HistoryProblemOpportunityPlan

History Started with

State Academic Senate’s quest to increase English and math graduation competencies

Academic Senate, Chief Instructional Officers, and Chief Student Services Officers working together

It started with an idea in March, 2006

California’s Working Definition of Basic Skills

“Skills in reading, writing, mathematics, and ESL, as well as learning skills and study skills, which are necessary for students to succeed in college-level work.”

Definition emphasizes impact on all courses

Basic Skills and Drop Outs 50% of all California community

college first-time students will drop out of college within one year (of these, 42% are recent high school graduates).

30% of all first-time students at MiraCosta will drop out of college within on year (35% are recent high school graduates)

Basic Skills in Our Classrooms

Basic Skills courses are filled with students who are not prepared to succeed in college-level courses.

Most colleges report that two-thirds of entering freshmen are below college-level in English, ESL, and/or mathematics.

Math Placement

Only 9% of CA students place in transfer-level math

At MiraCosta, 17 - 27% of students place in transfer-level math

Doesn’t just impact “basic skills” courses

Only 40% of our credit basic skills courses and 19% of our noncredit basic skills courses are taught by full-time faculty

We can do something about this now!

The State’s Commitment

Funding – For 2007 – 2008, over $200,000 for MiraCosta

Training Research

Research – What Works?

Research phase by Center for Student Success

Amazing Results !! “THE POPPY COPY” http://css.rpgroup.org

Review of Literature 30 years of practice and research Over 250 references cited Identified consistent set of

elements that commonly characterize effective basic skills practices

Research Divided into 4 Basic Areas

A. Organization and Administrative Practices (7)

Eg. – Developmental Education is a clearly stated institutional priority.

B. Program Components (4)Eg. – Orientation, assessment, and placement are mandatory.

C. Staff Development (5) Eg. – The faculty play a primary role

in planning/implementation of staff development activities in support of basic skills programs.

D. Instructional Practices (10)Eg. – Sound principles of learning theory are applied in the design and delivery of courses in the development program.

The “Poppy Copy” also includes:

• A self-assessment instrument colleges will use to assess their own status in relationship to effective teaching and learning in basic skills based upon the 26 items identified in the basic skills review of literature.

Self Assessment Tool

Each of 26 items includes: Analysis by college including:

Description of basic skills practices at the college

Evidence of practices Description of barriers/limitations Description of how to advance best

practices

How Can We Seize This Opportunity to Improve Basic Skills Education at

MiraCosta College?

Our Plan to Answer This Question

Jim Sullivan Coordinator of Basic Skills