Getting Started Off on the Right Foot Using Day 1 Diagnostics Offering Blended Courses Requiring Fewer Steps to Success Logan Maxwell, Mathematics & Engineering Chair Dayna Ford, Developmental Math Director

DAY 1 DIAGNOSTIC Advising/Placement Use in Blended Courses Future Plans

ADVISING/PLACEMENT Current Practice Purpose of Diagnostic Assessment Data Current Practice: TSI placement, flow chart for advisors, pathways Purpose: Discuss why Day 1, test preparedness of students Remedial material mastered (70%) in first three weeks Comment about changes in Spring 2017

DAY 1 DIAGNOSTIC DATA MATH 0340 MATH 1314 MATH 1342 Knowledge Check Enrolled: 59 Attempted Diagnostic: 56 95% participation MATH 1314 Enrolled: 539 Attempted Diagnostic: 495 92% participation MATH 1342 Enrolled: 243 Attempted Diagnostic: 230 95% participation Knowledge Check Initial Successful Completers A B C D/F MATH 0340 52% 59% --- MATH 1314 39% 46% 57% 44% 35% 29% MATH 1342 62% 67% 71% 65% 54% MATH 0340 – not enough data to see significant results

BLENDED COURSES College-level math course with a lab attached Just-in-time remediation MATH 1314/0140 MATH 1342/0120 Current placement into courses “Bubble Students” Top performing MATH 0420 – Math Literacy Low performing MATH 0340 – Transition to College Algebra Current placement into courses “Bubble Students” Low performing MATH 0420 – Math Literacy How does the diagnostic assessment apply to these courses? Placement Remedial material incorporated in class Advisement for additional tutoring How does the diagnostic assessment apply to these courses?

FUTURE PLANS Lessons learned Week 0 Diagnostic Advising Lessons learned – use of remediation, technology

QUESTIONs

CONTACT US Logan Maxwell – maxwelll@grayson.edu Dayna Ford – fordd@grayson.edu