Student Success InitiativeStudent Success Initiative

Presented by Cindy WalkerPresented by Cindy WalkerTuesday, November 17, 2009Tuesday, November 17, 2009

Basic Skills Initiative Basic Skills Initiative –– CACA““The Basic Skills Initiative is an effort to bring The Basic Skills Initiative is an effort to bring about the ability to address basic skills and ESL about the ability to address basic skills and ESL

needs through three things: information on needs through three things: information on effective practices, professional development to effective practices, professional development to allow colleges to examine their basic skills and allow colleges to examine their basic skills and

ESL efforts and how to improve them, and ESL efforts and how to improve them, and dollars to allow colleges to act on the first two.dollars to allow colleges to act on the first two.””

((Basic Skills as a Foundation for Student Success in Basic Skills as a Foundation for Student Success in California Community Colleges brochureCalifornia Community Colleges brochure, 2007), 2007)

BSI BackgroundBSI Background

Funded by a grant from the Chancellor’s Office

Based on the document, Based on the document, Basic Skills as a Basic Skills as a Foundation for Student Success in California Foundation for Student Success in California Community Colleges (2006)Community Colleges (2006)

Distributed $ to each of the Distributed $ to each of the CCCsCCCs based on based on coding of Basic Skills courses (yearly)coding of Basic Skills courses (yearly)

Offered workshops, resources, and training Offered workshops, resources, and training (ongoing)(ongoing)

4 Areas of Emphasis for 4 Areas of Emphasis for Effective Practices in the Basic Effective Practices in the Basic

Skills Initiative:Skills Initiative:

Organizational and Administrative Organizational and Administrative PracticesPractices

Program ComponentsProgram Components (Student Services, (Student Services, PSR, etc.)PSR, etc.)

Staff DevelopmentStaff Development

Instructional PracticesInstructional Practices

BSI at ChaffeyBSI at ChaffeyLaura Hope and Jim Fillpot Laura Hope and Jim Fillpot –– authored sections for the authored sections for the Basic Skills as a Foundation for Student Success in Basic Skills as a Foundation for Student Success in California Community Colleges (California Community Colleges (AKA AKA ““The Poppy CopyThe Poppy Copy”” –– can be downloaded at can be downloaded at http://www.cccbsi.org/http://www.cccbsi.org/))

Formed SSI Committee (collegeFormed SSI Committee (college--wide representation) in wide representation) in Spring 2007Spring 2007

Conducted a collegeConducted a college--wide assessment of all areas wide assessment of all areas connected to Basic Skills (Foundation Skills at Chaffey)connected to Basic Skills (Foundation Skills at Chaffey)

Conducted a comprehensive survey of faculty needs and Conducted a comprehensive survey of faculty needs and prioritiespriorities

Core Values of the SSI CommitteeCore Values of the SSI CommitteeStudents are the highest priorityStudents are the highest priority

Initiatives that support integration between disciplines and supInitiatives that support integration between disciplines and support port services are necessary for student successservices are necessary for student success

Grant and District resources should be spent on services with prGrant and District resources should be spent on services with proven oven methods of effectivenessmethods of effectiveness

The Committee endeavors to support a culture of innovation at The Committee endeavors to support a culture of innovation at Chaffey that is followed by inquiry and researchChaffey that is followed by inquiry and research

Initiatives that create opportunities to share ideas and perspecInitiatives that create opportunities to share ideas and perspectives tives are also essentialare also essential

The committee must remain representative for effective dialogue The committee must remain representative for effective dialogue and and decisiondecision--makingmaking

The committee membership must communicate the shared vision to The committee membership must communicate the shared vision to the rest of the campus communitythe rest of the campus community

The committee must be able to evaluate and demonstrate that The committee must be able to evaluate and demonstrate that initiatives are driven by a desire for institutional changeinitiatives are driven by a desire for institutional change

Major Initiatives at Chaffey funded Major Initiatives at Chaffey funded through the SSIthrough the SSI

