Lynn Marecek
Lisa McKowan-Bourguignon
Marty Romero
George Sweeney
Santa Ana College Mathematics Department
October 5, 2016
List 3 things you
want to know about
SAC Math Redesign.

In Fall 2015, SAC had:

25,554 credit students



Gender



6,581 full time students
18,973 part time students
42% females
58% males
Race




Latino 53.3%
White 14.5%
Asian 9.1%
Black 1.7%
54% are first-generation college students
49.1% of all full-time students receive the BOG
 2395 incoming freshmen students


 Incoming

Registered in Basic Skills classes- 49.7 %


Math 34.1% (53% pass rate)
English 25.5 % (60% pass rate)
 Basic


Freshmen
Skills Completion
Math 41.1%
English 37.6%
 Share
with you the exciting SAC Math
Redesign project that has now gone to full
implementation.




Why Redesign?
History of the project
Math 83/Math 84
Data
 Encourage
 Answer
you to consider Math Redesign
your questions about Math Redesign

Too many students begin the developmental
sequence and then never finish.

Do the Math


2 developmental courses and 1 college level


Assume 70% pass rate/80% retention to the next course
0.70 x 0.80 x 0.70 x 0.80 x 0.70
= 21.9% success
3 developmental courses and 1 college level

0.70 x 0.80 x 0.70 x 0.80 x 0.70 x 0.80 x 0.70
= 12.3% success

Before redesign:
Fall 2013-Spring 2015 (All Cohorts)
N
Transfer-Ready
Transfer Ready
%
1566
602
38.44%
Basic Skills
Complete
240
BSC %
15.32%
The chances of a student who begins in the developmental
sequence at SAC completing a transfer level course are very
low. They are especially low if the student begins three or more
levels below transfer level math.
Before redesign:
 Math 060 Students Tracked To Math 080/081
Within One Year

Tracked to Math 080 Tracked to Math 081
Math 060
Success
Success
Total
Success
Enrollment
Enrollment (grade Enrollment (grade
Success
A,B,C,P)
A,B,C,P)
Fall 2013
19%
467
72
48
239
148
N=1015
(196/1015)
Spring 2014
17%
418
61
33
160
103
N=820
(136/820)
Fall 2014
17%
387
53
27
165
106
N=786
(133/786)


Math 060 Elementary Algebra
Math 080/081 Intermediate Algebra
Before redesign:
 Math 060 Students Tracked To Math 080/081
Within Two Years

Tracked to Math
080/081
Math 060
Total
Success
Enrollment
Success
Enrollment
Success
(grade
A,B,C,P)
Fall 2010
N=976
434
528
285
29%
285/976
Fall 2011
N=996
511
574
277
27%
277/996

Math 060 Elementary Algebra

Math 080/081 Intermediate Algebra
 Goals



whether to redesign
which course/s we will redesign
what the model needs to include
Clarify



2011-2012
Decide


Year 1
our priorities for the redesign
the pedagogical values of the department
Build

consensus among the department faculty for the
redesign plan

What are the issues/concerns in our developmental
math program that need to be addressed?
Low success rates
 Low retention rates
 Too long to transfer level

Overlap of material
 Too much curriculum in a course
 Lack of quantitative and logical thinking
 Unnecessary topics in curriculum






Attendance
Poor attitudes
Weak study skills
Poor prerequisite skills
Unwillingness of students to do homework

What are the issues/concerns in our developmental
math program that need to be addressed?
Low success rates
 Low retention rates
 Too long to transfer level
Redesign the Course
Overlap of material
 Too much curriculum in a course
 Lack of quantitative and logical thinking
 Unnecessary topics in curriculum
Restructure Curriculum







Attendance
Poor attitudes
Weak study skills
Poor prerequisite skills
Unwillingness of students to do homework
Redesign the Course

Two Pathways
BSTEM-Business, Science, Technology, Engineering, Math
 SLAM -Statistics and Liberal Arts Math


