Strategic Direction: Strategic Direction 3
2009-2010
Who
When
Not Started
2010-2011
In Progress
Date Complete
Strategy: Tutoring Enhancement
Leader: Margaret Moir (Vice President, Learning Support and Retention) and Barbara Keener
(Tutor Coordinator)
Task, Actions, and Decisions
Rationale: NC State expanded access to and the availability of tutoring in many forms through the initial AtD strategies. It
began referring more developmental students to tutoring through the College Student Inventory debrief and academic
alert processes. It revised its developmental writing curriculum to allow for both an in-class tutoring lab section, as well
as providing the instructor the option to mandate external tutoring. It provided additional dollars to the Student Success
Center to fund walk-in and scheduled appointments. While developmental student opinions of tutoring services have
improved between the 2006 and 2008 CCSSE, the results on classroom performance have been very mixed when
compared with the course success of an entire AtD cohort for that year. Boyland and Saxon argue inWhat Works in
Remediation: Lessons from 30 years of Research , that tutoring for developmental students is essentially ineffective
unless the tutoring program had a strong tutor training component. NC State did make an investment in tutor training as
part of its initial AtD strategies providing stipends for up to eight hours of training through self-paced videotapes and
followup questionairres. While the videos were quality, there was no enough centralized control and evidence of return
on investment over the program given the many duties of the disability/tutoring coordinator. The effort was
discontinued to avoid waste of resources.
We propose
a substantial investment including a new designated tutoring space, strong tutor coordinator position to oversee training,
and an effective/enforced tutor training program that incents increasing levels of training through a tiered tutor pay
scale.
Number of students intend to serve: The Student Success Center has recorded about 125 developmental students
annually receiving walk-in or appointment tutoring. The proposed investment in tutoring availability should increase this
number alone by at least 100%. Yet when combined with potential future curriculum changes (such as mandatory
tutoring or tutoring labs integrated into coursework) we believe this has the potential to impact up to one-half of NC
State's unique developmental students (approx. 500)
Responsible parties: Tutoring Coordination Team -- Barbara Keener (Tutor Coordinator), Peg Moir (Vice President,
Learning Support and Retention), Bev Walker (Student Success Center Director); John Falls (Math chair), Deb Hysell
(English Reading & Writing Chair) Tom Prendergast (IR Director); Keith Stoner (Communications Director), Aaron Zhu
(Adjunct Math Instructor and Math Tutor)
Needed professional development: Tutor Coordinator to annually attend the national conference of the National Tutoring
Association (or similar association), for which he/she could receiving CEU credit torward being certified as a tutor trainer.
Purchase of online training modules linked to NTA certification levels for adjunct tutors, which include embedded
assessments. In-house tutor training provided by the Tutor Coordinator. Finally, tutoring-related sessions or
presentations can be attended at the NADE or OADE conferences.
Needed technical assistance: To assist in the design of a dedicated tutoring workspace for developmental students
(including computer lab) we propose to engage a design consultant experienced in the design of learning support
centers.
Conflicting state policies: N/A
Implementation Steps
Year One
Design and post a Tutor Coordinator Position responsible for overseeing all facets of NC State's tutoring functions
including scheduling, training, classroom liaison work, etc. In addition, a portion of this person's time would be dedicated
to direct tutoring. The ideal candidate would have educational background/certifications to immediately serve as a tutor Vice President
training, though we will immediately integrate the person into training to achieve proper credentialing. Have person
Learning Support
hired by Aug. 1 to prepare for 09-10 year.
& Retention
Summer
Tutoring
Engage a consultant experienced in design of learning support centers to provide recommendations on creation of an
Coordination
effective physical space for a developmental tutoring center.
Team
Fall
Sep-09
Oct-09
Who
When
Not Started
2011-2012
In Progress
Date Complete
Who
When
Not Started
In Progress
Date Complete
Strategic Direction: Strategic Direction 3
2009-2010
Who
When
Create a physical location within the college and purchase computer hardware, workstation furniture, and tutoring
software to support math, reading and writing tutoring.
Tutoring
Coordination
Team
Summer for
opening in Fall
Create a marketing plan and materials regarding the tutoring center to inform and attract developmental students in
need of tutoring.
Tutoring
Coordination
Team/Keith
Stoner
Fall
Not Started
2010-2011
In Progress
Date Complete
Aug-09
Oct-09
October 2009
Tutor
Coordinator
selected the
Association for
the Tutoring
Profession
Investigate the training, certification and products available through the National Tutoring Association versus similar
agencies (Association for Tutoring Professionals, National College Learning Center Association) to ensure the best fit for
long-term professional development at NC State. Following steps assume NTA affiliation as a placeholder.
Tutor Coordinator Fall
Create a professional developmental plan for adjunct tutors. Elements would include a) a recruiting strategy, especially to
nonfaculty and peer student populations; b) a pay scale based upon level of certification achieved from the National
Tutoring Association (8 levels); c) policies and procedures allowing tutors to either earn certification/CEUs via online
modules from the NTA Learning Center Affiliate Program (assessments included) or by taking NTA proficiency exams
mapped to various certification levels; d) policies and procedures for a mentoring/monitoring system between the Tutor
Coordinator and tutor trainee.
Tutor Coordinator Fall
Dec-09
Purchase TutorTrac software in order to collect and analyze tutoring data
Tutor Coordinator Fall
Jan-10
Tutor Coordinator Fall
Dec 2010 began
using Ohio Online
Tutoring
Consortium thru
Ohio Learning
Network
Review current online tutoring package (SmartThinking) and make recommendation for continuing to use, or using
another vendor
After confirming the value of the product against competitors, purchase 25 online certification training modules from the
NTA Learning Center Affiliate Program.
Tutor Coordinator Winter
As tutoring resources are being secured, Tutor Coordinator begins collaborations with deans/chairs on integrating
tutoring into developmental curriculum via lab sections or external mandatory tutoring assistance. If incorporated into Tutor
lab sections, supplemental tutors can be paid from tuition. Initial policy recommendations will be presented to the
Coordinator/Dea
curriculum commitee in winter quarter.
ns/Chairs
Fall-winter
Tutor Coordinator attends national NTA conference.
Use TutorTrac software to generate usage and outputs reports
Refine evaluation plan for Tutoring Enhancement intervention
Year Two
Tutor Coordinator Spring
Tutor
Coordination
Team
Quarterly
Tutoring
Coordination
Team with
Technical
Assistance
Spring
Tutor Coordinator
will provide with
approval from ATP
This is an
ongoing
discussion
March 28-April 1
attended ATP
national
conference
December 2009,
March 2010
Apr-10
Who
When
Not Started
2011-2012
In Progress
Date Complete
Who
When
Not Started
In Progress
Date Complete
Strategic Direction: Strategic Direction 3
2009-2010
Who
When
Not Started
2010-2011
In Progress
Date Complete
Who
When
Not Started
2011-2012
In Progress
Based on evaluation of year one outcomes possible with the TutorTrac software as well as student feedback, propose
adjustments to improve the operation of the tutoring center and allocation of its tutoring resources. These will include
issues relating to numbers served/average duration in computer tutoring lab; number of students served through walk-in
tutoring; wait time for walk-ins, demand for walk-ins at various days/times; students served through appointments;
appointment demand for various days/times; rate of no shows for appointments; services to students referred via early
alert. 2011 Update: Director has issued an extensive policies and procedures manual for center operations.
