Student Learning

Student Learning Mark Wade Lieu, Chancellor’s Office Lynn Wright, 3CSN Wheeler North, ASCCC

Defining “Best Practice” • Sustainability • Customizability • Scalability • Measurable Impact • Course • Institution • State

Overview • California Community College Success Network (3CSN) • Noncredit Accountability Task Force – Progress Indicator Pilot Project • Basic Skills Initiative College Allocation

BSI across the Curriculum: What Can YOU Do? • Join the 3CSN network−http://3csn.org/ • Attend a 3CSN event • Submit team application for the CoP II in Acceleration • Request technical assistance to set up Action Research groups on your campus • Invite a 3CSN rep to your campus to discuss basic skills across the disciplines—the why, the how, the what

A Networked Community of Practice for Student Success http://3csn.org/

3CSN Objectives • Student success awareness • Achievement of equity-minded completion • Networking and technical assistance through face-to-face trainings and the web http://3csn.org

Focus on three key Momentum Points to achieve equity-mindedmilestone completions • Getting new students off to a strong start and increasing persistence • Getting developmental students through college English and math • Creating clear pathways to increase attainment of certificates, degrees, and/or transfer

Equity Minded • Focus on the top 100%of our students • Close the Achievement Gap • At the course level • At the sequence, certificate, degree, and transfer levels

Why Completion? • Too many students fail to complete. Six years after enrolling, 70% of degree-seeking students had not completed a certificate or degree, and had not transferred to a university (about 75% of black students and 80% of Latinos). Most had dropped out; only 15% of the non-completers were still enrolled. • Critical milestone is missed. Only 40% of degree-seeking students had earned at least 30 college-level credits at the CCC, the minimum needed to show a significant economic benefit. A lower share of Latino (35%) and black (28%) students reached this milestone. (Moore and Shulock, Divided We Fail, October 2010)

What Are Momentum Points? Educational accomplishments providing momentum that propels students toward achievement of milestone events (“completions”)

Momentum points can be • Particular courses • (e.g., first “gatekeeper” course in basic skills or transfer level) • Levels of educational attainment • (e.g., first term’s worth of credit or completion of a basic skill pathway)

Momentum Point Data • Help to illuminate patterns of student progression and achievement • Disaggregate students by groups to indicate • what types of students are or are not succeeding and • where in the educational pathway students are or are not succeeding

Momentum Point Resources • Abstract on Milestones and Momentum Pointshttp://www.cccco.edu/Portals/4/TRIS/research/Abstracts/Strategic Planning/milestones.pdf • Steps to Success: Analyzing Milestone Achievement http://www.csus.edu/ihelp/PDFs/R_Steps to success_10_09.pdf • Something’s Got to Givehttp://www.edsource.org/pub10-somethings-got-to-give.html

Primary Strategies • Organizational/structural and Classroom-based/curricular redesign • Faculty-driven Action Research/Inquiry • Backward Design Process: GoalMeasureActivities • Pilot, measure, assess, report, revise, repeat • Networking/connectivity

Supported Effective Practices • Syllabus and/or curriculum redesign • Acceleration Initiative • Contextualized Teaching & Learning • Socially/Culturally Responsive Teaching • Just-in-time pedagogy • Problem- or Project-based learning • Embedded reading, writing, numeracy • Embedded learning skills & study skills

High Leverage, High Impact Instructional Practices CONTEXTUALIZATION Increased Equity-Minded Completion Momentum Point 1 Persistence of New Students Momentum Point 3 Certificate/Degree/ Transfer Pathways Momentum Point 2 Developmental Sequence + First Level Certificates

ESL Conference Math Summit (Compression Model) Syllabus Redesign Workshops Evaluation Workshops for BSI Coordinators & Student Success Leaders Leading from the Middle: Pathways Design/Redesign Acceleration CoP II Reading Apprenticeship CoP II Upcoming Events

Development funded by 3CSN Will help you track students through Dev Ed sequences Coming soon to the Data Mart on the CCCCO’s website BSI Cohort Tracking Tool New Cohort Tracking Tool

Theory of Change Assumption If we provide training on networking and use action research methodologies, teachers will transform their environments and identity to create communities of practice that will lead to powerful classrooms and working across campuses. This in turn will produce greater student success.

Noncredit Accountability Task ForceProgress IndicatorPilot Project

Noncredit Facts • Fact: Noncredit serves over 350,000 FTES in our system and represents about half of the basic skills work in the CCCs. • Fact: Students are significantly diverse, represent students with great need and less likely to succeed • Fact: Noncredit offers flexible schedules, increased contact hours, self-paced learning

Background & Rationale for Noncredit Accountability • How progress has been measured • The interplay of proof of progress and funding • The role of CB21 coding • Enhanced funding for noncredit Career Development and College Preparation (CDCP) courses • The need for progress indicators in noncredit

Existing Accountability Reporting in Community Colleges • Three annual accountability reports • Focus on Results: Accountability Reporting for the California Community Colleges (ARCC) • Career Development and College Preparation in the State: Supplement to the ARCC Report • Basic Skills Accountability Framework • Report cards on a variety of measures

Academic Senate Resolution 13.04 S10 • Improve Noncredit Accountability Reporting through Progress Indicators • Task force of primarily noncredit faculty and administrators representing all noncredit areas and other representatives

Task Force • 42 people from all disciplines and roles across the state, representing 17 different institutions • Funded from 3CSN Basic Skills Grant • Research options and develop progress indicators and implementation strategies • Prioritize and address accountability issues

Pilot Project Goals • Establish clear communication between institution MIS reporting and noncredit programs • Collect a pilot set of accountability data based on indicators • Evaluate the ability of noncredit programs to work with indicators • Evaluate the effectiveness of these indicators for use as accountability requirements

Grades and Title 5 • 55021: not required for noncredit • 55023: currently accepted symbols Currently some noncredit classes are graded in order to qualify for federal funding. But the CCCCO only accepts UG for noncredit. Every grade submitted by a faculty member is changed to UG and all student success data reads as zero.

