Rock Valley College Developmental Math Model

Quality Consistency Flexibility Affordability Cut scores and routing methods are regularly validated. Accelerated courses require higher placement scores. Minimum competency required to start lowest course.

Mandatory testing and placement for all students scoring 17 or less on the ACT.

Students may retest once before starting the sequence and again later with a B or better in a math class. Two retests maximum.

Retests are $5. They allow students to skip courses, if merited, saving time and money. MyMathTest is used for placement test prep.

Accurate information is provided to all students in a variety of ways to ensure understanding of the program, its options, and student resources.

All entering students receive program information in orientation. All DM students receive regular in-course advising.

Students are made aware of various options and paths best suited for specific needs and learning styles.

Timely information reduces time needed to get to college level courses.

8 week modules reduce overlap of content with a gradual development and increased time on new topics to encourage mastery. Review is done in MML. Accelerated pathways exist for STEM and non-STEM majors.

Common final exam for each course. Common MML capstone assignments for each part 2 module. Combined algebra course has same book & content as beginning & intermediate algebra modules.

Every module is offered every 8 weeks. Qualifying students can take an accelerated algebra course to bypass 4 modules. 3 options exist to satisfy geometry requirement. Students can move between pathways.

Most students pass modules on their first attempt saving students tuition and time. Repeating a course costs less since students only repeat the modules needed.

Slower pacing includes mid-chapter, unit test, and final exam review. Spiral learning on homework and tests. Each course begins with review in MML of previous module. MLCS and geometry are activity based.

Common syllabi, course policies, MML courses, MML homework, pacing, and grading standards exist for all courses. Attendance and MML homework are required. Minimum of 3 MML deadlines per week.

Majority of courses are offered day and night. Many courses offered computer-assisted or online as alternatives to lecture- based, face-to-face courses.

MML access code is required and includes e-book. Tier 1 modules use same book. Tier 2 modules use same book. Custom 3-hole punched book bundles reduce costs.

Faculty and peer tutoring available. Sessions offered in RVC Math Lab on calculators and final exam prep. Individualized remediation program available to students who lack minimum skills to start DM program.

All students have access to assistance through MML help aids. The RVC Math Lab offers drop-in faculty tutoring and resources for all DM students.

Help is available online, in-person, by appointment, or on a drop-in basis. Students can get help from their instructor or another instructor in the RVC Math Lab. Pearson phone tutoring is available for all students in program.

Online help is included with MML access code. All other support services offered are free. The RVC Math Lab offers computers for online homework.

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Abbreviations: DM = Developmental math MML = MyMathLab

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MTH 097 Geometry

3 CH, 8 or 16 weeks

Geometry (MTH 097) is required for students placing into MTH 086, 088, 091, or 096S who have not passed geometry in high school. A competency test is available to bypass MTH 097.

Rock Valley College Developmental Math Flowchart

Key: CH = Credit hours MTH 115: General education math; MTH 220: Statistics MTH 100: Technical math; MTH 120: College Algebra; MTH 132: Precalculus; MTH 216: Math for Elementary Teachers

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Development of Content Basic Math Skills M-2 Beginning Algebra, Part 1 M-2 Intermediate Algebra, Part 2 M-2 Mathematical Literacy for College Students S-6 Whole numbers & positive fractions Real numbers, solving equations & Linear inequalities, 3x3 systems, Integrates numeracy, proportional reasoning, (No calculators on unit tests) inequalities, graphing linear equations variation, radicals, complex numbers, algebraic reasoning, functions, geometry, (No writing equations of lines) quadratic equations & graphs statistics, and student success content Prealgebra, Part 1 M-2 Combined Beg & Int Algebra S-6 M-2 = 2 credit module, 8 weeks in length Integers, solving basic equations, Beginning Algebra, Part 2 M-2 All content from four beginning & S-3 = 3 credit semester length course positive & negative fractions 2x2 systems of equations, polynomials & intermediate algebra modules S-6 = 6 credit semester length course (No calculators on unit tests) exponents, factoring, ratio & proportion, dimensional analysis Geometry S-3 Prealgebra, Part 2 M-2 Lines, angles, measurement, Positive & negative decimals, ratio, Intermediate Algebra, Part 1 M-2 polygons, right triangle trigonometry proportion, percent, graphing linear Factoring, rational expressions & equations, (Focus on reasoning and critical equations, geometry writing equations of lines, functions thinking with reduced focus on (Includes “just in time” review before each unit) 2 column proofs)

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Mathematical Literacy for College Students (MLCS)

The purpose of this course is to offer a new way of developing mathematical and college readiness for college level coursework. This course does not aim to recreate high school mathematics but instead offer a unique experience for the adult student. The creation of this course mimics the majors/non-majors approach that biology, chemistry, and physics use in their multiple pathways. This idea is also used with Technical Math and Business Calculus where similar content to a traditional course is developed but with particular majors in mind. Additionally, it provides STEM-bound students a new perspective and skill set than the ones provided in a traditional algebra course. Development

Developed with national group of faculty through AMATYC’s New Life for Developmental Math Carnegie Foundation and Gates Foundations along with others are funding a $14 million grant in

8 pilot schools of this course in a larger initiative called Quantway along with Statway. Course

3 – 6 credit hours (varies based on state requirements and breadth desired) Same initial placement as beginning algebra Students need prerequisite knowledge in arithmetic (whole numbers, fractions, decimals, and

percents) Content

Topics from beginning algebra, intermediate algebra, geometry, and statistics Integrated student success/college readiness content Carnegie grant schools are using materials developed through the UT-Austin Dana Center Materials are being written by Kathleen Almy and Heather Foes at Rock Valley College that

will published by Pearson Focus

Critical thinking, problem solving, reasoning, communication Mathematical maturity

Rigor

• The course can be as rigorous as needed depending on a state’s requirements. It can be equivalent to a beginning algebra course in rigor or as intense as a combined algebra course but with a different focus.

