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Strategic Decision Making: Fast Tracking Developmental College Students

Strategic Decision Making: Fast Tracking Developmental College Students.

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Strategic Decision Making: Fast Tracking Developmental College Students

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  1. Strategic Decision Making: Fast Tracking Developmental College Students Panel•  Dr. Barbara Buchanan, Instructional Dean, BELS•  Deborah Ellington, Interim-Instructional Dean, TEAM•  Deirdre Hayes-Cootz, DEDP Program Manager•  Alison Carter, Developmental Math, Chair•  Beverley Turner, Developmental English, Chair•  Karen Palmer, Advisor II•  Tadji Wickham, Advisor II Communication Across the CurriculumWednesday, April 4, 2012

  2. Presentation Topics • Background: DEDP Grant • What’s Working: DEDP Interventions • How are we Doing: Completion and Success Rates • Intervention: Integrated/Fast Track Courses • Intervention: Linked Courses • Intervention: THEA-IBT Retesting • Intervention: Intrusive advising • Professional Development • External Evaluations • Adult Basic Education – Welding and CNA Programs

  3. Background: DEDP Grant

  4. Background: DEDP Grant • Developmental Education Demonstration Projects (DEDP) • 5 Texas colleges received a DEDP grant from the Texas Higher Education Coordinating Board (THECB) in July 2010 • Montgomery College is the only single-college campus to receive funding • Goal of the DEDP Grant: • To accelerate and encourage students’ progress and success in the developmental sequence and support their transition into credit-bearing academic/technical certification programs or degrees

  5. What’s Working: DEDP Interventions

  6. What’s Working: DEDP Interventions • Interventions that are working: • ENGL 0309 Integrated Reading and Writing • ENGL 0309 Pre/Post THEA-IBT • MyReading/MyWriting Labs • Full-time DEV ED faculty • THEA-IBT Retesting • MATH 0312 – Individualized Instruction • Linked Courses • Intrusive advising • Professional Development • External Evaluations

  7. How are We Doing: Completion and Success Rates

  8. Completion and SuccessBaseline vs. Cohort Year 1 Lone Star College System LSC-Montgomery Developmental English and Math: Comparison of Completion and Success Between 2-Year Baseline and Cohort by Subject English & Math • Summary: Baseline 2008-09, 2009-10 vs. Cohort Year 1 2010-2011 • DE ENGL completion rate remained 86%, while success increased +6% in Cohort Year 1 2010-2011. • DE MATH completion rate decreased by -7%, while success increased +11% in Cohort Year 1 2010-2011.

  9. Completion and SuccessFall to Fall Comparison Lone Star College System LSC-Montgomery Developmental English and Math: Comparison of Completion and Success Between 2-Year Baseline and Cohort by Subject Fall 2008, 2009 to Fall 2011 English & Math • Summary: Baseline Fall 2008, 2009 vs. Cohort Fall 2011 • DE ENGL completion rate decreased by -4%,while success increased +8%. • DE MATH completion rate decreased by -11%,while success increased +11%.

  10. Completion and SuccessFall 2010 through Fall 2011 English & Math

  11. Intervention: Integrated / Fast Tracked Classes http://www.youtube.com/watch?v=FY5MZoVp9nk

  12. Integrated / Fast Tracked DEV ENGL Classes • Two new, integrated courses developed: ENGL 0302: Integrated Reading and Writing I (for fall 2012) (Dev. Writing I (0306) + Dev. Reading I (0304)ENGL 0309: Integrated Reading and Writing II (piloted spring 2011, fall 2011, and spring 2011 (Dev. Writing II (0307) + Dev. Reading II (0305) Each course meets four hours per week – 3 lecture; 1 hour lab English

  13. ENGL 0309 Integrated Reading and Writing English • Summary: • First sections of ENGL 0309 offered in Spring 2011. • Spring 2011- 2 sections offered, 25 students enrolled. Completion rate was 92% and success rate was 70%. • Fall 2011- 3 sections offered, 66 students enrolled. Completion rate was 88% and success rate was 84%. • Spring 2012 – 3 sections offered, 45 students enrolled. Data will be evaluated in summer 2012.

