REPORT OF THE
CALIFORNIA COMMUNITY COLLEGES SUCCESS NETWORK (3CSN)
2015 ESL/BASIC SKILLS
PROFESSIONAL DEVELOPMENT GRANT
ANNUAL REPORT
2015
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
Brice W. Harris, Chancellor
Cover photo: Students attending an English as a second language course
at the San Diego City College, San Diego, Calfiornia
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CALIFORNIA COMMUNITY COLLEGES
Table of Contents
SUCCESS NETWORK (3CSN)
2015
ESL/Basic Skills
Professional
Development Grant
Annual Report
Summaryx
Guide to Abbreviations 6 and 53
Overview of 3CSN Mission and Vision
8
Overview of 2014-2015 Activities and
Accomplishments8
Conclusion9
List of Tables
Table 1a: Totals of Participants and Colleges
in 3CSN Learning Networks for 2014-2015
Reporting Period
10
Table 1b: Cumulative Impact on 3CSN
11
Table 2: 3CSN Events Hosted by Region
20
Table 3: Descriptive Data from California
Acceleration Project Math Pathways
(no statistical controls)
23
Table 4: Participating Colleges in Year One
of STEM RA Grant
28
Table 5: 2014-15 Professional Development
Clearinghouse 35
Table 6: Cumulative Impact of 3CSN
50
Table 7: 3CSN Leadership Team
51
Appendices
Appendix 1: 2014-2015 Community
of Practice Presentations
55
Appendix 2: 2014-2015 Community
of Practice Presentations
56
Appendix 3: 2014-2015 3CSN 61
Appendix 4: 2015-16 3CSN
Save the Date Flier
64
Appendix 5: Summary of 3CSN Retreats 65
Appendix 6: CVRN Regional Activity Chart
and Network Overview
66
A student from West Hills College Lemoore, Lemoore, California
2
Appendix 7: FIER Regional Activity Chart
and Network Overview
67
Appendix 8: LARN Regional Activity Chart
and Network Overview
69
Appendix 9: OCLN Regional Activity Chart
and Network Overview
71
Appendix 10: SDIVN Regional Activity Chart
and Network Overview
76
Appendix 11: NCLN Regional Activity Chart
and Network Overview
77
Appendix 14: Habits of Mind/Growth
Mindset Workshop Survey Protocols
83
Appendix 15: 2014-2015 RAP
87
Appendix 16: RAP CoP Events Conducted
in Collaboration with the Strategic Literacy
initiative 89
Appendix 17: Colleges Attending Threshold
CoP Leadership Event by Region and Discipline
90
Appendix 18: 2014-15 Threshold Project
CoP Events
91
Appendix 12: 61 Colleges Participating
in California Acceleration Project
80
Appendix 13: 2014-15 HoM Workshops
and Discussion Groups
Appendix 19: 2014-15 Threshold CoP Events
Supported by CSUs
91
81
Appendix 20: LINKS 10 Summary
3
92
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
Photo Above: Students on the quad at San Joaquin Delta College, Stockton, California
Appendix 21: LINKS 11 Summary 92
Appendix 22: 2014-15 BSILI Professional
Learning Hub Events sponsored by BSILI
2013 and BSILI 2014 PL Hubs 93
Appendix 29: BSILI Community of Practice/
Hub Rubric
135
Appendix 30: Who/What Mapping
136
Appendix 31: 2014-15 BSI Reporting and
Sharing Sessions
137
Appendix 23: Planned PL Hub Activities
for 2015-2016
95
Appendix 24: Excerpt from
the Bellwether Binder
Appendix 32: 2014-15 BSI Coordinator’s
Events137
96
Appendix 33: Integrated Planning Crosswalk
and Integrated Planning Worksheet
139
Appendix 25: FTLA Participant
Survey (2015)
108
Appendix 26: BSILI Participant
Survey (2015)
122
Appendix 27: Logic Models
125
Appendix 28: Value Creation Narrative 134
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
4
Graduating students from De Anza College, Cupertino, California
Guide To Abbreviations
Guide To Abbreviations
AAC&U
American Association of Colleges and
Universities
IEPI
Institutional Effectiveness Partnership
Initiative
ACCE
Association for Community and
Continuing Education
IETA
Institutional Effectiveness Technical
Assistance Grant
ACTLA
Association of Colleges for Tutoring and
Learning Assistance
LACCD
Los Angeles Community College District
LAP
Learning Assistance Project
AtD
Achieve the Dream
LARN
Los Angeles Regional Network
BSI
Basic Skills Initiative
LARN
Los Angeles Regional Network
BSILI
Basic Skills Initiative Leadership
Institute
LFM
Learning from the Middle
CAI
Common Assessment Initiative
LINKS
Learning in Networks for Knowledge
CalADE
California Association of Developmental
Education
LW
LearningWorks
NADE
CAP
California Acceleration Project
National Association of Developmental
Education
CCC
California Community Colleges
NCLN
Northern California Learning Network
CCLC
Community College League of
California
OCNL
Orange County Learning Network
OEI
Online Education Initiative
CoP
Community of Practice
PL Hubs
Professional Learning Hubs
CTE
Career Technical Education
RA
Reading Apprenticeship
ESL
English as a Second Language
RAP
Reading Apprenticeship Project
ESOL
English for Speakers of Other
Languages
RP Group
Research and Planning Group
SDIVN
San Diego Imperial Valley Network
FIER
Foothill Inland Empire Region
SSI
Student Success Initiative
FTLA
Faculty Teaching and Learning
Academy
SSSP
Student Success and Support Program
STEM
Science Technology Engineering
Mathematics
HoM
Habits of Mind
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
6
Student ambassadors in front of Folsom Lake College, Folsom, California
REPORT OF THE
CALIFORNIA COMMUNITY COLLEGES SUCCESS NETWORK (3CSN)
2015
ESL/BASIC SKILLS PROFESSIONAL
DEVELOPMENT GRANT ANNUAL REPORT
Summary
Overview of 3CSN Mission and Vision
Addressing the needs of under-served students
and increasing the capacity of community colleges to help these students succeed in completing certificates, degrees and/or transfer requirements has been the focus of the California
Community Colleges Chancellor’s Office (CCCCO)
Basic Skills Initiative (BSI) through its Professional
Development Grant, a.k.a., 3CSN, the California
Community Colleges Success Network. 3CSN
provides sustained professional learning through
its infrastructure of regional networks and communities of practice:
„„
„„
The regional networks hold regular meetings centered around local needs and best
practices, and regional network coordinators
provide technical assistance to improve each
colleges’ capacity to generate research, apply
research to program development and evaluation, and to build each colleges’ capacity for
ongoing professional development. This including includes participation in local, regional, and statewide communities of practice.
The networked communities of practice
center on curricular and institutional redesign
and involve empirically studied interventions
including Reading Apprenticeship, English
and Math Acceleration, and Habits of Mind.
Both the regional networks and communities of
practice are highly coordinated and recursive ef3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
forts incorporating academic research and inquiry
with engaging and collaborative problem-solving
practices to achieve large-scale increases in student pathway completion.
Overview of 2014-2015 Activities
and Accomplishments
The report describes key accomplishments for
the 2014-2015 year of the ESL/BSI Professional
Development Grant, commonly known as 3CSNThe California Community Colleges Success
Network. Highlights include:
„„
„„
„„
Broadest reach over the course of one year
in the history of the grant: 3,620 professionals from all 112 of California’s community
colleges participated in 199 professional
learning opportunities provided by 3CSN in
2014-2015. This report details a time when
there were 112 California community colleges; there are now 113.
Significant development and expansion of
key partnerships. 3CSN coordinators have
taken on key leadership positions in such
organizations as Association of Colleges for
Tutoring and Learning Assistance (ACTLA)
and CalADE, contributing significantly to the
planning of the NADE Conference coming to
California in March 2016.
Recognition through a number of publications and awards, including ACCCA’s 2015
Mertes Award for Excellence in Community
College Research.
8
Back to school event at San Diego Mesa College, San Diego, California
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9
ing hubs and plans were launched. This
year four leadership teams—the Learning
Assistance Project, Habits of Mind Community of Practice, Noncredit, and Career
Technical Education Community of Practice—participated in BSILI to develop plans
for the coming year.
Continued facilitation of broadly attended
Basic Skills Reporting Sessions and Coordinator Events with a particular focus this
year on integrated planning and placement
reform.
Ongoing expansion of California Acceleration
Project community of practice to include 61
colleges significantly closing achievement
gaps through curricular redesign.
Ongoing expansion of the Reading Apprenticeship Project community of practice to
extend the reach of Reading Apprenticeship, particularly among STEM faculty, and
training over 650 faculty, staff, and administrators in 2014-15.
Continued strengthening of the Habits of
Mind community of practice through its
“Growth Mindset” Institute where 40 faculty from eight campus teams implemented
Growth Mindset interventions for over 700
students.
Development of partnerships between the
Threshold community of practice and the
CSUs and with the AAC&U’s Faculty Collaborative Project and offering of two leadership
institutes and six regional workshops.
Conducted a week-long summer leadership
institute with 13 interdisciplinary teams
(consisting of teams of faculty, administrators, and staff) in which professional learn-
„„
„„
Additional grants from prominent foundations supporting STEM-focused work
through the Reading Apprenticeship Project
and assessment/placement reform through
the California Acceleration Project.
Conducted two surveys encompassing past
participants of all cohorts for the leadership
summer institute (BSILI) and the faculty
academy
Conclusion
3CSN aims to continue to address the needs
identified by the Basic Skills Initiative by expanding its vast face-to-face and virtual networks of
support and by aligning its initiatives and networks across the state. By focusing on ongoing,
sustained, and robust professional learning in
regional and topical networks, 3CSN has redefined professional development in California and
is serving as a model nationwide. Over 21,300
community college professionals from 112 campuses across the state of California and across the
nation have participated in 3CSN’s regional and
community of practice learning networks to date.
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
Table 1a: Totals of Participants and Colleges in 3CSN Learning Networks
for 2014-2015 Reporting Period
Type of Event
Leadership Communities of
Practice multi-day institutes
accompanied by ongoing technical
assistance and support over the
year
Grant
Total #
of
Events
Total
Participants
Total
Event
Contact
Hours
Unduplicated
College Count
1,3,4,5
112
503
172
61
1,2,3,5
14
886
51.5
37
1,2,4,5
58
1,981
268
103
1,2,4,5
8
109
22.5
42
1,2
7
141
42
36
199
3,620
556
112
60
3,450+
77.5
259
7,070+
633.5
Professional Learning Hubs
professional learning events
designed to support local,
regional, and statewide student
completion initiatives
Regional Networks Half-day
and one-day events focused on
selected topics
BSI Coordinator’s Convenings
Focused on action plans, data,
and evaluation
LINKS Cohesive workshops
focused on student completion
Total 3CSN Event
Conference Presentations
sessions given at state
and national conferences
disseminating the work of 3CSN
Total 3CSN activities and
participants served
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
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Table 1b: Cumulative Impact of 3CSN
Learning Network
BSILI Annual, week-long Sum-
Total # of Participants
Total # of Colleges
(Unduplicated)
292+
72
1,841+
100+
659+
100+
California Acceleration
community of practice
586+
61
Reading Apprenticeship
community of practice
2,067+
91
Habits of Mind community
of practice
1,307+
89
200+
20
11,181+
112
mer Leadership Institute & yearlong community of practice
LINKS Cohesive workshops
focused on student completion
BSI Coordinator's Convenings
Focused on action plans, data,
and evaluation
Threshold Project inter-segmental community of practice
(new)
Regional Learning Networks
& Events
11
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
Give a man a fish,
and he will eat for a day.
Teach a man to fish
and he will eat for a lifetime.
Proverb
Author Unknown
Overview of 3CSN
Student at a koi pond located at the San Joaquin Delta College, Stockton, California
Overview of 3CSN
Addressing the needs of under-served
students and increasing the capacity of
community colleges to help these students
has been the focus of the California
Community Colleges Chancellor’s Office
(CCCCO) Basic Skills Initiative (BSI).
Through its Professional Development
Grant, a.k.a. the California Community
Colleges Success Network (3CSN), BSI
specifically aims to help these students
succeed in completing certificates,
degrees and/or transfer requirements.
This grant was awarded to 3CSN largely
in recognition of the fact that few of the
nearly 100,000 faculty, administrators,
and staff in the system have received any
type of preparation or training to address
the needs of basic skills students at the
classroom, program, or institutional levels
(Kozeracki, 2005). 3CSN’s successful bid
to represent the CCCCO’s BSI also is due
to increased collaboration in educational
settings, and this has contributed to the
growth of professional networks that
connect individuals and institutions
(Mullen & Lick, 1999) on an ongoing
basis— the very essence of 3CSN’s
approach to professional development.
13
3CSN’s theory of change is as follows:
“If we provide training on networking and we
use action research methodologies, community
college professionals will transform their environments and identities to create communities of
practice that will produce powerful learning and
working across campuses. This will lead to greater
student success.”
This theory of change drives all 3CSN activities.
It provides the impetus for the infrastructure,
workshops and activities, data collection and analysis efforts, the online knowledge-sharing hub,
and the leadership institute. 3CSN has utilized an
infrastructure of regional networks and communities or practice to build a framework of success:
„„
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The regional networks hold regular meetings
centered around local needs and best practices. Regional network coordinators provide
technical assistance to improve each college’s capacity to generate research, apply
research to program development and evaluation, and to build each colleges’ capacity
for ongoing professional development. This
includes participation in local, regional, and
statewide communities of practice.
The networked communities of practice
center on curricular and institutional redesign. They involve empirically studied interventions including Reading Apprenticeship,
English and Math Acceleration, and Habits
of Mind as well as commonly identified
areas of interest, like Career and Technical
Information, Threshold Concepts, and Peer
Assisted Learning.
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
Both the regional networks and communities of
practice are highly coordinated and recursive efforts incorporating academic research and inquiry
with engaging and collaborative problem-solving
practices to achieve large-scale increases in student pathway completion.
The California Community College Success Network (3CSN) works through networks built
throughout the state by linking colleges located
near one another and establishing a week- leadership institute called the Basic Skills Initiative
Leadership Institute (BSILI). In response to requests for more targeted support, 3CSN and its
regional networks began crafting specific communities of practice, workshops, events, and tools to
help colleges in their quest to improve student
success rates.
The most targeted and specific of the activities
introduced by 3CSN were the introduction of the
communities of practice, of which there are now six:
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„„
„„
The first networked communities, the California Acceleration Project and Reading
Apprenticeship Project, focus on student
persistence and completion. Both have continued to grow.
Newer communities of practice, such as
Habits of Mind, Threshold Project, and
Career and Technical Education expanded
in the 2014/15 academic year with well-attended workshops, leadership retreats, and
online resources.
3CSN’s newest community of practice, the
Learning Assistance Project, had a strong
first year. The project focused on exploring
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
how educators can further professionalize
peer assisted learning by empowering both
tutors and tutoring coordinators through
presentations, meetings, and data sharing.
Through these activities, the Learning Assistance Project aims to improve peer educator
training, share successful peer education
practices, and integrate peer assisted learning further into the college culture.
As participation in 3CSN-sponsored events has
increased, so have the requests for tools that
will help colleges communicate the urgency for
significant institutional change. Working with the
Research and Planning Group and CCCCO, 3CSN
sponsored the creation and development of the
Basic Skills Cohort Tracking Tool. Housed on the
Chancellor’s Office website, the tool gives112
California Community colleges easy access to
data on student progress through their English,
reading, English as a Second Language (ESL),
and math pipelines. With such data now at their
fingertips, 3CSN-inspired change agents can
make more effective cases on their own campuses for data-driven reforms. The tool has become
an ongoing part of both the yearly BSI reports and
yearly Student Equity reports.
There have been several internal and external
evaluations and studies done around the work
of 3CSN. The work of 3CSN has been the focus
of several recent dissertations as well as studies
supported by the Research and Planning group,
the University of California at Los Angeles and
LearningWorks. Together, these tracking tools,
dissertations, and studies increase the visibility
of this work and help make the case for urgent
institutional change. Evaluative evidence from
research performed in the past year regarding the
work of the Faculty Teaching and Learning Academy and BSILI are included within this report.
There has recently been an increased emphasis
at the state and local levels on the integration of
various student success plans campuses use to
guide their work. 3CSN has led this charge across
the state, working with educators at the college,
14
district, and regional level to crosswalk and integrate college plans around Student Equity, BSI,
Student Success and Support Programs (SSSP).
3CSN has developed a crosswalk guide between
these plans, comparing goals, due dates, target
populations, and other pertinent information. This
crosswalk was used as a discussion tool at BSI
meetings, regional events, and the leadership
institute.
Overview of 2014-2015 Key
Accomplishments
„„
„„
This report describes key accomplishments for
the 2014-2015 year of the ESL/BSI Professional
Development Grant, commonly known as 3CSN
–The California Community Colleges Success
Network. Highlights include:
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15
Significant development and expansion of
21 key partnerships (Appendix 3). Of particular note is the fact that 3CSN coordinators
have taken on key leadership positions in
such organizations as Association of Colleges for Tutoring and Learning Assistance
(ACTLA) and CalADE, contributing significantly to the planning of the NADE Conference coming to California in March 2016.
Ongoing expansion of the Reading Apprenticeship Project community of practice. This
year:
„„
Broadest reach over the course of one year
in the history of the grant: 3,620 professionals from all 112 of California’s community
colleges participated in 199 professional
learning opportunities provided by 3CSN in
2014-2015. (See Table 1 below).
60 presentations at conferences, workshops,
and events across the state and around the
country, including 6 webinars that reached an
additional 3,450+ educators. (Appendix 2)
Ongoing expansion of California Acceleration
Project community of practice. This year, the
project was awarded a $400,000 two-year
grant from the California Education Policy
Fund to develop recommendations to help
colleges substantially increase the number
of students who complete in their first year
and develop a research packet to present
results clearly.
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„„
The Reading Apprenticeship Project
markedly increased its participation rate
again this year; the project trained over
650 faculty, staff, and administrators
in 2014-15, making its total number of
participants since its launch in 2011
reach over 2,000 from 90+ colleges in
the state.
Continued strengthening of the Habits of
Mind community of practice:
„„
„„
Recognition through a number of awards
and publications (See Appendix 1)
Continued facilitation of broadly attended
Basic Skills Reporting Sessions and Coordinator Events with a particular focus this year
upon integrated planning and placement
reform.
The Reading Apprenticeship Project
partnered with the Strategic Literacy
Initiative (SLI) and the Helmsley Trust to
extend the reach of the project particularly among STEM faculty.
„„
The Habits of Mind community of practice trained over 200 faculty, staff, and
administrators in 2014-2015, making
its total number of participants since its
launch in 2012 reach over 1,300 from
89+ colleges in the state.
“Growth Mindset” Institute was held
where 40 faculty from eight campus
teams implemented Growth Mindset
interventions for over 700 students.
Development of a Leadership community
of practice to create a Habits of Mind
Leadership Institute to begin in summer
of 2016.
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
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Development of partnerships between the
Threshold community of practice and the
CSUs:
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A formal partnership was developed with
the CSU’s “Give Students a Compass”
initiative. In 2014-15, the partnership
offered two leadership institutes and six
regional workshops for 117 educators
from CSUs, CCCs, and High Schools.
CSU Institute for Teaching and Learning
offered a mini-grant program to support
continued collaboration between CSU
and community college partners around
the state, reaching hundreds of additional educators and growing the leadership
capacity of educators in the community
of practice.
The Threshold Project has also lead to
a partnership with the AAC&U’s Faculty
Collaborative Project. 3CSN was invited
by the CSU Chancellor’s Office to be part
of the advisory committee for the project
because of our network’s reach throughout the state. Two 3CSN-affiliated practitioners were chosen to be part of the
California team as representatives of the
CCC system.
A week-long summer leadership institute
was conducted with 13 interdisciplinary
teams consisting of faculty, administrators, and staff. The event centered
around the launch of professional learning hubs and plans. This year four leadership teams—the Learning Assistance
Project, Habits of Mind community of
practice, Noncredit, and Career Technical Education community of practice—
participated in BSILI to develop plans for
the coming year.
became particularly fertile ground for
recruiting new colleges to participate in
BSILI. The other LINKS event focused
on how campuses have built programs
at scale by supporting transformation in
classroom and organizational practices.
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Introduction of the Learning Assistance
Project community of practice. homegrown by 2013 BSILI attendees.
Improvements were made in both planning and standardization to increase
capacity through retreats, workshops, etc.
Utilization of technology to expand the
3CSN knowledge-sharing hub via access
to online courses and interactive CCC
Confer webinars, and use of Geographic
Information System (GIS) mapping to
track statewide progress.
Students using the library at American River College in
Sacramento, California
3CSN continues to expand the reach of its network. Table 1a on page 10 captures this reach by
tallying the number of participants and colleges
engaging in 3CSN activities.
Two Learning in Networks for Knowledge
Sharing (LINKS) events were conducted, bringing the total to 141. One LINKS
event centered on core principles of
successful professional learning and
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
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Organization of Report
This report is organized around the grant’s objectives. The particular 3CSN activities that support
practitioners’ efforts to scale initiatives for student completion will be described under the following
main objectives:
Objective #1
Build upon the infra-structure started by the
Los Angeles Community
College District (LACCD) and
3CSN as a permanent professional development network/center i.e., a statewide
resource network designed to
support ongoing professional
development in ESL/basic
skills improvement.
Objective #4
Assist colleges with data
collection, benchmarking,
and outcomes assessment
related to increasing ESL/
basic skills student success.
17
Objective #2
Objective #3
Provide local, regional and/
or statewide workshops and
technical assistance to build
colleges’ local capacity to
increase student success
and equity.
Conduct a Summer
Leadership Institute
for community college
practitioners who serve
developmental students
(administrators, staff, and
faculty across disciplines).
Objective #5
Expand the current
web-page and electronic
information sharing
strategies for building
a knowledge base and
providing valuable
information regarding
effective practices.
Each section will include
an overview to 3CSN’s
response to the objective
and a description of main
accomplishments that
helped move that objective
forward.
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
Students relaxing in the quad at Modesto Junior College, Modesto, California
Objective #1
Objective 1 is to build upon the infrastructure
started by LACCD/3CSN as a permanent professional development network/center i.e., a statewide resource network designed to support ongoing professional development in ESL/basic skills
improvement.
Overview of Response
3CSN’s theory of change starts with and depends
on the power of a strong central infrastructure.
This infrastructure is a main network of support
that is designed to ensure that 3CSN leaders,
college leaders, and community of practice participants stay in meaningful contact. Through
these networks, practitioners across the state can
receive ongoing support and resources while they
share effective practices and lessons learned.
This main network is maintained through leadership retreats and weekly calls, regional networks,
and Communities of Practice.
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
1. Weekly Calls and Retreats
The retreats bring together regional coordinators to clarify objectives, plan events, and
design assessment measures, all of which
enable 3CSN to deliver statewide professional
development effectively.
2. Regional Networks
The regional networks connect every college in
the state through a 3CSN network coordinator.
Through this network, coordinators can provide support and avenues of communication
throughout the region, keeping all involved
parties informed and connected.
3. Communities of Practice
The networked communities of practice enable
the delivery of sustained professional development around proven successful practices;
they also contribute to scaling these practices
statewide. The regional network summaries
demonstrate the role that each region plays in
bringing 3CSN activities to local colleges and
incubating new connections and partnerships
with the potential to grow into larger initiatives
or communities of practice.
18
1. 3CSN Team Calls and Retreats
3CSN team members meet weekly via phone
conferences to review long-term goals and establish short-term goals, develop plans to meet those
goals, and collaborate in planning regional, statewide, or community of practice events. The team
also participates in four annual retreats, which
provide essential conversational and collaborative
space for the following: evaluating past events, setting long-term goals, designing innovative events,
workshops and programs that embody core principles of high impact and sustainable professional
learning, and establishing next steps to maintain
the short-term and long-term health and impact of
the network so it continues to effectively support
California community college educators. The 3CSN
leadership team met four times during the last
twelve months: September 2014, December 2014,
May 2015, and June 2015. Some major outcomes
from these retreats include:
„„
„„
„„
„„
„„
„„
19
Planning for the Reading Apprenticeship
communities of practice to introduce Reading Apprenticeship in the STEM Network
and for “train the trainer” modules for Habits of Mind.
Planning BSILI 2015, LINKS 11: Beyond
Boutique: Building Practices at Scale, and
LINKS 12.
Outlining new partnerships with the Institutional Effectiveness Technical Assistance
Grant, the Online Education Initiative, the
Professional Development Clearinghouse,
Workforce Development, and the Chancellor’s Office-Basic Skills Advisory Group.
Planning Strengthening Student Success
Conference presentations.
Creating calendars of a year’s 3CSN events
(Appendix 4).
Exploring how to use technology more effectively, including discussions around running
webinars, storing documents in Dropbox,
and utilizing event and participant information accessible through EventBrite.
„„
For a more complete summary of these
retreats, see Appendix 5.
2. Regional Networks
3CSN’s regional networks are professional learning communities that invite collaboration among
community college educators in a given region.
3CSN’s regional coordinators organize and facilitate a range of events, including BSI Reporting
workshops, community of practice workshops,
and LINKS. Coordinators maintain contact with
BSI Coordinators and BSILI team members within their regions via check in calls and electronic
communication to informally and formally assess
professional learning needs within their respective
regions, which in turn helps them build meaningful professional learning events within their regions. Regional coordinators are also cross-trained
in one or more Communities of Practice topics so
they can lead or co-facilitate regional workshops.
In this way, 3CSN’s structure sustains and builds
regional networks that encompass and grow the
work of its Communities of Practice as well as
locate and promote emerging local high impact
practices. The regional networks also enable
3CSN to communicate directly with faculty as they
strive for change in the classrooms and at their
campuses. Through these regional events and
direct communications, 3CSN is able to further
promote its range of professional learning events
from half-day workshops to year-long, multi-day
institutes. During this past year, many of these
workshops and conversations have focused on
aligning planning efforts among BSI, SSSP, and
Student Equity committees and leaders.
The regional networks continue to play a central
role in 3CSN’s mission to support practitioners in
their efforts to build high impact interventions that
will increase student completion. The findings of
UCLA’s 2011 evaluation of 3CSN continue to hold
true as expressions of the regional networks’ value:
(1) The characteristics of sustainable communities
of practice are emerging across these networks,
and the regional coordinators are integral to this
development, and (2) 3CSN offers opportunities
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for professional development that are compelling to
participants and other stakeholders.
„„
When taken together, over 1,300 educators
have attended regional events in 2014-15
alone.
The regions, each coordinated by a Network
Coordinator, set out to build the model of network„„ Table 2 below summarizes the number of
ing, wherein colleges would begin to share ideas,
events, participants, and unduplicated colact as resources, and shape the future of 3CSN.
leges by region. See Appendices 6-11 for an
Through this expansive networking process, and
overview of each region’s work over the past
with increasing cooperation between coordinators
year and a complete list of events by region.
in the development and delivery of events across
regions, 3CSN has continued to strengthen its
Table 2: 3CSN Events Hosted by Region
framework to assist college faculty and administrators in effectively achieving measurable student
# of
# of
success in a timely manner. 3CSN activities have
Region
# of Events
Unduplicated
Participants
united under the intention “to encourage deep
Colleges
and sustained student-focused inquiry among colCVRN
5
113
13
lege faculty and administrators within campuses
FNRN
4
97
12
and districts, within regions, among regions, and
throughout the state” (LACCD, 2010, p. 5).
FIER
5
107
35
Regional events have flourished, with the “each
one bring one” principle enabling a ripple effect
across the state. Some major accomplishments for
the regional networks include:
„„
„„
A new Regional Network Coordinator was
named for Orange County Learning Network.
Daniel Pittaway of Coastline Community College joined the 3CSN team in 2014.
New regional partnerships have also developed as word of successful 3CSN practices
has spread, and coordinators in many regions
have built bridges with other organizations
devoted to student success. See Appendix 3
for a list of 3CSN partnerships and activities.
LARN
11
456
14
OCLN
4
93
17
SDIVN
6
69
10
NCLN
20
395
51
3. Networked Communities of Practice
The 3CSN-sponsored Communities of Practice
continued to grow significantly. The California
Acceleration Project community of practice and
Reading Apprenticeship community of practice
expanded statewide and nationally. Habits of
Mind grew from the pilot begun at BSILI 2012, to
a thriving community of practice. It now provides
LACCD Student Success Initiative meeting from the BSI/3CSN/LA Regional Network
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20
The 3CSN-sponsored Communities of Practice continued to grow significantly.
Currently, there are six communities of practice:
1 California Acceleration Project
4 Threshold Project
2 Habits of Mind
5 Career and Technical Education
3 Reading Apprenticeship Project
6 Learning Assistance Project
workshops and online modules to encourage
practitioners to deepen their understanding of
Habits of Mind and develop initiatives on their
own campuses. Communities of practice around
Threshold Concepts and Career and Technical
Education have taken shape and grown in capacity. The newest community of practice, Learning
Assistance Project, has grown significantly in its
first year.
The California Acceleration Project has additionally received private support from the California
Education Policy Fund, the Walter S. Johnson
Foundation, LearningWorks, and the “Scaling
Innovation” project of the Community College
Research Center.
The major accomplishments of each six communities of practice will be outlined on the following
pages in numbered order:
Highlights from CAP’s first five years:
„„
„„
„„
1 California Acceleration Project
Community of Practice
(http://cap.3csn.org)
Overview
The California Acceleration Project was launched
in 2010 to focus on one primary outcome: increasing the number of students who complete
transferable courses in English and math, a
critical early momentum point toward longer term
degree and transfer outcomes.
21
„„
112 of California’s community colleges have
participated in one-day events, conference
presentations, webinars, and other outreach
regarding the need to transform remediation.
The California Acceleration Project has
supported 61 colleges to develop and offer
English and Statistics pathways that reduce
students’ time in remediation by at least one
semester; align remediation with college-level requirements; and use high-challenge,
high-support pedagogy (See Appendix 12).
An evaluation by the Research and Planning
Group found “large and robust” increases in
student completion of transferable English
and math requirements across 16 colleges
offering accelerated pathways with the
California Acceleration Project. In addition,
it was found that all students benefited, and
that acceleration math pathways helped to
close achievement gaps for Black and Hispanic students.
The project’s results were cited in this year’s
Basic Skills Innovation legislation AB770
(Irwin).
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When math remediation was redesigned
to accelerate students’ progress through
transfer-level courses, were more Black
and Hispanic students making it through?
The answer was an unequivocal yes.
Students in a mathematics class,
El Camino College, Torrance, California
„„
„„
„„
The California Acceleration Project has been
recognized for awards from the American
Association of Community Colleges, the
Association of California Community College Administrators, and the Research and
Planning Group for California Community
Colleges. The project is regularly featured in
national events hosted by Complete College
America, Achieving the Dream, the Education Commission of the States, the American
Association of Colleges and Universities,
Jobs for the Future, and the Community
College Research Center.
California Acceleration Project leaders
collaborate with 3CSN’s regional coordinators to organize two to four broad outreach
events that introduce colleges to accelerated
approaches and recruit faculty to participate in the project’s extended community of
practice.
The California Acceleration Project website
(http://cap.3csn.org), receives 24,000 visits
annually.
California Acceleration Project Evaluation
Results: Increasing Completion of Transfer-Level
English & Math, Closing Equity Gaps
In spring 2014, the Research and Planning Group
released a quasi-experimental study of the first
cohort of 16 California Acceleration Project colleges, using regression to control for 13 attributes
typically associated with student completion (e.g.
GPA, financial aid status, race, prior success or
failure in the discipline). The study found that in
effective models of accelerated English remedia3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
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tion, students’ odds of completing a transfer-level
English course were 2.3 times greater than in
traditional remediation; in accelerated math pathways, their odds were 4.5 times greater. In examining various student subgroups, the researchers
found that all students benefited from effective
accelerated pathways—including all racial/ethnic
groups, all placement levels, low-income students, ESL students, students with disabilities,
students with low GPAs, and students who hadn’t
graduated from high school.
In October 2014, researchers Craig Hayward and
Terrence Willett conducted a follow-up analysis
of descriptive data from California Acceleration
Project math pathways. Statewide data show that
Black and Hispanic students are disproportionately placed into the lowest levels of math remediation, where completion rates are most dismal.
