Bakersfield College

Title V

In October 2015, Bakersfield College was awarded a five-year Title V Grant (#P031S150010) of approximately $2.62 million from the U.S. Department of Education.

This Title V Operating Manual is designed to assist BC personnel in carrying out the objectives of this Title V grant and to ensure that:

  1. Resources are used in a manner consistent with the Kern Community College District policies and procedures and with the U.S. Department of Education policies.
  2. Proper stewardship of funds such that all expenditures directly related to grant objectives and are allowable, allocable and reasonable.
  3. Work is performed in compliance with grant application and objectives.
  4. Adequate records are maintained to demonstrate progress toward project goals.
  5. Compliance with all statutory and regulatory requirements is met.
  6. Personnel are of a quality commensurate with their responsibilities.

The grant efforts will be coordinated across numerous areas of the College with the goal of creating an accessible and equitable degree pathway for service area students that supports success and timely progression from first touch through to completion that includes:

  • G1 - Academic Programs: Developing an exemplary, holistic pathway (Making It Happen!) for our underprepared students – through improving vertical and horizontal connections and processes, with a clear mission to significantly improve learning and success from entry to degree completion.
  • G2 - Institutional Management: Significantly increasing underprepared student learning and success rates while closing the equity gap at identified momentum points through development of an engaging, integrated, and supported degree pathway that utilizes technology as a means to improve delivery of instruction and services.
  • G3 - Fiscal Stability: Significantly increasing BC’s productivity and overall six-year completion rate by addressing the needs of our underprepared students.

Roles and Responsibilities

College Administration

The President of Bakersfield College (BC) is fully supportive of the proposed Title V project and will provide overall supervision of the project. The President will delegate day-to-day management of the project to the Project Director. The Project Director will communicate and coordinate grant management efforts with the Executive Vice President of Academic Affairs, Dr. Nan Gomez, through the Project Administrator, Dr. Stephen Waller, Dean of Instruction Math and Sciences, to ensure integration and alignment of existing and newly developed activities.

Title V Project Director

Dr. Kimberly Bligh, Chair of the Education Department who helped plan this project, will lead all project personnel and supervise all strategies.

  • Oversee all project implementation strategies working closely with Project Staff
  • Provide leadership for and direct all aspects of the Title V project, working closely with project staff to develop and implement all planned strategies
  • Oversee hiring of new project staff, replacement of released faculty
  • Supervise and collaborate with Title V staff, Advisory Board, faculty participants, and internal and external evaluators of the project
  • Serve as project liaison to all affected BC administrators to ensure smooth and timely integration of grant activities with new and existing faculty development opportunities
  • Supervise fiscal management of the project, ensuring that all established Federal and BC fiscal policies and procedures are followed
  • Communicate the progress of the project to campus administrators, college faculty, and all stakeholders on a regular basis
  • Oversee formative and summative evaluation according to the Evaluation Plan
  • Disseminate all relevant Title V evaluation results and findings on and off-campus
  • Coordinate meetings and prepare agenda for Advisory Board
  • Submit periodic reports to the college’s Board of Trustees, Executive Committee, and Academic Senate on the project as it addresses BC strategic planning goals/needs
  • Submit satisfactory Interim, Annual and Final Performance Reports to the funding agency
  • Oversee and advocate for institutionalization of all effective project innovations
  • Coordinate the application of multiple measures assessment to all students in the Making It Happen! cohort each year
  • Work with counseling faculty to develop a holistic Intrusive Student Support Services program, including intrusive counseling, early alert, and student degree completion plan
  • Lead the planning team of academic faculty and counselors to reform the college freshman seminar.
  • Collaborate with the Phase I “Ready!” leader to develop the Pre-college Summer Intensive Academy.

Title V Department Assistant

Under the direction of an assigned supervisor, provide a variety of complex and confidential clerical and secretarial services to college administrators, faculty and staff; to provide information to the faculty, staff, students and public; to provide complex staff assistance to departments.

