1 CCCCIO Fall 2008 Conference October 29, 2008

 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

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

A chapter for administrators by administrators 4

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

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 Academic Year ESL Success Rate English Success Rate Math Success Rate Total Basic Skills Success Rate %59.5%53.7%61.2% %60.7%56.2%62.7% %60.5%55.1%62.2% %59.4%53.7%61.3% %58.8%52.5%60.6% %59.3%52.2%60.5%

 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

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

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

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

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%

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

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

 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

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

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

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

Fall 2006 Concurrent Enrollment Success 21

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

Fall Success and Retention 23

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

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

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

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

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

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

 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.

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

 Spring  Fall  Spring  Fall  Spring 20051,255  Fall 20051,398  Spring 20061,784  Fall 20062,020  Spring 20072,307  Fall 20072,284  Spring 20083,223

 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

“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.”

 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.

“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.”

 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

 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.

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40 It’s all about the students!