The question Hayward and Willett asked: when
math remediation was redesigned to accelerate
students’ progress through transfer-level courses,
were more Black and Hispanic students making it
through? The answer was an unequivocal yes. In
redesigned acceleration project statistics pathways, all students saw dramatic improvements in
completion, and gaps between groups narrowed
substantially. In fact, the gap between Black and
Asian students—the largest gap in traditional
remediation—was completely eliminated in the
project’s statistics pathways.
22
Table 3: Descriptive Data from California Acceleration Project Math Pathways
(no statistical controls)
Completion of Transfer-Level Math
50%
40%
30%
39%
44%
41%
35%
Traditional Remediaion
23%
20%
10%
10%
14%
18%
CAP Accelerated
Statistics Pathway
0%
Asian
Black
Hispanic
White
N= 653 accelerated students. Students tracked for 1.5-2 years, depending on cohort.
Successful completion defined as earning a C or higher in Statistics (CAP cohorts)
or any transferable math course (traditional cohorts).
California Acceleration Project One-Day
Workshops and Community of Practice Activities
Other California Acceleration Project Activity:
Policy Framework for Transforming Remediation
One day regional workshops provide an introduction to acceleration to faculty and administrators
from any California community college. In 20142015, 96 participants from 34 colleges attended
these events, and 96% of participants rated these
events as “good” or “excellent.”
Through a $400,000 two-year grant from the
California Education Policy Fund, project leaders
are developing recommendations for transforming
remediation in the state’s community colleges.
Assisting in this work has been the California
Acceleration Project Think Tank, a small group
of researchers, community college faculty, and
administrators who reviewed relevant national
research and helped to refine initial draft recommendations. Research summaries and draft
recommendations were then vetted with the larger
California Acceleration Project network through
regional “CAP Next Steps” meetings. Other activities include the following:
In 2014-15, community of practice leaders
launched the fifth and largest cohort of this program, which supports faculty to teach in redesigned, accelerated English and Statistics pathways. Participants attend three workshops that
focus on developing curricular materials, sharing
classroom activities, assessing student work, and
addressing students’ affective/non-cognitive issues. Approximately 400 faculty from 61 community colleges have participated in the program to
date. This year’s cohort includes 115 faculty from
26 colleges. This year, 14 of the 26 colleges are
returning with new teams to scale up their accelerated offerings.
23
„„
Leadership Training The California Acceleration Project launched a new program to train
14 faculty leaders from 13 member colleges
to offer local faculty development programs
and scale up accelerated pathways. This
program is funded through a private grant
from the California Education Policy Fund.
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„„
„„
„„
The project was recognized by the American
Association of Community Colleges, Association of California Community College Administrators, Research and Planning Group for
their work and evaluations.
been especially true with BSILI – many faculty
begin their relationship with 3CSN here and then
become part of California Acceleration Project or
another community of practice.
Project leaders have been published in five
distinct publications and maintain a dedicated project website.
California Acceleration Project faculty are often asked to speak at national and statewide
higher education events. This year, project
faculty gave a total of 58 presentations at 22
events reading approximately over 800 attendees. Refer to Appendix 2 for a full list of
3CSN community of practice presentations.
2 Habits of Mind Community of Practice
(http://hom.3csn.org)
Attendees of a California Acceleration Project conference
Working as a Network
3CSN’s major communities of practice complement each other strategically to support professional learning. Many faculty start in the California
Acceleration Project community of practice and
then further refine their pedagogy by participating
in the Reading Apprenticeship or Habits of Mind
communities. Faculty report that Reading Apprenticeship has been particularly helpful in teaching
accelerated English courses, and as a result, the
California Acceleration Project Fall Institute now
includes an introduction to Reading Apprenticeship workshop for all participating faculty. The
other 3CSN communities of practice also help
recruit faculty to the acceleration project. This has
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Overview
3CSN’s Habits of Mind initiative, launched in 2012,
has reached more than 700 educators within the
California community college system. It provides
professional development for cultivating essential
academic mindsets, dispositions and attitudes that
students need to succeed in college and careers.
The community of practice engages faculty in the
pursuit of developing students’ inclination, capability, and commitment to actions that lead to productive outcomes. The initiative is grounded in the
research literature developed by educational psychologists over the last twenty years, most notably
that of Arthur L. Costa and Bena Kallick. You can
view their work at the Institute for Habits of Mind
website (http://instituteforhabitsofmind.com/).
Recognizing that each student brings to college a
unique set of learning experiences, expectations,
values, and habits that influence what they attend
to, questions they ask, choices they make, etc., the
Habits of Mind initiative focuses on:
„„
„„
Creating structures and practices that preclude poor choice-making;
Incorporating Growth Mindset and Habits
of Mind development into instruction and
support services;
24
„„
Developing self-regulated learning strategies
to support content mastery; Delivering services and resources that build self-efficacy
and responsibility.
Habits of Mind Community of Practice Activities
During the 2014-15 academic year, 14 professional learning opportunities – workshops and discussion groups – were held throughout the state,
reaching over 200 participants (Appendix 13). In
addition, a library of relevant research, literature,
instructional materials and professional development activities continues to be developed, collected and shared among members of 3CSN’s Habits
of Mind community of practice. These resources
will become part of the Professional Development
Clearinghouse Repository once established by the
Success Center for California Community Colleges.
Of special note is the launching of the “Cultivating
a Growth Mindset” series in fall 2014. As part of
this series, eight interdisciplinary campus teams
from southern California colleges were trained in
classroom techniques that build a growth mindset
for supporting student engagement in learning.
Nearly 40 faculty implemented selected activities within at least one of their classes during the
fall 2014 semester. An estimated 700 students
from these selected classes were administered
a pre-intervention survey to gather demographic
information and collect information to assess the
student’s mindset. Subsequent to engaging in
each activity, students completed assessments related to the particular activity. Upon conclusion of
the fall 2014 semester, a post-intervention survey
was also conducted with participating students
and faculty. See Appendix 14 for the survey protocol. The results of this survey will be included
in a larger Habits of Mind evaluation that will be
completed in the 2015-16 year. Given the series’
success and demand for additional training, a
second round of the “Cultivating a Growth Mindset” series will be provided to northern California
campus teams during the fall 2015 semester.
Eleven colleges will be sending up to 50 faculty
to participate in the training and to implement
25
Growth Mindset classroom activities with hundreds of students.
Working as a Network
Habits of Mind influences can be seen in the work
of the Acceleration community of practice (embedding growth mindset concepts within course
content), Reading Apprenticeship (meta-cognition), Threshold Concepts (concepts accomplished
through mastering habits of mind), Career Technical Education (contextualizing habits of mind
within course content), and Learning Assistance/
Tutoring (tutor training regarding growth mindset).
Since its inception, 3CSN’s Habits of Mind community of practice has scheduled and offered
introductory workshops throughout the state. Most
recently, we have seen a rise in requests coming
from individual campuses for introductory workshops. Regional coordinators have provided the
support and organization needed to offer these
workshops across the state, and practitioners from
our BSILI college Professional Learning Hubs
have helped conduct breakout sessions as part
of these workshops in which they’ve shared the
ways they’ve used Habits of Mind in their own
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classrooms and on their campuses to spread these
practices to educators throughout their regions.
and the social-emotional-affective domains of
student learning, Reading Apprenticeship calls on
the teacher to weave four dimensions into classroom instruction. By incorporating social, personal,
cognitive, and knowledge- building dimensions
while emphasizing meta-cognitive processes that
the teacher models, the students gain confidence
and strategies for self-reliance in reading activities
(Schoenbach, Greenleaf, and Murphy, 2012).
Instructors learn how to create this environment
conducive for learning through extensive professional development that builds on expertise in their
subject area and challenges them to impart how
they approach their discipline to their students.
3 Reading Apprenticeship Project
Community of Practice – (http://rap.3csn.
org)
Reading Apprenticeship Project Community of
Overview
The Reading Apprenticeship Project supports the
state’s 112 community colleges in developing and
deepening students’ academic literacies across
levels and disciplines. The project is led by Nika
Hogan, Pasadena City College English Instructor
and Community College Director for the Strategic Literacy Initiative (SLI). In 14-15, Ann Foster,
English Instructor from Santa Rosa Junior College
and 3CSN Network Coordinator, joined Nika as
the Reading Apprenticeship Project Co-coordinator to help manage and nurture this large and
dynamic network.
Reading Apprenticeship offers a powerful instructional framework and ongoing professional
development. The project helps instructors from
all disciplines and levels address the well-documented problem of community college students’
limited comprehension of academic texts. This
problem is central to issues of inequity in community college outcomes, to issues of the “problems
in the STEM pipeline,” as well as being central to
faculty’s frustration at not being able to see their
students succeed in courses ranging from Development Reading and Biology 101 to Organic
Chemistry, philosophy and beyond.
One of the few approaches to teaching and learning that addresses both specific academic skills
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Practice Activities
The RAP has grown considerably this year
through continued outreach within and beyond
the 3CSN network to introduce community college educators to this community of practice. The
3CSN team of coordinators provides another layer
of outreach for the apprenticeship workshops
around the state. In partnership with the Strategic Literacy Initiative, 3CSN network coordinators
have completed the Reading Apprenticeship
Leadership community of practice and now lead
3CSN-sponsored workshops. To model the power
of networking, 3CSN encourages people to attend
events in discipline-specific or college-specific teams to broaden and deepen the impact of
Reading Apprenticeship in their classrooms and
at their colleges. In 2014-2015, project leaders
held 27 events reaching over 650 educators. This
includes introductory events, events aimed at
deeper learning around Reading Apprenticeship,
and 4 webinars (Appendix 15).
Several Reading Apprenticeship practitioners
are now involved in the Reading Apprenticeship Leadership community of practice. These
participants are now facilitators of Reading Apprenticeship professional development on their
own campuses and regionally, thus exponentially increasing the power of the community of
practice. This past fall, 3CSN-supported Read26
ing Apprenticeship leaders lead or co-lead
many of the program’s workshops referenced
above. These leaders come from a range of
disciplines, including Physics, Biology, and
Mathematics.
Reading Apprenticeship Project Presentations
and Publications
The Reading Apprenticeship Project has presented at 13 conferences and workshops across the
nation. These presentations have been conducted at the Strengthening Student Success Conference, the Faculty Teaching and Learning Academy in Los Angeles, and at events in Maryland,
Washington State, and Utah (See Appendix 2).
In addition, in May 2015, the project Coordinator,
Nika Hogan, published an article in Perspectives,
published by the Research and Planning Group
titled, “Statewide Spotlight: Partnering Reading
Apprenticeship and STEM” an article about the
Reading Apprenticeship Community College
STEM Network. Refer to Appendix 1 for a full list
of publications and awards.
Reading Apprenticeship Project Work and the
Strategic Literacy Initiative
The Reading Apprenticeship Project has benefitted considerably from the national face-to-face
professional development opportunities provided by Strategic Literacy Initiative. The Reading
Apprenticeship community of practice has participated in 4 events co-sponsored by the Strategic
Literacy Initiative with nearly 100 participants
in attendance (Appendix 16). These nationally
attended seminars enable cross-pollination with
educators across the country and are one way
that the Reading Apprenticeship Project has
become a model for other states (e.g., Michigan,
Washington, Ohio) seeking to support and sustain
professional and leadership development around
academic literacy. Washington, in particular, is
explicitly using the project as a model for their
statewide community of practice (Reading Apprenticeship Project Washington website). From
the website they have created to the one-day
workshops they are facilitating around the state,
27
leaders in Washington are leveraging the example
and collective expertise of 3CSN to build a transformative faculty network. The collaboration is
reciprocal; in 2016, California’s Reading Apprenticeship Project will offer a one-day conference
modeled on one of Washington’s launch activities
during which faculty will showcase their work with
Reading Apprenticeship.
Reading Apprenticeship STEM Work and
Partnership with the Helmsley Trust
The Reading Apprenticeship Project has enabled
a new partnership—the Reading Apprenticeship Community College STEM Network, funded
by a grant to Strategic Literacy Initiative by the
Helmsley Trust. Inspired by the networked community of practice approach employed by 3CSN’s
Reading Apprenticeship Project and by the rapid
campus-wide infusion of Reading Apprenticeship
that the College of San Mateo achieved, campus
teams of four to nine instructors across STEM
disciplines plus one to two administrators were selected to seed the network. The aim of the project
is to work with 16 California Community College
campuses and their instructors over the next three
years to increase college retention and graduation
rates of STEM students so more students from
underrepresented populations are ready for globally competitive careers. Like Reading Apprenticeship, the STEM network is designed to support
both faculty and student learning: while STEM
instructors prepare to support their students’
reading and problem solving in their disciplines
through Reading Apprenticeship professional
development, they are simultaneously benefiting
from a supportive community with which to share
their challenges and successes.
The project was essential to the launch of the
STEM network. 3CSN helped to host one-day
workshops focused on Reading Apprenticeship
in STEM contexts around the state, leveraging
the network to recruit campus teams. In the first
year of the grant, 13 campuses were approved to
participate.
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Table 4: Participating Colleges in Year One
of STEM Reading Apprenticeship Grant
American River College
Canada College
College of San Mateo
College of the Canyons
Crafton Hills College
East Los Angeles College
Fresno City College
Fullerton College
Los Angeles Mission College
Mission College
Pasadena City College
Skyline College
West Los Angeles College
Working as a Network
The project’s regional workshops have been both
extensive and effective, reaching hundreds of
faculty from every region and multiple disciplines
while helping faculty establish discipline-focused
networks. Through the layered networks within
this community of practice, many Reading Apprenticeship Project participants have learned
about and participated in other 3CSN Communities of Practice, such as California Acceleration
Project, Habits of Mind, Growth Mindset Institute,
and BSILI.
At each event, 3CSN coordinators review 3CSN’s
structure and communities of practice, so participants learn about additional professional learning
opportunities and see how the communities are
interconnected. In some cases, events will integrate routines and readings from two communi3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
ties, such as the Introduction to Reading Apprenticeship and Habits of Mind event on March 6 at
West Hills Coalinga. Additionally, Reading Apprenticeship is one of the key pedagogical practices
for the California Acceleration Project faculty
engaged in curricular design. It is also one of the
key strategies supported by the Career Technical
Education community of practice for embedding
remediation in Career Technical Education courses. Career Technical Education practitioners who
have attended BSILI have been instrumental in
bringing Reading Apprenticeship training to paramedic and allied health programs.
4 Threshold Project Community of Practice
Overview
The Threshold Project is an evolving community
of practice supporting long-term, collegial learning
and dialogue that spans disciplines and educational segments. This dialogue focuses on how threshold concepts and equity can inspire us to reconsider our curricula and our approach to articulation,
alignment, and assessment. Threshold concepts
are those core concepts that transform our ways of
thinking in a particular discipline. They have been
described as transformative (because they change
the way you see things), troublesome (because
they defy your “common sense” view of things),
and irreversible (because, once mastered, they are
hard to “unlearn”). Threshold concepts are key
to making progress in a discipline and to the kind
of deep learning that students can transfer to new
challenges and contexts. However, identifying and
mastering them is not straightforward. Embedded
in the definition of threshold concepts is the understanding that grappling with them is a messy, recursive, and liminal process. Students benefit from
repeated, sustained attention to threshold concepts
over the course of their education. The Threshold
Project is co-directed by Nika Hogan of Pasadena City College and the Reading Apprenticeship
Project and Kim Costino, Professor of English and
Director of the Teaching Resource Center at CSU,
San Bernardino and California Hub Director for
AACU’s Faculty Collaboratives Project.
28
Threshold Community of Practice
3CSN’s Threshold Project was first introduced in
2013. Since then, the community of practice has
achieved key milestones:
„„
„„
„„
„„
„„
29
3CSN’s Threshold Project supported faculty
from American River College in hosting a
World History Institute for area high school
teachers. 3CSN provided Reading Apprenticeship-trained facilitators to help infuse the
institute with an emphasis on critical reading
in line with the new Common Core State
Standards.
Threshold Concepts were introduced at
BSILI 2013, sparking widespread interest
from a variety of stakeholders including
non-credit Adult Basic Ed and ESL instructors, Assessment Coordinators, and faculty
interested in rethinking their General Education programs.
Introductory events attracted the attention
of leaders working on CSU’s “Give Students
a Compass” initiative, which resulted in a
decision to formally collaborate. In 2014-15
the team offered two leadership institutes
and 6 regional workshops for 117 educators
from CSUs, CCCs, and high schools.
In addition to the 3CSN/Compass events,
the CSU Institute for Teaching and Learning offered a mini-grant program to support
continued collaboration between CSU and
CC partners around the state, reaching hundreds of additional educators and growing
the leadership capacity of educators in the
community of practice.
The 2015-16 program represents collaboration between 3CSN, the CSU, and AACU’s
Faculty Collaboratives Project. Participants
will develop syllabi, assignments, and assessment practices that foster student
understanding of threshold concepts and
develop their ability to apply different disciplinary habits of mind to complex, unscripted problems. Applications are currently
being submitted for 2015-16.
The “Threshold Concepts and Wicked Problems”
Leadership Institutes were held June 6-8, 2014 in
Lake Arrowhead, and July 18-19 in Sacramento.
In attendance were 30 CSU faculty representing
13 CSUs and 30 CC faculty representing 18 CCs
and 24 disciplines (See Appendix 17). At the institutes, faculty explored the literature on Threshold Concepts, Wicked Problems, and the latest
theories on learning. Participants also worked in
teams to complete a culminating project in order
to explore the following inquiry:
How do educators create and sustain a state-wide
inter-segmental and interdisciplinary community
of practice focused on “Threshold Concepts and
Wicked Problems” to:
1. Deepen educators’ understanding of how
people learn;
2. Use a focus on disciplinary threshold concepts to redesign courses and curriculum
to foster disciplinary habits of mind;
3. Consider how an integrative focus on
“Threshold Concepts and Wicked Problems” could re-invigorate General Education programs; and
4. Facilitate meaningful and sustained conversation and collaboration about questions
1-3 across institutional boundaries?
In the fall of 2014, 3CSN followed up on the leadership institutes with robust offerings around the
state. In total, 3CSN offered five follow up events
hosting 97 educators (Appendix 18). 3CSN also
hosted additional regional workshops supported
by CSU’s Institute for Teaching and Learning. In
total, 3CSN and CSUs hosted seven events (Appendix 19). In 2015, the Threshold community of
practice presented at six events across California,
reaching 730 educators.
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Working as a Network
Like all of 3CSN’s communities of practice,
Threshold grew directly out of needs identified by
educators in 3CSN’s networks and has expanded
its reach and depth by merging with other networks.
The need:
„„
„„
„„
As they worked on redesigning their courses
to better support students’ academic literacy development, educators in the Reading
Apprenticeship Project identified a need for
dedicated time and space to consider how
to teach towards conceptual goals (rather
than “covering work content”);
Educators in the Habits of Mind community
of practice have identified a need to focus
on and explore the role of disciplinary habits
of mind in student learning;
While high schools are adapting to the new
Common Core State Standards, community colleges are revising their approach to
developmental education, and both two and
four-year colleges are assessing programs
and curriculum in light of new demands for
21st century education. There is an understandable sense of urgency at all levels to
align expectations and outcomes. To do so
meaningfully requires time and space to
collaborate and build relationships across
disciplines and educational segments.
Hospitalitiy management students from Mission College in
Santa Clara, California
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5 Career Technical Education Community of Practice
Overview
This community of practice is designed for faculty
and staff of Career Technical Education courses
committed to the transformation of programs,
departments and pathways that improve student
outcomes in certificate completion and job attainment. This new initiative is available in two phases
and is based on previous work done through the
Career Advancement Academies and the TAACCCT Grants. Specifically this work is designed
using a Single Structure Strategy implemented by
C6, a consortium of colleges in the Central San
Joaquin Valley, which created focused, integrated
and accelerated pathways that have resulted in
extraordinary completion and employment rates.
Career Technical Education Community of Practice
The Career Technical Education Community of
Practice Coordinator, Donna Cooper, and 3CSN’s
partner in Career Ladders Project, Luis Chavez,
have met via telephone and at several conferences throughout the year to map out ideas and
action plans. Most recently, Sonja Franeta joined
the planning team. Sonja’s vast experience in
Career Technical Education programs in community colleges adds depth to the team. In addition,
both Luis and Sonja joined 3CSN at the annual
BSILI in June 2015, enabling the team to map out
a timeline for the next year to roll out the Career
Technical Education community of practice.
The Central Valley Regional Network is linked to
the Career Technical Education community of
practice through the Central California Community
College’s Committed to Change (C6) Consortium.
The C6 Consortium developed the Single Structure Strategy that is being used as the template
for the Career Technical Education community
of practice. In addition, the leaders for the community of practice consult with the other regional
networks to seek out Career Technical Education
faculty who are interested in participating in the
community of practice.
30
Some of the major 2014-2015 outcomes include:
„„
„„
„„
Held regular meetings via conference call to
map out ideas and action plans.
Emailed all Career Technical Education BSILI 2014 participants to do a mid-semester
check-in.
Guiding principles were developed to explain
what it means to join the Career Technical
Education community of practice. Colleges
can participate in the community in two
phases;
„„
„„
Engage in a complete curricular and
institutional redesign in at least one
Career Technical Education pathway at
the college utilizing the Single Structure
Strategy designed by the C6 Consortium.
Faculty and college administrators agree
to the following when joining this community of practice:
„„
„„
„„
„„
31
Reflect on existing Career Technical
Education pathways.
Consider a complete redesign of
Career Technical Education pathways
utilizing the Single Structure Strategy.
Commit to Professional Learning.
Commit to Sharing work with other
Career Technical Education programs.
Commit to embedding Reading Apprenticeship, Habits of Mind, Flipped
Classroom and/or Tutoring in Career
Technical Education courses and
pathways.
„„
Integrated program design
„„
Cohort enrollment
„„
Block scheduling
„„
Compressed classroom instruction
„„
Embedded remediation
„„
Adopt Reading Apprenticeship, Habits
of Mind or Flipped Classroom strategies
in a single Career Technical Education
classroom, or
„„
„„
C6 Consortium developed the strategy in response to a Department of Labor TAACCCT
grant. The strategy includes the following
components:
„„
Increase transparency, accountability
and labor market relevance
„„
Deploy transformative technology
„„
Improve student support services
Creation of a first draft of a Logic Model and
a timeline for implementation
Working as a Network
Habits of Mind and Reading Apprenticeship
communities of practice are an integral part of the
Career Technical Education community. Faculty
participating in the community are encouraged
and directed to implement either Habits of Mind,
Reading Apprenticeship or Tutoring as part of
their redesign of Career Technical Education
courses.
This community of practice encourages colleges
to include Career Technical Education pathways
and programs in their Student Success and
Support Plans as well as Student Equity Plans.
Utilizing the redesign strategies outlined for the
community of practice will provide the necessary
support for students and will improve certificate
and degree completion. In addition, linking this
project to the colleges’ office of institutional effectiveness will provide faculty and administrators
with the data needed to support structural redesign in Career Technical Education pathways.
Single-Structure Strategy developed by the
C6 Consortium in the Central Valley was designed to improve outcomes for students in
Career Technical Education pathways. The
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to board positions within ACTLA, which will
increase the opportunity for collaboration
between ACTLA and 3CSN
„„
„„
The Honey Badgers for Acceleration Math Team,
College of the Canyons, Santa Clarita, California
6 Learning Assistance Project
Overview
The Learning Assistance Project, formally
launched in June 2015 at BSILI, strives to foster
a network of tutoring professionals in professionalizing tutoring, sharing effective practices, and
advancing the field under the banner of student
success. The roots of this community of practice
can be drawn back to BSILI 2013, which is when
tutoring professionals at BSILI outlined initial
steps for maintaining and growing a network of
Learning Assistance professionals.
Learning Assistance Project Community of
Practice
Key outcomes for project’s first year include:
„„
„„
„„
„„
Created a logic model to map the activities
and intended outcomes for the Learning
Assistance Project.
Planned Tutor Expo ’16 (San Diego), which
will be a two-day event; worked to support a
Northern California installation of Tutor Expo
’16 (Gavilan College) to be held in March
2016.
Working as a Network
The Learning Assistance Project community of
practice emerged from the work of practitioners
who are intimately involved with other communities. The impetus for this community was to
think through how educators could integrate
Reading Apprenticeship and Habits of Mind into
tutor and supplemental instruction training. With
this purpose in mind, the leaders of the Learning
Assistance Project community of practice present
at conferences and workshops around how to
integrate Habits of Mind and Reading Apprenticeship into tutor training. At the same time, tutoring
center coordinators and peer educators attend
Habits of Mind and Reading Apprenticeship
events and conferences regularly to learn how to
improve training and practices in tutoring centers
across the state.
Designed and deployed a statewide survey
to gather data about tutoring programs at
California community college. A database
was then created to help practitioners find
and learn from one another.
Created a glossary of terms to clarify the use
of different peer assisted learning terms.
Hosted Tutor Expo ’15 at Pierce College,
which was the second annual installation of
this event by and for postsecondary tutors.
One hundred and eleven tutors and faculty
from 14 colleges were in attendance.
Two 3CSN Coordinators have been elected
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Poster for bsili Conference
32
Objective #2
Objective 2 is to provide local, regional and/or
statewide workshops and technical assistance to
build colleges’ local capacity to increase student
success and equity.
Overview of Response
Supported by this robust infrastructure, 3CSN is
able to provide the training and networking necessary to empower community college professionals to transform their environments and identities.
To this end, 3CSN attracts hundreds of faculty,
staff, and administrators across the state to workshops and technical assistance events the help
build colleges’ local capacity to increase student
success and equity. In 2014-15, 3CSN facilitated dozens of workshops, inquiry groups, events,
and presentations through which ideas and
high-leverage practices with the most potential
were shared. LINKS events provide the network’s
solid foundation for communicating high-impact
practices and those that integrate student success plans. At the same time, community of practice participants and regional coordinators participate in a number of partnerships, inquiry groups,
and events to broaden the dialogue around key
student success initiatives. 2014-2015 events
that are highlighted in this report include the
following:
1. LINKS
2. Professional Learning Hubs
3. Professional Development Clearinghouse
Meetings
4. Achieving the Dream & Student Success
Summits
5. 2014 Strengthening Student Success Conference
6. 3CSN Advisory Circle
7. Bellwether Award Nomination and Finalist
Selection
33
8. The Faculty Teaching and Learning Academy (FTLA) – With FTLA Evaluation
These events bring practitioners together to learn
about valuable strategies and groundbreaking research that has the potential to positively
change classroom and institutional practice. This
is evidenced by the results of a survey conducted
around FTLA, one of the longest running efforts
3CSN has conducted under this grant objective.
The survey is summarized below and included in
full in Appendix 24.
Major Accomplishments
1. LINKS
3CSN continued its popular LINKS series with two
additional events in 2014-15. Overall, 141 educators participated in these events in 2014-15.
Learning in Networks and Knowledge Sharing
Events 10
LINKS 10 included spotlight presentations, reading discussions, and activities centered on core
principles of successful professional learning
(Appendix 20). Each event spotlighted 3CSN’s
BSILI, enabling participants to understand how
networked communities of practice serve as models for best practices. Each event showcased a
regional professional learning initiative, exemplifying principles of powerful professional learning to
help participants identify mechanisms for building
connections and growing the leadership needed
to create sustainable professional learning at their
respective campuses.
„„
„„
„„
Miramar College Teaching Institute
Citrus College Success Faculty
Retreat
Santa Rosa Jr. College New Faculty Professional Learning
Using ideas from the spotlight presentations,
readings and discussions, participants applied
principles to professional learning scenarios, and
then worked on conceptualizing effective professional learning for their own campuses.
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Event Outcomes:
1. Understand the ways in which powerful
professional learning mirrors authentic
learning in general.
2. Identify principles of effective professional
learning and consider the ways in which
networked communities of practice serve
as models for best practices.
3. Identify mechanisms for building connections and growing leadership needed to
create sustainable professional learning
that nurtures and supports practitioners.
This event focused on how campuses have built
programs at scale by supporting transformation in
classroom and organizational practices (Appendix
21). Participants learned about how to leverage
resources and conceive broad efforts to serve
campus success and equity goals. Local colleges
that have been particularly effective at building
success programs to scale were featured.
„„
„„
„„
„„
Pasadena City College–Pathways Program
College of San Mateo–Reading Apprenticeship Program
College of the Canyon–Accelerated Math
and English Programs
Additionally, each event featured panelists
from regional colleges; the panelists shared
experiences with scaling student success
initiatives on their respective campuses.
Event Outcomes:
1. Identify guiding principles for building to
scale;
2. Learn about professional learning to support building to scale;
3. Learn about challenges faced and strategies applied by other colleges to build
practices and programs to scale; and
4. Outline next steps to initiate or strengthen
specific practices or programs.
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2. Professional Learning Hub Events
Again this year, the 3CSN team grew the BSILI community of practice and its Professional
Learning Hub network by inviting new colleges to
become professional learning hubs and support
veteran BSILI colleges in expanding their hubs.
The hub teams work with 3CSN coordinators
to plan professional learning events, including
community of practice events, that support their
own student success initiatives and host regional
professional learning events to support statewide
BSI goals, such as integrating students services
and instruction, aligning BSI, Equity, and SSSP
planning efforts. Fourteen Professional Learning
Hub events, which BSILI colleges co-planned and
facilitated, were offered this year, with an additional 17 out of the box 3CSN regional and topical
events hosted by Professional Learning Hubs.
The 14 Professional Learning Hub collaborative
events had a total of 633 participants across California. Appendix 22 shows the events offered in
14/15 and Appendix 23 shows the events already
scheduled for 15/16.
3. Professional Development Clearinghouse
Regional Summits: November, 2014
3CSN Coordinators worked together with Blaine
Morrow of @One and Paul Steenhausen of the Legislative Analyst’s Office to plan and facilitate regional summits designed to gather ideas from the field
about what practitioners would like to see included
in an online professional development clearinghouse. This clearinghouse is to be developed as
part of the professional development strands of
the Online Education Initiative and the Institutional
Effectiveness Partnership Initiative. 3CSN helped
create events that provided both information about
the various organizations involved in the effort and
opportunities for interactive discussion about the
purpose and potential content of an online repository. Facilitators captured the discussion categories
and themes that emerged. 3CSN plans to remain a
part of the conversation and to help develop guidelines and practices that support colleges in how
they might use materials developed for this professional learning portal. A total of 546 educators
participated in these events across the state.
34
Table 5: 2014-15 Professional Development
Clearinghouse
Date
Location
11/3/15
Santa Ana
11/5/15
San Diego
11/7/15
Marina Del Rey
11/12/15
Pasadena
11/17/15
Sacramento
11/19/14
San Francisco
4. Achieving the Dream & Student Success
Summits (2014-2015)
This 2014-15, 3CSN Coordinators planned professional learning summits that focused on four
themes that reflected the Achieving the Dream
and Student Success initiative goals. The summit
themes were:
First Year Experience Summit
(October 24, 2014 at Los Angeles City College)
There were 31 participants and 9 campuses represented in this first summit. The summit focused
on the emerging practices of first year experience
programs at the LACCD campuses. The keynote
speaker was Shelagh Rose from Pasadena City
College’s first year experience program. The panel
included faculty from East Los Angeles College,
Pierce College, Harbor College, and Southwest
College. Each college discussed their promising
practices within the program and the obstacles
they have encountered.
First Year Experience Programs
Assessment/Placement Summit
Assessment/Placement
(November 14, 2014 at Los Angeles Pierce College)
Developmental Pathways
Culturally Responsive Teaching and
Learning
The summit planning committee consists of BSI
coordinators, 3CSN LARN Coordinators, and
faculty from the nine LACCD campuses. The
committee designed a template for each summit,
including a keynote speaker, a shared reading, a
college panel, and a college survey. Each survey
was created to accurately reflect relevant topics.
For example, to support the first year experience
program summit, surveys were sent to the directors, deans, and other faculty that were overseeing a program on their campus asking about
practices, barriers, and contact information for
first year experience programs. Similarly, for the
assessment/placement summit, a survey was sent
to those administrators and faculty that oversaw
assessment/placement on campus. The data
from the surveys were collected, analyzed, and
presented to the LACCD student success committee, and at the 4th Annual Achieving the Dream
Retreat for LACCD. They are also viewable on
35
both the 3CSN website and the LACCD website.
The tremendous response to the event format and
broad attendance at these summits has resulted
in plans to adopt this series model in at least one
additional region in the next year.
There were 55 participants from 11 campuses.
