Prolonging the ALP Effect March 19, 2015

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Introductions Presenters: Nora Beerline, M.A. – English Faculty John Fallon, Ph.D – English Faculty Jacob King, M.A. – English Faculty Elizabeth Fallon, M.S. – Professional & Online Tutor

Please consider texting your questions to us. 347-714-5639

Agenda Innovation Fall 2014 Outcomes Fall 2014 Interventions Our Plans

Background of our Research Jacob to introduce John and Directed Self Placement, aka our first writing “innovation”

History of Innovation at RSC Directed Self Placement

Directed Self-Placement Informed students enrolling into the writing class of their choice.

The Self-Place Process Letter sent to students prior to orientation Letter informs students about writing course options Students “place” themselves

Rationale for choosing self placement We don’t “should” on students Student ownership of college decisions begins Day One Decisions have consequences Students know what they’re ready for better than teachers who take a one- time writing assignment

Best Reason for Implementing Self Placement It’s the right thing to do. The right message (student agency) At the right time (Day One) For the right reasons (respecting that an informed student has the capacity to make a personal placement decision)

33% to 22% 26% to 33% Placement Results Grand Valley State University Rhodes (community college): 26% to 33% * John to introduce Nora who has the next section about ALP “Innovation” Our students want the support, so they signed up for Dev Writing at a higher rate than University students with the DSP option. They want the extra time on task They want more time with a teacher

New Innovation at RSC ALP (Accelerated Learning Program) *Nora starts here – ALP is the next level of innovation after DSP which was our first level of innovation.

A Discussion Question What is your definition of ALP (Accelerated Learning Program) or co-requisite enrollment? 347-714-5639

What is a Co-Requisite Model? First Semester Second Semester Developmental Courses Credit Course Traditional Model Credit Course Co-Requisite Model Developmental Courses

ALP Reduces stigma Produces stronger role models Encourages cohort effect Allows individual attention Allows time for non- cognitive issues Allows coordination of the two courses English Composition Developmental Course

Co-Requisite Model “West Virginia is quickly replacing its traditional remedial classes, which were often barriers to credit-bearing courses, with a ‘co-requisite’ approach, [which] places students into regular courses with extra supports and instruction that focus on the skills they need to pass the credit course.” (Skidmore qtd. in Kelderman 2015). Stan Jones, president of Complete College America, discussing rationale for ALP as a Best Practice: "Our point has never been to put [students] in college classes and let them fail. . . Our point is to put them in and give them support” (qtd. in Mangan 2014). Nora introduces Jacob who is coming up next.

New Innovation at RSC Solving Problems with ALP

Jenkins, et al 2010 “ALP is associated with substantially better outcomes in terms of English 101 completion…. “However, we found no evidence that ALP students’ greater likelihood of completing English 101 correlates with increased rates of college persistence or passing other college-level courses.”

ALP Persistence and Retention Non-ALP students persist to the next term and year at a higher rate than ALP students. (BCCC) Source: Jenkins, et al., 2010, Table A.4

Two Challenges #1 BCCC’s Model Works Developmental Writing transition to English Comp. However, completion success is NOT felt in other college level courses. We want that success across the board at RSC! #2 Theoretically, increased access to the instructor leads to OVER- DEPENDENCE on that instructor. Often the instructor is the ONLY RESOURCE for many ALP students.

2 CHALLENGES 1 SOLUTION Jacob and Nora to tell stories about student over dependence.

CONNECT STUDENTS TO RESOURCES …. TO CLOSE THE GAP

RESOURCES Inside of Class Outside of Class Around Campus

Fall 2014 Successes Jacob who will be doing this slide and will transition to Nora.

Success #1

Success #1 Students who finished the ALP class with a B or better passed both classes: Developmental Writing & English Composition

Placement Results for ALP First semester of ALP (Fall 2014) Nine sections of Developmental Writing • 5 ALP sections 38 total students • 4 non-ALP sections 46 total students • 38 / 84 Developmental Writing students chose ALP We offered it and student took it (ALP).

Grades by Modality Developmental Writing Students who scored “C” or better: 75% Non-ALP 76% ALP 72% Entire college Students self selected developmental and performed better than entire college curriculum. There’s something to be said for DSP. Because of self-efficacy? Because taking the class was their idea? Because they knew what class “fit” them best?

100% ALP More Results on GRADES 83% Non-ALP 100% ALP Grade B or better in Developmental Writing followed by a C or better in English Composition. Everyone who got a “B” in Dev Writing (ALP) passed English Comp with a “C” or better. Every student.

ALP is about completing courses in an accelerated manner

Success #2

Success #2 The Jenkins concern is improved Successful Completion also means SUCCESS POINTS for Rhodes

Jenkins’ Concern Improved (Persistence) Persistence to the next term (fall 2014 to spring 2015) ALP = 74% Non ALP = 74% Entire college = 79%

ALP Persistence and Retention Non-ALP students persist to the next term and year at a higher rate than ALP students. (BCCC) Source: Jenkins, et al., 2010, Table A.4

ALP’s Impact on the Ohio Community College Funding Model 50% Course Completion 25% Success Points 25% Completion Milestones

Success Points 1 pt. – Complete Developmental Math (DM) and enroll in College Math within 1 year of completing DM. 1 pt. – Complete Developmental English (DE) and enroll in College English within 1 year of completing DE. 1 pt. – Completion of 12 credit hours at the college level 1 pt. – Completion of 24 credit hours at the college level 1 pt. – Completion of 36 credit hours at the college level * Add dot for Jacob who is doing this slide.

