Meeting+Notes

Sixth Meeting: March 13th with guest Dave Pelkey, Vice President, Student Services Things discussed: Finding ways to have more communication regarding campus activities such as visitors who want to visit classes RTC needs a clearly defined entry process idea of mandated student success course; "intrusive support" looking at date, Dave saw high attrition rates linking to courses with high first-quarter credit load finding key points in time for admissions and student services to be open late - beginning of quarter being aware of key times for communication recognizing student advancement and achievement through automated system that connects counselors, teachers, and students capitalizing on what we are good at and being different 7 years for change to take effect DTA - Direct Transfer Agreements need to systematize the intake process: Making things systematic is key to change; people want to do good jobs, but need good systems to do them with.

In attendance: Dave Pelkey, David Grant, Debbie Crumb, Kathleen Higgins, Sean Marushia, Jenna Pollock, Connie Tran, Marcia Arthur, Martha Chamberlin, John Falconer, Maggi Sutthoff, Liz Falconer Pelkey Quote: "We need to stop apologizing for being intrusive."

Fifth Meeting: Feb. 21st We had guest visitor Karma Forbes and discussed the changes in ability to benefit from the compass test, learned about the history of the compass test at RTC, and discussed how the test is used here. In attendance: Jenna Pollock, Bonnie Berry, Jodi Novotny, Connie Tran, Martha Chamberlin, Karma Forbes, Liz Falconer, Kathleen Higgins

Fourth Meeting: January 24th Discussed the trip to Clark College, taken only by John and Liz Falconer due to inclement weather. Very low attendance due to everyone trying to CATCH UP after the snowstorm. Will talk more about everything at the next meeting.

Third Meeting: Dec. 6th (First draft posted by Liz; feel free to add your notes!) Main topic was going over the trip to Highline Transitions Center on Dec. 2nd. The questions that we took with us were answered: 1. When did the center start? 2009 2. How is it funded? It was funded initally by Achieveing the Dream Grant. Other grants and admin. support has kept it going and growing since then. 3. What are their main goals? Their flyer states, "To educate, equip, and empower ABE/GED?ESL students to navigate the community college environment through referral to appropriate services, adn to provide resuoces needed to personally, academically and professionally be successful." 4. What have the learned along the way? (Have their goals/views changed?) They have expanded from ESL focus to include ABE/GED students as well. 5. What is the staff structure (positions based in center)? One fulltime director; two workstudy students; they work with financial aid and others to provide regular sessions for students. 6. Where is it organizationally (e g., Basic Studies, Student Services) ? It is a cross-section of departments. 7. What kinds of services or materials does their Library have to support the Center's activities? They have a small library at the center, but seem to use the library mainly for resource needs that arise.

OTHER ITEMS OF NOTE: Transitions class for upper-level ESL students (2 hours a day - 8 hours per week) Mandantory training to ESL instructors on coach-style advising Bringing in other dept. faculty into the advising process Making as much use as possible of enthusiastic instructors Admin that supports for experimentation and change - culture of trust Focus on welcoming environment and convenient location Here is their website: [|Highline Transitions Center] Here is a link to their brochure:[|Transitions Center]

We also discussed: We went over Debbie's draft of our team outline! We need to refer to this often, to keep ourselves on track! Rashmi reported that there is interest among students she has surveyed for an I-BEST auotomotive program; another short-term program that has not been brought up but that might have high student interest is computer networking. "Washington Cash" Best person to talk to about ESL compass test: Chris Johnson Creating Basic Studies sessions on financial aid forms? Part of every upper-level class?

Our second meeting was Nov. 1st - very productive conversaton. We have divided into sub-teams: Exploring Compass Test Alternatives: Kathleen, Marcia, Liz Internships for Basic Studies Students: Karrah, Sean, Martha, Rashmi Fieldtrip to Clark College: Maggi, Rashmi, Kathleen, Connie, Liz Other topics discussed; A Campus-wide "Transitions Week", How to market our programs more actively to the Basic Studies students on campus. Another topic of discussion was the idea of drafting a "Articulation of Goals" for the year. Debbie Crumb sent Liz an outline to use for this purpose: it can be found at

EVERYONE'S INPUT IS APPRECIATED!



Our first meeting was Oct. 4th - 13 in all, great food (especially the lemon bars) and great energy, leading to a whiteboard full of brainstormed ideas and concerns. Taken from the whiteboard: LOGISTICS of our approach: In order to stay on task and be more successful, this year, we will focus on Basic Studies transitions. (In the future, we may expand to transferring into RTC or other students in programs.) Not one, but TWO fieldtrips; To Clark (the inspiration for the group and who has extended a welcoming invitation) and Highline Community College - they are very active in Transitions - may have transition center. Fieldrips: Liz is emailing Clark to confirm a Wed or Tues in early Nov. for the visit. Assessments: Rashmi will send around the one she is developing for input - she will be taking these to upper-level ESL classes SOON. Grants: Bonnie will be sending out some links for related information that could be useful. Info: I am drawing a blank about specifics but I suspect that Debbie Crumb said she would send us a link to something...and will be sending out related info about all aspects as we move along.

We will divide into focus groups to research and bring back to the group information on the following issues and ideas: Courses: Cross-llsting and reducing/remediating ("lite" courses for those who don't need everything) Compass Test: Alternatives? A stumbling block, especially for writing Internships: Similar to what we did for summer youth program, can we do it for our ESL/ABE students as well?

Other things discussed: Getting instructor "buy-in" - the Transitions mode of thinking AAST - cant' transfer The math and transfer stumbling block Knowledge shelf life Students don't know their options Writing - re-align its weight in ESL levels? Holding good speakers/listeners back More communication between faculty and student services Coordinate energies holistic cultural learning adopting new ideas -- how long does it take