West Los Angeles College www.wlac.edu/studentsuccess/atd

CORErespondenceCore Team NewsClare Norris and Mary-Jo Apigo, Core Team Leaders

Seven  West  colleagues  a/ended  the  RP  group’s  Strengthening  Student  Success  Conference  during  October  9-­‐11  at  the  San  Francisco  Airport  Marrio/:  Nabil  Abu-­‐Ghazaleh,  Mary-­‐Jo  Apigo,  Phyllis  Braxton,  Kimberly  Manner,  Clare  Norris,  Timothy  Russell,  and  Nancy  Sander.    There  were  two  presentaPons  from  West,  one  by  Mary-­‐Jo  Apigo,  “Growth  Mindset:  A  Growing  SoluPon  for  Fixing  EducaPon,”  and  Kimberly  Manner  presented  on  a  panel,  “Changing  Habits  of  Mind:  Understanding  and  Building  the  Habits  of  Mind  hat  Surround  Goal  Achievement.”    Dr.  Darrick  Smith  offered  an  inspiring  opening  keynote  address  on  equity  in  California  community  colleges.    The  West  a/endees  spent  Pme  in  sessions  exploring  professional  learning  opportuniPes  for  West  and  West’s  Enhanced  Tutoring  plan  among  other  student  success-­‐related  iniPaPves.      Click  this  link  to  learn  more  about  the  conference  and  consider  a/ending  next  year  in  Costa  Mesa:  h/p://www.rpgroup.org/events/sssc13.  

Here  is  an  update  on  West’s  three  intervenPon  strategies:  

NAVIGATING  WEST.    A\er  consultaPon  among  commi/ee  members  and  with  Michelle  Long-­‐Coffee,  the  college  PR  director,  the  commi/ee  decided  to  support  the  April  19,  2014  Open  House  and  work  on  a  fall  2014  Semester  Kickoff.    At  its  next  meePng,  the  Data  Team  will  analyze  the  results  of  the  Fall  2013  Semester  Kickoff  survey.    We  were  pleased  to  get  over  190  responses,  57  of  which  were  from  students  who  a/ended  the  Fall  2013  Kickoff.

We  are  eager  to  get  the  Discipline  Advising  Workgroup  going.    Helen  Young  is  sPll  looking  for  interested  parPcipants.    Please  contact  her  if  you  would  like  to  work  with  the  group  to  examine  various  elements  of  the  dra\  Discipline  Advising  model  to  ensure  that  all  faculty  members’  concerns  are  addressed  and  that  it  will  best  serve  our  students.

ENHANCED  TUTORING.  Tim  Russell  a/ended  a  Supplemental  Instructor  Supervisor  Training  at  the  Univ  of  Missouri,  Kansas  City  in  September,  and  on  September  18,  Sue  de  Bord  a/ended  a  3CSN-­‐sponsored  “IntegraPng  Reading  ApprenPceship  and  Habits  of  Mind  into  Learning  Assistance  Programs”  event  at  Coastline  College.    Both  of  our  Learning  Center  faculty  members  are  working  in  their  reorganized  division  with  their  new  vice  president  toward  enhancing  West’s  tutoring  resources.

PROFESSIONAL  DEVELOPMENT.    Mary-­‐Jo  Apigo  is  working  with  West’s  AFT  Chapter  Chair  President,  Olga  Shewfelt,  and  Academic  Senate  President,  Adrienne  Foster,  in  designing  this  year’s  Faculty  Professional  Development  Academy:  West  Connect  offerings  for  tenure  track  and  other  new  faculty  members.  Also,  keep  an  eye  on  the  Tech  Fair  schedule  for  workshops.    West’s  Reading  ApprenPceship  FIG  will  meet  this  month  on  October  29  from  12:45-­‐2:30pm  in  GC  210K.    Please  RSVP  to  Nancy  Sander.  Off  campus,  this  semester  3CSN  is  offering  many  local  professional  development  acPviPes  free  of  charge.  Click  this  link  to  see  the  list  and  register:  h/p://3csn.org/201314events/.  

2013 Strengthening Student Success Conference,

(photos on right)

West’s Student Success Committee (a committee of the Academic Senate) has adopted the Achieving the Dream framework to accomplish its goal of increasing student success.

Upcoming EventsStudent Success/ATD Core Team MeetingNov 6 | Dec 42:30 pm ⏐ GC 210K

ATD Data Team Meeting October 241:15 pm | GC 210K

ATD Coach VisitNovember 18-19, 2013

Achieving the Dream uses a student-centered model of institutional improvement focused on creating a culture of evidence in which data and inquiry drive broad-based institutional efforts to close achievement gaps and improve student outcomes overall.