Prepare and submit tutor training program materials for Association of Tutoring Profession certification. 2011 Update:
Certified.
Implement strategies to develop more peer and community tutors. 2011 Update: Have recruited 45 tutors (mostly PT
adjuncts) and retained 24 as of spring 2011.
Tutoring
Coordination
Team
Tutor
Coordinator
Tutor
Coordinator
Summer Fall
SummerFall
SummerSpring
x
Continue to refine professional development plan for peer, community and adjunct tutors. Based on evaluation, assess
progress in training and certification and consider program adjustments to increase capacity if necessary. Analyze faculty
tutor versus student/other ratio. 2011 Update: 30 of 45 tutors have achieved level 1 certification through College
Reading/Learning Association. Director's "Master Tutor" certification pending. Also expanded tutoring locations.
Tutoring
Coordination
Team
Fall
x
SummerFall
x
Continue collaborations with deans/chairs on integrating tutoring into developmental curriculum via lab sections or
external mandatory tutoring assistance. Policy recommendations need to be presented to the curriculum commitee in
winter quarter. 2011 Update: Some sections have mandated tutoring for poor performance, but inconsistent.
Tutor Coordinator attends national ATP conference.
Begin to analyze data on outcomes for students who receive tutoring services. 2011 Update: Quarterly reports to
Director from IR.
Tutor
Coordinator/Dea
ns/Chairs
Tutor
Coordinator
Tutoring
Coordination
Team
Date Complete
Who
When
Fall 2010
Fall 2010
Spring
Spring
x
Year Three
Based on outcome evaluation, continue studying adjustments to resource allocation at the tutoring center as college
prepares for transtion to full sustainability.
Tutoring
SummerCoordination Team Spring
Implement strategies to develop more peer and community tutors.
SummerTutor Coordinator Spring
Review progress of training and certification program for tutors. If projected outcomes are unmet, investigate why and
propose appropriate changes
As college moves toward conversion to semesters in 2012-13, Tutor Coordinator collaborates with deans/chairs on how
to best integrate tutoring into coursework conversion. Policy recommendations presented to curriculum committee in
winter quarter.
Tutoring
Coordination Team Summer-Fall
Tutor
Coordinator/Deans
/Chairs
Fall-winter
Tutor Coordinator attends national ATP conference.
Tutor Coordinator Spring
From evaluation work, prepare summary based on analysis of current best learning support plan, statistcal data, focus
groups and surveys. Identify potential barriers and suggest improvements.
Tutoring
Coordination Team Spring
Not Started
In Progress
Date Complete
Strategic Direction: Strategic Direction 2
2009-2010
Who
Strategy: Expand the Solutions Adult College Transition Program
Leader: Daniel Dickman (Coordinator, Success Unlimited)
Task, Actions, and Decisions
Rationale: The original AtD research in 2005-06 showed students failing the lowest level developmental courses
had the highest stop-out rates (up to 60% for lowest level reading and writing). NC State is experiencing an
increase an underprepared adult students with diplomas/GEDS due to dislocations from the poor economy and
campus-based program that teaches soft/life skills to new recipients of cash public assistance. According to a 2006
"Occassional Paper" from the National Center for the Study of Adult Learning and Literacy titledTransitioning
Adults to College, its is particularly important "that adult education programs prepare their students to enter
college at the highest level possible (.e.g, college-level or at the very least, the highest level of developmental
education) so that students do not use previous financial aid dollars on remedial coursework or fatigue out of the
start of their postsecondary career." To address this challenge, NC State is piloting with Mansfield City School
Dsitrict Adult Basic Literacy a a campus-based college transition course that bridges academic gaps between adult
education and college-level courses based off of the "College Prep" model in the NCSALL study. It is currently for
pre-college or NC State students scoring concurrently into one or more of the lowest levels of developmental for
reading, writing and math. It features, and will be enhanced in the grant by: a)direct instruction to address the
gaps between the knowledge and skills required to complete the GED and those needed for success in college, b) a
learning environment that teaches college success skills by simulating a college environment in terms of class
format, expectations, scheduling, etc; c)a comprehensive counseling component; d) student cohorts of learning
communities." Also, it is not impacted by NC State's quarter system, so it is completely self-paced.
Number of students intend to serve: This will serve 90 students in FY 2010, 110 in FY 2011, and 130 in FY 2012
throughout the 3-county service area, as several students in the pilot group already commute in from adjoining
counties. The demand for this service will continue to grow given unemployment rates of 12%-15% in regional
counties, especially if the region's General Motors plant closes in 2009. The plant has been identified as a prime
target in national reports.
Responsible parties: Solutions Adult Transition Program team -- Dan Dickman (Success Unlimited Coordinator),
Kristin Arnold (Solutions Instructor), Dee Bell (Mansfield CSD ABLE Director), Julie Korbas (Success Unlimited Entry
Program Facilitator); Cathy Craig (Assessment Coordinator); Margaret Puckett (FYE Instructor); Keith Stoner
(Communications Director); Tom Prendergast (IR Director)
Needed professional development: Will attend sessions on successful adult transitions programs at regional, state
and national conferences. Will also draw from future AtD Strategy Institutes funded through instiutional funds.
Needed technical assistance: Evaluation plan refinement
Conflicting state policies: Though the ABLE programs utilize the Test of Adult Basic Education (TABE) to measure
competencies, NC State has obtained a TABE/COMPASS crosswalk based on a 2003 project in Kentucky. In 2009,
Ohio integrated its adult education programs (Career Technical and Adult Basic Education) into the Board of
Regents for a more seamless adult education system. To faciliate this transfer, the Regents are piloting a system of
regional "stackable certificates" at the pre-college level to increase the rigor of traditional ABLE programs. This
includes an "advanced skills" certificate for skills required to achieve a GED or complete a secondary education in
preparation for college readiness with ABE competencies geared toward the 12.9 grade level. There is also an
expectation the ABE programs will "contextualize" curriculum and instruction to technical certificates. At this point
the stackable initiative remains a pilot, but there is potential that mandated conflicting policies could arise. For
example, a Regents group is currently developing cutoff scores on selected assessments that will indicate mastery
of math, writing and reading competencies. It is critical these align with state/college policy on college-readiness.
