Transcripts For SFGTV SPECIAL BOS Joint City School District And City College Select Committee 20200204

>> at the meeting will now come to order. welcome to the january 301st special meeting of the joint city school school district and city college select community -- committee. i am supervisor haney, chair of the committee. are there any announcements? >> silence also phones and electronic devices. completed speaker cards and copies of documents will be included as part of the file should be submitted to the clerk >> thank you, mr. clark. will you please call the roll call? [roll call] we have a quorum. >> thank you. please call the first item. >> item one is a hearing on how the cuts of over 300 classes will affect low income in communities of color and to take -- in high school students who take city college of san francisco classes to meet college and requirements, and any proposed cuts need to be heard by the students in communities most impacted. >> thank you, mr. clerk. this is a hearing that was called by supervisor walton. i will turn it over to you to make an introductory remarks. you can feel free to run the hearing. >> thank you. first i want to thank all of my colleagues on the board of education and also city college trustees, as well as faculty from city college for coming out to have this important conversation. there is a rally going on outside to talk about some of the concerns about the college, so i'm pretty sure we will have a bigger crowd joining us in a minute, but i do want to open up with a statement. on december 10th, i, along with supervisors fewer, haney, mar, and preston introduced his supplemental budget appropriation ordinance for $2.7 million to help restore the 300 city college classes, for the spring 2020 semester. this item was heard for a first reading at the board this past tuesday and past 7-4. on january 10th, supervisor mar and i called a hearing to discuss the impacts of these class cuts on our low-income community, our communities of color, our high school students, seniors, and everyone else negatively affected by these devastating cuts. i requested that city college administration, as well as educators at the college and leadership who represent our city college to report on this issue at this hearing. however, there were conflicts in the schedule and so we were not able to have the hearing, but we did hear public comment and testimony from some of the public. we have reconvened today for special meeting of this committee to hold this hearing. the purpose of the hearing is two fold. first, to discuss the current situation. city college class cuts for the spring 2020 semester, these decisions were made without proper community input and the way city college handled the situation has brought us to where we are today. the city needs to step up to work to provide the resources to support our most vulnerable populations who would be in our disproportionately -- would be and are disproportionately impacted by these cuts. we do deserve to know why these cut classes were chosen, how these cuts will impact our students. we need to make sure high school seniors are still able to take classes needed for graduation or college enrolment. we need to make sure our workforce is able to complete certification training for job requirements. we need to make sure we are not cutting classes that serve as job requirements for our community members, and we need to make sure our senior community is able to canoe to take classes that provide much-needed stimulation and enhance learning opportunities. we also need to make sure our conversations focus on how these class cuts affect all populations of students. and not put groups of students against each other because city college has the responsibility to serve everyone. second, i would like to discuss how these decisions are made in general. in order to avoid this type of crisis from happening again, it is our responsibility to take a hard look at the process city college goes through to arrive at decisions like these and make sure decisions are made equitably and with proper community input. we understand we need to have a deeper level of discussion about how the city can support city college for the long term, but we also want to understand why we're here in this situation today. we did try to engage in conversations with city college college to get a better understanding of budget needs, but staff of the budget and legislative analyst has reported they received no response from city college when trying to have that discussion. with limited information, i proposed to reinstate classes cut and begin conversations on how we can support the college. finally, this week it was brought to my attention that to know classes will be offered at the southeast community college. i have had conversations with city college staff about bombs, i have had conversations about staff about class cuts in general and one time -- not one time was a brought my attention they were cutting every single class at the campus. and it only got a response when i heard about it from an anonymous tip and reached out to the dean who told me and informed me that that was indeed true. not one class offered at the southeast campus. while the former dean got promoted to vice chancellor, he knew these classes were cut and did not have one conversation with me, the commission at the southeast community facility, about these classes being cut. city college currently leases up most of the spaces. there are so may nonprofits, so many programs -- programs and events that have not been able to help. and yet, there were no classes. i don't want to insinuate why you would lease up all the space and not hold classes. maybe because you're profiting from subleases, maybe because there is some selfish reason why you don't want to allow community to use the space but if you cut every class and you don't inform us while we have a facility that is sitting there empty, that is problematic, i was told recently by campus staff that city build may not happen at the sight. as a supervisor for district 10 representing the neighborhood, when a large african-american population, this is a big concern. historically, his campuses came into these neighborhoods to serve a community that did not previously have access to the college. however, as the years have passed. the offerings and the commitment to these neighborhoods have become smaller and smaller without engagement. at a time when we need to be embracing our african-american community members, our students of color, our seniors, it's worrying to see the college taking these actions. so today we would like to introduce and hear from the faculty and leadership of city college who will present, as well as we will invite up a ft to come and present. then we will have public comment for two minutes and we will allow some students from the associated students association to be the first people to come up and speak and with that said, i would like to call up who is representing city college this morning. thank you for being here. >> good morning. i am the associated vice chancellor of the city college of san francisco. i want to thank you for the opportunity to be able to share data from the college in regards to some of the questions and concerns, and the challenges that we face at the college. we have provided data to the board and the trustees as to, first of all, our mission statement. our mission statement at city college of san francisco is to build and fill achievement gaps. and how do we fill achievement gaps? at the college we focus on students transferring, we focus on the students receiving their associate degrees, and refocus on students that are receiving certificates and we also have a great emphasis on basic skills that leads up to the students of transferring to the universities and the state system. city college, as many of you may know, we have several locations. our ocean campus is our largest campus. our airport canvas -- campus, we have a aviation program. we have chinatown and our north beach center which we offer esl as one of our main problem -- programs. we also have civic centre english as a second language and general education. we have our downtown center where we offer our culinary and our business program. we have the evans center center where we offer career technical educational courses at fort mason and we offer our liberal arts classes. and our mission center mission center we have our job development which has a large footprint, along with our english as a second language. at john adams is our healthcare, and at the southeast center, in the past we offered general education classes, esl classes, and some classes in the certified nursing area. so the impact of the schedule reduction. the spring 2020 schedule reduction is designed to minimize the impact of the mission of the student attainment to transfer, to receive their degrees, certificates, and to increase their basic skills. so we do have a major investment and all throughout our communities. at the present time, we are in conversation with the p.u.c. to build a new facility in the bayview hunters point at 1550 evans area location. we are in partnership with city build at 1400 evans and we are also in discussion on how to expand the city build program at city college of san francisco. we do have, we recently have a working adult program that has been -- that is located in chinatown and the mission center i am very proud to share with you our student success rate. for the 2016 and 17 year, students who completed transfer level english and math rose by 31%. students who earned their associate degrees to transfer to these rose by 67%. and students who earned their workforce certificates and career technical education rose by 71%. we do have several major construction programs that we have started this year. and one of them i'm very proud to say that i was part of, is the evans center. we will renovate and expand the evans center at 1400. we began that work and we are going to add additional programs with the expansion of the evans center. i would be remiss if i did not introduce my colleague. we have dean cahill, the dean of admission, dean who is also the current dean at the evans center , dr. ken so who is the dean of liberal arts, and dean a year who is the dean of social services, behavioral sciences, ethics studies and social justice, and dean david g. who is our dean of -- [indiscernible] -- so we are here to basically have a conversation of some of the things that you may have heard and clear up and discuss where we are at the college to the best of our ability. >> thank you. before i open up for questions, i just want to make sure, this is all you are presenting today? because we reached out to your office and to the college to specifically talk about the impacts of class cuts on students of color, students with disabilities, seniors, and there is no data or information in this report that discusses any of that. so either you don't care about what we asked for or this is the best you can do as vice chancellor of the institution from a reporting standpoint. i'm interested to know why you did not respond to the purpose of the hearing in your report. >> no one responded to me. >> i can show you e-mails. the agenda is posted publicly on what this hearing is about. i'm trying to understand why nothing in your presentation addresses any of that. >> this report was a joint effort and i'm going to refer to some of my colleagues. >> who is, as this structure is set up, who is the ranking highest official here for the hearing right now? >> i am. >> who are you going to refer to to answer those questions? >> my colleagues that helped prepare this presentation. >> i see supervisor viewer has some questions. >> yes. thank you. i wanted to ask because i also am not seeing any data and i actually expected to see some data here. approximately how many students are enrolled at city college now >> 63,000. >> and what is the racial breakdown of those students? >> i do not have that data at this time. >> it is impossible -- >> we didn't provide it. >> sir, is not -- it's not possible to have a conversation about closing the achievement gap if we don't even know what the racial demographic of the city college of san francisco is quite frankly, the questions i have all our about related to data. for example,, when we look together at the last page of student success and completion outcomes for african-american and latino students, i would love to see the date is split between african-americans and latinos students and when you say it is up 31%, one of the actual numbers? what are the numbers of up 67%, and show me an analysis of asian and white students and also, african-american separate and latino separate and when they transfer, what degrees today transfer with. do we follow the students at all about success, also, what are they getting degrees in? i would love that number by race and i would love that number about the associate degree for transfer and what is the average g.p.a. of these the students by race, also, students incomplete transfer level with english and math in the first year and how much more math do they take? what are those workforce certificates? are they a pathway to a living wage job, also, what new programs are at the evans center what are we doing to actually engage african-americans and latinos into the city college family to encourage them? what are the supports by race? so when i don't have any data by race, quite frankly, you can't close the gap because you don't know what the gap is. i think it is imperative that we know that if we are going to close a racial achievement gap, then i think it is imperative we have the numbers to compare to see where the gap is and how to concentrate on the gap. so i wasn't in the conversations about what would be requested at this hearing, but without any data information, it's really hard to actually look how we close the gap if we don't know what the gap is. so i appreciate you coming today and perhaps city college -- trustees will have more insight onto this, but i think today we would see some hard data around what the gap is and what they the gap at city college has been -- what city college administration has identified as what you will be working on. anyway, i actually don't know where to go from here because this presentation, if you don't have the numbers, it is very, very difficult to talk about closing the gap because we don't even know how big the gap is or where the gaps are. >> commissioner collins? >> thank you. i am echoing supervisor walton and fewer. there is only one page with any data on it and it is not data over time, it is data from two years ago and i don't have any information. my understanding, and i did specifically, at the last meeting, when we were talking about this presentation, i made the request we would get data, demographic data by group of communities that are impacted by this decision to cancel classes. the fact that you have listed southeast center as a location, and yet there are no classes feels, to be honest, very disrespectful and disingenuous because the point is if there is no classes, then what is the point of having a location? this whole meeting was for us to discuss access to course work, not access to buildings. so having a list of locations, i would also expect to see if you are closing at certain locations , then i would want to understand which communities are accessing different locations because certain locations are located -- are accessed by various communities. i want to see who is taking classes, what kinds of communities we are accessing different locations, and then how that access is changed by closing locations specifically. really basic data. i don't know if you are taking notes on any of this because -- >> we are. >> -- but to see numbers is something i would like to see. i would like to see numbers by group. i would like to see numbers over time, i would like to see numbers by location, and those groups include race, those groups include -- we have different demographics of coursework for students in high school versus students at the general college, and students, older adults that are taking coursework. those are -- and if you have ability, that is also a group that i would like to see, and i am hearing from supervisor walton there -- the whole point of this was to understand how decisions were made. i don't see any of that information as well. how are you making decisions, how are you making decisions, it says here no impact. i don't understand how you are showing me that there is no impact because you haven't shown you what's changed. i would need to see data on what it was like before and what it's like now that you have made changes and what your theory of action is or how did you arrive at those decisions and how do you determine there has been no impact? >> thank you. we will provide you with that data. >> i am dean jill you, i wanted to clarify that my school, which includes social sciences, behavioral sciences, ethnic studies in social justice will be offering three classes at southeast that will begin on march 16th. these are half semester lane classes and we found that it is much more successful if we start the classes later in the semester because it gives the college and the community more time to recruit students. we have there are four classes. three are in my school and one is in the math department, so we are planning to offer classes there this semester. i also wanted to add that one of the reasons that we don't have some of the data points that has been requested is the focus is on the impact of the last round of course, reduction and since the reductions are affecting this semester, it's too soon to be able to collect that data. however,, it is our understanding that of the underrepresented groups, there has been no significant impact on enrolment, but -- >> i'm sorry, i want to cut in. you have data on who has been going to courses that you have been offering and you can provide that data. it just feels really disrespectful. there's just a lot of us here. i'm spending my time here, all these folks are here, and you know the courses you offer, you have a history of that information. and may shift from year-to-year, but, you know, there's nothing here. there is no data at all here. so to say it has no impact, -- [simultaneous talking] in this presentation it says there is no impact on some of these things. i have no information. >> we will get you the information that is being requested. >> before i call on president williams, i just want everyone presenting to know i wasn't born yesterday. i posted about the late start classes, but please don't sit up here and patronize us and asked like this was part of some plan that you already knew was going to be in place because i have to believe, if that was the case, you would have said, supervisor walton, southeast community, we're cutting all the classes at southeast, however, we are going to have late start classes. we are doing this because we will give you an opportunity to enrolled. please do not insult our intelligence like that. or this will be a different type of hearing. president williams? >> thank you, chair walton. i just want to first and foremost apologize for the lack of data in this presentation and we will definitely be working with our administration to provide all the information that has been requested and thank you for your patience. we will get that data to you. >> trustee randolph? >> to echo what our president said, i have to say i i'm very disappointed to sit here. i wanted to thank the committee for giving us additional weeks to prepare for this because we were not ready on the original hearing date when i was out of town, unfortunately, and we said we needed more time because it was the start of the semester to prepare and make a case. it's not disappointing. maybe i am -- it is trustee randolph and president williams were the highest ranking officers. we are not giving the presentation, but we are representing the college and it's not disappointing because the presentation is very short and doesn't have a lot of information, it is disappointing because we do have a lot of data and a lot of information that we could be sharing here that shows the success and the makeup of our college. we have a report that you can easily get on our website from september 2019 from our amazing office of research and planning what shows that about seven-point 3% of our credit students are black and african-american. twenty-eight% of our students are asian-american and five-point 7% are filipino and filipina. twenty-five% are latin x. zero-point 7% of pacific islanders and in our noncredit, it's even more diverse. we are almost 40% of our students who are asian. 