ATD College Priorities• Successful completion

of the English sequence from English 21 through English 101

• Successful completion of Elementary Algebra through Intermediate Algebra

• Successful achievement of degrees and certificates

Intervention Strategies • Enhanced Tutoring• Professional

Development• Navigating West

(Enhanced Communication with Students)

View the full Proposal at http://www.wlac.edu/studentsuccess/atd/atddocuments/West_ATD_Implementation_Proposal.pdf

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3Fostering STUDENT SUCCESS at West Core Team

Nabil Abu-GhazalehAracely AguiarMary-Jo Apigo, Administrative LeaderPatricia Banday* Phyllis BraxtonSue de Bord Shalamon DukeFarrah Esmaeili Adrienne Foster*Kenia Haro* Jiovanni HyltonNorma Jacinto*Clare Norris*, Faculty LeaderAshok Patil* Karen Quitschau*Matthew Robertson*Tim Russell*Melinda SmithRobert SpragueBuck StapletonVidal Valle*Angel ViramontesHelen Young

Data TeamCelena AlcalaLinda Alexander, Co-chairChuck AmaugoElizabeth Bell, Co-ChairAgyeman Boateng, Co-ChairPatricia Banday*Art LaraMatthew Robertson*Tim Russell*Nancy Sander

*Student Success Committee Members

West Los Angeles College www.wlac.edu/studentsuccess/atd

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3 Data BytesUpdate from the Data Team

By Agyeman Boateng, Linda Alexander, and Elizabeth Bell, ATD Data Team Tri-Chairs

The Data Team at its last meeting discussed its primary charge and the tasks associated with fulfilling its charge. We discussed current progress on each ATD intervention strategy and ideas about how to approach assessing the initiatives that are developing some steam, such as:

• Semester Kickoff – The Data Team has administered surveys and iteratively has worked to improve our information about student participation and impressions.

• Discipline Advising – Since the workgroup to develop discipline advising is in its formative stage, representatives from the Data Team will seek to serve as a resource to keep assessment of this initiative in mind throughout its formation.

• Faculty/Staff Inquiry Groups – Reading Apprenticeship is the sole FIG at this time. Representatives from the Data Team will reach out to the RA Fig organizers to explore ways to gather data about this initiative.

• 3CSN-Funded Activities – Anecdotally, many West personnel participate in 3CSN activities. The Data Team will look into ways of gauging such things as attendance and interest.

Also, in preparation for our ATD Coaches visit in November, the Office of Research and Planning will present data on our ATD measures at the next Data Team Meeting on October 24.

This month’s CoreNerd is Celena Alcala. She is

Interim Dean of Academic Affairs. FUN FACT: In middle school summer

camp, she was voted “Most Sarcastic Camper,” and still likes to

infuse humor in meetings.

Look who got CoreNerd!

ATD Spotlight: Supplemental InstructionBy Tim Russell, Math Learning Skills Faculty

A\er  a/ending  the  Basic  Skills  IniPaPve  Leadership  InsPtute  in  June,  I  was  fired  up  about  the  implementaPon  of  new  iniPaPves  that  will  have  a  posiPve  impact  on  student  success  at  West.    It  was  at  this  conference  that  I  was  made  aware  of  the  InternaPonal  Center  of  Supplemental  InstrucPon.    A\er  researching  SI  further,  I  decided  to  a/end  the  Supplemental  InstrucPon  Supervisor  Training  at  the  University  of  Missouri  at  Kansas  City  in  September.  I  am  proud  to  announce  that  I  received  a  cerPficate  of  complePon  of  the  training  program  and  I  am  now  ready  to  introduce  and  implement  this  iniPaPve.  This  training  covered  such  topics  as  how  students  learn  as  well  as  instrucPonal  strategies  aimed  at  strengthening  student  academic  performance,  data  collecPon  and  management  details.

Supplemental  InstrucPon  (SI)  is  a  learning  enhancement  program  .    SI  is  designed  to  organize  and  improve  the  ways  in  which  students  prepare  for  class  outside  of  class.    SI  is  a/ached  to  a  subject  to  provide  students  with  a  systemaPc  and  disciplined  approach  for  processing  the  subject  material  assigned  by  the  professor.  Research  shows  that  students  who  parPcipate  in  SI  earn  higher  grades  and  withdraw  less  o\en  than  non-­‐SI  parPcipants.  Also  data  demonstrates  higher  reenrollment  and  graduaPon  rates.  

The  SI  program  at  West  will  target  tradiPonally  difficult  academic  subjects-­‐  those  that  have  a  high  rate  of  D  or  F  grades  and  withdrawals-­‐  and  provides  regular  scheduled,  out-­‐of-­‐class,  peer  facilitated  sessions.      I  will  work  with  the  Office  of  InsPtuPonal  Research  to  idenPfy  historically  difficult  classes.    My  plan  is  to  implement  a  supplemental  instrucPon  program  that  will  support  faculty  teaching  and  student  learning.    In  the  selecPon  process,  it  will  be  important  to  assign  supplemental  instrucPon  to  a  subject  because  of  what  is  being  taught,  not  because  of  the  manner  in  which  it  is  being  taught.      

For  the  past  four  years,  I  have  been  supporPng  student  success  efforts  campus  wide  as  well  as  on  the  District  level.  Last  spring,  I  was  surprised  to  learn  that  my  supplemental  instrucPon  proposal  was  ranked  #2  on  the  campus  prioriPzaPon  list.      I  am  confident  that  an  SI  program  will  afford  West  L.A.  College  students  the  opportunity  to  learn  how  to  learn.    I  look  forward  to  collaboraPng  with  faculty  to  successfully  implement  SI  at  West  in  Spring  2014!!!  Let  me  know  if  you  have  further  quesPons  or  would  like  share  your  ideas.

Essen9al  Elements  of  SI1. SI  sessions  are  Peer-­‐facilitated2. The  SI  leader  serves  as  a  model  

student3. SI  sessions  integrate  content  and  

learning  skills4. The  SI  leader  a/ends  the  targeted  

class  lectures

5. SI  leader  receives  comprehensive  training6. The  SI  program  is  supervised7. Faculty  support  the  program8. Regular  scheduled  SI  9. SI  targets  subjects  rather  than  

students10.  ConPnuous  program  evaluaPon