ACTION PLAN AND EXPENDITURE PLAN INFORMATION
Please find attached updated templates for the Action Plan and Expenditure Plan due at the
Chancellor’s Office on October 15, 2008. Based on college-wide discussions and evaluation of 200708 Action Plans submitted to the Chancellor’s Office last May 1, 2008, each college must complete a
2008-09 Action Plan. On the Action Plan template the college will need to provide several five-year
long-term goals for ESL/basic skills. The college will then specify 2008-09 planned actions and
respective effective practices that will be implemented to reach the long-term goals. The college
should include planned actions that require 2008-09 basic skills funds as well as those that are
supported by the general fund and activities that will not require additional funds.
The Action Plan that the college completes will drive completion of the Expenditure Plan.
On page one (1) of the Expenditure Plan, the college must indicate the planned expenditures per
category A-G. The total amount must equal the college’s 2008-09 allocation. See attached proposed
district/college allocation based on $31,500,000. A separate template is provided for each of the
categories (A through G). We ask that you use the respective templates for your expenditure detail
information. Categories specified on the expenditure plan templates are those designated pursuant
to Chapter 489 of the Statues of 2007-08 and as required by proposed 2008-09 State Budget Senate
Bill 1067 language.
College allocations were based on 2007-08 (July 15), “Annual” ESL/Basic Skills FTES and, with the
current emphasis on addressing the needs of recent high school graduates, ESL/Basic Skills FTES
generated by students 24 years old or younger, with $100,000 minimum allocation per college. As,
indicated above, if the total allocation changes and the amount to be allocated to each college is
revised, we will inform you immediately. The minimum amount of $100,000 per college will remain the
same.
CONTACT: If you have any questions or concerns regarding program expenditures, please contact
Juan G. Cruz at (916) 327-2987 or jcruz@cccco.edu
ACTION PLAN TEMPLATE
Long-Term Goals (5 yrs.) for ESL/Basic Skills
ESL/Basic Skills (Due on October 15, 2008)
Action Plan for 2008-09
D
Instructional
Practices
C
Faculty and
Staff
Development
B
Program
Components
A
Organizational/
Administrative
Practices
Section
Planned Action
Example:
Conduct institutional review of the mission,
goals and objectives for developmental education
and update as needed.
District:
College:
Effective Practice and Strategy
A.2.3 Developmental education mission,
philosophy, goals and objectives are reviewed and
updated on a regular basis.
Target Date for
Completion
November 30, 2008
Responsible Person(s)/
Department(s)
Chief Executive Officer,
Chief Instructional
Officer, Chief Student
Services Officer
Example:
Conduct instructional and counseling faculty
meetings to address educational needs and
integrate support services for students enrolled in
developmental writing courses.
B.3.2 Counseling and instruction are integrated
into the developmental education program.
February 28, 2009
Chair of Counseling and
Matriculation
Departments,
Writing Program Chair
Example:
Participate in statewide regional events
conducted through $1.6 million grant and arrange
for follow-up workshops on campus.
C.2.1 Developmental education faculty is involved
in the design, planning, and implementation of
staff development activities related to
developmental education.
June 30, 2009
Chief Instructional
Officer, Chair of Credit
and Noncredit ESL and
Basic Skills
Example:
Improve and increase the effectiveness of the
academic support center by including
recommended software and other materials in
reading and facilitating active learning, study
groups, and workshops.
D.10.7 An academic support center provides
diverse and active learning experiences such as
workshops, study groups, self-paced instruction
via video or software, and experiential learning.
June 30, 2009
Reading Program Chair,
Learning Center
Director
______________________________
Signature, Chief Executive Officer
___________
Date
________________________________
___________
Signature, Academic Senate President
Date
Section A – Organizational/Administrative Practices
(Due on or before October 15, 2008)
District: LACCD
College: Los Angeles Mission College
Target Date for
Completion
November 2008
Responsible Person(s)/
Department(s)
Chief Executive Officer
Chief Instructional Officer
Chief Student Services Officer
Academic Senate
Ed. Planning Committee
Basic Skills Task Force
A.3.1 A clear institutional decision exists
regarding the structure of developmental
education (centralized or decentralized, but
highly coordinated).
