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Basic Skills Survey: Search The Records
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Title
Institution
Search By Keyword:
Example 1: skills students instructors
Example 2: pilot program
Search By Institution:
Type at least 2 letters, CustomSmartSearch will actively match letters to the org name.
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Type of Program
Staff Development Program
Student Success Program
Search By Effective Practice(s)
Select Organizational and Administrative Practices
A1 – Development education is a clearly stated institutional priority
A2 – A clearly articulated mission based on a shared, overarching philosophy drives the developmental education program. Clearly specified goals and objectives are established for developmental courses and programs.
A3 – The developmental education program is centralized or is highly coordinated.
A4 – Institutional policies facilitate student completion of necessary developmental coursework as early as possible in the education sequence.
A5 – A comprehensive system of support services exists, and is characterized by a high degree to integration among academic and student support services.
A6 – Faculty who are both knowledgeable and enthusiastic about developmental education are recruited and hired to teach in the program.
A7 – Institutions manage faculty and student expec5tations regarding developmental education.
Select Program Components
B1 – Orientation, assessment, and placement are mandatory for all new students.
B2 – Regular program evaluations are conducted, results are disseminated widely, and data are used to improve practice.
B3 – Counseling support provided is substantial, accessible, are integrated with academic courses/programs.
B4 – 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.
Select Staff Development
C1 – Administrators support and encourage faculty development in basic skills, and the improvement of teaching and learning is connected to the institutional mission.
C2 – The faculty play a primary role in needs assessment, planning, and implementation of staff development programs and activities in support of basic skills programs.
C3 – Staff development programs are structured and appropriately supported to sustain them as ongoing efforts related to institutional goals for the improvement of teaching and learning.
C4 – Staff development opportunities are flexible, varied, and responsive to developmental needs of individual faculty, diverse student populations, and coordinated programs/services.
C5 – Faculty development is clearly connected to intrinsic and extrinsic faculty reward structures.
Select Instructional Practices
D1 – Sound principles of learning theory are applied in the design and delivery of courses in the developmental program.
D2 – Curricula and practices that have proven to be effective within specific disciplines are employed.
D3 – The developmental education program addresses holistic development of all aspects of the student. Attention is paid to the social and emotional development of the students as well as to their cognitive growth.
D4 – Culturally Responsive Teaching theory and practices are applied to all aspects of the developmental instructional programs and services.
D5 – A high degree of structure is provided in developmental education courses.
D6 – Developmental education faculty employ a variety of instructional methods to accommodate student diversity.
D7 – Programs align entry/exit skills among levels and link course content to college-level performance requirements.
D8 – Developmental education faculty routinely share instructional strategies.
D9 – Faculty and advisors closely monitor student performance.
D10 – Programs provide comprehensive academic support mechanisms, including the use of trained tutors.
Links to Effective Practices References
Organizational and Administrative Practices
Program Components
Staff Development
Instructional Practices