Planning Matrix for Section a - Organizational and Administrative Practices s1

Planning Matrix for Section A - Organizational and Administrative Practices

Please state your college’s Long-Term Goals (5 yrs.) for Section A (Organizational and Administrative Practices) and develop a related Action Plan for the next year (1 yr.) Include planned actions that require new funds and those that will not rely on new funds; also, reference the related effective practice(s), identify targeted completion dates, and identify persons responsible for each activity.

Long-Term Goals (5 yrs.) for Section A: Establish a Basic Skills Institute or Center to provide students, faculty and staff at Cabrillo a highly coordinated community of teaching and learning in support of Basic Skills Students. Include in College Master Plan clear objectives that prioritize Basic Skills.

Action Plan for Section A: District: Cabrillo College District Academic Year _2008-2009_ College: Cabrillo College

Target Date for Responsible Person(s)/ Section Planned Action Effective Practice and Strategy Completion Department(s) Expand Digital Bridge Academy to Aptos campus. A.5.2 Comprehensive Learning Systems (e.g., September 2008 Digital Bridge Academy learning communities, course-embedded Director, Division Deans, counseling, team teaching) exist and include Counseling Coordinator developmental education students. Designate support for basic skills and learning A.1 Developmental Education is a clearly stated December 2008 Basic Skills Committee, communities in new college master plan strategies. institutional priority. Basic Skills Coordinator, Basic Skills Faculty, VP Instruction, VP Student Services Complete a proposal for a basic skills institute or center, A.2, A.3 A clearly articulated mission based on a December 2008 Basic Skills Committee, VP including an ongoing budget for implementation and a shared, overarching philosophy drives the Instruction clear philosophy and mission. (Working title: Emerging developmental education program; the Scholars Institute). developmental education program is centralized or highly coordinated. Solicit student input on naming the institute or center via A.2.2 Diverse institutional stakeholders are December 2008 Basic Skills Committee, surveys, presentations to student groups, and/or focus involved in developing the developmental education Faculty, Student Senate and groups. mission, philosophy, goals, and objectives. Clubs Apply for Title V grant to support basic skills and learning A.3.1 A clear institutional decision exists regarding January 2009 Basic Skills Coordinator, VPs communities. Complete research necessary to apply. the structure of developmental education Instruction and Student (centralized or decentralized but highly Services coordinated).

Basic Skills as a Foundation for Student Success Part 2: Assessment Tool for Effective Practices in Basic Skills 1 Double basic skills learning communities A.5.2 Comprehensive Learning Systems (e.g., February 2009 Division Deans, Faculty, learning communities, course-embedded Program Chairs, Outreach counseling, team teaching) exist and include Office developmental education students.

______Signature, Chief Executive Officer Date Signature, Faculty Senate President Date

Basic Skills as a Foundation for Student Success Part 2: Assessment Tool for Effective Practices in Basic Skills 2 Planning Matrix for Section B - Program Components

Please state your college’s Long-Term Goals (5 yrs.) for Section B (Program Components) and develop a related Action Plan for the next year (1 yr.) Include planned actions that require new funds and those that will not rely on new funds; also, reference the related effective practice(s), identify targeted completion dates, and identify persons responsible for each activity.

Long-Term Goals (5 yrs.) for Section B: Implement a basic skills institute or center in which Student Services personnel, Instructional faculty and staff, and Students play an integral role in engaging basic skills students with the college early in their Cabrillo careers.

Action Plan for Section B District: Cabrillo College District Academic Year _2008-2009_ College: Cabrillo College

Target Date for Responsible Person(s)/ Section Planned Action Effective Practice and Strategy Completion Department(s) Continue to offer textbook assistance for students who B.4.3 The institution actively solicits additional September 2008 Basic Skills Coordinator and complete pilot counseling cohorts. Evaluate effectiveness aid sources in support of developmental students Cohort Faculty. of effort.

Analyze data from the newly implemented self-efficacy B.2.4, B.2.5 Multiple indices exist to evaluate the December 2008 Basic Skills Committee, assessment that identifies at-risk behaviors to implement efficacy of developmental ed. programs; data Dean of Instructional early identification and intervention strategies and follow obtained from course/program evaluation are Development and up with at-risk basic skills students. disseminated and used for future planning and Matriculation, Assessment continuous improvement. Coordinator, Digital Bridge Academy Researchers, Planning and Research Office, VP Instruction Design and pilot a new high touch recruitment and B.1.4 Expanded pre-enrollment activities exist for June 2009 Basis Skills Committee, Dean enrollment intake system for basic skills students as a students placed into developmental education Instructional Development model for all future basic skills institute programs. courses. and Matriculation, VP System will also provide data for feedback and Student Services improvements. Update ESL course placement information resources for B.1.1, B.1.2, B.1.3 Mandatory orientation, June 2009 ESL Program Chair and students and counselors to improve informed self-placement assessment, and placement exist for new students. Faculty, Dean Instructional process. Also, begin to investigate new assessment tools for Development and English Language proficiency to implement when new ESL Matriculation, Assessment curriculum has been locally validated. Coordinator

