MT. SAN JACINTO COMMUNITY COLLEGE DISTRICT
BUDGET DEVELOPMENT FISCAL 2013-2014
ADMINISTRATOR USE:
___________________
Originator:
Janice Levasseur, SI Coordinator
Program or Department Name:
Supplemental Instruction (SI)
Area Dean:
Area Vice President:
Pat James
Bill Vincent
Account Code:
Total Amount Requested:
$44,059.68
One Time Funding ____
On Going Funding ___x__
What are you requesting? Why is the request being made? Where was the need identified?
Campus: District
Safety____
A separate budget line for funding 12 sections of SI (at the cost of $1800/each broken down as: $10/hour for 10 hours/week for 18 weeks) per semester district-wide is requested. The total annual amount, including fixed costs, requested is $44,059.68 ($43,200 plus estimated fixed cost $859.68). The MSJC SI Program does not have its own budget. Currently the Program is funded through several sources: HSI Title V Grant (2010-2015), Title V STEM Grant
(2011-2016), BSI, and the general tutoring funds. One of the BSI 2011-2012 goals is to institutionalize successful programs that have been receiving BSI funding. The amount requested is nearly equivalent to the funding BSI has provided and would free-up BSI funds for other projects. The establishment of an SI budget line that increases over time based on the need to support more and more disciplines will alleviate the dependency for funding from the
LRC general tutoring funds and/or grant funding. With the sunsetting of the two major federal grants in the near future, it is crucial that a budget line be established over the next several years in order to sustain this beneficial and successful program.
Demonstrate how your request is supported by your Program Review/Annual Program Assessment:
The first SI Program Review was completed for academic year 2010-2011. Stated in that Program Review is:
Topic 2.4 -- "Currently, the MSJC SI Program does not have a budget." With the designation of program status, funds specifically for SI need to be established from general (district) funds. The MSJC SI Program has taken its first step towards institutionalization with the hiring of a permanent full-time SI Coordinator. In addition, the need for the institutionalization of the SI Program was also addressed in the 2011-2012 Annual
Program Assessment – Section III Commentary/Discussion and Section V Final Summary.

Demonstrate how your request is supported by your Unit Plan and Division Plan ( link to Unit/Division Plans 2011-2012)
Demonstrate how your request is supported by your CLO/DLO/PL0/AUO/SLO:
The SI Program involves three cohorts of students – the SI Students (who participate in the SI review sessions), the student SI Leaders, and the student SI Mentors. Learning Outcomes were written for each group of students involved in the SI Program and were measured for the first time in the Spring 2011 semester. SI
Student LOs are: 1) "SI Students will demonstrate a deeper understanding of course material through improved test grades and overall class grades"; 2) "SI Students will demonstrate higher results in the course
SLOs"; and 3) "SI Students will employ an improved study skills set." LOs for the SI Leader are: 1) "SI Leaders will identify multiple services available to assist students", 2) "SI Leaders will integrate effective study skills into the SI sessions", and 3) "SI Leaders will judge accurately their effectiveness as an SI Leader. The LO for the SI Mentor is "SI Mentors will judge accurately the effectiveness of the SI Leaders they mentor."
In order to continue to provide the opportunity for students to participate in the SI Program, it is essential that the SI Program establish a consistent funding stream.
Describe how your request is aligned with one or more of the following Institutional Priorities: (l ink to SP)
Student Success
Supplemental Instruction (SI) has proven to be a viable program that positively impacts student success at
MSJC. There is ample in-house data to demonstrate that students who participate in SI succeed at a higher rate (76% vs. 58%) and withdraw at a lower rate (9% vs. 21%) than their non-SI counterparts. A recent analysis of MSJC SI data revealed that if a student does not attend SI, the probability of successfully completing the course is only 66%. However, if a student attends SI at least once a week, the probability of successfully completing the course increases to 87%! SI sessions integrate "what to learn" (course content) with "how to learn" (study skills strategies). (Note: these results mirror SI results from other colleges/universities.) Further, one of the goals of SI is that SI students take the strategies they learned from
SI and apply them to all their classes, whether those classes have SI or not.
Also, as with many schools, several of the MSJC Learning Communities have an SI component. The pairing of these two student success initiatives has positively impacted student performance. In addition, the MSJC SI
Program has incorporated Reading Apprenticeship (another student success innovation) by training all SI
Leaders in reading strategies that they in turn pass on to the SI participants.
Lastly, the benefits of the SI Program are not limited to the students who participate in the SI sessions. The SI
Leaders, themselves, benefit from their leader experience. SI Leaders develop many “soft skills” that contribute to their own academic success: improved communication skills, problem solving, organizational skills, time management, etc. There is a current study underway to examine the benefits SI Leaders acquire through their participation with the SI Program.

