ESL/Basic Skills 2015-16 Online Submission Expenditure Plan
Form
1. California Community Colleges 2015-16 ESL/Basic Skills Initiative Program
1. Enter Today's Date
08/21/2015
2. Basic Skills Coordinator Contact Information
2. Please fill out the form below to update the college's Basic Skills coordinator.
First Name
Kathy
Name
Mendelsohn
Title
Dean, Academic Affairs
District
Hartnell Community College
College
Hartnell College
Email Address
kmendelsohn@hartnell.edu
Phone Number
8317556827
Fax Number
8317596084
Mobile Phone
8317556827
3. How do you prefer to be contacted?
Phone
3. The California Community Colleges 2015-16 ESL/Basic Skills Initiative Plan Instructions
2015-2016 ESL/Basic Skills Allocation Goals/Action and Expenditure Plans
Submission Deadline: October 1, 2015
Below are the instructions for submission of your 2015-2016 Basic Skills Allocation Goals/Action Plan and
Expenditure Plan. All documents must be submitted in this online form on or before October 1, 2015.
You will complete this information online. You should have access to a word and PDF versions of this form. It is
recommended that you gather the required information first using these versions as guides. This will facilitate an
easier process of completing the online form.
INSTRUCTIONS
1. Please provide succinct narrative in text boxes. Please do not attach additional pages. There are no maximum
words or characters for the narrative responses.
2. Please ensure each item is completed.
3. Please follow the instructions on page 1 regarding how to submit signatures.
4. Please mail the completed certification form to Eric L. Nelson, Ph.D., enelson@cccco.edu.
5. Please do not print the online 2015-16 BSI Expenditure Plan and send to the Chancellor's Office.
Contact: If you have any questions regarding program expenditures or the submission of the online form, please
send your questions to basicskills@cccco.edu.
4. Basic Skills Program for 2015-16 narrative response.
Respond to the following 5 questions:
What specific steps is your college taking to institutionalize your basic skills funded programs and projects?
The College has committed to developing a student academic support environment, which includes hiring a Director
of Student Academic Support in Fall 2015. Additional faculty and classified support positions will be hired by the end
of Spring 2016.
The ESL Summer Institute, offered the past three summers and shown to positively impact student success, will be
developed into a credit course to be offered 2016-2017. Conversations and planning for merging this Institute with
adult education initiatives, such as AB 86/104, are ongoing.
Supplemental Instruction has been consistently used in ESL grammar/writing courses for several years. The ESL
department has made SI group discussions one of the regular services offered in the evolving ESL lab, where
enrollment continues to increase.
Workshops focusing on basic skills, in conjunction with the Foster and Kinship Care Education Program on campus,
have been developed and are being scheduled for 2015-2016 academic year.
In an attempt to determine the cause of inconsistencies with student placement, the Student Success Committee
piloted an Accuplacer preparation workshop model. This included committee members taking the placement exam,
discussing the process, implementing a workshop paradigm based on discussions, and follow-up conversations
regarding success and obstacles.
What are the obstacles to doing so?
While the College recognizes the need to provide a student academic support environment, finding the space to do
so is challenging. In Fall 2015, Hartnell will have centralized academic support leadership but not a centralized facility
to deliver these services.
Although Supplemental Instruction has been increasing, there is limited participation by both faculty and students. It
has been determined that the marketing of these support services needs to be improved. In addition, multiple
stakeholders on campus offer similar services without centralized coordination. This results in inefficiencies and
redundancies.
While workshops have been developed, staffing, scheduling and promotion still need to happen.
Because we are waiting for a common assessment tool from the state, further development of the workshops is on
hold. In the interim, the Student Success Committee is grappling to determine ways to help improve the placement
process.
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)
Initially, the funding for the Retention Alert module and counselor support was provided by Title V and BSI monies in
2009. There was a need for the faculty involved in the pilot to be teaching either STEM or basic skills courses.
Counselors strongly recommended that a CHM 22 (The Science of Chemistry) instructor be included in the pilot. In
Spring 2013, five faculty and an adjunct counselor participated in the pilot, and 37 Retention Alert cases were
submitted.