Implementation Steps
Year One:
When
Not Started
2010-2011
In Progress
Date Complete
Who
When
Not Started
2011-2012
In Progress
Date Complete
Who
When
Not Started
In Progress
Date Complete
Strategic Direction: Strategic Direction 2
2009-2010
Who
Develop a marketing plan to inform key publics about the Solutions program in NC State's 3-county region.
Collaborate with the OneStops (disclocated workers), public assistance programs, community and faith-based
nonprofits, etc. to recruit students, local transit authorities. Note that NC State has a branch of the OneStop in the
same building as its key developmental services, which can serve as a key referal source for dislocated workers to
the Solutions program. Note that some students score so low on the TABE during program intake that a COMPASS
test is not necessary. Students will know a dedicated class is available all day, every day, with a special workshop
on Friday afternoon to instruct on college success skills with articulated credit for successful completion.
Solutions Team
Bev Walker and
Student Success
NC State advisors will encourage its students scoring into the lowest levels of developmental to enter the
Center advising
Solutions class.
staff
When
Ongoing
Not Started
2010-2011
In Progress
Date Complete
Summer - spring
Has been done
Summer - Spring
2009-10
Ongoing
Workshop series
design complete
in February; as of
April 30 one
workshop
completed and
another
underway
Margaret
Puckett, Julie
Korbas
Kristin
Arnold/Cathy
Craig
Within the bounds of student privacy laws, the Solutions Instructor will communicate regularly with
developmental faculty and support services staff on student and policy issues. She will be invited to take part in
department meetings, college convocations, and professional development activities. She will serve as an advisor
to both students and NC State employees to ensure a smooth transition.
Kristin
Arnold/John
Falls/ Richard
Birk/Bev Walker
Refine evaluation plan for this intervention. 2011 Update: Part of logic model initiative.
Solutions Team
with Techncial
Assistance
Will be
completed in
May 2010
Solutions Team
Quarterly
September 2009,
December 2009,
March 2010, June
2010
Ongoing
September 2009,
December 2009,
March 2010, June
2010
Track subsequent success outcomes for students who begin in Solutions and enroll in college2
Solutions Team
When
Not Started
2011-2012
In Progress
Date Complete
X Brochures
developed,
article in college
Leader
published,
students
interviewed for
"Achievers and
Dreamers"
NC State will design a college success skills workshop based on its three-credit success skills class required for all
developmental students to be offered on Friday afternoons in the Solutions classroom. Students successfully
completing the workshop and enrolling at NC State thereafter will gain articulated credit for the course. The
workshop instructor will be an adjunct success course instructor who also facilitates NC State's soft/life skils
program for public assistance recipients. Three workshops will be offered annually.
Improvements in the TABE will be crosswalked to COMPASS to determine if the student is ready to test again on
COMPASS in the Student Success Center at NC State. 2011 Update: Internal procedures are in place to ensure
when a student is ready to retest on COMPASS.
Track developmental ed progression for students who begin in Solutions 2
Who
Ongoing
Ongoing;
nothing new to
report
Ongoing
In progress;
needs to be
integrated more
fully
Summer 1010
Kristin
Arnold/John
Falls/ Richard
Birk/Bev Walker
x
Solutions Team
with Techncial
Assistance
Winter 2011.
Year Two:
NC State will review the outcomes of Solutions students from pilot and scale-up year, and propose program
revisions if necessary to ensure maximum access and quality. 2011 Update. The Solutions Adult Transition
program has co-located next to the Tutoring Center, with NC State tutors helping the Solutions director provide
academic services to her increasing caseload. The student success workshop is now offered on a quarterly basis
year-round, and a proposal is pending before the State of Ohio to expand this program to other area locations.
Relocate Solutions classroom in closer proximity to Tutoring Resource Center and Plato Lab
Explore use of Plato diagnostics and software to assist in developing learning plan for Solutions participants. 2011
Update. 45 students in Solutions program are using PLATO to increase language arts skills. Plan to increase use
with new PLE update of PLATO.
Solutions Team
VPLSR and VPL
Summer
Summer
Summer 2010
Summer 2010
Solutions Team
SummerFall
Winter 2011
Who
When
Not Started
In Progress
Date Complete
Strategic Direction: Strategic Direction 2
2009-2010
Who
Integrate Solutions services with Tutoring Center and Plato Lab to extent feasible
Review and if necessary revise marketing campaign. 2011 Update. Spring focus group showed concern that
program is undermarketed, suggested increasing marketing to GED program, high schools and human services.
Solutions Team
Improvements in the TABE crosswalked to COMPASS to determine if the student is ready to test again on
COMPASS in the Student Success Center at NC State.
Success skills workshop offered three times a year on Friday afternoons. Proficiency credit available.2011 Update.
Workshops now offered each quarter during weekdays.
Within the bounds of student privacy laws, the Solutions Instructor will communicate regularly with
developmental faculty and support services staff on student and policy issues. Instructor will be invited to take
part in college activities as appropriate. Instructor will serve as an advisor to both students and NC State
employees to ensure a smooth transition. 2011 Update. solutions Director now serves on Core Team, and
regularly interfaces with Tutoring Center Coordinator.
Continue to collect and analyze data based on evaluation plan 2011 Update. IR keeps quarterly data templates and
reports outcomes to program.
Not Started
2010-2011
Who
When
Solutions Team,
Plato staff,
Tutoring
Coordinator
Ongoing
Review and if necessary revise referral policies for students initially testing on COMPASS at NC State. 2011 Update:
Students scoring below 59 on COMPASS reading must attend Solutions before being allowed to enroll in college.
Similar plan under consideration for math.
When
In Progress
Date Complete
Solutions Team
and Assessment
& Placement
Team
Kristin
Arnold/Cathy
Craig
Margaret
Puckett, Julie
Korbas
Not Started
2011-2012
In Progress
Date Complete
Who
Fall/Winter 2011
SpringSummer
x
SpringSummer
x
Ongoing
Summer 2010
Ongoing
x
Kristin
Arnold/John
Falls/ Richard
Birk/Bev Walker Ongoing
Solutions
Instructor and IR
Dept.
Ongoing
x
x
Year Three
NC State will review the outcomes of Solutions students from pilot and scale-up year, and propose program
revisions if necessary to ensure maximum access and quality. It will also begin planning for post-grant transition
to ensure program continuance.
Solutions Team
Review and if necessary revise marketing campaign.
Solutions Team
Review and if necessary revise referral policies for students initially testing on COMPASS at NC State.
Improvements in the TABE will be crosswalked to COMPASS to determine if the student is ready to test again on
COMPASS in the Student Success Center at NC State.
Success skills workshop offered three times a year on Friday afternoons. Articulated credit available.
Within the bounds of student privacy laws, the Solutions Instructor will communicate regularly with
developmental faculty and support services staff on student and policy issues. Instructor will be invited to take
part in college activities as appropriate. Instructor will serve as an advisor to both students and NC State
employees to ensure a smooth transition.
