1. Basic Skills as a Foundation for Student Success in California Community Colleges http://www.cccbsi.org

2. Organizers of BSI Academic Senate for California Community Colleges Academic Senate for California Community Colleges California Community Colleges Chief Instructional Officers California Community Colleges Chief Instructional Officers California Community Colleges Chief Student Services Officers California Community Colleges Chief Student Services Officers California Community Colleges Chancellor’s Office California Community Colleges Chancellor’s Office

3. Steering Committee Chair: Barbara Illowsky, Project Director Committee members: 6 faculty (math, English, counseling, ESL, reading, humanities), 3 CSSOs, 3 CIOs, 2 CEOs, Vice Chancellor of System Office, Project Administrator, A.S. President, and A.S. Executive Director

4. Steering Committee Role Advice on: Teams & Regional Meetings Materials and Communications Working with Supporter Groups

5. Teams of Specialists Role Present at 20 Regional Meetings Present at 20 Regional Meetings Provide technical assistance to colleges that request it with the self- assessment and planned actions Provide technical assistance to colleges that request it with the self- assessment and planned actions Seven Teams of 7-10 members: Seven Teams of 7-10 members: Faculty, RP, CIO, CSSO

6. Why are we here? Literature Review Literature Review Self-assessment Tool Self-assessment Tool Planned Actions Planned Actions Faculty, Administrators and Staff working together. Communication! Cooperation! It’s all about the students!

7. Literature Review Strand A: Organizational and Administrative Practices Strand A: Organizational and Administrative Practices Strand B: Program Components Strand B: Program Components Strand C: Staff Development Strand C: Staff Development Strand D: Instructional Practices Strand D: Instructional Practices

8. Strand A.5 A comprehensive system of support services exists and is characterized by a high degree of integration among academic and student support services. A comprehensive system of support services exists and is characterized by a high degree of integration among academic and student support services.

9. Strand A: Organizational and Administrative Practices 5 minutes discussion Start out in groups of 4. Divide each group into 2 groups. Person 1 tell Person 2 what your campus is doing in Strand A. Person 2 report to the group what you heard. If time permits, exchange roles. 5 minutes report out

10. Strand B: Program Components 5 minutes discussion In groups of 4, what is your college ALREADY doing in Strand B? 5 minutes report out

11. Strand C: Staff Development 5 minutes discussion Switch partners from Strand A. In pairs, discuss what is lacking at your college in Strand C that you feel you NEED. Brainstorm solutions for filling that void. 5 minutes report out

12. Strand D: Instructional Practices 5 minutes discussion In groups of 4, write down on your 3x5 card 3 things your campus is doing in Strand D. Exchange cards. Add 3 things to the list you just inherited. Exchange cards. Do this 2 more times. If time permits, rate the highest on the card in front of you. In groups of 4, write down on your 3x5 card 3 things your campus is doing in Strand D. Exchange cards. Add 3 things to the list you just inherited. Exchange cards. Do this 2 more times. If time permits, rate the highest on the card in front of you. 5 minutes report out

13. Did you know? 75-80% of California Community College students are assessing into basic skills 75-80% of California Community College students are assessing into basic skills Less than 10% of students who need developmental education and don’t get it survive college Less than 10% of students who need developmental education and don’t get it survive college (Source: RP Group presentation, 2007)

14. Equity in Higher Education Involves three parts: Equity in college preparation Equity in college preparation Access to college Access to college Success in reaching college goals Success in reaching college goals Thomas Bailey and Vanessa Smith Morest

15. Equity and Diversity Many Senate resolutions Many Senate resolutions Equity Plan / Equity Scorecard Equity Plan / Equity Scorecard Watch for differential data in your self-assessment Watch for differential data in your self-assessment Plan to address it Plan to address it

