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A Presentation from Lake Washington’s Department of Mixed Metaphors

A Presentation from Lake Washington’s Department of Mixed Metaphors. Not The Da Vinci Code , but Stargate : The I-BEST Continuum.

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A Presentation from Lake Washington’s Department of Mixed Metaphors

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  1. A Presentation from Lake Washington’s Department of Mixed Metaphors

  2. Not The Da Vinci Code,but Stargate: The I-BEST Continuum

  3. Basic Skills Transition Rate: 28%Writing Transition Rate: English 100 through English 101—27.3% English 93 through English 101—19.6% ABE Writing through English 101—8.2%Math Transition Rate: Math 99 through QSR Course—44.2% Math 90 through QSR Course—29.8% Math 80 through QSR Course—13.4%

  4. On-ramp I-BEST: ESL 1-3 in ABE Math and Computer Applications Quarter 1: ABE Math, 100% overlap ESL instructor and Math instructor • 60% of those completing course outcomes also made a CASAS math level gain • 70% of the students completed the course outcomes • 40% of those completing course outcomes made CASAS math point gains

  5. Quarter 2: Computer applications (keyboarding, Word, Excel, PowerPoint), 100% overlap ESL instructor and computer instructor 74% of the students improved their technology literacy skills: • 3 students improved their skills in all three applications • 6 students improved their skills in two applications • 7 students improved their skills in one application

  6. Professional-technical I-BEST: Business&Technology, Transportation, Early Childhood Education • Over 50% of I-BEST students on dean’s and president’s lists • Over 70% of I-BEST students complete with a certificate or degree • I-BEST students make faster language gains (70%) as compared to non-I-BEST (55%)

  7. Current research on contextualized math “Students may not be motivated to learn the skills taught in developmental education courses because they do not perceive them to be directly connected to their personal educational goals (Cavazos, Johnson, & Sparrow, 2010)” (Perin, 2011, p. 268). Perin, D. (2011). Facilitating student learning through contextualization: A review of evidence. Community College Review, 39(3), 268–295.

  8. How can you start with contextualized math?

  9. In a research study at Lake Washington Institute of Technology in 2012: Students completed their developmental math sequence through IBEST Math with an 86% success rate at the college and 80% retention rate using contextualized and integrated math (within 3 quarters) In 2008, students completed a traditional math sequence up through College level math with an 8.9% success rate (within 4 quarters)

  10. Transfer to BA DTA/MRP Faculty transfer advising into required courses for one of three MRP pathways MRP I-BEST Spring (20 college credits completed) Biology&211, English 900/101 (if not yet completed) + ESL/ABE Healthcare bridge + standard ABE/ESL at student discretion MRP I-BEST Winter (10 college credits completed) PSYC&200, English 900/101, AES 080 support class + standard ESL/ABE at student discretion MRP I-BEST Fall (5 college credits completed) CMST&210, ENGL 900/101, EASL 080 support class + standard ESL/ABE at student discretion MRP I-BEST Intake/Orientation/Placement and Advising

  11. Wrap-around Services • 1 ESL support class • 2 Optional support sessions for non-ESL students • 3 Writing Center

  12. Logistics As you launch your academic I-BEST, we recommend you consider sending the following groups and departments flowers. • Faculty • Student Services/Advising • Marketing • The poor soul who builds your schedule • Enrollment Services • Payroll

  13. Positive Outcomes • More collaborative work among faculty and college departments • Institutional pride in actually doing what we claim we’re doing • Increased student control over pace and manner of learning • Better statistical indicators—student completions, sequence completions, credit accumulations

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