2/15/2018 Corequisite Education Workshop at CPE Three Focus Areas - PowerPoint PPT Presentation

2/15/2018 ‐ Corequisite Education Workshop at CPE Three Focus Areas of the Strategic Agenda Corequisite Education Workshop Dr. Sue Cain Dr. Dawn Offutt Council on Postsecondary Education How can How can How can February 15, 2018 Kentucky Kentucky Kentucky’s Sue.Cain@ky.gov encourage increase degree postsecondary more people to and certificate system create Dawn.Offutt@ky.gov March 31, 2017 take advantage completion, fill economic of post- workforce growth and secondary shortages and development opportunities? guide more and make our graduates to a state more career path? prosperous? The strategic agenda can be found at http://cpe.ky.gov/ourwork/strongerbydegrees.html 2 College and Career Readiness of Start with Research: Student Success Best Practices All Kentucky High School Graduates  Dem onstrated Com m itm ent to Success for All Students 100%  Com m unication, Com m unication, Com m unication 90%  Staff Professional Developm ent—All levels 80% 68.5% 66.9%  Accelerated Learning Opportunities 70% 62.5%  Experiential Learning Opportunities 54.1% 60% 47.2%  Balanced and Rigorous Curricula 50%  Strategic Use of Technology 40%  Academ ic Readiness—A clear and consistent m essage with benchm arks 30%  College and Career Readiness Advising 20%  Intervention Program m ing in High School and Bridge Program m ing in College Corequisite Courses 10%  Corequisite Model of Rem ediation 0%  Literacy and Quantitative Reasoning Curriculum Pathways: Relevent and m eaningful to each student’s 2011 ‐ 12 2012 ‐ 13 2013 ‐ 14 2014 ‐ 15 2015 ‐ 16 program of study Source: Kentucky Department of Education.  Learning Contracts Kentucky Council on Postsecondary Education 13 Kentucky Council on Postsecondary Education 4 1

2/15/2018 ‐ Corequisite Education Workshop at CPE Co-requisite Im plem entation – Kentucky’s Com m itm ent College Readiness of College Entrants 100% 90%  Provided institutional data on student com pletion of gateway courses linked to 78.6% 80% developmental course enrollment. 70.5% 70.1% 68.3% 70%  Supported com petitive grants for accelerating programming, limiting time and cost 58.2% 60% of remediation. The funding base was Council (state), Complete College America, and 50% Core to College funds (2014). 40%  Made NROC EdReady resources available to all students needing support enrolled 30% in Kentucky Adult Education, the Kentucky Community and Technical College System 20% (KCTCS), and public universities (2014). 10%  Provided funding designated for piloting, im plem enting and scaling 0% corequisite education for public postsecondary institutions. 2011 ‐ 12 2012 ‐ 13 2013 ‐ 14 2014 ‐ 15 2015 ‐ 16  Provided professional developm ent conferences and workshop Source: Kentucky Department of Education. opportunities for each campus to grow, work, refine, and scale program models. 5 Kentucky Council on Postsecondary Education Kentucky Council on Postsecondary Education Co-requisite Im plem entation – Where Are We Now? Corequisite Education – Your Words  All colleges are now in the im plem entation phase; som e have taken • “The rate at which students com pleted their credit-bearing course was corequisite to scale. At least 4,78 2 students had opportunity and access well beyond expectations; we couldn’t be happier with these results.” to corequisite coursework in 20 16-17. In fall 20 17, over 4,50 0 students had access to corequisite English, literacy and m athem atics courses.  Corequisite m odels include: • “Identifying partnerships across cam pus is vital to a successful collaboration and is ultim ately beneficial for students and the  Em bedded supports in gateway courses (These often took the form of institution in efforts to increase retention and graduation rates. additional academic resources [ NROC EdRea d y, Pearson’s “ My” labs, ALEKS, Faculty and staff collaboration is a valuable exercise inherent to this etc .], required labs or class hours, and in- or out-of-class mentoring, advising and m odel with m any benefits to all parties involved.” tutoring supports.)  Paired support courses (The paired courses were specially designed to meet prerequisite academic and student success needs.) • “In fall 20 17, the A/ B/ C pass rate of students who took the five-hour corequisite college algebra course was significantly higher than the  Boot cam ps (These could take place prior to placement testing, prior to the start A/ B/ C pass rate of students who placed directly into the three-hour of classes, or in the first class sessions.) college algebra course.” Kentucky Council on Postsecondary Education Kentucky Council on Postsecondary Education 2