Firmly establishing the SI Program through a SI budget line will ensure the continuation of this beneficial program.
Fiscally Sound Position:
SI has been written into the Instructional Component of three recently awarded grants because SI has proven to be effective, measurable, and cost effective. When the CCRAA Title V STEM Grant (2008-2011) received
$60,000 in additional funding, half of that was allocated directly to the SI component doubling the SI support of STEM courses. Comparing SI to tutoring, SI sessions have to average 3 students per SI review session to be as cost effective as one-on-one tutoring. While end-of-the-semester data have shown that some sessions have not been cost effective, a vast majority have been, averaging between 3 and 13 students per sessions.
Sections that are not cost effective are reevaluated for SI fund allocation.
Systematic Planning and Assessment:
Ample data is collected on the effectiveness of SI in classes and with instructors. For each class section of SI, data collection consists of: census roster data, SI session attendance, exam scores, SI Leader evaluations by students and faculty, final class grades. At the conclusion of the class, a full report is submitted to the SI
Instructor, the SI Leader, and the appropriate deans and grant project directors. The report includes a GPA, success rate, and attrition rate summary for the SI group versus the non-SI group. If a class's SI data is consistently "up-side-down" (the non-SI group outperforms the SI group), then SI support is suspended while the phenomenon is investigated (e.g. SI support for Math 96.)
Also, Mrs. Levasseur coordinates with Alma Ramirez, the Learning Communities Coordinator, in supporting one of the classes in a Learning Community with Supplemental Instruction. cti on
Institutional Pride and Organizational Culture:

The MSJC SI Program has become recognized as a successful form of student support at MSJC and receives campus wide support from the students to the administration and Board of Trustees. The inclusion of SI as an instructional program in the three most recently awarded grants and in the first two annual Student Success
Summit in April 2011 and 2012 has further propelled the reputation the MSJC SI Program forward. The MSJC
SI Program is striving to be a model program on campus, leading the way in data analysis and reporting, that other programs can emulate.
The benefits of SI are countless. First, a culture of SI is being established at MSJC. Students are actively participating in SI sessions and building their network of peers at MSJC (often SI students enroll in future classes together.) SI Leaders and SI Mentors are viewed as campus leaders with many participating in SGA
(the SGA President and VP are both SI Leaders), campus clubs (many campus club officers are SI Leaders), and the Honors Program (several award winning Honors projects were done by SI Leaders.)
Further, asides from the academic benefits the SI students reap, the SI Leaders and SI Mentors gains are tremendous too. SI Leaders gain academic benefits through the additional exposure to the course material. SI
Leaders and SI Mentors develop their leadership and communication skills. SI Leaders also have a unique opportunity to foster a significant mentor-mentee relationship with their SI Instructor.
During the most recent accreditation visit, the SI Program was mentioned repeatedly. It is a program that the whole district can take pride in.
The establishment of the SI budget line will be unique in this area and will be another innovative aspect for the
MSJC SI Program.
Community Partnerships and Service
In addition to the reputation the MSJC SI Program has established within the district, the MSJC SI Program has cultivated a reputation in the area and is known for its extensive data reporting. Janice Levasseur has recently assisted with the development of SI program at three other colleges in California and has provided consulting for two existing ones. The consulting opportunities have enhanced the MSJC SI Program's reputation as a model prestigious program. Also, the California Community College Success Network (CCCSN) listed the
MSJC SI Program top of their list of "effective practices and exemplary programs".
Further, MSJC SI Leaders have been able to take what they have learned from their MSJC SI experience:
1. A MSJC SI Leader transferred to UCR and was hired on as an SIL to support a class at UCR that had never been supported with SI before.
2. A MSJC SI Leader applied the collaborative learning strategies learned as an SIL when volunteering at her daughter's after school homework club at a local charter middle school.
3. A MSJC SI Leader is utilizing the group facilitation skills he learned as SIL to the mandatory group study sessions he runs for the Writing Center at Cal State Pomona. Another MSJC SIL also utilizes the group facilitation he has learned as SIL to conduct mandatory study sessions at Palomar.
Again, the establishment of a SI budget line will ensure that the opportunities for students to work within the SI
Program will continue.

