Beyond the Pilot Stage: Supporting Faculty to Expand Successful Accelerated Courses

1. Beyond the Pilot Stage: Supporting Faculty to Expand Successful Accelerated Courses National Conference on Acceleration in Developmental Education June 24-26, 2015

2. Brought to you with the Support of The California Acceleration Project Supporting California’s 112 Community Colleges To Transform Remediation and Increase Student Completion and Equity http://cap.3csn.org The California Acceleration Project is an initiative of 3CSN, The California Community Colleges’ Success Network, with funding from the state Chancellor’s Office. Additional support is provided by the California Education Policy Fund and LearningWorks. Katie Hern& Myra Snell, Co-Founders

3. California Acceleration Project’s Community of Practice • The California Acceleration Project’s Community of Practice is an extended professional development program, led by Katie Hern and Myra Snell, that brings together faculty from colleges across California who are piloting accelerated courses in English and Math for a year of training and practical support in the theories and practices of accelerated teaching. • All of California’s 112 community colleges have participated in workshops and conference presentations to date, and 59 colleges are receiving in-depth training and coaching to offer new accelerated English and pre-stats courses through the community of practice.

4. Presenters • Butte College: Leslie Henson, CAP Cohort 1 • Fullerton College: Jeanne Costello and Kim Orlijan, CAP Cohort 1 • Irvine Valley College: Summer Serpas, CAP Cohort 2 and 4; Leadership in Training program Cohort 5

5. Objectives Session participants will: • Learn about professional development strategies for supporting early adopters as they implement accelerated English curriculum in the pilot phase. • Learn about three training models for supporting faculty as departments scale up acceleration efforts. • Practice selected training activities for familiarizing faculty with particular practices of accelerated pedagogy.

6. Model of Curricular Redesign Butte New Course, English 118 • One semester, 4 units (with an additional unit of load credit for instructors) • Students who assess at two levels below transfer can take this course and go into transfer English if successful

7. 118 Accelerated Course 4 units 215 4 levels below (4 units) 217 3 levels below (3 units) 2 Transfer Comp 219 2 levels below (4 units) 119 1 level below (3 units) Model of Curricular Redesign Butte 2 sections in Fall of 2011 20 sections in Fall of 2014

8. Model of Curricular Redesign Fullerton: • Pilot: We offered 4 or 5 sections of the course 2 levels below transfer with accelerated pedagogy Spring 12 to Spring 14; students skipped to Freshman Composition (100) if successful. • New Course: Open access, one semester, 5 hours/4 units: we offered 9 sections in Fall 2014 and 17 sections in Spring 2015. 60 39 59 100 99

9. Model of Curricular Redesign Irvine Valley College Traditional Sequence Accelerated Sequence • Piloted two sections of the experimental course in Fall 12 and Spring 13. • Slow expansion from Fall 13 to Spring 15 with training program. • Currently, we are preparing for our first major scale up in the fall. We will have 14 sections and train 7 new instructors. We are also decreasing our offerings of our traditional track by 2/3

10. Supporting Innovation in the Pilot Phase California Acceleration Project Community of Practice: • Three weekend institutes • Ongoing coaching from instructors who have already offered accelerated courses • Support via conference calls and emails • Online platform for sharing resources

11. Supporting Innovation in the Pilot Phase Campus Communities of Practice: • Shared curriculum • Shared materials and assignments • High degree of collaboration • Frequent meetings • Constant email communication • Portfolio grading • Classroom observations California Community Colleges’ Success Network

12. How did the support help the innovation to flourish? • Support allowed the courage to experiment/fail • Quick improvement cycle • Shared bank of innovative ideas to draw from

13. Training Design • CAP CoP Influences • Pedagogical principles • Instructional Cycle • Thematic readings/course design • Sharing student work • Campus CoP Influences • Classroom observations • Ongoing support and collaboration • Shared curriculum and activities

14. Training Components Butte • Four, three-hour meetings before teaching 118 • Six hours of classroom observations required before teaching course • Participation in portfolio grading required before and while teaching course • Informal partnerships while teaching course • Blackboard site with training/curricular materials; new site with new curriculum in process.

