[1a] 2011-2012 ESL/Basic Skills Allocation End-of-Year Expenditure Report
for FY 2013-2014 and Signature Page
Due October 10, 2014
College Name: Hartnell College
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, revert back to the State Budget. Enter from the 2011-2012 allocation the total expenditures from 7/1/2011
through 6/30/2014, for each budget category. The total must not exceed the total basic skills allocation for 2011-2012 funds (refer to the final
2011-2012 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.
NOTE: LEAVE SHADED CELLS EMPTY.
Category
Total Allocation
Total Expenditures
for 2011-2012
by Category from
Total Unused Allocation
Reverting Back
to the State
7/1/11 through 6/30/14
A.
B.
Program, Curriculum
Planning and Development
Student Assessment
19,275
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
7,071
23,462
0
4,719
41,349
G.2 Research
1,300
G.3 Professional Development
TOTAL:
434
$97,610
$97,610
*** PLEASE BE SURE TO CHECK THE ARITHMETIC BEFORE SIGNING!!
_________________________________________
Signature, Chief Executive Officer
_________________________________________
Signature, Academic Senate President
_________________________________________
Signature, Chief Business Officer
________________
Date
________________
Date
________________
Date
[1b] 2012-2013 ESL/Basic Skills Allocation End-of-Year Expenditure Report
for FY 2013-2014 and Signature Page
Due October 10, 2014
College Name: Hartnell College
Basic Skills funds allocated in 2012-2013 expire as of June 30, 2015, and cannot be expended beyond that date. All
unexpended funds as of July 1, 2015 will revert back to the State Budget. Enter from the 2012-13 allocation the total
expenditures and planned amounts from 7/1/2012 through 6/30/2014, for each budget category. The total must not exceed the total basic skills
allocation for 2012-2013 funds (refer to the final 2012-2013 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.
NOTE: LEAVE SHADED CELLS EMPTY.
Category
A.
B.
Total Allocation
Total Expenditures
Total Planned Amounts
for 2012-2013
by Category from
by Category as
7/1/12 through 6/30/14
of 6/30/14
Program, Curriculum
Planning and Development
Student Assessment
12,291
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
15,476
1,858
0
2,669
59,529
G.2 Research
103
G.3 Professional Development
TOTAL:
5,684
$147,142
$97,610
*** PLEASE BE SURE TO CHECK THE ARITHMETIC BEFORE SIGNING!!
_________________________________________
Signature, Chief Executive Officer
_________________________________________
Signature, Academic Senate President
_________________________________________
Signature, Chief Business Officer
________________
Date
________________
Date
________________
Date
$49,532
[1c] 2013-2014 ESL/Basic Skills Allocation End-of-Year Expenditure Report
for FY 2013-2014 and Signature Page
Due October 10, 2014
College Name: Hartnell College
Basic Skills funds allocated in 2013-2014 expire as of June 30, 2015, and cannot be expended beyond that date. All
unexpended funds as of July 1, 2015, will revert back to the Chancellor's Office and reallocated for one year with any
remaining balance then reverted to the State Budget. Enter from the 2013-2014 allocation the total expenditures and planned amounts from
7/1/2013 through 6/30/2014, for each budget category. The total must not exceed the total basic skills allocation for 2013-2014 funds (refer to the
final 2013-2014 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.
NOTE: LEAVE SHADED CELLS EMPTY.
Category
Total Allocation
Total Expenditures
for 2013-2014
by Category from
Total Planned Amounts
by Category as
7/1/13 through 6/30/14
A.
B.
Program, Curriculum
Planning and Development
Student Assessment
0
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
0
0
0
214
21,400
G.2 Research
0
G.3 Professional Development
TOTAL:
0
$110,456
$21,614
*** PLEASE BE SURE TO CHECK THE ARITHMETIC BEFORE SIGNING!!
_________________________________________
Signature, Chief Executive Officer
_________________________________________
Signature, Academic Senate President
_________________________________________
Signature, Chief Business Officer
of 6/30/14
________________
Date
________________
Date
________________
Date
$88,842
[2] 2012-2013 ESL/Basic Skills Narrative Response
for FY 2014-15
Due October 10, 2014
College Name: Hartnell College
How is your college progressing about institutionalizing your basic skills funded programs and projects? What
are the obstacles to doing so?
