1. Enrollment Management
April 10, 2018
Pam Deegan and Carlos Lopez
Two parts:
Fundamentals of Enrollment Management -Today
Scheduling Best Practices - Tomorrow

2. What is Enrollment Management??

3. What is Enrollment Management?
Development of class
schedule that
meets student need:
Transfer/degree/certificate
Work-related skills
Enhance competencies
Appropriate planning to maximize the amount of funded Full-time
Equivalent Students (FTES) the college can generate
Support Mechanisms

4. Who is Involved? Should be a shared vision
At operational level, key administrators and their management teams should be involved?
Beware of committee decision-making!

5. What Information do You Need??
Ability to access reliable, historical information
Ability to project enrollments based on historical information
Ability to actively monitor live data to make decisions
Ability to access the “rules”, ones which are clearly communicated to the entire college - transparency

6. Definitions

7. Math and Formulas behind Enrollment Management

8. FTES
1 Full-time Equivalent Student (FTES) is equal to 1 student enrolled in 15 semester hours for 2 semesters.
This has nothing to do with units !

9. What is the difference
between
headcount and FTES?

10. What is FTES? What is Headcount?
In the following example, Sam, Debbie, and Carlos are each students at the College of Knowledge Community College.
Sam
Debbie
Carlos
3 hours
Creative Writing
9 hours
Microbiology
Lecture & lab
3 hours
Math =
15 hours + +

11. The Most Elemental Unit
Daily Contact Hour (DCH)
The time a class meets each day
Based on 50-minute hour (each real hour consists of 50 minutes of instruction and 10 minutes of passing or break time.)

12. Class Hour Can’t be less than 50 minutes
A class hour is commonly called a contact hour or student contact hour.
What about noncredit? Is it still a 50-minute hour?

13. How do you Calculate DCH when the Scheduled Time goes Beyond an Hour
How do you Calculate DCH when the Scheduled Time goes Beyond an Hour? Group Participation
Using 8:00-9:05 as an example:

14. How do you calculate DCH when the Scheduled Time goes Beyond an Hour?
Using 8:00-9:05 as an example: 8:00-8:50 = 8:50-9:00 = 9:00-9:05 = ? Contact Hours

15. How do you calculate DCH when the Scheduled Time goes Beyond an Hour?
Using 8:00-9:05 as an example: 8:00-8:50 = :50-9:00 = 0.2 (converted break time) + 9:00-9:05 = Contact Hours

16. OR 65 Minutes/50 = 1.3 Contact Hours
50 is the divisor in calculating contact hours for fractional extension of the hour:
65 Minutes/50 = 1.3 Contact Hours

17. OR

18. Required
Breaks
Start Here

19. Breaks
Continued
Source:SAAM s

20. From Randy Lawson

21. Daily Student Contact Hour (DSCH)
Daily Contact Hour (DCH) X Number of Students

22. WCH = Weekly Contact Hours
This tells us how many hours the class meets each week.
WCH is the DCH times the number of days the class meets each week.
When we look at our total WCH, we are looking at the size of our schedule. Each department can be assigned a certain number of WCH to schedule for each term—fall, spring, and summer.

23. WSCH WSCH WSCH = Weekly Student Contact Hours WCH X Enrollment = WSCH
This tells us how many student hours we have and is the intermediate step in calculating FTES.
How to calculate a rough estimate of FTES
WSCH is calculated by the following:
WCH X Enrollment = WSCH
What else is WSCH used for?
WSCH

24. Enrollment = the number of students in the class
Until we know what the actual enrollments are, it is handy to use estimates. You need some sort of system to do this.
We utilize estimates so that we can project what our total enrollments will be as soon as we plan the schedule.

25. Census
These enrollments always fluctuate. For purposes of funding, the state takes a “snapshot” in time at the first 20% of the course. This is called Census. For a full 18-week semester, this occurs Monday of the 4th week. It is the 3rd week for 16 weeks.
What is your Weekly Census date?
Daily Census is class by class.

26. Term Length Multiplier
(TLM)
Number of weeks of instruction in regular fall/spring semesters
Inclusive of all days of instruction, final exam days, and approved flexible calendar days
Standard Term Length Multiplier—17.5
Compressed Calendars—range from 16.0 to 17.0
Quarter System Calendars—11.67

27. Do you Know your TLM?

28. Full-time Equivalent Faculty
FTEF
Full-time Equivalent Faculty
Used for different purposes
FTEF is the portion of a full-time load which each particular class represents.
Example – If a full-time faculty member has a load that consists of 15 hours (LHE), a 3 hour class represents what percentage of this faculty member’s load?

