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 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. 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: 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. 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 that are now
included in the updated AP 4250
http://www.redwoods.edu/district/board/new/chapter4/documents/AP4250AcademicProb
ationDismissalandReadmission_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%). New Students Term Spring 2014 Enrolled Course ENGL‐350 Students 33 Fall 2014 Spring 2015 ENGL‐150 13 Course Students All Students Term Enrolled Course Students ENGL‐102 48 ENGL‐1A 6 (18.2% of new cohort) ENGL‐1A 17 (35.4% of new cohort) Fall 2013 Spring 2014 Fall 2014 ENGL‐350 197 ENGL‐150 99 ENGL‐1A ENGL‐1A 39 (19.8% of cohort) 55 (27.9%) Success: 71.8% Course Students ENGL‐102 38 ENGL‐1A 8 (21.1% of cohort) Success: 75.0% Spring 2015 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.
English Placement
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
ENGL‐1A
ENGL‐150
ENGL‐350
READ‐260
2013
29.6%
37.9%
24.9%
7.7%
2014
42.1%
29.1%
20.3%
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 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 2011-2013?
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
FY 11/12 + FY 12/13
FY 13/14 + FY 14/15
Attempt
Attempt
163
Success
70
Success
0
0
PERCENTAGES
111213
.4294
z
p
Significance
Interpretation
#DIV/0!
#DIV/0!
#DIV/0!
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
z
p
Significance
Interpretation
3.00
.0013
Significant Increase
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
FY 11/12 + FY 12/13
FY 13/14 + FY 14/15
Attempt
Attempt
Success
Success
PERCENTAGES
z
111213
131415
p
Significance
Interpretation
16
14
12
7
.8750
.5833
1.77
.0441
Significant Decrease
ESL-Integrated
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 2013-15?
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 201113 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
Increase the number
of students who
complete a college
level course after
finishing the ESL or
Basic Skills
sequence.
$14,150
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
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
Long-Term
Goal ID
Target Date for
Completion
(mm/dd/yyyy)
Responsible
Person
Responsible
Department
Measurable
Outcomes
Funds
Activity #1 Find alternative funding for coordination of B
the Math Lab. The Math Lab supports
basic skills student success in credit and
noncredit math. This year ½ of this position
is funded through the General Fund and the
other half through BSI funds.
June 30, 2016
(next year
General Fund
will pick up the
entire cost)
Dean MSBSS MSBSS
and VPISD
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 expansion into supplemental
instruction. (Supplemental Instruction will
occur in at least one English 350 class and
one Math 380 class in Spring 2016)
Ongoing
Cheryl
ASC, Writing
Tucker,
Center, Math
Leslie Leach, Lab
and Betsy
Buchanan
Tutoring
$22,700
surveys
indicate
satisfaction
with services.
Students who
meet with
tutors perform
better than
students who
do not.
B
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
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
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 transferlevel English
during Flex.
Basic Skills
Committee
Office of
Instruction and
Student
Development
Courses
$5,000
where faculty
incorporate
Reading
Apprenticeshi
p techniques
into show an
increase in
student
success
(students
completing
the course
with a C or
better).
$39,000
and Math
courses.
Student
success in
transfer level
English and
Math courses
does not drop.
Activity #6 Continue to support training for faculty in
Math and English interested in
Acceleration.
A and B
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.