2016 ESL/Basic Skills Professional Learningextranet.cccco.edu/Portals/1/AA/BasicSkills/2018/3CSN...Appendix A: 2015-2016 3CSN Table of Conferences, Workshops, and Events1 Conference

Table of Contents:

Appendix A: 2015-2016 3CSN Table of Conferences, Workshops, and Events.……..2

Appendix B: 2015-2016 3CSN Partnerships …………………………………..…...…7

Appendix C: 3CSN Regional Network Logic Models………………………….……..10

Appendix D: The Los Angeles Regional Network (LARN)……………………..…….15

Appendix E: Orange County Learning Network (OCLN)………………………..…….18

Appendix F: Central Valley Regional Network (CVRN)…………………………....…20

Appendix G: San Diego Imperial Valley Network (SDIVN)……………………..……24

Appendix H: Northern California Learning Network (NCLN)……………………....…27

Appendix I: California Acceleration Project 1 Day & 1/2 Workshops……………....…31

Appendix J: Habits of Mind 1 Day & 1/2 Workshops ……………………………..…..32

Appendix K: Reading Apprenticeship Project Day & 1/2 Workshops…………..…..…33

Appendix L: Learning Assistance Project ½ Day 1 Day Workshops……………..……34

Appendix M: Assembly Budget Subcommittee…………………………………………35

Appendix N: Summary of Habits of Mind Dissertation Study by Dr. Miguel Powers…38

Appendix O: Basic Skills Initiative Reporting Sessions………………………………...40

2016 ESL/Basic Skills Professional Learning Development Grant Annual Report Appendices

Submitted by Los Angeles Community College District

Appendix A: 2015-2016 3CSN Table of Conferences, Workshops, and Events1

Conference Name, Date, Location Presentation Title Presentation

Hours Est. #

Participants

# 3CSN Staff

Present Cuesta College, FLEX, Wednesday, August 12 Tutor Training: Cuesta College 3 25 2 Modesto Junior College Retreat, Tuesday, August 18, Asilomar Conference Center

3CSN Presentation, Part I: Building Communities of Innovation 1.5 90 2

Modesto Junior College Retreat, Tuesday, August 18, Asilomar Conference Center

3CSN Presentation, Part 2: Acceleration as an Equity Lever: The California Acceleration Project 1.5 90 2

Modesto Junior College Retreat, Tuesday, August 18, Asilomar Conference Center Reading Apprenticeship 1.25 18 1 Modesto Junior College Retreat, Tuesday, August 18, Asilomar Conference Center Habits of Mind 1.25 35 1 Modesto Junior College Retreat, Tuesday, August 18, Asilomar Conference Center English Acceleration 1.25 25 1 Modesto Junior College Retreat, Tuesday, August 18, Asilomar Conference Center Math Acceleration 1.25 20 1

College of the Redwoods, Convocation keynote speech, Thursday August 20

Unleashing Student Capacity: Increasing Student Completion and Equity through Changes to Placement, Curriculum, and Pedagogy (CAP) 1.5 200 1

CSU Chancellor's Office, General Education Advisory Committee Meeting, Sept. 1

Advocating for policy change re: transfer articulation and statistics pathways (CAP) 0.75 15 2

Board of Governors' Retreat, Folsom Lake College, Sept. 20

Impact of California Acceleration Project at participating colleges - testimony by Katie Hern, Summer Serpas, and Kathy Kubo 0.15 35 1

CAP Regional Workshop, Cuyamaca College, Sept. 25

Acceleration: A Powerful Lever for Increasing Completion and Equity (CAP) 6 52 2

1 3CSN was requested to present/lead these workshops and events. These workshops and events differ from 3CSN sponsored events that are calculated in the final report.

U.S. Education Learning Forum, Bill and Melinda Gates Foundation, Seattle, Oct. 7

"Building Onramps to Higher Education," National panel on remediation reform, featuring CAP acceleration efforts 60 40 1

Strengthening Student Success, Thursday, October 8th, Oakland Marriott

Rethinking our approach to Incoming Students: Three Powerful Strategies for Increasing Completion, Narrowing Equity Gaps, and Unleashing Student Capacity (CAP) 1.5 35 2

Strengthening Student Success, Thursday, October 8th, Oakland Marriott Overcoming Obstacles to Placement Reform (CAP) 1.5 25 1


Collaboration Across Boundaries for Equity and Success: Cañada College’s Student Success and Equity Projects 1 42 2


Through the Affective Looking Glass: How to Use “Sense and Sensibility” to Uncover and Develop Your Students’ Inner Academic Selves 1.5 42 2


Structured Growth: Using Course Design and Instructional Models to Scale Up Innovative Programs 1.5 33 1

Strengthening Student Success, Thursday, October 8, Oakland Marriott City Center The Professionalization of Tutoring 1.5 25 3 Strengthening Student Success, Thursday, October 8, Oakland Marriott City Center

Leading from the Middle: Acceleration Reform in Three Colleges (CAP) 1.5 30 2

Strengthening Student Success, Thursday, October 8, Oakland Marriott City Center

Metacognition in Mathematical and Scientific Thinking 1.5 30 5

Strengthening Student Success, Friday, October 9th, Oakland Marriott City Center

Leadership as Learning to Support Equity and Success or Why it Pays to BSILI Post-Conference Session 4 36 3

Strengthening Student Success, Friday, October 9, Oakland Marriott City Center

Cultivating a Growth Mindset- Post-Conference Session 4 28 2


Re-imagining General Education with an Equity Mindset: Threshold Concepts, Wicked Problems, and Intersegmental Conversations Re-imagining General Education with an Equity Mindset: Threshold Concepts, Wicked Problems, and Intersegmental Conversations - Post-Conference Session 4 37 2

Strengthening Student Success, Wednesday, October 7, Oakland Marriott City Center

A Reading Apprenticeship Sampler: Generating Metacognitive Conversations across the Disciplines 1 22 1

Strengthening Student Success, Wednesday, October 7, Oakland Marriott City Center

Collaboration for Success: How Instruction and Student Support Work Together to Improve Success for New Students 1 19 2


Transforming Learning: Scaling High Impact Basic Skills Practices across California 1 42 1

Strengthening Student Success, Thursday, October 8, Oakland Marriott City Center Making Meaning of the DREAM 1.5 25 1


Transforming Campus Culture through New Faculty Professional Learning Programs 1.5 27 3


Rethinking Our Approach to Incoming Students: Three Powerful Strategies for Increasing Completion, Narrowing Equity Gaps, and Unleashing Student Capacity (CAP) 1.5 30 2

CSU Chancellor's Office, General Education Advisory Committee Meeting, Sept. 1

Making the Case for Redesigned Statistics Pathways 0.5 15 2

CSU English Council, 10-8-15 Presentation on Threshold 3 30 2

Deeper Learning Forum, Hewlett Foundation, San Diego CA Oct. 27-30

CAP participated in national convening of grantees of William and Flora Hewlett Foundation

various contributions during week-long event 200 1

Tennessee Association for Student Success and Retention (TASSR) 2 keynotes and 4 breakout sessions 7 200 1

Integrated Reading and Writing Summit, National Assoc. of Dev. Ed & College Reading and Learning Assoc., Portland OR, Nov. 5

Pre-Conference Workshop on Accelerated, Integrated Reading and Writing 1.5 45 1

AAC&C STEM Conference, Thursday, 11-13-15

Deeper STEM Learning Through Metacognitive Conversation 1 60 4

CAP regional workshop, San Mateo College, Nov. 13

Acceleration: A Powerful Lever for Increasing Completion and Equity 6 35 2

CA Faculty Collaborative Webinar, CCC Confer, 11-18-15 AAC & U, LEAP & GEMs Webinar 1 18 2

Community College League of CA Annual Convention, Burlingame, 11-19-15

BSILI and Beyond: Apprenticing Leaders to Sustain and Expand High Impact Practices 1.5 18 1

