1 / 19

Focus on Learning Title III

Focus on Learning Title III. Bill Klinger Project Director. Who Are Our Students?. 30% of all high school students drop out 40% go to college Only 20% of these take college preparatory courses in high school

socrates
Download Presentation

Focus on Learning Title III

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Focus on LearningTitle III Bill Klinger Project Director

  2. Who Are Our Students? • 30% of all high school students drop out • 40% go to college • Only 20% of these take college preparatory courses in high school • 78% of RVCC students coming from high school enroll in one or more developmental course

  3. Our Title III Goals • Developing a student intake and tracking process • Strengthening developmental education and academic support systems • Strengthening faculty/staff development

  4. Focus on Learning2005 – 2006Year 2 Projects • Academic Support Center • Developmental Curriculum Revision • Student Assessment and Placement • Orientation Programs • Faculty Development $343,000 in Expenditures

  5. 28 tutors certified in reading and credit courses Number of students increased 11% to 1963 Number of tutors increased 16% to 35 Academic Support Center Goal: Improve quality and level of student support • Measurable Success • Retention rates: • 85% for students using tutoring services • 58% for those who do not

  6. Developmental Curriculum Revision- English - Goal: Improve developmental English instruction • Developed new courses which: • Integrate developmental reading & writing • Provide reading & writing support for English I • Introduce computer lab work • Have run pilots for three semesters • Measurable success • 96 students in pilot courses • Pilot pass rate 82.6% • Non-pilot pass rate 75.2%

  7. Developmental Curriculum Revision- Math - Goal: Improve developmental math instruction • Incorporated study skills into developmental courses • Integrated MyMathLab into developmental courses • ‘Piloted’ courses in fall 2006 • Measurable success • 69 students • Arithmetic Mod I • 73.0% pass rate for those in pilot • 61.6% pass rate for those not in pilot • Algebra Mod I • 40.6% pass rate for those in pilot • 68.2% pass rate for those not in pilot

  8. Developmental Curriculum Revision- ESL - Goal: Improve ESL instruction • Re-wrote curriculum for fall 2006 • Designed for consistent levels of proficiency • Introduction to ESL – 2 courses • 5 Levels of Reading and Writing • 5 levels of Grammar • 5 levels of Speaking and Listening • Introduced in fall of 2006

  9. Student Assessment and Placement Goal: Improve placement of ESL students • Created ESL placement questionnaire • Evaluated writing samples • Measurable success • 782 students assessed 1/06 – 9/06 • 48% increase over prior year • 117 students placed differently than placement scores alone would have indicated • Result – more students taking courses at appropriate levels

  10. Orientation Programs and Courses Goal: Improve student success rates • Created new ESL orientation program in fall 2006 • Created College Experience course • Recommended for students in lowest developmental courses • Measurable success • Increased successful ESL course completion rate • 70 students attended ESL orientation • 77% success rate for those taking orientation • 73% success rate for those not taking orientation • College Experience designed and approved for fall 2007

  11. Faculty Development Goal: Improve faculty skills, especially in dealing with developmental students • Seminars • Math Success Summit • Learning styles and incorporating study skills into a course • Cognitive Strategies seminar • Workshop in using student portfolios • In-house sessions • Brain-Based Pedagogy: Seven Keywords for Igniting Student Learning • Arithmetic Across the Curriculum • It’s Not As Easy as “Just Read It” • Arithmetic and Algebra orientation • Measurable success • 94 faculty attended Title III seminars

  12. Focus on Learning2006 – 2007Year 3 Projects • Budget: $367,000 • Individualized Academic Plan • Continuing and refining developmental pilots • Improving our tools and metrics

  13. Title III staff Sheila Cancella Former Proj. Director Marian Eberly Activities Director David Ross Retention Specialist Christine Pipitone Assessment Nicole Roseman Project Assistant Math staff Cyndee Geoffroy Aditi Patel English staff Barbara Bretcko Karen Gaffney Brock Haussamen Gwen Kane Andy Manno Christine Pipitone ESL staff Cheryl Bell Kevin Hinkle Susan Salminen Title III The People Who Make It Happen

  14. Title III Energized people making a difference

  15. Back-up

  16. Developmental Curriculum Revision- English - • ENGL 050 Introduction to College Reading and Composition I • Replaces Intro College Reading I, Fundamentals of Writing • Reduces credit hours from 9 to 6 • Introduces 3 hours of computer lab time • ENGL 060 Introduction to College Reading and Composition II • Replaces Intro College Reading II, Basic Composition seminar • Reduces credit hours from 7 to 4 • Introduces 2 hours of computer lab time • ENGL 030 Composition Workshop • Linked to English I • Provides reading/writing support • Taught in a computer lab

  17. Developmental Curriculum Revision- Math - • Created diagnostic tests • Designed to better understand skill needs of students • Tested study skills, learning modality • Incorporated skill learning into courses • MATH 013 Arithmetic Mod I – Computation • MATH 022 Algebra Mod I – Equations & Inequal.

  18. Algebra Mod I Results • 32 students • 40.6% pass rate • Unusually weak class • 13 students had previously failed this course • 10 students had multiple failures in Arithmetic mods • 3 students withdrew from course in prior sem. • 3 students took course for first time. All failed. • 1 student was taking course for 5th time • Results would have probably been worse without the study skills component

More Related