progress report 3csn august 2010
TRANSCRIPT
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2009-
2010
www.3csn.org
Grizli777
2009-2010
2010 ESL/Basic Skills
Professional Development Grant
Progress Report
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2 Progress Report 3CSN 2010
INTRODUCTION ......................................................................................................................................................................... 4
BACKGROUND ............................................................................................................................................................................ 6
OVERVIEW OF THE 2010 ESL/BASIC SKILLS PROFESSIONAL DEVELOPMENT GRANT ...................... 7
PROGRESS OF GRANT OBJECTIVES ................................................................................................................................. 8
Objective I: Create the initial infrastructure for a permanent professional development
network/center i.e., a statewide resource network designed to support ongoing professional
development in ESL/basic skills improvement. .................................................................................................... 9
Objective II: Provide local, regional, and statewide workshops which focus on the alignment of
noncredit with credit curriculum; integration of instruction and student services;
implementation of culturally responsive instructional and student services strategies; and
implementation of strategies found to be effective for students transitioning from high school
and strategies that are most effective for diverse student populations. ................................................ 21
Objective III: Assist colleges with establishing benchmarks and building capacity to
demonstrate increased ESL/basic skills student success and with implementing appropriateoutcomes assessment components as well as data collection procedures. .......................................... 29
Objective IV: Expand electronic resources in order to build a knowledge base for practitioners
regarding effective practices that lead to increased student success...................................................... 34
Objective V: Conduct a summer Leadership Institute designed to provide training for faculty,
administrators, and staff leaders involved with serving developmental education students,
including student services faculty and staff and faculty across disciplines.......................................... 37
EVALUATION SUMMARY ................................................................................................................................................... 47
CONCLUSION ............................................................................................................................................................................ 52
Appendix A: Participant Comments to Trainings ................................................................................................... 57
Appendix B: Summary of LACCD Dev Math team projects, Fall 2009 .......................................................... 59
Appendix C: 3CSN Logic Model ........................................................................................................................................ 61
Appendix D: Network Descriptions..................... ............................ ........................... ............................ ...................... 62
Appendix E: Wilder Collaboration Factors ........................ ............................. ........................... ........................... .... 63
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Figure 1 CCC Participation at LINKS 2010 .......................... ............................ ........................... ............................ ........... 8
Figure 2 On-Campus visits by regional network coordinators ................................................................................ 9
Figure 3 How useful will the topics covered at the LINKS event be in advancing your campus efforts
to improve student success .................................................................................................................................................... 12
Figure 4 How likely are you to use these to advance your campus efforts to improve student
success? ............................................................................................................................................................................................ 12Figure 5 Network Growth 2009-2010 .............................................................................................................................. 15
Figure 6 Projected Growth of Network ............................................................................................................................ 15
Figure 7 Categories of information on regional sites ................................................................................................ 16
Figure 8 Theory of Change...................................................................................................................................................... 18
Figure 9 Number of Workshop Attendees ...................................................................................................................... 22
Figure 10 College Participation in Logic Model Training ........................................................................................ 23
Figure 11 3CSN Events ............................................................................................................................................................. 28
Figure 12 Data Analysis training ......................................................................................................................................... 31
Figure 13 Sample Rubric ......................................................................................................................................................... 33
Figure 14 www.3csn.org Website ....................................................................................................................................... 35Figure 15 BSILI website ........................................................................................................................................................... 35
Figure 16 Online learning ....................................................................................................................................................... 36
Figure 17 Inquiring into pathways to student success ............................................................................................. 39
Figure 18 Campus network ratings for comparison .................................................................................................. 48
Figure 19 First ten of 20 Wilder Collaborative factors ............................................................................................. 49
Figure 20 Second ten of 20 Wilder Collaborative factors ........................................................................................ 49
Figure 21 Campus changes for comparison ................................................................................................................... 50
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2010ESL/BASICSKILLSPROFESSIONAL
DEVELOPMENTGRANT
PROGRESSREPORT
INTRODUCTIONThe Basic Skills Initiative (BSI) Professional Development Grant has completed a very successful
second year of operation through the leadership of Deborah Harrington, formerly the project
director and now the project administrator; Lynn Wright, the current project director; and the
original network coordinators: Lisa Brewster, Nancy Cook, Daryl Kinney, and Anniqua Rana.
During the 2009-10 academic year, the grant clarified its purpose and its identity, branding this
community of practice as the California Community Colleges Success Network, or 3CSN, and
focusing on student success through college completion, with completion broadly defined (a
sequence of classes, a certificate, a degree, and/or transfer). The student equity-minded completion
efforts thatare now forming the basis for 3CSNs networking encompass all five of the grants
stated objectives and complementnational efforts, including President Obamas challenge to higher
education to increase the number of college graduates by 20% by 20201.
The grants efforts include expansionin depth, through a uniform and sustained focus on a
student completion agendaand in breadth, with the addition of four new regions, corresponding
new network coordinators, a series of statewide events (e.g., Learning In Networks for KnowledgeSharing [LINKS]), individual campus research projects and planning, Student Success Center
development, and 3CSN.org web pages, as well as continuing the established regional and local
workshops (i.e., benchmarking, evaluation, and assessment; logic modeling; effective teaching
practices; etc.). Through this approach on coherency, breadth, and depth, 3CSN is laying a
foundation that will assist college faculty and administrators in effectively achieving measurable
student success in a timely manner.
3CSNs transformation began with Learning In Networks for Knowledge Sharing (LINKS), a series
of events held at five different community colleges throughout California. The goal of the LINKS
events was to engage community college faculty and administrators in investigation of and
reflection upon studentswho they are and how they learnand to examine what we are doing as
individuals, campus institutions, and a state system to help them identify goals relevant to the
students themselves and achieve these goals effectively and efficiently. LINKS attendees created
campus research projects designed to foster deeper, ongoing conversations on individual
campuses.
1Meeting the Under Secretary of Education: Martha Kanter visits Palo Alto
http://www.examiner.com/x-37496-SF-College-Admissions-Examiner~y2010m6d7-Meeting-the-Under-Secretary-of-Education--Martha-Kanter-visits-the-Bay-Areahttp://www.examiner.com/x-37496-SF-College-Admissions-Examiner~y2010m6d7-Meeting-the-Under-Secretary-of-Education--Martha-Kanter-visits-the-Bay-Areahttp://www.examiner.com/x-37496-SF-College-Admissions-Examiner~y2010m6d7-Meeting-the-Under-Secretary-of-Education--Martha-Kanter-visits-the-Bay-Areahttp://www.examiner.com/x-37496-SF-College-Admissions-Examiner~y2010m6d7-Meeting-the-Under-Secretary-of-Education--Martha-Kanter-visits-the-Bay-Area -
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In addition to the LINKS events, the 3CSN network coordinators offered workshops within their
regions that clearly tied to a student completion agenda, providing ongoing support to faculty and
administrators who attended LINKS as well as introducing the significance of student completion to
others. Changing college perceptions around professional development, the network coordinators
have collaborated with colleges to open college and district specific trainings to other colleges in
the regions, thereby leveraging existing opportunities and addressing professional needs foradjunct faculty. The conscious coherency of the numerous workshops offered throughout the state
has helped to foster deeper and sustained conversations about student success in general through
the lens of student completion for equity in particular.
The years BSI Leadership Institute (BSILI) continued the equity-minded student completion theme
by having participants investigate and analyze for relevancy definitions of student success and
completion. Based on their findings, participants refined their campus student completion research
projects, identified project participants, and developed a timeline. They also learned to use
technology to share their research with others. Progress on initial efforts will be reported out at a
preconference session of the 2010 Strengthening Student Success Conference (October 6, 2010).
Technology plays a key role in 3CSN outreach and is central to networking. A new website
infrastructure with a uniform template and defined categories allows for continuity among the
interconnected campus-level web pages and regional web sites. The just-in-time web resources
incorporated into the 3CSN web design make the site more interactive and adaptive, thereby
encouraging use by more people more often. The site also provides a comprehensive list of student
success-related professional learning events that are scheduled throughout the state.
In all, 3CSN activities unite under a single (though far-reaching) focusimproving students
completion of relevant and pertinent academic goalsto encourage deep and sustained student-
focused inquiry among college faculty and administrators within campuses and districts, within
regions, among regions, and throughout the state. 3CSN, through its grant activities as well as
through the Student Success Center currently under development, fosters and sustains inter- and
intra-networks, or communities of practice, to improve services and resources to students, leading
to the ultimate outcome of more students achieving significant and relevant college milestones that
will in turn help them improve the condition of their own lives as well as that of their families and
society-at-large.
