C. STUDENT SUCCESS INDICATOR FOR ESL AND BASIC SKILLS COMPLETION - Ratio of the number of students by population group who complete a degree-applicable course after having completed the final ESL or basic skills course to the number of those students who complete such a final course.
|Activity||Responsibility||Expected Outcome(s)||Target Date||Updates/Completion|
|C.1: Coordinate with Academic Foundations Committee, English, Math, and ESL departmental faculty to examine basic skills best practices that demonstrate pedagogical and andragogical reform.
Activity Type: Student Equity Coordination/Planning, Research and Evaluation, Curriculum/Course Development or Adaptation, Instructional Support Activities
|Academic Senate, Deans, Faculty||Disseminate information about basic skills/ESL best practices to increase student success.||06/30/2016||Completed and ongoing: New acceleration courses in Math and English have been developed and piloted in 2015-16. Continued review of acceleration and evaluation will take place for all three disciplines though Spring 2016|
|C.2: Assess and respond to the impact of the new placement option(s) for English 1A that take effect fall 2014.
Activity Type: Research and Evaluation, Curriculum/Course Development or Adaptation, Instructional Support Services, and Student Equity Coordination/Planning
|Assessment, Research, Dean- Student Services||Data will be analyzed to determine if new methods resulted in higher placements without negatively impacting success rates.||06/30/2016||Complete and ongoing: Preliminary assessment showed that students placed via multiple measures transcript evaluation were more successful in completing English 1A than students who were placed via other methods during the Fall 2014 and Spring 2015 terms. Math placement through transcripts will follow.|
|C.3: Coordinate with SSSP to develop a video that all students must view prior to taking placement tests.
Activity Type: Student Services or other Categorical Programs, Student Equity Coordination/Planning, Direct Student Support, and Outreach
|Assessment Center, Dean – Student Services||A new video will be required of all students prior to taking Accuplacer that emphasizes the importance of the process.||06/30/2017|
|C.4: Explore a diagnostic instrument to identify and group students from lowest need to highest need. Provide levels of services designed to meet the varying needs.
Activity Type: Research and Evaluation, Student Equity Coordination/Planning, Curriculum/Course Development or Adaptation, Direct Student Support, and Instructional Support Activities
|Dean, Student Services||A diagnostic assessment test will be deployed to 100 students.||06/30/2015||Complete: Diagnostic assessment test “Hope Test” will be implemented and launched in Fall 2016.|
|C.5: Explore, develop, and implement acceleration methods, courses, and curriculum (e.g., Acceleration
in Context and the California Acceleration Project) to move high risk students through pre-collegiate levels more expeditiously.
Activity Type: Student Equity Coordination/Planning, Curriculum/Course Development or Adaptation, Instructional Support Activities, and Professional Development
|Faculty, Academic Senate (AFC, NL, SS), Deans||A presentation on AIC will be hosted on campus.
An acceleration model will be identified that is appropriate to the discipline.
The models will be designed in 2016 and implemented by 06/30/2017.
|New acceleration curriculum has been developed in both Math
& English. The new courses are currently being piloted with plans to expand based on success data. ESL curriculum is being explored to incorporate models for acceleration or other best practice.
|C.6: Determine students’ language at time of application.||ESL faculty, Research, Dean, Student Services||The new Open CCCApply will ask additional questions regarding language skills.||06/30/2015||Completed|
|C.7Develop ways by which to better assess and evaluate the progress, needs, and goals of ESL students.
Activity Type: Research and Evaluation, Student Equity Coordination/Planning, Curriculum, Course Development or Adaptation, and Instructional Support Activities
|ESL faculty, Research, Dean, Student Services||Benchmarks for ESL students will be clearly defined.||06/30/2016||Student Climate Survey and focus groups to assess goals was completed in Spring 2015. Inquiry groups to assess student needs are being completed in November 2015|
|C.8: Research the viability of the “Statway” project.
