esl/basic skills 2015-16 online submission expenditure...

ESL/Basic Skills 2015-16 Online Submission Expenditure Plan Form

California Community Colleges 2015-16 ESL/Basic Skills Initiative Program

California Community Colleges 2015-16 Basic Skills Initiative Program Welcome to the California Community Colleges 2015-16 ESL/Basic Skills Initiative online submission process. This online form and process is designed to collect information on the goals, activities and expenditures for colleges in the 2015-16 fiscal year. Prior to clicking on the "Submit" button you will be given an opportunity to review the information you have entered into the online form. You can go back to the appropriate page and correct any errors or omissions. At the conclusion of the online process you will be emailed a PDF copy of your submission to review for errors and omissions.

This online process is part of a dual method of submitting information. The first part is the submission of the information into this online form. The second part of the procedure is the completion of a certification form by senior college officials who certify that the information submitted via the online process is accurate and true. The certification form titled, BSI-001 ESL/Basic Skills Certification Form, requires original signatures from the following individuals:

1. Chief Executive Officer, 2. Chief Academic Officer, 3. Chief Business Officer, 4. College Academic Senate President, and 5. Basic Skills Coordinator

This form can be accessed at the following

URL: http://extranet.cccco.edu/Divisions/AcademicAffairs/BasicSkillsEnglishasaSecondLanguage.aspx Please print this form and obtain the required signatures. NOTES: Reminder that in 2015-16 the only funds that can be carried forward is the 2014-2015 allocation: (1) Colleges now have TWO (2) years to expend funds and (2) some categories have been combined to simplify the reporting form.

Basic Skills funds allocated in 2014-2015 expire as of June 30, 2016. All unexpended funds as of July 1, 2016, will revert back to the Chancellor’s Office. When prompted enter the total planned expenditures by category through the expiration of the funds on July 1, 2016. SAVE AND CONTINUE BUTTON This online form contains a "Save and Continue" button located at the top of the page. This button allows the user to save their information and continue it at another time and/or on another computer. In order to save information on a page you must go to the next page and click on the "Save and Continue" button. The form will ask you for your name and email address and will send you an editable link to access your incomplete form. If you do not go to the next page and perform this function the information on the current page will not be saved.

1) Enter Today's Date

9/15/2015

Basic Skills Coordinator Contact Information

Please enter the information for the primary Basic Skills Contact.

2) Please fill out the form below to update the college's Basic Skills coordinator.

First Name*: Richard

Name*: Fee

Title: Dean of Science Engineering and Mathematics Division, Co-Chair of Basic Skills Initiative Committee

District: North Orange County Community College District

College: Cypress College

Email Address*: [email protected]

Phone Number*: 714-484-7152

Fax Number: 714-952-9667

Mobile Phone*: 714-484-7152

3) How do you prefer to be contacted?

Phone

Email X

The California Community Colleges 2015-16 ESL/Basic Skills Initiative Plan Instructions

This page describes the process of submitting the online form for the California Community Colleges 2015-16 Basic Skills Initiative.

2015-2016 ESL/Basic Skills Allocation Goals/Action and Expenditure Plans Submission Deadline: October 1, 2015 Below are the instructions for submission of your 2015-2016 Basic Skills Allocation Goals/Action Plan and Expenditure Plan. All documents must be submitted in this online form on or before October 1, 2015. You will complete this information online. You should have access to a word and PDF versions of this form. It is recommended that you gather the required information first using these versions as guides. This will facilitate an easier process of completing the online form. INSTRUCTIONS 1. Please provide succinct narrative in text boxes. Please do not attach additional pages. 2. Please insure each item is completed. 3. Please follow the instructions on page 1 regarding how to submit signatures. 4. Please mail the completed certification form to Eric L. Nelson, Ph.D., [email protected]. 5. Please do not print the online 2015-16 BSI Expenditure Plan and send to the Chancellor's Office. Contact: If you have any questions regarding program expenditures or the submission of the online form, please send your questions to [email protected].

4) Basic Skills Program for 2015-16 narrative response. Respond to the following 5 questions:*

What specific steps is your college taking to institutionalize your basic skills funded programs and projects?