When
Summer
SpringSummer
Solutions Team
and Assessment & SpringPlacement Team Summer
Solutions Team
Ongoing
J. Korbas or other
FYE instructor
Ongoing
Solutions
Instructor, Director
of Retention,
VPLSR
Ongoing
Not Started
In Progress
Date Complete
Strategic Direction: Strategic Direction 2
2009-2010
Who
When
2010-2011
Not Started
In Progress
Date Complete
Who
When
Not Started
2011-2012
In Progress
Date Complete
Who
When
Strategy: Expand Fast Track Math Boot Camps
Leader: John Falls, Math Department Chair
Task, Actions, and Decisions
Rationale: Students who score near the math cut-off may benefit more from an expedited review and COMPASS
retest rather than enduring a quarter of class at their placed level. In Fall 2008, 29 students accepted an invitation
for a four-morning math "boot camp" followed by a COMPASS retest the following day. Of the 23 retested, 13
moved up to either a higher developmental or college level. Of those 13, three did not require further math per
program requirements. Of the remaining 10, seven had attempted their newly placed course through winter
quarter and five had been successful.
Number of students intend to serve: We will offer four pre-quarter math bootcamps annually and intend to serve
125 students annually.
Responsible parties: John Falls, Math Chair and designer of original workshop; Cathy Craig, assessment
coordinator; Keith Stoner (Communications Director); Tom Prendergast (IR Director)
Needed professional development: Will attend sessions at AtD Strategy Institute, NADE and OADE, and NCAT
Math Redesign conferences on acceleration strategies in developmental mathematics and developmental
mathematics redesign. Will also draw from future AtD Strategy Institutes funded through instiutional funds.
Needed technical assistance: Refine evaluation plan for this strategy.
Conflicting state policies: The only potential policy change is if a statewide mandatory cut-off is enforced,
workshop curriculum may have to change.
Implementation Steps
Year One
Develop a marketing plan for the workshop, including flyer. Advertise the workshops both by mail and through the John Falls, Cathy
college advising process. Coomunicate this opportunity to Tech Prep seniors retesting on COMPASS via the K-12 Craig/Keith
Alignment Strategy.
Stoner
Summer
Recruit and schedule faculty (FT or adjunct) to instruct in the workshops each quarter. Note the workshops will
normally take place the week before the start of fall quarter, during Christmas break, spring break, and the week
before the start of summer quarter.
John Falls
Ongoing
Track the course completion, sequence completion and gatekeeper completion for program participants.
Analyze the effectiveness of this strategy for each of the developmental math courses
Cathy Craig, Tom
Prendergast
Ongoing
IR Dept
Spring
Aug-09
September 2009
thru June 2010
X
Apr-10
Year Two
Review outcomes of boot camp participants after Year One, both in terms of retest scores and subsequent course
performance. Make relevant curriculum changes as needed. 2011 Update: Introduced camps for lowest
developmental level. Started receiving quarterly narrative reports from IR in December 2010.
John Falls
Summer
Fall 2011
Review marketing and outreach plan to ascertain that participation will continue to increase2011 Update: Based
on focus group responses, increased marketing and post-test date options.
John Falls, Cathy
Craig/Keith
Stoner
Summer
Fall 2011
Recruit and schedule faculty (FT or adjunct) to instruct in the workshops each quarter. Note the workshops will
normally take place the week before the start of fall quarter, during Christmas break, spring break, and the week
before the start of summer quarter. 2011 Update. New math faculty taking part in workshops, coordinated
simultaneous high school and campus workshops same week.
John Falls
Ongoing
x
Track the course completion, sequence completion and gatekeeper completion for program participants.
Analyze the effectiveness of this strategy for each of the developmental math courses
Cathy Craig, Tom
Prendergast
Ongoing
IR Dept
Spring
x
x
Year Three
Review outcomes of boot camp participants after two years, both in terms of retest scores and subsequent course
performance. Make relevant curriculum changes as needed.
John Falls
Summer
Not Started
In Progress
Date Complete
Strategic Direction: Strategic Direction 2
2009-2010
Who
When
Not Started
2010-2011
In Progress
Date Complete
Who
When
Not Started
2011-2012
In Progress
Date Complete
Who
When
Recruit and schedule faculty (FT or adjunct) to instruct in the workshops each quarter. Note the workshops will
normally take place the week before the start of fall quarter, during Christmas break, spring break, and the week
before the start of summer quarter.
John Falls
Ongoing
Track the course completion, sequence completion and gatekeeper completion for program participants.
Cathy Craig, Tom
Prendergast
Ongoing
Make necessary curriculum changes to workshop to accommodate switch to semesters in 2012-13.
John Falls
Winter-Spring
Not Started
In Progress
Date Complete
Strategic Direction: Strategic Direction 2
2009-2010
Who
When
Not Started
2010-2011
In Progress
Date Complete
Strategy: Summer K-12 Alignment Workshops
Leader: Tom Kluding, Regional Tech Prep Consortium Director
Task, Actions, and Decisions
Rationale: Data from the Ohio Board of Regents shows significant numbers of regional high school graduates
directly matriculating to NC State in fall who require developmental course placement. While developmental
placement is highest amongst students who reported taking a non minimum college prep curriculum (52% in 200607), developmental placement rates for those reporting minimum college prep and the Ohio core rigorous
curriculum were 45% and 21% respecitively. This indicates that even at the college-prep level, there may be
alignment problems. NC State has an existing partnership with five area high schools whereby it provides the
COMPASS to all Tech Prep juniors at these schools, and then again as seniors. Recognizing the gap between high
school preparation and college readiness, in 2008 NC state hosted a college-readiness forum to convene high
school teachers and regional college faculty to discuss alignment.
Number of students intend to serve: Approximately 275 Tech Prep students in Year 2 from five partner high
schools, and then an undetermined number of students from 10 partner high schools in Year 3. If not limited to
Tech Prep students in year three, this should be at least 500 additional students.
Responsible parties: Secondary to Postsecondary Alignment Team -- John Falls (Math chair), Deb Hysell (English,
Reading and Writing Chair), Tom Kluding (North Central Tech Prep Director), Cathy Craig (Assessment
Coordinator), Jim Metcalf (Superintendent Plymouth School District), Glenna Cannon (Superintendent Pioneer
Career Center), Mark Stock (Director, SPARC P-16 Council), Todd Nichols (Superintendent, Bucyrus City Schools)
Tom Prendergast (IR)
Needed professional development: Although this entire activity is considered a joint professional development
project, there is additional need for refinement of the evaluation plan for this work. In addition, professional
development for high school teachers and/or college faculty may be necessary as we move forward.
Needed technical assistance: Consultants cognizant in both K-12 and college standards in Ohio will be engaged to
facilitate the workshops.
