UPDATE ON PILOT PROJECTS FOR REMEDIAL EDUCATION AT IVY TECH Dr. Marnia Kennon, Vice Provost for Academic Affairs Dr. Don Doucette, Provost Indiana Commission for Higher Education June 12, 2009

Remedial Education At Ivy Tech: A Snapshot

The Lilly Endowment Remediation Grant: Overview  $1.6 million, received in 2006  Supported pilot projects: 7 pilot projects across 5 regions: 5 accelerated, 2 workplace  Purpose: To develop models of instruction that shorten the amount of time students need to complete remedial coursework.  Strategies: 8-week compressed delivery, dedicated tutoring, online accelerated remediation, intensive workshops, case management

Lilly Project: Accelerated Remediation Pilots  Grant funds supported focused investments: tutors and case managers equipment new tutoring labs professional development curriculum redesign and delivery

Accelerating Remediation: Ivy Tech Kokomo Pilot Project  Higher-scoring students needing remediation referred to small, three-week classes, then re-tested  Individual instructional plans developed to address students’ individual weaknesses  Faculty member acted as a facilitator  65 % of all students who completed the workshop tested out of at least one remedial course

“Compressing” Remediation: Ivy Tech Fort Wayne  Accelerated, 8-week course pairings: two remedial reading courses in one semester, for example  Case manager screened and advised students  Professional development for faculty around instructional effectiveness in a compressed format  Overall higher success rates; affinity cohorts showed even higher persistence rates from lower to higher remediation courses

The Joyce Foundation Grant: Shifting Gears in Indiana  $1 million, received in 2006 –College for Working Adults, Indiana Chamber of Commerce Report Card, Indiana Data Sharing Agreement Project, Embedded Skills Pilots ($425,000)  Purpose of Embedded Skills pilots: To develop models for contextualization of basic skills in academic and workforce credentials  5 embedded skills pilots across 4 instructional regions

Shifting Gears: Ivy Tech Columbus  Collaborative effort with Cummins  Non-credit offering for employees combining MSSC Certification and developmental reading, writing, mathematics  Twice a week, four hours a day, for 50 sessions across 8 months; morning shift went to night classes; night shift went to morning classes (12 hour days)  50% completion rate; several subsequently enrolled in college classes

Shifting Gears: Ivy Tech Evansville Strategy: Early Childhood Education and Developmental English Objective: Child Development Associate certificate while strengthening their reading and writing skills Reading and writing remedial skills embedded into four early childhood education classes; early childhood faculty working with remedial faculty Year-long program Results: The percentage of students who opted to pursue an academic credential beyond the CDA certificate rose from 43% to 65% after the implementation of the pilot. Program- readiness increased by 13% in writing and 22% in reading.

Major Lessons Learned  Alternative systems of remediation can result in higher completion and persistence rates.  Intensive support systems through tutoring, more fulltime faculty, & more advisers contributes to greater success.  Case management – full-time faculty or student affairs staff working one-on-one with at-risk students -- is critical in remedial and developmental education, and deserves strong funding consideration.

Major Lessons Learned (cont.)  Curriculum development and professional development are essential elements in revamping remedial education.  Contextualizing basic skills requires significant time, effort, and collaboration between developmental educators, career and technical faculty, and workforce partners  System staff monitoring and evaluating structures and processes contributed substantially to the success of the recent remedial projects.

Bringing to Scale for As a result of the Lilly and Joyce remediation grants, Ivy Tech is –Scheduling more remedial classes into 8 week/8week sequences. –Encouraging retesting upon completion of first-tier developmental courses in math, reading, and writing so that students can decrease the amount of time spent in remediation. –Revising the developmental math sequence and placement procedures to allow for multiple pathways toward program- readiness and to shorten the amount of time students spend in remediation.

Bringing to Scale for 2009 – 10 (cont.) As a result of the Lilly and Joyce remediation grants, Ivy Tech is –Integrating design and delivery of remedial education with academics and workforce education –Developing a greater awareness of how institutional practices in areas such as advising and placement testing impede or facilitate retention, persistence, and graduation rates. –Improving progression of students needing remediation –Gaining a greater appreciation for data analysis and its role in shaping policies and supporting in-flight corrections.