Cypress College is working to integrate our academic support services so that initiatives originally funded through BSI and Title V grants will receive ongoing funding through our general fund. A new Dean of the Library and Learning Resource Center was hired with the charge of increasing efficiency in our tutoring services and in the operation of our Math Learning Center (MLC) and English Success Center (ESC). A full time tutor coordinator position was created to assist in training, scheduling, and tracking subject tutors to maximize interaction with students. Mandatory MLC and ESC assignments were added to all Basics Skills Math Courses and many Basic Skills English/Reading and English courses. These course requirements have increased course based success rates substantially but also taxed our ability to serve the volume of students in our current facilities. We have institutionalized funding for our School of Continuing Education (SCE)/Cypress College Math Co‐Lab using SSSP funding. Previously, Cypress College funded the counseling component through BSI funding while SCE funded the instructional component. The program is attempting to increase the number of students served and has added a full time non‐credit instructor to facilitate this expansion. We have institutionalized our Summer Boost Program using SSSP funding.

What are the obstacles to doing so?

Initially, institutionalization efforts were slowed due to funding uncertainties. However, the increase in categorical funding through SSSP has, at least temporarily, eliminated this obstacle. Currently, demand for services exceeds the space we have available in our MLC and ESC. With passage of a local bond, plans are under way to build out the Learning Resource Center to accommodate the expected growth in utilization. Campus awareness of the services provided in the MLC and ESC has increased, but these services remain underutilized by students outside of the areas of Math and English. Efforts are underway to create contextualized Student Learning Activities emphasizing Math and English skills for multiple disciplines across campus.

What projects and programs have you been able to successfully expand from a small program to a larger and more comprehensive program within your college? (Please list the projects/programs)

Cypress College initiated a Summer Boost program designed for incoming freshmen who completed the three SSSP criteria for early registration (i.e. an assessment, orientation, and electronic education plan). All students who participated in this program were guaranteed 12 units of meaningful courses in the fall semester, an English course, a Math course, a Counseling course, and a course that meets a General Education breadth requirement. A key component of the Summer Boost is the opportunity for students to complete a short refresher course in math and English and to reassess into a higher starting level. Students were selected for the Boost opportunity based on a mismatch between their high school academic record and their college placement results. From an initial 2014 pilot program of 20 Math students, we expanded to a total of 176 students this past summer, with a pilot program in English/Reading The college has also expanded our faculty assessment of students whose language skills fall into the gaps between English language learners and native speakers. Assessing students who fall into the 1.5 generation requires a careful evaluation between assessment personnel and content experts. This ongoing collaboration has resulted in more effective placements for many of our students. We expanded our S.C.E. Math CoLab and institutionalized it using SSSP funding.

How were you able to successfully accomplish the process of expanding or “ scaling up” these successful projects and programs? (Please provide descriptions for each project/program).

Three conditions were necessary for the successful scale up of our Summer Boost Program. Our academic faculty believed in the idea and were willing to develop an instructional model to support the goals of the program. Our student services personnel were willing to work tirelessly to develop contacts with our largest feeder high school district to recruit students into the program. Lastly, our upper management were willing to step in in a timely manner to provide resources and break down communication barriers that could have forestalled the program. Our intent to continue expanding this program will require yearlong outreach and communication efforts to meet our goal of serving every interested incoming student.

How are you integrating your basic skills efforts with your college's SSSP plans?

There is substantial integration and collaboration between our BSI projects, our SSSP plan, and our Student Equity Plan. Interventions that enhance college readiness and developmental skills also improve student success, particularly among underrepresented groups. Many individuals serve on two or more of these committees, and project funding often comes from multiple sources depending on the scope and nature of the project.

How are you integrating your basic skills efforts with your college's Student Equity plans?

As discussed above, SSSP, Student Equity, and Basic Skills projects necessarily imply extensive operational integration and collaboration. One key goal of our Student Equity Plan involves increasing the utilization of support services on campus by those students in groups identified to have a disproportional impact based on outcomes. One example is the English department’s creation of an assignment that develops students’ knowledge of support services, which will be measured by Institutional Research. Our Student Equity Plan also emphasizes outreach and follow up to ensure that students take advantage of the services funded through SSSP and BSI. BSI continues to collaborate with Student Equity to ensure ongoing professional development of faculty and staff.

Basic Skills / English as a Second Language Expenditure Plan

Data Analysis using the Basic Skills Cohort Progress Tracking Tool In preparation for answering question #2 below, you need to access the Basic Skills Cohort Progress Tracking Tool on the Chancellor’s Office website (http://datamart.cccco.edu/Outcomes/BasicSkills_Cohort_Tracker.aspx). Directions for use of the tool are provided through the Tracking Tool web page, and 3CSN provides an introduction to the Tracking Tool at http://3csn.org/basic-skills-cohort-tracking-tool/. Explore the progression of cohorts of students through your basic skills/ESL courses into transferable coursework. In addition to class cohorts, disaggregate your data by gender, age, ethnicity, and other characteristics. As you explore the data related to the progress of these cohorts, identify data that raise concerns or questions that you, as a

college, clearly need to explore further or seek to address. For example, after determining that a certain percentage of students have progressed from point X to point Y, you might consider whether this represents acceptable progress and explain why or why not. You may also choose to use data gathered through local efforts in addition to the Basic Skills Cohort Progress Tracking Tool.

