REDWOODS COMMUNITY COLLEGE DISTRICT
Special Meeting of the Basic Skills Committee
Eureka: 7351 Tompkins Hill Road,
October 5th, 2011 LRC 107
2:00 – 3:00p.m.
AGENDA
BSC Mission Statement
Our mission is to improve the retention, persistence, and success of basic skills students
BSC Scope/Function
To recommend and support educational programs, student support services, and matriculation policies that enhance retention, persistence,
and academic success of basic skills students.
1. To promote the use of effective practices in developmental education for administrative, student services, and instructional
programs.
2. To provide professional development regarding effective practices in developmental education.
3. To work with Institutional Research in tracking basic skills students from entry to completion.
4. To assess and evaluate the programs designed to improve student success.
5. To allocate and oversee expenditures of BSI categorical funds.
1. Call to Order
th
2. September 16 Minutes *
3. Action Items
4. Discussion Items
4.1 Finalize the BSI Expenditure/Action Plan (Beginning at Section C)
4.2 First Review of BSC supports the mission of the college statement
5. Reports
6. Announcements
7. Adjournment
(* denotes attachment)
Page 1
REDWOODS COMMUNITY COLLEGE DISTRICT
REDWOODS COMMUNITY COLLEGE DISTRICT
Minutes for the Meeting of the Basic Skills Committee
September 16, 2011 FM 107
BSC Mission Statement
Our mission is to improve the retention, persistence, and success of basic skills students
Basic Scope/Function
To recommend and support educational programs, student support services, and matriculation
policies that enhance retention, persistence, and academic success of basic skills students.
1. To promote the use of effective practices in developmental education for administrative,
student services, and instructional programs.
2. To provide professional development regarding effective practices in developmental
education.
3. To work with Institutional Research in tracking basic skills students from entry to
completion.
4. To assess and evaluate the programs designed to improve student success
5. To allocate and oversee expenditures of BSI categorical funds.
PRESENT
Jeff Cummings, Angelina Hill, Barbara Jaffari, Ron McQueen, Erin Wall,
Rachel Anderson, Vinnie Peloso
Not Present
Harry Pyke, Keith Snow-Flamer, MaryGrace Barrick
MINUTES
September 9th – Approved
ACTION ITEMS
None
DISCUSSION ITEMS Committee agreed to meet on Oct 5th to do one last review prior to
submission to the Senate. 2:00-3:00PM location TBA.
Request for IR assistance to track basic schools data. There is still some
confusion regarding basic skills math in the ARCC report. Our problems are
probably related to code issues in the MIS reports. We don’t know (for example)
if we should be included basic skills math lab sections. IR will look into what
other schools are doing, as well as working to correct coding issues.
Cont. Review &
Revise BSI Action
Plan
On Oct. 7th, the final action plan will be submitted to the Academic Senate
(as an information item, we think?). Supplemental changes may be provided
by the Senate, or Cabinet. Any changes submitted by these groups will be
sent to all constituencies.
Top five items to be included for narration:
1) Math Lab (IR)
2) Writing Center Lab (IR)
3) Tutoring Service (Mary Grace)
4) Math Jam
Page 2
5) Switch Workshop?
Tri-chairs will look up the expenditures to see if other items might provide better
narrative support.
Discussion on the distribution of money. There was a discussion on whether or
not funding should be allocated evenly to all categories (except for advising and
counseling services). Since the disclaimer statement will cover any potential
misunderstanding as to what will and will not be funded, it was determined that
the document submitted to the Chancellor’s office will not need to have money in
each field.
The committee then went though each section to make changes. Erin Wall made
note changes directly on the computer for preparation of Oct. 5th meeting.
Page 3
2010-2011 Basic Skills Allocation End-of-Year Report
2011-2012 Basic Skills Allocation Action Plan and Expenditure Plan
Submission Deadline: October 10, 2011
College of the Redwoods
Please find attached the instructions and templates for submission of your 2010-2011 Basic Skills
Allocation End-of-Year Report and your 2011-2012 Basic Skills Allocation Action Plan and
Expenditure Plan. All documents are due at the Chancellor’s Office on or before October 10, 2011.
