1 / 30

NCTA National Conference 2012 Minneapolis A Suite Solution: Diagnostics, Intervention, & Customized Placement Sharo

NCTA National Conference 2012 Minneapolis A Suite Solution: Diagnostics, Intervention, & Customized Placement Sharon Jacobsen, Rock Valley College Deborah Anderson, Higher Education Consultant . Here’s our plan.

avital
Download Presentation

NCTA National Conference 2012 Minneapolis A Suite Solution: Diagnostics, Intervention, & Customized Placement Sharo

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Presentation Title runs here l 00/00/00 NCTA National Conference 2012 Minneapolis A Suite Solution: Diagnostics, Intervention, & Customized Placement Sharon Jacobsen, Rock Valley College Deborah Anderson, Higher Education Consultant

  2. Here’s our plan • Discuss college readiness Introduce ACCUPLACER//MyFoundationsLab Review early pilot results • Q & A

  3. Presentation Title runs here l 00/00/00 Why is college readiness important? • Because competitive, global work environments require • more of our students to succeed in college in order to • compete.   Studies have shown that about one in five students who enter high school will earn a college degree. http://advocacy.collegeboard.org/

  4. “The Complexity of College and Career Readiness” • “Unfortunately, we’ve got a real complex situation, something that’s been building for 200 years in the U.S., because we never designed our educational system to prepare everyone for post-secondary education. • We have purposely and consciously disconnected our educational systems at every level,…as the economy has changed, our social needs have changed and the structure of our society has changed, we need an aligned, connected system that creates the opportunity for all students to receive an education that enables them, if they choose to do so, to continue learning beyond high school. • That’s the heart of my definition, that’s the heart of the policy issue, • and that’s the heart of the problem at the same time.” • Dr. David Conley, CEO, Educational Policy Improvement Center (EPIC) • College & Career Readiness Symposium, April 24, 2012, Washington, DC

  5. Seeking a definition Presentation Title runs here l 00/00/00

  6. College-Readiness Benchmark Scores Presentation Title runs here l 00/00/00

  7. College-Ready Placement Scores – 2 examples

  8. Dr. David Conley’s – 4 Keys to College & Career Readiness Educational Policy Improvement Center/EPIC 2012 www.epiconline.org Presentation Title runs here l 00/00/00

  9. Readiness Study 1 – Developmental Placements at RVC, 2007-2010 Purpose(s) of study: 1) Identify # and % of students placing into developmental course(s) in English, Reading, Math Identify # and % of students placing at college-level in English, Reading, Math 2) Identify # and % of students required to take 1 subject of remediation Identify # and % of students required to take 2 subjects of remediation Identify # and % of students required to take 3 subjects of remediation Study group: All new students, all methods of placement for credit courses (ACT/SAT, ACCUPLACER &/or college transcripts) Presentation Title runs here l 00/00/00

  10. Table 1.Number/Percentage of Students Placed by Subject Presentation Title runs here l 00/00/00

  11. Table 2.Number of Students Requiring Placements in Developmental Subjects (Math, English, Reading) Presentation Title runs here l 00/00/00

  12. Readiness Study 2 – H.S. Juniors take ACCUPLACER, 2010-2011 Presentation Title runs here l 00/00/00

  13. Here’s what we found out Presentation Title runs here l 00/00/00

  14. 5 Myths of Post-Secondary Remedial Education Wellman, Jane V. and Bruce Vandal. 5 Myths of Remedial Education. Inside Higher Education, July 21,2011. Presentation Title runs here l 00/00/00

  15. “Remedial education is the 800-pound gorilla that stands squarely in the path of our national objective to increase the number of adults with a college degree. If we dispel these myths, the solutions become clear.” (Wellman & Vandal, 2011) Get H.Ed. to articulate what it means to be college-ready Implement college-ready standards in H.S. Fund remedial education programs in ways that reward student success Customize coursework to meet students’ needs Presentation Title runs here l 00/00/00

  16. Early Pilot Results

  17. ACCUPLACER/MyFoundationsLab Pilot Presentation Title runs here l 00/00/00

  18. ACCUPLACER/MyFoundationsLab Pilot Educators Presentation Title runs here l 00/00/00

  19. ACCUPLACER/MyFoundationsLab Pilot Educators Presentation Title runs here l 00/00/00

  20. ACCUPLACER/MyFoundationsLab Pilot Students Presentation Title runs here l 00/00/00

  21. ACCUPLACER/MyFoundationsLab Pilot Students Presentation Title runs here l 00/00/00

  22. ACCUPLACER/MyFoundationsLab Pilot 86% Felt their skills improved using ACCU//MFL 90% Who took the ACT felt that ACCU//MFL would help improve ACT scores 65% Explored the Study Skills section and found it helpful. 82% Felt that ACCU//MFL helped them better understand what they needed to know to be ready for college Presentation Title runs here l 00/00/00

  23. Cerritos College ACCUPLACER//MyFoundationsLab Pilot Cerritos College, a two-year institution in Norwalk, California, created a special "prep“ course using ACCUPLACER//MyFoundationsLab to help 40 students whose placement test results indicated the need for developmental course work, but who could not register as these courses were full. After using ACCUPLACER//MyFoundationsLab Presentation Title runs here l 00/00/00

  24. ACCUPLACER/MyFoundationsLab Pilot Emphasize performanceon initial ACCUPLACER diagnostic test(s) Design w/ structure & accountabilityClear completion goals Require student contact/use hours Hands-on support from teachers/tutors Incentives are critical Tie to credit/grades/rewards Re-test(s) for placement improvement Early or guaranteed course registration Tuition/program cost credit Training Buy-in & product familiarity is essential Lead staff must be well-trained in student & instructor functions (ex. tools/reports to track student progress) Presentation Title runs here l 00/00/00

  25. Lessons Learned Instructors/tutors continue to play a key role in supporting students. Instructor engagement translates to student engagement. Student feedback was extremely positive: “The best way to start college!” • Even only six weeks of engagement in the ACCU//MFL program makes a difference. • Focusing work in the arithmetic modules appears to make the biggest impact in improving math course placement. • Students can feel overwhelmed by the amount of content assigned.

  26. Other Lessons Learned: • Motivation Matters—without a meaningful incentive, students do not engage in the MFL content. The more successful pilots offered students a relevant, impactful reason to engage. • Students will opt out of anything “optional.” ACCU//MFL must be somehow integrated in the course or regularly monitored to ensure students stay on task. • Time on Task is key—a few hours here or there over a semester is not going to make a difference. Data from 4yr Pilot Institution

  27. ACCURATE Assess accurately, easily, and efficiently. ENGAGING Students receive a personalized, interactive learning experience. EASY TO USE Students and administrators will find the program easy to implement and use.

  28. Thank You!

More Related