Student Learning
Mark Wade Lieu, Chancellor’s Office
Lynn Wright, 3CSN
Wheeler North, ASCCC
Defining “Best Practice”
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Sustainability
Customizability
Scalability
Measurable Impact
– Course
– Institution
– State
ASCCC Fall Plenary – San Diego – Fall 2011
Overview
• California Community College Success
Network (3CSN)
• Noncredit Accountability Task Force –
Progress Indicator Pilot Project
• Basic Skills Initiative College Allocation
ASCCC Fall Plenary – San Diego – Fall 2011
BSI across the Curriculum: What Can YOU Do?
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Join the 3CSN network−http://3csn.org/
Attend a 3CSN event
Submit team application for the CoP II in Acceleration
Request technical assistance to set up Action Research
groups on your campus
• Invite a 3CSN rep to your campus to discuss basic skills
across the disciplines—the why, the how, the what
ASCCC Fall Plenary – San Diego – Fall 2011
A Networked Community of
Practice for Student Success
http://3csn.org/
ASCCC Fall Plenary – San Diego – Fall 2011
3CSN Objectives
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Student success awareness
Achievement of equity-minded
completion
Networking and technical assistance
through face-to-face trainings and the
web
http://3csn.org
ASCCC Fall Plenary – San Diego – Fall 2011
Focus on three key Momentum Points
to achieve equity-minded
milestone completions
• Getting new students off to a strong start
and increasing persistence
• Getting developmental students through
college English and math
• Creating clear pathways to increase
attainment of certificates, degrees,
and/or transfer
ASCCC Fall Plenary – San Diego – Fall 2011
Equity Minded
• Focus on the top 100% of our students
• Close the Achievement Gap
– At the course level
– At the sequence, certificate, degree, and
transfer levels
ASCCC Fall Plenary – San Diego – Fall 2011
Why Completion?
• Too many students fail to complete. Six years after
enrolling, 70% of degree-seeking students had not
completed a certificate or degree, and had not
transferred to a university (about 75% of black students
and 80% of Latinos). Most had dropped out; only 15% of
the non-completers were still enrolled.
• Critical milestone is missed. Only 40% of degree-seeking
students had earned at least 30 college-level credits at
the CCC, the minimum needed to show a significant
economic benefit. A lower share of Latino (35%) and
black (28%) students reached this milestone.
ASCCC Fall Plenary – San Diego – Fall 2011
(Moore and Shulock, Divided We Fail, October 2010)
What Are Momentum Points?
Educational accomplishments
providing momentum
that propels students
toward achievement of
milestone events
(“completions”)
ASCCC Fall Plenary – San Diego – Fall 2011
Momentum points can be
• Particular courses
– (e.g., first “gatekeeper” course in basic skills or
transfer level)
• Levels of educational attainment
– (e.g., first term’s worth of credit or completion of a
basic skill pathway)
ASCCC Fall Plenary – San Diego – Fall 2011
Momentum Point Data
• Help to illuminate patterns of student
progression and achievement
• Disaggregate students by groups to
indicate
– what types of students are or are not succeeding and
– where in the educational pathway students are or
are not succeeding
ASCCC Fall Plenary – San Diego – Fall 2011
Momentum Point Resources
• Abstract on Milestones and Momentum Points
http://www.cccco.edu/Portals/4/TRIS/research/Abstracts
/Strategic Planning/milestones.pdf
• Steps to Success: Analyzing Milestone Achievement
http://www.csus.edu/ihelp/PDFs/R_Steps to
success_10_09.pdf
• Something’s Got to Give
http://www.edsource.org/pub10-somethings-got-togive.html
ASCCC Fall Plenary – San Diego – Fall 2011
Primary Strategies
• Organizational/structural and Classroombased/curricular redesign
• Faculty-driven Action Research/Inquiry
• Backward Design Process:
GoalMeasureActivities
• Pilot, measure, assess, report, revise, repeat
• Networking/connectivity
ASCCC Fall Plenary – San Diego – Fall 2011
Supported Effective Practices
• Syllabus and/or curriculum redesign
• Acceleration Initiative
• Contextualized Teaching & Learning
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Socially/Culturally Responsive Teaching
