"DOCUMENT. RESUME ED .172 835 JC 790 175 TITLE ,Product ou4.come 'obl-Ictiv.moldel 'Orant to (..:rir Educationally .Disadvantaged .kduits. ,,Chemeketv Commuaity 'Coll., Sal.-4, Or,g.; Linn-Benton INS TITUTION . /, CommunVy.Coll., P;ottland'Community .;PONS AGENCY Oregon State DJ-pt. Of7,cClca'tion,,Sal,:--m, 'PUB. DATE 78. NOTE 3.5bp.; Objective 7, to is3ist students in identifying- -a realistic.edtcatioaal goal, hasteen deleted .due:, irrproducAibility 'CDR'S MF01/PC15 Plus Postago. DESCRIPTORS ComMtitj *Compnsatory Education Programs; Curriculum Evaluation; *.ilucationally Disadvantaged; *Exaluatioa Crit,rta; Individualizd Instruction; *Junior Collcv:si Mod ,21s; 2em;Aial-Insteuction; Rim dialProgramchgoj4 -Holding Power; Spelling Instruction; Stud4nt'v1Lu1tion; Student Recruitment; Student TeSting; Vcs bula7y Skills ABSTRACT Three orgon community collegs collaborated to develop a Fodel program to me-±_ttAe' 1.ar:-.Ling needsof educationally.. ,f- disadvantaged students. rh:!.mod-:l consists ofs---.veral-Outcome Objectives,.o- goals for th? program. Thy discussion of each objective inc udes ackgrouftd inforwition _relevant to the specific goal ri _ion of the methods us".1.1to iachiev he goal. The oblect4ves for mod,,1 'er-41 (1). to ideltify.basic skill levelS in r-iquired for cnt. anc= into and . reading, writing, and mathTfmatic successful complotion-of(var*pus programs; (2) to evaluate, the eff.:ictiveness'of.xisting maialsandtchnigues used with the-. eduqatiorally.disadvantaged;(3) *o describe a testing?, 'counseling, and adVisoty service that will id?nt"ify disadvantagedlearners; oy to identify- and recpmffa,nd m,--..thols ofrecruiting and retaining.. educationally disadvantaged-students;. (5) . to developindividualized . learning -Pr_ograms, s-peciifically in spA.ling and vocabularyskills; (6) to identify and evaluate.curricuiuMaterialsand Instructional aids; and (7) to develop on-going ass.,,ssm. criteria to monitor students' progress: 4 substa-ntial portion of the model Consists'of Nvctual survey instrument evaluation-tools, tests and placemOlt .material, curriculum,guids, and bibliographic r,.,erence,s. 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Portland Community College -Cherneketa CommUnity Ccillege Linn-Bentorommunity College 1.2 0 OBJECTIVE, To identify/the basic skill-levels in readihg,writings,' anrmathematics necessary for entrance into the variouscollege prograOs by drawing upon other/exi4ing resources. .* A' 1, Carol Atchley Chemeketa Community College Russ Gregory .9 Linn)Benton Community College. 1\ 4 '1 1 ABSTRACT Both students and instructors areoften.frustrated in a,clas situation when the student doeslonot have thenecessary basic k to adequately attempt the course. The instructors findtheysmust valuable tjme teaching basic skills, or they do not teachthese sk an4,subsequently some students Must fail the course. Often these failing students are. our= targetdisadvantaged students. y )41k.hate made e assumption thatfew,(if any) studeOs_would twowi enroll in a cla y were glaringlyunprepared for. But how does- student know exactly what skills arerequired for AutoTecilVor'Eo SrVice, for example? We have made the further 'a-s&umptionthat most students will'have a fairly accurate picture of theiracademic Skills from comprehensive diagnostic testing done prior to registration. :In the work done on this ohjective,aform has been develop40 thatmakes possible to gather base-line information on anyclass related/to the . Class expectations and basis skillsrequired. __- Every attempt has been made to putthe questjons to theinstructor in information. The possi responses . Such.a way as to get quanptative,-exact have been presented with options that caneasily be transferred'As! - numerical quantities to keypunchedform, and the entire instrument'(and . ,, subsequent print out) could behandled by computer. 00r,instrument is a short'survey,which.can beapplied to an:entry level . course in any curriculum. It is broken-down into fourcategories: . 1. General Course requirements --a - . 2. Math concepts .. b, 3.° -Reaching:ability. 4.'.Writing skills . This instrument breaks each of"these four areas into often-usedtodeeptual 1 units. When this' information 4sortecCtoridensed and presented to the stUde (perhaps'in newsprint fdrm) priort?enrollment, there would be fewer misplaced students alzi:a. lowerattrition rate. L to Thj.s information, updated each term,should also be made available advisors, Cownsel-ors, and funding agency.representatives for more.