Smart StartDevelopmental Education Acceleration

Strategies

March 3, 2014

Our InstitutionDr. Sandy L. Robinson

Cuyahoga Community College Mission

To provide high quality, accessible and affordable educational opportunities and services - including university transfer, technical and lifelong learning programs - that promote individual development and improve the overall quality of life in a multicultural community.

Ohio’s first and largest community college 4th largest higher education institution in Ohio More than 55,000 credit & non-credit

students each year More than 144 degrees, certificates, and

university-transfer programs

Advanced TechnologyTraining Center

Lake County

EasternCampus

Geauga County

Corporate College East

Hospitality Management

Centerat Public SquareWestshore Campus

Corporate College West

Western Campus

Unified Technologies Center

Metropolitan Campus

Lorain County

Brunswick University Center

Medina County

Enrollment Data Fall 2013Cuyahoga County 82.0%Medina County 6.0%Summit County 4.0%Lorain County 1.9%Lake County 1.3%Geauga County 0.7 %

Serving Northeast Ohio

Summit County

Cuyahoga County

Our Students

Average age is 29 20% are 40+ years old 70% are in career/technical programs 80% place into Developmental math 60% place into Developmental English 70% receive financial aid

Student Diversity Eastern Campus: 36% are White; 53% are African American; 1% Hispanic; 4% Asian

Metropolitan Campus: 31% are White; 55% are African American; 5% Hispanic; 3% Asian

Western Campus: 82% are White; 6% are African American; 4% Hispanic; 3% Asian

Race Fall 2013Fall

2012 Difference  # # # %Native American 200 262 -62 -23.7Black 8,412 9,613 -1,201 -12.5Asian 779 793 -14 -1.8Hispanic 1,225 1,060 165 15.6White 15,429 16,593 -1,164 -7.0Multiracial 138 71 67 94.4Unknown 1,727 1,673 54 3.2Total 27,910 30,065 -2,155 -7.2

Retention of new students – Fall to Spring: 66%; Fall to Fall: 43%

Average time to graduation is 5.4 years for full-time students; 9.8 years for part-time students

28% enrolled in nursing/health career programsProgram of Interest 2013 2012 Difference  # # # %

Health Careers 3,975 4,209 -234 -5.6

Nursing 3,817 4,363 -546 -12.5

Business 4,970 5,425 -455 -8.4

Engineering 960 966 -6 -0.6

Public Service 1,866 2,249 -383 -17.0

AIT/ATS 701 525 176 33.5

AA/AS 8,274 8,230 44 0.5

Creative Arts Degree 1,044 1,196 -152 -12.7

Creative Arts Transfer 36 133 -97 -72.9

Certificate Programs 1,130 1,575 -445 -28.3

Other/Unknown 1,137 1,194 -57 -4.8

Total 27,910 30,065 -2,155 -7.2

Cuyahoga Community College awards approximately 2,000 degrees/

certificates each year

Involved in two national student surveys

Noel-Levitz Student Satisfaction Survey

Community College Survey of Student Engagement

Say “Hello!”Professor Rhonda Fabrizi

Step 1: Find a table with a tent card that is the same color as the card you received upon entering the workshop.

Step 2: Move to that table. Step 3: Introduce yourself to everyone at your new table. Step 4: Choose someone at your table to be the Clock Watcher, someone to

be the Speaker, and someone to be the Recorder. Hold a brief discussion of 5 minutes at your table on the following question:

What do we want most from this session?

Step 5: Your group’s Clock Watcher will tell you when five minutes is up; in the meantime, the Recorder is jotting down notes from your discussion. When time is up, the Speaker will stand and briefly summarize what your group wants from this session.

Test Prep: Mandatory Preparation before Placement Testing Sally Kurowski, Director

English and math assessments are mandatory at Cuyahoga Community College.

Mandatory Preparation before Placement Testing is an innovation to help students prepare for English and math assessment tests resulting in:

course placements that more accurately match their skills a possible reduction of unnecessary coursework a shorter developmental sequence a college-level placement for some students.

Test Prep: Placement Testing Work Team Recommendation

“The Review for Placement Testing Work Team recommends a College-designed mandatory review before placement testing. The review will be available in multiple formats: a two-hour staff-facilitated session (preferred format), an on-line session (in development), and a student self-directed session and will include:

the reason for assessment testing the importance of assessment testing general test taking tips general computer skills information specific COMPASS® test taking information English and math content review.”

Test Prep: Target Population

All students who plan to take a math and/or English course

Students wishing to take a course with a math or English prerequisite

All applicants who are currently in high school

Test Prep: Positive Impact

Impact of Test PrepFall 2011 Baseline to Spring 2014

  English Math

Term Placed into Dev Ed

Did not Place into Dev Ed

Placed into Dev Ed

Did not Place into Dev Ed

Fall 2011Baseline(pre-intervention)

65% 35% 92% 8%

Spring 2012Baseline(pre-intervention)

68% 32% 95% 5%

Fall 2012 48% 52% 90% 10%

Spring 2013 45% 55% 94% 6%

Summer 2013 35% 65% 85% 15%

Fall 2013 27% 73% 89% 11%

Spring 2014 38% 62% 94% 6%

Test Prep: What Students are Saying

“Mandatory review was very helpful and allowed me to

get my mind on track before testing.”

“Helped me realize (I was) not ready for the math test.”

“It was calming. I feel better about the test.”

“Very helpful! Thank you, Tri-C for providing this.”