Just-in-time pedagogy
Problem- or Project-based learning
Embedded reading, writing, numeracy
Embedded learning skills & study skills
ASCCC Fall Plenary – San Diego – Fall 2011
High Leverage, High Impact Instructional Practices
CONTEXTUALIZATION
Increased Equity-Minded Completion
Momentum Point 1
Momentum Point 2
Persistence of
Developmental
New Students
Momentum Point 3
Certificate/Degree/
Sequence +
First Level Certificates
Transfer Pathways
Upcoming Events
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ESL Conference
Math Summit (Compression Model)
Syllabus Redesign Workshops
Evaluation Workshops for BSI
Coordinators & Student Success Leaders
• Leading from the Middle: Pathways
Design/Redesign
• Acceleration CoP II
• Reading Apprenticeship CoP II
ASCCC Fall Plenary – San Diego – Fall 2011
New Cohort Tracking Tool
• Development funded by 3CSN
• Will help you track students through
Dev Ed sequences
• Coming soon to the Data Mart on the
CCCCO’s website
BSI Cohort Tracking Tool
ASCCC Fall Plenary – San Diego – Fall 2011
Theory of Change
Assumption
If we provide training on networking and use action
research methodologies, teachers will transform
their environments and identity to create
communities of practice that will lead to powerful
classrooms and working across campuses.
This in turn will produce greater student success.
ASCCC Fall Plenary – San Diego – Fall 2011
Noncredit Accountability
Task Force
Progress Indicator
Pilot Project
ASCCC Fall Plenary – San Diego – Fall 2011
Noncredit Facts
• Fact: Noncredit serves over 350,000 FTES in
our system and represents about half of the
basic skills work in the CCCs.
• Fact: Students are significantly diverse,
represent students with great need and less
likely to succeed
• Fact: Noncredit offers flexible schedules,
increased contact hours, self-paced learning
ASCCC Fall Plenary – San Diego – Fall 2011
Background & Rationale
for Noncredit Accountability
• How progress has been measured
• The interplay of proof of progress and
funding
• The role of CB21 coding
• Enhanced funding for noncredit Career
Development and College Preparation
(CDCP) courses
• The need for progress indicators in noncredit
ASCCC Fall Plenary – San Diego – Fall 2011
Existing Accountability Reporting in Community
Colleges
• Three annual accountability reports
1. Focus on Results: Accountability Reporting for the
California Community Colleges (ARCC)
2. Career Development and College Preparation in the
State: Supplement to the ARCC Report
3. Basic Skills Accountability Framework
• Report cards on a variety of measures
ASCCC Fall Plenary – San Diego – Fall 2011
Academic Senate Resolution 13.04 S10
• Improve Noncredit Accountability
Reporting through Progress Indicators
• Task force of primarily noncredit faculty
and administrators representing all
noncredit areas and other representatives
ASCCC Fall Plenary – San Diego – Fall 2011
Task Force
• 42 people from all disciplines and roles
across the state, representing 17 different
institutions
• Funded from 3CSN Basic Skills Grant
• Research options and develop progress
indicators and implementation strategies
• Prioritize and address accountability
issues
ASCCC Fall Plenary – San Diego – Fall 2011
Pilot Project Goals
• Establish clear communication between
institution MIS reporting and noncredit
programs
• Collect a pilot set of accountability data
based on indicators
• Evaluate the ability of noncredit programs
to work with indicators
• Evaluate the effectiveness of these
indicators for use as accountability
requirements
ASCCC Fall Plenary – San Diego – Fall 2011
Grades and Title 5
• 55021: not required for noncredit
• 55023: currently accepted symbols
Currently some noncredit classes are graded in
order to qualify for federal funding. But the
CCCCO only accepts UG for noncredit. Every
grade submitted by a faculty member is changed
to UG and all student success data reads as zero.
ASCCC Fall Plenary – San Diego – Fall 2011
Pilot Progress Indicators
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Pass (P)
Satisfactory Progress (SP)
No Pass (NP)
A–B–C–D-F
ASCCC Fall Plenary – San Diego – Fall 2011
Suggested Working Definitions
• A “P” Passing i.e. at least satisfactory
completion of course.
