Early Start Program Plan
California State University, Fullerton
November 19, 2010
Task Force Members:
Steve Murray, Vice President, Academic Affairs
Ed Trotter, Acting Associate VP, Undergrad Programs
Robert Koch, Acting Dean, College of Natural Sciences
and Mathematics
Paul DeLand, Chair, Department of Mathematics
Mitch Avila, Associate Dean, College of Humanities and
Social Sciences
Sheryl Fontaine, Chair, Department of English
Jessica Wagoner, Director of Admissions
Xiomara Melendez, Early Assessment Program
Coordinator, University Outreach
Javier Ramirez, Coordinator, Student Retention
Services/EOP/ILE
Julia Cappelli, Acting Assistant Director, Academic
Advisement
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Early Start Program Plan
California State University, Fullerton
November 19, 2010
(DRAFT)
The California State University Board of Trustees has mandated that as of Fall 2012 all
entering freshmen must begin any remediation requirement in math and/or English in the
summer term prior to their enrollment as fully matriculated students. The mandate further
stipulates that satisfaction of the requirement must be portable to any other CSU campus. This
mandate is laid out in Executive Order 1048, dated June 11, 2010. Below is a preliminary and
abbreviated plan for Cal State Fullerton’s implementation of what is known as the Early Start
Program (ESP)
General overview
Cal State Fullerton proposes a two-pronged approach, providing both an opportunity for
starting remediation as well as a chance to complete the remediation requirement in either
English or mathematics. Some students may even want to complete the requirement in both. We
already have experience in most of the programs we would plan to implement. After several
detailed discussions, the campus has determined that we did not want to miss the opportunity for
full remediation of many of our students. Our plan also prepares us for the outsized impact from
local students who will want to begin remediation at CSUF but will matriculate at a CSU campus
that is geographically distant from their home in Southern Orange County.
Data on need for remediation
Tables 1 and 2 lay out some breakdowns of the incoming freshman class for the fall of 2010
that we can use for planning purposes. Table 1 indicates how remediation could be done using
existing courses in the curriculum by area of deficiency, if any.
Table 1
English
Mathematics
None
Remediation
needed
Totals
None
45
(1-unit
on-line)
2094
438
51
76
2659
53.5%
11.2%
1.3%
1.9%
68.0%
555
398
108
192
1253
14.2%
10.2%
2.8%
4.9%
32.0%
40
(3-unit
course)
30A&B
(2 3-unit
courses)
2649
836
159
268
3912
67.7%
21.4%
4.1%
6.9%
100.0%
No remediation
53.5%
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Math only
14.5%
Both
14.2%
English only
17.8%
(32.3%)
(32.0%)
In the current academic year, just over half (53.5%) of our incoming class did not have any
remediation requirement, shown in gold appropriately enough. However, another 11.2% was
eligible to complete the requirement in a one-unit, on-line Mathematics 45 class. Taken together
that accounts for nearly two-thirds (64.6%) of our freshman class. As seen in Table 1, the
remaining one-third required at least one three-unit course. Just less than five percent would
require three such courses.
Table 2
English
None
Math
None
2094
53.5%
Remediation
needed
45
438
40/30AB
127
Total
2659
11.2%
3.2%
68.0%
555
398
300
1253
14.2%
10.2%
7.7%
32.0%
2649
836
427
67.7%
21.4%
11.0%
No remediation needed
Math on-line course only
Math or English course
needed
English plus math on-line
course
English plus at least one
math course needed
3912
100.0%
2094
438
53.5%
11.2%
682
17.4%
398
10.2%
300
7.7%
While the EO 1048 only mandates that students begin to satisfy the remediation requirement
prior to their freshman year, our goal is to provide an adequate number and appropriate choice of
courses for students to begin or finish their remediation requirement in the summer. The
curriculum described below is designed to meet this goal.