- accurate placement of studerits : , 7 AI I: BACKGROUND ,+ % . e . Instructors ohd students:Oftenstudents are fruttratein,a,classroom.. situation where theistudents are notacade 'tally prepared with adequate basi skills. - . ' . , "This situationposh 'i;le Ovi ous.probleM for the instruct The Problem who a ume tfieY call ,betinthat first unit of/conceptual 1; only .to find that some o their students may ..'' For the I Mat unab to write an acceptable Instructor: be u able to read the text, resp q,- and unable todo the thematiCal computations- ve two ,choices. They 'May , 'require .. -These-instructors , amount' he basics needed ( Ich greatly reduc re-teach those of times ftfor,conceptual'materjal). They may ighor inadequaciesiandAo ahead with the courseoutline as.planned, heads." and subsequently lose studentswho are in 'over their , .. .? ., i .0%, , / .' Thissitudtfon pqtes a sjmilarmore devastating, problem for enroll in The Problem students. tudents lackfhg basip skillsrmay a' class oft n necetsary.for adegree, and find themselves For -The They are Student: unable to c pe with theacademic'pequirements, not equipp d with-the basic'skills necessary to complete They that court!. Students, too, have severalchoices. might driip the curse andenroll:im the heeded developmental made until too course. 'Often,/however, this choice is not justice nfar into.thetfrmtddo the developmental course and too late to .droPthe-program coarse in which they are . theltourse accepting 'enrolled. Or they can plunge on through a low gra e, and:contjnueto'the next course barely'prepared. This 'down; ill spiral delays theirexit from the program, .., , utipelxitis'justabout certain. students WO6ld'hot want C , e have dq the assumption that to knowingly enroll in atlass they. are,glaringlyunprepared Analysis' Of ' ., seen, is to know exactly what each Basic : ' for...The problem, it and compare that withwhit the student is Problem: class require able to,do. 1 s UESCRIPTION OF .S.0 EY INSTRUMENT -r .Our instrument hwbeen dividedint foun sectidns: A general course survey,'reading skills Survey,writi skills survey, and math skills ,survey. , We attempted to design the suryeyin(-Suche way so that theresponses co d be to lied by computer. With a pre-coded sys-temhof course names information could be computer an c rs'names, most of the survey tS if the instructor coded: BlankS haVe been p.tp4ided for write-in comme feels the categories offered are notspecific enougor need further explanation,. .' - In the three'content areas of our survey(Reading, Writing and Math), we have.,given.the instructoridentical response columns in an attempt to make the information gleaned asstandardized. as possible. ) , The first sec lon.of our instrument,the generalrcourse survey, ejdeavors to give the s udent a clearpicture of exactlyt,,the workload thatis . and reqUired in this specificClass', It wmines the class format, type number of:assignments, and typeand number of tests. It also attempts lo breakdown the areas emphasizedin deter_ ing the student's' final , ,grade: , . .. The second section of theinstrument, the reading skills survey,is .broken into three areas: Vocab., Comp., and.Rate. Basic skills are fundamental listed under each category. The instructor indicates.which are all of the Ito succesvin. the course. This list is not meant to cover applicable skills; it has beencondensed to be more easilyunderstood by students as well asinstructors. , lists , The third section of theinstrument, the writing skills survey, writing skill's commonly req4redin college Tevellwork.- Again,the, instructor indicates which 6f thelisted skills Are essential tosudcess in that particular cou0se. w %.. 4 . / *Imail) skills survey, the final. section, contains anarbitrary'hierarchy by indicating wh411, of .mathskills. Instructors respond to this survey in that course. skillsust beKma5tercd 'to expect success ,)# :----.. - 414 - ,s COURSE SURVEY SAMPLE IlUESTIONNAIRE SAMPLE PRINT OUT ./' 1 TO TN/ INSTRUCTOR faced Ah, As instructors you mayoften find yourself the problem bf academicallyunprepared students' in making the your classes. With tins survey we are assumption that if goodunderstanding of exactly, what was expected in aclass were known, the student Would