Driving Reform Math Acceleration and Success System Task Force October 16,

Readiness →Completion →Vitality 2 Readiness College Completion Economic Vitality

3

Three Aspects of the Math Readiness Challenge Strengthen K-12 Rationalize Math Requirements Accelerate Math Success 4 Math Readiness More students impacted Significant barrier to completion

What Can the System Office Do? No power to compel, but…..  Plan – Provide vision, set goals  Convene – Bring people together  Educate – Share successful models; help others learn what it takes  Motivate – Provide incentive grants, require institutional plans  Recognize – Showcase best practices  Measure – Collect and disseminate data  Nudge – Bring along the skeptics 5

Institutional Process is Important “How” reform happens on campus is as important as “what” happens:  Engagement – Faculty have to lead the design/selection/implementation of the reform.  Diffuse Anxiety – Concerns about jobs or institutional funding may surface.  Support – New approaches require time, collaboration and professional development for faculty.  Communicate – People want to know what is going on  Measure – Use data to illustrate the problem and measure impact of the solution. 6

Kentucky 7  Senate Bill 1 (2009) – Reduce Remediation + Increase Completion  Commonwealth Commitment  Unified Strategies for College and Career Readiness Accelerated Learning Opportunities Secondary Intervention Programs College and Career Readiness Advising Postsecondary College Persistence and Degree Completion

Kentucky 8  Campus visits – identify what each campus is doing.  Convened “College Readiness Leads” from each campus in fall  Provided small grants (~$20K) to selected institutions based on RFP.  Hosted a Dev. Ed. Redesign Institute last week.  Campuses have choices regarding approach.

Florida 9  Senate Bill 1720 (2013) said institutions could not mandate placement testing or remedial education for students with a high school diploma. Students are given the option.  The bill required  That any dev ed offered be either co-requisite, contextualized, modularized or compressed format;  The establishment of meta-majors;  Expanded advising to inform students of options and career paths.

Florida 10  System office is required to approve institution plans. Engaged stakeholders in developing the plan template. Convened institutions relative to the planning process.  System office established the list of meta- majors  Facilitated communications, FAQs, tools and resources, etc.

Colorado 11  Colorado Competes is the Commission on Higher Education’s strategic plan  New Remedial Education policy – developed over 18 months with significant institutional participation.  Supplemental Academic Instruction – Colorado’s version of co-requisite developmental ed.  Revised placement testing policy

12 Thank You