Academic Committee for Equity & Success

ACES Mission Statement

ACES Membership List

Agenda: Sept. 19,  2017, 2:30pm-4:30pm CIETL: 9-154

2:30 Welcome (Rebekah T & David R)

Introductions: What brings you here? What are your aspirations for ACES? (Chris R & Rebekah T)

Agenda and Objectives. What is ACES?  2017-2018 Committee Meeting and Inquiry Work Schedule (Rebekah T)

(Timekeepers: Jenny C and Chris R) (Note taker: Doniella M)


3:00 Debrief Flex Day and Moving Forward: 

District Flex Day (Summary notes from Milton Reynold’s talk). Cañada Keynote. (Adolfo L & Marisol Q)

3:15 Quick Announcements (info) (Rebekah T)

Sept. 26: College Town Hall: A Discussion of Educational Social Justice and Diversity through Inclusion

Oct. 17: 3CSN Equity Workshop 2:30-4:30 with refreshments/networking to 5pm 2-10 

Oct. 23-Dec. 11: Free Online Public Course: Black Minds Matter


3:30 Group Work: Collaborative Planning Process: Building on our 2016-2017 Conversations

Choose a working group of interest for today. Strategize how the ACES committee can move forward on the topics in 2017-2018. Then present action items including a call for volunteers for subsequent work.

Working Group Topic


Group Facilitators

Resources/Background Info.

Question & Tools

Equity Summit Sustained CoP & Professional Learning

Equity Workshop 10/17  Flex 1/11 & 12. Equity Institute 3/10 & 11

Marisol Quevedo

3CSN. Why, Theory of Change, Logic Model, and CSM Model

3CSN Events: Equity Project

Answers to Questions chart

Golden Circle



ACES Meetings

Work Time


Equity Themed Lecture Series


Chris Rico and James Carranza

Funds, Speaker Ideas so Far, CSM Model

Inquiry Project Criteria

Fall 2017. Inquiry Group 1st Meeting Sept. 22

Diva Ward and Rebekah Taveau

Project criteria from June 6 Retreat Poster Examples

Review bylaws and update member list

Fall 2017

Michael Hoffman

Participant List

4:30 Closing: What points will you take back to your division? Who will you invite to the group?  

            Please feel free to stay for refreshments and networking or debriefing until 5pm.

Academic Committee for Equity & Success, ACES

Oct. 17 Equity Workshop

Oct. 17 Notes

Equity Project Event


Academic Committee for Equity & Success, ACES

Nov. 21  2017, 2:30pm-4:30pm

ACES Membership List

Complete ACES Reader 2016/2017

pp.19-23 Link to Bylaws 

In CIETL: 9-154

Outcome Goals:

2:30 Welcome. Introductions and overview of Agenda (Rebekah T & David R)
How can we get information out to our divisions?
Key points to take back. 

Announcements and Updates

Faculty Internship program (James C)

Dreamers Updates (Kristen P)

LOVE -Student Life and Leadership . Report out about LatinX Celebration &  Int’l Celebration Week (Misha K)

3:00-3:20 Debrief Oct. 17 Equity Workshop and plan follow up

3:20-3:50pm: Background on the creation of a new Equity Director position & Q & A (Jamillah M and Phillip K) . 15 mins

Discussion of the process moving forward  15 mins.

Cañada position description PP 1 and 3 P. 2

CSM position description

Buffer time

Summary of conversations and information collected so far for Equity Themed Lecture Series

4-4:30 Work as a Group: Equity Lecture Series

What are our next steps? What is our end goal for May? Who will take the lead? (last meeting work)

Closing: Who will take what back to their areas? Key points to take back. 

Dec Meeting Topics Choices and Ideas so far

Academic Committee for Equity & Success, ACES

Dec. 5, 2:30pm-4:30pm

ACES Membership List

Complete ACES Reader 2016/2017

pp.19-23 Link to Bylaws 

In CIETL: 9-154

Notes link

Outcome Goals:

2:30 Welcome. Overview of Agenda (Rebekah)

Appreciative Inquiry: Name impactful work a colleague has done for student equity on this campus

-Diva recognized for providing a safe place for athletes to access food and electricity

-Julie Lamson recognized for her work with Trio and Sparkpoint

-Adolfo Leiva for all his work with linking Sparkpoint to the Dreamers Task Force and in particular the behind-the-scenes work.

-Mischa for her support with making printing more accessible and easier for students

-Hannah for her leadership and collaborative focus to help support our students in pre-transfer level courses.

-Kristen for her leadership in the Dream Center and with CWA

-Michael for his work at the Careers and Majors event

2:45-3: Announcements and Updates

-We need to connect this February’s Black History Event with the Equity Speaker Series

-We need to clarify and streamline the list and then we want to prioritize

-We will have a subcommittee of Yolanda, Candice, Malena, and Milena (Nenaji will forward names)

-For 2018 we can use the money for the 50th anniversary.

-Decisions about the speakers will be made on the subcommittee so that we can make them quickly.

3:3:20 ACES Vision/Equity Summit Logic Model

Inquiry Group Temporary Hiatus to form representative task force to work on equity resolution (Skyline resolution) and then develop equity framework for our college

-ACES retreat--we discussed that we wanted to focus more on projects

-Long term goal is to have equity embedded across the campus to address equity gaps

-We have attempted to reach a broader group of people

-There is a CANVAS shell to share ideas and work

-Flex session will  have the culturally responsive teaching session

-Equity themed Speakers Series is part of this

What’s Next?

-Presentations in committee in spring of your equity work

-Take a hiatus on Inquiry group work time for Spring?

-Task force to write Equity Resolution

-Taskforce plans framework for equity, identifies support needs, and proposes next direction.  

3:20-3:50 Updates and Plans for Revisions on Equity Position Job Description (revision doc) Clarifications

D: Duties and Responsibilities

Not a Dean

Vision- Develop a plan and cycle to address the bigger questions that have been raised by the questions around the position.

-We will work on this virtually


3:50-4:20  Review ByLaws  and ACES Membership List  Clarify who is on the participant list and their roles. Plan timeline for revising bylaws and making us an official shared governance stand alone committee. (Michael H)


-While revising the By-Laws, Michael realized that there is confusion/contradictions about our standing as a committee

-We don’t even have quorum from members on the list--we need to deal with this

-There is a contradiction in the by-laws about how the faculty chair is chosen. We should fix this.


4:20-4:30 Closing


Who will take what back to their areas? Key points to take back.

Wishes for 2018

Process Slides

Academic Committee for Equity & Success, ACES

Jan. 16  2018, 3:00pm-5:00pm

ACES Membership List

Complete ACES Reader 2016/2017

pp.19-23 Link to Bylaws 

In CIETL: 9-154 Meeting Times

Outcome Goals:

3:00-3:30pm Welcome. Overview of Agenda (Rebekah)

3:30-4: Updates:

4:00-4:30: Budget Allocations

4:30-4:50: First Draft Wish List for New Equity Director Position

Update: Jamillah contacted Jeremiah Sims at CSM and Lasana Hotep at Skyline to invite them to visit our meeting to discuss their work (David R)

4:50-5pm: Closing

Who will take what information from this meeting back to which areas?

5pm:  Adjourn

May 16,  2017, 3:00pm-5:00pm

ACES Membership List

Complete ACES Reader 2016/2017

pp.19-23 Link to Bylaws 

In CIETL: 9-154



Embedded tutor needed for certain times during the semester

In the Library, we get requests around research and writing.  We need to connect the students to the Writing Center

 Dreamer update (Julie Carey and Allison Fields)

Canada fiftieth anniversary celebration (Erin)


*Review Ideas for 2017 and beyond (Rebekah) (discussion of PBL structure) “ACES for the Future” list for people to comment on.


Academic Committee for Equity & Success, ACES

April 18,  2017, 3:00pm-5:00pm

ACES Membership List

Complete ACES Reader 2016/2017

pp.19-23 Link to Bylaws 

In CIETL: 9-154


Overview  Program Planning Equity Supplement (Michael) 15 minutes

Data supplements on PRIE website

Discussion Program Plan Equity Supplement (Rebekah) 30 minutes

Additional Questions:

NOTES to complete together 


Integrated Planning  Basic Skills, Equity, and SSSP (Anniqua, Chialin, Vicki, Mary, Krissy) 15 minutes

Announcement: Move to End Violence’s Racial Equity & Liberation Virtual Learning Community

Our shared viewing of the first webinar will be in 9-154  on Friday, April 21 beginning at 10:00 a.m. with a discussion to follow. I will forward the archived webinar once it is available. The first webinar will be facilitated by Monica Dennis & Rachael Ibrahim (welcome video)  with contributions from storytellers Archi Pyati and Heidi Lopez.

For your reference, here is a list of the other webinar dates and topics:

·         April 28 - Expanding Narratives, Moving Beyond Single Stories

·         May 5 - Choosing Vulnerability

·         May 12 - Identifying Systems Power

·         May 19 - Levels of Racism

·        May 26 - Community Reflection

NEXT FEW THURSDAYS Starting: Snack and Shares

Tomorrow: Racial Literacies and Pedagogies of Cultural Inclusion

Featuring Dr. Jabari Mahiri

Wed Apr 19, 2017

12:00 pm - 2:00 pm

May 1st Organizing Meeting:


Academic Committee for Equity & Success, ACES

March 21,  2017, 3:00pm-5:00pm

ACES Membership List

Complete ACES Reader 2016/2017

pp.19-23 Link to Bylaws 

In CIETL: 9-154


Planning process for professional learning - 20 minutes Provide information on the padlet

  1. Background- ACES Inquiry story -10 minutes Michael

Discussion around aces inquiry

  1. CIETL proposal -10 minutes

  1. On and off-campus professional learning opportunities  - Erin-10 minutes

  1. Planning process for professional learning - 20 minutes Provide information on the padlet

  1. June 3 hours Week of June 5- not the third week- June 6 at 9:00-12:00
  2. August 6 hours- Flex August 14 and 15= coordinators will identify dates and times and get back to you

  1. Preparing for Basic Skills and Equity Plan 2017/2018 - Rebekah 20 minutes
  1. Click here for responses
  2. Guidelines- Handout 1 and Handout 2
  3. Step up and Lead


Weaknesses (with suggestions to improve)

A lot of support. Tons of stuff

Distribution of services inequitable - have so much but segmented. Ex.tutors standing around-scheduling issues? Issues for people with children.

