Tuesday, May 20 2014

3:00-4:30

9-154

Agenda

http://extranet.cccco.edu/Divisions/AcademicAffairs/BasicSkillsEnglishasaSecondLanguage.aspx (left side under “Grants, Reports and Program Forms”)

1.       In that same section on the web site, you can also download the allowable expenditures budget language. Go to page 8 and review the part I highlighted. I added comments, as well.

o        Leading from the Middle Institute report-Anniqua and Michael http://www.evergreen.edu/washingtoncenter/docs/nsilc_readings/2012readings/grabiner_integrating_ss.pdf

        Math FIN Project-Pedagogy in Math  https://app.box.com/s/wnrg1ar413ip94yo5jj7  (funded by CIETL)

o        Chaffey College - The Campaign for College Opportunity

Tuesday, April 15  2014

3:00-4:30 (note: We might start at 3:10 because of Conversations with Colleagues beginning at 2:10)

9-154

Agenda

o        Leading from the Middle Institute report-Anniqua and Michael http://www.evergreen.edu/washingtoncenter/docs/nsilc_readings/2012readings/grabiner_integrating_ss.pdf

        Math FIN Project-Pedagogy in Math  https://app.box.com/s/wnrg1ar413ip94yo5jj7  (funded by CIETL)

o        Chaffey College - The Campaign for College Opportunity

o        §  Academic Support Services https://www.eventbrite.com/e/habits-of-mind-workshop-mission-college-norcal-tickets-10326903045?ref=ebtnebregn 

o        §  Reading Apprenticeship

Events reminder

  1. http://3csn.org/2013/09/11/introducing-the-threshold-project-at-links-8/ 
  2. Habits of Mind Workshop – Mission College (NorCal) April 25 @ 9:00 am - 12:00 pm (carpool-contact rana@smccd.edu )http://3csn.org/event/habits-of-mind-workshop-mission-college-norcal/ 
  3. BSI Coordinator Event 2014 – Northern CA May 9 @ 8:30 am - 2:30 pm  (carpool-contact rana@smccd.edu )

Committee members: Castello, Jennifer <castello@smccd.edu>; Gross, Jeanne R. <gross@smccd.edu>; Lopez, Kim <lopezk@smccd.edu>; Naas, Paul <naasp@smccd.edu>; Field, Alison <fielda@smccd.edu>; Eslamieh, Salumeh <eslamiehs@smccd.edu>; Hoffman, Michael <hoffmanm@smccd.edu>; Johnson, David <johnsond@smccd.edu>; Valenzuela, Yolanda <valenzuelay@smccd.edu>; Anderson, Gregory <andersong@smccd.edu>; Tanaka, Joan (Jo'an) Rosario <tanakaj@smccd.edu>; Estrada, Valeria <estradav@smccd.edu>; MacSwain, Jonathan <macswainj@smccd.edu>; Hsieh, Chialin <hsiehc@smccd.edu>; Sigona, Nadya <sigonan@smccd.edu>; Jolani Chun-Moy; jchunmoy@gmail.com; Naas, Paul <naasp@smccd.edu>; Estrada, Valeria estradav@smccd.edu; rana@smccd.edu Anniqua Rana

Tuesday, March 18, 2014 Meeting Cancelled because of conflict with hiring justification meeting!

3:00-4:30

9-154

Committee members: Castello, Jennifer <castello@smccd.edu>; Gross, Jeanne R. <gross@smccd.edu>; Lopez, Kim <lopezk@smccd.edu>; Naas, Paul <naasp@smccd.edu>; Field, Alison <fielda@smccd.edu>; Eslamieh, Salumeh <eslamiehs@smccd.edu>; Hoffman, Michael <hoffmanm@smccd.edu>; Johnson, David <johnsond@smccd.edu>; Valenzuela, Yolanda <valenzuelay@smccd.edu>; Anderson, Gregory <andersong@smccd.edu>; Tanaka, Joan (Jo'an) Rosario <tanakaj@smccd.edu>; Estrada, Valeria <estradav@smccd.edu>; MacSwain, Jonathan <macswainj@smccd.edu>; Hsieh, Chialin <hsiehc@smccd.edu>; Sigona, Nadya <sigonan@smccd.edu>; Jolani Chun-Moy; jchunmoy@gmail.com; Naas, Paul <naasp@smccd.edu>; Estrada, Valeria estradav@smccd.edu; rana@smccd.edu Anniqua Rana

Agenda


Tuesday, Feb 18

3:00-4:30

9-154

Committee members: Castello, Jennifer <castello@smccd.edu>; Gross, Jeanne R. <gross@smccd.edu>; Lopez, Kim <lopezk@smccd.edu>; Naas, Paul <naasp@smccd.edu>; Field, Alison <fielda@smccd.edu>; Eslamieh, Salumeh <eslamiehs@smccd.edu>; Hoffman, Michael <hoffmanm@smccd.edu>; Johnson, David <johnsond@smccd.edu>; Valenzuela, Yolanda <valenzuelay@smccd.edu>; Anderson, Gregory <andersong@smccd.edu>; Tanaka, Joan (Jo'an) Rosario <tanakaj@smccd.edu>; Estrada, Valeria <estradav@smccd.edu>; MacSwain, Jonathan <macswainj@smccd.edu>; Hsieh, Chialin <hsiehc@smccd.edu>; Sigona, Nadya <sigonan@smccd.edu>; Jolani Chun-Moy; jchunmoy@gmail.com; Naas, Paul <naasp@smccd.edu>; Estrada, Valeria estradav@smccd.edu; rana@smccd.edu Anniqua Rana

Introductions

Welcome Student Rep:  Jolani Chun-Moy (jchunmoy@gmail.com)

3:10        Update on Math-Denise Hum-Common core and Acceleration: Presentation

Proposal for professional development with Jo Boaler : https://ed.stanford.edu/faculty/joboaler  (Action)

3:30        Early Alert Report-Nadya Sigona -see letter below:

Report on Pro-active counseling

Nadya the Basic Skills Leadership Institute http://bsili.3csn.org/

Professional development  ttp://www.canadacollege.edu/professionaldevelopment/faculty.php

3:45.         Basic Skills Retreat-feedback

                Survey

                Response

3:50.        Enrollments in learning communities

  1. LIBR 100 PZA is linked with CRN 42548: ESL 400 PZA-Rana and Estrada
  2. LIBR 100 PZL is linked with CRN 41250: ESL 400 PZL. Gross and Tedone
  3. ESL 860 EZ1 is linked with CRN 38576: ECE. 212 ZSL. Irani and Baxter
  4. CRER 401 BZ4 is linked with CRN 38888: ENGL 826 BZ4 and CRN 43645: ENGL 829 OZ4. Haick and Anderson-Watkins
  5. READ 836 BZ6 is linked with CRN 38880: ENGL 836 BZ6, CRN 42634: CRER 407 BZ6 and CRN 43654: ENGL 849 OZ6. Terzakis and Sigona
  6. 39322HIST 245 - Race Ethnicity and Immigration AND ENGL 847 BZ2. Fields and Eslamieh

The census count for Fall 13 was 33 students (the cap is 30).  And for Spring, we had 36.  So enrollment in our LC is... robust.   (While our enrollment has almost always been strong, I think there are two very positive factors this year -- the fact that Salumeh has aligned her 826 - 836 sequence, and also the fact that we reduced the overall number of units from 11 to 8 and with the accelerated ENG class, we are also able to teach back-to-back on the same days.)

3:55        Activity Proposal form: Do we need one?-Draft(Action)

4:00        Reporting Schedule for Basic Skills Plan and disaggregated data to help with planning https://www.canadacollege.edu/prie/researchreports.php 

                Follow-up from previous meeting https://docs.google.com/document/d/17y7nHgKPVCfF4hQIAaRK4iAZEXU57m-PU7RFAR91r1g/pub

Announcements:

  1. ESL replacement position
  2. ESL 400 and Library Presentation at 3CSN Feb 28, San Jose City College  https://links9norcal.eventbrite.com Our Presentation

https://docs.google.com/presentation/d/1i5w7sHqBBQ8u8fNLPbCVvvxmJ1VlPm4xV7za9VI1WXI/edit#slide=id.p   

Topics to consider

Impact of Common Core

Collaboration with equity committee on acceleration and mentoring


-----Original Message-----

From: Faculty Member

Sent:   Date

To: Student

Subject: STUDENT ACADEMIC ALERT NOTIFICATION

 

Dear Student First Name:

 

Please read this important message!

