Strategic Planning Form – Goals, Action Plans, Assessment

Program/Unit/Area: / Non-Credit / Preparer: Pam LiCalsi / Supervisor: VP Farley Herzek
FY 2010-2011 Program Goal  Unit Goal  Area Goal  (Check Appropriate Box) / College wide Goal
1. / Assess the opportunity and evaluate the need to ladder non-credit curriculum to provide seamless transition of ESLN students to credit programs. Utilize similar teams to partner with CTD for fee-based delivery of training. / 1,2,4,6
2. / Design and implement enhanced Student Support services to Non-Credit students to increase basic skills success rates. / 1,2,4,6
3. / Provide professional development opportunities to enhance Non-Credit instruction and to shape an inclusive and collaborative Non-Credit Learning Community. / 2,4,6
4. / Create an ESL Reading/Writing Center to ensure ESL student persistence through the program. / 1,2,4,6
5. / Assess need for Certificates of Completion in compliance with CCCCO regulations.
Goal # / Obj # / Objectives / Responsible Unit/Area
1 / 1.1 /

Create and coordinate inter-disciplinary teams of faculty to establish ladders for non-credit students.

/ ESLN
1.2 /

Designtiered curriculum to seamlessly transition advanced ESLN students into credit programs and to work cooperatively with CTD for fee-based curriculum delivery.

/ ESLN
1.3 /

Explore need and opportunity for supplemental instruction for non-native English students wishing to advance in CTE programs.

/ ESLN
1.4 /

Integrate workforce preparation/readiness skills into curriculum.

/ Non-Credit faculty
2 / 2.1 /

Create a Counseling-Career Guidance Center for non-credit ESL/ABE basic skills students.

/ Non-Credit Faculty & Counselors
2.2 /

Complete the development of a Non-Credit Orientation.

/ Non-Credit Faculty
2.3 /

Modify the ESLN Celebration/Graduation based on assessment of 9/10 ceremony.

/ Non-Credit Faculty
2.4 /

Design and produce a Non-Credit Student Handbook.

/ Non-Credit Faculty & Counselors
2.5 /

Fully implement ESL Non-credit placement test.

/ ESLN, Student Services (ASC)
3 / 3.1 /

Utilize website and library teaching/learning resources to support continuous instructional improvement in Non-Credit.

/ Non-Credit Faculty
3.2 /

Create professional development “plan” for all interested faculty

/ Non-Credit Faculty
4. / 4.1 /

Define scope of Non-Credit students reading and writing gaps

/ Non-Credit Faculty
4.2 /

Develop strategies for facilitating improved reading and writing teaching and learning.

/ Non-Credit Faculty
5. / 5.1 /

Assign specific “discipline” areas for assessing need for certificates.

/ Non-Credit Faculty
Obj # / Action Plan # / Action Plan (What specific steps will you take to implement your goals and objectives) / Responsible Unit/Area
1.1 / 1.1.1 /

Research delivery mechanisms and other curriculum options

/ ESLN
1.1.2 /

Design DRAFT models of VESL tiered/laddered curriculum and consult with Curriculum Committee for approval and implementation timelines.

/ ESLN, CTE
1.1.3 /

Provide specialized training for VESL faculty, staff and tutors as needed.

/ ESLN, CTE, Tutoring Center
1.2 / 1.2.1 /

Meet with inter-disciplinary teams for the purpose of expanding teaching/learning community collaborations.

/ ESLN, CTE
1.3 / 1.3.1 /

Create faculty teams to work on supplemental instruction if needed.

/ ESLN, CTE
1.4 / 1.4.1 /

Incorporate technology and information management outcomes into curriculum and student learning

/ Non-Credit Faculty
1.4.2 /

Investigate additional on-line learning tools for supplemental instruction.

/ Non-Credit Faculty
2.1 / 2.1.1 /

Finalize Counseling Center components and outreach framework to students.

