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Dr. Tina Marie Jackson District Director, Developmental Education Summer 2019 Embracing Change: Promising Practices for Scalable Co-requisite Implementation
Dr. Tina Marie Jackson
District Director, Developmental Education
Summer 2019
Embracing Change: Promising Practices for Scalable Co-requisite Implementation
Recruitment
HolisticAssessment
CollegeAndCareerPrep
Integrated Education and Training
Career Navigators
Fully Integrated Model
2
Connecting Our Work
Why We Need Bold Change:
Why We Need Bold Change:
THECB STATE WIDE IMPLEMENTATION
What is HB2223?
HB 2223 requires that a certain percentage of underprepared students enrolled in developmental education be reported as enrolled in a corequisitemodel, which allows the student to enroll in the entry-level college course but requires co-enrollment in a developmental education course/intervention designed to support the student’s successful completion of the college-level course.
• 2018-2019 At least 25% of students enrolled in De coursework must be in corequisite models
• 2019-2020 At least 50% of students enrolled in De coursework must be in corequisite models
• 2020-2021 At least 75% of students enrolled in De coursework must be in corequisite models
Co-requisite Model
This Fall 2018 Success Rates… TSI Complete in 1 semester!
76% of English passed with A-D70% of Government passed with A-D41% of History passed with A-D70% of Math passed with A-D
ENGLISH HISTORY GOVT MATH
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This Spring 2019 Success Rates… TSI Complete in 1 semester!
71% English passed with A-D72% History passed with A-D90% Government passed with A-D66% Math passed with A-D
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ENGLISH HISTORY GOVT MATH
Development Education Highlights 2018-2019
• Received 2yr THECB College Readiness & Success Model Grant (CRSM 2018)
• Implemented co-requisite courses Fall 2018, we served 25% of the DE population.
• Implemented HB5 Faculty liaison program with 12 ISD’s from Collin county.
• Created and implemented promotional flyers for co-requisites, which were published in Cougarnews and on CV courgar connect slides.
• Created and implemented advising tools for math pathways faculty, staff and students.
• Provided supplemental instruction for co-requisites courses district-wide.
• Hosted the North Texas Regional Convening on co-requisite work in collaboration with TACC, Complete College America and Charles A. Dana Center.
• Revised the DE website and added pages for professional development, AIM Center, Co-requisite Courses, HB5 program and academic advising.
Development Education Highlights 2018-2019
• Coordinated year two of HB5 Faculty liaison program with 12 Collin County ISD’s.
• 75 laptops arrived in January 2019, each campus has received 25 laptops to assist with math supplemental instruction.
• February 2019 three DE Math tutors were hired to assist with district wide supplemental instruction.
• DE Academic Coaching Program piloted at McKinney campus, serving 30 district wide students who were paired with 30 academic coaches.
• Inaugural National Award from National Organization for Student Success (NOSS)
Summer 2019 Co-requisite Professional Development District-wide Sessions
• Summer I Friday June 21, 9:00am-11:30am (Today)
• Summer II Friday July 19, 9:00am-11:30am
• State-wide Co-requisite Advising Professional Development Webinar
Co-requisite Continuous Improvement Planning Institute 2019-2020AY
CIP Developmental Ed Problem of Practice: Students testing into all three areas of DE with low reading comprehension skills Co-requisite Problem of Practice: Lower successful completion rates in co-requisite course MATH 1342/MATH 0342
• Advising Seminars
• Professional Development
• Supplemental Instruction
• Block Schedule DE Pathways: Certificate, Technical & Core
• Faculty Supplemental Curriculum (Reading Comprehension)
Integration & Collaboration
Texas Adult Education Overview 16
Pillars of the Guided Pathway Model
1. CLARIFY THE PATHHELP STUDENTS CHOOSE AND ENTER A PATH
2. HELP STUDENTS STAY ON THE PATH
3. ENSURE THAT STUDENTS ARE LEARNING
Central to the pathways model:
1. Clear, educationally coherent program maps—which include specific course sequences, progress
2. Milestones, and program learning outcomes —that are aligned to what will be expected of students upon program completion in the workforce and in education at the next level in a given field.
K-12 &
AEL
Partners
CONNECT ENTER
4-year &
Industry
Partners
Maps for All,
8th Grade -
HS
Graduation
&
Adults
Under
Prepared
Student
Support
&
Gateway
Courses
Structured
Programs
&
Productive
Persistence
Certificates,
Degrees,
Efficient
Transfer &
Meaningful
Careers
PROGRESS SUCCEED
Dedicated to socio-economic mobility
TexasPathways
K-12 &
AEL
Partners
CONNECT ENTER
4-year &
Industry
Partners
Clarify maps to Adults’ end goals
Accelerate ImmediateGatewayCourseSuccess
Structured Programs
&Productive Persistence
CertificateCompletion Aligned to
Careers and Re-entry
PROGRESS SUCCEED
Dedicated to socio-economic mobility
TexasPathways
for Adults
1. Clarify Paths to Students’ End Goals
2. Help Students Choose and Enter a Path
3. Help Students Stay on the Path
4. Ensure Students are Learning
Essential Pathways Practices
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22
TX Workforce Commission Model
Connection Entry Remediation`
Enrolls in credit
coursework
No-Cost RemediationCo-RequisitesAEL
Partnership No-Cost
Integrated Education and
Training
Completion
Goal:• Same “front door” for
all students
• Immediate enrollment into the college• Access services• Not turned away• Brings “value”
• Reduced cost
• More direct pathway
Low-Skilled Student
“I want a degree”
“I want a career and probably to continue school”
Testing Center Five Steps Post Cards Given to students testing into DE
DE Students will receive this in the testing center
Spring 2019
How Do We Get There? All Hands On Deck!
• Intentional Partnerships & Collaborations Connected to Institutional Priorities.
• Admissions, Counseling & Advising, FYE, Career & Technical Education, Adult Education & Literacy, Developmental Education, Credit, Continuing Education, Dual Credit, College Preparation Programs- Trio, Academic Support Services- Math Labs, Writing Center, Weekend College & Evening Programs, Workforce Industrial Partnerships.
• We must be “Student Ready” vs. telling students to be college ready!
Adapted from Dr. Kay McClenney Pathways Talk 2/6/2018
This target focuses on decreasing the total semester credit hours (SCHs) to degree to reduce costs and debt.
To ensure progressive improvement throughout the plan years, Texas set statewide benchmarks of 12 excess SCHs in 2020; six excess SCHs in 2025; and three excess SCHs in 2030.
To ensure progressive improvement of educational attainment throughout the plan years, Texas set statewide benchmarks of 48 percent by 2020 and 54 percent by 2025.
Two-year institutions can support the effort to reach the goal of 60 percent by 2030 by strengthening connections and partnerships with local and regional organizations. Four-year institutions can help by building or strengthening similar connections.
Regional data presented here are based on residence reported on the American Community Survey (US Census).
Educating poor students remains a massive challenge in Texas.
To ensure completions improve throughout the plan years, Texas set statewide student completion benchmarks of 146,000 economically disadvantaged students by 2020; 190,000 by 2025; and 246,000 by 2030.
Questions & Contact Information
Tina Marie Jackson, PhD
District Director, Developmental Education
Phone number: 972-881-5701
Office CHEC 448
Developmental Education Website link
