ASCCC Plenary Session Spring 2010

1. ASCCC Plenary Session Spring 2010 BRIC, CLASS, EAP, and ALC: Establishing the Senate Role in Data-Driven Decision-Making

2. Ian Walton, Mission College (BRIC & EAP) • Rob Johnstone, Skyline College (BRIC Director) • Michelle Grimes-Hillman, Mt SAC (ALC and CLASS) • Janet Fulks, Bakersfield College (BRIC, CLASS, EAP) • Dianna Chiabotti, Napa Valley College (ALC,

3. Breakout Description • Everyone is trying to monitor the outcomes of education and many external groups have their own ideas for measuring outcomes and student success. Is your college involved in ALC, BRIC, CLASS, EAP If it has, you need to know the basis of each of these and the role of faculty in determining authentic measures. This presentation will examine and identify the •   similarities and differences between the initiatives •   external organizations driving the initiatives •   faculty role & responsibilities for each initiative •    recommend faculty strategies and participation

4. “The Campaign for College Opportunity legislation—Accelerating Student Success College” • Colleges improve student retention and completion thru flexibility of codes and regulations -MQs for tutoring coordinators -removing barriers to prerequisites -matriculation requirements • colleges to self-certify transfer courses • Increased funding for success ASCCC Plenary Session Spring 2010 ALC – Accelerated Learning College Name changed to Accelerated Student Success College in AB 2542 Bill Scroggins and a few other CEOs The Campaign for College Opportunity

5. ASCCC Plenary Session Spring 2010 What is the role of the local senate in ALC? What is the role of the ASCCC in ALC?

6. Senate Roles Local senate ASCCC • Participating colleges examine and discuss “flexibility” of regulations • Follow legislation if you know admin is interested • Follow legislation • Advise colleges

7. Five overarching outcomes are the goals of BRIC. The college will: • Develop Actionable Data by applying practices grounded in good assessment principles that helps students succeed.   • Interpret Data through Discussion that leads to improved program interventions & classroom strategies. • Facilitate Dialogue by employing facilitation skills with an increased number of participants from all college constituency groups. • Integrate Data into Institutional Processes thru equity-focused integrated planning strategies with well-defined links to budget & other core processes. • Build an Inquiry-Based Practice by developing an infrastructure based upon ongoing collaborative inquiry ASCCC Plenary Session Spring 2010 BRIC – Bridging Inquiry, Research and Culture RP Group project funded by the William and Flora Hewlett Foundation

8. BRIC’s Three Main Components: • Work on making the work of institutional researchers more streamlined & efficient. • Encourages more practitioner-level work, consulting and engaging in conversations about student success. • Statewide Professional Development • Modularized inquiry guides, webinars, conference presentations, voice-over power points – all tools to support the evolution of cultures of inquiry • Technical Assistance Program (TAP) • Tailored technical assistance for 15 colleges, including site visits, and after-visit support. ASCCC Plenary Session Spring 2010

9. BRIC TAP Guiding Principles: • Focus on Student Learning & Success • RESPECT! • Facilitate, Don’t Dictate • Guide Discussions • Practice Reflective Listening • Be Flexible and Fluid • Encourage Widespread Engagement • Share the Vision • Be Fearless About Change • KISS - Keep it Simple & Supportive ASCCC Plenary Session Spring 2010

10. ASCCC Plenary Session Spring 2010 What is the role of the local senate in BRIC? What is the role of the ASCCC in BRIC?

11. Senate Roles Local senate ASCCC • Senate involvement in identifying issues • Faculty discussion of needs and data • Work with BRIC in areas of expertise

12. California Leadership Alliance for Student Success (CLASS) Initiative focuses attention on leadership strategies and policies in CCCs to increase successful outcomes • CEOs and trustees lead work • Create clear and focused agenda to establish policy advocacy & identify strategies in support of the student success agenda. • Improvement for students across all groups. • Specified student outcomes (for example, successful course completion, persistence, certificate/degree attainment and transfer). • Clearly requires broad participation, commitment and leadership by the faculty.  • It also requires leadership and support by the president/chancellor and the Board of Trustees. ASCCC Plenary Session Spring 2010 CLASS – California Initiative for Student Success William and Flora Hewlett Foundation and the James Irvine Foundation Kay and Byron McClenney from UT

13. ASCCC Plenary Session Spring 2010 What is the role of the local senate in CLASS? What is the role of the ASCCC in CLASS?

14. Senate Roles Local senate ASCCC • Discuss application of data • Make clear the role of faculty • Stay informed • Continue information about participatory governance in California

15. EAP – CSU’s Early Assessment Program • The EAP tests 11th grade students on their level of college readiness in English and math • Goal - The goal of the EAP program is to have California high school graduates enter the CSU fully prepared to begin college-level study. ASCCC Plenary Session Spring 2010 EAP –Early Assessment Program CSU and The American Diploma Project CCCCO In 2008, SB 946, (Jack Scott) authorized the CCCs to participate.

16. EAP • Can not substitute for CCC assessment & placement testing • No data about the accuracy of the test even after numerous requests • Based upon Calif. Standards which do not equate to college readiness but to High School exit • Recent results with CSU prepared Juniors found 87% of the students were not college ready • Looking for interventions and timeline • CSU faculty senate did not support

17. From the EAP website • The Challenge – • More than 60 percent of the nearly 40,000 first-time freshmen admitted to the CSU require remedial education in English, mathematics or both. These 25,000 freshmen all have taken the required college-prep curriculum & earned a B or better grade-point average in HS. The cost in time & money to these students and to the state is substantial.

18. Senate Roles Local senate ASCCC • Discuss application of EAP • Describe EAP results to faculty • Representation on the statewide committee • Continue to request data • Inform local colleges • Currently support pilot project

19. ALC, BRIC, CLASS, EAP Similarities Differences • Issues focus by external organizations • External funding • Based upon specific reports (LAO, Shulock) • Disclose the power of research and papers not accuracy • Some argue for local control to avoid quality regs (ALC) • Some argue for local data to make good local decisions (BRIC) • Some argue for more statewide uniformity (EAP) • Different Preconceived solutions • Involvement of faculty • Top-down versus bubbling up

20. So what do we learn from this? • The good news - Many external agencies are interested in the CCCs and see them as a source of significant social change. • The bad news – Those groups have their own ideas about changes that need to be made and they have money and power. • The good news - These are examples that help to sort out issues of state vs local control balance and how it can be used for different purposes. • The bad news - Sometimes the focus and results are good and sometimes bad from a faculty perspective. • The good news – We have a statewide advocacy group that works collegially to address these things – ASCCC – where every local college has the opportunity to provide input and vote. • The bad news - The legislation, external groups and grant funding just keeps on coming. • The good news – We were hired for our ability to think critically , work collegially and teach others to do the same – this is just another opportunity.