1. Randal Lawson Executive Vice President, Santa Monica College Past President, California Community Colleges Chief Instructional Officers

2. O VERVIEW  What is enrollment management and who should be involved?  The Schedule of Classes—Planning and Mechanics  Academic Calendar  Marketing and Enrollment Services  Student Retention/Persistence  Reporting and Compliance  Current “Hot” Statewide Topics  Group Consideration of Various Scenarios/Issues

3. W HAT IS ENROLLMENT MANAGEMENT ? It is not…  Just a quick fix to your current enrollment problems  Just an enhanced admission or marketing operation  Just an explanation for enrollment-related decisions (class cancellations, etc.)  Just a planning document that “sits on a shelf”

4. W HAT IS ENROLLMENT MANAGEMENT ? It is…  An institutional commitment and an integral part of strategic planning  A clear articulation of institutional enrollment goals (well beyond sheer numbers)  A plan that aligns services and resources under the umbrella of a larger vision  A data-driven strategy  A living plan that is constantly changing as institutional needs change

5. W HO SHOULD BE INVOLVED ? At the institutional planning and implementation levels—EVERYONE:  Must be a shared vision with acceptance of clearly articulated goals  Acceptance of well defined responsibilities for all members of the college community  Integral part of participatory governance planning processes, but…  Need to “avoid the trap” of allowing individual operational/implementation decisions to become subject to “management by committee”

6. W HO SHOULD BE INVOLVED ? At the operational planning level—Key Administrators and their Management Teams:  Chief Instructional Officer  Chief Student Services Officer  Chief Business Officer  Chief Information Services Officer  Institutional Researcher  Marketing/Public Information Administrators

7. W HAT INFORMATION IS NEEDED ?  Reliable historical enrollment, course offering, and budget data  Useful “what if” projection tools based upon these historical data  Ability to actively monitor progress so that timely adjustments can be made  Identification of key performance indicators  Identification of benchmarks

8. S CHEDULE OF C LASSES  Focus of Academic and Fiscal Planning  Central to community college mission  Primary source of both institutional revenue and expenditures  Must balance consideration of academic needs and fiscal realities

9. S CHEDULE P LANNING —F ISCAL C ONSIDERATIONS  Size of the schedule:  To grow or not to grow…  Is growth funded?  How much growth can you afford?  Costs of additional faculty and staff  Impact of other projected expenditures  What is the capacity for growth?  Facilities/Budget for Distance Education Support  Adequate numbers of faculty in targeted areas  Adequate student support services

10. S CHEDULE P LANNING —F ISCAL C ONSIDERATIONS  Size of the schedule:  Is a reduction necessary?  Is there a choice? Can better efficiency/productivity address the problem?  Can have unintended long-term impact  Example—Significant community college system enrollment decline following 2002-2004 budget constraints  Sometimes, there is just no choice…  Need to carefully consider contractual obligations

11. S CHEDULE P LANNING —F ISCAL C ONSIDERATIONS  Balance between Academic/Fiscal Perspectives  CIO and CBO must learn to understand and respect each other’s “worlds.”  Disturbing this balance can have unintended long-term consequences.

12. S CHEDULE P LANNING —M EETING S TUDENT N EEDS  Establish culture of basing recommendations and decisions on information rather than institutional “myths”  Importance of good historical information regarding student demand patterns, such as:  History of course offering size and distribution  History of individual course offering experience/trends:  Courses with Largest Enrollments  High Enrollment/Demand Courses  Low Enrollment/Demand Courses  Course cancellations/additions during previous registration periods  Course Fill Rates

13. S CHEDULE P LANNING —M EETING S TUDENT N EEDS  Provide effective “friendly” formatting of such information to all involved in the scheduling process  Allocate specific numbers of weekly faculty assigned hours (preferable to numbers of sections) to divisions/departments  Establish and enforce specific class time patterns  Maintain appropriate balance among time patterns and days of offering

14. S CHEDULE P LANNING —M EETING S TUDENT N EEDS  Allocate classrooms to divisions/departments  Class size/room capacity match  Avoid culture of departmental “control” (priority rather than entitlement; establish point in time where classrooms revert to general use)  Monitor facilities use data and adjust the offering accordingly  Consider online vs. “on ground” distribution of course sections