Faculty Success CenterFaculty Success Center

EOPS Summer Readiness ProgramEOPS Summer Readiness Program

Early AlertEarly Alert

Supplemental InstructionSupplemental Instruction

Chino Reading/Writing CenterChino Reading/Writing Center

Faculty Needs AssessmentFaculty Needs Assessment

Developing studentsDeveloping students’’ critical thinking skillscritical thinking skillsMaintaining rigorMaintaining rigorEnhancing existing deliveriesEnhancing existing deliveriesInstructional effectivenessInstructional effectivenessHelping students effectively use their textsHelping students effectively use their texts

As part of the Basic Skills Initiative, a comprehensive faculty survey was conducted in spring 2008.

265 surveys completed

49.1% adjunct and 48.7% full-time instructors responded

Faculty Success CenterFaculty Success Center

Summer InstituteSummer Institute““Preparing for the UnderPreparing for the Under--preparedprepared””

In 2008 and in 2009, the Institute supported In 2008 and in 2009, the Institute supported 48 faculty through a two week academy 48 faculty through a two week academy

focused on alternative teaching strategies focused on alternative teaching strategies and research methods. and research methods.

FollowFollow--up to Faculty Summer up to Faculty Summer Institute: Continued TransformationInstitute: Continued Transformation

Faculty participants apply what they have learned Faculty participants apply what they have learned in a small research project in the fall semester.in a small research project in the fall semester.

In Spring of 2009, the faculty participants from In Spring of 2009, the faculty participants from Summer 2008 presented their research results in Summer 2008 presented their research results in a Poster Session.a Poster Session.

In fall 2009, they are implementing their In fall 2009, they are implementing their innovation for spring 2010 publication innovation for spring 2010 publication ““A A Community of Practice.Community of Practice.””

Faculty Success Center Faculty Success Center SeminarsSeminars

Over the past 18 months, the Faculty Success Center has offered 11 two-day seminars on specific topics that directly impact student success and teaching methodology. These are open to all faculty with a maximum of 30 participants

Topics include the following: Generation 1.5, Reading Across the Curriculum, Enhancing Critical Thinking, Emotional Intelligence and Engaging Instruction, Developing a Learning Community, The Basic Skills Initiative, Alternative Assessment Techniques, and Culturally- Responsive Teaching

Faculty Success Center Faculty Success Center ““On On DemandDemand””

Exploration of Exploration of ““WebinarWebinar”” formats for flexibility formats for flexibility and cost effectivenessand cost effectiveness

Recordings of sessions Recordings of sessions available in the Centeravailable in the Center

Publications for future Publications for future useuse

FollowFollow--up session that up session that are more inare more in--depthdepth

Faculty Success Center Faculty Success Center EventsEvents

The Faculty Success Center offers approximately three “College Hour” events per month, focusing on educating faculty about resources and “to go” strategies that can be quickly integrated into interactions with students.

Topics have included student panels, bookstore and library services, detecting domestic violence, H1N1 update, collaborative learning techniques, and department meetings.

““PuckPuck”” Awards 2009Awards 2009Nominations are being taken now for the following criteria:Nominations are being taken now for the following criteria:

Identify and describe a recent innovation (between Identify and describe a recent innovation (between January 2008 November 2009). Your description may January 2008 November 2009). Your description may include how the innovation has increased efficiency, include how the innovation has increased efficiency, reduced costs, improved the work environment, or reduced costs, improved the work environment, or

enhanced student success. enhanced student success.

Winners of the “Puck” Award will be sent to the National Institute for Staff and Organizational Development Conference

in May 2010

EOPS Summer Readiness EOPS Summer Readiness ProgramProgram

EOPS and Math teamed up to create a summer readiness program for students needing Math support and preparation.