The LACCD Achieving the Dream coaches and a
representative from the CCCCO were also present.
The summit focused on new state policy changes
on common assessment. The keynote speaker,
Amy Beadle from CCCCO, discussed the common
assessment policy and its implementation process. The campus panel consisted of those campuses that were providing assessment information, orientations, and innovative ways for students
to prepare for the assessment. Participants discussed ways in which their campuses were addressing overall assessment/placement logistics,
their thoughts on the common assessment framework, and how SSSP was being implemented.
Developmental Education Pathways Summit
(February 27, 20915 at Los Angeles City College)
There were 34 participants from 11 campuses. Dr.
Katie Hern from the California Acceleration Project
community of practice was the keynote speaker.
The panel included Pierce College, Los Angeles
Trade Tech College, and Los Angeles Southwest
College. Participants discussed campus issues
surrounding developmental education.
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Culturally Responsive Teaching and Leaning
Summit (March 27, 2015 at East Los Angeles
College)
There were 46 participants and 11 campuses
represented for this summit. The keynote speaker
was Dr. Darrick Smith from the University of San
Francisco. He discussed the current equity issues
facing the state’s community colleges and the role
faculty and staff have in assisting students. The
college panelists included Los Angeles Southwest
College, Los Angeles Harbor College, and Los
Angeles City College. Discussion centered on improving student success by closing equity gaps.
5. Strengthening Student Success Conference
3CSN continues to be a sponsor of the Research
and Planning Group’s Strengthening Student Success Conference. Some highlights of this partnership include:
„„
„„
„„
„„
„„
The Executive Director serves on the Steering
Committee for the conference.
Last year, 3CSN Coordinators facilitated 15
breakout sessions. These sessions represented each of the communities of practice
as well as the work if the 3CSN regions. See
Appendix 2 for a full list of presentations.
Three of 3CSN’s communities of practice—
Threshold Project, Habits of Mind, and
BSILI—facilitated post conference sessions.
3CSN funded some members of the BSILI
community of practice to attend those sessions.
This partnership between 3CSN and the
Research and Planning group will continue to
grow in the 2015-2016 year. This year, 3CSN
is helping to design the 10 year anniversary
celebration for the conference.
6. 3CSN Advisory Circle
The 3CSN Advisory Circle convenes twice yearly
to provide 3CSN with feedback on their plans
for providing meaningful statewide professional
learning. Representing a variety of perspectives,
the committee helps to assure that 3CSN’s efforts
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meet the needs of educators who play various
roles in the community college system. Members
of the 3CSN Advisory Circle represent the following organizations:
„„
„„
California Community Colleges Chancellor’s
Office
California Community College’s Chief
Instructional Officers
„„
Learning Works
„„
Career Ladders
„„
State Academic Senate
„„
California Community College Association
for Occupational Education
„„
CalADE
„„
Online Education Initiative
„„
Leading from the Middle
At this year’s January meeting, the topics
discussed included:
„„
„„
„„
„„
3CSN Coordinators’ reviewed 3CSN’s mission, vision, communities of practice, regional networks, and Professional Learning
Hubs, with updates on upcoming events for
spring.
Online Education Initiative and Placement
Test Preparation
Professional Development Clearinghouse
Summits
Career Technical Education community of
practice and support Noncredit and Adult
Basic Ed
„„
The state’s new Student Success Center
„„
CalADE’s and the 2016 NADE conference
7. Bellwether Award Nomination and Finalist
Selection
In 2014, 3CSN was invited to apply for the Community College Futures Assembly 2015 Bellwether Award. This award recognizes community
36
colleges and community college organizations
whose innovations are successfully transforming
practices. 3CSN submitted its application in the
“Instructional Programs and Services” category in
early November.
3CSN was selected as one of the 10 finalists
(from a total of nearly 300 applications) in the
“Planning, Governance and Finance” category,
which acknowledged the broader impact of the
leadership institute on educators system-wide.
3CSN was invited to present the program outlined
in its application at the 21st Annual Community
Colleges Futures Assembly in Orlando, Florida on
Monday, January 26, 2015.
The team was asked to create a binder and video
outlining its work with BSILI and to present for
one hour at the Community College Futures Assembly Conference. Six 3CSN leaders from four
colleges represented the work of 3CSN, the work
of BSILI, and some highlights from the resulting
Professional Learning Hubs. The presentation
gave 3CSN the chance to spotlight their leadership institute in a national forum. See Appendix
24 for samples from the presentation.
8. FTLA – Faculty Teaching and Learning
Academy – 2015
The Faculty Teaching and Learning Academy
(FTLA), founded in 2008 by the Student Success
Initiative of the LACCD, seeks to foster the highest
standards of teaching and learning scholarship
and to encourage the development of institutional
cultures and environments that are learning-centered and technologically advanced. Beginning
in 2009, FTLA became a part of the LA Regional Network, opening its membership to all area
colleges.
Academy Objectives
The FTLA is designed to develop a widening community of faculty who:
„„
„„
37
Explore and test methods of teaching and
learning
Facilitate the design of new classroom approaches to student success
„„
„„
„„
Increase knowledge and skills in a variety of
new learning technologies
Contribute to an ongoing dialogue about
pedagogy, curriculum, and technology
Form strategic partnerships that advance
learning-centered practices and encourage and reward innovation in teaching and
learning
21st Century Learning
FTLA was designed to develop a widening community of faculty committed to improving teaching and
learning by incorporating new methods and technologies into their classrooms to increase student
success. Unlike the traditional “once and done”
approach to faculty learning, FTLA engages faculty
in ongoing dialogue about pedagogy, curriculum,
and technology. The curriculum for 2015 focused
on creating a meaningful and powerful classroom,
with an emphasis on their first day lesson plan, syllabus re-design, technology to enable instructors to
“flip the classroom,” the cultivation of growth mindset, and incorporation of reading apprenticeship
and culturally responsive teaching and learning.
Class of 2015:
This year, 21 faculty from eight campuses participated in the seventh cohort of FTLA. All 21 participants successfully completed the FTLA and will be
reunited during the FTLA reunion in fall 2015. This
summer 2015, Los Angeles Pierce College is set to
host a FTLA cohort on their campus as part of their
professional learning initiative centered on student
success.
The Faculty Teaching and Learning Past
Participant Survey
The Faculty Teaching and Learning Survey was
administered from April 2015- June 2015. The
full report is available in Appendix 25. Here is a
summary of those findings.
FTLA began in 2009; the survey was sent to all
participants from every cohort year. There were
224 participants in the FTLA program and 216
successfully received the survey’s email invitation
via Survey Monkey. The response rate was 37.03%
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(N=80). The cohorts represented in this survey are
from the following years: Cohort 2009 (9), Cohort
2010 (16), Cohort 2011 (8), Cohort 2012 (8), Cohort 2013 (14), and Cohort 2014 (18)1.
The survey questions fell into three categories:
(1) Demographics, (2) Impact on teaching and
classroom practices, and (3) Professional learning. The questions were aimed at understanding
FTLA participants’ knowledge of FTLA practices
and applied value-changes in their practice.
„„
„„
The primary disciplines stated were: (1)
Sciences (18.42%), (2) Math (11.53%),
(3) English (7.89%), (4) Child Development
(7.89%), and (5) Counseling (5.26%). Other
disciplines were library, communications,
nursing, ESL, computer applications, business, and chemistry.
2. Impact on teaching and classroom practices
Participants were asked several questions about
the impact that FTLA had on their teaching and
classroom practices. Some key findings included:
„„
„„
„„
The most impactful practices that participants learned were:
Redesigning Syllabus, 69.74%
Classroom activities or instruction utilizing
technology, 57.89%
„„
First day lesson plan, 51.32%
„„
Reading Apprenticeship strategies, 47.37%
„„
Collaborative Group Work, 44.74%
„„
Participants were asked to describe the
changes they saw in their classrooms as a
result of applying the practices they learned
in FTLA. The most predominant responses
were:
Saw changes in student learning, 71.64%
3. Professional Learning
Participants were asked several questions about
the impact that FTLA had on their professional
learning practices. Some key findings include:
„„
1. Demographics
„„ The participants were primarily full-time
faculty members (64.10%); 28.41% were
adjunct faculty.
„„
Identified changes in student engagement,
89.55%
Respondents reported that, after FTLA, they
participated in more professional learning,
including:
„„
„„
„„
„„
„„
Joining a committee, 79.1%
Becoming a facilitator for Professional
Learning, 47.92%
Becoming a committee chair, 18.75%
Bringing a 3CSN event to the campus,
18.75%
Respondents also reported that they were
more likely to participate in activities off of
their home campus after FTLA. Some of the
activities that respondents reported attending included:
„„
„„
„„
„„
3CSN Regional events, 42.59%
Student Success Initiative events,
38.89%
Achieving the Dream activities, 20.37%
FTLA community of practice continues to
work as a network of engagement. 91%
of the respondents reported that they
continue to communicate with their colleagues whom they met at FTLA through
email (62.8%), in person (52.46%),
and through the FTLA Facebook page
(36.07%).
Within the framework of a community of practice,
these participants demonstrated a network and a
learning community. The community they share is
aligned with Wenger, Trayner, & de Laat’s (2011)
description of a community that has a shared
Not all of the 80 participants responded to this question, this is likely due to them not remembering which cohort they participated in.
FTLA did conduct a Math FTLA in 2013 (summer) in addition to the regular winter/spring 2013 cohort.
1
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38
identity around a certain topic or challenge and
has “collective intention” to continue and sustain
their learning. This concept of continuous shared
learning was evident in the amount of professional learning they continue to acquire, their active
roles on campus and within their department, and
the sharing of their knowledge with others in their
larger community (campus, regions, and state).
Objective #3
Objective 3 is to conduct a Summer Leadership
Institute for community college practitioners who
serve developmental students (administrators,
staff, and faculty across disciplines).
Overview of the Response
Each year, 3CSN holds a Summer Leadership Institute that focuses on developing leaders among
the faculty, administration, and support staff who
are responsible for initiating and directing activities on their campuses for improving success of
students who are under-represented and underprepared. BSILI is a central driving force of the
organization. The mission of BSILI is to develop
leaders in California community colleges who
have the capacity to facilitate networks of faculty,
staff, and students for curricular and institutional
redesigns in support of increased student access,
success, equity, and completion. The institute
develops this type of statewide ownership and
leadership by supporting educators as they plan
and facilitate transformative professional learning
hubs for faculty, staff, and managers at their own
campuses and in their own regions. To do this
work, 3CSN collaborates with partners across the
state, like RP, Leading from the Middle Academy,
the C6 Consortium, etc. to shape the curriculum
and recruit participants for the annual BSILI.
Each year, the BSILI cohort becomes its own
community of practice. The BSILI community of
practice consists of teams across the state, each
of which is focused on planning and facilitating
their chosen student success initiatives. These
39
teams build Professional Learning Hubs at their
campuses that support campus change and that
extend the statewide network of support. Professional Learning Hubs plan and facilitate professional learning events that support their campus
student success initiatives. The Professional
Learning Hubs also host regional professional
learning events to support statewide BSI goals,
such as integrating student services and instruction or aligning BSI, Equity, and SSSP planning
efforts. In 2014-2015, the Professional Learning
Hubs from the BSILI 2013 and 2014 communities
of practice sponsored 23 events with over 600
educators in attendance (See Appendix 26).
To support these BSILI Professional Learning
Hubs, 3CSN coordinators meet with each hub via
three conference calls, a Strengthening Student
Success Conference Post-Conference session, regional events, and ongoing e-mail communication.
This ongoing communication gives BSILI teams
a chance to report successful progress, articulate
challenges, and outline next steps required to
further support their student success initiatives
and the professional learning needed to make
those initiatives effective. It is because of the deep
transformative impact that BSILI has had across
the state that this institute was nominated in 2014
as a finalist for the Bellwether Award for the Community College Futures Assembly 2015. BSILI
was nominated in the Planning, Governance and
Finance category. Further proof of deep impact is
evidenced by the results of a survey conducted involving all past cohorts of BSILI, which is summarized below and included in full in Appendix 27.
BSILI 2015
At BSILI 2015, the Professional Learning Hub
network grew to include another 13 college teams,
a regional team, and three leadership teams.
These colleges will team up across the state to
create Professional Learning Hubs that transcend
college and district boundaries. In 2015-16,
these multi-college Professional Learning Hubs
will focus on student success innovations around
shared interests, such as Habits of Mind, Career
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CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
and Technical Education, Learning Assistance,
and developing One Campus-One Book programs. These Professional Learning Hubs will
continue to work together over the 2015-16 year
to create lasting, powerful change across California. Refer back to Appendix 4; it shows the 20152016 Professional Learning Hub events that are
already scheduled at BSILI colleges from 2013,
2014, and 2015 BSILI cohorts.
BSILI Past Participant Survey (2015)
The Basic Skills Initiative Leadership Institute Past
Participant Survey was administered from April
2015 to June 2015. There have been 213 participants in the BSILI program total in the six years
since it began in 2009, and 208 successfully received the survey’s email invitation via Survey Monkey. The response rate was 39.42% (N=82) from
a possible 208 participants. The survey questions
were categorized around (1) Demographic information; (2) Application of BSILI tools/practices; and
(3) Impact of BSILI tools/practices. Summaries of
each of these question categories are below. A full
report is available in Appendix 27.
1.Demographic Information: Key Findings
„„ The participants were primarily full-time faculty members (54); however, there were respondents who were associate deans (9), campus
coordinators (9) and classified staff (2).
„„
„„
Primary disciplines were: English (35%),
Math (10%), Counseling (10%), Sciences
(10%) ESL (6.25%), and Student Services
(6.25%). Other departments/disciplines
included the library, information technology,
and business.
There were 71 respondents who mentioned
having other roles on their campuses. The
respondents identified serving as a “coordinator” on their campus (35.21%), “committee” member (25.35%), and department
chair (15.49%). Participants also said they
had served as the BSI coordinator or a committee member (12.67%).
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„„
„„
40.25% participated in more than one BSILI
cohort.
62.20% participants stated they had
changed their position since BSILI. Some
comments included:
„„
„„
”I applied for the position of Staff Development Coordinator based on the
expertise in professional learning that I
have developed by participating in 3CSN
(BSILI, LINKS, serving as part of the
3CSN coordinator team, etc.).”
“BSILI and other 3CSN events have provided me with information and a deeper
understanding of basic skills education
and related issues. It also played a role in
my gaining confidence as a leader in the
community college system.”
2. Application of BSILI tools/practices:
Key Findings
Participants were asked several questions about
how the tools, concepts, and practices learned at
BSILI were applied after the institute. Some of the
highlights from the findings included:
„„
Campus Changes:
„„
„„
58% of respondents reported that their
campuses implemented Reading Apprenticeship practices after BSILI.
Use of protocols and learning tools:
„„
„„
„„
Over 60% of respondents reported that
they used Habits of Mind and Reading
Apprenticeship tools in their practice
after BSILI.
Over half of the respondents reported
using other common tools used at BSILI,
including: (1) Gallery Walk (59.72%);
(2) Inquiry Groups (58.33%); (3) Course
redesign (54.14%); (4) Rubrics and Data
Inquiry (50%);
Nearly half of all respondents (47.22%)
reported that they used logic models in
their work.
40
„„
„„
„„
Most respondents reported that, as a
result of applying these tools, they saw
changing outcomes around: (1) Student
engagement and use of innovation in the
classroom (80.28%), (2) The classroom
and campus practices (74.65%), and (3)
Student learning (73.25%).
84.42% stated that their teaching practices changed due to their participation
in BSILI. Some comments included:
Nearly half (46%) of respondents reported that their campuses explored ways to
redesign the developmental education
sequence after BSILI.
„„
„„
„„
„„
41
BSILI has provided participants with a supportive
network and community of practice in which they
can participate and draw upon to further their
professional learning. BSILI participation has inspired some to change positions on their campus,
become more active in campus leadership, and
further their inquiry into other professional learning experiences.
Objective #4
“It has invigorated me, for one thing,
and that’s always good. Also, I’ve
used some of the Reading Apprenticeship and growth mindset techniques.”
Objective 4 is to assist colleges with data collection, benchmarking, and outcomes assessment
related to increasing ESL/basic skills student
success.
“I have built a network of support,
and I rely on that network to help me
with teaching. This has enhanced
my teaching. This is something that I
would have been apprehensive about
before BSILI. I tap into the collective
wisdom of my colleagues to help
bring about positive change on our
campus in a wide variety of areas.”
Overview of the Response
3. Impact of BSILI Tools/Practices: Key Findings
Participants were asked several questions about
the impact they had observed and experienced on
multiple practice levels due to their engagement
in BSILI. Some of the highlights from the findings
included:
„„
continued to communicate with their BSILI
colleagues at some level, either via email
(84.51%) or in person (63.38%).
Most BSILI survey respondents took on additional leadership roles after BSILI. These
participants joined committees, hosted or
facilitated 3CSN events, chaired committees, etc.
Most participants continued to be a part of
3CSN upon return from BSILI.
●92.68% of respondents stated that they
One of the organizing principles of 3CSN is to
create and use action research methodologies
as tools to transform community college environments and identities. 3CSN does this by assisting
colleges with data collection, benchmarking, and
outcomes assessment related to increasing ESL/
basic skills student success and equity. 3CSN
assists colleges in this way by creating and promoting tracking tools, such as the Basic Skills
Cohort Tracker, facilitating basic skills coordinator
events to help practitioners collect and analyze
ESL/basic skills data, and facilitating inquiry
groups, such as the LARN/3CSN Student Success
Summits (see Objective 2 response), in order to
collect data and to utilize them as evidence to
inform ESL/BSI, Student Equity, and other college
plans. This year, 3CSN increased its focus on
helping colleges align their various college plans.
3CSN focused, too, on assisting colleges in identifying benchmarks that are consistent across BSI,
Student Equity, and SSSP. In total, in 2014-2015,
3CSN facilitated 540 contact hours assisting over
6,000 educators from more than 100 unduplicated
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CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
colleges with data collection, benchmarking, and
outcomes assessment related to basic skills and
student success improvement.
Data, Benchmarking, and Outcomes Assessment
in Communities of Practice
Basic Skills Leadership Institute
One of the key outcomes of the BSILI is to assist
educators as they identify benchmarks and create
evaluation plans for their change initiatives. BSILI
participants are introduced to a number of protocols and evaluation tools that assist colleges in
identifying and assessing outcomes, including the
following (samples of each are included in the
Appendices):
„„
Logic Models (Appendix 27)
„„
Value Creation Narratives (Appendix 28)
„„
„„
Professional Learning Impact Rubric
(Appendix 29)
Who/What Mapping (Appendix 30)
After the institute, 3CSN Coordinators continue
to support BSILI graduates through the process
of creating and assessing benchmarks for their
Professional Learning Hubs. On quarterly phone
calls, 3CSN Coordinators support BSILI community of practice teams as they implement and
assess their Professional Learning Hub activities.
Then, the BSILI community teams showcase
Professional Learning Hub activities, successes,
and needs at two face-to-face follow up meetings
in the first year. BSILI teams attend a post-session
of the Strengthening Student Success Conference
and present their progress with an emphasis on
the outcomes they developed at the institute. In
2016, BSILI teams will meet a second time in
spring at LINKS 12. The focus of LINKS 12 will
be on showcasing the results of a year’s worth of
BSLI community of practice work.
Reading Apprenticeship
Within each of the community of practice institutes, practitioners are supported in action
research and data collection processes. In Read3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
ing Apprenticeship trainings and the Reading
Apprenticeship Leadership community of practice, participants are trained in administering the
Curriculum Embedded Reading Assessment tool
in order to track student development of metacognitive strategies for improved reading comprehension and critical thinking. The faculty team of
Reading Apprenticeship leaders at College of San
Mateo have also developed a survey for assessing
student use of Reading Apprenticeship strategies. This survey has been shared throughout the
network.
Growth Mindset
As part of the Cultivating Growth Mindset Institute,
participants are supported to engage in action
research as they are trained in providing growth
mindset classroom interventions. As a follow-up to
each classroom intervention, participants collect
reflections from all students, and then random
samples are collected from each class. Faculty
also reflect upon their own practice and how it
changes as a result of implementing the interventions. The institute itself exemplifies the action
research approach as it modifies the curriculum
in response to instructor reflections, feedback and
shared strategies.
California Acceleration Project
Participants in the California Acceleration Project
are presented with myriad data on the success of
statewide and national curriculum reform efforts
that they are encouraged to incorporate at their
own campuses. These presentations help to
re-frame the conversation around completion of
developmental sequences, rather than individual course success, as a key metric of equitable
student success. In addition, California Acceleration Project participants are trained in using the
Basic Skills Cohort Tracker to trace the progress
of students from various targeted populations
through developmental sequences on their own
campuses. Again, this helps make the case for
implementing accelerated curriculum that reduces exit points and leads to increased completion
for all students.
42
Learning Assistance Project
One of the main goals of the Learning Assistance
Project is to assist learning assistance coordinators across the state in developing appropriate
ways to measure the effectiveness of peer assisted learning, and then to improve practices based
on those measures. To this end, this year, Learning Assistance Project leaders partnered with
the Academic Senate of California Community
Colleges and ACTLA to develop a statewide peer
assisted learning survey. This survey is designed
to gather data about learning assistance centers
within the California Community College system in
order to:
„„
Connect practitioners
„„
Identify promising practices
„„
Clarify commonly used terms
„„
Develop appropriate resources to improve
practice
Once these data are collected and analyzed, the
Learning Assistance Project will use this information to:
„„
„„
„„
„„
Support faculty as they assess their own
peer educator training and practices.
Plan coordinator events (including Tutor
Expos) to share strengths and strategies.
Create a Glossary of Terms to clarify the different types of peer-assisted learning.
Create a website with resources and information for peer educators and coordinators
Institutional Effectiveness Partnership Initiative
(IEPI)
3CSN is an Initiative Partner for the IEPI. The
goals of the IEPI are to:
„„
„„
43
Develop a framework of indicators and college/district goals.
Make Technical Assistance Teams (called
Partnership Resource Teams) available to
institutions that express interest in receiving
assistance.
„„
Enhance professional development opportunities for colleges and districts related to
institutional effectiveness.
The 3CSN Executive Director, along with a team
of four 3CSN coordinators, participated in three
conference calls to plan the agenda for the Partnership Research Team training session offered in
Sacramento, California. Three of these 3CSN Coordinators then co-facilitated the training session
that included the following components:
„„
„„
„„
„„
An icebreaker activity focused on what institutional effectiveness looks like on individual
campuses
A panel presentation with Q&A on effective
practices for campus visits
An introduction to appreciative inquiry with
shared reading and discussion, connecting
it to the “IEPI way”
Case study discussions with application of
the IEPI/appreciative inquiry approaches
and a gallery walk to share key strengths
revealed at each example college.
3CSN coordinators will continue to lead the appreciative inquiry portion of the fall Partnership
Resource Team trainings scheduled in September
and October, 2015. Additionally, 3CSN has developed a logic model mapping its activities to the
IEPI Performance Indicators in order to assist the
field in understanding how our professional learning offerings can best be aligned with their needs
(see Appendix 32).
Basic Skills Cohort Tracker
Launched in early spring of 2011, The Basic Skills
Cohort Tracking Tool gives all California community colleges immediate, easy access to data on
student progress through their English, reading,
ESL, and math pipelines. Envisioned and sponsored by 3CSN, this online tool has been expertly
developed by the Research and Planning Group
in collaboration with the CCCCO.
With data from the Cohort Tracker now required
as part of Basic Skills Action Plan Reports, the
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CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
tool is central in supporting campus efforts to
engage in data-driven planning and assessment
of student success efforts. Data gathered using
the tracker has also become a crucial element for
student completion presentations at numerous
events and trainings given across the state as
well as at national conferences by 3CSN representatives. Additionally, the Cohort Tracker has
been recommended for use by the colleges in the
development and benchmarking of their Student
Equity Plans.
and regional networks of BSI Coordinators and
educators.
Basic Skills Coordinators’ Events
To support colleges’ BSI initiatives, reporting, and
goal-setting, 3CSN annually hosts two BSI Coordinator events in the spring (Appendix 34). This
year, presenters discussed basic skills reporting
updates, integrated planning, successful BSI-supported practices, placement reform, and the common assessment initiative. There was a particular
focus at this event on integrating BSI planning
BSI Reporting Sessions
with Student Equity planning, SSSP planning,
3CSN annually hosts regional BSI Reporting
and, applicable local planning such as Achieving
sessions to support Basic Skills Coordinators and
the Dream planning. Appendix 35 features the
Basic Skills Committee members in completing
“Integrated Planning Crosswalk,” and “Integrated
the ESL/BSI Action Plan (Appendix 33). 3CSN’s
Planning Worksheet” which were developed by
network and regional coordinators help veteran
3CSN coordinators with input from several coland new BSI Coordinators to understand changes leges. The crosswalk articulates similarities and
in spending parameters, timelines, and new nardifferences among BSI, SSSP, and Student Equity.
rative questions, and to support colleges’ ability to The crosswalk and worksheet are available as MS
engage in data-driven planning, including the use Word documents so colleges can adapt them to
of the Basics Skills Cohort Tracker. The workshops their own needs and initiatives.
also support long-term goal setting to make sure
Each event featured the following presentations:
colleges align budgeting, data gathering, and goal
setting in their action plans. Each session also
Institutionalizing Student Success: Integrated
offers colleagues chances to network as well as
Planning for Basic Skills, Equity and SSSP
the opportunity to raise questions and concerns
Alketa Wojcik
in a supportive environment. This is particularly
Basic Skills Advisory Committee Chair
essential for the newer BSI Coordinators.
Research and Planning Group Board Member
This year’s outcomes were to:
and Dean of Student Services, Mira Costa College
„„ Understand changes for this year’s reporting
The Promise of Placement Reform for Improving
process
Equitable Outcomes
„„ Outline components of a complete, well
John Hetts
written action plan
Senior Director of Data Science
„„ Use Basic Skills Cohort Tracking Tool to
Educational Results Partnership, a research
gather institutional data
partner investigating multiple measures for
the CAI
„„ Draft long-term goals
In their feedback, participants thanked 3CSN for
its support, especially those new to the BSI work
at their colleges. Participants appreciated the
opportunity to share issues and concerns. Participants also reported that these events gave them
an opportunity to connect with 3CSN’s statewide
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
The Common Assessment Initiative:
Where It Is Now and Why It Needs You
Jennifer Coleman
Statewide Director
Common Assessment Initiative
44
This year’s outcomes were to:
„„
„„
„„
„„
„„
Understand updates to basic skills reporting
process
Identify one or more BSI most promising
practices
Outline steps for integrating planning efforts
among BSI, SSSP and Equity plans and
committees.
Identify Placement Reform strategies and
their impact on Student Equity
Understand the Common Assessment
Initiative, how it impacts colleges, and how
practitioners can provide feedback as it is
developed.
Objective #5
Objective 5 is to expand the current web page
and electronic information sharing strategies for
building a knowledge base and providing information regarding effective practices.
Overview of the Response
In order to create the networks and the communities of practice that are necessary for producing
powerful learning and working across campuses,
3CSN must utilize face-to-face interaction, electronic communication, and training. To that end,
a major 3CSN goal is to expand the current web
page and electronic information sharing strategies
in order to build a knowledge base and provide
educators with valuable information regarding effective practices. Network coordinators work with
3CSN network participants as well as partners
across the state to develop a knowledge-sharing
hub that can be used from anywhere at any time.
3CSN coordinators have done this by:
1. Continuing to expand resources available
through 3CSN websites and repositories
2. Expanding 3CSN’s online presence to in45
clude resources for regional networks, communities of practice, and online courses
3. Collaborating with the UCLA/3CSN Online
Open Education Resource
4. Continuing to use the 3CSN GIS mapping
tool, which helps track student success
innovation and professional learning participation across the state
1. Websites and Repositories
3CSN continues to expand the capacity of its
regional and community of practice networks
through innovative use of technology. With the
guidance of the Technology Director and the
3CSN facilitators, the organization uses a range
of applications to facilitate its communication,
organize meetings, plan events, gather and share
information, and provide online instruction.
3CSN team members receive ongoing training
with these applications to maximize collaboration
among team members and leverage technology
as fully as possible for outreach to all California
community college educators.
To maintain open and informative communication channels, 3CSN uses both CCC Confer and
Google Hangouts for virtual meetings. CCC Confer
allows the leadership team to meet weekly to plan
for and reflect on events, retreats, and trainings.
CCC Confer is also used for 3CSN team meetings,
which usually involve 10-12 people. Currently,
several of these team meeting calls also include
college team representatives who attended BSILI and are working directly with 3CSN on campus-specific student success initiatives.
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3CSN uses several features of Google Drive for
organizational purposes. The 3CSN team shares
a calendar to keep track of weekly calls, video
conferences, professional learning events, and
retreats. The drive feature allows the coordinators
to collaborate on documents, such as PowerPoint
presentations, organizational/planning documents, and event-planning documents, before
3CSN coordinators place the final versions in the
Dropbox account. Dropbox helps us stay organized and provides a place for each team member to store event reports, monthly reports, value
creation stories and more.
the rich discussions, critical inquiry, and knowledge sharing that 3CSN events inspire. The same
features are evident on the California Acceleration
Project website, the Reading Apprenticeship Project website, and on the more recently launched
Habits of Mind website.
2. Online Workshops and Webinars
3CSN has become a professional learning leader online as well. 3CSN offers online courses
in Reading Apprenticeship and Habits of Mind
frameworks. The Habits of Mind online modules,
delivered via an open source, Moodle e-learning
platform, provided asynchronous professional
learning opportunities for examining both the
3CSN continues the practice of using cloudacademic literature and student experience
based services, which is now the norm in most
surrounding selected habits of mind. The popular
organizations. The organization has been sharonline forum not only allowed the module faciliing files on some form of cloud-based service
tator to scaffold weekly interaction with content
since the beginning of the grant. Northern and
and activities, it gave participants the opportunity
Southern California 3CSN leaders completed the
organization structure for the 3CSN Dropbox. The to access and process information on their own
terms. During the five-week modules, participants
logical file structure employed on Dropbox has
from across the state engaged with weekly readeased the work of team members and has enabled file sharing. The organization might want to ings, video content, activities, reflection prompts
and discussion forums to exchange ideas and
consider getting more cloud space in the future,
insights. Collectively, these online activities served
as the number of files shared continues to grow
to connect people in new ways and to expand and
exponentially.
deepen the reach of 3CSN’s Network. Canvas is
the platform used for the Reading Apprenticeship
All of 3CSN’s communication and organization
classes. Participation in these courses is captured
centers around the goal of offering meaningful
professional learning opportunities that bring edu- in the respective sections on each of those framecators into networks and communities of practice. works; altogether, Reading Apprenticeship offered
nine webinars in 2014-15. 3CSN also offered its
EventBrite helps 3CSN promote its events and
register attendees, almost all of which are free. In first BSI Reporting Event as a webinar in 2014,
and the California Acceleration Project showcased
addition, EventBrite enables 3CSN to gather information about attendees and maintain contact. its work in four webinars across the country.
It has also been useful in helping 3CSN gather
3. UCLA/3CSN Online Open Education
data about events for evaluation and reporting
Resource Collaboration
purposes.
In fall 2014, 3CSN collaborated with UCLA to
The 3CSN website provides excellent outreach
identify and meet key needs of community college
capacity while also providing a mechanism for
students enrolling in developmental math cours3CSN to share what is happening at each of its
es. This ongoing collaboration aims to support
events. Upon the completion of each professional these students by developing open source, onlearning event, photos, summaries, PowerPoint
line, interactive videos that help them master key
and videos are added to the website to showcase mathematical concepts; these videos focus on key
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
46
concepts rather than rote processes. In 2014, the
team accomplished the following:
„„
„„
Conducted an inquiry around commonly-missed problems on the math placement
test at one LARN college
Developed a pilot video targeting an identified need
Although these open source online videos target
problems that are identified on math placement
tests, these videos are not only intended to help
students improve their math placement scores.
These resources can also be used as assessment
preparation tools, as supplemental instruction
tools in developmental math courses, or as additional resources in peer assisted learning and
tutoring centers. In the next year, 3CSN will work
with UCLA on a National Science Foundation
grant to continue this inquiry and to develop more
of these open source online resources.
