Navigating and Networking Through AB 705 Implementation: We’re All in This Together
Craig Hayward, Bakersfield College + The RP Group John Hetts, Educational Results Partnership + CalPASS Plus Mallory Newell, De Anza College + The RP Group Mia Keeley, California Community College Chancellor’s Office Terrence Willett, Cabrillo College + The RP Group
This slide deck: bit.ly/AB705IVC FAQ from previous convening:bit.ly/AB705FAQAPRIL12 Agenda • 10:00-10:15 - Introductions and overview of workshop • 10:15-10:45 - Results from early adopters of AB 705 • 10:45-12:00 - College experiences – Irvine Valley College, Saddleback College and Citrus College • 12:00-12:30 - Networking lunch • 12:30-1:30 - Breakout sessions/Facilitated discussions – Course Sequencing and Supports: Oxnard College- English – Supporting Faculty: Citrus College – Guided Self-Placement: MiraCosta College – Messaging and Communication: Saddleback College – Multiple Measures Platform: CCC Tech Center • 1:30-2:15 - Report out from breakout sessions • 2:15-2:45 - Q&A with the Chancellor’s Office • 2:45-3:00 Closing Results from Early Adopters of AB 705 De Anza College Change in ENGL1A Success Rate and Volume of Successful Completions: Fall 2017 vs. Fall 2018
The overall success rate increased by 1% and total successful completions increased by 218 total students. < 2.6 HSGPA eligible in fall 2018. Change in Statistics Success Rate and Volume of Successful Completions: Fall 2017 vs. Fall 2018
The overall success rate remained the same and the total successful completions increased by 398 total students. Open access to statistics in fall 2018. Foothill College Statistics: # of Successful Completions Fall 2017 vs. Fall 2018 600 556 Open enrollment in Fall 2018, 500 with tutors added to some 438 sections. Overall success rate declined from 71% to 62%, 400 but the number of successful completions increased. 300
200 165 163 159147 121 102 100 29 42 29 15 0 Overall Latinx White Asian Filipinx African American 8 Fall 2017 Fall 2018 Precalculus: # of Successful Completions Fall 2017 vs. Fall 2018 250 217 Open enrollment into sections offered with a corequisite in 200 Fall 2018. Overall success rate 166 declined from 63% to 60%, but the number of successful 150 completions increased.
100 77 67 63 44 45 50 37
12 14 0 Overall Latinx White Asian Filipinx 9 Fall 2017 Fall 2018 Cabrillo College Cabrillo College Change in Math Success Rates and Volume of Completions
While the overall success rate for Statistics decreased, total completions increased by 156 students. Open access to statistics in fall 2018. Success in 1st calculus course increased 18% and by 133 total students. Default placement rules. Cabrillo College Change in English Success Rates and Volume of Completions
The overall success rate for English1A + corequisite remained the same but the stand alone English1A decreased 1%, total completions increased by 633 students. Default placement rules. College of the Redwoods
Citrus College First-Time Enrollment in Transfer-Level English
2500 2,137 2,109 2,154 1,870 2000
50% 51% 53% 1500 (n=1,061) (n=1,072) (n=1,134)
1000 100%
500
0 Fall 15 Fall 16 Fall 17 Fall 18
Below transfer-level Transfer-level
17 First-Time Enrollment in Transfer-Level Math
2500 2,291 2,165
18% 1,940 24% 1,971 2000 (n=405) (n=511) 19% (n=366) 1500 56% (n=1,101)
1000
500
0 Fall 15 Fall 16 Fall 17 Fall 18
Below transfer-level Transfer-level
18 One-Year Completion in Transfer-Level English
80%
Spring 2019
60%
40% 65% 55% 54% 49% 20%
0% Fall 15-Spring 16 Fall 16-Spring 17 Fall 17-Spring 18 Fall 18
19 One-Year Completion in Transfer-Level Math
80%
Spring 2019 60%
40% Spring 2019 59%
20% 28% 32% 19% 23%
0% Fall 15-Spring 16 Fall 16-Spring 17 Fall 17-Spring 18 Fall 18 Fall 18 Statistics
20 Statistics and English 101 Course Success Rate: Fall 2018
80% with Corequisite 66% 63% 63% Regular 59% 60% 60% 60% Overall
40%
20%
0% Statistics Reading & Composition Statistics (with Corequisite) Statistics (Regular) Statistics (Overall) Success Rate 63% 59% 60% Enrollment 486 939 1,425 Reading & Composition (with Reading & Composition (Regular) Reading & Composition (Overall) Corequisite) Success Rate 60% 66% 63% Enrollment 1,162 1,146 2,308
21 Survey Results
Q5. Which of the following best captures your feeling about this course?* This course is too easy for me. (5%) This course is the right level for me. (73%) - the majority of students felt the course was just right for them This course is too difficult for me. (22%) …but how well did these students do in the course?