Contact: If you have any questions regarding program expenditures or the submission of these
documents, please contact Mark Wade Lieu at 916.327.2987 or mlieu@cccco.edu.
[1]. 2008-09 | 2009-2010 | 2010-2011 Basic Skills Allocation End-of-Year Expenditure Reports for FY 2010-11
Please follow the instructions located at the beginning of each of the expenditure report forms for each funding
year. Note that the report should include expenditures from the original funding date through June 30, 2011 for
each of the funding years. Original signatures are required from the Chief Executive Office, the Chief Business
Officer, and the Academic Senate President on each form.
[2]. Narrative Response to Basic Skills Improvement and Completion Rates for Credit Courses
On this form, you have been provided with your college’s basic skills completion and improvement rates for
2007-2010 (taken from the ARCC Basic Skills Supplemental Report – Tables E2 and E3). Responding to the
questions in this section, discuss how the activities your college has undertaken with the Basic Skills Allocation
have/have not impacted these numbers. We are interested in hearing about what worked especially well and
also about what challenges you faced with your planned activities. We plan to use your responses to inform the
Legislature, the Academic Senate, and the work of 3CSN, the basic skills professional development project, in
2012. Note: While data is not available for noncredit courses at this time, noncredit programs may still elect to
respond to the questions. This section is not required for noncredit programs.
[3]. Data Analysis for Selected Activities
You are being asked to summarize college-level evaluation data on at least two of your basic skills
allocation-funded programmatic approaches to Basic Skills in the following areas:
1.
2.
3.
4.
5.
6.
Tutoring
Learning Communities
First-Year Experience Programs
Summer Bridge Programs
Supplemental Instruction
Early Alert
7. Transition from noncredit to credit
You may submit analyses that you have already completed through your campus processes or use the list
of potential approaches provided in this section.
[4]. 2011-2012 Basic Skills Action Plan
Rather than listing all basic skills activities/interventions planned for 2011-2012, we are requesting that
your action plan focus on, at most, five activities/interventions. For each of these activities/interventions,
we ask that you give thought to what the measurable outcome is and how you will judge that this
activity/intervention has been effective. The Effective Practice and Strategy ID can be found on pages
Page 4
106-138 in Basic Skills as a Foundation for Student Success in California Community Colleges.
We hope that the narrative response and data analysis required for 2010-11 will help you prepare for the
development of your 2011-12 Action Plan, and we see this change in the 2011-12 Action Plan as
assisting you in filling out the end-of-year report next year.
The college should complete the Long Term Goals [4b] form only if there are changes to the college’s
original long term goals from 2009-2010.
[5]. 2011-2012 Basic Skills Allocation Expenditure Plan
The Action Plan drives the completion of the Expenditure Plan. The total amount must equal the
college’s 2011-12 allocation. (See the proposed district/college advance allocation on the Chancellor’s
Office website. This will be posted by the end of August, 2011.)
Note that this advance allocation will probably change at P-1 reporting, which is based on the college’s
2010-11 - 320 reports that are due at the Chancellor’s Office on November 1, 2011, and after the
Chancellor’s Office has identified new distribution of Basic Skills dollars to colleges/districts.
Categories specified on the expenditure plan template are those designated pursuant to Chapter 489 of
the Statutes of 2007-08, and as required by the 2011-12 State Budget language. If your college does not
generate FTES equivalent to $90,000, the college will receive the minimum of $90,000 as required by
executive decision.
