Annual Update Plan 2015-2016 for Academic Departments · Following submittal, the Program Review and ... and course development enables us to create a smooth transition ... pass 26

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Annual Update Plan 2015-2016 for Academic Departments Department Name: ENGLISH

Purpose of the Program Review and Annual Update Process The purpose of Program Review is to provide a venue through which the college can evaluate its programs in relationship to the College Mission and its Strategic Goals and priorities. The program review process promotes a self-reflective evaluation of programs in a manner in which faculty can identify programmatic successes within their disciplines, identify areas in need of improvement and establish departmental goals for enhanced programmatic and student success. Each department and unit completes an annual update of their efforts. This update is used to provide the college with an indication of improvement in student learning and the resources needs for each program. The Annual Update serves as the central planning document for requesting and prioritizing resources.

The values of program review:

Strengthening of programs through faculty led self-evaluation and goal setting;

Fostering inter-departmental cooperation and communication;

Stimulating dialog on student success and programmatic improvements;

Evaluating each programs unique contribution to the College’s Mission and Strategic Goals;

Promotion of long-term planning focused on the use of data;

Ensuring that curriculum and offerings meet student needs and promote student progression;

Providing a venue to justify programmatic augmentation and to connect program needs to resource allocations.

Enhance transparency about college programs to the broader community.

The value of self-evaluation is enhanced with the broad inclusion of individuals contributing to your department or unit. It is recommended that each department or unit make all efforts to include all faculty, staff and administration. Each department or unit may include additional information in their Annual Update Plan as needed to fully describe their department or unit.

The Office of Institutional Effectiveness is available to assist each department or unit in their efforts to complete their self-evaluation.

The completed Annual Update Plan is due by email to [email protected] on September 30, 2014. Following submittal, the Program Review and Viability Committee will review your document and provide feedback for your department’s review. Departments will be notified regarding budget and resource requests in the spring, following receipt of budget projections from the District Office.

mailto:[email protected]

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Section I. Program Review Response

Complete Table by:

a. Reporting progress on program review recommendations

b. Stating the anticipated outcomes and progress to date

Recommendation Progress to Date Anticipated Outcome of

Department/ Unit Goal

Additional Resources Required in

2014-2015

1. That the department

coordinate with Noncredit

to create a plan for

integrated curricular

pathways from noncredit to

credit courses.

In Spring 2013, ELAC's Student Success Committee approved the creation of a Noncredit to Credit (NtC) Task Force to create a plan. The English and Math membership of this committee had to focus on the creation of the FYC program. Fall semester 2014, the Dean for English and Math is now the Dean (and chair) of Noncredit also, and she has taken on the NtC Task Force and will bring together the parties involved, including NtC ESL, to create a plan for the recommended integrated curricular pathways.

Students will have a cost-effective and efficient educational option to improve their language and math skills for college classes. Noncredit will offer a broader spectrum of appropriate bridge classes.

In the English department's Goal 3 (see p. 19 below), we request released time for faculty from Credit English, Reading, and ESL (along with Noncredit faculty on released time) to build an effective instructional program that helps students bridge the differences between basic skills and college classes. We also request funding for diagnostic assessment of needs and progress as well as funding for more sections of Noncredit classes/workshops. (.25 released time for 1 English, 1 Reading, and 1 ESL instructor = approx. $37,500; Funding for diagnostic assessment of needs and progress (approx. $10,000).

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develop and implement a

plan for closing the equity

gap in its core sequence.

Possible equity gaps were reviewed during Opening Day Fall 2014 and no anomalies were found. The department will focus on increasing student success in all of our core sequence classes.

Although no anomalies may have been found regarding equity, the English department acknowledges that compared to other college students in the district, our students will be increasingly successful if we build in the support structures that will serve to equalize their potential for academic success.

Released time or stipends to create the workshops, modules and courses that will allow students to be successful in the English core classes; funding for diagnostic assessment of needs and progress; funding to offer several sections of modules and courses that support students' success. (This is exactly the same resource request as for the Noncredit to Credit Bridge, and this timely focus on diagnostics and course development enables us to create a smooth transition from Noncredit to Developmental to college level/transferable courses, with the same data (diagnostics) to analyze progress and problem areas. Clearly, this will be useful in analysis of success. We also request funding to further align our noncredit ESL, credit ESL and ENL developmental courses. Student success in our new course sequence is emphasized in the department’s Goal 2, p. 16-17, where additional resources are also requested.


encourage more

department members to

participate on college

shared governance and

During Summer 2014, the English department conducted a survey of faculty's committee membership. The summary chart was passed around for corrections at the first

Broader participation of English faculty on shared governance and decision-making committees assures that the English department’s voice is heard when

N/A

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decision-making

committees.

department meeting. We will analyze participation on governance and decision-making committees to make sure that the English department is represented on and contributes to the work of these critical committees.

critical decisions are under discussion. The English department faculty are dynamic, dedicated, and creative educators, and the English department is the largest department on campus (and in the District); thus we should assume a greater leadership role in all aspects of the college community as ELAC prepares for the future.


increase involvement in

PLOs. The department’s

work is at the level of

awareness for the

Academic English as a

Second Language program

and the Developmental

Reading and Composition

program. They are at the

deficient level with the

English AA-T program.

“Deficient” level means

there is no PLO.

1. The English department has, in fact, created PLOs for all three programs of study, so we are actually at the level of awareness for all three programs. This information needed to be uploaded into TracDat. The department will continue to work on creating a smoother interface between the dept./course level committee work and TracDat data processes. 2. The PLO assessment will still focus on the capstone classes: English 101 and E.S.L. 6A as well as a literature course in progress with data disaggregated to reflect the number of lit courses completed by students at the time of assessment. 3. The department has come up with the rubrics to measure PLOs

Increased proficiency in the assessment and analysis PLOs will help the English department continue to examine our courses that lead to success in our Academic ESL and ENL English and Reading Program.

Stipend or released time for Course

Level Committee co-chairs and CLO

facilitators (.25 released time for 6

CLC chairs and 4 CLO facilitators per

semester = approx. $125,000). The

workload for the English department

CLC co-chairs has always been

extensive, but now as disaggregating

data from CLO/PLO assessments

becomes the norm, the work load is

beyond that required of regular

faculty. The ESL co-chairs assess

CLOs for multiple sections of 13

different courses. The co-chairs are

also responsible for assessing and

analyzing results of the Academic

ESL PLOs as well as working closely

with the ENL co-chairs to make sure

that ESL 6A students are ready for

English 28 and that ESL 8 (new

course in Spring 2015) students will

be ready for English 101. The

Reading CLC chair assesses CLOs for

multiple sections of multiple sections

of four courses. The CLC chair for

English 21/26 has played a critical

role in transforming the course

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and is developing instruments to assess them.

(through the FIWI), and now will

work with new CLOs for the revised

English 21 course, developing support

workshops, modules, and courses, as

well as working with numerous

adjunct faculty who must transition to

the new course sequence. The

English 28 CLC co-chairs will also be

implementing and assessing new

CLOs for the revised English 28

course, developing support modules

and courses, and helping numerous

adjunct faculty to transition to this

upper end of the new course sequence.

All of this will be monitored by the

English 101 CLC chair who must not

only assess course CLOs, but also the

capstone PLOs for numerous sections

of freshman composition. The

English 102/103/Literature committee

co-chairs are responsible for assessing

numerous CLOs in the various lit

classes offered, must work closely

with the transfer committee, and must

assess the PLOs for this new AA-T

degree program. Not only does

research need to occur locally, but the

Lit co-chairs need to strengthen the

pathway to the Cal State Universities

through communication and research

regarding our AA-T students' success

once they transfer.

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Section II. Program Description College Mission: East Los Angeles College empowers students to achieve their educational goals, to expand their individual potential, and to successfully pursue their aspirations for a better future for themselves, their community and the world.

1. Please provide any changes to your programs of study or programs of service, since the completion of the Program Review Self-Evaluation.

NOTE: The Developmental Reading and Composition Program of Study was changed to the English Reading and Composition Program of Study. Rationale: English 101, our freshman composition course, is not developmental but is transferrable and required for an A.A. The word "Developmental" in the program of study seemed to imply that the PLOs should assess the last developmental class and not the true capstone class, English 101.

1. English Reading and Composition: After two years of dedicated examination of our curriculum and analyses of skill sets related to course content, the English department approved the elimination of English 26, streamlining our course sequence from five semesters to four. Previously, the sequence was: Reading 20 --> English 21 --> English 26 --> English 28 --> English 101. In Spring 2015, the sequence will be: Reading 20--> English 21 --> English 28 --> English 101. Cut scores for placement have been reviewed and adjusted and a plan for offering English 26 for the last time during Winter 2015 has been developed. The 5 sections of English 26 to be offered during Winter will enable students who don't pass 26 in Fall 2014 to retake the class. An e-blast will go out to all students who have a placement of 26 to inform them of this last oportunity. The department chair has worked with our dean and Matriculation Office to determine how to recalibrate previous assessment scores given the new cut-offs.