February 2009
Chief Executive Officer
Chief Instructional Officer
Chief Student Servises Officefr
Academic Senate
Ed. Planning Committee
Basic Skills Coordinator
Basic Skills Task FOrce
A.3.3 Designated budget allocations exist for
developmental education
Ongoing
Chief Administrative Services
Officer
Budget Analyst
Budget & Planning Committee
Basic Skills Coordinator
Planned Action
Hire a Basic Skills Coordinator who will liaison with the Basic
Skills Task Force to implement action items. Additionally, this
person will be responsible for non-credit basic skills efforts.
Effective Practice and Strategy
A.1.4 Developmental education is adequately
funded and staffed.
Set up a One-Stop Student and Faculty Success Center where
students can access Basic Skills resources and faculty can receive
training in Basic Skills instruction and curriculum.
Monthly budget updates will be provided to the Basic Skills Task
Force and the Budget & Planning Committee on an ongoing
basis.
The college will develop a marketing campaign to make the
“First Year Experience” and Student Success Initiative visible
throughout the campus.
A.1.1 Clear references exist that developmental
education is an institutional priority; references
are public, prominent, and clear.
June 2008
Administrative Services
Chief Student Services Officer
Basic Skills Task Force
The Faculty Hiring Prioritization Committee will include hiring
tenure-track faculty for Basic Skills as an institutional priority.
A.1.4 Developmental education is adequately
funded and staffed
A.6.1 Recruitment and hiring processes for
faculty/staff in Basic Skills programs emphasize
expertise and/or experience in developmental
education.
December 2008
Chief Executive Officer
FHP Committee
Discipline Hiring Committees
Chancellor
Board of Trustees
Incorporate basic skills objectives into course Student Learning
Outcomes (SLO) where appropriate.
A.7.1 A clearly defined and widely shared
definition of “successful developmental
education” exists.
June 2008
Faculty
SLO Coordinator
Basic Skills Coordinator
Basic Skills Task Force
Basic Skills Dean
Designate a lead basic skills librarian who will be actively
involved in integrating information competency library skills into
developmental education programs.
A.7.3 Faculty and other program personnel
know/understand their individual roles and
accept responsibility for the developmental
program.
November 2008
Build faculty understanding of developmental students’ needs
across the curriculum and in the content areas. Develop an
effective strategy to incorporate basic skills instruction into the
curriculum without a long-term negative effect on enrollment.
A.7.4 Formal mechanisms exist to facilitate
accurate communication of institutional values
and expectations for developmental students.
On-going
A.7.5 Faculty/staff communicate clear
expectations for student behavior/performance in
developmental courses/programs.
Develop systematic communication within and between
departments and in training adjunct faculty in basic skills.
A.7.6 Communication of expectations to students
occurs early and often and is the shared
responsibility of all developmental program
providers.
Revise the institutional mission statement to emphasize the
commitment to basic skills.
1.2.1 A detailed statement of the mission for
developmental education is clearly articulated.
January 2009
Chief Executive Officer
Chief Instructional Officer
Chief Student Services Officer
Academic Senate
Ed. Planning Committee
______________________________
Signature, Chief Executive Officer
___________
Date
________________________________
___________
Signature, Academic Senate President
Date
Section B – Program Components
District: LACCD
(Due on or before October 15, 2008)
College: Los Angeles Mission College
Planned Action
Designate a Lead Basic Skills Counselor to be actively involved
in the assessment, orientation, placement, and guidance of basic
skills students
Train all counselors to facilitate assessment, orientation, and
placement and to provide guidance to basic skills students.
Effective Practice and Strategy
B.3.2 Counseling and instruction are integrated
into the developmental education program.
B.3.2 Counseling and instruction are integrated
into the developmental education program.
Coordinate student services, including all Counseling, EOPS,
DSPS, Financial Aid and SFP units, to promote a more effective
and seamless relationship between the instructional support areas
and the student service programs.
