Evaluating Progress Toward Achievement of CDP Objectives: A final aspect of project evaluation will be the comprehensive assessment of the impact of Title V on assisting LAMC to achieve institutional goals and objectives delineated in the Comprehensive Development Plan. The chart below lists the specific data elements and sources of that data that will be used to evaluate achievement of each CDP objective.

MEASUREABLE OBJECTIVES	ELEMENTS FOR ANALYSIS
Objective 1: Through the creation of a comprehensive Learning Center, by 2008-2009, there will be at least a four times increase in the number of students receiving direct services to overcome basic skills and learning skills deficiencies when compared to 2003-2004 baseline to be finalized June 2004.	Attendance and assistance records. Usage logs for Center SI and CIS application software, records of classes/tutoring/SI sessions offered and attendance.
Objective 2: By 2008-2009, students in developmental math will attain relevant math credits sequentially - without repeating courses & with a C or better, at rates 10% higher than 2003-2004 baselines to be determined June 2004.	Participation records, project evaluation reports.
Objective 3: By 2008-2009 there will be a four times increase in the number of students indicating transfer as a goal who successfully transferring to a four-year institution over a 2003 baseline of 216.	Transcripts, student records.
Objective 4: By Fall 2009 there will be a 15% increase in the numbers of students being tutored in the Learning Center (including on-line and group tutoring) compared to Fall 2003 baseline of 864.	Advising records, transcripts, tracking of transferring and completing students.
Objective 5: By Fall 2009 cohort tracking will indicate that rates of students overcoming skill deficiencies and persisting to enroll in and successfully complete college-level courses will be 10% greater than comparative 2003 cohort to be determined by the new Outcomes Analyst.	Attendance and participation logs.
Objective 6: By Fall 2009 cohort tracking will indicate that rates of students transitioning from developmental language courses and persisting to enroll in college-level courses will be 8% greater than comparative 2003 cohort to be determined by the new Outcomes Analyst	Persistence documentation, enrollment tracking, transcripts, records of student completion and progress. Transcripts, participation records, student records. This goal was submitted in error. Ignore as it will be deleted from work plan.
Objective 7: Records of the Center for Excellence in Teaching (CET) and the Faculty and Staff Development Committee will indicate that a minimum of 85% fulltime faculty and 25% part-time faculty have participated in professional development activities during the five-year grant period and 55% of those faculty will have incorporated a minimum of two new teaching methods into their classrooms/course work as measured through self-reporting.	Participation recorded in CET logs, Self-reporting.

A significant underpinning for the strengthened comprehensive academic and support system will be providing new opportunities for staff training and professional development. Faculty and staff will have release time for curriculum research and planning to review and develop consistent standards for remediation and entry into regular curriculum as well as a wide variety of development activities will be reviewed and upheld.[1]

New initiatives will be tested for the growing numbers of under-prepared college students within the college’s view that assistance in learning is not an effort in remediation, but has as its goal for all students to become “independent and active learners to achieve academic success.”[2]

IMPLEMENTATION PLAN OVERVIEW
2004-05	2005-06				2006-07			2007-08			2008-09
Improving Retention and Progression in Math
Training in Best Practices And Finalization of Plan to Strengthen Math Instruction	Create and Institutionalize a Mathematics Learning Center
	Create Math critical thinking skills modules for application across the math curriculum and for related disciplines, such as, engineering, science and business
	Develop curriculum for computer aided courses			Technology-based skill building for Math 115 & below
Enhancing Learning Center To Improve Student Success
Develop and test tutor –training materials for MATH, including SI				Create tutoring link to developmental level Math					Extend to all areas
Group Tutoring tied to 100 level classes						Supplemental Instruction tied to 100 level courses
Strengthening Teaching and Learning through Faculty and Staff Development
Establish the Center for Excellence in Teaching		Establish and Implement Teaching Mentor Program Establish and Implement Teaching-In-Action Program Establish and Implement Diversity in the Classroom Program Organize and Implement Forums on Teaching Establish and Implement Teaching with Technology Program
Institutional Effectiveness, Outcomes Assessment, & Evaluation
Develop means to analyze and report findings regarding instruction, support services, program effectiveness, and institutional effectiveness. Apply the outcomes assessment data to the improvement of teaching, learning, and services.
Strengthening Comprehensive Support Services
Student Education Plans			Early Alert System	Career Counseling, Transfer Support			Financial Aid			Community Connections

Improving Retention and Progression in Math:

Math continues to be a major blocking point for both developmental and college-level students, but one they must break through if they are to continue to build on their learning experiences through formal education or vocational training. At the beginning of the first project year, math faculty will receive intensive and thorough training in best practices and will finalize the plans to strengthen math instruction through the use of tutor training, supplemental instruction, evening and weekend tutorial services and on-line tutorials.

