1. Coordinator of Dev. Education Reading Specialist
Carol Murphy
Coordinator of Dev. Education
Reading Specialist
Developmental education REDESIGN IN READING AND ENGLISH COURSES at barton COMMUNITY COLLEGE
Great bend campus

2. Goals for redesign Improve student learning outcomes.
Create an active, student-centered learning environment.
Create an assessment-based flexible learning mode.
Shorten the time span to complete developmental sequence.
Increase students’ self-regulated study behavior.

3. GUIDED BY RESEARCH….
After 10 years of research, the National Center for Academic Transformation reported what works and what does not work in improving student achievement in developmental courses. NCAT identified 6 principles that lead to successful course redesign:
Redesign the whole course
Encourage active learning
Provide students with individualized instruction
Build in ongoing assessment and prompt feedback
Ensure sufficient time on task and monitor student progress
Modularize the student learning experience, esp. in math

4. Options, options, options…..
Emporium model
Supplemental model
Replacement model
Buffet model
Linked model
Modularization
Mastery learning
Options, options, options…..

5. developmental levels at Barton
READING
ENGLISH
Basic - Read at or below 6th grade level, trouble distinguishing main ideas and important details, literal readers Intermediate - read at or below 8th grade level, lack college level vocabulary, trouble with critical reading skills
Basic – write at an elementary level, struggle with subject/verb and verb tense, write in incomplete sentences
Intermediate –write at a middle school level, struggle writing in complex sentence structure and with using transitions

6. Redesign for Reading Courses
Goal: To provide a format for developmental reading students to master course competencies in an individualized classroom setting allowing students to work intensively in areas of weakness and to receive immediate feedback and instruction when and where needed.

7. Content divided into manageable units
Individualized instruction
Immediate feedback
Mastery of competency required before continuing
ACE computer lab
Self- paced within PACE dates
Focused on skills needing remediation
Study skills embedded in coursework
Student begins at present level and works to improve

8. Format:
The course competencies for both levels are organized into modules with objectives, assignments in text, assignments in MyReadingLab, and anticipated deadlines.
Students initially take a diagnostic test on their reading skills and reading levels to ascertain their reading capabilities.
Based on the diagnostic results, students receive a “personalized” study plan to improve their reading.
Remediation will be provided to those who fall behind the learning schedule and corrective actions will be taken by instructors to keep students on track so that they can finish one course level within the semester.

9. Complete Using Word Parts Worksheet _________
READ Module Two
Vocabulary
Competencies: Demonstrate the ability to recognize words in context.
Utilize the dictionary as a reference tool.
Interpret a selected passage by using context clues.
Context Clues
Textbook:
Read Chapter 2 pages __________
Complete Chapter 2 Review Sheet __________
Complete Chapter 2 Mastery Tests 1 – 4 pgs __________
Online:
MRL Reading Skills: Vocabulary __________
Word Parts
Read Chapter 3 pages __________
Complete Chapter 3 Review sheet _________
Complete Using Word Parts Worksheet _________
Test on number prefixes _________
Quiz over Chapters 2 and _________
MRL Reading Level: 2 Stories (online)
Story 1 (Title and Current Lexile Level)
_________________________________________________________________
Story 2 (Title and Current Lexile Level)

10. Benefits for students Help given when and where needed
Meaningful and timely feedback
Focuses on both skill and level
Potential reduction of time to reach completion
Sense of accomplishment / progress
Emphasizes process for student success
Manageable units of study
Multiple opportunities to achieve mastery

11. RESULTS: Pass rates in Reading courses have increased.
Students are reading more in the redesign format.
Pass rates in Reading courses have increased.
Retention rates at the institution have increased.
Students are demonstrating greater gains in
reading level (lexile level) and in reading skills.
Some students are able to shorten the DE timeline
for Reading by testing out of a level.
Students are taking more initiative in completing
assignments and monitoring progress.
Positive changes in student attitudes and study
habits.

12. Redesign data COURSE BEFORE ONE YEAR AFTER CURRENT
Inter. Reading - PASS
70%
80%
86%
Basic Reading - PASS
67%
87%
Inter. Rdg – Retention
55%
65%
Basic Rdg – Retention
35%
42%
68%
Lexile level increase
@ 1 grade
No sign. gains
@ lex.
Sign. gains

13. English comp 1 WITH REVIEW
An Accelerated Learning Placement design for developmental English piloted in Fall 2015.
The design for this course, English Composition 1 with Review, incorporates the competencies from Intermediate English with those of English Comp 1. With successful completion of this 5 credit hour course, students receive transfer credit for the English Composition 1 course.

14. FORMAT FOR ENGLISH COMP 1 with REVIEW:
A student scoring in the Intermediate English range may enroll in EC1R.
Students attend a specified English Comp 1 class and meet an additional hour [2 x wk] after the EC1 class with the same instructor.
An equal number of students are enrolled in the Comp 1 class and the companion EC1R class.
The purpose of the additional two hours is for remediation of individual weak areas, guidance with writing assignments, and reinforcement of instruction from the EC1 coursework.

15. EC1R Results……
Developmental level students are succeeding at the same rate as non-developmental students.
Students are saving time and money.
Students are earning transfer credit while also receiving remediation needed.
Retention rates showing improvement.

16. Redesign data Inter. Eng - PASS Inter. Eng – Retention
COURSE
BEFORE
ONE YEAR AFTER
CURRENT
Inter. Eng - PASS
58%
Inter. Eng – Retention
48%
EC1 w/Rev - PASS NA
90%
89%
Developmental vs Nondevelopmental
pass rate
51% / NA
90% / 90 %

17. BIG Picture – all redesigns
The percent of students who tested developmental and actually enrolled in the needed DE courses has doubled. (advising and redesigned courses)
Majority of students completing dev ed sequence in 1 – 1 ½ years compared to the 2 – 2 ½ years before the redesign. Pipeline has been shortened.
Retention of low-performing students has increased from 50% to 56.3%. Better chance of completing a certificate of degree program.
Seeing positive change in student attitudes and study habits overall.

18. Integrated reading and writing
Pilot in Fall 2018
Class designed for students placing in both Intermediate Reading and Intermediate English
Competencies from IR and IE are combined
3 credit hour lecture course linked with corresponding 2 credit hour lab course
Save students cost in time and money
Reading and writing interconnected

19. Lessons learned from redesign
Don’t assume all students are comfortable with technology.
Not all students ask for help.
Provide detailed and thorough course orientation.
Students don’t do optional / self-paced has to be regulated with milestones and deadlines.
Try to address a variety of learning styles.
Don’t expect immediate results.
Expect to do some changes to make course fit your students / your institution.

20. Questions???
THANK YOU!