American Mathematical Association of Two-Year Colleges (AMATYC 2015) Annual Conference, New Orleans, LA, 11-20-15 ET Phone Home: A Case for Embedded Tutoring 0.083 75 1 American Mathematical Association of Two-Year Colleges (AMATYC 2015) Annual Conference, New Orleans, LA, 11-21-15

Course-Embedded Tutoring: Student Success in Postsecondary Math 0.833 27 1

Campaign for College Opportunity, Celebration of Success of AB770 & Basic Skills Outcomes Transformation Program, Ventura CA, Dec. 14

Award acceptance speech on behalf of CAP, plus recognizing the local leadership of math instructor Kathy Kubo at College of the Canyons 0.15 35 1

Mt. San Jacinto College, Menifee Campus, Jan. 14

Acceleration as Equity Lever: Plenary session, followed by workshop for English faculty 5 75 1

ASCCC Instructional Design and Innovation Conference, Riverside, CA, 1/21-23/16

Approaching a Common Understanding of College Readiness 1.5 1


Transforming ESL Instruction with Metacognitive Conversation 1.5 12 1

ASCCC Instructional Design and Innovation Conference, Riverside, CA, 1/21-23/16 Student Engagement: Acceleration 1.5 30 3


Growth Mindset in the Disciplines - A Collaborative Approach to Instructional Innovation 1.5 38 1


Redesigning Curriculum and Restructuring Pathways to Accelerate Students through English Course Sequences 1.5

ASCCC Instructional Design and Innovation Conference, Riverside, CA, 1/21-23/16 Acceleration and Equity 1.5 25 2

UC Articulation Conference: UC Irvine, 2/26/16 Math Transfer Challenges 2 200 1 UC Articulation Conference: UC Davis, 3/2/16 Math Transfer Challenges 2 200 1 Central Valley Higher Ed Consortium and Complete College America, Clovis, 3/4/16 Co-Requisite Remediation at Scale, featuring CAP 6 80 2

Center for Postsecondary Readiness, National event held at UT Austin, TX, 3/8/16

Math Pathways in the California Acceleration Project 2 40 1

Mindfulness and Metacognition Conference, Renton Technical College, 3/11/16 Reading Apprenticeship Basics 2.5 43 2 Tutor Expo '16: San Diego, 3/11/16 Keynote Address 1.25 200 3

Mindfulness and Metacognition Conference, Renton Technical College, 3/12/16

How to Use Schema and Scaffolding for Lesson Planning with Reading Apprenticeship 1.5 18 1




This is What it Looks Like: Reading Apprenticeship in STEM 1.5 7 1


This is What it Looks Like: Reading Apprenticeship in STEM 1.5 10 1

NADE, Anaheim, CA 3/17/16 The Professionalization of Tutoring: Building a Community for Learning Assistance Professionals 1.33 30 3

NADE, Anaheim, CA 3/17/16

The Need for Voice: How True Access Increases ESL Student Equity in the Community College Classroom 1.3 10 1

NADE, Anaheim, CA 3/17/16 Strengthening Professional Learning Through Communities of Practice 1.33 7 2

NADE, Anaheim, CA 3/17/16 Introduction to Reading Apprenticeship Workshop: Making the Invisible Visible 1.33 14 1

NADE, Anaheim, CA 3/16/16 Pre-Conference Workshop on Accelerated, Integrated Reading and Writing 3 30 1

NADE, Anaheim, CA 3/17/16 Transforming Placement & Remediation: An Under-Utilized Equity Lever 1.25 30 1

NADE, Anaheim CA 3/17/16

The Case for Accelerated, Integrated Developmental Reading and Writing: Research and Reflections from the Field (CAP with CCRC researcher on reforms in Virginia) 1.25 25 1

NADE, Anaheim CA 3/17/16 High Impact Strategies for Improving Completion of College Math for Underprepared Students 1 30 1

NADE, Anaheim CA 3/17/16

The Grid of Gold(en) Opportunities: Using Strategic Design to Scale-Up Innovative Programs (CAP & Irvine Valley College) 1.25 25 2

NADE, Anaheim CA 3/17/16 Several other sessions by faculty from CAP colleges (San Diego Mesa, Butte, Ohlone, others...) 1.25 100 6

Tutor Expo '16: Making Connections (Gavilan College), 3/24/16 Keynote Address 0.5 100 1

Merced College, 4/7/16

Acceleration as Equity Lever - keynote, followed by meetings and dinner with faculty and administrators (CAP) 6 65 2

ACTLA, Las Vegas, 4/23/16 Building a Community; Professionalizing Tutoring 2 30 3

Linked Learning Policy Convening, Sacramento, 4/25/16 K-14 Policy Solutions for Remediation (CAP) 1 40 1 Reading Apprenticeship Conference, College of San Mateo, 5/13/16 Reading Apprenticeship and Learning Assistance 6 15 2 Reading Apprenticeship Conference, College of San Mateo, 5/13/16 Introduction to Reading Apprenticeship Workshop 6 40 1

Reading Apprenticeship Conference, College of San Mateo, 5/14/16

Talking to the Text and Other Strategies to Help Students Engage with Difficult Texts in Accelerated English Classes 1.5 12 1


What Does Reading Have to Do with Equity? Ethical Academic Apprenticeships in the 21st Century 1.5 25 2



CSULA, 5/21/16 Threshold Concepts: Ideas to Think and Teach With (Conference Keynote) 2 30 2

Totals 211.006 3602 129

Appendix B: 2015-2016 3CSN Partnerships

Partner Organization Description of Activities Academic Senate Senate representatives participated in 3CSN events.

Senate Professional Development Committee Chair presented a breakout session at LINKS 2.0 3CSN Coordinators and Community of Practice members presented at Instructional Innovations Conference

Achieving the Dream Partners in professional development for LARN American Association of Colleges and Universities (AAC&U) Faculty Collaboratives

Threshold Project events create bridge between CSU and CCC Faculty Fellows 3CSN Northern California Network Coordinator serving as a AAC& U Faculty Fellow for 2015-2017 3CSN Executive Director serves on Faculty Collaboratives National Advisory Board Faculty Collaborative team presented breakout sessions at LINKS 2.0 in April 2016.

Association of Colleges for Tutoring and Learning Assistance (ACTLA)

LAP Coordinators participate/present annually at national ACTLA conference Collaboration between ACTLA and LAP on statewide projects such as statewide survey including sharing distribution channels to reach a comprehensive audience

Basic Skills Advisory Committee 3CSN Executive Director is an ex officio member 3CSN offers support to CCC BSI educators through hosting informative sessions regarding BSI reporting changes established by committee

California Association of Developmental Education (CalADE) Donna

3 of 3CSN’s coordinators are on CalADE’s Executive Board

California State University Chancellor’s Office CSU Chancellor’s Office Senior Advisor for Liberal Learning Partnerships works as resource partner for Threshold Project

Career Ladders Project Partners in growing CTE CoP using the Single Structure Strategy established via C-6 Consortium Partners in professional development work for the IEPI

Carnegie Foundation Collaborative partnership to disseminate and grow Statway and Quantway initiatives across CCCs

Common Assessment Initiative (CAI)

CAI participants presented at LARN’s Placement for Success Summit

Community College League of California • 3CSN coordinator presented at CCLC Legislative conference • 3CSN Executive Director serves on the Advisory Committee on Legislation and

the Futures Commission • 3CSN Coordinator participated in Leadership Roundtable

Education Results Partnerships • Keynote at LARN Placement for Success Summit • Presented at LINKS 2.0 • Sharing Multiple Measures Assessment Project work at BSI Coordinator, CAP,

and regional network events

Institutional Effectiveness Partnership Initiative (IEPI)

• 3CSN facilitated appreciative inquiry portion of PRT trainings during Fall 2015 and Spring 2016

