Redwoods Community College District
KLAMATH-TRINITY INSTRUCTIONAL SITE
EDUCATION MASTER PLAN ADVISORY COMMITTEE
Tuesday, June 14, 2011
NOTES
PRESENT
Duke Arwood, Willa Briggs, Suzanne Burcell, Leslie Colegrove, Florence Conrad,
Zachary DeLoach, Barbara Ferris, Jolene Gates, Utpal Goswami, Anita Janis, Robert
Kinney, Kishan Lara, Elizabeth Leach, Carole Lewis, Peter Masten, Greg Masten,
Roxanne Metz, Marcellene Norton, Sydney Norton, Merris Obie, Mike Reid, Rose
Sylvia, and Irene Treesong,
WELCOME AND
INTRODUCTIONS
After a continental breakfast sponsored by HCATEP, Dr. Utpal Goswami welcomed
everyone and introductions were made. Dr. Goswami noted the reason for
discussion today is to receive input from the community regarding the educational
needs for students in the Klamath-Trinity region of the college’s district.
REVIEW OF
AGENDA AND
PROCESS
Roxanne Metz briefly reviewed the Education Master Plan goals of the college,
which include the development of individual service area plans to better inform the
needs of the different service areas and comprehensively inform planning and
budgeting district-wide. Roxanne indicated that approximately three meetings of the
advisory committee are anticipated:
1. A presentation of data, brain-storming and discussion, and identification of
community educational needs.
2. Discussion and/or decisions regarding proposals developed by staff and faculty
based on the initial meeting. It will also involve consideration of additional
items as they emerge.
3. Development timelines and ratifying the educational master plan which will
identify the overarching goals and supporting strategies.
OVERVIEW OF
PERTINENT
DATA
(PowerPoint
Presentation)
Following is a summary of the data presented by Zach DeLoach:
• Certain characteristics, such as no high school diploma, part-time enrollments,
part-time jobs, single parent households, and dependents other than a spouse, can
reduce the chances of degree or certificate completion. (50% of students,
nationwide, fall within two or more of these categories).
• Nationally, persistence at two-year institutions has hovered around 51%
• A comparison of basic skills (math and English) courses with other colleges
shows that CR requires more total units (15 credits) than many other colleges.
This means students coming to CR are enrolled in more credits just to get to
college level, which limits their continued eligibility for financial aid and
increases the time required to complete a degree or transfer.
• CR is at cap and unable to accommodate an increase in enrollments. To
accommodate additional enrollments, CR would have to reduce the cost per
student. He noted tuition is fixed by the Chancellor’s Office. Full-time
equivalent (FTE) reimbursement is approximately $4,560, lower than the
Page | 1
•
•
reimbursement rate in the K-12 system.
Data from a 2002 study were displayed which showed that among families
making in excess of $75,000, 96% of the children go to college and 62%
complete; among families with an income less than $24,000, 78% go to college
and 21% complete.
The average household income for Humboldt is around $32,000.
HOOPA VALLEY
TRIBE
EDUCATION
DEPARTMENT
STRATEGIC
PLANNING
PROCESS
Hoopa Valley Tribe Education Director Greg Masten provided an overview of the
education department’s strategic planning process. He indicated that tribal data
resembles data from other American Indians and noted the tribe’s focus on student
retention and tribal member success. The Hoopa Tribal Education’s strategic plan
includes a long-term (20-year) plan for infrastructure development. Specific
objectives include the construction of an early childhood education facility; full
implementation of a job market database; and, more broadly, identifying innovative
ways to ensure educational relevance for native students.
HCATEP GOALS
Jolene Gates, Director, Hoopa Career and Technical Education Program (HCATEP),
provided a brief synopsis of the program’s 15 year history, achievements, and goals.
Jolene noted the number of certificates earned by students in Early Childhood
Education, Green Energy, Medical Assisting, and Addiction Studies. Data showing
the positive impact of the partnership with College of the Redwoods (January 2009)
were provided.
INPUT FROM
COMMUNITY
MEMBERS
Dr. Goswami invited community members to provide input to the college, asking
participants to identify what elements are going well, what the expected results are,
and what things need to happen to achieve these results. A selection of responses
follows:
Sydney Norton: HCATEP has been very successful in partnering with Hoopa Valley
High School, including orientations for hig school students.
Merris Obie: In working with A-Step and the development of the Green Energy
program, it seems that more collaboration is needed with and between local tribes
including Yurok, Karuk, and Tolowa. A suggestion was also made to increase lab
hour and access to technology resources.