2. Academic ESL Program of Study: ESL courses, primarily the required Advanced Reading and Composition course, E.S.L. 6A, were included in the department's examination of the course content and skill sets, resulting in two major changes. First, ESL students will progress from E.S.L. 6A into English 28 (since English 26 will be gone), and second, ESL faculty decided to adopt the District's E.S.L. 8 course, a 6-unit course that is equivalent. The English department approved two pilot sections of E.S.L. 8 to be offered in Spring 2015. The department is now in discussion with Matriculation regarding changes to ESL assessment policies.

3. English A.A.-T Degree Program: The department's literature committee has created a two-year plan of course offerings that will enable students to complete the English A.A.-T program of study. This plan is subject to change, but it allows for more faculty involvement and creates a longer timeline for preparation. For students and Counseling, this plan will allow for clearer options and greater detail in the development of educational plans.

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2. Describe any trends, recent events or activities that have impacted your program(s), since the completion of the Program Review Self-Evaluation. Please be specific to each program provided in the list above.(P)

a. Which of these changes or trends have most impacted your programs?

b. What efforts have been made to address these changes?

c. What effect have these changes had on student goal attainment?

1. The LA Community College District has purchased an expensive program for student data collection and analysis. One of the restrictions of this new program is that all nine campuses must have the same course sequence for English and Math. One result of this was that the District required that all nine campuses follow the same English core course sequence of English 21, English 28, and English 101. Our English department was already in the process of streamling our course sequence; thus, we were in a much better to meet this demand and eliminate English 26 from our course sequence. English 26 will no longer be offered as of Spring 2015. We are planning a variety of strategies to maintain student success, but we believe that overall student success rates will increase because many students will be able to complete the required course sequence more quickly.

2. ESL District Discipline Committee's efforts to standardized ESL courses and what English course

they feed into. The department has adopted the district course ESL 8, a 6-unit equivalent to English 28. Two pilot sections of this course will be offered Spring 2015. These sections will be taught by two full-time ESL instructors, who will work closely together to ensure that ESL 8 fully prepares students for English 101.

3. First Year Completion Programs: The English department has fully supported and participated in

the expansion of the First Year programs, continuing to offer sections of English 26, 28, and 101 and Reading 29, as well as offering sections of English 21 and Reading 25 for the revised Adelante program. Additionally, a pre-Adelante Reading 20 section was offered Summer 2014.

4. Transfer and GO E.L.A. Initiatives: The English department chair and vice chair participated in the

President's Transfer Subgroup, focusing on the Developmental subgroup. In conjunction with Math, we helped create several recommendations that will be sent to the appropriate departments, support services, and offices.

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3. Use the following tables to describe any new courses or programs that you anticipate developing and offering over the next six years. (P)

Proposed

Program

Type Estimated Time

to Completion

Existing Courses

Required for Program

New Courses Required

for Program (Also list

in the next table)

New Program

New Program

Select item

Select item

Select item

Proposed Course Type Expected

Semester of First

Offer

Modules/Courses to support English 21

District course Fall 2015


District Course Fall 2015


District Course Fall 2015

New course

New course

New course

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Section III. Program Assessment

In order to fulfill the College Mission, the college has developed four goals. These goals serve as the broad planning objectives through which all other college planning documents and departmental plans will be based. Together these goals provide a foundation for building a true agenda of student success. Goal 1: Increasing student success and academic excellence through student-centered instruction, student-centered support services, and dynamic technologies.

a. The college has the following institutional set standards. In setting these standards, the college acknowledges that each program serves a unique population and provides curriculum that leads to varied anticipated outcomes. Please provide the program set standards for each of your programs of study/service. These standards indicate the level of success, below which would cause concern and indicate a need for programmatic improvement. The institution set standards may serve as a guideline in your discussions. Course-level standards of retention and success are important indicators of student success. Please indicate your standard for these indicators. You may provide a break-down in any way you feel appropriate, such as setting standards for each discipline. The Office of Institutional Effectiveness is available to train faculty and staff on ways to use the new interactive data-system to disaggregate in this manner.

Course level standards by discipline (If you elect to set standards for separate courses within the same discipline, contact OIE about inserting an attachment.)

Course standard College Standard

College Goal

Discipline(s) Discipline Standard

Discipline Goal

In-Course Retention 84% 90% English E.S.L. ESL Reading Learning Skills Humanities

81.3% 88.5 86.4 85.2 72.2 91.6

90% 90% 90% 90% 90% 90%

In-Course Success 63% 70% English E.S.L. ESL Reading Learning Skills Humanities

64.4 70.1 70.2 69.8 36.1 73.5

70% 70% 70% 70% 70% 70%

Program-level standards for completion exist for programs of study with degrees and/or certificates. For each degree and certificate, list the standard and target.

Program Completion Standard Completion Target

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Licensure pass rate and employment rate standards should be provided for all appropriate CTE programs. The college is in the process of developing effective methods for tracking job placement. Until such time that college specific data is available, data from the Launch Board can be used.

Program Licensure pass rate standard, if applicable

Employment rate standard

b. Using the following link oiedata.elac.edu, evaluate your efforts to improve student achievement (retention, success, program completion). What plans have been put in place to improve these outcomes, since the completion of the Program Review Self-Evaluation? (D)

Retention Success English 81.3 64.4 E.S.L. 88.5 70.1 ESL 86.4 70.2 Reading 85.2 69.8 Learning Skills 72.2 36.1 Humanities 91.6 73.5

The English department is very glad to see that courses in all disciplines, except Learning Skills, are close to or exceed the college's standard of 84% retention and are nearing the college's goal of 90% . Actually, since only one or two sections of Learning Skills and Humanities are offered every semester, the low and high retention results in those disciplines may be more related to the individual teacher and students in the classes than to a trend. Humanities sections are often Honors sections, which would also indicate a high retention rate.

The English department is also delighted to see that our success rates exceed the college's standard rate of 63% and are already at or close to the college's goal (again except for Learning Skills, which is discussed in some detail below). The English department will closely monitor future in-course success as we implement our new course sequence. Once we see that data, we will address any changes and if still robust, consider increasing our goal to 75% success, above the college’s goal. To support student success, the department is developing a number of support modules/courses. Again, increased participation in first-year cohort programs, which guarantee that a student can take the next course in the English sequence the next semester rather than two or three semesters later, will increase success since all research indicates that immediate work on developing skill sets supports successful outcomes. Our plan to increase our English/Reading retention and success rates includes development of support modules, courses, and tutoring as well as increased participation in the cohort programs of Puente, Adelante, and FYC programs that encourage retention and success through a variety of support structures, including counseling and guaranteed enrollment in the next course in the sequence. In E.S.L./ESL, we are very close to the goal retention rate and already at the goal success rate. We do foresee that increased international awareness (through faculty trips to feeder schools overseas) and expanded support of the ESL Club, which fosters student

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engagement, nurturing, and connections, three of the six student success factors from the RP Group studies (http://www.rpgroup.org/sites/default/files/StudentPerspectivesResearchReportJan2013.pdf), will serve to increase retention. Regarding Learning Skills, we currently offer only one course, Learning Skills 16. This is an open-entry course, and many students cycle in and out of both LS 16 and our open-entry Reading course, Reading 20, with limited success often because they need more individualized Basic Skills instruction. We hope that some of our support modules/courses along with noncredit options created by the Noncredit-to-Credit Bridge will enable students at this level to make progress and also achieve their academic goals. As we transition to our new English course sequence, we will be offering more sections of Learning Skills 16, both in Winter and Spring 2015, so that may help us better assess and meet students’ needs at that level. The department also feels the need to revisit the issue of class caps. With 45 students in a class, instructors are sorely challenged to meet the range of needs presented by students they serve. Given that the District mean for class caps in English is 38 students, it seems that even 7 fewer students (4538) per section would make a difference in student retention and success. Reducing the class cap in the department’s ESL classes (from 45 38 based on demonstrated retention rates may be at least partly responsible for the strong retention and success rates in ESL.

Goal 2: Increasing equity in successful outcomes by analyzing gaps in student achievement and using this, to identify and implement effective models and programming to remedy these gaps.

1. Evaluate the success and retention rates by demographics oiedata.elac.edu. Please describe any follow-up discussions that have taken place regarding these retention and success rates. What efforts have been planned or have taken place to address any inequities, since the completion of the Program Review Self-Evaluation? (D)

Our examination of success and retention rates by demographics indicates that equity issues are neglible, and thus the department will focus our efforts on increasing overall retention and success. Since the Opening Day presentation focused on equity, identifying a longer transfer rate for latina students, the department would like to get more information, rather than just assuming that family responsibilities interrupted latina students' educational progress. We will support a variety of campus-wide efforts that may be created to help latina students develop networks of support to continue their studies. Also, there are several in the department who are interested in other possible equity issues not addressed specifically by age, gender, and ethnicity, including language diversity, as might be indicated by the success rates of ESL students in GE classes as well as enrollment options and support for students in DSPS.

http://www.rpgroup.org/sites/default/files/StudentPerspectivesResearchReportJan2013.pdf

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Goal 3: Sustaining community-centered access, participation, and preparation that improves the college's presence in the community, maximizes access to higher education and provides outlets for artistic, civic, cultural, scientific and social expression as well as environmental awareness.

