Back to BSI Home
The BSI 26 Effective Practice Groups
All page numbers are references in the Basic Skills Guide which
contains more detailed descriptions of each effective practice:
You can download the complete Basic Skills Initiative Guide at:
Basic Skills as a Foundation for Student Success in California
Community Colleges
A. Organizational and Administrative Practices
Coordinator
of section A: Rachel Bell
Institutional choices
concerning program structure, organization, and management have been related to
the overall effectiveness of developmental education programs. The following
effective practices have been identified in this area:
Suggested
chairs: CONFIRMED CHAIRS IN BLUE/GROUP MEMBERS IN PURPLE
|
Members |
Effective Practice |
Effective Practice |
Matrix: p. 113
Assessment |
|
Vicki Morrow |
A.1 Developmental
education is a clearly stated institutional priority. |
Page 14 |
Page 106 |
|
|
A.2 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. |
|
Page 107 |
|
Connie Beringer |
A.3 The developmental
education program is centralized or highly coordinated. |
Page 16 |
Page 108 |
|
Rick Wallace |
A.4 Institutional policies
facilitate student completion of necessary developmental coursework as early
as possible in the educational sequence. |
|
Page 109 |
|
Lori |
A.5 A comprehensive system
of support services exists, and is characterized by a high degree of
integration among academic and student support services. |
|
Page 110 |
|
Mike Williamson |
A.6 Faculty who are both
knowledgeable and enthusiastic about developmental education are recruited
and hired to teach in the program. |
|
Page 111 |
|
Mike Moynihan |
A.7 Institutions manage
faculty and student expectations regarding developmental education. |
Page 22 |
Page 112 |
B. Program Components
Coordinator
of section B: Jacquie Escobar
Suggested
chairs: CONFIRMED CHAIRS IN BLUE/GROUP MEMBERS IN PURPLE
|
Members |
Effective Practice |
Effective Practice |
Matrix: p. 119 |
|
Jacquie Escobar |
B.1 Orientation,
assessment, and placement are mandatory for all new students. |
|
Page 115 |
|
Cathy Hasson |
B.2 Regular program
evaluations are conducted, results are disseminated widely, and data are used
to improve practice. |
|
Page 116 |
|
Melissa Komadina |
B.3 Counseling support
provided is substantial, accessible, and integrated with academic
courses/programs. |
|
Page 117 |
|
Maria Escobar |
B.4 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. |
|
Page 118 |
C. Staff Development
Coordinator
of section C: Rachel Bell
Suggested
chairs: CONFIRMED CHAIRS IN BLUE/GROUP MEMBERS IN PURPLE
|
Members |
Effective Practice |
Effective Practice |
Matrix: p. 126 |
|
Rachel Bell |
C.1 Administrators support
and encourage faculty development in basic skills, and the improvement of
teaching and learning is connected to the institutional mission. |
|
Page 121 |
|
Donna Bestock |
C.2 The faculty play a primary
role in needs assessment, planning, and implementation of staff development
programs and activities in support of basic skills programs. |
|
Page 122 |
|
Margie Meadows |
C.3 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. |
|
Page 123 |
|
|
C.4 Staff development
opportunities are flexible, varied, and responsive to developmental needs of individual
faculty, diverse student populations, and coordinated programs/services. |
|
Page 124 |
|
Katharine Harer |
C.5 Faculty development is
clearly connected to intrinsic and extrinsic faculty reward structures. |
|
Page 125 |
D. Instructional
Practices
Coordinator
of section D: Rick Hough
Suggested
chairs: CONFIRMED CHAIRS IN BLUE/GROUP MEMBERS IN PURPLE
|
Members |
Effective Practice |
Effective Practice |
Matrix: p. 138 |
|
Leslie |
D.1 Sound principles of learning
theory are applied in the design and delivery of courses in the developmental
program. |
|
Page 128 |
|
Rick Hough |
D.2 Curricula and practices
that have proven to be effective within specific disciplines are employed. |
|
Page 129 |
|
Lucia Lachmayr |
D.3 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. |
|
Page 130 |
|
Liza Erpelo |
D.4 Culturally Responsive
Teaching theory and practices are applied to all aspects of the developmental
instructional programs and services. |
|
Page 131 |
|
Connie Beringer |
D.5 A high degree of
structure is provided in developmental education courses. |
|
Page 132 |
|
Art Takayama |
D.6 Developmental
education faculty employ a variety of instructional methods to accommodate
student diversity. |
|
Page 133 |
|
Leigh Anne Sippel |
D.7 Programs align
entry/exit skills among levels and link course content to college-level
performance requirements. |
|
Page 134 |
|
Jon Freedman |
D.8 Developmental
education faculty routinely share instructional strategies |
Page 60 |
Page 135 |
|
Nate Nevado |
D.9 Faculty and advisors
closely monitor student performance. |
Page 61 |
Page 136 |
|
Tiffany Reardon |
D.10 Programs provide
comprehensive academic support mechanisms, including the use of trained
tutors. |
|
Page 137 |