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CTD0023d Advisement and Registration Updates for Faculty
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CTD0023d Advisement and Registration Updates for Faculty

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  • 1. FACULTY TRAINING FOR DEVELOPMENTAL EDUCATION ADVISEMENT Saturday, November 16, 2013
  • 2. Objectives Key objectives for Day One training include • Review new legislative rules that permit some students to skip placement testing and Dev Ed courses • Learn how to determine if a student is Exempt from placement testing and Dev Ed courses • Learn how to determine what advice to give Exempt students about Dev Ed vs college-level course options • Develop talking points to use with your students regarding their course options 2
  • 3. Overview • SB1720 allows Exempt students to skip placement testing and developmental education instruction • Exempt students must have • Started 9th grade in a Florida public high school or public charter school in 2003 or later, and • Graduated from a Florida public high school or public charter school, and • Earned a standard high school diploma, or • Active military status 3
  • 4. Overview (2) • Exempt students can choose to “opt-in” to testing and developmental education. • Exempt students can choose to • Take placement tests: the Testing Department will continue to administer PERT • Enroll in developmental courses: MDC will continue to offer developmental reading, writing and mathematics courses for both students who are NOT exempt and exempt students who “opt-in” • More information about developmental courses in next week‟s Spring Registration Training on October 8-10 4
  • 5. Overview (3) • Exempt students can also choose to take college-level courses in spring term 2013/2, but they must • Self-identify: there is no “Master List” of eligible Exempt students • Seek an override: the MDC registration system will not let them register for college-level courses without an override • Not clear how many students will self-identify and seek overrides for college-level classes • Academic Deans and Chairs planning for significant increases in enrollment in • Gateway courses (ENC1101, MAT1033) • Other popular college-level courses (e.g., HUN1201, PSY2012, HUM1020, CLP1006) 5
  • 6. Overview (4) Students will likely reach out to many different people at MDC for overrides • Student Services advisors • Others in Student Services • Academic Chairs • Assistants to the Chairs • Maybe even faculty All these people are hereafter referred to as “SPRING TERM ADVISORS” 6
  • 7. Spring Term Registration Options • MANDATORY NEW PROCESS FOR ALL EXEMPT STUDENTS • Three Step Process implemented the same way by all SPRING TERM ADVISORS on all campuses • Step One: Verify Exempt Eligibility • Step Two: Advise about Course Options • Step Three: Recommend courses for enrollment 7
  • 8. Spring Term Registration Process • In your courses, you do not need to verify eligibility, but you do need to be able to help your students identify their eligibility for the exemption • When students see an advisor to register, ALL Exempt students who want to take college-level courses must • Self-identify with a SPRING TERM ADVISOR • Complete a Mandatory Student Questionnaire • Receive appropriate advising • Acknowledge in writing that they • Have given MDC accurate information on the Mandatory Student Questionnaire • Been advised of their options 8
  • 9. Spring Term Registration Process • Mandatory Student Questionnaire has two sections • Eligibility: this information will be used to determine if a student is Exempt and can take college-level courses • But, all SPRING TERM ADVISORS will also need to verify type of high school diploma using Odyssey (screen: AD CR HS) • Advising: this information will be used to determine which advising conversation to have with a student • Conversation 1: support choice of college level courses and reinforce importance of using supplemental resources • Conversation 2: explain benefits of and recommend developmental education courses 9
  • 10. Spring Term Registration Process 10
  • 11. Spring Term Registration Q&A • Why are we using a Mandatory Student Questionnaire? • Simple way to collect important information consistently and in one place • When does the student complete the Mandatory Student Questionnaire? • When s/he comes in to see an advisor. The student completes the questionnaire before meeting with the advisor. • Are we allowing students to self-report? Yes, but • We require them to acknowledge they are giving us accurate information, and • We will verify eligibility using the Degree Audit 11
  • 12. Spring Term Registration Process Q&A • How does the SPRING TERM ADVISOR provide overrides? • There are NO blanket overrides • ADVISOR must discuss EACH developmental placement with student • Student may be ready for college-level English but not yet ready for college-level math • ADVISOR uses “Override Screen” and overrides EACH developmental placement hold separately, based on outcome of advising conversation • Outcome 1: student decides to take college-level course(s) • Outcome 2: student decides to take developmental-level course(s) 12
