[1a] 2009-10 ESL/Basic Skills Allocation End-of-Year Expenditure Report
for FY 2011-12 and Signature Page
Due October 10, 2012
College Name: __Canyons__________________________________________
Basic Skills funds allocated in 2009-2010 expire as of June 30, 2012, and cannot be expended beyond that date. All
unexpended funds as of July 1, 2012, revert back to the State Budget. Enter from the 2009-10 allocation the total expenditures
from 7/1/2009 through 6/30/2012, for each budget category. The total must not exceed the total basic skills allocation for
2009-10 funds (refer to the final 2009-2010 allocation posted on the Chancellor’s Office website). Original signatures are
required of the Chief Executive Officer, the Chief Business Officer, and the Academic Senate President.
Category
Total Allocation for 20092010
Total Expenditures by
Category from 7/1/09
through 6/30/12
A. Program, Curriculum
Planning and Development
B. Student Assessment
80,000
42,332.68
15,000
13,826.14
C. Advisement and
Counseling Services
D. Supplemental Instruction
and Tutoring
E. Course Articulation/
Alignment of the Curriculum
F. Instructional Materials and
Equipment
G.1 Coordination
25,000
70,252.86
65,000
47,818.05
15,000
7,906.63
45,000
64,876.83
G.2 Research
20,000
7,493.41
G.3 Professional
Development
TOTAL:
Total Unused Allocation
Reverting Back to the State
$0
$0
$0
$0
$0
17,592
$0
$0
$0
28,085.40
$282,592
$0
$282,592
_________________________________________
Signature, Chief Executive Officer
$0
________________
Date
_________________________________________
Signature, Academic Senate President
________________
Date
_________________________________________
Signature, Chief Business Officer
________________
Date
Page 0
[1b] 2010-2011 ESL/Basic Skills Allocation End-of-Year Expenditure Report
for FY 2011-12 and Signature Page
Due October 10, 2012
College Name: ___Canyons_________________________________________
Basic Skills funds allocated in 2010-2011 expire as of June 30, 2013, and cannot be expended beyond that date. All
unexpended funds as of July 1, 2013, will revert back to the State Budget. Enter from the 2010-11 allocation the total
expenditures and encumbered amounts from 7/1/2010 through 6/30/2012, for each budget category. The total must not
exceed the total basic skills allocation for 2010-11 funds (refer to the final 2010-2011 allocation posted on the Chancellor’s
Office website). Original signatures are required of the Chief Executive Officer, the Chief Business Officer, and the Academic
Senate President.
Category
Total Allocation for 20102011
A. Program, Curriculum
Planning and Development
B. Student Assessment
C. Advisement and
Counseling Services
D. Supplemental Instruction
and Tutoring
E. Course Articulation/
Alignment of the Curriculum
F. Instructional Materials and
Equipment
G.1 Coordination
G.2 Research
G.3 Professional
Development
TOTAL:
Total Expenditures by
Category from 7/1/10
through 6/30/12
Total Encumbered Amounts
by Category as of 6/30/12
28,335
28,335
16,500
16,500
17,865
17,865
26,508
8,882
17,626
17,500
17,500
14,000
14,000
85,535
85,535
10,350
10,350
27,000
27,000
243,539
8,882
_________________________________________
Signature, Chief Executive Officer
234,657
________________
Date
_________________________________________
Signature, Academic Senate President
________________
Date
_________________________________________
Signature, Chief Business Officer
________________
Date
Page 1
[1c] 2011-2012 ESL/Basic Skills Allocation End-of-Year Expenditure Report
for FY 2011-12 and Signature Page
Due October 10, 2012
College Name: ___Canyons_________________________________________
Basic Skills funds allocated in 2011-2012 expire as of June 30, 2014, and cannot be expended beyond that date. All
unexpended funds as of July 1, 2014, will revert back to the State Budget. Enter from the 2011-12 allocation the total
expenditures and encumbered amounts from 7/1/2011 through 6/30/2012, for each budget category. The total must not
exceed the total basic skills allocation for 2011-12 funds (refer to the final 2011-2012 allocation posted on the Chancellor’s
Office website). Original signatures are required of the Chief Executive Officer, the Chief Business Officer, and the Academic
Senate President.
Category
Total Allocation for 20112012
A. Program, Curriculum
Planning and Development
B. Student Assessment
C. Advisement and
Counseling Services
D. Supplemental Instruction
and Tutoring
E. Course Articulation/
Alignment of the Curriculum
F. Instructional Materials and
Equipment
G.1 Coordination
G.2 Research
G.3 Professional
Development
TOTAL:
Total Expenditures by
Category from 7/1/11
through 6/30/12
Total Encumbered Amounts
by Category as of 6/30/12
15,000
0
15,000
10,000
0
10,000
15,000
0
15,000
15,000
0
15,000
20,000
0
20,000
10,000
0
10,000
85,000
0
85,000
10,000
0
10,000
13,608
0
13,608
193,608
193,608
_________________________________________
Signature, Chief Executive Officer
________________
Date
_________________________________________
Signature, Academic Senate President
________________
Date
_________________________________________
Signature, Chief Business Officer
________________
Date
Page 2
[2]. 2007 – 2012 Basic Skills Initiative Narrative Response
FYE
As we look forward to redesigning FYE for 2013-14, we have assessed the strengths and challenges of
our current program. The following list represents “what we would have done differently”, and defines
our path going forward.