In accordance with Title V, institute mandatory assessment for
both credit and noncredit students.
Target Date for
Completion
January 2009
June 2009
B.1.2 Mandatory assessment exists for all
students.
Fall 2009
Assure that all students receive orientation.
B.1.1 Mandatory orientation exists for all new
students.
Fall 2009
Strengthen financial aid outreach to developmental education
students.
B.4.1 Outreach and proactive mechanisms exist
to educate developmental students about various
opportunities to acquire financial aid.
Spring 2009
______________________________
___________
________________________________
Responsible Person(s)/
Department(s)
Chief Instructional Officer
Chief Student Services Officer
Basic Skills Coordinator
Basic Skills Counselor
Basic Skills Task Force
Noncredit Program Director
Chief Instructional Officer
Chief Student Services Officer
Basic Skills Coordinator
Basic Skills Counselor
Basic Skills Task Force
Noncredit Program Director
Chief Instructional Officer
Chief Student Services Officer
Basic Skills Coordinator
Basic Skills Counselor
Basic Skills Task Force
Noncredit program Director
Chief Student Services Officer
Basic Skills Coordinator
Financial Aid Director
Noncredit Program Director
___________
Signature, Chief Executive Officer
Date
Signature, Academic Senate President
Date
Section C – Faculty and Staff Development
District: LACCD
(Due on or before October 15, 2008)
College: Los Angeles Mission College
Planned Action
Revise the Professional Development Plan to include basic skills
activities and ongoing training in methodology for basic skills.
.
Link professional development to Basic Skills institutional goals
and back to budget and planning.
Effective Practice and Strategy
C.2.1 Developmental education faculty are
involved in the design, planning, and
implementation of professional development
activities related to developmental education.
C.3.3 Staff development activities are adequately
funded, funding is ongoing, and development
activities are coordinated by specific designated
staff as part of their core responsibilities.
Target Date for
Completion
June 2009
Responsible Person(s)/
Department(s)
Chief Instructional Officer
Basic Skills Coordinator
Basic Skills Task Force
Prof. Development Committee
Budget & Planning Committee
March 2009
Chief Instructional Officer
Basic Skills Coordinator
Basic Skills Task Force
Prf. Development Committee
Budget & Planning Committee
Institute a formal recognition process to acknowledge faculty
involved in the implementation of action plan items.
C.5.1 A structure that provides faculty who
participate in staff development with intrinsic
rewards (e.g., praise, support, or peer
recognition) is promoted.
January 2009
Chief Executive Officer
Chief Instructional Officer
Chief Student Services Officer
Basic Skills Coordinator
Basic Skills Task Force
Prf. Development Committee
Deliver ongoing training to faculty and staff members to
incorporate basic skills instruction into curriculum development.
C.3.1 Developmental education staff
development activities are clearly linked to
department, program, and institutional goals.
Ongoing
Chief Instructional Officer
SLO Coordinator
Basic Skills Coordinator
Basic Skills Task Force
Prof. Development Committee
Ed. Planning Committee
Incorporate critical reading and writing skills and computational
skills into course and program SLOs, linked to institutional
SLOs.
Develop Evaluation strategies.
C.3.2 Developmental education staff
development activities are not based around
“one-shot” workshops; rather, staff development
activities are comprehensive and ongoing.
Provide incentives for faculty participation.
______________________________
Signature, Chief Executive Officer
___________
Date
________________________________
___________
Signature, Academic Senate President
Date
Section D – Instructional Practices
(Due on or before October 15, 2008)
District: LACCD
College: Los Angeles Mission College
Planned Action
One-Stop Student and Faculty Success Center
Effective Practice and Strategy
D.6.1 Instructors id developmental education
courses assess, employ, and incorporate a viariety
of active learning strategies.
D.6.3 The academic and campus climate supports
active learning strategies and connects
developmental education students to the
institution, faculty, staff, and other students.
