CCCCIO Fall 2008 Conference October 29, 2008

1. CCCCIO Fall 2008 Conference October 29, 2008

2. Presenters • 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

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

4. Chapter 19 Organizational/Administrative Role in Developmental Education/Basic Skills Programs:Earthquake-proofing the Structure A chapter for administrators by administrators

5. Highlights • 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

6. First Time Students

7. How many first time students at your college test into basic skills math? Basic skills English? What type of statewide success do we see amongst students with basic skills needs?

8. BSI CCC Statistics ARCC

9. California Community CollegesStudent Success Rates in Basic Skills and ESL Fiscal Year 2001-02 to Fiscal Year 2006-07

10. Why have these success rates stayed shown little change? • 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?

11. California Community Colleges 2006-07 Unduplicated Student Enrollments in Credit and Noncredit Basic Skills and ESL

12. Progression • Each year between 500,000 and 700,000 students take a basic skills course. • How many move on? The number of students completing coursework at least one level above their prior basic skills enrollment within the three-year cohort period.

13. How many students who start 3 or more levels below college-level actually make it to a college-level course? A. Less than 10% B. 15- 30% C. Approximately 40% D. Over 60% E. 80% or more 

14. Ethnicity

15. How Many Are Enrolled in Basic Skills Classes? • 70-85% assess into basic skills • 27.4% take basic skills classes • Where are the rest?

16. Implications of students not taking basic skills courses? • Apply advisories to all college level courses. • Students will never take advisories, apply appropriate prerequisites. • Assess all students and require them to take the basic skills courses they assess into, within a time frame. • Use the college as a filter, let anyone register for anything and allow them the right to fail. • Create options that enable students to complete basic skills work.

17. Update on 2008 activities • May & June Regional Meetings • Summer Teaching Institute • Fall Regional Meetings • Workshops-to-go • Effective Practices Data Base

18. Skyline College • Integrated Reading and Writing Course One Level Below Transfer • Reading Co/Prerequisite

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

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

21. Fall 2006 Concurrent Enrollment Success

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

23. Fall 2004-2006Success and Retention

24. Fall 2003-2005Subsequent Success in Transfer Level English

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

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

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

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

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

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. Critical Skills Defined

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

32. Spring 2003 116 Fall 2003 271 Spring 2004 261 Fall 2004 384 Spring 2005 1,255 Fall 2005 1,398 Spring 2006 1,784 Fall 2006 2,020 Spring 2007 2,307 Fall 2007 2,284 Spring 2008 3,223 Critical Skills Workshop Attendance

33. Critical Skills Study Hour:Nuts and Bolts • 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. Critical Skills Study Hour:What Students Are Saying “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. Nuts and Bolts, Continued • 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. Critical Skills Study Hour:What Students Are Saying “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 enrolled 4 completed Spring 2005: 26 enrolled 14 completed Fall 2005: 24 enrolled 19 completed Spring 2006: 63 enrolled 51 completed Fall 2006: 63 enrolled 51 completed Spring 2007: 70 enrolled 53 completed Fall 2007: 70 enrolled 45 completed Spring 2008: 49 enrolled 37 completed Critical Skills Study Hour Enrollment and Completion

38. Critical Skills Study Hour:The Good Stuff • 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. Questions & Answers ?

40. It’s all about the students!