&S Office. This office will serve
as the Sign Language Interpreter Office.
2. The move will take place during the winter break.
e) Privacy Screen for Senior Sign Language Interpreter Latricia Jones office
1. Latricia Jones has been moved to an office that has a privacy screen on the door.
2. Blinds will be installed during the winter break.
f) Access to Video Phone
1. The Video Phone is located in the Video Viewing room in the DSP&S Office.
2. An email was sent to all students registered through the DSP&S Office in August.
3. Klaudia Macias will send out another email informing students about the location of the
Video Phone.
g) New iPhone for Latricia Jones
1. IT will be replacing Latricia Jones's old iPhone this week.
h) Backpack storage during Proctored Testing
1. Student backpacks will be stored in a locking storage cabinet adjacent to the Test
Proctoring^rooms in DSP&S. DSP&S Staff will lock and unlock student's backpacks
during testing.
i) Closed Captioning
1. Klaudia Macias and the DSP&S Staff have been diligently working with the college
faculty to ensure all videos shown in class have closed captioning.
2. Lmda Delzeit from the college's Academic Technology Office has been assisting.
3. Videos not having closed captioning have been removed from on-line classes.
4. Videos having closed captioning are available in the DSP&S Office.
5. Dean Dorado met with Deans Cynthia Morley-Mower and Joe Guemerri to ensure that
all faculty showing videos had them closed captioned.
6. A policy memo is being developed that will instruct faculty on how to get their videos
closed captioned with the assistance of the Academic Technology Office.
7. Erie Kim and Mardell Kuntzelman from the District have been scheduled to come in
Janu^y 2014 and present to all the Deans and Chairs on the importance of ensuring that
all videos shown in class be closed captioned.
.
u
ASCOM
Building for Tomorrow's Leaders
LACCD Program Management
515 S, Flower Street, Suite SCO
Los Angeles, Catifornia 90071
www. build -la ccd. ora
213.593.8000
866,817.1051
To
Terri Mestas
From
Desiree Shier, Danieile Lyons
Date
January 17,2014
Subject
Asset Tagging Overview
tel
fax
ATTACHMENT"
r
r-f/
1. Asset Tagging & Tracking of all FF&E
A. History
.
.
LACCD Annua! Audit Findings
Bond Program had no accountability for FF&E purchases
LACCD Incorrect Financial Reporting from inception
.
All FF&E being reported back to the District as capita! assets with no visibility
between consumables, low value assets and capitai assets
N
N
Lead to inaccurate LACCD Financial Statements
2009 Moss Adams conducted an internal audit recommending the foiiowing resolutions
which were adopted by LACCD:
B
.
Better controls for Bond FF&E purchases and subsequent tagging of assets
Discontinue use of all external inventor/ databases and migrate Bond FF&E
purchasing and inventory into SAP
B. implementation
.
Baseline Inventory ~ Successfully implemented
.
RFID Tags Utiiized - Combination of Passive & Active Tags
.
215R Moveable Assets Tagged
.
Full Scale Valuation & Reconciliation of assets
C. Benefits
»
.
LACCD has fully accountability of all FF&E assets
Baseiine inventory and tagging ofai! FF&E fully satisfied asset management asset
findings for FY2012 for the first time in Bond History,
2. Ongoing Asset Tagging
A. New Asset Tagging
" New tagging continues for ati FF&E assets purchased with Bond funds
B.
Cost
. The BOT Agenda item for Asset Tagging Services which stated the "Unit Pricing per Hour
of Service" in the amount of $142 was made up of a crew of 4 people and a truck. See
breakdown of hourly rates below.
Personnel
One Supervisor
One Inventory Person
Truck and One Driver
One Furniture Instailer
Total Price per HourforTypica! Crew
Rate per Hour
$33.00
$25.00
$51.00
$33.00
$142.00
4. Final Phase of Implementation
A. We are in the final phase of implementation of the mobile technology, policy & procedure updates,
and District wide training which will complete the SAP integrated Asset Management system by
Summer 2014.
?
CITY OF LOS ANGELES
CALIFORNIA
Jaime de la Vega
s
GENERAL MANAGER
*i
* a
*?
