Alamo   Community   College   District
Contact:    Roberto   Aguero,    raguero13@alamo.edu
Director:    Patrick   Lee,   plee18@alamo.edu
The   five   Colleges   of   Alamo   Community   College   District,   ACCD,   seek   to   establish   a   district ‐ wide   accelerated   developmental   education   option   that   will   decrease   the   amount   of   time   for   Alamo   College   students,   to   complete   TSI   requirements   for   mathematics.
By   March   8,   2010,   weeklong,   non ‐ course ‐ based   math   remediation   sessions   called   Prep   for
Accuplacer   Student   Success   or   PASS,   will   be   implemented   district ‐ wide.
By   August   31,   2011,   a   total   of
1,800   students,   a   majority   of   whom   will   be   Hispanic,   will   have   received   accelerated   remediation   through
PASS.
By   August   31,   2011,   approximately   900   students   will   place   into   a   higher   level   of   developmental   mathematics,   and   by   August   31,   2011,   10%   of   all   students   who   complete   PASS   sections   by   August   31,
2010   will   have   satisfied   TSI   requirements   in   math   in   12   months   or   less   (Baseline   for   Fall   2007   Cohort   of   those   attempting   developmental   math   =   2.2%).
PASS   has   the   potential   to   remove   a   stumbling   block   for   many   of   our   students   by   decreasing   the   amount   of   time   it   takes   to   complete   their   TSI   requirement   for   mathematics.
Developmental   coursework   that   can   take   students   years   to   complete   may   now   take   as   little   as   a   semester,   after   a   week ‐ long   refresher   that   is   tailored   to   student’s   specific   needs,   increasing   their   chances   of   academic   success.
Central   Texas   College   District
Contact:    Dr.
Suzanne   Morales ‐ Vale,   suzannne.morales
‐ vale@ctcd.edu
Director:    Dr.
Suzanne   Morales ‐ Vale
Central   Texas   College   District’s,   CTCD,   partners   with   the   Texas   Higher   Education   Coordinating
Board   and   El   Paso   Community   College   to   meet   the   following   goals:    to   improve   services   for
Developmental   Education,   DE,   students   through   innovative   DE   initiatives,   to   provide   accelerated   DE
options,   to   enhance   Student   Support   Services,   and   to   offer   Professional   Development   supporting   full ‐ time   and   adjunct   faculty   members.
Most   community   college   students   including   those   at   CTCD   attend   part ‐ time,   often   spending   very   little   time   making   the   important   connections   outside   the   classroom   necessary   to   improve   their   chances   for   success.
Thus,   it   is   the   challenge   of   educators   to   make   optimal   use   of   the   limited   time   students   interact   with   the   campus   community   by   providing   optimal   support   services,   incorporating   needed   services,   and   offering   learning   communities,   all   key   components   of   CTCD’s   proposal.
The   plan   also   includes   innovative   initiatives   such   as   the   Faculty   Advisor   Program,   connecting   new   DE   students   with   a   permanent   advisor;   DE   Express,   an   open ‐ entry/exit   non ‐ course   based   instructional   alternative;   and   an
Adjunct   Resource   Center   providing   instructional   support   through   Professional   Development.
The   proposal   plans   to   initially   support   one   hundred   DE   students   and   adds   an   additional   two   hundred   each
semester   through   August,   2011.

Laredo   Community   College
Contact:    Maria   Elizabeth   Garcia,   megarcia@laredo.edu
Director:    Maria   Elizabeth   Garcia
The   Laredo   Community   College,   LCC,   is   proposing   the   Yes,   I   Can!
Project.
The   project   aims   to   serve   500   students   through   the   project   period   and   proposed   a   strategy   which   has   two   goals:    to   increase   the   efficiency   and   effectiveness   of   student   learning   in   developmental   education   through   course   restructuring;   and,   to   increase   the   intensity   of   student   effort   through   pragmatic,   useful   information   for   achieving   TSI   standards   in   Writing   in   twelve   months   or   less   as   well   as   psychological   supports   and
motivators.