ACTION REQUIRED:
Mail the signed Reports and Plans to:
Mark Wade Lieu, Academic Affairs
California Community Colleges Chancellor's Office
1102 Q Street, 3rd Floor
Sacramento, CA 95811-6549
ACCOUNTABILITY
The $19.07m is allocated pursuant to referenced Fiscal Year 2011-12 budget legislation and shall be
accounted for as restricted in the General Fund. This revenue shall be expended only for those items
defined herein. The allocated funds shall augment, and not supplant, current expenditures by
districts/colleges on basic skills, ESL and student services programs. The revenue shall be recorded as
Restricted State General Fund Revenue, appropriated for Community College Districts. The expenditure
of this money shall be recorded in accordance with the California Community College's Budget and
Accounting Manual.
EXPENDITURE REPORTS
Each college will be required to provide an End-of-Year expenditure report on forms developed by the
Chancellor’s Office. The End-of-Year expenditure report will show all expenditures in 2011-12 and the
items purchased/funded that were specified in the Expenditure Plan. The 2011-12 End-of-Year report is
tentatively scheduled to be due on October 10, 2012.
Page 5
[1a] 2008-09 Basic Skills Allocation End-of-Year Expenditure Report
for FY 2010-11 and Signature Page
Due October 10, 2011
College of the Redwoods
Basic Skills funds allocated in 2008-2009 expire as of June 30, 2011, and cannot be expended beyond that date. All unexpended funds
as of July 1, 2011, revert back to the State Budget. Enter from the 2008-09 allocation the total expenditures from 7/1/2008 through
6/30/2011, for each budget category. The total must not exceed the total basic skills allocation for 2008-09 funds (refer to the final 20082009 allocation posted on the Chancellor’s Office website). Original signatures are required of the Chief Executive Officer, the Chief
Business Officer, and the Academic Senate President.
Category
Total Allocation for 20082009
Total Expenditures by
Category from 7/1/08
through 6/30/11
A. Program, Curriculum
Planning and Development
B. Student Assessment
$0
C. Advisement and
Counseling Services
D. Supplemental Instruction
and Tutoring
E. Course Articulation/
Alignment of the Curriculum
F. Instructional Materials and
Equipment
G.1 Coordination
$40,100
G.2 Research
$0
G.3 Professional
Development
TOTAL:
$0
Total Unused Allocation
Reverting Back to the State
$0
$38,781
$0
$7,123
$13,996
100,000
$100,00
$0
_________________________________________ ________________
Signature, Chief Executive Officer
Date
_________________________________________ ________________
Signature, Academic Senate President
Date
_________________________________________ ________________
Signature, Chief Business Officer
Date
Page 6
[1b] 2009-2010 Basic Skills Allocation End-of-Year Expenditure Report
for FY 2010-11 and Signature Page
Due October 10, 2011
College of the Redwoods
Basic Skills funds allocated in 2009-2010 expire as of June 30, 2012, and cannot be expended beyond that date. All unexpended funds
as of July 1, 2012, will revert back to the State Budget. Enter from the 2009-10 allocation the total expenditures and encumbered
amounts from 7/1/2009 through 6/30/2011, for each budget category. The total must not exceed the total basic skills allocation for 200910 funds (refer to the final 2009-2010 allocation posted on the Chancellor’s Office website). Original signatures are required of the Chief
Executive Officer, the Chief Business Officer, and the Academic Senate President.
