Joint PBT Meeting Notes - June 14, 2011
Outcome of this meeting is to better understand how reduction proposals could affect other areas. Review Purpose of the Meeting and Agenda for today
- Initial Questions about the Material that was reviewed by committee members
II. Identify Core Students:
- First Time HS grads
- Targeted Groups
(see attachment to agenda) Review SSPBT “tiered” approach to “core” students. What are the key services that are needed to support student success?
- Related to vision 2020 projected students that we will be serving
- Focus on matriculation processes and have much more advising focus
- Need to additional work researching students identified and also we will need to change our policies in order to do this
- Cohort groups such as Puente to scale up?? Will require more resources?
- i.e. assessment of hundreds of new students and simultaneously we have equivalency process (this could be in sync next summer)
- Estimate number of students (2,000 + that we target currently)
- With certificate takers and AA and transfer--will definitely impact IPBT if less service offered
- This is a model of EOPS and scaling this up would allow for better planning
III. What are your Concerns?
What are the concerns? What are the consequences of our choices?
- Need to be cautious with some of these preliminary ideas because it can be interpreted as denying service
- Discussion focused on alternative methods of delivery services and doing more research on student learning (don't make assumptions about learning styles)
- Number of students in #1 cohort-- go to research website based on our demographics (follow up on this and check in with Mallory)
- For SSPBT, talk more about decision that was made to eliminate All administrators
- Where will restoration happen now that we are addressing the May Revise? IPBT and SSPBT will go to the reduction plans and prioritize decisions that way. FERPBT will restore Custodians. IPBT across the board cuts mostly in courses and FTEF...but restoration should be based on disproportional impact on students
- SSPBT Managers back on the list
- Admissions, Financial Aid, Counseling Support, Basic Skills Courses,
- We need to be able to provide CORE Classes that meet their academic vocational goals
- We need to think about ETS and Technology Resource Group (TRG), Distance Learning Capacity, Customized Innovative Projects are gone
- When technology doesn't go right and we do have to rely on ETS, then FTES is impacted
- Find balance, e.g. can focus our efforts on particular groups but can’t put all funds towards to those groups.
- Does IPBT need to have assessment data that has been provided to DARE?
Letha update on May Revise, reduction to address right now is 22,000,000+ deficit NOT worse case scenario. We have a chance of restoring 7,000,000 if we regain lost FTES (we need 1,308 FTES)
--July 7th pre-registration, July 14, Continuing, August 1 New students
- We are fortunate that we have access to strong data about students and success via college research, district research, Research and Planning groups, State Data
IV. Future Meetings:
Proposal: Meet once a month on a Tuesday during the normal scheduled IPB T meeting time. same week s the All Deans meeting week which is on Thursdays.
- IPBT will be proving orientations for new members and we can use the e-version of the governance taskforce handbook
--co-chairs of each committee will get together to plan facilitation of next meeting in the fall 11
V. Program Viability and Improvement Process:
Draft--IPBT flow chart for all PBTs to review model. Proposal, each PBT would create their own keys/sets of factors and criteria for review.
--be familiar with gainful employment data for certificate programs for financial aid eligibility.
Attended ( ): italics means non-voting member
DRAFT 6/8/11 De Anza College SSPBT--Proposed Priority Criteria for High Demand Courses and Services
#1 CORE group:
* DATA AVAILABLE
Strategic Planning Targeted Populations:
Latino/a, African Ancestry, Filipino/a, Pacific Islander * Adm App ethnicity
High need for Basic Skills (no other choice of college available) * Assessment results
AA and/or Transfer Goals * Adm App/Goal
H S grads/GED from feeder high schools * Adm App ed lvl + HS ID
H S grads/GED from Santa Clara County communities with low college-going rates
* Adm App ed lvl + HS ID
Non HS grads from Santa Clara County * Adm App ed lvl + address
First in family to attend college * FAFSA or Adm App
Low-income students (no other choice of college available)
* FAFSA EFC
Students enrolled full-time * Registration
Students who are committed to De Anza start to finish (matriculated)
Students within their first 120 quarter-equivalent units * Adm App/FAFSA level+
International students recruited by FHDA ISP
* Adm App Visa
Selected certificate takers (good chance for gainful employment) * Adm App/Goal
Non high school graduates from outside Santa Clara County * Adm App ed lvl + address
Students with 120+ qtr-equivalent units but within 36 units of AA/AS/transfer * Adm App + Degree Works
DA Returning students
* Adm App ed lvl
Students transferring from other colleges (possibly within Santa Clara County?) * Adm App ed lvl
Students outside Santa Clara County * Adm App zip codes
Students transferring from other colleges (possibly outside Santa Clara County?) * Adm App prior colleges
Students co-enrolled at other colleges * Banner w/FH only
Single course takers
* Adm App goal + no matric
Students co-enrolled in high school
* Adm App HS concurrent
Students from regional communities with high college-going rates * Adm App ed lvl _+ HS ID
Students on visas other than F1
* Adm App
Students with 120+ quarter-equivalent units but not in #2
* Adm App/transcript
Bachelor degree holders * Adm App/FAFSA
Students pursuing certificates not listed in #2 (not leading to gainful employment)
* Adm App/courses
Students who are not matriculated
WORK TO DO:
Review Dates to Register to favor CORE students.
Review Assessment practices and services to favor CORE students.
Review Matriculation steps to favor CORE students.
Review orientation, counseling and advising practices to favor CORE students.
Review cohort model to extend to more CORE students.
Review early alert policies to keep CORE students enrolled.
Review research data to maintain or grow CORE student population.
Review use of research for follow up to increase persistence and success.
Review course offerings vis-à-vis new student assessment levels and majors.
Review possibility of course restrictions for certain groups (i.e. High School students)
Review and revise policies for students in group #2 and group #3.
Matriculated = completed admissions, assessment, orientation, follow-up.
May include financial aid application & outreach contact.
FER PBT - Governance
Contact: Pippa Gibson