Total respondents % of respondents Q5 Response (that provided Student ID) successful in course This course is too easy for me. 11 91%
This course is the right level for me. 218 90%
This course is too difficult for me. 61 64%
22 “when I understand the concept…once I make that connection and understand it, it makes me feel happy. When you’re happier, you are going to try harder and be more successful so I do feel like this class has made me feel better about myself mentally.” -Samantha “I feel like it’s mostly having the confidence to be able to do the math work because I know in high school I didn’t have the “It had helped me not have a fixed Growth confidence. I still overthink myself but I keep mindset about doubting myself, instead trying…” actually trying it and trying to learn Mindset -Oscar instead of doubting myself that I can’t “We learned how to struggle in the beginning will actually help you learn it. That has really helped me.” succeed in life. I learned when we get the problem we struggle to figure -Crystal out how to solve it. We learned nothing is easy and if you do struggle, it will be easier later in life to do other problems.” -Izabel
[The phrase] “Never give up” is something that has always helped “One thing that I take away from this class that I use outside is from time to time me but now receiving it every day from team mates younger than [Professor Berberyan will] show inspirational videos – he’ll show a lot of Michael me and from the professor who is always saying, ‘The fact that I Jordan and stuff. But outside of math, being able to look at a problem and not give tried matters.’ So that helped me a lot. I feel like I’m not alone.” up necessarily and just know that it is a temporary setback and you can figure it -Reina out…the grass is always greener on the other side, right?” -Phillip Statewide Results Transfer-level success rate by GPA Band – English Corequisite (13 Colleges)
100% 96% 90% 79% 80% 70% 60% Statewide adjusted 50% 45% success rate if placed directly 40% without support – 30% 43% 20% Statewide 1 year 10% throughput if begin one-level 0% below: 12% HSGPA < 1.9 HSGPA 1.9 to 2.6 HSGPA ≥2.6 (N=759) (N=1688) (N=1886)
Students with high school transcript data available in CalPASS Plus with verified enrollments in English AND a simultaneous corequisite course, F2016-F2018 – n = 4332 Transfer-level success rate by GPA Band – Statistics Corequisite (Five Colleges)
100% 89% 90% 80% 70% 58% 60% 50% 45% Statewide adjusted success rate if 40% placed directly 30% without support – 29% 20% 10% Statewide 1 year 0% throughput if begin one-level HSGPA < 2.3 HSGPA 2.3 to 3.0 HSGPA ≥3.0 or below: 8% (N=706) (N=724) HSGPA ≥2.3&Precalc (N=458)
Students with high school transcript data available in CalPASS Plus with verified enrollments in Statistics AND a simultaneous corequisite course, F2016-F2018 – n = 1888 Transfer-level success rate by GPA Band – Open Access SLAM (Four Different Colleges)
100% 93% 90% 80% 70% 60% 54% 50% Statewide adjusted success rate if 40% 28% placed directly 30% without support – 29% 20% 10% Statewide 1 year 0% throughput if begin one-level HSGPA < 2.3 HSGPA 2.3 to 3.0 HSGPA ≥3.0 or below: 8% (N=404) (N=460) HSGPA ≥2.3&Precalc (N=495)
Students with high school transcript data available in CalPASS Plus with verified enrollments in open access Statistics or Liberal Arts Math course, F2016-F2018 – n = 1359 Transfer-level success rate by GPA Band – STEM Corequisite (One College)
100% 95% 90% 80% 76% 70% 62% 60% Statewide adjusted success rate if 50% placed directly 40% without support – 28% 30% 20% Statewide 1 year 10% throughput if begin one-level 0% below: 13% HSGPA < 2.6 HSGPA ≥ 2.6 or Precalc HSGPA ≥3.4 or (N=77) (N=143) HSGPA ≥2.6 & Calc (N=21)
Students with high school transcript data available in CalPASS Plus with verified enrollments in PreCalculus or Business Calculus AND a simultaneous corequisite course, F2016-F2018 – N=241 College Experiences Irvine Valley College Irvine Valley College AB 705 Overview
Angel Hernandez, Counselor & Basic Skills Coordinator Deanna Scherger, English Professor Deejay Santiago, SSSP Director Miriam Castroconde, Math Professor Vinh Nguyen, Senior Research & Planning Analyst Structure for implementing AB 705