Basic Skills as a Foundation for Student Success Part 2: Assessment Tool for Effective Practices in Basic Skills 3 Provide staff development regarding ESL, Reading, B.1.1, B.1.2, B.1.3 Clear processes will exist for June 2009 ESL, Reading, English, and English, and Math placement tools and their place in the orientation, assessment, and counseling for new Math Program Chairs and Matriculation process. students. Faculty, Counselors, Dean Instructional Development and Matriculation, Assessment Coordinator Work with Financial Aid office to ensure that basic skills B.4.1 Outreach and proactive mechanisms exist to December 2008 Basic Skills Committee, students receive aid information during assessment and educate developmental students about various Dean Instructional enrollment and/or in their classes regarding upcoming opportunities to acquire financial aid. Development and deadlines and processes. Matriculation, Assessment Office, Faculty, Financial Aid Office, Outreach Office. Investigate cooperating with Student Government in B.4.3 The institution actively solicits additional December 2008 Basic Skills Coordinator and connecting basic skills students with their textbook rental aid sources in support of developmental students Committee, Student Senate and loan programs.

Maintain and evaluate pilot program connecting B.3.1-B.3.4 Counseling support provided is VP Student Services, Basis counselors to basic skills student cohorts started in spring appropriate, accessible, and integrated with June 2009 Skills Committee, 2008. Determine ongoing need or plan for involving academic courses/programs. Counseling Coordinator, Counseling into future Center or Institute. Basic Skills Coordinator Examine strategies that meet the needs of part-time and B.2.4, B.2.5 Multiple indices exist to evaluate the June 2009 Basic Skills Committee, full-time students based on local research into these efficacy of developmental ed. programs; data Division Deans, Planning and student groups. obtained from course/program evaluation are Research Office disseminated and used for future planning and continuous improvement. Further investigate research into whether students enrolled B.2.4 Multiple indices exist to evaluate the June 2009 Basic Skills Committee, full-time demonstrate greater persistence and success. efficacy of developmental ed. programs Planning and Research Office, Matriculation Coordinator

Basic Skills as a Foundation for Student Success Part 2: Assessment Tool for Effective Practices in Basic Skills 4 Planning Matrix for Section C - Faculty and Staff Development

Please state your college’s Long-Term Goals (5 yrs.) for Section C (Faculty and Staff Development) and develop a related Action Plan for the next year (1 yr.) Include planned actions that require new funds and those that will not rely on new funds; also, reference the related effective practice(s), identify targeted completion dates, and identify persons responsible for each activity.

Long-Term Goals (5 yrs.) for Section C: Create an ongoing plan for consistent local faculty and staff development that is especially inclusive of counselors, part- time instructors, and staff who work with basic skills students. Make opportunities available for faculty and staff to attend off-site meetings and conferences as well as to bring consultants onto campus for training.

Action Plan for Section C District: Cabrillo College District Academic Year 2008-2009 College: Cabrillo College

Target Date for Responsible Person(s)/ Section Planned Action Effective Practice and Strategy Completion Department(s) Participate in statewide regional events conducted through C.2.1 Developmental education faculty is involved Basic Skills Faculty, Basic C $1.6 million allocation and conduct follow up workshops in the design, planning, and implementation of June 2009 Skills Coordinator, Deans, n o

i on campus. staff development activities related to VP Instruction t c

e developmental education. S t

n Sponsor faculty to attend On Course workshops with the C.2.1, C.2.2, C.2.3, C.2.4 Developmental faculty Basic Skills Coordinator, e

m intent to become local “Cabrillo trainers.” Encourage is involved in activities, activities address both June 2009 Faculty, Staff Development p

o instructors to attend Digital Bridge Academy faculty theory and practice, are widely attended, and Committee, VP Instruction l e

v training. promote interactions among instructors. e

D Determine ongoing budget and planning for staff C.3.2, C.3.3 Staff Development activities are Basic Skills Committee,

f f development through a highly coordinated Basic Skills comprehensive, ongoing, and adequately funded. June 2009 Coordinator, VP Instruction a t

S center or institute.

