1. ACCELERATED & EMBEDDED BASIC SKILLS ASCCC Fall Plenary Session November 12, 2010 Anne Argyriou Dianna Chiabotti

2. ACCELERATED LEARNING

3. ACCELERATED BASIC SKILLS What do you think this means? Are you familiar with its use? Is it possible?

4. WHERE DID IT COME FROM? Push for students to complete Certificates Degrees Transfer

5. Push to get students through college quicker In a Cabrillo study of 23 Colleges: 42% of students tested 2 levels below English, 64% two levels below transfer in Math at least a year of courses before enroll in transfer courses Rostrum : Fulks, “Moving Forward”, Nov. 2009; http://asccc.org/content/moving-forward-basic-skills-strategies Rostrum : Fulks, “Basic Skills Initiative Work…”, Jan 2010) http://asccc.org/content/basic-skills-initiative-work-we-have- gone-far-and-deep

6. Basic skills students not completing sequence Only about 1/3 of those that start the sequences finish Those that enroll more than 1 level below are less likely to complete the sequence Something’s Got to Give – ED Source October 2010 http://www.edsource.org/pub10-somethings-got-to-give.html

7. RECENT PROPOSALS FOR ACCELERATED LEARNING COLLEGES

8. C ALIFORNIA CC A CCELERATED P ROGRAMS Accelerated Learning College Main focus: obtain relief from legislative oversight, would “merely redefin[e] the relative roles of the State and the Colleges” Main change: funding allocated based on completion rather than enrollment. Also: Extra $1000 to College, per student who receives a degree or certificate, consisting of 18 units min.

9. ACCELERATED PATHS – ENGLISH / MATH

10. TYPES OF ACCELERATED PROGRAMS Academic Year Programs that condense the time it takes to move from below college level to college level during the academic Year Summer Accelerated Programs Generally involve a summer bridge course

11. TYPES……… Reading Apprenticeship: CCSF; Los Medanos College; Bakersfield Developed by WestEd Integrating reading instruction into content areas Directed Learning Activities at Chaffey College Activities that relate basic skills to a discipline One option to fulfill 4-hour supplemental learning requirement of English courses (ENG 550, 500, 450, 1A) Two parts: independent activity work & follow up session with a tutor Rostrum : Fulks, “Moving Forward”, Nov. 2009; http://asccc.org/content/moving-forward-basic-skills-strategies

12. TYPES…. Critical Academic Skills Workshops (Bakersfield CC) “alternatives to semester-length classes” (Exemplary Awards, April 2010) Taught by faculty from workshop’s discipline Modeled after a Butte College program

13. THE MOTHERSHIP

14. ACADEMIC YEAR EXAMPLES Community College of Baltimore County Started in English ENG 52 (Dev. Level)  ENG 101 (College Level) Cohorts concurrently enrolls in ENG 101 & ALP 52 Same instructor for both ENG 101 & ALP 52 ALP class size is 8; ENG 101 class size is 20 ALP 52 goal: “to do everything possible to maximize the ALP students’ likelihood of success in the 101 http://faculty.ccbcmd.edu/~padams/ALP/indexa.html http://www.rpgroup.org/sites/default/files/ALP_using_Accele rationpdf.pdf

15. CC of Baltimore County Leapfrog policy S earns 85% in course with 85% on final Take additional placement test, certain score Jumps into course 2 levels above current course Placement Exemption policy: exemption granted if two General Education classes passed with a C or better Regardless of placement score

16. IN CALIFORNIA…… Chabot College ENG 102: 4 unit accelerated Reading, Reasoning and Writing course replaces 2 semester, 8 unit sequence (ENG 101A & 101B) Ss self-place into the course Ss do the same types of reading, thinking, and writing Chabot’s study results: the accelerated group passed college level English at the same rate as the two-semester group Note: Ss who do not place into transfer English normally must take the two-semester sequence. They cannot place into the second semester course.

17. Peralta District Only for English (ex: 201A and 201B) For students that test one level below 2 course sequence BUT if they do well enough in the first course they can skip the second course

18. WHAT ABOUT MATH? ACE and the Carnegie Foundation for the Advancement of Teaching are considering different approaches to developmental Math sequences Question of whether taking Intermediate Algebra best serves the academic goals of all students Some colleges are exploring accelerated Math paths to Statistics Developmental math that places stronger focus on statistical reasoning

19. BENEFITS & DRAWBACKS Pros & Cons Faculty Students Ramifications for Faculty Students Implications for College Policies What might be needed? How might existing policies change?

20. What should Senate leaders discuss with their Senates regarding Accelerated Learning? What do you need to know? How do you start the conversation?

21. INSTRUCTIONAL PRACTICES TO CONSIDER D1 – Sound principles of learning theory are applied in the design and delivery of courses in the developmental program. D2 – Curricula and practices that have proven to be effective within specific disciplines are employed. D3 – The developmental education program addresses holistic development of all aspects of the student. Attention is paid to the social and emotional development of the students as well as to their cognitive growth. D4 – Culturally Responsive Teaching theory and practices are applied to all aspects of the developmental instructional programs and services. D5 – A high degree of structure is provided in developmental education courses

22. INSTRUCTIONAL PRACTICES TO CONSIDER D6 – Developmental education faculty employ a variety of instructional methods to accommodate student diversity. D7 – Programs align entry/exit skills among levels and link course content to college-level performance requirements. D8 – Developmental education faculty routinely share instructional strategies. D9 – Faculty and advisors closely monitor student performance. D10 – Programs provide comprehensive academic support mechanisms, including the use of trained tutors.

23. Lecture-5% retained Reading – 10% retained Audio-Visual—20% retained Demonstration-30% retained Discussion Group—50% retained Practice by Doing—75% retained Teaching Others—90% retained From: “Practices that Promote Equity in Basic Skills in California Community Colleges”, ASCCC Paper, Spring 2010, p. 32 http://asccc.org/papers/pr actices-promote-equity- basic-skills-california- community-colleges

24. EMBEDDED BASIC SKILLS

25. What do you think this means? Are you familiar with its use? Is it possible?

26. EMBEDDED BASIC SKILLS Also called “contextualized” Tend to be mostly in CTE programs Basic skills content is learned within the subject matter Fully integrated: basic skills are taught within the core curriculum (stand alone model) Sandwich model: basic skills are taught separate from the core curriculum (linked courses)

27. KEY COMPONENTS Faculty Collaboration Curriculum/instructional material development Relevant context Interactive teaching Professional development Institutional support Continual improvement Improved outcomes

28. IN CALIFORNIA……… Diesel Tech Program ( San Joaquin Delta College) Umoja Program (several colleges) Construction & Utilities Prep Program

29. BENEFITS & DRAWBACKS Pros & Cons Faculty Students Ramifications for Faculty Students Implications for College Policies What might be needed? How might existing policies change?

30. What should Senate leaders discuss with their Senates regarding Embedded Basic Skills? What do you need to know? How do you start the conversation?

31. QUESTIONS?