Discipline Faculty ● Ongoing communication & dialogue ● Capitalized on existing efforts: ○ Utilizing high school coursework for placement: English in Summer 16 & Math in Fall 16
SSSP ○ Writing faculty first started offering accelerated Task Force curriculum in Fall 12 ○ Transfer level WR coreq first offered in Fall 17 Matriculation Counseling Basic Skills ○ Pre-Stats first offered in Spring 17 Work ○ ESL Transfer level coreq being piloted in Fall 19 Group ○ Math Transfer level coreqs being offered for the Basic Skills first time in Fall 19 Transformation Grant
Research Matriculation: Guided-Self Placement (GSP)
Implementation Math Math ● Development: discipline driven with input from Challenge GSP Exam matriculation, research, and counseling
Orientation
● Band-aid roll-out since September 2018: matriculation + English ESL research offices using automated data pulls and GSP Assessment manual triggers
Application CalPASS Survey Platform
Been modifying GSP and processes through trial and error Advisement / First Semester Plan ● Full-scale (automated) process being implemented by technology team Lessons Learned
● Corequisite course registration process ○ Working with district technology, bundled registration ● Messaging students about retroactive placement changes ○ Nudges, texts, video ● Ongoing faculty professional development (Community of practice) ○ CAP, conferences, and local development ● Aligning math course recommendations with students educational goal ○ Placement table and HS transcripts ○ Challenge Exam ● Planning process for future corequisite course needs ○ Characteristics of student population (intended major, transfer goal, etc.) ● Informing the campus community about AB 705 (need for prereq changes) ○ Prerequisites and enrollment changes Questions?
Angel Hernandez: [email protected]
Deejay Santiago, [email protected]
Deanna Scherger, [email protected]
Miriam Castroconde, [email protected]
Vinh Nguyen: [email protected] South Orange County Community College District AB705 Game of Groans
South Orange County Community College District Saddleback College Irvine Valley College
Gerlie C. Jeltema Experiences
• Common Assessment is coming, they said • Cross-college work • We groups regularly met prepared • and waited We started updating our systems But then CAI was no more
•And that was a game changer AB705 was born
and chaos ensued Irvine Valley College •Started their own AB705 Implementation Team •Piloted English support courses •Created their own “GSP” •Developed a workflow for student placement Saddleback College
•Started their own AB705 Implementation Team •Developed a workflow for student placement •And evaluated hundreds and hundreds of HS transcripts Colleges marched down separate paths
• Subject Area work groups were formed • Curricular decisions were made and implemented • They developed or updated Marketing Collateral in support of AB705 • Independent student messaging updates were implemented • They started asking District IT for technology solutions in support of AB705 But then District IT stepped in and said, “Hold up! Your goals are the same!” AB705 Design Team •Let’s slay this beast together •Let’s form a brain trust English, ESL and math Faculty Counselors Assessment Office Research & Planning Admissions & Records District IT AB705 Design Team •Regular Design Team Meetings •Colleges brought forth what they’ve developed independently •Colleges designed GSP questions •Design Team vetted various GSP options Pain points •Absence or ambiguity of state guidance • What questions are we/are we not allowed to ask? • How many units for a support course? • Are support courses grade? • What about repeatability rules? • Should we make arrangements to get HS transcripts with brokers or will the state provide this? • And on and on… •Curricular churn – which courses require a prerequisite? What we’ve seen together •Students had a hard time finding the required support course •Students who didn’t need the support course are enrolling in it anyway •Support courses are working really well •Scheduling to demand is still more art than science •Assessment Centers are inundated So where do we stand?