In 2009, Title V funds were used to purchase the retention alert module from Colleague; at that time, there was
collaboration among the Title V research group and Student Affairs to pilot the module. However, the
infrastructure support at the College was not enough to sustain viable progress. In October 2012, faculty from
the Title V research group created and presented an implementation plan to counselors. Because the funding
to purchase the Retention Alert module and for counselor support was provided by Title V and BSI
monies, 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 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. After discussing
the negative connotation suggested by the words “Retention Alert” in the pilot group, the program
renamed the ESP: Early Support Program (ESP)! In Fall 2013, an additional six faculty were added to the pilot
group. One challenge noted by the group was the need for additional counseling staff to work with students
who showed a need for early support; therefore, two additional adjunct counselors have been hired to provide
for the anticipated increase in student participation in Fall 2014 as the pilot group is expanded to include all
STEM and basic skills faculty.
There has been ongoing collaboration among faculty, counselors, and IT to refine the process of alerting
students and assisting them to follow through with support services. One of the two newly hired counselors
(BSI-funded) will also be “embedded” in basic skills classes to help present the concept of a “team approach” of
support for students. In addition, faculty, Student Affairs, and IT will continue to collaborate as the ESP program
expands for preparation to full campus implementation and institutional support.
The lack of infrastructure was initially an obstacle in moving forward with the small pilot program; and, in spite
of the addition of adjunct counseling support, the current ratio of counselors to students is not sufficient to
support strong counselor participation. While the implementation of the college’s new organizational structure,
which includes a newly established Dean of Counseling position, will provide the guidance to move towards full
implementation, an increase in the number of counselors is necessary. An activity of the 2014 Action Plan is for a
Faculty Inquiry Group (FIG) to provide direction in developing a full implementation plan.
The ESL Summer Institute, offered the past two summers and shown to positively impact student success, will
be developed into a credit course to be offered 2015-2016. Since this is an intensive, immersion program best
taught in a two-week period, scheduling may be an obstacle. Perhaps the Institute will become part of a
reactivated non-credit ESL program in conjunction with AB86 partners.
Supplemental Instruction has been consistently used in intermediate and advanced ESL grammar/ writing
courses for a few years. The ESL department plans to make SI group discussions one of the regular services
offered in the evolving ESL lab. Space is a major challenge at present; however, recruitment and money are
other significant obstacles.
[2] 2012-2013 ESL/Basic Skills Narrative Response 2
How are you scaling up successful projects and programs?
Faculty have been participating in Faculty Inquiry Groups since 2009, which has resulted in analysis and
discussion of topics/issues and then recommendations for improvement. An example is the findings by one FIG
that revealed the number of both faculty and students who were unaware of several academic support services.
The findings from that group encouraged another FIG to develop best practice sheets for each of the groups
who participate in SI (faculty, SI Leaders, students, and coordinators). These best practices are posted on our
Tutorial Services web page.
Another FIG was tasked to develop a list of appropriate multiple measures to be used with assessment scores to
place new students in to initial English Second Language (ESL), English and math courses beginning Fall 2014. To
do this, the FIG collaborated with math, ESL, English, counseling faculty, and Student Affairs deans to discuss the
compliance issue and to form a common understanding of what multiple measures to use to best ensure
student success. The FIG recognized the importance of uniformly administering a common set of multiple
measures to all students who participate in assessment. Additionally, a concerted effort in both training and
development is planned so that the multiple measures process is applied uniformly by all counselors (full-time,
grant-funded, and adjunct.) New forms to simplify and facilitate the process were developed and approved by
constituent groups and will be used in Fall 2014.
The number of faculty who have participated in Reading Apprenticeship (RA) activities has increased since the
Student Success Committee approved funding to support RA in Spring 2013. Faculty are learning about RA
strategies by completing the online RA 101 course, by attending f2f RA training (STEM faculty, for example) at
WestEd, by going to 3CSN one-day workshops both on and off campus, and by collaborating with other faculty.
The 2014 Action Plan activities include continuing to provide RA strategy workshops and to promote the use of
these strategies across disciplines. In addition, in Fall 2014, Hartnell and Gavilan College faculty will continue
collaborating on sharing approaches (RA and other ideas) to help foster student success on both campuses.
