tNTER-OFFICE CORRESPONDENCE TO: FROM: DATE€¦ · 29-01-2014 · Confidential Matters The attached correspondence is confidential and shouid not be shared with other persons.. Office

tNTER-OFFICE CORRESPONDENCELos 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 LocationNext week's Board meeting will be held at the Educationaf Services Center. The meeting times and locationsare as foiiows:

Meetings Time Locationnstitutionai Effectiveness & Student Success Committee 11:00a,m.~ 12:30 p.m. Board Room

Break 12:30 p.m.-1:15 p,m.

Facilities Master Pianning & Oversight Committee 1:1i5p.m.-2:15p.m. Board Room

Break 2:15 p.m.-2:30 p.m.

Convene Public Session 2:30 p.m. Board Room

Recess to Closed Session immediately Following Hearing RoomPubilc 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 toAttachment 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 toAttachment 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 MattersOffice 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, 2014Page 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 EnvironmentaImpact Report Notice. (Refer to Attachment!)

Please let me know should you have any questions regarding the meeting.

LOS ANGELES COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

INSTITUTIONAL EFFECTIVENESS & STUDENT SUCCESS COMMITTEE Educational Services Center

Board Room – First Floor 770 Wilshire Boulevard 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)

I. ROLL CALL II. PUBLIC SPEAKERS* III. REPORTS/RECOMMENDATIONS

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.

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ATTACHMENT "A"

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. Engaging the Completion Agenda 2. Demonstrating Accountability 3. Cultivating Partnerships 4. 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.)

Operational College Goals Objectives Measure Responsible Party for Measure

1. Increase student completion of degrees, certificates, and college transfer requirements

2. Increase number of entering

students who complete the matriculation process during the first semester

1a. Increase student completion of associate degrees and Certificates of Achievement

1b. Increase the number of students who complete

transfer requirements for the state universities and University of California

1c. Increase the number of Transfer Model Curricula

(TMCs) in disciplines offered by the college by 2015

1d. Approve Transfer Model Curriculum in areas of

emphasis by 2016 1e. Develop and implement a completion marketing

campaign to focus on the importance of obtaining a degree, a certificate, or transfer preparation

2a. Increase the number of new students completing

assessment

1a. Increase student awards by 2% annually

1b. Increase students completing

transfer requirements by 2% annually

1c. Ensure 9 TMCs in disciplines

offered are available to students 1d. Increase by 2 TMCs in areas of

emphasis 1e. Publish an approved plan and

budget by Fall 2014 2a Increase by 5% annually new

students completing assessment

1a. Institutional Effectiveness Office (IE Office)

1b. Institutional

Effectiveness Office (IE Office)

1c. Academic Affairs 1d. Academic Affairs 1e. President’s Office 2a. Institutional


7


3. Increase the long-term

persistence rate of students 4. Ensure equitable access to

education

2b. Increase the number of new students completing orientation

2c. Increase the number of new students completing

an educational plan 2d. Increase the percent of new students who persist

to the end of their first year and successfully complete 15 units

3a. Increase the percentage of students who

complete 30 units in three years 3b. Increase the percentage of students who

complete 60 units in three years 3c. Increase the percentage of students who

complete English 101 and Math 125 within three years

3d. Increase the percentage of students who

complete English 101 and Math 125 within six years

4. Increase the percentage of eligible students

receiving financial aid

2b. Increase by 5% annually new students completing orientation

2c. Increase by 5% annually new

students completing an educational plan

2d. Increase by 2% annually new

students completing 15 units during their first year

3a. Increase by 2% annually students

who complete 30 units in three years

3b. Increase by 2% annually students

who complete 60 units in three years

3c. Increase by 2% annually students

who complete English 101 and Math 125 within three years

3d. Increase by 2% annually students

who complete English 101 and Math 125 within six years

4. Increase eligible students

receiving financial aid by 2% annually

2b. Student Services 2c. Student Services 2d. Institutional


3a. IE Office by way of the

District IE Office 3b. IE Office by way of the

District IE Office 3c. IE Office by way of the

District IE Office 3d. IE Office by way of the

District IE Office 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 Objectives Measure Responsible Party For Measure

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

1a. Conduct comprehensive quarterly budget reviews to enforce budget variance accountability

1b. Enforce deadlines to prevent overruns and time-

consuming accounting adjustments and reconciliations

1c. Share and discuss material budget changes

through senior staff and budget committee for appropriate disclosure

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.

2a. Review Administrative Services processes and

mitigate potential errors or fraud by focusing on internal controls and associated procedures

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

2c. Implement changes as a result of IAD audits in

Grants, Trusts, Cash Management, and Foundation

1a. Quarterly summary report variance analysis of all programs not to exceed 5% threshold from prior year reports without justification

1b. Using shared governance

committees (SGC) and owner departments, reduce late submittals by 10%

1c. All discussions recorded in

meeting notes; actions tracked by PCC transparency documents

1d. Budget Committee reviews

budget matrix requirement summary each month

2a. Track training of academic

schools and admin departments in operational manuals, including Business Office, Foundation, Bookstore manuals

2b. Track training classes for all

departments on operational manuals, including Business Office, Foundation, Bookstore manuals

2c. Track training classes for all

departments on operational manuals, including Business Office, Foundation, Bookstore manuals

1a. Administrative Services, budget team, and Budget Committee

1b. Administrative

Services with backing by SGC and department managers

1c. Administrative

Services with support from Senior Staff and Budget Committee

1d. Administrative

Services 2a. Administrative

Services 2b. Administrative

Services Academic Affairs Student Services

2c. Administrative

Services

9


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.

2d. Create specific Web site links to disseminate mass forms, permit and contract information, enterprise purchases, etc.