• Colleges are still using their independently developed solutions • Districtwide GSP integrated with SIS is almost complete • Automated Placement determination for Self-Reported and CalPASS measures are in progress • ESL workflow is being finalized What next?
•Completion of integrated GSP •Placement Letter Updates •Refinements and Adjustments based on Results Saddleback College AB 705: How are we doing?
Truong Tran Level Up, Office of Research, Planning, and Accreditation
T. Tran 52 Timeline
English 1A + English Full AB 705 201 launch Implementation April 16, 2018 Spring 19 Semester
Fall 18 Semester Fall 19 Semester Change in Process: District wide Place students using development and MMAP rules based design of GASP on high school data
T. Tran 53 English Placements by Cohort
60%
36% 38%
26% 23% 17%
Transfer Level One Level Below Two Levels Below T. Tran Fall 17 Cohort Fall 18 Cohort 54 Math Placements by Cohort
60%
34% 29% 24% 19% 13% 10% 11%
Transfer Level One Level Below Two Levels Below Three Levels Below T. Tran Fall 17 Cohort Fall 18 Cohort 55 AB 705 Focus
• Throughput rate: percentage of cohort that successfully completes transfer level English/Math
T. Tran 56 How are our first-time college students doing?
T. Tran 57 One Semester Throughput Rates: First-time college students
35%
21%
13% 10%
English Math T. Tran Fall 17 (n = 1878) Fall 18 (n = 1856) 58 One Semester English Throughput Rate: First-time college students
38% 38% 36%
33% 31% 29%
24% 23% 24% 21% 21% 18% 18% 17% 16% 16% 15% 13%
Asian Black or African Hispanic / Latino Two or More White EOPS DSPS Vet CCPG/BOG American Races Fall 2017 Fall 2018 59 One Semester Math Throughput Rate: First-time college students
23%24%
15% 14% 14% 13% 12% 12% 12% 11% 11% 10%
8% 7% 7%
5%
1% 0%
Asian Black or African Hispanic / Latino Two or More White EOPS DSPS Vet CCPG/BOG American Races Fall 2017 Fall 2018 60 How are our continuing students doing?
T. Tran 61 Fall 18 English 1A Success Rates for Continuing Students that Reassessed
100%
84% 84%
English 200 (n = 149) English 390 (n = 101) ESL (n = 7)
T. Tran CTEP Placement 62 Fall 18 Transfer Level Math Success Rates for Continuing Students that Reassessed
52% 44%
29%
Math 253 (n = 64) Math 353 (n = 39) Math 351 (n = 7) T. Tran MDTP Placement 63 How are our students doing overall?
T. Tran 64 Fall 18 Transfer Level Success Rates
78% 75%
54% 56%
Math English T. Tran Fall 17 Fall 18 65 What does this mean for the students?
