Strategic Decision Making:
Fast Tracking Developmental
English Students
Dr. Barbara Buchanan, Instructional Dean
Deirdre Hayes-Cootz, Grant Director
Dr. Lana Myers, Associate Professor of English
Presentation Topics
• College Demographics
•
Innovative Strategies
– Curriculum Redesign
– Linked Classes
– Integrated / Fast-Tracked Classes
• Sustainability
College Demographics
College Demographics
(Spring 2012)
• One system; 6 colleges
• LSC-M: 3rd largest college
• 13,230 students at LSC-Montgomery
13,230
4,311
LSC-University
Park
Source:
http://www.lonestar.edu/departments/institutionaleffectiveness/SP12_Official_Day_Daily_Reg_and_Site_Enrollments.pdf
College Demographics
(cont.)
• 62% Female
• 38% Male
•
72% White
•
20%
Hispanic
•
9% Not
Specified
College Demographics
(cont.)
• 37% of students are 20-24 years old
• 87% of students are In-District
English Department
• 17 Full-time faculty in the English
Department
• Two full-time faculty dedicated to DE
through grant funding (Instructors
began teaching in fall 2011)
Elizabeth Pena
• Other full-time faculty teach one, or
more, DE courses per semester
EuraDell Davis
Dev. English
Course Sections
Fall 2011 Courses
# of sections
ENGL 0112: Developmental Writing Review
ENGL 0304: Developmental Reading 1
ENGL 0305: Developmental Reading II
ENGL 0306: Developmental Writing I
ENGL 0307: Developmental Writing II
ENGL 0309: Integrated Reading and Writing II
0
6
12
6
13
3
COMBINED TOTAL
40 Sections
Spring 2012 Courses
# of sections
ENGL 0112: Developmental Writing Review
ENGL 0304: Developmental Reading 1
ENGL 0305: Developmental Reading II
ENGL 0306: Developmental Writing I
ENGL 0307: Developmental Writing II
ENGL 0309: Integrated Reading and Writing II
1
3
12
8
15
3
COMBINED TOTAL
42 Sections
Curriculum Redesign
Curriculum Redesign
• Transition from “In-House Labs” to MyReading
/ MyWriting Labs
– In fall 2011, 50% of instructors used
MyReadingLab/MyWriting Lab; 50% used “In-House” labs
– In spring 2012, comparative data prompted transition to
100% use of MyReading/MyWriting Labs (lab paid for by
grant)
– In fall 2012, students will purchase lab codes with their
textbooks
• Drop-Policy Change – starting spring 2011, students
with 8 hours of absences (two weeks of class) are dropped for
non-attendance
Curriculum Redesign
(Cont.)
• Curriculum Alignment Review - Developmental English Chair reviewed all
instructor syllabi for strict alignment to the Learning Outcomes for the course and
standard assessment percentages for labs, the final exam, etc. (ex. 15% for labs;
10-20% for Final Exam)
• New Curriculum developed for Integrated Reading and Writing
Courses
– Integrated Reading and Writing I
– Integrated Reading and Writing II
(To be discussed under Integrated/Fast Track discussion)
Linked Classes
http://www.youtube.com/watch?v=OHjxzTPGNII
Linked Classes
• Linked classes – two instructors collaborate to link assignments,
readings, themes, and assessments
• Linked class options for students:
– All four Dev. English classes + 1 student success course (fall
2010; fall 2011)
– 1 upper-level Dev. English reading or writing course combined
with speech, psychology, or sociology
– Gateway Developmental English (Developmental Writing II) paired
with Composition and Rhetoric I (college-level English)
– Developmental Writing Review (four week course) paired with
Composition and Rhetoric I (12 weeks of college-level English)
Linked Classes: Data
FALL 2011
Fall 2011 : 4 Developmental English Courses + 1 College Success Course
Subject
Cohort
Control
Catalog
EDUC
1300
EDUC
Total
ENGL
304
305
306
307
ENGL
Total
Cohort Total
EDUC
1300
EDUC
Total
ENGL
304
305
306
307
ENGL
Total
Control Total
Grand Total
Session
1
8W1
8W2
8W1
8W2
1
1
1
1
1
8W1
Enrolled
#
18
Completion
#
%
13
72%
Success
#
12
%
92%
Ws
#
5
18
13
72%
12
92%
5
17
17
17
17
16
12
16
13
94%
71%
94%
76%
14
10
12
9
88%
83%
75%
69%
1
5
1
4
68
57
84%
45
79%
11
86
602
70
484
81%
80%
57
397
81%
82%
16
118
602
484
80%
397
82%
118
134
257
181
351
26
114
213
147
296
25
85%
83%
81%
84%
96%
92
162
110
240
23
81%
76%
75%
81%
92%
20
44
34
55
1
949
795
84%
627
79%
154
1551
1637
1279
1349
82%
82%
1024
1081
80%
80%
272
288
14
Linked Classes: Data
Fall 2011 (Continued)
•
Developmental English paired with college credit courses
• ENGL*0307*4001 (3219)
• SPCH*1311*4002 (10940)
Subject
Cohort
Writing II
and
SPCH 1311
Catalog
Session
Completion
Success
Ws
#
#
%
#
%
#
ENGL
307
1
23
22
96%
21
95%
1
SPCH
1311
1
23
22
96%
21
95%
1
46
44
96%
42
95%
2
Cohort Total
Control
Enrolled
ENGL
307
1
351
296
84%
240
81%
55
SPCH
1311
1
211
183
87%
145
79%
28
562
479
85%
385
80%
83
608
523
86%
427
82%
85
Control Total
Grand Total
Summary: ENGL 0307 Control vs. Cohort Fall 2010
 Cohort ENGL 0307 completion rate was 96%, and Control completion rate was 84%.
