Progress Report 3csn August 2010

8/3/2019 Progress Report 3csn August 2010

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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
http://baln.3csn.org/http://baln.3csn.org/http://cvrn.3csn.org/http://cvrn.3csn.org/http://ieln.3csn.org/http://ieln.3csn.org/http://larn.3csn.org/http://larn.3csn.org/http://nbln.3csn.org/http://nbln.3csn.org/http://ocln.3csn.org/http://ocln.3csn.org/http://sarn.3csn.org/http://sarn.3csn.org/http://sdivn.3csn.org/http://3csn.us1.list-manage.com/subscribe?u=7e92e47f3c7ce8c79a9f0e64d&id=79d8eb0439http://3csn.us1.list-manage.com/subscribe?u=7e92e47f3c7ce8c79a9f0e64d&id=79d8eb0439http://3csn.us1.list-manage.com/subscribe?u=7e92e47f3c7ce8c79a9f0e64d&id=79d8eb0439http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.us1.list-manage.com/subscribe?u=7e92e47f3c7ce8c79a9f0e64d&id=79d8eb0439http://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/


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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