1. The college strives to reach non-traditional students. Each discipline may have a different non-traditional student base. Based on the following enrollment data, please describe any findings regarding your enrollment as compared to the college and/or community. Please describe what efforts have been planned or have taken place to increase access to your programs for these underrepresented groups, since the completion of the Program Review Self-Evaluation? (P)

The English department, like the college, needs to reach out to students who may not have thought they would go to college and may not be college-ready. We will continue to support the first-year experience programs that have been put in place to recruit and support new students as they explore their educational goals and envision exciting new options for their lives, as represented in the Go ELA initiative that engages LAUSD, ELAC and Cal State LA. We will also continue to support a number of outreach classes taught at local high schools as a bridge to college.

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Goal 4: Ensuring institutional effectiveness and accountability through data-driven decision-making as well as evaluation and improvement of all college programs and governance structures.

1. Please share with us two or three success stories about the impacts of Course Learning Outcome practices on student learning and

achievement within your department. Describe the practices which led to the success.

The ESL committee has been holding ongoing norming sessions each semester to review sample papers at each writing course level (ESL 3A, 4A, 5A, 6A).

Participation has been extremely strong across both full-time and adjunct faculty. These sessions are an excellent opportunity for instructors to improve the

rubrics used in assessing student essays and norm their grading procedures on them. It is our goal to ensure students who successfully complete an ESL

course are sufficiently prepared to succeed at the next level.

The assessment of CLOs in the ESL reading courses (ESL 3B, 4B, 5B, 6B) has prompted instructors: a) to implement annotation to encourage active

reading, and b) to rethink how they teach the B classes. A teaching demo was offered at the beginning of Spring 2014 by one of the full-time faculty, who

showed participants how annotation can be effectively adapted to each of the reading course levels. The demo was well attended.

The impact of the CLO assessments has been positive. As part of our reflection on the assessment results, one of the reading instructors said, “I need to be

more explicit about what skills are being taught in each unit and then give them a chance to show those skills through annotation. That may necessitate

slowing down and focusing more on quality than on quantity of chapters covered in the semester... I'm also planning to incorporate annotation into my A

classes in a similar way.”

Another instructor said, “For the fall, I'm also rethinking my tests and my approach to using the textbook and explicitly reinforcing the concepts from the

book with annotation at the board…and annotation in the end of unit tests. Reinforcement is the key.”

2. As an attachment, please include the 4-column, Program Learning Outcome report from TracDat for each Program of Study. If you have

not completed an assessment for a Program of Study, please complete and include the Program Assessment Plan. The following tables

will help you to identify the different components in the Program Learning Outcomes (PLOs), which is useful for connecting to CLOs in

the program. PLOs will help you investigate problems students may encounter, and lead you to a meaningful assessment method that

will stimulate dialog and change.

Program Learning Outcome English Reading and Composition

What aspects of the outcome are critical to measure?

For each aspect, list the courses in which that aspect will be assessed.

What do you hope to learn from the assessment of this outcome? What challenges or problems do you think you will uncover?

1. Compose an

essay that makes use

-Relevant use of reliable

sources, primary and/or

English 101 We hope to learn how well students identify

reliable and relevant source materials when

collecting textual evidence within their

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of source material

that is relevant and

reliable, and which

integrates sources in

accordance with an

appropriate style

guide.

secondary, used within the

essay

-Integration of sources in the

MLA style

essays. Some challenges that may occur are

students’ use of websites, rather than

databases; use of “quick” format tools versus

using the MLA style guide; use of irrelevant

sources; and “quote-dropping” without

context or explanation.

2. Demonstrate

critical thinking skills

by conducting

research, evaluating

source material and

presenting

supportive, reasoned

arguments on

substantives issues.

Making connections between

the source material found and

the writing task presented by

the instructor or developed by

the student

English 101 We hope students will utilize source material

effectively and make clear connections to the

writing assignment. Challenges that students

may face are being repetitive and general,

taking them away from the writing task at

hand.

3. Students will

demonstrate the

ability to analyze and

respond to college

level texts.

Students’ ability to analyze and

respond to college level texts English 101 We hope students will read the texts closely

and thoroughly in order to provide clear analysis of their assigned text(s). Some students may resort to using SparkNotes or the like instead of reading the texts themselves.

Program Learning Outcome English Reading and Composition

How will you directly assess student performance of this outcome?

If Necessary, how will you indirectly assess student performance of this outcome?

Who is responsible for what?

Timeline for completion of assessment

1. Compose an essay that

makes use of source material

that is relevant and reliable,

and which integrates sources

in accordance with an

appropriate style guide.

Assessment will include a rubric to score the assignment.

Day to day writing assignments, pop-quizzes, class discussions.

Course level committee chairs and faculty teaching the courses are responsible for administering the

Assessment should occur over the course of one semester, followed by discussion of data the following semester, followed by implementation of

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assessment and submitting data.

necessary changes the following semester, followed by reassessment the following semester.

2. Demonstrate critical

thinking skills by conducting

research, evaluating source

material and presenting

supportive, reasoned

arguments on substantives

issues.



Course level committee chairs and faculty teaching the courses are responsible for administering the assessment and submitting data.

Assessment should occur over the course of one semester, followed by discussion of data the following semester, followed by implementation of necessary changes the following semester, followed by reassessment the following semester.

3. Students will demonstrate

the ability to analyze and

respond to college level texts.



Course level committee chairs and faculty teaching the courses are responsible for administering the assessment and submitting data.

Assessment should occur over the course of one semester, followed by discussion of data the following semester, followed by implementation of necessary changes the following semester, followed by reassessment the following semester.

Program Learning Outcome English AA-T Degree Program




1. Through an in-

class final exam, students will analyze

Close reading/analysis of a passage and text as a whole.

English 102 English 103 English 203 English 204

We hope to learn how well students are close reading and analyzing texts and how we can better instruct students in the process of close reading. Challenges include analysis

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passages/texts from a representative author/authors that demonstrate the students’ comprehensive understanding of the significance of this writer’s/these writers’ contribution to the specific genre.

English 205 English 206 English 207 English 208 English 211 English 212 English 215 English 216 English 218 English 220 English 239 English 240 English 241 English 245 English 250 English 252

that is too general or broad and not focused on a small portion of the text.

2. By the end of the semester, students will be able to write a 7-10 page research paper that will effectively integrate outside sources to illuminate one or two particular literary texts.

Effective integration of sources and effective analysis of literary texts

English 102 English 103 English 203 English 204 English 205 English 206 English 207 English 208 English 211 English 212 English 215 English 216 English 218 English 220 English 239 English 240 English 241 English 245

We hope to learn how well students can integrate sources and analyze texts as a whole. Some challenges that students may face include summarizing instead of analyzing, and being repetitive and too general instead of specifically breaking down quotes.

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English 250 English 252

Program Learning Outcome English AA-T Degree Program





1. Through an in-class final

exam, students will analyze passages/texts from a representative author/authors that demonstrate the students’ comprehensive understanding of the significance of this writer’s/these writers’ contribution to the specific genre.

Assessment will occur by utilizing a detailed rubric to score the assignment.

Through journals, online discussion forums, other day to day in-class writing assignments, and group work

The course level committee chair(s) and faculty teaching the courses are responsible for administering the assessments and submitting data.

Assessment should occur over the course of one semester, followed by discussion of the data the following semester, followed by implementation of necessary changes the following semester, followed by reassessment the following semester.

2. By the end of the semester,

students will be able to write a 7-10 page research paper that will effectively integrate outside sources to illuminate one or two particular literary texts.

Assessment will occur by utilizing a detailed rubric to score the assignment.

Through journals, online discussion forums, other day to day in-class writing assignments, and group work.



Program Learning Outcome Academic English as a Second Language




The academic essay can be measured holistically with an

E.S.L. 6A E.S.L. 8

Many ESL students in advanced writing courses struggle with syntax and lexical

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1.Students will demonstrate

readiness for mainstream

English classes by composing

a basic, coherent academic

essay.

emphasis on coherent content and organization. We could also look more critically at the grammatical and lexical aspects of the writing sample.

choices. The greatest challenge is for those students who have earned passing grades at the lower levels but haven't acquired the appropriate academic language to succeed at the higher levels.

2.Students will demonstrate


English classes by

comprehending, summarizing,

and responding to academic

texts.

The response can be a summary of a reading that includes an answer to a question about the content.

E.S.L. 6A, 6B E.S.L. 8

Paraphrasing and summarizing skills are still in the emerging stage, so the question is how to bridge the gap for these students from developing skills to stronger proficiency.