15. S CHEDULE P LANNING —M EETING S TUDENT N EEDS  Faculty Assignment and Load—Legal and Contractual issues  Full-Time Faculty:  Contract Load  Overload  Assignment Preference Provisions  Banking of Contract Load

16. S CHEDULE P LANNING —M EETING S TUDENT N EEDS  Faculty Assignment and Load—Legal and Contractual issues  Part-Time Faculty:  67% Law (formerly 60% Law)  Contractual Re-employment Provisions  Class Size—Minimum and Maximum  Often some conflict between effective scheduling and contractual obligations  Need for district instructional “voice” in collective bargaining

17. S CHEDULE P LANNING —M EETING S TUDENT N EEDS  Constantly monitor throughout the schedule building process relationship between recommendations and the planned allocation  Maintain constant communication with participants about recommendation/plan relationship  Without strong intervention—schedules tend to “roll over” from semester to semester

18. S CHEDULE P LANNING —M EETING S TUDENT N EEDS  Daily active monitoring of the schedule during registration periods  Evaluate match between actual student enrollment and the course offerings  Make necessary scheduling adjustments in a timely manner  Constant communication/interaction among Instruction, Counseling, and Enrollment Services  Evaluate effectiveness of each schedule, learn from your successes and mistakes, and use for next schedule

19. S CHEDULING M ECHANICS  Definitions…  Daily Contact Hours (DCH): Meeting time per day  Daily Student Contact Hours (DSCH): Daily Contact Hours × Number of Students  Weekly Contact Hours (WCH): Daily Contact Hours × Class Meeting Days  Weekly Student Contact Hours (WSCH): Weekly Contact Hours × Number of Students

20. S CHEDULING M ECHANICS  The 50-Minute Hour  CCC “Alternative Math” for calculating contact hours  Basic Concept—That each clock hour consists of 50 minutes of instruction and 10 minutes of passing time (between classes) or break time (within multi-hour classes)

21. S CHEDULING M ECHANICS  The 50-Minute Hour  Multi-Hour Class Example (7:00 p.m. to 10:00 p.m.)  150 minutes of instruction; 30 minutes of break/passing time  When classes extend beyond the hour by a fractional amount  Beginning with 0.3 hours— representing 5 minutes beyond the hour—contact hours increased by 0.1 for each 5-minute increment  Crucial calculation for compressed calendar meeting times and intersession/short-term class meeting time

22. S CHEDULING M ECHANICS —50-M INUTE H OUR

24. S CHEDULING M ECHANICS  More Definitions…  Census—a reporting “snapshot in time” at approximately the 20% point of a course  Weekly Census—attendance reporting type for course sections that are regularly scheduled for the full semester  Daily Census—Attendance reporting type for course sections that meet on a regular basis for at least five days, but meet for less than the full semester  Most intersession course sections  Short-Term course offerings within a regular semester

25. S CHEDULING M ECHANICS  And Still More Definitions…  Positive Attendance—Attendance reporting type based upon actual student attendance for the course section  All Noncredit Courses  Irregularly Scheduled and Open Entry/Open Exit Courses  Alternative Attendance Accounting Method  Includes Independent Study/Work Experience—Attendance reporting type based upon units rather than contact hours  Non-Classroom Based Instruction  Also includes most online instruction  Also includes WSCH-based FTES calculation for lab hours (Online Labs, TBA Hours)

26. S CHEDULING M ECHANICS  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  Full-Time Equivalent Student (FTES)—the equivalent of one student enrolled 15 hours per week for two 17.5-week semesters  Both enrollment measure and funding “currency”  Calculation understanding essential for enrollment management  15 Hours × 35 Weeks = “Magic Number” of 525

27. FTES—C ENSUS W EEKLY F ORMULA Full Term—Calculated at Census (20% of Term Length)

28. FTES—C ENSUS W EEKLY E XAMPLE Class of 30 students meeting 75 minutes per day twice a week (equals 3.0 WCH) for 17.5 weeks (Standard Term Length Multiplier):

29. FTES—C ENSUS D AILY F ORMULA Less Than Full Term—Calculated at Census (20% of Class Meetings)

30. FTES—C ENSUS D AILY E XAMPLE Class of 30 students meeting 90 minutes per day (1.8 DCH) with 29 class meetings (6 weeks, 5 days per week, 1 holiday):