Conflicting state policies: In 2008 the Ohio Board of Regents implemented a statewide placement policy for English
and Algebra based on ACT/COMPASS cut-offs. However, it has not mandated this policy yet. In addition, the
Governor's pending biennial budget proposes to replace the Ohio Graduation Test required for a high school
diploma with a four-part assessment of college/work readiness, including the ACT for all high school juniors and
end-of-course exams in areas including math and English. The Regents and the Ohio Department of Education are
continuing to collaborate on strategies to align college readiness with what high schools should expect students to
know when they graduate. High schools are preparing to implement a legislative mandate that all graduates
beginning with the class of 2014, with certain exceptions, take a rigorous "core" curriculum with four units of
English and 4 units of math including Algebra II. There has been ongoing concern that "college prep" courses did
not align with college readiness, and this mandate intensifies concerns with some on the means to provide a
rigorous curriculum to essentially ALL students.
Implementation Steps
Year One
Convene meetings with superintendents and other interested partners (e.g. SPARC) to obtain support and
momentum for curriculum alignment workshops.
S2PS Team
Leader
Share national, state and regional student performance data with S2PS team
IR, ACT,
Assessment reps Winter
Identify a consultant with expertise in both Ohio secondary and college/COMPASS standards to facilitate the
alignment workshop.
S2PS Team
Fall
Winter
October 6, 2009
first meeting;
continuing
monthly
meetings
January &
February 2010
Mar-10
Who
When
Not Started
2011-2012
In Progress
Date Complete
Who
When
Not Started
In Progress
Date Complete
Strategic Direction: Strategic Direction 2
2009-2010
Who
When
Four college faculty (two math and two English) and 10 high school faculty (two math/English from each high
school) will be selected to participate in the summer 2010 workshop. High school faculty participants will agree in
advance to incorporate curriculum that complements secondary content standards by reducing alignment gaps. S2PS Team
Winter-Spring
State policy updates will be monitored in preparation for the workshop. A template document for crosswalking
COMPASS and the Ohio Academic Content standards (if those standards are still applicable) from a report
Alignment: A Local High School/College Model to Eliminate Remediation from the Stark County (Canton, Ohio)
Education Partnership will be studied for incorporation.
Tom Prendergast Winter-Spring
Review the Ohio Resource Center Website based at Ohio State University. ORC enhances teaching and learning by
promoting standards-based best practices in mathematics, science, and reading for Ohio schools and universities.
It includes numerous instructional and content resources in math and English mapped to any grade level including
postsecondary that may assist in the workshop. Available at Ohiorc.org.
The Secondary to Postsecondary Alignment team will hold a summit to engage secondary teachers and college
faculty in a review of local, state and national mathematics performance data, to introduce Ohio’s new Common
Core Standards, and to introduce the idea of a strategy retreat for summer 2010. These teachers and faculty will
make up the expanded S2PS team.
High school teachers and college faculty will engage in a facilitated planning session to develop a curriculum
alignment strategy retreat during summer 2010.
Year Two
Curriculum alignment strategy retreat to develop, at minimum, curriculum revisions in high school math and
English that will "move the needle" in terms of COMPASS performance for Tech Prep Seniors in the class of 2011.
2011 Update: Retreat attended by four high schools and P-16 Council, determination made to focus short-term on
high school boot camps.
Market the initial workshop to select a new cohort of high school participants from five other regional high schools
for summer 2011. Arrange to give COMPASS to junior class (estimated 100 at each school). 2011 Update: In
discussions with additional schools, especially Mansfield CSD.
Not Started
2010-2011
In Progress
Focus on
mathematics
for FY11 so
faculty and
teacher list
revised
Date Complete
When
Not Started
2011-2012
In Progress
Date Complete
Who
When
14-Apr
S2PS Team
Winter-Spring
14-Apr
S2PS Team
Expanded S2PS
team
Spring
14-Apr
Spring
Who
May, 2010
Expanded S2PS
Team
Aug-10
Tom Kluding and
S2PS team
members
Fall-Winter
Expanded S2PS Team meet periodically through the year to discuss implementation and learn to what extent have
high schools put in place the strategies proposed, and identify conditions that are facilitating or impeding the
implementation. 2011 Update. High school college team meets quarterly on average, including superintendents,
principals, teachers, college faculty, IR, Tech Prep, student services, etc.
Evaluate performance of Tech Prep Seniors on COMPASS restest and communicate results back to workshop
participants. 2011 Update: Changed to matriculating seniors from pilot high schools, formed baseline for
evaluation results.
Cathy Craig, Tom
Prendergast
Spring
Host a follow-up meeting during spring Tech Prep in-service to discuss initial outcomes of curriculum changes, and
sharing of best practices. Incorporate these "lessons learned" into the design of the next summer workshop. 2011
Udpate: Schools wish to continue camps in short-term but attempt to embed more in school day, and work longterm to 4th year transitions course that is problem-based.
Expanded S2PS
Team
Aug-10
x
x
Spring
Aug-10
Spring 2010
Year Three
Host a summer workshop with a charge to deliver curriculum revisions in high school math for at least five new
high school participants that will "move the needle" in terms of COMPASS performance for graduating seniors in
the class of 2012.
Expanded S2PS Team meet periodically through the year to discuss implementation and learn to what extent have
high schools put in place the strategies proposed, and identify conditions that are facilitating or impeding the
implementation.
Humanities Chair
(TBD), John Falls,
Tom Kluding
July-Aug.
Expanded S2PS
Team
Fall-Spring
Evaluate the performance of class of 2012 seniors on COMPASS retest. Also review first-year outcomes of Tech
Prep students matriculating to NC State.
Humanities Chair
(TBD), John Falls,
Tom Kluding
Spring
Host a follow-up meeting to discuss initial outcomes of curriculum changes, and sharing of best practices.
Incorporate these "lessons learned" into the design of the next summer workshop.
Cathy Craig, Tom
Prendergast
Spring
Not Started
In Progress
Date Complete
Strategic Direction: Strategic Direction 2
2009-2010
Who
Plan for similar process to align reading and writing standrads and curriculum as necessary.
When
Not Started
2010-2011
In Progress
Date Complete
Who
When
Not Started
2011-2012
In Progress
Date Complete
Who
S2PS Team
When
Winter-Spring
Not Started
In Progress
Date Complete
Strategic Direction: Strategic Direction 2
2009-2010
Who
When
2010-2011
Not Started
In Progress
Date Complete
Who
When
Not Started
2011-2012
In Progress
Date Complete
Strategy: Expansion and Maintenance of Plato Learning Lab
Leader: Richard Birk, Associate Professor, Developmental Education
Task, Actions, and Decisions
Rationale: Demand for the lab has grown considerably. The lab had 40 workstations but only 30 server-based
licenses under the original financial partnership agreement. While these licenses are for a life-time, the college has
recently experienced technical problems with the software that have consumed the resources of its IT staff.
Number of students intend to serve: The PLATO lab currently serves 450 developmental math students a year in
designated self-paced courses, plus serves as a major curriculum supplement to 250 annual reading students and
approximately 100 writing students in sections taught by Richard Birk. Expanding the lab by 10 licenses (25%)
could increase the number served annually by 200.