• 3CSN part of the IE grant resource team assisting with professional development

• 3CSN Executive Director serves on Advisory Committee

Leading from the Middle • 3CSN Executive Director serves on LFM Steering Committee • 3CSN is partnering with LFM on leadership research across CCCs

LearningWorks • Partners in professional development work for the IEPI

• Partners in planning and presenting a statewide convening in Fall 2015, Testing and Beyond: the Future of College Math Placement in California

National Association of Developmental Education Donna

• 3CSN team members serving on National Conference planning committees. • 3CSN team members volunteering at NADE conference in March 2016 • 3CSN San Diego regional coordinator is serving as Proposal Chair • 3CSN Inland Empire regional coordinator is serving as Hospitality Chair • 3CSN CTE CoP leader is one of lead organizers for the national conference • 3CSN was represented at NADE 2016 (the national conference held in Anaheim

this year) in the following ways • Multiple concurrent session presentations (Reading Apprenticeship, Tutoring,

ESL, Contextualized CTE, California Acceleration Project) • Exhibit Hall booth • 3CSN Executive Director a Plenary Panel Member

Online Education Initiative • 3CSN team member serves as chair of OEI Equity Committee

• 3CSN Executive Director member of subcommittee

Professional Learning Network • 3CSN Executive Director part of kick-off webinar

• 3CSN a resource partner

The RP Group • Collaborate in hosting and planning Strengthening Student Success Conference • Partners in professional development work for the IEPI

Success Center for California Community Colleges • Program Partner

Telecommunications and Technology Infrastructure Program, aka TTIP South

• Partners in professional development work for the IEPI

WestEd’s Strategic Literacy Initiative

• Fall 2015 regional RA in STEM events; • Reading Apprenticeship Community College STEM Network events • 3CSN Executive Director serves on STEM RA Advisory Board • 1st Annual Reading Apprenticeship Conference

Appendix C: 3CSN Regional Network Logic Models

Appendix D: The Los Angeles Regional Network (LARN) LARN was able to leverage the goals of professional learning and supporting communities of practice throughout the Southern California region. Through the numerous events hosted by the LARN campuses, colleges were able to gather around shared goals and share information on their campus efforts centered specifically around the Basic Skills Initiative, Achieving the Dream, Student Equity Funding, and SSSP. In an effort to connect with other 3CSN COPs, LARN events included spotlight speakers and presenters who discussed their campus involvement in the following COPs: Reading Apprenticeship, Habits of Mind, CA Acceleration Project, as well as BSILI. Through these presentations, participants were made aware of the COPs goals and were invited to participate in the COPs’ trainings.

LARN hosted statewide 3CSN events as well as several events that responded to emerging needs and interests in the region. LARN also hosted several traditional 3CSN workshops and professional learning events, including BSI Coordinator events, LINKS workshops, and specialized Achieving the Dream Summits. In addition, LARN was home to several unique events that responded to the strengths, interests, and needs of the region. These workshops/summits/events were aligned to IE, SSSP, and Student Equity in various ways; the descriptions below indicate how those alignments were possible.

FYE Program Site Visit – October 15, 2015 – L.A. Southwest College In 2014, the Los Angeles Community College District, in collaboration with AtD and the Student Success Initiative Committee, explored the various models of First Year Experience (FYE) Programs on our campuses. In an effort to further this discussion, a site visit was held at Los Angeles Southwest College's FYE Program, to learn how the college successfully serves a large portion of incoming students. There were 18 participants from 8 colleges. The L.A. Southwest College FYE Program Director gave an overview of their program, discussed interventions from counseling, and presented a panel of students who offered testimonials of how participating in the FYE program helped them to feel valued and nurtured, helped them to navigate their educational experience, and complete their courses and educational goals of transferring to a 4-year university. Participants discussed the components of their FYE programs, funding sources, campus collaborative efforts, challenges, successes, and the need for more professional learning opportunities for faculty and staff. L.A. Harbor College presented on its FYE program, Harbor Advantage, which provides a wide range of support services, including assessment, orientation, and counseling services to participants. Participants enjoyed hearing students share their personal experiences with the program.

Beyond Financial Aid Toolkit – November 6, 2015 – L.A. Community College District

This workshop was presented by the Los Angeles Community College District, LUMNIA Foundation, & Achieving the Dream. There were 29 participants from 8 of the 9 L.A. Community College District campuses, including LACCD administrators. The goal of this workshop was to assist colleges in taking meaningful steps to close attainment gaps by expanding supports that make college more affordable for students with limited financial resources. Presenters discussed measures to close attainment gaps and expand the concept of “financial support” for college beyond grants, scholarships and loans. Participants were introduced to BFA’s six strategies for weaving expanded financial supports into a college’s success efforts. Facilitators also guided participants in mapping and identifying opportunities to offer support, and completing a self-assessment to determine their college’s service capacities.

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LARN Professional Development Coordinators Meeting – March 11, 2016 – LACCD Board Hearing Room LARN and the LACCD Student Success Initiative Steering Committee hosted Professional Development Coordinators from its regional colleges. The event was held in the LACCD Board Hearing Room. There were 12 participants from 8 regional campuses, along with one outside LACCD campus, Santa Monica College. Participants discussed connecting professional learning to the SSSP, Basic Skills, and Equity Initiatives, as well as other campus programs, such as FYE and Supplemental Instruction. Members of the 2016 Faculty Teaching and Learning Academy Cohort (FTLA) also attended the event. Participants shared resources, best practices, and concerns regarding the need to increase outreach efforts to involve new faculty and part-time faculty in professional learning training and campus life. They expressed interest in learning more about statewide initiatives, how 3CSN can facilitate ongoing learning in these areas, and the need for Professional Development Coordinators to create marketing and promotional campaigns and training workshops to assist faculty and classified staff with building community and learning the culture of their individual campuses. FTLA members provided PD Coordinators with valuable feedback and ideas. The group was also joined by Adrienne Mullen, LACCD Dean of Adult Education and 3CSN Southern California Network Coordinator, Jeanne Costello. LARN Regional Network Activity Chart

Event/Descriptor Date/Location (s)/Region

#Participants (Total)

#Colleges (Unduplic

ated)

Length of event (hrs)

