tNTER-OFFICE CORRESPONDENCE TO: FROM: DATE€¦ · 29-01-2014 · Confidential Matters The...
Transcript of tNTER-OFFICE CORRESPONDENCE TO: FROM: DATE€¦ · 29-01-2014 · Confidential Matters The...
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.
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
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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.
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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
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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
Effectiveness Office (IE Office)
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Operational College Goals Objectives Measure Responsible Party for Measure
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
Effectiveness Office (IE Office)
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.)
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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
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Operational College Goals Objectives Measure Responsible Party For Measure
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
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Operational College Goals Objectives Measure Responsible Party For Measure
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
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Operational College Goals Objectives Measure Responsible Party For Measure
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
Effectiveness Office (IE Office)
7e. IE Office by way of the
District Attendance Office
Overarching Goals—CAPS C. Cultivating Partnerships District Goal Resources and collaboration
(Increase and diversify sources of revenue in order to achieve and maintain fiscal stability and to support District initiatives. Enhance and maintain mutually beneficial external partnerships with business, labor, and industry and other community and civic organizations in the greater Los Angeles area)
Operational College Goals Objectives Measure Responsible Party for Measure
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
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Operational College Goals Objectives Measure Responsible Party for Measure
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.)
Operational College Goals Objectives Measure Responsible Party for Measure
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
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Operational College Goals Objectives Measure Responsible Party for Measure
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
Services Academic Affairs Student Services
2b. Administrative
Services Academic Affairs Student Services
2c. Administrative
Services Academic Affairs Student Services
2d. Administrative
Services Academic Affairs Student Services
2e. Administrative
Services Academic Affairs Student Services Shared governance committees
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Operational College Goals Objectives Measure Responsible Party for Measure
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
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Operational College Goals Objectives Measure Responsible Party for Measure
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
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Operational College Goals Objectives Measure Responsible Party for Measure
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
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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.
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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
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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
2% Change Year to Year 984 1004 1024 1044 1065
2% Change from Baseline (+20) 984 1004 1024 1044 1064
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%
25 The suggested increase was 2% annually:
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
Pierce College 33% 34% 34% 4%
LACCD 29% 27% 28% -‐3%
26 The suggested increase was 2% annually:
Current Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013
60 Units-‐ Change Year to Year 34 34.7 35.4 36.1 36.8
60 Units-‐ Change from Baseline (+.7) 34 34.7 35.4 36.1 36.8
A3c Increase students who complete Eng 101 and Math 125 in 3 years by 2% IE Office by way of the District IE Office Fall 2007 Cohort Fall 2008 Cohort Fall 2009 Cohort 3 Year % Change
Pierce College 33% 32% 34% 4%
LACCD 24% 22% 23% -‐2%
The suggested increase was 2% annually: Current Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013
Eng 101 & Math 125 in 3-‐ Change Year to Year 34 34.7 35.4 36.1 36.8
Eng 101 & Math 125 in 3-‐ Change from Baseline
(+.7)
34 34.7 35.4 36.1 36.8
A3d Increase students who complete Eng 101 and Math 125 in 6 years by 2% IE Office by way of the District IE Office Fall 2004 Cohort Fall 2005 Cohort Fall 2006 Cohort 3 Year % Change
Pierce College 39% 40% 44% 14%
LACCD 31% 30% 33% 8%
27 The suggested increase was 2% annually:
Current Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011
Eng 101 & Math 125 in 6-‐ Change Year to Year 44 44.9 45.8 46.7 45.6
Eng 101 & Math 125 in 6-‐ Change from Baseline (+.9) 44 44.9 45.8 46.7 45.6
A4a Increase eligible students receiving financial aid by 2% IE Office by way of the District IE Office
2009-‐10 2010-‐11 2011-‐12 3 Year % Change
Pierce College 61% 83% 82% 34%
LACCD 55% 70% 71% 29%
2% annually:
Current Fall 20011-‐12 2012-‐13 2013-‐14 2014-‐15 2015-‐2016
Financial Aid-‐ Change Year to Year 82 83.6 85.3 87 88.7
Financial Aid-‐ Change from Baseline (+1.6) 82 83.6 85.2 86.8 88.4
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:
Current Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016
Avg Class Size-‐ Change Year to Year 41.8 42 42.2 42.4 42.6
Avg Class Size-‐ Change from Baseline (+.2) 41.8 42 42.2 42.4 42.6
B7d. Compile statistics on ratio and enrollment trends IE Office
All Sections Offered Fall 2008 to Fall 2013 -‐ By Day of the Week & Time of Day Summary
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
2% Change Year to Year 84 88 92 97 102
2% Change from Baseline (+4) 84 88 92 96 100
D5d. Survey students about student-‐faculty interactions IE has some data District Student Survey: 72. How would you describe your interactions with instructors?
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?
Multiple times per Semester
Once a Semester Once ever Never
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.
Available When Needed
Usually Available
Not Available When Needed
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?
Multiple times per Semester
Once a Semester Once ever Never
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.
Available When Needed
Usually Available
Not Available When Needed
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?
Multiple times per Semester
Once a Semester Once ever Never
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?
Multiple times per Semester
Once a Semester Once ever Never
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.
Available When Needed
Usually Available
Not Available When Needed
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?
Multiple times per Semester
Once a Semester Once ever Never
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?
Multiple times per Semester
Once a Semester Once ever Never
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?
Multiple times per Semester
Once a Semester Once ever Never
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.
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…”
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
Los Angeles, CA 90013
South Coast Air Quality Mgmt. Dist. 21865 East Copley Drive Diamond Bar, CA 91765-4182
Malcolm Dougherty, District Director Caltrans, District 7 100 South Main Street
Los Angeles, CA 90012
Henry C. Gonzalez, Council Member City of South Gate 8650 California Avenue South Gate, CA 90280
Richard Benbow, General Manager Los Angeles Community Development Department 1200 West 7th Street, Floors 4 & 6 Los Angeles, CA 90017
Jorge Morales, Council Member City of South Gate 8650 California Avenue South Gate, CA 90280
Mohammad Mostahkami, Director Department of Public Works City of South Gate 8650 California Avenue South Gate, CA 90280
Richard J. Bruckner, Director LA County Dept of Regional Planning Hall of Records (13th Floor) 320 West Temple Street
Los Angeles, CA 90012
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
Los Angeles, CA 90012
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