D.7.3 A systematic approach exists within
disciplines to align developmental education
course content and pedagogy to degreeapplicable and transfer level course content
Target Date for
Completion
Spring 2009
Responsible Person(s)/
Department(s)
Chief Instructional Officer
Chief Student Services Officer
Basic Skills Coordinator
Basic Skills Task Force
Academic Senate
Ed. Planning Committee
Basic Skills Counselor
Noncredit Program Director
Develop and recruit participation in a First-Year Experience,
including Personal Development courses, for new students.
Re-examine Basic Skills Curricula including accelerated ESL
track, paired classes, and contextualized learning.
D.1.1 Developmental education focuses on selfdirected learning, with students engaged in
actively assessing and monitoring their own
motivation and learning.
D.2.1 Developmental courses/programs
implement effective curricula and practices for
English (e.g., reading/writing integration, writing
across the curriculum, writing labs).
D.2.2 Developmental courses/programs
implement effective curricula and practices for
mathematics (e.g., addressing environmental
factors, problem-based learning, small group
ionstruction, contextual learning, appropriate use
of technology, and leartning labs).
D.2.3 Developmental courses/programs
implement effective curricula and practices for
ESL.
D,2,4 Developmental courses/programs
implement effective curricula and practices for
development of study skills.
D.6.1 Instructors in developmental education
courses assess, employ, and incorporate a variety
of active learning strategies,
D.6.2 Developmental education promotes
individualized student learning, focusing on
learner-centeredness rather than teachercenteredness.
July 2009
Chief Instructional Officer
Chief Student Services Officer
Basic Skills Coordinator
Basic Skills Task Force
Academic Senate
Ed. Planning Committee
Noncredit Program Director
Basic Skills Counselor
Design professional development activities to facilitate faculty
acquisition of active learning pedagogies and methodologies;
instruction should accommodate student learning styles.
D.1.3 Developmental education curriculum
recognizes and emphasizes the cognitive
development of students (e.g., contextual
learning, metacognitive skill development, and
constructivism).
On-going
Prof. Development Committee
Basic Skills Coordinator
Basic Skills Task Force
Noncredit Program Director
On-going
Department Chairs
Curriculum Committee
SLO Coordinator
Basic Skills Coordinator
Noncredit Program Director
D.8.1 Formal processes exisr that facilitate and
promote the exchange of effective instructional
strategies among faculty within disciplines.
D.8.2 Formal processes exist that facilitate and
promote the exchange of effective instructional
strategies among faculty across disciplines.
Incorporate problem-solving and critical thinking skills into
course outlines across the disciplines.
D.8.3 Formal processes exist that facilitate and
promote the exchange of effective instructional
strategies between faculty in general and
developmental education programs.
D.1.2 Problem-solving and critical thinking skills
are integrated into developmental education
curriculum.
Ensure that Student Services has the specialized resources to
address developmental students’ needs, regardless of the
financial status of the students.
D.3.3 Timely interventions occur with students to
address emotional, social, or non-academic
obstacles that arise, and to prevent student
attrition resulting from such circumstances.
Develop and establish appropriate prerequisites or advisories
within disciplines.
D.5.1 A well-planned, step-by-step sequence of
developmental education course offerings exists.
Implement mandatory placement of students in developmental
reading and writing courses prior to their enrollment in the
content areas.
______________________________
Signature, Chief Executive Officer
___________
Date
Chief Executive Officer
Chief Instructional Officer
Chief Student Services Officer
Fall 2009
Chief Instructional Officer
Department Chairs
Curriculum Committee
Basid Skills Coordinator
Basic Skills Task Force
________________________________
___________
Signature, Academic Senate President
Date
Long-Term Goals (5 yrs.) for ESL/Basic Skills
(Only if the Long Term Goals have changed use this Form to update the 5 year Long-Term Goals)
EXPENDITURE PLAN TEMPLATE
Page 1 of 2 (A-G)
ESL/BASIC SKILLS EXPENDITURE PLAN
(Due on October 15, 2008)
District: Los Angeles Community College District
College: Los Angeles Mission College
CATEGORY
A. Program and Curriculum
Planning and Development
B. Student Assessment
C. Advisement and Counseling
Services
D. Supplemental Instruction
and Tutoring
E. Articulation
F. Instructional Materials and
Equipment
G. Other purpose directly
related to the enhancement of
basic skills, ESL instruction,
and related student programs.