Overall Rating of Excellent or Good

Faculty Teaching & Learning Academy at Los Angeles Pierce

College

August 12-14 & 19-21,

September 18, October 16, December 4, 2015 at Los

Angeles Pierce College

24 7 54 100%

LARN BSI Report and Sharing Workshop

September 11, 2015 at Los


16 10 2 100%

LACCD District Academic Senate

Summit

September 25, 2015 at Los

Angeles Valley College

125 9 6.5 n/a

First Year Experience Program Site Visit

October 15, 2015 at Los

Angeles Southwest

College

18 8 2.5 95%

Learning Assistance Sharing Event



9 9 5

Summit on Placement October 30, 54 19 6 95%

18

for Success 2015 at Los Angeles

Southwest College

Beyond Financial Aid Toolkit

November 6, 2015 at Los

Angeles Community

College District

29 8 6 100%

Summit on Welcoming Students

to Your Campus: Innovative Efforts in the SSSP & Equity

Initiatives

November 20, 2015 at Los

Angeles Mission College

23 11 6 100%

Faculty Teaching & Learning Academy

January13-15, 20-22, 28-29,

Feb. 26, March 18, April 15,

May 13

17 8 68 100%

LARN Professional Development

Coordinators Meeting

March 11, 2016 12 9 2 100%

Summit on Noncredit: The

“New” Noncredit: Changes in the

Noncredit to Credit Pathway

March 18, 2016 at Los

Angeles Valley College

38 21 6 100%

5th Annual LACCD Achieving the Dream Retreat

May 20, 2016 at Los Angeles Harbor College

39 9 6 100%

Total 510 17 170 Total hours

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Appendix E: Orange County Learning Network (OCLN) OCLN played a vital and active role within 3CSN’s activities throughout the 2015-2016 academic year. In the fall, there were a total of four regional events, which included an regional online introduction to the Learning Assistance Project community of practice in September, an online regional BSI Reporting event, a face-to-face event called Strengthening Professional Learning in October at Cerritos College, and Professional Learning in Math in November at Golden West College. The two latter events were general professional learning events aimed to motivate and inspire participants to engage in ongoing professional learning for the benefit of student success. In spring 2016, regional coordinator Danny Pittaway was involved primarily in various community of practice (CoP) events connected to the Learning Assistance Project, which included a series of presentations at various conferences such as ACTLA, NADE, and Tutor Expo, while also helping to produce both Tutor Expo ’16 events at San Diego City College and Gavilan College in March. However, there was also an introductory Habits of Mind event called Build Habits of Mind for Student Success at Santiago Canyon College, which was led by CoP coordinator Jan Connal. In May, the region hosted the Southern California BSI Coordinators Summit, which was held at Golden West College. At BSILI in June, Danny began to work with the team from Santiago Canyon College, and is planning to support their initiatives related to reading apprenticeship and learning assistance during the 2016-2017 academic year. In summer 2016, a new co-coordinator for Orange County was welcomed to the 3CSN team. Kristine Nikkhoo, Basic Skills Director for Fullerton College and BSILI 2015 alum, joined Danny to help coordinate the Orange County region. Both co-coordinators can assist with helping colleges further their student success initiatives and connect them to various CoPs to support professional learning and student success. Finally, during summer 2016, Danny connected with the new BSI Coordinator at Golden West College, and will also begin to help GWC develop a professional learning hub and connect them to more 3CSN activities.

LAP Regional Introduction- September 10, 2015-CCCConfer OCLN hosted an introduction meeting to introduce the Learning Assistance Project to the OCLN network of educators who are connected to learning assistance. Five participants attended the meeting, and there was representation from 4 colleges, which included Coastline Community College, Irvine Valley College, Riverside City College, and Santa Ana College. Discussion topics included the professionalization of tutoring and upcoming events such as Tutor Expo ‘16. Event feedback was 100% excellent, with one participant expressing a desire to learn more about tutoring.

BSI Reporting Event-September 24, 2015-CCCConfer

There were 4 attendees from 3 colleges. The event served as a forum for dialog and discussion about completing and submitting the annual report. One participant was thankful for the event and was curious about the role of a BSI Coordinator.

Strengthening Professional Learning-October 23, 2015-Cerritos College

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Cerritos College hosted Strengthening Professional Learning and continued a showcase begun in spring to highlight the activities of the Center for Teaching Excellence (CTx). Eighteen educators from fourteen colleges were in attendance. The event was received well, with attendees requesting more information on specific professional development workshops and activities at Cerritos. One participant remarked that the ideas shared were very practical. Another expressed a desire to learn more about suggestions for professional learning workshops that could be implemented at their college.

Professional Learning in Math-November 6, 2015-Golden West College Golden West College hosted, a full-day event aimed at techniques and approaches to enhance student success in math. Twenty-seven educators from six colleges attended. Participants expressed a desire to learn more about low-cost textbooks and specific math teaching strategies. Another wanted to learn more about how to create more opportunities for tutor/student interaction. Build Habits of Mind for Student Success-April 22, 2016- Santiago Canyon College Santiago Canyon College hosted Build Habits of Mind for Student Success. Participants remarked on wanting to learn about more applied examples of habits of mind, including specific classroom examples. Another suggested a future event to focus on habits of mind for math.

Southern California Basic Skills Coordinators Summit- May 13, 2016-Golden West College 31 educators from fifteen colleges gathered at beautiful Golden West College for the Southern California Basic Skills Coordinators Summit to hear Kirsten Corbin discuss the latest news regarding the Basic Skills Initiative. Some takeaways included learning that the format for the report due this October will return to the style it was two years ago. Kirsten also mentioned a current effort to possibly merge or align the SSSP and BSI reporting cycles and forms. Participants also engaged in group work to discuss and display (through poster creation) their local efforts to integrate planning among SSSP, Equity, and Basic Skills.

OCLN Regional Network Activity Chart

Event/Descriptor Date/Location(s)/Region # of Participants

#Colleges (unduplicated)

Length of

event (hrs)

Overall Rating of

Excellent or Good

OCLN LAP Regional Introduction 9-10-15; CCCConfer 5 4 2 100%

OCLN BSI Reporting Event 9-24-15; CCCConfer 4 3 2 100%

OCLN Strengthening Professional Learning

10-23-15; Cerritos College 18 14 6 100%

OCLN Professional Learning in Math

11-6-15; Golden West College 27 6 6 100%

OCLN Build Habits of Mind

4-22-16; Santiago Canyon College 19 8 6 100%

So Cal BSI Coordinators Summit

5-13-16; Golden West College 31 18 6 100%

Total 104 34 28

Total Hours

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Appendix F: Central Valley Regional Network (CVRN) CVRN has made a huge increase with participation in our statewide Communities of Practice (CoP). At the beginning of our 2015 - 2016 academic year, I was shown that the Central Valley often did not participate much in the larger CoPs, like the California Acceleration Project, so our focus this year has been to increase our region’s participation in these larger statewide efforts. As a result, we have seen a surge in Central Valley participation. This can be seen in a few ways: greater CVRN participation in the California Acceleration Project, core support for CalADE’s hosting of NADE 2016, and a great showing in the state’s Basic Skills Transformation Grant. Specifically, out of the eight CVRN colleges that applied for the grant, three were funded and four were eligible for funding. There are several activities that our region participated in or helped facilitate that were not exclusively 3CSN events. For example on February 11, the IEPI project offered a technical assistance workshop for the BSI Transformation grant in the Central Valley. CVRN Co-Coordinator, Donna Cooper presented a short overview of c0-requisite models in the large group session and facilitate a break out session in the afternoon on co-requisite models for math and English. The Central Valley also has a policy organization called the Central Valley Higher Ed Consortium (CVHEC). This organization is made up of the CEOs of all higher education institutions in the Central Valley. CVHEC has partnered with Complete College America (CCA) to implement a number of their recommendations. One recommendation that aligns with our work in 3CSN is co-requisite models for math, English and ESL. Co-Coordinator, Donna Cooper has been involved in the planning and training for this initiative. She was part of the planning team for the CCA co-requisite Summit on March 4th hosted by Clovis Community College. These two events (IEPI workshop and the Co-Requisite Summit) have helped jump start the work in acceleration and resulted in the California Acceleration Project adding a training specifically for community colleges in the Central Valley. That training will take place in September and has over 100 participants who applied. The Central Valley has also started the Career Technical Education Community of Practice (CTE CoP). The CTE CoP has launched a number of events this year to promote involvement in the CoP. The first event was webinar on October 1, 2015 to introduce faculty to the CoP and launch the Open Education Resource book for CTE and Basic Skills faculty developed by the C6 TAACCCT grant initiative in the Central Valley. On December 4th and February 1st, the CTE CoP facilitated the workshop Linking our Practice Overall, CVRN is a network with growing potential. Through small events like the RA workshop, BSI Reporting Sessions, and dedicated email campaigning, the network has built a large capacity over the last year, highlighted by Modesto Junior College hosting a large regional event on student success , attended by over 100 people from across the region.

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Reading Apprenticeship Workshop – August 19, 2015- American River College

CVRN collaborated with American River College to host a one-day Reading Apprenticeship Introductory Workshop during their professional development flex week. American River College has a robust RA initiative on their campus and opened this session to all colleges in the region. There were 26 participants from 5 colleges in the region who attended. The participants indicated that they found the session helpful and could implement at least one practice in their classroom the next week.

