City College Basic Skills Report

Prepared by Basic Skills Coordinator Anna M. Rogers

September 23, 2015

1313 Park Blvd, San Diego, California 92101 619-388-3695 arogers@sdccd.edu

ESL/Basic Skills 2015-16 Expenditure Plan

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

In 2015-16 the only funds that can be carried forward is the 2014-2015 allocation: (1) Colleges now have TWO (2) years to expend funds and (2) some categories have been combined to simplify the reporting form. Basic Skills funds allocated in 2014-2015 expire as of June 30, 2016. All unexpended funds as of July 1, 2016, will revert back to the Chancellor’s Office.

1) Enter Today's Date

September 23, 2015

Basic Skills Coordinator Contact Information

Please enter the information for the primary Basic Skills Contact.

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

First Name*: _Anna________________________________________________

Name*: _Anna Rogers______________________________________________ Title: __Assistant Professor of English_________________________________

District: _San Diego Community College District________________________ College: __San Diego City College____________________________________

Email Address*: __arogers@sdccd.edu_________________________________ Phone Number*: ___619-388-3695____________________________________

Fax Number: ___619-388-3063_______________________________________ Mobile Phone*: ___858-752-7793_____________________________________

3) How do you prefer to be contacted? ( ) Phone (X) Email

The California Community Colleges 2015-16 ESL/Basic Skills Initiative Plan Instructions 2015-2016 ESL/Basic Skills Allocation Goals/Action and Expenditure Plans Submission Deadline: October 1, 2015 Below are the instructions for submission of your 2015-2016 Basic Skills Allocation Goals/Action Plan and Expenditure Plan. All documents must be submitted in this online form on or before October 1, 2015. INSTRUCTIONS 1. Please provide succinct narrative in text boxes. Please do not attach additional pages. There are no maximum words or characters for the narrative responses. 2. Please ensure each item is completed. 3. Please follow the instructions on page 1 regarding how to submit signatures. 4. Please mail the completed certification form to Eric L. Nelson, Ph.D., enelson@cccco.edu. 5. Please do not print the online 2015-16 BSI Expenditure Plan and send to the Chancellor's Office. Contact: If you have any questions regarding program expenditures or the submission of the online form, please send your questions to basicskills@cccco.edu.

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

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

The importance of our basic skills funded programs has long been recognized by all constituents on our campus and in our district. Basic skills initiatives have received full support from campus faculty, staff, and administrators, and student success data have confirmed the value of programs such as general and embedded (Supplemental Instruction, SI) tutoring; and program coordination in basic skills writing, English acceleration, and learning communities. The state’s economic struggles have made the path towards institutionalization difficult though many of our basic skills funded programs are vital to maintaining and improving student outcomes at our campus. With the recent increases in overall funding coming from the state and through our ability to leverage new state funding models such as Equity and SSSP, some important progress has been made. Through the previous year’s master planning process, an additional portion of the general fund was allocated to our tutoring program to support basic skills activities. Even though there has been some progress by the institution in increasing general funds for certain areas of tutoring, the progress in institutionalizing tutoring and Supplemental Instruction is very slow despite the evidence of consistent, and at times, dramatic, positive outcomes throughout the years in term of student success, retention, and completion in basic skills courses and transfer courses with basic skills issues. The need in this area has not nearly been met, but the importance of this

program is well understood. In recognition of the innovative work being done on our campus in the area of tutoring, we were asked to to host the Basic Skills Southern California Tutor Expo by our regional BSI coordinator. This recognition will support future master planning efforts towards further institutionalization. In addition to the increased general fund allocation for our Tutoring Centers, resources such as funds for technology and part-time staff support have been committed towards our ESOL lab. With the additional coordination support provided through basic skills funding this year, the new lab will become available for our students and faculty. In the upcoming year, ESOL lab coordination will be included in our master planning process. English and acceleration coordination will also be reviewed through our master planning process this upcoming year. As state growth continues, we will continue the conversation around institutionalization of these and other essential basic skills programs.