  14. ENGL 0309 - Persistence English • Question: Are we helping or hurting students via accelerated and integrated course delivery? • Response: • Although the pilot is small, initial data appears to show that students in the accelerated courses are maintaining the same completion and success rate as those who are completing DE ENGL through separate, semester long, reading and writing courses.

  15. ENGL 0309 THEA-IBT Pre/Post Scores • Summary: • 3 sections of ENGL 0309 offered Fall 2011 • (Instructors- Dr. Lana Myers, Dr. Lori Hughes, and Elizabeth Pena) • 44 students took Pre-test • 4 students tested out of DEV ENGL and were given the option to move to ENGL 1301. • 1 of the 4 students enrolled in ENGL 1301. • 29 students took Post-test • 27 students eligible for incentive • Reading score avg. increased by +18.12 points. • Writing score avg. increased by +37.71 points. • Skill Area improvements: • DEV ENGL instructors focused on the four skills areas with lowest avg. scores. • Instructors collaborated, developed, and shared lesson plans to address skill development in areas: Word Meaning, Critical Reasoning, Mechanics, and Effective Sentences. • THEA-IBT Pre-Testing project is in progress for all 3 sections of ENGL 0309 during Spring 2012. English

  16. Individualized Instruction: Spring 2011MATH 0306 Lone Star College System LSC-Montgomery Individualized Instruction-Math 0312: Completion1 and Success2 By Course and Section Spring 2011 Math VS. 1 Completion – Final grade given (student did not withdraw) 2 Success (or successful completion) – Final grade A, B or C Note: This is calculated from the students who completed the course. Source: ORIE 6/20/2011 WO-2983

  17. Individualized Instruction : Spring 2011MATH 0308 Lone Star College System LSC-Montgomery Individualized Instruction-Math 0312: Completion1 and Success2 By Course and Section Spring 2011 Math VS. 1 Completion – Final grade given (student did not withdraw) 2 Success (or successful completion) – Final grade A, B or C Note: This is calculated from the students who completed the course. Source: ORIE 6/23/2011 WO-2983

  18. Individualized Instruction : Spring 2011MATH 0310 Lone Star College System LSC-Montgomery Individualized Instruction-Math 0312: Completion1 and Success2 By Course and Section Spring 2011 Math VS. 1 Completion – Final grade given (student did not withdraw) 2 Success (or successful completion) – Final grade A, B or C Note: This is calculated from the students who completed the course. Source: ORIE 6/20/2011 WO-2983

  19. Individualized Instruction-Math 0312: Spring 2011Comments Math • Comments • There was a distinct difference for the spring 2011 semester because the students were NOT interviewed prior to signing up for the class.  Students who signed up for the course in fall 2010 were interviewed.  We feel this had a major negative impact on the spring 2011 courses as many students signed up hoping this course would not require strict attendance and would be easier than a regular face-to-face course.  • Because of the problems encountered by removing the step of interviewing students for individualized instruction Math 0312, we have moved back to this requirement for fall 2011.  Two LSC-Montgomery full-time Developmental Math faculty have been designated Math 0312 interviewers. They meet with and interview all students who are interested in signing up for Math 0312.

  20. Intervention: Individualized Instruction-Math 0312 Initial Review Fall 2011 Math • Above data represents the number of students who successfully completed a particular level in the individualized instructionmath classes. It does not show the number of students who completed two or three levels of developmental math in one semester. Data is being analyzed and will be available mid-March 2012. • Math 0312 was created for two different student groups: 1. Students who want to complete more than one level in one semester and; 2. Students who need more than one semester to master one level.  There are some students who need more time to master the concepts and 0312 allows them to spend more time where needed so that they can master the material. • The IPs listed can be misleading.  Most students who earned an IP are the students who need extra time to master the material for one level of developmental math.  Most of those students have registered for individualized instruction in Spring 2012 and will continue where they left off in Fall 2011.  We are currently looking at the numbers for the students who received an IP in Fall 2011 Math 0312 in order to measure persistence/retention rates for Spring 2012 for Math 0312. • A comprehensive data analysis of Math 0312 is currently in progress and should be completed in late spring 2012.