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BACKGROUNDThe California Community Colleges (CCC) is the largest system of higher education in the world,
serving more than 2.5 million students. Of that number, 70 to 80% are underprepared for college-
level work. This translates into nearly two million students in need of educational support. Helping
underprepared students attain the essential academic skills needed to succeed in college-level work
has been a core function of community colleges throughout their history.
In 2006, an unprecedented collaboration began among the Academic Senate for California
Community Colleges (ASCCC), California Community Colleges Chief Instructional Officers (CCCCIO),
California Community Colleges Chief Student Services Officers (CCCCSSO), California Community
Colleges Chief Executive Officers (CEO), and California Community Colleges Chancellors Office
(CCCCO) to seek solutions to the mounting failure of many community college students. Thus the
Basic Skills Initiative (BSI) was born. Central to the development of the BSI has been an overall
emphasis on strategic planning, beginning in the 2007-08 year with every community college in
California conducting a comprehensive self-assessment and submitting to the CCCCO 3-5 year
objectives for their ESL/basic skills programs and services, an annual Action Plan, and anExpenditure Plan for the use of ongoing categorical funding directly allocated by the state to all 112
colleges for the improvement of student success.
Additionally, an ESL/Basic Skills Professional Development Grant was developed by the CCCCO
largely in recognition of the fact that few of the nearly 100,000 faculty, administrators, and staff of
the California community colleges have received any type of preparation or training to address the
needs of basic skills students at the classroom, program, or institutional levels. During the first
three years of the ESL/Basic Skills Professional Development Grant, under the fiscal agency of the
Foothill/De Anza Community College District, and in close collaboration with the ASCCC, several
important resources were developed, and many supporting activities took place:
Basic Skills as a Foundation for Success in California Community Colleges2 (aka the Poppy
Copy)
Professional development events showcasing effective practices, exemplary programs, and
strategies for more than 2,000 faculty, administrators, and staff, including a Summer
Teaching Institute focused specifically on part-time faculty
Handbook: Constructing a Framework for Success: A Holistic Approach to Basic Skills
Database: Staff Development and Student Success Programs: http://bsi.cccco.edu
2 Center for Student Success. (2007). Basic Skills as a Foundation for Success in California Community
Colleges. Sacramento, CA: California Community Colleges Chancellor's Office. Retrieved March 7, 2009, from
http://www.cccbsi.org/Websites/basicskills/Images/Lit_Review_Student_Success.pdf
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OVERVIEWOFTHE2010ESL/BASICSKILLSPROFESSIONALDEVELOPMENT
GRANT
Under the umbrella of the Research and Planning Group (RP Group), the William and Flora Hewlett
Foundation sponsored a long-range planning process bringing together representatives of the
principal constituencies that originally formulated the BSI, including representatives of the ASCCC,
the Chancellors Office, CIO, CSSO, and CEO organizations, the RP Group, and other experienced
practitioners from the colleges and experts in the field. That group identified long-term needs and
plans for addressing those needs that are congruent with the goals and five required activities for
this ESL/Basic Skills Professional Development Grant. Building on the work performed during this
year-long planning process, the Los Angeles Community College District (LACCD) submitted the
award-winning proposal for the 2010ESL/Basic Skills Professional Development Grant. Simply put,
the 2010 ESL/Basic Skills Professional Development Grant has five primary objectives:
Objective I: Create the initial infrastructure for a permanent professional development
network/center i.e., a statewide resource network designed to support ongoing
professional development in ESL/basic skills improvement.
Objective II: Provide local, regional, and statewide workshops that focus on the
alignment of noncredit with credit curriculum; integration of instruction and student
services; implementation of culturally responsive instructional and student services
strategies; and implementation of strategies found to be effective for students
transitioning from high school and strategies that are most effective for diverse student
populations.
Objective III: Assist colleges with establishing benchmarks and building capacity todemonstrate increased ESL/basic skills student success and with implementing
appropriate outcomes assessment components as well as data collection procedures.
Objective IV: Expand electronic resources in order to build a knowledge base for
practitioners regarding effective practices that lead to increased student success.
Objective V: Conduct a summer Leadership Institute designed to provide training for
faculty, administrators, and staff leaders involved with serving developmental
education students, including student services faculty and staff and faculty across
disciplines.
The following pages detail the exceptional progress that has been made completing each of the fivegrant objectives thus far. Additionally, this report will present an outline of the design that is
emerging from the dynamic work being performed by the grant team and consortium partners of a
permanent infrastructure for a self-sustaining, statewide, professional community of practicethe
CCC Success Networkpromoting overall increased student success.
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PROGRESSOFGRANTOBJECTIVES
The following section details the progress we have made toward fulfilling the five objectives
outlined in the 2010 ESL/Basic Skills Professional Development Grant proposal. Each objective is
presented first with our current progress toward completion of the goal, followed by activitiescompleted and data derived from those activities.
FIGURE 1 CCC PARTICIPATION AT LINKS 2010
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OBJECTIVEI:CREATE THE INITIAL INFRASTRUCTURE FOR A PERMANENT PROFESSIONAL
DEVELOPMENT NETWORK/CENTER I.E., A STATEWIDE RESOURCE NETWORK DESIGNED TO
SUPPORT ONGOING PROFESSIONAL DEVELOPMENT INESL/BASIC SKILLS IMPROVEMENT.
Phase II of Regional Networks
For the past few decades, community colleges have largely
been working in isolation to support students with basic
skills needs. Even on individual campuses, it is frequently
difficult for many to collaborate across disciplines and
programs in an effort to increase student success. To help end
this isolation, 3CSN 2010 is designed to bridge these gaps by
establishing a self-sustaining, highly coordinated network of
support. The Success Network is building a community of
professional learners who can address the many shared
questions and problems associated with basic skills
instruction.
Central to creating a permanent statewide professional
development network is its build-out, that is, expanding the
networking concept, activities, and resources to more faculty
and administrators at more California community colleges.
Phase II of the regional networks does just that,doubling the
number of colleges served with coordinators being assigned
to four new regions.Joining the Phase I network coordinators
areDaniel Bahner and Jen Mendoza for the Inland Empire, Jan
Connal for Orange County, Donna Cooper for the Central
Valley, and Cleavon Smith for the North Bay. Network
coordinators facilitate efforts in the local regions and provide
connections with the greater statewide network.
Networks 2010
1. Bay Area Learning Network2. Central Valley Regional Network3. Inland Empire Learning Network4. Los Angeles Regional Network5. North Bay Learning Network6. Orange County Learning Network7. Sacramento Area Network8. San Diego and Imperial Valley Network
Colleges are guided to submit aformdirectly from
www.3csn.orgindicating their interest in network
participation.
Forty-six community colleges have bee
visited multiple times by networcoordinators or participated in regiona
network meetings inviting them to join th
network to provide professional developmen
training (spring 2009 through spring 2010)
1. American River College
2. Berkeley City College
3. Butte College
4. Cabrillo College
5. Caada College
6. Chabot College
7. City of College of San Francisco
8. Cosumnes Community College
9. Cuyamaca College
10. DeAnza College
11. Diablo Valley College
12. East Los Angeles College
13. Feather River College
14. Folsom Lake College
15. Foothill College
16. Fresno City College
17. Grossmont College
18. Lassen College
19. Los Angeles City College
20. Los Angeles Harbor College
21. Los Angeles Mission College
22. Pierce College
23. Los Angeles Southwest College
24. Los Angeles Trade-Tech College
25. Los Angeles Valley College
26. Mendocino College
27. Merced Community College
28. Miramar College
29. Mission College
30. Modesto College
31. Monterey Peninsula College
32. Mt San Jacinto College
33. Napa Valley College
34. North Centers of the State CCCD
35. Palomar College
36. Pasadena City College
37. Reedley College38. Sacramento City College
39. San Diego City College
40. San Diego CCD
41. San Diego Miramar College
42. Sierra College
43. Southwestern College
44. West Los Angeles College
45. West Valley College
46. Woodland College
FIGURE 2 ON-CAMPUS VISITS BY REGIONAL
NETWORK COORDINATORS
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LINKS (Learning In Networks for Knowledge Sharing) focusing on COMPLETION
Implementing the Phase II expansion of 3CSN began through five statewide Learning In Networks
for Knowledge Sharing (LINKS) events organized between April and May of 2010. These day-long
events, the first in a planned ongoing series focused on equity-minded student completion, were
hosted by colleges in the new network regions: Berkeley City College, Merced College, Mount SanAntonio College, Rio Hondo College, and Santa Ana College. Registration was free, and colleges were
encouraged to send teams of people. Three hundred and thirty-one participants representing
ninety California community colleges participated in these events.