Responsible parties: Plato Learning Lab Team Members --Dr. Greg Timberlake (Dean, Business Liberal Arts and
Education), John Falls (Math Chair), Christine Truesdell (developmental mathematics course coordinator), Richard
Birk (Reading/Writing Instructor); Joyce Karbula (Plato Lab Tech), Joe Bridenbaugh (ConNext Instructor) Tom
Prendergast (IR Director)
Needed professional development: Developing effective lab-based courses or hybrid courses incorporating
supplemental instruction. Developing effective evaluation plans.
Needed technical assistance: Assistance with selecting and implementing software for lab-based courses.
Assistance with optimizing use of software with students who are working on skill mastery in order to eliminate or
reduce need for developmental courses.
Implementation Steps
Purchase web-based software from PLATO courseware.
Purchase the server maintenance package from PLATO in order to address ongoing technical support issues.
Collaborate with math, reading and writing faculty to balance increasing lab capacity and teaching/learning
support in the labs.
Continue to monitor and measure "self-paced" student outcomes in developmental math courses; make
recommendations for change as appropriate.
Review evaluation plan; develop logic model and select questions for summative and formative evaluation.
Plato Learning
Lab Team
Plato Learning
Lab Team
Plato Learning
Lab Team
Plato Learning
Lab Team
Plato Learning
Lab Team with
Technical
Assistance
Summer 2009
Dec-09
Summer 2009
Dec-09
Summer-Fall
X
Summer
X
Spring
X expected
completion
June 2010
Plato Learning
Lab Team with
Technical
Assistance
Winter 2011
Year Two
Based on assessment of outcomes data, determine if curriculum, teaching or support changes are necessary to
boost capacity while maintaining quality. 2011 Update: At the beginning of the 2010-2011 academic year, the
math department began offering the developmental math courses in a hybrid format instead of the totally labbased format the department had been using. Each section of developmental math now meets in a classroom
once each week; Plato staff teaches the classes. The rationale for the move to a hybrid format was to increase the
success and retention rates in these courses. The Plato team is currently in the process of deciding when and how
to upgrade the Plato to a newer version, the Plato PLE (“Plato Learning Environment”) from our current version,
which will be discontinued at the end of 2012. A meeting is planned for late May to make a decision to renew.
Plato Learning
Lab Team
Spring
Assess the impact of of increased expansion vs. sequence and gatekeeper outcomes. 2011 Update: Plato Lab staff
have engaged in informal training of several adjunct reading and writing instructors to help these instructors
implement Plato in their classes. To date four reading instructors and two writing instructors have used Plato as an
instructional supplement in their classes.
Plato Learning
Lab Team
Spring
X
Collaborate with Solutions program and Tutoring Resource Center to explore additional options for basic skill
mastery using learning software. 2011 Update: The Tutoring Resource Center and the Solutions/ABLE program
have both begun using Plato as a supplement in their work. As of this writing, for example, forty-five students in
the Solutions program are using Plato to increase students’ basic skills in the language arts.
Plato Learning
Lab Team
SummerFall
X
Year Three
Fall 2011
Who
When
Not Started
In Progress
Date Complete
Strategic Direction: Strategic Direction 2
2009-2010
Who
When
Not Started
2010-2011
In Progress
Date Complete
Who
When
Not Started
2011-2012
In Progress
Date Complete
Who
When
Based on information gathered in years 1 and 2, develop long-term sustainability plan.
Plato Learning Lab
Team
Summer-Fall
Based on recommendations, be ready to implement a post-grant transition plan that will ensure continued levels
of access and quality in software-supported learning in the most cost-effective manner.
Plato Learning Lab
Team
Spring
Not Started
In Progress
Date Complete
Strategic Direction: Strategic Direction 3
2009-2010
Who
When
Not Started
2010-2011
In Progress
Date Complete
Who
When
2009-2010
Who
When
Not Started
Not Started
2011-2012
In Progress
Date Complete
Who
When
2010-2011
In Progress
Date Complete
Strategy: Enhanced Advising/Case Management
Leader: Beverly Walker, Director of Retention Services
Task, Actions, and Decisions
Rationale: North Central State made several steps toward a proactive, intrusive advising model for developmental
students as part of its original Atd Strategies. All developmental students now receive intrusive support services such as
mandatory quarterly advising until they complete their developmental course sequence and associated gateway class.
All developmental students must take the Noel-Levitz College Student Inventory and meet with an advisor for a debrief
session. Protocols were implemented for developmental academic alerts faciliated by the Student Success Center.
Advising contacts related to these intiatives have skyrocketed, increasing the caseload work for staff advisors. Also, the
implementation of a new SIS system in summer 2009 will discontinue ability for early alerts and many related support
services (advising, tutoring, disability services, career services) still will not have a robust ability to exchange data to
better service students. After extensive research, we have selected software components that we believe are both costeffective and integrates data for these various support services. This not only provide timely, critical data to inform
advisors and other support staff, but automated functions will reduce many of the manual processes associated with
advising strategies such as follow-up calls for early alerts. This will allow NC State to become more effective in its
advising, especially as it prepares for a switch to semesters in 2012-13 when advising contacts are expected to increase
per term.
Number of students intend to serve: There were 1,011 unique developmental students in 2007-08 required to be in the
mandatory advising program. Yet as these students must continue in the program until they pass their gatekeeper
course, actual quarterly program caseloads can be as high as 1,300 students (Nov. 2007).
Responsible parties: Bev Walker (Student Success Center Director), Cathy Craig, Coordinator of Assessment; Sandra
Luckie (Disability Services Coordinator), Troy Shutler (Career Services Coordinator), Barb Keener (Tutor Coordinator). Tom
Prendergast (IR Director)
Needed professional development: Vendor-provided training as well as attendance at conferences and participation in
user groups as appropriate.
Needed technical assistance: Refine evaluation plan for this strategy.
Conflicting state policies: N/A
Implementation Steps
Year One
Engage with StudentZen to purchase RetentionZen software
Enhanced
Advising/Case
Management
Team
Bev
Walker, Leader
10/28/2009
Engage with Red Rock Software to purchase AdvisorTrac software.
Enhanced
Advising/Case
Management
Team
Bev
Walker, Leader
01/11/2010
Receive training on AdvisorTrac
Enhanced
Advising/Case
Management
Team
Bev
Walker, Leader
Jan-10
Who
When
Not Started
Not Started
In Progress
Date Complete
In Progress
Date Complete
2011-2012
In Progress
Date Complete
Who
When
Not Started
Strategic Direction: Strategic Direction 3
2009-2010
Who
Receive training on StudentZen
Enhanced
Advising/Case
Management
Team
Bev
Walker, Leader
Start redefining developmental advising processes to maximize the use of the software system. For example, subject
areas could include: advisor caseload, advising demand at various days/times, wait time issues for walk-ins, appointment
"no show" issues, early alert procedures given new software capabilities. For example, the new software provides
significant follow-up capabilities for early alert that were not possible under NC State's prior system.2011 Update:
Numerous processes revsied - see evaluation.