  21. Intervention: Linked Classes http://www.youtube.com/watch?v=OHjxzTPGNII

  22. Linked Classes • Linked classes – two instructors collaborate to link assignments, readings, themes, and assessments • Linked class options for students: • All four Dev. English classes + 1 student success course (fall 2010; fall 2011) • 1 upper-level Dev. English reading or writing course combined with speech, psychology, or sociology • Gateway Developmental English (Developmental Writing II) paired with Composition and Rhetoric I (college-level English) • Developmental Writing Review (four week course) paired with Composition and Rhetoric I (12 weeks of college-level English) English

  23. Linked Classes • Linked classes – two instructors collaborate to link assignments, readings, themes, and assessments • Linked class options for students: • All four Dev. English classes + 1 student success course (fall 2010; fall 2011) • 1 upper-level Dev. English reading or writing course combined with speech, psychology, or sociology • Gateway Developmental English (Developmental Writing II) paired with Composition and Rhetoric I (college-level English) • Developmental Writing Review (four week course) paired with Composition and Rhetoric I (12 weeks of college-level English) English

  24. Intervention: Linked Courses FALL 2010 • All four levels of DE English paired with College Study Skills [EDUC 1300] English Writing IWriting IIReading I Reading II and EDUC 1300 Control sections did not receive an intervention and were matched to cohort group on term, subject, course, non-dual credit, delivery method (FTF), time of day (Day class), and length of course in weeks.

  25. Intervention: Linked Courses FALL 2011 English

  26. Intervention: LinkedCourses Fall 2010 (Continued) • Developmental English paired with college credit courses English Reading II and Sociology Control sections did not receive an intervention and were matched to cohort group on term, subject, course, non-dual credit, delivery method (FTF), time of day (Day class), and length of course in weeks. Reading II and Psychology

  27. Intervention: Linked Courses Fall 2010 (Continued) • Developmental English paired with college credit courses English Reading II and Psychology Control sections did not receive an intervention and were matched to cohort group on term, subject, course, non-dual credit, delivery method (FTF), time of day (Day class), and length of course in weeks. Writing IIand Speech

  28. Intervention: Linked Courses Fall 2011 (Continued) • Developmental English paired with college credit courses English Reading II and Psychology • Summary: ENGL 0305 and PSYC 2301 Control vs. Cohort Fall 2011 • Cohort ENGL 0305 completion rate was 56%, and Control completion rate was 83%. • Cohort ENGL 0305 success rate was 100%, and Control success rate was 76%. • Cohort PSYC 2301 completion rate was 65%, and Control completion rate was 92%. • Cohort PSYC 2301 success rate was 45%, and Control success rate was 79%.

  29. Intervention: Linked Courses Fall 2010 (Continued) • Developmental English paired with college credit courses English Writing II and SPCH 1318 • Summary: ENGL 0307 Control vs. Cohort Fall 2010 • Cohort ENGL 0307 completion rate was 96%, and Control completion rate was 75%. • Cohort ENGL 0307 success rate was 59%, and Control success rate was 75%. • Cohort SPCH 1318 completion rate was 96%, and Control completion rate was 95%. • Cohort SPCH 1318 success rate was 68%, and Control success rate was 84%.

  30. Intervention: Linked Courses Fall 2011 (Continued) • Developmental English paired with college credit courses English Writing II and SPCH 1311 • Summary: ENGL 0307 Control vs. Cohort Fall 2010 • Cohort ENGL 0307 completion rate was 96%, and Control completion rate was 84%. • Cohort ENGL 0307 success rate was 95%, and Control success rate was 81%. • Cohort SPCH 1311 completion rate was 96%, and Control completion rate was 87%. • Cohort SPCH 1311 success rate was 95%, and Control success rate was 79%.