Two New 6 Unit Courses
BSTEM-Math 84
 SLAM -Math 83


Acceleration achieved by:
Better pre-placement test preparation
 Math 060/081 combined into a 6 unit 1semester course
for each pathway

BSTEM Business and Science, Technology, Engineering and Math
SLAM Statistics and Liberal Arts Math
 Course
Sequence Flow Chart
Math 83 Academic/Course Content
 Math 84 Academic/Course Content
 Assessment and Outreach
 Grants/ Title V
 Curriculum/Articulation/Registration
 Model Development
 Technology/Hardware
 Instructional Services
 Training


Goals
Year 2
 Decide
2012-2013
what topics/objectives must be included in each
course.
 which model best fits the needs of our students,
the values of our faculty, and our facilities.
 the software and textbook needs of these
courses/models.


Create

timelines and task lists for each committee that
will lead to full implementation.
 Model

Integration of Technology



Some time in a computer(iPad) classroom with teacher
Some time at home/ Math Center
Consistency across course sections




for each course will include:
Same core course in software
Same course reference sheet
Department final
Student Assistants in the classroom
 Model
for each course will include:

Mastery learning

Study Skill Development

More critical thinking development

More conceptual development

Student interaction/group work
 Goals








2013-2014
Seek Administrative Support
Create Campus Task Force


Year 3
Inform other departments, etc. as to what we are doing
Identify issues that must be addressed
Develop solutions to the issues
Apply for grants
Select Software
Guide courses through curriculum
Create Software courses
Create Supplementary curriculum
 Goals
Year 4
2014-2015
Keep focused on goals and previous decisions
 Successfully Pilot 83, 84
 Implement Assessment Plan
 Develop Training Plan
 Establish Computer Classrooms
 Secure funding
 Outreach
 Continue collaboration with other campus
teams

 Pilot

Fall ’14



2 sections Math 83
3 sections Math 84
Intersession ’15 (4 weeks)


Classes
1 section Math 84
Spring ’15


5 sections Math 83
5 sections Math 84
Assessment Plan for Math 83/Math 84

Fall, Spring Semester Pilot comparisons
Course Success
 Final Exam Comparison


Longitudinal Comparisons
Persistence
 Basics Skills Completion


Ongoing In-Course Formative Assessment
Assignment Completion vs. Test Performance
 Hours vs. Test Performance
 Surveys
 Enrollment assessment

 We
were faced with the following challenges:

Scheduling 50 sections into redesign classrooms

Training faculty to teach these courses

Ensuring students enrolled in the right course:
Math 83 vs. Math 84

Informing the whole campus of this
transformational change

Maintaining consistency across the sections
 Training

A----Philosophy of Redesign.


Math 83B and Math 84B.
C----Technology of Redesign.


This training is for both Math 83/84 instructors
B----Pedagogy and Classroom Practices.


Math 83C and Math 84C.
To teach:
Math 83
 Math 84

Modules
Instructor must complete training
modules:
A, 83B, 83C
A, 84B, 84C.
 Communication
with Counseling and
Outreach
 Posters
 Fliers
 Math Department Website
 Welcome Email
 1st day of class visits by course coordinators
and counselors
 1st day of class instructor announcements

Information to students about:




the new classes, Math 83, Math 84
how to choose the best option for them personally
the importance of the placement test
How was information disseminated?







SAUSD Task Force
Outreach at the high schools
Early Decision
Math N48 classes
Fliers
Posters
Math department website
 Math
Placement Test Worksheet
 Math
Pathway Decision Chart

Train faculty

Provide ongoing professional development for
newly trained faculty: FIGs
Communicate regularly with faculty:



Weekly Emails
Hire and train student assistants for every
section
 The








impact is huge:
Every Department
Curriculum
Articulation
Admissions/Records
Counseling
Freshman Experience
EOPS
DSPS
 Goals
Year 5
2015-2016
Successful full implementation of Math 83, 84
 Implement Assessment Plan
 Develop Supplementary Instruction Plan
 Develop Plan for 83 to BSTEM pathway
 Websites
 Where do we go from here?