Program Learning Outcome Academic English as a Second Language







English classes by composing

a basic, coherent academic

essay.

-The production of a timed, in-class essay (or final exam essay) in response to a writing prompt and based on a short reading -A norming session for E.S.L. 6A & 8 and ENG 21 & 28 instructors to review final exam essays





English classes by

comprehending, summarizing,

A writing exam which includes summarizing a reading and answering questions about the content.

The course level committee chair(s) and faculty teaching the courses are

Assessment should occur over the course of one semester, followed by discussion of the data the

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and responding to academic

texts. responsible for administering the assessments and submitting data.

following semester, followed by implementation of necessary changes the following semester, followed by reassessment the following semester.

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Section IV. Program Plan

Complete Table A by:

a. Based on the data provided in the preceding questions, review your department or unit goals for the next six years and the

programs involved. Additional goals may be added if necessary.

b. Reporting progress on stated goals

c. Stating the anticipated outcomes of the stated goals

Department/Unit

Goal

Programs

Involved

Alignment

with

Education

al Master

Plan

Objectives

Alignment

with Tech

Master

Plan

Objectives

Alignment

with

Facilities

Master

Plan

Objectives

Progress to date Anticipated Outcome of

Department/ Unit Goal

Additional Resources

Required in 2014-2015?

Description of

goal

List of

programs

involved

None None None Description of an

previous or ongoing

activities

Description of

anticipated

improvements on

measures

Description of resources

required to accomplish

department goals

1.Streamline

English pipeline

(including a

variety of

possible support

structures, such

as department

finals w/norming;

on-going

professional

development to

web-enhance

English

Rdg/Comp

PoS and

Academic

E.S.L. PoS

Goal 4:

Develop

and revise

curriculu

m to

demonstra

te

Goal 1:

Increase

student

success

through

smart and

None The English department

completed course

outline revisions for the

core English classes:

English 21, 28 and 101,

eliminating English 26 as

a required course.

Given that the majority

of the other campuses in

the LACCD have

prerequisites for English

21, we have opted to

Increased success in terms of students completing English 101

Funding for: 1) Department-wide norming for department-wide norming session to guarantee adjunct participation and interaction of entire faculty ($50,000); 2) Creation of new position for an instructional designer to continue to assist faculty

21

classes; possible

1-unit support

modules with

appropriate

diagnostics)

keep the prerequisite of

Reading 20, but to

continue to examine

how to best prepare

students for academic

English courses.

in web-enhancing classes, to be located in Reading/Writing Center and FL/ESL language lab (approx. $75,000, including benefits); 3) stipends for faculty to participate in web-enhancement workshops and to incorporate the new building's resources -the Reading/Writing Center and FL/ESL Language Lab - into instruction (paid training sessions: 60 instructors @$200= $12,000); 4)released time for faculty to design the support modules and courses (.25 released time for team of 2 instructors = approx. $25,000).

2.Prepare for

new Student

Success Center

labs.

English

Rdg/Comp

PoS,

English AA-

T Degree

PoS, and

Goal 1:

Strengthe

n College

response

to

struggling

Goal

1:Provide

high

performin

g,

flexible,

reliable

Goal 1:

Complete

the

Student

Success

and

Review of computer hardware and software for Reading and Writing lab and ESL/Foreign Language lab; Use of Reading assessment software in all Reading 20 classes

Increased access to instructional support opportunities leading to greater student success

1) Released time for

Reading faculty to create

resources and hire/train

tutors for the new

Reading/Writing Center (.5

released time for 1

instructor = approx.

$25,000);

2) Released time for ESL

faculty to create resources

22

Academic

E.S.L. PoS

Retention

Center

and hire/train tutors for the

new Foreign

Language/ESL Language

Lab (.25 released time for 2

instructors = approx.

$25,000);

3) Creation of an

instructional design

position to support

instructional innovation

soon possible in the new

Reading/Writing Center

and Language Lab (same

as in Goal 1 above: approx.

$75,000, including benefits

- repeated here because this

position also supports Goal

2 also);

4) Purchase of diagnostic

and instructional software

for Reading to be used in

new Reading Center

(approx. $20,000).

7)Purchase of diagnostic

and instructional software

for ESL (approx. $20,000);

8)Funding for tutors to

offer tutoring in Reading:

several sections of 4

Reading levels @

15hrs/wk/level = 60

hrs./wk x 40 wks @

$14.00/hr = $36,600);

9) Funding for tutors to

provide ESL tutoring:

several sections of 5 ESL

levels @ 15 hrs/wk/level @

$14.00/hr = $42,000.

23

3.Develop

Noncredit-to-

Credit Bridge.

Goal 1:

Strengthe

n College

response

to

struggling

Goal 1:

Facilitate

student-

centered

instructio

n in the

Goal 1:

Complete

the

Student

Success

and

Retention

Our recent focus has

been to revise the

English course

sequence. Now that

that is in place, we will

be able to focus on

developing the bridge to

college classes. The

established Noncredit-

to-Credit Task Force

should make effective

progress under the

leadership of our dean,

who is currently working

with the English, Math,

and Noncredit

departments.

Creation of Noncredit/Credit options for students at a low level of proficiency in academic skills. Noncredit will offer many new sections of appropriate bridge classes.

Released time for faculty from English/ESL and Noncredit to build an effective instructional program that helps students bridge the differences between basic skills and college classes (.25 released time for 1 English, 1 Reading, and 1 ESL instructor = approx. $37,500; Funding for diagnostic assessment of needs and progress (approx. $10,000);

None None None

None None None

None None None

None None None

1. Please describe what additional resources are required in order to meet your planning goals. All resources to meet our planning goals are mentioned in the “Additional Resources Required” column in the above chart.

24

Section V. Department Evaluation Rubrics The College seeks to continually improve its processes and enhance student achievement and institutional

effectiveness. Below you will find two rubrics with descriptors of effectiveness standards for student

learning outcomes and for program review and planning. Please complete the rubrics to indicate whether

your department meets each standard. Be mindful that your responses will be validated by the Office of

Institutional Effectiveness (OIE). Below each rubric, please provide a brief narrative on your

department’s level of implementation.

1. Please evaluate your department’s effectiveness in Student Learning Outcomes.

a. Complete the third column of the rubric by indicating whether your department meets the

standard by inserting “Y” for yes and “N” for no in the third column.

Student Learning Outcomes Rubric

Levels of

Implementation

Characteristics of Department Effectiveness in

Student Learning Outcomes

Y/N To be

completed

by OIE.

Awareness The department has defined outcomes for some courses and

programs. y

Development The department has established authentic assessment strategies for

assessing course and program learning outcomes. y

Department allocates appropriate time and resources to support

student learning outcomes and assessment. y

Faculty and staff in your department are fully engaged in student

learning outcome development. y

Proficiency Student learning outcomes and authentic assessments are in place for

all course and program learning outcomes, and all courses and

programs have implemented assessments.

y

Departmental decision-making includes a dialog on the assessment

of course and program learning outcomes. y

The department completes comprehensive assessment reports that

include planned improvement efforts. y

The department uses its resources and, when appropriate, requests

budget augmentation to support improvements identified and

planned through the student learning outcomes assessment process.

y

Course and program learning outcomes are aligned with Institutional

and General Education Learning Outcomes. y

Sustainable

Continuous

Quality

Improvement

Course and program learning outcomes and assessments are ongoing,

systematic and used for continuous quality improvement. y

Dialog about student learning in ongoing, pervasive and robust. y

Student learning improvement is a visible priority in department

goals and practices. y

Results of the learning outcomes assessment process are a

fundamental data component in department program review and

planning.

y

c. Provide a brief narrative assessing your department’s overall effectiveness on student

learning outcomes (awareness, development, proficiency, or sustainable continuous

quality improvement).

Our course learning outcomes and assessments are ongoing and processes are becoming more systematic. Results of assessments have definitely stimulated robust discussion and changes to both curriculum and instructional strategies. We are developing a multi-faceted system with a

25

practical rotation of assessments of multiple sections of our 47 courses taught by over 100 full-time and adjunct instructors. Communication with and involvement of all faculty have been challenges that are also being worked out, and interface between data collection and data reporting on TracDat is becoming more efficient. The two most exciting results of our processes are indeed the robust discussion with creative and dedicated faculty and having actual data that can help us focus our instructional/curricular changes in the most positive way. Assessment of our PLOs for two of our Programs of Study – Academic E.S.L. and English Reading and Composition – are an extended function of assessing student success in our capstone classes, E.S.L. 6A and English 101. The new emphasis on disaggregating data will help us determine success rates in our English AA-T Degree PoS since we will be able to determine English majors from first-timers when assessing English literature classes.

26

2. Please evaluate your department’s effectiveness in Program Review and Planning.

a. Complete the third column of the rubric by indicating whether your department meets the

standard by inserting “Y” for yes and “N” for no in the third column.

Program Review and Planning Rubric

Levels of

Implementation

Characteristics of Department Effectiveness in

Program Review and Planning

Y/N To be

completed

by OIE.