Hartnell data show that success and persistence in our English series (from two levels below transfer to transfer)
is good; however, we might be able to see higher success rate if the college is able to increase the tutorial
services hours or offer an English academy. When looking at the number of attempts, it indicates a high
percentage of students repeat each course; the college needs to develop strategies to help students be
successful in their first enrollment and increase student awareness of the need to “do something differently
when repeating a class to ensure a different (successful) outcome.”
How does your basic skills fund support the goals of SSSP plans and Student Equity plans?
All of the activities proposed in the Action Plan and supported with BSI funds align with the goals of both the
SSSP plan and Student Equity plan as well as with the strategic priorities of the College. The purpose of Early
Support Program (ESP) is to provide students with support to help him/her succeed in the college environment
as well as to provide follow-up for students identified as having academic difficulties early in the semester. In
addition, BSI funds contributed to the purchase of the College’s new interactive online orientation program.
BSI funds are being allocated to hire a dedicated basic skills counselor and to expand our tutorial support on our
Main Campus by expanding the number of hours tutoring is available; in addition, the College will pilot an
online tutoring program, which will provide more access to students at all three college sites.
Funding for professional development will continue to be made available for faculty to share and implement
success strategies in their courses, such as implementing Reading Apprenticeship approaches in the classroom.
[3] 2013-2014 ESL/Basic Skills Data Analysis Using the Basic Skills Cohort Progress Tracking Tool
for FY 2014-15
Due October 10, 2014
College Name: Hartnell College
Was your college’s basic skills program more successful in 2011-2013 than it was in 2009-2011? Explain your answer for each
discipline separately.
English: Overall, students who started two levels below transfer in 2009-2011 had a 69% percent success rate. The Students who
started two levels below transfer in 2011-2013 had a 70% percent success rate, representing a 1% success rate increase. Also, when
looking at the data for our Latino group and for the ages 18-19, there is 1% success rate increase from 2009-11 to 2011-13. However,
in higher-level English courses (ENG 101 and ENG 1A), the success rate of both the Latino group and Age 18-19 group decreases by a
minimum of 3percent to a maximum of 8 percent from 2009-11 to 2011-13.
In both the 2009-11 and 2011-13 cohorts, the number and percentage of students in the age group of 18 & 19 years old enrolling in
ENG 253 (two levels below transfer) are significantly higher than the number of students enrolled in any other age groups. Both
cohorts show remarkably high persistence and success through ENG 101. While persistence into ENG 1A for both groups is high, the
ENG 1A success rates are the lowest through the progression of these three levels. However, while consistent between the two
cohorts, the number and percentage of the 20-24 year old age group persisting to and successfully completing ENG 1A (transfer) is
dismally low. Students in the 2011-13 cohort demonstrated more success in ENG 1A even though persistence was quite low.
Students who are in either the 17 or less age group of the 25-29 age group show more promising success and percentages, but they
each reflect fewer than 10 percent of enrollment in English. The Student Success Committee (using BSI funds) will be assessing
students’ reading abilities in ENG 253 beginning in the Fall to identify strategies to improve persistence and success for all age
groups, especially those ranging from 20-24.
Math: Overall, students who started two levels below in the 2011-13 cohort had an increased success rate over the cohort that
began in 2009-2011. Also, of those who persisted through transfer level courses, there was an overall increase of 8% in success rate.
A closer look within age groups reveals that the 18- 19 age group experienced the largest gain in success rate out of those who
persisted through transfer level coursework by a total of 11.7% increase. Out of the initial group, 18% of those aged 18-19 years
successfully completed a transfer level Math course in the 2011 cohort which was a 4% increase over the 2009 cohort. Viewing
disaggregated data by ethnicity it is clear that our largest population (Hispanics) made gains as well. In comparing males and
females, the success rate out of the initial group for men remained the same for both cohorts, whereas the females had an increase
of 3.3% in success rate out of the initial group.