DEPARTMENT OF TRANSPORTATION
100 S. Main St., 10mth Floor
LOS ANGELES, CAS0012
(213)972.8470
FAX (213) 972-8410
h,
t
ERIC GARCETTI
MAYOR
2930 Fteteher Dr
Van de Kamp Innovation Center
August 12,2013
Kevin Ferrier
Terry A. Hayes Associates, fnc.
ATTACHMENT "G"
8522 National Boulevard, Suite 102
Culver City, CA 90232
LOS ANGELES COMMUNiTY COLLEGE DISTRICT " VAN DE KAMP INNOVATION
CENTER PROJECT
Dear Mr. Ferrier,
The City of Los Angeles Department of Transportation (DOT) has reviewed the traffic impact
study dated_February 2013, and prepared by Raju Associates, Inc. for the Van de Kamp
Innovation Center project. The traffic study evaluated the potential traffic impacts offou
project alternatives. The alternatives include a mix of high school, college, adult
education/workfofce training, and/or office space. Based on DOT'S traffic impact criteria1, the
traffic study included the detailed evaluation of 15 intersections for each alternative. It was
determined that each alternative is expected to result in a significant traffic impact at the
intersection of San Fernando Road and Fietcher Drive, and two alternatives would also result
*
a significant impact at the intersection of San Fernando Road and thee Giendale Freeway
Southbound ramps. The results of the traffic analysis adequately evaluated the project's traffic
in
impacts on the surrounding community.
To off-set the anticipated significant traffic impacts, the project proposes to implement a
Transportation Demand Management (TDM) program aimed at reducing the number of vehicle
trips generated by the projed during peak commute hours. Consistent with DOT guidelines,
the first focus of a transportation mitigation program should be to reduce vehicle trips by
implementing measures that encourage carpooling, vanpooiing, the use of other modes
(transit,_watking, and bicyding) and classroom scheduling strategies to minimize peak period
travel. Therefore, DOT concurs that the project should design and implement a TDM p!an with
appropriate measures to reduce vehicle trips during peak commute hours.
The traffic study also recommends traffic signa! upgrades to off-setthe anticipated significant
traffic impact at the intersection of San Fernando Road and Ftetcher Drive. DOT agrees with
this proposal and recommends that the Los Angeles Community College District provide funds
to DOT in the amount $150,000. These funds would be used to implement Adaptive Traffic
Control System (ATCS) improvements by constructing upgrades to the traffic signal equipment
Per the DOT Traffic Study Policies and Procedures, a significant impact is identified as an increase in the Crificai Movement Analysis (CMA) value,
dueto^ojectjeiated traffic, of 0.01 or more when the finai ("with project") Level of Service (LOS) is LOS E or F; an increase of 0.020 or more when the
fina! LOS is LOS D; or an increase of 0.040 or more when the tins! LOS is LOS C.
Kevin Ferrier
-2-
August 12,2013
at three intersections along San Femando Road (at Retcher Drive, at Giendate Freeway
Southbound ramps, and at Gtendale Freeway Northbound off-ramp). These intersections
currently operate under the Automated Traffic Surveillance and Control (ATSAC) system. The
upgrades (new signal controller cabinets and roadway sensor loops) would allow for enhanced
and real-time operation of the traffic signal timing. Also, when supplemented by ciosed-circuit
television (CCTV) cameras at key locations, DOT can identify the causes of delay and
implement instant signal timing remedies to improve the flow of vehicles and buses.
Piease call me at (213) 972-8476 if you have any questions.
Sincerely,
1ism^l^-^-TOMAS CARRANZA
Senior Transportation Engineer
LADOT Development Services Division
c:
Srinath Raju, Raju Associates, inc.
Inter-Office Correspondence
LOS ANGELES COMMUNITY COLLEGES
TO:
Board of Trustees
January 21, 2014
FROM:
Camille A. Goulet
General Counsel
ATTACHMENT "H"
SUBJECT:
Additional data requested regarding attorney panel
This is to follow up on inquiries from the Trustees during the public session on
January 16, 2014.
