Rationale: IVC may require additional Basic Skills curriculum in order to address the increasing needs for remediation among college students and to meet standards on the number and percentage of successful degree recipients and transfers to 4-year colleges as set by the State Chancellor's Office.
Strategy A: Implement the paper and computer formats of the College Test for English Placement (CTEP). (Lead Persons: Vice Chancellor of Technologies and Learning Services, Tran Hong, Donna Sneed)
Strategy B: Use the Departmental Diagnostic data to confirm the validity of the CTEP each semester and to adjust cut-scores as needed (Lead Persons: Norming Coordinator, Brenda Borron)
Strategy C: Review the Math assessment test and implement recommended revisions. (Lead Persons: Kathy Schrader, Math Faculty)
Strategy D: Increase tutorial services by building the Learning Assistance Program Center. (Lead Persons: Brandye D'Lena, Glenn Roquemore)
Strategy E: Identify and allocate additional space for tutoring until the new Learning Assistance Program Center is built. (Lead Person: Craig Justice)
Strategy F: Increase counseling services through group advising and group workshops. (Lead Persons: Elizabeth Cipres, Counseling Faculty)
Strategy G: Review the Basic Skills Math program to ensure that curriculum, course sequence, and services best serve the students. (Lead Persons: Kathy Schrader, Math Faculty)
Strategy H: Develop and implement offerings for Basic Skills Math course modules so that students can progress through the course one step at a time. (Lead Person: Ilknur Erbas-White, Kathy Schrader)
Strategy I: Complete a comparative analysis of Tutoring Services in similar-sized institutions and make changes in tutoring practices where appropriate. (Lead Persons: Craig Justice, Tutoring Faculty)
Strategy J: Identify and designate space for discipline-specific, ticket-attached centers in ESS, reading, math, writing and ESL. (Lead Person: Craig Justice)
Strategy K: Staff the discipline-specific, ticket-attached centers with classified employees. (Lead Persons: Craig Justice)
Strategy L: Install SARS Trak Kiosks at all tutorial locations and discipline specific ticket-attached learning assistance program centers to collect students’ positive attendance via student swipe cards. (Lead Persons: District IT, Tran Hong)
Strategy M: Visit World Languages Resource Centers at several local community colleges in order to establish a similar Center at IVC. (Lead Persons: Dan Rivas, World Languages Faculty)
Strategy N: Develop a course similar to Writing 180 that would provide World Languages students supplemental instruction as needed. (Lead Persons: Dan Rivas, World Languages Faculty)
Strategy O: Research and purchase appropriate equipment and software to meet World Languages students’ needs in reading comprehension, writing, grammar, vocabulary, listening, pronunciation, and speaking. (Lead Persons: Dan Rivas, World Languages Faculty)
Strategy P: Train faculty to provide appropriate World Languages conferencing technique and schedule faculty/student hours. (Lead Persons: Dan Rivas, Foreign Languages Faculty)
Strategy Q: Provide training for future Math tutors. (Lead Person: Miriam Castroconde)
Outcome: Develop, publish, regularly evaluate and improve a student support model designed to maximize student success and retention.