English remediation
Overview
Students requiring remediation in English fall into three population groups:
I.A Students matriculating as FTF at Cal State Fullerton who live within the local service
area
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I.B Students matriculating as FTF at Cal State Fullerton who live outside the local
service area
II. Students who are not matriculating at Cal State Fullerton but wish to begin their
remediation at Fullerton.
Students in group I.A will be required to begin remediation at Fullerton or seek an exception.
Students in group I.B will be encouraged to begin their remediation at Fullerton, but not required
to do so. For group II, enrollment will be limited to no more than 100 students.
English Curriculum
The relevant courses in the English curriculum include the following:
English 99 Developmental Writing (3-units, non-degree credit): This course is
designed to help students develop the general reading, writing, and critical
thinking skills necessary to succeed in college. Students will also study the
conventions of grammar, usage, spelling, and punctuation. The course prepares
students for English 101.
English 99X College Writing Preparation (1-unit, non-degree credit): This is a
hybrid course, providing students with both online and face-to-face instruction
about the structure, conventions, and resource expectations of college writing and
about the information resources available to them at the university campus they
will attend.
English 100W Analytical College Writing Workshop (1-unit, non-degree credit):
This course serves as the co-requisite of English 100 and requires that each week
of the semester students complete two hours of assigned tutorial, group, and/or
computer activities for practicing and improving your writing.
English 100 Analytical College Writing (3-units, degree credit): The purpose of this
course is to improve students’ ability to compose analytical college essays with
appropriate thesis development, support, and rhetorical strategies; essays that
meet expectations of conventional and grammatical correctness. To this end,
students will write preparatory writing, draft, and revision of five essays of 3-5
pages in length that analyze information and make claims based upon that
analysis. Writing will be assessed for how well it integrates a clearly stated thesis
or main point, its use of appropriate and effective rhetorical structure, grammar
and usage, and conventions and the degree to which it adequately marshals and
cites support.
English 101 Introduction to College Writing (3-units; degree credit):
A non-remedial course; students who pass earn GE credit in Area A.
Central to our plan is ENGL 100/100W. In the summer of 2010, the English Department
offered ~10 sections of ENGL 100/100W combining a 1-unit, non-college credit workshop with
a 3-unit introductory English composition class that would satisfy our general education
requirement in written communication. Approximately 96% of the 200 enrolled students were
able to successfully complete the course in the summer. Significantly, students who take this
option can complete 15 units by the end of Fall semester, as opposed to only 9 units for students
who take 99X (or no course) during the summer. Thus, we are reluctant to abandon this option
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since it afforded students the opportunity to enter their freshman year with their general
education requirement satisfied.
Group I.A: CSUF FTF from Local Service Area
For this group, we propose balancing two programs to begin the remediation of students
matriculating as FTF at Cal State Fullerton.
Option-A: Students enroll in ENGL 100/100W; if successful, complete remediation and
earn three units of GE credit.
Option-B: Students enroll in ENGL 99X; in Fall semester, they enroll in ENGL 99.
[N.B.: Students in Summer Bridge will be placed by the Summer Bridge Program.]
Note that 99X will be required of the lowest quartile of students (those with EPT scores
below 139) beginning in Summer 2012, the first time this course will be offered. Beyond this,
the campus hopes to channel approximately 500 of the 1250 FTF requiring remediation in
English into ENGL 100/100W by Summer 2012. (This is minimally 20 sections, perhaps more.)
By Summer 2014, the campus will adjust the percentage of students taking Option-A vs. OptionB based on the following factors:
• the availability of resources necessary to offer Option-A, including qualified instructors,
sufficient student service support, availability of labs and lab technicians, and
necessary administrative support;
• longitudinal data showing the relative success rates of student cohorts sorted by three
dependent variables: which option the student took, student EPT scores, and
nature of any required math remediation; and
• student interest in taking Option-A, including their availability during the Summer.
Ideally, the campus will be able to offer students the option has been shown to be best for
their particular situation. By Summer 2014, we will have sufficient longitudinal data regarding
ENGL 100/100W to evaluate its success (we previously piloted 100/100W in Summer 2010).
