ESL_BS_2010_Report

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					English as a Second Language/Basic Skills
Professional Development Grant
California Community Colleges Chancellor’s Office
Jack Scott, Chancellor

Prepared by the Academic Affairs Division
and the Office of Communications


January 19, 2010
STATE OF CALIFORNIA                                                   JACK SCOTT, CHANCELLOR


CALIFORNIA COMMUNITY COLLEGES
CHANCELLOR’S OFFICE
1102 Q STREET
SACRAMENTO, CA 95811-6549
(916) 445-8752
http://www.cccco.edu


    January 21, 2010



    The Honorable Arnold Schwarzenegger
    Governor of California
    State Capitol
    Sacramento, California 95814

    Dear Governor Schwarzenegger:

    I am pleased to present to you the Chancellor’s Office report on the English as a Second
    Language/Basic Skills Professional Development Grant that was awarded to the Los
    Angeles Community College District. This report meets 2008-09 Budget Act
    requirements.

    Included in this report is an update of progress made in training community college
    faculty, administrators and staff on how to prepare students to succeed the area of basic
    skills. This report also summarizes activities taking place throughout the system in
    support of grant objectives.

    If you or your staff have questions, please feel free to contact Morgan Lynn, executive
    vice chancellor for programs, at (916) 445-1774 or mlynn@cccco.edu.

    Sincerely,



    Jack Scott, Ph.D.
    Chancellor

    Enclosure

    cc:   Legislative Analyst Office
          Department of Finance
Table of Contents                                                                                                   Page

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Funding History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .              4

Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5


Progress Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Building Outcomes and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31


Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40


Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
ESL/Basic Skills Initiative:
Executive Summary

The California Community Colleges serve more than 2.9 million students and is
the largest system of higher education in the nation. The state’s 110 community
colleges are charged with providing workforce training, basic skills education and
preparing students for transfer to four-year institutions.

As open access institutions, community colleges address the needs of a diverse
population of learners with varying levels of academic preparation. Central to
the mission of the community colleges is the delivery of a basic skills education
designed to prepare students for college-level work. Roughly 75 percent of
incoming community college students arrive unprepared for college-level English
and about 90 percent arrive unprepared for college-level math. This translates
into millions of students who are in need of remediation.

Improving student success rates for students who enroll in basic skills classes is a
paramount goal of the California Community Colleges Board of Governors, the
Chancellor’s Office and the System Strategic Plan.

In 2006 an unprecedented collaborative effort was undertaken by the state
chancellor, college CEOs, members of the Academic Senate and chief instruction
and student services officers. Through this collaboration, the ESL/Basic Skills
Initiative (Initiative) was launched as a mechanism to find innovative ways to
help underprepared students succeed at obtaining a higher education and to
stem the high failure rates of students in need of basic skills coursework.

Initiative activities are funded and executed in a series of phases. Phase I
includes a literature review of effective practices in the area of basic skills. Phase
II activities seek to replicate best practices throughout the state and to train
individuals how these practices can be applied locally. Phase III of the Initiative
investigates the needs of the changing student and college system.

During Phase I of the Initiative, the Chancellor’s Office commissioned a study to
develop a working definition of “basic skills” and to review and summarize
expert opinion about effective practices. Results from this study are described
Basic Skills as a Foundation for Student Success in the California Community Colleges.



                                                1
For purposes of the Initiative, the working definition of basic skills is as
follows:

        “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.”

The inclusion of English as a Second Language (ESL) in this definition
recognizes that a significant amount of ESL instruction is included in basic
skills curriculum. To the extent that a student is unable to succeed in
college-level coursework due to the inability to speak, read, write or
comprehend English, ESL skills are considered as foundational skills in
accordance with the definition above.

Central to the ongoing development of the Initiative is an overall
emphasis on strategic planning. To date, all community colleges have
actively engaged in this planning effort. Each college has conducted a
comprehensive self-assessment and submitted to the Chancellor’s Office
the following information:

      an annual action plan;

      three to five year objectives for ESL/Basic Skills programs and
       services; and,

      an expenditure plan for the use of ongoing categorical funding
       directly for the improvement of student success.

Within the first three years of the grant program, the Initiative funded
important publications and activities, including:

      a compendium of best practices in basic skills entitled, A Foundation
       for Success in California Community Colleges (aka the Poppy
       Copy);




                                       2
 professional development events and conferences, including a Summer
  Teaching Institute focused on part-timers, that enrolled more than two
  thousand faculty, administrators and staff;

 a handbook entitled, Constructing a Framework for Success: A Holistic
  Approach to Basic Skills; and

 a staff development and student success programs data base, which
  may be found at http://bsi.cccco.edu.




                                     3
ESL/Basic Skills Initiative:
Funding History

Initiative Funding: 2006-07
In order to pay for the ESL/Basic Skills Initiative, the Chancellor’s Office,
through a competitive grant process, awarded in $700,000 to the
Foothill-DeAnza Community College District (CCD). Through this grant,
significant support and learning opportunities were provided to
community college administrators, faculty and staff. The faculty and staff
development activities focused on instruction and addressed both credit
and noncredit instruction in areas of mathematics, reading, writing and
ESL.

Initiative Funding: 2007-08
The 2007-08 Budget Act contained, and the Chancellor’s Office awarded,
a second competitive grant of $1.6 million to the Foothill-DeAnza CCD
to fund Initiative efforts. The Foothill-DeAnza CCD, in collaboration with
the Statewide Academic Senate is implementing the grant activities
designed to improve the delivery of ESL/basic skills education through
professional development and improved instruction.

Initiative Funding: 2008-09
The 2008-09 Budget Act also contained $1.6 million to continue and
expand upon Initiative efforts. The Chancellor’s Office awarded a third
competitive grant of $1.6 million to the Los Angeles Community College
District (LACCD). This Initiative funding is intended to build a statewide
Basic Skills Center and Network that coordinates the collection and
distribution of data and information resources. It is also to pay for
ongoing professional development opportunities through workshops
planned under the direction of the Academic Senate as well as establish a
beta test web site. The 2008-09 professional development grant covers
the period from January 1, 2008, to June 30, 2009.




                                      4
The ESL/Basic Skills Initiative:
Professional Development Grant 2009
Objectives

Under the umbrella of the professional organization of community colleges
researchers (RP Group), the William and Flora Hewlett Foundation sponsored a
long-range planning process bringing together representatives of the principal
constituencies that originally formulated the Basic Skills Initiative. This group
identified long-term objectives and plans for addressing needs that are
congruent with the goals associated with the ESL/Basic Skills Professional
Development Grant.