30% of our students are latin x. it goes into overall headcount, it goes into completion rates, success rates, graduation rates. there are seven or eight in-depth reports from the last several months that show the work that our staff is doing and the work that our faculty is doing and the work that our people are doing to make sure our students are successful. there was also reports that we could be sharing with you today about our financial situation at city college of san francisco. similar to what the school district is going through and other community colleges are going through in the bay area bay area. we are at the end of our ropes. we are out of money. and the reason is, one, we took a huge hit through the accreditation crisis where our and what -- enrolment dropped by over 50%. enrolment makes up a huge amount of funding that we can use an revenue that we can use to offer programs and services to our students. we had a huge discussion just last week at our board meeting about an independent audit reports that we received that basically tells us that we already are spending under our 5% reserve and that we are close to another state takeover. that we, as a community, need to have a discussion about what the future of city college looks like and how we, together, collaboratively with you all here at the board of supervisors and the school district was facing similar financial issues, and as a city, can come together to save and protect the jewel that we have as the community college here in san francisco when other entities around the state in the country do not believe in this model anymore. they don't believe that adult learning classes are important. they don't believe that lifelong learning classes are important. these are existential discussions that we need to have , but they need to be rooted and grounded in information and data that we have because you and all your staff members and the dean and everybody at city college, the faculty work very hard every single day to make the reports and the data available that we have currently on our website. so it is very deeply disappointing, i'm not attacking anyone from staff up here, that we are not sharing what we are doing. what we are doing well, and what we are not doing well because in order to have an honest conversation here today and in the future, we need to talk about what we're doing well and what we are not doing well. what we are not doing well is communicating. and you see right here prime example of how we are not communicating all the things that we should be doing at city college and we are not doing at city college. so i am sorry that all of you came here to have this conversation, but i think it is an important conversation that we will be having at the board of trustees. we have a retreat to talk about our finances and plans forward. just a today it was announced that the community college across the bay was put on probation by the state of california and the accreditation agency because they are not following the financial path and they're not following the financial structures and they are not making, you know, the changes that the college needs to make. a similar situation that we are in. it is deeply troubling, just like president williams, i would like to apologize because it's so sad because we do have all the information that all of you have asked for and would like to see and we should be sharing with all of you here today. >> thank you, trustee randolph. trustee haney is next. his button doesn't work. >> he has made me a trustee. >> supervisor haney? >> it's one of these titles that i haven't had on the commission. i want to thank the comments of our trustees. i am also surprised by what has been presented. the title of the hearing, the impacts of class cuts at city college of san francisco to low income and community of color in high school students, it seems pretty clear to me what we wanted to hear about and to have more data on that and have a deeper understanding and we are not just doing this because we want to have a big hearing and make a show, there have been hundreds, maybe thousands of people who have contacted us, all of us in each of our respective bodies about deep concerns about these changes and these cats and many of them are here in the chamber today, and many were not able to be here because they're working or in classes and, you know, for us to not have the information in front of us to be able to make the best decisions for all of those people and to represent them effectively, is deeply problematic and concerning to us and this is the second time that we have gathered here to have this conversation and again, we are not given what we need to do this. we should have some information, and i was at -- formally at a school board member and we would ask for this sort of data. do you have dated -- obviously there is a set of classes that were cut. do you have demographic data? and i think commissioner collins touched on this. do you have data of demographic data of who was in those courses in past years? that would have told us something. i recognize that if a course is gone now, you can't say who would have been in that course, but one of the things that would have been good for us to have is the demographic data from those courses from last year. >> we do have that data. >> you do have that data? that would have been and then i think the question around, as supervisor in walton brought up, the campuses. and if there are certain cuts or reductions at certain campuses, what are the demographic data from those campuses that will tell us, you know, obviously with the impact is there? so without that data, we don't know the answers to those questions and we can't make policy decisions accordingly. i also think this is obviously in the context of hearings from the budget committee. the budget chair is here and the full board of supervisors is here. $2.7 million past. i understand the concern about the funding, and here we are the board of supervisors and we are trying to give you money, we're trying to help with this. we are trying to find ways with the support of supervisors and the support of others to help solve this problem. if you recognize they're having negative impacts, we need to know what those are and be honest about those because we want to help solve these issues with you, not because we want to beat you up and say this is the wrong thing to do. instead, it feels like we're not getting the full story about why this is happening and what the real impacts are. instead, it is like nothing his really wrong and this is fine and we will not show you data that shows things that are distressing. if it was just rest to be here to tell you, you are not doing the right thing and all of that, then i would understand why you would want to have that conversation. we are trying to help. we are trying to be responsive to the people who have had deep concerns about what is happening at the college right now and we, as city leaders, a school district leaders who rely on the college and students rely on the college, and of course,, in partnership with the trustees, we want to have your back. if you are making it hard for us to have your back, that is raising a lot of other questions for a lot of people in the community as to why we are being blocked from having that opportunity. i understand there is data that is not here that you have and we would like to see that, but we also want to be given the opportunity to understand what is happening so we can step in and support. this impacts our constituents. these are your students and your faculty, but these are residents that we represent. >> thank you. >> i will let commissioner speak and when i will call on you, commissioner collins. >> thank you. i don't know if you guys caught it, with the school district in san francisco, we say latin x., we don't say latino. that is the first thing that popped up for me. here we go again. we say latin x. and law not latino. i'm not sure how you guys go about that in your institution. and also for us, we do acknowledge that we are working through our finances. it is important for us as schoolboard commissioners how we handle our staff and students and how we deliver these messages so the feedback that i'm getting from staff and students that attend this, and i am an alumni, i went there, i really appreciate the city college of san francisco. things are abrupt. things are coming out of the blue. it's really important for me. if you will go through something , and i acknowledge he might have some issues, how did you properly, and respectful way , communicate that and work with your staff to be able to help people walk along whatever you guys have shown them? and then, for me too with the presentation, again, i have more questions, you know, and you don't want me to start making the assumptions because, in the back of my head, without all the data, i've all kinds of questions going on in my head. if i start making up questions, i can go anywhere. for me, right now, what are you guys really trying to do? you guys trying to shut down the school? i don't know. i can't really respond to that because i don't have the data to say it is not what they are trying to do. so what is really going on? and also, i know you guys are here and i will ask you these questions in terms of preparation, so i just want to hear from you guys. why are you cutting classes, what is your plan, what is going on? >> are you asking. >> yeah, i am asking. >> the college is moving forward we are educating our students. we are working to close achievement gaps. we do have challenges with our budget. we're looking at our scheduling and we are trying to be productive -- productive in our communities and educate those that come to city college so we meet our mission statement and that is to get the transfer or receive a certificate. >> supervisor fewer? >> thank you. thank