29. 20 %

30. More
Definitions

31. Efficiency

32. Are We Efficient? or The Cost of Generating FTES
Statewide, a measure of efficiency is WSCH/FTEF where WSCH is divided by the Full-time Equivalent Faculty (FTEF). This tells us how much of a faculty load it takes to generate a given WSCH.

33. This is equivalent to FTES/FTEF of 17.5
Statewide, a WSCH/FTEF of 525 represents the point of financial break even for a college (for 17.5 week semester).
It is 565 for a 16 week
TLM College
This is equivalent to FTES/FTEF of 17.5

34. What is the Break Even for a Class?

35. Number of Students in a Class
32 students X 3 WCH = 96 WSCH/.20 = 480 WSCH/FTEF
16 FTES/FTEF
33 students X 3 WCH = 99 WSCH/.20 = 495 WSCH/FTEF
16.5 FTES/FTEF
34 students X 3 WCH = 102 WSCH/.20 = 510 WSCH/FTEF
17 FTES/FTEF
35 students X 3 WCH = 105 WSCH/.20 = 525 WSCH/FTEF
17.5 FTES/FTEF

36. WSCH/FTES versus FTES/FTEF FTEF

37. Same WSCH/FTEF or FTES/FTEF for all Programs?
Chalk
and talk VS

38. NO
It is about balance !

39. English vs. Anthropology
Actual WSCH/FTEF
75% Cap WSCH/FTEF
90% Cap WSCH/FTEF
95% Cap WSCH/FTEF
100% Cap WSCH/FTEF
Anthropology
544
416
499
526
554
Astronomy
478
366
439
463
488
Automotive Technology
425
324
389
410
432
Biology
471
359
431
454
Communication
338
405
428
450
Counseling
467
382
459
484
510
Earth Sciences
394
473
525
Education
360
270
342
English
362
279
335
354
372

40. Master Planning using #s
Category
Fill Rate
Compared to
100% Fill
Course
Success
Rate
State X 1
90 % and above
X or better 2
Worst than 3
80 % - 89% 4 5
Less than 79% 6
Resource Implications

41. Where does 525 Come From ?

42. It comes from . . .
1 FTES = 15 WCH
17.5 Weeks/Semester = weeks (maximum TLM) or
15 WCH x 35 Weeks = 525

43. Let’s Talk about What is Happening to Class Caps

44. What Happens Financially If you add Just One More Student to a class?

45. FTES – Weekly Census Formula
WSCH (WCH X Number of students) X Term Length Multiplier
525
WSCH (3.4 x 1) X 16
= FTES
= $ for adding just 1 student
Let’s say you have 1,000 sections that added one student, that is
$533,741

46. How the State of California Calculates FTES
1. Weekly Census - Regular term length
2. Daily Census – Short-term classes
3. Positive Attendance -Classes that do not meet on a regular basis
4. Alternative Attendance Accounting Method-
Credit –
Independent Study, Work Experience, and certain Distance Education classes;
Noncredit –
Independent Study and Distance Education classes

47. Reported FTES is Subject to Annual Audits
Contracted District Audit Manual (CDAM) compliance item 424 is the main compliance item related to FTES reported for state apportionment purposes (From the audit procedures performed, the auditor should report any instances of noncompliance as required by current standards.)
CCR, title 5, sections , continues to require the district to maintain detailed documentation to substantiate the data reported on the "Apportionment Attendance Report" Form CCFS-320. Each district governing board is required to adopt procedures to document all course enrollment, attendance and disenrollment as required by CCR, title 5, sections
Source: 15–16 CDAM as approved by DOF.doc

48. Instructional Services Agreements (ISA) (423)
Other items reviewed:
Instructional Services Agreements (ISA) (423)
Residency for Credit Enrollment (425)
Students Actively Enrolled (426)
Concurrent Enrollment (Special Admit, PE Courses)) (427)
Open Enrollment Requirements (435)
To Be Arranged (TBA) Hours (479)
Source: 15–16 CDAM as approved by DOF.doc

49. Why is this Important??
Please pay attention to how the manner of scheduling impacts the FTES generated.
It is a big deal financially!

50. 1. Census Week
These are classes that meet on a regular basis each week for the full semester. Students are counted on enrollment, not attendance, during census.