What are the obstacles to doing so?

Institutional data indicates that BSI programs such as general and Supplemental Instruction tutoring, learning communities, English writing and acceleration coordination, have consistent and positive outcomes. These outcomes are recognized on our campus; however, institutionalization is still difficult due to budgetary constraints. The obstacles to the institutionalization of tutoring and Supplemental Instruction are in part connected to the existing funding mechanism and incentives. Despite the dramatic success of the San Diego City College Tutoring Programs, academic support services are considered as a direct cost to the college budget with limited potential to generate revenue in terms of FTES. Despite the difficulties presented by funding structures, the core Tutorial/Academic Support Programs, the English Center, the Math Center, and the Tutorial Center, are well supported by faculty, staff, and administrators, and each Center is a part of the general fund of the institution. General funds have slowly increased as the state moves out of the more financially difficult years, and we are hopeful that the general fund allocations will continue to increase to the levels provided by basic skills funding. For now, our greatest obstacle is matching the funding levels with the incredible growth and overall usage of the tutoring centers. The Centers serve thousands of students for many thousands of hours each semester, and this use continues to grow. An additional obstacle to institutionalization of basic skills funded programs is the expense of reassigned time for coordination. This year the campus is reviewing the mechanisms in place for allocating reassigned time. Coordinators receiving reassigned time for programs funded through basic skills will work with the Basic Skills Coordinator, the Vice President of Instruction and their Deans and Chairs to determine needed reductions and/or increases in reassignment, prioritize requests for institutionalization of reassigned time, and explore additional mechanisms for sustained support for coordination.

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

The previous year saw considerable growth in a number of our basic skills funded programs. Because of previous and ongoing basic skills support, our tutoring centers were able to pilot a Supplemental Instruction program. Data collected over the previous years has demonstrated the value of this form of tutoring. The tutoring program has been able to develop and grow this

smaller Supplemental Instruction tutoring program into a much larger program through collaboration with our Student Equity Initiative. Supplemental instruction tutoring has been expanded into lower level Math courses and English 47A, an accelerated basic skills course. Supplemental instruction has also expanded in ESOL. In addition to growth in tutoring, our acceleration program has been in a growth phase. We have expanded from a handful of sections of ENGL 47 over the previous years to fourteen planned sections for this coming spring semester. In addition, we will be piloting ESOL 45, a new accelerated course that moves ESOL students from two levels below transfer to transfer-level in one semester. BSI support has also made our new ESOL Lab resource available to students. The ESOL Lab is a designated space where ESOL students can use specific ESOL software to support their reading, writing, speaking, and listening skills during open lab hours. This lab is also a space where instructors can support students with any projects utilizing technology and where students can work together in a space specifically designed for their learning community. The lab includes 35 student stations and a teacher station. There are eight new programs, all of which require that faculty be trained prior to use. Fall 2015 marks the first year with designated coordination to put the hardware, software, training, and support staff in place for this new resource.

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

Through careful collection, dissemination, and review of data we have been able to develop strong programs and demonstrate the success of key basic skills funded projects such as supplemental instruction. This and a commitment to collaboration between faculty, staff, and administrators across all departments invited collaboration with our campus’s Equity Initiative. This has been particularly significant with the supplemental instruction program. Equity support has provided for the expansion of the supplemental instruction program into our basic skills level math courses. Last spring was the first semester we were able to embed tutors in our basic skills math courses on a large scale. The commitment on the part of our tutoring center coordinators to provide quality professional development for tutors along with the review of data for the purpose of developing and revising tutor training ensured that we were prepared to train a much larger tutoring staff in supplemental instruction once funding for this scale up was secured. As in previous years, data has been carefully collected from this scale up and will be used to inform necessary improvements. Our acceleration program has expanded through similar mechanisms; however, the mechanism of interest in relation to this program was the need for consensus building. Early efforts to implement acceleration within our district required extensive cross-campus discussions about concerns revolving around these types of programs. Had our acceleration coordinator and others not pushed for these forums, we would now only be in a pilot phase with our acceleration program and would not have had the data to support the scale up that we are moving into. Additionally, the professional development support that faculty, tutors and staff have been receiving as a result of English writing coordination and acceleration coordination has created a pool of personnel trained in acceleration practices. Without this commitment to previous professional development, we would not now have the faculty, tutors and staff in place to accomplish this year’s scale up.

