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					Dialogue on the Basic Skills Initiative
        at Fullerton College



                     Where We Have Been,
                    and Where We Are Going
Meet Your Presenters

   Dan Willoughby, Dean of Humanities and the dean
    overseeing the BSI budget
   Mark Greenhalgh, Dean of Mathematics and Co-
    chair of the Basic Skills Student Success Steering
    Committee (BSSSSC)
   Dani McLean, Basic Skills Special Projects Director
   Jeanne Costello, English Faculty and Co-chair of
    the Basic Skills Student Success Steering
    Committee (BSSSSC)
   Agi Horspool, Basic Skills Research Assistant
Index Cards

   Please use the index cards on your tables to
    record questions as they come up. We will
    have a question and answer session at the
    end of the presentation.
Purpose of the Presentation

1.   Background of the Basic Skills Student
     Success Steering Committee (BSSSSC)
2.   Current areas of focus with some
     preliminary program feedback/data
3.   Discussion of future directions/trends for
     Basic Skills
Basic Skills Awareness

Ask a partner:

What is the definition of basic skills?
Basic Skills Definition

   According to the Basic Skills as a Foundation for
    Student Success in California Community Colleges
    (AKA “The Poppy Copy”):
    “Basic skills are those foundation skills in
    reading, writing, mathematics, and English
    as a Second Language, as well as learning
    skills and study skills which are necessary for
    students to succeed in college-level work.”
Placement Test Results

         Assessed Below Transfer Level ~ Fall 2007


                                           Number        Percentage

 English                                        3,523           72.3%

 Mathematics                                    3,929           75.8%

 Reading                                        3,212           70.1%

Note: Results are for all assessments administered between 4/1/2007 and 9/1/2007
Adapted from a report prepared by Kenneth A. Meehan, Ph.D. on June 17, 2009
Basic Skills Allocations

 $700,000
 $600,000
 $500,000
 $400,000
 $300,000
 $200,000
 $100,000
      $0
            2005- 2006- 2007- 2008- 2009- 2010-
             06    07    08    09    10    11
Background of the BSSSSC



              Purpose # 1
BSSSSC Members
   Voting Members                                Resource Members
    Faculty – English                              Vice President, Instruction
    Faculty – Reading
    Faculty – Counseling                           Vice President, Student Services
    Faculty – At-Large                             Budget Officer
    Faculty – Career Technical Education           Institutional Researcher
    Faculty – Math
    Faculty – ESL
    Dean, Humanities
    Dean, Math & Computer Science
    Dean, Library/Learning Resource Center
    Dean, Counseling
    Director, Academic Support Center
    Special Projects Director, Basic Skills
    Classified - Tutoring Center Coordinator
    Classified – Academic Support Center
    Classified – Math Lab
    Student Representative
Established Goals

   Improve student retention success and persistence rates in basic skills
    courses
   Increase participation of basic skills students in matriculation activities
   Increase student awareness and participation of basic skills curriculum
    and related student support services
   Increase all faculty knowledge of basic skills pedagogy in order to
    more effectively teach developmental, ESL, and transfer level courses
   Increase availability of resources, materials, and technology designed
    to support basic skills instruction and support services
Established Objectives
   Enhance tutoring services for basic skills students
   Support innovation in instructional methods
   Develop alternative cohort models for first-year basic skills students
   Increase the number of full-time faculty teaching basic skills courses
   Recruit graduate student interns to:
            -- Support instruction in the classroom
            -- Provide workshops, tutoring, and mentoring
   Develop innovative technological delivery methods for academic support
   Develop a process for granting priority registration for basic skills students who attend required
    matriculation activities
   Develop a cadre of designated counselors who specialize in the needs of basic skills students
   Develop a means for basic skills students to interface with counselors and their instructors regarding
    academic success
   Increase follow-up with students who receive substandard grades
   Develop innovative ways to follow up with and retain incoming students
   Develop a comprehensive faculty and staff development program, including conference attendance,
    which focuses on basic skills pedagogy
   Continue to develop the Adjunct Training Program
   Expand technological resources for classroom instruction
Criteria for Proposal Assessment

The committee is looking for proposals that:
 Clearly address the goals and objectives outlined by
  the Basic Skills Committee
 Build upon existing campus infrastructures in ways
  that would suggest a potential for sustainability
 Create synergistic relationships or collaborations
  with other Basic Skills proposals
 Demonstrate support from the key faculty and staff
  who would be involved in implementing the proposal
Proposal Solicitation Process
Proposal Solicitation Process, Cont’d.,
Statewide BSI Networks




      http://3csn.org/
 Current Areas of Focus with Some
Preliminary Program Feedback/data