Improvements were made based on observations from faculty and counselors. As of Fall 2015, the ownership and
continued improvement of this endeavor has been transferred to Student Affairs. A flowchart diagramming a more
structured process has been developed to streamline overall effectiveness and capacity.
One expanded effort of the assessment workshops is the collection and analysis of writing samples from ENG 253
classes (two levels below transfer). This data will be evaluated and tabulated Fall 2015 and used to guide
discussions of current placement accuracy. In addition, the data will provide direction for new initiatives for student
support.
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).
Collaboration between the Dean of Academic Affairs (Languages, Learning Support & Resources) and the Dean of
Student Affairs (Student Success) resulted in the expansion of the existing Early Support Program to the campus-wide
level.
ENG 253 faculty volunteered to administer the writing sample assignment for data collection. These samples have
been submitted and will be read and analyzed by ESL faculty.
How are you integrating your basic skills efforts with your college's SSSP plans?
Collaboration between Student Affairs and Academic Affairs resulted in the coordination of goals, activities, and
deliverables expressed in the SSSP. The deans of both areas meet weekly with the Vice President of Student Affairs
and the Dean of Institutional Planning and Effectiveness to discuss progress and to ensure alignment of stated
outcomes. In addition, the Student Success Committee has membership representing all stakeholders.
How are you integrating your basic skills efforts with your college's Student Equity plans?
Collaboration between Student Affairs and Academic Affairs resulted in the coordination of goals, activities, and
deliverables expressed in the SEP. The deans of both areas meet weekly with the Vice President of Student Affairs
and the Dean of Institutional Planning and Effectiveness to discuss progress and to ensure alignment of stated
outcomes. In addition, the Student Success Committee has membership representing all stakeholders.
4. Basic Skills / English as a Second Language Expenditure Plan
Data Analysis using the Basic Skills Cohort Progress Tracking Tool
In preparation for answering question #5 below, you need to access the Basic Skills Cohort Progress Tracking
Tool on the Chancellor’s Office website (http://datamart.cccco.edu/Outcomes/BasicSkills_Cohort_Tracker.aspx
).
Directions for use of the tool are provided through the Tracking Tool web page, and 3CSN provides an
introduction to the Tracking Tool at http://3csn.org/basic-skills-cohort-tracking-tool/.
In addition to the above written instructions the Academic Affairs Division has prepared a YouTube video to
describe how to use the Basic Skills Progress Tracker. The video is located at the following link.
https://www.youtube.com/watch?v=opNNhIizi1o. The video is closed captioned for disabled hearing access.
Explore the progression of cohorts of students through your basic skills/ESL courses into transferable
coursework. In addition to class cohorts, disaggregate your data by gender, age, ethnicity, and other
characteristics. As you explore the data related to the progress of these cohorts, identify data that raise
concerns or questions that you, as a college, clearly need to explore further or seek to address. For example,
after determining that a certain percentage of students have progressed from point X to point Y, you might
consider whether this represents acceptable progress and explain why or why not.
This requires a statistical calculation between cohort years. The Academic Affairs Division has prepared an
Excel Spreadsheet that will automatically calculate the statistical differences based on the data derived from the
Basic Skills Progress Tracker Tool. The calculation tool is located at the following URL .
https://sites.google.com/site/ccccoipsu/Question_5_worksheet%28for_release%29.xlsx?attredirects=0&d=1
The Academic Affairs Division has also produced an instructional YouTube video on how to use the Excel
spreadsheet to do the calculations for the Basic Skills data. You can access that You Tube video by following this
link: https://www.youtube.com/watch?v=n7Dx8yAqfbM
You may also choose to use data gathered through local efforts in addition to the Basic Skills Cohort Progress
Tracking Tool.
5. 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 Discipline
From 2013-2015, English writing success increased by just over 3.5 percentage points. Between 2011-2013, there
were 3,007 attempts with 1,898 successes. Between 2013-2015, there were 3,045 attempts with 2,034 successes.