Category
Total Allocation for 20092010
Total Expenditures by
Category from 7/1/09
through 6/30/11
Total Encumbered Amounts
by Category as of 6/30/11
A. Program, Curriculum
Planning and Development
B. Student Assessment
$0
$10,000
$0
$10,000
C. Advisement and
Counseling Services
D. Supplemental Instruction
and Tutoring
E. Course Articulation/
Alignment of the Curriculum
F. Instructional Materials and
Equipment
G.1 Coordination
$0
$0
$0
$40,000
$0
$0
$0
$10,000
$0
$10,000
G.2 Research
$0
$0
G.3 Professional
Development
TOTAL:
$0
$10,000
$0
$90,000
90,000
_________________________________________ ________________
Signature, Chief Executive Officer
Date
_________________________________________ ________________
Signature, Academic Senate President
Date
_________________________________________ ________________
Signature, Chief Business Officer
Date
Page 7
[1c] 2010-2011 Basic Skills Allocation End-of-Year Expenditure Report
for FY 2010-11 and Signature Page
Due October 10, 2011
College of the Redwoods
Basic Skills funds allocated in 2010-2011 expire as of June 30, 2013, and cannot be expended beyond that date. All unexpended funds
as of July 1, 2013, will revert back to the State Budget. Enter from the 2010-11 allocation the total expenditures and encumbered
amounts from 7/1/2010 through 6/30/2011, for each budget category. The total must not exceed the total basic skills allocation for 201011 funds (refer to the final 2010-2011 allocation posted on the Chancellor’s Office website). Original signatures are required of the Chief
Executive Officer, the Chief Business Officer, and the Academic Senate President.
Category
Total Allocation for 20102011
Total Expenditures by
Category from 7/1/10
through 6/30/11
Total Encumbered Amounts
by Category as of 6/30/11
A. Program, Curriculum
Planning and Development
B. Student Assessment
$0
$10,000
$0
$10,000
C. Advisement and
Counseling Services
D. Supplemental Instruction
and Tutoring
E. Course Articulation/
Alignment of the Curriculum
F. Instructional Materials and
Equipment
G.1 Coordination
$0
$0
$0
$40,000
$0
$0
$0
$10,000
$0
$10,000
G.2 Research
$0
$0
G.3 Professional
Development
TOTAL:
$0
$10,000
$0
$90,000
90,000
_________________________________________ ________________
Signature, Chief Executive Officer
Date
_________________________________________ ________________
Signature, Academic Senate President
Date
_________________________________________ ________________
Signature, Chief Business Officer
Date
Page 8
[2] 2007-2010 Basic Skills Completion and Improvement Rates for Credit Courses
Narrative Response
Below, you have been provided with your college’s basic skills credit course completion and improvement rates for 20072010, the same data that is used in the ARCC Basic Skills Supplemental Report in Tables E2/E3 (see the following page for
detailed definitions of the metrics). Please respond to the questions below concerning how the activities your college has
undertaken with the Basic Skills Allocation have/have not impacted these numbers. We are interested in hearing about
what worked especially well and also about what challenges you faced with your planned activities. We plan to use your
responses to inform the Legislature, the Academic Senate, and the work of 3CSN, the Basic Skills Professional Development
Grant, in 2012. Each response is limited to 200 words.
Note: While data is not available for noncredit courses at this time, noncredit programs may still elect to respond to the
questions. This section is not required for noncredit programs.
College of the Redwoods
Annual Successful Course Completion Rate for Credit Basic Skills Courses (in percent)
2007-2008
2008-2009
Mathematics
36.4
n/a
Writing
52.7
59.3
Reading
73.5
57.4
ESL
60.0
42.9
All Basic Skills
57.8
56.5
Improvement Rates for ESL and Credit Basic Skills Courses over three years (in percent)
2005/06 to 2007/08
2006/07 to 2008/09
Mathematics
30.6
39.1
Writing
57.1
50.3
Reading
46.2
41.5
ESL
66.7
100.0
All Basic Skills
52.0
47.5
2009-2010
n/a
56.5
55.0
66.7
54.5
2007/08 to 2009/10
20.0
54.6
54.0
83.3
52.5
1. In terms of expenditure from the basic skills allocation, what were the top five basic skills
activities/interventions for your college during the last year? Identify these activities by the
Effective Practices ID found on pages 106-138 in Basic Skills as a Foundation for Student Success in
California Community Colleges (e.g. A.4.1 = students are required to receive early assessment and
advisement)
2. In what way do you think these five activities/interventions impacted your basic skills improvement
and completion rates? Please explain.