EOPS Summer Readiness EOPS Summer Readiness ProgramProgram

The Math workshop funded by BSI The Math workshop funded by BSI provided the EOPS Summer Readiness provided the EOPS Summer Readiness Program (SRP) students the opportunity to Program (SRP) students the opportunity to prepare themselves for the rigors math prepare themselves for the rigors math courses here in college.courses here in college.

EOPS Summer Readiness EOPS Summer Readiness ProgramProgram

A Guidance course (exploring career options and college A Guidance course (exploring career options and college survival skills) was paired with a basic Math Review survival skills) was paired with a basic Math Review course. course.

The class met The class met 22--3 times weekly throughout the summer 3 times weekly throughout the summer session and the instructor reviewed basic Math concepts session and the instructor reviewed basic Math concepts and stressed to the students the importance of beginning and stressed to the students the importance of beginning their Math sequence of classes immediately, and their Math sequence of classes immediately, and remaining with the sequence of courses until they remaining with the sequence of courses until they completed their Math requirements.completed their Math requirements.

This was emphasized throughout the summer and This was emphasized throughout the summer and resulted in the majority of the SRP students improving resulted in the majority of the SRP students improving their skill levels and registering for all math courses and their skill levels and registering for all math courses and completing them during subsequent semesters. completing them during subsequent semesters.

Goals of the ProgramGoals of the ProgramMotivate students to take their Math sequence early (one Motivate students to take their Math sequence early (one of the key factors for success and transfer)of the key factors for success and transfer)

Students will understand the Math curriculum/progression Students will understand the Math curriculum/progression through the math sequence of classes. through the math sequence of classes.

Students will understand the prerequisite material Students will understand the prerequisite material needed for each level of Math needed for each level of Math

Eliminate or reduce the fear of MathEliminate or reduce the fear of Math

Empower students to interact successfully with MathEmpower students to interact successfully with Math

Create support groups for students and a sense of Create support groups for students and a sense of communitycommunity

EOPS Summer Readiness EOPS Summer Readiness Program Program -- ResultsResults

Of the original 23 students recruited for the program, 20 studenOf the original 23 students recruited for the program, 20 students ts participated in the Math Workshop. participated in the Math Workshop. Of those 70%, 14 students Of those 70%, 14 students passed the summer program, enrolled in, and successfully completpassed the summer program, enrolled in, and successfully completed ed the next sequential course or higher (Math 520/410).the next sequential course or higher (Math 520/410). Of the students Of the students who took the Math Workshop, 17 continued to take Math in spring who took the Math Workshop, 17 continued to take Math in spring ’’09 09 (74%).(74%).

Even 2 of the 3 students who received no credit for the workshopEven 2 of the 3 students who received no credit for the workshop successfully passed Math 510 in fall successfully passed Math 510 in fall ’’08. The other student who 08. The other student who received no credit for the summer workshop enrolled in Math 510 received no credit for the summer workshop enrolled in Math 510 for for spring spring ’’09. 09.

In summary, In summary, 97%97% of students who participated in the EOPS Summer of students who participated in the EOPS Summer Readiness Math Workshop achieved success with Math over the Readiness Math Workshop achieved success with Math over the course of the academic year and continue to benefit from the effcourse of the academic year and continue to benefit from the effects ects of this collaboration. of this collaboration.

Early AlertEarly Alert

Early Alert was created to meet the Early Alert was created to meet the requirements of Title V regarding the requirements of Title V regarding the notification and follownotification and follow--up of studentsup of students’’ academic progress.academic progress.–– An easy system was created to notify students An easy system was created to notify students

who were struggling in classes or in danger of who were struggling in classes or in danger of not succeeding. Students are notified not succeeding. Students are notified earlyearly enough in the semester to give them an enough in the semester to give them an opportunity to get support and make changes. opportunity to get support and make changes.

Early AlertEarly Alert

Instructors using Early Alert can complete Instructors using Early Alert can complete an easy checkan easy check--box form on box form on ChaffeyViewChaffeyView..