This increase is because of new programs, increased support, and re-instituted services during this time frame.
New programs included Reading Apprenticeship, which supplies faculty with strategies to improve students' reading
comprehension and study skills; and, Reading Plus, which provides students with an analysis of their reading skills
and exercises to improve reading effectiveness.
Increased support was provided for Supplemental Instruction; this included more SI Leaders as well as increased
participation by students.
A re-implemented program during this period was the use of Directed Learning Activities (DLAs). This new roll-out
included transferring materials from a paper-based delivery to an online management system to increase student
access and participation. Furthermore, these DLAs now have annotated descriptions to provide faculty with
summative information to determine the best selection for student needs.
English-Reading Discipline
Data for English-Reading is incorporated in the English-Writing data. All three levels of English courses at Hartnell
College are integrated reading/writing courses. For purposes of this report, all data for Hartnell College is included in
the English-Writing narrative.
Mathematics-Discipline
From 2013-2015, mathematics success exhibited a small increase of nearly 1 percentage point. Between 2011-2013,
there were 4,247 attempts with 2,626 successes. Between 2013-2015, there were 4,457 attempts with 2,792
successes. This slight increase is indicative of a continuing trend first exhibited between 2009-2011 and 2001-2013.
The Math discipline has established a strong lab, tutoring, Supplemental Instruction model and enjoys support from
multiple stakeholder programs (such as MESA) around campus. Combined with the highly successful Math Academy,
a twice yearly math "boot camp" to improve student success in math, this upward trajectory is expected to continue.
ESL-Integrated Discipline
From 2013-2015, ESL-Integrated success fell by 13 percentage points. Between 2011-2013, there were 128 attempts
with 118 successes. Between 2013-2015, there were 332 attempts with only 263 successes. In comparing ESLintegrated with ESL writing and ESL-reading, this lower percentage is not unexpected. Between 2011-2013, the ESLintegrated success rate was 79 percent, the ESL writing success rate was 79 percent and the ESL reading success
rate was 83 percent
ESL Writing-Discipline
From 2013-2015, ESL writing success remained static, with a less than 1 percentage point decrease. Between 20112013, there were 216 attempts with 171 successes. Between 2013-2015, there were 158 attempts and 125
successes. This success rate is in line with comparable institutions. Current policies and procedures will be
maintained to secure this success.
ESL Reading-Discipline
From 2013-2015, ESL reading success increased by nearly 5 percentage points. Between 2011-2013, there were
201 attempts with 158 successes. Between 2013-2015, there were 126 attempts and 105 successes. The ESL open
lab began operating in Fall 2013 and has increased attendance since that time.
More analysis of this trend will be conducted by the Student Success Committee to determine which lab practices and
procedures positively impact this success.
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.
If you did not use any noncredit courses for the specified area please enter “Did not use any noncredit courses for
this area)
Used noncredit courses for ESL or basic skills improvement.
No
English-Writing Discipline
NA
English-Reading Discipline
NA
Mathematics-Discipline
NA
ESL-Integrated Discipline
NA
ESL Writing-Discipline
NA
ESL Reading-Discipline
NA
5. Long-Term Goals (5 yrs.) for ESL/Basic Skills
7. Identify the 5-year long term goals from 2015-16 through 2019-20 for your college's Basic Skills Program.
Increase ESL class enrollment by 2 percent each year.
Increase success rates in integrated ESL classes by 2 percent each year.
Develop and implement new student academic support services for basic skills students in math, English, and ESL.
Increase the visibility, access, and use of electronic tutorial services campus-wide, with focus on King City Center
students.
Develop, initiate, and maintain student academic support services for foster youth, veterans, and students with
disabilities
8. Long Term Goals 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
Goal
#1
1
Increase ESL class enrollment by 2 percent each year.
24,298
Long
Term
Goal
#2
2
Increase success rates in integrated ESL classes by 2 percent each
year.