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

3b. Enhance the college’s emergency

communications system. This includes emergency phones on the campus.

3c. Enhance Emergency Notification System (ENS)

and create pre-scripted templates 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

3e. Evaluate and improve lighting on the campus in

all areas regularly used by staff and students 4a. Develop stronger project management oversight

of pre- and postconstruction

4b. Review projects and liaisons’ skills to ensure that

building user groups (BUGS) are involved and have department representation

2d. Track Web development and training schedules on a weekly basis

3a. Track training logs and maintain a

repository of manuals and brochures that have been issued

3b. Maintain a tracking log of

multiplatform communications to students and staff

3c. Track the use of templates usage 3d. Provide tracking logs, which can

be accessed easily, for all claims 3e. Track quarterly exception reports

showing site lighting discrepancies

4a. Track requests for proposals

(RFP) and project plan schedules 4b. Provide checklist for liaisons and

track the change orders

2d. Administrative Services and Information Technology

3a. Administrative

Services 3b. Administrative

Services 3c Administrative

Services 3d. Administrative

Services/Sheriff’s Department

3e. Administrative

Services/Plant Facilities

4a. Monthly CPM reviews 4b. CPM monthly

meetings

10


5. Increase self-audit to ensure

compliance with program requirements

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

4c. Participate in the commissioning process to determine quality assurance (QA) and thoroughness of punch-list inspections

. 4d. Develop a priority listing showing the annual

deferred maintenance facilities funding plan and the source of matching moneys from the current operating budget

5a. Develop a master calendar for self-audit reports 5b. Decrease financial aid default rates by creating a

Default Prevention Task Force based on federal model

6a. Develop a professional development plan for staff

and faculty 6b. Create a master calendar of professional

development conferences and training sessions 7a. Continue to analyze enrollment trends and

effective scheduling models 7b. Ensure access to essential courses

4c. Track and post punch lists with Project Manager and discuss at construction project meetings (CPM)

4d. Post and track approved listing in

the Annual Report; include costs within the annual budget

5a. Produce an annual report on how

Student Services will reduce compliance exceptions

5b. Maintain student loan cohort

default rate under 30% 6a. Plan and budget developed by

Fall 2014 6b. Master calendar developed by

Spring 2015 7a. Information on enrollments and

various scheduling models 7b. Increase student completion rates

of certificates, degrees, and transfer requirements by 2% annually

4c. Director of Facilities, Information Technology Director, Vice President of Administrative Services (VPAS), and inspections with Project Manager (PM)

4d. Director of Facilities,

Facilities Advisory Committee, VPAS

5a. Student Services 5b. Student Services 6a. President’s Office

College Planning Committee

6b. Human Resources

and Professional Development Committee

7a. IE Office to provide

enrollment data; SAC and EMC to provide scheduling models

7b. Academic Affairs

11


7c. Maintain/increase efficiency

7d. Increase the number and the type of evening

sessions offered (currently 24% below Fall 2008) 7e. Restore an active college marketing campaign to

attract students who may have been lost

7c. Measure class size to maintain or increase efficiency

7d. Compile statistics on ratio and

enrollment trends 7e. Increase enrollments to FTES

base with 2% overage

7c. Institutional Effectiveness Office (IE Office)

7d. Institutional


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)


1. Develop and enhance revenues generated through grants, entrepreneurial ventures, and community partnerships

1a. Expand educational partnerships that bring community events and community members to the campus for educational, cultural, social, and recreational activities

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

1c. Develop a self-funding grants program that will

increase college revenue

1a. Track partnerships and permits issued to increase revenue by 2%

1b. Track ideas that lead to increases

in revenue; increase revenues to the college by 5%

1c. Track and increase the college

grants program to increase college revenue 10% annually

1a. Academic Affairs Administrative Services Enterprise

1b. Administrative

Services/Enterprise 1c. President’s Office

12


2. Expand productive sustainable community alliances

3. Foster partnerships with

business and industry

2a Create a database of financial and equipment needs that can be shared with potential donors

2b. Pursue financial, material, and collaborative

resources through enterprise activities and fundraising to create a sustainable stable source of income

3a. Increase advisory committee participation of local

business and industry 3b. Increase number of employers to participate in job

fairs 3c. Develop internship programs with business and

industry partners to foster community relations

2a. Track and increase donations and or revenues by 5% over the prior year

2b. Track and increase donations

and or revenues by 5% over the prior year

3a. Increase advisory committee

participation to optimum on committees low in number

3b. Increase potential employers

participation in job fairs by 10% annually

3c. Successful initiation of internship

programs .

2a. Foundation 2b. Foundation 3a. Career and Technical

Education Committee (CATE Committee)

3b. CATE and Student

Services 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.)


1. Address the basic skills needs of underprepared students in developmental and introductory courses

1a. Gather student input about the challenges faced in introductory courses and use this information to inform the development of strategies and solutions

1a. Student surveys and/or focus groups to gather data on challenges students face in introductory courses

1a. Academic Affairs Student Services

13


2. Enhance customer service

interfaces considering timely responses and quality of experience

1b. Increase the number of new students successfully completing at least one English class and one math class during their first year

1c. Increase the number of new students who

successfully complete their developmental sequence within two years (English 20, 21, 28) (Math 105, 110, 115)

2a. Provide external customer service training, e.g.,

Employer Assistance Program (EAP), followed by specific internal training sessions

2b. Assess internal processes and further align to

actual services rendered and governing policies and procedures

2c. Streamline desk procedures to enhance efficiency

and customer satisfaction using surveys and statistical analysis

2d. Develop and simplify Web-based self-service

features

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

1b. Increase by 2% annually students completing at least one English and one math class in the first year with the existing hourly allocation

1c. Increase by 2% annually students

completing developmental sequence within two years with the existing hourly allocation

2a. Create and track customer

service training logs 2b. Review and track by department

the policies and procedures 2c. Track and review the surveys

issued by departments 2d. Track the increase in number of

Web-based forms used on the Internet

2e. Track the training that is

conducted to improve staff productivity

1b. IE Office 1c. IE Office 2a. Administrative


2b. Administrative


2c. Administrative


2d. Administrative


2e. Administrative

Services Academic Affairs Student Services Shared governance committees

14


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.