Students receive an email, letter, and Students receive an email, letter, and phone call giving them recommendations phone call giving them recommendations for support and resources that might help for support and resources that might help them.them.

770 students were alerted in 115 Spring 770 students were alerted in 115 Spring 2009 sections2009 sections

The Relationship between The Relationship between Receiving an Early Alert and Receiving an Early Alert and Student Course PerformanceStudent Course Performance

Students who were alerted prior to census were more likely to Students who were alerted prior to census were more likely to successfully complete the course they were alerted for (74%) thasuccessfully complete the course they were alerted for (74%) than n students who were alerted after census (55%)students who were alerted after census (55%)

Students who received an early alert were statistically significStudents who received an early alert were statistically significantly antly and substantially more likely to successfully complete the coursand substantially more likely to successfully complete the course e they were alerted for they were alerted for if they accessed a success centerif they accessed a success center (38%) than (38%) than students who were alerted and did not access a success center students who were alerted and did not access a success center (23%)(23%)

When comparing When comparing ChaffeyChaffey’’ss Early Alert Program to other community Early Alert Program to other community college early alert programs Chaffey students are as likely or mcollege early alert programs Chaffey students are as likely or more ore likely to successfully complete the course they were alerted forlikely to successfully complete the course they were alerted for than than students who were alerted by other early alert programs at otherstudents who were alerted by other early alert programs at other collegescolleges

Telephone Interview ResultsTelephone Interview Results

Students indicate that the initial phone call from Students indicate that the initial phone call from the early alert team member was the most the early alert team member was the most helpful servicehelpful service

The most frequent suggestion by students who The most frequent suggestion by students who were alerted to help improve the program was to were alerted to help improve the program was to alert students earlieralert students earlier

The primary benefit identified by students was The primary benefit identified by students was being informed of their current progress in the being informed of their current progress in the coursecourse

Supplemental InstructionSupplemental InstructionSI is an academic assistance program that seeks to SI is an academic assistance program that seeks to increase student performance and retention by targeting increase student performance and retention by targeting historically difficult courses rather than individual historically difficult courses rather than individual students. students.

A main component of any SI Program is the SI Leader. A main component of any SI Program is the SI Leader. SI Leaders are students who have demonstrated SI Leaders are students who have demonstrated competence in the courses they are selected to lead. competence in the courses they are selected to lead.

SI Leaders attend each class session and present an SI Leaders attend each class session and present an appropriate model of thinking, organization and mastery appropriate model of thinking, organization and mastery of the discipline. Outside of class, the SI leaders provide of the discipline. Outside of class, the SI leaders provide additional instruction in how to learn the material, study additional instruction in how to learn the material, study strategies, and tutorials. strategies, and tutorials.

Supplemental InstructionSupplemental InstructionSI has served 1,478 students from Fall 2005 to SI has served 1,478 students from Fall 2005 to Summer 2007 in biology, chemistry, earth Summer 2007 in biology, chemistry, earth science, geology, math, physical science, and science, geology, math, physical science, and physics courses at Chaffey College. physics courses at Chaffey College.

Research indicates that 245 of the 1,478 Research indicates that 245 of the 1,478 students or 17% have utilized SI for two or more students or 17% have utilized SI for two or more sections. The percent of students utilizing SI in sections. The percent of students utilizing SI in the sections where it is offered has consistently the sections where it is offered has consistently increased since Fall 2005. increased since Fall 2005.

Supplemental InstructionSupplemental Instruction

50%62%

77%

0%

10%20%30%40%50%60%70%80%90%

100%

Success Rate

Did Not Attend SIAttended 1 SI SessionAttended 2 or more SI Sessions

Supplemental Instruction Supplemental Instruction -- ResultsResults

Students who utilized supplemental instruction two or Students who utilized supplemental instruction two or more times had a statistically significantly higher (p < more times had a statistically significantly higher (p < .001) success rate (77%) than students in the same .001) success rate (77%) than students in the same section who did not utilize SI (50%)section who did not utilize SI (50%)

