ASCCC Plenary
Session Spring
2010
BRIC, CLASS,
EAP, and
ALC:
Establishing
the Senate
Role in DataDriven
DecisionMaking
 Ian Walton, Mission College
(BRIC & EAP)
 Rob Johnstone, Skyline College
(BRIC Director)
 Michelle Grimes-Hillman, Mt SAC
(ALC and CLASS)
 Janet Fulks, Bakersfield College
(BRIC, CLASS, EAP)
 Dianna Chiabotti, Napa Valley
College
(ALC,
Breakout Description
 Everyone is trying to monitor the outcomes of education and
many external groups have their own ideas for measuring
outcomes and student success. Is your college involved in
ALC, BRIC, CLASS, EAP If it has, you need to know the basis
of each of these and the role of faculty in determining
authentic measures. This presentation will examine and
identify the




similarities and differences between the initiatives
external organizations driving the initiatives
faculty role & responsibilities for each initiative
recommend faculty strategies and participation
ASCCC Plenary
Session Spring
2010
ALC –
Accelerated
Learning College
Name changed
to Accelerated
Student Success
College in AB
2542
Bill Scroggins
and a few other
CEOs
The Campaign
for College
Opportunity
 “The Campaign for College Opportunity
legislation—Accelerating Student
Success College”
 Colleges improve student retention and
completion thru flexibility of codes and
regulations
-MQs for tutoring coordinators
-removing barriers to prerequisites
-matriculation requirements
- colleges to self-certify transfer courses
 Increased funding for success
ASCCC Plenary
Session Spring
2010
What is the
role of the
local senate
in ALC?
What is the
role of the
ASCCC in
ALC?
Senate Roles
Local senate
ASCCC
 Participating colleges
 Follow legislation
examine and discuss
“flexibility” of
regulations
 Follow legislation if
you know admin is
interested
 Advise colleges
 Five overarching outcomes are the goals of
ASCCC Plenary
Session Spring
2010
BRIC – Bridging
Inquiry, Research
and Culture
RP Group project
funded by the
William and Flora
Hewlett
Foundation
BRIC.
The college will:
 Develop Actionable Data by applying practices
grounded in good assessment principles that
helps students succeed.
 Interpret Data through Discussion that leads to
improved program interventions & classroom
strategies.
 Facilitate Dialogue by employing facilitation
skills with an increased number of participants
from all college constituency groups.
 Integrate Data into Institutional Processes thru
equity-focused integrated planning strategies
with well-defined links to budget & other core
processes.
 Build an Inquiry-Based Practice by developing
an infrastructure based upon ongoing
collaborative inquiry
BRIC’s Three Main Components:
ASCCC Plenary
Session Spring
2010
1.
Work on making the work of
institutional researchers more
streamlined & efficient.

Encourages more practitioner-level work,
consulting and engaging in conversations
about student success.
2. Statewide Professional Development
 Modularized inquiry guides, webinars,
conference presentations, voice-over
power points – all tools to support the
evolution of cultures of inquiry
3. Technical Assistance Program (TAP)
 Tailored technical assistance for 15
colleges, including site visits, and aftervisit support.
ASCCC Plenary
Session Spring
2010
BRIC TAP Guiding Principles:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Focus on Student Learning & Success
RESPECT!
Facilitate, Don’t Dictate
Guide Discussions
Practice Reflective Listening
Be Flexible and Fluid
Encourage Widespread Engagement
Share the Vision
Be Fearless About Change
KISS - Keep it Simple & Supportive
ASCCC Plenary
Session Spring
2010
What is the
role of the
local senate
in BRIC?
What is the
role of the
ASCCC in
BRIC?
Senate Roles
Local senate
 Senate involvement in
identifying issues
 Faculty discussion of
needs and data
ASCCC
 Work with BRIC in
areas of expertise
ASCCC Plenary
Session Spring
2010
CLASS –
California
Initiative for
Student
Success
William and
Flora Hewlett
Foundation
and the James
Irvine
Foundation
Kay and
Byron
McClenney
from UT
California Leadership Alliance for Student
Success (CLASS)
Initiative focuses attention on leadership
strategies and policies in CCCs to increase
successful outcomes
 CEOs and trustees lead work
 Create clear and focused agenda to establish




policy advocacy & identify strategies in support
of the student success agenda.
Improvement for students across all groups.
Specified student outcomes (for example,
successful course completion, persistence,
certificate/degree attainment and transfer).
Clearly requires broad participation,
commitment and leadership by the faculty.
It also requires leadership and support by the
president/chancellor and the Board of Trustees.
ASCCC Plenary
Session Spring
2010
What is the
role of the
local senate
in CLASS?
What is the
role of the
ASCCC in
CLASS?
Senate Roles
Local senate
ASCCC
 Discuss application of
 Stay informed
data
 Make clear the role of
faculty
 Continue information
about participatory
governance in
California
ASCCC Plenary
Session Spring
2010
EAP –Early
Assessment
Program
CSU and The
American
Diploma
Project
CCCCO In
2008, SB 946,
(Jack Scott)
authorized
the CCCs to
participate.
EAP – CSU’s Early Assessment
Program
 The EAP tests 11th grade students on
their level of college readiness in
English and math
 Goal - The goal of the EAP program
is to have California high school
graduates enter the CSU fully
prepared to begin college-level study.
EAP
 Can not substitute for CCC assessment &





placement testing
No data about the accuracy of the test even after
numerous requests
Based upon Calif. Standards which do not equate
to college readiness but to High School exit
Recent results with CSU prepared Juniors found
87% of the students were not college ready
Looking for interventions and timeline
CSU faculty senate did not support
From the EAP website
 The Challenge –
 More than 60 percent of the nearly 40,000 first-
time freshmen admitted to the CSU require
remedial education in English, mathematics or
both. These 25,000 freshmen all have taken the
required college-prep curriculum & earned a B or
better grade-point average in HS. The cost in time
& money to these students and to the state is
substantial.
Senate Roles
Local senate
 Discuss application of
ASCCC
 Representation on the
EAP
statewide committee
 Describe EAP results to  Continue to request
faculty
data
 Inform local colleges
 Currently support pilot
project
ALC, BRIC, CLASS, EAP
Similarities
 Issues focus by external
organizations
 External funding
 Based upon specific
reports (LAO, Shulock)
 Disclose the power of
research and papers
not accuracy
Differences
 Some argue for local





control to avoid quality
regs (ALC)
Some argue for local data
to make good local
decisions (BRIC)
Some argue for more
statewide uniformity
(EAP)
Different Preconceived
solutions
Involvement of faculty
Top-down versus bubbling
up
So what do we learn from this?
 The good news - Many external agencies are interested in the CCCs and see
them as a source of significant social change.
 The bad news – Those groups have their own ideas about changes that need
to be made and they have money and power.
 The good news - These are examples that help to sort out issues of state vs
local control balance and how it can be used for different purposes.
 The bad news - Sometimes the focus and results are good and sometimes
bad from a faculty perspective.
 The good news – We have a statewide advocacy group that works collegially
to address these things – ASCCC – where every local college has the
opportunity to provide input and vote.
 The bad news - The legislation, external groups and grant funding just
keeps on coming.
 The good news – We were hired for our ability to think critically , work
collegially and teach others to do the same – this is just another
opportunity.