Filling the Void: Developmental Education Redesigned College Readiness Summit 2016 McAllen, Texas Presentation by : Margaretha E. Bischoff, Dean for Liberal Arts and Social

Problem we faced: Developmental English and Reading to College Level completion Took READ0100 Fall 2011 134 Completed READ0100 up until Fall 2013 93 69.4% Completed READ0200 up until Fall 2013 54 40.3% Students lost 74 44% Tested out 6 4.5% Took READ0200 Fall 2011 138 Students lost 33 24% Completed READ0200 up until Fall 2013 103 77% Tested out 2 1 % Completed ENGL0100 up until Fall 2013 131 70.1% Completed READ0200 up until Fall 2013 103 77% Took ENGL0100 Fall 2011 187 Completed ENGL0200 up until Fall 2013 56 29.9% Students lost 96 51% Tested out 6 4.5% Tested Out 35 18.7% Took ENGL0200 Fall 2011 248 Completed ENGL0200 up until Fall 2013 189 76.2% Tested out 6 4.5% Tested out 1 1 % Students lost 58 23%

BASIC TSI ASSESSMENT PLACEMENT ABE (Adult Basic Education College Ready P L A C E M N T TSI Developmental Education ABE (Adult Basic Education Initial Placement Row Labels # % College Ready 115 46% Developmental 65 26% ABE 5-6 37 15% ABE 1-4 33 13% Results for 536 students after one semester 0100 instruction% College Ready 63%

Enrollment in Developmental Reading and Writing

Developmental English and Reading Initiatives Co-Requisite programs: Directed Self Placement (DSP) Puente Project NCBR and NCBW Other: Contextualization (DEI) From 3 to 2 levels TSI re-testing at the end of the lowest developmental course HB5 “Transitions” college success year

Directed Self-Placement (DSP) and NCBOs For the Bubble(Almost College Ready) Students: This initiative was designed to accelerate Developmental English students by allowing students at the high end of developmental placement to take Academic English with Web-based tutorial support. Served as a precursor to our NCBOs DSP Data: Pass rates of 57 to 71% in ENGL1301 NCBOs Data: Of those who passed ENGL1301, 57% had also passed NCBO 46% of students passed English1301 and skipped Developmental class. DSP+ helps us to rethink the purpose of assessment- tailored for specific student learning needs rather than placing students into a course sequence Rethink cut scores on placement…we can stop the practice of assuming there is clear and meaningful difference between students who are “college ready” and those that are “developmental” that is easily discernible by what is often a one-point score distinction

Since Fall 2012 For Upper level Developmental English & Reading Students: The Puente Framework Four essential components: An accelerated integrated writing /reading course through which students progress in one year to transfer to English composition. In-depth Advising of students in career and academic guidance throughout their enrollment at the college success course. Mentoring by members of the professional community, who serve as role models Professional Development for faculty is at the core of the model. There are four essential components: 1. An accelerated writing course that incorporates Latino, Mexican/American, and other multicultural authors, experience and issues, through which students progress in one year to transfer level English composition. 2. In-depth Advising that provides students with sustained, in-depth, career and academic guidance throughout their enrollment at the community college 3. Mentoring by members of the professional community, who serve as role models and support for the students’ work and progress. 4. Professional Development is at the core of the model. Data: ENGL1301 passing rates 80%-90% (vs. 60-70% in regular ENGL1301)

Until Spring 2013: ENGL0071/0081/0091 and READ 0070, 0080, 0090 Developmental English and Reading Initiative Reducing Development sequence from 3 to 2 levels For all Developmental Students and ABE levels This initiative started in Spring 2013 and provides students who place in the lowest developmental levels in Reading and English with the opportunity to complete the developmental cycle in two levels rather than three. Until Spring 2013: ENGL0071/0081/0091 and READ 0070, 0080, 0090 Fall 2013: ENGL 0100 /200and READ0100/200 Fall 2015: INRW0304 and ENGL0100 and READ0100

From 3 levels to 2: Effect on pass rates

ABE LEVELS PASS RATES There are 6 ABE Levels. Levels 3,4,5,6 are now considered “Developmental” by THECB. Year Total Students ABE Level Completed 0100 Spring 2014 31 1-4 65% (20) 68 5-6 68% (46) Fall 84 67% (56) 244 66% (160)

Developmental English and Reading Initiatives Strategies that worked: Taking ENGL 1301 after the developmental classes Taking the ENGL 1301 class with the same faculty Combining levels Re-testing at the end of lowest level developmental course Lessons Learned NCBOs participation in on-line support problematic Intensive advising and monitoring of students is the key to success Importance of TSI testing needs to be emphasized in High School and beyond Explain: Non-course based remediation should be made mandatory. Providing access to students to the web-system and allowing students to take the academic course with additional support system (tutoring, web system). Proper advising of students of their choices and monitoring of students progress by faculty is the key to success

Future Strategies Co-requisite classes in support of ENGL1301/INRW for bubble students, where regular ENGL1301 students share the learning experience with their developmental peers. Continuing Education classes (10 weeks long) that offer an opportunity for ABE level students to raise scores with the help of My Foundation Lab ESOL assessment and classes Recommend and Increase use of My Foundation Lab Explain: Non-course based remediation should be made mandatory. Providing access to students to the web-system and allowing students to take the academic course with additional support system (tutoring, web system). Proper advising of students of their choices and monitoring of students progress by faculty is the key to success Connection Entry Progress Completion Career

Developmental Education Redesigned Filling the Void: Developmental Education Redesigned Innovative Strategies in Developmental Mathematics Orlando Peñuelas QEP Coordinator Office of Student Learning

Background of TSTC in Harlingen Est. 1967 1 of 10 campuses Over 50 combined Degrees and Certificates 5,155 SCH student enrollment (FA/2015) 498 (9.7%) enrolled in DMTH 238 (47.8%) First-Time-In-College 198 (39.8%) Direct H.S. to College

Passing Rates- Developmental Math Fall 2013 Total Students Enrolled # (%) Passing (Grade A-C) # (%) Failing (Grade D-F) # (%) Withdrawn Developmental Math-0050 203 97 (48%) 69 (34%) 37 (18%) Developmental Math- 0100 312 133 (43%) 129 (41%) 50 (16%) Developmental Math- 0200 200 85 (43%) 79 (40%) 36 (17%) Spring 2014 157 78 (50%) 50 (32%) 29 (18%) 160 70 (44%) 59 (37%) 31 (19%) 75 (48%) 46 (29%) 36 (23%) Source: TSTC-Harlingen Office of Institutional Effectiveness & Research, 2014

Focus To enhance student learning and success in developmental mathematics through programming that combines proven curricula and learning strategies with innovative enrichment activities to help TSTC Harlingen students succeed in Developmental Mathematics.

Strategy Areas Curriculum and Instruction Academic Support and Student Support Services Professional Development

Impact on Student Learning and Student Success

Summary of Progress

Summary of Progress

Summary of Progress

Questions? Contact Information Orlando Peñuelas QEP Coordinator 956-364-4613 openuelas@tstc.edu Office W-101