Instructional Program Review Annual Update 2019

Instructional Program Review Annual Update 2019 Date: 4/11/19 Program Department: Community Education: Basic Skills & Citizenship CTE Program? Yes No Additional programs included in N/A this review: Date of last comprehensive 2015-2016 review: Submitted By: Kat Beckelhymer Attachments (* as needed): 6-year assessment plan All programs, when applicable 2-year scheduling plan Justification for Resource Requests (if needed) I. Alignment of the Program with the AHC Mission AHC Mission: Allan Hancock College provides quality educational opportunities that enhance student learning the creative, intellectual, cultural, economic vitality of our diverse community. a. Have there been any changes that would require a change to your Program Mission? N/A b. Explain how your program mission aligns with the college mission. The college mission values can be found here: http://www.hancockcollege.edu/public_affairs/mission.php The Community Education Basic Skills Program & Citizenship courses complement exp the activities of the college to meet the dynamic educational, vocational, cultural, life-enrichment needs of our diverse community through noncredit programs. Our program enhances the opportunity for students to achieve success in their goals journey of lifelong learning. 1

II. Student Success, Program Accessibility Program Capacity BASIC SKILLS: Community Education s noncredit Basic Skills is a program composed of a series of courses designed to improve reading, writing, math to provide a pathway to the high school equivalency diploma such as the national GED test certificate. This is an important pathway to credit course work, better employment, enhanced life skills. CITIZENSHIP: Community Education s citizenship course is a program that enables students to learn about the constitution, government, history, geography of the United States in preparation for the United States Citizenship Immigration Services (USCIS) required oral interview. This enhances the educational, cultural, economic vitality of our diverse community. Courses Available as of spring 2019 BASIC SKILLS BASK 003 Read, Writing, & Math BASK 005 GED Test Preparation BASK 006 GED Test Prep Math Reasoning BASK 00 GED Test Prep Language Arts BASK 008 Success in College Lab CITIZENSHIP CITZ 000A Preparation for Citizenship TITLE BASK 009 GED Test Prep Social Studies BASK 011 Basic Math BASK 012 Pre-GED Reading & Writing BASK 013 GED Prep--Computer Skills BASK 014 Mathematics Lab CITZ 000A Preparation for Citizenship *Data for this section provided by the office of Institutional Effectiveness. Basic Skills 2013-14 2014-15 2015-16 2016-1 201-18 95% of 5 yr. avg. Sections 64 6 56 68 63 Headcount 4,559 4,551 4,343 4,093 3,891 403 Enrollment 6,49 6,603 6,131 5,68 5,414 560 Retention % F2F 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Retention % Online Retention % 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Success % F2F 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Success % Online Success % 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Citizenship 2013-14 2014-15 2015-16 2016-1 201-18 95% of 5 yr. avg. Sections 6 5 8 15 15 9 Headcount 138 135 181 285 29 193 2

Enrollment 190 10 236 392 388 261 Retention % F2F 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Retention % Online Retention % 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Success % F2F 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Success % Online Success % 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Basic Skills 2013-14 2014-15 2015-16 2016-1 201-18 95% of 5 yr. avg. FTES 146.63 154.24 133.68 119.69 126.48 129.34 FTEF+ 8.016 8.58 8.386.682.688.6 FTES/FTEF 18.29 1.96 15.94 15.58 16.45 16.00 Citizenship 2013-14 2014-15 2015-16 2016-1 201-18 95% of 5 yr. avg. FTES 11.86 8.18 14.12 21.53 21.13 14.60 FTEF+ 0.891 0.648 0.92 1.439 1.54 1.08 FTES/FTEF 13.31 12.63 14.53 14.96 12.05 12.82 Basic Skills & Citizenship Degrees Certificates Total 2013-14 2014-15 2015-16 2016-1 201-18 95% of 5 yr. avg. Statistical Reports from AHC Institutional Effectiveness indicate: Noncredit Basic Skills--Enrollment in classes in 201/2018 was down from 2016/201 by about 23 students. The trend of decline in enrollments has continued for the past two years. This represents a decrease of about 4.8% in the past year, yet the number of FTEs generated is up for the second consecutive year slightly. So, while employment, political climate, other external factors have negatively affected levels of enrollment, data indicates that students who are enrolled are being retained in class at a higher rate. This raises the need for an intensified effort to promote the program, develop ongoing PD in relation to new certificates coming, promote The Promise. Citizenship Enrollment in classes was up in 201/2018 from school year 2016/201 only slightly 4 students. FTE s increased only slightly. This is positive in that some sections were canceled over the summer or cut back in number of hours offered due to issues of unavailable classroom space during the summer causing redoubled efforts to build the program sections. 3

