Minutes 02/13/1996

An Executive Session convened at 5:30 p.m., pursuant to A.R.S. §38-431.02, notice having been duly given.

A Work Study/Strategic Conversation meeting of the Maricopa County Community College District Governing Board was scheduled to be held at 6:30 p.m. at the District Support Services Center, 2411 West 14th Street, Tempe, Arizona.

PRESENT

GOVERNING BOARD
Donald R. Campbell, President, Nancy Stein, Secretary, Linda B. Rosenthal,Member, Ed Contreras, Member, Roy C. Amrein, Member

ADMINISTRATION
Paul A. Elsner, Alfredo G. de los Santos Jr., Rufus Glasper, Ron Bleed, William F. Waechter, Janice Bradshaw, Mary Vanis for Larry Christiansen, John Cordova, Art DeCabooter, Raul Cardenas, Homero Lopez, J. Marie Pepicello, Phil Randolph, Linda Thor, Tessa Martinez-Pollack, Arnette Ward, Stan Grossman

ABSENT
STATE BOARD
Jim Ullman

CALL TO ORDER
The meeting was called to order at 5:30 p.m. by President Amrein.

EXECUTIVE SESSION
President Amrein called for a motion convening an executive session, notice having been previously given.

MOTION 8500
Linda Rosenthal moved that an executive session be convened. Motion carried 5-0.

The meeting recessed at 5:31 p.m.

The Work Study/Strategic Conversation meeting reconvened at 7:10 p.m.

(I-A) STRATEGIC ISSUES ASSOCIATED WITH CONCURRENT ENROLLMENT

The outcome was to examine the concurrent enrollment component in high school - college partnerships and identify challenges of and recommendations for additional collaborations between community colleges and high schools. Karen Mills introduced administrators, faculty, students and parents of students from a number of high schools present in the audience. College and high school administrators of college/high school partnerships which include concurrent enrollment programs participated in a panel presentation, in which they explained their programs and the benefits that have been provided to students.

Students who had participated in the concurrent enrollment programs gave testimony as to the benefits they had received from these programs and how their lives were affected. Some of the benefits indicated incentive to finish high school, to go on to higher education, to try to achieve a higher quality and meaning of life, a better understanding of how to study, what would be expected from university professors and a head start on courses required when enrolling in a community college or university. Some of the students indicated that they have become mentors for new students entering the programs. Panel participants were as follows: Andy Bernal, GateWay Community College and Kristina Gibbs, student representative from GateWay Charter High School; Stella Torres, South Mountain Community College, and Jesse Arias, student representative from ACE Program; Anne Williams, Estrella Mountain Community College Center, and Jesse Noriega and Harold Branch, student representatives from the Genesis West Program; Phil Pepe, Phoenix College (student Wes Dickerson was unable to attend); and, Harold Slemmer, Mountain Pointe High School, and Courtney Morse, student representative from Mountain Pointe High School and Rio Salado Community College concurrent enrollment partnership program.

Following the panel presentation, Karen Mills gave statistics on high school dropout rates and youth arrests and projections on numbers of high school dropouts, graduates, baccalaureate degrees, associates degrees, and unskilled labor numbers. With the numbers that were reflected, she indicated that more needs to be done to encourage students to stay in high school and go on to higher education.

The group then went into small groups for discussion on the following questions:

1. What are the barriers that keep students from finishing high school and going on to college? Groups were requested to report back on the top three barriers identified in each group.

2. What should high schools and colleges be doing to reduce or eliminate these barriers--assure that high school students graduate and go on to college? Groups were requested to report back on the top three recommendations identified in each group.