Trustee Eng inquired about the diversity of the panel. As indicated during the Board
meeting, we will survey the demographics of the firms after award.1 Six of the proposed
firms identified themselves in their proposals as minority-owned or women-owned.
Trustee Svonkin inquired about the diversity in the size of the proposed firms. The firms
range in size from sole practitioners to hundreds of attorneys. 11 of the 25 proposed
firms are small (up to 12 attorneys); eight of the proposed firms are mid-sized (15 to 40
attorneys); the remaining six firms have 50 or more attorneys.
Trustees Svonkin and Moreno inquired about the assignment of cases to the firms.
Board Rule 4006 (http://www.laccd.edu/Board/Documents/BoardRules/ChapterIV.pdf, at
page 5) requires that a proposal be obtained from at least three firms for each case, that
the budgets be established using a unit-based cost control measure, and that the
assignments of counsel be reported promptly to the Board. Administrative Regulation
C-9 (http://www.laccd.edu/About/Documents/AdministrativeRegulations/C-9.pdf)
requires that the proposal process include consideration of the expertise of proposed
counsel, case analysis and estimated fees. The Board regularly receives reports
regarding new cases and the assignment of counsel from this Office.
Trustee Svonkin further inquired about the fees paid per firm per year. Data regarding
non-bond cases for Fiscal Years 2011, 2012 and 2013 are attached for your reference.
(Attachments 1, 2 and 3)
Attachments
/cag
c:
Dr. Adriana D. Barrera
1 The California Constitution, Article 1, Section 31, provides that the District shall not “…discriminate
against, or grant preferential treatment to, any individual or group on the basis of race, sex, color,
ethnicity, or national origin in the operation of public employment, public education, or public
contracting…”
Page 1 of 1
ATTACHMENT "I"
NOTICE OF AVAILABILITY
OF A SUBSEQUENT DRAFT ENVIRONMENTAL IMPACT REPORT
FOR THE 2013 FIRESTONE EDUCATION CENTER MASTER PLAN
TO:
FROM:
Concerned Persons
Los Angeles Community College District
OFFICIAL NOTICE is hereby given on the availability of a Subsequent Draft Environmental Impact Report (Subsequent Draft EIR)
on the 2013 Firestone Education Center Master Plan.
PROJECT LOCATION: 2525 Firestone Boulevard, South Gate, CA 90280 (northwest corner of the Firestone Boulevard/Santa Fe
Avenue intersection).
DESCRIPTION OF PROJECT: The 2013 Firestone Education Center Master Plan (proposed project) consists of the construction
and operation of a new Los Angeles Community College District (LACCD) satellite campus that would replace the existing South
Gate Education Center, provide for expanded and improved educational facilities, and accommodate existing and projected student
enrollment. The Firestone Education Center (FEC) would accommodate up to 9,000 students. The proposed project includes the
demolition of a 220,550-square-foot building and its connections to the adjacent building, and the construction of a new three-story,
approximately 100,000-gross-square-foot, building and a seven-level (one level at grade, five levels above grade, and one partial level
below grade) 1,600-space parking structure. In addition, the project site would be improved with an approximately 60-space surface
parking lot, landscaping, an open space area, and other outdoor amenities. Vehicular access and circulation improvements would also
be implemented on- and off-site. Vehicular access to the project site would be provided via three driveways; two driveways on the
west side of Santa Fe Avenue and a third driveway on the north side of Firestone Boulevard. The driveway at Santa Fe Avenue across
from Ardmore Avenue and the Firestone Boulevard driveway would be signalized. Three of the four existing buildings on the project
site would remain, and LACCD would continue to lease these facilities to tenants for warehousing and other appropriate uses.
The project site was a generator of hazardous materials when occupied by the Firestone Tire and Rubber Plant which operated from
1927 to 1980. As a result, the project site is listed on a number of Federal, State, and local hazardous materials databases sites
compiled pursuant to Government Code Section 65962.5.
