[1a] 2009-10ESL/Basic Skills Allocation End-of-Year Expenditure Report
for FY 2011-12 and Signature Page
Due October 10, 2012
College Name: __Canyons______
Basic Skills funds allocated in 2009-2010 expire as of June 30, 2012, and cannot be expended beyond that date. All unexpended funds as of July 1, 2012, revert back to the State Budget. Enter from the 2009-10 allocation the total expenditures from 7/1/2009 through 6/30/2012, for each budget category. The total must not exceed the total basic skills allocation for 2009-10 funds (refer to the final 2009-2010 allocation posted on the Chancellor’s Office website). Original signatures are required of the Chief Executive Officer, the Chief Business Officer, and the Academic Senate President.
Category / Total Allocation for 2009-2010 / Total Expenditures by Category from 7/1/09 through 6/30/12 / Total Unused Allocation Reverting Back to the StateA. Program, Curriculum Planning and Development / 80,000 / 42,332.68 / $0
B. Student Assessment / 15,000 / 13,826.14 / $0
C. Advisement and Counseling Services / 25,000 / 70,252.86 / $0
D. Supplemental Instruction and Tutoring / 65,000 / 47,818.05 / $0
E. Course Articulation/ Alignment of the Curriculum / 15,000 / 7,906.63 / $0
F. Instructional Materials and Equipment / 17,592 / $0
G.1 Coordination / 45,000 / 64,876.83 / $0
G.2 Research / 20,000 / 7,493.41 / $0
G.3 Professional Development / 28,085.40 / $0
TOTAL: / $282,592 / $282,592 / $0
______
Signature, Chief Executive OfficerDate
______
Signature, Academic Senate PresidentDate
______
Signature, Chief Business OfficerDate
[1b] 2010-2011ESL/Basic Skills Allocation End-of-Year Expenditure Report
for FY 2011-12 and Signature Page
Due October 10, 2012
College Name: ___Canyons______
Basic Skills funds allocated in 2010-2011 expire as of June 30, 2013, and cannot be expended beyond that date. All unexpended funds as of July 1, 2013, will revert back to the State Budget. Enter from the 2010-11 allocation the total expenditures and encumbered amounts from 7/1/2010 through 6/30/2012, for each budget category. The total must not exceed the total basic skills allocation for 2010-11 funds (refer to the final 2010-2011 allocation posted on the Chancellor’s Office website). Original signatures are required of the Chief Executive Officer, the Chief Business Officer, and the Academic Senate President.
Category / Total Allocation for 2010-2011 / Total Expenditures by Category from 7/1/10 through 6/30/12 / Total Encumbered Amounts by Category as of 6/30/12A. Program, Curriculum Planning and Development / 28,335 / 28,335
B. Student Assessment / 16,500 / 16,500
C. Advisement and Counseling Services / 17,865 / 17,865
D. Supplemental Instruction and Tutoring / 26,508 / 8,882 / 17,626
E. Course Articulation/ Alignment of the Curriculum / 17,500 / 17,500
F. Instructional Materials and Equipment / 14,000 / 14,000
G.1 Coordination / 85,535 / 85,535
G.2 Research / 10,350 / 10,350
G.3 Professional Development / 27,000 / 27,000
TOTAL: / 243,539 / 8,882 / 234,657
______
Signature, Chief Executive OfficerDate
______
Signature, Academic Senate PresidentDate
______
Signature, Chief Business OfficerDate
[1c] 2011-2012ESL/Basic Skills Allocation End-of-Year Expenditure Report
for FY 2011-12 and Signature Page
Due October 10, 2012
College Name: ___Canyons______
Basic Skills funds allocated in 2011-2012 expire as of June 30, 2014, and cannot be expended beyond that date. All unexpended funds as of July 1, 2014, will revert back to the State Budget. Enter from the 2011-12 allocation the total expenditures and encumbered amounts from 7/1/2011 through 6/30/2012, for each budget category. The total must not exceed the total basic skills allocation for 2011-12 funds (refer to the final 2011-2012 allocation posted on the Chancellor’s Office website). Original signatures are required of the Chief Executive Officer, the Chief Business Officer, and the Academic Senate President.
