1. Getting Started Off on the Right Foot Using Day 1 Diagnostics
Offering Blended Courses
Requiring Fewer Steps to Success
Logan Maxwell, Mathematics & Engineering Chair
Dayna Ford, Developmental Math Director

2. DAY 1 DIAGNOSTIC Advising/Placement Use in Blended Courses
Future Plans

3. ADVISING/PLACEMENT Current Practice Purpose of Diagnostic Assessment
Data
Current Practice: TSI placement, flow chart for advisors, pathways
Purpose: Discuss why Day 1, test preparedness of students
Remedial material mastered (70%) in first three weeks
Comment about changes in Spring 2017

4. DAY 1 DIAGNOSTIC DATA MATH 0340 MATH 1314 MATH 1342 Knowledge Check
Enrolled: 59
Attempted Diagnostic: 56
95% participation
MATH 1314
Enrolled: 539
Attempted Diagnostic: 495
92% participation
MATH 1342
Enrolled: 243
Attempted Diagnostic: 230
95% participation
Knowledge
Check
Initial
Successful
Completers A B C
D/F
MATH 0340
52%
59%
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MATH 1314
39%
46%
57%
44%
35%
29%
MATH 1342
62%
67%
71%
65%
54%
MATH 0340 – not enough data to see significant results

5. BLENDED COURSES
College-level math course with a lab attached
Just-in-time remediation
MATH 1314/0140
MATH 1342/0120
Current placement into courses
“Bubble Students”
Top performing MATH 0420 – Math Literacy
Low performing MATH 0340 – Transition to College Algebra
Current placement into courses
“Bubble Students”
Low performing MATH 0420 – Math Literacy
How does the diagnostic assessment apply to these courses?
Placement
Remedial material incorporated in class
Advisement for additional tutoring
How does the diagnostic assessment apply to these courses?

6. FUTURE PLANS Lessons learned Week 0 Diagnostic Advising
Lessons learned – use of remediation, technology

7. QUESTIONs

8. CONTACT US Logan Maxwell – maxwelll@grayson.edu
Dayna Ford –