 

I am concerned about your progress in my class, (Class Title, CRN #) and would like for you to have every opportunity to succeed. Specifically, I have noticed problems in your performance in the following area(s):    (Faculty choose which performance areas to include)

 

                    Academic progress has been unsatisfactory.

                    Attendance has been unsatisfactory.

                    Quality of work has been unsatisfactory.

                    Homework/Assignments have been unsatisfactory.

 

In partnership with Canada's Counselors, we recommend that you do the following:

 

                    1. Meet with me so that we can discuss specific strategies that will improve your progress, and

                    2. Meet with a Counselor to learn about additional college supports and to update your Student Educational Plan (SEP).  A Counselor will be contacting you to establish an appointment, or you can set up an appointment by calling (650) 306-3452

 

Instructors and student services' staff care about your success at Cañada College and would like to provide every opportunity for you to achieve your educational goals.  We will be following up with you regarding your progress.

 

Sincerely,

 

Faculty Name

Faculty e-mail

 

Gloria Darafshi

Counselor

 

Nadya Sigona

Counselor (Basic Skills)

 

 

 

 



Jan 21, 2014

Agenda

  1. Basic Skills Plan Draft (Anniqua and Chialin) (Action)

*60-67% of our students place in Basic Skills status

*Anniqua and Kim present the draft for the Basic Skills Plan produced by Chialin. Does this belong to Basic Skills? What have we done, have we documented it? An ongoing discussion to get familiar with the terminology.

*EMP 2.1 - Not just off campus outreach efforts: Word Jam? Library and Learning Center orientations?

*Keeping track of students registering - Losing 50% of our applicants after initial registration

*EMP 1.1: Remove?

  1. Professional Development Request Yolanda (Action)

Click here for the application

Requestors: Yolanda Valenzuela, Alison Field, and Kristen Parks

        Need to submit form and get signature from Dean (VPI)

*Salumeh and Alison requesting funding for (ENGL/HIST) Learning Community course field trip to Angel Island.

        -36 students

        -$1836 total ($1000 bus, $650 ferry, $200 admission to U.S. Immigration Station)

  1. Update on  Professional development for ESL faculty and training for Student Learning Assistants/Campus Ambassadors for off-campus ESL sites from 9:00 AM – 1:00 PM.  Continental breakfast and light lunch will be available.  Faculty will be paid a stipend for participation; free childcare is available from 9:00-1:00.  The training will take place in 3-142.  All ESL faculty are welcome to attend. (Anniqua)

  1. Update on Jan 31 Basic Skills faculty orientation (Anniqua and Nadya) Check the following site for all the activities for Basic Skills in Spring 2014 http://new.canadacollege.edu/basicskillscommittee/activities.php

http://www.rpgroup.org/content/research-framework 

Nov 19, 2013

Agenda

We will be meeting in CIETL.  The CIETL event will be in building 3.

 

November 19, 2013

Time: 3:00-4:30

Location: 9-154

Agenda

·         Basic Skills Retreat and a Learning Communities Planning Retreat event in Spring(10 minutes) Action

Learning Communities Retreat for Spring?  Twice yearly: one in Spring and one in Fall?   Planning meeting for the next semester?  Only 5 faculty attended  the last Learning Communities Retreat, but the two retreats were very close together.   Perhaps a meeting for Basic Skills faculty to share ideas.  Do we want a retreat during a Flex Day in March?  Usually  we use the March Flex Days for Program Annual Plan?

Friday, February 7  might conflict with the Division Meetings and English Department meetings; February 14 is President’s Holiday;  

Friday, January 31  Basic Skills Retreat for all Basic Skills Faculty .  Anniqua will send a message to all Basic Skills faculty ; December 13 there is a Northern California Basic Skills meeting , which may give us information to share with all the basic Skills faculty.

          Faculty will receive a stipend; Anniqua will check the budget and the amount of previous stipends; Nadya will work with Anniqua on the agenda

  Basic Skills Retreat?  In May, usually after final exams, but before final exams  this year,

Friday, May 9 Basic Skills Retreat

Dates/Times/Agenda Academic calendar http://canadacollege.edu/admissions/assets/20132014AcademicCalendar.pdf 

Jan 9/10 Flex

Saturday Jan 11: Mornings are orientations for new faculty/employees

Saturday Jan 11: Mornings are orientations for new faculty/employees

Should we have the Learning Communities retreat in the morning 9:00-12:00 (Reading/Writing Lab) LUNCH and basic skills faculty orientation in the afternoon 1:00-3:30?  What  do  basic skills faculty want to talk about at the Retreat?  Ask the basic Skills faculty ; faculty want to talk about what is happening in the classroom; maybe faculty can bring an activity that they use and talk about it

·         Transfer Discipline Parade Feedback (10 minutes) Basic Skills students want to be more engaged; perhaps something similar to Preview Day for the high school students;  perhaps  another Major Days or event similar to Majors Day; a task force with Bob Haick and Soraya Sohrabi to brainstorm an event similar to Majors Day.  Do we need to create more collegewide participation by setting the date, including it in the  syllabus; creating more college momentum for this event, in the class schedule.  What are the next steps?  It may be too late now for Spring 2014, but maybe for Fall 2014.   Get endorsements from the Divisions, Academic Senate, Basic Skills Committee, CIETL, etc.  Tie it into the Strategic Plan,  Pathways for Students, Educational Master Plan, etc.  Anniqua will write up a short description for the Administrative Council for next Wednesday (not tomorrow).

·         Informational report on ALLIES  EPN (10 minutes 

We have a good collaboration with  our community partners who teach ESL:  adult schools and community-based organizations.  We hope that we will apply and receive a planning grant  from AB 86.        

ALLIES overview of the importance and benefits of AB 86 here: AB 86 overview link.

ALLIES' recommendations for successful AB 86 Adult Education consortia can be found here: recommendations link.

·         Language Arts Lab - Lucy Carter (3:30-4:00)

How can English, Reading, ESL replicate the success of the STEM Center in getting grant money to  support Basic Skills and ESL students with a Language Arts Lab?

Lucy Carter has been researching grants for  this type of support for students.  There are funders who support small projects , but we need to find a funder who is willing to support salaries   and multi-year projects, which small funders usually don’t want to fund.  Lucy has developed a grant website for more generic information and a sharepoint site for more specific grant information for Canada community only.  Lucy passed out a 2-page summary of the information that she has found so far.  

How do we get college support for looking for a grant?  Get down in writing what English , Reading, ESL wants for the Language Lab so that we  show what we want.  College is putting $60,000 - $70,000 into a computer/writing lab in  Building 5.  A Language  Arts Center can do a lot more, similar to the STEM Center.  It needs to be more than only a computer/writing lab.  The Learning Center is cross-discipline as opposed to separate  centers around the campus that are not connected.  Would 9-206 be a better location for a  Language Arts Lab?  The classroom in Building 5 may take the pressure off  9-206 as a computerized classroom so that 9-206 can be a fulltime language arts lab.  The success of the STEM Center is partly because they focus on the highest level of success in STEM, which brings the lower levels up to higher success.  The focus of the language lab idea can be to focus on  underrepresented students getting into the best transfer institutions.  It is critical to include evaluation in the  grant.  Lucy will start looking.  A task force to work on this project includes Anniqua and Jeanne to represent ESL, Salumeh and Yoli to represent English and Reading, and Jonathon to represent the Learning Center, and Julie Wilson and invite Cathy Lipe  also.  Perhaps we can dedicate the last BSI meeting to a Writing Cafe.