Both   goals   are   sustained   through   a   student   support   strategy   which   applies   technological   resources   and   expanded   service   hours   to   achieve   the   level   of   effort   necessary   for   underprepared,   mostly
Hispanic   students   to   make   the   successful   transition   to   college ‐ level   courses   and   achieve   academic   success.
North   Central   Texas   College
Contact:    Debbie   Sharp,   dsharp@nctc.edu
Director:    Elizabeth   Howell,   ehowell@nctc.edu
North   Central   Texas   proposes   to   improve   its   developmental   mathematics   program   through   technology,   support   services,   and   professional   development.
This   project   will   serve   2,480   students.
Goals   include:    to   increase   the   percentage   of   developmental   students   who   successfully   complete   developmental   mathematics   by   5%;   to   increase   the   number   of   students   who   complete   their   TSI   requirements   in   12   months   by   10%;   to   increase   tutoring   and   study   group   hours   by   125   hours   per
semester;   and   to   increase   full ‐ time   and   adjunct   developmental   faculty   knowledge   and   skills.
San   Jacinto   Community   College
Contact:    Michael   L.
Moore,   michael.moore@sjcd.edu
Director:    Rebecca   A.
Goosen,   Ed.
D.,   Rebecca.goosen@sjcd.edu
San   Jacinto   College   District,   will   provide   accelerated   completion   of   developmental   mathematics   with   innovative   instructional   techniques,   wrap   around   student   support   services,   and   professional   development   for   faculty   and   staff   to   accelerate   students,   especially   Hispanic   students,   in   meeting   the   TSI   requirements.
One   hundred   fifty   students   will   be   in   the   first   cohort   that   will   use   modular   instruction   and   after   three   long   semesters   it   is   estimated   that   approximately   600   students   will   have   the   opportunity   to   enroll   in   mathematic   using   an   accelerated   format.
The   initial   cohort   will   be   comprised   of   MATH   0304   and   MATH   0305   students.
Students   on   each   of   the   three   campuses,   after   assessment   on   the   state   approved   instrument,   will   be   placed   in   sections   of   mathematics   that   utilize   modular   instruction.
Students   in   these   sections   will   then   be   administered   a   non ‐ cognitive   assessment   as   well   as   a   mathematics   diagnostic   assessment.
Case   managers   will   be   assigned   to   all   students   in   the   cohort   and   tutoring   will   be   available   for   students   in   the   classrooms,   both   in   an   open   laboratory   dedicated   to   the
program   and   through   the   Student   Success   Centers   on   each   campus.
Professional   development   will   be   provided   in   the   areas   of   facilitation   of   learning,   case   management,   and   modular   instruction.

South   Texas   College
Contact:    Luzelma   G.
Canales,   Luzelma@southtexascollege.edu
Director:    Dr.
Ali   Esmaeili,   Esmaeili@southtexascollege.edu
South   Texas   College’s   student   outcome   data   supports   the   need   to   focus   on   developmental   mathematics,   however,   the   College’s   desegregated   data   shows   that   our   student   population   represents   a   diverse   group   of   learners   who   require   distinctive   programs   and   services.
As   a   result,   South   Texas
College,   STC’s   developmental   mathematics   grant   development   committee   recommends   the   implementation   of   the   Math   Complete   Project   for   developmental   mathematics,   DE   MATH,   0085
repeaters.
The   grant   development   committee   believes   a   robust   intervention   at   the   middle   stage   of   the   DE
Math   sequence   for   repeaters   would   significantly   increase   their   pass   rate,   currently   (fall   2008)   at   50%   of   the   pass   rate   for   first ‐ time   course   takers.
This   assertion   has   been   preliminarily   borne   out   from   the   review   of   three   math   0085   section   courses   where   repeaters   were   segregated   from   first ‐ time   course   takers.
The   pass   rates   for   these   students   exceeded   the   pass   rates   for   first ‐ time   course   takers   in   all   three   courses.
