BasicSkills2015ExpenditurePlanandReport
1. Whatspecificstepsisyourcollegetakingtoinstitutionalizeyourbasicskillsfundedprogramsandprojects?
Whataretheobstaclestodoingso?
Over the past year we have made some progress on institutionalizing our basic skills funded programs and projects with plans to
continue institutionalizing our basic skills funded programs and projects.



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 at-risk 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. Next year the position will be funded entirely through the General Fund.
This year our college will also be participating in the RP Group’s MMAP, Multiple Measures Assessment Project, as one of
their pilot colleges.
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. Whatprojectsandprogramshaveyoubeenabletosuccessfullyexpandfromasmallprogramtoalargerand
morecomprehensiveprogramwithinyourcollege?(Pleaselisttheprojects/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 districtwide. 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. Howwereyouabletosuccessfullyaccomplishtheprocessofexpandingorscalingupthesesuccessfulprojects
andprograms?(Pleaseprovidedescriptionsforeachproject/program).


Developmental 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. Basic skills funds then enabled additional groups of faculty to attend professional development
activities related to acceleration including participation in Community of Practices in acceleration leading to an expansion of
offerings.
Noncredit Basic Skills: Expansion of our basic skills offerings in noncredit came through collaboration with our K-12 partners
related to AB 86. Basic skills funds were used to fund curriculum development, coordination, and instructional supplies.
4. Howareyouintegratingyourbasicskillseffortswithyourcollege’sSSSPplans?
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 that are now included in the updated AP 4250
http://www.redwoods.edu/district/board/new/chapter4/documents/AP4250AcademicProbationDismissalandReadmission_000.
pdf.
Basic skills funds were also used to fund a counselor to assist with basic skills students completing their student education
plans this past year.


