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Basic Skills Committee Meeting Minutes--Agenda
February 25, 2014
Call to Order
Good of the Order
Hisako and the ESL Writing Workshop
Carmen and the English Subdivision Inquiry
NEXT Meeting: March 11, 2014, Noon, Room 504
Basic Skills Committee Meeting Minutes
January 28, 2014 and February 11, 2014
Attendees: Hisako Hintz, Becky Plaza, Pedro Reynoso, Donna Gibson, Rani Nijjar,
Marcia Corcoran, Jane Wolford, Michael Thompson, Jeanne Wilson, Trish Shannon,
Michael Robinson,
(Note some people did not attend both meetings. This is a combined list. AND, I am
missing a couple people. Please help me amend this list.)
12:05 -- Meeting Called to Order
1.
Good of the Order. Information on a few upcoming conferences was provided to
attendees. There is some funding available for conferences.
2. Review of our spring work and status. This was provided by information on poster
paper. Those posters were typed up and are available as a power point (to be posted on
the website). This information was reviewed in detail during the January 28th
meeting.
3. Highlights were reviewed at the February 11 meeting, followed by discussion of new
information concerning FTEF allocation and how to reach out to people with new
initiatives, particularly given our limited funding. Information was shared from the
CEMC meeting. The information attached includes the CEMC criteria
used/considered for FTEF allocation. Minutes from the CEMC meeting at which
allocations were made are not yet available. However, my memory is that each
division was allocated 1.4 FTEF, plus some FTEF was set aside for summer and high
productivity courses, plus 3 FTEF for FYE. There is significant pressure to ensure we
meet our base plus growth, so we have to balance student needs with
FTES/productivity.
4. Deonne Kunkel briefed us on the current FYE proposal and answered questions. She
invited everyone to participate in the FLEX day activities around FYE. A copy of her
handout follows.
Planning Spring Activities
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We have funding to allocate
We have current activities, which might need to continue their activities into next year and
new initiatives
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To decide how to prioritize and make recommendations, we need to know what progress
we’ve made (or not), current status and completion of projects, and requests, we also need
to understand where the college is in terms of key variables that affect planning
We reviewed our progress (see website, where PDFs of handouts are provided) in October
and December
Budget
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Title III will officially end on September 30. Some minor funding (10-15K) might be
available to get activities going, but there will be no additional funding.
Basic Skills: we have approximately $63K in 2013-14 funding that has been retained and
must be spent next year, and 126K in expected funding for 14-15, for a total of $189K. Using
our existing allocation model, 50% of the 126K will go to direct support for students. That
will leave $126K that could be spent, unless we earmark some funding to be retained as we
have in the past.
FTEF Information
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Information on the state budget continues to evolve. As the district and college
representatives best understand things at this moment, we have almost 12 FTEF to be
allocated towards course offerings. This number is VERY likely to increase to somewhere
between 15 and 20 FTEF.
At the same time, our “base” and our growth FTES targets are moving and increasing. We
must achieve approximately 535-540 WSH-FTEF in order to achieve our base and growth
goals. Given the WSH-FTEF of many classes that address basic skills or key bottlenecks, we
must balance course offerings in those areas against classes with higher ratios.
The CEMC is deliberating on priorities in order to allocate FTEF.
Included in the priorities is a proposal for a first-year experience, geared to NEW (entering
students) that combines English, math and a third course (PSCN, GNST, or GE). IF we have
a large enough pool of students to work with, the FYE could be themed where we are able to
identify groups of students with common interests. The FTEF needed for the large pilot is
6-7 FTEF. A decision to go ahead with the pilot is urgent as fall registration will begin
within weeks.
Calendar…
Who do we need to hear from?
