аЯрЁБс>ўџ 5Dўџџџ6џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС#` №ПГbjbj5G5G * W-W-ГџџџџџџЄЄЄЄЄЄЄЄкT’’’’ ž .2ЖЖЖЖЖЖЖЖƒ………………$6hž|ЉЄЖЖЖЖЖЉЄЄЖЖО† † † ЖvЄЖЄЖƒ† Жƒ† † :з,ЄЄ_ЖЊ @S7Чx|Ч’, . ƒд0 RZ "_Є_$† ЖЖЖЉЉ| ЖЖЖЖЖЖЖ...d’...’ИЬкЄЄЄЄЄЄџџџџ Teaching and Learning Project Minutes March 20, 2007 Approval of the minutes of February 20, 2007/Approval of the agenda Both approved Announcements Basic Skills Initiative: This statewide initiative is a collaboration between the State Academic Senate, the Board of Governors, and CIO-CSIOs for CA Community Colleges. It is a response to the recent state-mandated changes in math and English A.A. degree requirements. (Students entering any CA community college in FA 09 will be required to take English 1A and Intermediate Algebra.) Phase I of this initiative has been a thorough review of the literature on best practices for Developmental Education Programs and the development of a self-assessment tool for community colleges to gauge their progress on these best practices. This work was presented in recent Academic Senate and CIO-CSIO conferences. Nancy is one of a handful of faculty chosen to provide feedback on Phase I. Phase II, if funded, will be a series of regional workshops keyed to the best practices. The Occ. Ed. CCCAOE conference in October is focused on Basic Skills. A team from агАЩДЋУН will attend. Evaluating our Progress in Assessing SLOs: A Rubric to Consider We reviewed the Rubric for Assessment of Progress Towards Implementing a Student Learning Outcomes Framework at a Community College, developed by Julie Stark for the CA Assessment Institute in 2006. The RPGroups is using this rubric as part of the application to present at the next Strengthening Student Success Conference. Potential presenters had to uses this rubric to evaluate their college’s progress on institutionalizing assessment. This rubric differs significantly from the “bean-counting” criteria being used for annual assessment updates both by the CCCCCD district office and the ACCJC. We currently have to report things like number of courses, programs, degrees with SLOs, with completed assessments, etc, which does not capture many aspects of assessment work or the on-going, cyclic nature of assessment. Myra and Nancy suggest that the TLP use the rubric to assess агАЩДЋУН’s progress. They also suggest that the TLP advocate the use of this rubric both within the district and for ACCJC annual reporting. TLP Review of the SLO Portion of unit’s program review We reviewed a rubric developed by Myra and Nancy to help the TLP give feedback to departments on their PSLOs and assessment plans. The rubric was aligned with the tips and evaluation criteria given in the program review guide. As we began to use the rubric to analyze Section III in a few program reviews, we encountered