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

A number of BSI funded programs support the efforts of SSSP. Basic Skills professional development opportunities for staff, faculty and administrators support the needs of basic skills students in all aspects of their educational experience. Additionally, the tutorial centers operate programs that contribute to ensuring the goals of SSSP are met including general tutoring; supplemental instruction/embedded tutoring; independent study and refresher courses in English and math that put an emphasis on completion; workshops in a broad range of content areas; online tutoring, workshops, and hybrid courses; outreach to all disciplines and departments across the college in support of basic skills concerns for all students; faculty and staff collaboration and professional development; close contact with departments to work with SLOs; and close contact with career and technical, and other certificate programs. These academic support activities are an integral part of the student follow-up component that is part of the assistance of the student-directed components of the SSSP process. The college has conclusive evidence to demonstrate that students who receive tutoring services and participate in these programs have higher completion and retention rates than those who do not. In addition to professional development and tutoring, the Faculty Inquiry Group program supports the goals of SSSP by providing an avenue to qualitatively examine student experiences at City College. Inquiry projects, though frequently directed at classroom practice, can be directed at any aspect of student experience on campus as they move through the SSSP process and complete their education. Targeted interviews, surveys, and small group discussions with students have illuminated points of confusion or difficulty that may hinder their progress. Research has also provided information on aspects of student experiences that present them with barriers to completion both in the classroom and on the campus in general. Information from this type of research supports development of strategies and interventions to improve access and completion.

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

As mentioned above, the fruits of some of the innovative work made possible by basic skills programs are being more fully realized through integration with Student Equity. The coordinators of Basic Skills, SSSP, and Equity are members of their partner committees to facilitate communication, mutual support, and to ensure efficiency by maximizing resources and preventing duplication of efforts. Our equity plan includes a focus on supporting basic skills completion to college level. This has supported the expansion of tutoring, particularly supplemental instruction tutoring, into a broader spectrum of basic skills courses (math and ESOL have been the primary target disciplines). This has also facilitated the development of additional tutoring support for gateway classes at the transfer level so that students experience greater continuity in support structures as they move from basic skills to transfer. Working closely with the Equity Initiative has raised the need to review existing curriculum to ensure that it is meeting the needs of students and moving them forward effectively. The integration of Basic Skills and Equity has also allowed for the expansion of accelerated course sections in English and fostered a broader campus commitment to developing, implementing, and expanding acceleration models in math and ESOL.

Basic Skills/English as a Second Language Expenditure Plan

Data Analysis using the Basic Skills Cohort Progress Tracking Tool Explore the progression of cohorts of students through your basic skills/ESL courses into transferable coursework. In addition to class cohorts, disaggregate your data by gender, age, ethnicity, and other characteristics. As you explore the data related to the progress of these cohorts, identify data that raise concerns or questions that you, as a college, clearly need to explore further or seek to address. For example, after determining that a certain percentage of students have progressed from point X to point Y, you might consider whether this represents acceptable progress and explain why or why not. You may also choose to use data gathered through local efforts in addition to the Basic Skills Cohort Progress Tracking Tool.

