Jane Serbousek - Achieving the Dream · • Use state data linked between the Virginia Department...

March 1, 2012

Linda M. Wallinger, Ph.D

Kimberly Bovee, Ph. D

Jane Serbousek

• Demand for a more educated, credentialed

workforce

–Governor’s commitment for 100,000 additional

degrees in 15 years

–Commitment to student success Achieve 2015

– Increase the number of students graduating,

transferring or completing workforce credential

• Developmental students face significant barriers in

completing college programs

K-12 College and Career Readiness

• Ensure that college-ready standards in reading, writing

and mathematics are taught in each Virginia high school

classroom.

• Strengthen students’ preparation for college and the

work force before leaving high school.

• Reduce the overall need for

developmental education

(DE)

• Design DE to reduce time to

complete in 1 year

• Increase number of DE

students graduating or

transferring

2004

The Virginia Community College System (VCCS)

became part of Achieving the Dream.

• five round 1 colleges in 2004

• one additional college in 2007

2007

• Virginia joined Achieve’s American Diploma Project

(ADP) network to support its work related to

revision of the Mathematics and English Standards

of Learning (SOL).

–Under the leadership of the Virginia Secretary of Education,

K-12 and higher education faculty collaborated to identify

strengths and weaknesses of Virginia’s K-12 Standards of

Learning as they related to college and career readiness.

• Virginia’s College and Career Readiness Initiative

(CCRI) emerged from the ADP work.

2008

• Alignment studies conducted by ACT, The College

Board, and Achieve, the American Diploma Project

(ADP).

• Indicated that Virginia’s Mathematics and English

SOL showed strong alignment with the respective

postsecondary readiness standards of each of the

organizations.

2009

• Virginia State Board of Education adopted revised

Mathematics SOL that reflected recommendations

from the ADP and alignment studies.

• The Board also adopted a Mathematics Curriculum

Framework that provided greater detail on the

mathematics content that teachers in Virginia are

expected to teach and students are expected to

learn.

2009

• Virginia’s Community College System joined the

Developmental Education initiative.

• The Virginia Community College System’s

Developmental Education Task Force published

The Turning Point defining the goals for

developmental education.

2010

• VDOE Common Core State Standards (CCSS)

became available for review.

• VCCS Developmental Math Redesign Team

published The Critical Point defining a plan.

2011

• Virginia DOE adopted a Mathematics Curriculum

Framework Supplement to align the SOL with the

CCSS.

• Virginia DOE adopted revised English SOL that are

aligned with the CCSS.

2011

• K-12 education and higher education faculty developed

reading, writing, and mathematics high school exit

“performance expectations.”

– The expectations define the level of performance students must

reach to be academically prepared to enter and successfully

complete credit-bearing courses in English and mathematics in

college.

• The DOE, Virginia Community College System (VCCS) and

the State Council for Higher Education signed an

agreement that all three agencies recognize these

expectations represent college and career readiness.

2011

• VDOE worked with four institutions of higher

education to develop instructional materials and

curriculum for senior “capstone” courses in English

and mathematics.

–Capstone courses are intended for 12th-grade students who

have passed required courses and SOL tests but may not be

prepared for the amount of reading, research, writing, and

mathematical analysis required during the first year of

college.

2012

• Virginia’s revised Mathematics SOL will be tested for

the first time.

– New technology enhanced items will permit assessment in

formats other than multiple choice.

• VCCS Developmental Math Redesign implemented.

• Virginia Placement Test for mathematics

implemented.

2013

• Virginia’s revised English SOL will be tested for the

first time.

– All K-12 writing assessments will be administered on line.

• Virginia Placement Test for English will be

implemented in Fall 2012.

• VCCS Developmental English redesign will be

implemented in Spring 2013.

Campus Implementation Leads

2012-2013

Placement Test Team

Spring 2012

Go Live!

Spring 2013

Dev Ed Task Force

2009

Dev Math Redesign

Team

Spring 2010

Dev Eng Redesign

Team

Fall 2011

Dev Math Curriculum

Team

Fall 2010

Dev Eng Curriculum

Team

Fall 2011

Go Live!