·         Student engagement plan – Kim Lopez (4:00-4:30)

6 areas based on the Student Success Initiative; based on O’Banion’s 6 principles;, Student Success Redefined, and AB 1456;  Kim went over the 6 principles; matriculation funds have been received and will be used to pay for adjunct counseling;  Kim passed out a form for the Basic Skills Committee members to think of ways to implement these 6 principles at Canada.

Some needs identified by the Language  Departments and the Basic Skills Program include:

In the meantime, here is one opportunity to consider (June 2014 application deadline): http://www.neh.gov/grants/education/humanities-initiatives-hispanic-serving-institutions. The NEH also has a Bridging Cultures at Community Colleges grant program that might be relevant, but they have not yet posted information about their 2014 grant application process: http://www.neh.gov/grants/education/bridging-cultures-community-colleges. These kinds of grants would help you develop programs for your Language Arts Center; they wouldn’t provide long-term funding for staff and services. I’ll have to look around for possible funding for those pieces. They will be more of a challenge, but not impossible. Let me see what I can find.

 

Yoli announced that Dec. 11 a representative of Puente will come to speak to Basic Skills students; an announcement will be sent out.

Last BSI meeting is scheduled for Finals week;

October 29, 2013

Feedback

Link to flyer for ESL 400 https://app.box.com/s/p1gqkq25v9das506jlt9 

October 15, 2013

Time: 3:00-4:30

Location: 3-154

 

Next meeting, Tuesday, November 19, 2013 CIETL is needed for "Climate Change as a Challenge in Managing Risks" Dr. Katherine Mach at our meeting time. Meeting in 9-206

Agenda

1.       Basic Skills Counseling (Michelle Mendoza and Nadya Sigona)

Best wishes to both Michelle and Nayda on their new assignments.

2.       Transfer Discipline Parade

How do we:

a.                 Promote the event (Flyer) Everyone likes the flyer; send feedback to Anniqua; change the first word from Stop to Start; end line with College and start  2nd line with  Come

Valeria will try to get any kind of donation from the Bookstore to use as raffle items;   Sb.                Make it engaging (pollseverywhere) Students want to be more engaged rather than sit and listen;  the Committee tried to do two text polls;  there were a few glitches, but it will probably work better with students; another idea is to use three colors of paper slips to respond to questions - for example, red= no ,yellow= maybe, green= yes, also put important information on the colored paper so that the students can take the papers with them when they leave; other recommendations…..  Michelle and Nadya will work with Anniqua to help with these recommendations; make a paper with a question mark to  facilitate students ‘ asking questions; David will be the motivational speaker to energize students and engage and ask questions;  

c.                 Motivate students to attend (raffle?)Valeria will try to get any kind of donation from the Bookstore to use as raffle items;  

d.                Organize the presenter information:  Yoli will send a powerpoint slide with Latin American Studies Degree information

e.                 Share information about  

                                         i.         Pathways to Student Success

                                       ii.         Preparation for Academic Scholarship and Success (PASS)

Certificate?

http://www.canadacollege.edu/commencement/certificatepetitions.php 

Information about these certificates and how to qualify and how to apply for these certificates is on the Canada College website;

3.       Flyer for the two certificates Michael will make a few  edits  to improve the textbox information; Anniqua will send finalized flyer  to be printed as posters;  use for Outreach;

a.   Discussion about assessing Supplemental Instruction

Resource: Supplemental Instruction (SI) - The RP Group    

LCTR does evaluations of tutors as they tutor; LCTR sent out surveys to 800 +students who received help in the LCTR and asked them how they heard about tutoring, would they use tutoring again, would they use online tutoring; SI tutoring is different, but it is possible to assess; look at previous semesters without SI and semesters with SI and compare them; Gregory and Frank discussed how to assess not only SI but rather a larger research project to assess the STEM Center and other programs on the 2nd floor of Building 9; faculty and staff need to know what they want when they meet with the researcher; faculty may need training in what questions to ask to measure  the success of what they are doing; perhaps a CIETL Training about assessment; we need more tutors and SI tutors for Language Arts; talk to Julie Wilson about tutors for Word Jam; use BSI money for tutors for Word Jam; perhaps Julie can recruit tutors for the January day and evening Word Jam; even though the numbers of students in Word Jam may not seem to warrant hiring tutors, we should see this work as a very beneficial way to train new tutors, especially for SI; there are currently several international students who are still waiting to get clearance to work as tutors because of the government shutdown;

4.       Other

Academic calendar http://canadacollege.edu/admissions/assets/20132014AcademicCalendar.pdf 

Jan 9/10 Flex

Saturday Jan 11: Mornings are orientations for new faculty/employees

Should we have the Learning Communities retreat in the morning 9:00-12:00 (Reading/Writing Lab) LUNCH and basic skills faculty orientation in the afternoon 1:00-3:30?  What  do  basic skills faculty want to talk about at the Retreat?  Ask the basic Skills faculty ; faculty want to talk about what is happening in the classroom; maybe faculty can bring an activity that they use and talk about it

ALLIES  EPN meeting Nov 1 on campus 1:00-3:30

We should post comments on the link provided to be added to the College Strategic Plan; English  should include information on acceleration; increased attendance at Math Jam and Word Jam;  national award for Math Jam for Hispanic students;  Student Equity report should be presented at all the Division meetings; this work ties into our strategic enrollment plan; Yoli  will take the lead  to connect the Basic Skills Committee to the Student Equity Committee;  Anniqua will help with the connection to Student Equity Committee; Upward Bound  also has a lot of information about our community’s demographics;  November 5 is the date of a campus forum to  learn more about our community, so we should all attend to  be able to do good thinking and planning for  the future

 

Minutes and Agenda

Basic Skills Report 2013

Email sent 10/2

The last Day to File Petition for Certificates  is Fri Oct 4th, 2013.  Please remind students currently enrolled in your classes about the following certificates that they can receive after completing the listed requirements.  Please also email students from previous semesters to remind them that they might qualify to apply.

 

1.       Pathways to Student Success

2.       Preparation for Academic Scholarship and Success (PASS) Certificate.

 

September 17

3:00-4:30

Basic Skills Report 2013

Please bring your laptops so we can read the documents online and work on the Basic skills Report

                                http://datamart.cccco.edu/Outcomes/BasicSkills_Cohort_Tracker.aspx

(Please share this with ESL, English and Math Departments)

Canada College Basic Skills Date 2013 https://app.box.com/s/30rdub0rkwzyotqmufoh 

Using the tracking tool, explore the progression of your programs by looking into class cohorts, disaggregate your data by gender, age, ethnicity, and other characteristics.

          Identify data that raise concerns or questions that you, as a college, clearly need to explore further or seek to address.

          Question:  Was your college’s basic skills program more successful in 2010-2012 than it was in 2008-2010? How did you determine the answer? How did you measure the success? Please address English, ESL and mathematics separately. Include quantitative results and narrative.

 

Engaging students at  the Transfer Discipline Parade Tuesday, Oct. 29 day and evening. Location: Main Theater Time: 8:30-10:30 am and 7:00-9:00 pm

FOLLOW-UP from previous meeting:

I would like to let you know the discussion I had with him regarding Supplemental Instruction with student tutors, and the process we identified.

After completing the funding proposal (see attached sample) and presenting it to the Basic Skills committee, these are  the steps to help streamline the process:

1.       Faculty identify students to be Supplemental Instructors in their classes.  Submit the student name, email,  and g number to Jonathan MacSwain as soon as possible. You can also check tutors in the system http://canadacollege.edu/learningcenter/tutorconnect.php

2.       Students should be enrolled in at least 6 units

3.       And then  students enroll in LCTR 100

August 27

3:00-4:30

9-154

Welcome Back!