The Department Assistant III provides specialized clerical support requiring a broad knowledge of an assigned program or functional area. Incumbents are typically assigned to a functional area where use of independent judgment requires related specialized training and experience.

Perform general secretarial and clerical work; schedule appointments and process personnel information; monitor, order, distribute and maintain office supplies; order textbooks; maintain and troubleshoot new equipment; receive and sort mail.

  • Type and proofread a wide variety of reports, letters, projects and proposals; compose correspondence related to assigned responsibilities; assist in preparing and typing course outlines and catalog information including class and final examination schedule information
  • Participate in the planning, development and implementation of a variety of events and functions directly related to area of responsibility, including fundraising and special events related to college programs
  • Assign work activities, projects and programs to clerical and student help; monitor work flow; review and evaluate work products, methods and procedures; participate in the selection of clerical or student staff; assist in staff training
  • Perform a variety of work involved in student assistance including scheduling classes; arrange special accommodations such as testing or audiovisual equipment; inform students of class cancellations; transfer students
  • Prepare a variety of reports and requests such as travel request forms and faculty request forms; prepare monthly payroll; report teacher absences; verify student assistants' time cards; issue, receive, type and process various applications, permits and other forms
  • Organize and maintain filing systems; maintain a variety of files and record logs directly related to area of assignment including certificated and classified employee files, budget information, student rehabilitation progress and general student files
  • Receive and deliver supplies; verify incoming shipments for appropriate quantity and quality; record receipt of merchandise on purchase order; file purchase order; forward purchase orders to District office for partial or full payment; send District updated inventory list
  • Respond to supply and material delivery problems; identify shipping problems and return goods shipped in error to vendors
  • Assist in reviewing outgoing correspondence and reports for accuracy, completeness and compliance with established standards; participate in the development of program newsletters
  • Maintain calendars and schedules of activities, meetings, interviews and appointments; coordinate activities with other departments, various Board and committee members, the public and outside agencies; maintain departmental bulletin board
  • Review materials for completeness and conformance with established regulations and procedures; apply applicable policies and procedures in determining completeness of applications, records and reports; provide information and forms to the public; collect and process appropriate information
  • Serve as a receptionist; answer the telephone and provide information to students, other offices and the general public regarding the College's policies and procedures as required; provide information on classes, instructors and schedules
  • Participate in budget preparation and administration; prepare cost estimates for budget recommendations; submit justifications for budget items; prepare requisitions for supplies and equipment for all specially funded projects; monitor and control expenditures
  • Exercise functional and technical supervision over clerical and secretarial staff and student assistants. Perform related duties as assigned; duties performed at extension sites may be diverse and varied.

Educational Advisor

Under the direction of an assigned supervisor, serve as a paraprofessional advising students in areas related to academic careers including certificate, graduation, transfer and major requirements; advise students on various careers and on the requirements necessary for achieving career goals for specific cohort group.

Advise students in areas related to academic careers; assist students with establishing academic goals and selecting courses to meet their goals; utilize test scores to discuss appropriate class levels; communicate with students in person, telephone and online.

  • Provide initial assessment of transcripts from other institutions; receive and forward transcripts to admissions and records office
  • Provide guidance relating to complaint and discrimination policies
  • Refer students in need of special services or outside counseling or testing services
  • Assist students with career searches; provide referrals to various print and computerized resources. Assist students with completion of various forms necessary to meet educational goals
  • Make appropriate changes in student database based on counseling appointments and student contact
  • Advise students on a variety of student services programs covering the overall matriculation process for students attending classes at a District site; refer students as necessary to specialists; maintain caseload of new and continuing students
  • Participate in community outreach programs
  • Assist students in achieving transfer goals including completion of university applications and utilizing various resources to acquire information regarding university requirements; maintain current knowledge of university systems as well as independent colleges
  • Update various handouts and forms as necessary
  • Provide advising support for assigned programs such as health career, EOP&S, financial aid and others as assigned by the position
  • Participate in various graduation preparation activities; request formal graduation evaluation and review evaluations with students; assure completion of appropriate graduation forms

Title V Steering Team

The Steering Team is comprised of Paul Beckworth, Dean of Instruction; Kimberly Bligh, Department Chair Education; Isabel Castaneda, Educational Advisor; Christina Maldonado, Dept. Assistant; Regina Hukill, Chair Mathematics; Jonathon Brown, Math Faculty; Erica Menchaca, Education Faculty; and Kimberly Nickell, Student Success Lab Coordinator. The team will meet several times a year to discuss project goals, objectives, evaluation, and progress.