4. GIS Mapping
3CSN’s evaluation team continues to develop the
network’s mapping assets in order to track innovation and learning across the state. Currently,
there are four different kinds of maps 3CSN uses
to track activities around BSILI, regional activities,
community of practice activities, and partnerships. Using the attendance data from past BSILI
events, the evaluation team developed these
maps using ArcGIS’s online geographic information system’s mapping capability. The software
allows for the entering of copious data into each
mapped object. The user clicks on the map
objects to produce a pop-up window that may
display a vast amount of information. These maps
provide an opportunity for formative evaluation
by looking at which colleges have and have not
participated.
Screen shots of the maps mentioned above are
included here. Figure 1 is a comprehensive 3CSN
BSILI information resource. It contains three
informative layers with one background layer. The
information layers include a layer with partici-
47
pants from each of the BSILI events mapped to
their campus with different icons corresponding
to the year attended. The second layer is a comprehensive list of the 3CSN regional coordinators
by campus. The final layer is a stand-alone marking of every community college in the state. The
background layer is a county map that shows all
the counties in the state, differing by color. Users
can choose to display any or all the layers and
have the legend on screen or not. The image
below shows only the BSILI Attendees layer, with
the legend made active and one pop-up college
window displayed. Each icon on the map can be
clicked to have a pop-out window like the “Sacramento City College” displayed here.
Figure 1. BSILI Attendees and Regional
Coordinators Map
3CSN’s work with the Research Planning Group’s
Leading from the Middle Academy provided the
opportunity to create a map that displays the college teams involved in Leading from the Middle.
The map below in Figure 2 is a screenshot of that
map. For this map, a layer for Leading From the
Middle was added to the above mentioned 3CSN
comprehensive information map.
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
Figure 2: 3CSN and Leading from the Middle
on the map. This pop-up box contains all the
information provided by survey participants.
Figure 3: “Pop-up” Screen from the
GIS Mapping Tool
These maps have continued to pique the interest
of 3CSN participants. Therefore, the evaluation
team has started to work with 3CSN coordinators
in building maps that track activity across the
communities of practice and the regional networks. This is intended to a) make the coordinators more informed consumers of the products so
that they can better include the maps in their
work with their networks and b) show them how
they are made so that they can become more
engaged with the process of creating interesting
and useful maps.
Re-sizable bubbles were used to represent each
college and the size of the bubble was based on
a number derived from the number of students
expected to be reached by the acceleration intervention at that college. Where colleges were not
able to provide numbers, a sample size of 1 was
used so that the college was still represented on
the map. This model of developing GIS maps will
also be utilized for the other communities of practice, beginning with Habits of Mind and Reading
Apprenticeship Project.
Conclusion and Next Steps
The evaluation team worked with 3CSN and
the California Acceleration Project Coordinator
to develop a map representing the acceleration
activities around the state. A survey of ten questions was created to obtain information from the
more than 50 colleges in the Acceleration community of practice. Responses from the survey
were used to create a map that can be seen at
this link, a website that displays a map of 3CSN
acceleration statewide (http://www.arcgis.com/
apps/SocialMedia/index.html?appid=b680dd6b69934451b736853aaccd302e).
3CSN aims to continue to address the needs
identified by the BSI by expanding its vast faceto-face and virtual networks of support and by
aligning its initiatives and networks across the
state. By focusing on ongoing, sustained, and robust professional learning in regional and topical
networks, 3CSN has redefined professional development in California and is serving as a model
nationwide. More than 21,300 community college
professionals from 112 campuses across the state
of California and across the nation have participated in 3CSN’s regional and community of practice
learning networks to date.
This screen shot shows the map and the pop-up
box that appears when the user clicks a “bubble”
3CSN’s ongoing network is dedicated to supporting educators across the state as they learn, pilot,
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CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
48
The evaluation team continues to move in
that direction so that we can better evaluate
the effectiveness of professional learning
and its connection to positive student outcomes and institutional transformation.
„„
Meanwhile, the team continues to conduct
surveys, evaluate results, and learn more
about what works and what does not work in
professional learning on the state’s campuses.
As 3CSN moves forward into the 2015-2016 year,
it will continue to expand and evolve so it can better serve educators who are dedicated to helping
students meet their educational goals. Guided by
its Theory of Change, over the next three years,
3CSN’s will:
evaluate, share, and scale up their ESL, basic
skills, and student success programs, services,
and practices. 3CSN supports colleges as they
scale their best practices; it also supports colleges
as they strive to learn about and align emerging
practices. It is developed, driven and supported
by a network of educational peers. It is the power
of this peer network that continues to drive the
organization forward.
3CSN’s activities are reaching a broader audience
with every passing year. One look at the map of
just the Acceleration community of practice and
it becomes evident they are reaching across the
state. 3CSN’s reach is extensive and one of the
evaluation team’s emphases is to make that more
explicit each year. In order to evaluate its progress
in the next year, 3CSN and its external evaluation
team will work collaboratively in several areas:
„„
„„
49
„„
„„
Value narrative stories are being collected
by a number of entities across the network
and these data need to be analyzed. It is
expected these will continue to help evolve
our understanding of impact and outcomes
related to 3CSN activities.
Eventually, the 3CSN team hopes to develop
a tool that measures professional learning
impact across the Wenger framework of potential, applied, realized, and re-framed.
„„
Expand its regional networks and communities of practice. Regional network coordinators will reach out to more educators
while communities of practice coordinators
will continue to pilot, evaluate, and expand
successful programs, services, and practices. This expansion includes development of
leadership teams that will enable the communities to achieve even greater reach, both
across the state and more deeply on individual campuses. See Table 7 for a list of the
3CSN Leadership Team.
Foster opportunities for professional learning, innovation, and interconnectivity
through workshops, ESL/BSI coordinator’s
workshops, LINKS events, faculty inquiry
groups, partnerships, and presentations
across the state. For some of our major
events, such as LINKS and Tutoring Expo
we are moving to a two-day conference-like
model that will enable us to bring in more
practitioners from the field and feature more
of the work happening around the state. Refer to Appendix 4 for the draft of the 20152016 Save the Date flyer.
Through the development of data tools, data
inquiry, and professional learning workshops, 3CSN will continue to assist community college professionals as they learn to
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
Total # of
Participants
Learning Network
Total # of
Colleges
(Unduplicated)
BSILI – Annual, week-long Summer Leadership Institute & year-long
community of practice
292+
72
LINKS – Cohesive workshops focused on student completion
1,841+
100+
BSI Coordinator's Meetings - Focused on action plans, data,
and evaluation
659+
100+
California Acceleration Project community of practice
586+
61
Reading Apprenticeship community of practice
2,067+
91
Habits of Mind community of practice
1,307+
89
Threshold Project – intersegmental community of practice (new)
200+
20
Regional Learning Networks & Events
11,181+
112
use data to develop, evaluate, revise, and
scale their innovative programs, services,
and practices. We will be particularly focused in the coming year on helping colleges assess the equity implications of their
innovations.
„„
„„
Expand the virtual network of support by
adding online courses, online repositories,
GIS mapping capabilities, and electronic
resources.
Continue to offer leadership retreats where
educators can learn to build both professional learning hubs and centers of innovation and learning at each of the 112
community college campuses across the
state. We want to continue encouraging
college-based and regional teams such
as those invited to attend BSILI this year.
We strive to work on regional professional
learning initiatives, such as a Carnegie team
of Statway practitioners or a team of pro-
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fessional learning coordinators from various
colleges.
„„
„„
Conduct a comprehensive evaluation of the
Habits of Mind community of practice as
well as offer a Habits of Mind Leadership
Institute for summer 2016. The leadership
community worked hard at BSILI 2015 to
develop a detailed plan for implementing
this program.
Continue to expand the Career Technical
Education community of practice and the
Learning Assistance Project community of
practice through surveys, online repositories,
and meetings.
50
Table 7: 3CSN Leadership Team
3CSN Team Member Title
Name
Executive Director
Deborah Harrington
Reading Apprenticeship Project Coordinator
Nika Hogan & Ann Foster
California Acceleration Project Coordinator
Katie Hern
Habits of Mind Community of Practice Coordinator
Jan Connal
Threshold Project Coordinator
Nika Hogan
Career Technical Education Community of Practice
Coordinator
Donna Cooper
Learning Assistance Project Community of Practice
Coordinators
Crystal Kiekel, Danny Pittaway, Mark Mannasse
Northern California Network Coordinator
Ann Foster
Southern California Network Coordinator
Jeanne Costello
Northern California Learning Network
Lauren Servais
Far North Regional Coordinator
Miya Squires
Central Valley Regional Coordinator
Donna Cooper & Erik Armstrong
Foothill Inland Empire Regional Coordinator
Becky Rudd
Los Angeles Regional Coordinator
Crystal Kiekel & Jessica Cristo
Orange County Learning Network Coordinator
Danny Pittaway
San Diego Imperial Valley Regional Coordinator
Mark Manasse
Project Specialist
Betina Vallin
Technology Consultant
Eddie Tchertchian
51
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References
Kozeracki, C.A. (Spring, 2005). Preparing faculty to meet the needs of developmental students. New
Directions for Community Colleges, 129, 39–49.
Mullen, C.A., & Lick, D.W. (Eds.). (1999). New Directions in Mentoring: Creating a Culture of Synergy.
London, UK: Falmer Press.
Schoenbach, R, Greenleaf, C, & Murphy, L. (2012). Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 2nd Edition. JosseyBass.
Wenger, E., Trayner, B., & de Laat, M. (2011). Promoting and assessing value creation in communities
and networks: A conceptual framework. The Netherlands: Ruud de Moor Centrum. Retrieved from
http://wenger-trayner.com/documents/Wenger_Trayner_DeLaat_Value_creation.pdf
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
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52
Guide To Abbreviations
Guide To Abbreviations
AAC&U
American Association of Colleges and
Universities
IEPI
Institutional Effectiveness Partnership
Initiative
ACCE
Association for Community and
Continuing Education
IETA
Institutional Effectiveness Technical
Assistance Grant
ACTLA
Association of Colleges for Tutoring and
Learning Assistance
LACCD
Los Angeles Community College District
LAP
Learning Assistance Project
AtD
Achieve the Dream
LARN
Los Angeles Regional Network
BSI
Basic Skills Initiative
LARN
Los Angeles Regional Network
BSILI
Basic Skills Initiative Leadership
Institute
LFM
Learning from the Middle
CAI
Common Assessment Initiative
LINKS
Learning in Networks for Knowledge
CalADE
California Association of Developmental
Education
LW
LearningWorks
NADE
CAP
California Acceleration Project
National Association of Developmental
Education
CCC
California Community Colleges
NCLN
Northern California Learning Network
CCLC
Community College League of
California
OCNL
Orange County Learning Network
OEI
Online Education Initiative
CoP
Community of Practice
PL Hubs
Professional Learning Hubs
CTE
Career Technical Education
RA
Reading Apprenticeship
ESL
English as a Second Language
RAP
Reading Apprenticeship Project
ESOL
English for Speakers of Other
Languages
RP Group
Research and Planning Group
SDIVN
San Diego Imperial Valley Network
FIER
Foothill Inland Empire Region
SSI
Student Success Initiative
FTLA
Faculty Teaching and Learning
Academy
SSSP
Student Success and Support Program
STEM
Science Technology Engineering
Mathematics
HoM
53
Habits of Mind
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
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A teacher
takes a hand
opens a mind
and touches a heart.
Proverb
Author Unknown
Appendices
Dr. Maureen MacDougall, a veterinary technology instructor from Foothill College,
Los Altos Hills, California, showing a microscope slide to a student.
Appendix 1: Awards and Publications
Date
Award
Organization
Description
2014
Finalist for Faculty
Innovation Award
American Association of
Community Colleges
3CSN Coordinator Myra Snell was one of
four finalists for the 2014 national Faculty
Innovation Award, for her work developing
the first accelerated Statistics pathway in
the state and supporting other colleges to
develop similar models.
2015
2015 Mertes Award for
Excellence in Research
Association of California
Community College
Administrators
3CSN and CAP were recognized with
this statewide award for the improved
student outcomes documented in the RP
Group’s evaluation of the first 16 colleges
participating in the CAP CoP.
2015
Award for Excellence in
Statewide Research
Research and Planning
Group
The CAP evaluation study received this
award.
2015
Award for Excellence in
College Research
Research and Planning
Group
The article “Let them In: Increasing
Access, Completion, and Equity in College
English” by CAP faculty Leslie Henson
and Katie Hern received this award.
2015
Finalist for National
Bellwether Award
Futures Assembly
3CSN was selected as one of the
10 finalists (from a total of nearly
300 applications) in the “Planning,
Governance and Finance” category, which
acknowledged the broader impact of the
BSILI leadership institute on educators
system-wide.
Date
Publication
Author(s)
Description
Fall
2014
New Directions in
Community Colleges:
Applying the College
Completion Agenda to
Practice, Jossey-Bass
Katie Hern, with Myra
Snell
“The California Acceleration Project:
Reforming Developmental Education to
Increase Student completion of CollegeLevel Math and English.” Article about
how CAP has mobilized faculty across the
state to transform remediation.
Winter
2015
Board Focus,
Community College
League of California
Katie Hern
“Moving the Needle on Student
Completion.” Article for community
college trustees about high-leverage
strategies for placement and remediation
reform.
May
2015
Perspectives
Nika Hogan
“Statewide Spotlight: Partnering Reading
Apprenticeship and STEM”
55
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Appendix 2: 2014-2015 Community of Practice Presentations
Date
Conference
Location
Title/Description of Presentation
10/8/14
Strengthening Student
Success
Costa Mesa, CA
Crossing Boundaries: Reflections on Leadership
Development in both Leading from the Middle
and the Basic Skills Leadership Academy (1
3CSN Coordinator & 1 CoP Member)
10/8/14
Strengthening Student
Success
Costa Mesa, CA
A ‘Nuts and Bolts’ Look at Three Accelerated
Programs (English and ESL): How We Do It and
How You Can, Too (3 CoP Members)
10/8/14
Strengthening Student
Success
Costa Mesa, CA
Let Them In: A Case Study in Increasing Access
to College English (2 CoP Members)
10/8/14
Strengthening Student
Success
Costa Mesa, CA
Using ePortfolios to Support Faculty and Student
Learning: Examples from the Field
(2 3CSN Coordinators & 2 CoP Member)
10/8/14
Strengthening Student
Success
Costa Mesa, CA
Special Program Participation as Professional
Learning: Scaling Practices Not Programs (1
3CSN Coordinator & 2 CoP Members)
10/9/14
Strengthening Student
Success
Costa Mesa, CA
Beyond the Pilot Stage: Supporting Faculty to
Expand Successful Accelerated Courses
(1 3CSN Coordinator & 3 CoP Members)
10/9/14
Strengthening Student
Success
Costa Mesa, CA
Leading from the Middle: Culture Change in
Community Colleges (1 3CSN Coordinator &
1 CoP Member)
10/9/14
Strengthening Student
Success
Costa Mesa, CA
Scaling Up Increased Student Completion:
Results and Design Principles from the
California Acceleration Project (2 3CSN
Coordinators)
10/9/14
Strengthening Student
Success
Costa Mesa, CA
Metacognition in STEM Literacy
(3 CoP Members)
10/9/14
Strengthening Student
Success
Costa Mesa, CA
Scaffolding, Schema, and Students: Inviting
Students into Disciplinary Ways of Reading and
Thinking (2 3CSN Coordinators)
10/9/14
Strengthening Student
Success
Costa Mesa, CA
Pedagogies for Cultivating Intellectual Habits of
Mind Across Disciplines (1 3CSN Coordinator &
4 CoP Members)
10/9/14
Strengthening Student
Success
Costa Mesa, CA
Developing Programs of Study and Career
Pathways for Students: Strategies Derived from
the C6 Consortium’s Eight Guiding Principles (1
3CSN Coordinator)
11/1/14
CalADE
Anaheim, CA
Promoting Student Voice in the ESL Classroom
(1 3CSN Coordinator)
11/1/14
CalADE
Anaheim, CA
3CSN’s Communities of Practice: Fostering
Rigor in Developmental Courses (3 3CSN
Coordinators)
continued next page
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Appendix 2: 2014-2015 Community of Practice Presentations – Continued
Date
Conference
Location
Title/Description of Presentation
11/7/14
Houston Community
College
Houston, TX
All-day CAP workshop for several Texas
community colleges & 4-year institutions
(2 3CSN Coordinators)
11/14/14
CCC Chancellor’s Office
BSI Webinar
Online
3CSN presentation on monthly BSI Coordinators’
webinar(2 3CSN Coordinators)
11/19/14
Complete College America Las Vegas, NV
Event for Nevada Higher
Education System
Redesigning remediation: Results and principles
from the California Acceleration Project (2 3CSN
Coordinators)
11/20/14
CCLC
Rancho Mirage,
CA
3CSN’s Leadership Institute: Transforming Basic
Skills Education College by College
(3 3CSN Coordinators)
1/13/15
Gates Foundation
Online
CAP co-founders facilitated a national online
“jam” about reforming developmental education
(2 3CSN Coordinators)
1/13-15/15 Faculty Teaching and
Los Angeles, CA
Learning Academy (FTLA)
Metacognition and 21st Century Learning;
Course Planning with Reading Apprenticeship
(2 3CSN Coordinators)
1/22/15
Higher Education
Teaching and Learning
Conference
Orem, Utah
Reading Together as an Act of Resistance: How
a One Book, One College Program Can Combat
Distraction and Grow Empathy, Engagement,
and Equity (1 3CSN Coordinator)
1/23/15
Fullerton College
Convocation
Fullerton, CA
Keynote on Leadership for Habits of Mind
(1 3CSN Coordinator)
1/25/15
CCLC
Sacramento, CA
Noncredit to Credit Connections (2 3CSN
Coordinators)
1/26/15
Futures Assembly
Orlando, FL
3CSN’s Leadership Institute: Transforming Basic
Skills Education College by College (Bellwether
Award Presentation) (4 3CSN Coordinators and
2 CoP Member)
1/30/15
Meaningful
Metamorphosis:
Transformative
Educational Practices
San Marcos, CA
Introduction to Reading Apprenticeship
(2 3CSN Coordinators)
2/12-14/15 GE Paradigms and
Pathways conference
Sacramento, CA
Reading Apprenticeship Community College
STEM Network (poster) (2 3CSN Coordinators)
2/13/15
Online
CAP presentation on monthly BSI Coordinators’
webinar (1 3CSN Coordinator)
57
California Community
College Chancellor’s
Office
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Date
Conference
Location
Title/Description of Presentation
2/18/15
Achieving the Dream
Baltimore, MD
Two half-day CAP workshops at this national
conference, focusing on curricula and pedagogy
for redesigned English and math pathways (2
3CSN Coordinators)
2/18/15
DREAM: Achieving the
Dream’s Annual Institute
for Student Success
Baltimore, MD
Engaged Academic Literacy for All with Reading
Apprenticeship (Invited Pre-Conference Session)
(1 3CSN Coordinator & 1 CoP Member)
2./20-2/15
Lilly West conference on
College and University
Teaching
Newport Beach,
CA
Engaged Academic Literacy for All with Reading
Apprenticeship (1 3CSN Coordinator & 1 CoP
Member)
2/21/15
Transforming PostSecondary Education in
Math
UCLA, Los
Angeles CA
CAP presentation on innovations in community
college math (1 3CSN Coordinator)
2/25/15
UC Office of the
President, Puente Project
Walnut Creek, CA CAP presentation at the annual Northern CA
training for Puente counselors and faculty
(1 3CSN Coordinator)
3/9/15
The League for Innovation Boston, MA
CAP presentation at national community college
innovation conference (1 3CSN Coordinator)
3/14/15
AACU Equity and
Diversity Conference
Metacognition and STEM Literacy
Renton, WA
Reading Apprenticeship Basics
Reading Apprenticeship Project: How the
Network Works and Supports Student
Success
Integrated Reading and Writing with the
Inquiry Protocol
(2 3CSN Coordinators)
3/18-19/15 Mathematical Science
Research Institute
UC Berkeley
CAP included as part of a panel on innovations
in developmental math education
(1 3CSN Coordinator)
3/26
San Diego, CA
Half-day pre-conference workshop on CAP at
national conference on diversity and student
learning (1 3CSN Coordinator)
San Diego, CA
Engaged Academic Literacy for all: Classroom
and Campus Transformation through Reading
Apprenticeship (poster) (1 3CSN Coordinator)
American Association of
Colleges & Universities
3/26-28/15 AACU Equity and
Diversity Conference
4/1/15
Invited Presentation to the Webinar
John Burton Foundation
Literacy is Power for Foster Youth in College and
Beyond: Introducing the Reading Apprenticeship
Framework (1 3CSN Coordinator)
5/1/15
Webinar for Florida
Community Colleges
The California Acceleration Project: Redesigning
Developmental Education to Increase
Completion & Equity (1 3CSN Coordinator)
Online
continued next page
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58
Appendix 2: 2014-2015 Community of Practice Presentations – Continued
Date
Conference
Location
Title/Description of Presentation
5/2/15
CCLC Annual Trustees
Meeting
Monterey, CA
Keynote Presentation: The California
Acceleration Project: Increasing Completion
and Equity Among Incoming Students (2 3CSN
Coordinators)
6/18/15
Webinar for the
Campaign for College
Opportunity
Online
The State of Higher Education for Blacks and
Latinos in California (1 3CSN Coordinator)
6/24/15
Conference on
Acceleration in
Developmental
Education
Costa Mesa, CA
Rethinking Remediation Pathways: Increasing
Completion and Closing Achievement Gaps for
non-STEM Students (1 3CSN Co-Coordinator)
6/24/15
Conference on
Acceleration in
Developmental
Education
Costa Mesa, CA
Inside an Accelerated, Integrated Reading and
Writing Classroom (1 3CSN Co-Coordinator)
6/25/15
Conference on
Acceleration in
Developmental
Education
Costa Mesa, CA
Writing & Presentations: Developing Deeper
Thinking and Thoughtful Reflection in an
Accelerated Pre-Statistics Course (2 CoP
Members)
6/25/15
Conference on
Acceleration in
Developmental
Education
Costa Mesa, CA
Acceleration: A Powerful Equity Lever (1 3CSN
Co-Coordinator)
6/25/15
Conference on
Acceleration in
Developmental
Education
Costa Mesa, CA
PreStatistics in a Learner-Centered Classroom:
All the Math Your Students Need to Succeed
(1 CoP Member)
6/25/15
Conference on
Acceleration in
Developmental
Education
Costa Mesa, CA
ESL Program and Curricula Acceleration –
Irvine Valley College’s EL Program Redesign (2
CoP Members)
6/25/15
Conference on
Acceleration in
Developmental
Education
Costa Mesa, CA
Piloting Acceleration for the Lowest-Scoring
Students (3 CoP Members)
6/25/15
Conference on
Acceleration in
Developmental
Education
Costa Mesa, CA
Panel Discussion – Developmental Education
Reform: Where We’ve Been/Where We’re Going
(2 3CSN Coordinators)
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Date
Conference
Location
Title/Description of Presentation
6/25/15
Conference on
Acceleration in
Developmental
Education
Costa Mesa, CA
From Self-Sabotaging to Success: How to
Address Fear and Build Community in the
Math Classroom (2 CoP Members)
6/25/15
Conference on
Acceleration in
Developmental
Education
Costa Mesa, CA
The Instructional Sequence in Action: Window
into Accelerated English (4 CoP Members)
6/25/15
Conference on
Acceleration in
Developmental
Education
Costa Mesa, CA
Teach with a Reach: Teaching to Accelerate
Students through the ESOL Course Sequence
(5 CoP Members)
6/25/15
Conference on
Acceleration in
Developmental
Education
Costa Mesa, CA
Beyond the Pilot Stage: Supporting Faculty to
Expand Successful Accelerated Courses
(1 3CSN Coordinator & 3 CoP Members)
6/25/15
Conference on
Acceleration in
Developmental
Education
Costa Mesa, CA
The Power of Integrated Reading and Writing
for Developmental Students (2 CoP Members)
6/26/15
Conference on
Acceleration in
Developmental
Education
Costa Mesa, CA
Acknowledging Student Capacity by Reforming
Curriculum and Placement in English (1 CoP
Member)
6/26/15
Conference on
Acceleration in
Developmental
Education
Costa Mesa, CA
Planning to Launch a Statistics Pathway? Need
Curriculum? (1 3CSN Coordinator)
6/26/15
Conference on
Acceleration in
Developmental
Education
Costa Mesa, CA
Collaborative Research in Acceleration (2 CoP
Members)
6/26/15
Conference on
Acceleration in
Developmental
Education
Costa Mesa, CA
Accelerating Students’ Preparation for
Statistics: High Challenge nd High Support
Classrooms across California (1 3CSN
Coordinator & 2 CoP Members)
6/26/ 15
Conference on Acceleration in Developmental
Education
Costa Mesa, CA
From Here to There: How to Develop a Thematic Course and Progression of Assignments
for the Accelerated Classroom (4 CoP Members)
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Appendix 3: 2014-2015 3CSN Partnerships
Partner Organization
Academic Senate
Description of Activities
„„
„„
American Association of Colleges
and Universities (AAC&U) Faculty
Collaboratives
„„
„„
„„
Association of Colleges for Tutoring and
Learning Assistance (ACTLA)
„„
„„
Association for Community and
Continuing Education (ACCE)
Basic Skills Advisory Committee
„„
„„
„„
California Association of Developmental
Education (CalAde)
„„
„„
California State University Chancellor’s
Office
Career Ladders Project
„„
„„
„„
Carnegie Foundation
„„
Common Assessment Initiative (CAI)
„„
61
Senate representatives participated in 3CSN
events.
Collaborated in planning Spring 2015 Academic
Senate Noncredit convenings
Threshold Project events create bridge between
CSU and CCC Faculty Fellows
3CSN Northern California Network Coordinator
serving as a AAC& U Faculty Fellow for 2015-2017
3CSN Executive Director serves on Faculty
Collaboratives National Advisory Board
3CSN’s San Diego and Orange County coordinators
elected to serve on ACTLA Board
Presented at Spring 2015 ACTLA conference
3CSN coordinators invited to present at February
2015 conference
participates in scheduled meetings and calls
offers support to CCC BSI educators through
hosting informative sessions regarding BSI
reporting changes established by committee
3CSN coordinators presented at CalAde
conference in November 2014
3 of 3CSN coordinators are on Cal ADE’s Executive
Committee
CSU Chancellor’s Office Senior Advisor for Liberal
Learning Partnerships works as resource partner
for Threshold Project
Partners in growing CTE CoP using the Single
Structure Strategy established via C-6 Consortium
Partners in professional development work for the
IEPI
Collaborative partnership to disseminate and grow
Statway and Quantway initiatives across CCCs
CAI presented at both BSI Coordinators Events in
Spring 2015
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
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Partner Organization
Community College League of California
Description of Activities
„„
„„
Education Results Partnerships
Webinar
„„
Part of CAP Think Tank
„„
„„
„„
Leading from the Middle
„„
„„
LearningWorks
„„
„„
National Association of Developmental
Education
„„
„„
„„
„„
„„
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
3CSN Executive Director serves on the Advisory
Committee on Legislation and the Futures
Commission
„„
„„
Institutional Effectiveness Partnership
Initiative (IEPI)
3CSN coordinators presented at CCLC Legislative
conference
Sharing Multiple Measures Assessment Project
work at BSI Coordinator, CAP, and regional network
events
3CSN helped plan and facilitate PRT training in
Spring 2015
3CSN part of the IE grant resource team assisting
with professional development
3CSN Executive Director serves on Advisory
Committee
3CSN Executive Director serves on LFM Steering
Committee
3CSN is partnering with LFM on leadership
research across CCCs
Part of the LW leadership team
Partners in professional development work for the
IEPI
3CSN team members serving on National
Conference planning committees.
3CSN team members volunteering at NADE
conference in March 2016
3CSN San Diego regional coordinator is serving as
Proposal Chair
3CSN Inland Empire regional coordinator is serving
as Hospitality Chair
3CSN CTE CoP leader is one of lead organizers for
the national conference
62
Appendix 3: 2014-2015 3CSN Partnerships – Continued
Partner Organization
Online Education Initiative
Description of Activities
„„
„„
Professional Development Clearinghouse
„„
The RP Group
„„
3CSN coordinators co-facilitated regional PD
Clearinghouse Summits in Fall 2014
Collaborate in hosting and planning Strengthening
Student Success Conference
„„
„„
Fall 2014 regional RA in STEM events;
„„
Reading Apprenticeship Community College
STEM Network events
„„
Course Planning Workshops in Spring 2015
„„
RA Webinars in Spring 2015
„„
63
Barbara Illowsky invited to become part of the
3CSN Advisory Circle to build further collaborations
between 3CSN and the basic skills work associated
with OEI
Partners in professional development work for the
IEPI
Program Partner
„„
Success Center for California Community
Colleges
WestEd’s Strategic Literacy Initiative
3CSN team members co-facilitated PD
Clearinghouse Summits in Fall 2014
3CSN Executive Director serves on STEM RA
Advisory Board
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Appendix 4: 2015-16 3CSN Save the Date Flier
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Appendix 5: Summary of 3CSN Retreats
Studio City Retreat, September 12-13, 2014
3CSN used this meeting time to refine event planning for Fall 2014-2015, prepare for the Strengthening Student Success Conference, provide essential training for new coordinators, update networking,
marketing, information-sharing and storage strategies, review ongoing statewide initiatives. The major
achievements include:
„„
„„
„„
„„
The team decided that the Reading Apprenticeship CoP would introduce RA in the STEM Network.
The team developed a plan for “train the trainer” modules for Habits of Mind.
The team planned the tabling for the Strengthening Student Success Conference, created a
newsletter, and planned the post-conference sessions.
The team decided how 3CSN would collaborate with the Professional Development Clearinghouse Events, and 3CSN coordinators were assigned to these events to help coordinate and
facilitate with the State Academic Senate.
Pasadena City College Retreat, Pasadena, CA December 6-7, 20 14
3CSN team members met to review fall 2014 work, prepare for spring 2015 events, discuss partnerships, plan 2015 CoP institutes, discuss current Communities of Practice, and outline how to further
grow the network. The major achievements include:
„„
„„
„„
The group drafted a presentation for 3CSN’s nomination for the Futures Assembly Bellwether
Award Presentation.
The team outlined format and content for upcoming events, including BSILI 2015 and LINKS 11:
Beyond Boutique: Building Practices at Scale
The team discussed the goals of partnerships, including growing partnerships with:
„„
Institutional Effectiveness Technical Assistance Grant (IETA)
„„
Online Education Initiative
„„
Professional Development Clearinghouse
„„
Workforce Development
„„
Chancellor’s Office-Basic Skills Advisory Group.
Pasadena City College Retreat, May 15-16, 2015
With the academic year coming to a close, this 2-day retreat focused on preparing for the next academic year. This required evaluating 2014-15 event content, attendance and feedback, preparing for
our annual leadership institute, BSILI, revising communication strategies, and building 2015-16 events
calendar. The major achievements include:
„„
„„
65
The team planned BSILI 2015 and decided on how to connect BSILI to LINKS 12.
Tasks and timelines for the annual report were disseminated, and the next retreat was
planned.
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Costa Mesa Retreat, June 26-27, 2015
At the final retreat of the 2014-15 academic year, the group discussed event planning, communication plans,
technology trainings, Annual Report tasks while also debriefing BSILI 2015 and discussing CAP and Threshold
Projects. The team worked collaboratively on all of these issues to prepare for a busy 2015-2016 academic year.
The major achievements include:
„„
„„
Strengthening Student Success BSILI Post Conference was planned.
The team discussed ways in which 3CSN could use technology more effectively, including
discussions around running webinars, storing documents in Dropbox, saving information in
EventBrite.
# Participants
# Colleges
(unduplicated)
Overall Rating
Excellent or
Good
Total Event
Hours
September 5,
2014,
CCC Confer
6
4
N/A
2
LINKS 10
October 17,
2014
12
4
90%
6
RA 1-Day
Training
November 14,
2014, College
of the Sequoias
33
8
100%
7.5
HoM and
RA Training
March 6, 2015
West Hills
College
47
3
RA 95% HoM
90%
5
May 26-28,
2015, Fresno
City College
15
5
100%
24
Event
BSI Reporting
Event (webinar)
RA 3-Day
Training
Date/Location
Central Valley Regional Network (CVRN) – (http://cvrn.3csn.org)
2014/2015 year has been a year for building capacity for the Central Valley. In addition to the events
above, the Central Valley has deepened the connections of the network, allowing for dedicated faculty to engage in institutional change on their campuses and in the region. For example, CVRN’s
connection with the C6 effort is still strong, and as a result, C6 is working to use their model as way
to redesign Career Technical Education. Particularly, the connection has produced best practices for
embedding Basic Skills that will soon be available in their OER handbook. As well, from the past year’s
work (and the year before), the Central Valley is poised to bring acceleration, in both English and math,
to a few more colleges in the next year. As such, a few new colleges are participating in this year’s
2015-2016 CAP Community of Practice, and to reinvest in the past year’s efforts in RAP and HoM, the
Central Valley sent two college teams to the Basic Skills Initiative’s Leadership Institute (BSILI) in order
to start Habits of Mind initiatives, to develop Reading Apprenticeship practices, and to redefine professional learning on their campuses and in our region.