5) To what extent did your college’s basic skills program demonstrate more progress in 2013-2015 than in 2011-2013? Explain your answer for each discipline of English, ESL and mathematics separately. Include quantitative results in the narrative.

English-Writing Discipline

Area

SUM OF COMPARISON FISCAL YEARS PERCENTAGES

z p Significance

InterpretationFY 11/12 + FY

12/13 FY 13/14 + FY

14/15 111213 131415 Attempt Success Attempt Success

English writing

3,154 2,430 3,636 2,716 .7705 .7470 2.26 .0120 Significant Decrease

The success rates of students in their first college classes declined across all disciplines when comparing the 2011 cohort to the 2013 cohort. However, aggregating data to such an extent across all courses and disciplines masks rather than reveals trends. Huge sample sizes result in extremely small p values, making every result significant but not necessarily meaningful. Unless data is disaggregated and a comparison made between similar courses, it is hard to determine why course based success rates are, apparently, decreasing. Each of our departments have made significant changes in our program that may or may not be reflected in the course based success analysis. One example is the English Department's creation of an assignment called A.C.C.E.S.S. (Achieving Cypress College Educational Student Success) that develops students' knowledge of support services, which will be measured by Institutional Research.

The 2015 California State Chancellor's Student Success Scorecard indicates that Cypress College now ranks second out of 113 colleges in student persistence rates from developmental through transfer level English. In the past two years, Cypress has ranked respectively fourth and third, showing consistency as a top performing English program.

English-Reading Discipline

Area


z p Significance


12/13 FY 13/14 + FY


English reading

2,444 2,020 2,812 2,193 .8265 .7799 4.26 .0000 Significant Decrease

Another change that occurred between 2011 and 2013 was that incoming students in 2011 were more likely to delay taking their first Math, English, or ESL course due to restricted course offerings. The impact of course based success is unclear. It can be argued that delays in completing basic skills classes would have a negative impact on success in these courses. It can also be argued that acculturating to college and developing successful study habits before taking these courses could potentially increase course based success rates even if it has a negative effect on completion rates. We are working with institutional research to determine which of these two scenarios is supported by our institutional data.

The 2015 California State Chancellor's Student Success Scorecard indicates that Cypress College now ranks second out of 113 colleges in student persistence rates from developmental through transfer level English. In the past two years, Cypress has ranked respectively fourth and third, showing consistency as a top performing English program.

Mathematics-Discipline

Area


z p Significance


12/13 FY 13/14 + FY


Mathematics 4,785 2,897 5,301 3,021 .6054 .5699 3.62 .0001

Significant Decrease

Between 2011 and 2013, curriculum was changed for Math 15 (three levels below transfer) to increase the course rigor. This change resulted in a decrease in course based success rate but an increase in success rates in subsequent classes. The single biggest structural change in our Math sequence was the development of our combined Algebra course (Math 41). Students who choose this course sequence reach college level at double the rate than those who progress through our traditional

course sequence. Nearly three times the number of students in our 2013 cohort selected this more efficient pathway when compared with the 2011 cohort.

ESL-Integrated Discipline

Area


z p Significance


12/13 FY 13/14 + FY


ESL-Integrated

2,232 1,792 2,226 1,754 .8029 .7880 1.23 .1087

The ESL Department in conjunction with our research office has conducted extensive, course based analysis of our success rates (see table below). From this data, it is apparent that students enrolled in ESL courses succeed at a rate that is much higher than other departments across campus. Individual course based success rates fluctuate randomly. There does not appear to be any systematic trend. However, our department faculty work closely together to ensure that students transition successfully to other courses that require academic English language skills.

ESL Writing-Discipline

N/A

ESL Reading-Discipline

N/A

6) Did your college use any noncredit courses for basic skills and/or ESL improvement during 2011-13 and 2013-15? If you answer yes to this question, please indicate the areas below and indicate how you tracked your cohort data for the areas and if there was demonstrated improvement. Explain your answer for each discipline of English, ESL and mathematics separately. Include quantitative results in the narrative.

If you did not use any noncredit courses for the specified area please enter “Did not use any noncredit courses for this area)

Used noncredit courses for ESL or basic skills improvement.