• An “SP” indicates satisfactory progress
towards completion of course
• An “NP” Not Passing, i.e. less than
satisfactory progress or lack of
information to evaluate.
ASCCC Fall Plenary – San Diego – Fall 2011
Measuring Learning Gains
• Test data demonstrating specific learning
gains
• Teacher’s evaluation of student’s
attainment of learning
objectives/outcomes
• A teacher’s observation of a student’s
participation and demonstrated classroom
performance
• Promotion
ASCCC Fall Plenary – San Diego – Fall 2011
Pilot Project Information
• Colleges choose which programs to
participate
• Data will only be used for the project
• The focus of the project is feasibility of the
use of progress indicators in noncredit
ASCCC Fall Plenary – San Diego – Fall 2011
Timeline
• First Cohort - Fall 2010
• Collection of First Cohort data - February
2011
• Second Cohort (expanded - includes First
Cohort) - Spring 2011
• Collection of Second Cohort data - July 2011
• Final Data Collection and Participant
Evaluation of Usability of the Indicators - Fall
2011
ASCCC Fall Plenary – San Diego – Fall 2011
For More Information
• Contact the Noncredit Progress Indicator
Pilot Project Faculty Lead, Janet Fulks at
jfulks@bakersfieldcollege.edu
ASCCC Fall Plenary – San Diego – Fall 2011
The Basic Skills Initiative
Allocation to the Colleges
ASCCC Fall Plenary – San Diego – Fall 2011
BSI Reporting 2011-2012
• Expenditure Reports
– Expended and Encumbered
• Narrative Response to ARCC Data
• Research on Two BSI-funded Activities
• Action Plan
– Limited to five activities
– Measurable outcomes
ASCCC Fall Plenary – San Diego – Fall 2011
Expenditure Summary
• 2009-2010
– Expended: 8,278,253.06
– Encumbered: 7,845,087.78
– Total: 16,123,340.84 (85% of 19,068,000)
• 2010-2011
– Expended: 3,167,001.50
– Encumbered: 10,868,723.47
– Total: 14,035,724.97 (74% of 19,068,000)
ASCCC Fall Plenary – San Diego – Fall 2011
Expenditure Plans 2011-2012
• Supplemental Instruction and Tutoring –
38%
• Advisement and Counseling Services – 15%
• Coordination – 14%
• Program and Curriculum Planning and
Development – 12%
ASCCC Fall Plenary – San Diego – Fall 2011
Top Expenditure Categories
• A.5.1 (39) – Course-related learning assistance (e.g.
supplemental instruction, course-based tutoring) exists.
• D.10.5 (29) – Tutoring is available and accessible in
response to student needs/desires.
• A.5.2 (23) – Comprehensive learning systems (e.g.
learning communities, course-embedded counseling,
team teaching) exist and include developmental
education students.
• B.3.1 (22) – A proactive counseling/advising structure
that includes intensive monitoring and advising serves
students placed into developmental courses.