  • 13. Spring Term Registration Process Q&A • How does SPRING TERM ADVISOR provide overrides (continued)? • ADVISOR enters comments that explain reason(s) for any override • Student has strong high school record • Student has strong MDC record • Student insists on taking college-level course(s) 13
  • 14. SPRING TERM REGISTRATION PROCESS STEP 1: VERIFY EXEMPT ELIGIBILITY 14
  • 15. Spring Term Registration Process Step 1: Determine Eligibility Using the Mandatory Student Questionnaire • Question 1: High school attended in 9th grade • Must be a Florida public high school or public charter school • Must have started in 2003 or later • Question 2: High school graduated from in 12th grade • Must be a Florida public high school or public charter school • Question 3: type of high school diploma • Only STANDARD high school diplomas (code W06) are eligible • GED and Certificate of Completion are NOT eligible • Diploma type MUST be verified in Odyssey (AD CR HS) • Withdrawal/graduation codes available in Tab 3 15
  • 16. Spring Term Registration Process Step 1: Determine Eligibility Using the Mandatory Student Questionnaire • Question 4: military status • Only active military status is Exempt. This includes • Full-time training duty per section 329(a) • Active duty in Coast guard during period of hostility • Annual training duty and attendance while in active military status at a service school • Active duty National Guardsmen • Active duty reservists • Active duty in non-combatant capacity • Veterans are NOT exempt unless they meet other eligibility criteria 16
  • 17. Spring Term Registration Process Step 1: Determine Eligibility Using the Mandatory Student Questionnaire • What to say in conversation with student who is not Exempt • Legislation clearly defines who is Exempt and who is not. “We have no authority or flexibility to make any exceptions to the rules.” • Explain why this student is not Exempt • Did not start in or graduate from public high school in Florida • Does not have standard diploma • “Let‟s discuss course options for spring term so you can build a schedule and register for classes” 17
  • 18. 18
  • 19. SPRING TERM REGISTRATION PROCESS STEP 2-ADVISING: DETERMINING WHAT ADVICE TO GIVE A STUDENT WHO IS IN YOUR COURSE 19
  • 20. Spring Term Registration Process Step 2: Advising—What Advice to Give • You can use questions 5-14 on the student questionnaire as a guide when you speak to your students • Question 5: current developmental course placement • Students taking these lower level dev ed courses should be encouraged to complete the dev ed sequence(s) • REA0007 to REA0017 • ENC0015 to ENC0025 • MAT0018 to MAT0022c (all modules which may require 2 semesters) • Why? Because the courses build on and reinforce each other to prepare students for success in college-level courses 20
  • 21. Spring Term Registration Process Step 2: Advising—What Advice to Give • Question 6: early performance indicators in math • Students experiencing early difficulties in MAT0022c should be encouraged to complete all the modules, which may require a second semester in the course • Why? Because the content of MAT0022c includes basic skills building blocks that are fundamental to success in college-level math courses. Students who are struggling to master them will benefit from additional skill development and reinforcement 21
  • 22. Spring Term Registration Process Step 2: Advising—What Advice to Give • Questions 7 & 8: academic probation and MDC GPA • This question is not relevant for incoming students (FTIC 2013/2)or students who started in Fall Term 2013/1 • Students may not know they are on academic probation or know what their cumulative GPA is, so you may need to probe by asking them questions such as “are you taking or did you recently take SLS1125,” or asking them if they have failed any courses at MDC • Students may be on academic probation for many reasons but all will benefit from additional time to develop and reinforce basic skill development in reading, writing and mathematics 22
  • 23. Spring Term Registration Process Step 2: Advising—What Advice to Give • Questions 9 & 10: grade performance in developmental courses • Students who have not passed or who withdrew from developmental courses and didn‟t complete the course sequences should be encouraged to complete them • Why? These students will benefit from the development and reinforcement of basic skills that are the foundation of college-level success 23
  • 24. Spring Term Registration Process Step 2: Advising—What Advice to Give • Questions 11-14 can assist you in using multiple measures with your conversations • Students who performed well in certain courses in high school have a high likelihood of being successful in certain college-level courses 24
