Mission Statement

LEAD Department (Writing, Reading & ESL) courses are designed to give students the strategies and practice necessary to improve their reading, writing, listening, and speaking skills, the skills essential for students to successfully reach their academic, vocational, or life goals. 

Program Description

The Language Education and Development (LEAD) department consists of three developmental disciplines: Reading, English as a Second Language (ESL), and Composition. The department also houses American Sign Language (ASL) and Education courses. Courses offered range from 300-level to transfer, and include non-credit adult education, basic reading and composition, college preparatory and transfer courses. Courses are offered in a variety of locations/modalities: Main Campus, Glenn County, Chico Center and online. _____________________________________________________________________________________________________________

ESL - The ESL program consists of four levels of English as a Second Language classes from Survival Life Skills to Level III. The ESL sequence ends with a Certificate of Competency. We also offer a Citizenship course and ESL Workforce training courses as part of the Early Childhood Education program. Supplemental ESL support classes include ESL Digital Cafe and ESL Conversation Cafe. 

Reading - We offer developmental and transfer level reading courses to support students as they develop critical reading for success in college or career. Our courses include transfer level Speed Reading and three levels below transfer, Strengthening Reading I, Strengthening Reading II, and Reading for College Success. We also offer READ 126, College Study Skills, which is also a First-Year Experience option. Three of our reading classes are available online.
	
Reading & Composition - Our LEAD - ENGL sequence includes 4 courses that integrate reading and writing. The majority of offerings are ENGL 118, an accelerated course we coordinate and co-teach with the English department. In addition, we offer three 200-level writing courses. We’ve recently developed and are piloting a second accelerated reading/composition course combining 3 and 4 levels below transfer. This course, ENGL 218, will give students the opportunity to complete pre-transfer writing courses in two semesters. In our writing classes students use writing for inquiry, learning, thinking and communicating. Students engage in a wide variety of writing tasks designed to focus on the choices they make in different rhetorical situations. Many of our classes act as an introduction to college. Our classroom spaces include technology-mediated instructional computer labs where students develop digital and information literacy through contextualized learning activities. 

ASL (formerly SIGN) - The American Sign Language program has grown from one section per semester to six, plus one section during the summer. We currently offer ASL I and ASL II, and will offer ASL III in fall of 2017. A recently developed ASL 10 (Deaf Culture) and under development ASL 4 will complete the curriculum for a 19-unit certificate in Deaf Studies.
 
And more - We offer high school preparation courses in Spanish and English, and we support a Workforce Readiness course at the Oroville Day Reporting Center. 


Faculty - The department currently has 6 full-time instructors. The majority of our full-time load is currently dedicated other projects and assignments, not to LEAD instruction: Joe Abbott has a reduced workload (60%) and will retire at the end of the current semester; Dr. Katherine MacKinnon has reassigned time serving on the union negotiating team, Student Success Committee co-chair and Innovations Award administrator. She teaches one course per semester. Teresa Ward has reassigned time as the FYE chair and Professional Development Coordinator, Lisa Kekaha is at 60% as department chair, and Nicole LaGrave regularly teaches 20% of her load in another department. Our Student Equity-funded ESL Program Facilitator, Melana Cavenecia, is full time, but is teaching 25% load and serving 75% as ESL program facilitator. In 2016-17, 24 associate faculty members taught classes in our department. 

Our faculty are active across campus and within the department. Faculty serve the college in a wide range of capacities: Diversity Committee, Academic Senate, GE Committee, Accreditation, Faculty Flex, Professional Development Steering Committee, Non-Credit SSSP, Student Success Committee, Guided Pathways, Curriculum Committee, CAS Advisory Committee, Union, Library Committee, Grant development, Ed Master Planning Committee, peer evaluators, multiple hiring committees and program reviews, MMAP and CAI Committee, Proactive Registration, FAIR Classrooms, CACP.  