T. Tran 66 Fall 18 Number of Units Students Avoided Amount Students Saved
English 1823 $ 83,835.92
Math 364 $ 16,761.94
Total: 2187 $ 100,597.86
T. Tran 67 Takeaways from AB 705 in Fall 18
• Students saved money and time because of the opportunity to enroll in transfer level English and Math
• Success and throughput rates increased for both first-time and continuing students after AB 705 implementation
T. Tran 68 Questions
T. Tran 69 Citrus College Implementing AB 705 at Citrus College: Practices and Effectiveness
English Math Becky Rudd [email protected] Victoria Dominguez [email protected] Jamie Dingman [email protected] Kevin Punsalan [email protected] Gina Hogan [email protected] Michael Wangler [email protected]
Institutional Research Yueyi Huang [email protected] Lan Hao [email protected] AB 705 Work at Citrus College: English
What we’ve done in support of students and faculty • Curriculum, Sequencing, and Pedagogy • Classroom Support
Citrus College, April 19, 2019 Citrus College English Sequence prior to Fall 2018
ENGL 098 2 units 2 levels below transfer
ENGL 099 5 units 1 Level below transfer
ENGL 101 3 units Transfer Level
Citrus College, April 19, 2019 Citrus College English Sequence for Fall 2018
ENGL 101 4 Units •Transfer Level ENGL 101+S 5 Units •Transfer Level+1 Unit Co-Req
Citrus College, April 19,Implementing 2019 AB 705 at Citrus College: RP Conference, April 3-4, 2019, Burlingame, CA Citrus College English Sequence for Fall 2019 ENGL ENGL
098 098A 2 units 101 101 4 Units Reading
101+E 5 units 098B 2 units Embedded Tutor Writing/Critical Thinking Co-requisite
Citrus College, April 19, 2019 AB 705 Work at Citrus College: English
What we’ve done in support of students and faculty • Curriculum, Sequencing, and Pedagogy • Classroom Support
Citrus College, April 19, 2019 English: Innovative Strategies
• Modified curriculum to include non-fiction and thematic units • Trained faculty to increase student voice in the classroom • Developed methods to provide just-in-time remediation • Established faculty leads to support faculty in the transition
• Encouraged the use of embedded tutors in the co- requisite course • Increased faculty collaboration • Contextualized learning opportunities in cross- disciplinary learning communities
Citrus College, April 19, 2019 Data on Embedded Tutoring (ET) and Writing Center (WC)
Fall 2018 Offerings: • 45 sections of English 101S: 22 sections had embedded tutors • 44 sections of English 101: 8 sections had embedded tutors Findings: • ENGL101S: Students from a class with an ET visited the WC at a higher rate (53%) than the ones without an ET (18%) • ENGL101S: Out of the students who visited WC, students with an ET yielded higher average number of visits (4.6 visits per student) than students without an ET (3.0 visits per student) • ENGL101 and 101S students who visited the WC at least once had a higher success rate (73%) than those who did not (59%) • Students who attended the WC had the highest retention rate for both 101 and 101S (96%)
Citrus College, April 19, 2019 More on Embedded Tutors (ET) and the Writing Center (WC) In an ET survey for Instructors: • 88% recommend ET to colleagues, 85% incorporated WC into the class pedagogy, and 96% found having a tutor is very helpful “My ET is such a remarkable role model for my students and helped me in guiding them with each step.” “Robert has a great rapport with the students and has been an impressive asset in the class.” In an ET survey for Students: • 58% had a clearer understanding of the course material and 61% say ET encouraged them to use WC “My tutor is very confident and helpful…made me want to be in class and in the WC.” “Randall was a great support at a time when I was lost with all these outlines and essays.”
Take away: ET WC = Higher success rates Having ET makes it more likely that students will attend the WC and students who visited the WC at least once had higher success rates overall.
