START HERE…GET THEREHelping prepare students to successfully

navigate their academic path to completion

C3R PresentationJanuary 12, 2016

Keeps LCC’s open door OPEN!Helps underprepared students raise their skills to college level.

63% of Michigan students graduate high school below proficient level in Reading and 72% graduate below proficient level in Writing (National Assessment of Educational Progress, 2015). [http://nces.ed.gov/nationsreportcard/states/]

Orients new college students to college customs and expectations through First Year Experience.

78% of CTL students are low incomeGlobalizes LCC’s local campus through the ESOL program for International, Refugee, and Immigrant students.

The Center for Transitional Learning:

ESL Course SequencePrereq: LOEP* Average Score: 50 – 69ESOL 050: Beginning Reading and Speaking SkillsESOL 055: Grammar and Sentence Writing SkillsExit Level: N/A. Exit Competency: Grade of 2.5

Prereq: LOEP*Average Score: 70-89 or prerequisiteESOL 070: Intermediate Reading and Speaking Skills075: Grammar and Paragraph Writing SkillsExit Level: N/A. Exit competency: Grade of 2.5 in ESOL070 and 075;

Prereq: LOEP* Average Score: 90 – 104 or prerequisiteESOL 090: High Inter Reading and Speaking SkillsESOL 095: Grammar and Esssay Writing SkillsExit Level: N/A. Exit Competency: Grade of 2.5

Prereq: LOEP* average score: 105 – 120 or prerequisiteExit Level/Competencies: READ Level 4 / WRIT Level 4Grade of 3.0 or higher in ESOL 110 = READ Level 4Grade of 2.5 or higher in ESOL 115 = WRIT Level 4

Prereq: READ Level 4 (CPT 66-77)/WRIT Level:4 (CPT SS: 65-85)ESOL 120 / WRIT 117*Exit READ Level 5 / WRIT Level: 6 (College-ready) Grade of 3.0 or higher in ESOL 120 = READ Level 5Grade of 2.5 or higher in WRIT 117 = WRIT Level 6

Original Program StructureReading – Writing Course SequencePrereq: READ Level: 1 (LOEP RS: 50-89) WRIT Level: 1 (LOEP SM: 50-89)READ 100 / WRIT 100(Lab Course)Exit READ Level: 2 / WRIT Level 2(Must pass exit competency exam…3.0 required)Prereq: READ Level: 2 (LOEP RS: 90-120)WRIT Level: 2 (LOEP RS: 90-120)READ 111Exit READ Level 3 (3.0 required)

Prereq: READ Level: 3 (CPT RC: 59-65)WRIT Level: 2 (LOEP SM: 90-120)READ 114* Exit READ Level: 4(3.0 required)

Prereq: READ Level: 2 (LOEP RS: 90-120)WRIT Level: 2 (LOEP SM: 90-120)WRIT 110Exit WRIT Level 4 (2.5 required)

Prereq: READ Level: 4 (CPT RC: 66-77)WRIT Level: 4 (CPT SS: 65-85)READ 116 Exit READ Level: 5 (3.0 required)

Prereq: READ Level: 4 (CPT RC: 66-77)WRIT Level: 4 (CPT SS: 65-85)WRIT 117* Exit WRIT Level: 6 (2.5 required)

*WRIT 117 housed in English Department as of Fall 2011

Student Development* Courses

SDEV 101** – First Year Experience - 2 cr.SDEV 124* *- Techniques of Study – 2 cr.SDEV 125** Career Planning - 2 cr.SDEV 126** - Elimination of Self-defeating Behavior – 2 cr.SDEV 135* -Tools for College Success–2 cr.SDEV 121*– Exploring Your Potential – 1 cr.SDEV 118* – Stretching Your Dollars – 1 cr.SDEV 130* - Job Search Skills – 1 cr.SDEV 142* – Assertiveness 1 – 1 cr.SDEV 195* – Building Healthy Relationships 1 cr.SDEV 225* - Parenting in the Millenium – 2 cr.SDEV 169* - Women As Winners – 2 cr.SDEV 245* - Stress Prevention – 2 cr.

Student Development courses were designed to focus on personal development and enrichment. Many were offered in weekend seminar format. All SDEV classes counted as elective credit toward the General Associate’s degree.