Describe how your request will support one or more of the 12 Institutional Goals in the Strategic Plan ( Strategic Plan )
While the SI Program supports all 5 Institutional Goals, the request for an SI budget line directly supports several of the 12 consolidated Institutional Goals.
Under “Student Success”, SI supports #1
Improve course completion rates. The in-house SI data has demonstrated that students who participate in SI are more successful than students who do not. Increased student success directly feeds into #2 Accelerate “time to completion” rate for students pursuing transfer track.
SI students are more successful and less likely to withdraw from classes (when compared to their non-SI counterparts.) Therefore, SI directly supports this important goal. Further, the benefits that SI Leaders realize
(improved communication skills, improved leadership and facilitation skills, improved understanding of course material, etc.) directly supports #3 Integrate learning, engagement, access, and teaching initiatives that support student academics and personal growth.
The MSJC SI Program has been a model program when it comes to data collection, analysis, and reporting.
The practice of data-driven decisions will persist and MSJC SI’s data will continued to be shared with the
International Center for Supplemental Instruction at UMKC. (“Systematic Planning and Assessment” #6
Emphasize College-wide data-driven assessment and decision-making utilizing internal and external data.
The MSJC SI Program promotes more student engagement in campus life (# 9 under “Institutional Pride and
Organizational Structure). SI Leaders are model students on campus, often involved in multiple campus organizations. The SI Leaders are tasked with not only with assisting students process course content, but also promoting campus wide organizations (EOPS, Financial Aid, Counseling, Honors, PTK, etc.). Further, by encouraging students to attend SI review sessions, the SI Leaders are in turn encouraging some students to stay on campus for longer periods of time. Many of the campus organizations promotions are timed with “Theme
Weeks”. The SI Program is another venue for delivering these important bits of information to the students.
As a recognized student support program, the MSJC SI Program has helped to increase the College’s visibility
(“Community Partnerships and Services, #10 Increase the College’s visibility, value, and recognition in our service area.
) Further, the MSJC SI Program has gained a reputation for its data collection, reporting, and presentation. Over the past year, Mrs. Levasseur has been invited to several local colleges to discuss the building of and sustaining a strong SI Program.
Demonstrate how your project goals are supported by any of the following plans ( 2009-16 Educational Master Plan , Distance
Education Plan, Technology Plan and/or the Facilities Master Plan ):
SI was mentioned in the 2009-2016 Education Plan under the "Future Plans" section of the MVC Learning
Resource Center. The MSJC SI Program works in collaboration with the Learning Resource Center; any additions to the LRC can mutually benefit the SI Program.

