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Breaking the Accuplacer Barriers for Adult Basic Skills Students

Breaking the Accuplacer Barriers for Adult Basic Skills Students. Educational Developmental Intentional Teaching Conference Chippewa Valley Technical College Eau Claire, Wisconsin May 21, 2014 Presenters Arturo Martinez PhD - Associate Dean

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Breaking the Accuplacer Barriers for Adult Basic Skills Students

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  1. Breaking the Accuplacer Barriers for Adult Basic Skills Students Educational Developmental Intentional Teaching Conference Chippewa Valley Technical College Eau Claire, Wisconsin May 21, 2014 Presenters Arturo Martinez PhD - Associate Dean Diane Jefferson PhD - Faculty/Instructional Chair Monica Luksic - Math Faculty ABE Julie Gall – English Faculty ABE

  2. The ProblemAt Community Collegessource: (2010) Beyond the Rhetoric: Improving College Readiness Through Coherent State Policy. First Year Students College ready Dr. Arturo Martinez Associate Dean - MATC Dr. Arturo Martinez Associate Dean - MATC

  3. MATC Admission into a program based on Accuplacer Score Dr. Arturo Martinez Associate Dean - MATC

  4. ABE Math Accelerated pathway to Post-Secondary The College Pathway for ABE Students Students ‘ level of academic readiness allows them to enter at any of these academic college pathways. Dr. Arturo Martinez Associate Dean - MATC Up to a 2 semester pathway 1 years

  5. MATC data collected from a 2012 study of a similar student population Tracked 1,510 direct High School students who applied for Associate Degree program in Fall 2008 (Fa 2009) and registered for at least one course at MATC over a four year period. 1,131 students took (Math) courses. Tracked placement, enrollment and success outcomes. The study looked at the three level of students those college ready, those admitted on a conditional status and those considered non-college ready students College Ready 446 Placed in college level Math (39%) Non-College Ready 332 Placed in basic skill level Math (29%) Conditional Status 353 Placed in PLI Math (31%) 184 Took college level math in First Year Dr. Arturo Martinez Associate Dean - MATC 166 took PLI Math in first year 142 took BS Math in first year 106 Pass 55% 93 pass 56% 73 pass 51%

  6. ABE MATH integrated with Post-Secondary Dr. Arturo Martinez Associate Dean - MATC

  7. The Transform Remediation Modelsource: Complete College America Transform Remediation Co-requisite model – Students start in college math or English Gateway course that is paired with an ABE developmental class. • The focus of the co-requisite model is to reduce the amount of time that students would spend in remedial developmental courses by one semester. • Increase the completion rate of ABE students in a Math pre-requisite course needed to move into their Math program courses without the need to re-take the Accuplacer. • In spring of 2014 pilot an ABE accelerated integrated model with a Math PLI course. Served 24 students.

  8. Outcomes first Math Cohort Group spring 2014 Dr. Arturo Martinez Associate Dean - MATC

  9. Math Pilot final completion rate compared with 3 randomly selected Math PLI 109 sections at mid-term Dr. Arturo Martinez Associate Dean - MATC

  10. English Pilot 2014 completion rate at mid-term compared with 3 randomly selected English 151 sections

  11. ABE/Math courseIntegrated with Math 109 Course • Need to establish a strong collaboration with Math 109 faculty • The need to share students grades, students progress, lessons. • High level of students motivation • Students build a strong learning community • More small group and hands-on activities Dr. Arturo Martinez Associate Dean - MATC

  12. The ABE Companion Course Teacher reflection on implementation. • Teachers need for knowing and understanding basic skill students. • Classroom atmosphere..... • difference between traditional Academic Transition Courses and the Math Integrated course. Dr. Arturo Martinez Associate Dean - MATC

  13. Growth PlanGreat Lakes Funding Dr. Arturo Martinez Associate Dean - MATC

  14. Questions Dr. Arturo Martinez Associate Dean - MATC

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