1. History Problem Opportunity Plan

3. History Started with State Academic Senate’s quest to increase English and math graduation competencies Academic Senate, Chief Instructional Officers, and Chief Student Services Officers working together It started with an idea in March, 2006

4. California’s Working Definition of Basic Skills “Skills in reading, writing, mathematics, and ESL, as well as learning skills and study skills, which are necessary for students to succeed in college-level work.” Definition emphasizes impact on all courses

6. Basic Skills and Drop Outs 50% of all California community college first-time students will drop out of college within one year (of these, 42% are recent high school graduates). 30% of all first-time students at MiraCosta will drop out of college within on year (35% are recent high school graduates)

7. Basic Skills in Our Classrooms Basic Skills courses are filled with students who are not prepared to succeed in college-level courses. Most colleges report that two-thirds of entering freshmen are below college- level in English, ESL, and/or mathematics.

8. Math Placement Only 9% of CA students place in transfer-level math At MiraCosta, 17 - 27% of students place in transfer-level math

9. Doesn’t just impact “basic skills” courses Only 40% of our credit basic skills courses and 19% of our noncredit basic skills courses are taught by full-time faculty

10. We can do something about this now!

11. The State’s Commitment Funding – For 2007 – 2008, over $200,000 for MiraCosta Training Research

12. Research – What Works? Research phase by Center for Student Success Amazing Results !! “THE POPPY COPY” http://css.rpgroup.org

13. Review of Literature 30 years of practice and research Over 250 references cited Identified consistent set of elements that commonly characterize effective basic skills practices

14. Research Divided into 4 Basic Areas A. Organization and Administrative Practices (7) Eg. – Developmental Education is a clearly stated institutional priority. B. Program Components (4) Eg. – Orientation, assessment, and placement are mandatory.

15. C. Staff Development (5) Eg. – The faculty play a primary role in planning/implementation of staff development activities in support of basic skills programs.

16. D. Instructional Practices (10) Eg. – Sound principles of learning theory are applied in the design and delivery of courses in the development program.

17. The “Poppy Copy” also includes: A self-assessment instrument colleges will use to assess their own status in relationship to effective teaching and learning in basic skills based upon the 26 items identified in the basic skills review of literature.

18. Self Assessment Tool Each of 26 items includes: Analysis by college including: Description of basic skills practices at the college Evidence of practices Description of barriers/limitations Description of how to advance best practices

20. How Can We Seize This Opportunity to Improve Basic Skills Education at MiraCosta College? Our Plan to Answer This Question Jim Sullivan Coordinator of Basic Skills