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This is possible because of the regional events and connections made over the last year. In particular,
West Hills College has really solidified their connection with the network. Because of their participation
in last year’s BSILI, they participated in the RA 1-day training at COS—even bringing their student educators along—and hosted their own introductions to HoM and RA. In turn, this prepared them for this
year’s BSILI to help build on and further define their work. As well, the C6 collaboration continued with
an RA 3-day training for CTE faculty, further solidifying our coming CTE Community of Practice.
The CVRN co-coordinators provide information to the colleges in the region regarding Institutional
Effectiveness, Student Support and Success Plans and Student Equity plans to help the colleges integrate the plans with the Basic Skills Initiative. In addition, the CVRN Regional Co-Coordinators work
to leverage 3CSN’s Professional Learning Networks with Institutional Effectiveness, Student Support
and Success Plans and Student Equity in order to create a broad vision for student success. All of the
trainings provided by CVRN are intended to provide faculty with tools and strategies that will increase
student success and completion.
Appendix 7: FIER Regional Activity Chart and Network Overview
Date/
Location(s)/
Sponsoring
Region
#
Participants
#
Colleges
(Total)
(Total)
BSI Reporting Event
September 12,
2014, Citrus
College, FIER
5
LINKS 10: Taking the Lead: Building
Sustainable Professional Learning
October 17,
2014, Citrus
College, FIER
Deeper STEM Learning through Metacognitive Conversation: A Reading
Apprenticeship Workshop
Overall
Rating
Excellent
or Good
Total
Event
Hours
3
100%
3
19
7
92%
6
October 24,
2014, Crafton
Hills College,
FIER
21
12
100%
7.5
Introductory Reading Apprenticeship
Workshop
Palo Verde
27
27
79%
7
Re-Envisioning General Education:
Threshold Concepts, Wicked Problems, and Intersegmental Conversationand Intersegmental Conversation
February 27,
2015, Mt. San
Antonio College, FIER
35
35
100%
7
Event Title/
Description
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„„
„„
Introductory events attracted the attention of leaders working on CSU’s “Give Students a Compass” initiative, which resulted in a decision to formally collaborate. In 2014-15 the team collaboratively offered two leadership institute and 6 regional workshops for 117 educators from CSUs,
CCCs, and High Schools.
In addition to the 3CSN/Compass events, the CSU Institute for Teaching and Learning offered a
mini-grant program to support continued collaboration between CSU and CC partners around the
state, reaching hundreds of additional educators and growing the leadership capacity of educators in the CoP
Foothill Inland Empire Region – (http://fier.3csn.org)
Because the Foothill Inland Empire Region is geographically large, we are very dependent on 3CSN’s
strong network to support our regional members. During ‘14-15, we have taken advantage of the
expertise in the network by hosting numerous events in the region and encouraging FIER educators to
participate in events outside the region.
The Foothill Inland Empire Region connected with several of the 3CSN Communities of Practice
(Reading Apprenticeship, Threshold Project, California Acceleration Project) to provide professional
learning opportunities for individuals from both within and outside of the region.
The Foothill Inland Empire Region has also supported regional efforts of the Student Support and
Success Program. Through the LINKS 10 event, the region provided participants with an opportunity
to discuss existing and planned efforts on their campuses to address SSSP program goals. Through
introducing the California Acceleration Project to regional participants, we also provided opportunities
for discussion related to student equity issues.
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Appendix 8: LARN Regional Activity Chart and Network Overview
Event
#
Date/Location(s)/
ParticiRegion
pants
#
Colleges
(Total)
Length of
event (hrs)
Overall Rating
of Excellent
or Good
4th Annual Achieving the
Dream Retreat
May 29, 2015 at
L.A. City College
50
9
7
92%
BSI Southern California
Coordinators’ Event
May 1, 2015
at L.A. Harbor
College
22
11
5
100%
Summit on Culturally Responsive
Teaching and Leaning
March 27, 2015
at East Los
Angeles College
46
11
5.5
100%
Summit on Developmental
Education Pathways
February 27,
2015 at Los
Angeles City
College
34
11
5.5
100%
Summit on Assessment/
Placement
November 14,
2014 at Los
Angeles Pierce
College
55
11
5.5
100%
Professional Development
Coordinators Meeting
October 31, 2014
at Los Angeles
Community
College District
13
9
3
77%
Summit on First Year Experience
Programs
October 24, 2014
at Los Angeles
City College
31
9
5.5
95%
LACCD District Academic Senate
Summit
September 26,
2014 at Los
Angeles City
College
141
9
6
n/a
Equity Planning Roundtable
September
19, 2014 at
Los Angeles
Community
College District
21
8
3
n/a
BSI Reporting and Sharing Event
September 12,
2014 at West Los
Angeles College
16
10
3
100%
Equity Planning for Foster Youth
September 12,
2014 at West Los
Angeles College
23
8
3
100%
456
Unduplicated
colleges: 14
52
Total
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Los Angeles Regional Network (LARN) – (http://larn.3csn.org/)
The Los Angeles Regional Network (LARN) was able to leverage the goals of professional learning and
supporting communities of practice throughout the Southern California region. Through the numerous events hosted by LARN campuses, colleges were able to gather around shared goals and share
information on their campus efforts centered specifically around the Basic Skills Initiative, Achieving
the Dream, Student Equity Funding, and SSSP. To connect with other 3CSN COPs, LARN’s events had
spotlight speakers and presenters that discussed their campus involvement in the following COPs:
Reading Apprenticeship, Habits of Mind, CA. Acceleration Project, and BSILI. Through these presentations, participants were made aware of the COPs goals and were invited to participate in the COPs’
trainings.
LARN hosted statewide 3CSN events and events that responded to emerging needs and interests in
the region. LARN hosted BSI Coordinator events, LINKS workshops, and specialized Achieving the
Dream Summits; these were focused on four key themes: First Year Experience Programs, Assessment/Placement, Developmental pathways, and Culturally Responsive Teaching and Learning. LARN
was also home to several unique events that responded to the strengths, interests, and needs of the
region. These workshops/summits/events were aligned to IE, SSSP, and Student Equity in various ways.
Equity Planning for Foster Youth-September 12, 2014
On September 12, 2014, LARN hosted an Equity Planning for Foster Youth event at West Los Angeles
College. There were 23 participants representing eight LACCD campuses, as well as participants from
the Los Angeles Chamber of Commerce. The event was co-hosted with the John Burton Foundation
and the Alliance for Children’s Rights. This event focused on the mandate for community colleges to
include foster youth in their Equity Plan. Those who participated in this event have continued to participate in events hosted by John Burton Foundation and the Alliance for Children’s Rights, which plans
on having continues equity planning meetings throughout the year, including a foster youth services
fair, in which college administrators/staff can meet community organizations/agencies that have support for foster youth college students.
BSI Reporting & Sharing Event- September 12, 2014
BSI Reporting and Sharing Event was held at West Los Angeles College, after the Foster Youth Equity
Planning event. There were 16 participants from 10 campuses. All nine of the LACCD campuses had a
BSI representative there and there was a BSI coordinator from Oxnard present. The LARN team, along
with Dr. Deborah Harrington, Student Success Dean at LACCD, reviewed the BSI Report for the 2014
year. Participants were able to ask funding questions, i.e. approved ways in which they could spend
their BSI allocation. The LACCD campuses received updated copies of their BSI budgets. The participants were eager to list to how other campuses were using their funding and how their efforts could be
related to the SSSP and Equity funding. (Aligned to IE)
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Equity Planning Roundtable-September 19, 2014
LARN held an equity planning roundtable discussion about colleges’ Student Equity plans. 21 educators from eight campuses participated, including those from Career Ladders Project. During the meeting, the participants identified and explored equity gaps on their campus. Some of the “gaps” that
were stated were:
„„
Access for veterans/foster youth
„„
Graduation rates for men
„„
Transfer rates for students who are African American or Black
The nine campuses also discussed the current resources available to address these gaps, including
AtD, BSI, and Equity funding as well as resources on campus, such as FYE programs, UMOJA, another other special programs.
LACCD District Academic Senate Summit-September 26, 2014
LARN co-hosted the LACCD’s Academic Senate Summit, an annual event that occurs in the fall for
faculty and administrators of the nine campuses. There were 141 participants from all nine LACCD campuses, including the LACCD Chancellor and administrators from the LACCD office. The summit introduced the new LACCD Chancellor, Dr. Francisco Rodriguez. Workshops focused on increasing student
success. Los Angeles Harbor College presented on their Culturally Responsive Teaching and Learning
training. Their presentation linked them with Pierce College and L.A. Southwest College, who are now
collaborating in bringing the training to the campuses and sharing the costs.
LINKS 10 – October 17, 2014
LARN coordinators participated in the Links 10 event at Citrus College along with other 3CSN regional
coordinators (see Links 10).
Professional Development Coordinators Meeting – October 31, 2014
LARN hosted a meeting with professional development coordinators from its regional colleges. The
event was held at the LACCD Educational Service Center. There were 13 participants from nine campuses. Outside LACCD campuses included, El Camino College and Ventura College. The meeting focused
on upcoming LARN and 3CSN events, ways to collaborate, and possible ideas for professional learning
events. Some of the participants were new to their role as PD coordinators/directors and they were
interested in discussing with other what that role entailed. They stated that they would like to continue
meeting to share possible ideas and funding amongst the colleges.
National Clearinghouse Meeting – November 7, 2014
LARN participated, along with other 3CSN regional coordinators, in the National Clearinghouse on Professional Development meeting in Southern California. This event took place in Marina Del Rey. The
LARN coordinators facilitated breakout sessions/workgroups and discussion.
LACCD/ Student Success Steering Committee –December 12, 2014
The LACCD/ Student Success Steering Committee (BSI) held its monthly meeting at LACCD educational service center. This meeting focused on the “Community College Survey of Men (CCSM)”-the
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researchers presented the results of their study that included LACCD students. The data presented
indicated a need for student services staff and administrators to be more attentive to the needs and
experiences of male students of color. There are plans to bring to present the study’s findings to the
rest of the campuses, including the faculty and staff.
LARN’s Achieving the Dream (AtD) & Student Success Summits (2014-2015)
This 2014-15 3CSN Coordinators planned professional learning summits that focused on four themes
that reflected the AtD and Student Success initiative goals. The summit themes were:
First Year Experience Programs
Assessment/Placement
Developmental Pathways
Culturally Responsive Teaching and Learning
The summit planning committee consists of BSI coordinators, 3CSN LARN Coordinators, and faculty
from the nine LACCD campuses. The committee designed a template for each summit, including a
keynote speaker, a shared reading, a college panel, and a college survey. Each survey was created
based on the topic(s). For example, to support the first year experience program summit, surveys were
sent to the directors, deans, and other faculty that were overseeing a program on their campus asking
about practices, barriers, and contact information for first year experience programs. Similarly, for the
assessment/placement summit, a survey was sent to those administrators and faculty that oversaw assessment/placement on campus. The data from the surveys were collected, analyzed, and presented
to the LACCD student success committee, the Fourth Annual Achieving the Dream Retreat for LACCD.
They are also viewable on both the 3CSN website and the LACCD website.
First Year Experience Summit (October 24, 2014 at Los Angeles City College)
There were 31 participants and 9 campuses represented in this first summit. The summit focused on the
emerging practices of FYE programs within the LACCD campuses. The keynote speaker was Shelagh
Rose from Pasadena City College’s first year experience program. The panel included faculty from East
Los Angeles College, Pierce College, Harbor College, and Southwest College. Each college discussed
their promising practices within their program and the obstacles they have encountered.
Assessment/Placement Summit (November 14, 2014 at Los Angeles Pierce College)
There were 55 participants from 11 campuses. The LACCD Achieving the Dream coaches and a representative from the CCCCO were also present. The summit focused on new state policy changes on
common assessment. The keynote speaker, Amy Beadle from CCCCO, discussed the common assessment policy and its implementation process. The campus panel consisted of those campuses that
were providing innovative ways for students to prepare for the assessment, assessment information,
and orientations. Participants discussed ways in which their campus was addressing overall assessment/placement logistics, their thoughts on the common assessment framework, and how SSSP was
being implemented.
Developmental Education Pathways Summit (February 27, 20915 at Los Angeles City College)
There were 34 participants from 11 campuses. Dr. Katie Hern from the CAP CoP was the keynote
speaker. The panel included Pierce College, Los Angeles Trade Tech College, Los Angeles Southwest
College. Participants discussed campus issues surrounding developmental education.
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Culturally Responsive Teaching and Leaning Summit (March 27, 2015 at East Los Angeles
College)
There were 46 participants and 11 campuses represented for this summit. The keynote speaker was
Dr. Darrick Smith from the University of San Francisco. He discussed the current equity issues facing
the state’s community colleges and the role faculty and staff have in assisting students. The college
panelists included Los Angeles Southwest College, Los Angeles Harbor College, and Los Angeles City
College. Discussion centered on improving student success by closing equity gaps.
FTLA –Faculty Teaching and Learning Academy – 2015
Los Angeles Community College District (LACCD) Faculty Teaching and Learning Academy (FTLA),
founded in 2008 by the Student Success Initiative, is a joint effort between the District administration
and the District Academic Senate to foster the highest standards of teaching and learning scholarship
and to encourage the development of institutional cultures and environments that are learning-centered and technologically advanced.
Academy Objectives
The FTLA is designed to develop a widening community of faculty who:
„„
Explore and test methods of teaching and learning
„„
Facilitate the design of new classroom approaches to student success
„„
Increase knowledge and skills in a variety of new learning technologies
„„
Contribute to an ongoing dialogue about pedagogy, curriculum, and technology
„„
Form strategic partnerships that advance learning-centered practices and encourage and reward
innovation in teaching and learning
21st Century Learning
FTLA was designed to develop a widening community of faculty committed to improving teaching and
learning by incorporating new methods and technologies into their classrooms to increase student
success. Unlike the traditional “once and done” approach to faculty learning, FTLA engages faculty in
ongoing dialogue about pedagogy, curriculum, and technology. The curriculum for 2015 focused on
creating a meaningful and powerful classroom, with an emphasis on their first day lesson plan, syllabus re-design, technology to enable instructors to “flip the classroom, ” equity, habits of mind, and
incorporation of reading apprenticeship.
Class of 2015:
This year, twenty-one faculty from eight of LACCD campuses participated in the seventh cohort of LACCD’s Faculty Teaching and Learning Academy (FTLA). All 21 participant successfully completed the
FTLA. The will be reunited during the FTLA reunion in the fall 2015.
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Table 1: LACCD Campuses Participating in FTLA
LACCD College
# of Participants
from the College
Los Angeles City College
2
East Los Angeles College
2
Los Angeles Harbor College
5
Los Angeles Mission College
1
Los Angeles Pierce College
5
Southwest College
4
Los Angeles Trade-Tech College
1
West Los Angeles College
1
This summer 2015, Los Angeles Pierce College is set to host a FTLA cohort on their campus as part of
their professional learning initiative centered on student success.
BSI Southern California Coordinators’ Event -May 1, 2015
The BSI Coordinators’ Event was hosted by Los Angeles Harbor College. There were 45 participants
form 22 colleges. The event’s guest speaker was Alketa Wojcik from BSAC and John Hetts, Senior
Director of Data Science, Educational results Partnership, and Jennifer Coleman, Statewide Director of
the Common Assessment Initiative.
Fourth Annual Achieving the Dream Retreat-May 29, 2015
The event was hosted by Los Angeles City College, there were 50 participants from the nine LACCD
campuses were represented. Participants discussed the outcomes of the four summits and possible
ways to collaborate on their initiatives, such as BSI, AtD, and Equity planning. Participants also set the
goals for the upcoming academic year, which will include: (1) Integrating professional learning, (2)
Welcoming first year/time students into the campus, (3) Pathways towards completion/increase persistence, and (4) Collaborative alignment across plans.
Appendix 9: OCLN Regional Activity Chart and Network Overview
Event Title/
Descriptor
Date/Location(s)
Overall
Total
# Participants # Colleges Rating
Event
(Total)
(Total)
Excellent
hours
or Good
BSI Reporting
September 12, 2014; Santiago
Canyon College
15
8
100%
2
RA Fundamentals
February 20, 2015; Orange
Coast College
35
2
64%
3
Professional Learning
and Campus Culture
March 27, 2015; Cerritos
College
33
17
100%
3.5
BSI Sharing
April 10, 2015; Golden West
College
10
6
100%
3.5
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Orange County Learning Network 2014-2015 – (http://ocln.3csn.org/)
The OCLN is comprised of fifteen institutions: Cerritos College, Coastline Community College, Compton College, Cypress College, El Camino College, Fullerton College, Golden West College, Irvine Valley
College, Long Beach City College, Orange Coast College, Rio Hondo College, Saddleback Community
College, Santa Ana College, Santiago Canyon College, and the School of Continuing Education.
A new regional coordinator (Danny Pittaway) was appointed in August 2014; Danny’s first 3CSN activity was as a participant in BSILI 2010. He is the Student Success Coordinator at Coastline Community College. He is a full-time faculty member in reading and education and a former ESL instructor
in credit and noncredit settings. The following is a list of activities and accomplishments for the OCLN
coordinator:
„„
„„
„„
„„
„„
Presented at Tutor Expo ’15 at Pierce College (March 20) on tutor training and program development
Presented at the 2015 ACTLA/ATP Conference with Crystal Kiekel and Mark Manasse on the
professionalization of tutoring
Appointed to two-year term as political liaison for ACTLA in summer 2015
Proposal on professionalization of tutoring accepted to present at upcoming 2015 Strengthening
Student Success Conference
Proposal on course-embedded tutoring in math accepted to present at upcoming 2015 AMATYC
(American Mathematical Association of Two-Year Colleges) Conference in New Orleans in November.
OCLN events were characterized by a spirit of innovation focused on how to integrate multiple initiatives funded by Student Equity, SSSP, and BSI. OCLN is comprised of approximately 70 educational
professionals who work in the 15 institutions in the region. The OCLN coordinator stays in contact with
this group through email and blog activity.
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Appendix 10: SDIVN Regional Activity Chart and Network Overview
# Participants # Colleges
(Total)
(Total)
Overall
Rating of
Excellent
or Good
Total
Event
Hours
Event Title/
Descriptor
Date/
Location(s)
Basic Skills Regional
Sharing Event
September 5, 2014
San Diego Mesa College
14
5
N/A
2
Reading Apprenticeship
January 5, 2015
Imperial Valley College
54
3
85%
7.5
Basic Skills Regional
Sharing Event
January 9, 2015
San Diego Mesa College
7
6
N/A
2
Reading Apprenticeship
February 6, 2015
San Diego Mesa College
41
6
100%
7.5
LINKS 11
February 20, 2015
MiraCosta College
22
11
100%
6
BSI Sharing –
Southern California
May 1, 2015
LA Harbor College
22
11
100%
6
San Diego Imperial Valley Network – (http://sdivn.3csn.org)
In SDIVN, the network is working well to promote regional and CoP work. Because of this, information about how to complete the Basic Skills report and how to better serve Basic Skills students at the
campus level is readily disseminated via weekly emails, phone calls, and face-to-face meetings. Multiple workshops were held on Reading Apprenticeship, and Acceleration for math and English is present
on a growing number of campuses. Imperial Valley College was especially active with their work within
the network, including monthly follow up calls from BSILI 2014. Not to mention, SDIVN is an integral
member of the new LAP CoP. Overall, with LINKS, Regional Gatherings, as well as CoPs, SDIVN is a
highly active region for 3CSN.
SDIVN had a myriad of events in 2014-2015. Regional sharing events and Reading Apprenticeship
were among the most notable, but the growth of the LAP CoP was one of the most unique occurrences
of the year. Working closely with both the Orange County and Los Angeles networks, the Professionalization of Tutoring was one of the central focuses of the region. We created a statewide survey for 112
community colleges and presented at a number of state conferences throughout the year. Additionally,
I was elected onto the boards of both CalADE and ACTLA, helping to grow the SDIVN and 3CSN networks. Overall, in 2014-2015, via my work in the region as well as throughout the state, I was able to
reach over 31 colleges and over 423 participants with over 54 contact hours.
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Appendix 11: NCLN Regional Activity Chart and Network Overview
Event Title/ Description
Date/
Location(s)
# Participants
(Total)
# Colleges
(Total)
Overall Rating
of Excellent
or Good
Total
Event
Hours
Reading Apprenticeship
Workshop
August 20, 2014
American River
College
28
2
100%
6
BSI Reporting and
Sharing Event
August 21, 2014
Berkeley City College
12
6
100%
2
Introductory Reading
Apprenticeship
Workshop
September19, 2014
Gavilan College
23
4
100%
6.5
Reading Apprenticeship
in STEM Workshop
September 26, 2014
Canada College
12
4
100%
3.5
Habits of Mind
ntroductory Workshop
October 3, 2014
College of San Mateo
14
5
Unavailable
3.5
Deeper STEM Learning
Through Metacognitive
Conversation: a Reading
Apprenticeship
Workshop
October 17, 2014
Foothill College
19
5
100%
7.5
LINKS 10: Taking the
Lead: Building
Sustainable Professional
Learning
October 24, 2014
Canada College
23
13
100%
6
Re-Envisioning General
Education: Threshold
Concepts, Wicked
Problems, and
Intersegmental C
onversation
November 7, 2014
Las Positas College
14
10
100%
7
Deeper STEM Learning
Through Metacognitive
Conversation: a Reading
Apprenticeship
Workshop
November 21, 2014
Santa Rosa
Junior College
25
11
100%
7.5
Introductory Reading
Apprenticeship
Workshop
January 14, 2015
American River
College
35
7
100%
6
NCLN
NCLN/Far North
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Event Title/ Description
Date/
Location(s)
# Participants
(Total)
# Colleges
(Total)
Overall Rating
of Excellent
or Good
Total
Event
Hours
Introductory Reading
Apprenticeship
Workshop
January 20, 2015
Skyline College
31
4
92%
7
BSI Sharing Event: ESL
Community of Practice
February 20, 2015
Laney College
14
4
100%
3
LINKS 11: Scaling and
Building Successful
Programs
February 27, 2015
College of San Mateo
22
8
100%
6
Course Planning with
Reading Apprenticeship
March 13, 2015
American River
College
17
4
100%
3.5
Course Planning with
Reading Apprenticeship
April 10, 2015
Skyline College
15
6
100%
3.5
Introductory Habits of
Mind Event
April 23, 2015
De Anza College
19
4
100%
4
Habits of Mind
Workshop
April 24, 2015
Cabrillo College
68
7
93%
6.5
BSI Sharing Event:
Sense and Sensibility
May 1, 2015
College of Marin
18
4
100%
3.5
BSI Coordinator Event
May 8, 2015
Solano College
21
14
100%
6
Re-Envisioning General
Education: Threshold
Concepts, Wicked Problems, and Intersegmental Conversation
May 8, 2015
San Jose City College
20
11 CCs and
CSUs
91%
7
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Northern California Learning Network – (http://ncln.3csn.org)
The Northern California Learning Network strives to build community and connections across Northern California. From August 2014 to June 2015, the NCLN facilitated 18 events, and these events are
the direct product of network-building, as educators at each of the 18 host colleges attended previous
NCLN and/or 3CSN events. These events were opportunities to introduce their campus colleagues and
educators from nearby colleges to 3CSN and its Communities of Practice.
The NCLN continues to support 3CSN’s Communities of Practice. The NCLN hosted eight Reading Apprenticeship events, two of which were “Deeper STEM Learning Through Metacognitive Conversation:
A Reading Apprenticeship Workshop.” In addition, the NCLN hosted a Habits of Mind Introductory
Workshop at Canada College facilitated by HoM CoP leader, Jan Connal. Additionally, in Spring 2015,
the NCLN hosted two Habits of Mind workshops at De Anza College and Cabrillo College. The NCLN
also hosted “Re-Envisioning General Education: Threshold Concepts, Wicked Problems, and Intersegmental Conversation” at Las Positas College facilitated by Threshold CoP leader Nika Hogan.
The NCLN kicked off the 2014-2015 academic year with a BSI Reporting and Sharing Event at Berkeley City College to aid BSI coordinators in completing their yearly BSI reports. In August 2014, colleges
were devising SSSP and Equity Plans, and attendees of this BSI event had many questions about the
manner in which other colleges were creating and integrating these two reports with their BSI reports.
A portion of this event was devoted to sharing SSSP and Equity planning processes. The NCLN ended
the year with a BSI Coordinator Event at Solano College to share recent changes in BSI reporting and
updates on the Common Assessment Initiative and placement reform. In addition, this event asked
attendees to complete a “crosswalk activity” to align SSSP, Equity, and BSI initiatives. Attendees marveled at the crosswalk and talked about sharing the activity with their home campuses.
In addition to the above events, the NCLN facilitated “LINKS 10 Taking the Lead: Building Sustainable
Professional Learning” at Canada College to help colleges create strong cultures of professional learning, and it facilitated “LINKS 11: Scaling and Building Successful Programs” to help colleges lead from
“why.”
Far North Region
The Far North Region collaborated with NCLN on several regional events as noted in the NCLN activity chart. Progress was made with individual campuses, such as College of the Siskyous, Lassen
Community College, and Lake Tahoe Community College (a new addition to the region). The Far North
Regional Coordinator provided support and outreach to these colleges, including BSI Annual Report
guidance, BSI Expenditure Report guidance, online resources detailing allocations and appropriate
expenditures, specific presentations detailing 3CSN Communities of Practice, and general training for
newly-hired BSI Coordinators.
Plans were initiated in June 2015 to offer a CAP one-day event at Shasta College that will serve colleges in the Far North. Specifics on this event will be reported in the fall 2015 midterm report.
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Appendix 12: 61 Colleges Participating in California Acceleration Project
61 Colleges Participating in CAP Accelerated Pathways Offered
Years Participating
Allan Hancock
English
2014, 2015
Bakersfield
Math
2015
Barstow
English
2015
Berkeley City
Math
2011
Butte
English
2011, 2014, 2015
Cabrillo
Math
2015
Cañada
Math
2012, 2014
Cerritos
English
2013
Chabot
Math
2013, 2014
City College of San Francisco
English and Math
2011, 2012, 2014, 2015
College of Alameda
Math
2012, 2014
College of Marin
English
2012
College of the Canyons
English and Math
2011, 2012, 2014, 2015
College of the Redwoods
English and Math
2013, 2014, 2015
College of the Sequoias
English
2015
Contra Costa
Math
2014
Cuesta
Math
2013
Cuyamaca
English, Math, ESL
2011, 2012, 2013, 2014, 2015
Diablo Valley
Math
2011
El Camino – Compton
English
2013
Feather River
English
2013
Fullerton
English
2011, 2013
Gavilan
English
2011
Grossmont
English
2015
Imperial Valley
English
2011
Irvine Valley
English
2013, 2014
LA Harbor
Math
2012
LA Mission
Math
2013
LA Trade Tech
English
2011
LA Valley
English
2012
Lake Tahoe
English
2013, 2014
Laney
ESL
2012
Las Positas
English
2013, 2014, 2015
Lassen
English
2013
Long Beach
English
2015
Los Medanos
English and Math
2011, 2012, 2013, 2014
Mendocino
English
2015
continued next page
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61 Colleges Participating in CAP Accelerated Pathways Offered
Years Participating
MiraCosta
English
2015
Modesto Junior College
English
2015
Moreno Valley
English and Math
2011, 2012, 2014, 2015
Mt San Jacinto
English
2012
Ohlone
English
2013
Palomar
ESL and Math
2013
Pasadena City
English and Math
2011, 2012
Porterville
English
2013, 2014
Reedley
English
2015
Riverside City
English and Math
2011, 2015
Saddleback
English
2015
San Diego City
English and Math
2012, 2015
San Diego Mesa
English
2011, 2012, 2015
San Diego Miramar
Math
2012
San Mateo
English
2015
Santa Monica
English
2011
Santa Rosa
English
2014
Shasta
Math
2014, 2015
Skyline
English and Math
2012, 2014
Southwestern
English
2014, 2015
Victor Valley
Math
2015
West Los Angeles
English
2014, 2015
West Valley
English and Math
2013, 2015
Yuba
English
2011, 2014
Appendix 13: 2014-15 HoM Workshops and Discussion Groups
Event Title/
Descriptor
Cultivating a Growth
Mindset: Session 1
Cultivating a Growth
Mindset: Session 2
Cultivating an Academic
Mindset in the Disciplines:
Discussion 1
81
Date/Location/Sponsoring
# Participants # Colleges
Region
August 15, 2014
41
8
West LA College
LARN
September 19, 2014
36
8
Fullerton College
OCLN
September 28, 2014
12
1
Cerritos College
OCLN
Overall Rating
Excellent/Good
95%
88%
Not Available
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Event Title/
Descriptor
Introduction to Habits of
Mind Workshop
Date/Location/Sponsoring
# Participants # Colleges
Region
October 3, 2014
14
10
Overall Rating
Excellent/Good
Not Available
Learning Lab session:
“Pedagogies for Cultivating
Intellectual Habits of Mind
across Disciplines”
Cultivating a Growth
Mindset: Session 3
October 9, 2014, Strengthening Student Success
Conference
40 (est.)
Unknown
Not Available
October 10, 2014 Strengthening Student Success
Post-Conference
34
7
100%
Cultivating an Academic
Mindset in the Disciplines:
Discussion 2
Habits of Mind Roundtable
Discussion
October 23, 2014
Cerritos College
12
1
Not Available
October 19, 2014
Fullerton College
OCLN
12
1
Not Available
Cultivating an Academic
Mindset in the Disciplines:
Discussion 3
Habits of Mind for Student
Equity
February 26, 2015
Cerritos College
OCLN
12
1
Not Available
March 6, 2015
West LA College
LARN
28
6
Not Available
Introduction to Reading
Apprenticeship and Habits of
Mind
March 6, 2015
West Hills Coalinga
CVRN
47
3
RA 95%
HoM 90%
Habits of Mind in the
Disciplines
April 17, 2015
Fullerton College
OCLN
57
15
98%
Introduction to Habits of Mind
Workshop
April 23, 2015
De Anza College
NCLN
30
7
100%
Introduction to Habits of Mind
Workshop
April 24, 2015
Cabrillo College
NCLN
68
6
93%
College of San Mateo
NCLN
OCLN
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Appendix 14: Habits of Mind/Growth Mindset Workshop Survey Protocols
A Pre-Test
Learning Survey
1.What is your gender?
a. Male
b. Female
2. What is your age?
a. Under 18
b. 18-22
c. 23-27
d. 28-32
e. 33 or above
3. How many semesters have you completed at the college?
a. It’s my first semester.
b. I have completed 1-2 semesters.
c. I have completed 3-4 semesters.
d. I have completed 4-5 semesters.
e. I have completed more than 5.
4. How many classes are you taking this semester?
a. I am taking 1 class this semester.
b. I am taking 2 classes this semester.
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c. I am taking 3 classes this semester.
d. I am taking 4 classes this semester.
e. I am taking 5 classes this semester.
f. I am taking more than 5 classes this semester.
5. Is this your time taking this class?
a. Yes
b. No
6. What is your major? ______________________________________
7. Have you previously used any of the following campus resources: (circle all that apply)
a. Tutoring
b. Writing lab
c. Instructor office hours
d. Library
e. Online resources (tutoring or writing lab)
f. Counseling
8. Have you ever taken any classes at any other community colleges?
a. Yes
b. No
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Read the statements. Circle the number that matches how much you agree or disagree with the
statement.
1) You have a certain amount of intelligence and you really can’t do much to change it.
Strongly Agree
1
Agree
23
Disagree
45
Strongly Disagree
6
2) You intelligence is something that you can’t change very much.
