1. 1 CCCCIO Fall 2008 Conference October 29, 2008

2.  Mark Wade Lieu, ASCCC President, Ohlone College  Barbara Illowsky, BSI Project Director, De Anza College  Janet Fulks, Bakersfield College  Karen Wong, Skyline College  Miya Squires, Butte College 2

3. Constructing a Framework for Success: A Holistic Approach to Basic Skills 3

4. A chapter for administrators by administrators 4

5.  Explanations of the Basic Skills Funding  Explanations about the action and expenditure plans  Statewide analysis of the submitted action plans  Minimum qualifications for faculty  Assigning courses to disciplines  Rubric 5

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7. What type of statewide success do we see amongst students with basic skills needs?

8. College Level Performance IndicatorState Rate 1. Student Progress & Achievement51.2% 2. Completed 30 or More Units70.4% 3. Fall to Fall Persistence68.3% 4. Vocational Course Completion78.2% 5. Basic Skills Course Completion60.5% 6. ESL Course Improvement44.7% 8

9. 9 Academic Year ESL Success Rate English Success Rate Math Success Rate Total Basic Skills Success Rate 01-02 68.7%59.5%53.7%61.2% 02-03 69.8%60.7%56.2%62.7% 03-04 69.8%60.5%55.1%62.2% 04-05 69.7%59.4%53.7%61.3% 05-06 69.9%58.8%52.5%60.6% 06-07 70.6%59.3%52.2%60.5%

10.  What do you think?  Are the students who assess into a basic skills course, taking the course?  Are the data accurate?  Are we unable to make changes?  Do we rely too heavily on part-time faculty? 10

11. California Community Colleges 2006-07 Unduplicated Student Enrollments in Credit and Noncredit Basic Skills and ESL ENROLLMENT CATEGORY ENROLLMENT % OF TOTAL ENROLLMENT BS or ESL (credit)326,47812.45% BS or ESL (noncredit) 393,00414.99% Neither Basic Skills nor ESL 1,901,96372.56% Total2,621,445100%

12.  Each year between 500,000 and 700,000 students take a basic skills course.  How many move on? 2002-2003 to 2004-2005 2003-2004 to 2005-2006 2004-2005 to 2006-2007 Number of Students 126,307122,880123,682 12 The number of students completing coursework at least one level above their prior basic skills enrollment within the three-year cohort period.

13. A. Less than 10% B. 15- 30% C. Approximately 40% D. Over 60% E. 80% or more 13

14. 14 Ethnicity % of Total Headcount % of Total Enrollment in Credit Basic Skills & ESL % of Enrollment in Non-credit Basic Skills & ESL African American7.49%11.24%6.23% Asian/ Filipino/Pac Islander 16.40%17.00%19.39% Hispanic/ Latino 28.79%41.40%43.72% Native American0.86%0.92%0.54% White35.40%22.57%18.69% Total100%

15.  70-85% assess into basic skills  27.4% take basic skills classes  Where are the rest? 15

16. A.Apply advisories to all college level courses. B.Students will never take advisories, apply appropriate prerequisites. C.Assess all students and require them to take the basic skills courses they assess into, within a time frame. D.Use the college as a filter, let anyone register for anything and allow them the right to fail. E.Create options that enable students to complete basic skills work. 16

17.  May & June Regional Meetings  Summer Teaching Institute Summer Teaching Institute  Fall Regional Meetings Fall Regional Meetings  Workshops-to-go  Effective Practices Data Base Effective Practices Data Base 17

18.  Integrated Reading and Writing Course One Level Below Transfer  Reading Co/Prerequisite 18

19. 2006 Pre-Transfer English & Reading Placements  74% of 1752 place in pre- transfer English  70% of 2519 place in pre- transfer Reading 19

20. 2001 Reading Co/Prerequisite  Service Course  Text- Based Essay Assignments 20

21. Fall 2006 Concurrent Enrollment Success 21

22. Integration of Reading and Writing One Level Below Transfer  Fulfills the SLOs and course objectives of the standalone courses  Five unit integration course versus six unit standalone reading and writing courses  Ideal-- three days a week at 1.5 hours per class  Faculty possess minimum qualifications to teach both reading and writing 22

23. Fall 2004-2006 Success and Retention 23

24. Fall 2003-2005 Subsequent Success in Transfer Level English Standalone to Transfer Level English Integrated to Transfer Level English Retention7 % higher9 % higher Success13 % higher15% higher 24

25. Support to Initially Create  Grants to support research and resultant curriculum development for initial piloting  Reassigned time  Scheduling  Enforcement of Minimum Qualifications  Faculty with whom to collaborate 25

26.  Lower retention and success rates as we’ve expanded  Classroom allocation for piloting configuration  Inadequate communication to students that the course is accelerated 26

27.  Data from the Office of Research, Planning, and Institutional Effectiveness  Adequate time to engage in assessing of SLOs  Professional development 27

28.  Effective Practices Include:  Center for Academic Success (CAS)  Critical Skills Workshops  Critical Skills Study Hour Course  Reading and Writing Center 28

29. Serves up to 5,000 students per semester, logging around 48,000 student use hours Located on the main floor of the Learning Resource Center

30.  Critical Skills are any specific skills that an individual student may need to further develop in order to succeed in a specific course.  The Critical Skills term is not intended to represent broad Basic Skills.

31.  Critical Skills Workshops offer one- hour, focused instruction in five subject areas:  Study Skills  Reading  Writing  Math  Computer Skills

32.  Spring 2003 116  Fall 2003 271  Spring 2004 261  Fall 2004 384  Spring 20051,255  Fall 20051,398  Spring 20061,784  Fall 20062,020  Spring 20072,307  Fall 20072,284  Spring 20083,223

33.  0.5 unit EDUC courses are linked to level- appropriate subject-specific courses.  Examples:  EDUC 10 w/ HIST 8  EDUC 110 w/ MATH 108  EDUC 210 w/ LEAD 219  Areas of skills development needs are identified via:  Individual student needs, based on past classroom experience, learning styles survey results, study behavior inventory results, etc.  Input from content course instructor

34. “I’ve realized there are lots of things I can do to be a better student. I’m not as passive as I was... I’m more alert in class, I ask questions, I talk to the teacher, and I write more things down. It was hard to change how I am at first, but I know it’s helping me in my classes.”

35.  Requirements for 0.5 unit credit:  Three half-hour meetings with CAS faculty  Eight Critical Skills workshops and homework assignments  Course is Credit/No Credit, open entry/open exit.  Course may be repeated three times at each level.

36. “This course helped me write papers in my linked class... I’m familiar now with the use of commas, semicolons, and colons. I try to use these because I like to be able to write longer sentences to communicate my meaning... I reread my papers now and can catch many errors before bringing them to a tutor... The study hour course helped me make progress in this difficult area.”

37.  Fall 2004: 9 enrolled4 completed  Spring 2005: 26 enrolled14 completed  Fall 2005: 24 enrolled19 completed  Spring 2006: 63 enrolled51 completed  Fall 2006: 63 enrolled51 completed  Spring 2007:70 enrolled53 completed  Fall 2007:70 enrolled45 completed  Spring 2008:49 enrolled37 completed

38.  Increases FTES  Increases retention and persistence rates.  Enhances students’ ability to think metacognitively about learning and studying, increasing transference of learned skills to future courses (not as prominent in individualized tutoring).  Exposes students in need of skills development to the resources and learning community supported in CAS.

39. ? 39

40. 40 It’s all about the students!