 - LEAD Department Professional Development and Workshops: Supporting Undocumented Students, Supporting International Students, LEAD Institute (Student Equity teacher research project), LEAD Institute Research Symposium, Asao Inoue Anti-Racist Writing Assessment book group, 

Ongoing Department Projects

 - Curriculum Review and Program Review
 - Ongoing SLO assessment in all strands 
 - Transformation - Acceleration Training for 118 instructors, including coordinating 118 Community of Practice, mentorships and portfolio grading sessions
 - Transformation - Acceleration Curriculum Development - ENGL 218, an integrated reading/writing course combining 3 and 4 levels below transfer
 - Transformation - ENGL 218 pilot in stacked ENGL 215/217 classes with embedded student support: counselors, Retention Specialist, Instructional aides, career planning
 - New Faculty Mentorships
 - ESL Training for online testing
 - ESL Digital Cafe
 - ESL Conversation Cafe
 - ESL iPad training 
 - Digital Toolkit 
 - VESL/CDF classes 
 - Collaboration with English - Acceleration training/scheduling, Oroville High School Project, ENGL 2 co-req development
 - Collaboration with Student Services Admissions & Records, Assessment, Orientation, Counseling - for ESL "Prep Nights"
 - Counseling - Counselor Class Visits
 - EOPS & DSPS - Class Visits
 - Center for Academic Success - LEAD - Instructional Aide collaborations
 - Assessment - MMAP and CAI transitions

Accountability for Previously Funded Items

Student Learning/Administrative Unit Outcomes

The LEAD department includes four disciplines, so Planned Improvements vary greatly by course and discipline.
Fall 2011-present - ENGL 118  “Portfolio Assessment”  Since Fall 2011, English 118 instructors have met at the end of each semester to assess student portfolios and discuss student learning. This meeting is mandatory for all English 118 instructors. As the LEAD and English departments offer more sections of English 118, these portfolio grading sessions have become more important for maintaining standards and disseminating best practices for improving student learning. All English 118 instructors use the portfolio grading session to assess areas where student learning could be improved. For example, after her semester teaching English 118 instructor Jan Clowser saw that finding good sources and paraphrasing source information were areas of weakness for her students this semester, so the following semester she planned to prepare specific practices in class for paraphrasing and will focus on two databases for students them to practice researching from. Lisa Kekaha planned to modify her portfolio assignment so that students would have more time to work on asserting original theses/claims in their final essays for the course. These planned improvements, for all instructors, occur the following semester so they are an effective way to continue the cycle of assessment and improvement. Portfolio sessions offer opportunities for individual reflection as well as collective dialogue.
Spring 2015 - READ 126  “FYE Program”  The work of the FYE department will continue, and (as new ideas are generated) ongoing growth and improvement will occur. At every monthly FYE department meeting, specific SLOs/PLOs will be discussed and ideas for improvement generated. This is a department characterized by assessment, reflection, dialogue and growth.
Fall 2014 - READ 2  “Reading Rate Improvement”  READ 2 faculty will meet in the future to discuss ways to incorporate Ace Reader speed reading strategies into the class in ways that better reflect all the objectives of the course.
Fall 2013 - READ 223, 225, 127, 2  “Attitudes Survey”  Based on this assessment, Katherine MacKinnon immediately sent out her assignment that requires students to look at syllabi from content courses (fall 2013). All instructors agreed that students need a wider variety of reading material in order to better prepare them for their content area coursework (fall 2013 on). Cindy Scott plans to look at assignments from other courses when rewriting the READ 127 course objectives (planned for spring 2014). The department will conduct a workshop on ways to help students become more connected to campus and deal effectively with time management and stress (fall 2015). 
Spring 2015 - SIGN 1 and SIGN 2  “Childhood Memory Narrative”  The rubric wasn't adequate to assess the objective. The assessment served as an ‘umbrella’ for grammar, but the rubric did not break it down to represent some of the more specific grammatical features I would have liked to have tested for. Students were able to pass the assessment, but it took a lot of class time to teach the narrative structure, and there might have been a better way to assess the grammar without using a narrative. Next time I would keep the rubric but I would break down some of the areas more specifically. For example, I would include WH, Yes/No, Topic sentence types. I would still introduce the narrative structure because that is important. The rubric has areas such as ‘Cohesion’, which I think is too general and not helpful to the student or as an assessment. It doesn't measure the objective. Instead, I would make more specific objectives such as, ‘sign articulation’, and ‘adverb modification.’
Noticing that all of the students were weak in specific areas, such as facial grammar, will allow me to focus more time on teaching the importance of facial expressions. Another obvious result is that the class itself needs to be longer to enable more time for expansion and having a lab for students will enable the instructor to observe and detect weaknesses and poor habits earlier. We have revised the course outline so the course is 4 hours. In the future, another effective assessment tool would be to have student socialize with deaf people at an event and engage in conversations. This would be more difficult to measure, but it would allow them to have authentic conversations.
Fall 2013 – ESL 310, 311, 312, 313, 352A  “ESL Needs Assessment”  We have made several changes as a result of the department-wide needs assessment. Students identified the desire for computer classes. Since the survey, we have added a combination 311/312 class taught in the computer lab to maximize students' access to digital literacy. In addition we vigorously pursued funding for a digital cafe. We were able to secure the money for 30 ipads through our WIA grant. We made the decision for the ipads based primarily on student desire for more computer classes. We discussed the use of more full-length texts to meet student's request for reading. Our 312 and 313 classes read books this summer and fall semester. As a department we will also pursue more professional development in writing instruction. 
Fall 2013 - ENGL 215, 217, 219, 118  “Writing Critique Assessment”  All agree that the objectives measured are well-written and important objectives for students to be successful in our writing classes. As a result of our discussion, we came up with three recommendations for the future: 1. Workshops for whole strand (or reading and writing) focused on attending to the affective domain 2. Workshops on revision (editing vs. content revision), responding to student writing, and helping students assess their own work and the work of others. 3. Revisit writing objectives to include On Course-type objectives (personal responsibility for example) or metacognitive awareness objectives. Jhan Dunn's individual plans: 1) I need to do these self and peer correction activities with more regularity/consistency in class throughout the semester. 2) These activities work better when students are not under pressure. The activity should be a part of a regular class exercise. 3) The activities work better for this level when they are targeted and students are asked to look for specific errors that they have already covered in the course of the semester. 
Fall 2011 - ENGL 215, 217, 219, 118  “In-Class Writing Assessment”  Three types of improvements were planned due to this assessment project: 1) Course outlines were changed for English 215, 217, and 219. 2) The English and LEAD departments (via the WIT committee) instituted a January conference to focus on issues that affect writing across all levels. 3) Both departments will continue to investigate other forms of acceleration. 
 