We have guaranteed English, math, counseling, and general education or career tech classes to
incoming FYE students for two semesters. For future incarnations of FYE, we intend to create
true learning communities by pairing developmental English and math courses with both
counseling and defined content-area pathways, or “tracks”. In this way, we plan to build on the
cohort model initially developed for our FYE program in order to increase students’ feelings of
connectivity to faculty, staff, and their colleagues. Our hope is that this increase in connection
and community leads to a direct increase in students’ retention, persistence, and success from
year-to-year.

Historically, FYE at COC could be characterized as a program that provided a tremendous
amount of support and guidance to students prior to their first day of classes. After the
semester began, however, students were not required to participate in any FYE-related activities
(supplemental learning, faculty mentors, etc.). Much of the student support was relegated to
the semester-long counseling course taken in conjunction with their other FYE-designated
classes. Going forward, we intend to require activities such as supplemental learning
workshops and faculty office hour visits in order to maintain a student’s FYE status throughout
their first year. These requirements are intended to further contribute to a student’s sense of
connection to the college, and to introduce them to the resources designed to support their
success.

Though not offered every FYE year, our parent orientation program for 2012-13 was well
received by participants. We intend to include this as a component of each FYE program in the
future, recognizing that parents serve an instrumental role in assisting their students’ transition
from high school to college.
Professional Development
The professional development component of the Basic Skills Initiative at College of the Canyons has
enjoyed sustained success since its implementation. While each element of the existing program will
remain, an honest assessment of past practice reveals areas to improve upon as we design for the
future:

Sustain the momentum created by the S4S Symposium throughout the year by creating related
workshops or discussion groups to focus on implementing ideas learned during the program.

The S4S Symposium has been typically offered during the winter professional development flex
week prior to the start of the spring semester. In the future, create a companion program for
the fall semester that sets tone and establishes a theme for BSI programs in the coming year.
Page 3

Increase faculty participation rates in basic skills related professional development activities.

Coordinate more effectively with the faculty professional development committee to create and
promote basic skills related professional development activities.
Supplemental Learning
The goal of Supplemental Learning (SL), created and piloted in fall 2009, is to support student success,
particularly in areas of high need, such as literacy, math skills, learning skills, and courses that are
traditionally difficult for our students. The original program contained a total of 20 workshops per week,
which was expanded to 24 during the next semester. Students unable to complete workshops were
allowed to complete Guided Learning Activities (GLAs). GLAs are independent activities that contain the
same basic content for the workshop.

During the fall 2011 semester, overall 2053 students with valid IDs participated in SL Activities
with the sum of 7607 total SL activities. Compared to fall 2010 semester attendance, this is an
increase of 13 percent (Research Brief #44). This number could be higher if more faculty make
SL activities a required part of the course. Research shows that of those who participated in SL
during fall 2011, 86 percent indicated that SL activities were required and only 2 percent
attended when the activities were recommended.

Overall, students who participated in SL had higher retention and success rates compared to
those who did not participate but were enrolled in the same course. If Supplemental Leaning
was incorporated into the curriculum especially for courses that are among the top 20 courses
with historically low success rates, then the success rates could have been higher. Also, while
the data shows that students benefit from attending SL at least once or twice a semester, there
is a demonstrable increase in success rates particularly for basic skills math and English students
who participate at least three to four times during the semester. If more faculty required
greater attendance of SL workshops, our data suggests this would help increase student success
in basic skills courses.