  • 25. Spring Term Registration Process Step 2: Advising—What Advice to Give • Question11: high school math courses and grades • Analysis shows that students who completed Algebra 2 Honors, Pre-Calculus and Calculus in and earned a „C‟ or higher in the course have a high probability of success in MAT1033 • However, students who took Intensive Math or College Readiness Math, even if they earned a „C‟ or better in the course, do not have a high probability of being successful in MAT1033 • These students would benefit from additional skill development in Dev Ed courses at MDC 25
  • 26. Spring Term Registration Process Step 2: Advising—What Advice to Give • Question 12: high school English courses and grades • Analysis shows that students who completed any English course in 12th grade (English 4, English 4 Honors, or any AP course) and earn a „C‟ or better in the course have a high probability of success in ENC1101. • However, students who did not take English in the 12th grade or did not earn a „C‟ or better grade, do not have a high likelihood of success in ENC1101 • These students would benefit from additional development work in College Prep Reading and/or Writing 26
  • 27. Spring Term Registration Process Step 2: Advising—What Advice to Give • Question 13: high school course performance • This is an opportunity to determine why a student failed course(s), if s/he did, and whether these failures were key math or English courses • Probing questions will add information, such as • Course too hard • Didn‟t do homework • Time management problems • Study skills issues • Work commitments • Personal issues • Other 27
  • 28. Spring Term Registration Process Step 2: Advising—What Advice to Give • Question 14: boot camp attendance • This question is relevant only for students who started at MDC in 2012 or 2013 • Boot camp attendance was especially important for students whose placement scores put them in the lower levels of developmental education (REA0007, ENC0015, MAT0018, MAT0022c) • If a student attended boot camp, but his/her placement didn‟t change, this student would benefit from additional skill development and reinforcement in Dev Ed course(s) • If a student did not attend boot camp, this fact raises questions about motivation and persistence 28
  • 29. Spring Term Registration Process Step 2: Advising—Having the Conversation • Two different discussions with students based on their high school and MDC course performance: • Conversation 1: Support student‟s choice of college-level courses and reinforce importance of using supplemental resources like labs, tutoring, extra help, after class support groups, etc. • Conversation 2: Explain benefits of and recommends developmental education courses 29
  • 30. Spring Term Registration Process Step 2: Advising—Having the Conversation • Hands-on exercise: Practice using student‟s progress in your course to have conversations with students • Get comfortable “making the pitch” • Break out into smaller groups of 6 • Choose an advising scenario • Partner with one other person • Each person takes 10 minutes to make the pitch to the other person using your scenario and receive feedback on the pitch • One of you is the faculty; the other is the student 30
  • 31. SPRING TERM REGISTRATION PROCESS STEP 3: ADVISING DETERMINING WHICH DEV ED COURSES TO RECOMMEND 31
  • 32. Spring Term Registration Process Review of New Dev Ed Modalities • Modularized instruction: customized and targeted to address specific skills gaps, based on course diagnostic. Students taking modular courses • must have basic knowledge of computers and be comfortable learning with an on-line program • need reliable access to computers outside the classroom (at home, at the library, in a lab, etc.) 32
  • 33. Spring Term Registration Process Review of New Dev Ed Modalities (2) • Compressed (or accelerated) courses: accelerated student progression from developmental instruction to college-level coursework, typically in one semester. Students who take accelerated courses • should not take more than one accelerated course per 8 week term—but can take back to back (Term A and Term B) accelerated courses within a semester • must have access to course materials in the first week of the term • need reliable transportation to campus to attend course every day • 8 week term so 1 lost day equals as much as a week of lost time in traditional course • should not work FULL time outside of college • some accelerated math courses meet 4-5 times per week 33
  • 34. Spring Term Registration Process Review of the New Dev Ed Modalities (3) • Contextualized instruction: course material related to student‟s program of study (soon to be his/her meta-major) • Co-requisite instruction or tutoring: supplements instruction while a student is concurrently enrolled in a credit-bearing course • Sometimes called “just in time remediation” 34
  • 35. SPRING TERM REGISTRATION PROCESS DEV ED COURSE PLACEMENT RECOMMENDATIONS: COLLEGE PREP READING AND WRITING 35