Realistically, however, this decision will be driven as much or more by available resources and
student interest.
Group I.B: CSUF FTF outside Local Service Area
These students will be encouraged to do their remedial work at Fullerton if possible. In
general, the campus believes that its programs are best for its students. However, should they
begin remediation elsewhere (by choice or by circumstances), they will be enrolled in either
ENGL 99 in the Fall semester or, if they can show that they have completed a 3-semester-unit
remediation course, in ENGL 101.
Group II: Students matriculating elsewhere, beginning remediation at Fullerton
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We will offer up to 4 sections of ENGL 99 for this population (maximum enrollment = 100).
It would be inappropriate for this group to take ENGL 99X because that course will contain
campus-specific information. Nor would it be wise to develop a new course for a limited number
of students. ENGL 99 offers these students a chance to fully remediate. We are confident that
students will be well-served by this course. The campus does not have the resources to offer
sections to additional students.
Matrix of requirements by score on English Placement Test
Group
EPT Score
< 138
Summer
ENGL 99X
Fall
Enroll in ENGL 99
EPT Score
139 <147
Option-A:
ENGL 100/100W
Pass with C or better:
Remediation complete
& GE requirement met
C- or less:
Take ENGL 100/100W
Option-B:
ENGL 99X
Enroll in ENGL 99
Enroll in ENGL 101
EPT Score
>148
Spring
Pass with C or better:
Remediation complete;
Take ENGL 101
C- or less:
Last chance to
remediate; Take ENGL
99
Pass with C or better:
Remediation complete;
Take ENGL 101
C- or less:
Last chance to
remediate; Take ENGL
100/100W
Pass with C or better:
Remediation complete;
Take ENGL 101
C- or less:
Last chance to
remediate; Take ENGL
99
Pass with C or better:
GE requirement met
C- or less:
Retake ENGL 101
CSUF FTF
beginning
remediation
elsewhere w/
EPT <147
Off-campus 3-unit
remediation course
Pass w/ C or better:
Take ENGL 101
C- or less:
Take ENGL 99
Pass with C or better:
GE requirement met
C- or less:
Retake ENGL 101
Pass with C or better:
Remediation complete;
Take ENGL 101
C- or less:
Last chance to
remediate; Take ENGL
99
Page | 6
Off-campus 1-unit
minimal remediation
course
Pass with C or better:
Remediation complete;
Take ENGL 101
C- or less:
Last chance to
remediate; Take ENGL
99
N.B.: Students in Summer Bridge will be placed by the Summer Bridge Program.
Take ENGL 99
Mathematics remediation
The Department of Mathematics currently has three principal course components of its
developmental mathematics program. Our primary course is Math 040, Intermediate Algebra,
which covers linear equations and inequalities, polynomial, rational and radical expressions,
quadratic functions, exponential and logarithmic functions, and sequences and series. It serves
students who score from 32 to 48 on the ELM. For students who score 30 or below, we offer
Math 030A and 030B, a two course sequence which covers the same material as that in Math 040
in a two semester time frame. Students whose ELM score range from 36 to 48 are offered the
option of completing Math 045, a one unit online Intermediate Algebra Mini-course. A Credit in
any one of these three components satisfies the CSU’s ELM requirement.
In addition to Math 030A, Math 040 and Math 045, for the purposes of our ESP, we will
develop a new course Math 020 Preparation for Developmental Mathematics. It will be a oneweek, one-unit online course and will cover those topics from algebra that historically have been
especially problematic for our students, e.g., factoring, rules of exponents, translating from
English to algebra, and slope. A student completing this course would satisfy the ESP
mathematics requirement but not the ELM requirement. Only students who are also enrolled in a
English 99, English 100 or English 101 will be allowed to register in this course. Any exceptions
to this policy must be approved by the appeals committee.
