Section A – Organizational/Administrative Practices

(Due on or before December10, 2010)
2010-11 ESL/Basic Skills Action Plan / District: Sequoia CCD
College: College of the Sequoias
Planned Action / Effective Practice and Strategy / Target Date for Completion / Responsible Person(s)/
Department(s)
This plan is to fund the 20% release time for two ELI faculty coordinators and 40% release time for a faculty co-chair for the 2010-2011 academic year. / A.1 Developmental education is a clearly stated institutional goal.
A.7 Institutions manage faculty and student expectations regarding developmental education. / May 2011 / ELI Coordinators
Funding for an ESL Off-Site Coordinator. / A.1 Developmental education is a clearly stated institutional goal.
A.3 The developmental education program is centralized or highly coordinated.
A.6 Faculty who are both knowledgeable and enthusiastic about developmental education are recruited and hired to teach in the program. / 12/21/2010 / Barbara Laird-Jackson, ESL Coordinator
Valerie Ehrlich, Language Arts Division Chair
Jennifer La Serna, Dean of Language Arts

______

Signature, Chief Executive Officer Date Signature, Academic Senate President Date

Section B – Program Components

(Due on or before December 10, 2010)
2010-11 ESL/Basic Skills Action Plan / District: Sequoia CCD
College: College of the Sequoias
Planned Action / Effective Practice and Strategy / Target Date for Completion / Responsible Person(s)/
Department(s)
The Student Athlete Retention Program would use the formal Early Alert program and direct instructor contact to identify students experiencing difficulty in courses – then intervene to determine what issues are impacting the student’s ability to succeed and to refer or provide the necessary campus resources. / B.3 Counseling support provided is substantial, accessible, and integrated into academic courses/programs. / 12/20/2010
05/20/2011 / Lamel Harris, Athletic Director
Shane Beatty, Retention Coordinator
Robyn Roche, Athletic Counselor
Head Coaches

______

Signature, Chief Executive Officer Date Signature, Academic Senate President Date

Section C – Faculty and Staff Development

(Due on or before December 10, 2010)
2010-11 ESL/Basic Skills Action Plan / District: Sequoia CCD
College: College of the Sequoias
Planned Action / Effective Practice and Strategy / Target Date for Completion / Responsible Person(s)/
Department(s)
This plan covers the costs of certain basic skills conferences such as CalADE (California Association for Developmental Education), ASCCC Student Success, CATESOL (California Teachers of English to Speakers of Other Languages), and ACCE. / C.3 Staff development programs are structured and appropriately support to sustain them as ongoing efforts related to institutional goals for the improvement of teaching and learning.
C.4 Staff development opportunities are flexible, varied, and responsible to developmental needs of individual faculty, diverse student populations, and coordinated programs/services. / May 2011 / ELI Coordinators

______

Signature, Chief Executive Officer Date Signature, Academic Senate President Date