TOTAL
____________________________
Signature, Chief Executive Officer
Date: __________
2008-09 ESL/BASIC
SKILLS EXPENDITURES
OF ALLOCATION
$104,500
$9,500
$23,750
$57,000
$0
$19,000
$15,513
$229,263
_______________________________
Signature, Academic Senate President
Date: __________
Page 2 (A-G)
District: LACCD
College: Mission
2008-09 ESL/BASIC SKILLS EXPENDITURE PLAN DETAIL SHEET
For each of the expenditure “Categories” on page one (1) in which the college has included an amount for
planned expenditures, identify the specific item(s) under that category and indicate for the item(s) the
respective effective practice(s) from the 26 effective practices listed in the Basic Skills as a Foundation for
Student Success in California Community Colleges publication, or another effective practice(s) for which
student success has been documented.
Note: A template is provided for each expenditure category (pages 2A through 2G). The college
is not required to have planned expenditures in all categories; therefore, colleges do not need to
complete all of the forms that follow. Colleges may duplicate the page for any category (pages 2A
through 2G) if additional space is needed.
Example:
EXPENDITURE CATEGORY: A. Program and Curriculum Planning and Development.
EXPENDITURE ITEM(S)
EFFECTIVE PRACTICE(S)
Example:
A.3 The developmental education program is
centralized or highly coordinated.
One new full-time faculty position in reading to provide
instruction and coordination of the developmental
education program with student services support.
Six additional developmental reading, writing and math
course sections.
Example:
Participation of 6 – 8 reading, writing, and math faculty in
state/national conferences and in professional
development activities conducted through the $1.6 million
grant to enhance curriculum planning and development
efforts.
John Doe_______________
Signature, Chief Executive Officer
President
Date: __________
A.6 Faculty who are both knowledgeable and
enthusiastic about developmental education are
recruited and hired to teach in the program.
A.5 A comprehensive system of support services
exists and is characterized by a high degree of
integration among academic and student support
services.
C.1. Administrators support and encourage faculty
development in basic skills, and the improvement
of teaching and learning is connected to the
institutional mission.
Jane Doe
Signature, Academic Senate
Date: __________
Page 2A
District: LACCD
College: Mission
2008-09 ESL/BASIC SKILLS EXPENDITURE PLAN DETAIL SHEET
If applicable, please complete the information for this category below. Identify a specific item(s) under
this category and indicate for that item(s) the respective effective practice(s). Duplicate this form as
needed.
Note: The college is not required to plan for expenditures in this category; therefore, the college
does not need to complete the information below if it does not apply.
EXPENDITURE CATEGORY: A. Program and Curriculum Planning and Development.
EXPENDITURE ITEM(S)
EFFECTIVE PRACTICE(S)
Hire a full-time Basic Skills Coordinator to work with the
Basic Skills Task Force to implement action items, to
expand the non-credit basic skills program, and to
increase the transition of non-credit basic skills students
into the college’s credit programs
A.1.4 Developmental education is adequately
funded and staffed
Hire part-time support person(s) to assist #1.
A.1.4 Developmental education is adequately
funded and staffed
Provide stipends for Basic Skills curriculum development
A.1.4 Developmental education is adequately
funded and staffed
______________________________
Signature, Chief Executive Officer
Date: __________
__________________________________
Signature, Academic Senate President
Date: __________
Page 2B
District: LACCD
College: Mission
2008-09 ESL/BASIC SKILLS EXPENDITURE PLAN DETAIL SHEET
If applicable, please complete the information for this category below. Identify a specific item(s) under
this category and indicate for that item(s) the respective effective practice(s). Duplicate this form as
needed.
Note: The college is not required to plan for expenditures in this category; therefore, the college
does not need to complete the information below if it does not apply.