  31. Intervention: Linked Courses Fall 2010 (Continued) • Gateway Developmental English paired with college credit English courses English Writing II and Comp. I Control sections did not receive an intervention and were matched to cohort group on term, subject, course, non-dual credit, delivery method (FTF), time of day (Day class), and length of course in weeks. Writing II and Comp. I

  32. Intervention: Linked Courses Fall 2011 (Continued) • Gateway Developmental English paired with college credit English course English Writing II and Comp. I • Summary: ENGL 0307 Control vs. Cohort Fall 2010 • Cohort ENGL 0307 completion rate was 95%, and Control completion rate was 96%. • Cohort ENGL 0307 success rate was 76%, and Control success rate was 92%. • Cohort ENGL 1301 completion rate was 95%, and Control completion rate was 98%. • Cohort ENGL 1301 success rate was 63%, and Control success rate was 58%.

  33. Intervention: THEA IBT Re-Testing

  34. THEA-IBT Retesting • Goal: Pay for students to retake THEA-IBT and score high enough to test out of DEV ED. • Activities: • Case managers and instructors recommend students re-take THEA-IBT. • DEDP funds used to purchase THEA-IBT units. • Outcome: • 16 students skipped 1 DEV ED course • 2 students skipped 2 DEV ED courses • $2,862 = Total tuition savings of 18 students* • Time Saved-Opportunity for students to enroll immediately into college level courses • Other Considerations: • Retention Rate • Operational cost savings • Cost = $812 ($29/unit * 28) • *based on in-district tuition $159 per 3 credit hours, page 39 of LSCS 2010-2011 catalog.

  35. Intervention: Intrusive Advising

  36. Intervention: Intrusive Advising • Four full-time advisors (case managers) • Advisors tasks include the following general duties: • Serve all students in general advising, registration and new student orientation • Serve all students in assigned sections of EDUC 1300 Spring 2011: • Advisors housed with Math and English faculty and work full-time on the cohort advising during February, March, and April • Class visits in DE cohort sections • Mandatory student/advisor individual appointments • LASSI Testing and advising • Follow-up with Fall 2010 cohorts Advisors assigned to sections of EDUC 1300 Fall 2011 and Spring 2012: • Advisors were assigned to either 6 or 7 sections of EDUC 1300 for fall 2012 (Total EDUC 1300 sections =25) • Advising Components included working with each student to complete the following tasks: • Discussion of Academic Goals • Discussion of career goals • Development of an academic plan • Discussion of campus resources with a focus on those applicable to the student (refer is appropriate – e.g. career counseling) • Discussion of financial resources and how to apply • Preparation for the next registration period • LASSI Testing and advising

  37. Professional Development

  38. Professional Development • Graduate coursework • Texas State University, San Marcos • Five ENGL faculty completed RDG 5320 Foundations of Literacy Instruction Summer 2010 • Five ENGL faculty completed READ 5324 Content Literacy Fall 2011 • Four ENGL faculty enroll in DE5324Teaching Learning Strategies and Critical Thinking Spring 2012 • Kellogg Institute (Appalachian State University) July 2011 • Steve Coryell attended and is currently completing Kellogg project regarding Test Anxiety and Math Anxiety. Final paper to be submitted June 2012. • Technology In Developmental Education (TIDE) Conference at Texas State University – San Marcos (July 2011) • 7 faculty participated in the week-long conference. • Professional Development Workshops • 2 DE MATH Faculty attend Complete College America 2-day meeting in October 2011 hosted by Texas State University-San Marcos • Partnered with Faculty DIG to Host Dr. Russ workshop-“Empowering Students to Succeed Through Learning Frameworks” November 3, 2011 for all LSC-Montgomery faculty. Over 40 LSC-M faculty and administrators participated and received books and other materials to implement student success in the classroom.