31. FTES—P OSITIVE A TTENDANCE F ORMULA

32. FTES—P OSITIVE A TTENDANCE E XAMPLE Class of 30 students meeting a total of 3 hours per week (3.0 WCH) for 17.5 weeks), with reported attendance hours at 90% of “Perfect Attendance:”

33. FTES—I NDEPENDENT S TUDY F ORMULA

34. FTES—I NDEPENDENT S TUDY E XAMPLE 3-Unit Class with 30 Students Meeting for 17.5 weeks (Standard Term Length Multiplier):

35. FTES—Alternative Attendance Accounting Method Formula Full Term—Calculated at Census (20% of Term Length)

36. FTES—Alternative Attendance Accounting Method Example Class of 30 online lab students meeting 3 hours per week (equals 3.0 WCH) for 17.5 weeks (Standard Term Length Multiplier):

37. E FFICIENCY /P RODUCTIVITY M EASURES  WSCH per FTEF (Weekly Student Contact Hours per Full-Time Equivalent Faculty)  Basically a Measure of Average Class Size  “Acceptable” Goal—Average Class Size of 35  For Traditional Calendar = 525 WSCH/FTEF  For Compressed Calendars = 560 WSCH/FTEF or 595 WSCH/FTEF  (Depending upon Term Length Multiplier and Actual Weekly Faculty Contact Hours)

38. E FFICIENCY /P RODUCTIVITY M EASURES ( CONT.)  WSCH per FTEF (cont.)  Different FTEF Calculations according to what is being measured  Include only “in classroom” time—measure of class size efficiency  Include all compensated time (include release/reassigned time) of teaching faculty— measure of instructional budget efficiency  Most useful as internal measure over time

39. E FFICIENCY /P RODUCTIVITY M EASURES ( CONT.)  FTES per FTEF (Full-Time Equivalent Students per Full-Time Equivalent Faculty)  Comparative Annual Faculty Assigned Hour Use by Department/Discipline  Comparison of Faculty Assigned Hours and FTES  Fill rates; Percentage of available “seats”  Classroom Utilization Studies  Know your “break even” point in terms of FTES revenue vs. direct instructional costs

40. A CADEMIC C ALENDAR  Focus on recent Addendum to the Student Attendance Accounting Manual (SAAM)—Rules Applicable to All Academic Calendars (Traditional, Compressed, and Quarter System)  Why does “knowing the rules” matter?  Why compress the academic calendar?  History of the Compressed Calendar  Regulation of Compressed Calendar/Block Scheduling Practices  The True Motivation in Starting the Compressed Calendar “Movement”

41. W HY D OES “K NOWING THE R ULES ” M ATTER ?  To stay out of trouble  To keep the System out of trouble (avoiding another concurrent enrollment debacle)  To inform innovations to promote student achievement  Need to know the rules in order to understand what is permissible  Sometimes need to know the rules in order to understand what might need to be changed

42. C OMPRESSED C ALENDAR —W HY ?  Educationally Beneficial  Studies showing improved student success through shorter-term classes  Allows for calendar that resembles those of four-year institutions  Facilitates mid-year transfers for community college students  Slight Financial Benefit  FTES “Bump” through use of 18-week semester base and “rounding up” to avoid FTES loss  Allows for Additional Intersession

43. C OMPRESSED C ALENDAR —H ISTORY  1991—Santa Monica College “Experiment”  1996—Title 5, § 58120 Revision  Redefined Day of Instruction—instruction must be offered for a minimum of three hours during the period of 7 a.m. and 11 p.m.  Made Compressed Calendar possible for all community colleges  1998—Compressed Calendar (essentially identical to SMC calendar) adopted by Cabrillo College  2000—Pierce College Compressed Calendar Model  Eventually adopted by all nine Los Angeles Community Colleges

44. C OMPRESSED C ALENDAR —H ISTORY ( CONT.)  2001-2005—Proliferation of compressed calendar approvals statewide  Inconsistent Practices  Perceived Abuses (related to FTES Reporting)  Chancellor’s Office Staffing Changes  Resulted in increased scrutiny in the calendar application approval process  Detailed Staff Review of Course Schedules  Established “hold” on new calendar approvals pending resolution of issues