PERIOD DURING WHICH COMMENTS WILL BE RECEIVED: January 17, 2014 through March 3, 2014 (45 days)
SIGNIFICANT ENVIRONMENTAL EFFECTS ANTICIPATED: The Subsequent Draft EIR determined that the proposed
project would have significant and unavoidable impacts related to Cultural Resources (Historical Resources), Noise (Construction),
and Traffic and Transportation (Circulation and Congestion Management Plan). Impacts related to Cultural Resources
(Archaeological Resources, Paleontological Resources and Human Remains), Hazards and Hazardous Materials (Hazardous Materials
and Emergency Response Plans), and Public Services (Fire and Police Services) were found to less-than-significant with mitigation.
All other impacts were found to be less-than-significant without mitigation.
COPIES OF THE SUBSEQUENT DRAFT EIR ARE AVAILABLE AT:
East Los Angeles College Library
1301 Avenida Cesar Chavez
Monterey Park, CA 91754
East Los Angeles College
1301 Avenida Cesar Chavez
Monterey Park, CA 91754
Office of the President
South Gate Education Center Library
2340 Firestone Boulevard
South Gate, CA 90280
The document can also be viewed online at www.elac.edu.
HOW TO COMMENT ON THE SUBSEQUENT DRAFT EIR: When submitting a comment, please include the name of a
contact person in your agency or organization. Comments regarding the Subsequent Draft EIR for the proposed project may be
submitted by mail, e-mail, or faxed to the person below:
Thomas Hall, Director
Facilities Planning and Development
Los Angeles Community College District
770 Wilshire Boulevard, 6th Floor
Los Angeles, CA 90017
Fax: (213) 891-2490
E-mail: tom.hall@build-laccd.org
DATE AND LOCATION OF PUBLIC MEETINGS: Two public meetings on the proposed project will be conducted on:
Dates and Time: February 5, 2014, 6:00 p.m. and
February 19, 2014, 6:00 p.m.
Location: South Gate Education Center, Room 105
2340 Firestone Boulevard
South Gate, CA 90280
Los Angeles Community College District
Firestone Education Center
NOP Mailing List
Adriana Raza
County Sanitation Districts of Los Angeles
Facilities Planning Department
1955 Workman Mill Road
Whittier, CA 90601
Maria Davila, Councilwoman
City of South Gate
8650 California Avenue
South Gate, CA 90280
Los Angeles County Fire Department
Forestry Division, Prevention Bureau
5823 Rickenbacker Road, Rm. 123
Commerce, CA 90040-3027
Scott Hartwell
Los Angeles County
Metropolitan Transportation Authority
CMP/Environmental Review Section
One Gateway Plaza
Los Angeles, CA 90012
Gail Farber, Director
Los Angeles County
Department of Public Works
900 S. Fremont
Alhambra, CA 91803
Jeffrey Kightlinger, General Manager
Metropolitan Water District
700 N. Alameda Street
Los Angeles, CA 90012
Ed Pert, Regional Manager
State of California
Department of Fish and Game (Region 5)
4949 Viewridge Avenue
San Diego, CA 92123
Paul McCarthy, Impact Analysis
Los Angeles County
Department of Regional Planning
320 W. Temple, 13th Floor
Los Angeles, CA 90012
Pamela Lee, Intergov. Review
Southern Calif. Assoc. of Governments
818 West 7th Street, 12th Floor, Ste. H
Los Angeles, CA 90017-3435
Milford Wayne Donaldson
State of California
Office of Historic Preservation
1416 9th Street
Sacramento, CA 95814
Samuel Unger, Executive Officer
Regional Water Quality Control Board
Los Angeles Region
320 W. Fourth Street, Suite 200
Los Angeles, CA 90013
South Coast Air Quality Mgmt. Dist.