a. Please comment on data trends b. If this year s figures for the program are below the set stard, explain steps you will take to improve. Recommendations to Improve Enrollment Target Date Status Need $15,000 for an Instructional Aide who can Fall 2019 Pending proctor tests to help students self-select correct level in Basic Skills Program. Would assist instructors noncredit counselors in administering the TABE in English/Spanish the online TABE in English at the Testing Center. Twenty hours a week. Need $9,200 for online English TABE 11/12 test Beginning of Fall 2019 Pending Training in use to be administered by the Testing center. Need to develop a team with Instructional Aid such as Beginning of Fall 2019 Pending Noncredit Counseling, Disability Counselor to utilize TABE results to assist students in a selfplacement process in the Pre-GED/GED courses before registration into sections. Need $,000 to develop 28 CORs for a new High End of Fall 2019 Pending School Diploma Program. Funds would be used to pay current instructors stipends to develop CORs Need $15,000 for a part time bilingual outreach Beginning of Fall 2019 Pending person to promote the Basic Skills/Citizenship Classes throughout the College District. 20 hours a week. This would include networking with marshalling existing resources for the Citizenship Program. Need $2,000 for Instructional Materials Supplies Beginning of Fall 2019 Pending for the Citizenship Classrooms. Instructors have reported a shortage of pamphlets, books, informational materials. Need 3,200 for a training conference PD to Spring of 2020 Pending update Citizenship Instructors on changing requirements include students in the conference. Need $1,500 for teacher stipends. Need to combat the problem of CCCApply requirement for noncredit students who see this as a barrier to enrollment. Continue to work for an alternative system of registration. Fall 2019 Registration Workshops have been held for students front office staff, but instructors should have the opportunity to be trained in order to assist students, $10,000 for Continuing Instructional Software Basic Skills: ALEKS/AZTEC/ & Vouchers with further development of new Spanish Language online websites. 4 Fall 2019 These are core instructional materials for the Basic Skills classrooms.

*From the North Santa Barbara County AEBG Planning Report, 54% of the Guadalupe residents, 38% of the resident of Santa Maria, 26% of the Lompoc residents do not possess a high school diploma. 4% of the adult education noncredit students do not have a high school diploma. 20% of them have an education between seventh ninth grade. 18% have only completed four through sixth grade. c. If your program offers certificates /or degrees, has existed for at least five years has awarded fewer than 6 degrees/certificates over the last two years explain the reason for the low number your plan to improve. Two certificates for Basic Skills Secondary Education/High School Diploma were developed are in the process of AP&P review approval. This was a goal of last year s Program Review. About 0 High School Equivalency Exam Certificates have been issued in 2018/2019. That is slightly down from last year. The above measures are suggested ways to improve the student success rate, the lack of a process for placement into the appropriate level is a factor that continues to have a detrimental influence. Also, the lack of an Instructional Assistant to support instructors in the classroom as well as in testing has been a factor. d. Describe how the program works to promote student success (completions job placement, transfer). Include teaching innovations use of academic student support. Recommendations to Improve SLO s Target Dates Status $80,000 for full time faculty lead for Fall 2019 Pending Basic Skills/Citizenship so that there is ongoing development of curriculum, research of current instructional materials, best practices, SLO s. Implemented Stackable curriculum for Basic Skills with new COR content instructional materials aimed at Pre- GED High School Equivalency Piloted Fall 201/2018 consolidated 2018/2019 On Target but need to establish student self-select placement before registration based on use of Conducted a series of Professional Development workshops for Basic Skills Citizenship Instructors to improve the content of instruction. A Workshop on SLO s how to identify, measure, record them was conducted. Participated in Best Practice Tours for students to explore credit pathways programs through Estudiantes Unidos conducted by counseling staff Completed in Fall 2018. Feedback from instructors was very positive. Spring 2019 Habits of Mind Workshops. Fall/Spring 2018/2019 multiple measures. Completed Fall Spring 2018/2019 Successfully Completed 5