In the cohort beginning three levels below, similar patterns in gains were made. Overall, the 2011 group had a higher success rate
than the 2009 group by 1%. Of those who persisted through transfer level courses, the final success rate was higher for the 2011
cohort by 8.7%, indicating our students are better prepared for their transfer-level coursework in part due to the Supplemental
Instruction leaders the college has implemented as well as the Math Academy. Looking at the subgroups, female and male success
rates remained relatively constant for both cohorts, but females who persisted had an increase of 10% versus a 6% increase for
males. The Hispanic subgroup, which is our largest population, also showed a gain of 3.4% in overall success Also, in 2009, only one
Hispanic student persisted through transfer level courses; while in 2011, there were 20 Hispanic students who persisted through
transfer level courses, which led to the large percent increase in success rate of 66.7% out of those who persisted in the Hispanic
subgroup.
Finally, it is interesting to note that although our population size for the African-American and White Non-Hispanic subgroups are
small, the achievement gap between the two reversed as they finished Math 201 and entered Math 121. In 2009, the AfricanAmerican subgroup was below the White Non-Hispanic subgroup by 5.1%; and in the 2011 cohort, this reversed to where the
African-American subgroup was now 3.2% higher in success rate upon completing the Math 201 course.
ESL: The Basic Skills Cohort Progress Tracking Tool did not provide meaningful data, perhaps due to the different categorization of
courses (integrated vs. writing/reading.) We used a research tool developed by a Title V grant research team at Hartnell to track
cohorts. Increased persistence and success can be attributed to more Supplemental Instruction leaders and faculty-trained ESL
tutors (since most tutors are also SI leaders.) Many SI leaders work with the same instructors for three or four semesters; they bring
a higher level of expertise to the job. Additionally, ESL faculty regularly meet to discuss SLO assessments (and student progress in
general) and adjust course content and/or teaching techniques to improve the ESL program. ESL also collaborates with English
faculty to ensure a smooth transition to transfer-level coursework.
Fall 2009-Spring 2011 Cohort
California Community Colleges Chancellor's Office
Basic Skills Progress Tracker Report
Fall 2009-SpFall 2009-SpFall 2009-S Fall 2009-SpFall 2009-SpFall 2009-S Fall 2009-SpFall 2009-SpFall 2009-Spring 2011
Two Levels Two Levels BTwo Levels One Level B One Level B One Level Transferabl TransferableTransferable
Hartnell Total
English - Writing
17 or Less
Total
ENG-253
ENG-253
ENG-253
ENG-101
ENG-101
ENG-101
ENG-1A
ENG-1A
ENG-1A
Students
Attempts
Success
Students
Attempts
Success
Students
Attempts
Success
487
575
336
300
340
230
180
201
118
487
575
336
300
340
230
180
201
118
44
57
34
32
37
21
21
24
11
311
374
222
208
237
170
131
147
89
20 to 24
67
70
40
26
30
16
11
13
7
25 to 29
30
33
16
16
17
12
12
12
7
30 to 34
12
13
9
6
6
5
1
1
0
35 to 39
9
10
7
7
7
3
3
3
3
40 to 49
5
5
4
3
4
2
1
1
1
50 +
7
11
3
2
2
1
Unknown
2
2
1
18 & 19
[3] 2012-2013 ESL/Basic Skills Data Analysis Using the Basic Skills Cohort Progress Tracking Tool Hartnell College 3
Fall 2011-Spring 2013 Cohort
California Community Colleges Chancellor's Office
Basic Skills Progress Tracker Report
Fall 2011-SpFall 2011-SpFall 2011-S Fall 2011-SpFall 2011-SpFall 2011-S Fall 2011-Spri Fall 2011-Spr Fall 2011-Spring 2013
Two Levels Two Levels BTwo Levels One Level B One Level B One Level BTransferable Transferable Transferable
Hartnell Total
English - Writing
17 or Less
18 & 19
20 to 24
Total
ENG-253
ENG-253
ENG-253
ENG-101
ENG-101
ENG-101
ENG-1A
Students
Attempts
Success
Students
Attempts
Success
Students
ENG-1A
ENG-1A
Attempts
Success
443
547
308
266
318
192
151
162
104
443
547
308
266
318
192
151