JAMS - students are reporting positively

Racial piece not talking about race - our underserved population

Retention Specialists- role of assessing needs in an individual way and connecting to all the resources - applies many of the conversations about how do we get these needs met. Position as bridge

ACES talks about these things but not whole campus - how to broaden these conversations including students

Programmatically we identify high impact practices

Classroom part- not clear running practice about high impact practices such as PBL. Difficult to gage - we don’t know what others are doing.

A lot of trainings-

Follow up on trainings - how to you go from trained to implemented? How do we get people to follow through but no punitive accountability

Need training where start with what are people’s goals

Not everyone disaggregated data and has frank discussions

Need to be more critical of data

Need training in analyzing data and knowing how to read it.

Need to know how to shape our research question to integrate that into our research design and evaluation of work

We treat the wound we see instead of proactive or what else we don’t see - what about the others? How would I  make it applicable in my classroom

Exploring the myth of the model minority and taking time to talk about that

What do we consider success

May 5 - ACES Inquiry Poster Session


Academic Committee for Equity & Success, ACES

February 16,  2017, 3:00pm-5:00pm

ACES Membership List

Complete ACES Reader 2016/2017

pp.19-23 Link to Bylaws 

In CIETL: 9-154

Meeting dates ACES Committee Spring 2017

ACES Inquiry meetings Spring 2017



  1. (20 min) Introductions / Approval of Agenda

Present: Diva Ward, Dayo Diggs (new Writing Center Coord.), Jaime Sylvester-Huston, Jenna French, Alison Field, Chialin Hsieh, Kim Lopez, Caroline Ouyang, Nadya Sigona, Maggie Baez, Anniqua Rana, Rebekah Taveau, M Hoffman [Everyone Introduced themselves to Dayo and commented on relationship w/writing center)

  1. (20 min) Dreamers Updates (Julie, Kristen, Alison)


  1. Link to Dreamers Task Force meeting notes and events calendar
  2. Link to “Your Story is Beautiful” RSVP and Event Details
  4. Legal Clinics every Thursday (link)
  5. Dream Center activities- add flyers and website
  1. Dream Hour
  2. Story writing
  3. Mask making
  1. May 1st: “Day without an immigrant.”  (Link to Movimiento Cosecha)
  1. DM: AFT is working w/SMCCD Rise Up on an action/activity

  1. (10min) Other Events:
  1. March 8th International (Working) Women’s Day also Flex Day

  1. Lunch & Learn:

“At the end of last semester, the ACES Committee discussed offering lunch-and-learn sessions for our campus to discuss various topics that included

 Can we discuss this at the next ACES meeting to see who is interested in leading each half-hour lunch-and-learn (11:30 a.m. – 12:00 p.m.)? My thoughts on dates are as follows:

  1. (10 min) Committee Coordination 
  1. Michael and Rebekah are sharing 3 units this semester.
  2. Proposal: increase to 5 units for Fall 2017 (Action)

The Official process is: Gregory Anderson will open the position and make the final decision.

VOTE: unanimous in favor (12 members)

  1. (10 min) Communication Plan: What and how would the committee like to communicate activities- Erin, Anniqua, Jenny, Caroline
  1. Communication Plan 2016
  1. Newsletter w/ Equity activities -> New Equity Plan (MH, AR, RT, DW, all)

Ideas from conv w/Megan of Communications

  1. Updating a disseminating resource handouts (AR, Jenny, Erin, Carolyn)
  1. Handout created by Basic Skills Retention Specialist
  1. Disseminating Practices such as STOP

  1. (10-20 min) Learning Disability Assessment and Services (Jenna French)

  1. (10 min) Proactive Registration Updates and Data (See below)

Maggie Baez shared this fantastic presentation: Slides

  1. Equity mindedness: Step up and Lead (also at the end of the ACES reader) How are we doing on the 10 equity questions pp.24-26?


Academic Committee for Equity & Success, ACES

December 13th,  2016, 3:00pm-5:00pm

ACES Membership List

Complete ACES Reader 2016/2017

pp.19-23Link to Bylaws 

In CIETL: 9-154

Cmte (Tues 3-5pm)

Inquiry (Fridays 2-6)











put forward action items for the committee/faculty


Action Items:


Proactive Registration- Fall 2016

Flex Day Spring 2017

3CSN events:   


Academic Committee for Equity & Success, ACES

November 15th,  2016, 3:00pm-5:00pm

ACES Membership List

Complete ACES Reader 2016/2017

pp.19-23Link to Bylaws 

In CIETL: 9-154

1 - Updates and Response to election (Courageous Conversation Disequilibrium Graph)  (30 min)

        Activities Roundup

Jasmine on Walkout: ensure students feel safe and receive institutional support. Feel great as a Cañada student but need to provide solidarity for students on campus and in the district

Attempts being made to make sure this is about bettering our community. Trying to get more input from others.

Nine basic demands some include:

 form of sanctuary feel

Expand ethnic studies classes

End goal is to unify students on all three colleges

Support students on all three campuses

BTO students:

What makes the Bay Area great is diversity. Want to attend a united-we-stand event to support all students. We hope to ensure everyone feels supported.

Continue to have on-going events for students and stay involved.

Potential date: Dec 1 11:00-4:00- have an open mike.

Positive commented from students

Gregory’s response: at international student event supported similar activities and we could compile all the information to demonstrate the solidarity around supporting students.

Student’s comment: share this through social media

Coordinator: Current situation requires that we support students to be able to set a tone that we will not allow oppression.

As a committee we need to continue talking about race. In the minds of many people, there is a perception that the country is racist from all different groups.

Context is appreciated, particularly how people are thinking helps resolve problems. We need to share this information related to activities.

This is as safe space and we need to continue to provide support. I hope you can feel that we're excited about the opportunities.

Experiences at the Museum of Tolerance can help provide tools for people. We need practical experiences to help everyone to be able to help the community, so they can do something. We need to see the situation and find ways to solve those situations even though we can't take care of everything. We can act in immediate situations.

I am inspired by the students to collaborate across the district. We need to replicate this effort as faculty, staff, and administrators across the district.

Maybe through the ACES committee we can offer a flex day activity to support students across the district.

What are we saying to our students? Are we sharing the information about the state legislation.

Cañada dreamer Taskforce just met to identify the information that needs to be included on the dreamer Taskforce website. Reporting is also important. We are open suggestions on providing this information at a college level.

A lot of the ways we identify ways to adopt a space. We reaffirm this is a safe space, officially. A resolution will help.

We read a statement from the university of Wisconsin to demonstrate that the campus is a safe space.

Student has a draft of a letter of some of the expectations ...the draft is being shared with the committee.

The evening students need to be included. Statement and poster would be helpful.

Cross-district collaboration takes a while. Dreamer Taskforce/aces/dreamer center can help inform what can be shared at the district level.

Do you want faculty to walk out in the dream world? Yes

The idea is practical and efficient.

Draft of statement on how to support staff and student

  1. Michael will start the google doc with the events  and include Gregory to share with Megan
  2. Michael, David,  and Yolanda will Draft a statement -> shared wiith other campus
  3. Long term effort to support all students regarding safe spaces /sactuary

Make sure this is a safe place for everyone.

BTO Mentors: School-wide event “United We Stand”

Brainstorm: How should faculty and staff concerned with Equity and student success respond?

Yolanda: WE need to talk about Race. Having a trained facilitator to allows people to process.

Kim: We want to spread this and provide a safe space.

Monica: just came bac from MOT: tools for people to feel they can do something. What are the tangible things we can do. MOT taught us to look at a situation and be able to adress it.

Alison: Inspired by students reaching across

Yolanda: Flex session on how we started a Dream center/Dreamer club

Alison: Dream Act is still safe in CA. E4FC

Solidarity Lunch

See something/ Say Something

Historical Context of Hate crimes

Rebekah: Make a visual /poster

Lorraine: Let’s plan ahead for March to have students go up to Sacramento.

Three things:

1 - Collect events and information

2- Draft a statement on Events surrounding the election (Prof’s participation is under Academic Freedom, allow sts to talk about it in class/don’t assume sts know what it’s about; allow room for those not participating/not engaged by politics, )

3 - Long-term effort to Transform College/District

2 - Next steps after Courageous Conversation (30 min)


Jenna: Enjoyed it, but it was just the beginning perhaps missing peices b/c it should have been two-days.

Yolanda: It was activity oriented, people learned about themselves, sensitized people to others’ stories.

2nd day was supposed to be: “Whiteness matters”

Adolfo: great to speak wth ppl we don’t usually talk to, to hear thier perspective. Also liked two day to have reflection time. This should not be a one-off. Loved it!

Anniqua: liked that it was on personal experiences and sharing and listening. Institutionally, what are we doing to hinder certain students’ success? How can we incorporate/broading beyond race.

