strategic decision making: fast tracking developmental college students

Panel• Dr. Barbara Buchanan, Instructional Dean, BELS• Deborah Ellington, Interim-Instructional Dean, TEAM• Deirdre Hayes-Cootz, DEDP Program Manager• Alison Carter, Developmental Math, Chair• Beverley Turner, Developmental English, Chair• Karen Palmer, Advisor II• Tadji Wickham, Advisor II

Strategic Decision Making: Fast Tracking Developmental

College Students

Communication Across the CurriculumWednesday, April 4, 2012

Background: DEDP Grant

What’s Working: DEDP Interventions

How are we Doing: Completion and Success Rates

Intervention: Integrated/Fast Track Courses

Intervention: Linked Courses

Intervention: THEA-IBT Retesting

Intervention: Intrusive advising

Professional Development

External Evaluations

Adult Basic Education – Welding and CNA Programs

Presentation Topics


• Developmental Education Demonstration Projects (DEDP)– 5 Texas colleges received a DEDP grant from the Texas

Higher Education Coordinating Board (THECB) in July 2010– Montgomery College is the only single-college campus to

receive funding

• Goal of the DEDP Grant: – To accelerate and encourage students’ progress and success in

the developmental sequence and support their transition into credit-bearing academic/technical certification programs or degrees

4

What’s Working: DEDP Interventions

• Interventions that are working:– ENGL 0309 Integrated Reading and Writing– ENGL 0309 Pre/Post THEA-IBT – MyReading/MyWriting Labs– Full-time DEV ED faculty– THEA-IBT Retesting – MATH 0312 – Individualized Instruction– Linked Courses– Intrusive advising

• Professional Development

• External Evaluations

What’s Working: DEDP

Interventions

How are We Doing: Completion and Success

Rates

Completion and SuccessBaseline vs. Cohort Year 1

Lone Star College SystemLSC-Montgomery

Developmental English and Math: Comparison of Completion and Success

Between 2-Year Baseline and Cohort by Subject

Summary: Baseline 2008-09, 2009-10 vs. Cohort Year 1 2010-2011

DE ENGL completion rate remained 86%, while success increased +6% in Cohort Year 1 2010-2011.

DE MATH completion rate decreased by -7%, while success increased +11% in Cohort Year 1 2010-2011.

Academic Year to Academic Year Comparison and Fall 2011

Baseline Academic Years 2008-2009, 2009-2010 Cohort: Academic Year 2010-2011 Change in Completion

Change in

SuccessSubject Enrolled Completion Success Ws Enrolled Completion Success Ws# # % # % # # # % # % # % %

DEV ENGL 3527 3019 86% 2123 70% 497 2071 1779 86% 1357 76% 301 0% 6%DEV MATH 9738 7694 79% 4532 59% 2023 5951 4278 72% 3004 70% 1740 -7% 11%

8

English & Math

Completion and SuccessFall to Fall Comparison


Developmental English and Math: Comparison of Completion and Success

Between 2-Year Baseline and Cohort by Subject

Fall 2008, 2009 to Fall 2011Fall to Fall Comparison

Baseline: Fall 2008, 2009 Cohort: Term Fall 2011 Change in Completion

Change in

SuccessSubject Enrolled Completion Success Enrolled Completion Success Ws# # % # % Ws # # % # % # % %

DEV ENGL 2039 1789 88% 1262 71% 247 1111 930 84% 731 79% 181 -4% +8%DEV MATH 5246 4295 82% 2438 58% 934 3488 2479 71% 1704 69% 1009 -11% +11%

Summary: Baseline Fall 2008, 2009 vs. Cohort Fall 2011

DE ENGL completion rate decreased by -4%, while success increased +8%.

DE MATH completion rate decreased by -11%, while success increased +11%.