BSI Reporting Session – August 28, 2015 via CCC Confer CVRN hosted a CCC Confer meeting to report out the new requirements for the Basic Skills Action Plans that colleges need to submit to the Chancellor’s Office. Normally these meetings are held face to face, but the online reporting sessions allow colleges to get the information they need without having to travel. This particular session involved nine participants from nine different colleges, over half of the colleges from outside the Central Valley region, such as Shasta, Yuba City, and De Anza. The reporting session focused on what the Action Plan looked like, particularly new data requests like the z test. The event started a bit late due to some technical difficulties, but once we got underway, the participants generally found the session informative and helpful, appreciating how colleges shared out information and their expertise using the provided forms. Still, a few found the reporting session less helpful, suggesting that future reporting sessions be split between new coordinators and experienced coordinators.

Student Success Event – October 16, 2015 -Modesto Junior College Modesto Junior College (MJC) hosted a Student Success and Equity one-day workshop on October 16. It was held at MJC and had over 100 participants from 10 colleges in the region. The workshop started with a morning plenary that included brief overviews of the following initiatives: Common Assessment, Multiple Measures Project, California Acceleration Project, Reading Apprenticeship CoP, Habits of Mind CoP and 3CSN. Participants were then able to choose two breakout sessions in order to dive deeper into selected topics from the morning overview. The following 3CSN Coordinator’s participated in planning and presenting at this event; Donna Cooper, Ann Foster, Katie Hern, and Myra Snell.

Basic Skills Transformation Grant Technical Assistance Workshop - February 11, 2016- Clovis Community College Herndon Campus

On February 11, 2016 CVRN assisted in the IEPI project’s technical assistance workshop for the BSI Transformation grant in the Central Valley. CVRN Co-Coordinator, Donna Cooper presented a short

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overview of c0-requisite models in the large group session and facilitate a break out session in the afternoon on co-requisite models for math and English. Attendees indicated that the workshop did assist them in understanding the six intervention elements of the grant and sparked a greater discussion regarding basic skills sequences and courses. There were over 100 participants from 15 different colleges in attendance.

Complete College America - Co-Requisite Summit - March 4, 2016 – Clovis Community College Herndon Campus

The Central Valley has a policy organization called the Central Valley Higher Ed Consortium (CVHEC). This organization is made up of the CEOs of all higher education institutions in the Central Valley. CVHEC has partnered with Complete College America (CCA) to implement a number of their recommendations. One recommendation that aligns with our work in 3CSN is co-requisite models for math, English and ESL. Co-Coordinator, Donna Cooper was involved in the planning and training for this initiative and was able to attend the CCA Co-Requisite training in November. She was part of the planning team for the CCA co-requisite Summit on March 4th hosted by Clovis Community College. There were over 100 participants representing 15 different colleges in the region. These two events (IEPI workshop and the Co-Requisite Summit) have helped jump start the work in acceleration and resulted in the California Acceleration Project adding a training specifically for community colleges in the Central Valley. That training will take place in September and has over 100 participants who applied.

24

CVRN Regional Network Activity Chart

Event/Descriptor Date/Location # of Participants

# of Colleges

(Unduplicated)

Length of event

(hrs)

Overall Rating of Excellent &

Good

RA Workshop August 19, 2015 American River

College 26 5 4.5 100%

BSI Reporting Event August 28, 2015 CCC Confer 9 9 2 80%

Central Valley Regional Success and Equity

Conference

October 16, 2015 Modesto Jr College 102 10 7.5 90%

IEPI Technical Assistance Workshop

February 11, 2016 Clovis Community College Herndon

Campus

100 + 15 6 Not Applicable

Complete College America Co-Requisite

Summit sponsored by the Central Valley Higher Ed

Consotium

March 4, 2016 Clovis Community College Herndon

Campus

100+ 15 7 Not Applicable

Total 337+ 30 27

25

Appendix G: San Diego Imperial Valley Network (SDIVN) In SDIVN, the network is working well to promote regional and CoP work. The region is comprised of

San Diego Mesa, San Diego City, San Diego Miramar, San Diego Continuing Education, Palomar,

MiraCosta, Cuyamaca, Grossmont, Imperial Valley, Southwestern, and Mt. San Jacinto colleges.

Multiple Community of Practice (CoP) workshops were held across the region this year: STEM Reading

Apprenticeship at Miramar College, Acceleration at Cuyamaca College, Habits of Mind at Southwestern

College, as well as Learning Assistance at both Mesa and City Colleges.

Information about how to complete the Basic Skills Report, the Basic Skills Transformation Grant, and

how to better serve Basic Skills students at the campus level is readily disseminated via emails, phone

calls, and face-to-face meetings. Of note, the growth of the LAP CoP was one of the most unique

occurrences of the year. Working closely with both the Orange County and Los Angeles networks, the

Professionalization of Tutoring was one of the central focuses of the region. LAP created a statewide

survey for all community colleges and presented at a number of state conferences throughout the year.

Tutor Expo, LAP's flagship event was held at San Diego City College, and had over 200 attendees.

Overall, in 2015-2016, via my work in the region as well as throughout the state, I was able to reach 39

colleges and 447 participants with over 57.5 contact hours.

LAP Tutor Training -Cuesta College: Discussed LAP Principles and Logic Modeling for Tutor Program Development. Participants wanted to know more about how to create more opportunities for faculty in specific disciplines to collaborate with drop-in-tutoring as well as about tutorial centers and how to get faculty to hold hours in centers.

Regional BSI Reporting at San Diego Miramar College: Regional check in to hear about best practices at regional campuses. Discussed how to complete state report.

CAP at Cuyamaca College: Regional CAP Event. Data and Best Practices in the Classroom as well as models for Acceleration Programs for English and Math were discussed. Participants wanted more information about scaling CAP courses with transfer levels. One participant stated: "I'm sold that acceleration is essential to student completion."

LAP Regional at Mesa College:

Development of professionalization of tutoring. Marketing event for LAP and Tutor Expo. Participants wanted info on Tutor Training Opportunities for programs that don't already have a tutor training program. A participant felt that certification/organizations such as CRLA help, but organizations like

26

3CSN solidify tutoring for administrators.

Habits of Mind at Southwestern College:

Introduction to Habits of Mind, including theory and practice. Participants wanted even more strategies and examples as well as discipline-specific discussions.

STEM RA at San Diego Miramar College:

Reading assistance for STEM courses. Theory and practical examples of RA were shared. Participants were interested in the upcoming RA Conference, and desired more strategies to use with students.

Regional BSI – Transformation Grant at San Diego City College:

Regional check in to hear about best practices at regional campuses. Discussed how to apply for Transformation Grant.

San Diego Mesa Course Redesign: Habits of Mind and Reading Apprenticeship were featured at this event intended to spark course redesign for gatekeeper courses. Participants desired more training and information for math and science.

LAP Regional for Mesa College:

Regional LAP Event intended to solidify the professionalization of tutoring at San Diego Mesa College. Participants wanted even more data and best practices and are very interested about how to get more faculty involved.

27

SDIVN Regional Network Activity Chart

Event/Descriptor Date/Location(s)/

Region #

Participants

#Colleges (Undupli

cated)

Length of event (hrs)

Overall Rating of

Excellent or Good

Regional BSI Reporting 8/28/15 Miramar SDIVN

7 7 2 N/A

CAP 9/25/15

Cuyamaca SDIVN

45 10 6 93%

Habits of Mind 11/13/15

Southwestern SDIVN

22 6 6 88%

STEM RA 1/22/16 Miramar SDIVN

17 7 6 100%

Regional Transformation Grant

2/5/16 SD City SDIVN

11 11 2 100%

San Diego Mesa Course Redesign

5/24/16 Mesa

SDIVN 23 1 8.5 87%

Total 125 42 30.5

28

Appendix H: Northern California Learning Network (NCLN) The NCLN was a busy hub of learning and knowledge sharing in 2015-2016. The Northern California Learning Network includes Bay Area, Sacramento, East Bay, and Central Coast Colleges, and it strives to build networks of learning and to facilitate the sharing of innovative practices. The NCLN hosted events of all four Communities of Practice: California Acceleration Project; Habits of Mind and the Growth Mindset Training Series; Reading Apprenticeship and its first Annual Reading Apprenticeship Conference; the Learning Assistance Project and the first Northern California Tutor Expo. In addition, the NCLN hosted BSI reporting sessions, a Professional Learning Event, and the first Equity Summit that brought together 80 educators to engage in the heart and mind work of Equity.