162
104
31
39
24
21
27
17
14
14
10
295
370
213
191
226
142
117
128
76
64
78
35
29
36
19
8
8
7
15
8
6
6
5
5
3
3
3
3
25 to 29
28
30
16
14
30 to 34
8
8
8
5
35 to 39
6
7
6
3
4
1
40 to 49
7
10
3
1
2
1
2
2
2
50 +
4
5
3
2
3
1
1
1
1
[3] 2012-2013 ESL/Basic Skills Data Analysis Using the Basic Skills Cohort Progress Tracking Tool Hartnell College 4
ESL 2009-11 and 2011-13 Cohorts
2009-11
Persistence
2009-11
Success
2011-13
Persistence
2011-13
Success
25%
22.2%
54%
50%
ESL 145/245- Eng 1A
0%
0%
8.3%
4.2%
ESL 165/265- Eng 1A
39.5%
28.9%
45%
35%
ESL 145/245 –ESL 165/265
(Persistence--Unduplicated number of students)
ESL 145/245 = 4 levels below transfer
ESL 165/265 = 2 levels below transfer (ESL equivalent of ENG 253)
[3] 2012-2013 ESL/Basic Skills Data Analysis Using the Basic Skills Cohort Progress Tracking Tool Hartnell College 5
[3] 2012-2013 ESL/Basic Skills Data Analysis Using the Basic Skills Cohort Progress Tracking Tool Hartnell College 6
[4a] Long-Term Goals (5 yrs.) for ESL/Basic Skills
Due October 10, 2014
College Name: Hartnell College
REFER TO LAST YEAR’S FORM.
Insert your long-term goals from the report you submitted last year.
Insert your 2014-2015 funds allocated to each goal. The sum of the right column should be your total allocation.
2014-2015 Funds
Goal ID
A
B
C
Long-Term Goal
Allocated to this Goal
Of students participating in the Early Alert system pilot, demonstrate an annual 5 percent improvement in successful
completion of pre-transfer level math classes (MAT 201, MAT 121, and MAT 123) over 2010-2011 in years 2014-2015,
2015-2016, 2016-2017 through implementation of an Early-Alert system to monitor academic difficulties for students and
to provide follow-up services.
Demonstrate an annual 1 percent improvement in successful completion of ENG 253 over 2010-2011 in years 2014-2015,
2015-2016, 2016-2017 through improved placement and an increase in reading comprehension skill levels of students
completing ENG 253 and ENG 101 in years 2013-2017.
Increase consistency and number of scheduled/offered ESL 265 sections (feeder ESL course to English course one level
below transfer) each academic year over the number offered in 2012 by year 2017.
TOTAL ALLOCATION:
$71,667
$13,872
$13,871
$99,410
*** PLEASE BE SURE TO CHECK THE ARITHMETIC BEFORE SIGNING!!
______________________________
___________
________________________________
___________
______________________________
___________
________________________________
___________
Signature, Chief Executive Officer
Signature, Chief Instructional Officer
Date
2013-14 ESL/Basic Skills Allocation End-of-Year Report
2014-15 ESL/Basic Skills Allocation Goals/Action Plan and Expenditure Plan
Date
Signature, Academic Senate President
Signature, Chief Student Services Officer
Date
Date
_____________________
Page 1
[4b] 2014-2015 ESL/Basic Skills Action Plan
Due October 10, 2014
College Name: Hartnell College
Insert your 2014-2015 funds allocated to each activity. The sum of the right column should be your total allocation.
Activity
Continue to pilot an Early-Alert system with all
ESL/basic skills instructors (including the Alisal
Campus and King City Center) to monitor
academic difficulties for math and developmental
students and to provide follow-up services (hire
additional adjunct counselors to provide support
for ESL/basic skills students, provide scholarships,
calculators, ALEKS codes, books or book vouchers,
provide additional tutorial support).
Associated Target Date
Responsible Person(s)/
Long-Term
for
Department(s)
Goal ID Completion
A
September
2014-June
2015
Create a FIG to develop ESP “characteristics”
(what is our system, what do we call success, what
are the common traits of ESP students?) Develop
implementation plan to include faculty,
counselors, students, and support. Track.
Identify an appropriate tool and procedures for
assessing reading ability for students entering ENG
253. Develop and implement assessment; collect
and analyze results.