45. C OMPRESSED C ALENDAR —T HE C ONCEPT P APER  October 2005—CCCCIO Fall Conference  CIOs concerned that new calendar applications were “in limbo”  Established Subcommittee (Lawson, Nixon) to work with Chancellor’s Office Staff to seek resolution  November 2005-March 2006—Meetings result in Compressed Calendar Concept Paper  March 2006—Concept Paper Presented at Joint CIO/CSSO Spring Conference  Concept Paper—became the standard for Chancellor’s Office calendar approval process

46. C OMPRESSED C ALENDAR —T HE C ONCEPT P APER ( CONT.)  2006-2008—Growing Concern over Perceived Abuses in Existing Calendars  Threaten the Viability of Compressed Calendars  Spring 2008—Formation of ad hoc Consultation workgroup (CIOs, Academic Senate, Chancellor’s Office Staff)  Converted Concept Paper (with expanded scheduling examples) into Addendum to Student Attendance Accounting Manual  August 2008—SAAM Addendum Supported by Consultation Council  September 2008—SAAM Addendum Distributed to the Field

47. C ALENDAR I SSUES AND G UIDELINES  Important to note that issues are not limited to compressed calendars and that guidelines apply to all calendars  Passing Time  Issue—Colleges including passing time within schedule time patterns and therefore no passing time indicated between classes  Guideline— The start and end of each class meeting must be explicitly stated in every published schedule of classes and addenda.

48. C ALENDAR I SSUES AND G UIDELINES ( CONT.)  Block Scheduling  Issues  Classes Scheduled in 61-minute blocks (8:00 a.m. to 9:01 a.m. MWF)  “Over—scheduling” of classes through misunderstanding or misapplication of contact hour principles (1.5 DCH scheduled as 8:00 a.m. to 9:30 a.m. instead of the correct 8:00 a.m. to 9:15 a.m.)  Guidelines  Individual class schedules must be based on five-minute increments for starting and ending times (e.g., 8:00 a.m to 9:25 a.m. or 8:00 a.m. to 11:10 a.m.).  Examples of appropriate time patterns (for 1-6 hour-per-week classes) organized according to various term length multipliers are provided.  Scheduling of courses must be consistent with the class hours indicated in the approved course outline for completion of the course.

49. C ALENDAR I SSUES AND G UIDELINES ( CONT.)  Relationship of Flex Days to Term Length Multiplier  Issue—Colleges first compressing instruction into 16 weeks and then using flex days “on top” to increase Term Length Multiplier  Guidelines:  Compressed calendar districts that have approved flexible calendar programs should determine whether they are in compliance with the “in-lieu-of classroom instruction” provisions of Title 5 Section 55720.  Term length multipliers are inclusive of all days of instruction, final exam days, and approved flex days.  Examples of appropriate time patterns (for 1-6 hour-per-week classes) organized according to various term length multipliers are provided.

50. C ALENDAR I SSUES AND G UIDELINES ( CONT.) Calculating the Term Length Multiplier:  For Exactly 16 Weeks in Both Fall and Spring Semesters:  TLM=16.0  To Calculate Additional “Fractional” Week:  Add 0.1 for Each Qualifying (Instruction, Final Exam, Approved Flex) Day Beyond 16 Weeks Within Both Fall and Spring Semesters  Example—Two 16-week Semesters + 6 Flex Days:  TLM=16.6

51. C OMPRESSED C ALENDAR —S CHEDULING E XAMPLES 3-Hour Per Week Class (16.0-16.7 TLM) In conversion to a compressed calendar, dividing 54 (3.0 WCH × 18 Weeks) total semester hours by these term length multipliers yields the following “target” weekly contact hours: TLMTarget WCHTLMTarget WCH 16.03.375 16.43.290 16.13.35016.53.270 16.23.33316.63.250 16.33.31016.73.230

52. C OMPRESSED C ALENDAR —S CHEDULING E XAMPLES 3-Hour Per Week Class (16.0-16.7 TLM) The closest appropriate and practical WCH for scheduling purposes would be 3.4. This can be achieved through the following time patterns (1.7 contact hours per day × 2 days per week or 3.4 contact hours on one day per week): 8:00 a.m. to 9:25 a.m. MW (includes no breaks; excludes passing time at the end of the class) or 8:00 a.m. to 11:10 a.m. F (includes two 10-minute breaks; excludes passing time at the end of the class)

