This document summarizes Ozarka College's redesign of its developmental education programs in math and writing. The redesign aimed to radically increase acceleration, retention, and completion rates through modularized, mastery-based pathways and co-requisite support. For math, the redesign reduced coursework from 9 to 3 credits over 1-2 semesters, offering 3 pathways to college algebra. For writing, it integrated reading and writing into 5 credits over 1 semester, with 2 pathways to composition I. Early results showed significant increases in retention, persistence, and degree completion compared to the traditional multi-semester sequences. The presentation identifies barriers overcome through the redesign and next steps to further improve student success.

1. Developmental Education
Redesign:
Radically Increasing Acceleration,
Retention, and Completion Rates
Presenters:
Dr. Dennis C. Rittle, Provost and Executive Vice President of Learning
Holly Ayers, Division Chair for Math, Science, and Education

2. How Do We Get Started?
“Simply ask: how
would we do things
differently if we put
learning first? Then
do it.”
-Barr & Tagg
Redesign
at
Ozarka
College
Decrease
Remediation
Costs
Accelerate
Integrate
Scale Up
Best
Practices Encourage
Faculty
Inquiry
Align Policy
Assess,
Report and
Revise

3. Decision Points:
Who, When, Where, Why, How?
Instructional Assignment
Advising and Placement
Instructional Setting
Course Format
Text, Software, Supplemental Materials
Credit Hour
Cost
Course Outcomes
Pacing and Pathways
Assessment

4. Math Redesign at
Ozarka College
Traditional
• 9 credit hours
• Fundamentals of Arithmetic
• Fundamentals of Algebra
• Intermediate Algebra
• Three Semesters
• Compass Pre and Post Test for Placement
• One Pathway to Gatekeeper
Redesign
• 3 credit hours
• Foundations of Math
• College Algebra Co-Enroll
• One-Two Semesters
• Diagnostics for Placement
• Modularized/Mastery-Based
• Three Pathways to Gatekeeper
• College Algebra
• Technical Pathway
• Quantitative Literacy Pathway

5. Reading/Writing Redesign at
Ozarka College
Traditional
• 9 credit hours
• Reading Improvement
• Beginning Writing
• Practical Writing
• Three semesters
• Compass Pre and Post Test for Placement
• One Pathway to Gatekeeper
Redesign
• 5 credit hours
• Integrated Reading and Writing
• Supplemental Instruction Lab for Composition I
• One semester
• Capstone Assessment for Placement
• Two Pathways to Gatekeeper

6. Identifying and
Overcoming Barriers
Multiple Rural Locals
 1 Campus and 3 Locations
 Shared Instructional Resources
Technology
 Lab Facilities
 Technology Readiness
Culture Shift
 Self-Paced, Modularized
 Teaching vs. Facilitating

7. Identifying and
Overcoming Barriers
Communication
Placement and Advising
Advising Guide
Pacing Guide
Tutoring Sessions
Capturing the Data
Assessment of Outcomes

8. Pathways:
Math Course
Completion
Model
PCMA0033
Module 1
Completion
MATH1213
Quantitative
Literacy
Re-Enroll in
PCMA0033 to
Complete Module 2
MATH1203
College Algebra
PCMA0033 and
College Algebra
Co-Enroll
PCMA0033
Module 1 & 2
Completion
Math 1203
College Algebra
MATH1213
Quantitative
Literacy
BTMA1033 or
AHMA1033
Technical Math
Math 1213
Quantitative
Literacy
PCMA0033-Mod 2
College Algebra
Co-Enroll
Overcoming Barriers:
Math Pathways Options
Remedial Course
Gatekeeper Course

9. Overcoming Barriers:
Reading/Writing Options
Pathways:
Literacy Course
Completion
Model
PCEN0034
Foundations of Literacy
[grade C-F: re-enroll]
FOL grade: A
ENGL 1013
English Composition I
FOL grade: B
PCEN0001
Supplemental Instruction
for Comp I and Co-Enroll
Comp I
PCEN0001
Supplemental
Instruction for Comp I
and Co-Enroll Comp I
ENGL 1013
English Composition I
Remedial Course
Gatekeeper Course

10. Overcoming Barriers:
Advising Guides
 Attendance Policy
 Course Description
 Outcomes
 Expectations
 Support Systems
 Successful Completion
 Mastery-Based (A, B, or F)
 Capstone Requirement
 Next Steps-Course Placement Determination
 Course Sequence to Gatekeeper/Degree Completion
 Placement Pathways (includes transition to alternate programs)
 Recommended Co-Requisite Courses

11. Overcoming Barriers:
Course Level Outcomes, Attendance, Demographics and Early Alerts

12. Using the Data:
What do we consider successful?
What do we consider unsuccessful?
What have we learned about student learning?
What roles can students play in the decisions?

13. Getting Results:
Developmental Math Redesign
Cohort Comparison: Fall 2011-Spring 2013
Student Retention: 96% Increase
Student Persistence to Gateway Course:
139% Increase
Student Degree Completion: 31% Increase

14. Getting Results:
Developmental Writing Redesign
Cohort Comparison: Fall 2011/Fall 2012
Student Retention: 20% Increase
Student Persistence to Gateway Course in 2
semesters: 0-Traditional, 44% Redesign
Student Persistence to Gateway Course in 3
semesters: 26% Traditional, 64% Redesign,
146% Increase

15. Next Steps
Overcoming Barriers
 Evaluate Placement Measures
 Scheduling
 Advising and Transfer
 Multiple Modes of Intervention
 Policy Development and Revision
 Assessment of Gatekeeper Completion
 Measures of Success

16. Questions?
Dr. Dennis C. Rittle
Provost and Executive Vice President of Learning
 dcrittle@ozarka.edu
 870-368-2004
Holly Ayers
Division Chair for Math, Science, and Education
 hayers@ozarka.edu
 870-368-2040
www.ozarka.edu