9

English & Math


Completion and Success Developmental English and Math by Course

Fall 2010 to Fall 2011

Subject Course

Fall 2010 Spring 2011 Fall 2011

Enrolled Completion Success Ws Enrolled Completion Success Ws Enrolled Completion Success Ws

# # % # % # # # % # % # # # % # % #

ENGL 304 128 119 93% 97 82% 9 106 84 79% 69 82% 22 151 130 86% 106 82% 21

305 325 287 88% 213 74% 38 239 191 80% 158 83% 48 323 260 80% 194 75% 63

306 172 157 91% 102 65% 15 125 94 75% 66 70% 31 198 163 82% 122 75% 35

307 595 536 90% 406 76% 59 380 307 81% 248 81% 73 439 377 86% 309 82% 62

ENGL Total 1,220 1,099 90% 818 74% 121 850 676 80% 541 80% 174 1,111 930 84% 731 79% 181

MATH 306 1,377 1,044 76% 768 74% 333 976 645 66% 489 76% 331 1,401 1,009 72% 729 72% 392

308 1,036 748 72% 520 70% 288 1,078 772 72% 541 70% 306 1,093 766 70% 525 69% 327

310 782 548 70% 360 66% 234 760 520 68% 369 71% 240 994 704 71% 450 64% 290

MATH Total 3,195 2,340 73% 1,648 70% 855 2,814 1,937 69% 1,399 72% 877 3,488 2,479 71% 1,704 69% 1,009

Total 4,415 3,439 78% 2,466 72% 976 3,664 2,613 71% 1,940 74% 1,051 4,599 3,409 74% 2,435 71% 1,190

Completion and SuccessFall 2010 through Fall 2011

10

English & Math

Intervention: Integrated / Fast Tracked Classes

http://www.youtube.com/watch?v=FY5MZoVp9nk



• Two new, integrated courses developed:

ENGL 0302: Integrated Reading and Writing I (for fall 2012) (Dev. Writing I (0306) + Dev. Reading I (0304)

ENGL 0309: Integrated Reading and Writing II (piloted spring 2011, fall 2011, and spring 2011

(Dev. Writing II (0307) + Dev. Reading II (0305)

Each course meets four hours per week – 3 lecture; 1 hour lab

Integrated / Fast Tracked DEV ENGL

ClassesEnglish

ENGL 0309 Integrated Reading and Writing


ENGL 0309 Completion and Success by SectionSpring 2011 and Fall 2011

Section

Spring 2011 Fall 2011 Total

Enrolled Completion Success Ws Enrolled Completion Success Ws Enrolled Completion Success Ws

# # % # % # # # % # % # # # % # % #

4001 17 15 88% 8 53% 2 22 20 91% 18 90% 2 39 35 90% 26 74% 4

4003 8 8 100% 8 100% 26 23 88% 19 83% 3 34 31 91% 27 87% 3

4005 18 15 83% 12 80% 3 18 15 83% 12 80% 3

Total 25 23 92% 16 70% 2 66 58 88% 49 84% 8 91 81 89% 65 80% 10

Summary: First sections of ENGL 0309 offered in Spring 2011.

Spring 2011- 2 sections offered, 25 students enrolled. Completion rate was 92% and success rate was 70%.

Fall 2011- 3 sections offered, 66 students enrolled. Completion rate was 88% and success rate was 84%.

Spring 2012 – 3 sections offered, 45 students enrolled. Data will be evaluated in summer 2012. 13

English

ENGL 0309 - Persistence


Completion and Success ENGL 1301 by Successful Completion of ENGL 0309 in Prior Term-Spring 2011

Fall 2011

Cohort Enrolled Completion Success Ws# # % # % #

309 10 9 90% 7 78% 1Comparison 2,635 2,381 90% 1,860 78% 254Total 2,645 2,390 90% 1,867 78% 255

Question: Are we helping or hurting students via accelerated and integrated course delivery?

Response:

• Although the pilot is small, initial data appears to show that students in the accelerated courses are maintaining the same completion and success rate as those who are completing DE ENGL through separate, semester long, reading and writing courses.

14

English

15

ENGL 0309 THEA-IBT Pre/Post Scores

Summary:• 3 sections of ENGL 0309 offered Fall 2011

(Instructors- Dr. Lana Myers, Dr. Lori Hughes, and Elizabeth Pena)

• 44 students took Pre-test• 4 students tested out of DEV ENGL and were given

the option to move to ENGL 1301.• 1 of the 4 students enrolled in ENGL 1301.

• 29 students took Post-test

• 27 students eligible for incentive

• Reading score avg. increased by +18.12 points.

• Writing score avg. increased by +37.71 points.