                Purpose # 2
         Theme # 1:
Tutoring and Student Support
Graduate Student Internship Program

    Delivered by graduate students working to
    support basic skills in both developmental
    and content-area classes
   In-class support
   Out-of-class tutoring
   Student success workshops, open to all
    students across campus
Graduate Student Internship Program

Spring 2010 GSI Enrollment, Retention and Success

                      GSI SECTIONS                                OTHER SECTIONS
COURSE
                                                  SUCC                                RET    SUCC
          ENROLL    RETENT   SUCCESS   RET RATE   RATE   ENROLL   RETENT   SUCCESS    RATE   RATE

ANTH102        46       40        29      87%     63%      439      376         276   86%    63%
ENGL039        27       23        22      85%     81%      276      191         153   69%    55%
ENGL059        28       24        17      86%     61%      563      457         345   81%    61%
ENGL059        27       23        18      85%     67%      563      457         345   81%    61%
ENGL060        28       22        17      79%     61%     1313     1024         854   78%    65%
ENGL060        26       23        12      88%     46%     1313     1024         854   78%    65%
READ056        26       21        17      81%     65%       211     165         126   78%    60%
TOTAL        208       176       132      85%     63%     4,678    3,694      2,953   79%    63%
Specialized ESL Tutoring

    Delivered by graduate students specializing
    in second language learning
   One-on-one tutoring
   Group tutoring
   Workshops
Mathematics Enhanced Tutoring Program

Delivered by peer tutors
 Tutoring and support for students enrolled in
  basic skills mathematics courses
 Math annex for additional math support
Use of In-class Math Tutoring Support

                 Used Extra in-class Math Support Provided by Tutor(s)


 200

 180

 160

 140

 120

 100

  80
          41 (20.7%)                     49 (24.7%)                                        41 (20.7%)
  60
                                                           30 (15.2%)
                        20 (10.1%)
  40                                                                      17 (8.6%)
  20

  0
       Never    Once during the Several times in   Once a week    Several times a     Every day
                   semester       a semester                          week


                                               (n = 198)
Support Received Compared to
Other Classes

                               One-on-one Support Received
                        Compared to other Classes at Fullerton College


200

180

160

140

120

100
                                                  68 (36.6%)
 80                                                              58 (31.2%)
                                                                                   48 (25.8%)
 60

 40                           11 (5.9%)
            1 ( < 1%)
 20

 0
      Much less            Less           The same amount      More           Much more


                                                 (n = 186)
Academic Support for Student Athletes

Mission:
  Support student athlete academic success and
    retention in Basic Skills classes
  The Academic Support Center partners with
    Counseling, Physical Education, and the Library
  To provide a structured program involving:
        Group study time
        Tutoring
        Educational planning
        Academic accountability
Academic Support for Student Athletes

Spring 2010 Academic Success and Retention:

                                                Study Hall Group    Non-Study Hall
                              Non-Study Hall
           Study Hall Group                        (without PE     Group (without PE
                              Group (n = 59):
               (n = 50):                             credits):         credits):


Total
                231                246               157                 166
courses:
Success       79.22%            55.69%             70.06%              43.98%
(%):
Retained      90.91%            73.98%             87.26%              65.66%
(%):
Academic Support for Student Athletes
Umoja Community

   Creates a supportive campus community
    with special emphasis on the African-
    American student population
   Includes counseling, mentoring and
    community events
    Theme # 2:
Staff Development
Graduate Student Internship Program

    As part of the professional development portion of
    the program, interns:
   Attend all class sessions
   Meet with faculty weekly to discuss the course
   Participate in three 2-hour training sessions
   Attend at least one basic skills workshop
   Read and present on one text chosen from a
    bibliography of readings on basic skills pedagogy
Adjunct Training Program (ATP)

  The Adjunct Training Program is designed to increase
  adjunct instructors’ awareness of developmental education
  theory and best practices.

As part of the ATP, participants will:
 Develop reflection responses concerning current
  instructional practices
 Attend three 3-hour training workshops
 Read prepared textbook and materials
 Complete a capstone project
Adjunct Training Program (ATP)

Changes in instructional practice:
   “…just the concept of metacognition and
    incorporating that into class has been a huge
    change.”
   “…it was taking that kind of [activity] that I’ve built…
    that I do in the 6th week and saying, “Ok, how can I
    use that in the 1st week, in the very first class to get
    them up and get them active.”