“Thanks for making it mandatory. Very useful, I feel

more confident taking the test.”

The Cuyahoga Community College Test Prep Team has been awarded The Chair Academy’s 2014 Idalynn Karre Exemplary Leadership Award. This award recognizes the team’s “ability to advance academic and administrative leadership…”

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Fast Track Program Overview

What is a Math Bridge Program?

Dr. Jocelyn Ladner-Mathis, Dean of Liberal Arts, Metropolitan Campus

A two-week intensive math course to enhance and sharpen skills students will need to place and succeed in the next higher math course

• Only those students scoring in a particular range on the COMPASS® Mathematics Test are eligible for one of two bridge courses, MATH 0801 or MATH 0802.

• MATH 0801—bridge for select students placing into MATH 0910• MATH 0802—bridge for select students placing into MATH 0950• Acceleration strategies require cooperation at all levels: Faculty,

Administration, Assessment, Counseling, and Registration/Enrollment staff.

• A comprehensive exam and a retake of the COMPASS® Mathematics Skills Test determine a student’s successful completion of the course.

Fall 2013 College-wide Bridge GradesMath 0801  N %

Pass 147 64.5%

NoPass 81 35.5%

  228 100.0%

Math 0802  N %

Pass 59 55.1%

NoPass 48 44.9%

  107 100.0%

What is an english bridge program?

ENG 0900—Transition to College English

(Pass/No Pass Course) 

Two-week intensive course/boot camp to enhance and sharpen all writing skills students will need for ENG 1010 (College Composition I). From here, students will be placed based upon their writing, either in

ENG 0990, 1010/1000, or 1010.

That, and so much more…

The ENG 0900-Transition to College English/English Bridge Program:• Takes only those students scoring between 67-77 on the Writing

COMPASS Test• Takes a systematic approach to assessment and course scheduling• Requires cooperation at all levels: Faculty, Administration,

Registration/Enrollment, Counseling • Skills refresher with two weeks of intensive writing, revision, and

reflection on writing• Allows for all levels of student success in 0900• Assessment done by a portfolio and retake of COMPASS• ENG 0900 is a refresher course as well as an authentic assessment

and placement of upper-performing developmental students

• Uses 0900 as the initial entry point onto the English Fast Track!(More on this later!)

Are there enough eligible students?

Fall 2013:

1,103 Objective: All eligible students to go through the program

Tri-C’s English Bridge Philosophy

ENG 0990ENG 1010

ENG 1010/1000

The data don’t lie!Approximately 80% of all students who pass ENG 0900 are placed into ENG 1010

@ 70% = ENG 1010@20% = ENG 1010/1000

@10% = Do not pass and keep ENG 0990 placement

CALCULATING THE SUCCESS OF ENGLISH BRIDGES – Fall 2013

All Students in English Bridges (regardless of placement)

Campus# of English

Bridge CRN'S

Total English Bridge Seats

Enrolled in English Bridge

Fill Rate %Bridged

Forward to next English

% Bridged Forward

East 6 108 93 86.1% 59 63.4%

Metro 6 108 106 98.1% 88 83.0%

West 7 105 58 55.2% 48 82.8%

Brunswick 1 12 12 100.0% 9 75.0%

Westshore 2 32 22 68.8% 18 81.8%

TOTAL 22 365 291 79.7% 222 76.3%

 

 

College-wide, COMPASS Test Prep, coupled with ENG 0900, reduced placement in English Developmental Education courses from 65% in fall 2011 to 28% in fall 2013

More honest

data!

Where the bridge led…COMPASS Test

Prep

Reading COMPASS Score 0-45:

ENG 0960, Reading Improvement

Reading COMPASS Score

46-100:ENG 0980

Reading COMPASS Score46-64: ENG 0980

Reading COMPASS Score65-100: ENG 0980/0990Accelerated Program

All students take the Writing COMPASS Test

Writing COMPASS Score 0-30: Must take Reading COMPASS Test

Writing COMPASS Score 31-66: ENG 0990 OR ENG 1010/1000,

West and East Campuses

Writing COMPASS Score 31-60:

ENG 0990, Metro Campus Writing COMPASS Score 60-77: ENG 0900

(Bridge Course, ALL Campuses)

No Pass: ENG 0990

Writing COMPASS Score (78 and above)

ORPASS ENG 0900 AND

receive faculty approval: ENG 1010

PASS ENG 0900 but writing needs more

work:ENG 1010/1000

Wanna try it? Here’s how! Step 1: Determine who the stakeholders are.

Step 2: Determine COMPASS cutoff scores.

Step 3: Determine your course curriculum (see

our Tri-C ENG 0900 Sample Syllabus) and decide

days/times.

Step 4: If you build it in the schedule, they will

come!

Step 5: Create a Bridge faculty training or workshop

session.

Step 6: Ask for English faculty volunteers to vet the

students’ portfolios.

Step 7: Bridges run for two weeks.

Step 8: On the 7th or 8th day (whichever is the last

day), student writing portfolios are due.

Step 9: Enjoy life on the Fast Track!

Wanna try it? Here’s how!

Questions?

SWOT Analysis Activity Choose an acceleration strategy.

Identify the strategy’s Strengths, Weaknesses, Opportunities, and Threats.

Share your responses with the participants in your group.

Thank you!Rhonda FabriziSally Kurowski

Dr. Jocelyn Ladner-MathisDr. Sandy L. Robinson