15. Training Compensation Butte • We have gone through 3 cycles of training and will be starting our fourth in January • Participants are paid BSI funds at mandatory meeting rate ($16/hour) • Trainers not paid until third time; stipend for fourth training round is $1,000

16. Training Curriculum Butte • Theory and design of accelerated courses • Reading cycle • Writing process and growth mindset feedback • Practices for addressing the affective domain

17. Training Components Fullerton • Four-day (6 hours each day) summer training • Two required classroom observations in fall semester • Participate in portfolio grading • Mentoring to support course design • Course-planning meeting before teaching semester

18. Training Compensation Fullerton: Summer 2014 18 Participants (5 full-time and 13 adjunct) • Paid stipends from BSI funds ($20.00 per hour for total of 24 hours) • Trainers were not paid Fullerton: Summer 2015 12 Participants (1 full-time and 11 adjunct) • Paid stipends from Equity funds ($20.00 per hour for total of 26 hours) • Trainers will be paid ($1500 stipend for coordinators and $35 per hour for facilitators)

19. Summer Training Curriculum Fullerton • Day One – Acceleration: Overview of history and pedagogy • Day Two – Supporting Affective Domain and Instructional Cycle • Day Three – Supporting Reading • Day Four – Assessing Student Writing

20. Training Model Irvine Valley College • Participants agree to participate in yearlong training • Two-day summer training • Monthly meetings • One-day winter break training • Participants agree to use shared curriculum for a minimum of one semester • Participants are offered two theme choices for curriculum (habits or success)

21. Training Curriculum Irvine Valley College • Two-day (8 hours each day) summer training • Day One • Intro to Acceleration • Instructional Cycle and Backwards Design • Just-in-time Remediation • Day Two • Strategies for Addressing Affective Issues • Case Studies

22. Training Curriculum Irvine Valley College • Once-a-month, two-hour meetings during fall and spring • “Group therapy” • Norming and group grading • Class visits and shared observations • Class room spotlights and shared activities • Exchange prompts and revise

23. Training Curriculum Irvine Valley College • One-day training during winter break • Each participant took one essay assignment and presented ideas for improving the prompt, activities, and overall execution of the assignment.

24. Training Compensation Irvine Valley College • Number of participants • Year 1: 4 participants • Year 2: 5 participants • Year 3: 10 participants • Participants paid $500.00 stipend per semester • Coordinator paid to organize and facilitate workshops and share weekly lesson plans • Curriculum coordinator paid to create a second set of curriculum and share weekly lesson plans for that curriculum.

25. Moving Outward • Butte: Portfolio grading requirement became a natural way to do SLO assessment. --Saw weakness with critical thinking --Discussed strategies for improving --Documented improvements in required SLO reports

26. Training Activities • Scenario activity for supporting the affective domain • Each table has a scenario describing a situation of a student from an actual accelerated class. • Discuss the scenario in terms of the affective issues at play in the situation. • What might be done to address these issues and help the student succeed in the class?

27. Training Activities • Assessing student work from a growth mindset perspective • Read the two student essays • Discuss the strengths and emerging college-level skills in writing and critical thinking in each essay. • What would you say to the student to encourage further growth on the next assignment?

28. Spreading Innovation Beyond the Accelerated Classroom • Encouraging department-wide participation in training as a means for learning innovative pedagogical practices • Inviting broader attendance at follow-up meetings • Encouraging adoption of principles of accelerated pedagogy in non-accelerated classesvia department and campus-wide workshops

29. Spreading Innovation Beyond the Accelerated Classroom Quantitative Survey Data • 93.75% of respondents said they are using at least one technique they learned in acceleration training in their other courses • 87.5% said the training has had either some impact or a great deal of impact on their teaching in non-accelerated courses. (Butte/IVC) • 100% of respondents said they had changed current teaching practice (in non-accelerated courses) based on what they learned in the training. (Fullerton)

30. Spreading Innovation Beyond the Accelerated Classroom Qualitative Survey Data “Learning new ways of teaching, and new ways of thinking about teaching and how our students best learn, has helped me grow and improve as a teacher” (IVC). “I feel like the training has made me a more effective teacher overall--more student-focused and less sage-on-the-stage” (Butte). “Really, how has the training NOT impacted my pedagogy? I’m happy to report that I am observing more critical thinking taking place and an overall shift in students’ mentalities. It’s been fantastic!” (Fullerton).

31. Number of Students Prepared for College-Level Writing at IVC Year one (2012-2013); Year two (2013-2014); Year three (2014-2015) Year one, year two, and fall 2014 tracked on the Basic Skills Cohort Tracker Data for Spring 2015 collected by individual instructors

32. College-Level Completion Rates for Accelerated Students at IVC Year one students tracked for 2.5 years (fall) or 2 years (spring) Year two EXP 389 students tracked for 1.5 years (fall) and 1 year (spring) Year two WR 301 data for fall only (1.5 years)

33. Handout Packet • Presenter contact information • Strategies for addressing affective issues • Fullerton’s training agendas • Fullerton’s faculty training agreement • Butte’s training record • IVC’s collaborative training model • IVC’s instructional cycle

34. Questions • If you have questions you parked earlier in the presentation, please feel free to ask them now. • If there are unanswered questions, please email us (contact info on the front of the handout packet).

35. Today’s presentation is made possible, in part or whole, due to active support from 3CSN, the California Community Colleges’ Success NetworkFor more information about 3CSN’sactivities, resources and events visit 3csn.org