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Snapshot of Student Achievement Initiative/Strategic Initiative #4 Strategies

Require 1 credit Gen St 101 (Orientation to College) class
Phase-in will include new students who assess into mathematics 90 or mathematics 94 and possibly I-Best students
Offered in multiple modalities district-wide
Number of sections offered: 54 (includes online, Shelton, and Poulsbo)
Projected enrollment: 1400 students; Annualized FTE of 31
Projected FTE revenue generated: $167,400
Outcomes/assessments in addition to those listed for Strategic Initiative #4 will be determined (i.e., how did this impact student learning and progress)

Each quarter assign tutors to ten, approximately one third of the developmental mathematics sections on Bremerton campus
Student learning outcomes
- Student completion rates will be higher in sections that include a tutor
- Average student grades will be higher in sections that include a tutor
- Rate of student persistence into the next mathematics course in the sequence will be higher in sections that include a tutor
- Instructors will report that the tutors allowed for more effective use of class time
Assessment methods
- Compare completion rate, GPA and persistence rate
- Near the end of each quarter, conduct survey of faculty who received tutors

Budget request submitted $54,818
80.4% retention
Progression through developmental sequences
Mentor training and matching
Ongoing tracking
Outcomes/assessments for 2008/09
- Students will rate their ability to access various services as high as a result of participating in the MAPS program
- Students will rate MAPS program as a service they value highly as a support for their academic success
- Students in MAPS will have a 5% higher gain in momentum points than those who are not in MAPS as measured by the Student Achievement Initiative
- Data pulled from SMS will show at least a 5% higher rate of transition of ABE/ESOL to college courses/programs for students who participate in the MAPS program than those who do not

CASAS Point Gain Project
	Enhance point gains though instruction and accurate data reporting Provide seminars directly related to CASAS for adjunct faculty to improve consistency in the teaching and learning process Develop and distribute a curriculum packet to each adjunct instructor to improve consistency

Three developmental learning communities to be offered fall 2007
- Once Upon a Number – math 90, English 91, Gen S 99
- Brain Food – Engl 99, math 94, Gen S 101 and Gen S 140
- The Making of a Life – Psych 101, Engl 98 and Gen S 100
Integrated Learning Communities plan includes 2-3 LCs each quarter
Budget request submitted $33,388
Outcomes/Assessments for 2008/2009
- Improved student learning – pre and post learning community assessments in Gen Ed track will show the writing and critical thinking skills of students have improved as a result of integrated assignments
- Increased student retention – retention will be 10% higher for students who took Engl 91, math 90, Engl 98 or math 99 in a Foundation or Gateway learning community fall 2008, than for students who took stand alone courses
- Enhanced teaching experience for faculty – Faculty teaching in learning communities will report greater intellectual and social engagement, enhanced commitment to and fulfillment from teaching, and greater connection with colleagues and students

Student Achievement Initiative