The 2009 ESL/Basic Skills Professional Development Grant has five primary
objectives:

          to develop a statewide professional learning network beginning with
           four pilot networks while exploring the feasibility of a permanent
           center for the scholarship of teaching and learning in the California
           Community Colleges;

          continue the series of regional workshops led by the state Academic
           Senate;

          create new tools for a series of data coaching workshops designed to
           increase every college’s capacity to enhance student success
           outcomes;

          build a robust interactive virtual network to enhance professional
           learning; and,

          establish a Summer Leadership Institute, starting with a pilot in June
           2009 at San Francisco State University.
Ultimately, the Los Angeles Community College District (LACCD) submitted the
award-winning proposal for the 2009 ESL/Basic Skills Initiative Professional
Development Grant. Progress made by LACCD in meeting these objectives is
outlined in the remainder of this report.



                                            5
ESL/Basic Skills Initiative:                          Pilot Network Spring 2009
                                                       1. Butte College
Professional Development Grant 2009                    2. American River College
Progress Report                                        3. Sacramento City
                                                           College
                                                       4. Consumes River College
The following section details progress made            5. Merced College
toward fulfilling the five objectives outlined in      6. Fresno City College
the 2009 ESL/Basic Skills Initiative Professional      7. Reedley College
                                                       8. North Centers of the
Development Grant proposal. Each objective is              State Center Commu-
presented first with current progress toward               nity College District
completion of the goal. Second, each objective is      9. Cañada College
presented by activities completed and data             10. Los Medanos College
                                                       11. City College of San
derived from those activities.                             Francisco
                                                       12. Foothill College
Professional Development Grant Objective 1:            13. Mission College
Building a Statewide Learning Network                  14. College of the Canyons
                                                       15. LA City College
                                                       16. East LA College
The first grant objective is to develop a statewide    17. LA Harbor College
professional learning network, beginning with          18. LA Mission College
                                                       19. Pasadena City College
four pilot networks in the following regions:
                                                       20. Pierce College
         Bay Area;                                    21. LA Southwest College
         Sacramento/Cental Valley;                    22. LA Trade Technical
         Los Angeles Area; and                            College
         San Diego and Imperial Valley Area.          23. LA Valley College
                                                       24. West LA College
                                                       25. Mira Costa College
Colleges joining the network have experienced          26. Palomar College
numerous professional development                      27. San Diego Miramar
opportunities. Figure 1 on the next page                   College
presents an overall summary of the number and          28. San Diego Mesa College
                                                       29. Grossmont College
type of activities completed during spring 2009.       30. Cuyamaca College
                                                       31. San Diego Continuing
                                                           Education Center
                                                       32. San Diego City College
                                                       33. Southwestern College
                                                       34. Imperial Valley College
                                                       35. Mt. San Jacinto College




                                      6
                  Events and Sessions 2009
                          16
                                                                        44
                                                            36
                                            27

0            10                20               30               40             50
    Professional Presentations at Conferences

    Train the Trainers                                    Cumulative sessions
    Extended Professional Learning Activies               and events 123

    Initial Site Visits



                                       FIGURE 1




             Event and Session Attendance 2009
             1%


      23%                           Total Faculty (1669)

                                    Total Administrators/Staff (511)

                   76%              Total Students (21)
                                            Cummulative attendance at
                                            sessions and events 2317



                                       FIGURE 2




                                            7
Development of a new pilot network began in spring 2009 with the
selection of four regional network coordinators in the four pilot areas.
The four coordinators made initial contact with interested colleges, sent
formal invitations (Appendix A) and Leadership Institute brochures
(Appendix B), and made 27 site visits to colleges interested in joining the
pilot network. Figure 2 delineates the number of total participants, by
category, in attendance at these activities.


During the first college site visit, coordinators met with college
presidents, vice presidents of instruction and student services, deans,
basic skills coordinators, faculty, and staff. Figure 3, below, indicates the
number of participants involved in the initial site visit, disaggregated by
faculty, and administrators/staff.


                            Initial Visit Attendance



                                          Total Faculty (167)
            40%
                                          Total Administrators/Staff (110)
                         60%
                                          Cummulative attendance at
                                          initial visits 281




                                  FIGURE 3




                                      8
In total, 34 individual colleges joined the network, with one community college
district’s four satellite campuses joining as well. Figure 4, below, indicates the
percent of colleges in the pilot network when compared to the total 110
community colleges in California. The table on page 6 specifies the names of
colleges involved in the pilot network.



                California Success Network as of
                            August 10, 2009
                   Colleges not in the Network         Colleges in Network




                             31%




                                                     69%




                                       FIGURE 4




                                                 9
FIGURE 5



   10
At the initial college site visits coordinators provided participants with collateral
materials outlining the benefits of becoming part of the pilot network. Figure 5,
left, details the list of benefits given to participants on the first site visit.

Also at the first site visit coordinators showed a short video detailing the huge
popularity of social networking sites, such as Facebook. Many of the network
building concepts that Facebook and other social networking sites are emulated
in an effort to build an Initiative network. Social networking sites provide
expanded opportunities through publishing photographs and enabling threaded
comments and discussions. Below is the website for the video entitled, Do you
know? http://www.youtube.com/watch?v=jpEnFwiqdx8

At the conclusion of each initial site visit coordinators left colleges with a
“checklist” of items to complete, such as registering for the 2009 inaugural
ESL/Basic Skills Initiative Leadership Institute and for the Strengthening Student
Success Conference in October 2009. At these conferences participants in the
Summer Leadership Institute will showcase Institute projects.

After coordinators completed their initial site visit they then began an ongoing
series of extended professional learning activities, such as regional network
meetings, visits to colleges outside of the network who requested guidance or
help, and incorporation of network activities into existing collaborative groups.
Examples of professional learning activities include:

              The Sacramento/Central Valley network coordinator responded to
               requests for training in remote areas of the state and traveled to
               Shasta College to establish a connection to the Reach Alliance (the
               Far North colleges). As a result, a required day-long in service day
               devoted solely to basic skills is scheduled to take place in the
               REACH area in the early spring of 2010.

              The Bay Area network coordinator conducted an Initiative retreat
               for Diablo Valley College to provide information on building and
               evaluating a basic skills program as well as understanding the
               Chancellor’s Office ARCC date and more.




                                              11
       In the Los Angeles area a Faculty Teaching and Learning Academy
        (FTLA) was developed by several Initiative coordinators. As part
        of the FTLA, graduates will share Academy acquired information
        with campus colleagues over the course of the upcoming
        academic year. Several coordinators have already conducted
        sessions during college opening day events and/or held mini-FTLA
        sequences focused on campus-specific issues.

       The San Diego/Imperial Valley network coordinator presented a
        workshop to the faculty at Mt. San Jacinto College on how to
        incorporate technology into teaching -- a topic of paramount
        importance-- given the digital divide that exists between digital
        natives (those born into technology) and digital immigrants (those
        born before technology).


A summary of the numbers of extended professional learning activities
facilitated by the regional network coordinators is presented in Table 1,
below.

   Extended Professional Learning Activities Spring 2009
   Number of    Total        Total   Total                Total
   Events &     Participants Faculty Administrators/Staff Students
   Sessions
   36           772            672        100                  0


                                 TABLE 1


Other training opportunities have occurred with “Train-the-Trainer”
sessions. The purpose of these trainings is to create ongoing professional
learning amongst and between regions through the provision of strategic
tools. Trainings include both theory and practice in creating social and
academic networks. For example, one strategic training tool used is logic
modeling, a process that allows the sharing of outcomes, vision and
activities.