Agenda

1.                Lac Su proposal (Please see attached document)

2.                Officially approved Basic Skills certificate….now what?

Approval letter  

Certificate

3.                Discuss pathways for basic skills students with Lilia Chavez CWA http://www.canadacollege.edu/cwa/

4.                Word Jam and Math Jam updates http://canadacollege.edu/wordjam/

5.                Annual Basic Skills Report update (Coordinator)

Basic Skills plan  https://app.box.com/s/hobz3bryu12dq24nm84n

Reporting form: https://app.box.com/s/y0133pzd5hv6ohdh5sz7 

6.                Transfer Discipline Parade Tuesday, Oct. 29 day and evening.

Location: Main Theater

Time: 8:30-10:30 am and 7:00-9:00 pm

Announcements:

Alison and Salumeh are asking for funding to attend a conference on learning communities

there is still time to ask for an in-class tutor; look for the

May 21

BSI Coordinator has been asked to attend a meeting at Sacramento on May 21, the Chancellor’s Office to vet the new BSI e-resource under development, so I would like to suggest cancelling our meeting as we already have two basic skills events planned for the end of the semester.

 

Here is on suggested agenda from our last meeting: Agenda and Minutes

·         What questions we have, what data we need to answer our PLOs.  Get help from Dean of Institutional Effectiveness.

We can begin discussing this at the Basic Skills Retreat on May 29.  Randy Brown, Ph.D., Director of Institutional Research, Gavilan College will be helping formulate some of these questions http://www.gavilan.edu/research/

 

Please let me know if you agree to cancel or would like to schedule on another date.

April 19

The Basic Skills plan is in alignment with the statewide basic skills initiative. However, we do need to focus on collecting and analyzing data.

Draft Plan for Basic Skills 2013-2014

I’m sending you the complete presentation, but here are some highlights:

What have we learned?

           Use data to make decisions

           Communicate across divisions

           Mini-grants – generally cannot be scaled or institutionalized

           Small grants do not lead to institutional change

           Use data to make decisions!!!

 

“What’s Working

Integrated Supplemental Instruction and Tutoring

Proactive, integrated counseling”

 

April 16, 2013

3:00-4:30

 

1.  Finalize  Plan for Basic Skills 2013-2014: Anniqua Rana(Action)

--:>Need to spend money we have allocated.  Activities related to our plan we could use allocated money for:

*Orientation for basic skills faculty -->Basic Skills Retreat  (Wednesday 5/29/13  9:00-1:00):  audience is adjunct faculty, new faculty (broadening the reach of the committee)

LINK TO ORIENTATION:  DRAFT

More a debriefing/needs assessment than an orientation.   Change name to Basic Skills Faculty Retreat.  Student voices, introductions, department/region/state update, campus initiative, interpret campus scorecard.  Make a list of people we would like to come, assign people to follow up with them:  Deans, Mike/Math, Jenny/ESL, Michelle/Library, Michelle/Counseling, Anniqua/English.  $100 stipend + $100 for a follow up activity (something they’ve applied for their class & they want to share).  

Invite Norton Grubb & David Patterson for the Fall follow up?

Linda Collins career ladders project for the Fall:  

*Learning Communities Retreat (6/4/13  9:00-1:00) (Salumeh can run based on what we’ve done in the past):  working meeting, meet with faculty partners (align syllabi, create handouts)

*Fund evening counseling hours?

        Document for ESL students post-Assessment 

PLO:  How many ESL students have SEPs?

Assessment:  use DegreeWorks to query how many ESL students have SEPs.  Can’t currently run that query, but there is a District DegreeWorks meeting next week.  Use a sample?

We also need information on enrollment patterns for 826-836-100

How many ESL students are currently taking courses outside of ESL.  Compare success/persistence rate with data from 2008-2009.

eportfolios:  are we getting skewed data by looking at samples?  eportfolios are a sample of their work, and we’re looking at a sample of students, and only a sample of instructors participate.  Currently recognized as a legitimate research practice nationally.

Research needs long term:  hire a researcher?  Bart, Brandon (A2B)?  No -- institution should pay for researcher

Need for follow up from researcher:  e.g. used data to make changes for ESL dept., can we have a follow up data analysis to see how effective the changes were?

AGENDA FOR NEXT MONTH:   what questions we have, what data we need to answer our PLOs.  Get help from Dean of Institutional Effectiveness.  

PLO:  students can read, write, use technology (eportfolios Math & ESL)

If we don’t want to use eportfolios for assessment, what are alternative options?

How do we assess the impact of counseling?  What information do we need to assess counseling?

We know counselors in learning communities is effective, but we can’t fund counselors for every class.  What models are effective?  Ask at Basic Skllls Coordinator Meeting:  update on best practices for counseling, collaboration between faculty and counseling.

Invite Laura Hope

Action Plan 2013-2014:  

Look at data on ENGL-READ-HIST-CRER  course:   analyze it, consider other disciplines for this model (Psychology?).  Library.  

ESL/Math:  6 students, low-level in Math (Algebra) and ESL (924).  High persistence, time in learning center (10 hrs a week).  Need to revisit who we are recruiting, who are the right students for an accelerated course.  Came up with a lot of creative, engaging ways  to link curriculum (share).  Focus on constructing sentences, linear model.  Gross believes they will be more likely to sign up for math.

High persistence among basic skills, ESL students.

Reporting Document 2013

Reference: BSI Report 2012-2013

Plan approved with the addition of:

*Data/research needs (see above)

*Analysis of currently successful learning communities, consider expanding (e.g. ENGL-READ-HIST-CRER) to other disciplines

PowerPoint to reference Basic Skills Coordinator Workshop Fall 2011 

2.   Learning Communities Retreat (Suggested date, May 22, 9:00-4:00, 3-142)Anniqua Rana(Action)

Learning Communities Planning Retreat May 2013

https://sites.google.com/site/lcplanningretreat/ 

3.   Basic Skills Faculty Orientation (renamed:  retreat): Michelle Mendoza (Suggested date, May 21, 9:00-1:00, 3-142) (Action)

4.   High School Transcript Placement – Summer Institute: Kim Lopez (informational)

LBCC Promise [LINK TO REPORT FROM RP GROUP)

Finish English and Math in HS, still come in and place in basic skills.  LBCC will use a rubric to analyze their transcripts, if they meet a certain standard, they get to go straight into ENGL 100 even if they place in basic skills.

*Went from 14% to 56% placing into ENGL 100; pass rate went from 70 to 350

*Went from 70 to 450 students into college level math; pass rate doubled

Take a close look at the data?  Moving back and forth between numbers and percentages

If it does look like transcripts are a better predictor for success than placement tests statewide, can we consider this.

Summer High School Transcript-Based Placement Institute

Wed  June 26  2013

Invited Terrance Willett, Math & English faculty, counselors, admin, HS counselors, K-12 admin.

Have a rep. from each department, provide a summary for people who can’t attend.

Idea is to start the conversation, there will be a lot of follow up

Concern about inflated grades:  students that come to Canada who received an A in AP English and are failing English, pressure on HS to inflate grades to receive funding.

Remember that we have high-level ESL (unfamiliar, they don’t have high level ESL in high schools).

5.   Please register for the following event on April 19 at Cañada College  

 

http://norcalbsi.eventbrite.com/#   

Friday, April 19 from 9-2:30 at Canada College, Building 3, Room 142.

9-9:15--Welcome and Introductions-Ann Foster

9:15-11:45--BSI Overview, Update, & Reporting Forms-Barbara Illowsky

(Morning break included in this timeframe)

11:45-12:30--Lunch

12:30-1:25--Aligning BSI/SSTF-Spotlight Colleges' Presentations

1:25-1:30--AFTERNOON MINI BREAK

1:30-2:00--Table Talk

2:00-2:20--Table Talk Share outs

2:20-2:30--Closing remarks and evaluation

Finally, please note that 3CSN is sponsoring and paying for this event. As a courtesy, kindly let me know by 12:00 PM on Wednesday, April 17 if you will be unable to attend, so I can provide the caterer with accurate information about number of lunches needed.

In the meantime, if you have any questions, please e-mail me at ann@3csn.org. Ann Foster,  3CSN Network Coordinator

 a.

