Application Workshop—
Basic Skills and Student Outcomes
Transformation Program
Welcome!
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Workshop Presentations
• Presentations are being recorded
• Wi-Fi
• Slides are available at:
http://extranet.cccco.edu/Divisions/InstitutionalEffectivene
ss/BasicSkillsandStudentOutcomes.aspx
or
• cccco.edu
– “Institutional Effectiveness”
• “Application Workshop: Basic Skills”
– “Presentation Materials”
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• Paul D. Steenhausen
– Executive Director, Success Center for CCC
– Member of Executive Committee of Institutional
Effectiveness Partnership Initiative (IEPI), Co-Chair
of IEPI Professional Development Workgroup
• Theresa Tena
– Vice Chancellor, Institutional Effectiveness
Division, CCC Chancellor’s Office
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Workshop Goals/Purpose
• Provide information on and examples of
evidence-based strategies that improve
student success
• Promote a lively and engaged environment for
peer-to-peer collaboration
• Leave today with potential or final set of
strategies for inclusion in funding application
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Workshop Goals/Purpose (Cont.)
• Workshop is NOT intended to:
– Walk through RFA instructions and requirements
– Provide full range of variations for each strategy
• Once grants are awarded, IEPI intends to assist
colleges with plan implementation
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Agenda
• Opening Plenary
– Overview of the day’s purpose and activities
• Provide background on IEPI
– Presentations on evidence-based strategies
– Table discussions with your team
• Breakout (Concurrent) Sessions
– Find out more about the principles and practices
• Plenary
– Focus in on the strategies to include in your college’s
funding application
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About IEPI
• Student Success Task Force Recommendation
7.1 and 7.2 identified need for stronger State
Chancellor’s Office that:
– Coordinates development of indicator and goalsetting framework for colleges
– Identifies effective practices
– Provides technical assistance and professional
development to help colleges achieve success
goals
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IEPI is:
• An initiative funded by the Legislature
$2.5 million for Year One (2014-15)
$17.5 million for Year Two (2015-16)
$27.5 million anticipated for Year Three (2016-17)
• Administered by the CCC Chancellor’s Office
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The Desired IEPI Outcomes are to:
• Help make the California Community Colleges the
most effective system of higher education in the
world
• Eliminate accreditation sanctions and audit
findings at colleges
• Enhance access, success, and equity for our
students
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IEPI Structure
• Executive Committee
Chancellor’s Office
College of the Canyons
Chabot-Las Positas CCD
Academic Senate for California Community Colleges
Success Center
Advisory Committee
66 members from 20 statewide organizations
Workgroups provide input to Executive Committee on
the initiative’s four major components
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IEPI Major Components
• Indicators / Goal Setting
• Professional Development
• Technical Assistance - Partnership Resource
Teams
• Policy, Practice and Procedures
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Professional Development
• Regional workshops and other face-to-face
events
• Online clearinghouse of effective practices,
trainings, and other resources
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Professional Development
Events
• To date, more than 2,000 attendees have
participated in IEPI-sponsored workshops
• The IEPI Approach to Workshops
Held at colleges whenever possible
Sessions are interactive
Teams from each institution attend
Product is a list of specific steps going forward
Follow Up
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Professional Development
Events (Cont.)
• Student Support (Re)defined Workshops
 March 18, 2016: City College of San Francisco
• Inmate Education
• Integrated Planning
 February 26, 2016: College of the Canyons
• Diversity in Hiring
• Audit and Fiscal Issues
• Basic Skills Transformation – Today!
 March 2, 2016: Riverside
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Professional Development
Online Clearinghouse
• Online Clearinghouse (Prof. Learning Network)
Pulls together hundreds of resources by topic (e.g.,
basic skills, SLO assessment, integrated planning,
etc.), highlighting exemplary practices
Will include system-wide calendar and other
features
Official launch in Spring 2016
• The Professional Learning Network: pln.cccco.edu
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Partnership Resource Teams
• Expertise is matched to Areas of Focus from pool of
more than 230 experts
• Each team commits to 3 visits or more as needed
• The visits are designed to:
1. Understand issues and identify scope of support
2. Develop ideas for institution’s Innovation and
Effectiveness Plan to address Areas of Focus
3. Provide follow up support as needed
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Partnership Resource Teams
• Team visits started in May and June 2015.