Describe your goal(s) for this proposal? How will this impact students or institutional services?
The goal of this proposal is to establish a separate budget line for the SI Program to ensure its continuation.
The SI Program goals are 1) to increase student success rates and 2) decrease student attrition rates. In order to provide consistent SI support semester after semester, an SI budget is necessary. Consistency will allow for improved planning of the SI line-up and better marketing of these sections. Students will be better able to anticipate which classes will be supported with SI. Consistency will also cultivate the culture of SI in which both students and instructors seek out SI opportunities.
What are your measureable outcomes that will lead to you meeting your goal(s)? Provide how your outcomes are tied to your
CLO/DLO/PLO/AUO/SLO
The goal to establish a separate budget line for the SI Program is easily measured by literally counting the number of sections funded by the separate budget line. Each section funded will be subject to the standard SI data analysis and reporting: student success rates, attrition rates, and GPA data. Historical data has demonstrated that the success rate of SI students exceeds the success rate of non-SI students (76% vs. 58%).
Further, the attrition rate of SI students significantly less than the rate of non-SI Students (9% vs. 21%). The same data will continue to be collected, analyzed, and reported. The data is used to assess the MSJC SI
Program regularly.
In addition to the standard reporting, a Logistical Regression Analysis was done on data collected from all classes supported with SI in the Spring 2012 semester. SI participation was found to be a significant factor when predicting successful completion of a course. Controlling for the other variables considered, students who attended SI regularly (average of twice a week) had a predicted success rate of 96%. On the other hand, students who did not participate in SI had a predicted success rate of 66%. Additional completion and reporting of similar data analyses as well as new longitudinal and persistence studies are planned for the future.
Further, as the SI Program works to moves from “Awareness/Development” to “Proficient”, a guaranteed and consistent slate of SI sections will facilitate the continual assessment of learning outcomes for all students involved in the SI Program.
What are the steps that you will take or need to be taken to implement this proposal? Demonstrate the following:
• (a) Who is in charge of implementing the project?
• (b) What are the projected start and end dates?
• (c) What other departments will need to assist with the acquisition/ implementation of the project?
• (d) When will the outcomes be measured?
• (e) How will you measure the desired outcomes?
Under the supervision of Dean Pat James, Mrs. Levasseur will participate in the RAP process.
Once granted the funds, the project would start immediately. Mrs. Levasseur will work with Ms. Shelley
Wertman-Excel to establish the SI budget line procedures and to discuss the smooth transition of funds to the appropriate sites and SI Leader assignments. Mrs. Levasseur will work with Ms. Wertman-Excel to fit the budget line dispersal to the SI time line (hiring of SI Leaders with proper budget codes on a semesterly basis).
Throughout the semester, Mrs. Levasseur, with the assistance of Ms. Wertman-Excel, will monitor the budget line balance through Galaxy.
Through subsequent RAPs , Mrs. Levasseur will work towards the institutionalization of the other current

grant-supported SI sections (the HSI Title V grant which will sunset 09/30/15 and the HSI STEM grant which will sunset 09/30/16). Ideally, the budget line would be fully established by 2016.
The primary goal of this proposal is to establish a budget line for the SI Program. This outcome will be measured upon the establishment of that budget line and the existence of that budget line in galaxy.
Projected Expense Profile
New Personnel Request--This does not include Full Time Academic Faculty Positions.
For personnel requests please attach the job description, job classification and label "Exhibit I."
Position Title:______________________________________
Estimated Cost
1XXX
3XXX
Academic Salaries (Certificated)
Benefits
Position Title:______________________________________
1XXX Academic Salaries (Certificated)
3XXX Benefits
Position Title:____________________________________________________
2XXX Classified/Non Academic Salaries
10, 11 or 12 Months
3XXX Benefits
Hours per Week_____
5XXX
Position Title:____________________________________________________
2XXX Classified/Non Academic Salaries
10, 11 or 12 Months
3XXX Benefits
Hours per Week_____
Sub Total:
Non Personnel Requests:
Object
Code Title
4XXX Supplies and Materials
Services
Estimated Cost
Amount
Requested

6XXX New Equipment or Building/Site Improvements
Secondary Effects (if this proposal is approved)
Total Budget Proposal:
Sub Total:
For Personnel Requests:
What additional space, if any, is needed to accommodate this position? If so, where is the proposed location?
-
No additional space would be needed to accommodate the SI sections funded through this budget line. The requested budget line would fund sections currently funded by BSI.
For Equipment and Technology Request
Will additional space be needed to accommodate requested equipment? If so where is the proposed location?
NA
Will requested equipment require maintenance agreements and or support personnel? If so what are the projected costs?
NA
Please list future year anticipated needs and estimated financial needs. NOTE: This section refers to any anticipated funding not addressed by this RAP, but required in the future. This will not be automatically funded. A new RAP must be completed in future years.
Fiscal Year
2014-2015
Anticipated Need Estimated Amount
$15,000
2015-2016
Increase the SI budget line to provide 8 additional SI sections district-wide
(including support for DE courses)
Increase the SI budget line to provide 8 additional SI sections district-wide
$15,000

2016-2017
(including support for DE courses)
Increase the SI budget line to provide 8 additional SI sections district-wide
(including support for DE courses)
$15,000