Enhanced
Advising/Case
Management
Team
Bev
Walker, Leader
Implement AdvisorTrac software.
Enhanced
Advising/Case
Management
Team
Bev
Walker, Leader
When
Enhanced
Implement StudentZen. 2011 Update: Further, several functions of Retention Zen software (early alert, student contract Advising/Case
and action plan/tracking) were not activiated until early May 2011 due to ongoing technical difficulties with the software. Management
While some developmental faculty have been trained on using early alerts, full faculty training is not expected until fall Team
Bev
2011 convocation.
Walker, Leader
Refine evaluation plan for enhanced advising/case management. 2011 Update: Part of logic model initiative.
Enhanced
Advising/Case
Management
Team
Bev
Walker, Leader
Spring
Not Started
2010-2011
In Progress
Date Complete
Who
When
Not Started
2011-2012
In Progress
Date Complete
Who
When
Nov-09
Deferred to Year 2
due to delayed
implementation of
RetentionZen
Spring 2011
Winter2010
Spring/Summer
2011
Deferred
X will be
completed
May 2010
Winter 2011
Year Two
Start redefining developmental advising processes to maximize the use of the software system. For example, subject
areas could include: advisor caseload, advising demand at various days/times, wait time issues for walk-ins, appointment
"no show" issues, early alert procedures given new software capabilities. For example, the new software provides
significant follow-up capabilities for early alert that were not possible under NC State's prior system..2011 Update:
Numerous processes revised - see evaluation.
Review evaluation outcomes in light of new procedures and determine if adjustments are required.
Enhanced
Advising/Case
Management
Currently
Team
Bev
working on
Walker, Leader Summer
this
Start fall
Bev Walker,
and
x To begin in
Cathy Craig
ongoing Summer 2011
Provide continuing professional development to advising/support service staff, as well as developmental faculty, on
system functions. Training materials will be posted on college Intranet.
Enhanced
Advising/Case
Management
Start fall
Team
Bev and
Walker, Leader ongoing
Yes - began
this in Fall
2010 and is
ongoing.
Year three
Review 2010-11 evaluation outcomes in light of new procedures and determine if adjustment are required for 2011-12.
Enhanced
Advising/Case
Management
Team
Bev
Walker, Leader
Summer 2011
Not Started
In Progress
Date Complete
Strategic Direction: Strategic Direction 3
2009-2010
Who
When
Not Started
2010-2011
In Progress
Date Complete
Who
When
Not Started
2011-2012
In Progress
Date Complete
Who
When
NC State personnel provide "refresher" professional development to advising/support service staff, as well as
developmental faculty, on system functions.
Enhanced
Advising/Case
Management
Team
Bev Start summer
Walker, Leader
and ongoing
In conjunction with Quarters to Semesters Advising Workgroup, make recommendation re: how case management
system functionality can best support the converstion to semesters in 2012-13, especially in terms of staff allocations
under revised policies.
Enhanced
Advising/Case
Management
Team
Bev
Walker, Leader
Fall 2011
Not Started
In Progress
Date Complete
Strategic Direction: Strategic Direction 1
Leader: Deborah Hysell, Chair, English, Reading and Writing
2009-2010
Strategy:
Who
When
Not Started
2010-2011
In Progress
Date Complete
Leader: Deborah Hysell, Chair, English, Reading and Writing
Task, Actions, and Decisions
Rationale: An extensive review and update of developmental placement policies and procedures for all disciplines needs to
be completed in light of our cohort data, ATD national research, Ohio’s evolving statewide placement policy and the
replacement of the secondary Ohio Graduation Test with the ACT assessment.
Number of students intend to serve: All developmental students (1,831 total and 1,011 unique students in 2007-08)
Responsible parties: Deborah Hysell (Chair, English, Reading and Writing) Bev Walker (Director, Retention Services), John
Falls (Math Chair), Tom Prendergast (IR Director); Cathy Craig (Coordinator of Student Assessment); Carmen Morrison (CIS
Faculty); Margaret Puckett (First Year Experience Course Coordinator); Barb Keener (Tutoring Center Coordinator); Kate
Peresie (AQIP/Assessment Committee).
Needed professional development: Learn about promising practices in assessment and placement policy/procedure redesign
through OADE, other conferences, or site visits. Will also draw from future AtD Strategy Institutes funded through
institutional funds.
Needed technical assistance: Evaluation refinement (1 day), Project facilitation(15) and up to 5 days for skill-specific technical
assistance.
Conflicting state policies: In 2008 the Ohio Board of Regents implemented a statewide placement policy for English and
Algebra based on ACT/COMPASS cut-offs. In addition, the Governor's pending biennial budget proposes to replace the Ohio
Graduation Test required for a high school diploma with a four-part assessment of college/work readiness, including the ACT
for all high school juniors and end-of-course exams in areas including math and English. The Regents and the Ohio
Department of Education are continuing to collaborate on strategies to align college readiness with what high schools should
expect students to know when they graduate. Finally, high schools are preparing to implement a legislative mandate that all
graduates beginning with the class of 2014 will take a rigorous "core" curriculum with four units of English and 4 units of math
including Algebra II. NC State, along with several other community colleges that share campuses with Ohio State University
branches, will convert from quarters to semesters in 2012-13 which will impact all elements of developmental policy and
education. Finally, the funding formula for community colleges in the state of Ohio will change from being 100% enrollmentbased to being partially based on "Success Points" which are based on student progress and success.
Implementation Steps: Year One
Given the current flux in state policy, we will defer implementation until Years 2 and 3. We will monitor the outcomes of the
state budget proposals, and the ongoing collaborative work of the Ohio Board of Education and the Ohio Board of Regents to
develop a college and workforce readiness assessment system. We will disseminate this progress to key NC State
stakeholders as this is received.
Assessment and
Placement
Workgroup Deb
Hysell, leader
We will assemble the initial workgroups in math, English college readiness skills and computer literacy for a placement
assessment policy review. These workgroups will become familiar with the goals to develop a comprehensive placement
assessment policy which complements mandated policy from the state. It will fill in the gaps of issues not addressed by state
policy, which could include the need for a comprehensive set of uniform protocols and procedures. To gain context, all
workgroup members will read the AtD policy brief "It's Not about the Cut Score" as well as other appropriate materials.
Assessment and
Placement
Workgroup Deb
Hysell, leader
We will pinpoint relevant training sessions at the AtD Strategy Institute and the NADE national conference in spring 2010 on
placement assessment policy to prepare for the review.
Assessment and
Placement
Workgroup Deb
Hysell, leader
Design and Implement pre/post testing in lowest level math.
John Falls
Gather data on computer literacy from faculty and students.