                                     12
Trainings have been provided for a variety of groups, such as the four regional
network coordinators, in logic modeling, technology tools and building a virtual
network. Additional trainings have been held for basic skills coordinators/deans
through venues such as the Leadership Institute and specific regional network
meetings. The process of “training-the-trainers” has led to a positive chain
reaction of training and implementation on several campuses. For example:

            Butte College has scheduled a time for logic modeling meetings so
             that their ESL/Basic Skills Committee and leaders can work
             together to build a common set of outcomes and activities for
             their program.

            Los Angeles Trade Technical College is conducting its own Faculty
             Teaching and Learning Academy (FTLA) for faculty who are
             embarking on a new program linking career and technical training
             classes with courses in essential academic skills development.

            San Diego City College will be conducting trainings on Faculty
             Inquiry Groups (FIGs).

Through the pilot regional network infrastructure, professional development
grantees continually seek to create opportunities where instructional
transformation may occur as one idea is passed along from one to another until
the entire campus has captured the idea and integrated it into the fabric of the
institution.

Figure 6, on the next page, indicates the number of participants attending Train-
the-Trainer sessions during spring 2009 disaggregated by faculty,
administrator/staff and students.




                                           13
                  Train the Trainer Participation
                2%

            14%                      Total Faculty (539)
                                     Total Administrators/Staff (89)
                                     Total Students (16)

                       84%
                               Cumulative sessions 46




                                 FIGURE 6


In order to further expand the Statewide Learning Network, collateral
materials about the benefits and advantages of joining the network are
distributed at numerous professional conferences. Figure 7, below,
displays the number of participants attending conference sessions as well
as the number of presentations made.




                     Professional Presentations at
                          Conferences 2009
                1%


                                 Total Faculty (291)
          42%
                                 Total Administrators/Staff (212)
                     57%
                                 Total Students (5)

                             Cumulative presentations made 16




                               FIGURE 7



                                      14
Because of the overwhelming size of the state of California, faculty, staff,
administrators and students have tended to divide themselves into Northern and
Southern California cohorts. However, with the creation and expansion of the
Statewide Learning Network colleagues are now working with one another
across these invisible boundaries with the goal of improving the college-level
skills and success rates of underprepared students.

An additional goal of the Statewide Learning Network is the establishment of a
permanent learning center. Private funding through the James Irvine
Foundation, the William and Flora Hewlet Foundation and the Evelyn and Walter
Haas, Jr. Fund has been secured to convene a small group of experts to explore
the planning and design of a permanent center for the scholarship of teaching
and learning in the California Community Colleges.

Professional Development Grant Objective 2: Continuing the series of regional
workshops led by the state Academic Senate:

In February 2009 the Academic Senate appointed an ESL/Basic Skills Initiative
(Initiative) Regional Workshop Coordinator. The coordinator assembled a
workshop team to plan and implement regional workshops for spring and fall
2009.

The team began meeting in March to plan three spring Regional Workshops
scheduled for April 23-24 (Bay Area), April 30-May 1 (Sacramento), and May 7-8
(Los Angeles and San Diego).

Because of widespread interest in three types of programs, the team focused on
First Year Experience (FYE), Tutoring and Cross-Curricular (Learning
Communities, etc.) programs for the spring workshops. Recognizing the
importance of working with campus colleagues the team requested the colleges
register a team of interested participants, including instructional officers, local
academic senate presidents, basic skills coordinators, basic skills faculty and any
other interested faculty. The first Regional Workshop day was devoted to
highlighting programs within the region that had demonstrated high-levels of
success. The second day was devoted to future planning, with the presenters
meeting with college teams interested in a specific program.




                                            15
Presenters helped participants assess the needs of their campuses and
devise a workable plan to implement a new program or revitalize an
existing program. The four Regional Network Coordinators also provided
updates for their regions and posted workshop presentations on their
network websites so that participants could have access to these after
the workshops. The Workshop Team developed a Notebook for
participants to guide their activities and provide them with a written
record of the presentations and their plan to implement one of the
programs.

In addition, the Academic Senate provided relevant college success data
and flash drives for all participants. Copies of the complete Basic Skills
Handbook and Basic Skills as a Foundation for Student Success in
California Community were also distributed.

These spring Regional Workshops were well attended and participant
responses indicate conference objectives were met. Workshop
participation rates include the following:

              The Bay Area Regional Workshop registered 74
               participants.
              The Sacramento Area Regional Workshop registered 87
               participants.
              The Los Angeles Area Regional Workshop registered 191
               participants.

Most of the faculty participants were from English-related fields, with
student support and learning support divisions well represented. Nearly
all college teams included the campus basic skills coordinator and while
not every participant indicated his or her position when registering,
Academic Senate records show that four vice presidents and ten college
deans attended the workshops. More important, the workshop
evaluations showed a high level of satisfaction. More than 94 percent of
those responding agreed that the workshop approach was effective.
Written feedback was positive and participants provided suggestions for
future workshops. The most frequent comment was that participants




                                     16
appreciated the time to coordinate with campus colleagues. Many respondents
planned to continue this collaborative effort. In addition, the workshop team
followed up by phone or email with representatives from each participating
college a few weeks after the final workshop. Nearly all who responded reported
that they were working on a workshop plan, creating a new program or
expanding upon an existing program.

Figure 8 delineates the number of faculty and administrators and staff in
attendance at all spring 2009 workshops.


                       Academic Senate Workshop
                         Attendance Spring 2009
                17%
                                         Total Faculty (300)

                                         Total Administrators/Staff (63)

                         83%              Cumulative workshops 3




                                   FIGURE 8



The workshop team completed its plans for the fall regional workshops. These
plans include the following events:

      a Coordinator Workshop that will be held in Newport Beach in Sept 2009

      four Teaching and Learning Workshops that will be held in San Diego,
       Sacramento and Los Angeles in October 2009 and in San Francisco in
       November 2009.




                                            17
A single workshop for basic skills coordinators will be held in 2009 to
provide additional opportunities for collaboration among coordinators
and address the diverse issues faced by coordinators across the state.
The workshop team chose to make this the first fall workshop. During
this workshop, coordinators ask questions and obtain feedback on their
Action Plans that are due in mid-October.

Coordinators are further working with RP Group researchers on
interpreting college success data and program assessment, developing a
rubric for assessing Initiative action plans, evaluating their coordinator
roles, determining the most effective models for their campuses and
devising creative solutions in light of the current fiscal crisis.

In response to contemporary challenges facing community colleges, the
four Teaching and Learning Workshops will focus upon the theme of,
Maintaining and Enhancing Student Success in Difficult Times: Sustainable
and Low-Cost Classroom Practices.