In   addition,   the   grant   development   committee   emphasized   the   need   for   enhanced   student   support   services.
To   this   end,   mentoring   from   developmental   math   faculty   and   in ‐ class   tutors   were   identified   as   crucial   components   in   the   Project.
Professional   development   for   faculty   in   the   area   of   teaching   and   learning   styles   also   was   identified   as   an   important   ingredient   for   a   successful
developmental   math   intervention   project.
After   the   spring   2011   semester,   a   summative   evaluation   will   be   conducted   on   the   whole   Project   during   the   summer   of   2011.
Ideally,   the   pass   rate   for   math   0085   repeaters   after   the   spring   2011
semester   should   be   very   near   the   60   percent   mark.
At   this   time,   there   should   be   enough   evidence   to   indicate   whether   or   not   the   project   is   a   viable   candidate   for   institutionalization.
Tarrant   County   College   District
Contact:    Jacqueline   R.
Maki,   JACQUELINE.MAKI@TCCD.EDU
Director:    Dr.
Linda   S.
Braddy,   LINDA.BRADDY@TCCD.EDU
Collaboration   between   Tarrant   County   College   District’s   South   Campus   and   Trinity   River   Campus   will   demonstrate   two   developmental   education   interventions   designed   to   enhance   and   accelerate   student   success   for   different   student   populations.
TCC ‐ South   Camus   proposes   a   4 ‐ week,   120 ‐ hour,   intensive   TCC ‐ South   Campus   Summer   Bridge   Program   designed   to   increase   the   college   readiness   of   targeted   recent   high   school   graduates   in   the   areas   of   personal   growth,   academic   strategies   and   critical   thinking   proficiency,   as   well   as   competency   in   reading   and   writing   sufficient   to   demonstrate   college   readiness   on   Accuplacer .
TCC ‐ Trinity   River   Campus   proposes   a   15 ‐ week   Weekend   College   Mod   Math
Learning   Community   designed   to   increase   the   college   readiness   and   confidence   in   Hispanic   adult   learners   who   have   been   out   of   school   for   at   least   5   years   and   are   deficient   in   math   skills,   by   promoting   strategies   and   practices   helping   these   students   succeed   in   math   and   in   gaining   college   and   career   information.
The   proposed   interventions   will   serve   110   students   during   the   project   period:    60   in   the   Summer
Bridge   Program ,   and   50   in   the   Weekend   College   Mod   Math   Learning   Community .
These   models   reflect   research   and   practice   in   learning   communities,   cohort   groups,   intensive   scheduling,   accelerated   format,   immersion,   supplemental   instruction,   supportive   environments,   Generation   next   studies,   and   state ‐ of ‐
the ‐ art   instructional   technology.

University   of   Texas   at   Brownsville   and   Texas   Southmost   College
Contact:    Hilda   Silva,   Ed.
D.
,   hilda.silva@utb.edu
Director:    Lourdes   Franchiesca   Matus,   lourdes.matus@utb.edu
The   University   of   Texas   at   Brownsville   and   Texas   Southmost   College’s,   UTB/TSC,   Students
Together,   Involving,   Networking,   and   Guiding ‐ Community   College   Developmental   Education   Initiative
Program ,   or   STING ‐ CCDEIP ,   will   improve   and   expand   student   services   and   instructional   support   for   developmental   education,   DE,   students.
The   program   will   target   418   DE   students   enrolled   in   DE   Writing
Skills   I   and   Writing   Skills   II   classes   and   Reading   not   meeting   the   minimum   Texas   Success   Initiative,   TSI,
standards   for   college   readiness   as   measured   by   the   COMPASS.
The   STING ‐ CCDEIP   will   focus   on   strengthening   the   developmental   education   experience   through
Innovative   DE   involving   evidence ‐ based   strategies   that   lead   to   improvement   in   DE   student   achievement   and   persistence.