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January 28 : this meeting
February 11: Deonne Kunkel
February 25: ESL and English
Subdivision Inquiry
March 11: STEM and Math, Great
Debate
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March 25: JANE WOLFORD
(Habits of Mind), please confirm
April 25: Update from Student
Services on SSSP
May 13 Deonne Kunkel, FYE
FALL: Title III Completion
Celebration
CEMC Criteria for FTEF Usage for 2014-15
Our College-Wide Goals: We have three goals, which are very difficult to achieve together. We must
meet our targeted full-time equivalent students number which determines our funding, we need to
provide the right mix of courses that our students most need to achieve their educational goals, and we
want to maintain breadth and depth of our offerings. Our goal is to balance these three within the
context of the Strategic Plan Goal of getting students to completion in a timely fashion We still need to
prioritize meeting the needs of our continuing students, but also want to help new students get a strong
start at Chabot. Lastly, it looks very likely that we will need to grow more than we have pegged for next
year.
College-Wide Priorities/Criteria:
Ease the most significant bottlenecks for the majority of our students, particularly to Basic Skills and
major requirements, the barriers that prevent students from progressing in or completing their work at
Chabot.
Ease the most significant bottlenecks in major prep areas that are preventing students from progressing
in or completing their work at Chabot.
Try to find ways to be both more efficient (generating more FTES per class) and effective (helping more
students to succeed).
Our focus, for now, remains on progress and completion, but we will have a couple of thousand new
students arrive on our campus in the Fall. Getting them off to a strong start is important. To this end
we are working on an FYE (or First Phase) program to serve incoming students and ratchet up full time
enrollment which research shows leads to college-level success; included in that FYE model are both the
new Passion and Purpose class and PSCN courses.
We need to give FTEF to innovation to solve the titanic problems of Disaffection (lack of Belief and
Belonging), Early and Ongoing Failure, and Swirling (integral to lack of completion and contributory to
bottlenecks). Innovative short-term solutions are welcomed, and should receive strong consideration.
Innovative solutions that can't be implemented quite this soon should be proposed in Program Review
and brought to CEMC and PRBC.
W hen possible we should make a deliberate effort to address inequity—both the achievement gap and
underresourced students—and cultivate a multiculturally welcoming campus by offering curriculum
that reflects the diversity of our student and the community we serve.
One innovation we need is a clear strategy for moving high unit swirlers along.
Help bring about wholeness at the program level and holisticness in terms of the kind of education our
students can engage, keeping in mind historical reductions in programs.
A Few Things to Keep in Mind:
Although we are in "growth mode" for a change, it's still from a reduced schedule. Consider ways to
adjust your offerings to best serve the needs of most of our students.
Given our continuing severe schedule constraints, there will be scrutiny of low-enrolled classes. Classes
that have low enrollment may be cancelled.
We have learned a LOT about both student needs and enrollment patterns in recent years. Be sure that
this informs your schedule recommendations.
As always we need to be mindful of access—Day, evening, online, weekends.
Some of the new TMC programs might need additional FTEF
DRAFT First Year Experience Pilot
Flexible packages:
Math + English + PSCN 23 or another PSCN
Math + English + GNST 5
Math + English + GE possibly themed
Target Population:
Students who test into Basic Skills, second wave after Early Decision
Aprox. 472 FT basic skills English enter in Fall (31% Math 55, 31% Math 65, 13% below
65)
Aprox. 415 PT basic skills English enter in Fall (19% Math 55, 33% Math 65, 25% below
65)
Scale:
12 sections English 102
2 sections College Math (stat track and stem)
4 sections Math 55 or (53A&B)
4 sections Math 65 or (51A&B)
3 sections Pre-algebra
Total: approx. 390 students
6 sections 102
1-2 section college math (stats and/or stem)
2 sections Math 55 or 53A&B
2 sections math 65 or 53A&B
2 sections Pre-algebra
Total: approx. 180 students
Additional Components:
Peer-advisor attached to PSCN, GNST, or possible themed GE to run engagement activities
LA (tutor) and study group leader attached to Math course
Possible free laptop & hotspot for FYE students though Sprint
Possible $25 gift certificate through student government
Courses blocked off
Feedback/collaboration needs from counseling and instructional faculty:
What would the best Themed GE’s be for the following majors? (One class for Fall/One for Spring
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Allied Health
Stem
BUS
AJ
SOTA
Psychology
Athletics
CIN
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(Already has well developed plans if they want to be part of the FYE)