ASCCC Fall Plenary – San Diego – Fall 2011
Best Practices
• Supplemental Instruction
– University of Missouri, Kansas City model
– Targets key courses with high failure rate
(30%+)
– Focuses on both content and learning process
habits
– An SI Leader incorporates collaborative and
review techniques into sessions
– A coordinator manages the program
ASCCC Fall Plenary – San Diego – Fall 2011
Best Practices
• Tutoring through SI
– Embedded tutors = the tutors for SI sessions
are actual students in the course
– Strong tutor training program
– Examples
ASCCC Fall Plenary – San Diego – Fall 2011
Best Practices
• Supervised Tutoring
– Noncredit apportionment
– Offered in a learning center
– Supervised by qualified faculty
– Strong tutor training
– Tutors determine structure of sessions
ASCCC Fall Plenary – San Diego – Fall 2011
Best Practices
• Supplemental Learning Assistance
– Open only to students in a specific course
– Apportionment can be collected
• Noncredit for noncredit
• Credit for credit
• Noncredit for credit basic skills is allowed
– Directed by a faculty member; may involve
tutors or learning assistants
ASCCC Fall Plenary – San Diego – Fall 2011
Best Practices
• Learning Communities
– Students who together take a group of
courses
– Combinations of basic skills (reading/writing;
reading/mathematics), basic skills and
support skills (writing/college skills), basic
skills and content (ESL/art history)
– First-Year Experience, Summer Bridge,
UMOJA, Digital Bridge Academy
ASCCC Fall Plenary – San Diego – Fall 2011
Best Practices
• Curricular Redesign
– Acceleration vs. Compression
ASCCC Fall Plenary – San Diego – Fall 2011
Cautionary Tales
• The problem with small numbers
• Multiple interventions > inconclusive data
• If you build it, but don’t build it into the
existing structure, not many will come
• Plan for assessment/evaluation from the
start
• Give it time – the first year problem
ASCCC Fall Plenary – San Diego – Fall 2011
Basic Skills and
the Recommendations from
the Student Success Task Force
ASCCC Fall Plenary – San Diego – Fall 2011
Basic Skills and the SSTF
• Recommendation 1.1
Community Colleges will collaborate with
K-12 education to jointly develop common
standards for college and career readiness
that are aligned with high school exit
standards.
ASCCC Fall Plenary – San Diego – Fall 2011
Basic Skills and the SSTF
• Recommendation 2.1
Community colleges will develop and implement
a common centralized assessment for English
reading and writing, mathematics, and English
as a Second Language (ESL) that can provide
diagnostic information to inform curriculum
development and student placement and that,
over time, will be aligned with the K-12
Common Core State Standards and assessments.
ASCCC Fall Plenary – San Diego – Fall 2011
Basic Skills and the SSTF
• Recommendation 2.2
Require all incoming community college
students to: (1) participate in (a)
diagnostic assessment and (b) orientation,
and (2) develop an education plan.
ASCCC Fall Plenary – San Diego – Fall 2011
Basic Skills and the SSTF
• Recommendation 2.4
Require students whose diagnostic
assessments show a lack of readiness for
college to participate in a support
resource, such as a student success
course, provided by the college for new
students.
ASCCC Fall Plenary – San Diego – Fall 2011
Basic Skills and the SSTF
• Recommendation 3.4
Community Colleges will require students
to begin addressing basic skills
deficiencies in their first year and
continue remediation as part of their
education plan.
ASCCC Fall Plenary – San Diego – Fall 2011
Basic Skills and the SSTF
• Recommendation 5.1
Community Colleges will support the
development of alternatives to traditional
basic skills curriculum and incentivize
colleges to take to scale model programs
for delivering basic skills instruction.
ASCCC Fall Plenary – San Diego – Fall 2011
Basic Skills and the SSTF
• Recommendation 5.2
The state should develop a
comprehensive strategy for addressing
basic skills education in California that
results in a system that provides all adults
with the access to education in
mathematics, English, and English as a
Second Language (ESL).
ASCCC Fall Plenary – San Diego – Fall 2011
Basic Skills and the SSTF
• RECOMMENDATION 6.2
Community Colleges will direct
professional development resources
targeted at both faculty and staff toward
improving basic skills instruction and
support services.
ASCCC Fall Plenary – San Diego – Fall 2011
Basic Skills and the SSTF
• Recommendation 8.1
Consolidate select categorical programs.
Student Support Initiative
Combine eight existing programs into the new Student
Success Initiative. These include: Basic Skills; Financial
Aid; CalWORKs; Foster Care; Matriculation; Physical
Plant and Instructional Equipment; Fund for Student
Success; Child Care Tax Bailout. This fund would then be
augmented as the first priority for new state monies.
ASCCC Fall Plenary – San Diego – Fall 2011
Basic Skills and the SSTF
• Recommendation 8.2
Invest in the Student Support Initiative
ASCCC Fall Plenary – San Diego – Fall 2011
Thank You
• Mark Wade Lieu
mlieu@cccco.edu
• Lynn Wright
lmwright@pasadena.edu
• Wheeler North
wnorth@sdccd.edu
ASCCC Fall Plenary – San Diego – Fall 2011