Yes

No

English-Writing Discipline

Did not use any noncredit cours

English-Reading Discipline


Mathematics-Discipline


ESL-Integrated Discipline


ESL Writing-Discipline


ESL Reading-Discipline


Long-Term Goals (5 yrs.) for ESL/Basic Skills

Refer to your last year’s report. Enter the long-term goals you submitted last year. These goals should provide an umbrella for the activities and outcomes of your 2015-2016 action plan. Long-term goals should have been informed by an analysis of historical data (such as that provided by the Basic Skills Cohort Progress Tracking Tool) and should have focused on student success goals in ESL and basic skills. Include only the funds from 2015-2016 that are allocated to each goal.

7) Identify the 5-year long term goals from 2015-16 through 2019-20 for your college's Basic Skills Program.

Insert your long-term goals from the report you submitted last year and add any new goals identified for future years.

Goal ID Long‐Term Goal

2015‐2016 Funds Allocated to this Goal

A

Increase the percentage of basic skills students progressing to the next level course or college‐level courses in mathematics, English, and English‐as‐a‐Second‐Language from credit basic skills courses in the same disciplines. 60,529

B

Increase utilization of campus resources by basic skills students (including those defined by the Achievement Gap within Cypress College's Strategic Plan) to support them in course completion, awards, and transfer. These resources might include academic support services, student support services, tutoring, counseling, and the like. 77,268

C

Identify, develop, and deliver professional development opportunities to faculty which support student success and academic achievement for their students enrolled in basic skills and ESL courses. 31,527

169,324

8) Long Term Goals for 2015-16

Identify up to 5 goals the college will be focusing on for 2015-16.

Goal ID Long‐Term Goal

2015‐2016 Funds Allocated to this Goal

A

Increase the percentage of basic skills students progressing to the next level course or college‐level courses in mathematics, English, and English‐as‐a‐Second‐Language from credit basic skills courses in the same disciplines. 60,529

B

Increase utilization of campus resources by basic skills students (including those defined by the Achievement Gap within Cypress College's Strategic Plan) to support them in course completion, awards, and transfer. These resources might include academic support services, student support services, tutoring, counseling, and the like. 77,268

C

Identify, develop, and deliver professional development opportunities to faculty which support student success and academic achievement for their students enrolled in basic skills and ESL courses. 31,527

169,324

Goal ID (The goal ID is determined by

the college)

Long Term Goal 2015-16 Funds

Allocated to this Goal

Long Term Goal #1

___ ___ ___

Long Term Goal #2

___ ___ ___

Long Term Goal #3

___ ___ ___

Long Term Goal #4

___ ___ ___

Long Term Goal #5

___ ___ ___

Long Term Goal Total*

This question checks the addition of the budgeted amount entered in question #8 above for the Long Term Goals. Please enter the amount from the above question.

Long Term Goal #1 Amount





9) Please insert the planned expenditure amount for the 2015-16 ESL/Basic Skills Initiative Program by category.*

List the amount of each expenditure summarized by category

Program and Curriculum Planning and Development

Student Assessment

Advisement and Counseling Services

Supplemental Instruction and Tutoring

Coordination & Research

Professional Development

Comments:

Action Plan Template

Your Long-Term Goals from the report submitted by in your college for 2014-15 on October 10, 2014 should inform your Action Plan for 2015-2016.

How will you make progress towards attaining your long-term goals? What are your intermediate steps to bring you to that point? What will you do in 2015-2016 to move you along that trajectory?

These questions are to guide you in developing your Action Plan.Using the action plan template, provide up to a maximum of 5 activities. If you have more than 5 activities you can add additional pages to list them by responding to the additional pages question. All activities should be related to attainment of the long-term goals you set down in the previous section on long term goals. Each activity may have more than one outcome. All of your outcomes should be measurable so that you can evaluate at the end of the year whether or not you have made progress towards your long-term goals. In addition, some of your outcomes should be focused on student success (e.g. successful completion and progression, retention and persistence) and not merely volume measures (e.g. participation). Examples are provided.

.

10) Action Plan Activity Grid/Table

a. Activity: Describe the activity that will be undertaken. Provide as much detail as necessary to allow those less familiar with your basic skills efforts to understand the general scope and elements of your activity. b. Associated Long-Term Goal ID: Enter the Goal ID from form [8a] that you assigned to this activity is associated with. All activities must be associated with a long-term goal. c. Target Date for Completion: Enter the date after which you will be able to assess whether or not the measurable outcome for this activity has been achieved. d. Responsible Person(s)/Department(s): Enter the names or positions of those who will oversee this activity. e. Measurable Outcome(s): Enter one or more measurable outcomes for each activity. Some (if not all) of the outcomes should be measurable student success outcomes. f. Funds: Include only the funds from your 2015-2016 allocation that will be spent on conducting this item

Activity Description Describe the activity that will be undertaken. Provide as much detail as necessary to allow those less familiar with your basic skills efforts to understand the general scope and elements of your activity.