  • 36. Spring Term Registration Process College Prep Reading/Writing Recommendations • Accelerated and modular courses will be offered at all campuses • If course is full, student should take traditional format course in Spring Term • General course placement rules: • Student should start with reading/writing area with greatest skill gap • PERT scores are a reliable indicator • High school grade in English important if student relatively new to MDC • Student self-reporting/assessment is also helpful, as is intended program of study • If student needs both reading and writing, start with reading 36
  • 37. Spring Term Registration Process College Prep Reading/Writing Recommendations • General course placement rules • PERT score guidance for student placement in reading and writing • REA 0007: score of 50-83 • REA0017: score of 84-105 • ENC0015: score of 50-89 • ENC0025: score of 90-102 37
  • 38. Spring Term Registration Process College Prep Reading/Writing Recommendations General course placement rules • If student needs both REA0007 and ENC0015, (s)he should be advised to take REA0007 first • If student needs both REA0007 and ENC0025, (s)he should be advised to take REA0007 first • If student needs both REA0017 and ENC0015, (s)he should be advised to take ENC0015 first • If student needs both REA0017 and ENC0025, (s)he should be advised to take REA0017 first 38
  • 39. Spring Term Registration Process College Prep Reading/Writing Recommendations 39
  • 40. SPRING TERM REGISTRATION PROCESS DEV ED COURSE PLACEMENT RECOMMENDATIONS: MATHEMATICS 40
  • 41. Spring Term Registration Mathematics Recommendations • Accelerated, modular and co-curricular (Math to Stats) course options will be offered at all campuses • Accelerated track has two options based on student‟s starting proficiency level • MAT 0022c plus MAT 1033 (8 credits) • MAT 0028 plus MAT 1033 (7 credits) • Modular track has three options • MAT 0022c is 5 credit course first offered in Fall Term • MAT 0028 (4 credits) will be offered in modular form in Spring Term; can be used for students who did not complete all modules in MAT0022c • Math to Stats track is 6 credit combination of MAT 0029 and MGF 1106 41
  • 42. Spring Term Registration Mathematics Recommendations • General course placement rules • Math to Stats is good fit for students whose academic pathway does not require algebra • Criminal justice, hospitality, social science, etc. • Math to Stats should be the default pathway for any student whose program of study does not require algebra • Modular math is best fit for students who will also take accelerated reading and/or writing • Modular math is good fit for students who do not want to take MAT0018 • Combines both arithmetic and algebra 42
  • 43. Spring Term Registration Process Mathematics Recommendations • Modular math courses are designed to support students individually by including • A credentialed faculty member in the classroom at all times with regular office hours every week to provide additional assistance • 216 different topics covered separately with video vignettes, each presented by a member of the math faculty • Guided instruction using small groups to support computer learning • Embedded tutors to assist students in the classroom, at least one hour per week 43
  • 44. Spring Term Registration Mathematics Recommendations • Students should be advised to match career interests and skill gaps with appropriate math courses based on • PERT scores • High school math performance • Students who took rigorous math course like Algebra 2 Honors, PreCalculus or Calculus and earned „C‟ grade or better have high probability of success in MAT1033 • Other students do not have high probability of success, regardless of grade in 12th grade math course • Student‟s self-reporting and self-assessment of math proficiency • Multiple course options at each level of proficiency 44
  • 45. Spring Term Registration Process Mathematics Recommendations • Course placement based on mathematics PERT scores Score 50-74 MAT0018 75-95 MAT0022C—Modular or Accelerated Options 96-113 MAT0028—Modular, Accelerated or Math to Stats Options 114-122 MAT1033 123-134 MAC1105 / STA2023 / MGF1106 / MGF1107 135-150 45 Placement Refer to Math Department/CLM Test
  • 46. Spring Term Registration Process Mathematics Recommendations Summary 46
  • 47. Spring Term Registration Process Mathematics Recommendations Summary 47
  • 48. Creating talking points • Break out into groups of 6 based on your discipline • Identify 5 talking points to use with your students in your course that include: • Who is eligible for exemption • What factors students should consider when deciding whether or not to continue in dev ed • Your specific recommendations (including course options for students who are: • Lagging behind (especially in modular courses) • Performing poorly on assignments and exams • Excelling in your course • Post your flipchart pages along the wall • Use your dots to vote for the most compelling talking points on all the flipcharts around the room 48

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