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

City College Basic Skills Cohort Tracking Data

English-Writing Discipline

Data from the Basic Skills Cohort Progress Tracking Tool indicates that in the area of English writing there were 4,698 attempts and 3,256 successes in the FY 11/12 + FY 12/13 for an overall percentage of .6931. In FY 13/14 + FY 14/15 there were 4,872 attempts and 3,559 successes for an overall percentage of .73305. This represents a significant increase between these cohorts. In addition to the Basic Skills Cohort Tracking Tool, the San Diego Community College District Office of Institutional Planning and Research collects data on basic skills outcomes. These data show an overall increasing trend in success annually over the previous five academic years: 68% in 2010/11, 64% in 2011/12, 71% in 2012/13, 71% in 2013/14, 75% in 2014/15 for two levels below transfer, and 59% in 2010/11, 68% in 2011/12, 73% in 2012/13, 76% in 2013/14, 71% in 2014/15 for one level below transfer. Though the previous year saw a reduction at one level

below, we feel that continued faculty professional development, and tutoring support, including Supplemental Instruction tutoring, will continue the overall increasing success trend. General Basic Skills English: Our institutional data also indicates increasing success trends, in both writing and reading, within groups specifically targeted by the state’s equity initiative. For example, success in this area has increased from 55% in 2010/11 to 72% in 2014/15 for African Americans; however, their 5-year total remains at 66% compared to the 70% total success rate for the 2010/11 to 2014/15 sample. This population and Latinos (69%) continue to be target groups for addressing need for improvement. An extensive multi-year professional development plan that leverages Basic Skills, Equity, SSSP, and Title V (pending) resources has been developed. Basic skills English writing is expected to benefit from this plan. In addition, annual persistence rates for all basic skills students averaging 49% over the past 5 years have raised concerns in all areas of basic skills instruction. We are expanding our offerings of ENGL 47A (an accelerated English course that serves students at one and two levels below transfer in both writing and reading) as part of an effort to decrease exit points and improve this data.

English-Reading Discipline

Data from the Basic Skills Cohort Progress Tracking Tool indicates that in the area of English reading there were 2,226 attempts and 1,639 successes in the FY 11/12 + FY 12/13 for an overall percentage of .7363. In FY 13/14 + FY 14/15 there were 2,360 attempts and 1,703 successes for an overall percentage of .7216. This does not represent a significant change between these cohorts. Data from the District Office of Institutional Planning does show a drop between 2013/14 (75%) to 2014/15 (70%) indicating the need to conduct inquiry and address areas of concern emerging from a study of the previous year. An extensive professional development plan that leverages Basic Skills, Equity, SSSP, and Title V (pending) resources has been developed for the 2015/16. Basic skills English Reading is expected to benefit from this plan. (Additionally see General Basic Skills English comments under English – Writing Discipline)

Mathematics-Discipline

Data from the Basic Skills Cohort Progress Tracking Tool indicates that in the area of mathematics there were 7,096 attempts and 3,541 successes in the FY 11/12 + FY 12/13 for an overall percentage of .4990. In FY 13/14 + FY 14/15 there were 6,587 attempts and 3,239 successes for an overall percentage of .4917. This does not represent a significant change between these cohorts; however, there is a focus on improving success rates in mathematics. Our institutional data indicates an overall increasing success trend within the African American group over a 5-year period: 30% in 2010/11, 38% in 2011/12, 39% in 2012/13, 40% in 2013/14, 38% in 2014/15. This trend is encouraging; however, the overall success rate for this group is still significantly lower than the average 5-year success rate (46%). An extensive professional development plan that leverages Basic Skills, Equity, SSSP, and Title V (pending) resources has been developed for the 2015/16 and beyond. Mathematics is targeted specifically in this plan. In addition, annual persistence rates for all basic skills students averaging 49% over the past 5 years have raised concerns in all areas of basic skills instruction. We are offering the Statway program

as Math 47A and Math 115, which shortens the basic skills math pipeline for non-STEM majors by one course, as part of an effort to decrease exit points and improve this data.

