Basic Skills 2015 Expenditure Plan and Report
1. What specific steps is your college taking to institutionalize your basic skills funded programs and projects?
What are the obstacles to doing so?
Over the past year we have made some progress on institutionalizing our basic skills funded programs and projects. The
specific steps taken over this past year are:
•
•
Basic skills counseling and advising began being funded with SSSP funds during the 2014-15 with all basic skills
counseling and advising being funded through SSSP funds this year. The District is also in the process of hiring a
Manager of Student Retention. This new position came out of alignment of SSSP, Student Equity, and Basic Skills action
planning. One of the duties of this position, in collaboration with faculty and staff, will be to provide interventions for atrisk student populations.
The Math Lab Coordinator position is transitioning out of basic skills funding to the general fund. This year only half of
the position will be funded through basic skills funds.
The obstacle for institutionalizing basic skills funded programs and projects continues to be due to the District’s tight general
fund budget. The budget is beginning to improve, but years of cuts have led to significant competition for those additional
resources. We are also challenged with dropping enrollments that have yet to stabilize.
2. What projects and programs have you been able to successfully expand from a small program to a larger and
more comprehensive program within your college? (Please list the projects/programs)
•
Developmental acceleration. The English Department created English 102 to prepare students for transfer level
English in one semester with two sections being offered at the Eureka Campus. We now are offering sections of this
accelerated English course on our Del Norte campus as well. The Math Department over this past year developed an
accelerated course, Math 102, to prepare students for Statistics in one semester. Sections of this new course are being
offered at both the Eureka and Del Norte campuses. Participation in the California Acceleration Project Community of
Practice by both English and Math has led to revisions of our placement test cut scores and multiple measures
•
processes in English, which are being implemented district-wide. Math is in the process of revising their placement
process including multiple measures.
Noncredit Basic Skills. We started with only one noncredit, basic skills Reading class, which was formerly a credit class.
We now have noncredit basic skills courses in English, Math and ESL along with four basic skills Certificates of
Competency. Offerings are on and off-campus in the greater Eureka area with off-campus, community partner locations
from Garberville to Crescent City, including both Humboldt and Del Norte County jails, and east to Hoopa. Further
expansion into the Del Norte community and Pelican Bay Prison are planned for this year.
3. How were you able to successfully accomplish the process of expanding or scaling up these successful projects
and programs? (Please provide descriptions for each project/program).
•
•
Developmental acceleration. Basic skills funds have enabled multiple groups of faculty to attend professional
development activities related to acceleration including participation in Community of Practices in acceleration.
Sharing data from the English pilot’s success along with some of the guiding principles and pedagogical techniques with
the greater college community during Convocation, flex, and our annual Student Success Summit inspired more faculty
in both English and Math to get involved and strengthened the administration’s support at all levels for developmental
redesigns.
Noncredit Basic Skills. Basic skills funds have been used to fund curriculum development, coordination, and
instructional supplies.
4. How are you integrating your basic skills efforts with your college’s SSSP plans?
Our Basic Skills Committee discussed and supported the following activities that were a part of our SSSP plan:
•
•
•
Identified intervention strategies for basic skills students on probation, which included updating AP 4250 requiring
dismissed students to meet with a counselor prior to re-enrolling.
Basic skills funds were also used to fund a counselor to assist with basic skills students completing their student
education plans this past year.
Members of the Basic Skills Committee also served on the SSSP Advisory Committee and Early Alert Task Force.
•
Further defined intervention strategies to increase progression in basic skills courses. These included continued
support for faculty development in acceleration along with review and revision of English and Math placement
processes. Initial data from developmental English acceleration has students reaching and taking transfer-level English
in less time with higher success rates.
Progression to ENGL-1A
ENGL-102 vs. ENGL-350
New Students
Term
Enrolled
Course
Students
Spring 2014
ENGL-350
33
Course
Students
All Students
Term
Enrolled
Course
Students
Course
Students
Fall 2013
ENGL-350
197
Fall 2014
Spring 2015
ENGL-102
48
ENGL-1A
17 (35.4% of new
cohort)
ENGL-150
13
Spring 2014
ENGL-150
99
ENGL-102
38
ENGL-1A
6 (18.2% of new
cohort)
Fall 2014
ENGL-1A
39 (19.8% of cohort)
Success: 71.8%
ENGL-1A
8 (21.1% of cohort)
Success: 75.0%
Spring 2015
ENGL-1A
55 (27.9%)
ENGL-1A
15 (39.4%)
The revised English placement process has also already resulted in significantly more students placing into English 1A,
transfer-level English.
