CAP 2.1.1 College Success Program Champion: Cindy Martin Deans Council September 22, 2011
Team Members Core: Janice Balyeat, Dan Clark, Vikki Cooper, John Cowles, Shanna Goff, Sandy Lancaster, Raynard Ross, David Selmon, Linda Spoelman Support:Lori Cook, Jody Graves, Brian Vleim Team Advisory: Mike Vargo
Recommendation to Expand Scope of College Success Program (CSP) 2010-11 CSP was a comprehensive assessment, advising, and targeted intervention program for developmental students. Program s centerpiece was Student Success Coach model to support expanded assessment, coaching, and monitoring to move students through developmental sequence. Funding for Student Success Coach model was not approved by Budget Team (9/19/11) W/out Student Success Coaches, recommend expanding scope of College Success Program to improve alignment with College End of ACCESS. To that end, recommend changing name to the College Access Program. The College Access Program will contain original CSP activities, but will expand to incorporate all pre-college activities.
Purpose The College Access Program supports the College End of ACCESS. The purpose of the College Access Program is to minimize the barrier of educational preparation so that all members of the community have an opportunity to participate in college programs. The Program is designed to enhance collaboration and alignment across secondary schools, adult learning programs and partners, and GRCC s Academic Foundations Program to ensure that learners have the college readiness skills needed to tackle postsecondary education and credential attainment.
Goals 1. To increase rate of developmental students who complete 15 college-level credits or certification from 53% to 56% by 2014. (Sixty-four percent of non-developmental GRCC students complete 15 college-level credits.) 2. To increase rate of students from GRCC pre-college programs who enroll at GRCC by 5% by 2014. (Evaluation plan in development.) 3. To decrease rate of students in GRCC pre-college programs who enter GRCC needing developmental coursework. (Evaluation plan in development.) 4. To submit NADE Certification application by June 2012.
Focus Areas 1. Pre-college 2. College Transitions (AFP) 3. Policy 4. NADE Certification of Development Courses
Pre-College Programs GED Non-Credit ESL High School Completion Upward Bound Early College Task Force GEAR UP (proposed) Allegan County basic skills curriculum
College Transitions: AFP Assessment Review Expanded Assessment program Alignment of Developmental Math sequence Math Integrated Tutoring Fast Track Math Reading Apprenticeship Low Performing Readers Job Training Intake, Assessment, & Placement Job Training Prep
Policy Low Readers Reading Mandatory Placement Planning PY 097 Review and Placement Planning ACT Cut Score/Mandatory Placement Review & Planning Expanded Assessment and Placement
NADE Certification Developmental Courses Math English Reading
Evaluation Model (Overview) Indicator Baseline Target 2014 Course Success (Any AFP) 56% 60% Retention F-W 81% 83% Retention F-F (1 Yr) 48% 51% Retention F-F (2 Yrs) 29% 32% Retention F-F (3 Yrs) 17% 20% Completion of AFP Coursework 49% 53% Successful Completion of Gateway Course 58% 61% Completion of 15+ College Credits 53% 56% Completion of Transfer/ Degree/Certificate (4 Yrs) X% Y%
Feedback
PURPOSE CAP 2.1.1 College Access Program (Proposed) 2011/2012 The purpose of the College Access Program is to minimize the barrier of educational preparation so that all members of the community have an opportunity to participate in college programs. TEAM GED Non-Credit ESL Champion: Cindy Martin Team: Janice Balyeat, Dan Clark, Dir. of Learning Assistance (new), Lori Cook, Vikki Cooper, John Cowles, Shanna Goff, Jody Graves, Sandy Lancaster, Raynard Ross, David Selmon, Linda Spoelman, Brian Vleim. Team Advisory: Mike Vargo STRATEGY DESCRIPTION OBJECTIVES High School Completion Upward Bound PRE-COLLEGE Adult GED preparation classes with infused college- and career-readiness curriculum, support, and postsecondary advising. Classes offered at Wealthy Learning Corner. Adult non-credit ESL classes with infused college- and career-readiness curriculum, support, and postsecondary advising. Classes offered at Westside Learning Corner. GRPS High School Completion (HSC) program offered in partnership with GRCC. Classes are help at Wealthy Learning Corner and infuse collegereadiness, support, and postsecondary advising. Dual enrollment offered to eligible students. GRCC s Upward Bound Program serves 70 GRPS high school students and provides intensive educational, cultural, and service leadership opportunities for the purpose of increasing rates of post secondary success while creating positive contributors to the community. Coming primarily from Ottawa Hills and Creston High Schools, 100% of GRCC s Upward Bound students have graduated with their assigned cohort. Of that 100%, over 95% have enrolled in post secondary education the fall immediately following high school. To increase the number of GED rep students who attain the GED and enroll and persist in postsecondary education. To increase the number of noncredit ESL students who enroll and persist in postsecondary education. To increase the rate of GRPS HSC students who obtain who a HS diploma and then enroll and persist in postsecondary education. To increase the opportunities for collaboration and sharing of Upward Bound best practices across other high school-tocollege initiatives. September 22, 2011 Page 1 of 5