Send Anniqua ideas for funding, projects 2013-2014  

 

AGENDA-March 19

Location: 9-154 (CIETL Center)

Time: 3:00-4:30 pm

 

Present:  Anniqua Rana, Jenny Castello, Michelle Mendoza, Kim Lopez, Jeanne Gross, Alison Field, Yolanda Valenzuela, Michael Hoffman, David Johnson

Draft Plan for Basic Skills 2013-2014

1)          Plans for spring/fall 2013 (and spring 2014-as much as possible). BSI Report 2012-2013

a.           Coordinating

b.          Counseling

c.           Student Assistants

d.          Professional Development

e.          Transfer Discipline (suggested changes twice a year with some adjustments)

2) Program outcomes assessment plan

The Committee worked on the 2013-2014 Basic Skills Plan. Anniqua collected the Committee’s responses and will summarize for our next meeting.

Program SLOs:

Students can use the reading, writing, and computation skills necessary to succeed in transfer level courses

Students will develop a Student Educational Plan by identifying and assessing educational opportunities at Canada College

Students can use the study skills necessary to succeed in transfer level courses

3) Basic Skills Certificate Path to Success update (Michelle Mendoza)

The Pathway to Student Success Certificate was approved by the Curriculum Committee at their last meeting with a few slight modifications.  Michelle will make the modifications and then send the Certificate to the State for approval.

4) Word Jam feedback and discussion

David Johnson reported that Word Jam is August 5-9, 2013 and in 2014 January 6-10, 2014.  The Committee would like to have Julie attend one of our meetings to report on Word Jam.  The Committee would like flyers for Word Jam to start spreading the word (pun intended) to students. Anniqua will meet with Julie and Nooshin about marketing as soon as possible, making sure that students take the ENGL/ESL assessment before Word Jam to be able to gather data for analysis.

5) Learning Communities Retreat (identify dates, times, logistics)

Please register for this meeting on April 19 at Cañada College  http://norcalbsi.eventbrite.com/# 

Other:

Regular communication with counseling regarding ESL, English, Reading, Math,  and Basic Skills program updates.  We could create flyers with highlights for each program to share with counseling.  (yearly?) We should also make this information available on department sites.

Outreach and enrollment in basic skills (participate in college-wide planning for enrollment)

 Follow-up to discussion with George Bunch.

 

                

LANGUAGE AND LITERACY IN CAÑADA’S ACADEMIC MAJORS AND PROFESSIONAL PREPARATION PROGRAMS                        After providing an overview of research around effective practices Basic Skills in community colleges, Professor Bunch focused on the underlying question: How can we better understand the language and literacy demands of credit-bearing community college academic work, and how can students from language minority backgrounds best be prepared for and supported in meeting these demands?

To help address this question, four Metagenres in Higher Education  (Carter, 2007), have been identified:

The attendees then discussed the larger impact of this research on practices across disciplines

Resources:

Linguistic Minority Students Go to College: Preparation, Access, and Persistence

Basic Skills Education in Community Colleges: Inside and Outside of Classrooms (same document but in paper format from the RP Group)

Agenda

Location: 9-154 (CIETL Center)

Date: Tuesday, Jan 15, 2013

Time: 3:00-4:30 pm

 

  1. Enrollment in Basic Skills Courses (Discussion 15 min)

Precipitous drop in enrollment for basic skills and ESL.  Example of 827 (30 Fall 2012, 13 Spring 2013), cut one 826 and four 836 classes.  We need data from Spring ‘12:  how many sections, how many students in sections, especially because we have the new 827 class.  two additional 847 classes.

Is there a similar drop in Math?  Doesn’t seem to be, but there weren’t new course offerings.

Not just basic skills:  there is not the same pressure/waitlist in the science Division.  

Always a small drop fall-to-spring.

Down 1.1% total enrollment, 4.4% FTE.  Students taking less units.

Are other community colleges experiencing the same drop?

Big drop in HIST LC (between 28-31, down to 8), ESL/LIBR (around 35, down to 18)

384 students dropped (pay to stay).  Nov-Jan 7 could register w/out paying, Jan 7 started dropping every 24 hours, after classes start cannot be dropped.  BOG, FAFSA, and Payment Plan students not dropped.

A lot of changes at the state and federal level:  

Being strategic about number of Learning Communities at each level

Institute ghost sections at popular times that can be added quickly.  Expand the wait list to use to identify a new section that needs to be added.  

Reduce 826/836s initially offered (with ghost sections), drive up enrollment in learning communities.

Ambassadors call students following up students about enrolling students in classes.

Should we consider dropping plan ahead pay ahead?  Foothill has dropped it.

Should basic skills committee go through placement and orientation process to understand what students go through?   Friday 9am, Tuesday 1pm, Friday 9am in 9-106.  Or Kim can walk us through a mock placement & orientation.

  1. Program level outcomes assessment  (Discussion-Coordinator-40 min)

 

Students can use the reading, writing, and computation skills necessary to succeed in transfer level courses

Students will develop a Student Educational Plan by identifying and assessing educational opportunities at Canada College

Students can use the study skills necessary to succeed in transfer level courses

 

ESL Department will be using ePortfolios

We need to check with Math and English Departments to identify program outcome assessment and then compile it for tracdat/Basic skills website/accreditation.

Are we a program?  Do we need to do this?  plan.  How do we select a sample, do we have the research skills?  It works for ESL, does it work for ENGL & Math?

Assess 1 level before transfer (ESL 400, ENGL 836, Math 120 -- capstone course).  Prepare for capstone course in previous courses (for ESL 400, level 2, 3,or 4).

Take pieces from course SLO and look at big picture, assess as a department.  Use PLO, evaluate as a department during annual review.

Study skills:  capture in a reflection?

ESL:  assessing student skills in signature assignment at level IV and 400, as a department using a rubric.

Math:  take it back to math and discuss.  Math 120 + study skills?

ENGL:  do what they are doing in ENGL 110 (take 3 papers from each section and assess them as a department using a rubric).  Take a signature assignment from 836.  Look at it as a department as part of the program.

Should we focus on SEPs instead?  Easier to measure?   Use DegreeWorks to see how many basic skills students have SEPs.  

Can we look at cohorts receiving certificates (ESL Recognition Day PASS/ACE  and Basic Skills Certificate Path to Success).  Could this be part of our program PLO?  Take the students that are getting the certificate and assess that group/cohort.

  1. Reminder of Plan for Spring 2013 (Information-Counselor Michelle Mendoza-15 min)
  1. Math Jam update (Math Instructor Michael Hoffman)

A little smaller b/c of Word and Physics Jam (117 total, 73 in AM, 44 in PM).  Don’t have placement results, but about ½ place higher after Math Jam.  Data on who students do in Math courses.  Researcher now assigned to study Math Jam.  Physics Jam 35, Word Jam __.

  1. Replacement for Rita on the basic skills committee
  2. ESL Recognition Day PASS/ACE  May 8?  Evening.
  3. Basic Skills Certificate Path to Success

Finalized, submitted.  Next goes to curriclum (already approved, just a modification).  

Could this be part of our program PLO?  Take the students that are getting the certificate and assess that group/cohort.

8.  Funding for ESL 400 / LIBR 100 tutors:  funds already approved, committee approves funds to be used for textbook purchases through the library.  Students will working as tutors will be offered the option of working as tutors or receiving textbooks.   Print textbooks or kindles with etextbooks can be purchased.

 

Location: 9-154 (CIETL Center)

Date: Tuesday, Dec 18, 2012

Time: 3:00-4:30 pm

Agenda next meeting:

Lower enrollments statewide, evening enrollment low on our campus.  Is it across the board, or is their more of an impact on ESL and Basic Skills classes (follow up with Greg next meeting, faculty talk to their students).

Encourage faculty to communicate with Michelle about counseling visits

We have two agenda items:

1.        Basic Skills Counselor’s plan for Spring 2013: Early alert with math and intrusive counseling in basic skills courses-Information

Michelle continuing, re-envisioning activities

Intrusive counseling for Math, Basic Skills English, ESL, CBET

Early Alert, Focus on Math:  instructor can email counselors about a student.  Counselors, ideally, follow up with 1) email, 2) letter, 3) call.  Most of early alerts coming from non-basic skills classes (BIOL, SPAN).  Promote Early Alert in Basic Skills Math.   Michelle sent introductory letter from all Math faculty letting them know they’ll be part of this program.  More counseling presence in classroom, especially Math 811.  Also available to other Math classes.  Only one Math person has responded so far – Mike can help with follow up with adjuncts, Math Jam coordinator.   Only 1 fulltime person teaching Math 811 (Follansbee).  Attend meeting on flex day, attend Math Jam.

