MAXIMIZE FTES, LOAD AND FTEF TO MEET 
                THE NEEDS OF THE STUDENT
     • Build growth into FTEF allocation (departments with continual growth institutionalize; new 
      programs supplemented with grants and innovation funds)
     • Career education students – higher percentage part-time and faculty must address needs of 
      unique headcount. Opposite of allocation model focus on FTES (full-time equivalent 
      students)
     • Internal Cañada reporting based FTES = 12 units/semester vs 15 units/semester, research 
      number of Career education students have post-secondary degrees
      MAXIMIZE FTES, LOAD AND FTEF TO MEET 
         THE NEEDS OF THE STUDENT (cont.)
     • Minimize pipeline disruptions for students (planning strategically for less cancellations)
     • Non-traditional schedule of classes (Friday, Saturday, Sunday)
     • Off campus locations (RWC will close 4 schools in Fall 2019)
     • Review department certificates and degrees for current and future needs
     • Conceptualize Career Technical Education into Career Education
       • Perception change
       • Utilize State of California “Career Education Branding”
                                      IDENTIFY LOCAL COMMUNITY STUDENTS
                            (ZIP CODES/NEIGHBORHOODS) AND RESEARCH 
                                                                AREA OF INTERESTS
               • Each academic year focus on single disproportionate impacted group and retain students 
               • Perkins addresses special populations: 
                            •   Individuals with disabilities;
                            •   Individuals from economically disadvantaged families, including foster children; 
                            •   Individuals preparing for non-traditional training and employment; 
                            •   Single parents, including single pregnant women; 
                            •   Displaced homemakers; and Individuals with other barriers to educational achievement, including individuals 
                                with limited English proficiency. 
               • SWF changed multipliers for completed certificates 
               • Focus on student gap (examples: shuttle for transportation, online/hybrid for single providers of 
                   children)
               • Outreach non-traditional methods (example: guerilla marketing, giant wavy man)
     INCREASE HIGH SCHOOL RELATIONSHIPS – 
     DUAL ENROLLMENT, AB288, CONCURRENT 
                  ENROLLMENT
    • Compete with City Recreation for youth summer camps; schedule mailed February
    • Bridge programs for Freshman, Sophomores, and Juniors
    • Educate first generation students and parents regarding success with first year college 
     experience
    • Partner with Promise Scholars
                     INCREASE POST-SECONDARY PARTNERSHIPS FOR 
                                      STUDENTS’ TRANSFERS 
          • Institutional support 4-year programs (Cañada campus classrooms and Student Services)
          • Regional Joint Venture/San Mateo County - Teacher Prep Pipeline 
          • Leverage and lead teacher pipeline effort – What is Cañada known for …
          •                                                         nd
            Dedicated attempt to reach out to San Francisco State – 2  attempt