College of the Canyons’ Math PAL: Accelerating Students to Completion Presenters: Kathy Kubo, Math Faculty Pola Pardon, Student Denee Pescarmona, Dean of Instructional Support and Students Success College of the Canyons/MATH PAL presentation/BSOT Workshops 1

The Challenge: Math Pipeline Data Arithmetic Pre- Algebra Elem Algebra Int Algebra Transfer Number of students 100 ? How many survive?

College of the Canyons Math Pipeline Data Fall 2008-Spring 2011 Arith Pre- Algebra Elem Algebra Int Algebra Transfer 514/300234/178156/10891/5629/22 Survival % 58%46%/35%30%/21%18%/11%6%/4% 4% Survived

Title: Intermediate Algebra for Statistics 5 units Currently has a pre-algebra prerequisite Satisfies A.A. requirement Use OLI textbook and live data sets Meets twice a week: 2 hours 25 min in a computer lab PAL format (Math 075 combined with Math 140) meets MTWTh for 2 hours 25 min (each class is 8 weeks) Students are required to enroll in both classes at the time of registration Enter Math 075: Course Information

Comparison Results for Students Entering Two Levels Below Transfer A student’s chances of completing a transfer level math class are 25-30% (traditional Algebra pathway) 55-60% (Math 75 Accelerated Statistics) 85-90% (PAL Math 75 + Math 140 in one semester)

Math 075 (16 week) + Math 140 (16 week) doubles the success rate Math 075/140 PAL (in one semester) quadruples the success rate Current Data

Pre- Algebra Statistics Arithmetic Math Sequence ( ) Elementary Algebra Intermediate Algebra Associate Degree Transfer-level

Pre- Algebra Elem Algebra Statistics Int Algebra For Stats Arithmetic Math Sequence Int Algebra

Int Algebra Pre- Algebra Elem Algebra Statistics Int Algebra For Stats Arithmetic Current Math Sequence Moved to non-credit

Instructional Design Principles (High Challenge-High Support) Backwards design from college level courses Relevant, thinking-oriented curriculum Just-in-time remediation Low-stakes, collaborative practice Intentional support for students’ affective issues Zero-Cost OLI textbook for both 075 and 140 Computer and tutor-guided supplemental learning activities Online PAL orientation for students

Establishing and maintaining positive relationships Providing class time for students to process content & practice Providing regular opportunities for students’ metacognitive reflection Building a community of collaborators in the classroom Intrusively intervening when students show signs of struggle or disengagement. Maintaining a growth mindset approach to feedback and grading Addressing Non-Academic Causes of Failure

Two High Impact Practices for Maximum Success The California Acceleration Project CAP supports colleges to increase student completion of transfer- level English and math through evidence-based practices that reduce or eliminate students’ time in remediation. High-Leverage Practices: Transforming placement policies to broaden access to transfer-level courses and enable all students to begin higher in the sequence Contextualizing math remediation to students’ program of study -- algebra for math-intensive pathways, statistics & quantitative reasoning for others Redesigning curricula to accelerate students through remediation, including co-requisite models at the transfer- level and single-semester remedial courses aligned with the transfer-level courses in students’ program of study Personalized Accelerated Learning Back to back short term classes in Math and English. Complete 2 short term (8 week) classes in 1 semester instead of 2 full term (16 week) classes in 2 semesters. Offered in fall and spring semesters. Stay with the same instructor and fellow students as you progress. Morning, mid-day, and evening classes available (varies by semester and by campus). Complete an online PAL orientation before you can register.PAL orientation PAL classes cannot be taken separately. A student must take all classes in the cohort. Success rates in PAL are about 10% higher than the same course taught in the standard format!