Marcellene Norton: Relevant information from the Economic Summit held at HSU
was presented. Using the regional Targets of Opportunity report as a guide, Hoopa
should be focusing on economic development opportunities in diversified healthcare,
specialty agriculture (e.g. organic), building and systems construction and
maintenance, management and innovation, and niche manufacturing. There is also a
need to develop an infrastructure to support small business development (e.g.
business plan development, payroll, and taxes) as well as mentoring support.
Roxanne Metz (CR) suggested some structure for categorizing needs, including:
basic skills (math and English), career technical education, transfer education, and
economic and workforce development. Some of the education and training needs
require credit-based education leading to a bachelor’s degree or more, and others can
Page | 2
be met through not-for-credit training.
Barbara Ferris: Sees a need for programs on water, waste water, irrigation, and pipe
laying.
Carol Lewis: The Tribes make up the major employers along with the school
district. A survey needs to be done to identify the education and training needs for
tribal employment. Sue Burcell and Megen Rocha met with tribes and wrote up
feedback from tribes about work force investment needs. This plan included specific
information about areas of concentration (ECE, land management, and tribal
management).
Carol Lewis: Need support and mentorship for entrepreneurs.
Willa Briggs: Cultural traditions and native arts could have better marketing for
world wide.
Dr. Kishan Lara: We need to develop programs that build bridges so that students
are prepared to come to HSU…like a mentor program like ITEPP so that they are
ready to attend CR and HSU.
Meagen Baldy: The classes we offer here have more to do with the outside
community. Assignments are geared toward people outside the reservation. We
need classes to focus on reservation community and make it relevant to our lives.
Greg Masten: Consider looking at outside partners to fund long-term goals, e.g. big
corporations and other entities.
Roxanne Metz: Reminded the group that the needs of nontribal members and
surrounding communities must be kept in mind as the Klamath-Trinity education
master plan is developed.
Irene Treesong: We should also consider bridging the educational gaps with
Orleans/Karuk Tribe through technology. We can use technology to take classes in
real time classes rather than driving an hour to Hoopa.
Leroy Cyr: Orleans has a huge organic farming community that shares their
products on the coast. We need a mentoring program for these individuals. Wild
land and fire fighting courses or other courses in wildlife biology are important. We
need to think about bridging these gaps.
Rose Sylvia: KMC has a high turnover due to computer literacy. Employees need
basics and database classes to help with this. Employees need also to know how to
work with billing, patient care, scheduling, and medical terminology. All
employees, including the janitors must know how to deal with blood
pathogens…everything and everybody has to know how to work with computers.
Pete Masten: KMC is under a federal mandate. The clinic has spent $300-400,000
on this system. This has been a difficult task getting everyone on board and building
Page | 3
skills. There is also a need around telemedicine.
Carol Lewis: Consider an early college high school.
Jolene Gates: Noted that students are not as successful in online courses as face-toface courses.
Greg Masten: Suggested that schedule planning ensure that transfer-directed
students are able to complete all of their degree requirements in two years.
Sue Burcell: The college connection is currently being strengthened by the College
Success Program. By building basic skills now, it will help high school students be
prepared to enter college at college level.
Dr. Goswami noted that, based on the discussion, it is apparent the college’s
planning should include more than simply credit based classes. .
SUMMARY OF
EDUCATIONAL
NEEDS
NEXT STEPS
Roxanne Metz, with assistance from the committee, identified the following themes
to inform next steps in the development of the education plan for the KlamathTrinity Instructional Site.
• Keep in mind the information gathered from community forums and the
Strategic Plan of the Klamath-Trinity Joint Unified School District
• Rely upon the Hoopa Tribe’s Economic Development Plan and the Hoopa
Education Department’s Strategic Plan
• Monitor HCATEP’s career and technical education goals (green energy,
construction, early childhood education, police, natural resources)
• Student Persistence and basic skills attainment
• Other tribal alignments
• Technology
• Computer training
• Support for small business entrepreneurship and vocational rehabilitation
• Tribal and non-tribal needs
• Targets of Opportunity – Industry Clusters
• Tribal Management
• Big Ideas – partner with large external agencies
• Bridges (High school to college, CR to HSU)
• Transfer Education
• Early college high school model
• Cultural relevance
CR faculty and staff will develop strategy options and courses of action for review
by the committee. The next meeting will likely be held in mid-September
ADJOURNED
The meeting was adjourned at 12noon
SUBMITTED
mr/rm
Page | 4