3. What activity/intervention worked particularly well for your college/center? Please explain.
4. What activity/intervention didn’t work well for your college/center? Please explain.
5. What challenges did you face in engaging in these activities/interventions?
6. What type of support, financial and otherwise, do you need to engage more deeply in these
activities/interventions?
7. Additional comments
Page 9
Annual Successful Course Completion Rate for Credit Basic Skills Courses (Table E2 of ARCC
Supplemental Report)
Definition: The cohorts for credit basic skills course completion rate consisted of enrollments in basic
skills courses for credit in the academic years of interest (2007/08, 2008/09, and 2009/10). These cohorts
excluded “special admit” students, i.e., students currently enrolled in K-12 when they took the basic
skills course. Basic skills courses were those having a course designation of B in CB08 (basic skills
course). (Note that the CB08 = P for “Pre-collegiate basic skills” designation is no longer used under
title 5 or in the Chancellor’s Office Management Information System and has been eliminated from
these specifications). Success was defined as having been retained to the end of the term (or end of the
course) with a final course grade of A, B, C, or CR/P.
Improvement Rates for ESL and Credit Basic Skills Courses (Table E3 of ARCC Supplemental
Report)
Definition for Basic Skills Courses: The improvement rate for credit basic skills cohorts consisted of
students enrolled in a credit basic skills English or mathematics course that successfully completed that
initial course. Excluded were “special admit” students, i.e., students currently enrolled in K-12 when
they took the basic skills course. Only students starting at two or more levels below college
level/transfer level were included in the cohorts. Taxonomy of Programs (TOP) codes were used to
identify mathematics and English courses. Basic skills courses were those having a course designation
of B in CB08 (basic skills course). (Note that the CB08 = P for “Precollegiate basic skills” designation is
no longer used under title 5 or in the Chancellor’s Office Management Information System and has been
eliminated from these specifications). Success was defined as having been retained to the end of the
term (or end of the course) with a final course grade of A, B, C, or CR/P.
Students who successfully completed the initial credit basic skills course were followed across three
academic years (including the year and term of the initial course). The outcome of interest was that
group of students who successfully completed a higher-level credit course in the same discipline within
three academic years of completing the first credit basic skills course. Cohorts were developed and
followed for academic years 2005/06 to 2007/08, 2006/07 to 2008/09, and 2007/08 to 2009/10.
Definition for ESL Courses: The ESL improvement rate cohorts consisted of students enrolled in credit
ESL courses who successfully completed that initial course. Excluded were “special admit” students,
i.e., students currently enrolled in K-12 when they took the ESL course. Only students starting at two or
more levels below college level/transfer level were included in the cohorts. Taxonomy of Programs
(TOP) codes were used to identify ESL courses. Success was defined as having been retained to the end
of the term (or end of the course) with a final course grade of A, B, C, or CR/P.
Students who successfully completed the initial ESL course were then followed across three academic
years (including the year and term of the initial course). The outcome of interest was that group of
students who successfully completed a higher-level ESL course or college level English course within
three academic years of completing the first ESL course. Cohorts were developed and followed for
academic years 2005/06 to 2007/08, 2006/07 to 2008/09, and 2007/08 to 2009/10.
Page 10
[3] Data Analysis for Selected Activities
You are being asked to summarize college-level evaluation data on at least two of your basic skills
allocation-funded programmatic approaches to Basic Skills in the following areas:
1.
2.
3.
4.
5.
6.
Tutoring
Learning Communities
First-Year Experience Programs
Summer Bridge Programs
Supplemental Instruction
Early Alert
7. Transition from noncredit to credit
You may submit analyses that you have already completed through your campus processes. Data
disaggregated by ethnicity is strongly encouraged. If you need to create such analyses, here is a list of
potential approaches that could be applied.