Location and dates of LINKS events:
Mt. San Antonio College, April 9
Merced College, April 16
Berkeley City College, April 30
Santa Ana College, May 7
Rio Hondo College, May 14
Through the LINKS events, the network project director and coordinators, assisted by an
educational psychology expert, introduced the relevance of doing inquiry into the factors affecting
student completion and, informed by that information, then exploring appropriate interventions
that can be used in classroom and student services areas. The agenda was designed to ensure that
attendees were active learners in the process:
Session I Student Panel
Session II Presentation: Barriers and Solutions for Improving Students Academic
Performance and Completion: A Focus on Self-Regulation, Myron Dembo, PhD
Session III, Part A Group Work: Overcoming Obstacles to Student Success through
Dembos 3-part Framework (seeSession III-Part A handout, steps 1-5)
Session III, Part B Individual Reflection and Planning: Overcoming Obstacles to Student
Success through Dembos 3-part Framework (seeSession II-Part B handout, step 6)
Session IV Presentation: The California Community Colleges Success Network (3CSN)
An Invitation to Join (seeSession IV-on Network)
Session IV Process for Building Professional Learning that Addresses Student Success
Efforts: Next Steps (seeSession V-Going Global, From Individual to Collective)
Each LINKS event began with a student panel (students from the host college) responding to
questions about what helps (and does not help) them learn. The student panel session was followed
by a presentation on Barriers and Solutions for Improving Students Academic Performance and
Completion: A Focus on Self-Regulation, given by Dr. Myron Dembo, USC Emeritus Professor of
Educational Psychology. Participants then focused on applying the knowledge acquired through the
http://calendar.3csn.org/events/index.php?com=detail&eID=25http://calendar.3csn.org/events/index.php?com=detail&eID=25http://calendar.3csn.org/events/index.php?com=detail&eID=26http://calendar.3csn.org/events/index.php?com=detail&eID=26http://calendar.3csn.org/events/index.php?com=detail&eID=28http://calendar.3csn.org/events/index.php?com=detail&eID=28http://calendar.3csn.org/events/index.php?com=detail&eID=27http://calendar.3csn.org/events/index.php?com=detail&eID=27http://calendar.3csn.org/events/index.php?com=detail&eID=42http://calendar.3csn.org/events/index.php?com=detail&eID=42http://3csn.org/files/2010/04/Session_III_Part_A.dochttp://3csn.org/files/2010/04/Session_III_Part_A.dochttp://3csn.org/files/2010/04/Session_III_Part_A.dochttp://3csn.org/files/2010/04/Session_III_Part_B.dochttp://3csn.org/files/2010/04/Session_III_Part_B.dochttp://3csn.org/files/2010/04/Session_III_Part_B.dochttp://3csn.org/files/2010/04/Session_IV_on_Network.pdfhttp://3csn.org/files/2010/04/Session_IV_on_Network.pdfhttp://3csn.org/files/2010/04/Session_IV_on_Network.pdfhttp://3csn.org/files/2010/04/Session_IV_Next_Steps.dochttp://3csn.org/files/2010/04/Session_IV_Next_Steps.dochttp://3csn.org/files/2010/04/Session_IV_Next_Steps.dochttp://3csn.org/files/2010/04/Session_IV_Next_Steps.dochttp://3csn.org/files/2010/04/Session_IV_on_Network.pdfhttp://3csn.org/files/2010/04/Session_III_Part_B.dochttp://3csn.org/files/2010/04/Session_III_Part_A.dochttp://calendar.3csn.org/events/index.php?com=detail&eID=42http://calendar.3csn.org/events/index.php?com=detail&eID=27http://calendar.3csn.org/events/index.php?com=detail&eID=28http://calendar.3csn.org/events/index.php?com=detail&eID=26http://calendar.3csn.org/events/index.php?com=detail&eID=25 -
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student panel and Dr. Dembos presentation; they analyzed the problems students face in
completing their goals and developed a framework to investigate ways to build links for student
success on the classroom and campus levels. The LINKS events concluded with a presentation about
3CSN and the support networking can provide to achieve student success. College faculty and
administrators were encouraged to officially join the network and to send a representative to the
BSI leadership institute (BSILI) in June.
3CSN will offer subsequent sessions and technical assistance made available by our regional
network coordinators, assisting local campuses as they explore interventions that can be used in
the classroom and student services areas. Partof Learning In Networks for Knowledge Sharing
(LINKS) involves partnering closely with 3CSNs many sister networks, including theFaculty
Inquiry Network,RP Group/BRIC Project,Hewlett Leaders,Career Ladders Project,California
Leadership Alliance for Student Success,Reading Apprenticeship,Academy for College Excellence,
Carnegie Foundation for the Advancement of Teaching, and others. The LINKScompletion agenda
inquiry projects that individual colleges develop and will conduct throughout Fall 2010 provided a
focal point for the BSI Leadership Institute 1.0 and 2.0 training and will be the topic for the
preconference workshop at the 2010 Strengthening Student Success Conference.
Evaluation (initial and ongoing) related to the impact of LINKS events is overseen by Dr. Christina
Christie, Associate Professor of Social Research Methodology, UCLA Graduate School of Education
and Information.
http://www.fincommons.net/http://www.fincommons.net/http://www.fincommons.net/http://www.fincommons.net/http://rpgroup.org/projects/BRIC.htmlhttp://rpgroup.org/projects/BRIC.htmlhttp://rpgroup.org/projects/BRIC.htmlhttp://www.hewlettleadersinstudentsuccess.org/http://www.hewlettleadersinstudentsuccess.org/http://www.hewlettleadersinstudentsuccess.org/http://www.careerladdersproject.org/http://www.careerladdersproject.org/http://www.careerladdersproject.org/http://www.ccleague.org/Files/public/classpolicymatrix.pdfhttp://www.ccleague.org/Files/public/classpolicymatrix.pdfhttp://www.ccleague.org/Files/public/classpolicymatrix.pdfhttp://www.ccleague.org/Files/public/classpolicymatrix.pdfhttp://www.wested.org/cs/ra/print/docs/ra/home.htmhttp://www.wested.org/cs/ra/print/docs/ra/home.htmhttp://www.wested.org/cs/ra/print/docs/ra/home.htmhttp://www.cabrillo.edu/academics/digitalbridge/http://www.cabrillo.edu/academics/digitalbridge/http://www.cabrillo.edu/academics/digitalbridge/http://www.carnegiefoundation.org/sites/default/files/elibrary/dev_math_report.pdfhttp://www.carnegiefoundation.org/sites/default/files/elibrary/dev_math_report.pdfhttp://www.carnegiefoundation.org/sites/default/files/elibrary/dev_math_report.pdfhttp://www.cabrillo.edu/academics/digitalbridge/http://www.wested.org/cs/ra/print/docs/ra/home.htmhttp://www.ccleague.org/Files/public/classpolicymatrix.pdfhttp://www.ccleague.org/Files/public/classpolicymatrix.pdfhttp://www.careerladdersproject.org/http://www.hewlettleadersinstudentsuccess.org/http://rpgroup.org/projects/BRIC.htmlhttp://www.fincommons.net/http://www.fincommons.net/ -
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LINKS Evaluation
The evaluation team developed a post-test survey for the Learning In Networks for Knowledge
Sharing (LINKS) events that were held at five locations throughout the state April-May 2010. A
total of 331 people attended the events with 148 of them responding to the survey. Survey results
reveal that the events were very well received. The curriculum was rated as highly useful (Figure 3
How useful will the topics covered at the LINKS event be in advancing your campus efforts toimprove student success), with all elements scoring above the midpoint on a scale of 1=Not very
useful to 7=Very useful.
FIGURE 3 HOW USEFUL WILL THE T OPICS COVERED AT THE LINKS EVENT BE IN ADVANCING YOUR
CAMPUS EFFORTS TO IMPROVE STUDENT SUCCESS
Participants also reported that they were likely to use what they learned at the LINKS events. All
curriculum elements scored above the mid-point on the 1-7 scale, ranging from 4.86 to 5.36 (Figure
4 How likely are you to use these to advance your campus efforts to improve student success?),
with motivation strategies identified as the strategy most likely to be used.