Matt: Both cognitive and emotionally therapeutic. Being put in different positions in a conversation helped put things in perspective.

Rebekah: Created a safe space, but was also practical for knowing how people can approach conversations about race. Thinking about how we can stay in “Productive Disequilibrium”

Lorraine: Feels great but … Now What?

Diva: Surfacing personal experiences is more effective: whole-group discussions can be very different. We need to revisit to strengthen tolerance, skills with responding. We need to be very deliberate with our actions.

Ingrid: In class conv about the election: classmates didn’t even know why she was so upset and feeling sick about the election. Prof. Aguirre had the lass take time to talk to each other. In classrooms sts formed a circle, and everyone was crying.

Fear of deportation is very stressful.

Some prof didn’t want to talk about it, some sts wanted to talk about it.

Yolanda: perhaps as follow-up, could we have a facilitated discussion about race specifically in the classroom.

Lorraine: How can we incorporate counseling: this is a grieving process with stages. We can’t stay in anger and be productive etc. Emotions must be processed, perhaps faculty can assist students in working through them.

Anniqua: Not just informative events, but on emotional self-care.

Adolfo: Legal Clinic every Thursday, ends Nov. 17th. But there may be another DACA clinic

Alison: 1/7 DACA recipiets may be eligible for path to legalization, focus of some clinics

3 - TLC report (10 min)

Students found the TLC program to be very important for their academic success at Cañada. While some did want longer checkout times, laptops that had more capabilities than the Chromebooks, or had difficulty using the Chromebooks, overall students were very satisfied and appreciative of the program.-Click here for complete report

TLC Success and Retention Report

100% of students would recommend the TLC program.

Increased success rates for ESL and Math students

Funding will be gone for additional supplies

ACES can meet at lunch


Let’s find out if it’s being taped

4 - Participating in Skyline’s Equity Summit (10 min)

5 - December Meeting: Finalize Plans for Spring (10Min)

Dec. 13th?

 Reminder: Proactive Registration floor 1 Building 9- November 16-November 18

        Initial Data 


Academic Committee for Equity & Success, ACES

October 18th,  2016, 3:00pm-5:00pm

ACES Membership List

Complete ACES Reader 2016/2017

Link to Bylaws 

In CIETL: 9-154

  1. Growth Mindset for student success (pp. 73-78) in ACES Reader, Growth Mindset Overview and Activity 30 (Next session: Habits of Mind (pp. 109-121)
  2. Basic Skills and Equity Report for IPC and PBC- October 2016- Institutional Effectiveness
  1. Professional Development framework (Erin Moore) 20
  2. Equity Questions in Program Review: A Study of campus climate? (MH)  15
  1. Update and Outreach for Proactive Registration (Reynoso and Huston-Sylvester) 10-20

  1. Debrief Courageous Conversation: What were your favorite take aways and how do you want to follow up? 10-20

Coming Up:


Academic Committee for Equity & Success, ACES

September 20th,  2016, 3:00pm-5:00pm

ACES Membership List

Link to Bylaws 

Link to Basic Skills Plan

In CIETL: 9-154



Academic Committee for Equity & Success, ACES

August 23rd,  2016, 3:00pm-5:00pm

ACES Membership List

Link to Bylaws 

Link to Basic Skills Plan

In CIETL: 9-154

  1. (5 min)Introductions

Diva Ward, Rebekah Taveau, Yolanda Valenzuela, Alison Field, David Johnson, Chialin Hsieh, Kim Lopez, Gregory Anderson, Monica Reynoso, Jenna French, Patricia Guevara, Jaime Huston-Sylvester, Anniqua Rana, Michael Hoffman

  1. (5 min) Welcome New Members and Orientation
  1. Role of the Committee:
  1. Advise the College on Basic Skills and Student Equity Plans including drafting new plans
  2. Assess the activities under Basic Skills and Student Equity Plans.
  3. Facilitate collaboration between student services, instruction and students for improving outcomes for students at the college.
  4. Promote Professional learning and effective practices for improving outcomes and equity.
  1. Subcommittees:
  1. Dreamers Task Force and
  2. Proactive Registration
  1. ACES Reader -> Grounding practice in research

  1. (20Min) Reading and Discussion: Bensimon,  Estela (2005) Closing the Achievement gap in higher education 
  1. Picture walk
  2. Complete ACES Reader 2016/2017
  1. (30 min) Goals for the Year and Timeline (Handout)
  1. Add Dream Center to the list of goals
  2. Report outs-EOPS/CARE needs to be included-more students was supported with
  3. Processing the Reader on a regular basis
  4. Incorporate the ACES Inquiry Process into the ACES meetings

  1. (20) Planning:
  1. Response to racism activities -> Courageous conversations about Social Justice
  1. Proposal: Ask the vending commission for $2500 and hire Ivan Escena to gather student, staff and faculty responses to prompts on both Sept 13th and 14th from 11am-1pm and edit the video down to a 5-minute montage. Use up to $1000 of Equity funds to cover editing costs.
  2. Organize Follow-up panel or Speaker event to showcase the video
  1. Involve Social Science Faculty/ to oversee editing
  2. Prompts: How can we design prompts to get the best responses?
  1. Group of people should come together to think it through.
  1. We want Student-Voice to be front and center.
  1. Volunteers: Rebekah, Caroline, Monica, Yolanda, Jaime, Lorraine, Erin, Alison

  1. Proactive Registration:
  1. Need Volunteers/ Ideas on Faculty Involvement: Anniqua,
  1. Messaging and intent of the event is crucial, support for getting instructors to sign up
  1. Inquiry Process (Summary, Plan for ‘16-’17)
  1. Is Format workable?
  2. Who should be prioritized for receiving compensation. (Reduced Equity Allocation, Staff members have not benefited as much as faculty)
  1. (10) Action Item:
  1. Membership Updates: ACES Membership List
  1. (25min) Preparation for ACES Inquiry meeting
  2. (5min) ANNOUNCEMENTS:
  1. CTE Jams 9/7, 9/14, 9/21 Time 10:00-2:30 (13-217)
  2. DREAM Center Grand Opening August 30th.11am-3pm and 5-7pm
  3. Sparkpoint Training: Integrating Financial Literacy: Aug 24th 3-5:30pm Cañada in CIETL, Aug 25th at Skyline; ft. Federal Reserve Speaker
  4. EOPS is still accepting applications.

Agenda items from Office of Planning and Research

Identifying a research question:

Action Research Questions - Routledge

Project Proposal Form-Please complete and post in your project folder

Logic Model for Pedagogical Practices

PROCESS for ACES Inquiry




Academic Committee for Equity & Success, ACES

September,  2016, 3:00pm-5:00pm

ACES Membership List

Link to Bylaws 

Link to Basic Skills Plan

In CIETL: 9-154

  1. Release-time proposal for ACES and ACES Inquiry coordination


%%%%%% Summer Planning  %%%%%%%%%

Coordination Needs

Update w/plans for semester and reporting:

ACES Cmte (3rd Tuesdays, 3pm-5pm)


·      Aug 23rd, 3pm-5pm

·      Sep 20th, 3pm-5pm

·      Oct. 18th, 3pm-5pm

·      Nov. 15th, 3pm-5pm

·      Dec. 20th , 3pm-5pm (?)


·      Jan 17th, 3pm-5pm

·      Feb 21st, 3pm-5pm

·      Mar. 21st, 3pm-5pm

·      Apr. 18th, 3pm-5pm

·      May 16th, 3pm-5pm

 ACES Inquiry Meetings

All meetings 2:00-6:00 pm

Time commitment: 16 hours of scheduled ACES Inquiry meetings and 4 hours of in-between group time


2:00-4:00 pm Instruction and sharing

4:00-6:00 pm Project planning

Flex Fall-August Poster Session

Flex fall October


Learning topics-reports





Aug 23rd

Information Inquiry

Research questions

Bensimon,  Estela (2005) Closing the Achievement gap in higher education 

Sep. 9th

Research questions and

Logic Model-Project planning

Reading 1

Logic Model-Project planning

Reading 2

Identify input, activities,

Sep 20th

Culturally responsive teaching

Kozleski, E. (n.d.). Seven principles for training a culturally responsive faculty.

October 21st

Project work

Oct. 18th

Growth Mindset Video

Dweck (2010) Even Geniuses Work Hard

Harris III, F., & Bensimon, E.M. (2007). The equity scorecard: A collaborative approach to assess
and respond to racial/ethnic disparities in student outcomes

Nov. 4th

Data analysis-Project planning

Nov. 15th

Community building and value creation

Wenger, Trayner, and DeLaat, "Promoting and Assessing Value creation in Communities and Networks: a Conceptual Framework

Habits of Mind
16 Habits of Mind

Dec 2nd


Dec 20

Equity mindedness:

Step up and Lead p.4, 24, 25 & 26

Readings: (Which ones are required, Which ones are optional)

Association of American Colleges and Universities (2015c). Step Up and Lead for Equity: What Higher Education Can Do to Reverse Our Deepening Divides. Washington, DC: AAC&U.

Harris III, F., & Bensimon, E.M. (2007). The equity scorecard: A collaborative approach to assess
and respond to racial/ethnic disparities in student outcomes. In S.R. Harper
& L.D. Patton (Eds.),
Responding to the Realities of Race on Campus: New Directions for Student Services, 120 (pp. 77-84). San Francisco: Jossey-Bass.

California Community College. Student Success Scorecard. 2013. 

Dweck, Growth Mindset

Kozleski, E. (n.d.). Seven principles for training a culturally responsive faculty.