51. FTES – Weekly Census Formula
Full Term—Calculated at Census (20% of Term Length)
Even though you don’t meet for them, holidays count in this method, but what about pedagogy??
Formula -
WSCH (WCH X Number of students) X Term Length Multiplier
525

52. FTES—CENSUS WEEKLY EXAMPLE
Class of 35 students meeting 75 minutes per day twice a week (150 minutes divided by 50 minutes is equal to 3.0 WCH) for 17.5 weeks (Standard Term Length Multiplier)
Formula -
105 WSCH (3 WCH x 35 Students) X 17.5
525
3.5 FTES

53. Adding Minutes to Your Schedule Is That Okay??

54. How, Then, Do You Resolve Too Few Hours?

55. How Much is 1 FTES worth? 2016-17 2017- 18 Rate for 1 credit FTES
$5,004
$5,151
Rate for 1 noncredit FTES
$3,009
$3,098
Rate for 1 enhanced (CDCP) noncredit FTES
CDCP = Career Development and Career Preparations

56. CDCP courses must be sequenced and lead to certificates
CDCP courses must be sequenced and lead to certificates.  CDCP enhancement funding categories include:
·         ESL
·         Math and English Basic Skills
·         Short Term CTE Courses with high employment potential
·         High School diploma or high school equivalency certificates
·         Workforce preparation classes
·         Programs for apprenticeship
Tim Flood
Southwestern College

57. 2. Daily Census The formula -
This includes classes that meet on a regular basis for at least 5 days, but do not meet the full semester.
Enrollment is counted on each course’s individual census day (20% of course).
Summer, short-term courses, and Intersession are included here.
The formula -
DSCH (DCH X the number of students at census) x the number of days the class meets
525

58. FTES—CENSUS DAILY EXAMPLE
Class of 35 students meeting 90 minutes per day (1.8 DCH) with 29 class meetings (6 weeks, 5 days per week, 1 holiday):
Formula -
63 DSCH (1.8 DCH x 35 Students) X 29 Class Meetings
525
3.45 FTES

59. Special Considerations with Summer (Daily Census)
Can count in either year (class by class) IF
Census day is in one year and end date in another.
Give yourself flexibility by scheduling this way.
Meetings need to occur with President, and Executive staff to make the decision of how to prepare the 320 report
Not any more

60. 3. Positive Attendance
Actual hours of attendance are counted. If a student is in attendance they count. If not, they do not.
Every 525 hours counts as one FTES.
Included are:
Irregularly scheduled credit courses
Open entry/open exit
In-service academy classes
Non-credit classes
Apprenticeship classes
Tutoring courses

61. Faculty must keep daily attendance for all students

62. FTES—POSITIVE ATTENDANCE FORMULA
Total Actual Attendance Hours
525

63. FTES – Positive Attendance
Class of 35 students meeting a total of 3 hours per week (3.0 WCH) for 17.5 weeks) (not part of the formula, but for illustrative purposes, let’s pretend that 70% of the students stay in the class from the first day to the last day).
1,837.5 Hours (35 X 3.0 X 17.5) X 70%
525
2.45 FTES

64. Positive Attendance (PA) is counted in the semester of the last class meeting, even if a majority of the class met during a previous semester.

65. 4. Alternative Attendance Accounting Method
This is used for work experience, independent study, most hybrid courses, and most distance education courses.

66. How are Distance Education (online) courses reported ?
Any appropriate method can be used if it meets the requirements of that particular apportionment method.

67. Attributes of a Distance Education Credit Course Applying the Weekly Census Procedure
 Offered for Credit and in primary terms only
 Course is coterminous with the primary term
 Meets same number of days and hours each week of primary term, including TBA hours
 Synchronous Instruction occurs each scheduled class meeting and students and instructor are able to interact during the class session via some sort of communication technology
Clears the rolls of inactive enrollment as of census date
WSCH is from regularly scheduled contact hours
Source: Copied from the Chancellor’s Office Student Attendance Accounting Manual presentation on distance education – extranet.cccco.edu

68. Attributes of a Distance Education Credit Course Applying the Daily Census Procedure  Offered for Credit and meets five or more days  Meets same number of hours on each scheduled day, including TBA hours  Not coterminous with the primary term  Synchronous Instruction occurs each scheduled class meeting and students and instructor are able to interact during the class session via some sort of communication technology.  Clears the rolls of inactive enrollment as of census day  DSCH is from regularly scheduled contact hours Source: Copied from the Chancellor’s Office Student Attendance Accounting Manual presentation on distance education - extranet.cccco.edu