Fall ’15
32 sections of Math 83
 18 sections of Math 84


Intersession ’16



1 section Math 83
2 sections Math 84
Spring ’16
28 sections Math 83
 15 sections Math 84


Fall ’16
30 sections Math 83
 16 sections Math 84

 Redesign

7 classrooms


Classrooms
Booked all day/night
Amenities





iPads
White Boards
Printer
Apple TV
Mediation
 BSI,

Planning Support




Student Equity, etc.
FIG –Monthly Faculty Planning Meetings
FIG- Pilot Faculty Weekly Meetings for ’14-’15
Instructor Training
Personnel







Redesign Coordinator
Math 83 Coordinator
Math 84 Coordinator
Assessment Coordinator
Software Coordinator
Student Tutors
Embedded Counselor in Math Center
Do you have any questions ?
Consistency across sections
 Common course documents and assessments
 Teacher is facilitator of learning not the
deliverer (no talking heads!)
 Taught in an iPad classroom
 Use online learning system with personalized
homework
 Student takes responsibility for own learning
 Student Tutors in each class

 Classroom







time will be used to:
Present “Mini-lectures” in response to student
needs
Work in groups and foster student interaction
Work on iPad math assignment
Develop study skills
Develop critical thinking skills
Develop conceptual understanding
Provide support for students
A 6-unit combined Elementary and Intermediate
Algebra for BSTEM Majors
 Students watch short lecture videos before each
class session
 Class time includes the following:

Class leads the instructor through problems at the
board.
 A large block of time is used for group work at the
boards –all students working at the same time.
 Another large block of time is used for individual
work in MyLabsPlus and one-on-one conferencing
with students.

 Class
is 3 hours and 5 minutes

0:00-0:30
Class discussion/problem solving

0:30-1:20
Group work

1:20-1:40
Break and pass out iPads

1:40-3:00
Individual Work

3:00-3:05
Collect iPads

These are Guidelines only-each day is different!
 Example


problems chosen
based on needs of the specific class
with item analysis of assignments in MyLabsPlus
 Students



respond to instructor raised questions
guide the instructor through problems
go over common mistakes or obstacles
 Instructor


models proper mathematical form
ties together concepts and offers tips to avoid
common mistakes
 Students
work together in small groups/pairs
on problems, usually at the whiteboards
 The
whole class is working on the same set of
problems
 Each
group cannot erase a problem until the
work is checked by the instructor or
assistant.

Students




work online on assignments in MyLabsPlus
work on Study Skills in Strategies For Success workbook
receive individual help from instructor and assistant
Instructor

meets one-on-one with students,



especially those that are falling behind or struggling
to provide support
Discussion topics include:






Strengths of the student
Challenges the student faces, including their personal lives
Study skills that the student needs to further develop
Resources available to the student
Student progress in the class
Major of study and career path


The teacher is the

facilitator of learning not the deliverer.

guide the for students on their educational journey.
The students

are empowered to take responsibility for their own
learning and ownership of their education.

feel a strong connection to their classmates, their
school, the instructor and the assistant.

are succeeding at higher rates!
How can we improve success rates in Math 84?
 How do we maintain consistency across sections?
 How well are Math 84 students retaining
information in their next class?
 How can we improve success rates in the
subsequent courses of Trigonometry and PreCalculus?
 How do we improve this persistence rate?


Currently, only about 25% of students who succeed in
an Intermediate Algebra course register for a math
course the following semester.