ESL-Integrated Discipline

Because the ESOL program includes writing, reading, listening/speaking courses and two integrated reading/writing courses, the Basic Skills Cohort Tracking Tool does not capture the entire program. Institutional data provides a more accurate portrait of ESOL program success. At five levels below transfer we see a slight decrease in success between the FY 11/12 + 12/13 (72%, 111 attempts) and the FY 13/14 + 14/15 (70%, 104 attempts); however, the cohort is small and the decrease is not statistically significant given the overall cohort size. At four levels below transfer we see an increase in success between the FY 11/12 + 12/13 (77%, 614 attempts) and the FY 13/14 + 14/15 (88%, 553 attempts). At three levels below transfer we see no change between the FY 11/12 + 12/13 (87%, 851 attempts) and the FY 13/14 + 14/15 (87%, 909 attempts). At two levels below transfer we see an increase in success between the FY 11/12 + 12/13 (73%, 302 attempts) and the FY 13/14 + 14/15 (82%, 360 attempts). Once students complete two levels below transfer they are integrated into our regular basic skills reading and writing sequence and complete one level below transfer in those classes. In addition, annual persistence rates for all basic skills students averaging 49% over the past 5 years have raised concerns in all areas of basic skills instruction. We have been reviewing curriculum and are piloting ESOL 45 an accelerated ESOL class that moves students from two levels below transfer to transfer-level in one semester. This is part of a campus and district effort to decrease exit points and improve this data.

ESL Writing-Discipline

See response under ESL Integrated Discipline.

ESL Reading-Discipline

See response under ESL Integrated Discipline.

6) Did your college use any noncredit courses for basic skills and/or ESL improvement during 2011-13 and 2013-15? If you answer yes to this question, please indicate the areas below and indicate how you tracked your cohort data for the areas and if there was demonstrated improvement. Explain your answer for each discipline of English, ESL and mathematics separately. Include quantitative results in the narrative. If you did not use any noncredit courses for the specified area please enter “Did not use any noncredit courses for this area)

Used noncredit courses for ESL or basic skills improvement. ( ) Yes (X) No

English-Writing Discipline

No response

English-Reading Discipline

No response

Mathematics-Discipline

No response

ESL-Integrated Discipline No response

ESL Writing-Discipline

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ESL Reading-Discipline

No response

Long-Term Goals (5 yrs.) for ESL/Basic Skills Refer to your last year’s report. Enter the long-term goals you submitted last year. These goals should provide an umbrella for the activities and outcomes of your 2015-2016 action plan. Long-term goals should have been informed by an analysis of historical data (such as that provided by the Basic Skills Cohort Progress Tracking Tool) and should have focused on student success goals in ESL and basic skills. Include only the funds from 2015-2016 that are allocated to each goal.

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

Insert your long-term goals from the report you submitted last year and add any new goals identified for future years. 1.) Continue to institutionalize basic skills programs and services, in part through integration of student services and academic programs. 2.) Provide faculty and staff across the campus with sufficient and effective professional development activities to support Basic Skills.

3.) Continue to develop, implement, and evaluate curriculum that meets the needs of basic skills students.

4.) Provide sufficient and effective student support services for basic skills students.

8) Long Term Goals for 2015-16

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

Goal ID Long Term Goal

2015-16 Funds

Allocated to this Goal

Long Term Goal #1

A Continue to institutionalize basic skills programs and services, in part through integration of student services and academic programs

$14,400

Long Term Goal #2

B Provide faculty and staff across the campus with sufficient and effective professional development activities to support Basic Skills.

$28,947

Long Term Goal #3

C Continue to develop, implement, and evaluate curriculum that meets the needs of basic skills students.

$19,098

Long Term Goal #4

D Provide sufficient and effective student support services for basic skills students.

$203,513

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

$14,400 Long Term Goal #1 Amount $28,947 Long Term Goal #2 Amount

$19,098 Long Term Goal #3 Amount $203,513 Long Term Goal #4 Amount

$265,958 Total

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

List the amount of each expenditure summarized by category

$10,138 Program and Curriculum Planning and Development $0 Student Assessment

$0 Advisement and Counseling Services $199,513 Supplemental Instruction and Tutoring

$18,400 Coordination & Research $37,907 Professional Development

Action Plan Template

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

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

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

10) Action Plan Activity Grid/Table

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

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