We anticipate that in ESP we will need to service about 1300 students, including about 150
students in Math 020, 250 students at the Math 030A level, another 400 at the Math 045 level,
and 600 students at the Math 040 level. The Mathematics ESP program will have five
components:
1) We will continue to run three sessions of Math 045. Each session runs in an eight day
period during which the students are working through an intermediate algebra workbook
on their own and submitting daily homework assignments. They have e-mail or online
access to the instructor. On day eight, the students come to campus for a written final
exam. The three periods will be in consecutive weeks beginning roughly five weeks, four
weeks and three weeks prior to the beginning of the fall semester.
2) Approximately 8 sections of Math 30A each with an enrollment of 30 students will be
offered in a special six week summer session starting near July 1. Some variation may be
needed to accommodate the needs of our Summer Bridge Program.
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3) Approximately 8 sections of Math 40 each with an enrollment of 35 students will be
offered in a special six week summer session starting near July 1. Some variation may be
needed to accommodate the needs of our Summer Bridge Program.
4) Another 8 sections of Math 40 in an online format each with an enrollment of 35 students
will also be offered during this special session. The instruction and regular student
participation will be conducted online, but the principal examinations and the final
examination will be in the traditional face-to-face mode with students required to come to
campus (or possibly to have a pre-arranged proctor).
5) Approximately four sections of Math 020 offered during our special six week session on
a staggered schedule yet to be specified. Each session runs in a one week period during
which the students will be working through an intermediate algebra workbook on their
own and submitting daily homework assignments. They will have e-mail or online access
to the instructor. On the last day, the students come to campus for a written final exam.
All of these classes will be staffed by the Department of Mathematics using a combination of
regular faculty members, temporary lecturers and teaching associates.
Below is a summary table of the ESP mathematics component:
Math 020 Units 1 ELM Scores (80 points possible with cutoff of 50) ELM ≤ 48 Term Enrollments Number of Sections Math 030A (1st of two semesters) Math 040 Math 040 (Online) Math 045 (8 day online mini‐course) 3 3 3 1 ELM ≤ 30 32 ≤ ELM ≤ 48 32 ≤ ELM ≤ 48 36 ≤ ELM ≤ 48 Staggered during Segment C Segment C (six weeks from late June to early August) Segment C (six weeks from late June to early August) Segment C (six weeks from late June to early August) 160 250 300 300 400 8 (up to 33 each) 8 (up to 38 each) 8 (up to 38 each) 3 (up to 200 each) Math 030B Pre‐
requisite is met ELM Requirement is met ELM Requirement is met ELM Requireme
nt is met 4 (up to 40 each) ESP End Result if Cr Requirement is earned Completed Three sessions (in consecutive weeks beginning in mid‐July) All Mathematics Departments in the CSU system have agreed to the following plan
regarding the portability of ESP work completed on campuses different from a student’s
destination campus. Each campus’ ESP program will determine and clearly indicate an ESP
Page | 8
score for every student enrolled in its ESP activities. The ESP score is an integer value from 0 to
50 with the following meaning:
•
•
•
•
•
A score of 0 indicates that the student did not participate in ESP. This includes students
who enrolled in ESP but did not put forth a good faith effort.
A score of 1 indicates that the student enrolled in an ESP activity, put forth a good faith
effort, but failed to progress beyond the level that corresponds to his/her previous ELM
score.
A score of 50 indicates that the student is fully remediated according to the rules of the
campus where the student participated in ESP and has met his/her ELM requirement.
If a student is not fully remediated, then the ESP score will be the minimum ELM cut
score of the remedial math course in which the student would place as a result of
successfully completing the ESP activity.
If the ESP activity culminates in re-taking the ELM exam, then the ESP score will be the new
ELM score.
If a student participates in more than one ESP activity, then the higher of the ESP scores shall be
recorded. Student placement in (remedial) mathematics courses shall be based on the highest of the ESP
and ELM score(s).
