Redesigning the Developmental Math Curriculum for Increased Student Success: A Case Study from the Virginia Community College System Redesigning the Developmental Math Curriculum for Increased Student Success: A Case Study from the Virginia Community College System Dr. Catherine Finnegan Virginia Community College System Office Dr. Matthew Schultz McCann Associates National College Testing Association Minneapolis, MN August 4, 2012

Virginia’s Community Colleges 23 colleges on 40 campuses 287,000+ Headcount Students;128,000+ FTE Students 3 out of 5 undergraduates (in-state, public) attend a VCCS college 3 out of 5 minority undergraduates (in-state, public) in VA attend a VCCS college

Achieve 2015 & Reengineering Developmental Education Goals Goals Teams Infrastructure Assessment Process Developmental Education Annual Report Ongoing Role of Faculty Next Steps Lessons Learned Our Journey Today

Increase the number of students graduating, transferring, or completing a workforce credential by 50%, including increasing the success of students from underserved populations by 75% Aggressive Student Success Goal

A Case For Change 57% of Fall 2007 FTIC Cohort placed into developmental mathematics

Of those students… Percent Passing Developmental Course on First Attempt

And then what happens…. Success What Happens to These Students? Developmental students 31% graduate or transfer 7 out of 10 do not graduate or transfer College-level only students 42% graduate or transfer 6 out of 10 do not graduate or transfer

Overarching Goals of Redesign Reduce the need for remediation Decrease the length of time spent in developmental courses Increase the proportion of students reaching success measures of graduating or transferring

Vision and Direction

Overview of Teams Dev Ed Task Force ( ) Dev Math Redesign Team (Spring 2010) Curriculum Team (Fall 2010) Campus Implementation Leads (Spring 2011  ) Placement Test Team (Spring 2011) Implementation Support Team (Spring 2012) Dev Eng Redesign Team (Spring 2011) Curriculum Team (Fall 2011) Campus Implementation Leads (Spring 2012  ) Placement Test Team (Spring 2012) Developmental Education Coordinators

Redesigned: Developmental Mathematics Streamlined Content – forward-looking into college curricula Content Nine 1-credit courses beginning January 2012 Courses New placement/ diagnostic instrument launched November 2011 Placement College- determined within framework Delivery College Implementation Teams Professional development Faculty College visit initiative Spring Semester 2012 Preliminary data Assessment

Curriculum Guides

Pathways by Program of Study

VPT Development Process - McCann Blueprint Development Test Flow/Diagram Content Alignment Pilot Test Cut Score Development Continuous Field Testing Psychometric Monitoring

Test Flow Process Stakeholders VCCS faculty VCCS administration McCann psychometrics McCann test development McCann operations

Test Blueprint Development Review VCCS curriculum guides and materials VCCS content experts met with McCann internal experts for 2 day planning sessions Result was custom-developed and aligned blueprints

Content Alignment McCann Test Development Review VCCS competencies and test flow Assimilate material Review existing item banks Identify gaps Develop content where required

Pilot Test Conducted a pilot using McCann testing platform All VCCS colleges participated – Sample frames and test formats optimized Represent the system accurately Robust psychometric data

Cut Score Development McCann led process VCCS Faculty served as SME’s Cuts developed for each assessment, based upon standard setting process Pilot data provided supplemental guidance Cut scores considered preliminary

Infrastructure Course Approval Student Information System (SIS) Policies New Courses College setup Score upload to SIS Test Administrator training Placement Impact of new model Communication Financial Aid Student Development Course Advisor Training Communication to Students Student Services College Implementation Leads identified and working Faculty Involvement Symposium Institute “Quick Track” Professional Development

Assessment Placement Results Success in Develop- mental Success in College Work Outcome Success (Graduation or Transfer)

Implementation Support Team Math Faculty K-12 Representative System Office Staff

College Visits

Continuous Field Testing New content constantly tested to expand item banks/diagnostic forms Field testing occurs within context of placement testing Test takers unable to identify which content is operational versus field test

Ongoing Psychometric Monitoring Post launch ongoing review of item performance Item statistics DIF analysis Cut Score reviews and validation Ongoing

MathematicsContinue to monitor implementation EnglishImplement placement Fall 2012 Implement courses Spring 2013 Professional Development Develop comprehensive plan and provide strategic offerings AssessmentAssess effectiveness of new models and improve as indicated Next Steps

Lessons Learned… So Far Develop shared understanding of problem using data Determine scope of solution and set clear goals Identify promising models Secure support at all levels Leverage faculty leaders Examine policy Leverage governance process and existing structures Adopt a continuous improvement model with robust assessment Communicate, communicate, communicate!

More Lessons Involve externals as appropriate Manage expectations Address faculty issues

Questions