2f. Assess student overall satisfaction with the college programs and services

3a Establish a wireless network on the campus in

areas that are used regularly by faculty, staff, and students

3b. Ensure that existing infrastructure, systems, equipment, and software are maintained to accomplish daily operations in all functional areas of the college

3c. Provide comprehensive training programs for faculty and staff for smart classrooms and conference rooms

3d. Improve customer service responsiveness and

satisfaction rates for faculty and staff using the College Maintenance Management System (CMMS).

3e. Standardize audio visual equipment in all

classrooms to provide uniform experience and training

4a. Develop plans to improve course effectiveness by

fully integrating innovative tools and delivery methods

4b. Increase online class offerings

2f. Increase satisfaction with college programs and services by 2% as measured by student surveys

3a. Establish specifications and track

performance of wireless network using surveys

3b. Track the maintenance logs on

the network along with maintaining a site failure log

3c. Track the smart classroom

training by creating a log showing dates and training accomplished

3d. Create a bench mark for this year

and measure the changes for each following year

3e. Track the number of dissimilar

platforms 4a. Complete the Technology Plan

Survey students and faculty to determine if plans have been integrated into the curriculum

4b. Increase distance education

offerings 5% annually

2f. Student Services 3a. Senior Staff

Technology Committee

3b. Administrative

Services Information Technology

3c. Academic Affairs

Professional Development for Smart Classrooms

3d. Administrative

Services 3e. Administrative

Services Educational Technology Committee Technology Committee

4a. Technology

Committee Educational Technology Committee Academic Affairs

4b. Academic Affairs

Distance Education (DE) coordinator

15


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

5a. Review and revise Student Learning Outcomes (SLOs) and assessment mechanisms

5b. Ensure active learning and applied knowledge

and skills are examined through authentic assessment

5c. Create a professional development focus that

emphasizes student active learning and engagement

5d. Create programs that promote student and faculty

contact outside the classroom. 6a. Increase the number of financial aid applications

for eligible students. 6b. Increase student awareness of Health Center

services. 6c Increase student awareness of Counseling Office

services. 6d. Increase student awareness of Child

Development Center services for eligible students.

6e. Increase student awareness of Assessment

Center services. 6f. Increase student awareness and enhance the

veterans’ program to include the resources needed, including partners and resources outside the college.

6g. Increase student awareness of the services

offered to foster youth. 6h. Increase eligible student participation in Extended

Opportunity Programs and Services (EOPS)

5a. Random inspection of ECD and assessment database

5b. Inspection of assessment reports

annually 5c. Inspect professional development

plan to ensure sufficient focus 5d. Survey students about student-

faculty interactions 6a Student surveys to measure

awareness of financial aid 6b. Survey students about Health

Center 6c. Survey students about

Counseling Office 6d. Survey Students about Child

Development Center 6e. Survey students about

Assessment Center services 6f. Surveys to measure student

awareness about veterans’ program and obtain outside resources to enhance program

6g Surveys to measure student

awareness of services offered to foster youth

6h. Increase participation in EOPS by

2%

5a. Academic Affairs SLO coordinator

5b. Outcomes Committee

Academic Affairs 5c. College Planning

Committee (CPC) and President’s Office

5d. Student Services

6a Student Services 6b. Student Services 6c. Student Services 6d. Student Services 6e. Student Services 6f. Student Services

6g. Student Services 6h. Student Services

16


7. Increase student participation

in Associated Student Organization (ASO) activities and shared-governance committees

8. Enhance opportunities for

student involvement in cocurricular and extracurricular activities that will enrich campus life

6i. Expand International Students Program 6j. Increase student awareness of the services

offered by Special Services 7a. Develop a master calendar of statewide

conferences/trainings 7b. Increase student participation in the Associated

Student Organization (ASO) 8a. Develop student life strategic plan

8b. Develop an office of student involvement that supports student success

6i. Increase number of international

students by 25% 6j. Surveys to measure student

awareness 7a. Increase by 5% student

participation in statewide conferences and trainings

7b. Increase by 10% student

participation in ASO activities 8a. Implement a comprehensive

student life program by 2015

8b. Eighty percent of students involved in student leadership will complete their educational plan

6i. Student Services 6j. Student Services 7a. Student Services 7b. Student Services 8a. Student Services 8b. Student Services

Fall 2013 Student Profile

Appendix A

Fall 2013 Student Profile

the

18

10,000 11,500 13,000 14,500 16,000 17,500 19,000 20,500 22,000 23,500

Fall 2005

Fall 2006

Fall 2007

Fall 2008

Fall 2009

Fall 2010

Fall 2011

Fall 2012

Fall 2013

Credit 17,575 18,556 19,782 22,164 22,052 21,230 20,453 19,951 20,253

Num

ber o

f Stu

dent

s

Credit Headcount Fall 2005 - Fall 2013

Female 53%

Male 47%

Gender Under 20

29%

20 - 24 39%

25 - 34 18%

35 and over 14%

Age

19

Latino 35%

White 30%

Asian 12%

Multi-Ethnic 11%

African-American 6%

Unknown/Decline to State

5% Other Non-White 1%

Ethnicity

English 80%

Spanish 7%

Farsi 6%

Other* 5%

Armenian 1%

Tagalog (Filipino) 1%

Russian 1%

Primary Language

*Other includes: "Other", Vietnamese, Korean, Chinese Languages, and Japanese

U.S. Citizen 82%

Permanent Resident

11%

Other 4%

Refugee, Asylee 1%

Student Visa (F1 or M1 Visa)

1%

Temporary Resident

(Amnesty) 0.4%

Citizenship

Pell Recipient

21%

Non-Pell Recipient

79%

Pell Status

Note: Totals may not add up to 100% due to rounding.