Students who complete Math 020 and Math 030A and whose destination campus is not Fullerton will
be encouraged to retake the ELM to assure proper placement in mathematics at that campus.
Summer Bridge Program
The Summer Bridge Program is administered by the Educational Opportunity Program (EOP).
Students who participate in Summer Bridge are selected by the EOP Admissions office. For selected
students Summer Bridge is a mandatory program. This is based on a special admission category to Cal
State Fullerton. Final admission into the university is determined by their successful completion of the
summer academic program. The Summer Bridge Program is an intensive five week academic,
residential, and extracurricular experience which allows new students to become accustomed to living on
campus. In collaboration with other university offices, students are required to attend topic workshops,
the University Learning Center, and study groups. Instructional support is provided in English, reading,
and math. Most importantly, students enroll in a six unit workload of developmental coursework which
typically consists of three units in English and three units in math. For those who have passing scores on
the ELM and/or EPT, students enroll in general education courses. Academically, data indicates that
summer cohorts have an average passing rate of eighty percent. The program provides a good
opportunity for new students to establish a strong network of friends, faculty, and staff members who the
student can rely on for help during the academic year.
Program Leadership
In new searches, the campus plans to attract faculty whose primary scholarly and research
interests lie in developmental writing and mathematics.
Communication plan
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The Problem
Crucial to any success in accomplishing a start to remediation for all affected incoming 2012
freshmen is a carefully crafted communication plan. Cal State Fullerton must assure that entering
freshmen in the class of 2012 who may need remediation in mathematics or English are fully
aware of and are prepared to participate in the California State University Early Start Program
that will require them to start needed remediation in the summer prior to their first enrollment.
This will require a campaign aimed at informational, attitudinal and behavioral levels. In
addition, we want to encourage students to take advantage of opportunities for more extended
growth by completing the remediation requirement in either English or mathematics or both
through more robust course work.
Audiences
We have identified five audience clusters that we believe should be addressed.
The primary audience for this message, of course, is students who will be entering the
university as first-time freshmen in the Fall of 2012.
Students will be most effectively reached through their high school community of high
school counselors, teachers and administrators. This audience of professional educators is
crucial to the success of our efforts. It also serves as a medium of communication as well.
Parents will obviously play an important role in the success of the program, and they
must be well informed, motivated and activated to assure that their prospective students start
their remediation requirement prior to enrollment at Cal State Fullerton.
Because this is a change from our past practice, it will be important that the campus
community of faculty, staff and administration are fully aware of this change. Without proper
planning and implementation our efforts will be severely hampered.
Finally, we have, at least in the short run, a need to communicate with community
colleges to determine if they wish to participate in our remediation efforts.
Message
Overall, our essential message is: Any student who wants to enter Cal State Fullerton as a
freshman beginning in the Fall of 2012 must start any remediation requirement in mathematics
and English in the summer prior to the fall term. In addition, Cal State Fullerton will offer the
opportunity to fully complete the remediation requirement in either mathematics or English in
the summer term.
In all communications, we will stress the value of completing as much of their remediation
requirement as possible as soon as possible. We have ample evidence that the greater the
involvement a student has early on in his/her academic career the greater the probability of
success.
Each of the audiences listed above shall require more focused messages indicating what may
be required of them to assure all necessary remediation is started in the summer of 2012 and that
they are prepared for this change in academic life at Cal State Fullerton. We also understand that
the message may change somewhat over time as we gain greater experience with the program.
Page | 10
Students ultimately must both understand (informational) and make adjustments to their
summer plans (behavioral) in order to begin ESP. The message is: you must know what remedial
requirements you have and you must enroll in a CSU-approved program to begin completing
that requirement the summer before you enroll. You will not be required to fully complete
remediation but that will be advisable. You must plan accordingly. Your first summer out of high
school may be different than what you had thought it would be.