English Placement
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
2013
2014
ENGL-1A
29.6%
42.1%
ENGL-150
37.9%
29.1%
ENGL-350
24.9%
20.3%
READ-260
7.7%
8.6%
5. How are you integrating your basic skills efforts with your college’s Student Equity plans?
The College’s goal, as outlined in the 2014-2017 Student Equity Plan, is to increase the number of students who complete a
college level course after finishing the ESL or Basic Skills sequence, particularly students of African American, Native
American, and Hispanic ethnicity, students over 50 years of age, and Foster Youth status students as the rates of ESL/BSI
persistence for these equity subgroups were lower compared over the last three years with reference groups. Actions planned
to meet these goals include implementing Early Alert intervention with at-risk and probationary students, continued
implementation of non-credit ESL and Basic Skills course pathways, ensuring accurate and current Math, English and ESL
placement, assessment, and service referral information integrated with Student Success and Support Program Plan (SSSP),
promoting outreach to ESL students in all classes, and implementing strategies to improve Basic Skills progression for the
specific subgroups as indicated above.
The actions in our 2014-2015 Basic Skills Action Plan were aligned with the above goals. Basic Skills Committee members
participated on the Early Alert Task Force, identified intervention strategies for student at risk and probationary students,
funded curriculum development and coordination in noncredit for ESL and Basic Skills course pathways, and continue to
support English and Math Department development of accelerated developmental curriculum that data from other colleges,
leads to equity gains for all groups. Participation in CAP professional development opportunities has led to our English
Department and now Math Department reviewing and revising their placement process to include more robust multiple
measures. Equity gains for African Americans and Hispanics can already be seen in comparing English Placement data from
2013-14 to English Placement for 2014-15.
6/12/13 to 1/20/2014
RACE_ETHNIC
American Indian
Asian
Black or African
American
Hawaiian/Pacific
Islander
Hispanic
Two or More Races
Unknown
White
Total
ENGLENGLREADENGL-1A 150
350
260
14.4%
30.6%
38.7%
16.2%
22.2%
30.6%
27.8%
19.4%
5.1%
33.3%
46.2%
15.4%
28.6%
26.0%
26.0%
32.2%
34.7%
29.6%
14.3%
45.1%
37.5%
41.1%
37.5%
37.9%
42.9%
22.3%
28.8%
21.1%
21.8%
24.9%
14.3%
6.5%
7.7%
5.6%
5.9%
7.7%
6/12/14 to 1/21/2015
RACE_ETHNIC
American Indian
Asian
Black or African
American
Hawaiian/Pacific
Islander
Hispanic
Two or More Races
Unknown
White
Total
ENGLENGLENGL-1A 150
350
READ-260
17.1%
31.4%
37.1%
14.3%
18.6%
16.3%
30.2%
34.9%
25.0%
30.8%
28.8%
15.4%
22.2%
37.1%
35.6%
36.6%
50.7%
42.1%
33.3%
29.9%
32.7%
26.8%
28.7%
29.1%
33.3%
22.3%
22.8%
31.7%
15.4%
20.3%
11.1%
10.7%
8.9%
4.9%
5.2%
8.6%
To what extent did your college’s basic skills program demonstrate more progress in 2013-2015 than in 20112013?
Explain your answer for each discipline of English, ESL and mathematics separately. Include quantitative
results in the narrative.
SUM OF COMPARISON FISCAL YEARS
Area
PERCENTAGES
FY 11/12 + FY 12/13
FY 13/14 + FY 14/15
Attempt
Attempt
Success
Success
111213
z
p
Significance
Interpretation
2.76
.0029
Significant Increase
#DIV/0!
#DIV/0!
#DIV/0!
131415
1,606
888
1,319
796
.5529
.6035
163
70
0
0
.4294
#DIV/0!
2,094
1,190
1,591
982
.5683
.6172
3.00
.0013
Significant Increase
16
14
12
7
.8750
.5833
1.77
.0441
Significant Decrease
ESL writing
0
0
0
0
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
ESL reading
0
0
0
0
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
English writing
English reading
Mathematics
ESL-Integrated
English-Writing:
The pre-transfer English-Writing course sequence went through a redesign over the 2012-2013 academic year after some of
the English faculty attended an Acceleration training event in fall 2012. Both our English 150 and English 350 course
curriculum was revised to incorporate acceleration principles into their course outlines. An accelerated English 102 course
was also developed and approved through the curriculum process Fall 2013 with the first sections offered spring 2014.