B
September
2014-June
2015
Measurable Outcome(s)
Student Affairs,
Academic Affairs
Dean (LSR&L), Dean
of Counseling, Title V
STEM Director, Basic
Skills/STEM faculty
A minimum of 40 faculty will begin or continue to
participate in Early Alert pilot; of the students
identified for Early Alert, 50 percent will
participate in intervention strategies and be
tracked by the Early Alert Counselor. Of these
students, 35 percent will be retained and
succeed.
FIG participants
Faculty will develop a comprehensive ESP plan
that will include defining the purpose of early
alert (for faculty and students), developing plans
to encourage “buy in” (faculty and students)
establishing processes and procedures, defining
staffing needs, identifying workshop topics,
determining scheduling logistics to effectively and
efficiently implement the ESP
Dean, Academic
Affairs (LSR&L,), ENG
faculty, ESL faculty
Faculty will use data from reading assessments
to develop strategies and curriculum to provide
support for student reading success.
2014-2015
Funds
Allocated to
this Activity
$65,000
$5,000
Associated Target Date
Responsible Person(s)/
Long-Term
for
Department(s)
Goal ID Completion
Activity
Provide flex opportunities for additional in-depth
discussion and training made available through
FIGs, workshops, “brown bag” session(s), and
3CSN activities to discuss, share, and implement
reading/success strategies across the curriculum to
include the main campus, Alisal Campus, and King
City Center.
Create and offer workshops that need to be
offered on a timely basis to teach students
how to succeed in the community college
setting.
Increase the tutorial services at all sites
(including online tutoring) for students in ESL
and developmental English and math students
A, B, C
October
2014May 2015
Faculty Flex
Committee,
Professional
Development
Committee, Student
Success Committee
A, B
October
2014May 2015
Tutorial Services
Coordinator,
Academic Affairs
Dean (LSR&L)
A, B, C
September
2014June 2015
Tutorial Services
Coordinator,
Academic Affairs
Dean (LSR&L),
additional tutorial
staff
Measurable Outcome(s)
Faculty will share and learn student success
strategies to apply in their courses; students will
learn and demonstrate improved learning
strategies that will apply across disciplines
Eighty percent of students participating in
workshops will agree or strongly agree that
workshop strategies will be useful in helping them
succeed in college-level courses
Increase the number of students supported by
tutorial services by 20 percent.
TOTAL ALLOCATION:
*** PLEASE BE SURE TO CHECK THE ARITHMETIC BEFORE SIGNING!!
______________________________ ___________
________________________________
___________
______________________________
___________
Signature, Chief Executive Officer
Signature, Chief Instructional Officer
Date
Signature, Academic Senate President
___________
________________________________
Date
Signature, Chief Student Services Officer
Date
Date
2014-2015
Funds
Allocated to
this Activity
$5,000
$4,410
$20,000
$99,410
[5] 2014-2015 ESL/Basic Skills Allocation Expenditure Plan
Due October 10, 2014
NOTES: Reminder that starting with 2013-2014 allocations: (1) colleges will have TWO years, not three, to
expend funds and (2) some categories have been combined to simplify the reporting form.
Basic Skills funds allocated in 2014-2015 expire as of June 30, 2016. All unexpended funds as of July 1, 2016,
will revert back to the Chancellor’s Office and reallocated. Enter the total planned expenditure by category
through the expiration of the funds on July 1, 2016. Original signatures are required of the Chief Executive Officer, the Chief Business
Officer and the Academic Senate President.
College Name: Hartnell College
2014-2015 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
Lori Kildal
VP for Academic Affairs
lkildal@hartnell.edu
Kathy Mendelsohn
Dean, LSR&L
kmendelsohn@hartnell.edu
Category
Planned Expenditure by Category
Program and Curriculum Planning and Development
$4,410
Student Assessment
$3,500
Advisement and Counseling Services
$65,000
Supplemental Instruction and Tutoring
$20,000
Coordination & Research
$3,000
Professional Development
$3,500
TOTAL:
$99,410
*** PLEASE BE SURE TO CHECK THE ARITHMETIC BEFORE SIGNING!!
_________________________________________
Signature, Chief Executive Officer
_________________________________________
Signature, Academic Senate President
_________________________________________
Signature, Chief Business Officer
2013-14 ESL/Basic Skills Allocation End-of-Year Report
2014-15 ESL/Basic Skills Allocation Goals/Action Plan and Expenditure Plan
________________
Date
________________
Date
________________
Date
_____________________
Page 4
[3] 2013-2014 ESL/Basic Skills Data Analysis Using the Basic Skills Cohort Progress Tracking Tool
for FY 2014-15
Due October 10, 2014
College Name: Hartnell College
Was your college’s basic skills program more successful in 2011-2013 than it was in 2009-2011? Explain your answer for each
discipline separately.
