1. Leading from the Middle: Acceleration Reform in Three Colleges
Jennifer Brezina, College of the Canyons
Leslie Henson, Butte College
Laura Hope, Chaffey College

2. COC’s Path to Scaled Up English Acceleration
Fall 2010: Strengthening Student Success/Department Discussions
Spring 2011: Faculty Inquiry Group
Fall 2011: Department Approval and Curriculum Development
Spring 2012: Planning for Pilot
Fall 2012: Pilot Begins + CAP Training for Initial Instructors
Spring 2013-Spring 2015: Data Collection and Continued Discussions
Fall 2015: Fully Scaled Up for Initial Accelerated Course and Not Done Yet!
Removed traditional sequence and implemented second accelerated course
FIG for Co-Requisite Remediation Models
Placement Changes Ongoing

3. Acceleration Pilot (Fall 2012-Spring 2015)
Traditional Sequence
Accelerated Sequence
071
081
091
101 (Transfer Level)
071
096
101 (Transfer Level)

4. English Accelerated Program Growth 2012-15
Term
Number of Accelerated
Sections/Students
Number of Traditional
Fall 2012
9 sections
253 students
20 sections
623 students
Spring 2013
11 sections
239 students
14 sections
402 students
Fall 2013
420 students
16 sections
536 students
Spring 2014
12 sections
294 students
13 sections
343 students
Fall 2014
427 students
431 students
Spring 2015
382 students
271 students
Fall 2015
27 sections
866 students
0 sections
0 students

5. Pilot Results (Spring 2012-Spring 2014)
Traditional Path (2 levels below transfer)
Transfer-Level Completion
Accelerated Path
Asian/Pacific Islander
44% (N=120)
62% (N=84)
African American
30% (N=101)
51% (N=43)
Latino
30% (N=930)
54% (N=475)
White
35% (N=492)
61% (N=206)
Two or More Ethnicities
25% (N=53)
42% (N=38)
Overall
32% (N=1742)*
*Also includes other groups not broken out above due to small numbers
56% (N=875)*

6. Pilot Results (Spring 2012-Spring 2014)
Increased Likelihood of Completing Transfer-Level English Course for Students in the Accelerated Pathway
Asian/Pacific Islander
41%
African American
70%
Latino
80%
White
74%
Two or More Ethnicities
68%
Overall
75%

7. Growth in Transfer-Level English 2012-2015
TERM
SECTIONS OF
TRANSFER-LEVEL ENGLISH
STUDENTS ENROLLED IN TRANSFER-LEVEL ENGLISH
Fall 2012 37
1082
Spring 2013 49
1561
Fall 2013 46
1540
Spring 2014
1524
Fall 2014 52
1588
Spring 2015 50
1602
Fall 2015 58
1873

8. Current Course Sequence
For students who previously placed two levels below transfer (minimum placement score required)
For students who previously placed three levels below transfer (no prerequisite to begin in 089)
096
101 (Transfer Level)
089 (New Accelerated Course)
091
101 (Transfer Level)

9. Strategies Build coalitions of the willing – don’t be the Lone Ranger
Engage the internal objectors
Pilot, pilot, pilot
Be persistent and resilient
Work across disciplines – and areas (Student Services, Research)
Jump in and help (curriculum, teaching, research)
Use your influence where you can

10. Butte College’s Path to English Acceleration through Curricular Redesign
Fall 2010: Basic Skills and English Department members go to CAP area workshop
Spring 2011: Partnership between both departments
Reassign time for course outline and curriculum development
CAP training for teams from each department
Fall 2011/Spring 2012: Course Pilot, 2 sections each term
Slow scale-up: from 2, to 4, to 6, to 12, to 20 sections per term
Fall 2012: Implemented training program for accelerated teachers using BSI funds, based on the CAP model. We are currently planning our fourth round of training.