STRATEGY DESCRIPTION OBJECTIVES Early College Task Force Team researching opportunities to offer an Early College program in Kent County High School. The Early College is a national high school reform model, in which a college partners with a high school to blend curriculum in a supportive program, compressing the time it takes to complete a high school diploma and the first two years of college. To ensure that low-income youth, first-generation college goers, English language learners, students of color, and other young people underrepresented in higher education can simultaneously earn a high school diploma and 1-2 years transferable college credit for free. Proposed: Gear Up In partnership with GRPS and GVSU, GRCC will address the needs of 2,000 math students in GRPS middle and high schools through additional teaching staff, tutoring programs, college bridge programs, and professional development to secondary teachers. Allegan County Intermediate School District Assessment Review CAP Year 1 Expanded Assessment CAP Year 2 Partnership with Allegan County s ISD to develop an integrated collegereadiness curriculum (based on the PY 097 model) to JET training students. COLLEGE TRANSITIONS: ACADEMIC FOUNDATIONS PROGRAM A review of Cut Score and Mandatory Placement policies implemented Winter 2009. Analyzing effect on student course success and persistence compared to same population before policy implementation. A redesign of the Assessment and Placement that uses multiple measures and customized interventions. To increase the success and persistence rates of targeted students through middle and high school, to increase the high school graduation rate, and to increase the rate at which population enrolls in postsecondary education. To increase to number of welfare-to-work who attain a training certificate. To increase rate of students placed into AFP courses who succeed in AFP courses, persist into college-courses, and succeed in college-level courses. To increase AFP student course success and persistence. September 22, 2011 Page 2 of 5
STRATEGY DESCRIPTION OBJECTIVES Alignment of Math Sequence Achieving the Dream Project CAP Year 2 A curriculum review and improvement on MA 095 through MA 097 to align and standardize courses (curriculum, syllabi, textbooks, exit exams). To increase the success and persistence rates of AFP math students. To increase the success rates of math students in subsequent math courses. Math Integrated Tutoring (Previously SLA) CAP Year 2 Fast Track Math CAP Year 1 Reading Apprenticeship Achieving the Dream Project CAP Year 1 Low Performing Readers CAP Year 1 Job Training Assessment & Placement CAP Year 2 A select number of MA 095 classes integrate tutoring into the classroom, complemented by a tutoring class session on Fridays. A computer-mediated Math course that uses ALEKS software to allow AFP math students to move through developmental math courses at their own pace. The course would allow students to move through a potential of two levels of math. Fast Track is an accelerated option, customized for students who need only a brush up in their math skills. Reading Apprenticeship (RA) is a teaching model in which students of any discipline model for students their own strategies for reading complex, discipline-specific text. The RA program will begin by training AFP faculty to apply the approach to their RD, MA, EN, and PY courses. In Year Two, faculty will train faculty teaching gateway classes to model the same approach. An effort to meet the needs of GRCC students who read at below 7 th grade level. Four possible solutions have been presented to AGC for deliberation and vote. Developed because of an increase in underprepared JT students and a dropping program success rate, the department last year completed a comprehensive intake process for its applicants. JT students are now assessed upon intake by WorkKeys, and, according to score, placed directly into Job Training class, a developmental option, or community services. To increase the course success and persistence rates of students <40 on ACCUPLACER Arithmetic. To increase the success and persistence rates of AFP Math courses. To increase AFP course success rates in classes using the RA approach. To increase the success rates in RD 097 and to increase the success and persistence of students reading below 7 th grade. To increase the success rates of Job training students. September 22, 2011 Page 3 of 5
STRATEGY DESCRIPTION OBJECTIVES Job Training Boot Camp CAP Year 1 Low Readers CAP Year 2 Reading MP CAP Year 1 PY 097 Review CAP Year 1 Cut Score/Review MP CAP Year 1 Math CAP Year 3 For Job Training students who need remediation, AFP courses or a customized boot camp will be required. Work will continue this year. POLICY Policy options re <7 th grade readers pending vote at AGC: 1) make no change; 2) develop a mandatory RD 095 course linked with PY 097; 3) develop a grant-funded non-credit course in partnership with Literacy Center West Michigan; 4) refer students to community services. Review of scheduling needs for RD 097 and RD 098 to determine timeline for implementation. Implementation dependent upon resources and faculty. Plan to be established to reach an implementation date. Review and assessment of student success outcomes after implementation of PY 097 Mandatory Placement for students with 3 AFP placements. To review course success, success in subsequent course work, and persistence for students under ACT cut score change to 18. NADE CERTIFICATION Math studying effects of curricular change from MA 003 to MA 095/096/097 along with the SLA methodology. Team will analyze selfstudy data, finalize, and submit application. To increase the success rates of Job Training students. To increase the success rates in RD 097 and to increase the success and persistence of students reading below 7 th grade. To implement Mandatory Placement in RD 097 and RD 098. To assess data, finalize report, determine improvements in necessary, and determine long-term plan. To assess data, finalize report, determine improvements in necessary, and determine long-term plan. NADE Certification in Developmental Mathematics September 22, 2011 Page 4 of 5
STRATEGY DESCRIPTION OBJECTIVES Reading Reading is studying the effects of improved program coordination NADE Certification in CAP Year 3 and the Paired Reading Program. Team will analyze self-study data, Developmental Reading English CAP Year 3 9/21/11 finalize, and submit application. English is studying effects of improved coordination, SLA, and an intervention for student athletes. Team will analyze self-study data, finalize, and submit application. NADE Certification in Developmental English September 22, 2011 Page 5 of 5