Awareness Department program review self-evaluation/annual update plan is

completed in full and submitted on time. y

Developmental Department planning includes broad participation, use of

quantitative and qualitative data, and alignment of department

goals with college mission and strategic planning goals.

y

Proficiency The program review self-evaluation/annual update plan includes

effective measures for evaluating progress in completing

department goals, and desired outcomes reflect improvements in

department effectiveness and student learning. Requested

resources are thereby justified.

y

The department effectively uses its resources to achieve its goals,

support the College goals and support improvement. y

The department ensures that its goals, and measures toward

completing those goals, are known throughout the department. y

The department assesses the progress toward meetings its planned

goals and program review recommendations. y

The department planning effectively incorporates program review

results into improvements in instruction and service delivery. y

Sustainable

Continuous Quality

Improvement

Program review processes and department planning are ongoing,

incorporating systematic evaluation, and used to continually refine

and improve program practices resulting in improvements in

student achievement and learning.

y

Dialog about program effectiveness is ongoing, robust, and

pervasive. Data and analysis are widely distributed and used

throughout the department.

y

Consistent and continuous commitment to improving student

learning and educational effectiveness is a demonstrable priority in

the department.

y

c. Provide a brief narrative assessing your department’s overall effectiveness on program

review and planning (awareness, development, proficiency, or sustainable continuous

quality improvement).

The English department’s program review and planning processes are ongoing and systematic. Because

of faculty dedication and collegial cooperation, the department has gone through a comprehensive re-

examination of course skills sets and content. Especially during the past year, the department held

meetings every other week in order to effect the changes in our English and ESL course sequences. The

program review process and self-evaluation encouraged robust – and at times contentious – discussion as

we considered these changes. Our program review process has evolved from a list of items that need to

be done to broad goals to which we are committed and around which we organize our efforts to improve

student learning and our effectiveness as educators in the programs of study that we offer.

27

EAST LOS ANGELES COLLEGE

For Academic Year 2015-2016

USE A SEPARATE FORM FOR EACH POSITION REQUESTED

If you are requesting more than one position in this discipline, prioritize each position by # One

Hiring requests will only be considered when they are submitted by the department chair. For Counselor requests,

please identify any additional Program Reviews that should be considered:

Department: English Discipline or Program: English Replacement

Is this a replacement request for a full-time position _______Susan Suntree_____ _____12/31/14_____

that has not been filled during the last five years? Name Date

Yes No _______________________________ __________________

Name Date If yes, provide the name(s) and dates of separation.

In addition to the information provided by OIE, please address the following questions.

1. Hours (30 points maximum)

Do you currently have the standard hours to offer an additional full-time faculty during the spring and fall

terms? Yes

In fall 2013, how many total hours were offered in this discipline? 496

How many hours were taught/worked* by all regular/contract faculty? (Include ONLY those

hours that are necessary as part of their full-time load.) 247

How many hours were taught/worked by all hourly faculty? (Include hours for hourly

assignments taught/worked by full-time faculty) 249

In spring 2014, how many total hours were offered in this discipline? 569

How many hours were taught/worked by all regular/contract faculty? (Include ONLY those



assignments taught/worked by full-time faculty) 344 * “worked” applies to non-teaching counselor and librarian assignments

List the faculty member, reassignment position, the reassignment (0.2, .04, 0.6) and the reassignment dates. Do not include positions that are permanently assigned to the department (ex: Department Chair, Department Centers)

Example: John Smith, Curriculum Chair, 0.6, Fall 2012-Spring 2014; Michele Ramos, Senate President, 0.8, Fall 2013-Spring 2015

A. Staffing Hours _______/50 pts possible

28

Sharon Allerson, Vice-chair, .75

Susanne Spangler, Honors Program Director, .5

Linda Elias, Mentor Program Director, .25

Carlos Centeno, Puente Program Director, .25

Dennis Sanchez, ESSP Director, .4

David Beaulieu, District Academic Senate, 1.0

2. Trends (20 points maximum)

Please justify the replacement of the position or need for growth:

a. For instructional departments, include enrollment trends and any factors that may increase or limit WSCH or

enrollment.

The arguments that support our replacement request for a full-time English position are as follows:

Only 40% of our department’s offerings are taught by full-time staff, far below the

75- 25% ratio prescribed years ago by AB 1725. The effects of such an imbalance

are felt by the students and college community in the following ways:

First, many students, especially in the evening, are denied adequate access to their instructors outside of class, since part-

timers do not have to keep the amount of office hours that full-timers do. English faculty have recently been involved in

matters relating to pedagogy, curriculum updates, and SLOs, and having more full-time English instructors would allow us

to also lend expertise to important campus committees, like Transfer and Student Success.

Enrollment trends continue to soar, but unfortunately many of our students are unable to take required English courses

because almost all of our composition classes fill to capacity long before the semester begins. For example, this semester

we turned away thousands of students. Not only does almost every class begin with a full 45 students, but on the average

we turn away 40 to 60 more students, especially at the English 101 and 103 levels. These students, many of whom require

these classes to graduate, sometimes transfer to other schools because of our failure to meet their needs. Having full-

time faculty available in the prescribed ratios helps us to keep up with this soaring demand.

OR

b. For non-instructional departments (Counseling and Library), include an assessment of faculty/student ratios and

any other factors that may affect these ratios.

Please reference your most recent Annual Update and Program Review Self-Evaluation (PRSE) to answer the following questions:

1. How does filling this position align with the Program Plan and/or recommendations of your department’s

PRSE? (25 points maximum)

_______/50 pts possible B. Educational Program

29

We need to quickly replace all retirees to maintain the integrity of our existing programs and to continue to meet the goals

and demands of our program review and the recommendations that came out of our most recent self-evaluation report,

which included; 1) continued work in the development of our PLOs, and 2) build a bridge between our noncredit and

credit programs. Both of these recommendations involve full-time faculty, especially in the on-going planning and

implementation of new curriculum that will better align our noncredit to credit offerings.

2. In what ways will filling this position further departmental efforts to develop or enhance new or existing

programs and/or curriculum in ways that cannot be done by current faculty? (25 points maximum)

Full-time faculty are involved in the improvement of assessment strategies and evaluation/norming, and on-going

improvements and creation of curriculum that reflects the best practices related to student success issues and the basic skills initiative. Replacing retired faculty with full-time experienced individuals allows us to search for new faculty with experience in these areas and knowledge of the latest methodologies for using cutting-edge technology in the classroom.

Oral Response (Optional): TBD Please be on time and note that no additional or updated paperwork will be accepted.

Originator _________________________________________________________ Department Chair _________________________________________ Designated Dean’s Signature _______________________________________________

For questions regarding the Program Review Self-Evaluation process, please contact Maribel Carbajal-Garcia at the Office of Institutional Effectiveness: (323) 415-4152 OR [email protected]

James Kenny

30




If you are requesting more than one position in this discipline, prioritize each position by # Two




Is this a replacement request for a full-time position __________________________ ________________


Yes No _______________________________ __________________





terms? Yes












31











c. For instructional departments, include enrollment trends and any factors that may increase or limit WSCH or

enrollment.

The arguments that support our growth request for a full-time English position are as follows:






matters relating to new pedagogy, curriculum updates, and SLOs, and having additional full-time English instructors will

allow us to extend more expertise to important campus committees, like Transfer and Student Success.






time faculty available in the prescribed 75% to 25% ratios will help us to keep up with this soaring demand.

OR

d. For non-instructional departments (Counseling and Library), include an assessment of faculty/student ratios and


32




We need to hire growth positions to maintain the integrity of our existing programs and to continue to meet the goals and

demands of our program review and the recommendations that came out of our most recent self-evaluation report, which

included: 1) continued work in the development of our PLOs, and 2) build a bridge between our noncredit and credit

programs. Both of these recommendations involve full-time faculty, especially in the on-going planning and





improvements and creation of curriculum that reflects the best practices related to student success issues and the basic skills initiative. Hiring a growth position allows us to search for new faculty with experience in these areas and knowledge of the latest methodologies for using cutting-edge technology in the classroom.





James Kenny

33




If you are requesting more than one position in this discipline, prioritize each position by # Three






Yes No _______________________________ __________________





terms? Yes











* “worked” applies to non-teaching counselor and librarian assignments


34











e. For instructional departments, include enrollment trends and any factors that may increase or limit WSCH or

enrollment.

The arguments that support our growth request for a full-time English position are as follows:






matters relating to new pedagogy, curriculum updates, and SLOs, and having additional full-time English instructors will

allow us to extend more expertise to important campus committees, like Transfer and Student Success.






time faculty available in the prescribed 75% to 25% ratios will help us to keep up with this soaring demand.