Category / Total Allocation for 2011-2012 / Total Expenditures by Category from 7/1/11 through 6/30/12 / Total Encumbered Amounts by Category as of 6/30/12A. Program, Curriculum Planning and Development / 15,000 / 0 / 15,000
B. Student Assessment / 10,000 / 0 / 10,000
C. Advisement and Counseling Services / 15,000 / 0 / 15,000
D. Supplemental Instruction and Tutoring / 15,000 / 0 / 15,000
E. Course Articulation/ Alignment of the Curriculum / 20,000 / 0 / 20,000
F. Instructional Materials and Equipment / 10,000 / 0 / 10,000
G.1 Coordination / 85,000 / 0 / 85,000
G.2 Research / 10,000 / 0 / 10,000
G.3 Professional Development / 13,608 / 0 / 13,608
TOTAL: / 193,608 / 193,608
______
Signature, Chief Executive OfficerDate
______
Signature, Academic Senate PresidentDate
______
Signature, Chief Business OfficerDate
[2]. 2007 – 2012 Basic Skills Initiative Narrative Response
FYE
As we look forward to redesigning FYE for 2013-14, we have assessed the strengths and challenges of our current program. The following list represents “what we would have done differently”, and defines our path going forward.
- We have guaranteed English, math, counseling, and general education or career tech classes to incoming FYE students for two semesters. For future incarnations of FYE, we intend to create true learning communities by pairing developmental English and math courses with both counseling and defined content-area pathways, or “tracks”. In this way, we plan to build on the cohort model initially developed for our FYE program in order to increase students’ feelings of connectivity to faculty, staff, and their colleagues. Our hope is that this increase in connection and community leads to a direct increase in students’ retention, persistence, and success from year-to-year.
- Historically, FYE at COC could be characterized as a program that provided a tremendous amount of support and guidance to students prior to their first day of classes. After the semester began, however, students were not required to participate in any FYE-related activities (supplemental learning, faculty mentors, etc.). Much of the student support was relegated to the semester-long counseling course taken in conjunction with their other FYE-designated classes. Going forward, we intend to require activities such as supplemental learning workshops and faculty office hour visits in order to maintain a student’s FYE status throughout their first year. These requirements are intended to further contribute to a student’s sense of connection to the college, and to introduce them to the resources designed to support their success.
- Though not offered every FYE year, our parent orientation program for 2012-13 was well received by participants. We intend to include this as a component of each FYE program in the future, recognizing that parents serve an instrumental role in assisting their students’ transition from high school to college.
Professional Development
The professional development component of the Basic Skills Initiative at College of the Canyons has enjoyed sustained success since its implementation. While each element of the existing program will remain, an honest assessment of past practice reveals areas to improve upon as we design for the future:
- Sustain the momentum created by the S4S Symposium throughout the year by creating related workshops or discussion groups to focus on implementing ideas learned during the program.
- The S4S Symposium has been typically offered during the winter professional development flex week prior to the start of the spring semester. In the future, create a companion program for the fall semester that sets tone and establishes a theme for BSI programs in the coming year.
- Increase faculty participation rates in basic skills related professional development activities.
- Coordinate more effectively with the faculty professional development committee to create and promote basic skills related professional development activities.
Supplemental Learning
The goal of Supplemental Learning (SL), created and piloted in fall 2009, is to support student success, particularly in areas of high need, such as literacy, math skills, learning skills, and courses that are traditionally difficult for our students. The original program contained a total of 20 workshops per week, which was expanded to 24 during the next semester. Students unable to complete workshops were allowed to complete Guided Learning Activities (GLAs). GLAs were are independent activities that contained the same basic content for the workshop. During the fall 2011 semester, overall 2053 students with valid IDs participated in SL Activities with the sum of 7607 total SL activities. Compared to fall 2010 semester attendance, this is an increase of 13 percent (Research Brief #44).
