College-wide Meeting October 28,2011

Success is what counts. 2 Achieving the Dream is a national initiative to help community colleges provide the best opportunity for success for all students The initiative is particularly concerned with student groups who face the most significant barriers to success Colleges work within a culture of evidence where decisions are informed by student success data

Success is what counts. 3 Goals Improved success in developmental courses Successful transition from developmental courses to credit-bearing courses Improved success in gatekeeper courses including introductory courses in English and math Increased persistence from semester to semester and year to year Increased graduation and certificate completion

Success is what counts. 4 Recommendations: Turning the Tide Interventions that affect a large number of students – bringing interventions to scale Greater focus on classroom practice, incorporation of evidence-based practice Greater focus on engagement of faculty and professional development

Success is what counts. 5 NOVA’s ATD Goals A comprehensive support program for entering students FYE Early advising NSO SDV Greater success in developmental education Professional Development – bringing ATD into the classroom

Success is what counts. 6 ATD and the Classroom Redesign of developmental math and English Learning Communities Innovative use of the LASSI (Learning and Study Strategies Inventory) SDV – Student Development Course Adjunct mentoring

Success is what counts. 7 First Year Experience (FYE)

Success is what counts. 8 SDV 100

Success is what counts. 9 New Student Orientation

Success is what counts. 10 Developmental Math Redesign

Success is what counts. 11 Developmental Math Redesign Full-time and adjunct faculty trained-August 2011 “Lab space” secured on all five campuses Lab Supervisors hired Full implementation Fall 2011 Approximately 215 sections of Developmental Math Redesign (MTH 1) college wide New placement test (October 31, 2011)

Success is what counts. 12 Developmental Math Redesign MTT4, MTT3, MTT2 and MTT1 courses for spring 2012 ELI on board DMM’s meet every week and continue to update program Great interest in NOVA Redesign throughout the state and the nation Presentations at other community colleges and at conferences

Success is what counts. 13 Developmental Math Redesign Data Thirty common assessment questions given during the pilot to both Redesign and Traditional classes. Spring 2011 Average 60.9% correct in Traditional classes Average 85.4% correct in Redesign classes Summer 2011 Average 63.0% correct in Traditional classes Average 89.5% correct in Redesign classes

Success is what counts. 14 Developmental English Redesign Committees D EVELOPMENTAL E NGLISH W ORKING G ROUP / A T D T ASK F ORCE (DEWG) Members: Developmental English faculty from all campuses Function: To address issues related to teaching and student learning in Developmental English classrooms D EVELOPMENTAL E NGLISH W ORKING G ROUP / A T D T ASK F ORCE (DEWG) Members: Developmental English faculty from all campuses Function: To address issues related to teaching and student learning in Developmental English classrooms D EVELOPMENTAL E NGLISH R EDESIGN A DVISORY C OMMITTEE (DERAC) Members: Campus and college-wide administrators, members of VCCS curriculum committee, program heads, ESL and Developmental English faculty from across campuses, and Achieving the Dream representatives Function: To make recommendations about the implementation of the redesign at NOVA and work with the Implementation and Assessment Coordinators and stakeholders from across the college D EVELOPMENTAL E NGLISH R EDESIGN A DVISORY C OMMITTEE (DERAC) Members: Campus and college-wide administrators, members of VCCS curriculum committee, program heads, ESL and Developmental English faculty from across campuses, and Achieving the Dream representatives Function: To make recommendations about the implementation of the redesign at NOVA and work with the Implementation and Assessment Coordinators and stakeholders from across the college

Success is what counts. 15 Developmental English Redesign Timeline Spring 2011 VCCSNOVA Recommendations for Structure, Placement, Student Services, and Prof. Development Input and feedback on recommendations Fall 2011 (Current Semester) Curriculum Committee sets curriculum/hours Input on curriculum Integrated pilots and LCs Advisory Committee/Working Group Research on delivery formats PD for faculty Communication Website

Success is what counts. 16 Developmental English Redesign Timeline Spring 2012 VCCSNOVA Placement Team to work with McCann Associates to design placement instrument Input on test Additional pilots Baseline assessments & data collection Additional research on delivery models Delivery formats determined Professional development sessions determined Fall 2012 Implementation of new placement instrument in October 2012 Proactive college-wide implementation plan (coordination) Baseline data collection Professional development sessions delivered Spring 2013 Full implementation of redesign Coordinated developmental English sequence launched Data collection for assessments and evaluation continues

Success is what counts. 17 Developmental English: Learning and Study Strategies Inventory LASSI Scale Areas: attitude, motivation, time management, anxiety, concentration, information processing, selecting main ideas, study aids, self-testing, test strategies LASSI administered to 570 students in Spring 2011 Average percentile ranks were below 50 th percentile in 9 out of 10 categories, meaning students need to improve strategic skills to “avoid serious problems succeeding in college.” Students set goals and developed action plans based on results Students reflected on and monitored their progress End-of-semester survey of students compared those who did and did not complete the LASSI Students completing LASSI developed greater awareness of the LASSI scale areas and increased confidence in themselves as students than those who did not complete LASSI

Success is what counts. 18 Professional Development Speakers Campus activities (Forums and Brown Bags) Faculty Symposium Teams’ focus on Early Engagement Strategies

Success is what counts. 19 Policy Changes Based on 3-year evaluations of AtD initiatives, the following recommendations could be made: 1. Mandate NSO for first-time students* 2. Mandate placement testing for first-time students 3. Mandate enrollment in developmental courses during first semester, if placed 4. Enforce current policy on SDV enrollment within first year for first-time students 5. Eliminate late registration 6. Mandate early advising for first-time students *First-time students refer to students who have never attended a college previously. Approximately 85% of these students are recent high school graduates or home-schooled students.

Success is what counts. 20 ATD and Classroom Practice Break-out Sessions A discussion of how to bring ATD into the classroom