Program name changed to Academic Experience to stress focus on college success

*Course transfers to Michigan Community Colleges

**Course transfers as general education elective to 4 of 7 Michigan universities.

Reading Program Purpose and DesignReduce Number of Levels – Increase Student Focus on Completion

Reading Level 2-3 (ACT 12-15/Accuplacer 37-65) READ 150 + ACAD 090 – Cohort groups create first-semester community

Reading Level 4 (ACT 16-17/Accuplacer 59-77) READ 170 + Co-enrollment in college-level class - Instruction in Reading Strategies contextualized to focus on reading required for college-credit class

ACAD 101 – First Year Experience recommended for students who begin Reading Level 4 and have not completed ACAD 090

Writing Program Purpose and Design:

Accelerate progress toward college-level classes

Writing Level 2-3 (ACT 12-15 / Writeplacer 2-3) WRIT 108

Increase number of contact hours to add in-class time for revision, reading, discussion, collaboration

Incorporate awareness of need for citation, documentation

Add time for experiential learning (field trips, possible service learning)

Relate to students’ career and life goals

Academic First Year – Purpose and Design

ACAD 090 – Academic Success

Reading Level 2-3 students - Co-requisite with READ 150

Enhanced First Year Experience increased emphasis on study techniques, time management, goal setting, career planning, personal responsibility as it relates to career and academic success

ACAD 101 – First Year Experience

Interdisciplinary focus on skills for academic and career success, integrating research into assignments, links to community and social responsibility, career planning, goal setting

Course introduced concept of community read (LCC One Book) to LCC

ACAD faculty and students participate in One Book activities

Build students’ capacity for college success

Streamline path to entrance to college by raising placement scores or preparing for the GED exam

Intensive, integrated-skills review

Students test at end of term – moving into credit classes or earning vouchers to pay GED exam fees

Program focuses on student success skills as well as academic skills

Foundations for Success – Purpose and Design

Learn While You Do Pilot - Spring 2016

Integrated-reading/writing – Read/Writ Levels 2-3

Enroll in cohort group combining Integrated Skills, Student Success, and co-enrollment in SPCH 110

Lowest-placing students earn college credit (LCC Core and MTA course) in their first semester

Exit with minimum Read/Writ 4 – opportunity to accelerate into full college-level enrollment in second semester

Moving Forward

Tec. Careers Pilot – Spring 2016

Integrated-reading/writing – Read/Writ Levels 2-3

Enroll in cohort group combining Integrated Skills, Student Success, and co-enrollment in Technical career course

Lowest-placing students earn college credit in certificate program

Exit with minimum Read/Writ 4 – opportunity to accelerate into full college-level enrollment in second semester

Moving ForwardTec. Careers Pilot – Spring 2016

Integrated-reading/writing – Read/Writ Level 4

Enroll in cohort group combining Integrated Skills, Student Success, and co-enrollment in Technical career course

Students earn college credit in certificate program

Exit with college-ready levels in Reading and Writing

Success to DateREAD 111/114 – READ 150+ACAD 090READ 111/114 – READ 150+ACAD 090

*All Data Includes Nelson Denny Results

1

2

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

WRIT 110-WRIT 108

WRIT 108 – 2-Level Increase W2-W4

WRIT 110 - @-Level Increase – W2-W4

- 69%

- 60%

1

2

3

4

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

56%

77%

5%

64%

READ 111/READ 114 – READ 150

READ 111-READ 114: 1-Level IncreaseREAD 111-READ 114: 2+-Level Increase

READS 150: 1-Level IncreaseREAD 150: 2+-Level Increase

Success to Date

1

2

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

READ 170 – Co-Enrolled Students

Co-Enrolled Students Earning R5 AND Passing College-Credit Class

Co-Enrolled Students Passing College-Credit Class*All Data Includes Nelson Denny Results

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

59%

51%

35%

56%

READ/WRIT 100 – Foundations for Success

Foundations for Success GED Completers

Foundations for Success – READ 2/WRIT 2

National GED Completers*

*Mulhere, K. (2015, January 20). GED Drop. Inside Higher Ed.

READ –WRIT 100 – READ 2/WRIT 2

Integrated skills courses form Learning Support Pathway to degree or certificate programs

ACAD courses targeted to cohorts in specific majors

Increased co-enrollment opportunities for ESOL students

Continued support for low-placing and GED-preparation students

Work with Director of Assessment to improve data collection

Work with Director of Assessment to improve data collection

Prior learning process to transcribe credits earned from foreign degrees, increasing and accelerating completion for immigrant-refugee students

Future Picture