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Creating Pathways to Student Success:Accelerating Developmental Education
in theCommunity College
Holly Ayers, Division ChairAnthony Burkhammer, Mathematics Instructor
Brandy Gore, Developmental Instructor
OZARKA COLLEGE ...providing life-changing experiences through education
Motivators Open Enrollment Admissions Shrinking Resources Enrollment Growth Retention and Completion
Emphasis Arkansas Developmental
Education Initiative PACE (Pathways to Accelerated
Completion Initiative) Grant
Why Redesign?Developmental Education Redesign
Barriers to Student Success Traditional Developmental
Education Cost Incurred During DE Time Spent During DE Student Demographics
SOS/Income/Debt Weak Academic Skills Expectations Self-Management Time-Management Goal Setting
How Do We Get Started?
“Simply ask: how would we do things differently if we put learning first? Then do it.”-Barr & Tagg
Foundations of Literacy:
Integrated Reading and Writing
English Composition I with Supplemental
Instruction Lab
Foundations of Mathematics:
NCAT Emporium Model with College Algebra
Co-Enroll
Foundations of Mathematics:
Integrated Math for Allied Health and
Business Technology
Ozarka College
Redesign Components
Goals• Acceleration to Completion• Decreased Cost to Student and Institution• Best Practice Scaling• Research/Inquiry• Policy Development
Program CharacteristicsDevelopmental Education Redesign
Comprehensive Assessment and Rigorous Research
Integration: Remedial and College LevelAccelerated RemediationContextualized Basic Skills in Remediation
Bailey, T. (2008). Challenge and opportunity: Rethinking the role and function of developmental education in community college (CCRC Research Brief No. 40).New York, NY: Community College Research Center, Teachers College, Columbia University.
Bailey, T., Jeong, D., & Cho, S.W. (2009). Referral, enrollment, and completion in developmental education sequences in community colleges. New York, NY: Community College Research Center, Teachers College, Columbia University.
Elements of a SuccessfulDevelopmental Education Redesign
• Acceleration of Developmental Math• NCAT Emporium Model Utilization• Modularization• Mastery-Based• Computer Lab Utilization• Standardized Curriculum• Qualified Math Instructor Utilization• Curriculum Alignment
Program CharacteristicsDevelopmental Mathematics
Project OverviewDevelopmental Mathematics
Fall 2011
• Foundations of Math• 3 credit hours with 1 hour lab• 3 modules equivalent to 3
traditional levels• Pacing guides provided• 2 books aligned with
traditional courses• 1 instructional site• Enrollment:3 sections, 51
students, • Instruction: 2 full-time
Spring 2012
• Foundations of Math• 3 credit hours with 1 hour lab• 3 modules equivalent to 3
traditional levels• 2 books aligned with
traditional courses• 4 instructional sites• Enrollment: 11 sections, 138
students• Instruction: 5 full-time, 2 part-
time
Fall 2012
• Foundations of Math• 4 credit hours• 2 modules (splitting the 2nd
original module)• 1 book (Developmental
Mathematics)• Student guide• Attendance
requirements/weight• 4 instructional sites• Enrollment: 13 sections• Instruction: 5 full-time, 2 part-
time
So What Does The Data Tell Us?FALL 2011
Level 1 Dev Ed Cohort115 Enrolled
Retention: 69.71%
Spring 2012Re-Enrolled: 50
Retention: 43.47%
College Math: 0.9%
Fall 2012Re-Enrolled:20
Retention:17.39%
College Math:.0.9%
Completed Degree: 0
FALL 2011
Redesign Cohort51 Enrolled
Retention: 50.98%
Spring 2012
Re-Enrolled:31
Retention: 60.78%
College Math: 19.6%
Fall 2012
Re-Enrolled: 1
Retention: 62.74%
College or Tech Math: 29.41%
Completed Degree: 1
Next StepsDevelopmental Mathematics
Changes for Spring 2013 Three Courses, One Room Schoolhouse Approach
Foundations of Math Math for Allied Health Math for Business Technology
Transcripting 3 credit hours Integrated diagnostics for module requirements (technical and
developmental) Co-enroll option to all sites Decreased module layout
Program CharacteristicsFoundations of Literacy
Four credit hours Integrated reading and writing Mastery based Computer facilitated Full length, non-fiction readings Thematic units Full-time/Adjunct Pairing Placement:
Initial: Compass 0-50 on either reading or writing sections
Post: Determined by capstone
Standardized pre and post assessments Foundations of Literacy Rubric. Capstone Grading
Evaluation Procedures: Capstone Essay – 30% Weekly Reading and Writing
Assignments-20%, Major Essays – 30% Pre-writing and Rough Drafts –
20% Attendance policy
Course Outcomes GuideFoundations of Literacy
Course Outcomes
Apply reading and critical thinking skills through evaluation of various written works
Apply editing and revision skills in order to improve written communication
Assessment TasksProduce a well-written essay in multiple styles
Demonstrate proficiency in editing and revising written
submissions
Demonstrate reading and critical thinking skills through various
methods
Process SkillsApply reading and critical thinking skills
Demonstrate proper writing mechanics
Apply oral, written and communication skills
Organize thoughts into a basic writing template
Program CharacteristicsFoundations of Literacy
Thematic Units My Compass, My Life: Charting the Course Shake Those Haters: Inequality and Locus of Control School Teachers, Sumo Wrestlers, and Soda – Food for Thought
You Mad?