• Skill Area improvements:• DEV ENGL instructors focused on the four skills

areas with lowest avg. scores.• Instructors collaborated, developed, and shared

lesson plans to address skill development in areas: Word Meaning, Critical Reasoning, Mechanics, and Effective Sentences.

• THEA-IBT Pre-Testing project is in progress for all 3 sections of ENGL 0309 during Spring 2012.

Word Meanin

g

Critical Reasonin

g Mechan

ics

Effective

Sentences

Reading Scale Score

Reading Skill 1 Score

Reading Skill 5 Score

Writing Scale Score

Writing Skill 5 Score

Writing Skill 6 Score

Post-test 29 231.14 67.24 68.97 245.55 64.28 55.69

Pre-test 44 213.02 59.82 56.77 207.84 57.17 51.48

English


Individualized Instruction-Math 0312: Completion1 and Success2

By Course and SectionSpring 2011

Individualized Instruction - Math 0306

Course SectionEnrolled Completion1 Success2 Ws

# # % # % #0306 4021 8 7 88% 4 57% 1

4023 8 4 50% 2 50% 44084 9 8 89% 7 88% 14086 9 7 78% 7 100% 24088 9 7 78% 7 100% 2

Total 43 33 77% 27 82% 10

1 Completion – Final grade given (student did not withdraw)2 Success (or successful completion) – Final grade A, B or C Note: This is calculated from the students who completed the course. Source: ORIE 6/20/2011WO-2983

Individualized Instruction: Spring 2011MATH 0306

Subject CourseLSC-Montgomery Math 0306 - Spring 2011

Enrolled Completion Success Ws# # % # % #

MATH 306 976 645 66% 489 76% 331

VS.

16

Math

Individualized Instruction : Spring 2011MATH 0308



# # % # % #0308 4099 10 8 80% 7 88% 2

4101 11 9 82% 6 67% 24103 12 11 92% 4 36% 14105 10 10 100% 6 60% 04107 13 12 92% 7 58% 1

Total 56 50 89% 30 60% 6





Subject CourseLSC-Montgomery Math 0308 Spring 2011


MATH 308 1,078 772 72% 541 70% 306

VS.

17

Math

Individualized Instruction : Spring 2011MATH 0310






# # % # % #0310 4077 6 4 67% 4 100% 2

4079 6 4 67% 2 50% 24081 9 8 89% 5 63% 14083 5 5 100% 4 80% 04085 4 4 100% 3 75% 0

Total 30 25 83% 18 72% 5


Subject CourseLSC-Montgomery Math 0310 - Spring 2011


MATH 310 760 520 68% 369 71% 240

VS.

18

Math

Comments• There was a distinct difference for the spring 2011 semester because the

students were NOT interviewed prior to signing up for the class. Students who signed up for the course in fall 2010 were interviewed. We feel this had a major negative impact on the spring 2011 courses as many students signed up hoping this course would not require strict attendance and would be easier than a regular face-to-face course.

• Because of the problems encountered by removing the step of interviewing students for individualized instruction Math 0312, we have moved back to this requirement for fall 2011. Two LSC-Montgomery full-time Developmental Math faculty have been designated Math 0312 interviewers. They meet with and interview all students who are interested in signing up for Math 0312.

Individualized Instruction-Math 0312: Spring 2011

Comments

19

Math

Intervention: Individualized Instruction-Math 0312 Initial

Review Fall 2011

• Above data represents the number of students who successfully completed a particular level in the individualized instruction math classes. It does not show the number of students who completed two or three levels of developmental math in one semester. Data is being analyzed and will be available mid-March 2012.

• Math 0312 was created for two different student groups: 1. Students who want to complete more than one level in one semester and; 2. Students who need more than one semester to master one level. There are some students who need more time to master the concepts and 0312 allows them to spend more time where needed so that they can master the material.

• The IPs listed can be misleading. Most students who earned an IP are the students who need extra time to master the material for one level of developmental math. Most of those students have registered for individualized instruction in Spring 2012 and will continue where they left off in Fall 2011. We are currently looking at the numbers for the students who received an IP in Fall 2011 Math 0312 in order to measure persistence/retention rates for Spring 2012 for Math 0312.

• A comprehensive data analysis of Math 0312 is currently in progress and should be completed in late spring 2012.