Activity Type: Research and Evaluation, Curriculum/Course Development or Adaptation, Instructional Support Activities, and Student Equity Coordination/Planning
|Math faculty, Research Office, Sci/Math Deans||A decision to implement the Statway project will be made in 2015. If approved, the Statway program will be designed and implemented by 06/30/2016. The percentage of students completing a college-level math will increase by 06/30/2017||06/30/2016||Complete: The math department has created local curriculum with the first course in pilot for fall 2015. Additional curriculum is under development.|
|C.9: Determine if the college wishes to maintain its current decentralized basic skills structure and, if so, devise structure to ensure basic skills are highly coordinated.
Activity Type: Student Equity Coordination/Planning, Curriculum/Course Development or Adaptation, Research and Evaluation, and Instructional Support Activities
|Academic Senate, VPI, VPSS, Instructional Deans||The college will establish a structure to ensure basic skills/ESL programs are highly coordinated.||9/30/2016||Completed and ongoing. The college wishes to remain decentralized and is working to improve and strengthen coordination efforts. A new academic senate committee has been established; the new Dean of Student Equity has responsibility to facilitate coordination.|
|C.10: Coordinate SSSP efforts to integrate counseling into developmental classes.
Activity Type: Student Services or other Categorical Program, Student Equity Coordination/Planning, Curriculum/Course Development or Adaptation, Instructional Support Activities, and Direct Student Support
|Counselors||A counselor will visit each developmental class that is 2 or more levels below college.||06/30/2016||Completed and ongoing. Some courses have been visited by counselors.|
|C.11: Strengthen collaborative relationships with high school and university partners with an emphasis on common core, basic skills completion and EAP articulation efforts to increase
Activity Type: Outreach, Student Services or other Categorical Program, Student Equity Coordination/Planning, Professional Development, and Research and Evaluation
|VPI, VPSS, Deans, English and Math Faculty||Success rates for students who complete Senior Year EAP Math Classes will be equal to or greater than students who place in college level math classes by other means.
Success rates for students who complete ERWC classes will be equal to or greater than students who place on college level English classes by other means.
Smarter Balance assessments of “college readiness” will be articulated into college placement processes.
|Completed and ongoing. A new MOU has been signed to strengthen the relationships; 16 sections of the EAP math course are being
offered in 15-16;
Success rates of these students are equal to or greater than other students.
|C.12: Explore, design and implement an intensive program to improve the number of equity populations completing English and Math to include a summer bridge program, boot camps and other immersion models to be offered in fall and spring terms.
Activity Type: Outreach, Student Services or other Categorical Program, Student Equity Coordination/Planning, Direct Student Support, Instructional Support Activities, and Curriculum/Course Development or Adaptation
|Instructional Faculty, Deans, Academic Senate (AFC, SS)||A Summer Bridge program will be designed, proposed and implemented.
Success rates of participants will be assessed and evaluated.
Results will be incorporated into future year planning efforts.
|A one-week intensive summer bridge program will be launched in 2016 as part of the new RISE program.|
|C.13: Institutionalize regular process of assessment and identify for those programs that demonstrate success (e.g.: learning communities, SI, FYE, and other specialized
programs and services).
Incorporate expansion efforts as appropriate in future equity planning.
Activity Type: Student Services or other Categorical Programs, Research and Evaluation, Student Equity Coordination/Planning, Curriculum/Course Development or Adaptation, Instructional Support
|Research, Deans, Program Faculty||Annual reports regarding the effectiveness of student success interventions will be developed, reviewed and used to inform decision-making.
Implement expansion efforts as appropriate.
|Completed and ongoing. The Research Office has incorporated assessment into all major initiatives under equity|
|C.14: Determine whether sufficient numbers of classes are available at the lower levels in English/Reading and Math and adjust offerings accordingly.
Activity Type: Research and Evaluation, Student Equity Coordination/Planning, Curriculum/Course Development or Adaptation, Instructional Support Activities, and Professional Development
|Deans, Research, Department Chairs||Provide sufficient levels of basic skills courses to meet student demand.||06/30/2017||Completed and ongoing. The college is not offering sufficient numbers of classes and has added new FT faculty in the key departments.
Additionally the college has committed to a goal to meet student demand by increasing offerings by 25% each year as part of its “Re- engineering Sierra College for Student Success” initiative.