Because of the success of the college team approach used in the spring
Regional Workshops, the workshop team is asking Initiative coordinators
to recruit, register and lead diverse college teams of 5-10 faculty
members. These teams will include one full-time and one adjunct faculty
member per department from either math, English, reading, ESL, CTE, or
noncredit areas, a content area faculty member, students and learning
support faculty.

The inclusion of faculty who have not attended previous Initiative
workshops is especially encouraged. The Academic Senate president will
speak on the importance of maintaining and enhancing student success
in these challenging times and participants will work with RP Group
researchers to design their own classroom assessments and
interventions. Eight breakout groups will be offered on a variety of topics,
including effective learning strategies for the classroom, integration of
student support and instruction, CTE and contextualized instruction, and
involvement of adjunct faculty in campus-based efforts.




                                     18
In addition, the workshop team is proposing the creation of an online resource
list for the Academic Senate to post on its Initiative website.

If approved, the team plans to contact approved senate workshop presenters
and ask if they would agree to be included on this list. The list would be divided
into appropriate categories (e.g. learning communities, classroom assessment
techniques, etc.) and linked to effective practices. Presenters would be linked to
specific categories and each presenter would have a short description of his or
her area of expertise and contact information.

Colleges interested in presentations on a particular practice or program would
contact a presenter in that category and arrange for a mutually agreed upon
presentation, workshop or consultation. The numerous past Academic Senate
workshop presenters are an untapped resource for colleges. Many colleges are
seeking more information about a specific practice or program. A resource list
would further enable them to contact people with demonstrated knowledge and
experience who could help develop new teaching strategies or programs for
students with basic skills needs. In addition, colleges that are located far away
from regional workshop sites and have difficulty attending these workshops
would have access to information about how to develop workshops on their own
campuses.

Overall, the Academic Senate sponsored Initiative Regional Workshops have
served as a valuable resource to community college faculty and administrators
since their inception. By focusing on college teams in the spring and fall 2009
regional workshops, the senate is making these workshops even more effective
by providing professional development to groups of faculty and administrators,
who in turn share with colleagues Initiative practices when they return to their
home campuses.

Professional Development Grant Objective 3: Creating new tools for a series of
data coaching workshops designed to increase every college’s capacity to
enhance student success outcomes. New tools for a series of data coaching
workshops have been developed with core and supplemental measures arising
from an outcomes-based review and analysis of existing literature. Additionally,
determinations have been collated about how to effectively produce, use and
understand data and evidence on college campuses.



                                            19
In partnership with the professional development grant, the Basic Skills
Outcome Capacity (BSOC) project, funded by the William and Flora
Hewlett Foundation and headed by the RP Group has accomplished two
major areas of work:


      A review and analysis of basic skills student outcomes measures in
       California and nationally was compiled. Based on this review, the
       project developed recommendations for a simple set of measures
       that can be used both system-wide and at the college level.

      An investigation of the capacity of California’s community colleges
       to use outcomes information for planning and improvement
       purposes was conducted. This evaluation provided the impetus
       for recommendations on strengthening the ability of colleges to
       engage in evidence-based decision making.

The BSOC team worked on these items from January 2009 through June
2009 in consultation and collaboration with ESL/Basic Skills Initiative
Professional Development Grant Project director and members of the
Academic Senate. The BSOC project leaders developed plans in July 2009
for the dissemination of their work in support of basic skills. Additionally,
progress on the BSOC project has been regularly reported to the
ESL/Basic Skills Initiative Steering Committee.

At the completion of the BSOC project, the RP Group has much
information to share with the state. The Initiative has provided the
opportunity for the RP Group to disseminate the findings of both phases
of the BSOC grant with key stakeholders, including:

     A series of summaries of the findings of the BSOC work will be
      made available to Initiative coordinators and disseminated
      throughout the field.

     Findings will be shared during the three teaching and learning
      workshops conducted in conjunction with the Academic Senate.



                                     20
     At least two webinars will be conducted on the findings from BSOC and
      the notion of reformulating capacity to use and understand evidence.

     Information will be distributed during the Student Success Conference,
      Community Colleges League of California, the Chief Instructional Officers
      fall meeting and the Academic Senate Plenary meeting.

     On-site technical assistance and data coaching visits will be scheduled.
      BSOC will partially fund these visits going forward in spring 2010.


Professional Development Grant Objective 4: Building out a robust interactive
virtual network to enhance professional learning.

Interactive Virtual Network
An interactive virtual network to enhance professional learning has been
developed with one overall interactive site serving as a portal to four regional
network sites. The entry portal can be reached at: http://cccbsi.edulounge.net
Instilling technological expertise among the faculty, staff, administrators and
students at the 110 community colleges is key to building a sustained and
interactive professional learning network. Distances are great, budgets are
shrinking, information is growing every day and staying abreast of the changing
times is challenging. During spring 2009, interactive blogs were created for all
four pilot regions of the state with a central portal introducing the project and
connecting it to the Initiative efforts over the past two years.

These sites, new to the Initiative, have been created with the idea of sharing
information on an ongoing basis and maintaining information relevant to the
needs of the colleges. These websites have been used at regional trainings, the
Leadership Institute and various other workshops to demonstrate how to
collaborate and share information and how to build a searchable storage place
that can be accessed when needed. Effective strategies, evaluation techniques
and other relevant information is uploaded regularly and shared with
participants. Participants are also provided with training on the new
technologies introduced on the site. For example:




                                            21
     The Bay Area site has a wide range of video blogs about building a
      network. (http://baln.edulounge.net/visualising/).

     The Sacramento/Central Valley site has posted its inquiry project
      as an extended learning activity from the BSILI
      (http://scvn.edulounge.net/category/scvn-inquiry/). Network
      participants continue to develop the ideas in this inquiry project
      and presented their findings as part of the Pre-Conference
      Institute at the Strengthening Student Success Conference in
      October 2009.

       The Los Angeles area network contains a repository of all the
        Power Point presentations from the Academic Senate workshop
        held for Southern California in March 2009 that focused on
        Learning Communities, First Year Experience Programs and
        tutoring support programs (http://larn.edulounge.net/presentations/).

       The San Diego/Imperial Valley network contains a voice thread
        demonstration for students to watch and practice the five front
        vowel sounds. (http://sdivn.edulounge.net/successful-strategies/esl/)


The Links to the interactive sites are listed below:

Central Portal: http://cccbsi.edulounge.net/

Sacramento/Central Valley Network: http://scvn.edulounge.net/

Bay Area Network: http://baln.edulounge.net/about/

Los Angeles Regional Network: http://larn.edulounge.net/

San Diego/ Imperial Valley Network: http://sdivn.edulounge.net/




                                       22
These interactive sites include information and links specific to Basic Skills
Coordinators:

              Budget Updates
              Recommended Reading
              Regional Networks
              Leadership Institute
              Videos/Presentations
              Regional Trainings
              Statewide Communication
              Leadership Institute
              Regional Meetings
              Upcoming Events
              Successful Practices
              Counseling
              ESL
              Learning Communities
              Math
              Reading
              Tutoring
              Writing




                                             23
Electronic Network Technology Training

In addition to the provision of an interactive electronic network, training
for using this technology is also provided as a benefit of being part of the
network. This technology training is integral to the success of the
networks for two important reasons. First, linking the colleges
throughout the state by creating a network of sharing and collaboration
is the focus of the network building aspect of the professional
development grant. Another equally important function of the
technology training serves to address a reality of living and working in
one of the largest states in the country.