 Cohort ENGL 0307 success rate was 95%, and Control success rate was 81%.
 Cohort SPCH 1311 completion rate was 96%, and Control completion rate was 87%.
 Cohort SPCH 1311 success rate was 95%, and Control success rate was 79%.
15
Linked Classes: Data
Fall 2011 (Continued)
•
Developmental English paired with college credit courses
• ENGL*0305*4017(4835)
• PSYC*2301*4032(5665)
Subject
Cohort
Reading II
and
Psychology
Control
ENGL
PSYC
305
2301
Cohort Total
ENGL
305
PSYC
2301
Control Total
Grand Total
1
1
Enrolled
#
16
17
1
1
33
257
865
20
213
795
61%
83%
92%
14
162
632
70%
76%
79%
13
44
70
1,122
1008
90%
794
79%
114
1,155
1028
89%
808
79%
127
Catalog
Session
Completion
#
%
9
56%
11
65%
#
9
5
Success
%
100%
45%
Ws
#
7
6
Summary: ENGL 0305 and PSYC 2301 Control vs. Cohort Fall 2011
 Cohort ENGL 0305 completion rate was 56%, and Control completion rate was 83%.
 Cohort ENGL 0305 success rate was 100%, and Control success rate was 76%.
 Cohort PSYC 2301 completion rate was 65%, and Control completion rate was 92%.
 Cohort PSYC 2301 success rate was 45%, and Control success rate was 79%.
16
Linked Classes: Data
Fall 2011 (Continued)
•
Gateway Developmental English paired with college credit English course
• ENGL*0307*4003(3232 ) (First 8 weeks)
• ENGL*1301*4012(2822 ) (Last 8 weeks)
Subject
Cohort
Writing II
and
Comp. I
ENGL
Catalog Session
307
1301
ENGL
Total
Cohort Total
Control
ENGL
307
1301
ENGL
Total
Control Total
Grand Total
8W1
8W2
8W1
8W2
Enrolled
#
22
20
Completion
#
%
21
95%
19
95%
Success
#
%
16
76%
12
63%
Ws
#
1
1
42
40
95%
28
70%
2
42
26
63
40
25
62
95%
96%
98%
28
23
36
70%
92%
58%
2
1
1
89
87
98%
59
68%
2
89
131
87
127
98%
97%
59
87
68%
69%
2
4
Summary: ENGL 0307 Control vs. Cohort Fall 2010
 Cohort ENGL 0307 completion rate was 95%, and Control completion rate was 96%.
 Cohort ENGL 0307 success rate was 76%, and Control success rate was 92%.
 Cohort ENGL 1301 completion rate was 95%, and Control completion rate was 98%.
 Cohort ENGL 1301 success rate was 63%, and Control success rate was 58%.
17
All Developmental English Courses –
Data: Completion and Success
Baseline vs. Cohort
Comparison of Completion and Success
Between 2-Year Baseline and Cohort by Subject
Academic Year to Academic Year Comparison and Fall 2011
Baseline Academic Years 2008-2009, 2009-2010
Subject Enrolled
#
DEV
ENGL
3527
Completion
#
%
3019
86%
Success
#
%
2123
70%
Cohort: Academic Year 2010-2011
Ws
#
Enrolled
#
497
2071
Completion
#
%
1779
86%
Success
#
%
1357
76%
Ws
#
301
%
Change
in
Success
%
0%
6%
Change in
Completion
Summary: Baseline 2008-09, 2009-10 vs. Cohort Year 1 2010-2011
 DE ENGL completion rate remained 86%, while success increased +6% in Cohort Year 1
2010-2011.
20
All Developmental English Courses –
Data: Completion and Success
Fall to Fall Comparison
Comparison of Completion and Success
Between 2-Year Baseline and Cohort by Subject
Fall 2008, 2009 to Fall 2011
Fall to Fall Comparison
Cohort: Term Fall 2011
Baseline: Fall 2008, 2009
Subject Enrolled
#
DEV
ENGL
2039
Completion
#
%
1789
88%
#
Success
%
Ws
Enrolled
#
1262
71%
247
1111
Completion
#
%
930
84%
Success
#
%
731
79%
Ws
#
%
Change
in
Success
%
-4%
+8%
Change in
Completion
181
Summary: Baseline Fall 2008, 2009 vs. Cohort Fall 2011
 DE ENGL completion rate decreased by -4%, while success increased +8%.
