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CCCCIO Fall 2008 Conference

October 29, 2008

Mark Wade Lieu, ASCCC President, Ohlone College

Barbara Illowsky, BSI Project Director, De Anza College

Janet Fulks, Bakersfield College Karen Wong, Skyline College Miya Squires, Butte College

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Constructing a Framework for Success: A Holistic Approach to Basic Skills

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A chapter for administrators by administrators

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Explanations of the Basic Skills Funding

Explanations about the action and expenditure plans

Statewide analysis of the submitted action plans

Minimum qualifications for faculty Assigning courses to disciplines Rubric

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Basic SkillsStudents

Non-Basic Skills

What type of statewide success do we see amongst students with basic skills needs?

College Level Performance Indicator State Rate

1. Student Progress & Achievement 51.2%

2. Completed 30 or More Units 70.4%

3. Fall to Fall Persistence 68.3%

4. Vocational Course Completion 78.2%

5. Basic Skills Course Completion 60.5%

6. ESL Course Improvement 44.7%

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Academic Year

ESL Success

Rate

English Success

Rate

Math Success

Rate

Total Basic Skills

Success Rate

01-02 68.7% 59.5% 53.7% 61.2%

02-03 69.8% 60.7% 56.2% 62.7%

03-04 69.8% 60.5% 55.1% 62.2%

04-05 69.7% 59.4% 53.7% 61.3%

05-06 69.9% 58.8% 52.5% 60.6%

06-07 70.6% 59.3% 52.2% 60.5%

What do you think? Are the students who assess

into a basic skills course, taking the course?

Are the data accurate? Are we unable to make

changes? Do we rely too heavily on part-

time faculty?10

California Community Colleges 2006-07 Unduplicated Student Enrollments in Credit

and Noncredit Basic Skills and ESL

ENROLLMENT CATEGORY

ENROLLMENT

% OF TOTAL ENROLLMENT

BS or ESL (credit)

326,478 12.45%

BS or ESL (noncredit)

393,004 14.99%

Neither Basic Skills nor ESL

1,901,963 72.56%

Total 2,621,445 100%

Each year between 500,000 and 700,000 students take a basic skills course.

How many move on?2002-2003 to 2004-2005

2003-2004 to 2005-2006

2004-2005 to 2006-2007

Number of Students

126,307 122,880 123,682

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The number of students completing coursework at least one level above their prior basic skills enrollment within the three-year cohort period.

A. Less than 10%B. 15- 30%C. Approximately 40%D. Over 60%E. 80% or more 

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Ethnicity% of Total Headcount

% of Total Enrollment in Credit Basic Skills & ESL

% of Enrollment in Non-credit Basic Skills & ESL

African American 7.49% 11.24% 6.23%

Asian/ Filipino/Pac

Islander

16.40% 17.00% 19.39%

Hispanic/Latino

28.79% 41.40% 43.72%

Native American 0.86% 0.92% 0.54%

White 35.40% 22.57% 18.69%

Total 100% 100% 100%

70-85% assess into basic skills

27.4% take basic skills classes

Where are the rest?15

A. Apply advisories to all college level courses.

B. Students will never take advisories, apply appropriate prerequisites.

C. Assess all students and require them to take the basic skills courses they assess into, within a time frame.

D. Use the college as a filter, let anyone register for anything and allow them the right to fail.

E. Create options that enable students to complete basic skills work.

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May & June Regional Meetings

Summer Teaching Institute Fall Regional Meetings Workshops-to-go Effective Practices Data Base

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Integrated Reading and Writing Course One Level Below Transfer

Reading Co/Prerequisite

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74% of 1752 place in pre-transfer English

70% of 2519 place in pre-transfer Reading

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05

1015202530354045

English

Reading

Service Course

Text- Based Essay Assignments

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Fall 2006 Fall 2006 Concurrent Enrollment Concurrent Enrollment