OR

f. For non-instructional departments (Counseling and Library), include an assessment of faculty/student ratios and


35






included: 1) continued work in the development of our PLOs, and 2) build a bridge between our noncredit and credit











James Kenny

36







Department: English Discipline or Program: Reading Replacement



Yes No _______________________________ __________________





terms? Yes













37


None

38



g. For instructional departments, include enrollment trends and any factors that may increase or limit WSCH or

enrollment.

The arguments that support our growth request for a full-time Reading position are as follows:

Almost 60% of our reading classes are currently staffed by adjunct faculty members. This is almost the inverse of the ratio

prescribed years ago by AB 1725. Full-time faculty offer several advantages to students. First, especially in Reading, full-time

instructors may be more highly qualified than adjuncts who have earned a certificate in Reading instruction by completing a 12-16

unit program. We would seek to hire a Reading professional whose Master’s degree is in Reading education. These individuals

typically have completed 30-40 units in Reading. Secondly, full-time faculty members are more available to students because of

extended hours on campus most days. Third, full-time faculty are generally more knowledgeable about all matters relating to

Reading on campus because they fully participate in, and sometimes lead, committees concerned with curriculum planning and the

many facets of instruction.

The ELAC Reading program has experienced tremendous growth over the past several years. Full-time reading faculty worked

with ELAC counselors to familiarize them with the Reading program, and students are now heavily enrolling in the appropriate

Reading courses. Additionally, full-time Reading faculty collaborated with the offices of matriculation and research to make it

possible to use the ELAC assessment instrument for placement in Reading courses. These are two examples of how full-time

faculty can effect coordination between different parts of the college community to achieve improvement in a program that greatly

benefits students and that should lead to greater retention, graduation, and transfer rates.

Additionally, hiring another full-time Reading instructor will serve to further our achievements of the goals listed in the college’s

Educational Master Plan, as discussed below.

Goal #1 – Expand Educational Opportunity and Access. Beyond the college’s planned outreach, the best way to expand the

community’s access to life-enhancing educational opportunities is by increasing literacy skills! The knowledge and technological

divides can be overcome by students who have the academic literacy skills to comprehend and master textbook material and the

vast amount of information that is available online. An instructor who effectively helps students increase their academic literacy

skills and who works to further develop Reading course offerings as well as providing leadership across the curriculum does,

indeed, help to achieve Goal #1.

Goal #2 – Student Success. Hiring a full-time Reading instructor will help to strengthen basic skills instruction to assist learners in

acquiring the knowledge to function effectively as citizens, workers, and lifelong learners (2.1), will further the process of defining

and assessing SLOs in Reading (2.2), can and should help the college deliver instruction via the latest modes and technologies

(2.3), will improve outcomes for all students by helping them to complete their academic programs successfully and compete

successfully in the workforce (2.5), will help develop tutoring and computer lab instructional support in the

English/Reading/Writing Center and across the curriculum (2.6), can and should serve to promote effective use of state-of-the-art

technological innovations (2.13), and can aid in Professional Development Activities that focus on strategies to increase critical

thinking, reading, writing, and research skills across the curriculum (2.14).

Goal #3 – Planning, Accountability and Service. This newly filled position adds another professional to participate in the research

and planning involved in adapting major innovations and practices to meet the needs of our students. This instructor will assist in

the review of the newly adopted computerized assessment for matriculation, the examination of best practices and outcomes as we

respond to the results of on-going SLO assessments, and other educational research.

Reading is arguably the most essential of the basic skills, and we have a long way to go in improving the reading skills of our

students. We must not only continue to improve our course offerings in Reading but also expand our influence to the entire college

community to create an increased understanding of the reading process and of how all instructors can help students to be better

readers. Only full-time, dedicated professionals will achieve these goals.

h. For non-instructional departments (Counseling and Library), include an assessment of faculty/student ratios and


39






included: 1) continued work in the development of our PLOs, and 2) build a bridge between our non-credit and credit


implementation of new curriculum that will better align our non-credit to credit offerings.








James Kenny

40







Department: English Discipline or Program: ESL Lab/Reading Center Replacement

Is this a replacement request for a full-time position ____________________________ _______________


Yes No _______________________________ __________________





terms? Yes

In fall 2013, how many total hours were offered in this discipline?

This application is for a new “Instructional Assistant, Language Arts” position, which we need to cover the

ESL/Reading labs in our new building.




41




i. For instructional departments, include enrollment trends and any factors that may increase or limit WSCH or

enrollment.

OR

j. For non-instructional departments (Counseling and Library), include an assessment of faculty/student ratios and


Since this is a new position, we don’t have any real data on faculty/student ratios; however, because we offer a full array of ESL & Reading classes that service thousands of students each semester, we expect to serve almost as many students as our Writing Center does today.




This position aligns with recommendation 1, to create an effective noncredit to credit bridge, because our new labs will be the first and a major component of such an effort. When moving into the new building, Noncredit opted for more classrooms and decided not to have a lab. From that point on, the understanding was that Noncredit students would be using both the Reading/Writing Center and the ESL/Foreign Language Lab in the new building along with students in credit classes. The labs will thus be a main location for integrating noncredit students into our college community, rather than isolating them. The labs will also be a source of data to monitor student progress and assess college readiness, thus creating a smooth transition from one program to the next. This position, if effect, also aligns with recommendation 2, planning for equity, because both an effective Reading Center and a well-run ESL language lab will help individualize and support instruction for struggling students. This position aligns with recommendation 4, PLO assessment, because the work done in the labs may become a valuable source of data for assessing our programs of study. This position also aligns with and is vital to all three of our goals in our program plan. For Goal 1, this position will play a critical role in supporting student success in reading, writing, and ESL as we implement our new course sequences. For Goal 2, preparing for the new building, we must certainly staff the new Reading Center and ESL language lab that so much time and money has gone into creating. An experienced person in this position will also guide faculty as we incorporate these new resources into our courses. Finally, as mentioned above, the new lab position will be critical to Goal 3, the creation of a noncredit-to-credit bridge since the labs will be the support structure and possibly the first location where noncredit students will feel like real ELAC students because they will be integrated into our community as regular users of these new labs, not isolated participants in a separate program.


42



This position will help us to maintain one or more instructional laboratories and to assist students who are not native

speakers of English to improve the English communication skills, especially in listening comprehension and speaking, but also in their reading and writing of increasingly academic language. This new position will help us develop a Reading Center that not only reinforces basic reading skills for all students, but helps them develop critical reading and thinking skills that are so important for college success. Regular full-time faculty cannot teach their classes, develop and manage the lab, organize effective tutoring assistance, and interface regularly with faculty college-wide in our Reading across the Curriculum initiative; this position will help us conduct so many of the student support services and faculty outreach efforts that are important for student success.


Originator _________________________________________________________ Department Chair ________________James Kenny_________________________________________ Designated Dean’s Signature _______________________________________________

43




If you are requesting more than one position in this discipline, prioritize each position by #



Department: English Discipline or Program: Writing Center Replacement

Is this a replacement request for a full-time position ____________________________ _______________


Yes No _______________________________ __________________



11. Hours (30 points maximum) Do you currently have the standard hours to offer an additional full-time faculty during the spring and fall

terms? Yes

In fall 2013, how many total hours were offered in this discipline?

This is not for a teaching but a supervisory position in the Writing Center, and the Writing Center has

Sixty-eight weekly hours that need coverage for supervision. That accumulates to 2178 Spring and Fall

semester hours.


hours that are necessary as part of their full-time load.)

One full-time instructor on special assignment worked 1216 hours this past year.


assignments taught/worked by full-time faculty)

800 hours were worked by Ancillary Supervision.

In spring 2014, how many total hours were offered in this discipline?

In Spring, the Writing Center was open roughly 1088 hours. Total instructional supervision was 1008

hours during that semester.







44



Gisela Herrera, Director of Writing Center, 1.0 Fall 2007



k. For instructional departments, include enrollment trends and any factors that may increase or limit WSCH or

enrollment.

OR

l. For non-instructional departments (Counseling and Library), include an assessment of faculty/student ratios and any other factors that may affect these ratios.

According to Title 5, a faculty member must supervise tutors during hours of operation in order for the college to collect positive attendance apportionment, a requirement which the Writing Center used to fulfill through an Ancillary Supervisory assignment. However, since this was a temporary assignment, the AFT Chapter President called attention to the necessity of creating a permanent position, and for this current year we were granted a limited one-year full-time position, which we are seeking to make permanent. We are open for seventy hours-- sixty-eight hours for regular operation and at least two additional hours for training). The Writing Center’s recent intense involvement with the FYE program since Summer 12 (2013) has made this supplementary position even more vital due to the necessary coordination with instructors and tutors, data collection, and increased need for supervision. Our Fall 2013 Positive Attendance was 19,763 hours, generating 37.65 FTEs, and our Spring 2014 Positive Attendance was19,374 hours, generating 36.9 FTEs. Our current involvement in the FYE Program has tremendously increased the demand for our services, supervision, training, and coordination, especially due to the implementation of the Writing Center’s new communication platform, which allows instructors, counselors, and Writing Center staff to exchange information about student progress and needs in order to maximize student retention and success. We are hoping to expand this communication platform to all English classes in the near future. Further, the Writing Center must prepare for the move to the new facility, which will be about three times our current size, and, consequently, lead to a sharp increase in our positive attendance, especially since the English Department has eagerly waited for this new facility to integrate the Writing Center into its class curriculum. However, since the Writing Center serves students across the curriculum, this new facility will give us the opportunity to meet the demand from instructors campus-wide. The greater space will, for example, finally allow us to assist Student Services by scheduling regular workshops for Personal Statements and Resumes, which so far, we have not been able to do.



