1. Accelerated Learning Program (ALP) Start-Up Meeting

2. Accelerated Learning Program (ALP) Start-Up Meeting Philosophy “Adapt, don’t adopt” “Start small; plan large”

3. ` Data showing disappointing results developmental education

4. The Gates Foundation reports that three quarters of students placed in developmental courses do not receive a degree or certificate within four years. Data from Recent Studies placed in dev ed graduated in 4 years 25% did not graduate in 4 years 75%

5. The Community College Research Center at Columbia (CCRC) has found that “that few students referred to developmental education progress through their developmental education sequence of courses to succeed in college-level courses: within four years, only... 45 percent of students in the study successfully completed a course in college-level... English.” Data from Recent Studies placed in dev ed did not pass ENG101 in 4 years 55% passed ENG101 in 4 years 45%

6. Developmental Education Under Attack “Why should American taxpayers be expected to pay for the same education twice?” “Not everyone belongs in college.” Responses: Many of our students are returning to college after many years have passed since high school. Developmental education supports the American dream and provides the possibility of a “second chance.” Developmental education in the most democratic aspect of higher education.

8. CCBC DEMOGRAPHICS 81% of students entering CCBC test into one or more developmental disciplines 65% Dev. Writing 77% Dev. Mathematics 58% Dev. Reading  Number of credit students: 33,817  Average age: 29  Female/male ratio: 58/42%  Students of Color: 50%  Sixty-two percent work 20 hours or more per week  Full/Part Time 34/66

9. RDG 051 RDG 052 MATH 081 MATH 082 MATH 083 ENGL 051 ENGL 052 ENGL 101 ENGL 102 CCBC’s Developmental Education Courses: 90%10%

10. ENG 101ENG 052 ALP ALP

11. ENG 101ENG 052 OTHER MODELS OF ALP ALP

12. ENG 101ENG 052 OTHER ALP MODELS ALP

13. ENG 052 OTHER ALP MODELS ALP ENG 101

14. ENG 052 OTHER ALP MODELS ALP ENG 101

15. passed ENG 052 3604 65% did not pass ENG 052 1941 35% took ENG 052 Fa07-Fa10 5545 100% took ENG 101 2661 48% took no more writing courses 943 17% passed ENG 052 485 82% didn’t pass ENG 052 107 18% took ENG 052 Fa07-Fa10 592 100% took ENG 101 592 100% took no more writing courses 0 0% passed ENG 101 1829 33% didn’t pass ENG 101 832 15% passed ENG 101 438 74% didn’t pass ENG 101 154 26% took ENG 102 296 50% haven’t taken ENG 102 142 24% took ENG 102 721 13% haven’t taken ENG 102 1109 20% passed ENG 102 554 10% F, I, or W in ENG102 167 3% passed ENG 102 195 33% haven’t passed ENG102 101 17% traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 data from Cho, Kopko, & Jenkins, 2012 (CCRC)

16. Students take their developmental writing course concurrently with the credit-level writing course, rather than as a pre-requisite. The same instructor teaches the ALP course and the credit course. At least half the students in the credit English course are students who placed into credit-level writing. The ALP cohort is no more than 12 students. ALP instructors recognize the importance of paying attention to the non- cognitive issues affecting their students. The pedagogy in the ALP course is based on “backward design” from the credit course and emphasizes active learning, improved reasoning skills, engaged reading, and more effective editing skills. Critical Features of ALP—Appendix A

17. Timeline for ALP at CCBC Fall 1993 Research Study Fall 2006 Pizza Hut Meeting Fall 2007 Launch of ALP Fall 2007 Spring 2008 Five- section pilot Fall 2008 to Spring 2012 Doubling number of sections each year 2012- 2013 120 sections each semester

18. Nuts and Bolts of ALP Start-Up Adapt, Don’t Adopt Getting Started—Start Small; Plan Large – While planning, think about scaling up Building support – Use our data—more than 100 ALP schools nationally – Contact college media services/local newspapers – Administration – Advisors!

19. Nuts and Bolts of ALP Start-Up Research and Data Collection—Appendix B – Webinar for ALP teams and IR staff (TBA) – Meet face to face—be explicit Marketing to Students – Advisors! – Word of mouth Identifying ALP Faculty and Faculty Development – The challenge of full-time faculty buy-in Funding and Costs – ALP costs less per successful student than traditional dev ed classes – Reassigned time for your ALP director – Stipends for attending faculty development institutes

20. Logistics Registration Advisors Non-Cognitive Issues Student Eligibility for ALP Faculty Classrooms Computers ALP Student Privacy

21. Going Forward Post a description of ALP at your college on the ALP website: http://alp-deved.org/http://alp-deved.org/ Stay in touch and let us know what variations in our model you introduce; we may want to incorporate them, too!

22. Support Contact us: – jgallagher@ccbcmd.edu jgallagher@ccbcmd.edu – padams2@ccbcmd.edu padams2@ccbcmd.edu Visit the ALP website: – http://alp-deved.org/ http://alp-deved.org/