Excerpts taken from ATP Focus Group, Fall 2010
Adjunct Training Program (ATP)




          Spring 2010 Faculty Survey
Teaching Excellence Program

    Designed to develop a committed cadre of
    basic skills experts

   Conference attendance
   Teaching and Learning Certificate (TLC)
    Workshops
   Faculty Inquiry Groups (FIGs)
              Theme # 3:
BSI Infused into Content-area Courses
  Success Rates for Students Concurrently Enrolled
  in Basic Skills English, Math and Reading Courses
                       2001-2009

                               English 39 Students   English 59 Students   English 60 Students      All Students
    Division         Course    Enroll    Success     Enroll    Success     Enroll    Success     Enroll     Success

Social Sciences    HIST127 F      58         31%       164         40%       478         47%       7533            58%
Social Sciences    PSY101 F      254         27%       703         42%     1881          51%     20478             56%
Social Sciences    SOC101 F      265         28%       706         35%     1663          56%     20821             58%
                                Math 10 Students      Math 15 Students      Math 20 Students        All Students

    Division         Course    Enroll    Success     Enroll    Success     Enroll    Success     Enroll     Success

Natural Sciences   BIOL101 F      71         18%       337         29%       705         41%       8529            55%
Natural Sciences   ENVS105 F      33         39%       166         51%       356         55%       6091            67%
Natural Sciences   ESC100 F       28         14%       138         28%       238         29%       3787            44%
Natural Sciences   HED140 F      119         27%       358         36%       415         53%       5250            56%
                               Reading 36 Students   Reading 56 Students   Reading 96 Students      All Students
    Division         Course
                               Enroll    Success     Enroll    Success     Enroll    Success     Enroll     Success

Social Sciences    GEOG100 F      19          11%       29         14%        42         40%      4,717            44%
Social Sciences    HIST127 F      17         24%        38         32%        88         49%      7,533            58%
Social Sciences    POSC100 F      32           9%       92         14%       201         31%     24,036            45%
Social Sciences Survey Data

 Large proportions of faculty report that students need support in
 basic writing, study skills, basic reading and vocabulary.
                           Faculty Indicate where Students need Support


   30
   28
   26                          22 (73.3%)
   24         21 (70%)
   22                                              18 (60%)
   20                                                           17 (56.7%)
   18
   16
   14
   12
   10                                                                           6 (20%)
    8
    6
    4
    2
    0
        Study skills     Basic writing      Basic reading     Vocab          Other

                                                  n = 30
Strategic Literacy Initiative

   Seven-day Reading Apprenticeship (RA) workshop
    trained approximately 40 faculty to incorporate
    reading instruction into content-area classes.
   Mentioned in the Basic Skills as a Foundation for
    Student Success in California Community Colleges
    Handbook (Poppy Copy), as the leading research
    and development agency to provide basic skills
    students with effective tools for content-area reading
    improvement.
   Planning group is currently working to disseminate
    RA techniques to colleagues
Graduate Student Internship Program

    Graduate student interns have provided
    reading and study skills support in the
    following content-area courses:

   ANTH 101 (Physical Anthropology)
   ANTH 102 (Cultural Anthropology)
   ENC 130 (Introduction to Oceanography)
   SOC 101 (Intro to Sociology)
            Theme # 4:
      First Year Experience
Entering Scholars Program (ESP)
Background of FYE
   “Fostering student success in the freshman year is the most
    significant intervention an institution can make in the name of
    student persistence…The freshman’s most critical transition
    period occurs during the first two to six weeks (half the students
    who dropped out their first year, dropped out in the first six
    weeks).”¹ The academic literature is clear: the early weeks on
    campus truly matter for students and affect their likelihood of
    progressing (Tinto 1988, 2006). Stated most simply, new
    students need to feel a part of their new institution and need to
    connect to each other, to faculty, and to the campus
    community.²
    ¹ Andi Levitz and Lee Noel. “Connecting Students to Institutions: Keys to Retention and Success.” M.L.
             Upcraft, J. Gardner, and Associates, The Freshman Year Experience. San Francisco: Jossey-
             Bass, 1989.
    ² Retention Theoretical Underpinnings. www.sc.edu/fye/events/presentation/international/2...
Entering Scholars Program (ESP)

                    Information
                    Competency




                    Success in
         Self-
                      Core        Study Skills
      exploration   Curriculum