45



The growth position requested will make the currently limited fulltime position required for the efficient functioning

of the Writing Center permanent. Our College Mission Statement and Educational Master Plan mandate that we

increase student success and academic excellence through student-centered instruction, student-centered support

services, and dynamic technologies. The sole purpose of the Writing Center is to provide such student-oriented

services. A growth position will allow the Writing Center to continue its pursuit of giving increasingly more students

the opportunity to benefit from our free resources (Goal 2: Increasing our Positive Attendance by 35-50%) and, as a

result, to become actively involved in the learning process. Although the Writing Center is currently offering state-of

the art online face-to-face tutoring, we have not been able to expand this new technological venue of tutoring (Goal 3).

Further, Recommendation 3 was “That the program develop and implement a specific plan of action to outreach to

nontraditional students and to help the college close the equity gap,” and the Writing Center clearly is in need of a

second fulltime member to address this need. As mentioned above, we are currently designing apps for smartphones

and tablets, a labor-intense and difficult process.

The growth position will allow the Writing Center to schedule supervision and improve our services at our South Gate

facility, prepare us for the move into the new Success Center (Goal 1), and expand our services college-wide by

collaborating with instructors teaching web-enhanced courses and the Office of Distance Education.

The Educational Master Plan also includes “Ensuring institutional effectiveness and accountability through data-driven

decision-making as well as evaluation and improvement of all college programs and governance structures,” and

Recommendation 1 and 2 for our program were directed to accurate data collection and analysis. Hiring a fulltime

supervisor will enable the Writing Center to focus more intensely not only on data collection but also on coordination

with the OIE. Collecting as well as requesting the necessary data will allow the Writing Center to prove and improve

its effectiveness (Goal 4). 3.

In addition, as indicated above, the position is necessary to fulfill the Title 5 Requirement.

46

12. In what ways will filling this position further departmental efforts to develop or enhance new or existing programs and/or curriculum in ways that cannot be done by current faculty? (25 points maximum)

A growth position will help the Writing Center continue to function when the one-year limited position ends. It will assist in

coordinating with and integrating into growing academic programs such as FYE and GANAS. It will assist us in continuing to

meet the goals described in our Program Review Self Study, particularly Goal 2, “Continued Increase in Positive Attendance,” a

goal that has recently been delayed due to lack of manpower and resources, Goal 3, “Continued Development of our Online

Program,” and our new Goal 4, “Producing, Collecting, and Analyzing Data to Prove and Improve the Writing Center’s

Effectiveness.” This more intense involvement with other programs as well as with all English classes necessitates the expertise of

another fulltime faculty member assigned to the Writing Center.

A growth position will assist us in fulfilling the Title 5 requirements in continuing to monitor, expand, and improve the quality of

our services through careful, innovative planning and integration not only in the English discipline and special programs, but

campus-wide.


Originator _________________________________________________________ Department Chair _____________________James Kenny____________________________________ Designated Dean’s Signature _______________________________________________


47

Perkins Funds Proposal 2015-2016

Guidelines 1. Proposals will be assigned up to 85 points. Extra points may be given for interdepartmental proposals,

proposals that are project related, and proposals that tie in with the non-credit basic skills program.

2. You must complete the “Program Improvement and Permissive Activities” form and the “Perkins Required

Use” table on the next pages. You need to complete these forms for EACH TOP CODE you are submitting

a proposal for. In the Perkins Required Use table you must identify activities your program/dept. is

developing/implementing with or without Perkins funds. Activities may not necessarily relate to this

funding request. However, all sections must be answered. If you are not able to identify an activity for each

“Required Use” then your funding request(s) must address the required activity.

3. Handwritten proposals will not be accepted. Proposals must be submitted by Thursday, March 19th,

2015 by 4:00 p.m. NO EXCEPTIONS.

4. There is no limit to the number of proposals that a department can submit. However, if you are on the

proposal ranking committee, you cannot vote on proposal(s) that involves your department. Please rank

your proposals collectively, staffing and projects, by department. If ranking is not identified correctly the

committee will rank proposals for the department.

5. Proposals must include a budget summary reflecting the exact amount requested and an expected timeline

for completion/implementation of the proposal. The person directing the project must be prepared to

submit a completed purchase order with quotes if requesting equipment or supplies by or before Thursday,

September 24, 2015. Include exact specifications: vendor, make, model, etc. Remember, if prices go

down after the quote has been submitted, you will not be able to use the extra funds. These funds will

be swept to the general pot for future use.

6. All questions on the application must be answered in the space provided. Failure to do so will result in

automatic elimination. Be specific and clear in your responses. The committee will be judging your

proposal solely on what they read.

7. 100% of funds for equipment must be spent or encumbered by January 30, 2016 that have not been spent

or/encumbered by the deadline will be swept to the general pot for future use.

8. An electronic copy (email) of the proposal and the cover page with the original signatures are due by

Thursday, March 19, 2015 by 4:00 p.m.

9. ANY QUESTIONS about the Perkins Proposal please contact Laureano Flores or Laura E. Ramirez ext.

4173.

48

Perkins Proposal

2015-2016

Program Improvement and Permissive Activities Form

(10 points)

Briefly describe program improvement issue(s) concerning this TOP code and include specific examples. (Limited to 2,000 characters, or

approximately ½ page of text.) For sample narrative responses, click here.

Briefly describe how the issue(s) will be addressed. (Limited to 2,000 characters, or approximately ½ page of text.) For sample narrative

responses, click here.

Below are the nine §135(b) Requirements for Uses of Funds. Programs receiving these funds must meet these

requirements. Indicate with a check mark those requirements that the program currently meets (met). Any remaining

unmet requirement(s) must be addressed with completed or ongoing activities by the time of submission of the final

report by August 30, 2015. Note: If all nine required uses of funds have been met, funds may be used for the permissive

activities specified in number 10.

Indicate with a check

mark which

requirements have been

met, below.

Requirements for Uses of Funds MET UNMET

1. Strengthening the academic, and career and technical skills of students participating in CTE programs through the integration of

academics with CTE programs. [§135(b)(1)]

2. Link CTE at the secondary and the postsecondary levels, including by offering elements of not less than one program of study described in §122(c)(1)(A). [§135(b)(2)]

3. Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences. [§135(b)(3)]

4. Develop, improve, or expand the use of technology in CTE, which may include training to use technology, providing students with

the skills needed to enter technology fields, and encouraging schools to collaborate with technology industries to offer internships

and mentoring programs. [§135(b)(4)]

5. Provide in-service and pre-service professional development programs to faculty, administrators, and career guidance and

academic counselors involved in integrated CTE programs, on topics including effective integration of academics and CTE,

effective teaching skills based on research, effective practices to improve parental and community involvement, effective use of scientifically based research and data to improve instruction. Professional development should also ensure that faculty and

personnel stay current with all aspects of an industry; involve internship programs that provide relevant business experience; and

train faculty in the effective use and application of technology. [§135(b)(5)]

6. Develop and implement evaluations of the CTE programs carried out with Perkins funds, including an assessment of how the needs of special populations are being met. [§135(b)(6)]

7. Initiate, improve, expand and modernize quality CTE programs, including relevant technology. [§135(b)(7)]

8. Provide services and activities that are of sufficient size, scope and quality to be effective. [§135(b)(8)]

9. Provide activities to prepare special populations, including single parents and displaced homemakers enrolled in CTE programs,

for high-skill, high-wage or high-demand occupations that will lead to self-sufficiency. [§135(b)(9)]

FOR THOSE REQUIREMENT(S) LISTED ABOVE AS “UNMET:”

Describe specific activity(ies) intended to address the unmet requirement(s). (Limited to 2,000 characters, or approximately ½ page of text.)

For sample narrative responses, click here.

