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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

The Time Has Come

The State has said, to talk of many things……..

we can no longer be everything to everyone
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
current strategies to date
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

we can no longer afford to have unintended consequences
We can no longer afford to have unintended consequences
  • Our decisions must have expected, intentional outcomes in mind
what the cemc data shows
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
we need to switch our perspective
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?
as an institution
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
institutional decision 1
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”
institutional decision 2
Institutional Decision #2
  • Which Students Will We Prioritize?
    • Transfer
    • Terminal Degree
    • CTE Degree
    • CTE Certificated
    • Job Retraining
    • Personal Enrichment
    • Non-declared
institutional decision 3
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)
institutional decision 4
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)
discipline and service area decision 1
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)
discipline and service area decision 2
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
the district model of funding priorities
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

future discussions
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?
groups for discussion
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