HI Set Exam established at AHC Testing Center to provide alternative pathways for students to achieve HSE diplomas Utilized continued use of 3 Peer Tutors to assist in the Basic Skills classrooms. Completed some teacher evaluations in Citizenship classes to assist instructors in evaluating performance in classrooms. Need to Revise Citizenship CORs including SLO s. Revised CORs for Basic Math, Basic Language Arts, BASK 005 the High School Equivalency Exam COR, the Computer Skills for HSE prep launched as part of laddered certificates Developed new online curriculum In Spanish for HSE exam prep: subject Ciencias Estudios Sociales. Piloted the web site with students established an embedded link to enable students to provide feedback. Spring 2018 Fall 2018/Spring 2019. Spring 2019 Fall 2018-launced Fall 2018 development of Web sites curriculum. To be piloted by Spring 2019 Successfully established exped Unable to complete goal in Fall 2018 due to lengthy hiring process, but completed successfully in S19 On Target. Discussions with Faculty still needed In Process of AP&P approval Web sites established piloted in Winter/Spring. Student feedback was 100% approval. e. List any notable accomplishments of the program (student awards, honors, or scholarships can be listed here also) 0 students achieved their High School Equivalency Exams. 6 students who obtained their High School Equivalency Exam received the AIM scholarship moved to credit classes. Two new-laddered certificates were completed for Basic Skills Secondary Education are in process of Approval. These will improve curriculum documentation of SLO s. Four Revised COR s were also submitted. III. Quality Innovation in the Program Curriculum Review Please refer to the current SLO data set for your program found at: http://research.hancockcollege.edu/student_learning_outcomes/matrix.html#top a. Are you on track in your assessment plan for course program SLOs? If not, please explain why. 6

PD was conducted in fall 2018 to train Basic Skills Instructors in how to identify, write, measure SLO s. Two new Basic Skills Certificates were developed in which Program SLO s were identified in addition to current COR & SLO s. This is on track because in the future more emphasis will be place on measuring Program SLO s. Work needs to continue to coordinate the development of revising measuring these for Citizenship Instructors. b. Have you shared your assessments or improvement plans with your department, program or advisory committee? If so, what actions resulted? If not, how do you plan to do so in the future? The development of the sequenced Basic Skills certificates is the result of collaborative work. However, once the Certificates are approved, PD on the Program SLO s how to measure record them will be an important task that will need funding for instructor training. Yes, the main issue is lack of an Instructional Assistant to help implement assessment tools, assess results, collect enter data. There is a need for training Citizesnhip new faculty in SLO s in utilizing Elumens to track SLO data. This should be an ongoing task. c. Did any of section, course or program improvement plans indicate that your program would benefit from specific resources in order to support student learning /or faculty development? If so, please explain. Need full-time Faculty Lead to assist instructors in researching, developing curriculum, promoting best practices, overseeing Peer Tutors, advocating for the programs. Need updated materials for Citizenship instructors PD on rapidly changing immigration policies are needed. Need an Instructional Assistant to help proctor assessment placement of students. Need ongoing professional development Need to purchase the online TABE test train staff to utilize to assist Basic Skills students in self-placing into sequenced levels of classes Pre-GED High School Equivalency Exam Prep level. d. In reviewing your outcomes assessments have, you identified any all that indicate a modification should be made to the course outline, the student learning outcomes or the program outcomes? Please state what modifications you will be making. Need revised CORs for Citizenship. Need research on current programs statewide Need research on rapidly changing immigration policy practices.