A 6-unit combined Elementary and Intermediate
Algebra preparing students for Statistics/Liberal Arts
Pathways
Students work collaboratively to learn, discuss, read,
and write mathematics from a conceptual and
applications perspective.
Class goals include
 improve algebraic thinking and reasoning
 gain comfort with applications - situations,
scenarios, words
 experience with graphs of all types, especially



pie charts
bar graphs
histograms
 improve written and oral presentation skills
 Class
is 3 hours and 5 minutes

0:00-0:30 Review and Reinforce Concepts

0:30-1:40 Active Learning (Group Work)

1:40-2:00 Break

2:00-3:00
ALEKS

3:00-3:05
Collect iPads
 Previous

Discuss one or two challenging homework
questions
 Respond


Homework
to ALEKS Reports
Model proper mathematical format
Practice algebra skills in groups (at desks or at
the board)
 Reinforce

Previous Activity Objectives
Mini follow up activity
 Students


work through contextual situations
Work in groups (both at their desks or at the
board)
Given time to struggle and figure it out
 Students


present problems to the class or to their group
Put group’s answers on the board
 Class
discussion of answers

Initial Adaptive Assessment (First Day)


ALEKS creates an individualized homework plan
ALEKS In the Classroom
Students work on iPads
 Student-Instructor Conferences


ALEKS

Paper and pencil handouts and assessments

Daily follow up assignments
o
o

Applications
Reflections

Weekly quizzes

Exam Reviews

Exams
Study Skills Worksheets

These worksheets encourage students to:




Be actively engaged
Self-reflect
Gain valuable insights
Take ownership over their learning and success
 Change
of Class Culture and Student Mindset
“I've never had a math class like this--online homework, working
together with classmates, having simple and effective take-homehomework. I've taken intermediate algebra at XXCC three times and its
the same "take notes then go home and do homework from the book".
Everything is great. It's the most helpful work I've done in math ever.
- Math 83 Student
“I was more intrigued by the way that this class is taught. I love that
many different styles of learning are applied to each lesson by letting
us have group time, individual time, and allowing us to play a role in
each other's success.
- Math 83 Student
 Taking
Instructional Chances (Desmos.com
Activity Center, Goformative.com,
Desmos.com, Padlet, Collaborative
Groups…)
 Students Speaking/Writing/Doing
Mathematics
 Individualized and Adaptive Instruction
 Instructors Connecting with Students
 High Success Rates

How are our Math 83 students doing after the
class? [Next Course Success Rate] Rigor?

What aspects of Math 83 lead to success in
Statistics?

Which skills should we leave to ALEKS to teach?

What instructional materials best support
students in meeting our course goals?

How do we ensure the course is taught with
fidelity?
 What
are the results?
 What
is the impact?
 For
whom is it making the greatest impact?
 How
will this impact the pipeline?
 How
does this affect campus equity?
 Number
of Students in Redesign Courses by
Semester
1600
1400
Number of Students
1200
1000
800
600
400
200
0
Fall 2014
Spring 2015
Fall 2015
Semester
Math 083
Math 084
Total Redesign
Spring 2016
Course Success Comparison
70%
60%
Success Rate
50%
40%
30%
20%
10%
0%
Traditional Intermediate
Algebra
Math 083
Math 084
Math 083 and 084
Fall 2014
60%
56%
37%
44%
Spring 2015
53%
65%
48%
56%
Fall 2015
53%
64%
51%
58%
Spring 2016
0%
62%
47%
58%
Course Number
Fall 2014
Spring 2015
Fall 2015
Spring 2016
80.0%
75.1%
74.5%
70.0%
65.8%
62.4%
59.1%
60.0%
52.8%
Success Rate
50.0%
47.0%
40.0%
30.0%
28.4%
26.8%
20.0%
10.0%
0.0%
From Pre-Algebra
Tested into Elementary Algebra
Entry Pathway
Traditional Algebra
SLAM Pathway
STEM Pathway
Tested into Intermediate Algebra
Item
Total Exam
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Overall
Math 081 Percentage
67%
Math 084 Percentage
69%
78%
88%
69%
45%
61%
17%
60%
61%
61%
61%
84%
22%
61%
83%
50%
65%
52%
87%
71%
47%
61.4%
83%
88%
77%
77%
39%
78%
65%
48%
61%
61%
86%
68%
51%
64%
57%
81%
68%
95%
79%
62%
69.4%
Topic
Multiplication of Complex Numbers
Rational Exponents
Compound Inequalities
Rational Expressions
Difference of Cubes
Logarithmic Equations
Equation of line parallel to given
Domain of a Rational Expression
Graph of Quadratic Function
Quadratic Inequality
Evaluate Quadratic Function
Simplifying Cube Roots
Long Division
Complex Fractions
Rationalize Denominator
Logarithm Properties
Inverse Functions
Evaluate Square Root Function
Radical Equation
Completing the Square
70.00%
62.90%
60.00%
Successful Completion Rate
50.00%
42.20%
39.80%
40.00%
37.50%
30.00%
20.00%
10.00%
0.00%
Fall 2012 Cohort (n=1100)
Fall 2013 Cohort (n=1039)
Fall 2014 Cohort (n=933)
Fall 2015 Cohort (n=1044)
Cohort Year