20

Transfer 57%

Undecided 15%

Vocational/Job-Related

11%

Associate Degree 5%

Univ student fulfilling reqs

5%

Personal Development

3%

Obtain HS Diploma/GED

3% Improve Basic

Skills 1%

Educational Goal

12 or more units 30%

6 to 11.5 units 39%

Fewer than 6 Units 33%

Unit Load

AA 928

AS 57

TMCs 43

C 586

CS 8

Degrees and Certificates 2012 - 2013 (Total = 1,622) 934

857

723

845 927

299 290 319 349 320

0

200

400

600

800

1000

2007-08 2008-09 2009-10 2010-11 2011-12

Num

ber

Number of UC and CSU Transfers from Pierce 2007-08 through 2011-12

CSU UC

Appendix B

Pierce Baseline

and

Trend Analysis

22

Data Analysis Relative to Objectives and Measures

Goal/Objective Measure Responsible Party for Measure A1a Increase student awards by 2% annually IE Office

Degrees & Certificates Awarded 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 AA Degrees 950 1044 1095 997 953 889 799 902 979 928 AS Degrees 47 47 55 43 50 44 44 44 57 57 TMCs - - - - - - - - - 43 State-Approved Certificates 91 103 110 87 102 80 198 380 557 586 Skills Certificates 414 335 404 325 338 315 164 51 22 8 Total 1502 1529 1664 1452 1443 1328 1205 1377 1615 1622 % Change Year to Year - 1.8% 8.8% -12.7% -0.6% -8.0% -9.3% 14.3% 17.3% 0.4% % Change 2003-04 as Baseline - 1.8% 10.8% -3.3% -3.9% -11.6% -19.8% -8.3% 7.5% 8.0%

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%

Completion Rate in 6 Years Fall 2004 Cohort Fall 2005 Cohort Fall 2006 Cohort 3 Year % Change

Pierce 45% 46% 46% 1%

LACCD 36% 35% 35% -‐2%

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%

The suggested increase was 2% annually: Current 2012-‐13 2013-‐14 2014-‐15 2015-‐16 2016-‐17



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

Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012

Headcount 3713 3348 3636 4128 3926 3646 3340 3510 Completed 20+ Units 1677 45.2% 1567 46.8% 1604 44.1% 1800 43.6% 1408 35.9% 1436 39.4% 1182 35.4% 1249 35.6%

Successfully Completed 20+ Units

827 22.3% 791 23.6% 825 22.7% 952 23.1% 771 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%

20+ Units % Change Yr to Yr

3.6% -‐5.7% -‐1.2% -‐17.8% 9.8% -‐10.1% 0.6%

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%


Completed 20+ Units Current Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 2% Change Year to Year 35.6% 42.6 43.5 44.4 45.3 46.2 2% Change from Baseline (+.7) 35.6% 42.6 43.3 44 44.7 45.4

Successfully Completed 20+ Units

2% Change Year to Year 18.1% 18.5 18.9 19.3 19.7 20.1

2% Change from Baseline (+.4) 18.1% 18.5 18.9 19.3 19.7 20.1

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


LACCD 29% 27% 28% -‐3%


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


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


LACCD 31% 30% 33% 8%



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


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

5% annually: 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

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:


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

20083 20091 20093 20101 20103 20111 20113 20121 20123 20131 20133 Grand Total

Weekday 1489 1486 1459 1337 1450 1390 1386 1358 1328 1312 1442 15437 Morning 506 490 508 478 499 481 501 491 526 504 546 5530

Afternoon 478 504 467 428 479 479 461 464 437 425 510 5132 Evening 505 492 484 431 472 430 424 403 365 383 386 4775

Fri/Sat/Sun 133 133 133 105 113 104 109 105 99 89 105 1228

TBA 469 433 444 440 473 468 450 448 162 123 103 4013 Grand Total 2091 2052 2036 1882 2036 1962 1945 1911 1589 1524 1650 20678

% Change % Change % Change % Change % Change % Change % Change % Change % Change % Change

Weekday

-‐0.2% -‐2.0% -‐10.2% -‐2.6% -‐6.6% -‐6.9% -‐8.8% -‐10.8% -‐11.9% -‐3.2% Morning

-‐3.2% 0.4% -‐5.5% -‐1.4% -‐4.9% -‐1.0% -‐3.0% 4.0% -‐0.4% 7.9%

Afternoon

5.4% -‐2.3% -‐10.5% 0.2% 0.2% -‐3.6% -‐2.9% -‐8.6% -‐11.1% 6.7% Evening

-‐2.6% -‐4.2% -‐14.7% -‐6.5% -‐14.9% -‐16.0% -‐20.2% -‐27.7% -‐24.2% -‐23.6%

Fri/Sat/Sun

0.0% 0.0% -‐21.1% -‐15.0% -‐21.8% -‐18.0% -‐21.1% -‐25.6% -‐33.1% -‐21.1% TBA

-‐7.7% -‐5.3% -‐6.2% 0.9% -‐0.2% -‐4.1% -‐4.5% -‐65.5% -‐73.8% -‐78.0%

Grand Total

-‐1.9% -‐2.6% -‐10.0% -‐2.6% -‐6.2% -‐7.0% -‐8.6% -‐24.0% -‐27.1% -‐21.1%

29

B7e. Increase enrollments to FTES base with 2% overage IE Office by way of the District Attendance Accounting Office

Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Credit Headcount 16,764 17,575 18,556 19,782 22,164 22,052 21,230 20,453 19,951 20,253 % Change Year to Year 4.8% 5.6% 6.6% 12.0% -‐0.5% -‐3.7% -‐3.7% -‐2.5% 1.5% % Change 2003-04 as Baseline

4.8% 10.7% 18.0% 32.2% 31.5% 26.6% 22.0% 19.0% 20.8%

2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 FTES 12,743 12,302 13,424 14,758 15,110 14,763 14,793 13,914 13,868 % Change Year to Year -‐3.5% 9.1% 9.9% 2.4% -‐2.3% 0.2% -‐5.9% -‐0.3% % Change 2003-04 as Baseline -‐3.5% 5.3% 15.8% 18.6% 15.9% 16.1% 9.2% 8.8%

EMSI Growth Potential Data

Demographic 2013 Population 2014 Population 2015 Population 2016 Population 2017 Population Change % Change 2013 % of Pop Under 5 years 66,184 67,054 68,170 69,216 70,472 4,288 6% 6% 5 to 9 years 62,991 62,074 61,119 60,576 59,822 (-‐3,169) (-‐5%) 6%

10 to 14 years 67,871 67,406 66,975 66,509 65,522 (-‐2,349) (-‐3%) 7% 15 to 19 years 65,115 63,939 62,565 61,173 60,218 (-‐4,897) (-‐8%) 6%

20 to 24 years 73,912 74,044 73,844 73,363 72,482 (-‐1,430) (-‐2%) 7%

25 to 29 years 78,496 79,966 81,449 82,842 83,519 5,023 6% 8% 30 to 34 years 72,103 72,400 72,711 73,152 74,040 1,937 3% 7%

35 to 39 years 70,496 70,704 71,123 71,705 71,819 1,323 2% 7% 40 to 44 years 73,723 72,477 71,182 69,966 69,324 (-‐4,399) (-‐6%) 7%

45 to 49 years 75,043 74,995 74,801 74,494 73,541 (-‐1,502) (-‐2%) 7% 50 to 54 years 73,395 73,215 72,891 72,526 72,340 (-‐1,055) (-‐1%) 7%

55 to 59 years 66,516 67,604 68,503 69,203 69,394 2,878 4% 6%

60 to 64 years 55,113 56,316 57,332 58,233 59,249 4,136 8% 5% 65 to 69 years 39,501 41,548 43,597 45,612 47,058 7,557 19% 4%

70 to 74 years 28,715 29,851 31,137 32,582 34,271 5,556 19% 3% 75 to 79 years 21,511 21,919 22,457 23,121 23,846 2,335 11% 2%

80 to 84 years 17,523 17,373 17,189 17,005 17,033 (-‐490) (-‐3%) 2%

85+ years 18,057 18,114 18,186 18,270 18,223 166 1% 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. Track and increase donations and or revenues by 5% over the prior year Foundation

C2b. Track and increase donations and or revenues by 5% over the prior year 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 2016-‐17

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 IE has some data

DE Type 2006-‐07 2007-‐08 2008-‐09 2009-‐10 2010-‐11 2011-‐12 2012-‐13 Hybrid 50 43 47 45 41 36 33

Online 13 24 35 38 47 54 51 Grand Total 63 67 82 83 88 90 84

% Change Year to Year 6.3% 22.4% 1.2% 6.0% 2.3% -‐6.7% % Change from Baseline 6.3% 30.2% 31.7% 39.7% 42.9% 33.3%

31 There was no suggested increase; average Year to Year % change was 5%:

Current 2012-‐13 2013-‐14 2014-‐15 2015-‐16 2016-‐17



D5d. Survey students about student-‐faculty interactions IE has some data District Student Survey: 72. How would you describe your interactions with instructors?

Often Sometimes Seldom Never I talk about educational/career plans with an instructor Spring 2012 13% 26% 29% 33% Fall 2009 10% 27% 31% 32% Fall 2007 11% 24% 29% 36% I discuss ideas with instructors outside of class Spring 2012 12% 24% 28% 36% Fall 2009 9% 22% 32% 37% I discuss ideas from my readings with instructors outside of class Fall 2007 10% 20% 25% 44% I visit instructors during their office hours Spring 2012 9% 23% 32% 45% Fall 2009 6% 21% 34% 40% Fall 2007 7% 18% 27% 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? Strongly

Agree Agree Disagree Strongly

Disagree N/A

I feel like I belong here at Pierce College 411 613 130 52 37

33% 49% 10% 4% 3%

I feel like my instructors genuinely care about me and my success

464 577 139 49 22

37% 46% 11% 4% 2%

I feel comfortable talking with my instructors 505 560 128 44 11

40% 45% 10% 4% 1%

I feel that I can learn a lot from my instructors 554 563 82 27 16

45% 45% 7% 2% 1%

Faculty understand me and the challenges I face 249 462 240 93 196

20% 37% 19% 8% 16%

Ethnicity

Total 1. To what extent do you agree with the following statements about your college experience? Latino % Other % White %

I feel like I belong here at Pierce College Agree 279 86% 289 84% 456 85% 1024 Disagree 45 14% 57 16% 80 15% 182

I feel like my instructors genuinely care about me and my success Agree 286 87% 290 82% 465 85% 1041 Disagree 42 13% 65 18% 81 15% 188