Year-Long Structure:

Participation agreement:


Activities Outline:

 --- Spring 2017-------------------------------------------------------------

6.     Jan. 17th Flex Day

7.     Feb 3rd

8.     March 10th

9.     April 7th (Spring Break?)

10.  xn Poster Session




Other PD (Compiled from last ACES Meeting)


Aug 15th or 16th @ Flex

·      Dreamer – Ally training 101

·      STOP – Beyond warning signs

·      ACES Inquiry Poster session

·      Spark point Resources

·      Student Panel

·      RA in STEM

·      Working with Students with Disabilities



·      Stereotype Threat (Student and Staff Experience) (Police Brutality?)

·      Legal Clinic

·      Vets


·      Oct. 7th: (SSSC 2016)

·      Oct. 14th: Regional Tutoring Event

·      Oct Flex Days

·      Preparing an Equity-minded course/syllabus



·      Principles for Teaching Men of Color



                lnt'I Student Experiences


March 10th

·      Flex: March 2nd – 3rd

·      3CSN LINKed Networks for Equity event: March 3rd  – 4th



Theme: Inquiry into classroom practice.


ACES Membership List



Academic Committee for Equity & Success, ACES

May 17th,  2016, 3:00pm-5:00pm

In CIETL: 9-154

  1. Reports (20min)
  1. DREAMers
  1. Dreamers celebration today, also hiring transition coordinator through ACCEL funds
  1. Adult Education
  1. Adult Education Consortium - working on a plan with CTE faculty to consider having a series of CTE jams to create pathways for students (Heidi, Jenny, Nadya, Anniqua working on this) - same transition coordinator as the DREAMers
  1. Inquiry Projects
  1. Debrief and Planning meeting: Thurs May 19th in CIETL @ 2pm
  1. Final inquiry session, poster session completed and gearing to launch for the fall - groups received feedback from other groups and want to share the information during FLEX day
  2. The format with the posters and groups moving between them may be a good format to use during FLEX day as well, perhaps during lunch to gather interest. How do we take these projects and think about how to institutionalize them and bring it to the campus community?
  3. What is the process for continuing projects in the following semester? Projects will be allowed to continue.
  1. Funding updates: PIFs, State Equity Funds Proposals, Budget Grid.
  1. Anniqua - JAMS (Math, Physics, Word) are institutionalized and part of fund 1 district fund ($300,000) - proposal submitted by Diva, Anniqua, Anna Camacho, which frees up the $ for other projects
  2. CWA funds - partially funded through Equity
  3. Equity fund - CWA, inquiry projects, Blacademia - process now is to find ways to fund new projects based on PIF proposals (blacademia, COLTS learning community, COLTS academy, undocu-ally  project)
  4. Last year, used up on funding, and then requested $50,000 and received $180,000 (used on several projects, including veterans)
  5. Received one-time funding of $140,000 to support Library, EOPS, etc.
  6. Next wednesday, submitting another request for another one-time fund amount must be spent by December 2016
  7. Cathy Lipe (MESA) one time funds used on - low-income, first-generation, STEM majors provide academic support, counseling (helping students with transfer, particularly SLO and receiving assistance from staff at Allan Hancock college) -- retention specialist to assist students in getting into math jam, technology
  8. Chialin one time funds used to re-establish a culture of assessment and tie it with teaching and learning (college to hire instructional technologists and training faculty to use TRACDAT and cover to cost of faculty assessment coach)
  9. Doniella - using funds to put together the Writing Center? Diva - using the funds released from Jams to cover the coordination of the Writing Center
  10. Erin - PD planning funds to support PD on campus, bringing in facilitators to speak about differentiated instruction and other topics - funds to do external trainings on cultural competence - potential for staff that receive external trainings to have stipends to share their knowledge with the campus
  1. Rebekah - books that can be shared (relevant texts)
  1. Keynote Speaker - Sonia (Social Justice focus) Enrique’s Journey book about a minor’s journey from South America to the US
  1. Undocu-ally project - using funds from the one-time pot
  1. Funds can be reallocated (proposals due by May 18) to add projects - include three elements (start with the Google Doc under Proposals link above)
  1. Equity Professional Development Planning: Courageous Conversations Task Force (45min, Action) Slides, Flex Schedule Ideas, Minutes of Task Force, Grid of Resources 
  1. Valeria, Diva, Erin, Joseph - conversations on equity trainings (Courageous Conversations about Race)
  1. Last year, Will Walker led a discussion, faculty feedback was very high but cost prohibitive (refer to the slides for the Courageous Conversations About Race presentation)
  1. Takeaway was that conversations to take place, but questions about how to make them actionable
  2. Spring 2016 - two discussions occurred
  1. Talked about the implementation process, how to follow-up, having outside facilitator or having external trainings and bring back information, also taking into consideration student input
  2. Define what equity means at Canada and how to strategize to reach different audiences, particularly those that don’t know what to do but want to act
  3. Begin the education with stereotyping, ex. PUENTE and recognizing that we have stereotypes and how to be cognizant of them and how we manifest them - as faculty, there is institutional power that can make the stereotypes become racism
  4. Rebekah - Suggestion to use a combination of external and internal educators (Dr. Walker AND faculty, such as psychology professors)
  5. Doniella - those that are willing to act and know do so as optional activities, but the emphasis needs to be on engaging the entire community into acting and using the do know and act group to catalyze action
  6. Diva - agree with Chialin that depending on the audience, we may need different types of training
  7. Kim:
  1. Using LFM Group’s PD framework
  2. IEPI has a group coming to analyze our campus PD and funds for developing PD/Ed Master plan
  1. Anniqua- We can partner with a 4-yr institution Ed Researchers a la George Bunch from UCSC, Guadalupe Valdez from Stanford
  2. Diva - We may need to send a small group to be trained.
  3. Doniella - sending a small group to get training may exacerbate the idea that there are “equity people” on campus that take care of equity issues - focus should be on making all staff experts in looking through an equity lens
  4. Erin - LMF may not be the best route for bringing these conversations to a larger audience
  5. Yolanda - People need support/training in feeling comfortable talking about this
  1. “Equity 101”
  1. Agenda items for Next Year (15min)

  1. Reporting Activity: Collecting evaluations of activities from this past year (30min)


  1. Announcements and Links (5min)
  1. NCORE conference May 31 - June 4: 
  2. Check out this article: UC Pledges Support for Undocumented Students
  3. Apply for ACES Coordination position: Announcement
  4. Save The Date October 5-7, 2016 for Strengthening Student Success Conference 2016 (Cañada has 6 talks!)
  5. Proactive Reg (Proactive Registration presentation  at IPC meeting 5/6/2016)


Academic Committee for Equity & Success, ACES

April 19th,  2016, 3:00pm-4:30pm

In CIETL: 9-154


  1. We heart Social Sciences event Wed Apr.27th in Soc Sciences Hub: Info about Counseling, A2B, CWA, meet Soc Sci Faculty etc.
  2. COLTS Classic game: Apr26th 2:30pm baseball game vs Skyline
  3. EOPS accepting new student applications for Summer! Students must be in at least 4 units during the summer session.

Equity Minded Data Discussions: PBC request for review of ILO report Slides (20 min)

  1. Page 15, Page 16-self-reported (female/male perspective) to Page 27

Refine data:


Assess assumptions/Narratives:

Basic Skills Plan aims for 2% increase each year.

Q: Why have overall rates gone down, while Eng and Math have gone up?

Q: Is this b/c of ‘Pay to Play’/ caps on retakes?

Suggestion: focus on just one level below transfer Eng and Math Retention/Success rates

Does it track with economy?

-> round up to 50%

  1. Common Assessment Initiative (Lizette-5 min)
  1. We start in Fall 2016 (November) for Spring 2017 placements. Memo from Chancellor,
  2. Common Assessment developed by a statewide initiative: One assessment for all CA CC’s
  3. We need to set cut scores:
  1. District has hired consultant to work with district to set common cut scores
  2. November is the deadline, so BULK of work is over the summer.
  3. Jamilla Moore is working w/VPSS and PRIE to set cut scores
  1. BOG waiver updates (Lizette- 5 min)
  2. Handout 
  1. Sts at risk of losing BOG waiver if GPA drops or 2-semesters non-progression
  2. Can appeal to regain: Form is being finalized by Counseling Dept.
  1. Certain groups are exempt such as Former Foster Youth
  1. ALL students who lose BOG are encouraged to appeal: Counselors, Maggie Baez:
  1. STOP workshops
  1. This is seen as an impetus for us to further help these students.
  1. Leadership for Curricular and Institutional Transformation Retreat: June 12th-17th, 2016 BSILI
  2. Reports (TABLED):
  1. Proactive Registration, Proactive Powerpoint Registration (5min)
  2. DREAMers Update “Dream Center
  1. DACA clinics happening Apr. 27 at Community Legal Services in Menlo Park
  1. Transition Coordinator (ACCEL)(3 min) Anniqua


PIF: Dreamers, Blacademia, Jams, COLTS Learning Community, CWA, EOPS


Academic Committee for Equity & Success, ACES

March 15th,  2016, 3:00pm-5:00pm

In CIETL: 9-154

AGENDA for 3/15:

Overview followed by discussion


Recommend to the college via the ACES committee a process or set of trainings that would help faculty, staff and administrators implement equity minded practices and address unconscious biases related to race and other forms of oppression.

Programs to look at:

        Academy for College Excellence (ACE): bridge program, FELI training, Affective Domain

Conversations within our Communities -> e.g. connecting with Pastor Mike w/ Black Lives Matter or Undocumented

Conversations w/Students

Using Topical Issues of racism: How do we deal with racism/violence related to Election?