24,298
Long
Term
Goal
#3
3
Develop and implement new student academic support services for
basic skills students in math, English, and ESL.
24,298
Long
Term
Goal
#4
4
Increase the visibility, access, and use of electronic tutorial services
campus-wide, with focus on King City Center students.
24,298
Long
Term
Goal
#5
5
Develop, initiate, and maintain student academic support services for
foster youth, veterans, and students with disabilities.
24,298
Long Term Goal Total
Long Term Goal #1 Amount : 24,298
Long Term Goal #2 Amount : 24,298
Long Term Goal #3 Amount : 24,298
Long Term Goal #4 Amount : 24,298
Long Term Goal #5 Amount : 24,298
Total : 121490
9. Please insert the planned expenditure amount for the 2015-16 ESL/Basic Skills Initiative Program by category.
Program and Curriculum Planning and Development : 16,490
Student Assessment : 15,000
Advisement and Counseling Services : 40,000
Supplemental Instruction and Tutoring : 20,000
Coordination & Research : 20,000
Professional Development : 10,000
Total : 121490
Comments: NA
6. Action Plan Template
10. Action Plan Activity Grid/Table
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.
Activity
#1
The Student
Success
Committee (SSC)
will work with the
campus
Communications
Director and
faculty to develop
PR and
marketing
strategies to
promote
increased ESL
enrollments.
Activity
#2
Additional tutorial
and computer
support services
will be promoted
for ESL
integrated
classes.
Create standalone workshops
Associated
Long-Term
Goal ID
1
2
Target Date
for
Completion
(mm/dd/yyyy)
05/01/2016
05/01/2016
Responsible
Person
Jason
Hough,
Chair
Jason
Hough,
Chair
Responsible
Department
Measurable
Outcomes
Funds
Academic/Student
Affairs and
Communications
Director
Enrollments
will
increase by
2% over
academic
year
2014/2015.
24298
ESL and Tutorial
Services
Student
success
rates will
increase by
2% over
academic
year
2014/2015.
24298
ESL, English,
The
workshops
will result in
a
participation
head count
Activity
#3
alone workshops
targeting basic
skills needs (as
reported by
counselors and
faculty).
Activity
#4
The Student
Success
Committee (SSC)
will work with the
campus
Communications
Director and the
Dean of South
County Services
to develop PR
and marketing
strategies to
promote
increased
participation in
online tutorial
services.
Activity
#5
Partner with
stakeholder
administration
and staff (foster
youth, veterans
and student with
disabilities) to
create standalone workshops
targeting the
basic skills needs
of these student
populations.
3
4
5
05/01/2016
05/01/2016
05/01/2016
Jason
Hough,
Chair
Jason
Hough,
Chair
Jason
Hough,
Chair
ESL, English,
Math and
Counseling
Services.
head count
of 200
students by
end-of-year
2015/2016
w/survey
assessment
of student
perception
of efficacy.
24298
Communications
Director and
Dean of South
County
A
participation
head count
of 25
students by
end-of-year
2015/2016
w/survey
assessment
of student
perception
of
usefulness.
24298
Administration
and staff for foster
youth, veterans,
and students with
disabilities.
The
workshops
will result in
a
participation
head count
of 50
students by
end-of-year
2015/2016
w/survey
assessment
of student
perception
of efficacy.
24298
11. Do you want to add an additional page to enter more activities? If yes check the Yes button.
No
7. Action Plan Template (Additional Activities)
Action Plan Activity Grid/Table
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
Do you want to add another (second) additional page to enter more activities? If yes check the Yes button.
8. Action Plan Template (Additional Activities)
Action Plan Activity Grid/Table
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
Do you want to add another (third) additional page to enter more activities? If yes check the Yes button.
9. Action Plan Template (Additional Activities)
Action Plan Activity Grid/Table
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
Do you want to add another (fourth) additional page to enter more activities? If yes check the Yes button.
10. Action Plan Template (Additional Activities)
Action Plan Activity Grid/Table
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