n Send a team to the 2009 National Summer Institute on C.2.1, C.2.2, C.2.3, C.2.4 Developmental faculty Team of faculty and a

y Learning Communities at the Evergreen State College in is involved in activities, activities address both June 23-27 2009 administrators, Basic Skills t l

u Olympia, WA with the goal of ongoing training passed on theory and practice, are widely attended, and Coordinator c

a during Flex week and other opportunities thereafter. promote interactions among instructors. F

Sponsor a Flex Week Workshop showcasing Basic Skills C.2.1, C.2.2, C.2.3, C.2.4 Developmental faculty Basic Skills Committee, Learning Communities to recruit more basic skills is involved in activities, activities address both September 2008 Faculty instructors to develop additional learning communities. theory and practice, are widely attended, and promote interactions among instructors

Basic Skills as a Foundation for Student Success Part 2: Assessment Tool for Effective Practices in Basic Skills 5 Planning Matrix for Section D - Instructional Practices

Please state your college’s Long-Term Goals (5 yrs.) for Section D (Instructional Practices) and develop a related Action Plan for the next year (1 yr.) Include planned actions that require new funds and those that will not rely on new funds; also, reference the related effective practice(s), identify targeted completion dates, and identify persons responsible for each activity.

Long-Term Goals (5 yrs.) for Section D: Through a Basic Skills Center or Institute, improve coordination of academic support services and promote dialog between faculty teaching at all levels within and across disciplines to share strategies and standards.

Action Plan for Section D District: Cabrillo College District Academic Year _2008-2009_ College: Cabrillo College

Target Date for Responsible Person(s)/ Section Planned Action Effective Practice and Strategy Completion Department(s) Review curricula in ESL, English, and Reading D.7, D.8 Programs align entry/exit skills among June 2009 English, ESL, and Reading departments; begin to examine the alignment of core levels and link course content to college-level Faculty, Assessment and courses in all three departments. performance requirements; developmental Matriculation Coordinators education faculty routinely share instructional strategies. Create a resource clearinghouse to address internal and D.3.2 Student support services exist to address the Basic Skills Coordinator, external student support needs. external needs (e.g., child care, financial June 2009 Student Health Services, assistance, and transportation) of developmental Student Support Personnel, education students. Information Technology Review evaluation of early assistance efforts from D.9.2 Faculty and advising staff provide early Basic Skills Committee, previous year for needed changes; expand/revise existing intervention and support to students experiencing June 2009 Faculty, and Counselors, early assistance systems for basic skills students and academic and/or personal difficulties. EAP Coordinator, encourage faculty and others to intervene with at-risk Matriculation Coordinator students. Develop a universal referral form, available online, for all D.10.4, D.10.5 A formal referral system exists Basic Skills Committee, tutoring services including AGS. between academic and student support services June 2009 AGS, Information and tutoring is available and accessible in response Technology, Tutorial Center to student needs/desires. Directors Identify ways to increase college community-building D.3.5 College programs promote basic skills December 2008 Basic Skills Committee, activities and social events to better engage basic skills students’ social integration into and identification Student Activities, Student students with the college. with the college environment. Senate and Clubs

Basic Skills as a Foundation for Student Success Part 2: Assessment Tool for Effective Practices in Basic Skills 6 Create orientations to the library for developmental D.1.2, D.6.3 Problem-solving and critical- Basic Skills Faculty, education faculty as an electronic gateway to Internet thinking skills are integrated into developmental June 2009 Librarians resources so that they may easily integrate materials from a education curriculum; the academic and campus full spectrum of print and electronic resources into their climate supports active learning strategies and class activities; create orientations for basic skills students connects developmental education students to the to familiarize them with library services and resources, both institution, faculty, staff, and other students. print and electronic. Create new Lab Instructional Assistant in Math to serve D.10 Programs provide comprehensive academic September 2008 Math Program Chair, NAS basic skills students at our Scotts Valley Center support mechanisms, including the use of trained Dean tutors. Fund expansion of Lab Instructional Assistant position in D.10 Programs provide comprehensive academic September 2008 Math Learning Center Math Learning Center. support mechanisms, including the use of trained Director, NAS Dean tutors. Design new content-based curriculum in ESL department D.2.3 Developmental courses/programs implement June 2009 ESL Program Chair and effective curricula and practices for ESL Faculty, BELA Dean

Make permanent contract LIA positions from 07-08 pilots D.10 Programs provide comprehensive academic September 2008 Reading and Writing Center in Reading Lab and Writing Center. support mechanisms, including the use of trained Directors, BELA Dean tutors.

Basic Skills as a Foundation for Student Success Part 2: Assessment Tool for Effective Practices in Basic Skills 7