Pearson Course Redesign
Co-requisite Implementation
Saundra King
Assistant Vice President of Remediation and
Innovation
Ivy Tech Community College
Welcome to Ivy Tech Community College!
We are the nation’s largest singly accredited statewide
community college system, and Indiana’s largest public
postsecondary institution.
 14 Regions.
 Over 30 campuses.
 More than 150 different programs of study.
 Nearly 200,000 students annually.
We are in the midst of significant and comprehensive
remedial reform.
Why?
High percentage of students in remedial
education
Fall 2012 ATD Cohort n= 19,073
MATHEMATICS
Total testing into remedial math = 12,408 (65.1%)
READING
28.5% (5,531) tested into ENGL 083
WRITING
33.4% (6,362) tested into ENGL 093
3 year graduation rate:
Math: 2 levels below college ready = 4.7%
1 level below college ready = 9.0%
Indiana College Completion Goal
Reaching Higher, Achieving More
 930,000 projected job vacancies in Indiana by 2018
 506,000 for those with postsecondary credentials
 328,000 for high school graduates
 96,000 for high school dropouts
 One in four Indiana college students enrolled in
remediation will earn a degree in 6 years
 Focus on Completion, Productivity, and Quality
http://www.in.gov/che
Traditional Remedial
Sequence
Assessment
Take single
standardized exam.
--------------------------
Students take
custom diagnostic
assessment
correlated to ITCC
competencies.
Placement
Cut scores
determine
placement in 1 or
more levels of
remedial education.
-------------------------Individualized
student report
provides mastery
level of
competencies.
Enrollment
Students take 1
or more courses
before enrolling
in gateway
courses.
----------------------Students enrolled
concurrently in
linked remedial
and gateway
course.
Completion
Success has
been defined
as completion
of remedial
course.
-------------------NEW Measure
of success is
the completion
of gateway
course.
Three Major Initiatives
 ACCUPLACER custom diagnostic
 Co-Requisite Model of Instruction
 Math Pathways
ACCUPLACER
• Custom diagnostic to be implemented January 2014.
• Correlated to competencies identified by reading,
writing, and math faculty.
• Students receive an individualized learning plan which
is also correlated to MyFoundationsLab (software).
• Faculty will use this information to provide more
targeted “Just in time” remediation in the co-requisite
sections.
• Students also have access to free online study guide.
Guiding Principles
Co-Requisite Model of Instruction
Definition: The concurrent enrollment of students in
linked remedial and gateway courses in the same
term.
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Objective: The goal of the co-requisite initiative is
to increase the success in Gateway courses for
students needing remediation.
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Students in one section of ENGL 093 are concurrently
enrolled as a cohort in ENGL 111 with students who
are program ready.
ENGL 093
ENGL 111
Content
The zero-level course should support and coordinate with the
college-level course to provide “just in time” remediation.
The college-level course should provide students with the
same experience as non-co-requisite sections of the same
course.
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Content
The zero-level course materials and calendar should be
created using the concept of backward design with these
key purposes in mind:
•
•
•
•
Filling in deficiencies in background knowledge
Previewing upcoming topics for the college-level course
Supporting the college-level course instruction
Answering student questions about the college-level
course content
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Delivery
While the college-level course should maintain the same
depth, rigor, and expectations as all other sections of that
course, it may be necessary to adjust the order, pacing,
and/or structure of the course particularly for topics that
require mastery of prerequisite skills. Calendar
adjustments should be made to allow time to remediate
these skills.
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Delivery
Giving priority to the college-level content, the zero-level
course should be flexible in schedule to adjust based on
student needs.
The zero-level course instruction should employ many
different methodologies focused on active learning, which
may include mini-lectures, group work, inquiry-based
problems, and computer use. Every class session should
include Q/A time incorporating the college-level concepts as
often as possible.
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Faculty Involvement
ACCUPLACER
 Identified competencies.
 Determined placement/diagnostic
process.
 Participated in Item Analysis.
 Participating in Standard Setting.
Co-requisite Initiative
 2 Steering Teams: Math and
Reading/Writing.
 Statewide curriculum
committees.
 Piloted model.
 Providing support and
leadership to other
regions/faculty.