a tension between information given in the program review guide and the rather sketchy prompts given on the program review form. If a program did not use the guide, their rubric rating was going to be lower. We resolved this tension by agreeing that the rubric score was not an indication of “quality” of the unit’s program review, but rather a means to generate suggestions for the program to improve their PSLOs or assessment plan. Since this program review cycle was the college’s first attempt to incorporate assessment of learning, this approach to the rubric will help us move programs forward in the use of assessment. The rubric scores will not be reported back to departments. But we will use the rubric generate specific feedback for each department/unit. We will underline phrases in the rubric that describe strengths, so that these positive aspects can be noted in the feedback. We will circle weaknesses, so that we can fashion specific and helpful suggestions for improvement. We also have the option of making comments if more information is needed to provide useful feedback. After using the rubric to assess a few program reviews, TLP members were paired up to independently read a selection of program reviews, discuss their ratings, and come to consensus before the next TLP meeting. Each pair will generate agreed upon rubric ratings and a set of comments for each of their assigned program reviews that will be used to formulate feedback to departments in the fall as part of the process for updating annual plans. Next Steps Myra will email ISLOs and an electronic version of the TLP rubric to committee members. Use the Rubric for Assessment of Progress Towards Implementing a Student Learning Outcomes Framework at a Community College to gauge our progress on institutionalizing assessment Do our homework and meet with our partner to reach consensus on feedback to departments on SLOAC portion of program review. 57{‹™ g Ї И - : n o p Л ЅмЇЊЖ$6Dc!+,Œџ67ВГїѓыѓычѓыѓндѓдндѓыѓЭХЭѓЭѓЭѓНЕчЋЅŸЅ˜ h•:mh„,И h•:maJ h„,ИaJ hЋh•:m6aJ h„,Иh„,И>*h„,Иh•:m>*h˜\0h„,И>* h˜\0h„,ИhЋh„,ИaJ hЋh„,И6aJ h•:mhЋh„,И>*h„,ИhЋh„,И5"&567{|Š‹™  f g Ї Ј ЄЅмн !,„7Гїїїѕѕѕѕѕѕѕ№№ѕѕѕѕѕѕѕѕѕѕѕѕшшш & Fgd„,Иgd•:m$a$gd„,ИГ§(Аа/ Ар=!А"А# $ %ААаАа а†œ8@ёџ8 NormalCJmH sH tH DA@ђџЁD Default Paragraph FontZi@ѓџГZ  Table Normal :V і4ж l4жaі _H(kєџС(No List Г џџџџГ&567{|Š‹™fgЇЈЄЅмнЕР!ЌР!ЌР!ЌР!ЌР!ЌР!ЌР!ЌР!ЌР!ЌР!Ќ Р!ЌР!ЌР!ЌР!ЌР!ЌР!Ќ Р!ЌР!ЌР!ЌР!ЌР!Ќ&567{|Š‹™fgЇЈЄЅмн !,„7Е˜0€€˜0€€€˜0€€€˜0€€€˜0€€€˜0€€€˜0€€€˜0€€€˜0€€€˜0€€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜ 0€€˜ 0€€˜ 0€€Г ГГ"' Œt|SW!D I Ж Л <AЕЯокс\^Е333!,ЕЕЏPЄnzХџџџџџџџџџoz„rвуVmџџџџџџџџџ„а„˜ўЦа^„а`„˜ўo(.„ „˜ўЦ ^„ `„˜ўo(.‚ „p„LџЦp^„p`„Lџ‡hˆH.€ „@ „˜ўЦ@ ^„@ `„˜ў‡hˆH.€ „„˜ўЦ^„`„˜ў‡hˆH.‚ „р„LџЦр^„р`„Lџ‡hˆH.€ „А„˜ўЦА^„А`„˜ў‡hˆH.€ „€„˜ўЦ€^„€`„˜ў‡hˆH.