BSI Reporting Session, August 21, 2015 -CCC Confer &

BSI Reporting Session, August 27, 2015 -Berkeley City College

The start of fall semester means BSI reporting time, and so to help colleges and BSI Coordinators prepare, NCLN coordinators hosted two BSI reporting sessions: one via CCC Confer and another at Berkeley City College. Between both sessions, 12 educators were present, representing 11 campuses from both Northern and Southern CA. Attendees had a chance to hear what other colleges are doing with BSI funds, and they appreciated the opportunity to learn about changes in BSI reporting. Given the introduction of Equity Reporting, Planning, and Funding, many attendees had questions about the integration of multiple plans, like BSI, Equity, SSSP, and grant funding.

Northern California Equity Summit, August 28, 2015- Santa Rosa Junior College, Petaluma Campus

Eighty educators representing 16 colleges in Northern California joined us for our first Equity Summit featuring Keynote Veronica Neal, De Anza College’s Equity Director. Her keynote addressed the heart and mind work of Equity. In addition, breakout sessions included interactive workshops with Veronica Neal on Equity Core Teams, Crystal Kiekel and Deborah Harrington on Integrated Planning, and other sessions showcasing how Equity funding has been used at various campuses. Attendees loved the sessions by Veronica Neal, and left wanting more opportunities to connect with Educators across the state to engage in Equity work and to learn how other colleges are using Equity funds. One attendee commented about wanting “More time. :) Veronica is great and I would have liked, I don't know, a 3-hour workshop with her. :)” Another commented about wanting “More time for the process of institutionalizing equitable systems.”

29

Professional Learning Event- October 30, 2015 - Cañada College Twenty-one educators representing 5 colleges joined us to learn how to use an appreciative inquiry framework to build robust professional learning efforts on campus. In addition to highlighting the work of Cañada College, SRJC’s Center for Excellence in Teaching and Learning was showcased as an outcome of the appreciative inquiry framework. Attendees expressed interest in learning more about how to “communicate about PL Campus-wide,” and they want more opportunities to talk about PL as expressed by one attendee who asked for “More professional learning, but after some time to integrate this workshop's ideas.” Introductory Reading Apprenticeship Workshops: August 19, 2015 -American River College October 23, 2015 - Cabrillo College January 13, 2016 - American River College January 14, 2016 -College of Marin The NCLN continued to support Reading Apprenticeship through 4 Introductory Reading Apprenticeships workshops that culminated in the First Annual Reading Apprenticeship Conference in May 2016 at College of San Mateo. Introductory RA sessions offer participants an overview of the RA Framework, and they offer guided practice in core RA routines, namely Setting Norms, Personal Reading Histories, Reading Strategies Lists, Think Aloud, and Talking to the Text. Across all 4 workshops, attendees appreciate the overview and specific routines that can readily be applied in their courses. Feedback has been very positive; for example: “An excellent example of what a workshop should be-inclusive, cooperative, balanced” and “Engaging presenters, comfy pace, actual opportunity to practice.” Attendees also consistently ask for more examples of RA in practice, particularly disciplinary examples: “RA across other campuses and how they have successfully scaled and implemented the framework.” It’s helpful to have the RA in STEM initiative to share with attendees: “More strategies STEM specific--oh wait--there is one coming up. :)”

Deeper Metacognitive Learning in STEM: Reading Apprenticeship Workshop: February 19, 2016 -College of San Mateo & May 6, 2016- Los Medanos College

Building upon the considerable work of the RA project to invite students into disciplinary ways of STEM reading, writing, and thinking, the NCLN supported two RA in Stem Events. Lead by trained RA facilitators and STEM instructors, these sessions provided STEM instructors an introduction to RA routines for use in their classes.

30

Introductory Reading Apprenticeship Workshop for ESL, April 22, 2016 – Santa Rosa Junior College

Largely in response to participant feedback, the NCLN hosted the first discipline-specific Introductory Reading Apprenticeship Session focused on ESL. Tiffany Engle, ESL instructor and RA trained facilitator co-organized the sessions, and would have presented, but health complications didn’t allow for travel. Instead, Tiffany Skyped in twice during the workshop to highlight specific ways she embeds Reading Apprenticeship Routines into her ESL credit and non-credit courses. Attendees responded so well to Tiffany that we plan to create a list of RA discipline presenters who are available via Skype, so showcases and disciplinary focuses can be a regular component of the presentation. Attendees wanted more examples of RA integrated into ESL, and they wanted more opportunities to learn from each other: “As ESL Instructors put into practice--share online ideas/activities. Tiffany's contribution was wonderful!”

Introductory Habits of Mind Workshop: September 25, 2015-Mission College, November 30, 2015 -Hartnell College-May 6, 2016 at De Anza College

In addition to supporting the Growth Mindset Training sessions this year, the NCLN supported three introductory Habits of Mind sessions at Mission College, Hartnell College and De Anza College. These events offered attendees opportunities to invite students into the habits of mind necessary to find greater success in college. Similar to the feedback for RA sessions, many attendees ask for more disciplinary examples of embedded HoM.

31

Event/Descriptor Date/Location(s)/Region

# of Participants

# of Colleges (Unduplicated)

Length of

event (hrs)


Introductory Reading Apprenticeship

August 20, 2015 at American River 28 5 4 100%

BSI Reporting Session Webinar

August 21, 2016 via CCC Confer 8 8 2 N/A

BSI Reporting Session August 27, 2015 at

Berkeley City College

4 3 2 100%

Introductory Habits of Mind

September 25, 2015 at Mission College 17 8 5 N/A

Introductory Reading Apprenticeship

October 23, 2015 at Cabrillo College 34 5 6.5 95%

Professional Learning Event

October 30, 2015 at Cañada College 21 5 6 100%

Introductory Habits of Mind Workshop

November 20, 2015 at Hartnell College 27 2 6 100%

Introductory Reading Apprenticeship Workshop

January 13, 2016 at American River

College 25 6 4 100%


January 14, 2016 at College of Marin 32 9 6.5 100%

Deeper Metacognitive Learning in STEM:

Reading Apprenticeship Workshop

February 19, 2016 at College of San

Mateo 19 7 6.5 N/A


for ESL

April 22, 2016 at Santa Rosa Junior

College 34 8 6 100%

Introductory Habits of Mind Workshop

May 6, 2016 at De Anza College 21 7 4 100%

Deeper Metacognitive Learning in STEM:

Reading Apprenticeship Workshop

May 6, 2016 at Los Medanos College 6 1 5 100%

Total 276 31 63.5

32

Appendix I: California Acceleration Project 1 Day & 1/2 Workshops

Event Title & Description

Date &

Location

#

Participants

#Colleges (Unduplicated)

