A Partnership that Works: Minnesota State Colleges and Universities and Adult Basic Education 2016 Summer Institute Wednesday, August 17 2:15pm - 3:45pm Presenters: Pakou Yang and Julie Dincau Thielman (Holds 32)

Warm-Up Activity Please work in pairs or small groups to identify 5 perceptions Adult Learners have about attending postsecondary institutions. If time allows, identify 5 perceptions postsecondary institutions have about Adult Basic Education.

Minnesota State A Quick Overview

Minnesota State 5th largest system of postsecondary institutions 31 institutions on 54 campuses Over 400,000 students Serves more than 60% of all Minnesotans

SYSTEM ORGANIZATIONAL CHART

Why Minnesota State for ABE Learners? Two-year technical and community colleges offer an array of certificates that do not take four years to acquire. Open admissions policy Transferable credits Strong Connection to the labor market Affordable

Minnesota State Course Placement Possible Future Changes

Assessment for Course Placement Board Policy 3.3 and System Procedure 3.3.1 Assessment for Course Placement Policy System-endorsed placement instrument: Accuplacer Scores for college-level reading, writing, and mathematics Exemptions: validation period, college-ready ACT scores, other assessments, prior postsecondary Assessment for Course Placement Committee (ACPC)

Assessment for Course Placement: This past 2015-2016 year Multiple Measures Validity Studies to Confirm Student Success Faculty Perceptions and Activities for Course Placement Testing & Retesting Campus Policies and Practices Encourage pilot studies that examine the effect of using a variety of placement measures; present data and results at ACPC to help shape future system-wide efforts in course placement

Assessment for Course Placement: Upcoming 2016-2017 Explore multiple measures and non-cognitive assessments Refine testing & retesting procedures and practices Course Placement for Success Summit: Collaboration between Dev. Ed. and Placement Testing

Developmental Education Workgroup Increase of student success in developmental education and success into college-level courses Transferability of developmental education courses and course sequences Innovations to support student success in developmental education

Developmental Education Informational Interview Executive Summary The results are in!

Executive Summary

Executive Summary (Cont’d)

Executive Summary (Cont’d)

Executive Summary (Cont’d)

Executive Summary (Cont’d)

Executive Summary (Cont’d)

2014 ABE/Minnesota State Classes What type of ABE on-going services/classes do you offer at this Minnesota State co-location site? Answer Options Response Percent Response Count College Preparation 67.4% 29 ACCUPLACER Prep 60.5% 26 Reading 72.1% 31 Math 74.4% 32 ESL 39.5% 17 GED Testing 34.9% 15 Integrated classes (ABE and College Classes) 46.5% 20 Writing 62.8% 27 Lifeskills Other (please specify) 19

Updates Miscellaneous Topics

Ability-to-Benefit (2016 Change) Public Law 114-113 amended the definition of an eligible career pathway program for purposes of Title IV aid eligibility under section 484(d)(2) of the HEA to align with the definition of career pathway in section 3 of the Workforce Innovation and Opportunity Act (WIOA) (29 U.S.C. 3102(7)).

Ability-to-Benefit (Cont’d)  Effective July 1, 2015, students without a high school diploma or its equivalent may be eligible for federal financial aid via the Department of Education-approved exams or the six college credit option, but only if students are enrolled in an “eligible career pathway program.” Within Minnesota State, System Procedure 3.4.1, Subpart E articulates that the approved ATB exam is the Accuplacer. The approved passing scores on the Accuplacer are as follows: Reading Comprehension (55), Sentence Skills (60), and Arithmetic (34). A student must attain passing scores on all three tests in order to be admitted under the provision in Board Procedure 3.4, Part 3.

GED® College Ready + Credit Performance Level 4: GED® College Ready+Credit (Scaled Scores 175 - 200). Recommendation: A student who scores in the range of 175 - 200 Scaled Score points in any given content area of the test has demonstrated skills reflective of the appropriate content, scope, and rigor for college credit recommendations. Students can be waived from all developmental education requirements or courses at their post-secondary institution upon entry. http://www2.acenet.edu/credit/?fuseaction=browse.getOrganizationDetail&FICE=1008367

Credit for Prior Learning Types of CPL: AP, IB, CLEP examinations Other national standardized exams, such as NOCTI, TECEP, NYUFLP, DSST, DANTES Portfolio review Credit by exam/course specific exams Currently revising Board Policy and System Procedure

Articulation Agreements Local agreement between a high school and a postsecondary institution (or consortium of institutions) Students successfully completes a pre-agreed to curriculum and after admission to that particular institution(s), the successful completion is recognized through full or partial course credits, course waivers, or other https://ctecreditmn.com/articulated-college-credit.php

Thank you for attending! Pakou Yang Julie Dincau System Director of P-20 and College Readiness Academic and Student Affairs Minnesota State 30 East 7th Street, St. Paul, MN 55101 o: 651-201-1760 | www.mnscu.edu Adult Basic Education Transitions Specialist Office of Career and College Success Minnesota Department of Education 1500 Highway 36 West Roseville, MN 55113-4266 0:651-582-8681 education.state.mn.us