‚ „P„LџЦP^„P`„Lџ‡hˆH.h„а„˜ўЦа^„а`„˜ўOJQJo(‡hˆHЗ№h„ „˜ўЦ ^„ `„˜ўOJQJ^Jo(‡hˆHoh„p„˜ўЦp^„p`„˜ўOJQJo(‡hˆHЇ№h„@ „˜ўЦ@ ^„@ `„˜ўOJQJo(‡hˆHЗ№h„„˜ўЦ^„`„˜ўOJQJ^Jo(‡hˆHoh„р„˜ўЦр^„р`„˜ўOJQJo(‡hˆHЇ№h„А„˜ўЦА^„А`„˜ўOJQJo(‡hˆHЗ№h„€„˜ўЦ€^„€`„˜ўOJQJ^Jo(‡hˆHoh„P„˜ўЦP^„P`„˜ўOJQJo(‡hˆHЇ№ЏPoz„rџџџџџџџџџџџџ Дќѓ                х›kh•:m„,Иџ@€--˜љU--Г€@џџUnknownџџџџџџџџџџџџG‡z €џTimes New Roman5€Symbol3& ‡z €џArial?5 ‡z €џCourier New;€Wingdings"qˆ№аhb[Дfb[ДfЄ  Є $№ЅРДД€24ЊЊ  2ƒq№P №џџџџџџџџџџџџџџџџџџџџџџЋ2џџTeaching and Learning Projectmsnellmsnell  ўџр…ŸђљOhЋ‘+'Гй0œ0˜РЬмшј  4 @ LX`hpxф Teaching and Learning ProjectmsnellNormalmsnell2Microsoft Office Word@@lFМx|Ч@lFМx|ЧЄG/џџџџVT$m[ ~‘  Чђ.ћМ"Systemђ“ѓє&тъxk -ћœџМ@Times New Roman- 72 ДZьШTeaching and Learning ProjectC,2,882288C,2,881<,3!-,! 2 Д‘ ьШ ё72 'G ьШMinutese^88!,' 2 'Ѕ ьШ ё6 2 šЊьШMarch 20, 2007^2,,8222222 2 šA ьШ ё7ћœџ@Times New Roman- 2 юьШ ё- 2 ~юьШ ё--p2 ёюCьШApproval of the minutes of February 20, 2007/Approval of the agendaiH22!22,2!2,N22,'2!7,3!2,#0222222H32!22,2!2,-2,22,ќ- @ !№ќ ќюќџџџ-№ 2 ёъ ьШ ё. 2 dюьШ ё-2 зю ьШBoth approvedB22,22!23,2 2 з=ьШ ё. 2 JюьШ ё--2 Ню ьШAnnouncementsH22222,,N,2'ќ- @ !№‰Шю-№ 2 НwьШ ё.2 0юXьШBasic Skills Initiative: This statewide initiative is a collaboration between the State B,',82'2,2,>2'',,H2,2,2,',,2,22!,222,I,,22,8,,"2 ЃюьШAcademic SenateH,,2,N,8,3,,=2 ЃІ!ьШ, the Board of Governors, and CIOr2,B3,!22!H23,!22!',22D!H 2 Ѓ ьШ-ё!=2 Ѓ5 !ьШCSIOs for CA Community Colleges. rC9H'!2!CHC2NN220C2,2,'A2 ю$ьШIt is a response to the recent state ',",'222',22,",-,2',, 2 ьШ-ё!U2 ;1ьШmandated changes in math and English A.A. degree eN,22,-2,2,32,'2N,2,22=31'2HH2-1!-,Ž2 ‰юWьШrequirements. (Students entering any CA community college in FA 09 will be required to !,22!,N,2'!822,2'-2,!21,40CH,2NN220,2-2,27H22H2,!,22",22#2 ќюьШtake English 1A ,2,=31'22Hz2 ќ‹JьШand Intermediate Algebra.) Phase I of this initiative has been a thorough ,22 2-!N,2,,H1,3!,!82,(-3!2'2,2,2,'2,,2,22!23122 o юXьШreview of the literature on best practices for Developmental Education Programs and the !,2,H2!3,,!,2!-322,'2!,,-,'!2!I,2,22N,2,=22,,228!32!,N',222,+2 т юьШdevelopment of a self2,2,22N,22!,(,! 2 т MьШ-ё!n2 т nBьШassessment tool for community colleges to gauge their progress on ,'(,''N,222!2!,2NN220,2-1,'21,32,2,!2!31!,''222 U юьШthese 2,',y2 U дIьШbest practices. This work was presented in recent Academic Senate and CIO 2,'2!-,,,'=2(H2!2H,'2",',2,22",,,2I,,2,N,8,3,,-22DI 2 U НьШ-ё!2 U оьШCSIO C9H‘2 Ш юYьШconferences. Nancy is one of a handful of faculty chosen to provide feedback on Phase I. ,22!,",2-,'H,2.0'23,2!,2,23!22!",,20,22',222!222,",,22-,22282,', 2 ; юXьШPhase II, if funded, will be a series of regional workshops keyed to the best practices.82,',! !!223,2H2,,',!,'2!!-123,H2"2'222'2-0-222,2,'2!,,,,' 2 ; ?