Strongly Agree
1
Agree
23
Disagree
45
Strongly Disagree
6
3) You can learn new things but you can’t really change your basic intelligence.
Strongly Agree
1
Agree
23
Disagree
45
Strongly Disagree
6
B. Post-Test
Learning Survey
Have you previously used any of the following campus resources: (circle all that apply)
c. Tutoring
d. Writing lab
e. Instructor office hours
f. Library
g. Online resources (tutoring or writing lab)
h. Counseling
i. Other: ___________________________________________________
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9. Do you feel like the growth mindset sessions/workshops have changed your mindset?
a. Yes
b. No
10. As a result of the growth mindset sessions/workshops, did you change your approach to
learning and studying?
a. Yes
b. No
11. Would you be willing to participate in a follow-up interview to discuss growth mindset?
a. Yes
b. No
12. If yes, please provide your email address: _____________@__________________________
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Appendix 15: 2014-2015 RAP Events
Event Title/
Descriptor
Date/Location(s)
Sponsoring Region
#
# Colleges
Participants
Total
Event
Hours
2-Day Introduction to Reading
Apprenticeship
August 8-9, 2014
Yuba College
NCLN/Far North
18
4
14
1-Day Introduction to Reading
Apprenticeship
August 20, 2014
American River College
NCLN/Far North
27
2
6
1-Day Introduction to Reading
Apprenticeship
August 22, 2014
Santa Ana College
OCLN
35
2
7
1-Day Introduction to Reading
Apprenticeship
September 19, 2014
Gavilan College
NCLN
23
4
6.5
Reading Apprenticeship in STEM
Workshop
September 26, 2014
Canada College
NCLN
12
2
3.5
Deeper STEM Learning Through
Metacognitive Conversation: a Reading
Apprenticeship
October 3, 2014
West Los Angeles College
LARN
19
5
7.5
19
5
7.5
Deeper STEM Learning Through
Metacognitive Conversation: a Reading
Apprenticeship
October 17, 2014
Foothill College
NCLN
1-Day Introduction to Reading
Apprenticeship
October 24, 2014
Cuesta College
NCLN/CVRN
36
3
7
1-Day Introduction to Reading
Apprenticeship
November 14, 2014
College of the Sequoias
CVRN
33
8
7.5
Deeper STEM Learning Through
Metacognitive Conversation: a Reading
Apprenticeship
November 14, 2014
Crafton Hills College
FIER
12
4
7.5
Deeper STEM Learning Through
Metacognitive Conversation: a Reading
Apprenticeship
November 21, 2014
Pasadena City College
LARN
25
7
7.5
Deeper STEM Learning Through
Metacognitive Conversation: a Reading
Apprenticeship
November 21, 2014
Santa Rosa Jr. College
NCLN
25
11
7.5
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Event Title/
Descriptor
Date/Location(s)
Sponsoring Region
#
# Colleges
Participants
Total
Event
Hours
1-Day Introduction to Reading
Apprenticeship
January 5, 2015
Imperial Valley College
SDIVN
54
2
7.5
1-Day Introduction to Reading
Apprenticeship
January 14, 2015
American River College
NCLN/Far North
35
7
6
1-Day Introduction to Reading
Apprenticeship
January 20, 2015
Palo Verde College
FIER
27
1
7
1-Day Introduction to Reading
Apprenticeship
January 20, 2015
Skyline College
NCLN
45
3 plus
2 high
schools
7
1-Day Introduction to Reading
Apprenticeship
February 6, 2015
San Diego Mesa College
SDIVN
43
7
7.5
Reading Apprenticeship Fundamentals
February 20, 2015
Orange Coast College
OCLN
36
7
3
Introduction to Reading Apprenticeship
and Habits of Mind
March 6, 2015
West Hills Coalinga
CVRN
47
3
5
Reading Apprenticeship
Course Planning Workshop
March 13, 2015
American River College
NCLN/Far North
17
6
3.5
Reading Apprenticeship
Course Planning Workshop
April 10, 2015
Skyline College
NCLN
15
6
3.5
Deeper STEM Learning Through
Metacognitive Conversation: a Reading
Apprenticeship
April 10, 2015
Crafton Hills College
FIER
20
7 plus
5 K-12
schools
6.5
Reading Apprenticeship Webinar:
Campus Change Narrative at American
River College
May 14, 2015
CCC Confer
All regions
2
2
1
Reading Apprenticeship Webinar:
Campus Change Narrative at College of
San Mateo
May 19, 2015
CCC Confer
All regions
4
4
1
continued next page
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Appendix 15: 2014-2015 RAP Events – Continued
Event Title/
Descriptor
Reading Apprenticeship Webinar:
Campus Change Narrative at Santa Rosa
Junior College
Date/Location(s)
Sponsoring Region
#
# Colleges
Participants
Total
Event
Hours
May 21, 2015
CCC Confer
2
2
1
15
5
24
6
4
1
All regions
May26-28, 2015
Central Valley 3-Day Reading Apprenticeship Institute
Fresno City College
CVRN
Reading Apprenticeship Webinar:
Campus Change Narrative at Pasadena
City College
June 4, 2015
CCC Confer
All regions
Appendix 16: RAP CoP Events Conducted in Collaboration with
the Strategic Literacy Initiative
Event Title/
Descriptor
Location
#
Participants
#
Colleges
3-Day seminar in Reading Apprenticeship
WestEd Oakland Offices
44
23
STEM seminar in Reading Apprenticeship
WestEd Oakland Offices
11
7
Leadership Community of Practice
WestEd Oakland Offices
26
13
3-Day seminar in Reading Apprenticeship
WestEd Oakland Offices
18
13
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Appendix 17: Colleges Attending Threshold CoP Leadership Event
by Region and Discipline – Colleges
Northern Region
Southern Region
Los Angeles area
Bay Area
„„
„„
„„
„„
„„
„„
„„
„„
Berkeley City College
Canada College
Foothill College
Santa Rosa Junior College
Skyline College
San Francisco State University
San Jose State University
CSU, East Bay
„„
„„
„„
„„
„„
„„
„„
El Camino College
LA Mission College
Moorpark College
Pasadena City College
CSU, Los Angeles
CSU, Northridge
CSU, Channel Islands
Foothill / Inland Empire
Central
„„
„„
„„
„„
„„
„„
„„
American River College
Bakersfield College
Sacramento City College
CSU, Sacramento
CSU, Bakersfield
CSU Stanislaus
„„
San Diego/ Imperial Valley
„„
„„
„„
„„
„„
„„
„„
„„
„„
„„
„„
„„
„„
CSU, Chico
Feather River College
Yuba College
Engineering
Communications
History
Counseling
Sociology
ESL
Spanish
Architecture
„„
„„
„„
„„
„„
„„
„„
„„
„„
„„
„„
Cal Poly, San Luis Obisbo
CSU, Monterey Bay
Hartnell College
Gavilan College
Disciplines
Health Education
Mechanical Engineering
Environmental Policy
Recreation, Parks, and
Tourism
Urban Planning
Biology
Education
English
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CSU, San Marcos
San Diego Mesa College
Central Coast
Far North
„„
San Bernardino Valley College
CSU, San Bernardino
„„
„„
„„
„„
„„
„„
„„
„„
Psychology
Visual Arts
Physics
Library
Chemistry
Management
Political Science
International Education
90
Appendix 18: 2014-15 Threshold Project CoP Events
Event Title/
Descriptor
Date/Location(s)
Sponsoring Region
#
Participants
#
Colleges
Total
Event
Hours
Strengthening Student Success Post-Conference Session
October 10, 2014
Costa Mesa
3CSN Network
35
25 CCs and CSUs
4
Re-Envisioning General Education:
Threshold Concepts, Wicked Problems,
and Intersegmental Conversation
November 7, 2014
Las Positas College
NCLN
17
9 CCs, CSUs, and
high schools
7
Re-Envisioning General Education:
Threshold Concepts, Wicked Problems,
and Intersegmental Conversation
February 27, 2015
Mt. San Antonio
College
FIER
18
12 CCs and CSUs
7
Re-Envisioning General Education:
Threshold Concepts, Wicked Problems,
and Intersegmental Conversation
April 17, 2015
LA Mission College
LARN
7
3 CCs
4
Re-Envisioning General Education:
Threshold Concepts, Wicked Problems,
and Intersegmental Conversation
May 8, 2015
San Jose City College
NCLN
20
11 CCs and CSUs
7
Appendix 19: 2014-15 Threshold CoP Events Supported by CSUs
Name and date
Location
From Common Core to General Education (GE):
What don’t we know about what we each expect our
students to know from high school to community college
to CSU?
November 21, 2014
Sacramento State (with American River College
and Granite Bay High School)
Building Bridges for Transfer Success: Threshold Concepts
and Wicked Problems
December 5, 2014
CSU Channel Islands (with Moorpark College)
Threshold Concepts and Wicked Problems
December 6, 2014
CSU Chico (with Yuba College)
Threshold Concepts and Wicked Problems in Chemistry
and Biology
January 9, 2015
CSU Northridge (with LA Mission College)
Meaningful Metamorphosis:
Transformative Educational Practices
January 30, 2015
CSU San Marcos (with Palomar College and Mira
Costa College)
Faculty convening and planning around GE pathways
CSU Stanislaus (with Modesto Junior College)
Faculty convening and planning around GE pathways
CSULA (with East LA College and Pasadena City
College)
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Appendix 20: LINKS 10 Summary Chart
Event Title/
Descriptor
LINKS 10
Taking the Lead:
Building Sustainable
Professional
Learning
#
Participants
#
Colleges
Overall Rating:
Excellent or
Good
September 26, 2014
Santa Ana College
OCLN
27
11
100%
October 17, 2014
Citrus College
FIER
22
14
92%
October 17, 2014
Clovis Community College
Center – Herndon Campus
CVRN
12
4
90%
October 24, 2014
Canada College
NCLN
23
13
100%
Date/Location(s)
Sponsoring Region
Appendix 21: LINKS 11 Summary Chart
Event Title/
Descriptor
LINKS 11
Beyond Boutique:
Scaling Success
Programs and
Practices
#
Participants
#
Colleges
Overall Rating:
Excellent or
Good
February 20, 2015
Mira Costa
SDIVN
22
11
100%
February 27, 2015
College of San Mateo
NCLN
22
7
100%
March 13, 2015
LA Mission College
LARN
13
8
100%
Date/Location(s)
Sponsoring Region
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Appendix 22: 2014-15 BSILI Professional Learning Hub Events
sponsored by BSILI 2013 and BSILI 2014 PL Hubs
Event Title/
Descriptor
Date/Location(s)
Sponsoring Region
#
Participants
#
Colleges
2-day Reading Apprenticeship Workshop
August 8-9, 2014
Yuba College
(2014)
Far North, NCLN
18
4
Introductory Reading Apprenticeship Workshop
September 26, 2014
Gavilan College
(2013 & 2014)
NCLN
23
4
Habits of Mind Introductory Workshop
October 3, 2014
College of San Mateo
(2013)
NCLN
14
5
Deeper STEM Learning Through Metacognitive
Conversation: A Reading Apprenticeship
November 14, 2014
Crafton Hills College
(2014)
FIER
12
4
Deeper STEM Learning Through Metacognitive
Conversation: A Reading Apprenticeship Workshop
November 21, 2014
Pasadena City College
(2013)
NCLN
25
7
Deeper STEM Learning Through Metacognitive
Conversation: A Reading Apprenticeship Workshop
November 21, 2014
Santa Rosa Jr. College
(2013 & 2014)
NCLN
25
11
Introductory Reading Apprenticeship Workshop
January 5, 2015
Imperial Valley College
(2014)
SDIVN
54
2
96
34
February 20, 2015
Increasing Student Completion Through Accelerated Sacramento City College
English and Math
(2013 & 2014)
Far North/NCLN
Re-Envisioning General Education: Threshold
Concepts, Wicked Problems, and Intersegmental
Conversation
February 27, 2015
Mt. San Antonio
College
(2014)
FIER
18
12 (CCs
and
CSUs)
LINKS 11
February 27, 2015
College of San Mateo
(2013)
22
7
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Event Title/
Descriptor
Date/Location(s)
Sponsoring Region
#
Participants
#
Colleges
Reading Apprenticeship and Habits of Mind
Workshop
March 6, 2015
West Hills Coalinga
(2014)
CVRN
47
3
Habits of Mind in the Disciplines Workshop
March 6, 2015
West Los Angeles
(2013 & 2014)
College
LARN
28
6
LINKS 11:
March 13, 2015
LA Mission College
2013
LARN
13
8
Tutoring Expo 2015
March 20, 2015
Pierce College
(2014)
LARN/OCLN
111
14
Deeper STEM Learning Through Metacognitive
Conversation: A Reading Apprenticeship
April 10, 2015
Crafton Hills College
(2014)
FIER
20
7 plus
5 K-12
schools
Habits of Mind in the Disciplines Workshop
April 17, 2015
Fullerton College
(2013 & 2014)
OCLN
57
15
May 1, 2015
College of Marin
(2014 & 2015)
NCLN
18
4
BSI Coordinators Event
May 1, 2015
LA Harbor College (2013)
LARN
22
11
BSI Coordinators Event
May 8, 2015Solano College
NCLN
22
8
Reading Apprenticeship Webinar: Campus Change
Narrative at American River College
May 14, 2015
CCC Confer-American River
(2013, 2014)
All regions
2
2
BSI Sharing Event:
Cultural Competency
continued next page
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Appendix 22: Continued
Event Title/
Descriptor
Date/Location(s)
Sponsoring Region
#
Participants
#
Colleges
Reading Apprenticeship Webinar: Campus Change
Narrative at College of San Mateo
May 19, 2015
CCC Confer-College
of San Mateo
(2013)
All regions
4
4
Reading Apprenticeship Webinar: Campus Change
Narrative at Santa Rosa Junior College
May 21, 2015
CCC Confer-Santa Rosa
Junior College
(2013, 2014)
All regions
2
2
Reading Apprenticeship Webinar: Campus Change
Narrative at Pasadena City College
June 4, 2015
CCC Confer-Pasadena
City College
(2013)
All regions
2
2
Appendix 23: Planned PL Hub Activities for 2015-2016
Event Title/Descriptor
95
Date/Location(s)
Sponsoring Region
FTLA
August 2015
Pierce College
(2014)
LARN
Equity Summit
August 28, 2015
Santa Rosa Junior College
(2013, 2014)
NCLN
Threshold Project Institute
August 28, 2015
Fullerton College
OCLN
Introductory Reading Apprenticeship
Workshop
September 11, 2015
College of Marin
(2014, 2015)
NCLN
BSI Reporting Session
September 11, 2015
Pierce College
(2014)
LARN
Reading Apprenticeship in the Disciplines Workshop
September 18, 2015
College of San Mateo
(2013)
NCLN
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Event Title/Descriptor
Date/Location(s)
Sponsoring Region
FTLA
September 18, 2015
Pierce College
(2014)
LARN
BSI Reporting Session
September 18, 2015
Crafton Hills College
(2014)
FIER
Equity Summit
September 25, 2015
Fullerton College
(2014)
OCLN
Professional Learning Event
October 23, 2015
Cerritos College
(2014, 2015)
Professional Learning Event
October 30, 2015
Canada College
(2015)
Habits of Mind Workshop
November 6, 2015
Hartnell College
(2014)
NCLN/CVRN
Equity Roundtable
November 13, 2015
Pierce College
(2014)
LARN
NorCal Acceleration Workshop
November 13, 2015
College of San Mateo
(2013)
NCLN
FTLA
December 4, 2015
Pierce College
(2014)
LARN
Spring 2016 BSILI/LINKS Event
April 29-30, 2016
College of the Canyons
(2015)
Reading Apprenticeship Conference
Spring 2016
College of San Mateo
(2013)
NCLN
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Appendix 24: Excerpt from the Bellwether Binder
3CSN Leadership Institute: Transforming Basic Skills
Instruction College
by College Supplemental Binder
Submitted by: The California Community College Success Network (3CSN)
Jeanne Costello, Christina Goff, Paula Gunder,
Dr. Deborah Harrington, Dr. Nika Hogan, Dr. Crystal Kiekel
For the 2015 Community College Futures Assembly
In Orlando, Florida
For consideration for the Bellwether Award
“I came to BSILI to just gain knowledge, but it was a personally transformative
experience. I came to collect materials, but I am walking away with the knowledge
and ability to influence change. I am definitely a better person, educator, and leader
after BSILI. I definitely AM empowered!”
Kheck Sengnany – Solano Community College & BSILI Alumni
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The 3CSN Leadership Group
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Contents
Summary
What is 3CSN?: Organizational Overview
What is BSILI?: Leadership Institute
Overview
A Closer Look: BSILI 2013 and 2014
The BSILI Experience: Artifacts and
Examples from the Institute
3CSN Leadership Institute:
Transforming Basic Skills
Instruction College
by College Supplemental
Binder
Flier
BSILI Application
Pre-Institute Guide
Syllabus
Samples of Key Concepts and Activities
Life after BSILI: Examples of Work from
the Communities of Practice
BSILI Leaders at College of San Mateo
BSILI Leaders at Fullerton College
BSILI Leaders at Los Medanos College
BSILI Leaders across California
Appendices
Link to Our One-Minute Video
PowerPoint Presentation Slides
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Summary
The California Community Colleges’ Success Network (3CSN), sponsored by
the California Community Colleges Chancellor’s Office, has redefined
professional development in California and is serving as a model nationwide
by focusing on ongoing, sustained, and robust professional learning in
regional and topical networks. Over 14,300 California community college
professionals have participated in 3CSN’s leadership institute, community
of practice learning networks, and regional workshops. These professional
learning opportunities help community college educators initiate and sustain
transformational leadership that impacts college-wide initiatives and classroom
instruction, so student success lives everywhere on campus.
Each year, 3CSN hosts the Basic Skills Initiative
Leadership Institute (BSILI), a week-long professional learning opportunity for California Community College faculty, staff, and administrators.
BSILI develops leaders who have the capacity to
facilitate networks of faculty, staff, and students
for curricular and institutional redesigns in support of increased student access, success, equity,
and completion. This networking approach brings
educators from across campus together to develop and refine a student success initiative, including the professional learning required to support
the initiative, removing artificial barriers that create silos. Following the institute, the 3CSN team
supports each college through implementation,
data inquiry, and evidence gathering through conference post-sessions, follow-up regional events,
phone conferencing, and face-to-face meetings.
BSILI not only reaches across disciplines and
programs to break down silos, a critical issue
from the 2014 Futures Assembly, it serves as
the launching pad for 3CSN’s Communities of
101
Practice in Acceleration, Habits of Mind, Reading
Apprenticeship, Threshold Project, and Career
Technical Education. These five Communities
of Practice (CoPs) provide ongoing professional
learning that supports instructors in building and
sustaining learning networks within their colleges
and geographical regions to support and strengthen one another’s learning to positively impact their
interactions with students.
3CSN’s Community of Practice on Acceleration,
California Acceleration Project (CAP), centers on
curricula redesign, another critical issue listed at
last year’s Futures Assembly. Through CAP, over
10,000 California community college students
have enrolled in redesigned English and Math
courses taught by CAP-trained faculty. The RP
Group found that in certain models of accelerated
English, students were likely to complete a college-level course at a rate of 2.3 times more than
students in traditional remediation; for students
in accelerated statistics pathways, the rate is 4.5
times greater than students in traditional reme-
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Graduating students from Citrus College, Glendora, California
diation. The focused leadership learning at BSILI
paired with support through 3CSN’s CAP has supported over half of the California Community Colleges in designing, implementing, and expanding
their acceleration efforts. Fullerton College started
its acceleration journey through BSILI and CAP;
in 2011, they offered four sections of accelerated
English. Due to the program’s success and leadership skills of BSILI-trained Fullerton faculty, the
college is offering 17 sections (a fourfold increase)
of accelerated English in Spring 2015. Fullerton
is one of the schools that 3CSN will highlight in its
presentation to exemplify the power of curricular
redesign and the ongoing planning and professional development that supports it.
Another CoP, the Reading Apprenticeship Project,
focuses on helping instructors model disciplinary
ways of reading, thinking and writing to support
students’ academic literacy across all disciplines.
Over 2000 educators from over 90 of California’s
community colleges have participated in the RA
Community of Practice launched through 3CSN’s
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leadership institute, BSILI. In 2012, College of
San Mateo (CSM) participated in BSILI. Within
weeks for returning from the institute, a team
of CSM faculty and administrators enrolled in a
3-day Reading Apprenticeship Seminar. The following academic year, several other CSM faculty
participated in RA workshops. In just over two
years, 70 instructors from CSM representing disciplines from English to Physics have participated
in RA workshops and continue to support each
other in integrating Reading Apprenticeship routines in their courses. In fact, CSM is serving as a
model for other colleges interested in bringing RA
into their STEM courses.
3CSN has developed a powerful network of leaders among California’s Community College professionals through its emphasis on collaboration,
quality professional learning, and networking.
102
What Is
participation in local, regional, and statewide
communities of practice.
?
Organizational Overview
Addressing the needs of under-served students
and increasing the capacity of community colleges
to help these students succeed in completing
certificates, degrees and/or transfer requirements
has been the focus of the California Community
Colleges Chancellor’s Office (CCCCO) Basic Skills
Initiative (BSI) through its Professional Development Grant, a.k.a., 3CSN, the California Community Colleges Success Network. This grant was
awarded to 3CSN largely in recognition of the fact
that few of the nearly 100,000 faculty, administrators, and staff in the system have received any type
of preparation or training to address the needs of
basic skills students at the classroom, program,
or institutional levels (Kozeracki, 2005). 3CSN’s
successful bid to represent the CCCCO’s BSI also
is due to a growing awareness of the benefits of
collaboration in educational settings, and this has
contributed to the growth of professional networks
that connect individuals and institu-tions (Mullen &
Lick, 1999) on an ongoing basis— the very essence of 3CSN’s approach to professional development through its infrastructure of regional networks
and communities of practice:
The regional networks hold regular meetings centered around local needs and best
practices, and regional network coordinators
provide technical assistance to improve each
colleges’ capacity to generate research, apply
research to program development and evaluation, and to build each colleges’ capacity for
ongoing professional development, including
103
The networked communities of practice center
on curricular and institutional redesign and involve empirically studied interventions including Reading Apprenticeship, English and Math
Acceleration, and Habits of Mind.
Both the regional networks and communities of
practice are highly coordinated and recursive efforts incorporating academic research and inquiry
with engaging and collaborative problem-solving
practices to achieve large-scale increases in student pathway completion.
By focusing on ongoing, sustained, and robust professional learning in regional and topical networks,
3CSN has redefined professional development in
California and is serving as a model nationwide.
Nearly 15,000 community college professionals
across the state of California have participated in
3CSN’s regional and community of practice learning networks to date. Recent highlights include:
3CSN’s Reading Apprenticeship Project
(RAP), with over 1,400 CCC participants, has
demonstrated the way that a pedagogical intervention, when supported by the statewide
community of practice, can spark institutional
change.
The College of San Mateo has institutionalized
a focus on academic literacy, setting the goal
that every CSM student will experience Reading Apprenticeship inspired instruction within
two years. View more details at ra.3csn.org,
or see the webpage excerpt in this section.
Pasadena City College has leveraged Reading Apprenticeship as a central piece of their
First Year Pathways (FYP) program, resulting
in Fall to Fall persistence rates increasing to
93.2% from 77% percent and elimination
of the achievement gap for FYP students.
The AACU has singled PCC’s FYP out as
an example of “inclusive excellence.” View
more details ra.3csn.org, or see the webpage
excerpt in this section.
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The over 10,000 students enrolled in
redesigned courses taught by faculty trained
through 3CSN’s California Acceleration
Project (CAP) exhibit “large and robust”
increases in student completion of collegelevel requirements in English and Math...
Study Findings
RP Group
Math students from Foothill College, Los Altos, California
Inspired by these examples and more, statewide
organizations in Michigan and Washington are
modeling statewide communities of practice in
Reading Apprenticeship on RAP.
A longitudinal study published by RP Group
demonstrates that the over 10,000 students
enrolled in redesigned courses taught by faculty
trained through 3CSN’s California Acceleration
Project (CAP) exhibit “large and robust” increases
in student completion of college-level requirements in English and math, with gains across all
student demographic and socioeconomic groups
and placement levels. View more details at the
California Acceleration Project (CAP) Website –
(cap.3csn.org).
3CSN’s Threshold Project has partnered with the
California State University’s Chancellor’s Office to
create a new leadership institute and accompanying community of practice to support dialogue
and support for the alignment of instruction
across the segments. 30 CSU faculty representing
13 CSUs and 30 CC faculty representing 18 CCs
completed the inaugural institute in the summer
of 2014.
3CSN Habits of Mind Community of Practice has
grown exponentially since its launch in late 2012,
resulting in over 950 CCC practitioners participating in face to face and online workshops. Due
to demand for even more intensive training to
support efforts at increasing student engagement
and understanding of the affective domain, a new
“Growth Mindset” institute has been created with
faculty from more than 18 disciplines as inaugural
members.
Total #
of Participants
Total #
of Colleges
(Unduplicated)
250+
70
1,700+
100+
BSI Coordinator’s Convenings - Focused on action plans, data, and
evaluation
550+
100+
CAP CoP Acceleration community of practice
250+
46
1,400+
91
950+
86
70+
18
9,200+
100+
Learning Network
BSILI Annual, week-long Summer Leadership Institute & year-long community of practice
LINKS Cohesive workshops focused on student completion
RA CoP Reading Apprenticeship community of practice
HoM CoP Habits of Mind community of practice
Threshold Project intersegmental community of practice (new)
Regional Learning Networks & Events
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Here are two excerpts captured from the 3CSN webpage. These pages highlight the inspiring
work that BSILI alumni colleges have done back on their respective campuses across California in the area of Reading Apprenticeship. Above, the work of the College of San Mateo is
highlighted. Below is an excerpt underscoring the strides made at Pasadena City College.
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What Is
?
Leadership Institute Overview
How do we increase the efficiency and effectiveness of California’s 112 community
colleges? The California Community Colleges
Success Network (3CSN) has designed a networked community of practice infrastructure
that is replicable, sustainable, and responsive
to emergent needs across the state...And it all
starts with BSILI.
3CSN’s theory of change is that:
If we provide training on networking
and we use action research
methodologies, community college
professionals will transform their
environments and identities to
create communities of practice that
will produce powerful learning and
working across campuses. This will
lead to greater student success.
Thus the aim of 3CSN is to build capacity so that
campus leaders can create their own change. In
this way, the 3CSN model of leadership development is collaborative, flexible, and recursive.
There is no single 3CSN program or practice, no
one-size-fits-all solutions mapped on to complex
problems. Rather, network participants are empowered to invest in professional learning and
relationships; build and prototype their own work
and networks based on research as well as 3CSN
practices, principles and communities; evaluate
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Educators collaborating at a bsili conference
the strengths and needs of their work; revise and
improve based on collaboration and increasing
expertise; and share results with an ever-increasing community of practice.
At the center of this nimble, responsive, flexible
network is leadership. In order to build capacity
to effectively address the nuanced, ever-changing
challenges that face community college students
and professionals, what is needed is strong,
skilled, adaptive, passionate and learning-centered leadership.
The Basic Skills Initiative
Leadership Institute is at the heart
of 3CSN in the sense that it builds
the leadership that lies at the heart
of all institutional change.
106
BSILI is a week-long June retreat which transforms educators into change agents through a focus on leadership as learning within a networked
community of practice infrastructure. College
teams come with an idea of a specific change
initiative for their campus. At BSILI, they learn key
concepts and principles of leadership and institutional change. They connect with individuals and
networks across the state, and those connections
help the team clarify their change initiative and
frame it around the wider regional, state, and/or
national context. They join existing and form new
communities of practice that help further refine
and support their change. At the same time, they
create comprehensive, strategic plans for their
individual change initiatives.
own change initiative and teach others about that
progress, they become experts in their change
initiative as well as in their communities of practice. This expertise inspires and transforms individuals as well as practices and programs. These
leaders in turn become the next generation of
3CSN leaders. They facilitate regional and community of practice events, invite their colleagues
into the network, and ultimately become the
leaders and facilitators of BSILI and the resulting
communities of practice.
BSILI embodies the three principles
that drive 3CSN:
It starts with leadership
It builds with communities
of practice
It grows through ongoing,
recursive practice
When teams leave BSILI, they leave ready to
lead change at the individual campus level and
at the statewide level. They pilot the change they
planned at the retreat while they continue to connect with and derive support from the network.
Regional coordinators conduct formal follow ups
with colleges, and community of practice coordinators help keep participants connected with
the various networks they associate themselves
with. Then, in each October, the BSILI community
comes together at the statewide Strengthening
Student Success Conference to share their progress and to reconnect with the support structures
that help drive that progress. With this infrastructure in place, participants in these leadership
communities of practice develop increasing
expertise, confidence, and a sense of responsibility and self-efficacy. As they gain ground on their
107
Through a single, week long retreat, paired with
structured, ongoing support, BSILI has been at
the heart of student success initiatives all across
the state. BSILI practitioners go on to become
faculty and staff leaders, administrators, regional and state leaders, and, above all, agents for
collaborative, recursive, and impactful institutional
transformation.
Because of its focus on empowerment, self-efficacy, and networking, BSILI will continue to
be relevant year after year, as the needs and
strengths of our students and institutions change.
After six iterations of this retreat, 3CSN has created a curriculum and a system of ongoing support
that is both highly structured and highly flexible.
Because of this infrastructure, the BSILI community of practice can be modified and implemented
in any state, at any scale, and in any situation.
3CSN leaders look forward to working with practitioners across the U.S. to set up similar programs
to empower practitioners, transform programs and
practices, and expand the leadership capacity of
our nation’s educators.
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Appendix 25: FTLA
Participant Survey
(2015)
The Faculty Teaching and Learning Survey was administered
from April 2015- June 2015.
There were 224 participants
in the FTLA program and 216
successfully received the survey’s email invitation via Survey
Monkey. The response rate was
37.03% (N=80) from a possible
216 participants. FTLA began in
2009; the survey was sent to all
participants from every cohort
year. The cohorts represented
in this survey are from following
years: Cohort 2009 (9), Cohort
2010(16), Cohort 2011 (8), Cohort 2012 (8), Cohort 2013 (14),
Cohort 2014 (18) .
Featured at left is a poster that a 2014 BSILI team created in order to articulate their vision for their student success change initiative. Posters like these
communicate the “Why” (heart or vision) of each college’s change initiative as
well as the “How” (strategies for creating change) and the “What” (expected
outcomes) in a single, powerful image.
The survey questions were categorized as demographic, impact
on teaching and classroom practices, and professional learning. The questions aimed at understanding FTLA participants’ knowledge domain
of FTLA practices and applied value-changes
in their practice. These concepts are part of the
Value Creation Narrative, which is a framework
used to evaluate the experiences of community
of practice and networks for professional leaning
(Wenger, Trayner, & de Laat’s, 2011).
Years of Age
25-29
30-34
35-39
40-44
45-49
50-54
55-59
60-64
65-69
70-74
75- older
Prefer not
Demographics
The FTLA survey contained a set of demographic
questions that were optional. The results of those
questions are presented below. The participants’
gender breakdown was as follows: female 65.32 %,
male: 32.81%, and prefer not to state, 1.56%
from a total of 64 participants who answered this
question. The age range of participants (N=64)
was a follows in chart at right:
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%
6.25%
6.25%
0%
12.50%
12.50%
10.94%
14.06%
17.19%
3.13%
1.56%
1.56%
4.69%
Not all of the 80 participants responded to this question, this is
likely due to them not remembering which cohort they participated
in. FTLA did conduct a Math FTLA in 2013 (summer) in addition
to the regular winter/spring 2013 cohort.
1
108
Ethnicity (N=64)
Participants first identified as either Hispanic or
Latino. There were 15.63% (10) who identified
as Hispanic/Latino and 84.38% identified as
Non-Hispanic or Latino.
Race (N=61)
The majority of participants identified as White
Caucasian (50.82%). Other participants identified
as: Black/African American (16.39%), Japanese
(3.28%), Chinese (1.64%), Asian Indian (1.64%),
Other Asian (1.64%), and Korean (1.64%).
There were 8.20% who “prefer not to state” and
11.48% who identified as “other.”
Professional Demographics
Participants were asked to identify their primary
role in advancing student success, their primary
disciplines on their campus, and the colleges in
which they currently teach or work at.