During the spring 2014 semester the English Department reviewed and revised their multiple measures placement process,
adjusting Accuplacer cut scores. Accuplacer cut scores for placement in English 1A and English 150 were dropped by 5 points,
along with a new larger advising zones of 5 points below with high school GPA determining whether someone in the advising
zone moved up to the higher level of placement or not. The lowest level cut score for English 350 remained where it was, but a
5 point advising zone was created below it. For students whose scores fell into the advising zones, a high school GPA of 3.0 or
higher in their junior and senior year English classes would have their placement level moved up to the higher level class.
Specific data changes from these efforts can be found within the narrative response to question #4.
English-Reading:
Our only English-Reading course, READ 360, moved to noncredit in Fall 2013.
Mathematics:
Over the last two years there have been two changes in our math offerings. The first change was an expansion of our Math Jam
course offerings. Prior to Fall 2013, these one-credit, basic skills algebra refresher courses were only offered during the
summer. Over the last two years these have been offered during fall and spring semesters as well, accelerating some students
while saving them units of financial aid. The second change occurred during the last year when our two lowest levels of basic
skills math moved to noncredit. We look forward to seeing our success numbers continue to increase over the coming year
with our first sections of Math 102, Pathway to Statistics, being offered this fall semester.
ESL-Integrated:
We have struggled to run ESL credit classes due to low enrollments and finding instructors who meet the minimum
qualifications. Over the two years we have created and expanded ESL offerings in noncredit. At this time noncredit is serving
the need within our District. The students what are placing into the ESL credit sequence are taking the corresponding English
course with a recommended enrollment in an academic-focused ESL noncredit course to provide additional language support.
We have revised our credit curriculum and ESL placement process, moving credit ESL classes under English, with plans to
offer the two levels of courses on a rotational basis.
6) Did your college use any noncredit courses for basic skills and/or ESL improvement during 2011-13 and 201315?
If you answer yes to this question, please indicate the areas below and indicate how you tracked your cohort
data for the areas and if there was demonstrated improvement. Explain your answer for each discipline of
English, ESL and mathematics separately. Include quantitative results in the narrative.
From 2011-2013 we offered very few noncredit courses. We had a noncredit ESL course and a GED preparatory
course. We began building a more robust noncredit program to support our basic skills students in 2013. We moved
our Reading 360, Math 372, and Math 376 courses into noncredit. We’ve expanded offerings and locations as
illustrated.
20112013
Subject
ESL
MATH
READ
All NonCredit
20132015
FTES
3.78
Sections
2
5.71
7
Locations
FTES
Mendocino 44.6
24.89
11.58
164.72
Sections
48
11
15
Locations
Eureka, Southern Humboldt
Eureka, Klamath-Trinity
Del Norte, Eureka
212
We are currently looking for ways to better track student success and students moving from noncredit to credit.
English–Reading:
Our Reading 260 course has a mixture of students who have taken credit and noncredit, and students who have just
taken noncredit.
READ
Credit
before/during
Non-credit
15
7
36
12
4
Non-credit to
Credit
Non-credit
only
2
0
0
0
4
28
20
4
0
0
% moved to credit
out of those starting
with non-credit
6.7%
0.0%
*
*
*
Term
Spring 2014
Summer 2014
Fall 2014
Spring 2015
Summer 2015
Mathematics:
Most students in noncredit Math have already taken or are currently taking credit.
MATH
Credit
before/during
Non-credit
166
130
37
Non-credit to
Credit
Non-credit
only
5
1
2
5
3
0
% moved to credit
out of those starting
with non-credit
50.0%
*
*
Term
Fall 2014
Spring 2015
Summer 2015
ESL-Integrated:
ESL is the only area with students taking predominately noncredit courses only.
ESL
Credit
before/during
Non-credit
6
0
3
2
0
Non-credit
to Credit
Non-credit
only
0
0
1
0
0
160
39
38
76
7
% moved to credit
out of those starting
with non-credit
0.0%
0.0%
2.6%
0.0%
0.0%
Term
Spring 2014
Summer 2014
Fall 2014
Spring 2015
Summer 2015
7) Identify the 5-year long term goals from 2015-16 through 2019-20 for your college's Basic Skills Program.