1 Success Point for EVERY ALP Student 75% of Non-ALP DEV students enrolled in English Comp. 100% of ALP students enrolled in English Comp. 96% of ALP completers also completed English Comp.

Success #3 Nora starts here.

Success #3 Reducing overdependence on the instructor and relying more on campus resources to promote student success.

Who do you go to for help with difficult writing assignments? “Other” Examples: Internet Resources Purdue OWL Previous assignments Nora will do this slide. Shift from overdependence on friends and teacher to tutors and other resources.

Confident about earning an associate degree at Rhodes State College Started confident; stayed confident, even though some students dropped out. This confidence was “earned,” e.g., the post-testers here finished the class.

Fall 2014 Intervention Stories Nora still. Describing the tutoring we used.

Tutoring - Study Skills & Writing

Project Background – Why Tutoring? Bloom’s 1984 study demonstrated that one-on-one, face-to-face tutoring is effective. A B C D Large classroom & NO Tutoring Classroom & REGULAR Tutoring MKO = “More Knowledge Other,” e.g., Peer Tutor, Professional Tutor, E-Tutor, Instructor MKO

Tutoring 3 Methods Topics Face-to-Face Study Skills Synchronous Online Etutoring.org Asynchronous Online Innovative Educators; www.studentlingo.com Study Skills Time Management Reading Comprehension Note Taking Skills Writing Reader Response Paper Annotated Bibliography Research Paper

Katelyn’s Home Away From Home Tutoring Discussion Katelyn’s Home Away From Home

Career Services & Financial Aid * Add dot for Jacob

Scholarship Application Assignment Discussion Foundation Scholarship

Scholarship Application Assignment Discussion ALL of our ALP Dev students completed the Personal Statement as a course requirement MANY of our ALP Dev students also completed a Resume as a course requirement EIGHT of our ALP Dev students were selected to receive Rhodes Foundation Scholarships Scholarship winners were each awarded the maximum amount of $500 Nora

Peer Relationships & Non-Cognitive Discussion

Peer Relationships Discussing Math (classrooms without walls) + Pregnant student + birthday party + tattoo

Our Model of Success Going Forward

Proposed Improvements Optimized tutoring Different counseling experience

Counseling addresses a real need: Depression among students* 150,000 students surveyed in “The American Freshman: National Norms 2014” 9.5 percent “felt depressed” during the past year A significant rise over the 6.1 percent reported five years ago Those who “felt overwhelmed” by schoolwork and other commitments rose to 34.6 percent from 27.1 percent *Source: UCLA Cooperative Institutional Research Program at the Higher Education Research Institute at UCLA, NY Times, February 5, 2015

Action Items: The Fine Print Credit Hour Debate—how many hours are too many? Ghost Course registration process Partnering with Advisors

More Action Items: Proposed Improvements Increase ALP class sizes Increase the number of ALP sections Day & Evening Reduce the number of stand-alone sections of Developmental Writing Continue to allow for student choice (i.e., student agency) and maintain stand alone sections of Dev Writing. That being said, still promote, and make the most accessible, our best practice model of Dev Ed instruction (ALP).

ALP is more than increased time on task Conclusions: ALP is more than increased time on task It’s about providing resources (cognitive and non-cognitive) for students—in class; outside of class; and around campus ALP builds strong peer relationships early in the students’ academic careers ALP builds campus relationships early in the students’ academic careers

Thank You!

Continue texting us your questions and action items during the conference. 347-714-5639

Rhodes State College Information Appendix A

Rhodes Demographics 3,400 total enrollment 10 rural counties 32% male, 68% female, 88% white, 12% minorities 87% receive financial aid $43,000, median household income Age of non dual enrolled student

First-Generation Students at Rhodes Fall Semester % First Generation 2010 50% 2011 51% 2012 48% 2013 43%

Grades by delivery modalities (Fall 2014) All Rhodes courses: 72.1% of student grades were “C” or higher Grades “C” or higher for the following delivery modalities: 63.1% Online 70.3% Blended 73.5% On-campus 98.6% High-school PSEOP courses Not germane to our research, but interesting data to John. See note below Shows that our “C” or better grades in ALP are about average. What is not average is the high persistence rate for ALP students. Steve Miller has been asked to get us the data on the overall college persistence rate fall to spring.

Possible Discussion Questions Appendix B

Quick discussion How are your students placed into developmental writing classes? Compass, ACT, Accuplacer, Self-Place, Other? Are you getting what you want from your placement process?

Notes for Presentation Team (this slide will not be included in the presentation) Proposed presentation flow of project successes & key information Introductions & Review Agenda Background of our research History of Innovation at RSC = Directed Self Placement (John) New Innovation at RSC = ALP (Nora) Solving problems at RSC with New Innovation (Jacob) Describe 2 problems and solution Outline proposed interventions Fall 2014 successes Success #1 - If students finished the ALP class, they passed both classes (Nora) Success #2 - Persistence to the next term? – Addresses problem #1: Persistence (Nora) Success #3 - Student use of and attitudes about campus resources other than the instructor – Addresses problem #2: Dependence (Elizabeth) Fall 2014 intervention stories Tutoring (Elizabeth & Jacob) Scholarship Essay - Career Services & Financial Aid (Nora & Jacob) Peer Relationships & Non-Cognitive Discussions (Nora & John) Our Plan Improvements (Nora) Next steps (Jacob)