Intrusive Counseling, especially in evening and off-campus courses.  15 presentations on counseling services, possibly off-campus counseling hours.  Jenny Castello will help coordinate with off-campus instructors.

Are those short sessions effective?  They can be:  can do a hands on activity rather than a generic presentation – Michelle has a menu of mini-workshops, start an SEP, do a quiz, Sandra’s dot assignment, schedule follow-up appointments during the visit (many students do schedule a follow up).  Start with general orientation and introducing SEP.  Faculty/Basic Skills Committee should promote the importance of these counseling visits (particularly in basic skills/ESL courses), help counselors identify what would be useful for their class.  Michelle & Anniqua will follow up with ESL & English departments.  Go ahead and set up a schedule, send it out to faculty, inform Deans so they can support this effort.

2.           Proposal  from Michael Hoffman and Jeanne Gross-action  (see funding proposal below)

Are there other funding sources?  STEM, MESA, etc. more focused on higher level math and engineering?  BSI has not supported a lot of math projects.

Eportfolios & signature assignments developed for ESL + Math Learning Community

Tutor working with students in class, outside of class, and with instructor.  We should really have this for more classes.  Can we get some feedback about how it goes, the impact.  Many students in this class (Math 110) placed into Math 811, so really it’s an accelerated course.  Enrollment of ESL students in Math has increased quite a bit (9 to 47 over a 2 year period).  Should we have tutors for HIST/ENGL/READ/CRER as well?   (A form of acceleration because basic skills students are enrolled in a transfer class, will also be combined with accelerated ENGL/READ

Jeanne Gross will send ESL Math Data

Need to identify student tutors early – hard to match schedules.

3.  No evening section of READ 836 offered Spring 2013

Has been low enrolled last few semesters (last semester 23 students), low retention.   Only option for College for Working Adults students, etc.  ENGL/READ need to talk to counseling about evening courses.  Lower enrollment in ESL/LIBR learning community.  Lower enrollments statewide, evening enrollment low on our campus.  Is it across the board, or is their more of an impact on ESL and Basic Skills classes (follow up with Greg next meeting, faculty talk to their students).  Evening students maybe having more trouble with new enrollment rules (not as many people around, not as many offices open, many classes taught by adjuncts).

ESL/ECE Learning Community was cancelled, counselors not notified.  Many students haven’t even registered.  Very early to cancel classes, many students still going through orientation, many new students take Learning Communities.  BS committee requests a head up about relevant classes that are in danger of being cancelled.  Kim Lopez can forward messages about low enrollment to counseling.  HMSV/ESL class also low enrolled.

Funding Proposal

1. ESL+Math Learning Community

 For the Spring 2013 we are hoping to get funding for one tutor with the following weekly hours:

2.5 hrs in ESL 924, J. Gross

4 hrs in Math 110, M. Hoffman

1 hr meeting with instructors

1 hr outside study group

 

Budget:

Spring 2013

 8.5 hours x 17 weeks x $11

 $1589.5

 Fall 2013

$1589.5

Total for two semesters:

$3179

 

2. Math 811 Supplemental Instruction

For the Spring 2013 we are hoping to get funding for four tutors with the following weekly hours:2.5 hrs in Math 811 classroom during Lab hours.

1 hr outside study group

0.5 hr meeting with instructor

 

Budget:

 Spring 2013

 4 hours x 17 weeks x $11 x 4 sections

 $2,992

Fall 2013

 4 hours x 17 weeks x $11 x 4 sections

 $2,992

 Total for two semesters:

$5984

Location: 9-154 (CIETL Center)

Date: Tuesday, Nov 20, 2012

Time: 3:00-4:30 pm

1.       Presentation of Basic Skills data – Greg Stoup [link to powerpoint]

MDRC Report on learning communities

Very modest success associated with learning communities.  Benefits associated with the semester they’re in the LC, not on-going.  Advanced implementation of learning communities have the most impact (curriculum integrated, extra support integrated, all students in LC).  Variety of LC approaches at Cañada:  variation in conditions (e.g. adjunct vs. full-time), stability of course

A lot of variation in success and persistence among different LC combos

Bump in number of LCs offered 2010 from grants (CBOT & ECE courses linked with ESL courses)

Demographics:  high number of 18-19 yr ods, Hispanic students (71%)

*Appears to be a modest “Mastery effect”:  looking at same courses, same semester, higher degree of mastery

*Sequence completion rates higher :  looked at sequence for students in ENGL/READ 826 + CRER through ENGL 100 who did not go into READ/ENGL 836 LC; modest improvementin sequence completion.  Follow up by looking at students that took ENGL/READ LC for 826 and 836.

*LC impact is in the semester; disappears after LC ends.  How can we integrate the support students get in LCs throughout their education at Canada?

At Fullerton they have continued support through the entire program of study, are starting to see modest improvements in graduation rates.  Peer tutoring important piece.

Another combination is the accelerated ENGL/READ courses.

2.       Funding Proposal Math/ESL (Please see Michael and Jeanne’s message below) ACTION

Funding for supplemental instruction/tutors approved ESL 924 + Math 110

Would like to get in-class tutors for 811 as well.  Will bring proposal next week.  

3.       Basic Skills counseling for Spring 2013 (ACTION) and discussion about Institutionalizing it for the future through English/ESL/Math program review process-Kim and Anniqua

Continue to fund basic skills counseling for Spring 2013 (30 hours -- 3 section and 24 counseling hours).  Revisit funding in the Spring for Fall, and institutionalizing basic skills counseling at Cañada

More ENGL/READ 826 courses will be linked next semester, but the additional courses have not been added to those new courses.   How can we ensure those new LCs have counseling support.  Maybe be too late to add a CRER course, but maybe they can get intrusive counseling, etc.

Basic Skills Committee needs to document need for a basic skills counselor.  Different programs need to include need for a basic skills counselor in their program reviews:  ESL, English, counseling.  Can share wording.  

Counseling Department would like to propose a tenure track counseling position that is dedicated to basic skills in the Spring. 70% funded by General Fund and 30% funded by basic skills.  (Fall counseling is requesting 2 different positions).

BS counselor at Gavilan:  more time spent in classroom.  Most of her hours were in classroom rather than individual appointments with counselors.

4.       Discussion about Transfer Discipline Parade 2013-Anniqua and Michelle

A lot of good support, turned out well.  

5.       Follow-up to Nov 3 training http://cietl.wordpress.com/2012/11/07/eportfolios-plos-and-signature-assignments-workshop/ 

Creating signature assignments, connecting signature assignments to learning outcomes.

Katie focused on why do eportfolios, Sarah talked about how to set up sites.  Can use Sarah’s instructions for students.

10 faculty from a range of departments.

ESL Department created a eportfolio template

Trying to gauge how many programs are using eportfolios in the spring.

Instructional Designer workshops:  google sites, wordpress

6.       Basic Skills Certificate- Michelle

Rejected because TOP code was wrong.  Michelle is revising it:  renaming, moving some courses from electives into requirements, changing unit requirement from 15 to 18

All meetings in 9-154 (CIETL Center) third Tuesday of the month 3:00-4:30

Funding Proposal

Basic Skills Committee

11/20/12

Gross, Hoffman, Sabbadini

Tutors for Spring 2013  ESL 924 + MATH 110 Learning Community 4 days a week

6.5 hours x 17 weeks x $11               $1215.5 -- Total $1215.

Breakdown of hours:

4 hours per week in Math class.

2.5 hours per week in ESL class


Location: 9-154 (CIETL Center)

Date: Tuesday, October 16, 2012

Time: 3:00-4:30 pm

For minutes of previous meeting, please scroll down.