you to the trustees for the explanation. and just for the comments also. i thank you are looking at three supervisors that once served on the san francisco board of education and i recall being on this committee in that position when i was a commissioner and our staff not being prepared adequately to communicate what was needed to actually have a conversation for the joint select committee. i wanted to say to trustees that i had to actually go to the people that are giving the presentations and step-by-step show them what had -- what is needed in a presentation like this. many times, people from city college, but also sfusd are not used to giving these types of presentations at city hall. we are used to getting them, but they are not used to producing them and the kind of information that was helpful and necessary to have the conversation. i wanted to say that. i also want to say this, is that , yes, i am dying for more data because i think what it does is it builds up a case also for us that, here at the sitting county of san francisco, to allocate funds to actually support the city college institution. we responded to the case of the crisis of underfunding of education in our state and the city and county of san francisco and they generously give tens of millions of dollars a year to keep the system afloat. and during a time, we would not have been able to operate if we did not have a rainy day fund when we had to send out 503 layoff notices. so i think part of the conversation is not to really cap -- chastised the councillor or the board of trustees on how the process went, although we think it could have been a better process, but that the fact that the sitting county of san francisco needs to be introduced to the idea that city colleges are also our responsibility, it has been, as we heard today, the lifeline and the safety net for those that actually -- we leave behind our sfusd education system. it's a safety net and it is also an answer to our unhoused population. it's an opportunity for people to live long, full lives being lifelong learners and i think we , at the city and county of san francisco, have put money towards free city college, but that is not -- that is for the residents of san francisco. it's not for the city college. so i think part of this conversation about the $2.7 million, it will not do it. it takes a constant commitment, what it takes a much bigger commitments than that and also i think it takes a coming together of the city and county of san francisco to look at city college as a viable resource and what would we be without city college? that is very frightening. so we have to step up to the plate. san francisco is a 12 billion-dollar budget. i know that they say that revenues are decreasing, but i think that when we look at what city college brings to so many residents of san francisco, i think it's it is time that we actually stepped up our commitment to this education, that i know the state of california and all over the united states is seeing and wanting to eliminate a community college model and they want to go more toward a junior college model. i think san francisco has depended on city college to be that community college. i guess what i'm saying is, yes, i would love more data. i would love to see where the gaps are. those people that we have not educated well, the ones that we also, as a system have failed. this is a safety net. it is also a wake-up call for the city and county of san francisco. this is also our responsibility and what can we do, we don't know the gaps we don't know the processes are and how we can help. we can also get a picture of it and we are just guessing. when we are talking about millions and millions of dollars , guessing doesn't do it. we really need hard data so we can say that if we don't fund this, this is who is going to be hurt. and for myself, personally, through a racial lens, and that is the most important for me. i want to thank you. i think this is the start of a much larger conversation. i think this is what happens that when we as a state, this is the largest economy in the world and when we don't adequately fund our public education systems, this is exactly what happens and we are here today, sort of having discussions amongst each other and tried to figure this out, but quite frankly, it is the responsibility of our state too. i think there are things we can do at the ballot this november that could help. i also think that it's time sitting county of san francisco stepped up and looked at city college as a real partner in solving some of the issues that we have and especially when we look at our african-american population trying to survive here in san francisco, and also we look at the disproportionate amount of our unhoused people, african-americans having a disproportionate population of our unhoused people, it is imperative that these types of institutions that can deliver our -- opportunity and can open doors were opportunity to be self sustaining, that we support these systems. yes, i would love this data. i am ready for the data as trustee randolph is rambling off , and more data points come to my mind of what i would like to see and what i would like to learn more about. it's disappointing and, then perhaps, the trustee is, if i maybe so bold, needs to step in and give more guidance as to what is needed in these types of presentations. thank you. >> commissioner collins? >> i just want to echo comments that have already been made. again i appreciate trustee randolph and president williams' comments as well. also, because this is so important, i think it has been stated that this is part of the public trust and we all need to make sure that city college is successful and i am a product of public education. my parents our product as growing up poor, they are a product of public education and on all levels. this is a really important part of that, but through that time, just seeing that there are so many negative narratives about public education, seeking to tear it down, when we don't have information, it allows those narratives to take hold which is something the commissioner attested to. and when you, you know, -- we need more money for education at all levels and when we don't give information to the public about what the actual costs and challenges are in meeting our vision, and allows folks to create narratives that are not true and it allows them to derive the work and undermine undermined those institutions. it is imperative for us to share how we are doing in a transparent way and it is also imperative for us to share how we make decisions. so the communication piece is also very important to me in a future presentation. i would like to see the data. i would like to see how you are making decisions, but it also like to see how you are communicating that, not only to us, but most importantly, to the folks that work in city college college and also to the folks for the students that rely on city college and how are they involved in decision-making and how are they informed about what is coming up so that they can be partners in supporting the work because we are all partners in this work. we all want to support it, but they are most impacted so they should be most closely involved in how you continue to do the work. >> thank you, supervisor. we will provide that data. >> trustee randolph? >> yes. the reason why i am disappointed is it's like when you know the quality and the work that our dean's and our staff and our faculty do at the college. because we get the report at our board meetings that are in-depth , that are exceptional, that are painting the picture of the work that we are doing and to the diverse group of students that we are serving. the data is there. i know that all of them are exceptional people that can present the data and present the work that day -- the work they do on a daily basis and, you know, the board is in a very difficult role because we have a responsibility to the larger college that is a fiduciary duty and the duty that we have to the college and to the government -- governance of the college often times conflicts with our own values, with our own thoughts about what public education should look like in san francisco or in the united states. it directly competes with other interests that are more powerful than the board of trustees at city college of san francisco that is more resourced than the board of trustees at the city college of san francisco. and our main responsibility, my responsibility that i take very seriously at the college is to make sure that we are around for the next 130 years. and over the last several years, we were so lucky to have the support of the city of san francisco, through various taxes , and thanks to senator mar leno, we received hundreds of millions of dollars from the state of california thursday playstation funding to make sure that we don't close the college and two, we continue to be able to offer classes and resources to make sure that we have a very successful student body that our faculty and our class staff get the races that they deserve and they have. and that we continue to make sure that we have a community college here in san francisco. but the stabilization funding has ended. the new funding formula is coming to san francisco. i was in sacramento this week talking to our state legislators and to the state of california about the harm that it is doing to our college and to our community, but there's no more funding coming from the state. they have had enough with city college of san francisco and giving us money. that is a fact. the fact is also that, you know, the state is moving to a model where, you know, completion rates and transfer rates and certification programs are the priority. we can all argue whether that is a good idea or not. i think, i personally agree and i think the board has had that discussion in the past that we have a responsibility to make sure that our students graduate and transit -- transfer to universities. as a former student of color who moved to this country at 16, i know personally the benefits of public education. [please stand by] >> there's so much data of all the good work that we're doing, despite all the financial challenges, and