Prewriting
Rough Draft
Essay
Pre-reading
Reading
Post-reading
Grammar and
Structure
Reading Response
Reading Quiz
Instructional Cycle
Next StepsFoundations of Literacy
Changes for Spring 2013 Rubric revisions Thematic unit assessment Article and full-length readings assessment Placement and advising Instruction with Ipads
Program CharacteristicsSupplemental Instruction for English Composition I
One credit hour Linked with English Composition I Both courses facilitated by the
English Composition instructor Computer facilitated Full-time/Adjunct pairing Placement:
Initial: Compass 51-79 on both reading and writing sections
Post: Determined by capstone Proceed to English Comp II with C
or higher
Supplemental Instruction Enrollment Maximum 50% of enrollment
Assessment Weighted portfolio
Evaluation Procedures: Capstone Essay – 30% Weekly Reading and Writing
Assignments-20% Major Essays – 30% Pre-writing and Rough Drafts –
20% Attendance policy
Course Outcomes GuideSupplemental Instruction for English Composition I
Use writing to influence diverse audiences in various rhetorical situations for various purposes
Develop flexible strategies (including collaborative writing) for generating, revising, editing, and proof-reading
Write effective essays that exhibit appropriate unity, coherence, support, vocabulary, and the conventions of standard written English
Demonstrate the correlation between critical reading skills and effective writing
Correctly cite a source to support a point
Next StepsSupplemental Instruction
Changes for Spring 2013 Evaluate the cut score for the COMPASS pre-test Examine the effectiveness of activities implemented in the SI
portion Extra grades for SI students? Changes to the core Comp. I course? Number of sections? Times for SI? Advising procedures Evaluate student performance in Comp. II
Level Course Name Course Length Placement
1-Developmental Fundamentals of Arithmetic 16 week/1 semester Placement Exam
2-Developmental Fundamentals of Algebra 16 week/1 semester Placement Exam OR Completion of Level 1
3-Developmental Intermediate Algebra 16 week/1 semester Placement Exam OR Completion of Level 2
1-College College-level Mathematics 16 week/1 semester Placement Exam OR Completion of Level 3
Mathematics RedesignPlacement: Before and After
Level Course Name Course Length Placement
1-Developmental Foundations of Mathematics 16 week/1 semester Placement Exam or Diagnostic Exam
1-College College-level Mathematics 16 week/1 semester Placement Exam, Co-Enroll with Developmental OR Completion of Level 3 (traditional)
Reading/Writing RedesignPlacement: Before and After
Level Course Name Course Length PlacementReading
1-Developmental Reading Improvement 16 week/1 semester Placement Exam1-College College-level Writing 16 week/1 semester Placement Exam OR Completion of
Level 1 Reading AND Level 2 WritingWriting
1-Developmental Beginning Writing 16 week/1 semester Placement Exam 2-Developmental Practical Writing 16 week/1 semester Placement Exam OR Completion of
Level 11-College College-level Writing 16 week/1 semester Placement Exam OR Completion of
Level 1 Reading AND Level 2 Writing
Level Course Name Course Length Placement1-Developmental Foundations of Writing 16 week/1 semester Placement Exam or Diagnostic
Exam1-College College-level Writing with or without
Supplemental Instruction16 week/1 semester Placement Exam, Diagnostic
Exam OR Completion of Level 1 Integrated Writing/Reading
Transcripting
Transcripting: Developmental and Technical Math Modules
Student Mid-term Mid-Term Progress Final Final Progress
Student Name
ABCDF
Complete DE Module 1Complete DE Module 2Co-Enroll QualifiedComplete BT MathComplete AH Math
ABCDF
Complete DE Module 1Complete DE Module 2Co-Enroll QualifiedComplete BT MathComplete AH Math
Transcripting: Writing Redesign
Student Mid-term Mid-Term Progress Final Final Progress
Student Name
ABCDF
Notes:
ABCDF
Re-Enroll PCEN0033Enroll in PCEN0001Enroll in ENGL1013Notes:
Student Mid-term Mid-Term Progress Final Final Progress
Student Name
ABCDF
Notes:
ABCDF
Re-Enroll in PCEN0001Re-Enroll in ENGL1013Enroll in ENGL1023Notes:
Outcomes AssessmentCourse Level Outcomes
Student Identifier
Outcomes AssessmentAttendance, Demographics and Early Alerts
Student Identifier
Future Implications and Conclusions Ozarka College Student Success Plan
Diagnostic testingAcademic advisingNew Student
OrientationAcademic support
Innovative instructionAssessment of student
learningFaculty professional
developmentAnnual student
success plan evaluation
Q & A?Holly Ayers
Anthony Burkhammer
Brandy Gore
OZARKA COLLEGE ...providing life-changing experiences through education
OZARKA COLLEGE
218 College Drive
Melbourne, AR 72556
1-800-821-4335
www.ozarka.edu