Math 0312 Grade Distribution by SectionFall 2011

Section 0306 0308 0310 F IP W Total# % # % # % # % # % # % #

4001 5 26% 4 21% 2 11% 1 5% 2 11% 5 26% 194007 5 26% 3 16% 5 26% 1 5% 4 21% 1 5% 194009 2 9% 8 35% 3 13% 2 9% 7 30% 1 4% 234011 2 25% 4 50% 1 13% 1 13% 8Total 14 20% 19 28% 11 16% 4 6% 14 20% 7 10% 69

20

Math

Intervention: Linked Classes

http://www.youtube.com/watch?v=OHjxzTPGNII



• Linked classes – two instructors collaborate to link assignments, readings, themes, and assessments

• Linked class options for students:– All four Dev. English classes + 1 student success

course (fall 2010; fall 2011)– 1 upper-level Dev. English reading or writing course

combined with speech, psychology, or sociology – Gateway Developmental English (Developmental

Writing II) paired with Composition and Rhetoric I (college-level English)

– Developmental Writing Review (four week course) paired with Composition and Rhetoric I (12 weeks of college-level English)

Linked Classes

English

24

• All four levels of DE English paired with College Study Skills [EDUC 1300]

EDUC 1300 with ENGL 0304, 0305, 0306, 0307

Subject CourseEnrolled Completion Successful

Completion Ws

# # % # % #EDUC 1300 17 17 100% 14 82% 0EDUC Total 17 17 100% 14 82% 0ENGL 0304 17 17 100% 17 100% 0 0305 16 16 100% 14 88% 0 0306 17 17 100% 17 100% 0 0307 16 16 100% 11 69% 0ENGL Total 66 66 100% 59 89% 0Cohort Total 83 83 100% 73 88% 0EDUC 1300 256 218 85% 171 78% 39EDUC Total 256 218 85% 171 78% 39ENGL 0305 36 30 83% 21 70% 6 0307 20 18 90% 14 78% 2ENGL Total 56 48 86% 35 73% 8Control Total 312 266 85% 206 77% 47

Control sections did not receive an intervention and were matched to cohort group on term, subject, course, non-dual credit, delivery method (FTF), time of day (Day class), and length of course in weeks.

Intervention: Linked Courses FALL 2010

Writing IWriting IIReading IReading II

andEDUC 1300

English

Intervention: Linked Courses FALL 2011

Fall 2011 : 4 Developmental English Courses + 1 College Success Course

Subject Catalog Session Enrolled Completion Success Ws# # % # % #

Cohort EDUC 1300 1 18 13 72% 12 92% 5

EDUC Total 18 13 72% 12 92% 5

ENGL 304 8W1 17 16 94% 14 88% 1 305 8W2 17 12 71% 10 83% 5 306 8W1 17 16 94% 12 75% 1 307 8W2 17 13 76% 9 69% 4

ENGL Total 68 57 84% 45 79% 11

Cohort Total 86 70 81% 57 81% 16Control EDUC 1300 1 602 484 80% 397 82% 118

EDUC Total 602 484 80% 397 82% 118

ENGL 304 1 134 114 85% 92 81% 20 305 1 257 213 83% 162 76% 44 306 1 181 147 81% 110 75% 34 307 1 351 296 84% 240 81% 55 8W1 26 25 96% 23 92% 1

ENGL Total 949 795 84% 627 79% 154

Control Total 1551 1279 82% 1024 80% 272Grand Total 1637 1349 82% 1081 80% 288 25

English

ENGL 0305*41004 with PSYC 2301*41014


Completion Ws

# # % # % #ENGL 0305 19 15 79% 13 87% 4PSYC 2301 19 17 89% 10 59% 2Cohort Total 38 32 84% 23 72% 6ENGL 0305 114 102 89% 65 64% 12PSYC 2301 549 509 93% 391 77% 40Control Total 663 611 92% 456 75% 52

ENGL 0305*41002 with SOCI 1301*41006


Completion Ws

# # % # % #ENGL 0305 21 20 95% 12 60% 1SOCI 1301 21 20 95% 12 60% 1Cohort Total 42 40 95% 24 60% 2ENGL 0305 114 102 89% 65 64% 12SOCI 1301 389 362 93% 256 71% 27Control Total 503 464 92% 321 69% 39