FIGURE 4 HOW LIKELY ARE YOU TO USE THESE TO ADVANCE YOUR CAMPUS EFFORTS TO IMPROVE
STUDENT SUCCESS?
5.39
5.32
5.50
5.64
5.49
1 2 3 4 5 6 7
Performance Gap Analysis
Academic Self-Regulation
Knowledge Strategies
Motivation Strategies
Organizational Culture
LINKS Topic Usefullness (n~125)
4.94
4.86
5.16
5.36
5.01
0 1 2 3 4 5 6 7
Performance Gap Analysis
Academic Self-Regulation
Knowledge Strategies
Motivation Strategies
Organizational Culture Strategies
Likely Use (~118)
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Some participants have already begun applying what they learned at LINKS, taking action to
advance their campus student success efforts (N=72). Many (43%) mentioned activities that could
be categorized as Organizational Culture Strategies and were most often professional development
activities or discussion and dissemination of the LINKS information to important people like ESLfaculty. Examples of these include Two professional days in Fall 2010 will be set aside for the
project and Indirect actions: Promoted LINKS with others; soon meeting with coordinator to plan
logistics for next year.
Other LINKS participants mentioned Gap Analysis specifically (11%) with comments such as
Discussion of the need to use the gap analysis model with the campus BSI co-chairs. The plan is to
move ahead and talk with administrators regarding common goals and support and We have
discussed conducting studies to identify gaps. A few (7%) mentioned Knowledge Strategies such as
reintroducing quiz-a-day back into their syllabi or shepherding an accelerated learning project
into fruition. Fewer still (6%) mentioned Academic Self Regulation Strategies or Motivation
Strategies (4%). Some (13%) said it was too soon to see results because the end of their academicyear came shortly after their LINKS event.
While some of the information gleaned from this survey is useful for program administrators, the
relatively close proximity to the LINKS events may hinder its ability to identify activity resulting
from them; a follow-up survey will be administered toward the end of the fall term or during the
spring.
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Regional Network Activities
A strong and sustainable professional development network must be focused on more than growth;
it must cultivate the relationships already established by providing timely and relevant resources
and support. The network coordinators in the original four regions did just that, offering a plethoraof trainings, site visits, and other services to those from the early adopter colleges and actively
fostering network growth by encouraging other colleges within their regions to participate.
At the initial college site visits, similar to 2009, network coordinators invited colleges to participate
in the network. Because many colleges are already familiar with the Networks concept,
coordinators used this opportunity to provide training based on college needs. For some colleges,
like De Anza, this was a detailed logic model training to facilitate basic skills-related planning.
Colleges like Mt. San Jacinto and Cabrillo focused on technology training to implement in the basic
skills classroom.
After coordinators completed their initial site visit, they then began an ongoing series of extendedprofessional learning activities, such as logic model training, regional network meetings, visits to
colleges outside of the network who requested guidance or help, and incorporation of network
activities into existing collaborative groups. For example, the Sacramento/Central Valley network
coordinator organized training for faculty inquiry groups (FIGs) and assessment. The Bay Area
network coordinator collaborated with the coordinator of the Faculty Inquiry Networkand the
basic skills coordinator at Berkeley City College to organize a workshop onscaffolding assignments.
The San Diego/Imperial Valley network coordinator presented a workshop on technology in the
classroom based on research that reflects how technology stimulates different areas of the brain,
prompting students to get more involved and process the information differently. In this hands-on
workshop, participants learned how to use technology to improve student learning. They developed
a free Google site together and then looked at free web-based programs to help students review,
categorize, and organize information. Colleges in the Los Angeles Regional Network invited staff
development directors from member colleges to join with the BSI coordinators to collaborate on
one of the long-term goals in the regional logic model: a regional training/certificate program for
faculty (both full time and part time) across the region. The network coordinators also focused on
leveraging professional development activities organized by colleges and districts to include
colleges in the network and beyond.
A key component to the growth of the network has been to collaborate with colleges in the network
as well as those planning to join the network. An example of this collaboration is the eventWhats
Love Got to Do with It, sponsored by De Anza College, which was opened to colleges in thenetwork. As noted by the organizers, One of the themeswas the incredible contribution that Bay
Area Learning Network participants made to the conference, and their enthusiastic responses on
the evaluations... To facilitate an extension of the ideas generated that day, Tom deWit, co-director
of the Faculty Inquiry Network, was invited to present at a follow-up event called The Space In
Between.
http://www.fincommons.net%29%2C/http://baln.3csn.org/2010/01/22/scaffolding-assignments/http://baln.3csn.org/2010/01/22/scaffolding-assignments/http://baln.3csn.org/2010/01/22/scaffolding-assignments/http://calendar.3csn.org/events/index.php?com=detail&eID=30http://calendar.3csn.org/events/index.php?com=detail&eID=30http://calendar.3csn.org/events/index.php?com=detail&eID=30http://calendar.3csn.org/events/index.php?com=detail&eID=30http://calendar.3csn.org/events/index.php?com=detail&eID=30http://baln.3csn.org/2010/01/22/scaffolding-assignments/http://www.fincommons.net%29%2C/ -
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Participation in regional network activities has promoted growth of the network initiated by the
colleges. The statewide network growth over 2009-10 as represented in Figure 5 shows an increase
from 34 colleges to 46 colleges. By 2013, all 112 community colleges should be part of this network
based on this growth pattern (Figure 6 Projected Growth of Network).
FIGURE 5 NETWORK GROWTH 2009-2010
FIGURE 6 PROJECTED GROWTH OF NETWORK
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Regional Websites
Beginning Summer 2010,www.3CSN.orgincludes the new regional network site links along with
the links to the pilot sites, doubling the regional sites from
four to eight:
1.
Bay Area Network
2. Central Valley Regional Network3. Inland Empire Learning Network4. Los Angeles Regional Network5. North Bay Learning Network6. Orange County Learning Network7. Sacramento Area Network8. San Diego and Imperial Valley Network
These sites are repositories of trainings and projects related
to each region. The sites include links to colleges in the
networks and the basic skills committee sites. The interactive
regional sites have been created to provide a repository of
information and resources for colleges to access based on
their campus needs. The categories (see Figure 7) were
compiled based on the interests of the colleges basic skills
committees as indicated through surveys, on-campus visits,
regional trainings, and the BSI coordinator list-serve.
The regional websites are updated consistently and regularly
to ensure current information is available to colleges around
the state. They include videos and training information from
each of the regions as well as promotion of events organized
locally by colleges and network partners. Details regarding
the postings on the regional websites related to the trainings
are included in Objectives II, III, and IV (pages 21, 29, and
34).
Disciplines
Behavioral & SocialSciences
Business & CIS
CTE/Workforce
Development
English
ESL
Fine Arts & Humanities
Foundational Skills
Physical Ed & Health
Events
Campus
District
NationalRegional
Statewide
Integrated Technology
Videos
Web Tools
Network Partners
Private
Public
Professional Learning
Achievements
Evaluation
Inquiry
LeadershipNetworking
Pedagogy
Planning
Program Development
Reporting
Research
SLOs
Student Support
Assessment & Placement
Counseling
Integrated Services
Learning Networks
FIGURE 7 CATEGORIES OF
INFORMATION ON REGIONAL SITES
http://www.3csn.org/http://www.3csn.org/http://www.3csn.org/http://baln.3csn.org/http://cvrn.3csn.org/http://ieln.3csn.org/http://larn.3csn.org/http://nbln.3csn.org/http://ocln.3csn.org/http://sarn.3csn.org/http://sdivn.3csn.org/http://sdivn.3csn.org/http://sarn.3csn.org/http://ocln.3csn.org/http://nbln.3csn.org/http://larn.3csn.org/http://ieln.3csn.org/http://cvrn.3csn.org/http://baln.3csn.org/http://www.3csn.org/ -
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Network Activity Plans for Fall 2010
3CSNs agenda for Fall 2010 is to expand and enhance the equity-minded student completion focus
established during the spring LINKS workshops and the summer BSI Leadership Institute (BSILI).