English: Overall, students who started two levels below transfer in 2009-2011 had a 69% percent success rate. The Students who
started two levels below transfer in 2011-2013 had a 70% percent success rate, representing a 1% success rate increase. Also, when
looking at the data for our Latino group and for the ages 18-19, there is 1% success rate increase from 2009-11 to 2011-13. However,
in higher-level English courses (ENG 101 and ENG 1A), the success rate of both the Latino group and Age 18-19 group decreases by a
minimum of 3percent to a maximum of 8 percent from 2009-11 to 2011-13.
In both the 2009-11 and 2011-13 cohorts, the number and percentage of students in the age group of 18 & 19 years old enrolling in
ENG 253 (two levels below transfer) are significantly higher than the number of students enrolled in any other age groups. Both
cohorts show remarkably high persistence and success through ENG 101. While persistence into ENG 1A for both groups is high, the
ENG 1A success rates are the lowest through the progression of these three levels. However, while consistent between the two
cohorts, the number and percentage of the 20-24 year old age group persisting to and successfully completing ENG 1A (transfer) is
dismally low. Students in the 2011-13 cohort demonstrated more success in ENG 1A even though persistence was quite low.
Students who are in either the 17 or less age group of the 25-29 age group show more promising success and percentages, but they
each reflect fewer than 10 percent of enrollment in English. The Student Success Committee (using BSI funds) will be assessing
students’ reading abilities in ENG 253 beginning in the Fall to identify strategies to improve persistence and success for all age
groups, especially those ranging from 20-24.
Math: Overall, students who started two levels below in the 2011-13 cohort had an increased success rate over the cohort that
began in 2009-2011. Also, of those who persisted through transfer level courses, there was an overall increase of 8% in success rate.
A closer look within age groups reveals that the 18- 19 age group experienced the largest gain in success rate out of those who
persisted through transfer level coursework by a total of 11.7% increase. Out of the initial group, 18% of those aged 18-19 years
successfully completed a transfer level Math course in the 2011 cohort which was a 4% increase over the 2009 cohort. Viewing
disaggregated data by ethnicity it is clear that our largest population (Hispanics) made gains as well. In comparing males and
females, the success rate out of the initial group for men remained the same for both cohorts, whereas the females had an increase
of 3.3% in success rate out of the initial group.
In the cohort beginning three levels below, similar patterns in gains were made. Overall, the 2011 group had a higher success rate
than the 2009 group by 1%. Of those who persisted through transfer level courses, the final success rate was higher for the 2011
cohort by 8.7%, indicating our students are better prepared for their transfer-level coursework in part due to the Supplemental
Instruction leaders the college has implemented as well as the Math Academy. Looking at the subgroups, female and male success
rates remained relatively constant for both cohorts, but females who persisted had an increase of 10% versus a 6% increase for
males. The Hispanic subgroup, which is our largest population, also showed a gain of 3.4% in overall success Also, in 2009, only one
Hispanic student persisted through transfer level courses; while in 2011, there were 20 Hispanic students who persisted through
transfer level courses, which led to the large percent increase in success rate of 66.7% out of those who persisted in the Hispanic
subgroup.
Finally, it is interesting to note that although our population size for the African-American and White Non-Hispanic subgroups are
small, the achievement gap between the two reversed as they finished Math 201 and entered Math 121. In 2009, the AfricanAmerican subgroup was below the White Non-Hispanic subgroup by 5.1%; and in the 2011 cohort, this reversed to where the
African-American subgroup was now 3.2% higher in success rate upon completing the Math 201 course.