• Developmental English paired with college credit courses

Intervention: LinkedCourses Fall 2010 (Continued)


Reading II and Sociology

Reading II and Psychology

26

English



ENGL 0305*41005 with PSYC 2301*41015


Completion Ws

# # % # % #ENGL 0305 20 18 90% 17 94% 2PSYC 2301 20 19 95% 16 84% 1Cohort Total 40 37 93% 33 89% 3ENGL 0305 114 102 89% 65 64% 12PSYC 2301 549 509 93% 391 77% 40Control Total 663 611 92% 456 75% 52

ENGL 0307*41005 with SPCH 1311*41002


Completion Ws

# # % # % #ENGL 0307 26 23 88% 17 74% 3SPCH 1311 26 23 88% 17 74% 3Cohort Total 52 46 88% 34 74% 6ENGL 0307 254 230 91% 172 75% 23SPCH 1311 163 151 93% 125 83% 12Control Total 417 381 91% 297 78% 35

Intervention: Linked Courses Fall 2010 (Continued)


Writing II and Speech

27

English




• ENGL*0305*4017(4835)• PSYC*2301*4032(5665)

Subject Catalog SessionEnrolled Completion Success Ws

# # % # % #Cohort ENGL 305 1 16 9 56% 9 100% 7 PSYC 2301 1 17 11 65% 5 45% 6 Cohort Total 33 20 61% 14 70% 13Control ENGL 305 1 257 213 83% 162 76% 44 PSYC 2301 1 865 795 92% 632 79% 70 Control Total 1,122 1008 90% 794 79% 114Grand Total 1,155 1028 89% 808 79% 127

Summary: ENGL 0305 and PSYC 2301 Control vs. Cohort Fall 2011

Cohort ENGL 0305 completion rate was 56%, and Control completion rate was 83%.

Cohort ENGL 0305 success rate was 100%, and Control success rate was 76%.

Cohort PSYC 2301 completion rate was 65%, and Control completion rate was 92%.

Cohort PSYC 2301 success rate was 45%, and Control success rate was 79%. 28

English


ENGL 0307*41011 with SPCH 1318*41008


Completion Ws

# # % # % #ENGL 0307 23 22 96% 13 59% 1SPCH 1318 23 22 96% 15 68% 1Cohort Total 46 44 96% 28 64% 2ENGL 0307 254 230 91% 172 75% 23SPCH 1318 187 177 95% 148 84% 10Control Total 441 407 92% 320 79% 33


Writing II

and SPCH 1318

Summary: ENGL 0307 Control vs. Cohort Fall 2010



Cohort SPCH 1318 completion rate was 96%, and Control completion rate was 95%.

Cohort SPCH 1318 success rate was 68%, and Control success rate was 84%. 29

English



Writing II and SPCH 1311

• ENGL*0307*4001 (3219)• SPCH*1311*4002 (10940)

Subject Catalog SessionEnrolled Completion Success Ws

# # % # % #Cohort ENGL 307 1 23 22 96% 21 95% 1

SPCH 1311 1 23 22 96% 21 95% 1

Cohort Total 46 44 96% 42 95% 2Control ENGL 307 1 351 296 84% 240 81% 55

SPCH 1311 1 211 183 87% 145 79% 28

Control Total 562 479 85% 385 80% 83

Grand Total 608 523 86% 427 82% 85




Cohort SPCH 1311 completion rate was 96%, and Control completion rate was 87%.

Cohort SPCH 1311 success rate was 95%, and Control success rate was 79%. 30

English

ENGL 0307* 41803 with ENGL 1301* 41803


Completion Ws

# # % # % #

ENGL03071 22 21 95% 19 90% 113012 20 20 100% 17 85% 0

Cohort Total 42 41 98% 36 88% 1

ENGL0307 20 18 90% 14 78% 213012 38 36 95% 17 47% 2

Control Total 58 54 93% 31 57% 4

• Gateway Developmental English paired with college credit English courses

ENGL 0307* 41802 with ENGL 1301* 41802


Completion Ws

# # % # % #ENGL 03071 22 22 100% 19 86% 0

1301 22 19 86% 6 32% 3

Cohort Total 44 41 93% 25 61% 3ENGL 0307 20 18 90% 14 78% 2

1301 38 36 95% 17 47% 2Control Total 58 54 93% 31 57% 4



Writing II and Comp. I


31

English

• Gateway Developmental English paired with college credit English course



• ENGL*0307*4003(3232 ) (First 8 weeks)• ENGL*1301*4012(2822 ) (Last 8 weeks)