I feel comfortable talking with my instructors Agree 281 85% 305 86% 479 87% 1065 Disagree 49 15% 51 14% 72 13% 172

I feel that I can learn a lot from my instructors Agree 307 92% 315 90% 495 91% 1117 Disagree 25 8% 36 10% 48 9% 109

Faculty understand me and the challenges I face Agree 178 63% 190 64% 343 74% 711 Disagree 105 37% 106 36% 122 26% 333

33

2. How would you describe your interactions with instructors? Often Sometimes Seldom Never

I talk about educational or career plans with instructor(s) 178 442 321 294

14% 36% 26% 24%

I discuss ideas from my readings or classes with my instructor(s) outside of class

182 375 315 360

15% 30% 26% 29%

I visit instructor(s) during office hours 126 312 324 469

10% 25% 26% 38%

Ethnicity

Total 2. How would you describe your interactions with instructors? Latino % Other % White %

I talk about educational or career plans with instructor(s) Often/Sometimes 151 45% 176 49% 293 54% 620 Seldom/Never 184 55% 181 51% 250 46% 615

I discuss ideas from my readings or classes with my instructor(s) outside of class

Often/Sometimes 147 44% 155 44% 255 47% 557 Seldom/Never 188 56% 200 56% 287 53% 675

I visit instructor(s) during office hours Often/Sometimes 120 36% 116 33% 202 37% 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?

Multiple times per Semester

Once a Semester Once ever Never

Financial Aid Office Spring 2012 27.3% 25.1% 14.3% 33.2% Fall 2007 12.9% 14.5% 9.9% 54.2% 18. Availability of the following college services.

Available When Needed

Usually Available

Not Available When Needed

Not Applicable

Financial Aid Office Fall 2007 27.1% 17.4% 3.1% 37.2% 19. Your satisfaction with the following college services.

Very Satisfied

Somewhat Satisfied

Not Satisfied

Not Applicable

Financial Aid Office Spring 2012 31.4% 28.3% 8.9% 31.5% Fall 2007 22.2% 16.0% 4.0% 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 7.3% 9.3% 13.6% 69.8% Fall 2007 4.7% 6.6% 7.5% 72.7% 31. Availability of the following college services.


Usually Available


Not Applicable

Health Center Fall 2007 20.3% 13.8% 1.9% 47.3% 32. Your satisfaction with the following college services.

Very Satisfied

Somewhat Satisfied

Not Satisfied

Not Applicable

Health Center Spring 2012 19.0% 15.2% 3.4% 62.4% Fall 2007 16.5% 12.6% 1.6% 51.5%

D6c. Survey students about Counseling IE has some data 27. How often have you used the following college services?



Counseling Spring 2012 14.5% 23.5% 24.3% 37.7% Fall 2007 14.6% 20.6% 20.0% 36.2% 28. Availability of the following college services.


Usually Available


Not Applicable

Counseling Fall 2007 32.3% 22.9% 4.1% 25.8% 29. Your satisfaction with the following college services.

Very Satisfied

Somewhat Satisfied

Not Satisfied

Not Applicable

Counseling Spring 2012 25.0% 27.4% 11.5% 36.1% Fall 2007 26.1% 22.4% 6.7% 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 2.2% 1.2% 2.6% 94.6% 29. Your satisfaction with the following college services.

Very Satisfied

Somewhat Satisfied

Not Satisfied

Not Applicable

Child Development Center Spring 2012 7.5% 7.1% 1.5% 84.0%

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 2.1% 9.1% 52.8% 36.0% Fall 2007 2.8% 11.1% 35.0% 42.5% 28. Availability of the following college services.


Usually Available


Not Applicable

Assessment Center Services Fall 2007 28.8% 21.5% 3.4% 30.9% 29. Your satisfaction with the following college services.

Very Satisfied

Somewhat Satisfied

Not Satisfied

Not Applicable

Assessment Center Services Spring 2012 24.3% 33.1% 7.7% 34.8% Fall 2007 23.8% 20.7% 4.1% 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 1.8% 1.2% 1.6% 95.3%

29. Your satisfaction with the following college services.

Very Satisfied

Somewhat Satisfied

Not Satisfied

Not Applicable

Veteran Programs Spring 2012 5.8% 7.4% 1.5% 85.2%

D6i. Increase participation in EOPS by 2% IE has some data 46. How often have you used the following college services?



EOPS Spring 2012 6.2% 3.0% 6.0% 84.9% 29. Your satisfaction with the following college services.

Very Satisfied

Somewhat Satisfied

Not Satisfied

Not Applicable

EOPS Spring 2012 10.5% 8.7% 2.9% 78.0%

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 1.7% 1.2% 2.6% 94.6%

37 29. Your satisfaction with the following college services.

Very Satisfied

Somewhat Satisfied

Not Satisfied

Not Applicable

International Student Services Spring 2012 5.7% 7.5% 1.7% 85.2%

Fall 2004

Fall 2005

Fall 2006

Fall 2007

Fall 2008

Fall 2009

Fall 2010

Fall 2011

Fall 2012

Fall 2013

All International Students 389 384 391 379 565 363 347 297 287 306

% Change Year to Year

-‐1% 2% -‐3% 49% -‐36% -‐4% -‐14% -‐3% 7%

% Change from Baseline

-‐1% 1% -‐3% 45% -‐7% -‐11% -‐24% -‐26% -‐21%

New International Students 135 165 204 201 291 165 159 120 103 142

% Change Year to Year

22% 24% -‐1% 45% -‐43% -‐4% -‐25% -‐14% 38%

% Change from Baseline

22% 51% 49% 116% 22% 18% -‐11% -‐24% 5%

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

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

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.