ьШ ё 2 ; XьШ ё. 2 Ў юьШ ё-†2 ! юRьШThe Occ. Ed. CCCAOE conference in October is focused on Basic Skills. A team from =2,H,,=2CCCHH=,22!,",2-,2H,22,!'!2,2',222B,',82'H,,N!!2N#2 ” юьШагАЩДЋУН will attend.<YCH,,22 2 ” ЁьШ ё. 2  юьШ ё--j2 z ю?ьШEvaluating our Progress in Assessing SLOs: A Rubric to Consider=2,2,2123!8!22!,''2H'',''219<H'HC32!,2C22'2,!ќ- @ !№] … ю-№ 2 z K ьШ ё- 2 э юьШ ё--#2 `юьШWe reviewed the _,!,2,H,22,ћœџ@Times New Roman-m2 `ЌAьШRubric for Assessment of Progress Towards Implementing a Student =22',2'='',''H,22='22',''82C2'2'!H2,H,2222222,2-2 гюьШLearnine8,2'22O2 г+-ьШg Outcomes Framework at a Community College, 2H2,2H,'='3H,C2',22C2HH22,C2,2,-2 г ьШdeveloped by h2,2,22,240#2 г<ьШJulie Stark for (2,8,!2!2!-A2 Fю$ьШthe CA Assessment Institute in 2006.2,CHH'',''N,2 2'2,22222 2 FПьШ ё- 2 FиьШ ё-U2 Fё1ьШThe RPGroups is using this rubric as part of the =2,C8H!222''2'212'!22!,,(2,!2!2,22 ЙюьШapplication to present at ,22,,2222!,',2,g2 ЙФ=ьШthe next Strengthening Student Success Conference. Potential 2,2,38!,212,231822,282,,,''C22!-!,2-,82,2,2 ,юьШpresente2!,',2,Œ2 ,:VьШrs had to uses this rubric to evaluate their college’s progress on institutionalizing !'3,222','2'!22!,2,2,2,,2,!,2,2,!'2!32!,''222'222,,21e2 Ÿю<ьШassessment. This rubric differs significantly from the “bean,'',''N,2=2'!22!,3!!,!''12!,,20"!2N2,,2-,2 2 Ÿ1 ьШ-ё!82 ŸR ьШcounting” criteria being used ,22231,,!,",2,212(,2‚2 юOьШfor annual assessment updates both by the CCCCCD district office and the ACCJC.!2!,222,,'',''N,2232,,'222302,CCCCCH2'!,2!!,,,222-HCC'C2 ьШ We _,‹2 …юUьШcurrently have to report things like number of courses, programs, degrees with SLOs, ,2!!,202,3,2!,23!221'2,22N2,!2!,23!','2!31",N'2-1!-,'H29;H'ˆ2 јюSьШwith completed assessments, etc, which does not capture many aspects of assessment ,H2,2N2,,2,'',''N-2',,H2,222,'22-,22!,N,40,'3,,'2!-'',''N,2 2 kюьШwork or the onH2!22!2,22 2 k7ьШ-ё"s2 kYEьШgoing, cyclic nature of assessment. Myra and Nancy suggest that the T1231.1,,2,2!,3!,'',''N,2Z0",,22I,2.0'321,'2,2,>2 kcьШLP ;8‘2 оюYьШuse the rubric to assess агАЩДЋУН’s progress. They also suggest that the TLP advocate the use 2',2,!22!,2,'(,''=YC!'2!21",''=2.0,'2'221,'2,2,><8,322,,,2,2',v2 QюGьШof this rubric both within the district and for ACCJC annual reporting.2!2'!22!,222H222,2'!,,22!2!HCD(C,222,!,22!21 2 Qу ьШ ё. 2 ФюьШ ё--\2 7ю6ьШTLP Review of the SLO Portion of unit’s program review>;8C,2,H3!2,9<H82!222!22!'2!21",N!,2,Hќ- @ !№ Bю-№ 2 7ќ ьШ ё. 2 ЊюьШ ё-@2 ю#ьШWe reviewed a rubric developed by M_,!,2,H,2,!22!,3-2,22,240[R2 ђ/ьШyra and Nancy to help the TLP give feedback to 0!,,22H-2-023,22,>;813,!,,22-,22Œ2 юVьШdepartments on their PSLOs and assessment plans. The rubric was aligned with the tips 2,2,!N,2'222,!89<H',22,'',''N,22,2'=2,!22!,I,',12,2H22,2'‘2 юYьШand evaluation criteria given in the program review guide. 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