Subject Catalog Session Enrolled Completion Success Ws# # % # % #

Cohort ENGL 307 8W1 22 21 95% 16 76% 1 1301 8W2 20 19 95% 12 63% 1

ENGL Total 42 40 95% 28 70% 2

Cohort Total 42 40 95% 28 70% 2Control ENGL 307 8W1 26 25 96% 23 92% 1 1301 8W2 63 62 98% 36 58% 1

ENGL Total 89 87 98% 59 68% 2

Control Total 89 87 98% 59 68% 2Grand Total 131 127 97% 87 69% 4





Cohort ENGL 1301 success rate was 63%, and Control success rate was 58%. 32

English

Intervention: THEA IBT Re-Testing

THEA-IBT Retesting

Goal: Pay for students to retake THEA-IBT and score high enough to test out of DEV ED.

Activities: • Case managers and instructors recommend

students re-take THEA-IBT.• DEDP funds used to purchase THEA-IBT units.

Outcome: • 16 students skipped 1 DEV ED course• 2 students skipped 2 DEV ED courses• $2,862 = Total tuition savings of 18

students*• Time Saved-Opportunity for students to

enroll immediately into college level courses

Other Considerations:• Retention Rate • Operational cost savings• Cost = $812 ($29/unit * 28)

*based on in-district tuition $159 per 3 credit hours, page 39 of LSCS 2010-2011 catalog.

60

28

THEA-IBT Re-Test-ing Pilot - Summer

and Fall 2011

Referred-Did not testReferred-Tested

34

Intervention: Intrusive Advising

• Four full-time advisors (case managers)• Advisors tasks include the following general duties:

– Serve all students in general advising, registration and new student orientation– Serve all students in assigned sections of EDUC 1300

Spring 2011:– Advisors housed with Math and English faculty and work full-time on the cohort advising during

February, March, and April– Class visits in DE cohort sections – Mandatory student/advisor individual appointments – LASSI Testing and advising– Follow-up with Fall 2010 cohorts

Advisors assigned to sections of EDUC 1300Fall 2011 and Spring 2012:

– Advisors were assigned to either 6 or 7 sections of EDUC 1300 for fall 2012 (Total EDUC 1300 sections =25)

– Advising Components included working with each student to complete the following tasks:• Discussion of Academic Goals• Discussion of career goals• Development of an academic plan• Discussion of campus resources with a focus on those applicable to the student (refer is appropriate – e.g. career

counseling)• Discussion of financial resources and how to apply• Preparation for the next registration period • LASSI Testing and advising

Intervention: Intrusive Advising

36

• Graduate coursework• Texas State University, San Marcos

• Five ENGL faculty completed RDG 5320 Foundations of Literacy Instruction Summer 2010• Five ENGL faculty completed READ 5324 Content Literacy Fall 2011• Four ENGL faculty enroll in DE 5324 Teaching Learning Strategies and Critical Thinking

Spring 2012

• Kellogg Institute (Appalachian State University) July 2011• Steve Coryell attended and is currently completing Kellogg project regarding Test

Anxiety and Math Anxiety. Final paper to be submitted June 2012.

• Technology In Developmental Education (TIDE) Conference at Texas State University – San Marcos (July 2011)

• 7 faculty participated in the week-long conference.

• Professional Development Workshops• 2 DE MATH Faculty attend Complete College America 2-day meeting in October 2011

hosted by Texas State University-San Marcos• Partnered with Faculty DIG to Host Dr. Russ workshop-“Empowering Students to Succeed

Through Learning Frameworks” November 3, 2011 for all LSC-Montgomery faculty. Over 40 LSC-M faculty and administrators participated and received books and other materials to implement student success in the classroom.


38

• College Academic Support Programs (CASP) Conference• 6 faculty attend CASP conference. 4 faculty presented at CASP conference. • Dr. Lana Myers and Dr. Lori Hughes presented the ENGL 0309 course innovations. • Alison Carter and Erik Oslund presented the DE MATH innovations. • Steve Coryell and Ryanne McNeese attended and completed NADE certification.