16. Educational Attainment

17. Self-Assessment Tool Purpose: Reflection on current practices and Literature Review Purpose: Reflection on current practices and Literature Review Quantitative data (p. 102) Quantitative data (p. 102) Qualitative measures by Strand Qualitative measures by Strand

18. Ex.: Self-Assessment Tool Page 99, A.5.4 Page 99, A.5.4

19. Implementing the Self-Assessment Creating an inclusive dialogue on campuses Creating an inclusive dialogue on campuses Developing strategies Developing strategies Overcoming challenges Overcoming challenges Internal document only Internal document only

20. How does this affect you? On your campus – On your campus – You are the BSI leaders – take the lead You are the BSI leaders – take the lead Communicate with administration, faculty, staff; cooperate, encourage participation Communicate with administration, faculty, staff; cooperate, encourage participation Organize committees for self- assessment Organize committees for self- assessment

21. (continued) Discuss – plans on your own campus for moving forward (lit review, self- assessment, planned actions) Discuss – plans on your own campus for moving forward (lit review, self- assessment, planned actions)

22. Cost Revenue Tool Excel Model Excel Model Includes: Includes: Costs for programs Incremental WSCH from programs Conclusion: investment up front for gains in the future Conclusion: investment up front for gains in the future

23. Expenditure Plan Compliance form from Chancellor’s Office Compliance form from Chancellor’s Office Sent to CEOs and CIOs on 6/28/07 Sent to CEOs and CIOs on 6/28/07 Due May 1, 2008 Due May 1, 2008 Public document Public document

25. “Almost” final Action Plan form Very similar to this afternoon’s handout Very similar to this afternoon’s handout Signed by college president and academic senate president Signed by college president and academic senate president Fill in 1-year planned actions and 5- year goals. Fill in 1-year planned actions and 5- year goals. Turn in with Expenditure Plan by 5/1 Turn in with Expenditure Plan by 5/1

26. Funding Amount colleges get is based upon the coding for MIS data element CB08 (basic skills coding) Amount colleges get is based upon the coding for MIS data element CB08 (basic skills coding) Courses can ONLY be coded as “B.S.” if they are NOT degree-applicable Courses can ONLY be coded as “B.S.” if they are NOT degree-applicable Colleges can spend the money for all courses and student services that prepare students for their transferable courses Colleges can spend the money for all courses and student services that prepare students for their transferable courses

27. District Amounts for 2007-2008 $100,000 minimum per college $100,000 minimum per college Based upon 2006-2007 P2 FTES (basic skills coded) and the number of students under age 25 those courses Based upon 2006-2007 P2 FTES (basic skills coded) and the number of students under age 25 those courses

28. Implementation Activities Purpose: To engage and connect your campus community in the Basic Skills Initiative

29. Breakout by College Team of Specialists and Steering Committee members will facilitate Team of Specialists and Steering Committee members will facilitate Work on handout Work on handout Be back by 2:30 pm to share outcomes Be back by 2:30 pm to share outcomes

30. And now… Let’s eat!

31. Answers by College Strand reporting – one person from each college report back Strand reporting – one person from each college report back Continue with other strands until 3:00 p.m. Continue with other strands until 3:00 p.m.

32. What’s next? $33.1 million funding (includes $1.6 million for professional development) $33.1 million funding (includes $1.6 million for professional development) On your campus – organize committees for self-assessment On your campus – organize committees for self-assessment Communicate, cooperate Communicate, cooperate

33. What’s next (cont.)? Discuss – plans on your own campus for moving forward (lit review, self- assessment, planned actions) Discuss – plans on your own campus for moving forward (lit review, self- assessment, planned actions) Teams of Specialists are available to assist at your campuses. Make the request to Barbara Illowsky, Project Director Teams of Specialists are available to assist at your campuses. Make the request to Barbara Illowsky, Project Director

34. Feedback Form Purposes: Purposes: Improve our Regional Meetings Follow-up assistance Include College name Include College name

35. Ba’bye and Good Luck!