despite all the help. there's this, you know, this thought and understanding that free city was going to solve everything. free city is not revenue generating. free city, yes, we're getting 50 million, 20 million from the city, it's just who's attending at city college. there's a lot of challenges going on. i agree there needs to be more communication and collaboration across the board. that is something i think that we and the board are committed to, and i know that this is just the beginning of a lot of good collaboration and partnerships, and that we are going to be talking about cheps, the community higher education fund. i know there's going to be a lot of discussion and a lot of ways for us to work together to ensure that at least we as a city believe in public higher education. >> president president walton? >> i think it's unfortunate that as trustee randolph mentioned, that we don't have that data here today, but that data exists, and we're going to make sure that everybody on this committee receives that information. and we want to make sure benefits from this trust. this is part of the city family, and so any way that we can figure this out together, we want to do that, and i do want to make this crystal clear that we want to partner with the city and county of san francisco. so i hope we can continue to dive into this and continue to have the conversation because it is so critical what we have right now, and trustee randolph highlighted what we are facing. we are not getting anymore funding from the state. we have lived above our means for a period of time in san francisco, but we need to face the fiscal realities that we're living with at this time, and we really need the partnership with the city to get there to be able to provide that level of support that san francisco wants. they want the enrichment, we want the live long -- lifelong learning, and the beauty and breadth of that. it's just how are we going to get there. we have opportunities with the chep, and also this partnership with the city, so let's do it. i think it's possible. >> supervisor walton: thank you, president williams. and the first thing i want city college administration to know is we are not your enemy. we want to figure out how we can come together as a city. this body was not in place for a while, and this is an important space that exists for all of us to come together so we can work together on solutions that quite frankly affect all of us, whether it be with city as a whole. we had to fight to get this committee reinstated, and to come here without certain information handicaps us as a committee to be able to work together to problem solve to help the college. i think it's embarrassing and shameful that the chancellor would let you walk in here and take hits for the college and not be here as that person to do that. so i don't want you to think that this is necessarily directed towards you the as members of the college administration with the exception of the fact that i am very frustrated that you and i have personally had conversations, and i did not know about what was happening at southeast, but i don't think it's fair that you have to take these hits without that administrative leadership coming here. and i do just want to touch on what's at stake. as we talk about chep, as we talk about coming together to provide revenue for the college from the city, it is hard for us to make a case without data and information. we have colleagues that we have to push for to support what we need to do to help the college, we have a public outthere that needs to know what's going on out there with the college, so that stuff is important and it's vital. it's hard for me to believe that i know because you generate reports like this, that you have information and data like this, that you would come in here without that information accidentally. and so i just hope that we understand what's at stake for getting everyone to rally around the college. we need information to come up with strategies to address the issues that exist. so i'm -- i'm going to gold off on my questions. i had a series of questions. i'm going to hold off and let jennifer worley from a.f.t. 2121 come up. i don't know if you had anything to say before she presents? >> i did, supervisor walton. i will let you know that we will provide the data that's been requesting, and i'm requesting of you, supervisor walton, because when you send your e-mails, i've been in my role for about a month, but i'm not making any excuses. i was not aware that the board wanted this type of data. had we been aware, myself and all of the administrators, we would have provided that today, so i'm asking the board of supervisors for another opportunity to present that data. >> supervisor walton: well, i definitely appreciate your statements and comments, but as trustee randolph also mentioned earlier, this was the second time that hearing was scheduled. and so you know, we didn't just throw this at you recently, and maybe it's not your fault that we don't have that information, but certainly, someone from the college nknew exactly what we were looking for, and it wasn't clearly communicated. even if it wasn't communicated a couple of weeks ago, it was clearly communicated over the course of the last couple of weeks. >> i appreciate that, supervisor walton, and we will provide that data. >> supervisor walton: all right. now we'll hear from jennifer worley, the president of a.f.t. 2121. >> thank you. good morning, supervisors and trustees. thank you for having us here to give testimony about the class cuts at city college. i wanted to start with a -- just a basic overview of the new state funding formula. folks have talked about that a little bit, and i just wanted to clarify a bit about that funding formula and give an overview of how that's impacted city college, and then i want to turn it over to dr. coates to talk about our impact in particular on our african american studies program of these funding reductions. so just a quick overview, there's a new funding formula that's coming down from the state of california that rather than funding community colleges based on -- just on enrollment, to full-time equivalent students, also termed f.t.s., they're moving towards funding community college 70% based on enrollment, but there's also -- 30% is going to be based on other factors, some of those work well for city college and some have not. if we serve many low-income students, we will be funded more, and that's a rubrick under which city college funding wise does well because we do serve many low-income students. but one of the other rubricks is what's called the student success element of this funding formula. and just to be clear, the funding formula defines student success as graduation, essentially, funding that takes students towards graduation. and we share the goal of improving our graduation rates, particularly closing the achievement gap for our students of color. that's an important goal, and we share that, but when funding is reduced for anything that doesn't pursue that goal, what we're being pushed towards at the state level is becoming a junior college rather than a community college, so there's two models. t you graduate from high school, you get out of college and do two years at junior college, and then two years at a major college or university. so what that model doesn't include -- what it doesn't include is, for example, the -- families that live way far out who are now commuting hours to city college because they want to take professor beatrice herrera's latinos in the u.s.a. class, but that's not student success in this model. i wanted to clarify that, but to say that success or that junior college model is being pitted against what a kqed reporter framed to me in a question yesterday as extra classes. we all patently reject that framing of anything that doesn't go in the general education requirements as somehow extra. particularly, i found upsetting the framing of our african american studies classes as extra. in a country with our history, to frame that as extra in the education system is shocking to me. that is just unconscionable. african american studies, filipino studies, asian studies, those are not extra for us. those are crucial parts of our curriculum that we want to defend, and that we know that the people of san francisco want to defend, and we know that our trustees. so that's why we're asking the city to standup for those values to support all of our students and particularly to support those students that aren't getting support for the new state funding formula, so i'm going i'm -- [inaudible] >> hello. african american studies represents a legacy from the ethnic study strike over 50 years ago, okay? it's been around since 1970 that was created by glen nance. our department has been reduced to only part-time faculty. there is not one full-time faculty in that department. our students had six to eight courses. now it's time to maybe four in the african american study department, and the students tell me that because of the class cuts, they can't finish or graduate, okay, and that's what their fear is, and i hear that as in african american studies, being the former chair. now students are feeling left out. they're feeling what dr. king called bootless, and are really suffering from this -- these cuts are -- or to them, well -- what i'll term for them is infinite gentrification, we have zero funding in that department to do anything to continue to support students. maybe $200. so the quotes that are given by students is they're distressed, they're going to leave city college because they either have to finish someplace else or they have to go into the workplace, the workforce if they can find a job, but this is a stepping stone where they find their identity, their self-worth, their history, so that they can continue in other courses to be successful. i teach a statistics course at city college san francisco. my latin american latino studies is an in class in person course. students tell me they need that communal community interaction with that class to be successful. they need an instructor telling them they're smart enough, that they can get through this. but when there's less