e. Have all course outlines been reviewed within the last 5 years? If not, please explain the plan to bring course outlines up to date include timelines for the review submission to AP&P. Basic Skills CORs have been reviewed, revised, launched this past year: Basic Math, Basic Language Arts, BASK 005, BASK 013. Citizenship CORs need updating f. For CTE courses/programs only, as per 55003, have prerequisites, core requisites advisories (PCAs) for courses /or programs been reviewed within the last 2 years? N/A IV. Focus Engagement of the Program a. Summarize major trends opportunities as well as challenges that have emerged in the program The biggest challenge is the gap that continues to exist between community need for more courses to address the low level of Basic Skills the resources including funding available to meet that gap. The California Adult Education Block Grant data report for our consortium region finds that our program is currently meeting only 2% of the needs on this front. Another challenge is the trend in overall enrollment in the Basic Skills Program. Citizenship is trending up possibly for the same reason that Basic Skills the Community Education Program is trending down the current political climate low unemployment. This challenge arrives at the same time as the CA State AEBG grant research data show that: 22% of adults in our region lack a H.S. diploma 11% have less than an th grade education 1% have a limited English speaking ability FTE s are continuing to increase while the percent of students continuing to enroll in Basic Skills classes is rising slightly, there has been a steady level of students completing their high school equivalency exam. This indicates improvements in our program curriculum delivery are positively affecting retention persistence. b. List any (internal or external) conditions that have influenced the program in the past year. 8

External: Positive Implementation availability of Adult Education Funds has provided needed resources for carrying out measures identified in annual reviews. Negative High employment correlates to lower attendance in Community Education. The national political climate towards immigrants may have influenced enrollment negatively. Internal: Positive Having a Full Time Faculty Lead has resulted in revised curriculum certificate development, professional development for instructors, research development of instructional materials, representation on intercollegial committees so that noncredit needs are projected. The Promise has made a pathway for students to credit classes post Basic Skills financially possible. Development of new Spanish language online curriculum in Social Studies Science using OERs exped instructional tools pathways for students solved a problem of a dearth of Spanish language High School Diploma online materials nationally. Negative The obstacle of CCCApply continues to plague our program. Lack of Instructional Assistants for our large, bilingual classes. Lack of Assessment Placement Processes. Lack of a bilingual outreach person who targeted key arenas of publicity to promote the Basic Skills/Citz program especially as related to The Promise the changing policies in regards to the border citizenship processing. Data for Program with Vocational TOP Codes (CTE): http://www.hancockcollege.edu/institutional_effectiveness/reports.php Please review the data comment on any trends. c. Current industry employment wage data (please cite sources) N/A 9

d. Industry employment wage trends N/A e. TOP code employment CORE indicator report N/A f. Advisory committee recommendations N/A V. Continuous Improvement of the Program a. Status of Final Plan of Action Post Validation Summarize the progress made on the recommendations from your last comprehensive program review plan of action PLAN OF ACTION Hire Full Time Faculty Lead Make sure all courses have identifiable SLO s Designate Appropriate Tools for Assessment & Measurement. Formalize the Assessment Process with IT Testing Center ACTION TAKEN/RESULT AND STATUS Yes, resulted in New Curriculum development, CORs certificates, PD for instructors in Basic Skills Citizenship, Hiring Supervision of Peer Tutors, Piloting of Assessment Testing, Research of Best Practices. Accomplished An In House tool was developed piloted, but lack of an AI to help instructors grade track makes this unfeasible. Proposal for online testing with TABE at testing center is in process. Proposal for online testing with TABE at testing center is in process. b. List any new resources that the program received in the past year the results Source Specific Resource Est. Amount $ Impact on program or course outcomes College Integrated Fund College Integrated Fund Funding for 3 Peer Tutors in the Classroom Funding for Spanish Language online Curriculum with OERs $5,000 Positive impact improving retention enabling instructors to manage multi-level, multi-lingual classes $3400 Very Positive. Student Feedback after using the new Ciencias Estudios Sociales websites were 100% positive. 10