SuccessSuccess

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01020304050607080

English 836 Reading 836

Concurrent

Without

Integration of Reading and Integration of Reading and Writing One Level Writing One Level

Below TransferBelow Transfer Fulfills the SLOs and course objectives

of the standalone courses Five unit integration course versus six

unit standalone reading and writing courses Ideal-- three days a week at 1.5 hours per

class

Faculty possess minimum qualifications to teach both reading and writing

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Fall 2004-2006Fall 2004-2006Success and RetentionSuccess and Retention

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0102030405060708090

Retention Success

Integrated

Standalone English

Standalone Reading

Fall 2003-2005Fall 2003-2005Subsequent Success in Subsequent Success in Transfer Level EnglishTransfer Level English

Standalone to Transfer Level English

Integrated to Transfer Level English

Retention 7 % higher 9 % higher

Success 13 % higher 15% higher

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Support to Initially CreateSupport to Initially Create Grants to support research and

resultant curriculum development for initial piloting Reassigned time

Scheduling

Enforcement of Minimum Qualifications

Faculty with whom to collaborate

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Lower retention and success rates as we’ve expanded

Classroom allocation for piloting configuration

Inadequate communication to students that the course is accelerated

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Data from the Office of Research, Planning, and Institutional Effectiveness

Adequate time to engage in assessing of SLOs

Professional development27

Effective Practices Include:Center for Academic Success (CAS)

Critical Skills WorkshopsCritical Skills Study Hour Course

Reading and Writing Center

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• Serves up to 5,000 students per semester, logging around 48,000 student use hours

• Located on the main floor of the Learning Resource Center

Critical Skills are any specific skills that an individual student may need to further develop in order to succeed in a specific course.

The Critical Skills term is not intended to represent broad Basic Skills.

Critical Skills Workshops offer one-hour, focused instruction in five subject areas:

Study SkillsReadingWritingMathComputer Skills

Spring 2003 116 Fall 2003 271 Spring 2004 261 Fall 2004 384 Spring 2005 1,255 Fall 2005 1,398 Spring 2006 1,784 Fall 2006 2,020 Spring 2007 2,307 Fall 2007 2,284 Spring 2008 3,223

0.5 unit EDUC courses are linked to level-appropriate subject-specific courses. Examples:

EDUC 10 w/ HIST 8 EDUC 110 w/ MATH 108 EDUC 210 w/ LEAD 219

Areas of skills development needs are identified via: Individual student needs, based on

past classroom experience, learning styles survey results, study behavior inventory results, etc.

Input from content course instructor

“I’ve realized there are lots of things I can do to be a better student. I’m not as passive as I was . . . I’m more alert in class, I ask questions, I talk to the teacher, and I write more things down. It was hard to change how I am at first, but I know it’s helping me in my classes.”

Requirements for 0.5 unit credit: Three half-hour meetings with CAS

faculty Eight Critical Skills workshops and

homework assignments Course is Credit/No Credit, open

entry/open exit. Course may be repeated three times

at each level.

“This course helped me write papers in my linked class . . . I’m familiar now with the use of commas, semicolons, and colons. I try to use these because I like to be able to write longer sentences to communicate my meaning . . . I reread my papers now and can catch many errors before bringing them to a tutor . . . The study hour course helped me make progress in this difficult area.”

Fall 2004: 9 enrolled 4 completed Spring 2005: 26 enrolled 14 completed Fall 2005: 24 enrolled 19 completed Spring 2006: 63 enrolled 51 completed Fall 2006: 63 enrolled 51 completed Spring 2007: 70 enrolled 53 completed Fall 2007: 70 enrolled 45 completed Spring 2008: 49 enrolled 37 completed

Increases FTES Increases retention and persistence

rates. Enhances students’ ability to think

metacognitively about learning and studying, increasing transference of learned skills to future courses (not as prominent in individualized tutoring).

Exposes students in need of skills development to the resources and learning community supported in CAS.

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It’s all about the It’s all about the students!students!