53. C OMPRESSED C ALENDAR —S CHEDULING E XAMPLES 3-Hour Per Week Class (16.8-17.0 TLM) In conversion to a compressed calendar, dividing 54 (3.0 WCH × 18 Weeks) total semester hours by these term length multipliers yields the following “target” weekly contact hours: TLMTarget WCH 16.83.210 16.93.195 17.03.176

54. C OMPRESSED C ALENDAR —S CHEDULING E XAMPLES 3-Hour Per Week Class (16.8-17.0 TLM) The closest appropriate and practical WCH for scheduling purposes would be 3.2 for classes that meet two days per week or 3.3 for classes that meet one day per week. This can be achieved through the following time patterns (1.6 contact hours per day × 2 days per week or 3.3 contact hours on one day per week): 8:00 a.m. to 9:20 a.m. MW (includes no breaks; excludes passing time at the end of the class) or 8:00 a.m. to 11:05 a.m. F (includes two 10-minute breaks; excludes passing time at the end of the class)

55. C OMPRESSED C ALENDAR —B ACK TO ITS O RIGIN  Santa Monica College 1991 “Experiment”  Motivation—strictly to improve educational process, not to “exploit the System”  Enrollments Capped at the Time  Compression Mechanism Developed to Ensure No FTES Loss, not for FTES Gain  Winter Intersession Developed as “Safety Valve” (In Case the Same Number of Fall/Spring Sections Could Not Be Scheduled)  Studies Conducted to Ensure No Compromise of Student Success (Slight Improvements for All Measures)

56. M ARKETING AND P ROMOTION  Determining your basic message  If all advertising and recruiting were to disappear, what would create positive “word-of-mouth” for your college?  What negative “word-of-mouth” do you need to overcome?  Establishing image and “brand” just as important as specific targeted enrollment campaigns  Communicate a consistent message—contributes to “Look and Feel”  Be sure that performance lives up to claims

57. M ARKETING AND P ROMOTION  Create a positive “word-of-mouth”  Focus on the student experience  How convenient are the services you offer?  Wait time in lines  Availability of services when and where they are needed  Consistency of service delivery—Do staff have a service attitude?  Website Navigation  Leverage the use of technology  Acknowledge institutional challenges and demonstrate that you are doing everything you can to help

58. M ARKETING AND P ROMOTION  Create a positive “word-of-mouth”  Focus on the student experience  Get students involved in “connecting with other students”  Tour Guides  Informational Ambassadors  Involve student clubs in welcoming new students  Be sure students have a voice in planning and then “championing the cause”  Student Surveys  Focus Groups  Student representation on planning committees  Anecdotal Data (Student “Stories”)

59. M ARKETING AND P ROMOTION  Marketing is communication  Both external and internal  Not just expensive media buys  Direct mail  E-Mail  Communicating with current students and those who left, not just with prospective new students  Effective use of college website  Schedule of Classes (both printed and online)  Personalized communication  Promotional Items/Services  Effective use of community events

60. M ARKETING AND P ROMOTION  Challenges  External  Reaching non-traditional student populations (18-24 year olds who have “stopped out” of education)  Getting too caught up in attempting to compete directly with other community colleges  Remember that we all share the same missions, so our “messages” tend to be similar  Successfully communicating the “message” of one institution can be of benefit to all community colleges.

61. M ARKETING AND P ROMOTION  Challenges  Internal  “ Everyone’s an expert” syndrome  Marketing often a target in budget planning discussions  Focus on single “message” can result in sense that other programs and services are considered less important.

62. E NROLLMENT S ERVICES  Outreach  More than recruitment—partnership with your community  You have to be seen to be known  Relationship with feeder high schools—creating personal relationships with counselors and students  High School Dual/Concurrent Enrollment  Community events (literacy fairs, church fairs, community gatherings, etc.)  Host students on campus  Workshops/information booths for campus events  Participate in national college fairs and national organizations  Develop international student outreach and recruitment plan

63. E NROLLMENT S ERVICES  Financial Aid  Plays key role in both access and retention  No access to education for many students without financial aid  Timeliness of disbursement critical to student success  Are student award letters distributed in time for students to make decisions about their education?  What happens to student success if students cannot afford to buy textbooks?  Statewide campaign—icanaffordcollege.com