69. Attributes of a Distance Education Credit Course Applying the Positive Attendance Procedure
 Synchronous Instruction occurs each scheduled class meeting and students and instructor are able to interact during the class session via some sort of communication technology.
 Instructor must keep accurate records of every hour each student attends
 Contact hours based upon the count of students present at each course meeting. No census date.
Source: Copied from the Chancellor’s Office Student Attendance Accounting Manual presentation on distance education - extranet.cccco.edu

70. Attributes of a Distance Education Credit Course Applying the Alternative Attendance Accounting Procedure
 Most DE courses do not have the attributes necessary to apply one of the basic attendance accounting procedures:
Weekly Census, Daily Census, and Positive attendance
 For these courses, the only option left is the
Alternative Attendance Accounting Procedure
 Unless eligible for an exception provided by Title 5 §58009, this procedure uses the number of units of credit as the basis for determining the number of student contact hours for the course
Source: Copied from the Chancellor’s Office Student Attendance Accounting Manual presentation on distance education - extranet.cccco.edu

71. Attributes of a Distance Education Credit Course Applying the Alternative Attendance Accounting Procedure
 Attributes of a Distance Education Credit Course on Alternative Attendance Accounting Procedure
 The Title 5 §58009 exception applies only to Independent Study LABORATORY courses and DE LABORATORY courses which consist partly or exclusively of laboratory work
For courses under this exception, §58009 allows a district to substitute the contact hours based on units of credit with the contact hours that would be generated by the same course under the Weekly or Daily census procedures (i.e., a regular classroom based course)
Source: Copied from the Chancellor’s Office Student Attendance Accounting Manual presentation on distance education - extranet.cccco.edu

72. Example FTES calculations:
Example 1: Computation of 3-unit Lecture Course
WSCH (WCH X Number of students) X Term Length Multiplier
Weekly Census Formula
3 WCH x 30 students x 17.5 TLM = 1,575
525
Alternative Attendance Accounting Procedure 3 Units of Credit x 30 students x 17.5 TLM = 1,575
525

73. Example FTES calculations (continued):
Computation of 1-unit (3 hour) Laboratory Course
Weekly Census 3 WCH x 30 students x 17.5 TLM = 1,575
525
Old Calculation
1 unit x 30 students x 17.5 TLM = 525
Alternative Attendance Accounting Procedure
3 WCH (based on §58009 exception) x 30 students x 17.5 TLM = 1,575
525

74. Noncredit Distance Education
Sum class hours, expected hours for out-of-class work, hours of instructor meetings, multiply by the number of weeks, then divide by 54 (the WSCH factor).
Then multiply WSCH Factor by the number of students enrolled as of the two census dates (20% and 60%) and 17.5
FTES equals the average of above divided by 525

75. Sample
Alternative Attendance Accounting Procedure for Noncredit Online Class with: 3 hours of weekly class time, 6 hours of outside study, 0.5 hours of instructor meeting time, and meets for 6 weeks
Total Course Hours = ( ) x 6 = 57 hours
WSCH Factor = 57 hours/54 = 1.06
FTES with 20% Census n=30 enrolled and 60% Census 2 n=24 enrolled 1.06 x 30 x 17.5 = x 24 x 17.5 = So, FTES =

76. How is All of This Reported to the State??
Report is for entire district
It represents almost the entire income for EVERYTHING at the colleges and the district.

77. CCFS -320
Report

78. 320 Report Three regular reporting periods
P1 (First Principal Apportionment)—January 15
This gives the Chancellor’s Office an idea of what the total enrollments might be for the entire system.
The Chancellor’s Office gives districts a rough idea on how various funding streams may be allocated.
P2 (Second Principal Apportionment)—April 20
Although still an estimate, used as the basis for initial funding allocation
P1, P2, 320

79. Annual Report—July 15
Any changes from P2 submittal reflected in Recalculation of Apportionment in February of following year
Recal Report—November 1
Opportunity to submit corrected report either to your benefit or detriment

80. Summary

81. ONLINE REFERENCES AND RESOURCES
Student Attendance Accounting Manual:
links/manuals/saa_manual.htm
Student Attendance Accounting Manual Addendum:
Chancellor’s Office Student Attendance Accounting Manual presentation on distance education - extranet.cccco.edu
CCCCIO website
CIO manual online at CCCCIO website