The network coordinators for the new Phase II regions will meet regularly with campuses within
their areas that already have identified Student Completion Inquiry Projects to help campus leaders
launch, sustain, and even expand awareness of and participation in these inquiry projects. Phase Inetwork coordinators will do the same, and all the coordinators will work to increase the number
of campuses involved in Student Completion Inquiry Projects within their areas as well as increase
the number of active participants involved in these projects on each campus. Network coordinators
will also assist colleges with the development of logic models as a means of identifying and
prioritizing their BSI action plan goals and activities and ensure that corresponding rubrics and
evaluation plans are created so that outcomes can be measured, enabling future activity and
expenditure plans to be evidence-based. A key goal for this year is to help colleges increase the
depth and breadth of dialogue about, and action toward, improving student success, specifically
with regard to campus-identified student completion goals.
3CSN staff will also focus on intra- and inter-regional activities. In addition the individual campus
inquiry projects (including the continuous posting of findings on the 3csn.org website), the network
coordinators will organize regional study groups on a theme related to the inquiry projects within
his or her region and ensure that colleges within the region are kept abreast of each campuss
inquiry project status and discoveries. On a larger level, 3CSN will sponsor three LINKS events
throughout the state. These second in the LINKS series of events will focus on inquiry on student
completion to achieve equity. Using an equity-based benchmarking model, participants will learn
to analyze and evaluate their current basic skills efforts and ensure that future plans are evidence-
based. They will continue an investigation of the role equity issues may play on their own campuses
and consider ways to include equity-mindedness in their ongoing student completion inquiry
projects. Because these LINKS events will be open to all California community college faculty and
administrators, more colleges may choose to join a regional network and begin their own student
completion-focused campus inquiry project.
Train the Trainer Retreats
The 3CSN network coordinators are already well-trained and highly skilled community college
teachers and leaders. Ongoing collaborative teaching, learning, and mentoring, however, are
hallmarks of the networking philosophy, and 3CSN staff practice what they preach/teach by
meeting regularly and developing and participating in train the trainer retreats.
Five such retreats were held for the network coordinators during the 2009-10 academic year in
addition to regularly scheduled and impromptu meetings and discussions. The first retreat
occurred on July 23-24, 2009, at Pasadena City College for further training on logic modeling. On
August 5-6, 2009, the then project director, Deborah Harrington, and the four original network
coordinators focused on technology training, including developing the template for the 3CSN
website and online newsletter in collaboration with @ONE. The third trainer retreat was held at
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Los Angeles Trade Technical College on November 16-17, 2009. This additional technology retreat
focused on developing the tools and resources along with the overall look of the new 3CSN website.
On February 2-4, 2010, the network coordinators met at Pasadena City College with Deborah
Harrington and the new 3CSN project director, Lynn Wright, to plan spring activities and the
implementation of the Phase II network expansion project. This productive retreat generated a
Theory of Change (Figure 8 Theory of Change) logic model document for 3CSN as well as theblueprint for the Learning In Networks for Knowledge Sharing (LINKS) sustained workshop
series. In addition, suggestions for network coordinators for the new expansion areas were
discussed, and the new 3csn.org website, based on ideas generated at the November coordinator
retreat, was introduced. A fifth trainer retreat was held in Los Angeles on May 12-13, 2010. At this
retreat, 3CSN staff discussed how to advance and expand the student completion campus research
projects that were developed at the LINKS workshops, making student completion and the campus
inquiry projects the centerpiece of our summer leadership institute (BSILI 1.0 and 2.0) as well as
our Fall 2010 work.
New network coordinators received training on June 15, July 16, and July 30, and all of the network
coordinators (new and continuing) convened for training with the project director on August 4-6,
2010, to finalize the Fall 2010 agenda and design specific local, regional, and statewide professional
learning activities, including the curriculum for LINKS 2 events, three of which will be held
throughout the state this fall.
FIGURE 8 THEORY OF CHANGE
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3CSN Advisory Committee
The work of the 3CSN project administrator, director, and network coordinators could not occur
without the counsel of its advisory committee. Upon the advice of the Vice Chancellor of Academic
Affairs, the large steering committee for 3CSN has been slimmed down to a distinguished group ofCalifornia community college practitioner-leaders in student success and completion. The advisory
committee members are Linda Collins (Career Ladders director), Tina Christie (3CSN evaluator),
Deborah Harrington (3CSN project administrator), Katie Hern (Faculty Inquiry Network co-
director), Rob Johnstone (RP Group executive board member), Diego Navarro (Academy for College
Excellence director), Anne Price (California Tomorrow student access and equity director), Anniqua
Rana (3CSN coordinator), Barry Russell (CCCCO vice chancellor), and Lynn Wright (3CSN project
director). Resource members include Brock Klein, Bradley Vaden, Nancy Ybarra, and the 3CSN
network coordinators. The steering committee last met on December 15, 2009, at Caada College.
The next meeting of the advisory committee will be August 13, 2010.
Establishing a Permanent Center for Professional Learning (CPL)
The Center for Professional Learning (CPL), formerly identified as the Student Success Network
Center, is envisioned as a dynamic, collaborative enterprise that will develop and support
professional learning networks and engage partner organizations in building a vibrant community
of practice for the California community colleges.
The organizational structure will provide an umbrella under which diverse activities, perspectives,
and projects can flourish. It will provide coordination across these activities and organizations,
while building a permanent home for professional development in California. It is devised as aspace that is perceived to be neutral with respect to the many governance issues and conflicts that
can arise in the CCC system, able to facilitate and inspire work across multiple venues to advance
the goals of the CPL. In any scenario, managing complex partnerships and cross agency and/or
organizational relationships will be a key to success. In all cases, a comprehensive diversity
framework will be integrated and embedded in all aspects of the CPLs work, from structure, hiring,
and day-to-day processes to professional development and pedagogical approaches.
CPL Progress to Date
Successful progress has been made in completing the two outcomes outlined in the Los Angeles
Community College District Foundations Proposal to Convene Key Leaders to Envision PermanentInitiative and Infrastructure in Support of Student Success in California Community Colleges. As
specified by the outcomes set forth in the grant, fiscally sponsored by the three entities of the James
Irvine Foundation, William and Flora Hewlett Foundation, and Evelyn and Walter Haas, Jr. Fund, a
series of convenings and additional dialogue and planning determined the following:
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1. A proposal/model for the creation of a permanent initiative/infrastructure for thescholarship of teaching and learning in all the California community colleges will be
developed, and
2. A corresponding framework for the creation of a business plan to fund thisinitiative/infrastructure on a long-term basis will be submitted to Hewlett on August 1,2010.
The proposal submitted to the William and Flora Hewlett Foundation on August 1, 2010, requests
funds for the Center for Professional Learning, a new organization dedicated to providing
community college professionals throughout California with the means to advance their own
learning and that of their colleagues and institutions in order to increase student success. The
mission of the Center for Professional Learning (CPL) is to advance the scholarship and practice of
teaching and learning in all of Californias community colleges through the work of an inclusive
professional network of faculty, administrators, staff, and students collaborating for student
success.
The proposed Center represents collaboration among three interrelated initiatives (the founding
partnersCareer Ladders Project, RP Group, and California Community Colleges Success Network
[3CSN/BSI]) that focus on student success in the CCC system. These are leading initiatives with
significant accomplishments: amplifying and diversifying student pathways to completion and
career success; strengthening capacities to collaboratively analyze and act on information; and
building a meaningful learning community among practitioners focused on student success. The
three entities collaborating to build CPL will integrate some of their flagship programming through
CPL and take advantage of the strong potential for synergies in doing so. While all of the founding
partners independently bring critical experience and resources to the Center, their nascent
collaboration is expected to bring needed and powerful synergies along with a sustained focus to
the effort to impact student success in the CCC system.
The leadership and governance of the CPL will be structured in a very intentional manner so that it
builds upon collaboration and is inclusive of stakeholders and experts from throughout the CCC
system and beyond. It will include an executive leadership team, an advisory group, and a national
advisory circle. In the CPL proposal, the Foundation for California Community Colleges (FCCC) is
identified as the fiscal sponsor, allowing the center to maintain an important element of
independence while remaining closely connected to the CCC system. FCCC is the chief auxiliary to
the CCC system and has well-established sponsorship services for projects of importance to the
CCC. With its ties not only to the CCC system but also to all 112 community colleges and 72 districts,
FCCC is uniquely situated to support this effort. In selecting the FCCC as the fiscal sponsor, we havesought to create a space to accomplish the vision, mission, and values of the envisioned Center for
Professional Learning.
In conclusion, it is expected that the start-up for the CPL will be realized by a Hewlett-funded grant
in Fall 2010. This means that for the first time California will have an organization singularly
devoted to the study of teaching and learning and the scaling up of student success best practices
staffed and supported by professional community college experts.
