ASCCC Plenary Session Spring 2010

BRIC, CLASS, EAP, and ALC:

Establishing the Senate Role in Data-Driven Decision-Making

ASCCC Plenary Session Spring 2010

Ian Walton, Mission College (BRIC & EAP)Rob Johnstone, Skyline College(BRIC Director)Michelle Grimes-Hillman, Mt

SAC (ALC and CLASS)Janet Fulks, Bakersfield College(BRIC, CLASS, EAP)Dianna Chiabotti, Napa Valley

College(ALC,

Breakout DescriptionEveryone is trying to monitor the outcomes of

education and many external groups have their own ideas for measuring outcomes and student success. Is your college involved in ALC, BRIC, CLASS, EAP If it has, you need to know the basis of each of these and the role of faculty in determining authentic measures. This presentation will examine and identify the

similarities and differences between the initiatives external organizations driving the initiatives faculty role & responsibilities for each initiative recommend faculty strategies and participation

“The Campaign for College Opportunity legislation—Accelerating Student Success College”

Colleges improve student retention and completion thru flexibility of codes and regulations

-MQs for tutoring coordinators

-removing barriers to prerequisites

-matriculation requirements- colleges to self-certify transfer

courses

Increased funding for success

ALC – Accelerated Learning College

Name changed to Accelerated Student Success College in AB 2542

Bill Scroggins and a few other CEOs

The Campaign for College Opportunity


What is the role of the local senate in ALC?

What is the role of the ASCCC in ALC?


Participating colleges examine and discuss “flexibility” of regulations

Follow legislation if you know admin is interested

Follow legislationAdvise colleges

Senate Roles

BRIC – Bridging Inquiry, Research and Culture

RP Group project funded by the William and Flora Hewlett Foundation


Five overarching outcomes are the goals of BRIC.

The college will:Develop Actionable Data by applying

practices grounded in good assessment principles that helps students succeed.

Interpret Data through Discussion that leads to improved program interventions & classroom strategies.

Facilitate Dialogue by employing facilitation skills with an increased number of participants from all college constituency groups.

Integrate Data into Institutional Processes thru equity-focused integrated planning strategies with well-defined links to budget & other core processes.

Build an Inquiry-Based Practice by developing an infrastructure based upon ongoing collaborative inquiry


BRIC’s Three Main Components:

1. Work on making the work of institutional researchers more streamlined & efficient. Encourages more practitioner-level

work, consulting and engaging in conversations about student success.

2. Statewide Professional Development Modularized inquiry guides, webinars,

conference presentations, voice-over power points – all tools to support the evolution of cultures of inquiry

3. Technical Assistance Program (TAP) Tailored technical assistance for 15

colleges, including site visits, and after-visit support.


BRIC TAP Guiding Principles:

1. Focus on Student Learning & Success

2. RESPECT!

3. Facilitate, Don’t Dictate

4. Guide Discussions

5. Practice Reflective Listening

6. Be Flexible and Fluid

7. Encourage Widespread Engagement

8. Share the Vision

9. Be Fearless About Change

10.KISS - Keep it Simple & Supportive

What is the role of the local senate in BRIC?

What is the role of the ASCCC in BRIC?


Senate involvement in identifying issues

Faculty discussion of needs and data

Work with BRIC in areas of expertise

Senate Roles

California Leadership Alliance for Student Success (CLASS)

Initiative focuses attention on leadership strategies and policies in CCCs to increase successful outcomes

CEOs and trustees lead workCreate clear and focused agenda to

establish policy advocacy & identify strategies in support of the student success agenda.

Improvement for students across all groups.

Specified student outcomes (for example, successful course completion, persistence, certificate/degree attainment and transfer).

Clearly requires broad participation, commitment and leadership by the faculty.

It also requires leadership and support by the president/chancellor and the Board of Trustees.

CLASS – California Initiative for Student Success

William and Flora Hewlett Foundation and the James Irvine Foundation

Kay and Byron McClenney from UT


What is the role of the local senate in CLASS?

What is the role of the ASCCC in CLASS?


Discuss application of data

Make clear the role of faculty

Stay informedContinue

information about participatory governance in California

Senate Roles

EAP – CSU’s Early Assessment Program

The EAP tests 11th grade students on their level of college readiness in English and math

Goal - The goal of the EAP program is to have California high school graduates enter the CSU fully prepared to begin college-level study.

EAP –Early Assessment Program

CSU and The American Diploma Project

CCCCO In 2008, SB 946, (Jack Scott) authorized the CCCs to participate.


EAPCan not substitute for CCC assessment &

placement testingNo data about the accuracy of the test even

after numerous requestsBased upon Calif. Standards which do not

equate to college readiness but to High School exit

Recent results with CSU prepared Juniors found 87% of the students were not college ready

Looking for interventions and timelineCSU faculty senate did not support

From the EAP websiteThe Challenge –More than 60 percent of the nearly 40,000

first-time freshmen admitted to the CSU require remedial education in English, mathematics or both. These 25,000 freshmen all have taken the required college-prep curriculum & earned a B or better grade-point average in HS. The cost in time & money to these students and to the state is substantial.

Discuss application of EAP

Describe EAP results to faculty

Representation on the statewide committee

Continue to request data

Inform local colleges

Currently support pilot project

Senate Roles

Issues focus by external organizations

External fundingBased upon specific

reports (LAO, Shulock)

Disclose the power of research and papers not accuracy

Some argue for local control to avoid quality regs (ALC)

Some argue for local data to make good local decisions (BRIC)

Some argue for more statewide uniformity (EAP)

Different Preconceived solutions

Involvement of facultyTop-down versus

bubbling up

ALC, BRIC, CLASS, EAP

So what do we learn from this? The good news - Many external agencies are interested in the CCCs

and see them as a source of significant social change. The bad news – Those groups have their own ideas about changes

that need to be made and they have money and power. The good news - These are examples that help to sort out issues of

state vs local control balance and how it can be used for different purposes.

The bad news - Sometimes the focus and results are good and sometimes bad from a faculty perspective.

The good news – We have a statewide advocacy group that works collegially to address these things – ASCCC – where every local college has the opportunity to provide input and vote.

The bad news - The legislation, external groups and grant funding just keeps on coming.

The good news – We were hired for our ability to think critically , work collegially and teach others to do the same – this is just another opportunity.

Documents

ASCCC Plenary Session Spring 2010