 
 
 
 
 

Standards/Goals for Student Achievement (OSLED Departments)

Indicator	Source	College			Program
		2014-2015	Standard	Six Year Goal	Fall 2011	Fall 2012	Fall 2013	Fall 2014	Fall 2015	Standard	Six Year Goal
Access
-          Unduplicated Headcount	PDR - LEAD	12,690			1,639	1,215	906	770	684
	PDR - READ				740	644	557	398	313
	PDR - SIGN				24	30	53	49	119
Course Success
-          Overall	PDR - READ	70.6%	70.0%	73.0%	65.9%	58.1%	55.0%	59.9%	55.6%	52.0%	60.0%
	PDR - SIGN	70.6%	70.0%	73.0%	80.0%	53.3%	62.3%	63.3%	76.3%	50.0%	85.0%
-          Transfer/GE	PDR	71.7%		73.0%
-          CTE	PDR	75.3%		77.0%
-          Basic Skills	PDR - LEAD	51.7%		55.0%	58.9%	62.2%	58.4%	53.8%	55.3%	52.0%	60.0%
-         Distance Ed (All)	PDR	62.6%		64.0%
Persistence (Focused).  Note:  The Persistence (Focused) that is included in the PDR is a different indicator than the three-primary term persistence indicator, from the State Student Success Scorecard that is used to measure institutional persistence.  The Focused Persistence indicator measures the percentage of students that took a second course in a discipline within one year. There is no relationship between the college and program standards in this area.	PDR - LEAD	71.8%	67.0%	75.0%	29.4%	21.9%	25.4%	22.4%	19.9%	20.0%	30.0%
	PDR - READ	71.8%	67.0%	75.0%	15.8%	14.6%	11.5%	11.8%	10.4%	10.0%	20.0%
		(Three-Term) Scorecard	(Three-Term) Scorecard	(Three-Term) Scorecard
Degrees - annual	PDR	1,421		1,475
Certificate of Achievement (CA) - Annual	PDR	814		475
Local Certificate (CC) - Annual	PDR	518
Developmental Strand Completion
-          English	State	43.7%	35.0%	45.0%
-          Math	State	33.8%		35.0%
-          ESL	State	42.9%		45.0%
Licensure Pass Rates
-          Registered Nursing	SC
-          Licensed Vocational Nursing	SC
-          Respiratory Therapy	SC
-          Paramedic	SC
-          Cosmetology	SC
-          Welding	SC
Job Placement Rates (LEAD)	PIV

