2012-13 ESL/Basic Skills Allocation End-ofYear Report 2012-14 ESL/Basic Skills Allocation Goals/Action Plan and Expenditure Plan

Overview
Form changes Developing Long-Term Goals Using BSI Cohort Tracker Questions

[1a] 2010-2011 ESL/Basic Skills Allocation End-of-Year Expenditure Report

Category Total Allocation for 2010-2011 Total Expenditures by Category from 7/1/10 through 6/30/13 A. B. Program, Curriculum Planning and Development Student Assessment Total Unused Allocation Reverting Back to the State

C. Advisement and Counseling Services D. Supplemental Instruction and Tutoring E. F. Course Articulation/ Alignment of theCurriculum Instructional Materials and Equipment

G.1 Coordination G.2 Research G.3 Professional Development

TOTAL:

[1b] 2011-2012 ESL/Basic Skills Allocation End-of-Year Expenditure Report

Category Total Allocation for 2011-2012
A. B. Program, Curriculum Planning and Development Student Assessment

Total Expenditures by Category from 7/1/11 through 6/30/13

Total Planned Amounts by Category as of 6/30/13

C. Advisement andCounseling Services D. E. F. Supplemental Instruction and Tutoring Course Articulation/ Alignment of the Curriculum Instructional Materials and Equipment

G.1 Coordination
G.2 Research G.3 Professional Development TOTAL:

[1c] 2012-2013 ESL/Basic Skills Allocation End-of-Year Expenditure Report

Category Total Allocation for 2012-2013
A. Program, Curriculum Planning and Development B. Student Assessment

Total Expenditures by Category from 7/1/12 through 6/30/13

Total Planned Amounts by Category as of 6/30/13

C. Advisement and Counseling Services D. E. F. Supplemental and Tutoring Instruction

Course Articulation/ Alignment of the Curriculum Instructional Materials and Equipment

G.1 Coordination G.2 Research G.3 Professional Development TOTAL:

Signatures
*** PLEASE BE SURE TO CHECK THE ARITHMETIC BEFORE SIGNING!!

_________________________________________ Signature, Chief Executive Officer _________________________________________ Signature, Academic Senate President _________________________________________ Signature, Chief Business Officer

________________ Date ________________ Date ________________ Date

[2]. Narrative Response

How is your college assessing how it uses its BSI funds and how these funds are related to your colleges educational master plan? What are the problems your college is still facing in the area of ESL/Basic Skills? What are the obstacles that you need assistance with from 3CSN and/or the Chancellors Office?

What is your action plan for research to evaluate your programs and if/how your BSI funds have helped?

[3]. Data Analysis using the Basic Skills Cohort Progress Tracking Tool
Basic Skills Tracking Tool website http://3csn.org/basic-skills-cohort-tracking-tool/

Using the tracking tool, explore the progression of your programs by looking into class cohorts, disaggregate your data by gender, age, ethnicity, and other characteristics. Identify data that raise concerns or questions that you, as a college, clearly need to explore further or seek to address.

Question: Was your colleges basic skills program more successful in 2010-2012 than it was in 2008-2010? How did you determine the answer? How did you measure the success?

Please address English, ESL and mathematics separately. Include quantitative results and narrative. Please limit your response to one page total.

4a. Long Term Goals (5 yrs.) for ESL/Basic Skills

Enter the long-term goals you submitted last year. Address activities and outcomes of your 20132014 action plan. Long-term goals should have been informed by using Basic Skills Cohort Progress Tracking Tool. Focus on student success goals in ESL and basic skills. Include the funds from 2013-2014 that are allocated to each goal.

4a. Long-Term Goals for ESL/Basic Skills

Goal ID LONG-TERM 2013-14 FUNDS ALLOCATED TO THIS GOAL

A B C TOTAL ALLOCATION:

4a. Long-Term Goals for ESL/Basic Skills

Goal ID LONG-TERM 2013-14 FUNDS ALLOCATED TO THIS GOAL 25,000.00

The percentage of students who begin in ESL at two levels below Eng 101 and successfully complete 101 within four years will increase 2% annually in 2014-15. 2015-16 and 2015-16 over 200910. The percentage of students who begin in Eng 21 below Eng 101 and successfully complete 101 within four years will increase by 2% annually in 2014-15. 2015-16 and 2015-16 over 2009-10. The percentage of students who begin in Math 115 below Math 200s and successfully complete 200s within four years will increase by 2% annually in 2014-15. 2015-16 and 2015-16 over 2009-10.

B C

20,000.00 45,000.00

TOTALALLOCATION: 90,000

4b. 2012-13 ESL/Basic Skills Action Plan

Look back at your longterm goals from last year (October 2012), now you need to inform your action plan for 2013-14. How will you make progress towards attaining your goals? What are your immediate steps to bring you to that point? What will you do in 201314 to move you along that track?

4b. 2012-13 ESL/Basic Skills Action Plan

Using the action plan template, you need to provide a maximum of 5 activities.
Related to attainment of long-term goals you set down in 4a. Outcome (Can be more than one outcome) All outcomes need to measurable

4b. 2012-13 ESL/Basic Skills Action Plan

Instructions for each section of the action plan: Activity: Describe the activity you will be undertaking. Associated Long-Term Goal ID: Enter the Goal ID from form (4a) that this activity is associated with. Target Date for Completion: Enter the date you will assess whether or not the measurable outcome has been met. Responsible Person(s)/Department(s): Enter the names or positions of those who will oversee this activity. Measurable Outcome(s): Enter one or more measurable outcomes. Funds: Include the funds from 2013-14 allocations that will be used to conduct these activities.

2012-13 ESL/Basic Skills Action Plan

Activity Associat ed LongTerm Goal ID
A

Target Date for Completio n

June 2014

Responsibility Person(s) Department (s)

Measurable Outcome(s)

Continue to support directed learning activities and supplemental instruction for ESL and Developmental Communications.

ESL Dept. Chair Dev Com Vice Chairs Learning Center Director

At least one dept. faculty will attend SSS Conference. The Percentage of students who begin in ESL at least two levels below Freshman composition within four years will increase by 2%. English department will make a decision regarding whether or not to develop new course combining the two levels of English prior to English 101. Math department will make a decision regarding whether or not to develop new course combining the two levels of Math prior to Math 125.

Implement pilot project combining the two semester before Eng 101 into a single course Implement pilot project combining two semesters before Math 125 into a single course

June 2014

English Dept. Chair

June 2014

Math Dept. Chair & STEM Coordinator

5. 2013-14 ESL/Basic Skills Allocation Expenditure Plan

On the form in the back of your packet-Section 5: 1. Write the name of your college. 2. Write the Contact Information of all individuals who should receive communications regarding Basic Skills Allocations. 3. In the Category Section, allocate the new funds 2013-14 for each section. 4. Acquire signatures from campus: Chief Executive Officer (VP, Academic Affairs and Academic Senate President) LACCD only Jeanette Gordon- Chief Business Officer Packets for LACCD due Monday, September 30, 2013

BSI Reporting Form Call Conference with Barbara ILLowsky

Date 9/10/2013 Start Time 10:00 AM End Time 11:30 AM Duration 90 Closed Caption Yes

Telephone Conference Line: (888) 8863951 Cell phone users dial: 913-312-3202 Passcode: 515334

Resources
California Community College Chancellors Office Website on BSI/ESL Professional Development Grant http://extranet.cccco.edu/Divisions AcademicAffairsBasicSkillsEnglishasaSec ondLanguage.aspx