Preparation for next meeting


Academic Committee for Equity & Success, ACES

February 16th,  2016, 3:00pm-5:00pm

In CIETL: 9-154

AGENDA for 2/16:

Suggestions from last semester:

  1. Courageous Conversations follow up
  1. Faculty Involvement with students is really key
  2. We could maybe do that Courageous Conversation on our own
  3. Create a forum on specific ideas where faculty and students can exchange
  1. E4FC undoc. student forum
  2. trainings in creative writing and creative art
  1. Maybe start a small group to organize the Courageous Conversations
  2. Channeling Dreamers, Namaste, Civil Liberties club energy
  1. Faculty trainings:
  1. Leading From the Middle (proposal is drafted, but names will be finalized in January)
  1. ACCEL projects: Adult school development
  2. Multiple Measures Placement
  3. SparkPoint: incentivising student savings plans
  4. Data: what does it tell us?


Academic Committee for Equity & Success, ACES

December 15th,  2015, 3:00pm-4:30pm

In CIETL: 9-154

  1. (5 min) Approval of Agenda, find note taker, time keeper

Jenna French, Nooshin __, Rebekah T, Loraine B-R, Erin M., Adolfo L., Joseph B., Chialin, David Clay, Yvette, Anniqua R., Diva W., Monica R, Alison F

  1. (30min) Report and updates:

  1. Basic Skills Retention Specialist Efforts
  1. 200 students participated in Technology orientation
  2. Worked with Faculty in follow-up and Early Alert
  3. Future plans: Collaborating w/ faculty :
  1. give exam review to Monica for disbursement at study sessions
  2. workshops on time management
  1. Met with over 100 students by October
  1. Proactive Registration:For more information
  1. Issues noticed;
  1. need a process for identifying sts not registered
  2. need faculty involvement: Get Dates on syllabus
  3. How can effort be broader to coordinate with more of the campus
  4. The collaborative planning process was beneficial and involved many different staff, students, resources across the campus
  5. What are the best days? When can we start planning?
  6. Need help cleaning data and disaggregating data to identify need.
  7. Work with Registration office to coordinate
  8. Need to debrief (Pros and Cons) with A&R, Counseling office
  1. Textbook Learners Collective (TLC)
  1. Dreamer Center
  1. Alison Field had release time to develop a proposal for a Dreamer Center
  2. A part-time Staff position was created, along with student workers
  3. Collaboration with BTO
  1. Teaching Men of Color (Cynthia McCarthy)
  2. Milestones - Report
  3. Foster Youth Success Initiative
  4. ACES 2015 Report,
  5. ACES Inquiry Learning Outcome results: Jan. 19th is the next Inquiry Meeting
  1. 9 projects, most will continue next semester
  1. (15 min) IPC’s request for review of ILO report: First Impressions
  2. (30 min) Next semester planning: Ideas and Involvement
  1. Cmte Meeting Topics
  2. Courageous Conversations follow up
  1. Faculty Involvement with students is really key
  2. We could maybe do that Courageous Conversation on our own
  3. Create a forum on specific ideas where faculty and students can exchange
  1. E4FC undoc. student forum
  2. trainings in creative writing and creative art
  1. Maybe start a small group to organize the Courageous Conversations
  2. Channeling Dreamers, Namaste, Civil Liberties club energy
  1. Faculty trainings:
  1. Leading From the Middle (proposal is drafted, but names will be finalized in January)
  1. ACCEL projects: Adult school development
  2. Multiple Measures Placement
  3. SparkPoint: incentivising student savings plans
  4. Data: what does it tell us?


2015 Foster Youth Success Initiative Annual Convening - See more at: 


Academic Committee for Equity & Success, ACES

November 17th,  2015, 3:00pm-5:00pm

In CIETL: 9-154

Special meeting: Setting the Stage for Courageous Conversations about Race with the Pacific Education Group.

Ideas for future topics related to Race:


Academic Committee for Equity & Success, ACES

October 20th,  2015, 3:00pm-4:30pm

In CIETL: 9-154

  1. (5 min) Introductions
  1. Michael Hoffman, David ClayAnn Amire, Cindy Strenberg, Alison Field, Lizette Bricker, Chialin, Joseph B, Monica Reynoso, Diva Ward, Adolfo, Doniella Maher, Matt Lee, Jennifer, Kristen Parks, Rebekah Taveau
  1. (5 min) Approval of Agenda, find note taker
  1. Addition: STOP
  1. (15 min) Reports
  1. Strengthening Student Success Conference 2015, ACES Presentation
  1. Highlights:
  1. “Work coming from chaos”
  2. Reinforced purpose of Community College = gate to community
  3. Great audience participation and inquiry of our projects
  4. Event re-energized work, provided perspective and analysis on how to improve and discover opportunities and collaboration.
  5. Provided a deeper scope of “Pathway” - not just faculty or admin, but entire support of college, built in by Student Services
  1. Academy for College Excellence - Cabrillo College
  1. Encouraged by Monica Reynoso
  1. Equity Plan “training”
  1. State training - “How to complete template…”
  1. LD Counselor
  1. Test Kits - available for free for all students
  2. Disability Student Club
  3. Brochure on Learning Disability Testing
  4. Currently Updating Website
  5. Material Rental: Smart Pens available (Livescribe), Kurzweil
  6. Request: Outreach to other departments - possibly spring?
  1. Connect with Retention Specialist LC, Learning Center, STEM, “Tips for Tutors”, Peer Mentors, SparkPoint
  1. STOP
  1. First phase of STOP = Informing Students
  2. Second phase of STOP = Focusing on Faculty
  3. 13 Warning Signs Poster/ Early Alert
  1. Teaching Men of Color Course - Sign up survey
  1. Looking to build/continue cohort: Jan 11th -15th will propose to the campus
  1. (30 min) Dreamer Center - (Link to Slides)
  1. DACA Clinic: 4 Alumni, 2 Skyped-in
  2. Feedback = Lets make it bigger and better
  3. Fewer Daca clients than past
  4. Spanish-speaking students helping with translation
  5. Logic Model - Looking for input from group
  1. Outcome
  1. money is available for transfer fees from Gloria & Soraya
  2. Alumni tracking-system? Can financial aid extract a list? SMCCD Foundation & Alumni Relations? Priscilla Prusela
  3. Civic engagement - Canada students working with local elementary schools
  1. Input
  1. Outside individual providing professional development to faculty
  2. How are we supporting AB540 & Undocumented students
  1. Visits to Dreamer centers:
  1. DeAnza
  2. UCB: 11/13
  3. UCD
  1. More Intensive Training Proposal: Broader? Social Justice Institute? Academy?
  1. Reality Tour: to the border.
  1. (15 min) Surplus Expenditures Plan [Tabled]
  1. Read the complete proposal here
  2. Veterans Direct Support Proposal
  1. (10 min - action) Courageous Conversations

  1. Proposal:
  1. Nov. 17th, 2hr “Setting the Stage” (We were asked to move it to 11/25 Flex day)
  2. March 13th-14th “Beyond Diversity”
  1. Goals:
  1. Build a common language for discussing race and racism.
  1. Understanding our college first
  2. What applies?
  1. Build Cohesion amongst campus leadership incl. Faculty, Students and Staff
  1. Validating experiences
  2. Understanding Micro Agressions
  3. Exposing Prejudices
  4. Providing A Toolkit for addressing these things
  5. Don’t just leave people “Raw and Open”
  6. Drawing on resources we already have
  7. Reach out to those without prior exposure to examining racism
  8. Long-term: Get on the agenda for Opening Day/Flex activities
  9. Increase student engagement
  10. Review data from previous discussions (Jeff Rhodes - Wheels Event)
  11. Student Gov’t would like to increase engagement, open invitation to faculty & staff - opportunity to be a topic on agenda
  1. Thus far we’ve collected positive feedback from some other schools. “It was
  2. Concerns from them and within our group are: How will we follow up on it?
  3. “ although it did create the space for some very necessary conversations and awareness building, some still walked away struggling with the same biases and perspectives just now more informed about what they were struggling with. So more ongoing conversations and possibly creation of implementation steps would be super helpful as well.” - Foothill Participant

  1. (5) Next Meetings
  1. Milestones Course - Report
  2. Diego Navarro and ACE model
  3. Puente



Academic Committee for Equity & Success, ACES

September 15th,  2015, 3:00pm-4:30pm

In CIETL: 9-154

  1. Introductions
  2. (5 min) Approval of Agenda
  3. (10min) Reports
  1. Planning Timeline for Equity and Basic Skills
  1. Basic Skills due Oct. 1st
  2. Equity now due December 18th
  1. Extra funds allocated! (an extra $183k to be spent by Dec. 31st) Let us know if you’d like to help figure out we’re using it!
  1. Transportation
  2. Cafeteria food
  3. Q: How do we choose these students for book program?
  4. Are scholarships allowable? []
  5. purchasing Access Codes
  6. Men of Color Program: 2 days?
  7. Use for trainings around racism, other Prof. Development

  1. Equity Summit Report 
  1. Veronica Neal - Director of Equity @ De Anza: Task force to look @ Equity at all levels e.g. Hiring, Curriculum, Policies etc.
  2. Equity Lens: Are our processes Equitable? From front end AND back end. Is it equitable to the students?
  3. Activities that promote Equity in the classroom: ideas on website
  1. Change up the classroom dynamic

  1. (30min- Action) Equity Planning Update
  1. Basic Skills Plan 2015-2016 and Expenditure Report (Action)
  2. Equity Plan 2015-2016 and  Expenditures Equity,  Plan Overview.