Present:  Anniqua Rana, Yolanda Valenzuela, Alison Field, Chris Garcia ASCC Christopher Garcia <cgarcia@sfhs.com>, Rafael Delgado Beating the Odds, Jenny Castello, Salumeh Eslamieh, Michelle Foguet Mendoza, Jeanne Gross, Rita Sabbadini, Michelle Morton, Elizabeth Terzakis, Kim Lopez, Linda Hayes, Paul Naas

 

Item

Lead

Time

Report to Academic Senate

o   BSI Report 2012-2013

o   Bylaws

o   Committee Membership

Report:   3 key categories 1) counseling support for ESL students, 2) coordination, 3) other initiatives, such as SI

Professional development training to analyze data on all the different projects we are working on & think about how to scale projects

State cohort data tool:  just new students (e.g. for ESL 400 only 8 listed one semester and 12 another)

Funding spent primarily on 1) counseling, 2) SI, 3) coordination, 4) program planning and curriculum development, 5) professional development

Membership: two new members (Chris Garcia and Rafael Delgado)

By-laws feedback from Academic Senate:  review mission to reflect current state processes (?); add that coordinator has to report to chancellor; change notice for meetings to 72 hours  

Basic Skills Coordinator

10 min

Transfer Discipline Parade on October. 25th, day and evening.

Location: Main Theater

Time: 8:30-10:30 am and 7:00-9:00 pm

Program

Student Education Plan- Michelle Mendoza, Basic Skills Counselor

Transfer Discipline Presentation  take out ESL slide; change ENGLISH 400 to ESL 400; move ESL 400 TO ENGL100 to better align with other ENGL 100; add Word Jam info; update English slide; update Spanish slide

Michelle & Nadia will do an overview of CRER classes, gateways, degrees & certificates

Go through the disciplines.  Can advertise new classes, learning communities

Bring a student from the discipline

Students should walk away with:  information about how to make an appt.(phone number), write down where they are in sequence and what they have to take next, take  a schedule with you, write down a major or certificate you are interested in.  Michelle Mendoza will work on a handout

 

Am (8:30-10:30 am)

Pm (7:00-9:00)

Time

Counseling

Michelle Mendoza

Nadya Sigona

30 min

ESL

Jenny/Anniqua

Jenny/Anniqua

 

Science and Tech

Michael Hoffman?

Michael Hoffman?

 

Theater Arts

Anna Budd?

Anna Budd?

 

Social Sciences

Alison Field?

Alison Field?

Alison will attend or find another Soc Sci person to attend

 

English

Salumeh/Yolanda?

Salumeh maybe /Yolanda yes

LIsa for PM

 

Spanish

Sarah Harmon

Sarah Harmon

 replace w/new slide

 

Kinesiology and Dance

Miladinova, Ana?

Miladinova, Ana?

 

Fashion

Peggy Perruccio (an instructor) will speak in the am.

Glenn Tojoy (a student who is finishing the program and gives talks to high schools about our classes) will speak in the evening)

 

Accounting

Leonor

Video of day

 

CBOT/Multimedia

Paul Nass?

Paul Nass?

Yes

 

ECE

Patty

Patty

 

Honors

Patty

Patty

 

Workforce

Kay/Raj

Kay/Raj

 

Participation

·         If you teach in a transfer/workforce program, please support basic skills students by presenting this information at the event.  If you cannot make it to both presentations, coordinate with others in your department and send me an email with the person representing your program.

·         If you teach a basic skills or ESL course, bring your class to this event.  These classes include:

English/Reading 826, 836

Math 811, 11, 112, 110, 122, 123, and 120

All ESL classes

Basic Skills Coordinator and Counselor

15 min

Beating the Odds: working with mentors

Peer mentorship for 1st generation students.  Powerful connections.  Connecting w/students, disseminating info & connecting students to resources

Mentee orientation at beginning of semester, matched by repoir @ orientation and discipline connection

Limtied number of book vouchers

Mentees sought out tutoring from mentors, added that to program

BTO:  connect with Library re:  training mentors to use databases, collaborating about textbooks, space/computer resources

Caitlyn Escobar (on maternity leave) will be the BTO counselor

10 student peers with 10 mentees (100 total students).  About ½ not active, filling their slots with new students.

What is going on with the non-active students?  They are pursued, coordinator has followed up with them.  Are they primarily coming from the developmental classes?

BTO should come to Learning Communities

Analyze the impact of student mentorship, coordinate with other BS activities  

See also Kababayan mentorship program (volunteer program)

Faculty and staff involved, social events

Rafael Delgado

15 min

Basic Skills in-house certificate

Possibly shot down because it lacked MATH transfer course, overloaded with CRER

Do we want to start in-house and refine it, and try again?

Add a vocational course that would lead to an entry level certificate?

Add new MATh stats class (6 units)?  Check with Michael Hoffman

Look at catalog description

Talk to Sheila Lau (articulation officer)

Basic Skills Counselor

15 min

On-line Data Analysis tool

On-going discussion for data analysis

http://datamart.cccco.edu/Outcomes/BasicSkills_Cohort_Tracker.aspx

For How To Use Basic Skills Progress Tracker, please click here . 

Greg Stoup  will present on learning Communities in November

Cohort tool (cohort = students who started that semester).  What is the cohort?

Numbers don’t seem to match up, they seem way, way off (for English, ESL)

See cohort tracking data from Skyline

Can we compare numbers and respond formally?  Lodge a complaint?

Information

Basic Skills Coordinator

15 min

Response to RFA

As you know, a major factor in the implementation of the Basic Skills Initiative is a professional development grant that is funded annually through a budget allocation from the Legislature.  The activities of this grant are crucial to the success of the work being done at our 112 colleges to increase student success in basic skills courses, moving students toward their goals.

Attached is RFA #08-0094 that was used to develop the grant applications in 2008.  The Chancellor's Office is currently preparing a new RFA for a 5-year project which will have an initial funding period of July 1, 2013 - June 30, 2014 and will be renewable annually. We anticipate that funding will be near the current funding level of close to $1,000,000 per year.

We plan to release this new RFA on approximately November 15, 2012 with a due date of February 15, 2013.  The language of the RFA is under the purview of the California Community Colleges Chancellor's Office.

I am seeking your input for updating the content and objectives from the last RFA. Please review the highlighting on the attached file, pages (after the cover) 3 through 6 and pages 10 through 11. Keep in mind the follow questions when responding.

What is working, what we want to keep:  3CSM, Communities of Practice,

1.    Are there additional activities that you feel should be included in the new RFA?

Getting a better sense of the difficulties lowest level basic skills face, issues beyond the academics  Coordinating with other programs/organizations in the community

Peer mentors might work well in this area:  student might be willing to talk to mentors about where they’re at.

2.    Are there activities that you feel are obsolete?  

3.    Are the activities of the current grant RFA lacking parts?  Cohort tracking data seems incorrect.  Very confusing (what they’re tracking and how they are tracking it).

4.    Do you have other suggestions on what we might include in the RFA?

Future of basic skills given student success

Pulling basic skills funding to use for professional development funding.  Expanding professional development funding, making it more accessible

Please send me any input by October 19, 2012.

Action

15 min

3CSN training at CSM

Anniqua Rana & Paul Naas will attend

Oct 26- College of San Mateo- http://linksvi-ncln.eventbrite.com/

3CSN continues its popular Learning in Networks for Knowledge Sharing (LINKS) series with a focus on strategies for creating Powerful Classrooms- Generating Connectivity Across the Curriculum.

Together we will uncover what constitutes a powerful classroom then collectively move through a powerful classroom by participating in activities that identify strategies taught in our Communities of Practice.  Every participant will leave with some valuable activities that can be integrated into any class, regardless of the discipline.

Add value to your classroom practices by

•  Learning about 3CSN initiatives that will assist you in creating powerful

classrooms that resonate with students.

•  Identifying methods and strategies for curricular redesign implementing practices from 3CSN's Communities of Practice that meet the diverse needs of learners with a direct positive impact on student completion.

•  Networking with leaders and participants from 3CSN's Communities of Practice in curricular and institutional redesign and contextualized teaching and learning.

