Achieving the Dream At PCCC

1. Achieving the Dream At PCCC Convocation November 3, 2011

2. What we have done at PCCC • Joined the ATD Initiative – Spring 2011 • Attended Kick Off in Seattle – June 2011 • Identified Co-Leaders: • Bill Morrison, Assistant Dean for Academic Affairs • Nancy Silvestro, Associate Professor of ESL • Planned Convocation Roll Out (Hurricane Irene!) • Formed Core Group

3. Palma Benko Pam Cavanaugh Francis Clark Kathy Coffey Alexandra Della Ferra Jennifer Dudley Sharon Goldstein Jackie Kineavy Anita Kumar Betsy Marinace Darleen McGrath-Florence Cheryl Mignone Lonna Murphy Wanda Najee-Ulla Gaby Rinkerman Candi Rodriguez Steve Rose Radha Sankaran Michelle Softley Donna Stankiewicz Bassel Stassis Chae Sweet The ATD Core GroupBill Morrison Nancy Silvestro Gurvinder Khaneja

4. Sub Groups are actively involved in gathering information and qualitative data • Student Affairs Sub Group – Sharon Goldstein • Data Advisory Sub Group – Gurvinder Khaneja • Publicity Sub Group – Betsy Marinace • Policies & Practices Sub Group: Alexandra Della Ferra • Community Sub Group: Gaby Rinkerman

5. The Student Affairs Sub Groupis holding a series of student engagement forums at all three campuses A cross-section of students participate in a series of conversations during which the students • identify barriers to achievement • collaboratively generate solutions that will be proposed the ATD core group

6. The Finish Line Game • Brought to light obstacles that our student encounter • Provided a forum for frank discussion and idea exchange • Provided an opportunity to reflect on what we do well and where we can improve

7. The next steps… • Core group examines data for gaps in student success (Fall 2011) • Core group, faculty and staff identify strategies for improvement (Fall 2011-Spring 2012) • Attend ATD Strategy Conference (Feb. 2012) • Refine strategies for improvement (Spring 2012) • Implement strategies for improvement (AY 2012-2013)

8. What might the focus of the strategies for improving student success be? • Enhanced support for college-level students • Curriculum revisions • Professional development • Advisement • Developmental English, Math and ESL • Collaboration among different areas of the college • Collaboration with community projects • Student support

9. Consider what other Achieving the Dream College are doing….. Promising Practices2011 Leader Colleges

10. Delaware County Community College: High School Partnerships Delaware County Community College began implementing its high school partnership in Fall 2008. The college shared its developmental math curriculum with local high schools, and college faculty worked with high school teachers to help them cover material so that students were college ready when they left high school. This program has expanded to four area high schools and served 407 high school students since Fall 2008. In the 2011-12 academic year, the partnership will expand to two additional high schools. Student participants initially tested up to two levels below college-level math. Overall, when re tested at the end of the academic year, 38% of these students were prepared for college-level math.

11. Highline Community College: Adult Basic Education/English as a Second Language-to-Credit Initiative Highline’s ABE/ESL-to-Credit initiative assists advanced-level non-credit ESL students in a successful transition to college-level degree and certificate programs. There are three program components: • Career-pathway bridge classes provide students with an overview of employment options, available credentials, and workforce expectations • One-to-one advising, linking students with faculty advisors • A Transition Resource and Referral Center (TRRC) serves as the clearinghouse for a full range of services, with on-site staff advising, referrals to faculty advisors, financial aid information, educational pathway exploration courses, and information about transitioning to degree and certificate programs.

12. Thus far, progress has exceeded goals the college set:

13. The Alamo Colleges: Placement Test Preparation • Alamo has successfully implemented Prep for Accuplacer Student Success (PASS), a 15-hour math refresher course, at each of its five campuses. An August 2011 analysis revealed the following: • 63% of students completing a PASS session advanced at least one course; 29% advanced two or more courses • 76% of students were successful in their first attempt of the following math course • The retention rate for students enrolling in the follow-up course is 91% In the 2011-2012 academic year, Alamo plans to expand PASS to reading and English.

14. Lee College:Developmental Curriculum Revision Lee College has increased the success rate (grade of C or better) and course-completion rate for developmental education courses from less than 40% in 2007 to almost 60% in 2010. The college attributes this improvement to changes to the development course curriculum and delivery. Lee College initiatives aimed at increasing developmental coursework success and completion include the implementation of 8-week, fast-track courses, assigning a counselor to developmental students and locating that counselor in close proximity to developmental classrooms; creating a separate developmental ed department, and increased course contact hours in math, reading, and writing, along with the inclusion of additional class time. At least one of these affects every developmental students at the college.

15. Thanks for attending the 2011 Convocation