Technology serves as the vehicle to bring the colleges together. With this
goal in the forefront, network coordinators are introduced to, trained on,
and then practice with new software and tools so that they may
introduce these tools to the basic skills initiative coordinators in their
region. These coordinators are expected, in turn, to share that knowledge
with the other faculty, administrators, staff, and students at their
respective colleges.

An example of how such training can be used for institutional strategic
planning occurred prior to the ESL/Basic Skills Initiative Leadership
Institute (BSILI) when a technology expert was brought to one of the
planning meetings to review several free software programs (such as
iRubric for assessment, Mindomo for mind mapping, and Logic Modeling
for strategic planning) that would be highlighted at the institute.

Network coordinators were then able to work with the BSILI participants
to use the tools on a regional project; afterwards, further work was done
with these tools to provide practice for the Initiative leaders to use with
their campus colleagues.




                                     24
One example of this technology in use is the rubric created for analyzing
program effectiveness using iRubric, an example of which is in Appendix E.
Incorporating new, innovative, and either inexpensive or free software can also
be used to visually enhance classrooms. Many of today’s students are very adept
at technology, some far more advanced than faculty. Hence, the professional
learning opportunities with regard to technology are integral to increasing
student success. As faculty are introduced to and become more comfortable
with social networking sites such as Facebook and electronic portfolios, they
begin to incorporate these technologies into their classroom teaching practices.

Another aspect of the collaborations with partners in California to better serve
community colleges is the planned link between the Academic Senate ESL/Basic
Skills Initiative website and the newly developed interactive web site that has
already begun but will soon be expanded through the professional development
grant. The map of the new expanded website and how it will link with the
existing website can be found in Figure 9.




                                           25
FIGURE 9




   26
Professional Development Grant Objective 5: Establishing an ESL/Basic Skills
Initiative Leadership Institute, starting with a pilot June 2009 at San Francisco
State University.

An ESL/Basic Skills Initiative Leadership Institute (BSILI) was convened in June
2009 and 40 basic skills leaders were in attendance. An extensive planning and
design process, including the development of highly integrated curriculum, took
place between January and early June and a corresponding website and social
networking groups were created.

The mission of the summer Institute was to develop leaders
among the faculty, staff and administration who will initiate
and direct activities on their campuses that lead to greater             “I think we found out today
success of students who are underprepared. These leaders                 that one of the ways of
                                                                         ensuring that professional
are trained to promote professional learning to advance
                                                                         development is an integral
research, curriculum development, integration of student                 part of our work is to create
support services and instruction and as appropriate, effect              good inquiry questions and
institutional change.                                                    carry out those discussions
                                                                         both in the network and on
The desired outcomes for the Institute are for participants to           our local campuses.”
return to their college and regional learning networks and do
                                                                       Los Angeles Regional Network
the following:                                                         Participant
 develop and implement initiatives that address the
     motivation and success rates of underprepared and
     underrepresented students;
 recognize and address gaps, needs, opportunities and strengths related to
     teaching and learning in a range of educational settings;
 engage the campus community in professional learning inquiry;
 design, implement and evaluate effective learning environments for diverse
     groups based on relevant research; and
 be effective leaders in a wide variety of situations related to the
     improvement of student outcomes. To achieve the above stated outcomes
     for the BSILI, a group of 40 individuals, including Initiative coordinators from
     the four regional network pilot
 colleges, network coordinators, institute instructors, evaluators




                                                27
      Inquiry Questions for the Basic Skills Initiative Leadership Institute, June 2009



Sunday, June 14      Questions posed to student panel          Discuss your educational experience at
                     members                                   community colleges.
                                                               What are some challenges you faced,
                                                               and how did you overcome them?
                                                               What were some resources that helped
                                                               you get where you are today? What
                                                               suggestions do you have regarding
                                                               challenges other students face?
Monday, June 15      Questions posed to Leadership Institute   What is important to know about your
                     participants                              institutional culture, policies, and
                                                               practices, and how they impact
                                                               programs for student success? How do
                                                               we learn to ask the right questions?


Tuesday, June 16     Questions posed to Leadership Institute   How do we promote connections
                     participants                              among multiple programs and support
                                                               services rather than create "silos"?


Wednesday, June 17   Questions posed to Leadership Institute   How can evaluation inform the
                     participants                              development of culture of evidence on
                                                               your campus?

Thursday, June 18    Questions posed to Leadership Institute   How do we ensure that professional
                     participants                              development is an integral part of our
                                                               work, including our own professional
                                                               learning as leaders?

Friday, June 19                                                How can we work together to “do,
                                                               document, share, and build” a
                                                               professional learning network within
                                                               our regions?

Saturday, June 20    Questions posed to Leadership Institute   How will we work together post-
                     participants                              institute to promote leadership and
                                                               build both inter- and intra-learning
                                                               networks across our colleges?


                                                 28
and program assistants, gathered at San Francisco State University (SFSU) in June
2009. Thirty of these individuals were in residence in the dormitories at SFSU
while the others commuted from home or from local hotels. Additional faculty,
administrators, and other presenters joined the group for one or more sessions
throughout the week.

The BSILI kicked off its activities with a welcome banquet followed by a panel of
students from Cañada College who spoke to the
Institute participants about their learning experiences
and related challenges. These students also gave advice       “Thank you for the…
to other students facing similar challenges. A primary        instructive websites. I
theme established was, How can we work together to            appreciate being able
promote activities that lead to greater success for           to see lesson plans
students who are underprepared for college level work?        from high schools and
                                                              community colleges,
Activities for the BSILI were organized around a series of    and I can use some of
inquiry questions, shown at left.                             the materials from the
                                                              Toolkit myself.”
These inquiry questions were meant to stimulate
thinking, guide participants through the planned              Bay Area Regional
                                                              Network Participant
activities and to build an awareness of the value of the
research function in all aspects of the Initiative.

The focus for day one was training participants to ask the right questions.
Working in regional groups, participants used case studies to analyze situations
and offer suggestions for improvements to one of two fictional colleges. Day
two focused on breaking down silos on campus to create more effective
programs. Still using the fictional case studies from day one and still working in
regional groups, the participants were asked to design program webs to make
connections for their fictional college. Day three focused on creating a culture of
evidence and introduced the participants to Logic Modeling, a process that
allows participants to create shared outcomes and vision.