Title V Working Groups

The Working Group is comprised of Kimberly Bligh, Department Chair Education; Isabel Castaneda, Educational Advisor; and Christina Maldonado, Dept. Assistant. The team will meet weekly to discuss coordination and implementation of grant activities.

Internal Evaluation Team

The Internal Evaluation Team is comprised of Craig Hayward, Campus Institutional Researcher; Karen Snow, Institutional Research Analyst; Zachary Quiroz, Budget Analyst; and Erica Menchaca, Education Assessment Leader.

External Advisory Committee

  • Lesley Bonds, SSSP and Equity Director
  • Cathi Jacob, District Office Grant Accounting
  • Zachary Quiroz, Budget Analyst
  • Steven Watkin, Director of Outreach and School Relations
  • Ashlea Wagner Ward, Outreach & School Relations Project Director
  • Karen Snow, Data Analyst
  • Craig Hayward, Interim Dean of Institutional Effectiveness
  • Grace Commiso, Counseling Dean

Program Strategies

  • S1 - Accelerated Math Programs: Develop a new Statistics pathway for non-STEM majors; develop a new course that eliminates overlap between the lowest two levels of math remedial courses; develop a new course that eliminates redundancies on course materials in the existing upper two levels or remedial math courses. Accelerate the two lowest levels of reading courses by combining them into one new course eliminating significant overlap that currently exists. All new courses will include hybrid delivery format with much of the work done online using best methods to increase access and success.
  • S2 - Contextualized Basic Skills Math and English: Beginning with Basics Skills Math and expanding to English faculty will work together with Career Tech faculty to develop activities that relate to specific subject areas such as nursing, industrial automation, culinary, automotive, and many others. The new Math Lab will serve as the hub for the new student activities.
  • S3 - Effective Academic Student Support: Intrusive counseling, online tutoring and online supplemental instruction services.
  • S4 - Effective Use of Technology: Improve technology infrastructure to support the hybrid and online delivery of new accelerated basic skills courses in Math and English.
  • S5 - Faculty Development: Faculty will be trained on new learning methodologies that use technology and support the development and delivery of hybrid and online courses.
  • S6 - Predictive Analytics and Multiple Measures Assessment: BC will be part of the statewide Multiple Measures Assessment and Placement (MMAP) initiative instituted by the CCC Chancellor’s Office with the assistance of the CA RP Group and the Cal PASS statewide educational data system. The MMAP combines student scores from a CC standardized placement test with GPA, high school English and math grades, and scores on the California Standardized Test to decide on the final placement for each student.

Annual Objectives

Baselines for all objectives will be the 3 year combined average rates for fall cohorts from 2009-2012 and tracked through to 2014-2015.

Year One

By September 30, 2016, a cohort of 400 first-time students:

  • 1.1: 400 first-time, degree-seeking, underprepared students are participating in BC’s Making It Happen to degree completion program with a signed success contract.
  • 1.2: Initial technology/equipment is purchased and installed.
  • 1.3: Initial phase of Multiple Measures Assessment Placement completed – ready for pilot.
  • 1.4: Computer-assisted learning lab is 100% designed - ready for pilot.
  • 1.5: Initial phase of Accelerated Math courses and Statistics Pathway is designed and ready for pilot.
  • 1.6: Initial phase of Contextualized Pathways are ready for initial pilot.
  • 1.7: Initial phase of summer intensive interventions are designed and integrated.
  • 1.8: First pilot of statistics pathway Math B65 begins Spring term 2016.
  • 1.9: First pilot of professional development Making It Happen! Academy begins summer ’16.
  • 1.10: Pathway development will be improved and expanded based on evaluation results each year.