2/15/2018 ‐ Corequisite Education Workshop at CPE Corequisite Education – What Works (June 20 17) Corequisite Education – What Works (January 20 18 )  Research-based m odels • Understanding best practices in im plem enting corequisite education  Strong institutional support  • Faculty and staff involvem ent throughout the im plem entation process Faculty involvem ent throughout im plem entation  Collaborative and continuous approach to program design, im plem entation, • Com m unications and PD specifically designed by and for your com m unication, review, assessm ent, and im provem ent: “Every voice counts.” adm inistration, faculty, adm ission, advising, and tutoring staff  Faculty “share” sessions: What works and what doesn’t work • Com m unications designed for students and fam ilies  Em bedded academ ic support learning m odel : “Just-in-tim e” supports • Coordination at all levels  Careful selection of faculty and staff teaching and supporting student learning  • Integrated instructional designs Building strong student academ ic supports into corequisite courses  Faculty and staff research shared throughout the cam pus com m unity at departm ental • Belief that your m odel m akes a student success difference m eetings or research posters and publications • Evaluation of your corequisite m odel and m aking needed changes  Ongoing professional developm ent by faculty and staff for faculty and staff: “not one and done PD”  Create m eaningful assignm ents and assessm ents for learning: “Teaching to prom ote learning” Kentucky Council on Postsecondary Education Kentucky Council on Postsecondary Education Corequisite Education – The Challenges (June 20 17) Corequisite Education – The Challenges (January 20 18 )  Com m unication, com m unication, com m unication  Com m unication of the new developm ental education program m odel  Coordination  Program coordination  Ownership and belief of the m odel by all stakeholders  Ownership and belief of the m odel by all stakeholders  Advising  Class scheduling  Designing and im plem enting the academ ic support system needed  Advising for student success at your institution  Evaluation  Evaluation  Making needed program changes  Changing, based on evidence of what works (and doesn’t), when and where needed Kentucky Council on Postsecondary Education Kentucky Council on Postsecondary Education 3

2/15/2018 ‐ Corequisite Education Workshop at CPE Corequisite Success: Comprehensive Universities Corequisite Success: Comprehensive Universities English Completion in One Semester College Algebra Completion in One Semester Fall 2016 Spring 2017 Fall 2017 100% Fall 2016 Spring 2017 Fall 2017 90% 100% 80% 72% 90% 70% 66% 80% 70% 68% 66% Two ‐ Year 70% 62% 60% Baseline 60% 50% 56% 50% Two ‐ Year 40% Baseline 40% 30% 38% 30% 20% 20% 10% 10% 0% 0% Percentages based on the number of developmental students completing a gateway course in one semester. Percentages based on the number of developmental students completing a gateway course in one semester. Two ‐ Year Baseline represents students enrolled in a dev. ed. course and then completed a gateway course in two years Two ‐ Year Baseline represents students enrolled in a dev. ed. course and then completed a gateway course in two years 13 14 Corequisite Success: Comprehensive Universities Corequisite Success: KCTCS Other Gen. Ed. Math Completion in One Semester English Completion in One Semester Fall 2016 Spring 2017 Fall 2017 Fall 2016 Spring 2017 Fall 2017 100% 100% 90% 90% 80% 80% 72% 71% 70% 70% 59% 55% 54% 53% 60% 60% 50% 50% Two ‐ Year Baseline 40% 40% Baseline 34% 30% 38% 30% 20% 20% 10% 10% 0% 0% Percentages based on the number of developmental students completing a gateway course in one semester. Percentages based on the number of developmental students completing a gateway course in one semester. Two ‐ Year Baseline represents students enrolled in a dev. ed. course and then completed a gateway course in two years Two ‐ Year Baseline represents students enrolled in a dev. ed. course and then completed a gateway course in two years 15 16 4