1. College of the Canyons’ Math PAL: Accelerating Students to Completion
Presenters:
Kathy Kubo, Math Faculty
Pola Pardon, Student
Denee Pescarmona, Dean of Instructional Support and Students Success
College of the Canyons/MATH PAL presentation/BSOT Workshops

2. The Challenge: Math Pipeline Data
Arithmetic
Pre-Algebra
Elem
Algebra
Int
Transfer
Number of students
100 ?
What would be the answer at your institution?
How many survive?

3. College of the Canyons Math Pipeline Data Fall 2008-Spring 2011
Arith
Pre-Algebra
Elem
Algebra
Int
Transfer
514/300
234/178
156/108
91/56
29/22
Survival %
58%
46%/35%
30%/21%
18%/11%
6%/4%
4% Survived

4. Enter Math 075: Course Information
Title: Intermediate Algebra for Statistics
5 units
Currently has a pre-algebra prerequisite
Satisfies A.A. requirement
Use OLI textbook and real data sets
Meets twice a week: 2 hours 25 min in a computer lab
PAL format (Math 075 combined with Math 140) meets MTWTh for 2 hours 25 min (each class is 8 weeks)
Students are required to enroll in both classes at the time of registration

5. Comparison Results for Students Entering Two Levels Below Transfer
A student’s chances of completing a transfer level math class within 8 semesters are
25-30% (traditional Algebra pathway)
55-60% (Math 75 Accelerated Statistics)
85-90% (PAL Math 75 + Math 140 in one semester)

6. Current Data
Math 075 (16 week) + Math 140 (16 week) doubles the success rate
Math 075/140 PAL (in one semester) triples the success rate

7. Math Sequence (1969-2011) Statistics Pre- Algebra Arithmetic
Elementary
Algebra
Intermediate
Algebra
Associate Degree
Transfer-level

8. 2012-2015 Math Sequence Statistics Int Algebra For Stats Elem Pre-
Arithmetic
Math Sequence
Int
Algebra

9. Current Math Sequence Statistics Int Algebra For Stats Int Elem
Pre-
Elem
Statistics
Int Algebra
For Stats
Arithmetic
Current Math Sequence
Moved to non-credit

10. Instructional Design Principles (High Challenge-High Support)
Backwards design from college level courses
Relevant, thinking-oriented curriculum
Just-in-time remediation
Low-stakes, collaborative practice
Intentional support for students’ affective issues
Zero-Cost OLI textbook for both 075 and 140
Computer and tutor-guided supplemental learning activities
Online PAL orientation for students

11. Addressing Non-Academic Causes of Failure
Establishing and maintaining positive relationships
Providing class time for students to process content & practice
Providing regular opportunities for students’ metacognitive reflection
Building a community of collaborators in the classroom
Intrusively intervening when students show signs of struggle or disengagement.
Maintaining a growth mindset approach to feedback and grading

12. Two High Impact Practices for Maximum Success
The California Acceleration Project
Personalized Accelerated Learning
CAP supports colleges to increase student completion of transfer-level English and math through evidence-based practices that reduce or eliminate students’ time in remediation.
High-Leverage Practices:
Transforming placement policies to broaden access to transfer-level courses and enable all students to begin higher in the sequence
Contextualizing math remediation to students’ program of study -- algebra for math- intensive pathways, statistics & quantitative reasoning for others
Redesigning curricula to accelerate students through remediation, including co-requisite models at the transfer-level and single-semester remedial courses aligned with the transfer-level courses in students’ program of study
Back to back short term classes in Math and English.
Complete 2 short term (8 week) classes in 1 semester instead of 2 full term (16 week) classes in 2 semesters.
Offered in fall and spring semesters.
Stay with the same instructor and fellow students as you progress.
Morning, mid-day, and evening classes available (varies by semester and by campus).
Complete an online PAL orientation before you can register.
PAL classes cannot be taken separately. A student must take all classes in the cohort.