than 18% latino staff and let than that faculty of color, and no full-time, students can't see themselves succeeding. we need to get more of our students to believe they can move in that direction, and so we need to continue to support our ethnic studies and social justice courses because that's where they find their sense of history, their sense of self-aself, and their purpose. thank you. >> supervisor walton: thank you. i do have one question. i'm not sure if you can answer this, jennifer, or dr. coates, and if not, we can get the answer later. but do we know how many positions were affected from teaching class cuts and staff positions as a whole? >> we have also asked for that information and do not have it, but -- so we were disappointed not to get that information, as i know you were. we know that 300 classes were cancelled, and we're trying to track which of our faculty was unemployed as a result of that and which lost their insurance because if our loads drop below 50% of a full-time then we lose our health insurance, so we've been tracking it informally but we don't have comprehensive data. we've requested that but have not gotten that. >> supervisor walton: thank you. colleagues, do we have any questions? commissioner collins? >> commissioner collins: on that note, i appreciate it. that was really informative, so now, it has me questioning getting data from questions versus nonquestions, so looking at staff impacts by race because representation is important. and i also just wanted to reiterate in san francisco unified, we are starting to expand ethnic studies in our pre-k through 12 curriculum. it's very important to us because you're right. it's where students find agency and purpose, and they find it creates more welcoming environments in our schools in general, and so it's -- if we can have a list of the types -- you know, you've given me some specific names of courses that fit into these noncredit sections, so being able to see which courses have been most impacted and then being able to see the demographics -- or just even seeing course titles would be helpful, but if there's a way to see students taking those courses, it would be a way to see how those impacts are playing out by the groups of students or communities that take those classes. >> i think dr. coates has some specific answers about the breakdown in staff and if a kila -- faculty. i would just want to say that we would love to have that data, as well. we've requested it from our administration, and we have gre agreed it would be important, but dr. coates has prepared a few talking points on that, as well. >> what we found was that overall faculty of color is 18.7%, but african american full-time faculty is about 6.4%, native american, 2%, somewhere at .8 or .9% for part-time. latinx is about 4% full-time. this is what we were able to collect so far, so i don't know if that's helpful. >> commissioner collins: i appreciate that, but i'd also like for us to all be able to look at the differences maybe also between full and part-time and how those impacts, representation of staff. >> yes. >> supervisor walton: thank you. >> thank you. >> supervisor walton: are the students here from associated students? if you could come up. >> i'm not sure how much time i have. >> supervisor walton: you have the floor. >> okay. so i am just going to be -- well, let me introduce myself, first of all. my name is angelica campos. i am the president of the student body at the ocean campus, but i am head of the body that represents all of the district campuses in terms of students. our newly formed chancellor, which is our highest ranking for information, he is unable to be present, so i'm just going to first read a statement from him about the class cuts and our stance on all of this, the issue at hand. all right. we realize there's a southeast missing from there. their council's not active currently -- have done its best to listen to the many voices of the college. it's clear that the bridge funding ordinance is paramount to the long time service of the college. if the cut classes are lost for the rest of the semester, we would have solidified the college devoid of a multitude of classes and students that truly defines the city college of san francisco. it is this very tossing of blame both within the college and between the city and county that has ultimately led to the suffering of the students. my apologies. this is not a matter of giving the administration more funds as it is allowing for the students of the spring semester to have their unfair fortunes amended. many students will be call this semester their last here, thus, our student council has passed a resolution that was presented at the last board of supervisors meeting, and we also recognize that the e.b.f. ordinance is just a temporary reprieve for a larger standing problem that i've seen discussed here today. thus, throughout the entire month of february, we as the body representing students at city college are working to create town halls and more methods of dialogue between us, and the students, as well as our constituency of the member groups on campus. our student government will be also setting up some form of committee made up of students of all backgrounds to help us understand platforms and background situations at the college. it is our insight that these issues can be resolved by one group alone, but all those affected must work and unite together to over come this great obstacle in our college's histo history. our student government must address that these cuts were not consulted with us when they were planned, and that we are expected to work within archaic governance stress system that requires over 60 student seats across many college campuses in order to achieve full functionality. this has led to the ability of the administration to properly fully function -- i think i read that wrong -- to properly communicate with student government and has allowed for these drastic cuts to happen without any consultation or semblance of oversight by student government. we hope to find ways to entirely structure a sustainable participatory government system and student oversight to prevent such lack of trust to rise again within our college. these are, again, some ways that we -- these are some issues that we hope to address within the year. sincerely, drew caman, the leader of the associated student council. a few of the areas that i wanted to point out that are truly affected by these cost cuts are, first and foremost, the olac, older learning adult classes. while the main mission of city college should be to promote tr transmission rates, graduation rates, we can't forget the mission of city college is to provide lifelong living, sustainable learning, more activities for the community to partake in that may not already be there. as -- another thing is that there -- it was brought to my attention that at the mission campus, there was a high school program for people to get their diploma that was wiped out at that campus. i don't have the exact facts on that, and that was a question that i would like addressed by the college, per se, in some way. there has been a concern about metal works and automotive classes being cut and certificates being cut at the southeast -- not southeast, evans campus, and due to that, one of our members of the student government was no longer able to participate in our body due to the fact their certificate program was cut. and to be a part of student government, you have to hold a minimum of five units at the particular campus that you are serving for and representing. another thing that has affected my home campus, which is the ocean campus, is the cuts of dinner time service in the culinary department at our cafeteria. it not only affects students in the culinary department, it affects homeless students. we have a program at the ocean campus that provides meal cards for students to partake in and receive hot meals from the car tier i can -- cafeteria. and i know for many students that walk in our doors, food insecurity is a real big effort within the college as a whole. we also have nighttime students who are affected by cuts to the culinary department, which the culinary classes on the ocean campus at nighttime provide dinner for students who are there at late hours and also have classes at other areas of the college. and the lack of access to food when you're in college can affect your ability to perform in the classroom, and i can attest to that as a low-income student who's also part of the hear hearts student and is a student at the ocean camp uus. i'm affected by that as well as many other students, by the cuts to the culinary department. [please stand by] >> to the board of trustees, this letter will serve as a formal resignation and a call to action. i'm saddened to announce that i will no longer be the ccsf evans center asc vice president beginning january 2020. my short-lived seat on the council is entirely due to the budget cuts affecting our college. i have been taking classes at evans for over two years now only to have my education abruptly stopped because the only two courses that i need to graduate have been cut. i will continue to work full-time on my career while i wait for any available classes in future. several students have reached out and shared that they will most likely do the same. i'm not the only one. on a similar note, i ask for the return of all the certificate programs that once offered to students when i first started, only speaking from an automotive technology major standpoint, the only certificate offered in our automotive hybrid and e.v. technology which have been cut again, and utility technician helper. cutting certificates like engine specialist, transmission specialist, and many more drastically decreases opportunities that students have when seeking employment after completion of every course. having took a class on engine repair on a resume, does not have -- >> thank you so much. you can also send that to us so we can have it on record. next speaker, please. >> you can leave your documents in the purple box and i will pick it up. thank you. >> hello, my name is anthony. i'm a part-time instructor in the arts department. i was hired four years