1. Compare the course success rates of groups receiving the treatment (e.g., LCs, tutoring,
supplemental instruction) to a comparison group of students who did NOT receive the treatment
a. Selection of a comparison group that is comparable to those receiving treatment is preferable (i.e.,
match on ethnicity, age, pt/ft, placement level, etc.)
b. Only compare students in same course
c. If possible, one might assess how the students in the treatment are similar to or different from
those in the comparison group at ENTRY into the program on measures such as domain-specific
skills, previous academic history, motivation, confidence, etc.
2. Compare the goal attainment rates (e.g., success in next course in the sequence, success in collegelevel course in same area, transfer readiness, degree completion rates) of groups receiving the
treatment (e.g., LCs, tutoring, supplemental instruction) to a comparison group of students who did
NOT receive the treatment
a. Selection of a comparison group that is comparable to those receiving treatment is preferable (i.e.,
match on ethnicity, age, pt/ft, placement level, etc.)
b. If possible, one might assess how the students in the treatment are similar to or different from
those in the comparison group at ENTRY into the program on measures such as domain-specific
skills, previous academic history, motivation, confidence, etc.
3. Provide data on Pre / Post tests on domain-specific skills for students within a treatment vs. those
who are not
a. This can tell you about the change effected in the treatment vs. the comparison groups
4. For noncredit to credit basic skills, report either the number or the rate of students who successfully
transition from noncredit to credit basic skills.
a. Preferably one would identify a cohort of students who started at a given level of noncredit, and
track forward the percentage of them that successfully transitioned to credit basic skills. Raw
counts of students transferring to credit basic skills could also be used in a benchmarking fashion to
allow year-to-year comparisons if cohorts are difficult to identify.
Page 11
Section A – Organizational/Administrative Practices
District: College of the Redwoods
College: College of the Redwoods
Long-Term Goals:
1. Clarify to entire institution and community how developmental education is included in institutional plans.
2. Implement a process through Institutional Research to track retention, success, and progress rates of Basic Skills students in all classes.
3. Implement a district-wide ESOL program.
Planned Action
Communicate developmental
education mission statement,
philosophy, and goals.
Effective Practice ID
A.2.1
Target Date
for
Completion
Fall 2011
Responsible
Person(s)/
Department(s)
BSC
Review data on students
concurrently enrolled in
college-level and basic skills
courses.
A.4.4
Spring 2012
Institutional
Research
Department and
BSC
IR presents the data to the BSC.
Post course recommendations A 1.5
and assessment results on Web
Advisor for students with
hyperlink to advising.
Spring 2012
IR, IT,
Counseling and
Advising and
BSC
The development of course
recommendations and assessment
results.
Implement a tracking process A.4.4
through Institutional Research
department for one cohort of
Basic Skills students.
Spring 2012
Institutional
Research
Department and
BSC
IR and BSC will develop a tracking
process.
12
Measurable Outcome
The Tri-Chairs discuss the Basic
Skills Action Plans and mission
statement with the IEC, College
Council, and each of the integrated
planning committees.
Criteria that Demonstrates
Effectiveness
90% of the integrated planning
committee members will
acknowledge, via the annual IEC
survey, that they’ve seen and
understood the direction basic skills
is going.
The BSC will review all the Fall IR
basic skills data and basic skills
progression data via program
review in March, 2012 and action
plans developed to address problem
areas.
By March 2012, course
recommendation s by assessment
score zone will be posted on web
advisor.
The tracking process is fully
implemented by March, 2012.
District-wide discussion of
basic skills/developmental
education in the college’s
planning committees.
A1.3
Fall 2012
BSC, IPFC cochairs, IEC
Integrated planning committees
agendize and discuss basic skills data
and action plans are developed to
address problem areas. Basic skills
data are included as an Institutional
Effectiveness Measure.
Work with the Deans of
A.5.2
Academic Affairs and Career
and Technical Education and
Student Development to begin
discussions of learning
communities/linked courses for
underprepared students Spring
2012.
Spring 2012
Indentify faculty interested in
participating in learning
communities/linked courses.
Compile list of constituents
needed to develop ESOL
program based on the 2009
feasibility study.