While we have achieved a significant impact on student success in the courses that participated
in the SL, we have to increase the course curriculum, so different disciplines would benefit. In
the fall 2012 semester, we still offer close to 25 total workshops, which could have been higher
with the high success of the program. Also, creating more dynamic materials for Guided
Learning Activities and piloting online GLA for students would be beneficial for them.

Our primary challenge to institutional support has been achieved for SL this semester, but still
the program needs to be increased in the workshop curriculum and course coverings.

In our Canyon Country campus the SL offerings are low and could be increased to help more
students taking classes in that campus.

Attendance accounting software has not been fabulous, but The Learning Center (TLC) is
incorporating new tracking software that we hope will be better.
Page 4
Learning Consortiums
Another intervention is our Learning Consortium program for English and math. Comprised of
instructors from both College of the Canyons and the local William S. Hart High School District, the
groups were created to address the gaps in student success in the transition from high school to college.
Having clearer and more concrete goals in the beginning would have helped with the group’s
attendance. Some faculty stopped attending because they realized that some of the major issues for
COC faculty, such as calculator use in the classroom and not taking math in the senior year, could not be
addressed at that forum.
Non-Credit
Another intervention that we could have used to help our basic skills students is to create and use new
non-credit courses as preparation or support for the basic skills curriculum. For instance, this would
allow for remediation for incoming students prior to the initial math placement, and would have
provided our basic skills students who would have normally placed in math levels from arithmetic to
elementary algebra the support and tutoring necessary to place in a higher level. In turn, this could help
our basic skills students shorten their path to completion of degree and transfer-level math. Also, if the
incoming student had a gap between their last math class and assessment, the remediation program
would have allowed for a smoother transition to assessment and placement.
[3]. Data Analysis using the Basic Skills Cohort Progress Tracking Tool
At this time a reflection on the data provided by the Basic Skills Cohort Progress Tracking Tool is not
meaningful as the data are incorrect. The College has been working with the MIS staff since March 2012
to have the data coding issues corrected. However, the College has undertaken several internal studies
that have examined student progress through basic skills math and English courses, which have resulted
in new accelerated curriculum in both disciplines. One observation made in the math progression study
was that the percentage of students not progressing past Elementary Algebra decreased 11 percent
from over 3 years. This combined with other progression data in the math report led to the math
faculty developing a new course that combines essential elements of Elementary Algebra and
Intermediate Algebra that students need for Statistics. This new course is designed to bolster the
success and accelerate the progression of students from two and three levels below transfer level math
(Elementary and Intermediate Algebra) to transfer level math (Statistics). In spring 2012, the math
department offered 11 sections and had 278 students enrolled in this new course (Introductory Algebra
for Statistics-Math-075). Of the 172 students who successful passed Math-075 in spring 2012, 24
percent (or 41) have enrolled in Math-140 (Statistics) in either summer or fall 2012 (fall is as of the first
week of the term). We will have a better picture of the enrollment in fall 2012 after we reach the “add”
deadline. Currently, there are 14 sections with over 400 students enrolled in Math-075.
A similar analysis was undertaken by the English department in which they, too, examined the
progression of students through the course sequence. As a result of the report and other departmental
reviews, the English faculty developed an accelerated course taking the essential elements of two and
three levels below transfer level that would prepare students for transfer level English in an accelerated
Page 5
manner. Fall 2012 is the first semester this course is being offered. Both the math and English
accelerated curriculum (Math-075 and English-096) are part of the 3CSN Community of Practice
Acceleration project and will undergo additional analyses on student success and progression through
the curriculum.
In addition to these two new courses, both math and English have been offering accelerated courses
that combine two courses in a 16-week semester. The Personalized Accelerated Learning (PAL) program
was first offered in fall 2008. Results have consistently shown that students who participate in the PAL
English and Math pairings have higher progression rates compared to a comparison group who took the
same courses but were full-semester in length. The PAL pairings are offered in two, eight-week
sessions.
The College has a long-standing relationship between the Skills4Success committee and the research