- See more at: 

  1. (30min - Action) Professional Development Plan Re: Conversations about Race
  1. Pacific Education Group: Introductory Slides, Website
  1. Proposal: a 2-hour “Setting the Stage” in Fall, with a 2-day “Beyond Diversity” training in Spring. How can we engage Faculty, Staff and Students? Flex Days? One day only?

Motion: Support sentiment of the proposal and form a task force to work out details; host “Setting the Stage” 2-hr conversation on Nov. 17th 3-5pm (passes unanimously)

  1. Teaching Men of Color Certificate Training
  1. Regular PD process OR use Equity funds and build a cohort

There was support for bulding a cohort if possible.

  1. What can we learn/draw from PUENTE?

  1. (5min) Next meetings w/possible topics
  1. Oct 20th: DREAMers Project , Business
  2. Nov. 17th: Culturally Relevant Pedagogy/Courage Conversations
  3. Dec 15th: Report on Retention/Intrusive Counseling Activities, Next Semester's’ PD plan
  1. Events:
  1. Teachers 4 Social Justice conference is Oct. 10th 9-5pm, Mission High School
  2. Free DACA clinic Oct. 8th: Students will receive free legal assistance in applying for, or renewing DACA. Contact:
  1. Two Information Sessions, “DACA 101: Undocumented Student Programs” Sep 24, 2:30-3:30 and Sept 30, 5:30-6:30 w/Juan Arias: immigration caseworker, International Institute of the Bay Area (IIBA)
  1. NEW Scholarship: $6000 per year for DREAMers. Possible two-year award for full-time undocumented students.


Sept. 11th, 2015

Agenda and Info for INQUIRY Project Meeting: 9/11/2015


Academic Committee for Equity & Success, ACES

August 18th,  2015, 3:00pm-4:30pm


  1. (5 min) Introductions: Jenna French, Monica Reynoso, David J, Diva W., Valeria E, Kim L, Doniella M., Yolanda V, Alison F., Jeanne G., Hyla L, Gregory A, Matt Lee, David C., Lizette B., Max H, Daryan C, Anniqua R., Michael H., Adolfo L
  2. (5 min) Approve Agenda
  3. (10 min) Debrief from Retreat and opening day.
  4. (5 min) Retention Specialist Report: Promising practices.
  5. (10 min) ASCC Events: Brainstorm ways to connect: Tabled
  6. (45 min) Student Equity Plan drafting:
  1.  Plan Overview.  and Expenditures Overview 
  2. Disproportionate Impact study
  3. Budget Proposal w/summary

Put your Narrative responses here

        Here are some evaluation questions that will help frame your responses.


  1. (10 min - Action) Update Bylaws and Membership. Proposal.
  2. 4:30pm: Adjourn

Upcoming Meetings and Activities:

Regular Meeting Schedule w/Possible Main Topics:

  1. Aug 18th: Overview of Equity Planning
  2. Sep 15th: Review Draft Student Equity Plan, PD Plan
  3. Oct 20th: Learning Communities
  4. Nov. 17th: Culturally Relevant Pedagogy
  5. Dec 15th: Report on Retention/Intrusive Counseling Activities, Next Semesters’ PD plan

ACES Event and Activity Calendar for Fall 2015:


Aug. 10th planning meeting:

July 13, 2015: ACES Professional Development Overview 4:00-5:00 pm

Professional Development Logic Model (BSILI 2015) 

Theory of Change: If we provide space, time and incentives for inquiry, and training in planning, research and assessment, Cañada college professionals will create communities of practice to discover best practices and transform their environments and identities to produce powerful innovation across the campus. This will lead to greater student success.

Outcomes from Spring 2015

Professional Development, Reflections


Academic Committee for Equity & Success, ACES

May 19th,  2015, 3:00pm-4:30pm


Link to Bylaws 

Link to Basic Skills Plan

  1. Approval of Agenda (5min)
  2. Review of Basic Skills Plan:  Goals and Activities.
  1. Jams, COLTS Academy 
  2. Tutoring/SI/Embedded tutoring
  3. Intrusive Counseling :Early Alert and Class Presentations, Registration Drive 
  4. Professional Development, Reflections 
  5. Learning Communities
  1. (45 min)Reporting Activity:
  1. Overview of Campus Progress Report: Basic Skills Mid-Year Report.
  2. In groups by discipline, look at data/cohort tracker and answer the prompt for your relevant discipline in the Narrative Response.

        Here’s our Preliminary Cohort Data Packet

  1. (20) Clarifying our role on campus and Planning for next semester: Priorities and Planning
  2. (10) Preparing for Fall:
  1. Summer Reading: Mindset in the Classroom?[MH will send a survey.]
  2. Flex and Retreat Planning Meeting: August 10th, 3pm? [No strong Opinions]
  1. Flex Days August 13th-14th
  2. Retreat August 14th-15th
  1. Strengthening Student Success Conference: Presentation Proposal


Academic Committee for Equity & Success, ACES

April 21st,  2015, 3:00pm-4:30pm

Always in 9-154 (CIETL)

Link to Bylaws 

  1. Approval of Agenda (5min)
  2. Event Reports: Blacademia, DREAMers, MoC, Black History Month activities (10min)


§  Solomon Wilkins did the “$20 bill exercise”

§  10 students registered, 18 non-students came

§  Ideas: maybe have speaker first

§  Have Solomon @ COLT Jam

§  Academic Success follow-up in June 8th-12th

DREAMers Full Report Here

·           Favianna Rodriguez over two days, was well attended.

·           DACA clinic: BOT and DREAMers student club worked w/Law firm to complete 21 DACA applications.

·           Plan for next year: noticing sts misunderstanding recent initiatives with DAPA.

Men of Color Initiative:

·           Want to do workshops on pedagogy for Men/People of color.

·           Interested in student club.

·           38-40 people attended Movie night

·           ASCC events well attended.

Colia Lafayette Clark;

·           Well attended, good feedback from certain faculty


3. Proposal from Lorraine Borrales and Sarah Aranyakul (20 min)


 Quizzed on CalWorks: Student work-study program, presented strong retention data,

Asked for funding


KIM:  Transition away from other categorical-funded programs into Student Equity


Lorraine: What is EOPS and CARE?

·       Brought about by Civil Rights Movement.

·       Address retention for:

o   Low-income (BOG illegible)

o   Full-time (or less than 12units if in DRC)

·       Counseling program

o   Pay PTK membership

NOTE: We should disaggregate Disproportionate Impact Data by EOPS/CARE/Calworks


Anniqua Rana informed committee of the existence of surplus funds for this year.


Proposal was seconded: Fund this year, and see if we can fund the next years’ requests once the final budget has been worked out. PASSED UNANIMOUSLY.


4. Plan for continuation of “Professional Learning Academy”/Equity and Success Projects :      Working Document , Slides (40 min and Discussion/ Vote)




Discussion: Most seemed agreeable to the process, although there was little discussion of details or gathering of new ideas


There was a debate about using Equity Funds to pay for professional researcher hours, which is proposed as a possible resource in the documents and the presentation. There was much back and forth, but I think I can characterize the major arguments

·          One concern was that the administration already pays for professional researchers, so why should our work designing and assessing Equity interventions be auxiliary to the functioning of the college, and thus need extra work.

·          The research office, and others who had worked on grant proposals for which research was budgeted for argued that in order to get certain kinds of complex reporting such as longitudinal or data based on G-Numbers, it was worthwhile to pay for research hours in order to ensure it was done in a timely manner.


INFORMATION relevant to this issue (not presented at the meeting): It was estimated by the research office that in order to pull relevant reports for all of the current PD projects would require a 0.08 researcher load, or about $8,000.


5. Equity Plan Funding Adjustments: Discussion (tabled until May)

6. State Reporting Information  (tabled until May)

7.Next Meeting: The May ACES meeting is on Tuesday the 19th.(5min)


We ended with introductions and an announcement by Jeff Rhoades:


Wheels Compassion Play on Apr. 28th, 2:30-4pm in 6-102. Please register using the link below: The event will take place on April 28th from 2:30 p.m. to 4:00 p.m. in 6-102.  Seating is limited to 100 attendees, so registration is on a first come first serve basis.  Below you will find information about the event, the performance, and a link to the online registration form. 


Synopsis: WHEELS is a play that explores immigration, xenophobia and the privileges and responsibilities of citizenship through the eyes of Oscar, a 15 1/2 year old Salvadoran-American youth and the people he encounters on his first journey through the maze of the DMV.

WHEELS tells the story of Oscar's first steps toward independence, as he steps off the bus and into the Department of Motor Vehicles. In pursuit of his learner's permit and ultimately his driver's license, Oscar encounters a range of perspectives on freedom, mobility, and the dreams and realities associated with U.S. citizenship.



Academic Committee for Equity & Success, ACES

Tuesday, Feb 17th,  2015, 3:00pm-4:30pm

Always in 9-154 (CIETL)

Link to Bylaws 

  1. Approval of Agenda (5min)

Reviewed agenda and approved

  1.  Reports on Work (1hr)
  1. TRIO presentation by Candice

Canada is hosting the TRIO event on Saturday between 8:00 and 2:00 . Students should be invited if they are interested in participating.  Michael Tubbs, TRIO alumni will be presenting.  Students can RSVP on the link on the flyer.

At this event, student leaders along with TRiO faculty and staff will facilitate various interactive workshops including Financial Literacy and Budgets, Transitions Alumni Panel, Career Building, Resumes, Finding Support and Motivation, Advocating for TRiO from a student perspective, Internships & Networking, and more.