21865 East Copley Drive
Diamond Bar, CA 91765-4182
Malcolm Dougherty, District Director
Caltrans, District 7
100 South Main Street
Los Angeles, CA 90012
Henry C. Gonzalez, Council Member
City of South Gate
8650 California Avenue
South Gate, CA 90280
Richard Benbow, General Manager
Los Angeles Community Development
Department
1200 West 7th Street, Floors 4 & 6
Los Angeles, CA 90017
Jorge Morales, Council Member
City of South Gate
8650 California Avenue
South Gate, CA 90280
Mohammad Mostahkami, Director
Department of Public Works
City of South Gate
8650 California Avenue
South Gate, CA 90280
Richard J. Bruckner, Director
LA County Dept of Regional Planning
Hall of Records (13th Floor)
320 West Temple Street
Los Angeles, CA 90012
John E. Deasy, Superintendent
Los Angeles Unified School District
333 South Beaudry Avenue
Los Angeles, CA 90017
Michael Logrande, Director
Planning Department
City of Los Angeles
200 North Spring Street 5th Floor
Los Angeles, CA 90012
Daniel Verdugo, Superintendent
Paramount Unified School District
15110 California Avenue
Paramount, CA 90723
Paul Clanon, Executive Director
California Public Utilities Commission
505 Van Ness Avenue
San Francisco, CA 94102
Juli Propes, Supervisor
Department of Toxic Substances Control
9211 Oakdale Avenue
Chatsworth, CA 91311
Steve Lefever, Director
Community Development
City of South Gate
8650 California Avenue
South Gate, CA 90280
Karen Figueredo, Planning Associate
Planning Department
City of Lynwood
11330 Bullis Road
Lynwood, CA 90262
Saul Bolivar, Director
Community Development Department
Cudahy City Hall
5220 Santa Ana Street
Cudahy, CA 90201
Rocio Lopez, City Planner
Planning Division
City of Maywood
4319 E. Slauson Avenue
Maywood, CA 90270
Community Development Department
City of Huntington Park
6550 Miles Avenue
Huntington Park, CA 90255
Michael Flad, City Manager
City of South Gate
8650 California Avenue
South Gate, CA 90280
Michael Eng
Board of Trustees
Los Angeles Community College District
770 Wilshire Boulevard
Los Angeles, CA 90017
Steve Veres
Board of Trustees
Los Angeles Community College District
770 Wilshire Boulevard
Los Angeles, CA 90017
Ernesto H. Moreno
Board of Trustees
Los Angeles Community College District
770 Wilshire Boulevard
Los Angeles, CA 90017
Miguel Santiago
Board of Trustees
Los Angeles Community College District
770 Wilshire Boulevard
Los Angeles, CA 90017
Nancy Pearlman
Board of Trustees
Los Angeles Community College District
770 Wilshire Boulevard
Los Angeles, CA 90017
Mona Field
Board of Trustees
Los Angeles Community College District
770 Wilshire Boulevard
Los Angeles, CA 90017
Ruben Cruz
County of Los Angeles Dept.of Public Works
Land Development Division
P.O. Box 1460
Alhambra, CA 91820-1460
Scott-J. Svonkin
Board of Trustees
Los Angeles Community College District
770 Wilshire Boulevard
Los Angeles, CA 90017
Michael J. Griggs, Student Trustee
Board of Trustees
Los Angeles Community College District
770 Wilshire Boulevard
Los Angeles, CA 90017
Toan Duong
Los Angeles County Dept. of Public Works
Land Development Division
P.O. Box 1460
Alhambra, CA 91802-1460
Frank Vidales, Acting Chief
County of Los Angeles Fire Department
Forestry Division, Prevent Services Bureau
1320 North Eastern Avenue
Los Angeles, CA 90063-2401
Dave Singleton, State Clearinghouse
Native American Heritage Commission
915 Capitol Mall, Room 364
Sacramento, CA 95814
Ian MacMillan, Program Supervisor
South Coast Air Quality Management District
CEQA Section
21865 Copley Drive, Diamond Bar, CA 91765
Chief Davis
South Gate Police Department
8620 California Ave South Gate, Ca 90280
Dr. Adriana D. Barrera, Deputy Chancellor
Los Angeles Community College District
770 Wilshire Boulevard
Los Angeles, CA 90017
Camille A. Goulet
Los Angeles Community College District
Legal Department, Office of General Counsel
770 Wilshire Boulevard
Los Angeles, CA 90017
Lupe C. Valdez, Director Public Affairs
Union Pacific Railroad
Corporate Affairs
13181 Crossroads Pkwy N.
City of Industry, CA 91746