EXPENDITURE CATEGORY: B. Student Assessment.
EXPENDITURE ITEM(S)
EFFECTIVE PRACTICE(S)
Revise, update, and expand supplemental assessment
(not to supplant college’s assessment activities).
A.4.1 Students are required to receive early
assessment and advisement for sound
educational planning.
B.3.2 Counseling and instruction are integrated
into the developmental education program.
______________________________
Signature, Chief Executive Officer
Date: __________
__________________________________
Signature, Academic Senate President
Date: __________
Page 2C
District: LACCD
College: Mission
2008-09 ESL/BASIC SKILLS EXPENDITURE PLAN DETAIL SHEET
If applicable, please complete the information for this category below. Identify a specific item(s) under
this category and indicate for that item(s) the respective effective practice(s). Duplicate this form as
needed.
Note: The college is not required to plan for expenditures in this category; therefore, the college
does not need to complete the information below if it does not apply.
EXPENDITURE CATEGORY: C. Advisement and Counseling Services.
EXPENDITURE ITEM(S)
EFFECTIVE PRACTICE(S)
Provide advisement and counseling in a new One-Stop
Student and Faculty Success Center.
B.3.2 Counseling and instruction are integrated
into the developmental education program.
D.3.3 Timely interventions occur with students to
address emotional, social, or nonacademic
obstacles that arise, and to prevent student
attrition resulting from such circumstances.
______________________________
Signature, Chief Executive Officer
Date: __________
__________________________________
Signature, Academic Senate President
Date: __________
Page 2D
District: LACCD
College: Mission
2008-09 ESL/BASIC SKILLS EXPENDITURE PLAN DETAIL SHEET
If applicable, please complete the information for this category below. Identify a specific item(s) under
this category and indicate for that item(s) the respective effective practice(s). Duplicate this form as
needed.
Note: The college is not required to plan for expenditures in this category; therefore, the college
does not need to complete the information below if it does not apply.
EXPENDITURE CATEGORY: D. Supplemental Instruction and Tutoring
EXPENDITURE ITEM(S)
EFFECTIVE PRACTICE(S)
Develop and implement supplemental instruction and
tutoring in Basic Skills.
D.6.1 Instructors in developmental education
courses assess, employ, and incorporate a variety
of active learning strategies
D.2.1 Developmental courses/programs
implement effective curricula and practices for
English
D.2.2 Developmental courses/programs
implement effective curricula and practices for
mathematics
D.2.3. Developmental courses/programs
implement effective curricula and practices for
ESL
D.2.4 Developmental courses/programs
implement effective curricula and practices for
development of study skills
______________________________
Signature, Chief Executive Officer
Date: __________
__________________________________
Signature, Academic Senate President
Date: __________
Page 2E
District: LACCD
College: Mission
2008-09 ESL/BASIC SKILLS EXPENDITURE PLAN DETAIL SHEET
If applicable, please complete the information for this category below. Identify a specific item(s) under
this category and indicate for that item(s) the respective effective practice(s). Duplicate this form as
needed.
Note: The college is not required to plan for expenditures in this category; therefore, the college
does not need to complete the information below if it does not apply.
EXPENDITURE CATEGORY: E. Articulation
EXPENDITURE ITEM(S)
EFFECTIVE PRACTICE(S)
N/A
______________________________
Signature, Chief Executive Officer
Date: __________
__________________________________
Signature, Academic Senate President
Date: __________
Page 2F
District: LACCD
College: Mission
2008-09 ESL/BASIC SKILLS EXPENDITURE PLAN DETAIL SHEET
If applicable, please complete the information for this category below. Identify a specific item(s) under
this category and indicate for that item(s) the respective effective practice(s). Duplicate this form as
needed.
Note: The college is not required to plan for expenditure in this category; therefore, the college
does not need to complete the information below if it does not apply.
EXPENDITURE CATEGORY: F. Instructional Materials and Equipment
EXPENDITURE ITEM(S)
EFFECTIVE PRACTICE(S)
Initial set-up of Basic Skills One-Stop Center
A.1.5 Institutional commitment is reflected in the
level of comprehensiveness and the extent to
which developmental education is integrated into
the institution.