• Development in IL is more rigorous than the Quantway approach which would be equivalent in length and rigor to a beginning algebra course. The IL version of MLCS is equivalent to a combined algebra course. This difference is needed to satisfy articulation agreements since IL is a state that requires intermediate algebra for all college level courses.

Technology

• Any calculator, Excel, MyMathLab homework for skill development

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Assessment • Multiple and varied in-course assessments such as self-reflections, group activities, use of

technology, problem solving assessments, and skill assessments • Tracking assessment of students in subsequent courses (General Education Math, Introductory

Statistics, Combined Algebra, Intermediate Algebra) Instructional Design

• Each unit is integrated to develop some concepts and skills in each of the four areas: numeracy, algebraic reasoning, proportional reasoning, and functions. The goal is depth over breadth.

Effects

• The four follow-up courses listed above will not change. • Most students will take fewer semesters of developmental math. For those who change their

major, they will need 2 semesters of developmental math which is the current mean. Incorporating MLCS into a developmental math program

• Can be used as an additional course option in the program sequence for non-STEM majors • MLCS lessons can be used for once weekly face-to-face class sessions in an emporium model

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Guide to Redesigning Your Developmental Math Program Creating a system for success Kathleen Almy

Rock Valley College

Overall Where do we start? 1. Find a faculty advocate and form a task force of faculty, administrators, and student service personnel 2. Get current pass rates and other program statistics to use as a baseline 3. Read research on developmental students and math redesigns Placement Who is in your class? 1. Learn how your placement system works including routing methods through the tests 2. Get data to assess your cut scores and routing methods

3. Meet as a department and evaluate placement policies with testing center personnel 4. Institute mandatory testing and placement 5. Consider refresher/placement prep methods such as MyMathTest

Advising Are your students getting the information they need when they need it?

1. Advertise program information in key offices, online, through classes, and in new student orientation 2. Don’t rely on advisors alone 3. Assess your online registration system 4. Ensure students enrolled in special formats (online, hybrid, etc.) know what they’re getting

Courses Do your classes serve your students? 1. Consider options beyond the traditional lecture model (hybrid, online) as well as non-STEM alternatives 2. Reduce level of complexity in certain topics (factoring, radicals, exponent rules) 3. Increase problem solving, teamwork, boardwork, and talking about math 4. Slow down….cover what really matters (which is not everything!) and give time to those topics 5. Form a succinct list of objectives for every course that every instructor receives 6. Consider combined books for cost savings and reducing overlap in courses Instruction What is going on in your developmental math classrooms?

1. Form a task force of faculty to write standard policies, grading, & pacing that are acceptable to all 2. Commit to using MyMathLab consistently in terms of usage, training, & support 3. Investigate best practices for MyMathLab (required for all, regular deadlines, etc.) 4. Consider departmental final exams to serve as a common assessment of courses, not faculty 5. Develop standard syllabi for adjuncts 6. Give adjuncts a list of expectations and evaluate their performance based on them 7. Create a way instructors can share successes and strategies from their classes

Support Where and how can your students get help when they need it? 1. Require office hours of adjuncts 2. Consider faculty donated tutoring (a math lab) with resources for students including computers

Assess program, pass rates, and final exams regularly. The process of improvement never ends.

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Researching Redesigns

Online resources

Read about Achieving the Dream case schools

Use the National Center for Academic Transformation website: www.thencat.org

Visit our website: www.rockvalleycollege.edu/math

Print resources

Hunter Boylan’s What Works

NADE journals

AMATYC’s Beyond Crossroads section on developmental math

Use Guide to Redesigning Your Developmental Math Program (included)

Pearson White Papers

Networking

Talk to faculty in-state

Use other schools as models

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Lessons Learned in Redesign 1. Changes must be mandatory.

2. Comprehensive: One large change will not be enough to produce a large effect.

3. Research: Learn from mistakes of others.

4. Assessment and data are necessary throughout the process.

5. Provide support, training, and communication often in multiple ways.

6. How is as important as what.

7. Commitment matters more than funding.

8. Redesign on your terms. One size does not fit all.

Results Pass rates before redesign 48% for algebra classes 58% for geometry

Pass rates since Fall 2009 69% for modules

55-70% for Part 1 modules 60-80% for Part 2 modules

71% for combined algebra (MTH 096S) 77% for geometry (MTH 097) Final exams mirror pass rate results

Long-term tracking data shows students do better in college level courses coming from modules Maintained and increased standards established prior to redesign Real results

NOTES:

1. Results based on majority of classes using lecture with 60 - 70% of sections taught by adjuncts. 2. Pass rates determined by total number of A, B, C grades divided by 10-day roster headcount.

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Contact Information

Kathleen Almy Rock Valley College, Rockford, IL Associate Professor of Mathematics Email: kathleenalmy@gmail.com

Blog: http://almydoesmath.blogspot.com

Contains program manual and many other documents

Provides weekly updates from the MLCS pilot including pictures and videos

If you would like more information on MLCS or are interested in reviewing or class testing materials, please email me.