Associated Long‐Term Goal ID

Target Date for Completion (mm/dd/yyyy)

Responsible Person

Responsible Department

Measurable Outcomes Funds

1. Investigate reasons students "stop out" in their series of basic skills English, ESL, and Math courses by surveying students to learn if they enrolled immediately after their previous course and if not, why; develop strategies to reduce those numbers. A Fall 2016

Math, English, ESL, and English/Reading Dept. Coordinators

Math, English, ESL, and English/Reading

Identification of the primary factors affecting the progression of this student population and the number of strategies developed to address the causes.

2. Continue to participate in conferences with ESL/Basic Skills emphasis; expand dialogue with campus and K‐12 to evaluate existing practices, student needs and barriers in order to expand or revise services. B & C Fall 2016

BSI co‐chairs; Math, ESL, English, and English/Reading Dept Coordinators; Professional Development Coordinators; Dean of Counseling; Dean of Student Services; Dean of S.E.M.; Dean of Language Arts

BSI Committee; Math, ESL, English, and English/Reading Departments ; Professional Development ; Counseling; Student Services; S.E.M.; Language Arts

The number of workshops and materials offered on campus and with partnership activities with K‐12 and the number of faculty that participate.

3. Work with faculty and counselors to expand current best practices and identify new activities for classroom and campus use that relate to how students can become more informed and successful. A, B, & C Fall 2016

Math, ESL, English, and English/Reading Dept Coordinators; Professional Development Coordinators; Dean of Counseling; Dean of Student Services; Dean of S.E.M.; Dean of Language Arts

Math, ESL, English, and English/Reading Departments; Professional Development; Counseling; Student Services; S.E.M.; Language Arts

The number of events and the number of faculty and counselors who participate in them.

4. Provide a forum for BSI/ESL faculty to discuss best practices for the needs of the 1.5 generation students. Meet with Counseling faculty to outline case studies and review assessment practices/screening. Investigate a pilot set of services for this population. C Fall 2016

Math, ESL, English, and English/Reading Dept Coordinators; Professional Development Coordinators; Dean of Counseling

Math, ESL, English, and English/Reading Departments; Professional Development Coordinators; Dean of Counseling

The number of events and the number of faculty who will participate in them.

5. Work with Associated Students to explore strategies and activities that increase engagement of underrepresented students in use of support services and other campus groups. B & C Fall 2016

BSI co‐chairs; Director of Associated Students; LLRC Dean, Dean of Student Services; Dean of Counseling

BSI committee; LLRC Dean, Dean of Student Services; Counselors

Identification of specific strategies; number of activities planned.

Activity Description Describe the activity that will be undertaken. Provide as much detail as necessary to allow

those less familiar with your basic skills efforts to understand the general scope and elements of

your activity.

Associated Long-Term

Goal ID

Target Date for

Completion (mm/dd/yyyy)

Responsible Person


Measurable Outcomes

Funds

Activity #1 ___ ___ ___ ___ ___ ___ ___

Activity #2 ___ ___ ___ ___ ___ ___ ___

Activity #3 ___ ___ ___ ___ ___ ___ ___

Activity #4 ___ ___ ___ ___ ___ ___ ___

Activity #5 ___ ___ ___ ___ ___ ___ ___





your activity.


Goal ID

Target Date for


Responsible Person


Measurable Outcomes

Funds

Activity #1 ___ ___ ___ ___ ___ ___ ___

Activity #2 ___ ___ ___ ___ ___ ___ ___

Activity #3 ___ ___ ___ ___ ___ ___ ___

Activity #4 ___ ___ ___ ___ ___ ___ ___

Activity #5 ___ ___ ___ ___ ___ ___ ___

Review Form

This page is designed to allow you to review your form's responses before finalizing it. If you have not used the "Save and Continue" button at the top of the page now would be a good time to do so. If you submit the form without doing so you will not be able to access it without contacting the Chancellor's Office to obtain an editable link. By using the "Save and Continue" button at the top of the page you will receive an editable link that will allow you to re-enter the form and correct any item.

Thank You!

Thank you for completing the ESL/Basic Skills Online Submission Form.. You will be emailed a PDF copy of your completed online form. Please go to the following URL to access the Form BSI-001, ESL/Basic Skills 2015-16 Certification Form. http://extranet.cccco.edu/Divisions/AcademicAffairs/BasicSkillsEnglishasaSecondLanguage.aspx

esl/basic skills 2015-16 online submission expenditure...

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