11. Acceleration through Curricular Redesign (Fall 2011-Present)
Traditional Sequence
Accelerated Sequence
215
217
219
119
2 (Transfer Level)
215
217
118
2 (Transfer Level)

12. English 118 Program Growth 2011-15
TERM
TRADITIONAL 2LBT COURSE/ACCELERATED COURSE SECTIONS
Fall 2011
2 sections accelerated
26 sections traditional
Fall 2012
4 sections accelerated
22 sections traditional
Fall 2013
6 sections accelerated
17 sections traditional
Fall 2014
12 sections accelerated
10 sections traditional
Fall 2015
20 sections accelerated
8 sections traditional

13. College English Completion for Accelerated vs
College English Completion for Accelerated vs. Non-Accelerated Cohorts , Fall ‘11, Spring ‘12, Fall ‘12 Cohorts
17%
37%
24%
26%
46%
79%
40%
42%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
African
American
(n=71)
Asian
(n=112)
Hispanic
(n=216)
White
(n=628)
All (n=1145)
Non-Accelerated
(ENGL 219, n=1022)
Accelerated (ENGL
118, n=123)
Source: Basic Skills
Cohort Tracker,
Chancellor's Office
Website, accessed
(Fall 2011,
Spring
2012, and
Fall 2012 cohorts)

14. Butte College’s Path to English Acceleration through Placement Reform
Spring 2011: Change in placement test accidentally results in increase in placements into college English
From 23% of incoming students, to 48%
Basic Skills and English Department members negotiate the issue
The English Department votes to go with the change (with thanks to Katie Hern for her influence!)
Fairly sudden expansion of college English sections, from 48 in Fall ‘10, to 55 in Fall ‘11, to 66 in Fall ‘12
Ongoing data analysis to show increased completion rates, equity gains

15. Completion of College English in One Year College-Wide – first-time freshman cohort
Tripled for African American students (8%  23%)
Doubled for Hispanic students (13%  27%)
Doubled for Asian students (17%  35%)
1.6 times higher for White students (23%  37%)
Old policy:
Whites’ completion nearly 3 times higher than African Americans’
New policy:
There’s still a gap, but whites’ completion now just 1.6 times higher than African Americans’

16. Strategies
Determine parameters for role in the college and act within it
Seek help from administration when necessary
Area dean helped to achieve inch-by-inch scale-up of accelerated English by meeting with the two departments
Vice President for Student Learning met with faculty from both departments to discuss concerns over scale-up
Every yard counts
Continue to work with others across differences
Bring on the data
“Your success rates didn’t go down.”
New chart every meeting.
Do not give up! Seek support from broader networks within and outside of your organization. Honey badger on!

17. Fast Track Timeline at Chaffey College
English/Reading redesign
Mathematics redesign
Fast Track grows from 100 sections to 25% of Math and English offerings 10% of total offerings
5,000 students
Fast Track “College” planned and growth to 25% of all offerings
Initiated 50 section prototype
Initiated Faculty Inquiry Team
2000 students
Findings from FIT circulated
Data shared regarding success from prototype
Fast Track offerings grow to over 100 sections—math and English run sequences
Fall 2011
Spring 2012
Fall 2012
Fall

18. Chaffey’s Journey Toward Acceleration
Acceleration as a philosophical framework at Enrollment and Success Management for two key goals
Prototype approach to design and innovation
Data collection considerations
Faculty Inquiry Team

19. Logistics and Philosophy
Compression as a form of acceleration (2 Fast Track terms) --Restructured calendar --Redesigned student/faculty behavior --Restructured grading and admissions --Re-engineer room utilization “I prefer Fast Track because it gets me my units quicker, and you make more friends this way because you have to be on top of things because you have to work in teams.”

20. Accelerated Curriculum: English
Read 450
Redesign of English/Reading curriculum from 3 pretransfer English and 6 pre-transfer reading courses to 2 pre-transfer reading/writing courses
Read 550
English 475
35% of assessments
Read 530 VS
Engl 450
Read 520
English 575
Engl 550
25% of assessments
Read 510
English 675
3% of assessments
Engl 500
Read 500

21. Accelerated Curriculum: Math
Institutional research confirms that approximately 70% of the students who take a non-credit “refresher” shift “up” 1-2 levels in their math assessment
Math 610

24. Leadership Strategies
Build an “appetite” for transformation
Prototype thinking
Build coalition with opinion leaders and champions at all levels
Secure resources for support (internal and external)
Pursue results
Create infrastructure impervious to people

25. Formulate your acceleration timeline for your college.
What are the milestones on your journey?
Where is it leading?
What are the “accelerators” that will help you to get there?
What leadership strategies would you consider “accelerators” that may help move you along?
What leadership strategies have you experienced that “decelerate” progress? How can they be avoided?