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The Time Has Come

The Time Has Come. The State has said, to talk of many things……. We can no longer be everything to everyone. Budget Crisis – Brief R espite The 4.9 Million Dollar Problem for 2013-14 The Uncertainty of State Funding New State Mandates The Public Image Problem Nation Wide

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The Time Has Come

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  1. The Time Has Come The State has said, to talk of many things……..

  2. We can no longer be everything to everyone • Budget Crisis – Brief Respite • The 4.9 Million Dollar Problem for 2013-14 • The Uncertainty of State Funding • New State Mandates • The Public Image Problem Nation Wide • Our Mission is Not in Remission, It’s Transforming

  3. Current Strategies to Date • Reducing Courses Across Disciplines • Using the Course Prioritization Model • Aligning Enrollment Priorities According With Student Success Recommendations Have led to unintentional consequences: 1) More full time student enrollments – part time students shut out 2) Significant reduction of older, returning female students leading to greater gender equity

  4. We can no longer afford to have unintended consequences • Our decisions must have expected, intentional outcomes in mind

  5. What the CEMC Data Shows • No “fluff” classes left • No identifiable classes for personal enrichment • Predictable enrollments – the overwhelming majority of transfer students are taking transfer classes – likewise for the CTE students

  6. We need to switch our perspective • To date we have defined ourselves by what we do, now it is time to define ourselves by who we serve • The State has sent us the message loud and clear – we will no longer fund being everything to everyone • So if we cannot serve everyone – who do we serve?

  7. As An Institution….. • What students will receive our funding priorities? • These priorities will drive the reframing of our college goals, planning, and allocation from here on out • The Role of the Planning Task Force • Your Role Today

  8. Institutional Decision #1 • The Philosophical Question: Do we prioritize services and students that already do well, or do we focus on our weaker areas? • The Practical Challenge: Operationalize “Success”

  9. Institutional Decision #2 • Which Students Will We Prioritize? • Transfer • Terminal Degree • CTE Degree • CTE Certificated • Job Retraining • Personal Enrichment • Non-declared

  10. Institutional Decision #3 • How should we best approach prioritizing special populations of students? What criteria should we use? Rank criteria. • Rates of success? • Cost? • Disproportionate impact? • Other (you define)

  11. Institutional Decision #4 • How should we prioritize access to Basic Skills courses and support? What criteria should we use? Rank criteria. • Rates of success? • Cost? • Disproportionate impact? • Other (you define)

  12. Discipline and Service Area Decision #1 • What students should we prioritize? Rank. • Your own majors/certificated students • Other disciplines’ majors/ certificated students • General education transfer students • General education terminal students • Retraining students • CSU transfers • UC transfers • Outside the system transfers • Other (you define)

  13. Discipline and Service Area Decision #2 • We need to shift the focus away from what we offer to who we serve • In light of your ranking – identify cuts to your discipline offerings and service areas • In light of your ranking – identify additions to your discipline offerings and service areas

  14. The District Model of Funding Priorities Non-Fiscally related services and instruction Matriculation Instruction Legally Required Transfer, CTE, Basic Skills FON50/50 EdCodeTitle VLabor Contracts DSPSEmployment law CoreSolvencyAccreditation Required for funding

  15. Future Discussions • How will we set criteria for defining the “success” or “weakness” of special populations, basic skills, student support, etc.? • Dividing each category of students into subsets and then ranking for institutional prioritization(e.g. transfer students – AA-T, AS-T, General transfer, CSU, UC, etc.) • What happens when discipline/service area priorities don’t coincide with institutional priorities?

  16. Groups for Discussion • Group 1 – AA transfer disciplines, counselors, librarians, student services personnel, non-instructional personnel (3 facilitators) • Group 2 – AS transfer disciplines, counselors, librarians, student services personnel, non-instructional personnel (3 facilitators) • Group 3 – CTE disciplines, counselors, librarians, student services personnel, non-instructional personnel (2 facilitators) • Basic Skills sub group (representatives from ESL, Mathematics, English), counselors, librarians, student services personnel, non-instructional personnel

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