Long-Term Goals (5 yrs.) for Section D:
A. Increase first-year student programs and activities for general school population (mandatory orientation, campus tour, assign each incoming
student to individual advisor/counselor)
B. Require incoming students to take a college-readiness inventory.
C. Implement systematic early intervention strategies within Student Services for counselor/advisor contact with at-risk/poor-performing students.
D. Increase number of learning communities, linking developmental courses with personal growth, learning/study skills, or transfer-level courses.
E. Implement Master Learner program (student mentors embedded in developmental classrooms providing tutoring and study-group facilitation) and
Supplemental Instruction (tutoring for high-risk courses).
F. Create formal referral system between faculty and student support services.
G. Hire more counseling and advising staff.
H. Redesign PS110 for use as the Math Lab and assessment center. Employ a full time Math Lab/Assessment Coordinator.
I. Provide formal initial and ongoing training for student tutors.
Action Plan for Section D
Academic Year 2008-09________ (please specify District: Redwoods
year)
College: CR
Target Date Responsible
Effective Practice
for
Person(s)/
Section Planned Action
and Strategy Completion Department(s)
Basic Skills as a Foundation for Student Success
Part 2: Assessment Tool for Effective Practices in Basic Skills
1
Section D
Instructional Practices
Create a formal
Writing and
Critical
Thinking
Across the
Disciplines
Committee to
increase
campus-wide
recognition and
engage the
entire college
community in
formal
consideration
and
implementation
of writing and
critical
thinking.
Offer staff
development
opportunities
related to
pedagogy,
classroom
practice,
current and
new research in
the field, and
teaching
innovations,
and ensure
developmental
faculty receive
adequate
compensation to
pursue such
development.
D.1 Sound
principles of
learning theory
are applied in the
design/delivery
of courses in the
developmental
program.
D.2 Curricula
and practices that
have proven to
be effective
within specific
disciplines are
employed.
December,
2008
D. 4 Culturally
Responsive
Teaching
theory and
practice are
applied to all
aspects of the
developmental
instructional
programs and
services.
D. 6
Developmental
Education
faculty employ
a variety of
instructional
methods to
accommodate
student
diversity.
Fall, 2008
Basic Skills as a Foundation for Student Success
VP
Academic
Affairs;
VP
Academic
Affairs;
Director
Center for
Teaching
Excellence
Part 2: Assessment Tool for Effective Practices in Basic Skills
2
Begin formal
coordination of
developmental
curriculum by
providing
adequate
compensation
for regular
developmental
faculty meetings
within and
across
disciplines.
Design and
create three
Computerized
Writing
Classrooms.
D.8
Developmental
faculty
routinely share
instructional
strategies.
D.2 Curricula
and practices
that have
proven to be
effective within
specific
disciplines are
employed.
D.2 Curricula
and practices
that have
proven to be
effective within
specific
disciplines are
employed.
D. 6
Developmental
education
faculty employ
a variety of
instructional
methods to
accommodate
student
diversity.
Fall, 2009
VP
Academic
Affairs
Spring,
2009
VP
Academic
Affairs
Basic Skills as a Foundation for Student Success
Part 2: Assessment Tool for Effective Practices in Basic Skills
3
Plan and create
linked courses
and learning
communities
with culturally
and socially
stimulating
content that
challenges and
supports
student learning
and emotional
growth.
Offer
supplemental
instruction from
qualified
students.
D. 1 Sound
principles of
learning theory
are applied in
the
design/delivery
of courses in
the
developmental
programs.
D. 3 The
developmental
education
program
addresses
holistic
development of
all aspects of
the students.
Attention is
paid to the
social and
emotional
development of
the students as
well as to their
cognitive
growth.
D. 4 Culturally
Responsive
Teaching
theory and
practice are
applied to all
aspects of the
developmental
instructional
programs and
services.
D.2.2, D.10.3
Fall, 2008
President &
VP
Academic
Affairs
Spring,
2009
Math
Chair/Math
Lab
Coordinator
Basic Skills as a Foundation for Student Success
Part 2: Assessment Tool for Effective Practices in Basic Skills
4
Begin formal
coordination of
developmental
curriculum by
providing
adequate
compensation
for regular
developmental
faculty meetings
within and
across
disciplines.
Establish entry /
exit criteria and
assessment to
ensure proper
skills are
obtained in each
mathematics
course using
Optimath.
Create a system
of collaborative
learning in all
developmental
mathematics
courses.
D.8, D.2
Spring,
2009
Mathematics
Chair
D.7
Spring,
2009
Mathematics
Department
D.2.2, D.6
____________________________
Signature, Chief Executive Officer
Basic Skills as a Foundation for Student Success
Course
Coordinators
__________
Date
________________________________
Signature, Academic Senate President
__________
Date
Part 2: Assessment Tool for Effective Practices in Basic Skills
5