ago to implement a new screen printing class at the fort mason campus and a lot of resources went into that class. we invested in new equipment, buildings and grounds built equipment for us. i donated a lot of my own time for it. i solicited donations from the community for equipment. hit has been a very successful class that whole time that has been fully involved the whole time. i just wanted to hand the rest of my presentation over to one of my students who is here today >> she will have her own two minutes. >> okay. right own. anyway, i will not take up my two minutes. i will leave some room for tatiana. >> thank you and is. >> -- next speaker, please. >> you can use the next microphone which is a little bit lower. >> sorry. >> hello. my name is tatiana and i graduated from city college about five years ago and i graduated from san francisco state three years ago. i came back to city college to take art classes to develop my portfolio to apply to grad school. unfortunately, the class that i wanted to take was cut. it was anthony's class and i am just really sad and disappointed the classroom has been developed and been -- has become more accessible for people with disabilities and it does -- it's just unfortunate that these classes are being cut. i'm also a student of color and i take offence to that students of color aren't taking the classes, which is not true. i am also really sad because my mother was taking a class at city college. my mother has a junior high education. she didn't go to high school. she came here when she was 19 and the class that she was taking was cut and it is just really, really sad. that is all i have to say. thank you. >> thank you. next speaker, please. >> good morning. i am speaking as a student and as a representative of equity for older students. we can be reached at equity for older students at proton mail .com. i think the number one impact of the class cuts is actually what seems to be happening in the longer range where many more hundreds of cuts have been made over the last two years or so and that is the distraction of city college as a community college, which it has been for quite a long time. i have benefited from taking a sculpture and a drawing class. they are wonderful classes, terrific teachers, and a very, very wonderful community of folks who are learning those skills and improving their skills. i am glad to see the supervisors ' concerns, but the overall feeling that i can personally say with respect to the cuts is a feeling of betrayal and particularly a feeling of being excluded in the process. and to put it kindly, not being told the truth about what is going on really and what is happening and why. we heard it was the money, and then all we got from the chancellor was a letter to the mayor and supervisors, don't give us the money, we will not take it. we heard it was under enrolment. my classes have been greatly over enrolled. in fact, when the senior -- the older adult program, when those classes that i took were turned up by continuing education and were arranged by the teachers in that department, fully paid as a paid class and fully enrolled, everything was set up to go and suddenly the word from on high was no. these classes will not go on and they have basically left those folks in the lurch, as well as the teachers. i hope that the supervisors take a very strong action in -- >> thank you so much. next speaker, please. >> hello, my name is ellen. i'm a san francisco native. i speak here today not only for myself, but for the younger students, the lifelong learners, everyone that is affected by these cuts. first of all, i would like to say that i have been affected and impacted, but maybe not as much as other students, but my class, political 45 and the politics of the middle east was her certificate i was expecting to complete and i just would like to say that i am kind of stressed out. i am worried what will happen to the teachers at city college. if it wasn't for city college is a high school recovery program and john adams, i don't think i would be standing here today. and also i am concerned as a student with disabilities and health. i just found out that i have a severe nonproliferative retinopathy and if i did not have some of the support from the services and city college, i don't see how far, you know, i feel like that would really hinder my second chance at fighting for my education. it was once taken away and i remember somebody who was working in city college who told me that i'm not going to make it in law school. i came back with an honor roll of neuromuscular anatomy and i was able to throw that back in their face. i don't want anybody to say that education -- i don't want anyone saying no anymore. we need our classes. sorry. i got a little nervous. [laughter]. >> good morning. i am also here because i am a product of city college. thirteen years ago when i was there, a lot of students had a hard time registering for classes. she wants to sing -- [speaking spanish] -- so i cannot understand how they are saying there isn't going to be a big impact because my sister is now taking classes. she is ready to transfer and she has always been telling me since she started that a lot of people that come to try to add to the classes are not able to. so many, many people just who have been there for seven years because they -- their classes. i was in that situation too, but a lot of crying and going to the eop helped me and made my registration better, but a lot of students don't have that. i had a daughter when i was going to city college. i had a little girl. so that helped me, but a lot of single students that don't have kids, they cannot get that. and also about the community, our seniors enjoy going to city college. my mom, my dad, they took water aerobics there and i think city college is all of us. it is a whole community. and even those that are in high school that want to advance in college classes, it includes everyone. >> good morning. i was originally writing this to give to mayor london breed but i will try to -- louder? before i started teaching, i was teaching in mexico for about three years and i also talked about three years in sonoma with migrant education in english. our family has benefited from ccsf classes in so many ways. i went there in my first year, 1966. i later transferred to other colleges to earn 3 degrees and become a college esl instructor at ccsf for almost 34 years in a state certified court interpreter for 36 years. spanish and english. my husband, lucky enough to be a legal refugee who arrived here with his own bag and $4 in his pocket, studied at ccsf and other community college in english for three years. our twins are now in their twenties and graduated -- i can't read my writing here. and transfer to other educational provinces and -- programs and studied at ccsf as well. the county have the same territory of people and education and employment needs which ccsf can provide with sufficient funding to continue serving them fully, but not without sufficient funds. >> yes, ma'am. next speaker, please next speaker, please. we have a long line of speakers. thank you so much for your comments. [indiscernible] thank you so much. >> mr. chair, we must allow the speaker to have the same amount of time. the speaker's time is expired. >> you are going to ruin public comment for everyone. you have allowed -- a large crowd of speakers this morning. thank you so much. [indiscernible] next speaker, please. [applause] [indiscernible] >> hi, i am christina. sorry, i am a nervous speaker. i am an illustration student at city college and i just want to share with the supervisors. i know there's not a lot of data today, but to testify to the view that i see when i looked -- when i go to my studio art classes. when i look across my art classrooms, i see students of color, of all ages from teenagers, to maybe even pushing 70 and beyond and from every economic strata. some of my classmates can't be here today because they are at work or school. today people are rightfully seeking authentic representation of people of color in the visual arts. and one of the most powerful ways to achieve this is to foster and to protect barrier free access to art education. art classes are devastating -- the cuts made to arts classes are devastating to the school. on tuesday we heard reluctance on the part of some supervisors to extend funding to a chancellor and to some leadership whose stewardship of the school has raised questions and i just want the supervisors to know that many students share this concern and that if inquiry is called for, and it sounds like it truly is, students like me are absolutely in support. i ask that as you consider extending this bridge funding to think about what i see every time i step into my art classrooms. classes filled with every kind of citizen of this city because ccsf truly is city college. thank you. >> good morning. i was hired by city college as a part-time faculty in 2018. i was excited when i received the news that i'd be teaching classes in the older adults department. i taught class on body dynamics for a group of older adults. about 85%, low income, chinese-american, and filipino migrants. the other class i taught was at the institute on aging with a group of seniors with mall connected impairment. both of my classes were focused on improving body awareness, strength, balance, and coordination, all of these are skills that are necessary to prevent falls. falls among older adults are a public health problem. around 40% of elders 65 years and more fall every year. falls are the leading cause of emergency room visits and the first cause of hospital admissions due to trauma. the classes in the older adults department, including the body dynamic and aging processes and principles of balance and mind-body health provide a wide range of skills and knowledge for participants to prevent falls. prevention of falls in older version elders is crucial to avoid hip fractures and other injuries. many of us have a weakness or have family members who have suffered false. we know how economically and emotionally draining these are for families to provide care for people. >> thank you. next speaker, please. >> hello, i am arianna. i am a