Math Pathways
Technical Applied Math and
Quantitative Reasoning
Review and revision of developmental
math needs.
Instructors
When two different instructors are used, collaboration is critical. Prior to
the beginning of the semester, the college-level course instructor will be
responsible for providing course calendar and material to the zero level
instructor. Throughout the semester, frequent communication between
instructors is required. Including, but not limited to:
•
•
•
•
•
Student attendance
Course calendar changes
Individual student progress
Individual student struggles, both academic and affective
Class material and activities
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ENGL 093/111 Co-Requisite
Fall 2012
 28 of 413 sections (13%) were offered as co-requisite.
 60% passed ENGL 093 in the co-requisite sections as compared to
51% passing in traditional sections.
 In addition, 57% of students enrolled in co-requisite sections
completed ENGL 111 in the same semester.
 In comparison, 21% of students enrolled in ENGL 093 fall 2011
completed ENGL 111 in 2 semesters. 3% completed in 3 terms, and
less than 1% completed in more than 3 terms. 24% of students who
began in ENGL 093, completed gateway English in 3 semesters.
ENGL 093/111 Co-Requisite
Spring 2013
 63 of 336 sections (19%) were offered as co-requisite.
 50% passed ENGL 093 in the co-requisite sections, as compared to
45% passing in traditional sections.
 In addition, 51% of students enrolled in co-requisite sections
completed ENGL 111 in the same semester.
Math Co-Requisite
Fall 2012
 MATH 118 was paired with MATH 080 and special topics math
(ASAS 001/007). 19 sections were offered.
 51% passed ASA math in the co-requisite sections, as compared to:
MATH 015
MATH 035
MATH 023
MATH 043
32%
37%
44%
38%
– In addition, 61% of students in co-requisite sections also completed
Traditional
51%
53%
50%
MATH 118 in51%
the same semester.
Emporium
 In addition, 58% completed MATH 118 in the same semester.
 In comparison, 9% of students in the 2009 cohort who placed 1 level
below program ready completed gateway math in 1 year. Only 3%
completed gateway math within 1 year if placement was 2 levels
below.
Math Co-Requisite
Spring 2013
 47 sections of co-requisite MATH 080/MATH 118 were offered.
 52% passed ASA math in the co-requisite sections, as compared to:
MATH 015
MATH 035
MATH 023
MATH 043
Traditional
45%
43%
45%
48%
Emporium
30%
33%
23%
28%
 In addition, 51% completed MATH 118 in the same semester
Timeline and Goals
Fall 2013
25% Math sections taught as co-requisite (31% achieved, 86 of 274)
50% English sections taught as co-requisite (39% achieved, 147 of 380)
Fall 2014
75% - 100% English sections taught as co-requisite sections.
Fall 2015
Math pathways 100% implemented.
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Math Placement and Progression
Tech Pathway
QR Pathway
STEM Pathway
MATH 136
MATH 122
Technical
Mathematics
MATH 123
Quantitative
Reasoning
MATH 100
Intermediate Algebra
MATH 023
Essentials of Algebra I
Foundations
MATH 080
Students who wish to change to the STEM pathway must retest. Self study options will be made available for any student who wishes
to prepare and retest without enrolling in a course.
Next Steps:
 Continued evaluation.
 Professional Development.
 Further refinement of instruction using results of
diagnostic and MFL.
Core Principles for Transforming Remedial
Education: A Joint Statement
Charles A. Dana Center
Complete College America
Education Commission of the States
Jobs for the Future
December 2012
1. Completion of a set of gateway courses for a program of study is a
critical measure of success toward college completion.
2. The content in required gateway courses should align with a student’s
academic program of study – particularly in math.
3. Enrollment in a gateway college-level course should be the default
placement for many more students.
4. Additional academic support should be integrated with gateway collegelevel course content – as a co-requisite, not a pre-requisite.
5. Students who are significantly underprepared for college-level academic
work need accelerated routes into programs of study.
6. Multiple measures should be used to provide guidance in the placement
of students in gateway courses and programs of study.
7. in order to maximize their prospects of earning a college degree,
students should enter a meta-major when they enroll in college and start
a program of study in their first year.