office. The research office is actively engaged in the research needs and monitoring progress of
students as requested by the committee and provides regular updates on the research being conducted
as it pertains to the basic skills initiative and the committee’s work plan.
Page 6
[4a] Long-Term Goals (5 yrs.) for ESL/Basic Skills
Due October 10, 2012
Goal ID
A
College Name: College of the Canyons
Long-Term Goal
Give students the right start. Skills4Success will create a welcoming and informative environment that supports student success from the
beginning. To this end, S4S will establish learning communities to help bridge the transition from noncredit to credit programs and to help
bridge the transition from basic skills to transfer and career technical education courses.
a. Create noncredit pathways into CTE
b. Institutionalize FYE and increase persistence of first-time students.
c. Create FYE learning communities to provide students a transition from basic skills courses to four specific educational pathways:
i.
STEM majors
ii.
Social Science majors
iii.
Arts/Humanities majors
iv.
CTE programs
B
Provide meaningful and progressive curriculum.
a. S4S will evaluate and revise existing credit and noncredit curriculum with a focus on student progress and success.
b. S4S will extend existing dialogues with our local high school district to realign curriculum outcomes and delivery methods to facilitate
the transition from high school to college.
c. S4S will design and coordinate a variety of supplemental learning activities that help students enhance their overall academic success.
i.
Affect improvement in high school placement rates in English and math on the placement test through ongoing dialogue with
high school instructors and outreach to students.
ii.
Increase overall student success and persistence in English and math courses as evidences by both local institutional research
and ARCC data.
iii.
Continue movement toward complete institutionalization of supplemental learning programming and funding.
iv.
Continue to evaluate and develop multiple pathways in English and mathematics for basic skills students to progress to
transfer level.
C
Support ongoing professional learning and development. S4S will provide ongoing professional learning opportunities to all faculty, staff and
administrators across local and regional learning networks related to increasing student success.
a. Measure impact of faculty professional development regarding basic skills instruction and overall student success and persistence.
______________________________
Signature, Chief Executive Officer
___________
________________________________
___________
Date
Signature, Academic Senate President
Date
Page 7
[4b] 2012-2013 ESL/Basic Skills Action Plan
Due October 10, 2012
College Name: College of the Canyons
Activity
Associated
Long-Term
Goal ID
Expanding Supplemental Learning Program:
 Continue to expand offerings in
Supplemental Learning offered through TLC
facilities, particularly in “soft” or student
skills.
 Continue to expand offerings in
Supplemental Learning offered through TLC
facilities, particularly in “content-area”
specific needs for general education classes
that experience high attrition and lack of
success by basic skills students
 Create in-house content for Guided Learning
Activities and Workshops to avoid
interruptions in student learning.
 Identify and utilize more dynamic materials
for Guided Learning Activities.
 Pilot online Guided Learning Activities for
students
 Create specialized program of supplemental
learning for student athletes in basic skills
 Craft and revise new opportunities for
students to enhance their skills with basic
skills curriculum in conjunction with
diagnostic skills assessment.
Increase student and institutional
awareness of basic skills programs and
services:
 Continue to assess created basic skills
ISLOs with campus SLO coordinators to reevaluate how basic skills can be
emphasized as a campus priority.
 Craft and revise new non-credit or notfor-credit/community education courses
with basic skills curriculum in conjunction
Target Date for
Completion
Responsible Person(s)/
Department(s)
 100%
Institutionalizatio
n by Fall 2015
 S4S Faculty and
Administrative
Coordinators
 S4S Supplemental
Learning
Coordinators and S4S
Supplemental
Learning Committee
 The Learning Center
(TLC)
 Instruction Office
 Increase in number of students participating
 Increase the number of disciplines that offer supplemental
learning
 Application of the S4S Program rubric will be used to
institutionalize success in Supplemental Learning
 New website reorganized by faculty and students by Fall
2012
 S4S Faculty and
Administrative
Coordinators
 Institutional Research
and SLO Committee
 COC Outreach
Director
 S4S Transition Team
 Counseling
 Academic Affairs
 Assessment data for ISLOs gathered and produced by the
Office of Institutional Research in conjunction with the S4S
Coordinators and the COC SLO Committee
 Reorganized website will be available for use by the end of the
Fall 2012 semester
 New and revised curriculum will be submitted to the COC
Curriculum Committee if needs are determined.
 Transition workshops will be held in spring 2013.
 Assessment of noncredit and CTE learning communities will be
assessed to determine viability for the future.
Gradual release
of responsibility
and funding in
2012/2013
through
2014/2015