The high school professionals, particularly counselors, must be informed of the new
requirements and provided support material to distribute through various media to assure that
prospective students are aware of the new requirements. The message is: A new requirement for
entering freshmen has been implemented for all CSU campuses. All students must begin any
needed remediation requirement in the summer prior to enrollment at a CSU campus.
Remediation requirements may be in English, mathematics, or in both. Students who are
required to complete remediation in both English and math and who are eligible will be
encouraged to complete the requirement in at least one of the two areas. Counselors will be
crucial to this effort and, in fact, will be the first audience contacted. We know that students look
to them for clear and sound advice on what steps they must take to successfully matriculate at the
university. A behavioral appeal is probably not necessary for counselors. Already, counselors
have been reached through the Fall CSU Counselors Conferences. Teachers and administrators,
too, must know what is expected of their students early on as they prepare them for college.
There may be curricular adjustments required.
Ultimately, parents will be the linchpin in making sure students comply with these new
requirements. The message is: Due to a mandate from the Trustees and the Chancellor, your
student must begin all remediation requirements in the summer prior to enrollment for his or
her freshman year. This may mean altering existing summer plans for the family to accommodate
this new requirement. The message shall be informational, persuasive and behavioral in nature.
We must explain what ESP is and why it is necessary and then ensure that parents are the
enforcers of student behavior.
It is important to communicate to the Cal State Fullerton campus community these changes.
This activity could impact other segments of the campus because of space needs, logistics (food,
parking, etc.), and other factors.
Because Executive Order 1048 suggests that remediation can be started at the community
colleges, the campus must reach out to nearby campuses to determine how interested those
institutions are in providing said remediation. If they are, the programs must be designed or
identified if they already exist and a method of transferring must be created.
Finally, a mention should be made of the need for close coordination across all campus
constituencies and offices that will have a role in communicating with our prospective students.
We will want to assure that we have a clearly articulated and consistent message. Such
constituencies include University Outreach, New Student Orientation, Academic Advising,
Strategic Communications, Admissions and Records, Freshman Programs, University Honors
Program, Athletics, and others.
Media/Channels
All of the audiences identified above are already in contact with University Outreach as that
office carries out its normal responsibilities. While counselors are identified as an audience, they
are also a medium of communication as also noted above. They will not only have information at
Page | 11
hand, but they can reinforce the essential message with behavioral reinforcement. And, this
communication effort has already begun with the state-wide Fall 2010 CSU Counselors
Conferences, held in September. Some 1,500 LA and Orange County area counselors and related
personnel attended the conference. This annual event will be continued.
Following up on the CSU-wide conferences, University Outreach will incorporate ESP
requirements into the existing program to increase the information students have, their desire to
remediate in the summer as much as possible, and facilitation of their ability to do so. This inperson, almost one-on-one approach will be crucial in the first year in particular. The first class
of students to be affected by ESP is now the junior class at our high schools.
Print material will be crucial, even in this electronic age. University Outreach is developing
such material now and that will incorporate the steps that become permanent features of our plan.
These materials will be available in languages appropriate to our parent populations within
reasonable costs.
We also know that we have moved significantly to an on-line process for admitting students.
Through our CSUF portal, CSU Mentor, the campus web site, and other electronic means, we
shall have current and focused information that will inform and encourage maximal participation
in the Early Start Program.
Our campus community shall be reached in a variety of normal administrative and
communications channels such as meetings, e-mail announcements, and visits to relevant offices.
While ESP will not affect most of the campus, it may have a significant impact on university life.
Timelines
This plan is not exhaustive but it represents a reasonable plan of communication in a timely
manner. As ESP develops, there will be additions and revisions and as the plan is implemented
these strategies will be readdressed for their efficacy in supporting the CSU’s goal to facilitate a
student’s graduation. The timeline below lays out many of the significant actions to be taken.