64. E NROLLMENT S ERVICES  Enrollment Priority Policy  Authority to Establish—Education Code §76001; Title 5 § 58108  Highest Priority—Special Programs (DSPS, EOPS, etc.)  Low Priority—High School Concurrent Enrollment  No Procedure Resulting in “restricting enrollment to a specialized clientele”  Permits “Special Assistance” to “handicapped or disadvantaged student as defined by statute”

65. E NROLLMENT S ERVICES  Enrollment Priority Policy (cont.)  Student Categories:  Matriculant 1—First Time in College Students and All Others with Goal of Degree, Certificate, or Transfer  Matriculant 2—Students with Associate or Higher Degree and Students with Goal Other than Degree, Certificate, or Transfer  Matriculant 3—High School Concurrent Students  Matriculant 4—Noncredit Only Students

66. E NROLLMENT S ERVICES  Enrollment Priority Policy (cont.)  Issues to Consider  New vs. Continuing Students  Resident vs. Non-Resident Students  In-District vs. Out-Of-District Resident Students  Progress Priority—Units Completed  30 to 60 Units (Can Indicate Near Goal Completion)  61 to 89 Units  1 to 29 Units  90 or More Units (Usually Low Priority)

67. E NROLLMENT S ERVICES  Enrollment Priority Policy (cont.)  Issues to Consider (cont.)  Completion of Matriculation Processes (Application, Orientation, Assessment)  Outstanding Obligations (Enrollment Fees, Holds)  Recent High School Graduates  Reinstated Disqualified Students  Students on Academic or Progress Probation

68. E NROLLMENT S ERVICES  Enrollment Priority Policy (cont.)  When Changing Priorities, Perform “What If” Calculations to Ensure Feasibility of Student Numbers Within Various Enrollment Blocks  MIS Capabilities  Sufficient Staffing to Support  Internal Factor Creating Need to Change—Facilitating Student Achievement of Goals  External Factors Creating Need to Change  Statute/Regulation Changes  Funding Considerations

69. E NROLLMENT S ERVICES  Admissions and Registration  Not a passive process—requires daily active monitoring (in concert with Instruction)  Student Flow—New Students  Unknowns—never contacted the college  Prospects—contacted the college, have not enrolled  Applicants—applied, have not enrolled  Students—applied, enrolled  Alumni—left the college, but may return and/or encourage others to attend the college

70. E NROLLMENT S ERVICES  Admissions and Registration  Student Flow—Continuing Students  Non-committed—enrolled, dropped all courses before census  Short-timers—enrolled, completed at least one course, have not re-enrolled  Stop-outs—enroll, stop, come back  Committed—enroll, carry at least a partial load, persist through number of terms with limited stop out, may complete degree/certificate/transfer requirement

71. E NROLLMENT S ERVICES  Active monitoring of enrollment  Not just overall headcount numbers  Monitor, assess, and act based upon what categories of students may not be registering  New students?  Continuing students?  Returning students?  Nonresident students?

72. S TUDENT R ETENTION /P ERSISTENCE  Don’t forget about student retention and persistence  Not just the “right thing to do” as educators  Also a key part of Enrollment Management  Welcoming approach to service delivery should not be limited just to outreach/orientation of new students  Educationally Disadvantaged Student Populations  Probation (academic and progress)  Targeted services for special populations  “Early Alert” activities  Course Prerequisites and Advisories

73. R EPORTING AND C OMPLIANCE  CCFS-320 Report  Primary basis for college funding  Needs to be cooperative effort among Fiscal, Instruction, and Enrollment Services staff  Reporting of Total WSCH for each attendance type and for each semester/intersession to arrive at total FTES number  Weekly Census  Daily Census  Positive Attendance  Independent Study/Work Experience

74. R EPORTING AND C OMPLIANCE  CCFS-320 Report  Three regular reporting periods (the first two requiring use of annualizers)  P1 (First Principal Apportionment)—January 15  Gives Chancellor’s Office initial idea of total system enrollment  In turn, Chancellor’s Office gives districts initial take on how various funding streams (growth, etc.) may be allocated.  P2 (Second Principal Apportionment)—April 15  Although still an estimate, used as the basis for initial funding allocation (subject to Recalculation/Prior Year Adjustments in February of the following year)

75. R EPORTING AND C OMPLIANCE  CCFS-320 Report  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 amended/corrected report prior to Recalculation of Apportionment in February of following year