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OBJECTIVEII:PROVIDE LOCAL, REGIONAL, AND STATEWIDE WORKSHOPS WHICH FOCUS ON THE
ALIGNMENT OF NONCREDIT WITH CREDIT CURRICULUM; INTEGRATION OF INSTRUCTION AND
STUDENT SERVICES; IMPLEMENTATION OF CULTURALLY RESPONSIVE INSTRUCTIONAL AND
STUDENT SERVICES STRATEGIES; AND IMPLEMENTATION OF STRATEGIES FOUND TO BE
EFFECTIVE FOR STUDENTS TRANSITIONING FROM HIGH SCHOOL AND STRATEGIES THAT AREMOST EFFECTIVE FOR DIVERSE STUDENT POPULATIONS.
OVERVIEW OF NUMBER OF PARTICIPANTS AND TYPES OF TRAININGS
Attendance at 3CSN events in 2009-10 demonstrated the need to continue organizing opportunities
for professional learning. The focus of these 3CSN professional learning opportunities in large part
has been on a deeper inquiry into understanding and addressing student needs at various levels.
The framework for this discussion was created during the LINKS completion events and will
continue in this direction in Fall 2010.
Of the 1,720 participants who attended 3CSN professional learning events during 2009-10, 35%
attended trainings that were customized for their regions. These workshops included training in
pedagogy, technology, planning, assessment, learning communities, and other interventions. The
next largest percentage (19%) of participants at 3CSN-sponsored events was those who attended
the LINKS completion events in Spring 2010. This series of events focused on interacting factors
that lead to student success and introduced a gap analysis-type of inquiry to identify and then
address impediments to student success, especially as it relates to completion of student goals.
Other workshops on data analysis, logic model training, and CB21 coding addressed the
programmatic needs to support student success.
Some key professional learning events, for example, logic modeling, data analysis, and CB21 coding,
were provided in all of the four pre-existing regions. Other workshops were offered to meet specific
local and regional needs. These focused on a variety of areas, including organizational and
administrative practices, program components, staff development, and instructional practices
based onlocal needs.
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The variety of training topics and number of participants for each topic are found in Figure 9 below.
Network Sponsored Events- Fall 2009-Spring 2010 Participants
Accelerated Learning and the Live Classroom 47
BSI Tune-Up Kit 25
CB 21 Re-Coding 142
Data Analysis 285
Efolio 8
ELAC Logic Modeling 18
Google Docs and More 35
Integrating Language Curriculum for the Workforce 35
Learning Communities Planning Retreat 30
LINKS Completion 331
Logic Model Training 2009-2010 236Math FIG 31
NSF Proposal Writing Workshop 70
PCC Site Visit 2
Professional development course (SDSU or UCSD ext) 7
Reading Across the Disciplines Workshop 25
Reading Apprenticeship 119
Sacramento Teaching and Learning Workshop 90
Scaffolding Assignments 15
SLO Coordinators 12
SSI 22
Teaching to the Basic Skills student 20
The Substance and Process of Writing 13
Tools for Helping Students Understand What They Read in Your Classroom 16
Trade Tech KMO Workshop 30
Using Inquiry to help Improve Student Outcomes 36
Using Universal Design in the Classroom 20
Total 1720
FIGURE 9 NUMBER OF WORKSHOP ATTENDEES
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Trainings in All Regions
Logic modeltraining was provided in all the existing 2009-10 network regions. Logic models offer
a depiction of a program showing what the program will do and what it will take to achieve it,
representing if-then relationships that, if implemented as intended, lead to the desired outcomes;as such, logic models can be the core of program planning and evaluation. Participants who
received early training in logic modeling identified the tool as being very effective for organizing
BSI action plans. Logic model training, therefore, was included in the regional trainings on college
campuses in 2009-10 as well as at the Basic Skills Initiative Leadership Institutes in 2009 and2010.
3CSN network coordinators will continue to promote the use of logic models on individual
campuses as well as in the network regions to ensure that activities support the
achievement of identified student success outcomes. Results will be provided in subsequent
3CSN progress reports.
Logic Model Training
Logic modeling is a process that helps basic skills committees to identify resources, activities,
outputs, and outcomes for their colleges collective basic skills efforts; itallows everyones voice to
be heard and valued and operates on the premise that all committee members are a learning
team. Through the process of logic modeling, committee members reach consensus on outcomes
and activities for their basic skills efforts.
FIGURE 10 COLLEGE PARTICIPATION IN LOGIC MODEL TRAINING
http://sarn.3csn.org/2009/09/15/logic-modeling/http://sarn.3csn.org/2009/09/15/logic-modeling/http://sarn.3csn.org/2009/09/15/logic-modeling/ -
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To ensure appropriate and ongoing evaluation and assessment of BSI Action Plans and campus
logic models, all four regional network coordinators developed, in collaboration with
consultant/facilitators from the RP Group, program evaluationtrainings based on the needs of
each region.
Program Evaluation(in collaboration with the RP Group)These trainings provided a basic primer on program evaluation, including the kinds of data to
collect and how to use those data for program improvement. The trainings took the participants
step-by-step through how to move from a logic model to program evaluation. The facilitators
provided a model to take back to campuses to involve others in the process.
Follow up plans include additional meetings, surveys, and more training on outcomes measurement
and analysis.
CB21 coding trainings were also offered in all of the existing network regions, in collaboration
with the Academic Senate, to ensure appropriate coding of basic skills courses for all colleges.
CB 21 Coding(in collaboration with the Academic Senate)
The workshop outcomes for the CB21 coding was as follows:
Recode all basic skills course levels using the rubrics to determine the appropriate CB 21
coding
Evaluate the coding of all basic skills and non-degree-level courses for their college and its
programs
Analyze information from other colleges about their curriculum coding and philosophies inorder to expand our collective understanding of basic skills statewide
Synthesize the importance of coding, curriculum, and student pathways into a workable
strategy targeting student success.
CB21 coding standardized the levels of basic skills and non-credit courses throughout the state, and
in 2010-11 colleges will be required by the CCCCO to submit reports using the new CS21 coding
standards. These new reports should provide more accurate student success and progression data.
Customized TrainingsApart from the trainings listed above, colleges and regions identified specific areas of professional
development around learning theory, effective curricula and instructional strategies, and program
alignments (entry/exit skills) supporting student diversity across campus. To address these needs,
the network coordinators facilitated and coordinated customized trainings, such as technology in
the classroom, benchmarking for equity and student success tools, learning communities planning,
http://baln.3csn.org/2010/05/19/program-evaluation/http://baln.3csn.org/2010/05/19/program-evaluation/http://sdivn.edulounge.net/2010/01/26/cb-21-coding-workshop/http://sdivn.edulounge.net/2010/01/26/cb-21-coding-workshop/http://sdivn.edulounge.net/2010/01/26/cb-21-coding-workshop/http://baln.3csn.org/2010/05/19/program-evaluation/ -
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inquiry to improve student learning outcomes, and embedding Reading Apprenticeship in the
curriculum. The content of these trainings are summarized below.
o Technology in the ClassroomResearch shows that more and more students need to be engaged in class to help
them process information. Technology stimulates different areas of the brain,motivating students to get more involved and process the information differently. In
this hands-on workshop, participants learned how to use technology to improve
student learning. They also developed a free Google site and reviewed free web-
based programs that can be used to help students review, categorize, and organize
information.
o Benchmarking Equity and Student Success ToolPresenters from USCs Center for Urban Education (CUE) demonstrated how to
use their Benchmarking Equity and Student Success Tool, with cohort migration
dataavailable for all Peralta colleges. Presenters also discussed The Typology of
Institutional Equity Agents and Syllabus Review for Equity and Success.
o Learning Communities Planning RetreatAs a follow-up to Integrating Language Curriculum for the Workforce (January2010), participants focused on Collaborative Teaching & Learning Assessment;
Syllabus, Assignment, and Rubric Assessment; and Collaboration on Integrated
Curriculum for Faculty and Staff.
o Using Inquiry to Help Improve Student OutcomesThe workshop focused on how to create specific, measurable performance
benchmark goals as part of a strategic planning process to improve racial-ethnic
equity in student outcomes. The instructional tools for this workshop included
CUE's Benchmarking Equity and Student Success Tool (BESST) and the Downtown
Community College Case Study. After laying the foundation for change through
benchmarking, CUE researchers facilitated an inquiry activity with classroom
syllabi. As a blueprint for classroom activities and an artifact of classroom culture,
the syllabus gets to the heart of instructional practices. Participants collaboratively
explored how to transform classroom syllabi into robust learning tools for student-
centered teaching and learning. A toolkit was provided so that participants could
bring these benchmarking and inquiry activities back to their campuses.