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ATTACHMENT "B"

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ATTACHMENTS"

E-!NTEROFFICE CORRESPONDENCEOffice 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 thecollege's efforts to date to address the Deaf and Hard of Hearing (DHH) student concerns and theDSPS staff issues raised at the December 11, 2013 Board of Trustees meeting. As stated in theDecembers, 2013 memo distributed at the BOT meeting (attached), LATTC's'DHH student populationincreased from 17 to 30+ students in the fall 2013 We also lost two of our fulf-time interpreters toretirement, one unexpected in the summer of 2013. Aiso, in August 2013, the DSPS office went from alarge space in a building to be demolished into a tightly planned new office in the center of campus witha 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 foronline/distance learning classes that utilize Moodle, our course management software. There-issuance of the policy will ensure that faculty understand that compliance is required forall 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 ActivitySupen/isor ADA Compliance Training will be held in January 2014 fed by the Office of'Legalco^n?eiand..Ma.rdy I<untze!man> District ADA Compliance to better familiarize our facultyand 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 ofthe spring 2014 term. In addition, the scheduling of interpreter services will be reviewed andmonitored on an ongoing basis to ensure students are provided with the best quality andconsistent 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 Guildleadership consultations with the College President. Each issue presented has been discussed andexamined prior to reaching the most appropriate resolution.

As staff issues arose, they were reviewed and staff requests were considered. A major component ofthis 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 thework environment issues shared by the staff, Klaudia Macias, DSPS Coordinator arranged for theseservices as part of an off-college staff retreat held in November 2013. Additional EAP services will bearranged to further address the communication issues. In addition, Klaudia Madas will be attendingsupervisorial and leadership training to help facilitate her continuing leadership development. Ms.Macias is open to additional professionai development opportunities that wil! help improve herleadership skills.

The DSPS student population, and the Deaf and Hard of Hearing students in particular, have veryspecific and special needs that require a careful balance of compliance, service, and sensitivity. Theissues raised at LATTC are not uncommon to the issues that other colleges share - insufficientresources, increasing demand on services and heightened accountability. With additional professionaldevelopment opportunities for faculty and staff and leadership coaching for our DSPS Coordinator, theissues raised by students and staff can be addressed. We will need to rely on the District's Employer-Employee relations unit. Office of Legal Counsel, Personnel Commission, and ADA Complianceservices to continue building our capacity to provide quality services for this population.

Attachment: Memo distributed at Board ofTmstees meeting

MemorandumOffice of the Dean of Student Services

To: Laurence B. Frank, President

Date: December 2, 2013i

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 whorequire special services. Our mission is to remove the walls of exclusion for our DSP&S students. Onestudent population our office serves are our Deaf and Hard of Hearing (DHH) students. For the pastseveral years our DHH student population remained constant at 17-20 students per year. To serve ourstudents, we had 7 full-time Sign Language Interpreters (SLI). The ability to serve our DHH studentsbecame a challenge upon retirement of two staff members since our DHH student population almostdoubled this past fall. respite this challenge, the DSP&S Office has made every'effort to providereasonable accommodations for our DHH students.

To^meet the needs of our DHH students, we made the following services available throughout the Fall2013 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 theGeneral 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 thePersonnel 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. Weare 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 ourDeaf and Hard of Hearing (DHH) Students. The students met with you the previous day and raised thefollowing 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 thecaseload for our_ DHH Students. We are currently supplementing our SLI staff by employing thefollowing methods:

1. Our current staff has been offered overtime to cover classes and many are getting paidovertime 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 Studentswith adding and dropping of courses at Trade Tech. The following measures have been taken to ensurethat 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 ofthe semester.

4. Have Links Interpreters available to help with the add/drop process at the beginning ofthe semester.

5. Senior Sign Language Interpreter Latricia Jones has been given 100% release-time toensure 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 MondayThursday from 9:45 am m 7:00 pm for Academic Advising. Ms. Guerrero-Cantor islocated in the General Counseling Office in Jumper Hall room ST-416.

2. DHH Students can also take the Personal Development course taught by Ms. Guerrero-Cantor. 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 serveas 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 TestProctoring^rooms in DSP&S. DSP&S Staff will lock and unlock student's backpacksduring testing.

i) Closed Captioning

1. Klaudia Macias and the DSP&S Staff have been diligently working with the collegefaculty 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 thatall videos shown in class be closed captioned.

.

u ASCOMBuilding for Tomorrow's Leaders

LACCD Program Management515 S, Flower Street, Suite SCOLos Angeles, Catifornia 90071www. build -la ccd. ora

213.593.8000 tel866,817.1051 fax

To Terri Mestas

From Desiree Shier, Danieile LyonsDate January 17,2014

Subject Asset Tagging Overview ATTACHMENT"r-f/r

1. Asset Tagging & Tracking of all FF&E

A. HistoryLACCD Annua! Audit Findings.

Bond Program had no accountability for FF&E purchasesLACCD 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 assetsLead to inaccurate LACCD Financial StatementsN

2009 Moss Adams conducted an internal audit recommending the foiiowing resolutionsN

which were adopted by LACCD:Better controls for Bond FF&E purchases and subsequent tagging of assetsB ?

Discontinue use of all external inventor/ databases and migrate Bond FF&E.

purchasing and inventory into SAP

B. implementationBaseline 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 TaggingA. New Asset Tagging

" New tagging continues for ati FF&E assets purchased with Bond fundsB. Cost

. The BOT Agenda item for Asset Tagging Services which stated the "Unit Pricing per Hourof Service" in the amount of $142 was made up of a crew of 4 people and a truck. Seebreakdown of hourly rates below.

Personnel Rate per HourOne Supervisor $33.00One Inventory Person $25.00Truck and One Driver $51.00One Furniture Instailer $33.00Total Price per HourforTypica! Crew $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 bySummer 2014.