ESL: The Basic Skills Cohort Progress Tracking Tool did not provide meaningful data, perhaps due to the different categorization of
courses (integrated vs. writing/reading.) We used a research tool developed by a Title V grant research team at Hartnell to track
cohorts. Increased persistence and success can be attributed to more Supplemental Instruction leaders and faculty-trained ESL
tutors (since most tutors are also SI leaders.) Many SI leaders work with the same instructors for three or four semesters; they bring
a higher level of expertise to the job. Additionally, ESL faculty regularly meet to discuss SLO assessments (and student progress in
general) and adjust course content and/or teaching techniques to improve the ESL program. ESL also collaborates with English
faculty to ensure a smooth transition to transfer-level coursework.
Fall 2009-Spring 2011 Cohort
California Community Colleges Chancellor's Office
Basic Skills Progress Tracker Report
Fall 2009-SpFall 2009-SpFall 2009-S Fall 2009-SpFall 2009-SpFall 2009-S Fall 2009-SpFall 2009-SpFall 2009-Spring 2011
Two Levels Two Levels BTwo Levels One Level B One Level B One Level Transferabl TransferableTransferable
Hartnell Total
English - Writing
17 or Less
Total
ENG-253
ENG-253
ENG-253
ENG-101
ENG-101
ENG-101
ENG-1A
ENG-1A
ENG-1A
Students
Attempts
Success
Students
Attempts
Success
Students
Attempts
Success
487
575
336
300
340
230
180
201
118
487
575
336
300
340
230
180
201
118
44
57
34
32
37
21
21
24
11
311
374
222
208
237
170
131
147
89
20 to 24
67
70
40
26
30
16
11
13
7
25 to 29
30
33
16
16
17
12
12
12
7
30 to 34
12
13
9
6
6
5
1
1
0
35 to 39
9
10
7
7
7
3
3
3
3
40 to 49
5
5
4
3
4
2
1
1
1
50 +
7
11
3
2
2
1
Unknown
2
2
1
18 & 19
[3] 2012-2013 ESL/Basic Skills Data Analysis Using the Basic Skills Cohort Progress Tracking Tool Hartnell College 3
Fall 2011-Spring 2013 Cohort
California Community Colleges Chancellor's Office
Basic Skills Progress Tracker Report
Fall 2011-SpFall 2011-SpFall 2011-S Fall 2011-SpFall 2011-SpFall 2011-S Fall 2011-Spri Fall 2011-Spr Fall 2011-Spring 2013
Two Levels Two Levels BTwo Levels One Level B One Level B One Level BTransferable Transferable Transferable
Hartnell Total
English - Writing
17 or Less
18 & 19
20 to 24
Total
ENG-253
ENG-253
ENG-253
ENG-101
ENG-101
ENG-101
ENG-1A
Students
Attempts
Success
Students
Attempts
Success
Students
ENG-1A
ENG-1A
Attempts
Success
443
547
308
266
318
192
151
162
104
443
547
308
266
318
192
151
162
104
31
39
24
21
27
17
14
14
10
295
370
213
191
226
142
117
128
76
64
78
35
29
36
19
8
8
7
15
8
6
6
5
5
3
3
3
3
25 to 29
28
30
16
14
30 to 34
8
8
8
5
35 to 39
6
7
6
3
4
1
40 to 49
7
10
3
1
2
1
2
2
2
50 +
4
5
3
2
3
1
1
1
1
[3] 2012-2013 ESL/Basic Skills Data Analysis Using the Basic Skills Cohort Progress Tracking Tool Hartnell College 4
ESL 2009-11 and 2011-13 Cohorts
2009-11
Persistence
2009-11
Success
2011-13
Persistence
2011-13
Success
25%
22.2%
54%
50%
ESL 145/245- Eng 1A
0%
0%
8.3%
4.2%
ESL 165/265- Eng 1A
39.5%
28.9%
45%
35%
ESL 145/245 –ESL 165/265
(Persistence--Unduplicated number of students)
ESL 145/245 = 4 levels below transfer
ESL 165/265 = 2 levels below transfer (ESL equivalent of ENG 253)
[3] 2012-2013 ESL/Basic Skills Data Analysis Using the Basic Skills Cohort Progress Tracking Tool Hartnell College 5
[3] 2012-2013 ESL/Basic Skills Data Analysis Using the Basic Skills Cohort Progress Tracking Tool Hartnell College 6