Section D – Instructional Practices

(Due on or before December 10, 2010)
2010-11 ESL/Basic Skills Action Plan / District: Sequoia CCD
College: College of the Sequoias
Planned Action / Effective Practice and Strategy / Target Date for Completion / Responsible Person(s)/
Department(s)
This action covers the operating budget for the Teaching and Learning Center activities and materials ancillary to its training purpose. The TLC plans to sponsor the On Course I and II workshops and On Course workshop geared toward online student success. / D.2 Curricula and practices that have proven to be effective within specific disciplines are employed.
D.3 The developmental education program addresses holistic development of all aspects of the student.
D.5 A high degree of structure is provided in developmental education courses.
D.6 Developmental education faculty employ a variety of instructional methods to accommodate student diversity.
D.8 Developmental education faculty routinely share instructional strategies. / May 2011 / Stephanie Collier, ELI Co-chair
Susan Jensen, ELI Coordinator
Ross Rueger, Title V Faculty Coordinator
Sondra Bergen, English Faculty
Employ student tutors to work in Writing Center. Employ Writing Center staff personal. / D.3 The developmental education program addresses holistic development of all aspects of the student.
D.4 Culturally Responsive Teaching theory and practices are applied to all aspects of the developmental instructional program and services.
D.5 A high degree of structure is provided in developmental education courses.
D.6 Developmental education faculty employ a variety of instructional methods to accommodate student diversity.
D.10 Programs provide comprehensive academic support mechanisms, including the use of trained tutors. / Summer 2011 / Joshua Geist, English Faculty
English Faculty
Tutor Training Instructor
Valerie Ehrlich, Language Arts Division Chair
Funding for an ESL tutor. / D.2 Curricula and practices that have proven to be effective within specific disciplines are employed.
D.4 Culturally Responsive Teaching theory and practices are applied to all aspects of the developmental instructional program and services.
D.6 Developmental education faculty employ a variety of instructional methods to accommodate student diversity.
D.10 Programs provide comprehensive academic support mechanisms, including the use of trained tutors. / May 2011 / Barbara Laird-Jackson, ESL Coordinator
Susan Jensen, ELI Coordinator
Valerie Ehrlich, Language Arts Division Chair
Hire in-class tutors to work in Pre-Algebra, Elementary Algebra, and Intermediate Algebra classes. Instructors will use the in-class tutors for a variety of duties which will enhance the learning experience for the students in those classes. / D.2 Curricula and practices that have proven to be effective within specific disciplines are employed.
D.5 A high degree of structure is provided in developmental education courses.
D.6 Developmental education faculty employ a variety of instructional methods to accommodate student diversity.
D.9 Faculty and advisors closely monitor student performance.
D.10 Programs provide comprehensive academic support mechanisms, including the use of trained tutors. / 12/21/2010 / Stephanie Collier, ELI Co-chair
Ross Rueger, Title V Faculty Coordinator
Chris Keen, Math Division Chair
Agriculture student tutors. / D.2 Curricula and practices that have proven to be effective within specific disciplines are employed.
D.3 The developmental education program addresses holistic development of all aspects of the student.
D.6 Developmental education faculty employ a variety of instructional methods to accommodate student diversity.
D.9 Faculty and advisors closely monitor student performance.
D.10 Programs provide comprehensive academic support mechanisms, including the use of trained tutors. / 12/17/2010 / Fernando Fernandez, Ornamental Horticulture Program Coordinator
Frank Tebeau, Agriculture Mechanics Program Coordinator
Kris Costa, Agriculture Director
Susan Jensen, ELI Coordinator
The Essential Learning for Online Instruction and Student Empowerment (ELOISE) program will continue to work on online English 251 and HDEV 120 courses, will pair the two courses for online delivery to two cohorts in Fall 2010, and continue incorporating On Course learning strategies. / D.2 Curricula and practices that have proven to be effective within specific disciplines are employed.
D.3 The developmental education program addresses holistic development of all aspects of the student.
D.5 A high degree of structure is provided in developmental education courses.
D.6 Developmental education faculty employ a variety of instructional methods to accommodate student diversity.
D.7 Programs align entry/exit skills among levels and link course content to college-level performance requirements.
D.10 Programs provide comprehensive academic support mechanisms, including the use of trained tutors. / 5/30/2011 / Joni Jordan, English Faculty and Curriculum Coordinator
This is a Service Learning project wherein students read to children and write about their experiences within the context of reading and discussions about literacy, children, and social problems related to children and education. / D.1 Sound principles of learning theory are applied in the design/delivery of courses in the developmental program.
D.2 Curricula and practices that have proven to be effective within specific disciplines are employed.
D.3 The developmental education program addresses holistic development of all aspects of the student.
D.6 Developmental education faculty employ a variety of instructional methods to accommodate student diversity. / May 2011 / Jeff Basham, Sociology Faculty
Jane Thomas, English Faculty

______

Signature, Chief Executive Officer Date Signature, Academic Senate President Date

EXPENDITURE PLAN TEMPLATE

2010-11ESL/BASIC SKILLS EXPENDITURE PLAN

(Due on or before December 10, 2010)

District: Sequoia CCD

College: College of the Sequoias

CATEGORY / 2009-10 ESL/BASIC SKILLS EXPENDITURES OF ALLOCATION
A. Program and Curriculum
Planning and Development / $49,948
B. Student Assessment / $0

C. Advisement and Counseling Services

/ $0

D. Supplemental Instruction and Tutoring

/ $34,826

E. Articulation

/ $0

F. Instructional Materials and Equipment

/ $500
G. Other:
Coordination
Research
Professional Development / $19,148
$0
$13,277
TOTAL / $117,699

______

Signature, Chief Executive Officer Signature, Academic Senate President Date: ______Date: ______