Citrus College, April 19, 2019 AB 705 Work at Citrus College: Math
What we’ve done in support of students and faculty • Curriculum, Sequencing, and Placement • Classroom Redesign, Pedagogy, and Support
Citrus College, April 19, 2019 Citrus College Math Sequence prior to Fall 2018
Citrus College, April 19, 2019 Citrus College Math Sequence for Fall 2018
Citrus College, April 19, 2019 Citrus College Math Sequence for Fall 2019 (Pathways Placement)
Citrus College, April 19, 2019 AB 705 Work at Citrus College: Math
What we’ve done in support of students and faculty • Curriculum, Sequencing, and Placement • Classroom Redesign, Pedagogy, and Support
Citrus College, April 19, 2019 Math: Creating the Equity-Minded Classroom . Physical Classroom Changes • New pod furniture • Whiteboards on all walls • Portable whiteboards • Manipulatives: beads, cards, dice, snap cubes, tape measures, TI-84 calculator • Magnets • PAL Carts
Citrus College, April 19, 2019 Citrus College, April 19, 2019 Citrus College, April 19, 2019
Citrus College, April 19, 2019 Math: Creating the Equity-Minded Classroom Pedagogical Changes ○ Minimal lecture - Instructor guides the learning process ○ Productive Struggle ○ Encourage groupwork ■ Rearrange Groups 2 to 3 times per class session ■ Uber Driving ■ Ambassador Exchange ○ Inclusive Atmosphere Math: Creating the Equity-Minded Classroom Student Support ● Belief in Student Capacity ● Embedded Tutors (Adjunct Faculty and Professional Experts from the tutoring center) ● Just-in-time Remediation ● Guided Lectures ● Activities and Class Worksheets ○ Think-Pair-Share-Square ○ Gallery walk ● In-Class Exam Reviews ● Counseling Classroom Visits (embedded in the Math building) Citrus College, April 19, 2019 AB 705 Work at Citrus College
What we’ve done in support of students and faculty • English Support • Mathematics Support • Data and Results Shift from Basic Skills to Statistics
100% 10% 11% 13% 22% 8% 8% 80% 11%
32% 60% 38% 31% 34%
40%
50% 34% 20% 43% 45%
9% 0% Fall 15 (n=2,291) Fall 16 (n=1,940) Fall 17 (n=2,165) Fall 18 (n=1,971)
Basic Skills (Two or more levels below) Intemediate Algebra (One level below) Statistics (Transfer-level) Other Transfer-level Math Equity data: One-year Completion Rate in Transfer-Level English
80% 76% 73% 72% 67% 70% 61% 65% 63% 60% 58% 53% 49% 50% 44% 40% 46% 40% 32%
20%
0% Fall 15-Spring 16 Fall 16-Spring 17 Fall 17-Spring 18 Fall 18 African American Asian Hispanic/Latino White All Students Equity Data: One-year Completion Rate in Transfer-Level Math
60% 54% 53% 47%
40% 40% 37% 32%
24% 28% 27% 21% 19% 20% 23% 15% 19% 10% 14%
0% Fall 15-Spring 16 Fall 16-Spring 17 Fall 17-Spring 18 Fall 18 African American Asian Hispanic/Latino White All Students English Questions? Becky Rudd [email protected] Jamie Dingman [email protected] Gina Hogan [email protected] Math Victoria Dominguez [email protected] Kevin Punsalan [email protected] Michael Wangler [email protected] Research Yueyi Huang [email protected] Lan Hao [email protected] Lunch
At your tables, discuss the following prompt:
How has your college chosen to fund and support various initiatives around AB 705? From which funding sources? How are funding and resources determined and allocated? Breakout Sessions – Course Sequencing and Supports: Oxnard College- English • Room: B205 – Supporting Faculty: Citrus College • Room: B212 – Guided Self-Placement: MiraCosta College • Room: B213 – Messaging and Communication: Saddleback College • Room: B214 – Multiple Measures Platform: CCC Tech Center • Room: B230
•
• o o o • • o • • • • • • • • o
o
o
o • • o
o • o o o • o o o • o
o
•
• o • •
Main Take-aways from Breakout Sessions? Q & A with the CCCCO
FAQ from previous convening: bit.ly/AB705FAQAPRIL12 Closing Contacts
Craig Hayward, [email protected] John Hetts, [email protected] Mallory Newell, [email protected] Terrence Willett, [email protected] Mia Keeley, [email protected]
This slide deck: bit.ly/AB705IVC FAQ from previous convening: bit.ly/AB705FAQAPRIL12