- During the fall 2011 semester, overall 2053 students with valid IDs participated in SL Activities with the sum of 7607 total SL activities. Compared to fall 2010 semester attendance, this is an increase of 13 percent (Research Brief #44).This number could be higher if more faculty can make SL activitiesa required part of the course. Research shows that of those who participated in SL during fall 2011, 86 percent indicated that SL activities were required and only 2 percent attended when the activities were recommended.So by making the SL required, more students would be attending, which would mean higher retention and success rates.
- Overall, students who participated in SL had higher retention and success rates compared to those who did not participate, but were enrolled in the same course. If Supplemental Leaning was incorporated into the curriculum especially for courses that are among the top 20 courses with historically low success rates, then the success rates could have been higher. Also, while the data shows that students benefit from attending SL at least once or twice a semester, there is a demonstrable increase in success rates particularly for basic skills math and English students who participate at least three to four times during the semester.So, if If more faculty required this type of attendance greater attendance of SL workshops, then our data suggests that this would help with increase instudent success with in basic skills courses.
- While we have achieved a significant impact on student success in the courses that participated in the SL, we have to increase the course curriculum, so different disciplines would benefit. In the fall 2012 semester, we still offer close to 25 total workshops, which could have been higher with the high success of the program. Also, creating more dynamic materials for Guided Learning Activities and piloting online GLA for students would be beneficial for them.
- Our primary challenge to institutional support has been achieved for SL this semester, but still the program needs to be increased in the workshop curriculum and course coverings.
- In our Canyon Country campus the SL offerings are low and could be increased to help more students taking classes in that campus.
- Attendance accounting software has not been fabulous, but The Learning Center (TLC) is incorporating new tracking software that we hope will be better.
Learning Consortiums
Another intervention is our Learning Consortium program for English and math. Comprised of instructors from both College of the Canyons and the local William S. Hart High School District, the groups were created to address the gaps in student success in the transition from high school to college. Having clearer and more concrete goals in the beginning would have helped with the group’s attendance. Some faculty stopped attending because they realized that some of the major issues for COC faculty, such as calculator use in the classroom and not taking math in the senior year, could not be addressed at that forum.
Non-Credit
Another intervention that we could have used to help our basic skills students is to create and use new non-credit courses as preparation or support for the basic skills curriculum. For instance, this wouldallow for remediation for incoming students prior to the initial math placement, and would have provided our basic skills students who would have normally placed in math levels from arithmetic to elementary algebra the support and tutoring necessary to place in a higher level. In turn, this could help our basic skills students shorten their path to completion of degree and transfer-level math. Also, if the incoming student had a gap between their last math class and assessment, the remediation program would have allowed for a smoother transition to assessment and placement.
[3]. Data Analysis using the Basic Skills Cohort Progress Tracking Tool
At this time a reflection on the data provided by the Basic Skills Cohort Progress Tracking Tool is not meaningful as the data are incorrect. The College has been working with the MIS staff since March 2012 to have the data coding issues corrected. However, the College has undertaken several internal studies that have examined student progress through basic skills math and English courses, which have resulted in new accelerated curriculum in both disciplines. One observation made in the math progression study was that the percentage of students not progressing past Elementary Algebra decreased 11 percent from over 3 years. This combined with other progression data in the math report led to the math faculty developing a new course that combines essential elements of Elementary Algebra and Intermediate Algebra that students need for Statistics.This new course is designed to bolster the success and accelerate the progression of students from two and three levels below transfer level math (Elementary and Intermediate Algebra) to transfer level math (Statistics). In spring 2012, the math department offered 11 sections and had 278 students enrolled in this new course (Introductory Algebra for Statistics-Math-075). Of the 172 students who successful passed Math-075 in spring 2012, 24 percent (or 41) have enrolled in Math-140 (Statistics) in either summer or fall 2012 (fall is as of the first week of the term). We will have a better picture of the enrollment in fall 2012 after we reach the “add” deadline. Currently, there are 14 sections with over 400 students enrolled in Math-075.