GROUP 1:
Top Three Barriers: Low socio-economic status, Societal issues (conflict and culture), Home/family issues

Recommendations: Form a task force

Other barriers identified: Personal motivational issues, Academic performance/curriculum and instruction issues (no basic skills), Personal disabilities, Peer pressure, Apathy, Lack of parental support, Lack of goals, Low self esteem,Inappropriate curriculum, Lack of basic skills, Drugs, No role models, Demographics, Pregnancy, Low expectations, Bad grades, Transportation, Low expectations

GROUP 2:
Top Three Barriers: Inadequate skills, Dysfunctional families, Students cannot see incentives of attending high school

Recommendations: Create variety of teaching methodologies, Continue to broaden concurrent enrollment, Teach teachers how to better interact with students, Reduce condescending attitude that some teachers have

Other barriers identified: Migratory worker population ,Irrelevant; busy; work, Irrelevant curriculum, Drugs, Teacher training - dealing with in-class issues, cultural awareness, intergenerational awareness, Practical curriculum, Rewards for negative behavior ,Overcrowding Money ,Pregnancy ,No one cares (perception), Immigrant students, Teacher attitude, Gang activities in high school, Lack of support from high school teacher, Preferential treatment of some students

Other recommendations made: Let students that can do college work move on ,Identify financial sources to deal with restraints, ways to provide financial aid to students and their families, Value the process of education, Value teachers as a community resource, Articulate more between high schools and colleges

GROUP 3:
Top three barriers: Boredom/"seat time", No vision/connection between school/life - no relevancy, Laziness (No challenge)

Recommendations: Customize programs, Realistic view of school skills and future, More college credit courses in high school

Other barriers identified: Lack of skill base, Pressure of working (money), Lack of confidence, Work schedule conflicts with school, Children/personal issues, Not enough credits, Peer pressure, Survival issues

Other recommendations made: Availability of technology, Parental involvement/student involvement, Familiarize with college course work to reduce the fear, Higher expectations in high school, Higher challenge level, Scholarships/financial aid, Mentoring (not counseling), Remove physical barriers (classroom), More teacher involvement

GROUP 4
Top Three Barriers: Financial, Motivation, Peer pressure

Recommendations: Flexible scheduling, More/better funding for programs, Better information from high schools counseling staff, Ask students how they learn - self-appraisal of learning styles

Other barriers identified: Family issues/pregnancy, Lack of support from high school staff, Lack of support from family, Redundant/relevant content, Traditional teaching methods, Substance abuse, Forcing students into traditional roles, Time management - calendar (high school), External forces - jobs, cars, money, Lack of positive role models, Lack of confidence, Lack of relativity/relevancy of material, Adm. (schools) do not understand changing needs of students (learning styles more non-traditional), Individual not seen as important, Lack of excitement/vitality

Other recommendations: Summer jobs, Shared resources of K-14, College prep classes at high school, Collaboration between high school and college faculty, Advertising campaigns (cool to stay in school) - use role models, Include students in planning, More classes related to societal issues, Sec. school reciprocate on credit equivalency

GROUP 5:
Top three barriers: Missing support system, Rigid (current) school structure, Short-term thinking (need for immediate gratification)

Recommendations: Higher expectations, respect Accessible role models Programs: - Accessible - Flexible - Responsible - Challenging

Other barriers identified: Fear of unknown, Family obligations, Bad educational experiences, Lack of focus/direction, Few options, Grades not good enough, Bored, no hope, No role models, Low skill levels, Lack of interest, Lack of supportive/strong parents ,Peer pressure (negative), Lack of teacher support, Become parents, Need to pay bills, Rigid scheduling, Low self esteem, Avoiding hostile environment, Cannot see benefits of education, Attendance policy, Short-sighted goals, Immediate gratification, Drug use

Other recommendations made: Reprogram student image, Mentoring programs, Concurrent enrollment, Teachers/teach differently, Parent involvement, Money assistance, Teach long-term thinking, Guidance, Treat students as adults, Accountability, District involvement with parents, Tutoring systems

Karen Mills introduced Dr. Elsner, who then introduced the members of the Governing Board to the audience. Dr. de los Santos recognized and acknowledged the students present and also administrators present from ASU West, ASU East, Phoenix Union High School District and thanked the deans of instruction and program directors who had presented the conversation. Dr. Campbell recognized Governing Board Member Linda Rosenthal for being instrumental in starting the strategic conversations at the District. He made note that the crowd present was the largest in attendance at a strategic conversation and that this was an indication of the concern people have for the young people and the problems in education.

Plus: Good input from customers, Support from larger community, Panelists did fine job, Inclusiveness from everyone

Delta: Not enough time for conversation, Need larger room, No Q & A, More business involvement

ADJOURNMENT
The meeting adjourned at 8:35 p.m.