Application Workshop— Basic Skills and Student Outcomes Transformation Program Welcome! 1

Workshop Presentations Wi-Fi Presentations can be accessed at: veness/BasicSkillsandStudentOutcomes.aspx or cccco.edu – “Institutional Effectiveness” “Application Workshop: Basic Skills” 2

Paul D. Steenhausen – Executive Director, Success Center for CCC – Member of Executive Committee of Institutional Effectiveness Partnership Initiative (IEPI), Co-Chair of IEPI Professional Development Workgroup Scott Valverde – Specialist, Institutional Effectiveness Division, CCC Chancellor’s Office 3

Workshop Goals/Purpose Provide information on and examples of evidence-based strategies that improve student success Promote a lively and engaged environment for peer-to-peer collaboration Leave today with potential or final set of strategies for inclusion in funding application 4

Workshop Goals/Purpose (Cont.) Workshop is NOT intended to: – Walk through RFA instructions and requirements – Provide full range of variations for each strategy Clarifying questions about RFA details should be directed to Academic Affairs Division Once grants are awarded, IEPI intends to assist colleges with plan implementation—including assistance with specific program design 5

Agenda Opening Plenary – Overview of the day’s purpose and activities Provide background on IEPI – Presentations on evidence-based strategies – Table discussions with your team Breakout (Concurrent) Sessions – Find out more about the principles and practices Plenary – Focus in on the strategies to include in your college’s funding application 6

About IEPI Student Success Task Force Recommendation 7.1 and 7.2 identified need for stronger State Chancellor’s Office that: – Coordinates development of indicator and goal- setting framework for colleges – Identifies effective practices – Provides technical assistance and professional development to help colleges achieve success goals 7

IEPI is: An initiative funded by the Legislature $2.5 million for Year One ( ) $17.5 million for Year Two ( ) $27.5 million anticipated for Year Three ( ) Administered by the CCC Chancellor’s Office 8

IEPI Structure Executive Committee Chancellor’s Office College of the Canyons Chabot-Las Positas CCD Academic Senate for California Community Colleges Success Center Advisory Committee 66 members from 20 statewide organizations Workgroups provide input to Executive Committee on the initiative’s four major components 9

The Desired IEPI Outcomes are to: Help make the California Community Colleges the most effective system of higher education in the world Eliminate accreditation sanctions and audit findings at colleges Enhance access, success, and equity for our students 10

IEPI Major Components Indicators / Goal Setting Professional Development Technical Assistance - Partnership Resource Teams Policy, Practice and Procedures 11

Mapping New Statewide Initiatives: California Community Colleges Student Success Framework 12 Professional Development & Technical Assistance Student Success: A.Graduation B.Employment C.Other Goals

Professional Development Regional workshops and other face-to-face events Online clearinghouse of effective practices, trainings, and other resources 13

Professional Development Events To date, more than 2,000 attendees have participated in IEPI-sponsored workshops The IEPI Approach to Workshops Held at colleges whenever possible. Sessions are interactive. Teams from each institution attend. Product is a list of specific steps going forward. Follow Up 14

Professional Development Events (Cont.) Student Support (Re)defined Workshops Inmate Education Integrated Planning  February 26, 2016: College of the Canyons Diversity in Hiring  February 16, 2016: Yuba College  February 19, 2016: LA Trade Tech Audit and Fiscal Issues  February 19, 2016: College of the Canyons Basic Skills / Student Outcomes Transformation – Today!  February 16, 2016: Orange County  February 22, 2016: Oakland  March 2, 2016: Riverside 15

Professional Development Online Clearinghouse Online Clearinghouse (Prof. Learning Network) Pulls together hundreds of resources by topic (e.g., basic skills, SLO assessment, integrated planning, etc.), highlighting exemplary practices Will include system-wide calendar and other features Official launch in Spring 2016 The Professional Learning Network: pln.cccco.edu 16

Partnership Resource Teams Expertise is matched to Areas of Focus from pool of more than 230 experts Each team commits to 3 visits or more as needed The visits are designed to: 1.Understand issues and identify scope of support 2.Develop ideas for institution’s Innovation and Effectiveness Plan to address Areas of Focus 3.Provide follow up support as needed 17

Partnership Resource Teams Team visits started in May and June institutions selected to date to receive technical assistance by PRTs Spring 2015 cohort 8 institutions; Fall 2015 cohort 15 colleges, 1 center, and 1 district; 6 institutions tentatively designated for Spring 2016 Institution CEO completes short letter of interest Grants of up to $150,000 as seed money to expedite implementation of institution’s Innovation and Effectiveness Plan (available until funds run out) 18

Examples of Areas of Focus Identified by Institutions Integrated planning at all levels. Using student success and achievement data for improving decision-making and institutional effectiveness. Selecting and effective deployment of Learning Management Systems. 19

Call to Action ! Volunteer to Join the PRT pool Participate in Professional Development Activity IEPI Communication Current non-faculty survey: ExpertiseInventory ExpertiseInventory Current faculty survey:

Basic Skill Education and Student Success The Challenge and Opportunities 21

Three-quarters of first- time students fall into this category (unprepared)

….Yet, research has shown that commonly used assessment instruments misplace many “unprepared” students. 24

Notable Publications on Basic Skills SI_E-Resource_ pdf principles-transforming-remedial-education- joint-statement

Multi-Term Remedial Sequences Erode Student Completion Rates 26

….Yet, colleges have successfully reorganized instruction and curriculum to shorten—if not eliminate—basic skills course sequences for students. 27

Changing Practices and Policies 28 Teaching that relies heavily on using abstract concepts Instruction and student support services siloed Teaching in way that references students’ interests and career aspirations Limited collaboration between K-12 and CCC Instruction and support services integrated, mutually reinforcing Policies and efforts that reflect belief in co-responsibility for student success

Basic Skills Success Rates Trending Upward…But Slowly

Building on Work to Date Need to address and connect multiple components impacting student success (assessment, instruction, support services, intersegmental collaboration, etc.), and SCALE “what works” 30

Basic Skills Transformation Grants $60 million in one-time grants to colleges In funding application, must propose to adopt or expand two or more “evidence-based” (high impact) practices and principles Goal: Increase number, percentage, and speed of students (1) completing college-level math and English and (2) continuing on to graduate from community college 31

Evidence-Based Principles and Practices in Basic Skills Transformation Grant Strategy 1: Assessment reform Strategy 2: Direct placement into college-level math and English—with appropriate supports Strategy 3: Align content in basic skills courses with students’ intended program of study Strategy 4: Teaching basic skills in context of a career or industry 32

Evidence-Based Principles and Practices in Basic Skills Transformation Grant (Cont.) Strategy 5: Integrate instruction with student support services 33

Evidence-Based Principles and Practices in Basic Skills Transformation Grant (Cont.) Colleges also may: – Use technology to enhance adoption of Strategies 1 through 5 – Implement “other” basic skills strategies that college shows (using evidence) is effective 34

Presentations Practitioners and other CCC experts representing evidence-based and nationally recognized programs and practices – Where relevant, will discuss role technology plays in supporting program Focus on design principles behind the practice—what makes these approaches “high impact” 35