Building a Common Foundation: The Process of Creating Transcript Grids for Placement
•Download as PPTX, PDF•
1 like•462 views
Faculty, staff, and administrators from across the state joined us to hear Marcie Sims and Laura Moore Mueller of Green River Community College (GRCC) describe the process (and the many unexpected benefits) of their collaborations with high school faculty to create transcript grids that place recent graduates using multiple measures. View the Blackboard Collaborate Recording at https://sas.elluminate.com/p.jnlp?psid=2013-12-05.1306.M.DA17FFAF24BE6F719263A54914E3B5.vcr&sid=2008170
More Related Content
Viewers also liked
Viewers also liked (16)
Similar to Building a Common Foundation: The Process of Creating Transcript Grids for Placement
Similar to Building a Common Foundation: The Process of Creating Transcript Grids for Placement (20)
Recently uploaded
Recently uploaded (20)
Building a Common Foundation: The Process of Creating Transcript Grids for Placement
- 1. Building A Common Foundation Laura Moore Mueller Math Faculty Marcie Sims English Faculty Green River Community College
- 2. • Transcript placement for Math and English • Accuracy and Access improved • Increased communication between high school teachers and college faculty • Better understanding of outcomes and placement issues at both HS and CC Accomplishments
- 3. Commitment to Change • Time –Meeting as a large group –Site visits • Open lines of communication –Sharing expectations • Support of administration –Money and food! (If you feed them. . .) Challenges and Lessons Learned
- 4. Cultural Differences • High schools –Principals Teachers/Counselors • College –Faculty Administrators/Advisors Challenges and Lessons Learned
- 5. COMPASS Entrance Exams (math only) High School Transcripts GRCC Math & English Placement
- 6. Math • Data show success • Need to re-visit developmental math content • Changing requirements • Changing course names • Other college courses using math placement Challenges and Lessons Learned
- 7. SAMPLE Math Transcript Table If your last math course was . . . and you earned a grade of . . . and you completed it within_____of today‟s date: your placement will be . . . Geometry I & II C+ or better One year Math 72 Two years COMPASS score or Entrance Exam B+ or better One year Math 97 Two years Math 72 Advanced Algebra/Trig C+ or better One year Math 97 Two years Math 72 B or better One year Math& 141(a), 107, Math 147, 170 Two years Math 97 A One year Math& 141(a), 107, Math 106(b), 147, 170 Two years Math& 141(a), 107, Math 147, 170 Pre-calculus I & II C+ or better One year Math 97, 147 or Math& 107 Two years Math 97 B or better One year Math& 107, 141(a), 142(a), 151(a), Math 106(b), 147, 170. Two years Math&141(a), 107, Math 106(b), 147, 170 A- or better One or two years Math& 107, 141(a), 142(a), 151(a), Math 106(b), 147, 170 BAT Math C+ or better One year Math 97 (if student has either Pre- calculus or Calculus Two years COMPASS score or Entrance Exam
- 8. English • Leads must be respected by colleagues • Local high school involvement from the beginning • Access to course outlines • Includes high school overall GPA • Reading and English classes are separate • Requires COMPASS for data collection Challenges and Lessons Learned
- 9. SAMPLE English Transcript Table If you took this English course . . . and you earned a grade of . . . and you took it during your . . . your placement will be . . . Language Arts - 10 B or better Sophomore year English 081 A- or better Sophomore year English 100 Language Arts – 10 Honors B or better Sophomore or junior year English 100 American Lit & Writing B or better A- or better Junior year English 100 &English 101 College Writing C or better Senior year &English 101 AP Lang & Comp C or better B or better Junior or senior year English 100 &English 101 AP Lit & Comp C+ or better Senior year &English 101 Humanities I or II B or better A- or better Junior or senior year English 100 &English 101 In order to place by transcript: •Students must also take the COMPASS Reading and Writing tests. •Students must have earned a C or higher in their last English class. •Students must have a cumulative high school GPA of 2.5 or higher. •Running Start students must meet GRCC’s minimum requirements for the program: A COMPASS reading score of 86; •and a COMPASS writing score of 80 or a Math Placement score of Math &141 or higher. Also, for &English 101 or higher placement using transcripts, a COMPASS reading score of 76 or higher is required.
- 10. Mutual Respect and Promotion
- 11. Teachers • Value through acceptance of grades, work • Students are more motivated to take challenging senior year English course • Personalizing relationships • Awareness of changes in college Challenges and Lessons Learned
- 12. Teachers cont. • “There has been a history of „us‟ and „them‟ when it comes to the communication between the high school and community college, and this process demystifies some of the roles we both play when helping students find their proper placement.” Challenges and Lessons Learned
- 13. Students • Grades are important • Realistic expectations of college work • High school work is valued • “…wonderful to see how the placement process works. This is valuable information to share with students.” Challenges and Lessons Learned
- 14. Technology • Campus online registration adaptation • Involvement of advisors, administrators, IT, institutional researchers, faculty, Testing Center • College website for students Challenges and Lessons Learned
- 15. On campus registration • Training required Challenges and Lessons Learned
- 16. English Contacts • Marcie Sims – (Msims@greenriver.edu) • Amanda Schaefer – (Aschaefer@greenriver.edu) • Facilitated by College Sparks Mathematics Contact • Laura Moore-Mueller – (Lmooremueller@greenriver.edu) Questions?
Editor's Notes
- Placement is directly tied to success in collegeNo longer just a snapshot of student abilityHigher pre-reqs for college, fewer jobs means more attendance at ccHS teachers report that students now see a reason to work for a better gradeRaising the math requirement to 3 years has led to students taking more math. Want to reward that behavior and respect the hs teachers’ work with students.
- Placement is directly tied to success in collegeNo longer just a snapshot of student abilityHigher pre-reqs for college, fewer jobs means more attendance at ccHS teachers report that students now see a reason to work for a better gradeRaising the math requirement to 3 years has led to students taking more math. Want to reward that behavior and respect the hs teachers’ work with students.