    Dialogue: The LEAD department is in compliance with the standard. The success rate for LEAD has dropped from 62.2% to 55.3%. Recent changes in assessment and placement, which put the highest-scoring students directly into transfer-level English classes rather than developmental levels, has doubled the number of students placing into the transfer level while leaving the (possibly) least prepared students in Basic Skills. In addition, the use of Multiple Measures in placement means students with an 11th grade GPA of 2.5 and lower place into LEAD classes. These students are likely to have had less success in English classes and, as a result, low confidence. They likely have fewer student skills and more non-cognitive challenges. Declining enrollment in reading classes might suggest a correlation. Could struggle in writing be the result of unsupported reading difficulty? Of particular concern are drops in ENGL 217 from 71% to 54%. (Drops in ENGL 277 were even greater, but we are no longer offering this course and it has been deleted from the catalog.) This drop is especially alarming because of the disproportionate impact on African Americans, Hispanics, Asians, Foster Youth, Veterans, and DSPS students, groups represented in greater numbers in basic skills classes. To address declining success rates in ENGL 217, a Student Equity intervention was started in FA15, and our work will continued to FA 16. The LEAD Institute consisted of two semester-long projects bringing together reading, writing and ESL faculty to engage in teacher research focused on student equity. As teacher researchers we engaged in collaborative inquiry. We formed a community of practice to examine our own practice through an equity lens: we read and discussed local data, examined our own instruction, materials, policies and practices, and developed plans to improve outcomes for dashboard populations. Individually we developed questions and investigated them in our classrooms, the community provided feedback and in progress support, and then we shared our research with the department in a daylong research symposium in FA15 and another in FA16. As part of our ongoing equity work, our community of practice formed to book group to read and discuss Asao Inoue’s book on antiracist writing assessment. We also attended his daylong workshop and then met to develop practices to apply Inoue's ideas. Persistence rates for both the male and female students have gone down by nine points. For the age groups, the persistence rates have gone done for the: 18-24 years old age group from 28% to 17%; 25-49 age group from 30%-27%, while persistence rates for ages 50+ age group have gone up from 38% to 60%. The focused persistence rates for all ethnicity groups have gone done: the largest drop for the Hispanics from 33% to 16%; African Americans from 41% to 23%; Native Americans from 39% to 14%; Whites from 25% to 20% and Asians from high of 39% to 36%. The focused persistence of 10.4% for the READ program is at the low end of its five-year range (10.4%-15.8%). And the focused persistence of 18.1% for the SIGN program is at the low end of its five-year range (18.1%-43.5%). The department has engaged in dialogue to focus on both persistence and basic skills completion. We dedicated a full department meeting to retention best practices. We focused strategies that have proven effective: on the use of IAs in the classroom, counselor class visits, high rigor; high support, just-in-time design, inquiry. To eliminate exit points, we have developed an integrated reading/writing course that  compressing 3 and 4 levels below transfer into a single class: ENGL 218. The class is currently being piloted, and once in place any student will have the opportunity to complete pre-transfer reading and writing in one or two semesters. Because ENGL 218 will be populated by students placing lowest on the common assessment and students who also have high school GPAs of 2.5 at lower, we anticipate they will need a great deal of support. We’ve designed the class to include embedded counseling, a retention specialist and career counseling as well as a CAS instructional aide. In order to ensure accelerated ENGL 218 is focused and supports students differently and better than the 215-217 sequence, we are developing curriculum and common assignments to be shared; we’ll provide acceleration training, ongoing professional development and mentorships; we’ll form a community of practice, and we’ll attend portfolio grading sessions. It should be noted that a 200-level accelerated reading/writing course will be challenging. Because it will serve higher numbers of disproportionately impacted groups. We will need to staff the class with faculty dedicated to working with Butte’s most at-risk students. The LEAD Program will continue to advocate for the students who show up in higher numbers in Basic Skills classes: ESL, ABE, DSPS, foster youth, students of color and low income. While Basic Skills students might not complete at the same rate as their more college-ready peers, it is part of our mission to serve them. LEAD course success is notably higher that progression success rate, so students are succeeding; they are less successful if we use completion as the only measure of success.   