o Reading ApprenticeshipAn introductory series of Reading Apprenticeship workshops were conducted,
focusing on pedagogical needs around reading across disciplines. The participants
worked with other faculty who had received in-depth Reading Apprenticeship
trainings to provide reading support in other college courses.
http://sdivn.edulounge.net/2009/11/10/integrating-technology/http://baln.3csn.org/2010/03/05/benchmarking-equity-and-student-success-tool/http://eperalta.org/wp/indev/program-review-equity-fact-books/http://eperalta.org/wp/indev/program-review-equity-fact-books/http://baln.3csn.org/2010/04/29/learning-communities-planning-retreat-2/http://sdivn.edulounge.net/2010/02/16/syllabus-inquiry/http://sdivn.edulounge.net/2010/02/16/syllabus-inquiry/http://baln.3csn.org/2010/04/29/learning-communities-planning-retreat-2/http://eperalta.org/wp/indev/program-review-equity-fact-books/http://baln.3csn.org/2010/03/05/benchmarking-equity-and-student-success-tool/http://baln.3csn.org/2010/03/05/benchmarking-equity-and-student-success-tool/http://sdivn.edulounge.net/2009/11/10/integrating-technology/ -
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Other examples of these customized trainings offered are listed below:
o The Substance and Process of Writing: Our Writing Toolboxo Intersecting Literacieso Accelerated Learning and the Live Classroomo Tools for Helping Students Understand What They Read in Your
Classroom
o Sharing Practices in Basic Skillso Using Technology to Enhance Learning in Your Classroomo Integrating Language Curriculum for the Workforceo Scaffolding Assignmentso Strategies for Applying for NSF grantso Reading Across the Disciplines
The in-depth nature of these trainings generally elicited positive feedback. Facilitators were able tocustomize these trainings based on the needs of the attendees. Participant responses to some of
these trainings are listed in Appendix A,
3CSN follow up will include investigation into the implementation or use of the training materials to
gauge their effectiveness in achieving improved student outcomes. Results will be provided in
subsequent 3CSN progress reports.
http://www.box.net/shared/7xe357bl68http://sdivn.edulounge.net/2010/01/25/accelerated-le%E2%80%A6live-classroomhttp://www.box.net/shared/sdvcm7k3k1http://www.box.net/shared/sdvcm7k3k1http://www.box.net/shared/yxmbmz85jhhttp://sites.google.com/site/learningportfoliosites/http://baln.3csn.org/2009/12/16/integrating-language-curriculum-for-the-workforce/http://baln.3csn.org/2010/01/22/scaffolding-assignments/http://baln.3csn.org/2010/01/22/scaffolding-assignments/http://baln.3csn.org/2009/12/16/integrating-language-curriculum-for-the-workforce/http://sites.google.com/site/learningportfoliosites/http://www.box.net/shared/yxmbmz85jhhttp://www.box.net/shared/sdvcm7k3k1http://www.box.net/shared/sdvcm7k3k1http://sdivn.edulounge.net/2010/01/25/accelerated-le%E2%80%A6live-classroomhttp://www.box.net/shared/7xe357bl68 -
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Additional Professional Learning Activities Done in Collaboration with Other Groups
A close collaboration with the Faculty Inquiry Network(FIN) and Faculty Collaborations for Course
Transformations (FACCTS) groups has also created a deeper connection within currently existing
networks that focus on pedagogical needs.
Through FACCTS, departments and faculty at California community colleges are collaborating in a
pilot study program to support implementation of effective instructional practices for the Basic
Skills Initiative in Developmental Math courses. Teams of college faculty in the San Diego, Los
Angeles, and San Francisco areas work together to adapt and apply innovative teaching and
learning methods that implement effective BSI instructional practices. By sharing knowledge and
resources, faculty teams increase the impact of their individual course designs for student success.
Students will engage with more effective courses and learning activities, as faculty benefit from the
support and expertise of colleagues in their course redesigns. Faculty will also enhance their
personal capability to identify, mobilize and extend knowledge for use in teaching, and partner
colleges will increase the impact of faculty time invested in the design and delivery of
developmental mathematics courses.
A summary of the FACCTS projects of the Los Angeles Regional Network is listed in Appendix B:
Summary of LACCD Dev Math team projects, Fall 2009. These collaborations in all the regions will
continue in Fall 2010 to create a deeper understanding of student needs across disciplines.
Inquiry into impediments to student success and completion, as well as inquiry into activities,
policies, and practices that reduce or eliminate these impediments, is a primary focus of 3CSNs
professional development activities. As such, an alliance with the Faculty Inquiry Network (FIN),
drawing on its rich resources and collaborating with its experienced facilitators, plays an important
role in achieving and evaluating a central 3CSN professional learning activity.
http://fincommons.net/http://fincommons.net/http://fincommons.net/http://facctsdevmath.edublogs.org/http://facctsdevmath.edublogs.org/http://facctsdevmath.edublogs.org/http://facctsdevmath.edublogs.org/http://fincommons.net/ -
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FIGURE 11 3CSN EVENTS
35%
19%
17%
14%
8%
7%
3CSN Events 2009-2010
Region Specific Trainings
LINKS Completion
Data Analysis
Logic Model Training 2009-2010
CB 21 Re-Coding
Reading Apprenticeship
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OBJECTIVEIII:ASSIST COLLEGES WITH ESTABLISHING BENCHMARKS AND BUILDING CAPACITY
TO DEMONSTRATE INCREASED ESL/BASIC SKILLS STUDENT SUCCESS AND WITH IMPLEMENTING
APPROPRIATE OUTCOMES ASSESSMENT COMPONENTS AS WELL AS DATA COLLECTION
PROCEDURES.
Evidence-informed planning and assessment has been integral to the network activities and LINKS
events. Using local, regional, and state quantitative and qualitative data, colleges have created logic
models focusing on short- and long-term outcomes to ensure sustainable and scalable interventions
supporting success for students with basic skills needs. Based on program theory leading to change,
logic models keep the focus on the whole, ensuring formative and summative evaluations. The
initial trainings around data analysis and planning in the network, therefore, have focused on data
gathering, program planning, benchmarking, participatory evaluation, and disaggregation of data.
In Fall 2010, colleges will focus on inquiry-based projects analyzing the gaps in completion.
Data Collection and Establishing BenchmarksOf the data introduced in network trainings, theAccountability Reporting for the Community
Colleges, or ARCC, report that is compiled by the Chancellors Office has been a key to trainings in
previous years of the Basic Skills Initiative as well as this year. To ensure accuracy of the data
compiled for the ARCC reports,CB 21 Codingtraining was held at the following colleges for teams
from local colleges in the regional networks:
Caada College
Fresno City College
Los Angeles City college
Pasadena City College
Orange Coast College
San Diego Miramar College
Sacramento City College
Two Trainings for CB21 Coding (Non-credit)were also held in Northern and Southern California
and included the challenges and solutions of current noncredit accountability, metrics for non-
credit courses, and student pathwaysABE/ESL to ASE to credit.