  1. DREAMERS (Alison - 20min)  



Faviana Workshop

Equity, success, and access are the focus of this group.  Need to institutionalize the work by becoming part of the ACES committee.  Financial support is also needed.

Two events coming up.

First handout is a summary of DREAMERS accomplishments More than 20 students applied for DACA Another DACA clinic is planned for April 9

Second flyer is about the activity organized by DREAMERS

Road map for dreamers is also being organized for high schools in collaboration with Noel Chavez.

Professional development is key to this collaboration. Trish Guevara and Alison Fields identified the need for this group to collaborate with the ACES committee.

The ACES Committee unanimously agreed to make the DrEAMERS a subcommittee of the ACES committee and fund the initiative.

  1. AB86, ACCEL and ALLIES (Nadya - 10 min)

Pilot project with Sequoia adult GED jam Begin by gathering data regarding whether ESL 400 and ENGL 100 classes can take the GED and pass it.  This might help with following up with Math and GED is important because some programs require a high school diploma or GED.  Students can also benefit financially.

ACCEL creates opportunities for adult learners Coastside adult school closed down and attempts are being made to re-establish it.  Collaborative efforts for adult learners, language learners, vocational, veterans and incarcerated youth. The focus of AB86 is to provide incomes that help others.

Support has been provided by faculty by providing class time.

Coast side will need help by providing a basic skills reading or English class.

  1.  Communities of Practice (Kim, others  - 10 min)

Suggestion to ask COP attendees to share interventions with ACES committee on a regular basis

  1. Bl -Academics (Lezlee Ware et al. - 10 min)

DRAFT Flyer (has the wrong date)

Meeting notes

Identified need for black students.

One variable regarding support for black students might be lack of counseling support

Need to show support for all students.Support students academically as well as socially.

Event planned for  Wednesday April 8, 3:00-5:00


  1. Milestones English 100

Do the Right Thing  viewing on feb 24, 2015 Poetry and rap slam 12:30-1:30 February 25, 2015 Students can email David Clay ahead of time if interested in participating

Sister Colia Clarke coming on  March 12 (Day and Evening) Doniella will follow-up with evening instructors regarding a convenient time.

The date that we set is Thursday, March 12 at 10 am and 5 or 6 pm

Document 1

Document 2

Allison, Cathy Lipe, and Doniella will collaborate with Megan and Jose Garcia to promote all these events.

Equity and Success Projects (many - 10 min)

  1. Budget Priorities Proposal (Michael, Anniqua - 20 min)

Committee agreed on budget structure and status.  Michael will send a follow-up email to confirm.

Because of delay in hiring retention specialist, some funding is available.

A suggestion was made to provide funding for communities of practice

Question: how do we institutionalize interventions that are scalable?

  1. Next meeting - March 17th - agenda items (5 min)

Announcements and Events:

Future Agenda Items:


Academic Committee for Equity & Success, ACES

Tuesday, December 16th,  2014, 3:00pm-4:30pm

Always in 9-154 (CIETL)

Notes on Professional Development Proposal


             The professional development proposal is a result of the availability of equity funds. Student Equity Plan. On p. 45, the Equity Plan reads:

Goal B. Improve the pedagogical and academic support practices for ESL, Math, and English courses two and one level below transfer to increase successful completion rates for Hispanic and African American students.

Activity B.1

Institutionalize intensive and on-going professional development opportunities for faculty, staff, and tutors for ESL, English, and Math courses one and two levels below transfer and the first level of transfer classes to support Hispanic and African American students to successfully complete their courses.

Beginning with an orientation retreat, a year-long series of on-line and in person Faculty-led trainings in collaboration with colleagues across the campus and the district will be compiled in professional portfolios and include, but will not be limited to, the following themes:

● Culturally responsive teaching

● Increasing retention

● Innovative classrooms

● Academic and personal support on campus and in the community

● Collaborating with Embedded tutors to increase success

Responsible Party: ACES Committee

Completion Date: 2017

             The budget (p.51) allocates $51,410.50 for this, which is supposed to be spent by June. I think the funds do roll over.


Summary of PD expenditure Proposal: 

Offer incentives (see Proposal for Incentives)   for faculty, staff and tutors to develop and deliver a collaborative prof. dev. experience: an “academy” created by the participants.

Coordination and Leadership

•    A volunteer committee can serve as planners for the retreats and help assess: Proposed Meeting January 12 at 3:00 in CIETL

•   Meetings and trainings will be facilitated by the participants. 

Important Elements

•    Content developed and delivered by the participants.

•    Does not rely on outside experts.

•    Engages staff and students, as well as faculty.

Suggested Schedule

•   Initial Retreat: Fri afternoon and Saturday before Spring Flex Day.

•   Meetings: 3 hours every other Friday for a total of 8 fridays.

•   Final Retreat: 1 day before Summer to meet with new cohort.

Minimum requirements:

•   Produce public reflection of all activities in the form of an ePortfolio.  

•   Produce deliverables in the form of instructional materials, faculty or staff training materials, or local research in a form that can be utilized by others on the campus.         

Proposed Participants:

•   This opportunity should be available to anyone from the campus community who works with students and supports student equity, but we should prioritize those who work directly with students in

•   Invite guest presenters such as Rose Asera, Ann Foster and Lauren Servais from 3CSN, other trainings, or speakers.

Proposed Incentive Structure:

Faculty Stipends



Overtime pay for 20 hours

Student Tutors

Hourly rate


Future Topics:

Academic Committee for Equity & Success, ACES

Tuesday, Nov 18th,  2014, 3:00pm-4:30pm

Always in 9-154 (CIETL)


  1. Introductions (Field - 5min)
  2. Placement Reform (Hsieh, Lopez, Johnson, Stringer - 40 min)
  3. Prof. Development Plan and Flex Days (Rana, Hoffman - 15min)

We want to recruit people to participate in our first Professional Learning Academy in Spring 2015. Our target is Basic Skills Instructors and staff from 2-levels below transfer. Here’s a partial list:







J Gross






Sam Rohde








Nadya Sigona

Valeria Estrada

Elizabeth Sosa

D Espinosa



Ret. Specialists

Maggie Baez

New Tutoring Coordinator.

  1. By-Laws/Mission Statement Review (15min)
  2. Announcements (10 min)
  1. Diva Ward, Learning Center Info
  2. Leading From the Middle 2015 deadline to apply is December 1st.
  3. Flex Day is Nov. 26th. Join us 9am-noon in 9-257A
  4. Sign the Transfer Discipline Parade Thank You card.
  5. Others ...


1. Judith Scott-Clayton's 2012 paper: Do High-Stakes Placement Exams Predict College Success?

2. NY Times article on Scott-Clayton's findings: Colleges Misassign Many to Remedial Classes, Studies Find

3. NY Times editorial regarding the article: A Better Chance to Succeed

4. Additional readings of interest can also be accessed here: Extra Credit Readings

5.Further Resources can be found on the ACES Sharepoint site including the Power Point Presentation by Butte College.

Academic Committee for Equity & Success, ACES

Tuesday, October 21st,  2014


Always in 9-154 (CIETL)


  1. ACES Community Building - Vision and Norms Discussion: Metacognitive Activity

  1. Review DRAFT ACES By-Laws. This is a first attempt at merging the two committee's Bylaws. There are two main points to consider:
  1. Formal Membership for purposes of voting (Needs Clarification)
  2. 72-hour time period for responding to email proposals. (Agreed, but may violate Brown Act)


  1. Transfer Discipline Parade, Thursday Oct. 30th  (Out of time)
  1. Review Schedule, Flyer and Email to Presenting Faculty
  2. Discuss Ways to improve engagement.

  1. Professional Development updates and direction. (Out of time)
  1. FTLA and design : Spring ‘15 and Fall ‘15 exp. course
  2. Developing Reflection/Sharing habits

  1. Announcements:


Academic Committee for Equity & Success, ACES

Tuesday, September 30,  2014




3CSN Events 2014-15:  LINKS 10: Taking the Lead: Building Sustainable Professional Learning-Friday, October 24


Part Two: Your Student Equity Plan - Make it Matter

On October 10, the Institute for Evidence-Based Change is pleased to offer another FREE one-hour webinar for California Community Colleges working on their Student Equity Plan

More time!   The Chancellor’s office has extended the deadline for Student Equity Plan submission to January 1, 2015

Beyond compliance!  Learn to manage, monitor and assess your student equity plan.

IEBC President/CEO Brad Phillips Vice President Jordan Horowitz will be your presenters and look forward to working with you.

Register Now!


Academic Committee for Equity & Success, ACES

Tuesday, August 19, 2014




Announcement of ACES Coordinator

Presentation: Retention Specialists, Embedded Tutoring, and Proactive Counseling-Report

ESO! (Diva Ward)

·         Individuals encouraged to share broadly their experiences and understandings across disciplines

Equity Plan

o   Professional development (discussion)-Identify the Principles, Attitudes, and Assumptions related to Professional Learning to support students with Basic Skills needs and provide an equitable environment Post your responses here (Overview of group topics listed below)

  1. Taking action, surveying results, creating open space
  2. Continue the training process at all levels regardless of self-proclaimed “expert”
  3. Allocate designated time during week, counselors sitting in on others, increased WebAccess training for professionals (overwhelming when starting from scratch), New App communication
  4. Informal, Collaborative Retreat
  5. Reevaluate our objectives-re ask the questions of how to better serve the students…incorporate work within the greater community (gallery show during specific holidays)
  6. Empowering students by having them face their “challenges” in the classroom (public speaking, being in front of room, etc.)…creating a snapshot overview highlighting professional achievements

o   Resources: 


All meetings in 9-154 (CIETL) 3rd Tuesday of the month 3:00pm-4:30pm.