% Excellent or Good

Evaluations Acceleration: A Powerful

Lever for Increasing Completion and Equity

8/21/15 Shasta College

50 6

100%

Acceleration: A Powerful Lever for Increasing

Completion and Equity

9/25/15 Cuyamaca

College

52

6 93%

Acceleration: A Powerful Lever for Increasing

Completion and Equity

11/13/15 San Mateo

College

35

6 100%

Total 127 18

33

Appendix J: Habits of Mind 1 Day & 1/2 Workshops

Event Title/Descriptor Date/Location # of Participants

# of colleges (Unduplicated)

Overall rating of

excellent or good

½ Day Workshop August 20, 2015 at

American River College

28 5 100%

Modesto Junior College Student Success

Workshop Breakout Sessions

October 16, Modesto Jr. College 11 3 100%

1-Day Introductory Workshop

October 23, 2015, Cabrillo College 34 5 95%

½ Day Workshop January13, 2016 at

American River College

26 6 100%


January 14, 2016. College of Marin 32 9 100%


February 26, 2016, San Jose City College 9 6 100%

1-Day Introductory Workshop for ESL

April 22, 2016 Santa Rosa Junior

College 34 8 100%

½ Day Workshop April 29, 2016 College of the

Redwoods 22 1 100%

Total: 196 26

34

Appendix K: Reading Apprenticeship Project Day & 1/2 Workshops

Event Title/Descriptor Date/Location # of

Participants # of colleges

(Unduplicated)

Overall rating of excellent or

good

½ Day Workshop August 20, 2015 at American River College 28 5 100%

Modesto Junior College Student

Success Workshop Breakout Sessions

October 16, Modesto Jr. College 11 3 100%


October 23, 2015, Cabrillo College 34 5 95%

½ Day Workshop January13, 2016 at American River College 26 6 100%


January 14, 2016. College of Marin 32 9 100%


February 26, 2016, San Jose City College 9 6 100%

1-Day Introductory Workshop for ESL

April 22, 2016 Santa Rosa Junior

College 34 8 100%

½ Day Workshop April 29, 2016 College of the Redwoods 22 1 100%

Total 196 44

35

Appendix L: Learning Assistance Project ½ Day 1 Day Workshops

Event Title & Description

Date &

Location

#

Participants

# of Colleges (Unduplicated)

Length of Event (hrs)


LAP: Campus Visit

August 12, 2015 at Cuesta College

25 1 3 100%

LAP Regional Event

October 23, 2015 at Mesa

College 52 12 6 100%

LAP Regional Event

June 24, 2016 Mission Trails at

Mesa College 44 1 7

100%

LAP Regional Event



12 9 4 100%

Total 139 32 22

Appendix M: Assembly Budget Subcommittee

Assembly Budget Subcommittee No. 2 on Education Finance February 5, 2016

Oxnard Community College Testimony given by 3CSN Executive Director Dr. Deborah Harrington: One of the most powerful features of the BSI has been the unique way it supports innovation. By providing every college with seed money it motivated action, by requiring that colleges try new approaches to supporting basic skills students it demanded innovation, and by including annual reporting on results, it guaranteed that the changes made a real difference. Providing a budget and a statewide infrastructure to support the work, BSI helped assure that Basic Skills success was the concern not just of a few English and Math teachers but a responsibility of the whole college. Basic Skills moved from the margins to the center and prompted discussions about student success and completion more broadly and regularly. But there was one more feature of the BSI grant that has especially contributed to its transformational power, and that is the set aside for professional learning. For the last seven years, the California Community Colleges’ Success Network (3CSN) has been responsible for providing the professional learning support that colleges need to launch and sustain innovative practices, and we have been successful because we have taken a two-pronged approach that focuses on both teacher’s individual practice and programmatic change. When the Poppy Copy was first released, it was filled with ideas for effective practices, a very useful resource, but it’s one thing to read about a program in place at another college, and it’s another to make something happen in your own classroom or on your own campus. Every campus created some kind of Basic Skills Coordinator position, but those brand new coordinators did not have a model for how to fulfill their role. 3CSN helped these new leaders, long on passion for the cause, but not always experienced with creating and sustaining initiatives, develop the skills they needed. 3CSN was designed so that educators could learn about HOW effective practices worked and get ongoing support to make innovations happen. The Poppy Copy recognized that we best serve students when we work together—across instruction and student services, across disciplines--but at the time this approach was not the norm at most colleges. 3CSN fosters the kind of collaboration necessary for change and connects educators to each other through regional networks and a host of learning opportunities, from one-day workshops to year-long institutes, that make the process of innovation, within classrooms and programs, transparent. When educators enter the network, they become part of a whole community of committed innovators, and they help each other learn how to put effective ideas into practice and grow them on their own campuses. They also tap into a whole new way of understanding and serving our students who have been designated basic skills. 3CSN brings a strength-based approach to innovation by focusing on practices such as Reading Apprenticeship, Habits of Mind/Growth Mindset and Acceleration that help educators recognize and build upon student capacity. This kind of educator transformation and focus on results for students has led to systematic transformation as we rethink the ways we assess and label students in the first place. We recognize that the

37

system has designated 75% students unprepared for college, but perhaps we have just been unprepared for our students. BSI and 3CSN have helped us be better prepared to effectively serve them. So, when Pasadena City College began to design their first-year experience program, they had already learned deeply about Reading Apprenticeship practices, technology-assisted learning, embedded tutoring, and math bridge programs by engaging with 3CSN. When they first sent a team to the BSI Leadership Institute, they worked on developing a first year experience program that included a new class called College One. When they returned the following year, they were building the professional learning program they needed on campus to train the more than 60 teachers from across disciplines who would be teaching the new course so that students would experience a consistently rigorous and productive experience in the class and the Pathways Program as a whole. In just three years, Pathways scaled to serve more than 2,500 new students, and for those who participated, achievement gaps were nearly erased. Before a team from Fullerton College first participated in 3CSN’s California Acceleration Project, Fullerton educators had already attended multiple 3CSN professional learning workshops and regularly participated in the Orange County Regional Network meetings and events. Leadership training at the summer institute and engagement with other year-long institutes are what provided Fullerton educators the skills they needed to scale their accelerated English curriculum to 19 sections per semester, serving just over 1,000 students in 2015. The most recent data from Fullerton shows that 59% of students who took the accelerated developmental English course in 2014/15 completed College Writing in just one year. For the regular developmental sequence, completion rates of College Writing were considerably lower, even within three years. But this is not the only success at Fullerton supported by the BSI. They have also implemented a campus-wide habits of mind initiative that has included a growth mindset intervention that has so far served 1,800 students, a Supplemental Instruction Program that supports 120 sections, reaching over 4,000 students, and a first-year experience program that now includes close to 700 students. These programs all began with BSI funds and taken together reach over 7,500 students. Fullerton’s multi-pronged work on student success which was initiated with BSI has resulted in Fullerton becoming one of the 150 colleges eligible to be considered for the Aspen Award for excellence in community colleges. In fact, this year saw more Aspen eligible colleges from California than ever before, clear evidence that student outcomes are improving statewide. At American River College, Kirsten Corbin and Pam Walker’s home campus, Kirsten began as the BSI Coordinator and participated in the first summer leadership institute we conducted in June 2009. Her college went on to be an early adopter of the Carnegie Statway program which is helping prepare developmental math students for dramatically increased rates of success in college statistics classes. In fact, for the most recent year, 85% of students in the Statway program completed college-level math, a 400% increase in college math completion for African American students and a 500% increase for Latino(a) students compared to results for those groups in the traditional math sequence. American River educators have been regular participants in the leadership institute where they’ve worked on such projects as a highly successful summer bridge program called ARC Advantage with plans to scale considerably in the coming year. They have also developed a