Standards/Goals for Student Achievement (All Other Departments)

Strategic Direction

The LEAD department supports the college in meeting its Strategic Direction Priorities several ways. Our department's recent and ongoing focus are particularly noteable in two areas: "Enhancing a Culture of Completion and Academic Achievement" and "Supporting Student, Faculty, and Staff Success." We're supporting strategic priorities by:
Improving ESL Prep Nights to provide one stop access to student services - advising, residency support, A & R, Orientation and Assessment.
Scheduling counselors to visit ESL classrooms to educate, engage, advise, and create abbreviated education plans. 
Developing digital literacy by providing Digital Cafe for English learners and iPad training for faculty.
All ESL classes have access to 50% technology-mediated instruction in computer labs or with mobile labs. 
Instituting multiple measures in assessment to place students in higher levels to shorten time in preparatory classes.
Working with Oroville high schools to build relationships as we work to align expectations, curriculum, increase student preparation for placement test, and so forth. 
Offering accelerated courses (ENGL 218 and ENGL 118) to shorten time to completion - With this new sequence any student will have the opportunity to complete pre-transfer composition coursework in one or two semesters. 
Providing Acceleration training to 3/4 of English and LEAD faculty with focus on high rigor/high support, attention to student affect, just in time support, learning process/metacognition. Augmenting training with mentorships, an ongoing community of practice, and access to digital resources/shared curriculum.
Integrating student services in the context of learning activities - Reading and writing instructors invite DSPS, EOPS, counseling to visit classes often in the context of a campus resources unit. All reading, writing and ESL instructors can request an IA to support students in the classroom, and we regularly collaborate with the CAS on IA/tutor training. 
Embedding support in ENGL 218 - Each section of pilot phase ENGL 218 has an embedded Retention Specialist (~25-50%), and IA (100%) and several counselor class visits focused on counseling services, priority registration and SEPs. Career guidance through a Brian Donnelly presentation,
All composition classes are scheduled 50% in a technolgy-mediated instructional lab and instructors work together to develop and provide practice and increased proficiency with technology in the context of engaging learning activities. 
Engaging in regular, meaningful dialogue about student acheivement and planning to modify instruction/assessment/curriculum as needed - This dialogue ensures consistency across sections. 
 
 
 
 
 

Program Review

Our most recent Program Review was in 2011. A description of our progress on implication as well as actions to be addressed follows:

Three of the nine recommendations focus on the ESL strand of our program. In 2011 our only tenure track fulltime ESL instructor retired. Within a year, two long term grant-funded (fulltime) VESL instructors retired when grants ended. The number one program review recommendation was to hire a tenure-track ESL instructor and classified program assistant. Reviewers noted ESL associate faculty cannot provide the work and leadership necessary for the program’s success. Other ESL-related recommendations included providing professional development on ways to support ESL students across the disciplines and developing an ESL strand of higher level reading and writing courses. Both these recommendations were premised on the tenure-track ESL hire. In Spring 2016, Student Equity funding allowed us to hire a full time ESL Instructor/Program Facilitator. Though we have started to meet this recommendation, we will not fully meet these recommendations until we institutionalize our SE funded position and ideally we hire another fulltime tenure-track ESL instructor devoted to vocational ESL. Community and program needs are large enough to need both positions to rebuild our ESL program. Our new ESL facilitator is addressing the other two ESL-related recommendations by working to provide support to all faculty and reviewing ESL curriculum while completing a program and community needs assessments.
We have collected data on our accelerated ENGL 118 and have significantly increased the number of sections offered while reducing the the non-accelerated offerings. 
One recommendation was to explore different models for our integrated reading-writing course, ENGL/READ 277. We have deleted 277 and are in the process of redesigning our offerings to include two accelerated integrated reading/writing courses (215/217 and 219/119) below transfer.
One recommendation suggested the LEAD department expand our applied academic model to other disciplines, such as welding. We have worked with welding to develop this course, but applied academics are temporarily on hold. A significant shortage of Math faculty made applied academics auto difficult/impossible to schedule. We hope three new full-time faculty hires in Math will free up someone in Math to again teach applied academics courses.     
LEAD faculty are working on the Oroville High Project. Our work has included sharing assignments, objectives, rubrics, expectations, and approaches to find commonalities and identify gaps. Much of the dialogue has been on aligning Common Core and increasing placement of Oroville Unified School District students and easing the transition to college. The group meets regularly and this semester read and discussed College Fear Factor.
We have not developed a hybrid ENGL 219. Stipends for developing hybrid courses were not available (though stipends were available for developing fully online classes). We believe this inequity discouraged our mostly associate faculty from developing such a course. In FA16-SP17, we offered 34 sections of Accelerated ENGL 118 and only 9 sections of ENGL 219; at this point, this recommendation seems more appropriate for ENGL 118.
We have advocated for more dedicated classroom space, but because our course offerings have been significantly reduced since the time of the program review, this recommendation is less necessary. We do need to continue to develop our computer lab schedule so students in each section of writing classes have equal access to computers, the Internet and library resources. Our writing courses do not teach computer literacy, but students gain literacy through focused exposure to resources and through assignments that allow them to gain literacy in contextualized activities.