Pilot Progress Indicators • Pass (P) • Satisfactory Progress (SP) • No Pass (NP) • A – B – C – D - F

Suggested Working Definitions • A “P” Passing i.e. at least satisfactory completion of course. • An “SP” indicates satisfactory progress towards completion of course • An “NP” Not Passing, i.e. less than satisfactory progress or lack of information to evaluate.

Measuring Learning Gains • Test data demonstrating specific learning gains • Teacher’s evaluation of student’s attainment of learning objectives/outcomes • A teacher’s observation of a student’s participation and demonstrated classroom performance • Promotion

Pilot Project Information • Colleges choose which programs to participate • Data will only be used for the project • The focus of the project is feasibility of the use of progress indicators in noncredit

Timeline • First Cohort - Fall 2010 • Collection of First Cohort data - February 2011 • Second Cohort (expanded - includes First Cohort) - Spring 2011 • Collection of Second Cohort data - July 2011 • Final Data Collection and Participant Evaluation of Usability of the Indicators - Fall 2011

For More Information • Contact the Noncredit Progress Indicator Pilot Project Faculty Lead, Janet Fulks at jfulks@bakersfieldcollege.edu

The Basic Skills Initiative Allocation to the Colleges

BSI Reporting 2011-2012 • Expenditure Reports • Expended and Encumbered • Narrative Response to ARCC Data • Research on Two BSI-funded Activities • Action Plan • Limited to five activities • Measurable outcomes

Expenditure Summary • 2009-2010 • Expended: 8,278,253.06 • Encumbered: 7,845,087.78 • Total: 16,123,340.84 (85% of 19,068,000) • 2010-2011 • Expended: 3,167,001.50 • Encumbered: 10,868,723.47 • Total: 14,035,724.97 (74% of 19,068,000)

Expenditure Plans 2011-2012 • Supplemental Instruction and Tutoring – 38% • Advisement and Counseling Services – 15% • Coordination – 14% • Program and Curriculum Planning and Development – 12%

Top Expenditure Categories • A.5.1 (39) – Course-related learning assistance (e.g. supplemental instruction, course-based tutoring) exists. • D.10.5 (29) – Tutoring is available and accessible in response to student needs/desires. • A.5.2 (23) – Comprehensive learning systems (e.g. learning communities, course-embedded counseling, team teaching) exist and include developmental education students. • B.3.1 (22) – A proactive counseling/advising structure that includes intensive monitoring and advising serves students placed into developmental courses.

Best Practices • Supplemental Instruction • University of Missouri, Kansas City model • Targets key courses with high failure rate (30%+) • Focuses on both content and learning process habits • An SI Leader incorporates collaborative and review techniques into sessions • A coordinator manages the program

Best Practices • Tutoring through SI • Embedded tutors = the tutors for SI sessions are actual students in the course • Strong tutor training program • Examples

Best Practices • Supervised Tutoring • Noncredit apportionment • Offered in a learning center • Supervised by qualified faculty • Strong tutor training • Tutors determine structure of sessions

Best Practices • Supplemental Learning Assistance • Open only to students in a specific course • Apportionment can be collected • Noncredit for noncredit • Credit for credit • Noncredit for credit basic skills is allowed • Directed by a faculty member; may involve tutors or learning assistants

Best Practices • Learning Communities • Students who together take a group of courses • Combinations of basic skills (reading/writing; reading/mathematics), basic skills and support skills (writing/college skills), basic skills and content (ESL/art history) • First-Year Experience, Summer Bridge, UMOJA, Digital Bridge Academy

Best Practices • Curricular Redesign • Acceleration vs. Compression

Cautionary Tales • The problem with small numbers • Multiple interventions > inconclusive data • If you build it, but don’t build it into the existing structure, not many will come • Plan for assessment/evaluation from the start • Give it time – the first year problem

Basic Skills and the Recommendations from the Student Success Task Force

Basic Skills and the SSTF • Recommendation 1.1Community Colleges will collaborate with K-12 education to jointly develop common standards for college and career readiness that are aligned with high school exit standards.

Basic Skills and the SSTF • Recommendation 2.1Community colleges will develop and implement a common centralized assessment for English reading and writing, mathematics, and English as a Second Language (ESL) that can provide diagnostic information to inform curriculum development and student placement and that, over time, will be aligned with the K-12 Common Core State Standards and assessments.

Basic Skills and the SSTF • Recommendation 2.2Require all incoming community college students to: (1) participate in (a) diagnostic assessment and (b) orientation, and (2) develop an education plan.

Basic Skills and the SSTF • Recommendation 2.4Require students whose diagnostic assessments show a lack of readiness for college to participate in a support resource, such as a student success course, provided by the college for new students.

Student Learning