CITY OF LOS ANGELESCALIFORNIA

Jaime de la Vega DEPARTMENT OF TRANSPORTATIONs

GENERAL MANAGER th100 S. Main St., 10m Floor*i LOS ANGELES, CAS0012

* a (213)972.8470*?

FAX (213) 972-8410h,

t

ERIC GARCETTIMAYOR

2930 Fteteher DrVan de Kamp Innovation Center

August 12,2013

Kevin Ferrier ATTACHMENT "G"Terry A. Hayes Associates, fnc.8522 National Boulevard, Suite 102Culver City, CA 90232

LOS ANGELES COMMUNiTY COLLEGE DISTRICT " VAN DE KAMP INNOVATIONCENTER PROJECT

Dear Mr. Ferrier,

The City of Los Angeles Department of Transportation (DOT) has reviewed the traffic impactstudy dated_February 2013, and prepared by Raju Associates, Inc. for the Van de KampInnovation Center project. The traffic study evaluated the potential traffic impacts offouproject alternatives. The alternatives include a mix of high school, college, adulteducation/workfofce training, and/or office space. Based on DOT'S traffic impact criteria1, thetraffic study included the detailed evaluation of 15 intersections for each alternative. It wasdetermined that each alternative is expected to result in a significant traffic impact at theintersection 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 Freewayin

Southbound ramps. The results of the traffic analysis adequately evaluated the project's trafficimpacts on the surrounding community.

To off-set the anticipated significant traffic impacts, the project proposes to implement aTransportation Demand Management (TDM) program aimed at reducing the number of vehicletrips 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 byimplementing measures that encourage carpooling, vanpooiing, the use of other modes(transit,_watking, and bicyding) and classroom scheduling strategies to minimize peak periodtravel. Therefore, DOT concurs that the project should design and implement a TDM p!an withappropriate measures to reduce vehicle trips during peak commute hours.

The traffic study also recommends traffic signa! upgrades to off-setthe anticipated significanttraffic impact at the intersection of San Fernando Road and Ftetcher Drive. DOT agrees withthis proposal and recommends that the Los Angeles Community College District provide fundsto DOT in the amount $150,000. These funds would be used to implement Adaptive TrafficControl 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 thefina! 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 FreewaySouthbound ramps, and at Gtendale Freeway Northbound off-ramp). These intersectionscurrently operate under the Automated Traffic Surveillance and Control (ATSAC) system. Theupgrades (new signal controller cabinets and roadway sensor loops) would allow for enhancedand real-time operation of the traffic signal timing. Also, when supplemented by ciosed-circuittelevision (CCTV) cameras at key locations, DOT can identify the causes of delay andimplement 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 EngineerLADOT Development Services Division

c: Srinath Raju, Raju Associates, inc.

Page 1 of 1

Inter-Office Correspondence LOS ANGELES COMMUNITY COLLEGES TO: Board of Trustees January 21, 2014

FROM: Camille A. Goulet General Counsel 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…”

http://www.laccd.edu/Board/Documents/BoardRules/ChapterIV.pdf

http://www.laccd.edu/About/Documents/AdministrativeRegulations/C-9.pdf

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ATTACHMENT "H"

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ATTACHMENT "I"

NOTICE OF AVAILABILITY OF A SUBSEQUENT DRAFT ENVIRONMENTAL IMPACT REPORT FOR THE 2013 FIRESTONE EDUCATION CENTER MASTER PLAN

TO: Concerned Persons FROM: 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 East Los Angeles College South Gate Education Center Library 1301 Avenida Cesar Chavez 1301 Avenida Cesar Chavez 2340 Firestone Boulevard Monterey Park, CA 91754 Monterey Park, CA 91754 South Gate, CA 90280 Office of the President

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: [email protected]

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

Scott Hartwell Los Angeles County Metropolitan Transportation Authority CMP/Environmental Review Section One Gateway Plaza Los Angeles, CA 90012

Paul McCarthy, Impact Analysis Los Angeles County Department of Regional Planning 320 W. Temple, 13th Floor Los Angeles, CA 90012

Adriana Raza County Sanitation Districts of Los Angeles Facilities Planning Department 1955 Workman Mill Road

Whittier, CA 90601

Gail Farber, Director Los Angeles County Department of Public Works 900 S. Fremont Alhambra, CA 91803

Pamela Lee, Intergov. Review Southern Calif. Assoc. of Governments 818 West 7th Street, 12th Floor, Ste. H Los Angeles, CA 90017-3435

Maria Davila, Councilwoman City of South Gate 8650 California Avenue South Gate, CA 90280

Jeffrey Kightlinger, General Manager Metropolitan Water District 700 N. Alameda Street

Los Angeles, CA 90012

Milford Wayne Donaldson State of California Office of Historic Preservation 1416 9th Street

Sacramento, CA 95814

Los Angeles County Fire Department Forestry Division, Prevention Bureau 5823 Rickenbacker Road, Rm. 123

Commerce, CA 90040-3027

Ed Pert, Regional Manager State of California Department of Fish and Game (Region 5) 4949 Viewridge Avenue San Diego, CA 92123

Samuel Unger, Executive Officer Regional Water Quality Control Board Los Angeles Region 320 W. Fourth Street, Suite 200


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


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


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

John E. Deasy, Superintendent Los Angeles Unified School District 333 South Beaudry Avenue Los Angeles, CA 90017

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

Michael Logrande, Director Planning Department City of Los Angeles 200 North Spring Street 5th Floor


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

Lupe C. Valdez, Director Public Affairs Union Pacific Railroad Corporate Affairs 13181 Crossroads Pkwy N. City of Industry, CA 91746

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