The focus of the first year in Math involve sending math faculty out into the community college world to see where neighboring institutions are finding success and to use that knowledge to develop and create a Math Center. Faculty will have opportunities to develop and test new learning strategies and will develop tutorials, a tutor training manual and curricula for a short-term, three-unit competence exam course for students who have attempted Math 115, Elementary Algebra, and received a grade of “D” or “F”.

Strengthening Teaching and Learning through Faculty and Staff Development: Faculty development activities will take the form of presentations, seminars and classes led by recognized authorities in the field of developmental education. In year one the Center for Excellence in Teaching (CET) will be established. The broad spectrum of faculty development activities will include:

Forums on Teaching	The CET will facilitate forums for faculty to gather collegially and discuss important pedagogical issues they face in and out of the classroom. Sample topics include: Creating an Effective Outcomes-Based Syllabus and Linking Teaching Objectives, Learning Tactics and Assessment tools. Nationally recognized experts in development of learning communities, student assessment and skills diagnosis, recognition and amelioration of math anxiety; bridging into developmental and college level coursework for ESL students, recognition of diverse learning and information processing styles and developing curriculum and activities to meet their needs will be brought to the LAMC campus to lead professional training experiences.
Teaching Mentors	Faculty mentors will serve as teaching consultants to new and adjunct faculty members and to other faulty who desire one-on-one consultation.
Teaching-in-Action	This component will be two-fold: (1) It will offer faculty the opportunity to observe one another in the classroom, share ideas, approaches and techniques for teaching in a community college. (2) Faculty can request to be videotaped in the classroom. Videos will be jointly viewed by teaching mentors and other faculty members. Goal is to improve teaching effectiveness.
Teaching with Technology	The CET will provide instruction and guidance to faculty on incorporating technology into the classroom.
Diversity in the Classroom	Faculty will learn strategies of effectively incorporating diversity of students into the learning process.

Funds will be made available for LAMC faculty and staff to apply for release time to expand their understanding of developmental education, to stay abreast of evolving teaching methodologies and to take advantage of other professional development activities. Faculty and staff who take advantage of these opportunities will, as part of their agreement, include dissemination of what they have learned by leading learning activities for their peers in the college at large. The Center for Teaching Excellence, located on the lower level of the Library and Learning Center, will encompass development, testing and implementation of a series of continuing workshops, seminars, individual and small group activities for faculty to increase and sharpen the meta-skills which enable students to succeed in any scholastic endeavor. Faculty will learn to identify individual students’ preferred modalities of learning and processing information and will take part in pilot activities to develop study and learning methods based on their preferred ways of processing information.

Over the course of five years, the new CET Coordinator, the CET Steering Committee and the Faculty and Staff Development Committee (a currently standing committee at LAMC) will be responsible for creating and piloting a series of professional development workshops where faculty will learn to recognize and teach to diverse learning styles. The Committee will use research activities, presentations by experts in developmental education, classroom technology and internal expertise from on campus. Faculty learning activities will be presented as a series over the length of the project and beyond, to develop the skills and assurance necessary to promote student learning in multiple modalities. Frequent exposure and reinforcement of new skills has been shown to produce more thorough learning and lasting results than even intensified isolated efforts.

The techniques that prove most effective creating the greatest increases in student success, retention and transition rates, will become standard practices at LAMC, and will be fully integrated into the programs of learning offered through the CET. In addition to, and in conjunction with, the CET, year one will also see the Counseling and Math departments working together to help students plan for courses in the proper sequence rather than procrastinating and waiting until the last possible chance to take entry level courses.

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[1] Boylan, Hunter R. & Saxon, Patrick D. (2000). What Works in Remediation: Lessons from 30 Years of Research, Prepared for The League for Innovation in the Community College, NCDE.

[2] McCabe, R., (2000). No One to Waste: a Report to Public Decision Makers and Community College Leaders. Washington, DS, Community College Press.