•  Applying for inclusion in one or more of 3CSN’s Communities of Practice, as well as on-­-site training, admission to the Leadership Institute, faculty scholarship and other resources that will help your college increase student completion and success.

College teams are encouraged to attend and should include faculty, counselors, department chairs, program coordinators, BSI coordinators, deans, and professional development leaders.

Outcomes for the day

·         recognize and address gaps, needs, opportunities, and strengths related to teaching and learning in a range of educational settings

·         design, implement, and evaluate effective learning environments for diverse groups based on relevant research.

Action

5 min

Basic Skills Coordinator: Anniqua Rana

Basic Skills Counselor: Michelle Mendoza

Basic Skills Website: http://www.canadacollege.edu/inside/basicskills/index.html 


Basic Skills Committee Meeting

Agenda and Minutes

Location: 9-154

Date: Tuesday, September 18, 2012

Time: 3:00-4:30 pm

 

Item

Lead

Minutes

1.       Introductions

Anniqua Rana, Sally Freyberg, Julie Wilson, Alicia Aguirre, Yolanda Valenzuela, David Johnson, Jenny Castello, Rita Sabbadini, Michelle Mendoza, Michelle Morton, Denise Hum, Kim Lopez

 

5

2.       Basic Skills Overview

What we’ve done, where we’re going

Acceleration:  827.  Maybe too long.  Only 10 of 37 students knew they were signing up for an accelerated class

Pathways:  ESL worked on a Pathway (PASS certificate)

Progam SLOs

Current Activities 

  • Pre-registration:  Math/Word Jam, Orientations, ESL classes at Sequoia Adult.  Potential new projects:  inquiry into placement test/SEP/counseling; collaborate w/ambassadors Woodside & Sequoia; connect with Math/Engl/Read classes at Sequoia Adult; Gates MOOC for Open Source Course System
  • Retention:  LCs, Supplemental Instruction, Focused Inquiry Math/ESL, Instrusive Counseling, Contextualized language in LCs (ESL/CBOT, Reading/History, ESL/ECE, CAA).  Potential new projects: classes at SJSU or SFSU/
  • Persistence:  acceleration in Math and English, scheduling to facilitate ESL students taking Math and other courses, PASS certificate, Fall transfer disciplie parade when the do an SEP. Potential new projects:  in house BS Student Success Award; Spring Student Success Fair when they do an SEP
  • Success

Information-Coordinator

5

3.           Committee By-laws.  

Chair Responsiblities

Add:  “The Committee Chair will be responsible meeting with the Budget Office and updating the BSI committee about the budget”

Add:  “The Committee members are expected to prepare for, attend, and participate in meetings”

Add:  something about presentation of data w/time and assistance in process of interpreting data (training for faculty)

Change:   Committee Leadership:  “the chair will be confirmed by a majority of the committee”

Voting Members:  

1.  Student

2.  BS Writing  Salumeh Eslamieh

3.  BS Reading  Yolanda Valenzuela

4.  BS Math   Mike Hoffman

5.  CTE Faculty Rep.  Paul Nass?

6.  ESL Faculty  Jenny Castello

7.  Library  Michelle Morton

8.  TRIO/EOPS/College Readiness  Romeo Garcia

9.  Learning Support Services  Rita Sabbadini

10.  Counseling  Michelle Mendoza

11.  Non-Basic Skills Faculty  Alison Field?

12.  Instructional Administrative  David Johnson

13.  Student Services Administrative   Kim Lopez

Chair doesn’t represent an area; Chair doesn’t normally vote but can vote in the case of a tie

Action –Coordinator

10

4.           Report on Word Jam

Powerpoint

Flyer

August 1 week.  Started recruiting late june/early july.  about 25 students. Prep for READ/ENGl/ESL, orientation to resources, meeting other students, re-take test (optional)

Wide range of students & skill levels

 English (survival kit) & ESL  (grammar & technology, loaded memory stick) in 2 different sections.  

Students reported it was helpful, their skills improved, they felt more prepared.

Re-testing (optional):  9, 4 went up, 4 stayed the same, 1 went down

Would be nice to follow up with students via interviews

Next Word Jam Jan. 7-11, Aug. 5-9

Can we do an evening Word Jam?

Discussion:

Is there something online they can refer to when prepping to retake the test?  Make materials available to faculty to review; make them available to students online?

Should we focus on a particular group or skill instead of trying to reach everyone?

Should we teach to the test?  (which is more about grammar than the writing process).  No, it is more important to teach the writing process and prepare students to succeed in their classes.

Information-Julie Wilson

5

5.           Plan for the Transfer Discipline Parade on October. 25th, day and evening.

Notes from Transfer Discipline Parade 2011 Student activity [View] [Download] and Power point 2011  [Download]

Michelle & Anniqua working on this.  Focus on SEP.  Need 2-3 counselors for day and evening.  SEP deadline 10/26 so it’s a busy time for counseling

Need to coordinate better w/basic skills

Action-Coordinator

15

6.           Basic Skills in-house certificate

Michelle & Anniqua will work on together

Information-Coordinator and Basic Skills Counselor

10

7.           Student Education Plan and Basic Skills Counseling and  CIETL Inquiry Project

Discussion/Action-Coordinator and Basic Skills Counselor

10

8.           Basic Skills Representation: IPC, CPC, SSPC, Curriculum, ASGC http://www.canadacollege.edu/inside/calendar.html

Can you represent basic skills if you’re already on a committee?

Action-All

5

9.           Response for Basic Skills Report and Action Plan

 

“Knowing what you know now about basic skills and implementing basic skills interventions on your campus, what would you have done differently over the last five years with regards to your basic skills initiative work?”

Draft

Train faculty on how to interpret data:  what questions to ask?  Time to analyze and discuss.  Invite Jessica Kaven on how to critically interpret data

 

Information and feedback-All

20

10.   Other

1.  How was Carla’s Coordinator/ Counseling Position split up?

Coordinator:  3 units, Anniqua

Counseling Position:  2 units (transfer classes), general counseling (not restricted to BS students).  Position funded through BS and matriculation

Michelle Mendoza:  as a BS counselor at Gavilan saw only BS students (different location, etc).  ESL has been told that there was no time for counseling to visit off campus site.  

Does BS want to fund a 100% bs/esl counselor?  Or 100% minus transfer classes for learning communities?

2.  Funding proposal Supplemental Instruction

Remaining members supported proposal but not enough members to vote.  Can we vote over email?

3.  MOOC RFP 

 

5

 

90

Basic Skills Coordinator: Anniqua Rana

Basic Skills Counselor: Michelle Mendoza

Basic Skills Website: http://www.canadacollege.edu/inside/basicskills/index.html 

 

Below is the information you have been anxiously awaiting about upcoming BSI Reporting events to assist you in completing your 2012 Basic Skills Reporting Form. I have attached the form, just in case you there are new people on these listservs. For those of you who were in your positions last year, you will see that Mark Lieu, who previously held my position, modified the form from prior years. The two major changes are the form’s overall simplification and the use of the Cohort Tracking Tool that was recently developed. J

 

I will host a webinar on Thursday, September 20th, 3-4 pm, via CCCConfer. Please note the call-in number and pin. The activities of the webinar will be to answer questions and to do a brief  demonstration of the Cohort Tracking Tool. However, if you have questions before then, please post them on the listservs (if general questions) or email them to me (if very specific to your college). Do not feel that you need to participate in the webinar unless you have questions.

Phone

Pin

(888) 886-3951

171515

 

In addition to the webinar, 3csn is hosting regional meetings around the state. Some of these meetings are face-to-face and some are via CCCConfer. Please register at:

http://3csn.org/events/upcoming/

 

There is one additional regional meeting (soon to be on the 3csn web site) on Thursday, September 13, 1:30 – 4 pm, at De Anza College.

 

I will be at the Chaffey and De Anza hosted meetings. I look forward to seeing many of you there.

 

I truly look forward to reading your reports. One of my personal activities will be to gather those programs that many of you have developed and make that information available to everyone so that other colleges who have not had as successful programs might be able to adapt the successful ones.