Basic Skills Tracker Webinar- Final

8/2/2019 Basic Skills Tracker Webinar- Final

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Deborah HarringtonKatie Hern

Myrna HuffmanCraig Hayward

A collaboration of 3CSN,

The California Acceleration Project,

the Chancellors Office, the RP Group, and the

Community College League of California

How Many Students Make it throughCollege English & Math on Your Campus?

Webinar: Basic Skills Progress Tracker

March 7, 2012


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BASIC SKILLS PROGRESS TRACKER

Provides faculty easy, immediate access to cohortdata on student progress through course

sequences at their college

Beta version available now through statechancellors DataMart system


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Todays Demonstration

Yuba College, Fall 2008-Spring 2011 English Writing, 4 levels below English Reading, 4 levels below

Cuyamaca College, Fall 2008-Spring 2011 Mathematics, 3 levels below

Basic Skills Progress Tracker


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CALIFORNIA ACCELERATION PROJECT

Supporting Californias 112 Community Colleges

To Redesign Developmental English and Math Curricula

And Increase Student Completion

An initiative of

the California Community Colleges Success Network (3CSN),with support from the Walter S. Johnson Foundation,

LearningWorks, and Scaling Innovation, a project of

the Community College Research Center funded by the

William and Flora Hewlett Foundation

http://cap.3csn.org/

For more information, contact Katie Hern

[email protected]


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California Acceleration ProjectBottom Line Principle

Increasing student completion of transferablegatekeeper courses in English and Math requires

shortening our pipelines and eliminating the exit

points where students are lost.


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FLEXIBLE MODELS FOR

IMPLEMENTATION

Yuba College

Piloted different models of acceleration in2011-12: integrated reading and writing within

levels, combined levels

Shortened their developmental sequence from 4levels to 2

Faculty working collaboratively to integratereading and writing for redesigned classes


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FLEXIBLE MODELS FOR

IMPLEMENTATION

Fullerton CollegeTeaching to Help Students Skip Directly to College Level

The course two levels below college English is being taught to

the outcomes of the course one-level below, with a pre-

requisite waiver mechanism enabling students with sufficientmastery to advance directly to college English.

Pasadena City CollegeOpening up the Course One-Level Below College English

Students who placed two levels down in the existing sequence

are able to enroll in the course one level below (10 of the 25seats in pilot sections reserved for this group).


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FLEXIBLE MODELS FOR

IMPLEMENTATION

Pre-Statistics courses as alternative to 3-4 coursealgebra sequence

Los Medanos College

Berkeley City CollegeCity College San Francisco

College of the Canyons

Cuyamaca College

Diablo Valley College

Moreno Valley College

Riverside City College


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USING THE TOOL:COMPARING ACCELERATED & NON-ACCELERATED

COURSES

Fall 2006 Cohorts

Data from the Basic Skills Progress Tracker, Data Mart, California Community Colleges Chancellors Office.Students are followed for three years from their first enrollment in a basic skills English course (English101A or 102) and tracked for all subsequent enrollments in English, including repeats.

Students completing college English: 33% Students completing college English: 56%

Fall 2006 Cohorts


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USING THE TOOL:TRACKING SUCCESS AND PERSISTENCE RATES

THROUGH THE PIPELINE

Chabot College, Fall 2006 CohortNon-Accelerated Sequence (Eng 101A-B-1A)

Pass two-levels below 66%

Enroll in one-level below 93%

Pass one-level below 75%

Enroll college-level 91%

Pass college-level 78%

Overall Cohort Completion Rate(Multiply all percentages together) 33%


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USING THE TOOL:

TRACKING SUCCESS AND PERSISTENCE RATES

THROUGH THE PIPELINE

Chabot College, Fall 2006 CohortAccelerated Pathway (Eng 102-1A)

Pass one-level below 74%

Enroll college-level 90%

Pass college-level 85%

Overall Cohort Completion Rate(Multiply all percentages together) 56%


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USING THE TOOL:

DISAGGREGATING BY ETHNICITY


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HANDS-ON PRACTICE

Go to the California Acceleration Project websitehttp://cap.3csn.org

Click on Getting Started Click on Step Two for a link to the tool

Start playing with the tool and send us yourquestions as they come up


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GETTING ADVANCED

Look at the data disaggregated by ethnicity toanswer the question:

Are certain groups of students disproportionatelyplaced into your lowest levels? Certain groupsdisproportionately placed into the higher levels?

Click on Advanced Data Layout

Check the box for Ethnicity


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TROUBLE-SHOOTING

Instructions will soon be available on the DataMart 2.0

In the meantime, a guide to using the tool isavailable on the 3CSN website (http://3CSN.org)

Common issues include finding courses that arenot coded at the proper level.

You can use the Course Details query on theData Mart 2.0 to explore the CB21 (levels

below) coding of your courses and then work with

your local instruction office and MIS specialists to

fix the coding and re-submit the data to the CO. http://testsite.cccco.edu/ccccodatamart/Courses/

Course_Details.aspx


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JOIN THE MOVEMENT

Connect with the California Acceleration Project tohelp more of your students make it through

transferable courses in English and Math

http://cap.3csn.org


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CALIFORNIA ACCELERATION PROJECT

More than 90 California community colleges haveparticipated in workshops and presentations to date

Faculty from 19 colleges are part of the 2011-12Community of Practice in Acceleration

Three in-person curriculum and pedagogy workshops

Ongoing coaching from Katie Hern & Myra Snell

Approximately 100 new accelerated English and pre-

statistics sections offered at these colleges in 2011-12

Applications are now available for the 2012-13Community of Practice, deadline March 30


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COMMUNITY OF PRACTICEIN ACCELERATION

Eligibility Criteria

Applications available http://cap.3csn.org

Deadline: March 30

Offer at least 2 accelerated sections in 2012-13 Reduce the length of developmental sequence Eliminate exit points Use backwards design to develop accelerated curricula

engaging students in the same content, skills, and habits of

mind required in the college-level course

Use just-in-time remediation instead offrontloadingdiscrete sub-skills

In Math, offer a pre-Statistics alternative to the traditionalAlgebra sequence for students in non-STEM paths


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CONNECT TO THE

NETWORK

Join us for other events contextualizing the cohort tracking

tool in support of high impact student success initiatives:

March 29 & 30th BSI Coordinators Event w/Mark Lieu

Holiday Inn, Ontario

April 12 & 13th BSI Coordinators Event w/Mark Lieu

Woodlake Hotel, Sacramento

April 27th Math Pathways: Designing for Success w/JuliePhelps Pierce College, Woodland Hills

June 3-7th BSILILeadership for Curricular & Institutional

Transformation UCLA Conference Center, Lake Arrowhead


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CONNECT TO THE

NETWORK

To register for these and other regional and communityof practice events, go to:

our website @http://3csn.org/our calendar @ http://3csn.org/events/.For more information on pending events,

email [email protected]

All Events are Free!

Basic Skills Tracker Webinar- Final

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