With members of the Basic Skills Committee also serving on the SSSP Advisory Committee and Early Alert Task Force we
have integrated our planning and implementation of basic skills student support within our SSSP related activities.
The Basic Skills Committee continues to further define intervention strategies to increase progression in basic skills courses.
So far these have 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 from Spring 2015 has students reaching and taking transfer-level English
in less time with higher success rates. Success is defined as completing a course with a C or better.
Progression to ENGL-1A
ENGL-102 vs. ENGL-350
New students are defined as first time CR students. Data from this group was used as a control group since these students would
not have taken previous CR English courses. A Fall 2014 English 102 cohort was used because there were not enough new
students taking English 102 in Spring 2014 to track and analyze in any meaningful way. All students include students who had
taken CR English courses previously. Some had unsuccessfully completed English 350 previously and others who had
unsuccessfully completed English 150 previously.
By Spring 2015, our Fall 2014 new students progressed to English 1A at a much higher rate than our new students who started in
English 350 in Spring 2014 (35.4% for English 102 vs. 18.2%). All students who took English 102 in Spring 2014 progressed to
English 1A at higher rates than students taking the traditional developmental sequence even when tracking student progression
over two semesters. The success of English 102 students in English 1A in Fall 2014 was also higher than students following the
traditional developmental sequence (75% success for English 102 students vs. 71.8%).
NewStudents
Term
Enrolled
Course
Students
Spring2014
Fall2014
Spring2015
ENGL‐350
33
ENGL‐150
13
ENGL‐1A
6(18.2% ofnew
cohort)
ENGL‐1A
17(35.4% ofnew
cohort)
Course
Students
ENGL‐102
48
AllStudents
Term
Enrolled
Course
Students
Course
Students
Fall2013
Spring2014
Fall2014
Spring2015
ENGL‐350
197
ENGL‐150
99
ENGL‐1A
39(19.8%ofcohort)
Success: 71.8%
ENGL‐1A
8(21.1% of cohort)
Success:75.0%
ENGL‐1A
55(27.9%)
ENGL‐102
38
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. Below is the analysis, which shows a higher percentage of new students receiving a higher-level English course placement in
2014-2015 using the revised English placement process than in 2013-2014. The greatest change was in the percentage of students
placing directly into English 1A.
EnglishPlacement
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
2013
ENGL‐1A
29.6%
ENGL‐150
37.9%
ENGL‐350
24.9%
READ‐260
7.7%
2014
42.1%
29.1%
20.3%
8.6%
5. Howareyouintegratingyourbasicskillseffortswithyourcollege’sStudentEquityplans?
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 which data from other colleges indicates will lead 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. English placement data from
question #4, when disaggregated by race/ethnicity shows equity gains for African Americans and Hispanics. Asian student
placements, which had the highest percentage of students placing at the lowest level in both years, are related to our Hmong students
who are also taking ESL courses. There are too few Hawaiian/Pacific Islander students to interpret.
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 6/12/14 to 1/21/2015 ENGL‐
ENGL‐
READ‐
ENGL‐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%
RACE_ETHNIC American Indian Asian Black or African American Hawaiian/Pacific Islander * Hispanic Two or More Races Unknown White Total ENGL‐
ENGL‐
ENGL‐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.
English‐Writing:
SUM OF COMPARISON FISCAL YEARS
Area
English writing
FY 11/12 + FY 12/13
FY 13/14 + FY 14/15
Attempt
Attempt
1,606
Success
888
1,319
Success
796
PERCENTAGES
111213
.5529
z
p
Significance
Interpretation
2.76
.0029
Significant Increase
131415
.6035
Data analysis for English writing indicates a significant increase in progress in 2013-15 than in 2011-13. The developmental EnglishWriting 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 response to question #4 with
disaggregated data by race/ethnicity in response to question #5.
English‐Reading:
SUM OF COMPARISON FISCAL YEARS
Area
English reading
PERCENTAGES
FY 11/12 + FY 12/13
FY 13/14 + FY 14/15
Attempt
Attempt
163
Success
70
Success
0
111213
0
.4294
z
p
Significance
Interpretation
#DIV/0!
#DIV/0!
#DIV/0!
z
p
Significance
Interpretation
3.00
.0013
Significant Increase
131415
#DIV/0!
Our only English-Reading course, READ 360, moved to noncredit in Fall 2013.
Mathematics:
SUM OF COMPARISON FISCAL YEARS
Area
Mathematics
FY 11/12 + FY 12/13
FY 13/14 + FY 14/15
Attempt
Attempt
2,094
Success
1,190
1,591
Success
982
PERCENTAGES
111213
.5683
131415
.6172
Data analysis for Mathematics indicates a significant increase in progress in 2013-15 than in 2011-13. 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, more students taking and completing a transfer-level math class with a C or better, continue to increase over the
coming year with our first sections of Math 102, Pathway to Statistics, being offered this fall semester.
ESL‐Integrated:
SUM OF COMPARISON FISCAL YEARS
Area
ESL-Integrated
PERCENTAGES
FY 11/12 + FY 12/13
FY 13/14 + FY 14/15
Attempt
Attempt
16
Success
14
12
Success
7
111213
.8750
z
p
Significance
Interpretation
1.77
.0441
Significant Decrease
131415
.5833
Data analysis for ESL-Integrated indicates a significant decrease in progress in 2013-15 than in 2011-13. We have struggled to run
ESL credit classes due to low enrollments and finding instructors who meet the minimum qualifications. Our ESL placement process
has also been revised. Over the last two years we have created and expanded ESL offerings in noncredit to continue to serve these
students. At this time noncredit is serving the need within our District. The students that are placing into the ESL credit sequence
have been taking the corresponding English course with a recommended enrollment in an academic-focused ESL noncredit course to
provide additional language support while we created new credit ESL courses under English. We plan to offer these two levels of new
credit ESL, English courses on a rotational basis once they are approved at the Chancellor’s Office.
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.
ESL
ESL is the only category where we used noncredit courses for improvement during 2011-13 and 2013-15. Our ESL noncredit course
offerings began only on our Mendocino Campus during 2011-13. The Mendocino Campus has been in the process of transitioning to
Mendocino College. ESL offerings by us have been discontinued on our Mendocino Campus. Our noncredit ESL curriculum has been
revised and offerings during 2013-15 have been in the Eureka and Del Norte regions. We therefore have no cohort data to compare
2011-13 and 2013-15.
7) Identify the 5-year long term goals from 2015-16 through 2019-20 for your college's Basic Skills Program.
A. Increase the number of students who complete a college level course after finishing the ESL or Basic Skills sequence.
B. Increase the retention and success in basic skills credit courses
C. Improve our ability to track and support noncredit basic skills students.
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 Goal
2015-16 Funds
Allocated to this
Goal
Long Term A
Goal #1
$14,150
Increasethe
numberofstudents
whocompletea
collegelevelcourse
afterfinishingthe
ESLorBasicSkills
sequence.
Long Term B
Goal #2
Increase the retention $36,850
and success in basic
skills credit courses.
Long Term C
Goal #3
Improve our ability
$39,000
to track and support
noncredit basic skills
students.
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
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
$22,700
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
supplemental
instruction
show increases
in student
success (the
percentage of
students
completing the
course with a
grade of C or
better).
Activity #3 Provide Reading Apprenticeship training during Flex.
A
January 30,
2016
BSC CoChairs
Activity #4 Continued financial 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
Alternative
$39,000
funding has
been identified
for next year.
Activity #5 Participation in Multiple Measures Assessment
Project
A
July 31, 2016
VPISD
More students $5,000
are placed into
transfer-level
English and
Math courses.
Student
Basic Skills
Committee
Office of
Instruction
and Student
Development
Courses where $5,000
faculty
incorporate
Reading
Apprenticeship
techniques into
show an
increase in
student
success
(students
completing the
course with a
C or better).
success in
transfer level
English and
Math courses
does not drop.
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
More faculty
$8,300
are prepared
and willing to
teach
accelerated
English and
Math courses,
leading to an
increase of
these offerings
courses across
the District.
b. 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