Agendas and Minutes –


  1. September 26, Friday  Reading Apprenticeship in STEM at Canada College  

3CSN invites you and your colleagues to its Fall 2014 RA in STEM events in Northern California: 9/26 at Canada College from 8:30-12:00. The event description below summarizes the RA approach and its connection to students' reading across disciplines.

The Reading Apprenticeship approach helps students master core concepts and helps instructors explicitly support academic literacy in their discipline.  This highly interactive workshop will engage participants in metacognitive conversations centered on complex disciplinary texts that defeat many students.  The RA framework helps teachers support students to become motivated, strategic, and critical readers, thinkers, and writers, to develop positive literacy identities, and to engage with challenging academic texts.

Please visit the link below for more information and event details.

Please email Ann Foster ( or Lauren Servais ( if you have any questions about these events or other 3CSN-sponsored activities.

  1. Transfer Discipline Parade: Thursday, October 30, 2014

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


Email to campus

Email to Basic Skills Faculty (updates needed)

Transfer Discipline Parade Agenda (Please suggest changes)

Transfer Discipline PowerPoint (Updates needed)

  1. The Senate is inviting discipline faculty in math, English/Reading, and ESL to review and update the basic skills course levels described in the CB21 rubrics and develop the equivalent of C-ID course descriptors using Discipline Input Groups (DIG).  This guarantees faculty discipline expert input concerning both the objectives/outcomes and content for these courses.

Future Cohorts to look at:

  1. Foster Youth
  2. Veterans
  3. Low Income
  4. Multi-ethnic
  5. Disabilities

Training Opportunities through PRIE

Follow-up emails and comments to August 19 meeting

Thank you for such an informative and productive meeting yesterday.  If you were not able to attend, please read the attached minutes that Valeria so kindly recorded.

By the end of the meeting, we decided to send out an email requesting everyone from both committees to respond to the proposals to combine the two committees and to rename them by August 27.  Thank you for responding on time.


·         Click here for the survey

·         Click here to view responses

Coordinator Invitation

Suggested names

Basic Skills and Equity Committee

Tuesday, August 19, 2014



Cañada College is committed to empowering students with basic skills needs by teaching them the necessary academic skills, counseling them about educational and career opportunities, and providing them with necessary academic support.



  1. Introductions
  2. For fall 2014, look forward to:
  1.  Basic Skills and Equity Overview

*The value of combining both committees

o   Access

§  Julie Wilson: Word Jam. Click here for all the documents 

-35 students in the most recent jam were new college students!

-Learned about it through their counselor.

         -Suggested to increase teacher:student ratio

§  Jenny Castello: ESL Program Change Data Report

-Success rate increased after acceleration change

-Goal of ESL students taking non-ESL courses increased

*From 9% to 20% after change

§  Michael Hoffman

o   Course Success/Persistence

§  Salumeh Eslamieh and Allison Field

§  David Clay: Initiative for Men of Color

§  Diva Ward

o  Pathways and Preparation for Workforce and Transfer

§  Nadya Sigona


  1. Begin action items at 4:00 pm:

o   Combining Basic Skills and Equity Committees

        Equity guidelines

o   Renaming the Committee

o   Recruiting a Coordinator

 All meetings in 9-154 (CIETL) 3rd Tuesday of the month 3:00pm-4:30pm.

Tuesday, May 20, 2014




We have two important action items that need to be voted on.  We need to know if the committee supports continued pro-active counseling and whether we should change the name to the Student Success Committee.


Also, at IPC, Diva mentioned that committees at her previous institution would create a two-page final report for the academic year to present to the campus.  Taking this excellent  advice, I have created a document summarizing all our key activities, and included some suggested follow-up activities based on college-wide discussions.  Please post your comments on the padlet so I can adjust the document with your feedback.



·         Placement validation study and high school transcript placement (Kim and Chialin)

Two-page summary of Basic Skills Committee Accomplishments 2013-2014

Committee Member Comments:  Please click on this link to post your comments that I will summarize to adjust the two-page summary

Tuesday, April 15  2014

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



o        Leading from the Middle Institute report-Anniqua and Michael

        Math FIN Project-Pedagogy in Math  (funded by CIETL)

o        Chaffey College - The Campaign for College Opportunity

o        §  Academic Support Services 

o        §  Reading Apprenticeship

Events reminder

  2. Habits of Mind Workshop – Mission College (NorCal) April 25 @ 9:00 am - 12:00 pm (carpool-contact ) 
  3. BSI Coordinator Event 2014 – Northern CA May 9 @ 8:30 am - 2:30 pm  (carpool-contact )

Committee members: Castello, Jennifer <>; Gross, Jeanne R. <>; Lopez, Kim <>; Naas, Paul <>; Field, Alison <>; Eslamieh, Salumeh <>; Hoffman, Michael <>; Johnson, David <>; Valenzuela, Yolanda <>; Anderson, Gregory <>; Tanaka, Joan (Jo'an) Rosario <>; Estrada, Valeria <>; MacSwain, Jonathan <>; Hsieh, Chialin <>; Sigona, Nadya <>; Jolani Chun-Moy;; Naas, Paul <>; Estrada, Valeria; Anniqua Rana

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



Committee members: Castello, Jennifer <>; Gross, Jeanne R. <>; Lopez, Kim <>; Naas, Paul <>; Field, Alison <>; Eslamieh, Salumeh <>; Hoffman, Michael <>; Johnson, David <>; Valenzuela, Yolanda <>; Anderson, Gregory <>; Tanaka, Joan (Jo'an) Rosario <>; Estrada, Valeria <>; MacSwain, Jonathan <>; Hsieh, Chialin <>; Sigona, Nadya <>; Jolani Chun-Moy;; Naas, Paul <>; Estrada, Valeria; Anniqua Rana


Tuesday, Feb 18



Committee members: Castello, Jennifer <>; Gross, Jeanne R. <>; Lopez, Kim <>; Naas, Paul <>; Field, Alison <>; Eslamieh, Salumeh <>; Hoffman, Michael <>; Johnson, David <>; Valenzuela, Yolanda <>; Anderson, Gregory <>; Tanaka, Joan (Jo'an) Rosario <>; Estrada, Valeria <>; MacSwain, Jonathan <>; Hsieh, Chialin <>; Sigona, Nadya <>; Jolani Chun-Moy;; Naas, Paul <>; Estrada, Valeria; Anniqua Rana


Welcome Student Rep:  Jolani Chun-Moy (

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

Proposal for professional development with Jo Boaler :  (Action)

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

Report on Pro-active counseling

Nadya the Basic Skills Leadership Institute

Professional development  ttp://

3:45.         Basic Skills Retreat-feedback



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 

                Follow-up from previous meeting


  1. ESL replacement position
  2. ESL 400 and Library Presentation at 3CSN Feb 28, San Jose City College Our Presentation   

Topics to consider

Impact of Common Core

Collaboration with equity committee on acceleration and mentoring

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

From: Faculty Member

Sent:   Date

To: Student



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.




Faculty Name

Faculty e-mail


Gloria Darafshi



Nadya Sigona

Counselor (Basic Skills)





Jan 21, 2014


  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 

Nov 19, 2013


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


·         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 

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): 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: 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


Link to flyer for ESL 400 

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


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 ( 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)


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 

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


Basic Skills Report 2013

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


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

Canada College Basic Skills Date 2013 

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

2.       Students should be enrolled in at least 6 units

3.       And then  students enroll in LCTR 100

August 27



Welcome Back!


1.                Lac Su proposal (Please see attached document)

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

Approval letter  


3.                Discuss pathways for basic skills students with Lilia Chavez CWA

4.                Word Jam and Math Jam updates

5.                Annual Basic Skills Report update (Coordinator)

Basic Skills plan

Reporting form: 

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


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


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



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)


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 

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)


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   

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)


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


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 Foster,  3CSN Network Coordinator


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 


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


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)


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



Spring 2013

 8.5 hours x 17 weeks x $11


 Fall 2013


Total for two semesters:



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



 Spring 2013

 4 hours x 17 weeks x $11 x 4 sections


Fall 2013

 4 hours x 17 weeks x $11 x 4 sections


 Total for two semesters:


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 

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


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 <>, 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





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


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)



Michelle Mendoza

Nadya Sigona

30 min





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




Salumeh maybe /Yolanda yes

LIsa for PM



Sarah Harmon

Sarah Harmon

 replace w/new slide


Kinesiology and Dance

Miladinova, Ana?

Miladinova, Ana?



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)




Video of day



Paul Nass?

Paul Nass?
















·         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

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?


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.


15 min

3CSN training at CSM

Anniqua Rana & Paul Naas will attend

Oct 26- College of San Mateo-

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.


5 min

Basic Skills Coordinator: Anniqua Rana

Basic Skills Counselor: Michelle Mendoza

Basic Skills Website: 

Basic Skills Committee Meeting

Agenda and Minutes

Location: 9-154

Date: Tuesday, September 18, 2012

Time: 3:00-4:30 pm





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



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



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


4.           Report on Word Jam



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?


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.           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



6.           Basic Skills in-house certificate

Michelle & Anniqua will work on together

Information-Coordinator and Basic Skills Counselor


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

Discussion/Action-Coordinator and Basic Skills Counselor


8.           Basic Skills Representation: IPC, CPC, SSPC, Curriculum, ASGC

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



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?”


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


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?






Basic Skills Coordinator: Anniqua Rana

Basic Skills Counselor: Michelle Mendoza

Basic Skills Website: 


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.



(888) 886-3951



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:


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.