student city college. i ask you guys to bring back the administrative 68 report writing you have sheriff his here and they know how to write a report. how can you take my class away? i need that class to be -- to graduate. i am studying to be a sheriff. i got into a program by law. -- by luck. without knowing how to write a report, they would teach me in the department. i'm asking for the funding to bring back my class so my siblings and my brothers and sisters can become cops in the future. thank you. >> good morning, supervisors, commissioners, trustees. i am an english faculty and chair of the women's and gender studies department at department at city college. the flagship program of women's and gender studies at city college his project survive, our college's sexual health promotion and sexual violence prevention program. one element of the work that we have done over the last 10 years has been free, noncredit self-defence classes. people of all genders and all ethnicities, of different ages and ability levels are welcome to our beautiful mission campus for an eight week saturday afternoon class. we had planned and asked our instructor to commit to teach two sections this semester. we built the spring schedule, we checked the galley proofs, and then our classes are well enrolled. and in two his actions fell victim to the budget crisis in november. administrators cancelled our entire noncredit self-defence program. who does that affect? we know our noncredit students are low income. i pulled the demographic data of the students who have taken noncredit self-defence over the last five years and 60 1% are students of color. more than 90% are women or non binary. i feel confident asserting that students who take our classes are disproportionately survivors of trauma. you will hear some former students speak today about the impact of a free noncredit self-defence class. when you hear their stories, please know that 995 students have taken the class over the last 10 years on the level of the department and we are ready to restore the second faction of self-defence in spring 2020 and men tainted beyond that. we have the students who want to take it, the space, the instructor ready to teach at, let's do this together. this is part of what your bridge funding camera store can restore , self-defence. thank you. >> hello. i have been going to city college since 2017 and i have yet to be able to take a class at southeast or evans being that i am a resident in that neighborhood. none of the classes -- they go with my requirements. i just want to push to bring back the self-defence class at the mission campus, being that i am a member of the project survive community and just bring that back to campuses. >> hello, my name is michael. i went to a college in san diego and the city college of san francisco is completely different. i have learned so much here, but i'm concerned what is going on today too. i am also a student worker for the learning assistance center which has taken a 20% cut. it has been awful for a lot of students because we have cuts to ours. some students can't come to cs as much. second of all, which i'm really proud of, i am a peer educator for project survive. we are a sexual violence prevention program. what's really, really concerning his we lost our self-defence class and this class is really important because we have to give people hope, that they can take care of themselves, they can build life skills to protect themselves to the point that they can even save their lives and even others as well. when i look into crimes, i think crime is a reflection of cries for help. we don't have the resources and we don't have education, but when you provide the education for people, it gives them the beacon of hope that they can find their voice and they can take themselves out of hardships in their life. that is probably going to be robbed away. that is scary and that will have a huge detrimental impact for our future. we cannot allow that to happen. we cannot allow to let some groups of people -- thank you. >> good morning. i stand here as a san franciscan and a product of sfusd. i'm glad that students are part of this conversation, and the fact they are coming into city college, also junior college doesn't work. i went to skyline grade school, by the way, however, i did not see the opportunities that i needed there. also, i am a homeless student, as a student that wasn't working as much. going to city college i have found my path and i can start a career now. i can work on other things that i love, also the safety of our students, especially our sfusd students. that free class is available for people 14 and over. also, mothers are taking that course. she is also huge member of our martial arts community in san francisco. there is a picture of her up at navarro that has been in the city for years and closed down and miraculously came back up on geneva if anybody does need classes out there, they should be at least $30 a session. please bring it back for the safety of our sfusd students, for the safety of our mothers, and the fact they can teach their children how to defend themselves as well. >> hello. i am a faculty in the older adult and continuing education, as well as a student at city college. i would like to push a few ideas in terms of the frustration you have experienced today in terms of information. it seems that is the problem generally at city college. i would like you, as the leaders of the city, to help us find the information we need. a little bit of information i have about the older adult program, which i would like to just point out is also a community of people that most of the time is underrepresented and you can see, if you look into the crowd, there are a lot of us here that would like to be represented by the community college. i understand the state is pushing for graduation transfers and transfers to universities and all that stuff, but there are other communities that people are trying to get out of with low-paying service jobs to high paying union jobs. older adults that have to take care of themselves and build their own communities, and by such, save this city and costs -- and cause -- because of injuries, but also loneliness and social networks. this is a critical part of city college is to create community. the classes that have been cut at fort mason had hundreds of people going through them. and, in fact, they are self-funded. it is not even a money issue. they make money from the state. it's not city college and i think the money that was made last year was 140,000. these are small numbers. i think the cost projected was somewhere around 180,000 for 2020. the numbers of classes cut for older adults was -- >> next speaker, please. next speaker, please. thank you. >> the speaker's time has elapsed. next speaker, please. >> my name is zeke. i have been taking classes at city college for practically 20 years. for very long time taking art classes through continuing education, which is now called extension at fort nation -- fort mason. i want to add, please save fort mason. that is an amazing campus. i want to tell you what i love about city college. what i love about city college is how much effort is given and resources to help people succeed do you know you can go into the library without an appointment and get tutored in math and anatomy and physiology or help somebody write a paper? cutting classes is really -- it is going in the wrong direction. it's not helping people achieve dreams. it is not helping people succeed , and decimating the older adults offerings is unconscionable. i am a big, big advocate of lifelong learning and always have been. and of city college being a community college. it has effected me and that there was a class i was going to take in screen printing next semester was very suddenly was cut, and -- anyway, this seems to be some discussion on who is going to pay for the keeping the class cuts. please, please work it out. please, work it out. thank you. >> hello. i am african-american and latino as i prepare for classes for this semester, the final last semester at city college. i will be attending a university in fall 2020. i wonder what the next generation if they will have the same upward mobility that ccsf has given me. i have been a student at ccsf through the summer of nine -- since the summer of 1997. at that time, i had a child on my hip and a younger child looking up at me wondering how we will survive. so i wanted to go for nursing back in 1997, but i thought culinary would be a quicker way for me to be able to provide for my family. so wanted to tell you what ccsf has taught me. when i had taken english one a, it taught me that the teacher went back to the civilization of san francisco and then he taught -- so that was the beginning of our life. we had to go back to our childhood, know who we were, and tell us about our community that we belong to a community, and then it taught us about our individual self. i was doing social justice work. the door was open for me to learn about project survive which is a place for tranquility , a place where no one is judged and everyone is accepted for who they are. a place of tranquility and love. i was going to take self-defence classes this semester because i am a survivor of domestic violence. >> good afternoon. as a councillor who has worked with thousands of students at city college, i have seen these cuts as really unprecedented. they do not support our students of color, our equity populations , and so many who have dealt with trauma, with insecurity, and it was all the things that we are coping with as a city, as a community. so what you actually see is that the very classes that are supposed to help students reach their goals in terms of degrees, certificates, and transfers, are being whittled way back, and i started collecting stories from students who said they are in digital illustration, carpentry, commuter science, fine arts, visual media design, the older adults program sent me seven stories as soon as i put out that call. everybody has these needs that are so significant because, you know, in their lives, i see, as a student support coordinator, that if you

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