Hispanic students who utilized supplemental instruction Hispanic students who utilized supplemental instruction two or more times had a statistically significantly higher two or more times had a statistically significantly higher (p < .001) success rate (71%) than Hispanic students in (p < .001) success rate (71%) than Hispanic students in the same section who did not utilize SI (42%)the same section who did not utilize SI (42%)

African American students who utilized supplemental African American students who utilized supplemental instruction two or more times had a statistically instruction two or more times had a statistically significantly higher (p < .001) success rate (61%) than significantly higher (p < .001) success rate (61%) than African American students in the same section who did African American students in the same section who did not utilize SI (46%) not utilize SI (46%)

CBCB--21: The Next Big Acronym for 21: The Next Big Acronym for Basic SkillsBasic Skills

CB 21 is a data element reported to the ChancellorCB 21 is a data element reported to the Chancellor’’s s Office that helps to designate the various levels below Office that helps to designate the various levels below transfer and track progress and success within transfer and track progress and success within foundation course sequences. *foundation course sequences. *

Need to create a consistent and uniform way of defining Need to create a consistent and uniform way of defining the numbers of levels below transfer and create some the numbers of levels below transfer and create some curricular standards.*curricular standards.*

The ChancellorThe Chancellor’’s Office and the Statewide Academic s Office and the Statewide Academic Senate endeavored to create a rubric that defines the Senate endeavored to create a rubric that defines the core elements of each course below transfer. * core elements of each course below transfer. *

CBCB--2121Using this rubric, as well as some new TOPS coding guidelines, eUsing this rubric, as well as some new TOPS coding guidelines, each ach college in the state is being charged with the task of recollege in the state is being charged with the task of re--evaluating its evaluating its current coding structure for accuracy and consistency with the ccurrent coding structure for accuracy and consistency with the current urrent rubric. *rubric. *

According to the ChancellorAccording to the Chancellor’’s Office, s Office, ““these changes are expansive these changes are expansive and require curricular discussions of student expectations.and require curricular discussions of student expectations.”” **

The Office of Instruction and Curriculum Office will be receivinThe Office of Instruction and Curriculum Office will be receiving initial g initial training in November, and then coordinators of English, Math, training in November, and then coordinators of English, Math, Reading, and ESL will be trained as well. The deadline for Reading, and ESL will be trained as well. The deadline for completing this task is no later than March 1st, 2010. *completing this task is no later than March 1st, 2010. *

*All information was quoted and/or taken from a memo from the *All information was quoted and/or taken from a memo from the ChancellorChancellor’’s Offices Office

Course Sequence Suggested CB 21 LEVEL Coding for courses below transfer courses –

CB21-4 levels prior to transfer CB21-3 levels prior to transfer

CB21-2 levels prior to transfer

CB21-1 level prior to transfer

single course developmental sequence

English

2 course sequence Basic Writing English

3 course sequence English Skills Writing Fundamentals English

4 course sequence Basic Vocabulary and Grammar Writing II Writing III Writing IV

5 course developmental sequence

Writing FundamentalsParagraph Writing (two courses coded on one level)

Introduction to Reading and Writing Skills

Improving Writing and Reading Skills

Introduction to College Level Reading and Writing

BSI Resources/LinksBSI Resources/Links

http://http://www.cccbsi.orgwww.cccbsi.org/basic/basic--skillsskills-- handbookhandbookhttp://http://www.cccbsi.orgwww.cccbsi.org/effective/effective--practicespracticeshttp://http://www.league.org/gettingresults/webwww.league.org/gettingresults/web//Data Elements DictionaryData Elements Dictionary: : http://www.cccco.edu/SystemOffice/Divisiohttp://www.cccco.edu/SystemOffice/Divisio ns/TechResearchInfo/MIS/DED/CourseDans/TechResearchInfo/MIS/DED/CourseDa taElements/tabid/267/Default.aspxtaElements/tabid/267/Default.aspx