A. Improve the Effectiveness of Basic Skills Education.
B. Improve Basic Skills Across the Curriculum.
8) Long Term Goals for 2015-16
Identify up to 5 goals the college will be focusing on for 2015-16.
Goal ID
(The goal ID is
determined by
the college)
Long Term A
Goal #1
Long Term B
Goal #2
Long Term C
Goal #3
Long Term Goal
Increase the
number of students
who complete a
college level course
after finishing the
ESL or Basic Skills
sequence.
2015-16 Funds
Allocated to this
Goal
$14,150
Increase the retention $36,850
and success in basic
skills credit courses.
Improve our ability
$39,000
to track and support
noncredit basic skills
students.
Long Term ___
Goal #4
___
___
Long Term ___
Goal #5
___
___
9) Please insert the planned expenditure amount for the 2015-16 ESL/Basic Skills Initiative Program by category.*
List the amount of each expenditure summarized by category
$19,000
Program and Curriculum Planning and Development
0
Student Assessment
0
Advisement and Counseling Services
$22,700
Supplemental Instruction and Tutoring
$30,000
Coordination & Research
$18,300
Professional Development
$90,000
TOTAL
Comments:
10) Action Plan Activity Grid/Table
a. Activity: Describe the activity that will be undertaken. Provide as much detail as necessary to allow those less familiar with
your basic skills efforts to understand the general scope and elements of your activity.
b. Associated Long-Term Goal ID: Enter the Goal ID from form [8a] that you assigned to this activity is associated with. All
activities must be associated with a long-term goal.
c. Target Date for Completion: Enter the date after which you will be able to assess whether or not the measurable outcome for
this activity has been achieved.
d. Responsible Person(s)/Department(s): Enter the names or positions of those who will oversee this activity.
e. Measurable Outcome(s): Enter one or more measurable outcomes for each activity. Some (if not all) of the outcomes should
be measurable student success outcomes.
f. Funds: Include only the funds from your 2015-2016 allocation that will be spent on conducting this item
Activity Description
Describe the activity that will be undertaken.
Provide as much detail as necessary to allow
those less familiar with your basic skills efforts
to understand the general scope and elements
of your activity.
Associated
LongTerm
Goal ID
Target Date
for
Completion
(mm/dd/yyyy)
Responsible
Person
Responsible
Department
Measurable
Outcomes
Funds
Activity #1 Continued support for coordination of the Math Lab B
to support basic skills student success in credit and
noncredit math. ½ of this position is now being
funded through the General Fund.
June 30, 2016
Dean MSBSS MSBSS
(next year
and VPISD
General Fund
will pick up the
entire cost)
Coordinator
$10,000
for the Math
Lab will no
longer be
funded
through Basic
Skills after this
year.
Activity #2 Continued support for basic skills tutoring with
B
expansion into supplemental instruction.
(Supplemental Instruction will occur in at least one
English 350 class and one Math 380 class in Spring
2016)
Ongoing
Tutoring
surveys
indicate
satisfaction
with services.
Students who
meet with
tutors perform
better than
students who
do not.
Cheryl
ASC, Writing
Tucker,
Center, Math
Leslie Leach, Lab
and Betsy
Buchanan
Classes with
$22,700
supplemental
instruction
show increases
in student
success.
Activity #3 Provide Reading Apprenticeship training during Flex.
A
January 30,
2016
BSC CoChairs
Activity #4 Continued support for Noncredit Basic Skills
Coordination and Equipment until AB 86 or
General Fund can cover the cost.
C
June 30, 2016
Julia Peterson Noncredit
Has alternate
funding been
identified for
next year?
Activity #5 Participation in Multiple Measures Assessment
Project
A
July 31, 2016
VPISD
How have
$5,000
student
placements
changed? Are
students
placed under
the new
multiple
Basic Skills
Committee
Office of
Instruction
and Student
Development
How many
$5,000
faculty
participated in
the training?
How many
faculty plan to
incorporate
Reading
Apprenticeship
techniques in
their classes?
$39,000
measures more
or less
successful in
the Math and
English course
they are placed
into?
Activity #6 Continue to support training for faculty in Math and A and B
English interested in Acceleration.
Ongoing
Dean MSBSS MSBSS and
and Dean
Arts &
Arts &
Humanities
Humanities
Are more
faculty
receiving
training in
Acceleration
in Math and
English?
$8,300