Phase I: Detailed Communication 2010-2011
Quarter 3: January 1 – March 31
Students Parents High School Counselors and Administrators Community College Administrators Campus Constituents Present ESP plan to juniors to encourage earning exemption from the placement test Attend parent meetings and communicate admission requirements, including placement test and recommend early registration for ELM and EPT Communicate development of Early Start during workshops Announce CSUF’s ESP plan through email, conferences, and school visits Convey benefits such as reduced senioritis, increase college preparation senior year, and financial aid availability for those eligible Announce CSUF’s ESP plan through email distribution lists and regional meetings Announce CSUF’s ESP plan through all venues, including developing an ESP website Quarter 4: April 1 – June 30
Students Parents Conduct an EAP and ESP workshop during Welcome to CSUF Day and Yield Workshops Share CSUF’s ESP plan to juniors and offer options to earn an exemption from placement test Conduct an EAP and ESP workshop during Welcome to CSUF Day and partnership workshops Page | 12
High School Counselors and Administrators Community College Administrators Campus Constituents Offer department training on ESP, EAP and CSUF’s admission Provide ESP marketing publication(s) to disseminate, including in back to school mailings Utilize ERWC, SMI and other professional development workshops to communicate ESP plan Open new line of communication to address potential summer 2012 impact Provide ESP training/information to units conducting outreach or serve as community liaison Unveil ESP marketing campaign through various methods, including Strategic Communications Phase II: Detailed Communication 2011-2012
Quarter 1: July 1 – September 30
Students Parents High School Counselors and Administrators Community College Administrators Campus Constituents Encourage enrollment in 4th year math and college‐level preparatory courses Inform of remediation requirement at CSU and options to earn exemptions Present at CSUF requirements at workshops or association communications Continue to announce ESP plan, options to meet placement requirement, and free sample test resources Provide continued uniform information to educators about CSUF’s requirements Encourage participation at CSU High School Counselor Conferences for CSU updates Offer educators free professional development opportunities in SMI, ERWC, and other trainings Open new line of communication to address potential summer 2012 impact Discuss course articulation to meet ESP Establish and convey CSUF’s uniform ESP message in support of the CSU’s goal Provide ESP training/information to units conducting outreach or serve as community liaison Quarter 2: October 1 – December 31
Students Parents High School Counselors and Administrators Community College Administrators Campus Constituents Communicate placement exemption through CMS Inform applicants of early placement test dates, if required, and requirement deadline Gain support for use of senior year to meet placement requirement Explain cost and time commitment of those requiring remediation Inform of CSUF’s admission requirements and placement test exemption options Distribute ESP publications and request requirements placed in website and counseling center Provide informational trainings to educators Establish ESP course articulation, if applicable Provide ESP publications and encourage a broad distribution Quarter 3: January 1 – March 31
Students Parents High School Counselors and Administrators Reinforce placement test April deadline, checking portal, and adhering to all requirements Recommend early registration for the placement test Encourage junior participation in EAP Notify of admission requirements, portal messages, and options to avoid remediation Inform of ESP options and registration costs Enlist support to adhere to all admission deadlines, including placement test Encourage EAP participation and benefits Page | 13
Community College Administrators Campus Constituents Inform of approved ESP courses, including CCC Utilize all venues to communicate with prospective students who have not addressed placement test Provide ESP training and information to departments who conduct outreach or serve as community liaison Quarter 4: April 1 – June 30
Students Parents High School Counselors and Administrators Community College Administrators Campus Constituents Inform of remediation options, ESP registration process, and financial aid option to those eligible Conduct an ESP workshop during Welcome to Cal State Fullerton Day and partnership workshops Encourage summer course(s) registration to admitted campus to meet ESP Communicate ESP as a requirement for successful fall enrollment Define process and deadline to appeal ESP requirement Conduct an ESP workshop during Welcome to Cal State Fullerton Day and partnership workshops Convey benefits of registration to admitted campus to address ESP requirement Address financial aid concerns for summer registration Request support in advising prospective students to address ESP requirement at admitted campus Provide approved CCC course list that meet ESP Convey ESP requirement appeal process, including deadline Identify notification process of ESP summer courses to CSUF (transcript, grade card, etc) Convey ESP requirements, appeal process, and registration deadline Reiterate ESP is a requirements for successful fall enrollment Provide ESP training and information to departments who conduct outreach or serve as community liaison Exceptions, appeals, etc.
