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Smart Start Developmental Education Acceleration Strategies March 3, 2014.

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Presentation on theme: "Smart Start Developmental Education Acceleration Strategies March 3, 2014."— Presentation transcript:

1 Smart Start Developmental Education Acceleration Strategies March 3, 2014

2 Our Institution Dr. Sandy L. Robinson

3 Cuyahoga Community College Mission To provide high quality, accessible and affordable educational opportunities and services - including university transfer, technical and lifelong learning programs - that promote individual development and improve the overall quality of life in a multicultural community.

4  Ohio’s first and largest community college  4 th largest higher education institution in Ohio  More than 55,000 credit & non-credit students each year  More than 144 degrees, certificates, and university-transfer programs

5 Advanced Technology Training Center Lake County Eastern Campus Geauga County Corporate College East Hospitality Management Center at Public Square Westshore Campus Corporate College West Western Campus Unified Technologies Center Metropolitan Campus Lorain County Brunswick University Center Medina County Enrollment Data Fall 2013 Cuyahoga County 82.0% Medina County 6.0% Summit County 4.0% Lorain County 1.9% Lake County 1.3% Geauga County 0.7 % Serving Northeast Ohio Summit County Cuyahoga County

6 Our Students

7  Average age is 29  20% are 40+ years old  70% are in career/technical programs  80% place into Developmental math  60% place into Developmental English  70% receive financial aid

8 Student Diversity  Eastern Campus: 36% are White; 53% are African American; 1% Hispanic; 4% Asian  Metropolitan Campus: 31% are White; 55% are African American; 5% Hispanic; 3% Asian  Western Campus: 82% are White; 6% are African American; 4% Hispanic; 3% Asian RaceFall 2013 Fall 2012Difference ###% Native American Black8,4129,613-1, Asian Hispanic1,2251, White15,42916,593-1, Multiracial Unknown1,7271, Total27,91030,065-2,

9  Retention of new students – Fall to Spring: 66%; Fall to Fall: 43%  Average time to graduation is 5.4 years for full-time students; 9.8 years for part-time students  28% enrolled in nursing/health career programs Program of Interest Difference ###% Health Careers3,9754, Nursing3,8174, Business4,9705, Engineering Public Service1,8662, AIT/ATS AA/AS8,2748, Creative Arts Degree1,0441, Creative Arts Transfer Certificate Programs1,1301, Other/Unknown1,1371, Total27,91030,065-2,

10  Cuyahoga Community College awards approximately 2,000 degrees/ certificates each year  Involved in two national student surveys  Noel-Levitz Student Satisfaction Survey  Community College Survey of Student Engagement

11 Say “Hello!” Professor Rhonda Fabrizi  Step 1: Find a table with a tent card that is the same color as the card you received upon entering the workshop.  Step 2: Move to that table.  Step 3: Introduce yourself to everyone at your new table.  Step 4: Choose someone at your table to be the Clock Watcher, someone to be the Speaker, and someone to be the Recorder. Hold a brief discussion of 5 minutes at your table on the following question: What do we want most from this session?  Step 5: Your group’s Clock Watcher will tell you when five minutes is up; in the meantime, the Recorder is jotting down notes from your discussion. When time is up, the Speaker will stand and briefly summarize what your group wants from this session.

12 Test Prep: Mandatory Preparation before Placement Testing Sally Kurowski, Director English and math assessments are mandatory at Cuyahoga Community College. Mandatory Preparation before Placement Testing is an innovation to help students prepare for English and math assessment tests resulting in:  course placements that more accurately match their skills  a possible reduction of unnecessary coursework  a shorter developmental sequence  a college-level placement for some students.

13 Test Prep: Placement Testing Work Team Recommendation “The Review for Placement Testing Work Team recommends a College-designed mandatory review before placement testing. The review will be available in multiple formats: a two-hour staff- facilitated session (preferred format), an on-line session (in development), and a student self-directed session and will include:  the reason for assessment testing  the importance of assessment testing  general test taking tips  general computer skills information  specific COMPASS ® test taking information  English and math content review.”

14 Test Prep: Target Population  All students who plan to take a math and/or English course  Students wishing to take a course with a math or English prerequisite  All applicants who are currently in high school

15 Test Prep: Positive Impact Impact of Test Prep Fall 2011 Baseline to Spring 2014 EnglishMath Term Placed into Dev Ed Did not Place into Dev Ed Placed into Dev Ed Did not Place into Dev Ed Fall 2011 Baseline (pre-intervention) 65%35%92%8% Spring 2012 Baseline (pre-intervention) 68%32%95%5% Fall %52%90%10% Spring %55%94%6% Summer %65%85%15% Fall %73%89%11% Spring %62%94%6%

16 Test Prep: What Students are Saying  “Mandatory review was very helpful and allowed me to get my mind on track before testing.”  “Helped me realize (I was) not ready for the math test.”  “It was calming. I feel better about the test.”  “Very helpful! Thank you, Tri-C for providing this.”  “Thanks for making it mandatory. Very useful, I feel more confident taking the test.”