A.4.2 Students are advised and encouraged to
enroll only in college-level courses consistent with
their basic skills preparation.
Set up a Non-credit Reading Laboratory
D.6.1 Instructors in developmental education
courses assess, employ, and incorporate a variety
of active learning strategies
D.6.2 Developmental education promotes
individualized student learning, focusing on
student-centeredness rather than teachercenteredness
D.6.3 The academic and campus climate supports
active learning strategies and connects
developmental education students to the
institution, faculty, staff, and other students
Purchase class sets of ESL textbooks
D.2.3 Developmental courses/programs
implement effective curricula and practices for
ESL
Purchase computers and software for the Basic Skills
One-Stop Center
A.1.4 Developmental education is adequately
funded and staffed
______________________________
Signature, Chief Executive Officer
Date: __________
__________________________________
Signature, Academic Senate President
Date: __________
Page 2G
District: LACCD
College: Mission
2008-09 ESL/BASIC SKILLS EXPENDITURE PLAN DETAIL SHEET
If applicable, please complete the information for this category below. Identify a specific item(s) under
this category and indicate for that item(s) the respective effective practice(s). Duplicate this form as
needed.
Note: The college is not required to plan for expenditures in this category; therefore, the college
does not need to complete the information below if it does not apply.
EXPENDITURE CATEGORY: G. Other Purposes directly related to the enhancement of basic skills,
ESL instruction, and related student programs.
EXPENDITURE ITEM(S)
EFFECTIVE PRACTICE(S)
Development, coordination, facilitation, and evaluation A.1.1 Clear references exist that developmental
of on-going cross-discipline training workshops
education is an institutional priority; references
focused on Basic Skills effective practices
are public, prominent, and clear.
A.1.2 Institutional leadership demonstrates a
commitment to developmental education.
A.1.3 Developmental educators are systematically
included in broader college planning activities.
A.1.4 Developmental education is adequately
funded and staffed.
A.1.5 Institutional commitment is reflected in the
level of comprehensiveness and the extent to
which developmental education is integrated into
the institution
Development, design, and maintenance of virtual
network/digital knowledge repository for the
improvement of teaching and learning in Basic Skills
C.1.1 Department, program, and/or institutional
goals related to the improvement of
developmental education are established.
Design, budget, coordination, and facilitation of
ePorfolio teaching and learning project
C.1.2 Professional development activities for
developmental education faculty and staff are
actively supported by senior administrators.
C.4.5 Classroom assessment techniques
Design, budget, coordination, and evaluation of faculty C.3.1 Developmental education staff development
teaching and learning academies as well as faculty
activities are clearly linked to department,
chair leadership academies
program, and/or institutional goals
C.2.2 Developmental education staff development
activities address both educational theory and
practice.
______________________________
Signature, Chief Executive Officer
Date: __________
__________________________________
Signature, Academic Senate President
Date: __________
ACCOUNTABILITY
The $31,500,000 allocated pursuant to the above referenced legislation shall be
accounted for as restricted in the General Fund. This revenue shall be expended only
for those items defined herein. The allocated funds shall augment, and not supplant,
current expenditures by districts/colleges on basic skills, ESL and student services
programs. The revenue shall be recorded as Restricted State General Fund Revenue,
appropriated for Community College Districts. The expenditure of this money shall be
recorded in accordance with the California Community College's Budget and Accounting
Manual.
EXPENDITURE REPORTS
Each college will be required to provide a Mid-Year and an End-of-Year expenditure
report on forms developed by the System Office. Mid-Year reports are due on January
31, 2009 showing expenditures to date. The End-of-Year expenditure report will show
all expenditures in 2008-09 and the items purchased/funded that were specified in the
Expenditure Plan Detail Sheets. This report will be due on July 31, 2009.
CONTACT: If you have any questions or concerns regarding program expenditures,
please contact Juan G. Cruz at (916) 327-2987 or jcruz@cccco.edu