Department Goals

1.  Build the English as a Second Language program to increase enrollment and meet community need and address Program Review recommendations.  
2.  Create an American Sign Language program and two year certificate. 
3.  Develop online course offerings to replace courses lost through retirements to maintain online offerings. 
4.  Hire Instructional Aides for the accelerated English 118.
5.  Update the LEAD department's outdate resources (computers).
6.  Develop and pilot an new accelerated course: ENGL 218. 
7.  Develop Guided Pathways on-ramp plan

Future Development Strategies

Requested Non-Financial Resources

Current Financial Resources

Augmentation Requests

Original Priority	Program, Unit, Area	Resource Type	Account Number	Object Code	One Time Augment	Ongoing Augment
Description	Supporting Rationale		Potential Alternative Funding Sources		Prioritization Criteria
1	LEAD, ESL	Personnel	11.000.614.1.493072	51100	$0.00	$109,877.00
ESL Full-time Instructor	The position will be a full-time instructor with a focus on providing leadership for the ESL program including shaping the program to meet community needs and providing leadership to the department and across campus for English Language Learners.		Student Equity		Maintaining core programs and services Supports Previous Program Review Recommendations Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Improving access, success, and completion of targeted student populations through the implementation of the Student Equity Plan Make progress toward 75% full-time faculty Practicing strategic enrollment management that integrates financial planning with student need and achievement Using data, research and collaborative efforts among divisions and departments to develop appropriate course offerings, locations and modalities Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing Completing the implementation of Learning Outcomes (Course, Program, General Education, Administrative and Student Services) Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment
2	LEAD	Personnel	11.000.614.1.493072	51100	$1,000.00	$0.00
ASL Certificate Program	Development of a two-year certificate program in American Sign Language would serve our students and surrounding communities. Additionally the program would attract students. Stipend for development, $1,000. Materials including DVDs and books on Deaf Culture $500				Maintaining core programs and services Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
3	LEAD, Reading	Personnel	11.000.614.1.493072	51100	$3,000.00	$0.00
Online course development	Online classes serve a wide range of students; our department offers 15 sections of 3 in-demand online classes. Two full time faculty who regularly teach these course have retired, leaving just one full-time and one associate faculty to cover these courses. The full-time faculty member regularly takes overloads so we will not have to cancel these classes. New course development by faculty is pressing if we are to be able to continue to offer these courses.				Maintaining core programs and services Practicing strategic enrollment management that integrates financial planning with student need and achievement Providing comparable support services for online students and students attending at off-campus centers Using data, research and collaborative efforts among divisions and departments to develop appropriate course offerings, locations and modalities Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals
4	LEAD	Personnel			$0.00	$10,342.00
Instructional Assistants for English 118	English 118 integrates reading and writing and accelerates students through one and two levels below transfer. Students benefit from extra support of reading, writing, and digital literacy in the 118 Accelerated classrooms. In addition, the connection with CAS tutors will help them make the connection with the services provided on campus.		Student Equity		Improving access, success, and completion of targeted student populations through the implementation of the Student Equity Plan Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing Completing the implementation of Learning Outcomes (Course, Program, General Education, Administrative and Student Services) Providing comparable support services for online students and students attending at off-campus centers Maintaining core programs and services Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals
5	LEAD	Equipment	11.000.614.1.493072	56411	$2,000.00	$0.00
1 Computer for FT instructor/department chair	This computer is 9 years old and should be replaced next according to the CLR plan.				Maintaining life-cycle replacement for computer labs, smart classrooms, and faculty and staff computers
6	LEAD, Reading, ESL, Writing, ASL	Operating Expenses	11.000.614.1.493072	54300	$0.00	$3,000.00
Department Budget Augmentation	Designing an on ramp for Guided Pathways, professional development, curriculum development and dialogue about assessment of SLOs are important work in the LEAD Department. Associate faculty are critical to the work of the college and need to be fairly compensated for their time. We are currently in Guided Pathways planning, Currriculum Review and Program Review. It is essential that associate faculty participate in this work and add their voices to department dialogue. The Computer Lifecycle Replacement plan will impact our budget. With 6 full time faculty, the LEAD department could need to replace almost one computer per year to keep up with CLR goals. This could take half our budget each year.				Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Maintaining life-cycle replacement for computer labs, smart classrooms, and faculty and staff computers Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing Completing the implementation of Learning Outcomes (Course, Program, General Education, Administrative and Student Services)