The   program   will   provide   a   four ‐ tiered   approach   to   supporting   UTB/TSC   students   enrolled   in   developmental   education   courses:
 Students   placing   into   DE   reading   and   writing   courses   will   receive   tutorial   support   through   a   supplemental   instruction   model.
 Students   placing   into   DE   reading   and   writing   courses   will   have   access   to   COMPASS   preparation   workshops.
 Students   enrolled   in   DE   reading   and   writing   courses   and   registered   for   first   year   general   education   courses   will   receive   tutorial   support   for   those   courses.
 Students   enrolled   in   DE   reading   and   writing   courses   will   meet   with   tutors   to   learn   about
requirements   of   their   major   course   of   study.
The   STING ‐ CCDEIP   program   interventions   are   expected   to   help   students   meet   TSI   requirements   and   develop   reading   and   writing   skills   within   the   context   of   general   education   courses;   develop   and   practice   test   preparation   skills   to   successfully   demonstrate   college   readiness   as   measured   by   COMPASS   and   exit   remediation   early;   and   understand   how   reading   and   writing   skills   they   refine   in   their   DE   courses
apply   to   future   programs   of   study.
Trinity   Valley   Community   College
Contact:    Dr.
Jeremy   P.
McMillen,   jmcmillen@tvcc.edu
Director:    Dr.
Jeremy   P.
McMillen
Trinity   Valley   Community   College’s,   TVCC,   program   will   serve   80   to   100   developmental,   math   students   within   two   semesters.
TVCC’s   CCDEIP   program,   the   Math   Prep   Academy   will   target   recent   high   school   graduates,   as   well   as   college   students   who   have   not   exhibited   college ‐ readiness.
The   Math   Prep
Academy   will   allow   eligible   students   to   complete   all   levels   of   DE   Mathematics   courses   needed   within   a   sixteen ‐ week   period.
Participating   students   will   enroll,   during   the   same   16 ‐ week   period,   in   a   course   designed   to   enhance   student   success,   Psychology   1300   –   Learning   Frameworks.
Students   will   engage   in   learning   communities,   utilizing   such   strategies   as   contextualized   learning,   structured   learning   assistance,   supplemental   instruction,   peer ‐ led   team   learning,   and   student   networking.
The   purpose   of   the   Math   Prep   Academy   is   to   determine   whether   accelerated   instruction   in   developmental   education   can   positively   affect   college   persistence   and   success   for   students   at   risk   of   dropping   out.
The   premise   of   our   project   design   is   that   after   going   through   the   Math   Prep   Academy,   students   will   exit   the   program   ready   to   register   for   college   credit   courses,   and   will   exit   ready   to   take
College   Algebra.
All   participants   will   have   the   ability   to   complete   any   college   course   by   utilizing   the   learned   strategies   of   a   successful   college   student.

Western   Texas   College
Contact:    Kyle   Smith,   ksmith@wtc.edu
Project   Director:    Anna   Fonville,   afonville@wtc.edu
Research   indicates   that   developmental   students,   in   particular,   often   demonstrate   a   lack   of   college   readiness   academic   skill   sets.
These   skills   sets   include   but   are   not   limited   to:    note ‐ taking,   test ‐ taking,   time   management,   goal   setting,   and   reading   comprehension   strategies.
These   skill   sets   not   only   help   in   an   area   as   specific   as   note ‐ taking   but   also   in   the   related   areas   of   attention,   interest,   and   self ‐ esteem   which,   in   turn,   also   help   to   reinforce   higher   levels   of   academic   achievement.
It   is   with   this
research   in   mind   that   Western   Texas   College   would   like   to   implement   a   developmental   course   almost   exclusively   devoted   to   these   academic   skill   sets.
The   course   would   be   predicated   upon   a   well ‐ established   learning   style   assessment   and   all   course   information   would   subsequently   be   delivered   in   a   differentiated   (student ‐ centered)   approach.
The   skill   sets   themselves   have   been   found   to   be   applicable
to   virtually   any   educational   curriculum.
Like   any   set   of   skills,   through   repetition   and   practice   they   can   be   refined.