Take first course at SAC Fall and tracked through following Spring
Time
Number of
Students
Completing
Int. Algebra
Percentage of
Difference in Number of
Students who
Students
Students Difference in took and
Completing Taking
Students
completed
Int. Algebra Algebra
Taking Algebra algebra
Before
Implementation
1274
0.0%
4028
0.0%
31.6%
Pilot
Implementation
1300
2.0%
3630
-9.9%
35.8%
Full
Implementation
1967
54.4%
3392
-15.8%
58%
60.00%
50.00%
50.00%
51.30%
45.60%
Success Rate
40.00%
36%
30.00%
20.00%
10.00%
0.00%
College Algebra
Trigonometry
Transfer-Level Course
Traditional Intermediate Algebra
Redesigned Algebra
80.00%
73.20%
70.00%
67.80%
58.20%
60.00%
52.80%
Success Rate
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Math for Liberal Arts
Statistics
Transfer Level Course
Traditional Intermediate Algebra
Redesigned Algebra
20.00%
17.90%
18.00%
Successful Completion Rate
16.00%
14.00%
11.80%
12.00%
9.40%
10.00%
8.20%
8.00%
6.00%
4.00%
2.00%
0.00%
Fall 2012 Cohort (n=1100)
Fall 2013 Cohort (n=1039)
Fall 2014 Cohort (n=933)
Cohort Year
Fall 2015 Cohort (n=1044)
 In
Basic Skills Completion-Math, Latinos are
disproportionately impacted


80% of Basic Skills math students are Latino
Best practices for Latino students





Clearly articulated pathways
Eliminating attrition
Increasing student-student, student-instructor
interaction
Increasing feedback
Shrinks the gaps to Basic Skills and Degree and
Certificate Completion
100%
90%
86.70%
80%
Rate of Successful Completion
78.60%
76.70%
70%
72.70%
65.30%
60%
60.70%
50%
50.70%
40%
40%
38.70%
36.80%
30%
20%
10%
0%
African American
(n=10, 14)
Asian
(n=49, 53)
Hispanic
(n=673, 765) Multi-Ethnicity (n=21, 11)
Race
Traditional Algebra Pathway- Fall 2014 Cohort
Redesign Pathway- Fall 2015 Cohort
White Non-Hispanic
(n=69, 62)
30%
28.30%
26.50%
Rate of Successful Transfer Completion
25%
20%
18.20%
17.70%
17%
15%
14.20%
10%
10.40%
8.70%
7.10%
5%
0%
0%
African American
Asian
Hispanic
Multi-Ethnicity
Race
Traditional Algebra Pathway- Fall 2014 Cohort
Redesign Pathway- Fall 2015 Cohort
White Non-Hispanic

Lynn Marecek



Lisa McKowan-Bourguignon



Math 84
[email protected]
Marty Romero



Redesign Coordinator
[email protected]
Math 83
[email protected]
George Sweeney


Student Success and Equity Coordinator
[email protected]