/ Non-Credit Faculty and Counselors
2.1.2 /

Develop a schedule of Counseling Center workshops and events for 2010-11.

/ N-C Faculty & Counselors
2.1.3 /

Leverage delivery capacity by utilizing ESLN faculty office hours for advisement, following ABE model.

/ Non-Credit Faculty
2.2 / 2.2.1 /

Create an ESLN Orientation.

/ Non-Credit Faculty & Counselors
2.3 / 2.3.1 /

Offer an ESLN Celebration/Graduation to acknowledge persistence and success of ESLN students.

/ ESLN faculty
2.4 / 2.4.1 /

Design and produce a Non-Credit handbook.

/ Non-Credit Faculty & Counselors
2.5 / 2.5.1 /

Provide needed training for faculty regarding new placement instrument and process.

/ ESLN, Student Services
3.1 / 3.1.1 /

Work with faculty to identify key projects for 2010-11.

/ Non-Credit Faculty
3.1.2 /

Create project action plan, and completion timelines.

/ Non-Credit Faculty
3.2 / 3.2.1 /

Identify interested faculty

/ Non-Credit Faculty
4.1 / 4.1.1 /

Identify leadership and coordination for both the teaching and learning of reading and writing skills in the ESLN program.

/ Non-Credit Faculty
4.1.2 /

Create a schedule of professional development workshops in the teaching of Reading & Writing for Non-Credit faculty.

/ Non-Credit Faculty
4.1.3 /

Writing Project faculty will develop writing rubrics across the curriculum and provide “norming” workshops so that faculty assess student writing consistently.

/ ESLN Faculty
4.1.4 /

Create a schedule of student clinic/workshops to address specific gaps in their reading & writing skills.

/ ESLN Faculty
Goal # / BACKGROUND/JUSTIFICATION FOR EACH GOAL - PLEASE COMPLETE
Why should this goal be done?
All of the above stated goals, objectives and action plan items are essential components for the continuous improvement of ESLN in the areas of instruction and student services in order to meet College of the Desert Strategic Goals. It is essential that ESL Non-credit become an integral and viable part of the college community and that ESL basic skills students are given every opportunity to persist and succeed in meeting their career and educational goals. All of the above are in alignment with Academic Senate recommendations and with the BSI statewide efforts for ESLN students.
Will this goal benefit other areas of the college? If so, how?
The ESLN program is large serving many students over many delivery locations. The coordination of effort within ESLN has been a missing component. Faculty and staff have been waiting and are anxious to become a successful team, to improve the outcomes of ESL students and to be viewed as professionals with their faculty and staff colleagues across the campus. Necessary dialogue about the nature and needs of ESLN adults, whether non-credit or credit will be facilitated by many of the above goals and objectives. The goals nurture interdisciplinary and cross-departmental team collaboration to improve the success rates of ESLN adults.
Will this goal impact or require accommodations from other areas? If so, how?
Does this goal fulfill a legal or accreditation mandate? If so, how?
The goals bring the ESLN department into alignment with BSI and state mandated persistence and success rates for ESLN students. No safety issues are addressed in this plan.
Does this goal address a safety issue? If so, how?
Resources Requested for Action Plans
Action
Plan # / Staff/Faculty / Operations / Equipment / Facilities / TOTAL
1.1.1 / $
1.1.2 / $
ETC. / $
$
$
$
$
$
TOTAL REQUESTS / $
Assessment(how will you measure the “success” of your goal)and Indicators(the specific information that will be collected)
Goal # / Who is Responsible? / Assessment Interval (When will you measure?) / Method of Assessment (How will you measure?) / Target Result (What will change and by how much?) / Indicator (What are you measuring?)
1.
2.
3.
Etc.
For CPC use only:CPC Initials ______
Approved contingent on available funding Approved w/no funding Re-submit with noted changes Not approved

COD PLANNING FORM FY09-15 Dec, 2008

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