76. C URRENT “H OT ” S TATEWIDE T OPICS  Chancellor’s 2010 Scheduling Priorities  Focus on Transfer, Career Technical, and Basic Skills  Avoid Recreational/Avocational Course Offerings  Reduce Physical Education Offering  Title 5, Section 58130:  No Apportionment for Noncredit Classes in “Dancing and Recreational Physical Education”

77. C URRENT “H OT ” S TATEWIDE T OPICS (C ONT.)  Legislative Analyst’s Office Recommendations:  Establish 90-Unit Cap per Student for State Funding  Increase Enrollment Fee to $66 per Unit  Fund Basic Skills Instruction at Noncredit Rate  Eliminate State Subsidy for Athletics  Eliminate State Funding for Repetition of Credit “Activity Courses”—Physical Education, Visual/Performing Arts  Eliminate All State Funding for Noncredit “Activity Courses”—Physical Education, Visual/Performing Arts

78. C URRENT “H OT ” S TATEWIDE T OPICS ( CONT.)  Course Withdrawal and Repetition  Recent Title 5 Changes Now in Effect  Separate “Count” of Withdrawals and Repetitions  Can Allow for Multiple Enrollments through Various Combinations (Withdrawal, Substandard Grade Alleviation, Lapse of Time, etc.)  Discussion of More Restrictive Approach—Access and Current Enrollment Environment  Perhaps Limitation to 3 or 4 Total Enrollments for Apportionment  Under Discussion by Joint SACC/CSSO Workgroup

79. C URRENT “H OT ” S TATEWIDE T OPICS ( CONT.)  Repeatable Credit Courses—SACC Developing Title 5 Revision Proposal to Address LAO Concerns  Eliminate Term “Activity Course”  Eliminate Repetition of Visual/Performing Arts and Physical Education with Exceptions to Support Majors:  Physical Education—Exception for Varsity Athletes  Visual and Performing Arts—Exception for Music Ensemble, Theatre and Dance Production, Studio Art Portfolio Development Courses, etc.  Define Major through Student Enrollment Behavior  Exceptions Dependent upon College Offering Lower Division Major Transfer Requirements for Particular Discipline

80. C URRENT “H OT ” S TATEWIDE T OPICS ( CONT.)  SB 1440—”Transfer Degree”  New Degree Categories—AA-T (Associate in Arts- Transfer) and AA-S (Associate in Science-Transfer)  Statewide Academic Senate Developing Transfer Model Curriculum (TMC)  Completed—Communication Studies, Mathematics, Psychology, Sociology  Priority and Facilitated Process for Colleges Adopting TMCs vs. Developing Individual Degree Patterns  Colleges Required to Offer Two AA-T/AA-S Degrees by Fall 2011

81. C URRENT “H OT ” S TATEWIDE T OPICS ( CONT.)  SB 1440—”Transfer Degree” (cont.)  Still Numerous Implementation Issues with CSU  Colleges Advised to Adopt Two Degrees by Fall 2011 to be in Compliance and Wait On Developing Others  Advisable for Colleges to be in Communication with Local CSUs  Prerequisites—Recent BOG approval of Title 5 §55003 Prerequisite Validation  Allows for Using Content Review (with Enhanced Scrutiny) to Establish English/ESL/Math Skills Prerequisites for Courses in Other Disciplines

82. C URRENT “H OT ” S TATEWIDE T OPICS ( CONT.)  Prerequisites—BOG approval of Title 5 §55003 Prerequisite Validation (cont.)  Intended to Address Perceived Issues with Currently Required Statistical Validation  Optional—Colleges May Use Either Method.  Statistical Validation that Prerequisite Does Not Create Disproportionate Impact Still Required Within Two Years of Establishment

83. O NLINE R EFERENCES AND R ESOURCES  Student Attendance Accounting Manual (SAAM) and Addendum: http://www.cccco.edu/ChancellorsOffice/Divisions/ FinanceFacilities/FiscalServices/AllocationsSection/ StudentAttendanceAccountingManual/tabid/833/ Default.aspx [Chancellor’s Office/Divisions/Finance & Facilities/Fiscal Services Unit/Links/Manuals and Publications/SAAM and Related Information]

84. C ONTACT I NFORMATION Randal Lawson Executive Vice President Santa Monica College lawson_randal@smc.edu