Spring 2012

Placement Test Team Spring 2011

Campus Implementation Leads

2011-2012

Implementation Support Team Spring 2012

• Content revised to reflect

what is needed to be

successful in college courses

• Content organized into units

• New, customized placement and diagnostic

instruments, together with practice tests

• Tests for placement in credit classes

• Diagnostic and Prescriptive for developmental

• Identifies deficiencies by unit

• Reports the units the student may need

• Depends on required entry credit course

Presidents

Academic Vice Presidents

Academic Deans

Student Services

K-12 Representative, VDOE

Faculty: Discipline and nonDiscipline

Work Force

Tech Prep/Dual Enrollment

Placement and

Diagnostic Tests

STEMBusiness

Administration

Liberal Arts

Career Technical Education

Precollege Units 1-5

Precollege Units 1-5

Precollege Units 6 - 9

Curriculum-Specific Credit

Courses

Curriculum-Specific

Precollege Units

• Unit Description

• Student Learning Outcomes

• Broad Learning Outcomes

• Specific Learning Objectives

• Suggested Timeline

• Sample Assessments

• Sample Syllabi

• Teaching Tips

• Structural changed to prevent loss

of students in between courses

• Content revised to integrate

reading and writing curricula

• A new placement test currently being developed that

includes writing diagnostic

FLOOR

ENF 2: Preparing for College English II • Integrated reading and writing

• Credit Hours: 4

• The curriculum for students in the ENF 2 pathway to

ENG111 is based upon a subset of ENF 1 student learning

outcomes because students would have placed higher on

the placement instrument than ENF 1 students.

• Faculty will have the option of recommending that students

who have successfully completed ENF 2, but require

additional support to achieve success in college level

English, enroll in ENF 3.

ENF 1: Preparing for College English I • Integrated reading and writing

• Credit Hours: 8

• The curriculum for students in the ENF 1 pathway to ENG111 is based upon a large

number of student learning outcomes because students would have placed at the lowest

range on the placement instrument and therefore would require more remediation than

students in ENF 2 and ENF 3.

• Faculty will have the option of recommending that students who have successfully

completed ENF 1, but require additional support to achieve success in college level

English, enroll in ENF 3.

ENF 3: Preparing for College English III • Integrated reading and writing

• Designed for students testing near college level English

• Credit Hours: 2

• The curriculum for students in the ENF 3 to ENG111 is based upon a subset of ENF 1 and ENF 2

student learning outcomes because students would have placed higher on the placement

instrument than ENF 1 and ENF 2students.

Co-enrolled with

ENG111

ENG111 Faculty

Recommendation

• Broad Student Learning Outcomes- the same for each Tier

• Entry level competencies for each Student Learning Outcome

for each Tier

• Suggested Instructional Time for each Student Learning

Outcome for each Tier

• Sample Assessments

• Sample Syllabi

• Teaching Tips

• Permits tracking of student success from high school into college

• Postsecondary Enrollment Reports

• Use data from the National Student Clearinghouse

• Provide the number and percent of Virginia high school graduates who enrolled in a

public or private college or university anywhere in the US within 16 months of

graduation

• Postsecondary Achievement Reports

• Use state data linked between the Virginia Department of Education and the State

Council of Higher Education for Virginia

• Present the number and percent of Virginia high school graduates who enrolled in a

public Virginia college or university and earned at least one year of college credit (30

credits applicable to a college degree) within two years of postsecondary enrollment

Linda M. Wallinger, Ph.D

Assistant Superintendent For Instruction

Virginia Department of Education

Linda.Wallinger@doe.virginia.gov

Virginia Department of Education

Career and College Readiness Initiative

http://www.doe.virginia.gov/instruction/college_career_readiness/index.shtml

Virginia Community College System

Developmental Education

www.vccs.edu/deved Email: deved@vccs.edu

Innovation at Scale http://www.jff.org/sites/default/files/ATD_InnovationAtScale_101411.pdf

written by Rose Asera for Jobs for the Future—describes Virginia’s process

of redesigning developmental education to increase college readiness and

student success across the state’s 23 community colleges and 40 campuses.

Video of students from a VCCS college http://youtu.be/_k57CJv_nEQ

Kimberly Bovee, Ph. D

Associate Vice President for Strategic Learning

Initiatives

Tidewater Community College,

Virginia Beach

kbovee@tcc.edu

Linda M. Wallinger, Ph.D

Assistant Superintendent For Instruction

Virginia Department of Education

Linda.Wallinger@doe.virginia.gov

Jane Serbousek

Assistant Professor of Mathematics

Northern Virginia Community College,

Loudoun Campus

jserbousek@nvcc.edu