17 The Cuyahoga Community College Test Prep Team has been awarded The Chair Academy’s 2014 Idalynn Karre Exemplary Leadership Award. This award recognizes the team’s “ability to advance academic and administrative leadership…”

18 The cuyahoga community college Math and English Bridge Programs Fast Track Program Overview

19 What is a Math Bridge Program? Dr. Jocelyn Ladner-Mathis, Dean of Liberal Arts, Metropolitan Campus  A two-week intensive math course to enhance and sharpen skills students will need to place and succeed in the next higher math course Only those students scoring in a particular range on the COMPASS ® Mathematics Test are eligible for one of two bridge courses, MATH 0801 or MATH MATH 0801—bridge for select students placing into MATH 0910 MATH 0802—bridge for select students placing into MATH 0950 Acceleration strategies require cooperation at all levels: Faculty, Administration, Assessment, Counseling, and Registration/Enrollment staff. A comprehensive exam and a retake of the COMPASS ® Mathematics Skills Test determine a student’s successful completion of the course.

20 Fall 2013 College-wide Bridge Grades Math 0801 N% Pass % NoPass % % Math 0802 N% Pass % NoPass % %

21 What is an english bridge program?  ENG 0900—Transition to College English (Pass/No Pass Course) Two-week intensive course/boot camp to enhance and sharpen all writing skills students will need for ENG 1010 (College Composition I). From here, students will be placed based upon their writing, either in ENG 0990, 1010/1000, or 1010.

22 That, and so much more…  The ENG 0900-Transition to College English/English Bridge Program: Takes only those students scoring between on the Writing COMPASS Test Takes a systematic approach to assessment and course scheduling Requires cooperation at all levels: Faculty, Administration, Registration/Enrollment, Counseling Skills refresher with two weeks of intensive writing, revision, and reflection on writing Allows for all levels of student success in 0900 Assessment done by a portfolio and retake of COMPASS ENG 0900 is a refresher course as well as an authentic assessment and placement of upper-performing developmental students Uses 0900 as the initial entry point onto the English Fast Track!(More on this later!)

23 Are there enough eligible students? Fall 2013: 1,103  Objective: All eligible students to go through the program

24 Tri-C’s English Bridge Philosophy ENG 0990 ENG 1010 ENG 1010/1000

25 The data don’t lie!  Approximately 80% of all students who pass ENG 0900 are placed into ENG 70% = ENG = ENG 1010/1000 = Do not pass and keep ENG 0990 placement

26 CALCULATING THE SUCCESS OF ENGLISH BRIDGES – Fall 2013 All Students in English Bridges (regardless of placement) Campus # of English Bridge CRN'S Total English Bridge Seats Enrolled in English Bridge Fill Rate % Bridged Forward to next English % Bridged Forward East %5963.4% Metro %8883.0% West %4882.8% Brunswick %975.0% Westshore %1881.8% TOTAL % %

27  College-wide, COMPASS Test Prep, coupled with ENG 0900, reduced placement in English Developmental Education courses from 65% in fall 2011 to 28% in fall 2013 More honest data!

28 Where the bridge led… COMPASS Test Prep Reading COMPASS Score 0-45: ENG 0960, Reading Improvement Reading COMPASS Score : ENG 0980 Reading COMPASS Score 46-64: ENG 0980 Reading COMPASS Score : ENG 0980/0990 Accelerated Program All students take the Writing COMPASS Test Writing COMPASS Score 0-30: Must take Reading COMPASS Test Writing COMPASS Score 31-66: ENG 0990 OR ENG 1010/1000, West and East Campuses Writing COMPASS Score 31-60: ENG 0990, Metro Campus Writing COMPASS Score 60-77: ENG 0900 (Bridge Course, ALL Campuses) No Pass: ENG 0990 Writing COMPASS Score (78 and above) OR PASS ENG 0900 AND receive faculty approval: ENG 1010 PASS ENG 0900 but writing needs more work: ENG 1010/1000

29 Wanna try it? Here’s how!  Step 1: Determine who the stakeholders are.  Step 2: Determine COMPASS cutoff scores.  Step 3: Determine your course curriculum (see our Tri-C ENG 0900 Sample Syllabus) and decide days/times.  Step 4: If you build it in the schedule, they will come!

30  Step 5: Create a Bridge faculty training or workshop session.  Step 6: Ask for English faculty volunteers to vet the students’ portfolios.  Step 7: Bridges run for two weeks.  Step 8: On the 7th or 8th day (whichever is the last day), student writing portfolios are due.  Step 9: Enjoy life on the Fast Track! Wanna try it? Here’s how!

31 Questions?

32 SWOT Analysis Activity  Choose an acceleration strategy.  Identify the strategy’s Strengths, Weaknesses, Opportunities, and Threats.  Share your responses with the participants in your group.

33 Thank you!  Rhonda Fabrizi  Sally Kurowski  Dr. Jocelyn Ladner-Mathis  Dr. Sandy L. Robinson


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