                                            29
Day four was focused on professional development and creating a
culture of inquiry by understanding the impact of conducting a faculty
inquiry question on the overall learning process. Using methods
demonstrated by presenters from the Faculty Inquiry Network,
participants worked in their regional groups to create an inquiry
question that they could use as a practicum for extending the
connections and collaborations begun in the BSILI. A total of six regional
meetings have been held since the BSILI during which the regional
                                  network colleges refined their inquiry
    This is the seed              projects, which all center on encouraging
    planted in the                the campus at large to take ownership
    BSILI that can be             for professional learning. These inquiry
    nurtured in the               projects served as the foundation of the
    regional networks             ESL/Basic Skills Initiative Pre-Conference
    and will grow as              Institute and the Strengthening Student
    the networks                  Success Conference in October 2009.
    expand over the
    next four years to            Days five and six focused on integrating
    include all 110               technology into the design and
    California                    development of the regional networks as
    Community                     the participants worked on their regional
    Colleges.                     projects showcased at the Strengthening
                                  Student Success statewide conference in
San Francisco. Closing activities included presenting each participant
with a certificate of participation in the inaugural Leadership Institute.

Through the activities of the ESL/Basic Skills Leadership Institute, faculty
and administrators from across California came together to share their
expertise and to work together to address common concerns.
Participants were able to use new tools—both intellectual and
technological—to enable them to return to their campuses with ideas
for creating the connections on their own campuses that will lead to
more collaboration and community.

More details about the inaugural BSILI, including links to its syllabus and
its handouts, can be accessed at http://bsili.edulounge.net/about




                                     30
ESL/Basic Skills Initiative:
Building Outcomes and Activities

During the process of discussing and developing goals and activities for
Objectives 1, 4 and 5 (network building, virtual network, and Leadership
Institute), team members participated in a strategic planning process called logic
modeling.

Logic modeling allows team members to create shared outcomes and vision by
going through a collective process of discussion and consensus. Oftentimes
when working on a project of magnitude, teams implement activities without
first determining outcomes, which render as nonexistent the possibility of
meaningful measurements. To avoid this common pitfall, logic modeling to
create a living document was deployed, as shown in Figure 10, the CA Success
Network (SN) Logic Model, to expresses long-term outcomes, short-term
outcomes, activities, and target audience.

The logic model is now a framework for all grant objectives because the model
functions on an if-then basis. This process of if-then linkages ensures that all
activities created and implemented are linked to one or more short-term and
long-term measurable outcomes.

As an example of how logic model is instrumental to activities and to beginning
the process of achieving short and long term outcomes, a sub-group of individuals
came together to work on one of the activities listed in the model under the
creation of statewide infrastructures in support of basic skills. The task the group
pursued was the creation of a tool that could be used to intro-duce and engage
colleges in collaborative evaluation activities that generate knowledge about
effective learning to transform practice. This process resulted in the creation of a
tool, known as the BSI Tune-Up Kit and included in Appendix C.

The ESL/Basic Skills Initiative Tune-Up Kit has had immediate use in one of the
regional networks as a means for its colleges to prepare their 2009-10 BSI Action
and Expenditure Plans. Additionally, the tool will be used during the Academic
Senate statewide Initiative coordinators two-day training on September 17 and
18. As evidenced by looking at the if-then linkages in the CA Success Network
Logic Model (Figure 10), the Tune-Up Kit has supported two kinds of activities,



                                            31
the creation of a statewide infrastructure and the creation of a regional
level infrastructure, and has involved the coordination between several
core organizations including the Chancellor’s Office, the Academic Senate
and the Pilot Regional Networks.

Additionally, the use of this tool during local and statewide trainings
supports the short-term outcomes of collaborative learning and
evaluation in support of basic skills within and across networks in the 110
colleges—which in turn hopefully builds support for sustained,
innovative, and engaging methodologies leading to increased student
learning.

As the professional learning network grows and expands, so does the
learning of target audiences. Well trained faculty gain important
information that they then take back to their classrooms and institutions.
As faculty pass this information on to others, student learning occurs,
institutional leaning occurs and soon systemic learning occurs as well. A
gradual process of transformation occurs in a continually fluid state. This
process is tracked and evaluated through the ongoing use and revision of
the overall CA Success Network Logic Model.




                                    32
33
 FIGURE 4
Resources and Evaluation

To meet grant objectives via the activities of the logic model, a variety of
resources were used, including the Faculty Inquiry Network (FIN),
partnering with the Dale Tillery Institute for Community College
Leadership, partnering with the Center for Urban Education (CUE), housed
at the University of Southern California, as well as the Career Ladders
Project.




                                     34
ESL/Basic Skills Initiative:
Evaluation

An external evaluation team was established to implement a pre and post-test
design to provide a summative measure of the effectiveness of the Initiative’s
efforts. A key outcome of interest is the building of a network of Initiative
coordinators to better implement basic skills programs on their campus.
Network outcomes are expected to differ across the three populations of
participants: Initiative regional coordinators, campus basic skills coordinators,
and campus basic skills faculty.

A pretest survey was designed and implemented just before the convening of
the Initiative’s Leadership Institute. An email invitation was sent to the regional
coordinators and they were to pass it on to their attendees/campus
coordinators. This provided baseline data from participants on how they
perceived their network and basic skills work at the campus and regional levels.

To complete the pretest design, this survey was administered to campus basic
skills faculty at all the campuses in the network in fall 2009. An adapted version
of this survey will be administered to the entire network at the end of the spring
semester next year. Data will be analyzed in the summer and a summative
report is scheduled to be published in summer 2010.




                                            35
Evaluation: Pretest Data Observations

More than half of the respondents currently teach at their college.
About 48 percent of the respondents have been working with basic skills
students or programs for 10 or more years. In the last year, 67 percent
of respondents spent more than half their time on campus basic skills-
related work and 60 percent of the respondents spent less than 25
percent of their time on regional basic skills-related work.


       Work w/ Basic Skills             Count                 Percent %
       Less than 6 months               1                     3%
       6 months – 1year                 1                     3%
       1 3 years                        7                     21%
       3 – 6 years                      5                     15%
       6 – 10 years                     3                     9%
       10 – 20 years                    12                    36%
       20+ years                        4                     12%

A complete breakdown of respondents is presented in Table 2, page 37.


  When asked to describe the collaboration in their campus and regional
basic skills networks, they described them differently. Campus networks
were more collaborative than regional networks. They were most often
described as “a central body of people as a communication hub with
semi-formal, advisory links and somewhat defined roles, facilitative
leaders, complex decision making and formal communications within the
central group. The purpose is to match needs and provide coordination,
limit duplication of services, and ensure tasks are done.”




                                   36
Regional networks were more often described as “a non-hierarchical,
loose/flexible link with loosely defined roles, low-key leadership, minimal
decision making, and informal communication. The purpose is to dialog, create
common understanding, a base of support, and a clearinghouse of
information.” Respondents were asked to name five people in their campus
and regional networks. Table 2, below, summarizes the results:

              Of the 97 people named in campus networks:
               55 percent were full-time faculty;
               13 percent were deans; and,
               10 percent were counselors.