Spring 2012
BSC, Deans of
Academic
Affairs and
Career and
Technical
Education,
EOPS faculty,
Coordinator of
Advising
BSC and
MCDC
A.4.4
______________________________
Signature, Chief Executive Officer
___________
Date
13
The constituents will begin
developing the program and program
implementation.
The PRC, EMC, BSC, IEC,
Counseling/Advising department,
Student Services Division, Strategic
Planning, Education Master
Planning, and the Faculty
Prioritization Committee will
discuss basic skills/remedial
education data .The EMC will
review status of meeting basic
skills effectiveness measures and
include action plans to address
basic skills in the two year EM
Plan. The IEC will continue to
include basics skills as an
institutional effectiveness measure.
The BSC will review various
planning documents to ensure basic
skills needs are included and
addressed.
Have a list of faculty willing to
participate in learning communities
and/or linked courses in Fall 2013
ESOL program will be initiated in
2012-13.
________________________________
___________
Signature, Academic Senate President
Date
Section B – Program Components
District: College of the Redwoods
College: College of the Redwoods
Long-Term Goals:
1. Develop a district-wide and multi-disciplinary approach to reviewing Basic Skills curriculum and programs.
2. Develop counseling and administrative capacity to oversee comprehensive assessment, placement and orientation.
3. Incorporate basic skills data in the academic advising/counseling process.
4. Develop district-wide assessment and placement policies.
Planned Action
Conduct first Basic Skills
Program Review
Effective Practice ID
B.1
Target Date
for
Completion
Spring 2012
Identify the top five most
successful Basic Skills
Initiatives and identify how
they could be implemented at
College of the Redwoods.
B.1.4
Spring 2012
______________________________
Signature, Chief Executive Officer
Responsible
Person(s)/
Department(s)
IR and BSC
IR, BSC, and
interested
faculty
___________
Date
14
Measurable Outcome
Basic Skills Committee designs
measurement tools and submits to IR
for development.
Documented discussions are held in
Fall 2011 and Spring 2012.
Criteria that Demonstrates
Effectiveness
Study completed with report out to
BSC by March 2012. BSC reports
out data to Student Services and
EMC to inform and/or to improve
current practices by March 2012.
Results of discussions shall be
included in 2012-13 BSI action
planning document.
________________________________
___________
Signature, Academic Senate President
Date
Section C – Faculty and Staff Development
District: College of the Redwoods
College: College of the Redwoods
Long-Term Goals:
1. Provide local staff development opportunities related to Basic Skills.
2. Provide compensation and support for faculty to pursue training in developmental education.
Planned Action
Offer a series of workshops
providing background on the
Basic Skills Initiative and on
interpreting local basic skills
data.
Participate in statewide and
regional events and conduct
follow up workshops on
campus.
Effective Practice ID
C.3.2
Target Date
for
Completion
Ongoing
Responsible
Person(s)/
Department(s)
BSC Tri-Chairs
C.2.3
Ongoing
BSC
Fall 2011
BSC
Support innovation of curricular C.3.3
and support functions and staff
development opportunities that
address basic skills needs
through dedicated basic skills
action plan funding.
______________________________
___________
Signature, Chief Executive Officer
Measurable Outcome
A workshop on updated Basic Skills
data , forms, and processes is
developed to be implemented ahead
of Spring 2011 Program Reviews
Develop a process by which faculty
and staff can request professional
development funds from the BSC to
attend statewide and regional events
regarding the current and future trends
in basic skills student education.
The BSC will implement the call for
proposals process developed Spring
2011on October 1, 2011 by which
faculty and staff can propose basic
skills action plan funds.
Criteria that Demonstrates
Effectiveness
The workshop is scheduled for the
flex days that precede the start of
the Spring 2011 semester.
A process is developed by
December 17, 2011 to request
professional development funds
from the BSC. Spring 2011, the
process is implemented.
The BSC will begin reviewing
Action Plans submitted November
1, 2011 and have reviewed all
proposals by December 17, 2011.
