Pearson Course Redesign Co-requisite Implementation Saundra King Assistant Vice President of Remediation and Innovation Ivy Tech Community College

Welcome to Ivy Tech Community College! We are the nation’s largest singly accredited statewide community college system, and Indiana’s largest public postsecondary institution. 14 Regions. Over 30 campuses. More than 150 different programs of study. Nearly 200,000 students annually.

We are in the midst of significant and comprehensive remedial reform. Why?

High percentage of students in remedial education Fall 2012 ATD Cohort n= 19,073 MATHEMATICS Total testing into remedial math = 12,408 (65.1%) READING 28.5% (5,531) tested into ENGL 083 WRITING 33.4% (6,362) tested into ENGL 093 3 year graduation rate: Math: 2 levels below college ready = 4.7% 1 level below college ready = 9.0%

Indiana College Completion Goal Reaching Higher, Achieving More 930,000 projected job vacancies in Indiana by 2018 506,000 for those with postsecondary credentials 328,000 for high school graduates 96,000 for high school dropouts One in four Indiana college students enrolled in remediation will earn a degree in 6 years Focus on Completion, Productivity, and Quality http://www.in.gov/che

Traditional Remedial Sequence Assessment Placement Enrollment Completion Take single standardized exam. -------------------------- Students take custom diagnostic assessment correlated to ITCC competencies. Cut scores determine placement in 1 or more levels of remedial education. -------------------------- Individualized student report provides mastery level of competencies. Students take 1 or more courses before enrolling in gateway courses. ----------------------- Students enrolled concurrently in linked remedial and gateway course. Success has been defined as completion of remedial course. -------------------- NEW Measure of success is the completion of gateway course.

Three Major Initiatives ACCUPLACER custom diagnostic Co-Requisite Model of Instruction Math Pathways

ACCUPLACER Custom diagnostic to be implemented January 2014. Correlated to competencies identified by reading, writing, and math faculty. Students receive an individualized learning plan which is also correlated to MyFoundationsLab (software). Faculty will use this information to provide more targeted “Just in time” remediation in the co-requisite sections. Students also have access to free online study guide.

Co-Requisite Model of Instruction Guiding Principles Co-Requisite Model of Instruction Definition: The concurrent enrollment of students in linked remedial and gateway courses in the same term. 10

Objective: The goal of the co-requisite initiative is to increase the success in Gateway courses for students needing remediation. 11

Students in one section of ENGL 093 are concurrently enrolled as a cohort in ENGL 111 with students who are program ready. ENGL 093 ENGL 111

Content The zero-level course should support and coordinate with the college-level course to provide “just in time” remediation. The college-level course should provide students with the same experience as non-co-requisite sections of the same course. 13

Content The zero-level course materials and calendar should be created using the concept of backward design with these key purposes in mind:   Filling in deficiencies in background knowledge Previewing upcoming topics for the college-level course Supporting the college-level course instruction Answering student questions about the college-level course content 14

Delivery While the college-level course should maintain the same depth, rigor, and expectations as all other sections of that course, it may be necessary to adjust the order, pacing, and/or structure of the course particularly for topics that require mastery of prerequisite skills. Calendar adjustments should be made to allow time to remediate these skills. 15

Delivery Giving priority to the college-level content, the zero-level course should be flexible in schedule to adjust based on student needs. The zero-level course instruction should employ many different methodologies focused on active learning, which may include mini-lectures, group work, inquiry-based problems, and computer use. Every class session should include Q/A time incorporating the college-level concepts as often as possible. 16

Faculty Involvement Co-requisite Initiative ACCUPLACER Identified competencies. Determined placement/diagnostic process. Participated in Item Analysis. Participating in Standard Setting. Co-requisite Initiative 2 Steering Teams: Math and Reading/Writing. Statewide curriculum committees. Piloted model. Providing support and leadership to other regions/faculty. Math Pathways Technical Applied Math and Quantitative Reasoning Review and revision of developmental math needs.

Instructors When two different instructors are used, collaboration is critical. Prior to the beginning of the semester, the college-level course instructor will be responsible for providing course calendar and material to the zero level instructor. Throughout the semester, frequent communication between instructors is required. Including, but not limited to:   Student attendance Course calendar changes Individual student progress Individual student struggles, both academic and affective Class material and activities 18

ENGL 093/111 Co-Requisite Fall 2012 28 of 413 sections (13%) were offered as co-requisite. 60% passed ENGL 093 in the co-requisite sections as compared to 51% passing in traditional sections. In addition, 57% of students enrolled in co-requisite sections completed ENGL 111 in the same semester. In comparison, 21% of students enrolled in ENGL 093 fall 2011 completed ENGL 111 in 2 semesters. 3% completed in 3 terms, and less than 1% completed in more than 3 terms. 24% of students who began in ENGL 093, completed gateway English in 3 semesters.

ENGL 093/111 Co-Requisite Spring 2013 63 of 336 sections (19%) were offered as co-requisite. 50% passed ENGL 093 in the co-requisite sections, as compared to 45% passing in traditional sections. In addition, 51% of students enrolled in co-requisite sections completed ENGL 111 in the same semester.

Math Co-Requisite Fall 2012 MATH 118 was paired with MATH 080 and special topics math (ASAS 001/007). 19 sections were offered. 51% passed ASA math in the co-requisite sections, as compared to: In addition, 61% of students in co-requisite sections also completed MATH 118 in the same semester. In addition, 58% completed MATH 118 in the same semester. In comparison, 9% of students in the 2009 cohort who placed 1 level below program ready completed gateway math in 1 year. Only 3% completed gateway math within 1 year if placement was 2 levels below. MATH 015 MATH 035 MATH 023 MATH 043 Traditional 51% 53% 50% Emporium 32% 37% 44% 38%

Math Co-Requisite Spring 2013 47 sections of co-requisite MATH 080/MATH 118 were offered. 52% passed ASA math in the co-requisite sections, as compared to: In addition, 51% completed MATH 118 in the same semester MATH 015 MATH 035 MATH 023 MATH 043 Traditional 45% 43% 48% Emporium 30% 33% 23% 28%

Timeline and Goals Fall 2013 Fall 2014 Fall 2015 24 25% Math sections taught as co-requisite (31% achieved, 86 of 274) 50% English sections taught as co-requisite (39% achieved, 147 of 380) Fall 2014 75% - 100% English sections taught as co-requisite sections. Fall 2015 Math pathways 100% implemented. 24

Math Placement and Progression MATH 100 Intermediate Algebra MATH 136 MATH 123 Quantitative Reasoning MATH 122 Technical Mathematics Foundations MATH 080 STEM Pathway QR Pathway Tech Pathway MATH 023 Essentials of Algebra I Students who wish to change to the STEM pathway must retest. Self study options will be made available for any student who wishes to prepare and retest without enrolling in a course.

Next Steps: Continued evaluation. Professional Development. Further refinement of instruction using results of diagnostic and MFL.

Core Principles for Transforming Remedial Education: A Joint Statement Charles A. Dana Center Complete College America Education Commission of the States Jobs for the Future December 2012

Completion of a set of gateway courses for a program of study is a critical measure of success toward college completion. The content in required gateway courses should align with a student’s academic program of study – particularly in math. Enrollment in a gateway college-level course should be the default placement for many more students. Additional academic support should be integrated with gateway college-level course content – as a co-requisite, not a pre-requisite. Students who are significantly underprepared for college-level academic work need accelerated routes into programs of study. Multiple measures should be used to provide guidance in the placement of students in gateway courses and programs of study. in order to maximize their prospects of earning a college degree, students should enter a meta-major when they enroll in college and start a program of study in their first year.