              Of the 47 people named in regional networks:
               64 percent were full-time faculty;
               19 percent were other; and,
               6 percent were Deans or Presidents.
      Campus           Count     Percent %               Regional       Count   Percent
      Network                                            Network                   %

    Faculty, Full-      53          55%                Faculty, Full-    30      64%
        time                                              Time

        Dean            13          13%                   Other          9       19%

     Counselor          10          10%                    Dean          3        6%

        Other            9          9%                  President        3        6%

     Executive VP        8          8%                 Executive VP      2        4%

      President          3          3%

   Associate Dean        1          1%


                                             TABLE 2




                                          37
The responses from survey participants can identify in both their campus
and regional networks is depicted in Table 3, below:

                                N      Mean     Median       Mode          S.D.
    Prepared         Pre-      31       4.50       4.0          4           .97
     -campus    Institute
                    Post-      29       5.76         6.0         7         1.27
                Institute
    Prepared         Pre-      30       3.28         3.5         4         1.32
     - region   Institute
                    Post-      28       5.75         5.5         7         1.14
                Institute

                                    TABLE 3



ESL Basic Skills Initiative Evaluation: Leadership Institute

A pre and post-test design was also used to answer two key questions of
the Leadership Institute (one summative and one formative)-

       Was the Institute successful at preparing the attendees to build
        their campus and regional networks?

       How could the Institute be improved in the future?

To answer these questions, two surveys were developed. A paper-based
pre-test included three closed-end questions and two open-end
questions. An internet-based post-test was more extensive with multiple
questions regarding both the value of the elements of the institute and
attendees perceptions of their readiness to grow their campus and
regional networks. Both surveys were developed with the assistance of
Institute organizers.




                                       38
General observations are that the Institute met its stated objectives. Topics
(rubrics, case study, program webs, logic models, inquiry, and new technologies)
were rated as useful and relevant for advancing their campus and regional
networks.

Comments extolled the Institute’s value were recorded and attendees reported
they left the Institute significantly more prepared to advance both their campus
(t=4.049, df=23, p<.001; CI=.57–1.76) and regional (t=9.39, df=21, p<.001;
CI=1.82–2.86) basic skills networks as a result of the Institute. Table 4 below
illustrates the significant increase in preparedness to both advance their campus
and regional basic skills networks the attendees experienced as a result of
completing the inaugural BSILI.

Attendees also provided valuable improvement advice for follow-on Initiative
efforts. These responses will be used to inform and improve future Institutes
and regions throughout the year.




                                           39
ESL Basic Skills Initiative:
Conclusion


This report has summarized a range of activities taking place in support of
the five objectives specified in the 2009 ESL/Basic Skills Professional
Development Grant awarded to the Los Angeles Community College
District.

In the case of each objective, significant progress has been achieved.
Further, an overall vision of systemic, institutional, faculty and student
transformation has been articulated through the connections reported
between the grant’s objectives and the development of the CA Success
Network Logic Model.

Finally, a summary of the external evaluation process and progress for the
pilot network and Institute pieces of the project has been included in
order to establish the means for measuring the impact of ongoing,
scalable, and sustained professional development on teaching and
learning in the California Community Colleges.




                                      40
Acknowledgements
Chancellor Jack Scott and the Chancellor’s Office staff would like to thank those
individuals who have made significant contributions to this report.

Professional Development Grant Project Staff
Deborah Harrington, Project Director, Los Angeles Community College District
Nancy Cook, Sacramento/Central Valley Network Coordinator, Sierra College, Rocklin
Anniqua Rana, Bay Area Network Coordinator, Cañada College
Daryl Kinney, Los Angeles Area Network Coordinator, Los Angeles City College
Lisa Brewster, San Diego Area Network Coordinator, Miramar College

The Academic Senate for California Community Colleges
Workshop Coordination:
Cathy Molloy, ESL/Basic Skills Initiative Workshops Coordinator, Santa Barbara City
College

BSI Regional Workshop Team Members:
Herminio Hernando, DeAnza College
Evelyn Escatiola, East Los Angeles College
Lynn Wright, Pasadena City College
Maggie Taylor, Fresno City College
Joan Cordova, Orange Coast College
Jenny Simon, El Camino College
Jerry Pike, Santa Barbara City College

Leadership:
Jane Patton, ASCCC President
Mark Wade Lieu, Past ASCCC President
Janet Fulks, ASCCC Basic Skills Standing Committee Chair
Julie Adams, Executive Director

California Community Colleges Chancellor’s Office
Academic Affairs Division:
Morgan Lynn, Executive Vice Chancellor for Programs
Juan G. Cruz, Specialist, Academic Planning and Development

Office of Communications:
Terri M. Carbaugh, Vice Chancellor
Phawnda Moore, Associate Editor of Publications




                                             41
      Appendix A
Invitation to join network




            42
43
44
45
46
47
48
49
50
51
        Appendix B
Leadership Institute Brochure




             52
53
54
55
                                  Appendix C
                    Basic Skills Initiative “Tune-up Kit”

                           Draft for Discussion

                               June 8, 2009


Instructions to College Basic Skills Initiative Coordinators

The purpose of this “Tune-up Kit” is to help colleges evaluate the depth
and quality of stakeholder engagement in on-going Basic Skills Initiative
activities. It consists of three parts:

   1. An informal questionnaire that asks your campus to reach a
      consensus on responses to a series of statements about
      stakeholder engagement in and expected outcomes of the BSI
      Action Planning process as implemented at your institution;

   2. A rubric that will help you assess the quality and depth of your
      campus’s involvement in the BSI; and

   3. A planning grid that offers you the chance to outline activities
      aimed at improving your overall institutional response to the BSI.

As outlined in the “PoppyCopy,” the BSI is meant to engage large
numbers of faculty, administrators, and staff in an on-going project of
institutional transformation that will lead to improvement in the learning
outcomes of basic skills students. For this reason, you should work
directly with your current BSI- and student success-related committee or
committees as you respond to the statements contained in the
questionnaire. (Of course, additional faculty and staff may be included in
the “Tune-up” process as deemed appropriate.) Your BSI Network
Coordinator will support you by working through the three parts of the
Tune-up Kit with these groups.




                                     56
       The results of this “Tune-up” are meant to be shared broadly at your
       college and will be used by BSI Network coordinators to plan future
       workshops and support efforts. They are also meant to leave each
       participating college with a strategy for improving the depth and quality
       of its BSI Action Plan implementation efforts.

