1. Chaffey College  Student population of approximately 20,000  Located in San Bernardino County in Rancho Cucamonga California  Hispanic-serving Institution  98% of students assessed are underprepared in either math, reading, or writing  71% are underprepared in all 3 categories

2. Percent of Transfer Students Who Completed at Least One Pre-Collegiate Skill Level Course 1998-19991999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006 2006- 2007 2007- 2008 2008- 2009 Transfer Rate 6.4%10.0%11.3%12.6%14.0 % 15.2%17.8%20.7%22.6%23.4%26.3% Percent of Transfer Students

3. Percent Gain in Success Rate for those who Accessed the Success Center by Academic Year

4. Success Rates in “Basic Skills” Courses Pre- and Post-Transformation Success Rates

5. Basic Skills Success Rates 1997-19981998-19991999-2000 Success Rates57.2%56.2%54.9% Success Rates

6. The Former Model Difficulties of the former Basic Skills organization:  Separation from disciplines  Self-assessment  Confusing numbering systems  Duplicated curriculum  Classified staffing and leadership  Limited budgets and poor facilities  Divisive campus culture

7. The “foundation” student of today is the transfer student of tomorrow. The Promise

8. Starting point 1999 “Basic Skills” Transformation 2000 Curriculum Development for the Centers 2005 Dean of Instructional Support created 2007 Faculty Success Center 2008 Math Success Center Reorganized 2010 Integration of Counseling and SI 2011

9. Vision for the Success Centers  Instructional programs  District-supported  Central locations  Faculty leadership  Multiple levels of support  Serve all students and faculty  Student-centered learning community  Connected to the classroom as a point of access not practice

10. Limits of Classroom Instruction  Large groups minimize individualized attention  Tendency of students to send signals of understanding with few opportunities to demonstrate  Decreased effectiveness of traditional formats like reading for class preparation  Fear of instructional authority  Pursuit of validation obstructs learning

11. Chaffey College’s Success Centers Rancho Cucamonga Campus: Writing Center Math Center Language Success Center Multidisciplinary/Reading Success Center Chino Campus: Reading/Writing Center Chino Multidisciplinary Success Center Fontana Campus: Fontana Multidisciplinary Success Center Chino Institute for Women: CIW Success Center Faculty Success Center

12. Impact and Scale “I love the Success Center and feel without it I would have been totally lost.” _____________________________________________  46% access the Success Centers each term  41% of students accessed a Success Center at least twice a week  35% of the students who used a Success Center accessed two or more Success Centers

14. Elements for Transformational Change  Start and end with data  Develop risk tolerance in the culture  Courageous leadership and conversation  Resource management  Educational and moral philosophy