The document summarizes the Arkansas PACE Grant implementation workshop at Ozarka College regarding developmental and technical math course redesign using NCAT principles. It discusses moving from a traditional math sequence to an emporium model with modularization, mastery-based learning, and computer lab utilization. Data shows improved retention rates and more students completing college-level math requirements under the redesigned model compared to the traditional sequence. Next steps discussed include adding a technical math component, transcripting module progress, outcomes assessment tracking attendance, demographics and early alerts.

1. Arkansas PACE Grant
Implementation Workshop
Developmental and Technical Math Course Redesign
Using NCAT Principles
Holly Ayers, Ozarka College

2. How Do We Get Started?
Attendance
Policy and
Demographic
Tracking
“Simply ask: how
Teaching
Outcomes
Assessment
Vs. would we do
Facilitating
things differently if
NCAT
Emporium
at Ozarka
we put learning
first? Then do it.”
College
Technical
Co-Enroll
Math
Components
Options -Barr & Tagg
Course
Format
And
Lab Access

3. Program Characteristics
• Acceleration of Developmental Math
• NCAT Emporium Model Utilization
• Modularization
• Mastery-Based
• Computer Lab Utilization
• Standardized Curriculum
• Qualified Math Instructor Utilization
• Curriculum Alignment

4. Project Overview
Developmental Mathematics
Fall 2011 Spring 2012
• Foundations of Math • Foundations of Math
• 3 credit hours with 1 hour lab • 3 credit hours with 1 hour lab
• 3 modules equivalent to 3 traditional levels • 3 modules equivalent to 3 traditional levels
• Pacing guides provided • 2 books aligned with traditional courses
• 2 books aligned with traditional courses • 4 instructional sites
• 1 instructional site • Enrollment: 11 sections, 138 students
• Enrollment:3 sections, 51 students, • Instruction: 5 full-time, 2 part-time
• Instruction: 2 full
• time
Fall 2012
• Foundations of Math
• 4 credit hours
• 2 modules (splitting the 2nd original module)
• 1 book (Developmental Mathematics)
• Student guide
• Attendance requirements/weight
• 4 instructional sites
• Enrollment: 13 sections, 207 students
• Instruction: 5 full-time, 2 part-time

5. Pacing Guide: 1 Module Minimum
2012-2013 Pacing Guide (Foundations of Math)
(Minimum pace, one module only)
Due Date: Assignments:
8/24 Introduction and Tutorial, Module 1 Pre-test
8/31 Diagnostic Test, 1.2, 1.3, 1.4
9/7 1.6, 1.7, Chapter 1 Review, Chapter 1 Test
9/14 2.2, 2.3, 2.4, 2.6
9/21 Chapter 2 Review, Chapter 2 Test, 3.2, 3.3
9/28 3.4, 3.5, Chapter 3 Review, Chapter 3 Test
10/5 4.1, 4.2, 4.3, 4.4
10/12 4.5, 4.7, 4.8, Chapter 4 Review, Chapter 4 Test
10/19 6.1, 6.2, A1, A2, A3
10/26 Chapter 6 and Appendix 1-3 Test, 7.2, 7.3, 7.4,7.5
11/2 7.6, Chapter 7 Review, Chapter 7 Test, 8.1, 8.2
11/9 8.3, 8.4, 8.5, 8.6
11/16 8.7, Chapter 8 Review, Chapter 8 Test, 9.1
11/30 9.2, 9.3, 9.4, 9.6
12/7 Chapter 9 Review, Chapter 9 Test
12/11 Module 1 Post-test

6. Pacing Guide: 2 Module
2012-2013 Pacing Guide (Foundations of Math)
(Module 1, 2 May enroll in MATH1203 if completing)
Due Date: Assignments:
8/24 Introduction and Tutorial, Module 1 Pre-test, Diagnostic Test,
1.2 1.3, 1.4, 1.6, 1.7
8/31 Chapter 1 Review, Chapter 1 Test, 2.2, 2.3, 2.4, 2.6
Chapter 2 Review, Chapter 2 Test
9/7 3.2, 3.3, 3.4, 3.5, Chapter 3 Review, Chapter 3 Test, 4.1
9/14 4.2, 4.3, 4.4, 4.5, 4.7, 4.8, Chapter 4 Review
9/21 Chapter 4 Test, 6.1, 6.2, A1, A2, A3, Chapter 6 and Appendix 1-3 Test
9/28 7.2, 7.3, 7.4, 7.5, 7.6, Chapter 7 Review, Chapter 7 Test
10/5 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7
10/12 Chapter 8 Review, Chapter 8 Test, 9.1, 9.2, 9.3, 9.4
10/19 9.6, Chapter 9 Review, Chapter 9 Test, Module 1 Post-test
10/26 Module 2 Pre-test, 10.1, 10.2, 10.3, 10.4, 10.5, Chapter 10 Review
11/2 Chapter 10 Test,11.1, 11.2, 11.4, 11.5, 11.6, 11.7
11/9 Chapter 11 Review, Chapter 11 Test, 12.1, 12.2, 12.3, 12.4, 12.5
11/16 12.6, Chapter 12 Review, Chapter 12 Test, 13.1, 13.2, 13.4
11/23 13.5, 13.6, Chapter 13 Review, Chapter 13 Test, 14.1, 14.2, 14.3
11/30 14.4, 14.5, Chapter 14 Review, Chapter 14 Test, A8, 15.1, 15.2
12/7 15.3, 15.4, 15.5, Chapter 15 review, Chapter 15 Test
12/11 Module 2 Post-test

7. So What Does The Data Tell Us?
FALL 2011 FALL 2011
Level 1 Dev Ed Cohort Redesign Cohort
115 Enrolled 51 Enrolled
Retention: 69.71% Retention: 50.98%
Spring 2012 Spring 2012
Re-Enrolled:50 Re-Enrolled: 31
Retention: 43.47% Retention: 60.78%
College Math: .009% College Math: 19.6%
Fall 2012
Fall 2012
Re-Enrolled: 1
Re-Enrolled:20
Retention: 62.74%
Retention:17.39%
College or Tech Math: 29.41%
College Math: 0.9%
Completed Degree: 1

8. Next Steps
Changes for Fall 2012
 Increased by 1 course credit hour
 Adopted Developmental Mathematics text
 Moved from 3 discrete modules to 2 integrated modules
 Integrated diagnostics for module requirements
 Expanded co-enroll option to all sites
 Adopted student guide
 Adopted attendance requirements/weight
 Began planning: transcripting module levels
 Attendance and demographics tracking

9. Next Steps
Changes for Spring 2013
 Add Technical Math component options to Foundations
course
 Math for Allied Health
 Math for Business Technology
 Diagnostic testing to determine developmental needs prior to
technical math entry
 Transcripting modules-completion and progress
 Outcomes Assessment

10. Transcripting
 Transcripting developmental and technical modules
Student Mid-term Mid-Term Progress Final Final Progress
Student Name Complete DE Module 1 Complete DE Module 1
Complete DE Module 2 Complete DE Module 2
A Co-Enroll Qualified A Co-Enroll Qualified
B Complete BT Math B Complete BT Math
C Complete AH Math C Complete AH Math
D D
F F

11. Outcomes Assessment
Course Level Outcomes, Attendance, Demographics and Early Alerts
Student
Identifier

12. Q & A?
Holly Ayers-Division Chair
Math, Science and Education
Ozarka College
hayers@ozarka.edu
870-368-2040