                    Educational
                     Planning
ESP Program Components
   Student Services Professional
   Tutor (in and out of class)
   Counselor visit
   Study skills infused into curriculum
   Faculty and tutor training
   Course pack with activities related to:
     –   Library/ information competency
     –   Career and Life Planning Center
     –   Campus scavenger hunt
     –   Time management
     –   Learning styles
     –   Memory building
     –   Reading, note-taking and test-taking strategies
ESP Courses 2010

Spring 2010                                      Fall 2010

CLASS     FACULTY                   TIME         CLASS       FACULTY                    TIME

READ 96   Angela Henderson     MW 8-9:50 AM.
                                                 ENGL 39     Jeanne Costello       T/R 8-9:50 AM
ENGL 59   Bridget Kominek      M/W 10-11:50 AM
                                                 ENGL 59     Bridget Kominek      M/W 10-11:50 AM
ENGL 60   Danielle Fouquette   M/W 10-11:50 AM
                                                 ENGL 60     Annie Liu             T/R 8-9:50 AM
ENGL 60   Annie Liu             T/R 8-9:50 AM
                                                 ENGL 60     Danielle Fouquette   M/W 10-11:50 AM
MATH 15   Robert Diaz           T/R 8-9:50 AM

MATH 20   Robert Diaz          T/R 10-11:50 AM   READ 56     Angela Henderson     T/R 9:30-11:50 AM

MATH 20   Robert Diaz          M/W 10-11:50 AM   READ 96     Angela Henderson     M/W 10-11:50 AM
Questions?

   We will take a few minutes to answer some
    of the questions from your index cards
       Discussion of Future
Directions/trends for Basic Skills




                Purpose # 3
Discussion Themes

   Directed Learning Activities (DLAs)
   Faculty Inquiry Groups (FIGs)
   Acceleration in developmental sequences
   Pre-requisites for content-area classes
Directed Learning Activities (DLAs)

    DLAs are supplemental activities that support
    the basic skills that students need to achieve
    success in courses across the curriculum.

   Designed by discipline faculty in collaboration with
    Academic Support Center (ASC) staff
   Assigned by faculty as part of required coursework
   Completed by students in the ASC
Faculty Inquiry Groups (FIGs)
    “’Faculty inquiry’ is a term that encompasses a broad set of
    practices that engage teachers in looking closely and critically at
    student learning for the purpose of improving their own courses
    and programs ... It is easy for faculty working on their own to
    become discouraged by the narrow reach of their best efforts.
    When faculty inquire together about how to improve their own
    classrooms and their department’s courses and programs, space
    is opened for conversation and for hope.”
    Huber, M.T. “The Promise of Faculty Inquiry for Teaching and Learning Basic Skills.”
    Strengthening Pre-collegiate Education in Community Colleges [SPECC]. Stanford, CA:
    The Carnegie Foundation for the Advancement of Teaching, 2008.

   Faculty-based
   Collaborative
   Research-based and outcome-driven
   Focused on areas of challenge or success
Acceleration in Developmental Course
Sequences

    Exponential attrition in long developmental sequences
    (Math, English, ESL) means that even the most
    successful interventions at each level result in minimal
    increases in the numbers of students completing college-
    requirements.
    Accelerating developmental coursework results in more
    students succeeding in college-level Math and English.

Perry, M.; Bahr, P.R.; Rosin, M.; & Woodward, K.M. (2010). Course-taking patterns, policies,
    and practices in developmental education in the California Community Colleges. Mountain
    View, CA: EdSource.
Acceleration in Developmental Course
Sequences

The percent of developmental students completing college-
level/ degree-applicable course:
If a student starts at 3 levels below college math (pre-algebra) or English,
the success rate would be:
   Math      English
   24%       21%

If a student starts at 4 levels below college math (Arithmetic) or English,
the success rate would be:
   Math      English
   13%       17%
Pre-requisites for Content-area Classes

    Communication and Computation Prerequisite
    Validation Through Content Review
   The Academic Senate for California Community Colleges
    recommend changes needed to Title 5 language on
    prerequisites that, instead of relying on statistical analysis,
    allow local faculty to base their determination for prerequisites
    of English, reading, or mathematics for collegiate level courses
    on content review

   The resolution received a first read at the Board of Governors
    Meeting, May 2010
To Continue the Conversation…

 Please contact the following presenters for
 more information concerning the Basic Skills
 Initiative at Fullerton College

 Dan Willoughby      dwilloughby@fullcoll.edu
 Mark Greenhalgh     mgreenhalgh@fullcoll.edu
 Dani McLean         dmclean@fullcoll.edu
 Jeanne Costello     jcostello@fullcoll.edu
 Agi Horspool        ahorspool@fullcoll.edu

				
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