Primary role in advancing Student Success:
(N=78)
Full-time Faculty...................... 64.10%
Part-time Faculty..................... 28.21 %
The participants were primarily full-time faculty
members. These responses indicate their current
role on their campus, however for some participants their roles may have changed since their
participation in FTLA. For those participants who
stated “other”, their roles included being a transfer center director, a retired faculty member, a department chair, an instructor special assignment,
and a vice chair.
Primary Disciplines
There were 78 participants that stated the primary discipline in which they worked in; this was an
open -ended question. The primary disciplines
that were stated were: Sciences (18.42%), Math
(11.53%), English (7.89%), Child Development
(7.89%), and Counseling (5.26%). Other disciplines were library, communications, nursing, ESL,
computer applications, business, and chemistry.
The table below indicates the various campuses
that participants currently work and or teach at.
Due to faculty members teaching and or working
at multiple campuses, participants in this survey
were asked to select one “primary” campus.
Campus Coordinator................... 6.41%
Table 1: Campuses Represented by
Percent: (N= 77)
Institutional Researcher............... 1.28%
Allan Hancock College.................. 1.30%
Regional Coordinator....................... 0%
Dean............................................. 0%
College of Alameda....................... 1.30%
College of the Canyons.................. 2.60%
East Los Angeles College............. 11.69%
Associated Dean........................ 1.28%
Glendale Community College......... 2.60%
President....................................... 0%
Los Angeles City College............. 11.69%
Executive VP.................................. 0%
Los Angeles Harbor College........... 7.79%
Counselor................................. 6.41%
Los Angeles Mission College....... 24.68%
Administrator.................................. 0%
Other........................................... 7.69%
Los Angeles Pierce College......... 10.39%
Los Angeles Southwest College..... 9.09%
Los Angeles Trade-Tech College.. 11.69%
Los Angeles Valley College............ 5.19%
Pasadena City College................... 2.60%
West Los Angeles College........... 11.69%
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FTLA originated in the Los Angeles Community
College District. Participants are recruited via the
LACCD Academic Senate, campus senate presidents, vice presidents, and professional development coordinators on the LACCD campuses.
Therefore, the majority of participants are from
the nine LACCD campuses, which are represented in this survey. Those campuses outside the
LACCD are campuses that have participated within 3CSN’s regional network and have participated
in BSILI.
Table 2: Years teaching at a community
college (N=77)
Participants were asked about the FTLA practices that they acquired or enhanced during their
participation in the program. These practices
were teaching practices and classroom-based
practices. Participants identified practice(s) that
were most impactful, the frequency of use, as well
as their familiarity, understanding, and knowledge
of the practice(s). The questions were aimed at
understanding the participants’ knowledge domain and applied value as it relates to the value
creation framework, of which this CoP is centered.
Knowledge of FTLA practices
I have never taught............................. 0%
Fewer than 6months........................... 0%
6 months -1 year........................... 1.30%
1-3 years.................................... 16.88%
4-6 years.................................... 12.99%
7-10 years.................................. 25.97%
11-15 years................................ 22.08%
16-20 years.................................. 9.09%
More than 20 years.................... 11.69%
The majority of respondents have been teaching
at the community college
level for 7-15 years. There
was one participant who
stated they have taught
between 6months-1 year,
this is likely due to their
participation FTLA being
before they taught their
first course. The participants are diverse in their
years of experience and
are from different cohort
years, which allows for the
responses to be diverse as
well.
FTLA Teaching and Classroom Practices
Participants identified impactful FTLA teaching
practices. The table below demonstrates those
identified practices in percent (N=78).
The most impactful practices were the redesigning of their course syllabus and using technology
for instruction or classroom activities. These same
practices were also exhibited in the participants’
frequency of use and their level of confidence in
implementing/applying these practices, hence
linking knowledge and application.
The participants were also asked to reflect on how
much the FTLA experience has changed their teaching.
Habits of Mind Strategies
39.47
Reading Apprenticeship Strategies
47.37
Peer Observation
23.68
Classroom activities or instruction utilizing
technology
Collaborative Group Work
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57.89
44.74
E-portfolios
19.74
Redesigning Syllabus
69.74
First Day Lesson Plan
51.32
0
20
40
60
80
110
Table 3: Changes in Teaching Practice after FTLA
Did Not Change
0.00%
4.69%
6.25%
6.25%
All the participants indicated some level of
change due to their FTLA experience; the level towards “significantly changed” does increase. The
majority of participants indicated change, which
supports their responses regarding knowledge
and frequency of use of FTLA teaching /classroom
practices. Participants are implanting these strategies because they do see changes occurring in
their teaching, which is impacting their students’
success.
23.44%
Significantly
Changed
35.94%
Application of FTLA Practices
The responses for the use of practices within the
classroom used a 0-4 ranking scale. The table
below summarizes those responses:
Table 4: Using FTLA practices in the classroom (N=77)
Practice(s)
0
Never
1
Rarely
2
Occasionally
3
Often
4
All the time
“First Day Lesson Plan”
5.41%
4.05%
14.89%
44.99%
Redesigning Syllabus
2.67%
4.00%
13.33%
60.00%
41.18%
22.06%
20.59%
7.35%
Collaborative Group Work
2.70%
4.05%
25.68%
36.49%
Classroom Activities or Instruction
1.30%
1.30%
14.29%
58.44%
13.43%
37.31%
35.82%
E-portfolios
Utilizing Technology
Peer Observation
5.97%
8.96%
Reading Apprenticeship Strategies
25.00%
14.71%
Habits of Mind Strategies
22.54%
19.72%
16.44%
26.03%
Using Rubrics for Teaching & Facilitating
learning
Incorporating Metacognitve Reflection
in the Classroom
Designing Classroom Activities to Increase Student Use of Campus
6.85%
11.43%
10.00%
25.71%
22.86%
5.48%
15
.07%
30.14%
27.40%
Academic & Student Support Services
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The most frequent FTLA practice used was the
syllabus redesign (60%). The syllabus redesign
is one the assignments that FTLA participants
complete during their time within the course. The
second most frequented practices was the use
of technology for classroom activities or instruction (58.44%). Less frequented practices were
E-portfolios and peer observations. It is likely that
participants were not using E-portfolios because
their campus has assigned a different platform for
student work, i.e blackboard, moodle, etc. However, the FTLA has continuously taught participants how to use Canvas; each participant must
create a student portfolio in Canvas for their FTLA
assignments. Recently, the CCCCO established
Canvas as the student/faculty platform for all its
community colleges. Peer observation was another practice that was seldom used; this is the
practice of the faculty member observing another
faculty member during classroom instruction.
Similar to the other FTLA practices, peer observation was an assignment that each participant
had to complete and they submitted a reflection
on their observations. It is possible that this type
of practice is difficult to recreate on their campus
without facilitation from professional development
or another entity within the campus.
Participants also identified changes in the classroom, campus, district, and or state level that they
have seen. The table below summarizes those
responses:
Table 5: Levels of Changes after FTLA
Changes at the State Level
2.99
Changes at the Regional Level
4.48
Changes at the Campus level
31.34
Changes at the Classroom level
70.15
Changes at the Program Level
32.84
Applying Innovation Strategies in the…
79.1
Changes in Student Engagment
89.55
Changes in Student Learning
71.64
0
The majority of participants identified seeing
changes in their students’ engagement and
changes due to applying innovative strategies in
the classroom. There were also changes reported
at the campus level (31.34%) which may be likely due to some of the participants having leadership roles, such as being on committees, department chairs, or being the director of professional
development. Also, some participants stated that
their campus hosted a 3CSN event on campus;
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20
40
60
80
100
this may have also impacted campus change. The
results also demonstrate the integrated approach
of FTLA practices, which are connected to 3CSN’s
larger communities of practice.
Knowledge of FTLA Practices
The responses below are ranked on a scale based
on participants’ familiarity with the FTLA practices
and their confidence in applying the practices.
112
Table 6: FTLA Familiarity Responses (N=67)
Practice(s)
Using E-portfolios
Using Social Media
to Connect with Students
Using Instructional Technology
Facilitating Collaborative
Learning
Cultivating Students’
Help-Seeking
Behavior
Cultivating Students
Self-Regulating
Behavior
Creating a Student-Centered
Classroom
Not All
Familiar
Very
Familiar
6.15%
21.54%
15.38%
9.23%
13.85%
8.46%
15.38%
0.00%
0.03%
1.52%
6.06%
12.12%
28.79%
48.48%
0.00%
0.00%
0.00%
1.49%
10.45%
34.33%
53.73%
0.00%
4.48%
0.00%
10.45%
7.46%
29.85%
47.76%
2.99%
2.99%
5.97%
11.94%
19.40%
29.85%
26.87%
1.52%
3.03%
6.06%
12.12%
19.70%
31.82%
25.76%
3.03%
0.00%
4.55%
9.09% 10.61%
30.30% 42.42%
The participants were most familiar with the practices of using instructional technology (53.73%), facilitating collaborative learning (47.76%), and creating a student-centered classroom (42.42%). Overall,
the participants were at least somewhat familiar with all the practices and “very familiar” with four out
of the seven FTLA teaching practices.
Table 7: FTLA Practices Confidnce Responses (N=68)
Not All
Practice(s)
Confident
27.27% 15.15% 12.12%
Using E-portfolios for
Assessment
4.55%
4.55%
3.03%
Using Social Media
to Connect with Students
1.49%
0.00%
1.49%
Using Instructional
Technology
1.49%
1.49%
1.49%
Facilitating Collaborative
Learning
3.03%
4.55%
4.55%
Cultivating Students’
Help-Seeking
Behavior
2.99%
8.96%
2.99%
Cultivating Students
Self-Regulating
Behaviors
2.99%
2.99%
1.49%
Creating a Student-Centered
Classroom
113
Very
Confident
15.15%
9.09%
9.09%
12.12%
6.06%
12.12%
25.76%
43.94%
8.96%
5.97%
28.36%
53.73%
14.93%
8.96%
23.88%
47.76%
15.15%
7.58%
31.82%
33.33%
11.94%
8.96%
34.33%
29.85%
5.97% 13.43%
31.34%
41.79%
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Participants were most confident in using technology (53.73%) and facilitating collaborative
learning (47.76%); these practices are aligned
with the responses of the application questions.
The responses to all the various practices did not
significantly range, meaning that participants felt
somewhat confident in implementing these practices. These same practices are linked to those
that they felt most familiar with and had knowledge of, i.e. collaborative learning and using
instructional technology.
Communities of Practice
FTLA can be considered as a regional community of practice (CoP) that uses the framework
primarily defined by Wegner (1998), as well as
other theorists that define CoPs function as a
learning entity. Learning happens as individuals
participate in the social activity of the community,
and individuals shape their ideas about who they
are and what they think and do in relation to the
CoP (Wegner 1998). There are frameworks in
which to measure qualitatively the value of a CoP.
To measure the value of the FTLA CoP, this survey consisted of questions related to the participants’ experience and the experience of others.
Other participants discussed their own learning
and the learning their students are now doing as
a result of the FTLA practices they have implemented. For example, one participant stated “We
learn[ed] how to have students responsible for
their own learning” and another stated that they
learned “different teaching approaches to benefit
students learning.”
Classroom practices were discussed in terms of
classroom challenges that were common occurrences. One participant stated, “I learned that we
share some of the same challenges in the classroom. I also learned from others how they deal
with those challenges.” While another stated, “I
also felt like I had permission to play more with
diverse strategies - to experiment in the classroom
to figure out what worked and what didn’t.”
In regards to teaching, some participants discussed the impact FTLA had on their teaching
pedagogy. For example one participant stated
“FTLA served as a great pedagogy tool for me.
I learned why I love to teach, quite frankly, and
what is teaching.” Another stated, “My pedagogy
has been forever changed. I approach the classroom and my students in a totally different way
now than before my FTLA training.”
What knowledge or understanding did you or
others gain from FTLA?
Participants were asked to describe the knowledge they and or others gained from FTLA. There
were 54 respondents. Through text-analysis, the
most predominant responses were in regards to
student engagement/impact (29.63%), learning
(teacher and student) (27.28%), classroom practices (16.67%), teaching (14.81%), and the use
of technology (14.81%).
Lastly, the use of technology was another impactful practice that participants gained during their
FTLA experience. One participant stated that they
gained “teaching strategies and instructional designs using various tools and activities for diverse
21st century community college students.” Another stated that they “became an enthusiast in
technology and metacognition activities.” There
were also three other participants that stated they
acquired “metacognitive activities.”
Participants who discussed student engagement/
impact primarily stated the ways in which their
students’ learning was impacted. One participant
stated that they gained, “[A] smarter way to assist
student’s development and learning which improves student’s retention and learning.” Another
participant stated, “FTLA strengthened my desire
to assist students to be successful.”
How did you or others apply what you learned
from FTLA? For example, changes or innovation
in classroom, program, department, and or
college practice(s).
Participants were asked to describe how they or
others applied what they had learned in FTLA to
their classrooms, programs, department and or
college practice(s). There were 54 respondents
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for this question. Through text-analysis, the most
predominant responses pertained to syllabus redesign (24.07%), student impact (22.02%), and the
use of FTLA strategies (16.67%).
The FTLA teaching practice of syllabus redesign
was a practice that was used on an ongoing basis. For example, one participant stated that they
changed they syllabus, including assignments and
they worked with other instructors to pass along
this information. Five participants stated the practice of sharing information to other teaching faculty.
Participants also shared how the practices they
learned affected their students. The majority of
these participants stated that their FTLA practices
have affected student success via the way they
engage with them. One participant stated, “I use
my knowledge from FTLA every day in my classes.
I have completely revamped the way I teach and
how I interact with my students.” Another shared
a similar experience, “Even before my class got
started I reached out to my students; I changed the
dynamics of the classroom and lesson learning.”
The use of FTLA teaching and classroom practices were mentioned in more detail by some of the
participants. Some participants (11.11%) stated
that they used Reading Apprenticeship practices
in their classroom. Another group of participants
(5.5%) stated using metacognitive strategies, while
another group (7.41%) discussed the “flipping the
classroom” lesson they incorporated. The flipped
lesson or classroom revolves around the use of
technology to support and enhance the lecture.
In regards to technology practices taught in FTLA,
one person stated, “It has completely changed me
as an instructor. I’m now 100% board-free, with all
my lesson plans consisting purely of technology.”
How did you or someone you know change their
perspective as a result of FTLA? For instance, did
you see reframing strategies, goals, or values?
for this question. Through text-analysis, the most
predominant responses related to changes in their
perception of students (36.36%), their concepts
about teaching (22.73%) and the overall effects
of participating in FTLA (20.45%).
Many participants discussed their personal perception of students changed after participating
in FTLA. For example, one person stated, “I’ve
seen a big shift in attitudes about students. So
many instructors talk about students like they are
a burden, when in fact they are the whole reason
we are here!” Another participant stated, “My goals
and values are set higher than before” in regards
to their students. Others discussed activities/practices they were conducting with their students. For
example, one participant stated they were offering
“Many more workshops for students which take
a certain amount of self-regulation to attend, but
which have been well attended.”
Perspectives about teaching were also described
as being changed as a result of their participation
in FTLA. One person stated, “I no longer fear of
trying new teaching methods that promote students ‘ engagement.” Another participant echoed
that sentiment, stating “The teaching style has
changed. The students are more comfortable interacting and collaborating-the result is positive.” In
terms of how other participants changed their perspective, one participant stated, “There are several
individuals I know (including myself) who made
significant changes in their teaching strategies as
well as their teaching goals.”
“FTLA” as a professional learning experience as
a whole changed some participants overall perspective. For example, a participant stated “FTLA
was very instrumental for me. It was one of the
few experiences I’ve had where I felt comfortable
talking about different teaching styles.” Another
stated, “I am a new and improved instructor because of FTLA. Even my previous students noticed
the improvement and love it.”
Participants were also asked to describe how they
or others changed their perspective as a result of
participating in FTLA. There were 44 respondents
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Professional Learning
The FTLA survey also contained a set of questions
that pertained to the participant’s professional
learning experiences and their engagement within
their campus community after attending FTLA.
Participants were asked about the importance
of sharing their FTLA experience and teachings/
practices with others. The participants ranked
four possible choices from Not Important to Most
Important. The results are in the table below
(N=65).
Table 8: Sharing Experiences
Possible Sharing Experiences
Shared teachings/practices
with other faculty members
Shared teachings/practices
with department
Encouraged other faculty
to apply to FTLA
Created an initiative in my
department or campus around an
FTLA teaching/practice
Not Important
Less
Somewhat
Most
1.54%
%
33.85%
64.62%
1.56%
3.13%
39.06%
56.25%
3.23%
6.45%
17.74%
72.58%
14.52%
19.35%
35.48%
30.65%
Participants were also asked about the extent to which being in FTLA inspired them to continue their
own personal and professional development. They ranked the importance of all those (answers) that
applied. The table below summarizes those responses:
Table 9: Continuing personal and professional development (N=66)
Not
Important
Attending Professional Learning Events on
Campus
Attending Professional Learning Events off
Campus Including Conferences
Being a presenter at Conferences
Less
Somewhat
Important Important
Most
Important
N/A
3.08%
1.54%
30.77%
60.00%
4.62%
1.54%
1.54%
23.08%
69.23%
4.62%
14.52%
14.52%
25.81%
37.10%
8.06%
Returning to Graduate School
22.58%
6.45%
20.97%
20.97%
29.03%
Becoming an Administrator on my campus
Becoming an Administrator on a different
campus
Not applicable
33.87%
11.29%
19.35%
16.13%
19.35%
41.67%
13.33%
8.33%
11.67%
25.00%
22.22%
3.70%
0.00%
7.41%
66.67%
The majority of the participants indicated that attending a professional learning event off and on
campus was most important. Participants also viewed being a presenter at a professional conference
(37.10%) and returning to graduate school as most important (20.97%). These responses indicate the
interconnectedness of FTLA, in that participants continue to seek out professional learning opportunities and communities to a part of and they also have reflected on their personal professional development, as indicated in the responses regarding returning to graduate school.
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Participants also discussed the impact that they had on professional development on their campus
since participating in FTLA. There were 48 respondents to this question. The table below summarizes
those responses:
Table 10: Impact on Professional Development
Became a Department Chair
12.5
Became a Committee Chair
18.75
Became a Facilitator for Professional
Learning
47.92
Began Working with 3CSN
10.42
Brought a 3CSN Event to My Campus
18.75
Joined Committee(s)
79.1
0
20
40
60
80
100
The majority of the participants were active on their campus as demonstrated by the percentages that
joined committees and became facilitators for professional learning on their campus. The percentage
(47.92%) of those that became facilitators for professional learning is a reflection of the impact FTLA
had on these participants; these participants have become professional learning leaders on their campus, which in turn strengthens the knowledge and application of professional learning tools, such as
FTLA tools, on their campuses. Also, for those that became department and or committee chairs they
are in positions that can impact student success via campus and classroom change.
The survey also asked participants to identify any other 3CSN professional learning events/trainings
or Student Success Initiative events they may have participated in. There were 54 respondents to this
question. The table below summarizes those responses:
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Table 11: Professional Learning Events
Student Success Iniative Events
38.89
Reading Apprenticeship
3.5
Not Applicable
16.67
Links Events
4.5
Habits of Mind
2.5
BSILI
4.3
Achieving the Dream
20.37
3CSN Regional Events
42.59
0
10
20
30
40
50
The majority of the respondents attended SSI evens and regional 3CSN events. Some participants
furthered their knowledge of Reading Apprenticeship, which is one of the teaching/classroom practices
taught in FTLA. Other respondents furthered their acquisition of FTLA practices by attending Habits
of Mind trainings. These responses demonstrate the integrated approach to professional learning that
3CSN’s network has built; participants are introduced to practices via one event/training and are then
more likely to participate in more learning opportunities.
The FTLA community of practice continues to be a network of engagement for the FTLA participants with
91% of the respondents (n=78) stating that they continue to communicate with their colleagues whom
they met at FTLA. Of these 91%, 61.97% stated they “sometimes” communicate with their FTLA colleagues, 26.76% stated they “often” communicate, and 11.26% stated they “very often” communicate with their colleagues from FTLA. The table below indicates the primary mode of communication
for FTLA participants with each other.
Table 12: Communication with FTLA colleagues (N=61)
Mode of Communication
Work Email
FTLA Facebook
Personal Email
Telephone
Meet in Person
Results %
62.30%
36.07%
16.39%
16.39%
52.46%
The majority of the participants communicated via their work (campus) email and they met in person
with their colleagues from FTLA. It is valuable to see that meeting in person was a popular choice
for participants because it relates to the idea that a CoP continues to socialize and build its network
beyond the initial professional development, as well as suggesting that face-to-face communication
continues to be valued-implying that FTLA continues to be a learning community in which participants
are continuously sharing and performing inquiry in their practice.
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Evaluation
The responses to this survey are evaluated using
two of the five value creation cycles of: Knowledge
capital and Applied value (Wenger, Trayner, & de
Laat’s, 2011). Knowledge capital is the extent to
which the practitioner actively participated and
made meaning to the inquired practices, and the
extent to which they are utilizing these practices
(i.e. FTLA practices) to make changes in the context of their classroom. Applied value is the act of
applying what was learned, such as redesigning
their syllabus, using technology in the classroom,
creating a collaborative work groups, etc. This
applied value is the change(s) in practice. It is
essential to examine both the knowledge that the
participant gained from this professional learning
experience and also the extent to which it is being
applied.
Knowledge capital
Participants gained knowledge of all the FTLA
practices as indicated by the results pertaining to
familiarity and confidence of FTLA routines/practices. Primarily, the participants indicated their
level of knowledge of following routines/practices:
Using instructional technology (including social
media), facilitating collaborative learning, and creating a student-centered classroom. These prac119
tices/routines were also identified by the participants as being those they most frequently used
in their classroom, i.e. collaborative group work
(36.49%) and classroom activities or instruction
using technology (26.03%). Participants were
actively engaging students in the classroom and
saw changes in students, i.e 89.55% identified
changes in student engagement and 71.64% saw
changes in student learning. Participants successfully integrated FTLA tools and practices as
seen with the majority of them who use the first
day lesson plan (44.99%) and the syllabus redesign (60%). These practices were also deemed
most impactful with the participants having a
high knowledge and use of them.
In response to the value creation questions, the
participants believed that the knowledge they and
or others gained was learning how to engage their
students via classroom practices and changing in
their pedagogy. When asked how they or others
changed their perspective after FTLA, participants discussed changing their perspective on
students and their own teaching as a result of being in FTLA. Participants also shared how significantly their teaching has changed due to FTLA;
all participants indicated some type of change
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Students in the classroom at Cerritos College,
Norwalk, California
with the majority being close to or at “significantly
changed.” This change indicates the knowledge
acquired of the practices and in turn affects their
application and the frequency of their application
of the practices within their classroom(s).
These qualitative responses indicated a shared
knowledge and knowledge creation amongst the
participants. As a result of their knowledge capital
of these practices they were able to successfully
apply their knowledge into classroom practices.
Applied Value
The participants were able to apply all the FTLA
practices to various extents. Primarily the participants indicated that the most impactful practices
was redesigning their syllabus, using instructional
technology, collaborative group work, and using
reading apprenticeship strategies. These practices were similar to those identified in the frequency of use; participants primarily indicated that
they frequently used redesigning the syllabus,
instructional technology for classroom activities or
instruction, first day lesson plan, and collaborative
group work.
these practices; these changes were primarily in students’ learning, students’ engagement,
and changes as a result of applying innovation
strategies in the classroom. These changes were
primarily as the classroom level, however some
participants stated that changes were being made
at their program and campus level.
Within the framework of a CoP, these participants
demonstrated a network and a learning community. Participants continue to communicate with one
and other, which sustains their personal interactions and connections. The community they share
is aligned with Wenger, Trayner, & de Laat’s (2011)
description of a community that has a shared
identity around a certain topic or challenge and
has “collective intention” to continue and sustain
their learning. This concept of continuous shared
learning was evident in the amount of professional
learning they continue to acquire, their active roles
on campus and within their department, and their
sharing of their knowledge to others within their
larger community (campus, regions, and state).
Participants also identified the changes they
saw in their classroom as a result of applying
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Appendix 26: BSILI Participant Survey
(2015)
Overview
The Basic Skills Initiative Leadership Institute
Survey was administered from April 2015 to June
2015. There were 213 participants in the BSILI program and 208 successfully received the
survey’s email invitation via Survey Monkey. The
response rate was 39.42% (N=82) from a possible
208 participants. BSILI began in 2009 and continues to convene every year.
The survey was sent to all participants from every
year, starting with 2009. The cohorts represented
in this survey are from following years: Cohort 2009
(11), Cohort 2010(11), Cohort 2011 (11), Cohort
2012 (19), Cohort 2013 (13), Cohort 2014 (12) .
Not all participants selected the year they participated in BSILI.
The survey questions were categorized in the
following way: (1) Demographic information, (2)
Application of BSILI tools/practices and (3) The
impact of BSILI tools/practices. The questions were
aimed at understanding:
1. BSILI participants’ applied value and realized
value of the BSILI practices; and
2.The perceived impact the implementation of
these practices had on their practice/department/
campus as a result of applying these practices.
These concepts are part of the Value Creation
Narrative, a framework used by 3CSN in the development of its professional learning communities of
practice (CoP); this framework is used to evaluate
the experiences of CoP participants and the professional leaning networks that are created (Wenger,
Trayner, & de Laat’s, 2011).
The survey also collected information on the participant’s professional learning experiences, particularly those offered through 3CSN. Questions aimed
at understanding the participant’s role within the
network and the community of practice(s).
It is likely that participants were unable to recall the cohort year
they participated. The total response for this question was
2
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Demographic Information
The survey contained a set of demographic questions that were optional. The results of some of
those questions are below:
Table 1: Participant Ages
Years of Age
25-29
30-34
35-39
40-44
45-49
50-54
55-59
60-64
65-69
70-74
N
1
5
5
6
10
11
10
10
3
1
Results %
1.35%
6.76%
6.76%
8.11%
13.51%
14.86%
13.51%
13.51%
4.05%
1.35%
Table 2: Participant Ethnicity
Ethnicity (N=71)
Participants first identified as either Hispanic
or Latino. There were 10.96% (8) who identified as Hispanic/Latino and 65 (89.04%) that
identified as Non-Hispanic or Latino.
Race (N=71)
The majority of participants identified as
White Caucasian (83.10%). Other participants identified as: Black/African American
(4.23%), American Indian/Native American (4.23%), Japanese (1.41%) Chinese
(1.41%), Asian Indian (1.41%), Filipino
(4.23%), Other Asian (2.82%), and Samoan
(1.41%). There were 4.23% who “prefer not
to state” and 1.41% who “did not know” and
1.41% who identified as “other.”
Participants were asked to identify their primary
role in advancing student success, their primary
disciplines on their campus, and the colleges at
which they currently teach or work.
122
Table 3: Primary role in advancing
Student Success (N=77)
Table 4: Primary Campus Affiliation
Campus
N
%
Allan Hancock College
1
1.30%
Role
N
%
Full-time Faculty
54
70.13%
American River College
2
2.50%
Part-time Faculty
4
5.19%
Antelope Valley College
1
1.25%
Campus Coordinator
7
9.09%
Barstow College
1
1.25%
Institutional Researcher
0
0.00%
Berkeley City College
1
1.25%
Dean
7
9.09%
Butte College
1
1.25%
Associated Dean
2
2.69%
Cerritos College
2
2.50%
President
0
0.00%
Chabot College
3
3.75%
Executive VP
0
0.00%
Citrus College
1
1.25%
Counselor
7
9.09%
College of Alameda
1
1.25%
Administrator
4
5.19%
College of Marin
1
1.25%
Classified Staff
2
2.69%
College of San Mateo
2
2.50%
College of the Sequoias
1
1.25%
Crafton Hills College
2
2.50%
Cuyamaca College
3
3.75%
Fresno City College
3
3.75%
Fullerton College
5
6.25%
Gavilan College
2
2.5%
Glendale Community College
3
3.75%
Grossmont College
1
1.25%
Hartnell College
1
1.25%
Imperial Valley College
1
1.25%
Los Angeles Harbor College
3
3.75%
Los Angeles Mission College
3
3.75%
Los Angeles Pierce College
4
5.00%
Los Angeles Valley College
1
1.25%
Participants chose all roles that applied. The
participants were primarily fulltime faculty members, however there were respondents who were
associate deans (9), campus coordinators (9) and
classified staff (2). BSILI invites campus teams, in
which one participant can be an administrator and
BSILI has continuously encouraged classified staff
to participate.
There were 80 participants that stated the primary discipline in which they worked; this was an
open-ended question. The primary disciplines that
were stated were: English (35%), Math (10%),
Counseling (10%), Sciences (10%) ESL (6.25%),
and Student Services (6.25%). Other departments/
disciplines stated were the library, information technology, and business. The table below indicates the
various campuses at which participants currently
work and/or teach. Because faculty teach and/or
working at multiple campuses, participants were
asked to select one “primary” campus.
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Table 5: Years at a Community College
Table 4: Continued
Campus
N
%
Mira Costa College
1
1.25%
Monterey Peninsula College
1
1.25%
Moorpark College
1
1.25%
Mt San Antonio College
2
2.50%
Palo Verde College
2
2.50%
Pasadena City College
6
7.50%
Reedley College
1
1.25%
Sacramento City College
2
2.50%
Santa Rosa Junior College
5
6.25%
Victor Valley College
1
1.25%
West Hills College Coalinga
1
1.25%
West Los Angeles College
5
6.25%
West Valley College
1
1.25%
Woodland Community Col-
1
1.25%
Yuba College
1
1.25%
There were 41 different colleges represented in
this survey; this represents 36.06% of the 112
California community colleges. Also, these 41
colleges represent 63.07% of the BSILI campuses that have participated since 2010 .
Participants were also asked about the number
of years they have worked within the community
college system. They were also asked about the
other roles they had on campus, separate from
their primary role (i.e. instructor, dean, coordinator, etc.). The table below illustrates the amount
of years the participant has worked within the
community college system.
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Years Working For A
Community College
N
%
Fewer than 6 months
0
0%
6 months -1 year
0
0%
1-3 years
1
1.25%
4-6 years
5
6.25%
7-10 years
17
21.25%
11-15 years
19
23.75%
16-20 years
20
25%
More than 20 years
18
22.50%
3 There are 65 different campuses that have participated in BSILI.
The majority of respondents reported that they
have been working within the community college
system for over 10 years.
The table below illustrates the amount of years
the participants have taught within the community
college system.
Table 6: Years Teaching at a Community
College
Years Working For A
Community College
N
%
I have Never Taught
3
3.75%
Fewer than 6 months
0
0%
6 months -1 year
0
0%
1-3 years
1
1.25%
4-6 years
5
6.25%
7-10 years
17
21.25%
11-15 years
19
23.75%
16-20 years
20
25%
More than 20 years
18
22.50%
124
The majority of respondents have been teaching
within the community college system for over 10
years. However, not all participants are teaching
faculty; BSILI serves a multiple members of the
community, such as classified staff, administrators, faculty, and non-teaching faculty.
Participants stated other formal roles/responsibilities they had on their campus. There were 71
respondents who stated having other roles on
their campus. The respondents stated being a
“coordinator” on their campus (35.21%), “committee” member (25.35%), and department chair
(15.49%). Participants stated that they served as
the Basic Skills Initiative coordinator or committee member (12.67%). Participants also stated
that they were involved with Achieving the Dream
(4.22%), and two participants are current academic senate presidents.
BSILI does invite past BSILI participants to reapply with a campus team. For the participants in
this study, there were 31 respondents who had participated in more than one BSILI cohort (40.25%).
Since participants did participate in more than
one cohort, it is likely that the application of the
BSILI practices are stronger for these respondents. That is, the frequency of use is high as
well as the impact of their classroom, department,
program, and or campus. The data presented in
this survey does demonstrate a high rate of application of BSILI tools, changes in practice, and
changes in all levels within the institutions.
Changes in Positions
Lastly, participants identified changes in their
positions since they attended BSILI. There were
62.20% (51) participants that stated they had
changed their position since BSILI. For those who
stated that they had changed positions, they were
asked if they believe their involvement in professional learning with 3CSN attributed to their new
positions.