________________________________
___________
Date
Signature, Academic Senate President
Date
15
Section D – Instructional Practices
District: College of the Redwoods
College: College of the Redwoods
Long-Term Goals:
1. Increase academic support services and strategies that promote student learning and success, such as learning communities, linked courses, and
supplemental instruction.
2. Ensure that all new basic skills and degree and certificate seeking students take a college readiness inventory as part of matriculation.
3. Create formal referral system between faculty and Student Support Services.
4. Assess student learning outcomes for basic skills students.
Planned Action
Effective Practice ID
Develop a convocation activity to D.8.3.
support collaboration between
Basic Skills faculty and faculty in
general to establish common
goals across the curriculum.
Survey faculty, advisors, and
D.3.3
counselors to determine means of
implementation of systematic
early intervention strategies for
counselor/advisor contact with atrisk/poor performing students.
Target Date
for
Completion
Fall 2012
Convocation
Responsible
Person(s)/
Department(s)
BSC and
Instruction
Fall 2012
BSC and IR
Measurable Outcome
Activity is developed.
Criteria that Demonstrates
Effectiveness
Activity is presented at convocation
Fall 2012
IR and BSC compile data and report
out to College Council and Student
Services.
BSC works with faculty, advisors
and counselors to implement best
practices noted in survey. Fall 2012
______________________________
___________
________________________________
___________
Signature, Chief Executive Officer
Date
Signature, Academic Senate President
Date
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[4b] Long-Term Goals (5 yrs.) for ESL/Basic Skills
(Use this form to update the 5-year long-term goals only if the long term goals have changed)
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[5] 2011-2012 ESL/Basic Skills Allocation Expenditure Plan
Due October 10, 2011
Basic Skills funds allocated in 2011-2012 expire as of June 30, 2014, and cannot be expended beyond that date. All unexpended funds
as of July 1, 2014, will revert back to the State Budget. Enter the total planned expenditure by category through the expiration of the
funds on July 1, 2014. Original signatures are required of the Chief Executive Officer and the Academic Senate President.
District: ____________________________________________________________________
College:
College of the Redwoods
2011-2012 Basic Skills Contact Information (Provide the names, positions, and emails for all individuals at your college
who should receive communications regarding the Basic Skills Allocation):
Name
Position
Email
Utpal Goswami
Interim President
Utpal-Goswami@redwoods.edu
Erin Wall
Professor of Mathematics
Erin-Wall@redwoods.edu
Director of the Learning
Resource Center
Vice President of Student
Development
Co-President of the Academic
Senate
MaryGraceBarrick@redwoods.edu
KeithSnowFlamer@redwoods.edu
Mark-Winter@redwoods.edu
Mary Grace Barrick
Keith Snow-Flamer
Mark Winter
Category
Planned Expenditure by Category
A.
Program and Curriculum Planning and Development
$10,000
B.
Student Assessment
$10,000
C.
Advisement and Counseling Services
$0
D.
Supplemental Instruction and Tutoring
$40,000
E.
Articulation
$0
F.
Instructional Materials and Equipment
$10,000
G.1
Coordination
$10,000
G.2
Research
$0
G.3
Professional Development
$10,000
TOTAL
$90,000
_________________________________________ ________________
Signature, Chief Executive Officer
Date
_________________________________________ ________________
Signature, Academic Senate President
Date
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DRAFT Basic Skills Committee Statement of Support of the CR Mission
The Basic Skills Committee supports the District’s mission by providing students a
community to enhance the skills they need to be successful in college courses required
for their career and/or transfer goals.
During the 2011-12 year, the committee will focus on find ways to increase student
success and retention rates in basic skills classes involving reading, writing, and math; to
increase student skill levels in these areas so that students are better prepared for their
academic and career goals; to provide training for CR instructors so that they can better
understand and teach basic skills students; and to generally support best practices to
achieve these ends.
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