Please discuss, reach consensus on, and respond to the following statements:

                                                               Strongly                      Strongly
   Participation in BSI Planning and Assessment Efforts         Agree
                                                                          Agree   Disagree
                                                                                             Disagree


 Your college has one or more standing committees
 devoted to on-going assessment and improvement of
 basic skills instructional programs and support services
 and to monitoring BSI Action Plan implementation.
 A broad cross-section of administrators, faculty and staff
 originally participated in the BSI “Self Assessment” effort
 and in the production of your BSI Action and Expenditure
 Plans at your college.
 Senior level administrators (CEOs and VPs) actively and
 regularly participate in BSI-related planning and
 assessment efforts.
 Faculty from traditional basic skills disciplines actively
 and regularly participate in BSI-related planning and
 assessment efforts.
 Faculty from general education disciplines actively and
 regularly participate in BSI-related planning and
 assessment efforts.
 Faculty from career/technical disciplines actively and
 regularly participate in BSI-related planning and
 assessment efforts.
 Support staff actively and regularly participate in BSI-
 related planning and assessment efforts
 Students actively and regularly participate in BSI-related
 planning and assessment efforts.



                                              57
                                                             Strongly                      Strongly
               The BSI Planning Process                       Agree
                                                                        Agree   Disagree
                                                                                           Disagree

Your BSI Action Plans are reviewed and updated at
least annually.
Results of your BSI Action Plans assessments are
formally presented to your Board at least annually.
At this stage, your BSI Action Plans might best be
described as offering a unified vision and coherent
program for future institutional improvement.
At this stage, your BSI Action Plans might best be
described as offering a list of independent projects that
may or may not result in permanent institutional
change.
Allocation of BSI funding at your college is driven by BSI
Action Plan priorities.
Campus Awareness of BSI                                      More       25-50%       10-      Less
                                                             than                    25%      than
                                                             50%                              10%
Please estimate the percentage of all fulltime faculty at
your college who are aware of the structure, aims, and
expectations of the BSI.
Please estimate the percentage of all fulltime faculty at
your college who are aware of the specific goals and
objectives in your BSI Action Plans.
Please estimate the percentage of all adjunct faculty at
your college who are aware of the structure, aims, and
expectations of the BSI.
Please estimate the percentage of all adjunct faculty at
your college who are aware of the specific goals and
objectives in your BSI Action Plans.




                                            58
                                                              Please circle the appropriate
      Participation in BSI-sponsored Workshops
                                                                         answer:
Please estimate the percentage of all fulltime faculty         More
                                                                             25-        10-       Less than
at your college have participated in BSI-sponsored             than
                                                                             50%        25%         10%
                                                               50%
workshops since 2007.
Please estimate the percentage of all adjunct faculty          More
                                                                             25-        10-       Less than
at your college have participated in BSI-sponsored             than
                                                                             50%        25%         10%
                                                               50%
workshops since 2007.
Your college has offered a number of independent
                                                              Strongly                             Strongly
(non-state sponsored) BSI-related professional                 Agree
                                                                          Agree    Disagree
                                                                                                   Disagree
development activities since 2007.



                                                                  Strongly                              Strongly
                        BSI Impact                                 Agree
                                                                               Agree      Disagree
                                                                                                        Disagree

A number courses (more than 2) have been modified
(curriculum change, modularization, etc.) as the direct
result of BSI-related activities since 2007.
The college has implemented special cohort-based
and/or intensive, alternative-schedule educational
programs (“First-Year Experience,” “Bridge to College,”
“Math Jam,” etc.) as the direct result of BSI-related
activities since 2007.
The daily education of a significant number of basic skills
students (more than 25%) at your college has been
directly impacted by BSI-related activities.
Most faculty and staff expect the BSI to have a major
impact on campus culture and the learning outcomes of
basic skills students over the next three years.
Please estimate the percentage of all faculty at your
college who are likely to have adopted new teaching                More
                                                                                                        Less than
                                                                   than        25-50%         10-25%
techniques or modified their pedagogical approaches as                                                    10%
                                                                   50%
the result of BSI-related workshops since 2007.




                                            59
           Now review the Tune-up Kit Rubric on the next page
           and discuss where you would rate your college in terms
           of the four categories of BSI engagement.


Basic Skills Initiative 2009
Follow-up Questions

 What can your college do to engage more faculty, administrators, students
 and staff in the BSI?




  What can the BSI Network and your network coordinator do to support
  these efforts?




  Which of the 26 “Effective Practices” outlined in the Poppycopy” would
  you like more information about?




                                60
                                   Appendix D

Basic Skills Initiative 2009

Rubric for Evaluating College Engagement in the BSI

College:   _________________________________Self Ranking:_______


Levels of
Implementation Characteristics of Institutional Effectiveness in
               College Outreach Program

                              A limited number of faculty and staff were
                               engaged in the initial Basic Skills self
                               assessment process and the creation of the
     Level 1                   college’s BSI Action Plans.
                              Generally few faculty and staff are familiar
    Early                      with the Poppycopy and details of the
  Awareness                    college’s Action Plans.
                              The college has no standing committee that
                               meets on a regular basis to oversee Action
                               Plan implementation and to assess college BSI
                               efforts.
                              The college has no full-time coordinator
                               dedicated to basic skills instruction.
                              Limited numbers of faculty have participated
                               in BSI regional workshops and BSI conference
                               breakouts.
                              The college does not formally and regularly
                               assess and report on the implementation of
                               its Action Plans and the effectiveness of its
                               overall BSI effort.

                              The college has at least one standing
                               committee that oversees the BSI with faculty
                               from CTE, General Education, traditional basic



                                        61
    Level 2             skills disciplines and student support staff
                        actively involved.
    Active             The college reviews BSI data and revises BSI
 Engagement             Action Plans annually.
                       The BSI and details of the college’s Action
                        Plans are familiar to faculty and staff outside
                        the immediate college leadership structure.
                       The college is piloting special intensive,
                        contextualized, and/or cohort-based
                        educational programs to improve basic skills
                        outcomes for limited numbers of students.
                       The college regularly offers professional
                        development activities on BSI-related topics.
                       The college reports on the effectiveness of its
                        BSI efforts to the Board of Trustees.

                       A large number of faculty and support staff
                        have been actively and regularly involved in
    Level 3             some aspect of the BSI.
                       Responsibility for supporting basic skills
 Initial Cultural       development is recognized by all employees
Transformation          as a college-wide responsibility.
                       The college has developed a coherent vision
                        and integrated action plan for the
                        improvement of learning outcomes and has
                        aligned BSI allocations with its
                        implementation strategies
                       The college has appointed a fulltime basic
                        skills faculty coordinator or administrator.
                       Data on assessment levels, student success
                        rates in basic skills, and student equity
                        outcomes are shared widely and analyzed
                        regularly.
                       The college is expanding special intensive,
                        contextualized, and/or cohort-based
                        educational programs to serve larger numbers
                        of students.



                                  62
  Level 4        The college has made significant, durable
                  changes in curriculum, programs, or
 Continuous       institutional structures in response to BSI
   Quality        assessment.
Improvement      Support for the basic skills students has been
                  integrated in all aspects of the college.
                 All basic skills students receive special support
                  as the result of BSI efforts.
                 Basic Skills planning has been thoroughly
                  integrated into program review, college
                  educational master planning and strategic
                  planning and reporting.
                 The college’s basic skills student success
                  outcomes are responding positively and
                  consistently to college efforts.




                            63
Appendix E




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