Computer
Literacy
Workgroup
Carmen
Morrison, Leader
X
Spring 2010
Spring 2010
Beginning Fall
2010
Deferred until
year 2
Student data spring 09 to
present. Faculty
data - gathered
Winter 2010
Who
When
Not Started
2011-2012
In Progress
Date Complete
Who
When
Not Started
In Progress
Date Complete
Strategic Direction: Strategic Direction 1
Leader: Deborah Hysell, Chair, English, Reading and Writing
2009-2010
Strategy:
Who
When
Not Started
2010-2011
In Progress
Gather data from faculty on college readiness in reading, writing, mathematics, and college-readiness/ study skills.
Deb Hysell, John
Falls, and
Margaret Puckett
X Begun
winter 2010
and will be
completed
spring 010.
Gather and monitor revelant data to inform committees: track completion and success outcomes via AtD student cohort
measures; track outcomes in gateway courses via AtD cohort measures.
Insitutional
Research/Tom
Prendergast and
Sheila Campbell
X waiting for
access to
latest data
from JBL.
Develop a new strategy for assessment and placement of students with regard to computer literacy, keeping in mind the
"further, faster" philosophy of the DEI work. Implement recommendations. 2011 Update: Research paper completed spring
2010.
Computer
Literacy
Workgroup
Carmen
Morrison, Leader
X plan is to
pilot for
summer
2010
Date Complete
Who
When
Not Started
2011-2012
In Progress
Date Complete
Who
XFall 2010 Within research
paper.
Insitutional
Research/Tom
Prendergast and
Sheila Campbell
Winter 2011 .
Spring 2010
Implementation Steps: Year Two:
Where appropriate, identify suitable consultants to assist in placement assessment policy.
Placement and
Assessment
Team with TA
guidance.
Xc - Contracted
with Bruce
McComb (Fall
2010)
Design and Implement pre/post testing in lowest level math.
Christine
Truesdell, Dev
Math Course
Coordinator
Fall 2010
Did not
implement
due to semes
conv.
Interface with resources such as Ohio's ACT consultant and the data experts from the Ohio Board of Regents Higher Education
Information System. Incorporate latest state policy updates.
Placement and
Assessment
Team with TA
guidance.
Summer-Fall
2010
Other
national data
used.
In concert with consultants, establish a written methodology for the review, based on the "It's Not about the Cut Score" brief.
Incorporate updated state policy. Develop a consultant work/travel plan and deliverable schedule to the college of consulting
reports. 2011 Update: Logic model completed in summer 2010 and consulting report complete in fall 2010.
Placement and
Assessment
Team with TA
guidance.
Fall-Winter
Pilot digital literacy strategy in 2010-11 academic year. Based on survey and outcomes data, workgroup prepares digital
literacy policy recommendations for Curriculum Committee during winter quarter for inclusion in fall 2011 college catalog.
2011 Update: Computer Literacy recommendations incorporated within College Strategic Initiative on pilot basis. Launched
series of free CL workshops in spring/summer.
Placement and
Assessment
Team with TA
guidance.
Winter
Spring/Sum
2011 - Free
Computer
Literacy
Worksops
Explore relevant research and promising practices in measuring student motivation and college readiness; select or develop
an assessment tool to measure these attributes. 2011 Update: Incorproated within College Strategic Initiatives to more
strongly embed success skills in FYE.
Placement and
Assessment
Team with TA
guidance.
Fall-Winter
Spring 2011
Pilot interventions (fast refresher courses, learning communities or other options) for students just missing current English cut
score in order to achieve fuller assessment of readiness in college-level classes. This will lead to formation of new placement
policies and better understanding of need for continuing or different interventions. 2011 Update: English "boot camp" and
paired dev. writing-gateway English corses piloted. Helped form basis for final placement proposal.
English
department
chair and faculty. Fall-Winter
Spring 2011
Once methodology is complete, start gathering quantitative and qualitative data for review including latest AtD cohort
outcomes and data related to placement tools (COMPASS, essay writing assessments, SkillCheck, etc.) 2011 Update: Within
reearch report and final Asessment/Placement Workgroup Recommendations.
Placement and
Assessment
Team with TA
guidance.
Spring 2011
Summer-Fall
2010
Spring-Summer
Fall 2011
Insitutional
Research/Tom
Prendergast and
Sheila Campbell
When
Not Started
In Progress
Date Complete
Strategic Direction: Strategic Direction 1
Leader: Deborah Hysell, Chair, English, Reading and Writing
2009-2010
Strategy:
Who
When
Not Started
2010-2011
In Progress
Date Complete
Who
When
Not Started
2011-2012
In Progress
Date Complete
Obtain additional training from ACT, OADE and AtD Strategy Forum or other appropriate conferences. 2011Update:
Workgroup chair and some members attended 2011 Strategy Forum.
Placement and
Assessment
Team with TA
guidance.
Fall 2010, Spring
2011
Winter 2011
Draft assessment and placement policy recommendations for computer literacy, math, reading, English and college readiness
(if appropriate) for presentation to internal stakeholders: Faculty Caucus, Staff Caucus, MAC and President's Staff. Again,
recommendations will complement known state policy to date ensuring areas such as: common standards for success in
college-level work, clear communication of college entry standards to pre-college groups, full maximization of data capacity
and tools, and clear protocols/procedures for all aspects of placement policy. Will also incorporate state policy changes,
including switch to semesters in 2012-13.
Placement and
Assessment
Team with TA
guidance.
Spring 2011
Spring 2011
Develop ongoing evaluation plan to ensure policy effectiveness. 2011 Update: Done as part of College Strategic Planning
Initiative - see below.
Placement and
Assessment
Team with TA
guidance.
Spring 2011
Spring 2011
Communicate intended assessment and placement policy and procedures to all stakeholders, both internal and external.
2011 Update: Incorporated within College Strategic Initiative for 2011-12, including development of implementation plans
tied to budget. Final approval pending.
Placement and
Assessment
Team with
Marketing Dept.
support
Spring 2011
Spring 2011
Who
When
Implementation Steps: Year Three
Begin monitoring, measuring and evaluating results
Assessment and
Student Success
Center and other
advising staff with
support from
Assessment and
Placement Team Summer 2011
Institutional
Research Team
Summer 2011
Report results back to Assessment & Placement Team on term by term basis
Institutional
Research Team
Continue following methodology plan and gathering data.
Assessment and
Student Success
Center and other
advising staff with Summer
support from IR
through
Dept.
Winter 2012
Explore and implement additional interventions as appropriate
Assessment and
Placement
Workgroup Deb
Hysell, leader
Spring 2012
Make any final assessment and placement adjustments prior to semester conversion taking effect in Fall 2012
Assessment and
Placement
Workgroup Deb
Hysell, leader
Spring 2012
Implement placement tools
Summer 2011 Spring 2012
Not Started
In Progress
Date Complete