38

campus-wide Reading Apprenticeship initiative that helps faculty from across disciplines to support their students’ reading and critical thinking skills in ways that lead to greater success in general education courses. While we have chosen to feature a few colleges to illustrate the reach of BSI-supported transformation, there are many more we might have celebrated: Santa Barbara City College was an Aspen Award winner, recognized for their Partnership for Student Success tutoring program and Express to Success accelerated learning community program which BSI funds allowed them to expand considerably. BSI-supported programs at LA Pierce College include a Go Days early start program that serves well over a 1,000 entering students. They have made dramatic progress with basic skills math completion through both their ASAP program, which earned the State Chancellor’s Student Success award just a couple of years ago and serves over 1,600 students annually, and a Statway project that serves nearly 1,400 students per year. This kind of immersive experience in the network has made it possible for cultures of innovation to flourish on campuses throughout the state. And the same folks who once were inexperienced BSI coordinators or faculty wondering what they could do to improve success in their basic skills classrooms are now leaders in the field, presenting at conferences across the nation and sharing what they learned within our state network and in networks beyond California’s borders. 3CSN has reached nearly 22,000 educators statewide. As of 2015, ALL 113 community colleges had engaged with 3CSN in some way. Our network approach has been so effective that it has served as a model to other organizations looking to foster educational reform: the Helmsley Foundation wanted to impact STEM education, so they worked with WestEd and 3CSN to foster a network of STEM faculty using Reading Apprenticeship to foster deeper science learning. And our summer leadership institute was recognized as a finalist for the national Bellwether Award. 3CSN’s California Acceleration Project has been recognized with honors and additional support from outside funders. We have been asked by multiple systems across the country to help them understand how to create the infrastructure for similar learning networks dedicated to transforming student access, success, and equity; among them, Washington state is currently working closely with us to create a STEM learning network modeled after ours, and the American Association of College and Universities modeled their nationwide Faculty Collaboratives Project on 3CSN’s network approach. When 3CSN surveyed all of our past leadership institute participants about how their engagement in BSILI had impacted them as educators, we were not surprised to hear that for many, the experienced galvanized them to become leaders on their own campuses and throughout the state. They became BSI Coordinators, Staff Development Coordinators, Department Chairs, New Faculty Trainers, Deans, and the list goes on. The leadership trajectory of participants in BSI and in the network demonstrates that we are changing the face of our colleges through this project. This touches everything. The leadership that BSI fostered and 3CSN nurtured

39

has transformed our institutions from the inside out. Appendix N: Summary of Habits of Mind Dissertation Study by Dr. Miguel Powers

Miguel D. Powers

This study used a multiple methods experimental design to examine the

short-term effects of a brief growth mindset intervention on basic skills

English faculty and students at two California community colleges.

Faculty were assigned to either a growth mindset intervention or a

comparison group. Because faculty were already familiar with the

intervention at Foundation College, the randomization worked only at

Colonial College. Intervention faculty at both campuses were trained to

present six growth mindset interventions in one section of English 60, one

level below college transfer English. The sessions were designed to

encourage students to adopt a growth mindset—the belief that one’s

intelligence can grow through intelligent practice (i.e., effort, good

strategies, and help from others).

There were three phases of data collection (pre-, mid-, and post). In brief,

prior to the intervention, both comparison and intervention faculty

completed an open-ended online survey. Intervention faculty also

participated in a focus group, followed by intervention training. During

the intervention, faculty completed reflections after conducting classroom

sessions and participated in individual interviews. After the intervention,

faculty completed an open-ended online survey and intervention faculty

joined focus groups. Before the intervention, comparison and intervention

group students also completed a pre-post forced-choice survey. During

Overview

Research Questions

1

1. According to student perceptions and student success data, what are the effects of six brief growth mindset interventions on students’ mindsets?

2

3

2. In what ways, if any, do students report a transfer of growth mindset practices beyond the intervention course?

4

5

3. How does a series of growth mindset interventions change faculty perceptions about instructional practices?

6

7

4. Based on student and

8

faculty feedback, how

9

can we improve the

10

series of growth

11

mindset

12

interventions?

13

Comparison Intervention

Faculty Students Faculty Students

Colonial 3 71 4 80

Foundation 6 152 5 128

TOTAL 9 223 9 208

Growth Mindset Intervention at the Community College Level:

A Multiple Methods Examination of the Effects on Faculty and Students

40

Findings

Faculty Findings Results n = 9

Changed growth mindset and applied to their personal life 9

Observed changes in students

(Improved engagement, help seeking, and performance)

9

Reported students using growth mindset beyond the intervention 7

Changed view of students 9

Changed Instructional Practice (assignments, class discussion) 9

Adopted growth mindset grading and feedback practices 9

Advocate for future collaboration 6

Expressed strong support for the new model 9

Embed growth mindset in future teaching 9

In the current study, given specific classroom strategies and a chance for reflective collaboration, community college

faculty not only practiced growth mindset themselves, they created new approaches to encourage students to learn

from criticism, embrace challenge, and rethink failure. They all plan to embed growth mindset in the future.

Student F indings Result Source

Most described changes in mindset

(Also Pre-Post Survey ANCOVA p = .015)

86% I6 Q2, Sample

Most reported changes in behavior 94% I1 Q8 Sample

Most reported new strategies for future learning 88% I6 Q5 Sample

Most reported using new study strategies

(Agree or strongly agree)

52% Post Survey

Most report using study strategies more frequently

(Agree or strongly agree)

54% Post Survey

Most reported transferring growth mindset 86% I6 Q4

Sample

Many reported transferring growth mindset to math 29% I3 Q1

Sample

Most reported transferring growth mindset in last two weeks

86% Post Survey

Many changed their response to challenge 49% I5 Q1

Sample

Many recognized challenge and even failure as a learning opportunity 24% I6 Q3

Sample

After participating in the intervention, students also adopted a more growth mindset and reported using increased

effort and learning strategies. Many students also reported a new growth mindset approach to challenge, including

learning from feedback and failure. Further, after the intervention, students reported transferring growth mindset,

which could make this a cost effective student success strategy. While students reported changes, and achieved

high success and completion rates, there were few statistically significant results.

41

“It has changed my mindset by knowing that I can learn how to do anything. For

example, I thought that math was one of my weaknesses as a student, but when I apply

intelligent practice, I noticed I was able to do it as long as I practice”

(I6Q2 I10).

“It was transformative for me and for the students. For the students to recognize

that they have the ability to change their intelligence. And just to see the shift in

how they approach the material of class. And for me as an instructor to

recognize that this basic belief, or fact, isn’t understood by them, by the

students, or even faculty.”

(Faculty I, Focus Group).

“My opinion of growth mindset has changed significantly in a positive way. Finding

alternate strategies in order to learn overall helped me grow and become a better person”

(I6Q2 E21).

After participating in the intervention, community college faculty embraced growth mindset as a fundamental

element of their teaching. Through reflection and collaboration, they created new assignments, developed new

grading practices, and they continue to advocate for future collaboration and even institutionalization.

Based on these results, professional learning to promote growth mindset should provide faculty with specific

strategies, and encourage reflection and collaboration.

Faculty Impl ica tions

Implications

Student Impl ications

After participating in the intervention, students adopted a more growth mindset and reported using increased effort

and learning strategies. Many students also reported a new growth mindset approach to challenge, including

learning from feedback and failure. Further, after the intervention, students reported transferring growth mindset,

which could make this a cost effective student success strategy.

Based on these results, especially the finding that students transfer growth mindset attitudes and approaches,

future research should examine the long-term effects in students’ mindset, behaviors and course outcomes.

42

Appendix O: Basic Skills Initiative Reporting Sessions

Event Title/Descriptor Date & Location #of Participants # of Colleges (Unduplicated)

Webinar August 20, 2015 CCC Confer 7 7

BSI Reporting Session on site

August 27, 2016 Berkeley City

College (NCLN)

4 3

Webinar August 28, 2016 CCC Confer 10 9

BSI Reporting Session on site

August 28, 2015 San Diego Miramar

College (SDIVN)

7 6

BSI Reporting Session on site September 10, 2015 CCC Confer 5 4

BSI Reporting Session on site September 11, 2015 LARN Los Angeles

Pierce College 16 10

BSI Reporting Session on site September 18, 2015

Citrus College (FIER)

8 6

Webinar September 24, 2015 CCC Confer 4 3

Total 61 37

Documents

2016 ESL/Basic Skills Professional Learningextranet.cccco.edu/Portals/1/AA/BasicSkills/2018/3CSN...Appendix A: 2015-2016 3CSN Table of Conferences, Workshops, and Events1 Conference