Exemptions
We are recommending that the Assistant Vice President of Enrollment Services be
designated as the individual to grant exemptions to the Early Start Program. Some exemptions
that may be considered are medical, late admits, active duty veterans, and athletes in sports that
may jeopardize NCAA status etc.
Appeals
•
•
Students who are unable to start their remediation courses over the summer must submit
an appeal to the Admission and Records office as soon as possible but no later than four
weeks prior to the start of the fall term.
A webpage will be developed to review the appeal process and instructions on how to
submit the appeal. Appeals must be submitted in writing.
Page | 14
•
•
•
•
Appeals must include supporting documentation (evidence) to support the reason they are
unable to start remediation over the summer.
Appeals will be reviewed by a committee.
If an appeal is approved by the committee, the student may be exempted from Early Start
due to their circumstances, or the student will be required to take and complete one or
both of the Math 20 course and/or English 99X course at least two weeks before the start
of the fall term. If they need to take Math, English, or both will depend upon if they are
required to start remediation in both Math and English, or only one.
If the student does not meet all requirements, they will be dropped from their fall courses
and will not be eligible to enroll at CSU Fullerton.
Math 20 for Early Start
CSUF is proposing we offer our one unit Math 020 Preparation for Developmental
Mathematics for students who are either admitted late or have their appeals approved and need to
start remediation in Math. It will be a one week, one unit, online course and will cover those
topics from algebra that historically have been especially problematic for our students, e.g.,
factoring, rules of exponents, translating from English to algebra, and slope. A student
completing this course would satisfy the Early Start mathematics requirement but not the ELM
requirement. The course must be completed two weeks prior to the start of the term to adhere to
the EO1048. Students who do not complete this course or who were not exempted will be
dropped from their fall courses and will not be able to attend in the fall.
English 99X for Early Start
CSUF is proposing a one unit English 99X course for students who are either admitted late or
have their appeals approved and need to start remediation in English. The course will be a standalone version of the workshop that will engage them in writing assignments accompanied by
peer review, editing, and revisions under the guidance of trained tutors. The course must be
completed two weeks prior to the start of the term to adhere to the EO1048. Students who do not
complete this course or who were not exempted will be dropped from their fall courses and will
not be able to attend in the fall.
Overall CSU implementation timeline
Planning for the implementation and launching of the Early Start Program will begin in
spring 2010. The first phase of the program will be launched in summer 2012 and the second in
summer 2014. More specific timelines include the following:
November 2010
November 19, 2010
January 2011
February 2011
Mathematics Council considers ELM proficiency score and submits
recommendation.
Campus Plans for Early Start Program due to the EVC/CAO.
Responses to campus plans due to each campus.
Begin campus implementation processes.
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Fall 2011
Fall 2011
2010 – 2012
Summer 2012
Fall 2012
Fall 2012
2012 – 2013
Summer 2014
English proficiency score reset from 151 to 147 effective for freshmen
admitted to CSU for summer/fall 2011.
Campuses will begin tracking progress of English students in introductory
English who scored above old proficiency scores.
Campuses develop required curricular coordination, and develop and
publish communication plans.
Launch Early Start Program in mathematics and for “at risk” English
students.
Begin monitoring, collecting and analyzing campus information on first
cohort of Early Start Program (as compared with earlier cohorts).
Implementation Team will consider and implement appropriate
adjustments and plan for second phase of implementation (for all
remaining English students).
Implementation Team will develop a CSU-level Assessment Program for
the Early Start Program in consultation with the English and Mathematics
Councils.
Launch final phase of Early Start in English for all students who have not
demonstrated proficiency.
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