Year Two

By September 30, 2017 a cohort of 800 first-time students:

  • 2.1: 800 first-time, degree-seeking, underprepared students are participating in BC’s Making It Happen to degree completion program with a signed success contract.
  • 2.2: 5 percent decrease in student enrollment in courses three and four levels below transfer, with concurrent increases in levels one and two levels below transfer, over baseline.
  • 2.3: 20 percent of basic skills faculty are trained through the Making it Happen! Academy in best practice pedagogy and methods including effective use of instructional technology.
  • 2.4: 2 percent increase in the successful completion of developmental instruction within two years, over baseline.
  • 2.5: 5 percent increase in successful completion of the initial college level/gateway courses in English and math, over baseline.

Year Three

By September 30, 2018 a cohort of 1200 students:

  • 3.1: 1200 first-time, degree-seeking, underprepared students are participating in BC’s Making It Happen to degree completion program with a signed success contract.
  • 3.2: 10 percent decrease in student enrollment in courses three and four levels below transfer, with concurrent increases in levels one and two levels below transfer, over baseline.
  • 3.3: 40 percent of basic skills faculty are trained through the Making it Happen! Academy in best practice pedagogy and methods including effective use of instructional technology.
  • 3.4: 10 percent increase in the successful completion of developmental instruction within two years, over baseline.
  • 3.5: 6 percent increase in successful completion of the initial college level/gateway courses in English and math, over baseline.
  • 3.6: 6 percent increase in students who successfully complete at least 30 college level units within six years of enrollment.
  • 3.7: 4 percent increase in the underprepared student six-year completion rate.
  • 3.8: 1 percent increase in BC's overall six-year completion rate.
  • 3.9: 3 percent improvement in CA Scorecard efficiency metric.

Year Four

By September 30, 2019 a cohort of 2000 students:

  • 4.1: 2000 first-time, degree-seeking, underprepared students are participating in BC’s Making It Happen to degree completion program with a signed success contract.
  • 4.2: 15 percent decrease in student enrollment in courses three and four levels below transfer, with concurrent increases in levels one and two levels below transfer, over baseline.
  • 4.3: 60 percent of basic skills faculty are trained through the Making it Happen! Academy in best practice pedagogy and methods including effective use of instructional technology.
  • 4.4: 12 percent increase in the successful completion of developmental instruction within two years, over baseline.
  • 4.5: 10 percent increase in successful completion of the initial college level/gateway courses in English and math, over baseline.
  • 4.6: 10 percent increase in students who successfully complete at least 30 college level units within six years of enrollment.
  • 4.7: 8 percent increase in the underprepared student six-year completion rate.
  • 4.8: 3 percent increase in BC's overall six-year completion rate.
  • 4.9: 6 percent improvement in CA Scorecard efficiency metric.

Year Five (FINAL)

By September 30, 2020 a cohort of 3000 students:

  • 5.1: 50 percent of all first-time, degree-seeking, underprepared students are participating in BC’s Making It Happen to degree completion program with a signed success contract.
  • 5.2: 20 percent decrease in student enrollment in courses three and four levels below transfer, with concurrent increases in levels one and two levels below transfer, over baseline.
  • 5.3: 100 percent of basic skills faculty (N=approx. 50) are trained through the Making it Happen! Academy in best practice pedagogy and methods including effective use of instructional technology.
  • 5.4: 15 percent increase in the successful completion of developmental instruction within two years.
  • 5.5: 15 percent increase in successful completion of the initial college level/gateway courses in English and math, over baseline.
  • 5.6: 12 percent increase in students who successfully complete at least 30 college level units within six years of enrollment.
  • 5.7: 10 percent increase in the underprepared student six-year completion rate.
  • 5.8: 5 percent increase in BC's overall six-year completion rate.
  • 5.9: 10 percent improvement in CA Scorecard efficiency metric.