c. List any new or modified recommendations below, including rationale for these in the table. Program Improvement Plan (Program,Priority Number, year) Hire Full Time Basic Skills /Citizenship Faculty $80,000 P1 Hire IA 20 hrs. a week $15,000 P2 Purchase online TABE $9,200 assessment for Basic Skills Train Staff P3 Anticipate d Outcome (Goal) Improve SLOs Program SLOs Improve SLOs & pathway success to credit Improve SLOs & Program SLO s, retention Program Goal Status (Indicate if this goal is ongoing from a previous Annual Or Comprehen sive Program Review or new this year). Ongoing Ongoing Ongoing Alignment to Strategic Directions planning goals (see Alignment to Strategic Directions Attached 1, 2,3, 4, 5,6 & Will help meet SLS 1,2,3,4, 5, 6, & Activities Curriculu m Dev, resource, Prof Dev for instructi on, Best Practices Help with instructi on Assessm ent Help with instructi on Assessm ent Justification (Evidence of need ) Instructor, student, community feedback (SEE) program review North SB consortium Plan-link below Improved retention successful pathway completion Pilot of Spanish Language TABE improved SLOs pathway success Resource Request (From table Below) Anticipated Completion Date or Ongoing AB104 Summer 19 AB104 AB 104 Develop over S19 implement Fall 19 F19/S20 11

3 Peer Tutors P3 2018/2019 Salary Support in large multilingual multi-subject class Continuation & Upgrade $,000 P4 Professional Development for Elumens Curriculum Currency & Assessments of SLOs P5 Basic Skills/CITZ P5 $,000 to develop 28 CORs for a new High School Diploma Program. Funds would be used to pay current instructors stipends to develop CORs P6 Need $15,000 for a part time bilingual outreach person to promote the Basic Skills/Citizenshi p Classes throughout the College District. 20 hours a week. P Improve Retention SLOs, Program SLOs Improved Curriculum SLOs Improved Curriculum meet Communit y need & align with Consortiu m Partner Curriculum Improved Enrollment Ongoing Ongoing One Time Ongoing Assist in Large bilingual multisubject classes Write new COR s/sl O s align across sections Write CORs Program to meet AP&P Stard s Develop publicity material s bilingual develop commun ity outreach Since implementi ng have improved retention completion New certificate developmen t, PD s for faculty in SLOs other relevant issues. See the North Santa Barbara County Three Year Plan at link below Lower Enrollment Numbers above Integrate d Fund AB 104 AB104 Integrate d Fund AB104 Fall 19/ S2020 F19/S20 S20 F19 12

Need $2,000 for Instructional Materials Supplies for the Citizenship Classrooms. P8 $10,000 for Continuing Instructional Software Basic Skills: ALEKS/AZTEC/ & Vouchers with further development of new Spanish Language online websites. P9 Need 3,200 for a training conference PD to update Citizenship Instructors on changing requirements P10 Improved SLOs Students obtaining Citizenship Improved SLOs, certificate completion, GED s/hi SET, Completio n, Improve instruction, New COR s, SLOs One Time Ongoing One Time Assist in Developi ng Lesson Plans, Instructi on Assist in Student Instructi on Assist in Instructi on, Help with developi ng an updated COR. Instructor s have reported a shortage of pamphlet s, books, informati onal materials. These are core materials used in the Basic Skills Classroom s Labs Students have reported obstacles in citizenshi p interviews due to changed internal policies. * Six year Program Review can be found at this link: http://research.hancockcollege.edu/student_learning_outcomes/matrix.html#top AB 104 AB104 AB 104/Inte grated Fund F19 F19 F19 *The North Santa Barbara County Consortium Adult Education Block Grant Three Year Plan can be found at this link: https://api.knack.com/v1/applications/5650fec131f4530353dd343f/download/asset/56d4950bccea518 3bef3359/1332801allanhancocknorthsbcounty3.1.15finalreport.pdf 13

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