There were 32 respondents, who in their responses stated that they did believe that 3CSN
attributed to their new position. For example, one
125
participant stated, ”Absolutely! I applied for the
position of Staff Development Coordinator based
on the expertise in professional learning that I
have developed by participating in 3CSN (BSILI,
LINKS, serving as part of the 3CSN coordinator
team, etc.).” Another attributed their success to
knowing BSILI practices; “I feel my investment in
Habits of Mind and learning of strategies that foster success with my Allied Health Learning Community students work together to fortify my efforts
as a counselor and an instructor. Another stated,
“Yes. BSILI and other 3CSN events have provided
me with information and a deeper understanding
of basic skills education and related issues. It also
played a role in my gaining confidence as a leader
in the community college system.”
Other participants provided a variety of reasons
for their change in position, this included retirement, positions ending, and lateral moves within
the department.
BSILI Practices
Participants were asked about BSILI practices that they acquired or enhanced during their
participation in the leadership institute. These
practices were aimed at assisting campus teams
in creating a plan for their campus/department efforts. The questions were aimed at understanding
the participants’ knowledge domain and applied
value as it relates to the value creation framework,
of which this CoP is centered.
Appendix 27: Logic Models
Participants created logic models as part of the
BSILI curriculum. These logic models were aimed
at supporting their activity/effort. Participants
were asked if they created a logic model while at
BSILI; of the 70 participants that responded to this
question, 58 (82.86%) indicated “Yes” and 12
(17.14%) indicated “No.”
Participants were then asked if they used their
logic models to inform their work on campus, there
were 59.15% that stated “yes,” 22.54% said
“no,” and 18.31% stated “not applicable.”
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Changes on Campus
Participants were asked a series of questions
regarding changes on their campus due to their
BSILI participation. They were asked “What, if
any, changes has your campus made in its processes or procedures to improve student success,
since you involvement with 3CSN?” Participants
selected all those processes that applied. The
table below summarizes those responses (N=67):
Table 7: Changes in Participation after BSILI
0%
25%
50%
Campus changes - Reading Apprenticeship
100%
58%
Campus changes - Redesign of Dev. Ed Sequence
46%
Campus changes - Habits of Mind
41%
Campus changes - Integrated Professional…
41%
Campus changes - Orientation
34%
Campus changes - Placement
25%
Campus changes - Achieving the Dream…
Campus changes - A Robust Program Evaluation
75%
19%
10%
Many participants selected “Reading Apprenticeship,” “Redesigning the campus’s developmental education sequence,” “Habits of Mind,” and
“Integrated professional development” as ways in
which they got involved after BSILI. Participants
chose multiple changes that have occurred, which
captures the COP’s interconnectedness of the “network” with professional learning, which is integrated into 3CSN’s overall mission.
One question asked participants to identify those
who are involved with the change(s) on their
campuses. Participants were asked, “Who on
your campus was involved with these changes?”
(N=69). Participants selected all those that applied.
The table at right summarizes those responses:
Table 8: Others Who Are Involved
in Change Initiative
Full-time Faculty
100%
Part-time Faculty
66.67%
Administration
79.71%
Classified Staff
40.58%
Trustees
2.90%
Students
33.33%
All participants indicated that full–time faculty were
involved with the changes. Part-time faculty, administrators, and classified staff were also identified
as being involved with the changes.
Participants were asked which BSILI tools were
they using in their practice; they selected all
that applied. The table below summarizes those
responses:
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Table 9: BSILI Tools in Use after BSILI
BSILI Tools
N
%
Logic models
34
47.22%
Inquiry groups
42
58.33%
Reading Apprenticeship
47
65.28%
Habits of Mind
48
66.67%
Course redesign
39
54.14%
Who/what mapping
14
19.44%
Data inquiry
36
50.00%
Rubrics
36
50.00%
Feedback Carousel
17
23.61%
Gallery walk
43
59.72%
Instructional technology
28
38.89%
The majority of the participants selected BSILI
tools that are from other 3CSN CoPs, such as
Habits of Mind and Reading Apprenticeship.
Participants also selected inquiry groups, gallery
walks, and course redesign.
Participants also identified all outcomes they saw
at the student, campus, and regional level as a
result of applying BSILI lessons. The next table
summarizes those responses:
Table 10: Outcomes Participants Saw as
a Result of BSILI
What outcomes do you see as a result of
applying the lessons from BSILI?
BSILI Tools
N
%
Changes in Student
52
73.24%
Changes in Student
57
80.28%
Applying Innovation
Strategies in the Classroom
57
80.28%
Changes at the
37
52.11%
Changes at the
Classroom Level
53
74.65%
Changes at the
Campus Level
53
74.65%
Changes at the Regional
20
28.17%
Changes at the State
13
18.31%
The majority of participants identified seeing
changes in their students’ engagement and
changes due to applying innovative strategies in
the classroom. There were also changes reported at the classroom level (74.65%) and campus
(74.65%). This could be relevant to the fact that
the majority of survey participants were faculty
members. The changes that were seen at the
campus and regional level can likely be attributed
to BSILI aimed at providing leadership training to
a campus groups and assisting them throughout
the year with their campus/discipline based goals.
Application of BSILI tools/strategies/teachings
After participants identified which BSILI teachings/practices they applied on their campus, they
were asked about the frequency in which they
used these practices. The results are in the following table.
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Table 11: Use of Tools and Strategies after BSILI
Use of tools/ strategies
Never
Rarely
Occasionally
Often
All the
time
N
Logic models
23.53%
23.53%
41.18%
10.29%
1%
68
Inquiry groups
20.29%
10.14%
27.54%
34.78%
7.25%
69
Reading Apprenticeship
14.06%
6.25%
15.63%
39.06%
25.00%
64
Habits of Mind
6.15%
9.23%
23.08%
46.15%
15.38%
65
Course redesign
15.63%
10.94%
29.69%
32.81%
10.94%
64
Who/what mapping
58.93%
16.07%
19.64%
3.57%
1.79%
56
Data inquiry
20.00%
7.69%
27.69%
33.85%
10.77%
65
Rubrics
8.33%
6.67%
28.33%
28.33%
28.33%
60
Feedback Carousel
58.18%
9.09%
18.18%
9.09%
5.45%
55
Gallery walk
25.37%
10.45%
28.36%
25.37%
10.45%
67
InstructionaI Technology
12.90%
4.84%
16.13%
37.10%
29.03%
62
Participants demonstrated a use of multiple strategies that are being incorporated and integrated within their classroom and campus. The majority of participants identified Read Apprenticeship, instructional technology, rubrics, and inquiry groups as being used most often. These responses are indicative of the further professional training that participants stated they sought out after attending BSILI,
i.e. Reading Apprenticeship trainings, Habits of Mind, and other 3CSN events.
Changes in Teaching
Overall, BSILI serves many teaching faculty
members and the tools/strategies taught at BSILI
can be applied to their classrooms. Participants
were asked if BSILI had changed their teaching practice. There were 77 respondents, with
84.42% stating “yes” and 15.58% stating “No.”
For those that responded “yes”, 49 responded to
the open-ended question on “what has changed”;
32.65% stated that they were using Reading Apprenticeship strategies and Habits of Mind within
their classrooms. For example, one person stated
“It has invigorated me, for one thing, and that’s
always good. Also, I’ve used some of the Reading
Apprenticeship and growth mindset techniques.”
Another person stated, “I use Reading Apprenticeship routines in all of my classes; I am also
developing an accelerated English course that will
include RA and HoM outcomes in the course outline of record.” Other participants stated that they
were more aware about their teaching practice,
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specifically focusing on “student success” and
the concept of a “community of practice.” One
participant stated, “I have built a network of support, and I rely on that network to help me with
teaching. This has enhanced my teaching. This is
something that I would have been apprehensive
about before BSILI. I tap into the collective wisdom of my colleagues to help bring about positive
change on our campus in a wide variety of areas.”
Another participant stated, “Since BSILI, I am
more conscientious about student success proactive work in my classes.”
Participants were then asked about the changes
in the quality of student learning they have seen
as a result of using BSILI practices. The following
table summarizes those responses:
128
Table 12: Changes in quality of student learning (N=71)
No Change
Slight Change (e.g., small gains in deeper learning)
Some Change (e.g., moderate gains in deeper learning)
A lot of change (e.g., students are constantly learning at a deeper level)
Significant change (e.g., students’ learning is as deep as I would want)
Beyond Expectation
I have not used BSILI practices
1.41%
16.90%
39.44%
30.99%
4.23%
4.23%
2.82%
The majority of the participants did see change in the quality of students’ learning (95.77%); most
participants noted seeing changes from “some change” to “a lot of change.” Since the majority of the
participants in previous questions stated using the BSILI strategies of RA, HOM, and other tools that
can be applied to the classroom it is reasonable and positive to see that there are observable changes
in students’ learning.
Community of Practice (CoP)
Participants were asked about how they and others changed and or were impacted by their BSILI experience. Within the BSILI CoP it is essential to understand how the network of professionals is assisting participants, their colleagues, and their campus with their student success goals. The table below
summarizes those responses:
Table 13: Changes Based on BSILI Experience
State Level Practice
22.67
Regional Level Practice
25.33
College Level Practice
Departmental Level Practice
57.89
Program Level Practice
59.21
Individual Practice
Not Sure of Impact
A lof of Impact
Little Impact
No Impact
76.32
0
129
N/A
54.67
20
40
60
80
100
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The participants rated “individual practice,” “program level practice,” and “departmental level practice” as having a high impact due to their or their
colleague’s participation in BSILI. At the individual
level, it is possible that these participants were
teaching faculty who also stated seeing changes in
their own teaching and saw positive results in student outcomes. As part of a larger CoP, it is important to see that participants are witnessing changes
at the regional and state level practice.
Participants were then asked to what extent were
these changes they had observed were sustainable. There were 74 respondents that selected
the following: Not at all sustainable (1.35%),
Somewhat sustainable (41.84%), Very Sustainable (41.84%), Not Sure (14.86%), and Not
applicable (0.00%). It is noteworthy that the
changes the participants saw, such as changes
in on their campus and their individual practice
were “very sustainable” at 41.84%. Being able to
sustain these changes is an essential component
of the network that is and was built to support
the changes that participants are integrating into
their campus. BSILI participants are given support throughout the year by 3CSN core leadership
team members.
Participants also selected the activities that made
BSILI a successful learning experience. There
were 72 respondents to this question; participants
chose from a list of possible answers and selected
all that applied. Their responses were; Networking
(84.72%), Habits of Mind (61.11%), Reading Apprenticeship (59.72%), Inquiry Groups (54.17%),
Data Inquiry (50.00%), Logic Models (48.61%),
Course Redesign (41.67%), Rubrics (41.67%),
and Who/What Mapping (23.61%). “Networking”
is a foundational piece to the 3CSN model, i.e.
providing spaces for community college faculty
and staff to discuss, learn, and practice together.
Through sustainable networking around common
practices participants are engaged and this engagement is likely to have attributed to the “sustained impact” of the changes the participants
identified. Another 3CSN essential component is
the inquiry groups that are established by the BSILI campus teams, this inquiry assists participants
to delve deeper into understanding their campus’s
needs and provides an opportunity for them to
provide an appropriate plan for student success.
The identified successes are also linked to 3CSN’s
CoPs, which demonstrates the impact of the
network and community that 3CSN has built to
sustain its participants professional learning.
Table 13a: Impact on Professional Learning on their Campus
Became a department chair
12.5
Became a committee chair
31.94
Became a faciliator for professional
learning on my campus
56.94
Began working with 3CSN
29.17
Brought a 3CSN event to my campus
58.33
Joined Committee(s)
73.61
0
20
40
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60
80
Professional Learning
The survey asked participants about the impact
they have had on professional learning on their
campus, their own professional development, and
their involvement in other
3CSN activities. This question were aimed at documenting the possible ways
in which 3CSN’s CoPs’
networks are performing
and reflect the integrated
professional learning that is
or has occurred.
Participants were asked
what impact they had on
130
professional learning on their campus. There were
72 respondents for this question. The table below
represents their responses in percentages.
These responses indicate an integrated approach
to professional learning in which participants were
involved with deepening their professional learning and becoming leaders within their campus
through their roles on campus and participation
with 3CSN, including, for some, working within
the organization.
Participants were asked if BSILI inspired them to
continue their own personal and professional development; 93.33% (70) stated “Yes” and 6.67%
(5) stated “No.”
In order to understand the impact that BSILI had
on professional and personal development, participants were asked to what extent has participating in BSILI inspired them to continue their own
personal and professional development.
Table 13b: BSILI Effect on Personal Professional Development
Not
important
Attending professional
learning events on campus
Attending professional learning
events off-campusincluding
conferences
Being a presenter at professional
conferences
Returning to graduate school
Becoming an administrator
on my campus
Becoming a administrator
on a different campus
Less
Somewhat
important important
N/A
Total
1.47%
1.47%
45.59%
50.00%
1.47%
68
1.47%
0.00%
26.64%
73.91%
0.00%
69
8.96%
17.91%
43.28%
25.37%
4.48%
67
9.09%
16.67%
12.12%
10.61%
51.52%
66
27.27%
13.64%
13.64%
9.09%
36.36%
66
30.30%
12.12%
6.06%
4.55%
46.97%
66
Respondents predominately stated that attending
professional learning events off -campus, including conferences. All responses indicated that
deepening their professional learning was important, including returning to graduate school and
becoming an administrator.
131
Most
important
Involvement in 3CSN
Many participants of BSILI have also participated
in other 3CSN trainings/events. Participants were
asked which 3CSN events they participated in after attending BSILI. The table below demonstrates
the multiple events/trainings that participants were
involved; the outcome of this question expresses
the integrated approach participants have taken to
increase and sustain their professional learning.
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Table 14: 3CSN Events Respondents Participated in after BSILI
0%
25%
50%
3CSN Participation - Regional Events
75%
57%
3CSN Participation - Reading Apprenticeship…
55%
3CSN Participation - Pre or Post- Sessions at…
54%
3CSN Participation - Habits of Mind (HOM)
51%
3CSN Participation - LINKS
49%
3CSN Participation - BSI Coordinator Events
39%
3CSN Participation - California Acceleration…
31%
3CSN Participation - Faculty Teaching and…
18%
3CSN Participation - Tutoring
3CSN Participation - CTE- Community of…
3CSN Participation - ESL Group
100%
18%
8%
7%
Participants were highly involved in the 3CSN regional events and CoPs, such as Habits of Mind,
Reading Apprenticeship, and CAP. 3CSN is currently growing its ESL network and CTE network
through planned outreach to ESL and CTE faculty and staff and through its continue collaboration with
the Career Ladders Project.
The network of BSILI participants continues to develop. There were 66 participants (92.68%) that
stated that they continued to communicate with their BSILI colleagues at some level. The table below
indicates the primary mode of communication for BSILI participants.
Table 15: Communication with other
BSILI Colleagues
Mode of
Communication
Work Email
BSILI Facebook
N
%
60
25
84.51%
35.21%
Personal Email
Telephone
Meet in Person
8
18
45
11.27%
25.35%
63.38%
The majority of the participants communicated via
their work (campus) email and they met in person. Similar to the FTLA survey, it is valuable to
see that meeting in person was a popular choice
for participants because it relates to the idea that
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a CoP continues to socialize and build its network beyond the initial professional development.
However, the BSILI participants do participate as
a campus team, therefore the likelihood of them
meeting on campus does increase over other
forms of communication.
Evaluation
BSILI as a community of practice is aligned with
the Wenger, Trayner, & de Laat’s (2011) description of networks and communities; BSILI addresses both of these by building the network of
professionals during the duration of the BSILI professional learning (week-long) and then providing
participants the opportunity to join the community
132
of professionals that are centered on similar goals,
i.e. of student success. The network is the “personal connections” among the participants and
the shared knowledge that is acquired during the
professional learning. In the community, the BSILI
participants have a “shared identity” with other
professionals within 3CSN’s CoPs, such as Reading Apprenticeship, Habits of Mind, and 3CSN
regional events. Within this community, they share
a common effort to advance student success at all
levels: classroom, department/discipline, campus,
region, and state.
Participants’ responses demonstrated an applied
value (changes in practice) at multiple levels.
Responses indicated that participants were using
the BSILI tools/practices with over 25% identifying
campus changes and over 40% stating they and
or their campus were using CoP practices. Most
participants (over 90%) identified changes in
student learning due to implanting BSILI teaching
practices. Most predominant was the use CoP
curricula, i.e. RA and HoM . Over 65% of the participants applied these practices to their campus,
department, and or classroom; this resulted in
many of them continuing their professional learning inquiry by utilizing 3CSN trainings in these
practices.
At another level, participants stated that by using
these tools/practices they were able to observe
At another level, participants stated that by using
these tools/practices they were able to observe
changes in student performance (realized value).
Participants were able to make meaning of their
efforts by their ability to recognize the changes
they observed at these multiple levels on campus. Over 50% of the participant stated seeing
changes at the college, department, and or program level. As one participant stated, “I tap into
the collective wisdom of my colleagues to help
bring about positive change on our campus in a
wide variety of areas. I am more attentive when it
comes to addressing the affective domain in my
students. I have adopted the principle of appreciative inquiry, and I use that in my meetings and
in my classrooms.” Another participant reflected
on her observation of applying BSILI tools/practices, “The fundamental change has been that I
think of teaching as beyond the classroom. Student success is so very wrapped up in how institutions function, so I bring that to every class and
meeting.”
BSILI has provided participants with a supportive
network and community of practice from which
they can participate in and draw upon to further
their professional learning. It has inspired some to
change positions on their campus, become more
active in campus leadership, and further their inquiry into other professional learning experiences.
in my meetings and in my classrooms.” Another participant reflected on her observation of
applying BSILI tools/practices, “The fundamental change has been that I think of teaching as
beyond the classroom. Student success is so very
wrapped up in how institutions function, so I bring
that to every class and meeting.”
BSILI has provided participants with a supportive
network and community of practice from which
they can participate in and draw upon to further
their professional learning. It has inspired some to
change positions on their campus, become more
active in campus leadership, and further their inquiry into other professional learning experiences.
133
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CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
Appendix 28: Value Creation Narrative
Note: +1-lndicates that you can provide postive/negative experiences
BSILI
How participation
is changing me
as a professional (e.g., skills,
attitude, identity,
self-confidence,
feelings, etc.)
How participation
is affecting my
social connections (e.g., skills,
attitude, identity,
self-confidence,
feelings, etc.)
How participation is helping
my practice (e.g,
ideas, insights,
lesson material,
proced ures,etc.)
How participation
is changing my
ability to influence my world
as a professional
(voice, contribution, status,
recognition, etc.)
Reasons for participation
(e.g., challenges,
aspirations,
professional
development goals,
meeting people, etc.)
+I
Activities, outputs, events,
networking
(e.g., lesson material,
discussion, visits, etc.)
+I
Value to me
(e.g., being abetter
teacher or professional,
handling difficult
situations, improving
my work environment,
improving school
performance, etc.)
+1Assumptions: Professional learning leads to changes in
classroom practice and in student performance.
extrinsic motivators, lack of formal professional learning
structures, lack of strong direct ion from academic senate.
Not all professional learning leads to change in classroom
practices, but the accumulating effects do.
(Note: focus on targetable parts of campus climate... )
Robust professional learning leads to robust student
learning.
How connect to strategic plan, mission, equity and SSSP
expectations, appropriate equity plan outcomes that complement/support ours.
There is a counter-narrative about professional development
that needs to be re-written.
Not everyone has equal access to professional learning
opportunit ies and resources.
We are a college that cares about equity issues.
Professional learning is good.
External Factors: campus climate, mindset, percentage of
part-timers, lack of PO days, lack of institutionally supported
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
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Address part-time and full-time challenges
Need to add: make connections with colleges in our area
around PL: we have begun conversations and are planning
get-togethers when we return in the fall. Build these into our
plan.
Other connections already being tapped: an informal
regional group interested in PL (the PL Salon); scheduled
phone conferences w/West Hills folks.
134
B. Filled-out Value Narrative for BSILI Participant
„„
„„
„„
„„
„„
How participation is changing me as a professional: I participated in BSILI to acquire guidance
in establishing a PL program. Also, I wanted to support my colleague, Mary Huebsch. Another
reason was to improve my teaching. Another reason was to become a better person. I grew professionally. I acquired direction. I established new relationships with others who can guide us.
How participation is affecting my social connections.
No, I have always had a beautiful relationship with my colleagues. I have made new friends and
colleagues.
How participation is helping my practice: We are coming away with specifics that we can implement from this point forward including Theory of Change, Logic Model, PL Hub. I feel more confident about the direction we need to go in for professional learning. I gained an incredible amount
of knowledge about professional learning in general, fantastic contacts, good relationships, and
ideas based on solid practice. I want to incorporate HoM into my ESL lessons. I want to restructure my classroom by utilizing best practices from Reading Apprenticeship and Habits of Mind.
How participation is changing my ability to influence my world as a professional: I feel I have new
things to contribute to the profession including contextualized directed learning activities for CTE.
Appendix 29: BSILI 2015 BSILI Community of Practice/Hub Rubric
Immediate:
Potential:
Applied:
Realized:
Reframing:
Activities and
Interactions
Knowledge
Capital
Changes in
Practice
Performance
Improvement
Redefining
Success
Individual/
Practitioner
3. Develop
leadership
Campus
Region
4. Recursive
practice
State (3CSN)
135
1. Inquiry
2. Collaboration
& Networking
Department/
Division
Examples of
indicators:
Guiding Principles
Attendance
at meetings;
Frequency
of meetings;
Intensity of
discussions
Tests &
surveys;
Member
retention
rates; social
network
analysis
New
procedures;
Collaborative
arrangements;
Using communities and
networks
Speed &
accuracy;
More transfers;
Lower attrition
rates
New learning
agenda; New
metrics; New
strategic directions
5. Assess
and evaluate
6. Share
knowledge
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
Appendix 30: Who/What Mapping
Who Mapping
Who has relevant
knowledge?
On campus
Within 3CSN Network
Who needs to be
actively involved?
On campus
Within 3CSN Network
Who needs to be
aware of what is
happening?
On campus
Within 3CSN Network
Who could provide
support?
On campus
Within 3CSN Network
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Appendix 31: 2014-15 BSI Reporting and Sharing Sessions
Event Title/
Description
BSI Reporting
Session
Date/Location/
Overall
Rating
#Participants
#Colleges
August 21, 2014
Berkeley City College
NCLN
12
6
100%
September 5, 2014
San Diego Mesa
College
SDIVN
14
4
Not
Available
September 5, 2014
CCC Confer
CVRN
7
4
Not
Available
September 12, 2014
West Los Angeles
College
LARN
16
10
100%
September 12, 2014
Santiago Canyon
College
15
9
100%
September 12, 2014
Citrus College
FIER
5
4
100%
Sponsoring Region
Excellent or
Good
Appendix 32: 2014-15 BSI Coordinator’s Events
Event Title/
Description
BSI Coordinator
Event
137
Date/Location/
Overall
Rating
#Participants
#Colleges
May 1, 2015
LA Harbor
LARN
22
11
100%
May 8, 2015
Solano College
NCLN
22
8
100%
Region
Excellent or
Good
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CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
Integrated Planning Worksheet See following Appendix 34 as Example
1. Use the Crosswalk Document to consider the commonalities across these initiatives in terms of
purpose, focus and students to be served. Discuss what you notice.
2. Then, list 3 goals that might serve the purposes of two or three of the initiatives (SSSP, Equity,
Basic Skills, Other).
3. Finally, suggest some activities in each column that might serve the goal listed.
Goal
SSSP
Student Equity
Basic Skills
1. Increase
completion and
persistence
through the
English Developmental
Sequence
Provide extended orientation
and assessment prep
courses/workshops
Provide extended orientation
and assessment prep
courses/workshops
Pilot prep
courses
through the
first year
programs or
specific bridge
programs
Redesign the
dev ed
sequence
3CSN | 2015 ESL/Basic Skills Professional Development Grant Annual Report
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
Other
Redesign
the dev ed
sequence
(Achieving the
Dream)
Redesign the
dev ed
sequence
138
Appendix 33: Integrated Planning Crosswalk and Integrated Planning Worksheet
Initiative
SSSP
Purpose
To increase California community college student access and success
through the provision of core matriculation services with the goal of
providing students with the support services necessary to assist them in
achieving their education goal and identified course of student. Students
need a plan.
Core Services:
„„Orientation
Focus
„„Assessment
„„Counseling,
„„Follow-Up
„„New
„„All
Students to be Served
students needing an education plan
„„Undecided
„„Probation
students
students
skills students
„„At-Risk
139
for At-Risk Students
matriculating students
„„Basic
Mandates
Advising, and Other Education Planning Services
students
SB 1456 & Student Success Task Force and Title 5 (revised and new)
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Student Equity
Basic Skills
To close achievement gaps in access and success
in underrepresented student groups, as identified
in local student equity plans. Research based
focus on identifying gaps in student success
especially for targeted student groups through the
provision of specialized support/services.
Faculty and staff development to improve curriculum, instruction, student services, and program
practices in the areas of basic skills and English as
a Second Language (ESL) programs.
Funds shall be expended for:
Closing achievement gaps in 5 success indicators/
goals:
„„Access
„„Course
„„ESL
and curriculum planning and devel-
opment
„„Student
assessment
„„Advisement
Completion
and Basic Skills Completion
„„Degree
„„Program
and Certificate Completion
„„Transfer
and counseling services
„„Supplemental
instruction and tutoring
„„Articulation
„„Instructional
materials and equipment
„„Any
other purpose directly related to the
enhancement of basic skills, ESL instruction,
and related student programs.
Campus based research as to the extent of student equity by gender and for each of the following categories of students:
„„Current
or former foster youth
„„Student
with disabilities
„„Low-income
students
„„Veterans
„„Students
in the following ethnic racial categories: American Indian or Alaska Native,
Asian, Black or African American, Hispanic
or Latino, Native Hawaiian or other Pacific
Islander, White, some other race, more than
one race
SB 860 (Budget Act), Title 5 (New and revised)
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CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
To improve outcomes of students who enter college
needing at least one course in ESL or basic skills,
with particular emphasis on students transitioning
into college (from high school, immigration, workforce, incarceration, etc.)
AB 194 (original); SB 852 (revised)
140
Initiative
Plan Content
and Coordination
SSSP
Description of core services, related research and technology, match,
policies, professional development, prerequisites and budget.
Required coordination with Student Equity plan.
Non Credit: separate plan and allocation
Who signs off on the plan:
„„No
local board approval required, but presented to CCCD Board as
a courtesy
„„SSSP
Coordinator
„„Chief
Student Services Officer
„„Chief
Instructional Officer
„„Academic
Plan Approval
Senate President
„„College
President
„„District
Chancellor
Who signs off on SSSP budget:
„„SSSP
Coordinator
„„SSSP
Supervising Administrator or CSSO
„„District
Business Manager
„„College
President
„„District
Chancellor
2014: October 17, 2014
Plan Deadlines
141
2015: TBD but probably around November 1, 2015
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Student Equity
Basic Skills
Disproportionate Impact (DI) Study:
Goals, Activities & Budget based on Dl.
Required coordination with categorical or campus
programs: EOPS/Care, DSPS, CalWORKs, MESA,
Middle College High School, Puente Project,
SSSP, BSI, foster youth and veterans’ programs,
BFAP and BSI
CCCCO Basic Skills Cohort Tracker Tool
Required coordination with Student Equity and
SSSP plans.
Non Credit: no specific authorization
Who signs off on plan:
„„Local
Board approval required
„„Student
Equity Coordinator
Who signs off on plan:
„„Chief
Student Services Officer
„„Chief
„„Chief
Instructional Officer
„„Academic
„„Academic
„„College
Senate President
„„Chief
Executive Officer (President)
Senate President
Business Officer
President
2014: January 1, 2015
2015: TBD
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2014: October 10, 2014 ( 13/14 End-of-Year Report; 14-15 Allocation Goals; Action Plan; Expenditure Plan)
2015: July 31, 2015 (15/16 Expenditure Plan
Report)
142
Initiative
Allocations Formula
SSSP
Year 1 (2014-15) Formula:
Preexisting criteria: 2.4 X new credit students plus 1.0 X continuing
students
Year 2 (2015-16) Formula:
„„60%
Students Served at the College:
„„Initial
Orientation-10%
„„Initial
Assessment-10%
„„Abbreviated
SEP-10%
„„Counseling/
Advising-15%
„„Comprehensive
„„Progress
„„Other
SEP-35%
probation Services -15%
Services-5%
40% College’s Potential Population of Students to Receive Services:
Unduplicated Credit Student Head count (academic year= summer,
fall, winter, spring) plus Base Funding Floor $35K or 10% (whichever is
greater)
MIS Reporting
New data elements
„„SS01-Student
Educational Goal
„„SS02-Student
course of Study
„„SS03-Student
Initial Orientation (exempt status)
„„SS04-Student
Initial Assessment (exempt status)
„„SS05-Student
Initial Educational Plan (exempt status)
„„SS06
-Initial Orientation Services
„„SS07
-Initial Assessment Services
„„SS08
Counseling and Advising
„„SS09-Educational
143
Plan
„„SS10
-Academic Progress/Probation Service
„„SS11
Student-Other Services
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Student Equity
Basic Skills
New Formula:
„„40%
Annual FTES
„„25%
High Need Students (based on number
eligible for Pell Grant)
„„10%
Educational Attainment of Residential
Zip Code
„„5%
FTES from basic skills courses
„„Minimum
amount a college will receive is
$90,000 annually
Participation Rate
„„18%
„„2%
„„100%
Poverty Rate
Unemployment Rate
N/A
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N/A
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Initiative
Allowable Expenditures
SSSP
„„SSSP
Director/Coordinator and staff
„„Office
supplies and postage
„„Publications
„„In-state
travel and training
„„Computer
„„Food
and outreach materials
hardware and software and equipment
and beverages
„„Counseling,
„„Follow-up
advising and other student educational planning services
services
„„Orientation
services
„„Assessment
for placement
„„Research,
admissions and transfer functions directly related to fundable SSSP services
Unallowable Expenditures
„„Construction
„„Gifts
„„Stipends
for students
„„Office
furniture
„„Other
staff salaries and benefits
„„Political
„„Rental
„„Legal
or professional dues, memberships or contributions
of off-campus space
and audit expenses
„„Indirect
costs
„„Unrelated
travel costs
„„Vehicles
„„Clothing
„„Courses
„„Admissions
and Records Office (not related to SSSP services)
„„Supplanting
Match
Credit: Starting 14-15 revised to 2:1.
13-14 funds remain at 3:1 (prior backfill to matriculation can be counted
as match)
Noncredit: still at 1:1
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Student Equity
Basic Skills
„„Outreach
„„Student
Services and Student Services categorical programs
„„Research
„„Hiring
and evaluation
student equity program coordinator
„„Support
student equity planning process
„„Professional
development
„„Adapting
academic or career-related programs or courses
„„Instructional
„„In-state
„„Other
support services
„„Program
and curriculum planning and devel-
opment
„„Student
assessment
„„Advisement
and counseling services
„„Supplemental
instruction and tutoring
„„Articulation
„„Instructional
materials and equipment
„„Any
other purpose directly related to the
enhancement of basic skills, ESL instruction,
and related student programs.
travel
direct student support
„„Construction
„„Gifts
„„Stipends
for students
„„Computer,
office supplies and furniture
„„Other
administrative, faculty, or staff salaries
or benefits
„„Political
or professional dues, memberships
or contributions
„„Rental
„„Legal
„„Supplanting
current district expenditures for
matriculation and assessment services, basic
skills, ESL instruction, and related student
programs
of off-campus space
and audit expenses
„„Indirect
costs
„„Unrelated
travel costs
„„Vehicles
„„Clothing
„„Courses
(faculty salaries)
„„Unrelated
research
„„Supplanting
N/A
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CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
N/A
146
ACKNOWLEDGMENTS
Chancellor Brice W. Harris would like to acknowledge and thank those individuals
who have made significant contributions to this report.
Prepared by the:
Instructional Programs and Services Unit
Academic Affairs Division
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
Educational Services/Academic Affairs Division
Pamela D. Walker, Ed.D.
Vice Chancellor
LeBaron Woodyard
Dean
Eric Nelson, Ph.D.
BSI Grant Monitor
Office of Communications
Paul Feist
Vice Chancellor
Paige Marlatt-Dorr
Director of Communications
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
1102 Q Street, Suite 4550
Sacramento, California 95811
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
1102 Q Street, Suite 4550
Sacramento, CA 95811
CaliforniaCommunityColleges.cccco.edu
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