  39. Professional Development • College Academic Support Programs (CASP) Conference • 6 faculty attend CASP conference. 4 faculty presented at CASP conference. • Dr. Lana Myers and Dr. Lori Hughes presented the ENGL 0309 course innovations. • Alison Carter and Erik Oslund presented the DE MATH innovations. • Steve Coryell and Ryanne McNeese attended and completed NADE certification. • National Association for DEV ED (NADE) Conference, Orlando, FL on Feb. 22-25, 2012 • 5 faculty attended conference. • Alison Carter and Erik Oslund presented DE MATH innovations. • League for Innovations – Innovations Conference, Philadelphia, PA on March 4-7, 2012 • Dr. Barbara Buchanan, Dr. Lana Myers, and Deirdre Hayes-Cootz presented DE ENGL innovations. • Karen Palmer, Magali Reyes, and Tadji Wickham presented Intrusive Advising accomplishments. • National Institute for Staff and Organizational Development, May 27-30, 2012 • LSC-Montgomery accepted to present the following: • “Promising Practices in Developmental Education: DEDP Grant Results” • “Strategic Decision Making: Fast Tracking Developmental English Students” • “From Outcomes to Expectations: Redesigning Developmental Math for Success”

  40. External Evaluations

  41. Jane Neuburger and Texas A&M Evaluators • April 2011 site visit with Jane Neuburger, 2011-2012 NADE President • Met with focus groups with DE Math and English Faculty • Met with focus groups with DE Math and English Students • Met with advisors (case managers) • Met with College Administration • Met with On-Campus ORIE Representative • October 2011 • Met with Texas A&M University PPRI External Evaluation Team. • March 2012 site visit • During the visit, Dr. Neuburger met with DE MATH and ENGL faculty, advisors, administrators, and on-campus ORIE representative. • April 2012 – Will meet with Texas A&M University PPRI Group External Evaluation Team. • June 2012 – Jane Neuburger will complete the summative evaluation report to submit to THECB for the DEDP project.

  42. Adult Basic Education: Welding and CNA Programs Author: Tristyn Davis , ABE-IG Program Manager

  43. Introduction • Current Programs-Welding and CNA • 4 CNA cohorts, 46 Participants • 3 Welding cohorts, 24 Participant Target population 18 yrs. and older Reading TABE test 6.0 grade level or higher Interview to assess needs, barriers and interest. (needs and barriers do not disqualify a student but they must be addressed)

  44. Recruitment/ Assessment and follow up • Recruiting • Coordinate with local community leaders, assistance ministries, libraries, ABE partners, Churches, local business, credit advisors at Lone Star College • Bi-Monthly information seminars • Case Management • Intrusive advising • Tutoring • College day each semester • Financial aid • College admissions • Credit advisor • Follow up • Employment or pursuing more education = 80%

  45. Certified Nurse Aide Career Pathway

  46. Institutional Changes • Replicating model on other campuses. • Transitions Committee- Creating pathways for the ABE students to College, Careers and workforce certificates. • Instructors are cross-walking between technical and ABE field.

  47. Successes/ Challenges • Successes • 4 CNA cohorts (46 students)- 95 % success rate on state exam • 3 Welding Cohorts (23 students)- 74% passing rate • Advertisements on Internet sites, in newspaper, and on the radio (K-STAR) • Transitions committee in place • Invited to implement program on other campuses • Cooperation with continuing education • Challenges • Finding teachers • Retention of homeless coalition students • Resolution- • higher level of advising • Working closer with counselors at homeless coalition • Recruitment • Opening communication channels

  48. Lessons Learned • The importance of finding and training teachers that are willing to work outside of the traditional role. • The importance of open communication channels and support throughout organization. • Knowing the instructional processes.

  49. External Evaluations: • External Evaluator: Jane Neuburger completed a site visit in October 2011. She will visit with staff, students, and LSC-Montgomery Conroe Center in March 2012. • Texas Higher Education Coordinating Board, Senior Program Director – Dr. Linda Munoz has requested a site visit on February 22, 2012. • Texas State University-External Evaluation team completed a virtual site visit in November 2012 and will complete a site visit with staff and students at LSC-Montgomery Conroe Center spring 2012. • ABE-IG project has been given an extension through May 31, 2013.

  50. Questions? Thank you for your time!

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