Introduction

Since 2007, California Community Colleges System Office, the Academic Senate for California Community Colleges, the Chief Instructional Officers, and the Chief Student Services Officers has untaken an impressive statewide professional development activity geared towards improving student success on our 110 California Community College campuses. The Basic Skills Initiative (BSI) is one of the most collaborative and broad-reaching initiatives occurring in the California Community Colleges (CCC) system today. In 2006, the CCC Board of Governors (BOG) adopted a comprehensive strategic plan to strengthen student success and readiness, of which BSI is a key component. Next, the BOG approved the raising of the statewide minimum English and mathematics graduation requirements for all students earning the associate of art or associate of science degree. Funding was the third major event in the evolution of the Initiative.

Implementation

To date, implementation of BSI has also occurred in three phases: 1) widespread dissemination of information on effective practices; 2) professional development to allow colleges to examine their basic skills and ESL efforts and determine how to improve them; and 3) allocation of funds to allow colleges to act on the first two phases. In each phase, the majority of the funds were directed to individual colleges to assist with implementing their action plans. The remaining funds provided professional development opportunities statewide.
The first phase of BSI produced a document containing: a review of literature and effective practices, an assessment tool for effective practices in basic skills, and a tool to estimate costs and downstream revenue. In the second and third Phases (II & III), professional development activities included one, two, and five-day regional workshops for faculty, staff and administrators, additional literature reviews, including a study of ethnic differential success rates within individual college courses and programs, as well as training in integration of student services, career technical education and basic skills courses and programs. As these professional development activities were conducted, a framework for basic skills accountability measures was established, a legislative report regarding the 2007-08 professional development activities was submitted, and a summary of the 2007-08 Action Plans was prepared. Additionally, a comprehensive communications plan and resource guide for communicating ESL and basic skills accomplishments were disseminated. Lastly, a Budget Change Proposals for ESL and basic skills were submitted with the system’s state budget change proposals to attain new, additional funds that would enable colleges to fully implement their action plans. (This is a long sentence maybe the author could take a look at two sentences)

Integration of Student Services and Academics

Many of the activities developed under the BSI grants involved integration of student services and academics. From the literature review produced in the first phase, Program Components (Strand B) are characteristic of highly effective developmental education programs. The literature review identified four specific effective practices in this strand, all of which involve student services. First, orientation, assessment, and placement are mandatory for all new students. Next, regular program evaluations are conducted, results are disseminated widely, and data are used to improve practice. Additionally, counseling support is provided with academic courses or programs. Finally, financial aid is disseminated to support developmental students. Mechanisms exist to ensure that developmental students are aware of such opportunities, and are provided with assistance to apply for and acquire financial aid.

Expansion of the Integration Concept

Expanding on the integration of student services and academics is a key component to the 2008 Phase III of the BSI. In May and June 2008, faculty, staff and administrators from all California community colleges were once again offered regional meetings. These free two-day meetings focused on integrating student services and counseling into the basic skills courses and programs. Program coordinators showcased their programs, strategies, and projects, as well as worked with attendees on how to replicate these successful activities on their colleges. Outcomes assessment tools, including student learning outcomes and rubrics, were developed for basic skills students, for basic skills faculty, and for development of benchmarks in project and in professional development. Attendees in the regional meetings actively participated in using these tools while examining their own basic skills success rates.

Counseling Strand

In August of 2008, counseling was one of the strands in the BSI Summer Teaching Institute. Counseling faculty gathered to share practices, challenges, and learn new strategies. The BSI Handbook, expected to be posted on the BSI web site soon, takes a holistic approach to helping students with basic skills needs succeed. Chapter 4 is on student services and is written by student services professionals. In addition, this fall there will be another two-day statewide, fully funded, conference for student services professionals.

Summary

BSI leadership believes that the integration of student services and academics is essential for students with basic skills needs to succeed. While student services professionals have known this fact all along, faculty teaching mathematics, English writing, ESL, and reading are finally realizing this need and are embracing opportunities for development of integrated programs. This work will be continued. We hope you will visit the BSI website and watch for opportunities to participate.

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About the Authors:

Julie Adams
Executive Director of the Academic Senate for
California Community Colleges

In her current capacity, Julie Adams, is responsible for the organizational oversight of the Academic Senate, which includes supporting the 14 member executive committee, maintaining the operational integrity of the Senate, and providing the continuity for future executive committee members. She earned her M.B.A. from UC Davis and is currently working on her doctorate from Walden University.

Julie@asccc.org
Academic Senate for California Community Colleges
(916) 445-4753

Barbara Illowsky Ph.D.

Barbara Illowsky Ph.D. served as the California Basic Skills Initiative Project Director from January 2007 through December 2008. She has been a professor of mathematics and statistics at De Anza College since 1989 and received her B.S. from SUNY Albany, her A.M. from The Wharton School, University of Pennsylvania and her Ph.D. from Capella University. She also serves on the Executive Board of the Academic Senate for California Community Colleges and is currently president-elect for the California Mathematics Council, Community Colleges.

illowskybarbara@deanza.edu
De Anza College
(408) 864-8211