B

2012/2013:
30% BSI and
70%
Institutional
2014/2015:
20% BSI and
80%
Institutional
Measurable Outcome(s)
2015/2016: 100%
Institutional
Planning and
Funding
A
Ongoing
 Continue
“closing the
loop” for ISLO
Assessment
Spring 2013
 Website by end
of Fall 2012
 Transition
workshops by
Page 8
with diagnostic skills assessment (Summer
Bridge or Summer Jams)
 Create additional transition workshops
and learning communities for non-credit
ESL and GED programs that pair with
credit based CTE programs to assist noncredit students with the transition into
credit courses
 Create SEP planning workshops using an
online educational planning tool for
groups of students participating in Basic
Skills Math and English courses.
 Revamp the S4S website to centralize all
information, including supplemental
learning, at one site.
Institutionalize FYE Program






Continue to partner counselors with
instructional faculty to guide students
through the new student advisement
process.
Continue to conduct faculty meetings and
programs that bring student services and
instructional personnel together to create
and implement the FYE program.
Continue and expand the FYE Orientation
program to bring incoming first year
students to campus for discussions about
placement procedures, major and career
exploration, success skills, campus
connections, and educational planning.
Develop learning communities specific to
the FYE program that provide students
transition from basic skills courses to
specific educational pathways in science,
social science, arts & humanities, and CTE.
Provide professional development
opportunities for faculty committed to the
FYE program to assist in program design
and implementation.
Use Career Coaches to identify potential
 Implementation of an online educational planning tool.
Spring 2013
 Learning
Communities
by Fall 2012
 End of spring
2013
 End of Fall 2012


A
Institutional by 
Fall 2015
Gradual release
of responsibility 
and funding in
2013-2014

o 2012-2013:
BSI will
maintain 80%
planning and
funding, and
20%
Institutional
planning and
funding.
o 2013-2014:
60% BSI and
40%
Institutional
o 2014-2015:
30% BSI and
70%
Institutional
o 2015-2016:
Skills4Success faculty
and administrative
coordinators
Skills4Success FYE
committee
Instruction and
student services
divisions
o Counseling
o Matriculation
o Career Services
o Director of
Outreach
o Career Coaches
Page 9




Increase in number of students participating in the FYE
program
Increase in learning community variety offered in the
FYE program
Increase in learning community instructional and
counseling faculty collaborations
Application of the S4S program rubric will be used to
institutionalize success in FYE
FYE students in the William S. Hart High
School District.
Increase research and key measures for
ongoing Basic Skills-sponsored Professional
Development activities:
 Utilize developed rubrics for research and
program evaluation to inform continued
professional development activities.
 Provide On-Course related workshops to train
faculty, particularly those participating in
supplemental instruction programs, first-year
experience programs, and other S4S
programs.
 Continue to host guest experts (S4S Spring
Symposium) on campus to train full and parttime faculty as well as local high school
faculty on emerging and innovative learning
concepts, specifically for developmental
education.
 Continue the Skilled Teacher Certificate, a
series of teaching workshops culminating in a
teaching portfolio and award for teaching and
learning with a basic skills emphasis (in
conjunction with the Institute of Teaching and
Learning and the Faculty Professional
Development committee)
 Continue monthly meetings between English
and Math college and high school faculty to
address the needs of students and bridge
curriculum gaps. Meetings to be led by faculty
coordinators in the disciplines with stipends.
 Create a program for mutual classroom
observations and team-teaching experiences
between College of the Canyons instructors
and William S. Hart High School District
instructors to address the gaps in student
success in the transition from high school to
college.
100%
Institutional
planning and
funding
 These activities
are ongoing for
this academic
year and will
continue to be
evaluated in
2012/2013.
 S4S Faculty and
Administrative
Coordinators
 Institutional Research
 S4S Professional
Development
Committee
 Institute of Teaching
and Learning
 Faculty Professional
Development
 S4S SCV PLC (Santa
Clarita Valley Learning
Consortia) with COC
and Hart District
Faculty
C
Page 10
 Development of a more professional development specialized
rubric will be developed if needed
 All professional development activities sponsored by S4S will
be evaluated using current S4S rubric
 Teaching portfolios will be used to assess effectiveness of
Skilled Teacher Certificate Curriculum
 SCV PLCs will produce documentation, namely a “How to Be a
Successful Math Student” for widespread dissemination by
fall 2012.
 SCV PLCs will begin discussions on Common Core and
alignment of curriculum.
 Rubric and guidelines for observations will be produced and
reviews in fall 2012.
Address sequencing issues and other
existing barriers in basic skills ESL, Math and
English courses:
 Continue to re-evaluate the basic skills
curriculum, particularly in English and Math,
with a focus on sequence, skill- and
knowledge-building
Acceleration:
 Fund additional accelerated learning
programs in developmental math (and
English courses sequences
Supplemental Learning/Labs:
 Continue to expand offerings in
Supplemental Learning offered through
TLC facilities, particularly in “soft” or
student skills and research possible credit
or noncredit “lab” units for basic skills
Math and English courses to be offered in
TLC using Supplemental Learning
Curriculum.
Focus Groups:
 Conduct focus groups with basic skills
students in Non-Credit 4A and 4B, English
071 and 081 and Math 025, 058 and 060
to identify particular concerns that need
addressing for large numbers of basic skills
students
Placement Concerns:



 Acceleration:
Increase
sections of
Math 075 and
English 096 in
Spring 2013
 Supplemental
Learning
Research
continue
2012/2013
 Focus Groups in
Fall 2012 and
Spring 2013 (for
FYE groups)
 S4S Faculty and
Administrative
Coordinators
 Math Department
Math, Science.
Engineering Division
 English Department
Humanities Division
 Noncredit ESL
instructors
 S4S Supplemental
Learning Coordinator
 TLC Director
 Institutional Research
 S4S SCV PLC (Santa
Clarita Valley Learning
Consortia)
 Matriculation Director
B
Design a test preparation and diagnostic
skill assessment program.
Investigate the feasibility of offering
summer bridge programs that target the
lower levels of English and math. Design a
program that would meet the needs of
incoming students in the most economical
and effective manner.
Through dialogue with the local high
school district math and English Learning
Consortiums, examine factors that impact
Page 11
Increased completion and success rate of Math dev. course
sequence and transition to transfer level course
Increased completion rate of English dev. course sequence and
transition to transfer level course
Increase in placement data (25% of students receiving
intervention will increase placement in Math and English by
one course level)
school placement in college courses and
explore strategies to ease the transition
from high school to college.

Design and implement a program interface
that will smoothly transition ESL students
from non-credit ESL classes to credit ESL
courses.
______________________________
Signature, Chief Executive Officer
___________
________________________________
___________
Date
Signature, Academic Senate President
Date
Page 12
[5] 2012-2013 ESL/Basic Skills Allocation Expenditure Plan
Due October 10, 2012
Basic Skills funds allocated in 2012-2013 expire as of June 30, 2015, and cannot be expended beyond that date. All unexpended funds
as of July 1, 2015, will revert back to the State Budget. Enter the total planned expenditure by category through the expiration of the
funds on July 1, 2015. Original signatures are required of the Chief Executive Officer and the Academic Senate President.
College Name: _____Canyons___________________________________________________________________
2012-2013 Basic Skills Contact Information (Provide the names, positions, and emails for all individuals at your college who
should receive communications regarding the Basic Skills Allocation):
Name
Position
Email
Cindy Grandgeorge
Controller
cindy.grandgeorge@canyons.edu
Kiyoko Koski
Grants Management
kiyoko.koski@canyons.edu
Audrey Green
Assoc. Vice President, Academic
Affairs
audrey.green@canyons.edu
Category
Planned Expenditure by Category
A.
Program and Curriculum Planning and Development
$25,000
B.
Student Assessment
$15,000
C.
Advisement and Counseling Services
$15,000
D.
Supplemental Instruction and Tutoring
$20,000
E.
Articulation
$15,000
F.
Instructional Materials and Equipment
$15,000
G.1
Coordination
$50,000
G.2
Research
$10,000
G.3
Professional Development
$28,608
TOTAL
$193,608
_________________________________________
Signature, Chief Executive Officer
________________
Date
_________________________________________
Signature, Academic Senate President
________________
Date
Page 13