• National Association for DEV ED (NADE) Conference, Orlando, FL on Feb. 22-25, 2012

• 5 faculty attended conference. • Alison Carter and Erik Oslund presented DE MATH innovations.

• League for Innovations – Innovations Conference, Philadelphia, PA on March 4-7, 2012

• Dr. Barbara Buchanan, Dr. Lana Myers, and Deirdre Hayes-Cootz presented DE ENGL innovations.• Karen Palmer, Magali Reyes, and Tadji Wickham presented Intrusive Advising accomplishments.

• National Institute for Staff and Organizational Development, May 27-30, 2012• LSC-Montgomery accepted to present the following:

• “Promising Practices in Developmental Education: DEDP Grant Results”• “Strategic Decision Making: Fast Tracking Developmental English Students”• “From Outcomes to Expectations: Redesigning Developmental Math for Success”


39

External Evaluations

Jane Neuburger and Texas A&M Evaluators

• April 2011 site visit with Jane Neuburger, 2011-2012 NADE President– Met with focus groups with DE Math and English Faculty– Met with focus groups with DE Math and English Students– Met with advisors (case managers)– Met with College Administration– Met with On-Campus ORIE Representative

• October 2011 – Met with Texas A&M University PPRI External Evaluation Team.

• March 2012 site visit– During the visit, Dr. Neuburger met with DE MATH and ENGL faculty, advisors,

administrators, and on-campus ORIE representative.• April 2012 – Will meet with Texas A&M University PPRI Group External Evaluation Team.• June 2012 – Jane Neuburger will complete the summative

evaluation report to submit to THECB for the DEDP project.41

Adult Basic Education: Welding and CNA

Programs

Author: Tristyn Davis , ABE-IG Program Manager

Introduction• Current Programs-Welding and CNA

– 4 CNA cohorts, 46 Participants – 3 Welding cohorts, 24 Participant

Target population 18 yrs. and olderReading TABE test 6.0 grade level or higherInterview to assess needs, barriers and interest. (needs and barriers do not disqualify a student but they must be addressed)

Recruitment/ Assessment and follow up• Recruiting

– Coordinate with local community leaders, assistance ministries, libraries, ABE partners, Churches, local business, credit advisors at Lone Star College

– Bi-Monthly information seminars• Case Management

– Intrusive advising– Tutoring– College day each semester

• Financial aid• College admissions• Credit advisor

• Follow up– Employment or pursuing more education = 80%

Certified Nurse Aide Career Pathway

Certified Nurse Aide

$11.36Employment LVN credit

classesPre LVN

admissions classes

Institutional Changes• Replicating model on other campuses.

• Transitions Committee- Creating pathways for the ABE students to College, Careers and workforce certificates.

• Instructors are cross-walking between technical and ABE field.

Successes/ Challenges• Successes

– 4 CNA cohorts (46 students)- 95 % success rate on state exam– 3 Welding Cohorts (23 students)- 74% passing rate– Advertisements on Internet sites, in newspaper, and on the radio (K-

STAR) – Transitions committee in place – Invited to implement program on other campuses– Cooperation with continuing education

• Challenges– Finding teachers – Retention of homeless coalition students

• Resolution- – higher level of advising– Working closer with counselors at homeless coalition

– Recruitment• Opening communication channels

Lessons Learned• The importance of finding and training teachers

that are willing to work outside of the traditional role.

• The importance of open communication channels and support throughout organization.

• Knowing the instructional processes.

External Evaluations:

• External Evaluator: Jane Neuburger completed a site visit in October 2011. She will visit with staff, students, and LSC-Montgomery Conroe Center in March 2012.

• Texas Higher Education Coordinating Board, Senior Program Director – Dr. Linda Munoz has requested a site visit on February 22, 2012.

• Texas State University-External Evaluation team completed a virtual site visit in November 2012 and will complete a site visit with staff and students at LSC-Montgomery Conroe Center spring 2012.

• ABE-IG project has been given an extension through May 31, 2013.

Questions?Thank you for your time!

strategic decision making: fast tracking developmental college students

Documents

cohort year

year baseline

math completion rate

comparison of completion

academic year comparison

dedp grantbackground

developmental math

dedp interventionshow