• 31 institutions selected to date to receive technical
assistance by PRTs
Spring 2015 cohort 8 institutions;
Fall 2015 cohort 15 colleges, 1 center, and 1 district;
10 institutions designated for Spring 2016
• Institution CEO completes short letter of interest
• Grants of up to $150,000 as seed money to expedite
implementation of institution’s Innovation and
Effectiveness Plan (available until funds run out)
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Examples of Areas of Focus
Identified by Institutions
• Integrated planning at all levels.
• Using student success and achievement data
for improving decision-making and
institutional effectiveness.
• Selecting and effective deployment of
Learning Management Systems.
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Call to Action !
Volunteer to Join the PRT pool
Participate in Professional Development Activity
IEPI Communication
• Current non-faculty survey:
https://www.surveymonkey.com/r/IEPI-PRTExpertiseInventory2015-2
• Current faculty survey:
https://www.surveymonkey.com/s/Faculty_PRT_team_survey
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Basic Skill Education—
A Key to Advancing Equity and
Social Mobility in California
The Challenge and Opportunities
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Three-quarters of firsttime students fall into this
category (unprepared)
….Yet, research has shown that commonly used
assessment instruments misplace many
“unprepared” students.
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Notable Publications on Basic Skills
http://www.jff.org/publications/coreprinciples-transforming-remedial-educationjoint-statement
http://extranet.cccco.edu/Portals/1/AA/BasicSkills/2013Files/B
SI_E-Resource_10-18-13.pdf
http://rpgroup.org/publications/StudentSuccessBook.htm
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Multi-Term Remedial Sequences
Erode Student Completion Rates
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….Yet, colleges have successfully reorganized
instruction and curriculum to shorten—if not
eliminate—basic skills course sequences for
students.
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Changing Practices and Policies
Teaching that relies heavily
on using abstract concepts
Teaching in way that references
students’ interests and career
aspirations
Instruction and student
support services siloed
Instruction and support services
integrated, mutually reinforcing
Limited collaboration
between K-12 and CCC
Policies and efforts that reflect
belief in co-responsibility for
student success
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45.0%
Basic Skills Success Rates
Trending Upward…But Slowly
42.8%
40.0%
41.7%
43.5%
43.4%
41.9%
35.0%
English
Math
30.0%
30.7%
31.0%
30.0%
28.4%
28.9%
28.4%
27.1%
26.3%
25.0%
25.4%
24.4%
20.0%
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
ESL
Building on Work to Date
• Need to address and connect multiple
components impacting student success
• and SCALE “what works”
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Basic Skills Transformation Grants
• $60 million in one-time grants to colleges
• In funding application, must propose to adopt
or expand two or more “evidence-based”
(high impact) practices and principles
• Goal: Increase number, percentage, and speed
of students (1) completing college-level math
and English and (2) continuing on to graduate
from community college
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Evidence-Based Principles and Practices
in Basic Skills Transformation Grant
• Strategy 1: Assessment reform
• Strategy 2: Direct placement into college-level
math and English—with appropriate supports
• Strategy 3: Align content in basic skills courses
with students’ intended program of study
• Strategy 4: Teaching basic skills in context of a
career or industry
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Evidence-Based Principles and Practices
in Basic Skills Transformation Grant (Cont.)
• Strategy 5: Integrate instruction with student
support services
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Evidence-Based Principles and Practices
in Basic Skills Transformation Grant (Cont.)
• Colleges also may:
– Use technology to enhance adoption of Strategies
1 through 5
– Implement “other” basic skills strategies that
college shows (using evidence) is effective
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Presentations
• Practitioners and other CCC experts
representing evidence-based and nationally
recognized programs and practices
– Where relevant, will discuss role technology plays
in supporting program
• Focus on design principles behind the
practice—what makes these approaches “high
impact”
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