According to the Basic Skills Accountability Report for Community Colleges (ARCC) Data, there are
some problems with the basic skills course coding (CB 21) resulting in substandard information,
analysis, and conclusions about student progress and system/faculty efficacy. Some of these issues
include:
The Chancellors Office ARCC report uses CB 21 to measure progress between levels of basic
skills; in other words, CB21 is synonymous with basic skills courses and the coding used for
accountability reporting. However, some colleges have coded these courses incorrectly or
inconsistently.
http://www.cccco.edu/ChancellorsOffice/Divisions/TechResearchInfo/ResearchandPlanning/ARCC/tabid/292/Default.aspxhttp://www.cccco.edu/ChancellorsOffice/Divisions/TechResearchInfo/ResearchandPlanning/ARCC/tabid/292/Default.aspxhttp://www.cccco.edu/ChancellorsOffice/Divisions/TechResearchInfo/ResearchandPlanning/ARCC/tabid/292/Default.aspxhttp://www.cccco.edu/ChancellorsOffice/Divisions/TechResearchInfo/ResearchandPlanning/ARCC/tabid/292/Default.aspxhttp://www.cccco.edu/ChancellorsOffice/Divisions/TechResearchInfo/ResearchandPlanning/ARCC/tabid/292/Default.aspxhttp://sdivn.edulounge.net/2010/01/26/cb-21-coding-workshop/http://sdivn.edulounge.net/2010/01/26/cb-21-coding-workshop/http://sdivn.edulounge.net/2010/01/26/cb-21-coding-workshop/http://www.cccbsi.org/noncredit-conferencehttp://www.cccbsi.org/noncredit-conferencehttp://www.cccbsi.org/noncredit-conferencehttp://sdivn.edulounge.net/2010/01/26/cb-21-coding-workshop/http://www.cccco.edu/ChancellorsOffice/Divisions/TechResearchInfo/ResearchandPlanning/ARCC/tabid/292/Default.aspxhttp://www.cccco.edu/ChancellorsOffice/Divisions/TechResearchInfo/ResearchandPlanning/ARCC/tabid/292/Default.aspx -
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1.Assessing Student Learning Outcomes
2. Using an Equity Lens to Assess Student Learning
3.Assessing Student Services Outcomes
4.A Model for Building Information Capacity and Promoting a Culture of Inquiry
5. Assessing Institutional Effectiveness
6.Assessing Basic Skills Outcomes
7.Maximizing the Program Review Process8.Turning Data into Meaningful Action
9. Assessing Non-credit Student Learning Outcomes
Figure 12 shows the number of colleges that have participated in some kind of 3CSN-sponsored
data analysis training in 2009-10.
FIGURE 12 DATA ANALYSIS TRAINING
http://www.rpgroup.org/BRIC/InquiryGuide/SLOshttp://www.rpgroup.org/BRIC/InquiryGuide/SLOshttp://www.rpgroup.org/BRIC/InquiryGuide/SLOshttp://www.rpgroup.org/BRIC/InquiryGuide/StudentServiceshttp://www.rpgroup.org/BRIC/InquiryGuide/StudentServiceshttp://www.rpgroup.org/BRIC/InquiryGuide/StudentServiceshttp://www.rpgroup.org/BRIC/InquiryGuide/InfoCapacityhttp://www.rpgroup.org/BRIC/InquiryGuide/InfoCapacityhttp://www.rpgroup.org/BRIC/InquiryGuide/InfoCapacityhttp://www.rpgroup.org/BRIC/InquiryGuide/BasicSkillshttp://www.rpgroup.org/BRIC/InquiryGuide/BasicSkillshttp://www.rpgroup.org/BRIC/InquiryGuide/BasicSkillshttp://www.rpgroup.org/BRIC/InquiryGuide/ProgramReviewhttp://www.rpgroup.org/BRIC/InquiryGuide/ProgramReviewhttp://www.rpgroup.org/BRIC/InquiryGuide/ProgramReviewhttp://www.rpgroup.org/BRIC/InquiryGuide/DataToActionhttp://www.rpgroup.org/BRIC/InquiryGuide/DataToActionhttp://www.rpgroup.org/BRIC/InquiryGuide/DataToActionhttp://www.rpgroup.org/BRIC/InquiryGuide/DataToActionhttp://www.rpgroup.org/BRIC/InquiryGuide/ProgramReviewhttp://www.rpgroup.org/BRIC/InquiryGuide/BasicSkillshttp://www.rpgroup.org/BRIC/InquiryGuide/InfoCapacityhttp://www.rpgroup.org/BRIC/InquiryGuide/StudentServiceshttp://www.rpgroup.org/BRIC/InquiryGuide/SLOs -
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Program Planning
Program logic models, described in theW.K. Kellogg Foundation Evaluation Handbookas a picture
of how your program worksthe theory and assumptions underlying the program . . . highlighting
how it is expected to work, what activities need to come before others, and how desired outcomes
are achieved (p. 35)have been integral to BSI Leadership Institute (BSILI) and regional network
trainings, as reported in the Objective II section of this progress report document. Using the 3CSNlogic model as an example, regional networks and colleges have created logic models representing
their interventions.
Logic model training was followed by rubric building using iRubric.com to help evaluate programs
and interventions included in the logic models. Figure 13 shows a sample iRubric document based
on creating a pathway to student success. These rubrics were created at the BSILI training to assist
colleges with the implementation of their college initiatives to help students on the road to student
success. One participant identified how this rubric will be used on her campus over the next few
years:
To achieve student success/retention in BSI courses, using the Intervention Model we
have already created a schedule of which courses will be a part of the program. All of the
elements are in place and have been used for two semesters, so we are on the unmarked
dirt road. In order to get to the Paved Road we will need to continue to do longitudinal
research to learn more about what is causing success and why some parts of the initiative
are not creating more success.
If we want to extend this model (once we determine what is most successful), the next step
would be to expand it to all BSI courses this would get us to the two-lane road. In order to
get to the Superhighway we would need to extend this model out to content-area courses
in addition to the BSI courses.
The itinerary to arrive at certain destinations listed in the rubric are described by the participants:
2010-11 Longitudinal research and student input to see that this model works effectively
first. That will get us to the Paved Road.
2011-12 Once we have learned what is most successful, we will extend the model to
additional BSI courses this will get us to the two-lane road.
2012-13 Funding and support will need to be in place in order to extend this program to
the Superhighway.
http://bsili.3csn.org/files/2010/06/Kellogg-Logic-Model-guide.pdfhttp://bsili.3csn.org/files/2010/06/Kellogg-Logic-Model-guide.pdfhttp://bsili.3csn.org/files/2010/06/Kellogg-Logic-Model-guide.pdfhttp://bsili.3csn.org/files/2010/06/Kellogg-Logic-Model-guide.pdf -
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Student Success Initiative
Unmarked Dirt Trail Paved Road Two-lane Road Super HighwayCollaborative
EffortIndividual silos; led by one
individual or department withno input from other
stakeholders
Involves a few outside stakeholders
but is not broad-reaching. Limitedcommunication occurs on campus
Multiple constituencies involved,
communication occurs somewhat regularly
Continual structured process of ongoing engagement a
communication among all stakeholders.
Professional &
Organ. Learninglack of organized training
relative to initiative; No needs
assessment occurs.
Workshops given but no one
attends; designated person
sent as a trainee without
follow-up
Siloed or one shot deals with no
follow up participation, attendance
limited; no campus-wide
involvement. Needs assessment
occurs at an individual level.
Departments and division involvement;
some training beginning; student
involvement; incentives; point people; prof.
development assists beyond just providing a
space; collaboration between student
services and academic affairs. Need
assessment occurs on an organizational
level.
Everybodys on board, highly coordinated, follow-up a
reporting back; on-going ; training trainers to sustain;
evaluation recursivity. Initiative becomes part of the
institution and prof. development takes ownership of o
going training. Comprehensive, sustainable, demonstra
application of new learning.
Student
Involvement/Engagement
No involvement; faculty are
unconcerned or uninterestedin student involvement;
students are disengaged
Ask for but don't know how to use
student opinions about programs;some evidence of student
engagement
Student input is solicited, valued and used
in decision-making; large numbersparticipate in the program; peer mentoring
occurs both informally and formally
Students intentionally involved in the creation of ideas
improvements; students are partners in change
Scalable/Sustaina
bleProhibitively expensive or
staff- or facility-intensive
Potential to grow to a certain extent
(boutique program)
Supports success of large numbers of
students.
Leads to a restructuring of current instructional and/or
student support services practices. The institution enga
in continued dialogue and transformation of s ervicesand/or instruction that actively connects and empowers
students and communities
Goals (alignment) alignment between initiative
and institutional goals have
not been considered
lip service paid to alignment or as an
afterthought (stretch). Goals are
clearly articulated, but not clearly
communicated and shared.
Connects with some portions of the
institutional goals; aligned but lack of
awareness. Beginning efforts to integrate it
with planning and budgeting processes.
Goals are clearly articulated and shared.
fully aligned, widely recognized, and fully integrated w
college strategic plan and budgeting process
(institutionalized) no dependence on outside funding
Managing
ChangeThe realization that something
needs to change. Things are
disconnected and are notworking. There are potholes
in the road and they aregrowing so we have a sense of
urgency
Core group of change agents (with
someone of power in it) leading the
charge. Clear message with realisticgoals and expectations ( consistent,
sustained, and focused). Firstfollowers buy into the need tochange. Sense of community thats
being built in the critical mass
Some institutional changes occur.
Institutional support. Tipping point where
the uncommitted support the initiative.Guiding coalition with a shared vision,
shared message- that is mutually agreedupon. Persistence and sustainability felt
within the group. Ongoing evalua