10. Permissive Uses Per Section 135(c) (check activities to be funded with CTE funds)

1. Involve parents, businesses, and labor organizations, in the design, implementation and evaluation of CTE programs. [§135(c)(1)]

2. Provide career guidance and academic counseling for students participating in CTE programs, that improves graduation rates and provides information on postsecondary and career options, and provides assistance for postsecondary students and adults, [§135(c)(2)]

49

3. Local education and business partnerships, including work-related experiences for students, adjunct faculty arrangements for qualified industry

professionals and industry experience for teachers and faculty. [§135(c)(3)]

4. Provide programs for special populations. [§135(c)(4)]

5. Assisting career and technical student organizations. [§135(c)(5)]

6. Mentoring and support services. [§135(c)(6)]

7. Leasing, purchasing, upgrading or adapting equipment, including instructional aides and publications (including support for library resources) designed

to strengthen and support academic and technical skill achievement. [§135(c)(7)]

8. Teacher preparation programs that address the integration of academic and CTE and that assist individuals who are interested in becoming CTE faculty, including individuals with experience in business and industry. [§135(c)(8)]

9. Developing and expanding postsecondary program offerings at times and in formats that are accessible for all students, including through the use of

distance education. [§135(c)(9)]

10. Developing initiatives that facilitate the transition of sub-baccalaureate CTE students into baccalaureate degree programs, including articulation agreements, dual enrollment programs, academic and financial aid counseling and other initiatives to overcome barriers and encourage enrollment and

completion. [§135(c)(10)]

11. Providing activities to support entrepreneurship education and training. [§135(c)(11)]

12. Improving or developing new CTE courses, including the development of programs of study for consideration by the state and courses that prepare

individuals academically and technically for high-skill, high-wage or high-demand occupations and dual or concurrent enrollment opportunities.

[§135(c)(12)]

13. Developing and supporting small, personalized career-themed learning communities. [§135(c)(13)]

14. Providing support for family and consumer sciences programs. [§135(c)(14)]

15. Providing CTE programs for adults and school dropouts to complete secondary education or dropouts to complete secondary education or upgrade

technical skills. [§135(c)(15)]

16. Providing assistance to individuals who have participated in services and activities under this Act in continuing their education or training or finding an

appropriate job. [§135(c)(16)]

17. Supporting training and activities (such as mentoring and outreach) in nontraditional fields. [§135(c)(17)]

18. Providing support for training programs in automotive technologies. [§135(c)(18)]

19. Pooling a portion of such funds with a portion of funds available to other recipients for innovative initiatives. [§135(c)(19)]

20. Supporting other CTE activities consistent with the purposes of the Act. [§135(c)(20)]

Check all types of activities to be funded with Perkins Funds:

[ ] Professional Dev. (including stipends)

[ ] Instructional Equipment Purchase/Replacement

[ ] Facility Rental/Lease (off-campus location) [ ] Curriculum Development

[ ] Program Marketing and Outreach

[ ] Other (specify)________________

[ ] Instructional Materials Purchase/Replacement (including software) [ ] Project Administration

[ ] Programs/Services for Special Populations

[ ] Consultants or Other Contracted Services

Check one: UNMET REQUIREMENTS WILL BE ADDRESSED:

[ ] Entirely with Perkins Funds

[ ] Entirely with Other Funding Sources

[ ] Using Both Perkins and Other Funding Sources

50

Perkins

Required Use

Current Activities Core Indicator Status

Strengthen academic & technical

skills of students

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non-Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Link secondary and postsecondary

CTE programs (at least one program

of study)


Two: Completions


Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Provide students with strong

experience and understanding all

aspects of an industry (WBL)


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

Develop, improve, and expand use of

technology


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

Professional Development


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

Evaluate programs with emphasis in

meeting needs of spec. pops.


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

Initiate, improve, expand and

modernize quality programs


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

APPLICATION FOR PERKINS 2015-2016 FUNDS

Perkins Required Use

(20 points)

51

Provide services & activities of

sufficient, size, scope and quality.


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

Provide activities to prepare special

pops. For high skill, high wage, or

high demand occupations leading to

self-sufficiency


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014

SENATE ADOPTED—February 11, 2014

Application for Perkins Funds Staffing Proposal

2015-2016

75 points

Rank if multiple proposals being favored by discipline ( )

Please note that you must have also completed the “Program Improvement and Permissive Activities” form and the

“Perkins Required Use” table. You only need to complete each of those forms once regardless of the number of

proposals submitted.

Program TOP Code Department

Initiator/Contact Person Signature Phone #

Department Chair Signature Supervising Dean Signature

Total Funds Requested

Student Employee Position and Rate:

Program Assistant $11.04

Career Guidance Counselor $15.46

$

Student Worker $9.20

Student Tutor I-$9.20, II-$11.04, III-$13.25

Unclassified Non Student Worker

Professional Expert (rate TBD)

Budget Preparation

Hours per week Number of weeks Subtotal Hours

Fall

Winter

Spring

Summer (3 weeks)

Total Hours

Hourly Rate X

Total Cost $

1. Describe the typical duties, support, or expected activities the employee will complete. (10 points)



2. How will staffing this position support

a.) the required uses of funds(10 points):

b.) core indicators (10points):

c.) program review (10 points):

d.) annual goals( 5 points):



Application for Perkins Funds 2015-2016

Project Proposal

Must be a CTE approved TOP Code program

NOTE: Core indicator data must be reviewed every year.

Contact Laura E. Ramirez for current data.

85 POINTS Possible

Rank if multiple proposals being favored by discipline ( )

Please note that you must have also completed the “Program Improvement and Permissive Activities” form and the

“Perkins Required Use” table. You only need to complete each of those forms once regardless of the number of

proposals submitted.

Program TOP Code Department

Initiator/Contact Person Signature Phone #

Department Chair Signature Supervising Dean Signature

Total Funds Requested Title of Proposal

1. Is your Proposal interdepartmental?

Please have the chair of the departments involved sign below.

Print Name Signature_____________________________

Department

2. What is nature of this project request? The project must be more than an equipment/supplies request? Indicate

how- for example are you revising curriculum, developing a certificate, conducting an event, etc. (10

POINTS) (5 sentences)

3. Please provide a brief description of your proposal idea and state how it supports the

a.) Requirement for Uses of Funds: (5 POINTS)

b.) Core Indicator Data for your discipline: (5 points)

c.) Unmet Requirements/Permissive Uses: (5 points)

4. Please write a few sentences indicating how this project relates to goals stated in the program review (please

reference) or operational plan of your department. (5 POINTS)



5. Attach most recent advisory committee meeting minutes/attendance. Identify, if applicable, where the advisory

committee supported this project.

(5 POINTS)

6. What are the expected outcomes of your project and how will you evaluate the success? Identify how many

students will be impacted by this project.

(10 Points)

Number of Participating Students

Number of Participating Faculty

Perkins Funds

Budget Summary (10 points) (Not required for Staffing Proposal)

Proposal Title Date

Proposal Director/Designee Department/Area

(Each participating Department/Area must complete a separate form)

Anticipated

Completion

Date Object code: Amount Subtotal



1000 Certificated Salaries (hourly instruction) $

$

$

$

2000 Classified Salaries (professional expert, instructional aides, tutors,

clerical/ student help) $

$

$

$

3000 Benefits for permanent certificated and classified employees $

$

$

4000 Materials & Supplies (books, media, software1, printing) $

$

$

$

5000 Operating Expenses (contract consultants, lecturers, conferences,

postage, mileage, travel, advertising) $

$

$

$

6000 Capital Outlay (facilities modifications, equipment, computers) $

$

$

$

7000 Other (student grants, student travel) $

$

$

$

Total Requested $ 1 Less than $200, considered supply; otherwise considered equipment Total $



SAMPLE RESPONSES

Briefly describe program improvement issue(s) concerning this TOP code and include specific

examples.

Example A:

Student achievement is below state level. Program attrition is below state level. Increasingly there is

limited access to clinical training sites. Increasingly there is limited access to clinical faculty. There is

a need to maintain employment rates of completing students and involvement of non-traditional

students.

Example B:

A) Facilities for EMT’s & Paramedics need to be improved. The classroom, restrooms, lab and storage

space provided are extremely inadequate. B) Old outdated equipment needs to be replaced with

industry standard equipment. C) EMT and Paramedic staff needs to stay current in the field. D)

Female enrollment in the program has decreased. Bringing female numbers up needs to be a priority.

E) Program and course SLOs and assessments need to be developed.

Briefly describe how the issue(s) will be addressed.

Example A:

Provide support materials to enhance student success. Expand student proficiency in computer use and

test taking. Promote online practice of state board reviews. Provide faculty training in BVNPT test

plan and curriculum coordination. Integrate technology across curriculum and provide for integrated

academics. Provide exposure to industry through observation and work experience. Expand industry

contacts to increase clinical training opportunities.

Example B:

A) Funding from the recently approved bond measure will provide funding for new construction. B)

New industry standard equipment will be identified and purchased with a combination of Perkins and

District funds. C) Professional development opportunities will be made available with Perkins, District

and other sources of funding. D) EMT/Paramedic staff will participate in non-traditional career fairs.

Female staff will serve as role models and mentors for female students.

FOR THOSE REQUIREMENT(S) LISTED AS "UNMET”-- Describe specific activity(ies) intended to

address the unmet requirement(s).

Example A:

Provide faculty training in test plan preparation and curriculum.

Example B:

No unmet requirements, therefore no response required.

Documents

Annual Update Plan 2015-2016 for Academic Departments · Following submittal, the Program Review and ... and course development enables us to create a smooth transition ... pass 26