A similar analysis was undertaken by the English department in which they, too, examined the progression of students through the course sequence. As a result of the report and other departmental reviews, the English faculty developed an accelerated course taking the essential elements of two and three levels below transfer level that would prepare students for transfer level English in an accelerated manner. Fall 2012 is the first semester this course is being offered. Both the math and English accelerated curriculum (Math-075 and English-096) are part of the 3CSN Community of Practice Acceleration project and will undergo additional analyses on student success and progression through the curriculum.
In addition to these two new courses, both math and English have been offering accelerated courses that combine two courses in a 16-week semester. The Personalized Accelerated Learning (PAL) program was first offered in fall 2008. Results have consistently shown that students who participate in the PAL English and Math pairings have higher progression rates compared to a comparison group who took the same courses but were full-semester in length. The PAL pairings are offered in two, eight-week sessions.
The College has a long-standing relationship between the Skills4Success committee and the research office. The research office is actively engaged in the research needs and monitoring progress of students as requested by the committee and provides regular updates on the research being conducted as it pertains to the basic skills initiative and the committee’s work plan.
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[4a] Long-Term Goals (5 yrs.) for ESL/Basic Skills
Due October 10, 2012 / College Name: College of the CanyonsGoal ID / Long-Term Goal
A / Give students the right start. Skills4Success will create a welcoming and informative environment that supports student success from the beginning. To this end, S4S will establish learning communities to help bridge the transition from noncredit to credit programs and to help bridge the transition from basic skills to transfer and career technical education courses.
- Create noncredit pathways into CTE
- Institutionalize FYE and increase persistence of first-time students.
- Create FYE learning communities to provide students a transition from basic skills courses to four specific educational pathways:
- STEM majors
- Social Science majors
- Arts/Humanities majors
- CTE programs
B / Provide meaningful and progressive curriculum.
- S4S will evaluate and revise existing credit and noncredit curriculum with a focus on student progress and success.
- S4S will extend existing dialogues with our local high school district to realign curriculum outcomes and delivery methods to facilitate the transition from high school to college.
- S4S will design and coordinate a variety of supplemental learning activities that help students enhance their overall academic success.
- Affect improvement in high school placement rates in English and math on the placement test through ongoing dialogue with high school instructors and outreach to students.
- Increase overall student success and persistence in English and math courses as evidences by both local institutional research and ARCC data.
- Continue movement toward complete institutionalization of supplemental learning programming and funding.
- Continue to evaluate and develop multiple pathways in English and mathematics for basic skills students to progress to transfer level.
C / Support ongoing professional learning and development. S4S will provide ongoing professional learning opportunities to all faculty, staff and administrators across local and regional learning networks related to increasing student success.
- Measure impact of faculty professional development regarding basic skills instruction and overall student success and persistence.
______
Signature, Chief Executive Officer Date Signature, Academic Senate PresidentDate
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[4b]2012-2013 ESL/Basic Skills Action Plan
Due October 10, 2012 / College Name: College of the CanyonsActivity / Associated Long-Term Goal ID / Target Date for Completion / Responsible Person(s)/
Department(s) / Measurable Outcome(s)
Expanding Supplemental Learning Program:
- Continue to expand offerings in Supplemental Learning offered through TLC facilities, particularly in “soft” or student skills.
- Continue to expand offerings in Supplemental Learning offered through TLC facilities, particularly in “content-area” specific needs for general education classes that experience high attrition and lack of success by basic skills students
- Create in-house content for Guided Learning Activities and Workshops to avoid interruptions in student learning.
- Identify and utilize more dynamic materials for Guided Learning Activities.
- Pilot online Guided Learning Activities for students
- Create specialized program of supplemental learning for student athletes in basic skills
- Craft and revise new opportunities for students to enhance their skills with basic skills curriculum in conjunction with diagnostic skills assessment.
- 100% Institutionalization by Fall 2015