21
All Developmental English Courses – Data:
Completion and Success
Fall 2010 through Fall 2011
Completion and Success
Developmental English by Course
Fall 2010 to Fall 2011
Fall 2010
Subject
ENGL
Course Enrolled
Completion
Spring 2011
Success
Ws
Enrolled
Completion
Fall 2011
Success
Ws
Enrolled
Completion
Success
Ws
#
#
%
#
%
#
#
#
%
#
%
#
#
#
%
#
%
#
304
128
119
93%
97
82%
9
106
84
79%
69
82%
22
151
130
86%
106
82%
21
305
325
287
88%
213
74%
38
239
191
80%
158
83%
48
323
260
80%
194
75%
63
306
172
157
91%
102
65%
15
125
94
75%
66
70%
31
198
163
82%
122
75%
35
307
595
536
90%
406
76%
59
380
307
81%
248
81%
73
439
377
86%
309
82%
62
1,220
1,099
90%
818
74%
121
850
676
80%
541
80%
174
1,111
930
84%
731
79%
181
ENGL
Total
22
Integrated / Fast Tracked
Classes
http://www.youtube.com/watch?v=FY5MZoVp9nk
23
Integrated / Fast Tracked
Classes
• Texas Higher Education Coordinating Board (THECB) charge –
combining reading and writing to accelerate student progress
through the developmental sequence
• Theoretical Background – Combining Reading and Writing
•
Research suggests that there is an especially beneficial effect to combining writing
with reading activities (Graham & Perin, 2007).
•
Tierney et al. (1989) notes that "reading and writing in combination have the
potential to contribute in powerful ways to thinking.”
•
Langer (1986) purports, "When writing essays, students seem to step back from
the text after reading it - they reconceptualize the content in ways that cut across
ideas, focusing on larger issues or topics. In doing this, they integrate information
and engage in more complex thought.”
Integrated / Fast Tracked
Classes
• Two new, integrated courses developed:
ENGL 0302: Integrated Reading and Writing I (for fall 2012)
(Dev. Writing I (0306) + Dev. Reading I (0304)
ENGL 0309: Integrated Reading and Writing II (piloted spring
2011, fall 2011, and spring 2011
(Dev. Writing II (0307) + Dev. Reading II (0305)
Each course meets four hours per week – 3 lecture; 1 hour lab
Integrated / Fast Tracked
Classes (Cont.)
• Scaling of Integrated Reading and Writing II
(ENGL 0309) Pilot
– Spring 2011 – 25 students; 2 sections
– Fall 2011 – 60 students; 3 sections
– Spring 2012 – 44 students; 3 sections
Integrated / Fast Tracked
Classes (Cont.)
• Pre and post-testing with THEA-IBT
– Students offered an incentive to pre and post-test with the
THEA-IBT
– THEA-IBT cost covered through Dev. Ed. grant
– With access to the students’ THEA-IBT data, instructors
assessed students’ strengths and weakness at the onset of the
semester and then adjusted lesson plans as needed
Integrated / Fast Tracked
Classes (Cont.)
•
•
DEV ENGL instructors focused on the four skills
areas with lowest avg. scores.
Instructors collaborated, developed, and shared
lesson plans to address skill development in areas:
Word Meaning, Critical Reasoning, Mechanics, and
Effective Sentences.
Reading Reading Reading Writing Writing Writing
Scale
Skill 1
Skill 5
Scale Skill 5 Skill 6
Score Score
Score
Score Score Score
Post-test
29 231.14
67.24
68.97
245.55 64.28
55.69
Pre-test
44 213.02
59.82
56.77
207.84 57.17
51.48
Spring 2012 THEA-IBT Data
•
THEA-IBT Pre-Testing project is in
progress for all 3 sections of ENGL 0309
Effective Sentences
Skill Area improvements:
Mechanics
Reading score avg. increased by +18.12 points
Writing score avg. increased by +37.71 points
Word Meaning
•
•
Critical Reasoning
Fall 2011 THEA-IBT Data
Integrated Reading and Writing Data: Completion and Success
ENGL 0309 Completion and Success by Section
Spring 2011 and Fall 2011
Spring 2011
Section Enrolled Completion
Fall 2011
Success
Ws Enrolled Completion
Total
Success
Ws Enrolled Completion
Success
Ws
#
#
%
#
%
#
#
#
%
#
%
#
#
#
%
#
%
#
4001
17
15
88%
8
53%
2
22
20
91%
18
90%
2
39
35
90%
26
74%
4
4003
8
8
100%
8
100%
26
23
88%
19
83%
3
34
31
91%
27
87%
3
18
15
83%
12
80%
3
18
15
83%
12
80%
3
66
58
88%
49
84%
8
91
81
89%
65
80%
10
4005
Total
25
23
92%
16
70%
2
Summary:

First sections of ENGL 0309 offered in Spring 2011.

Spring 2011- 2 sections offered, 25 students enrolled. Completion rate was 92% and success rate was 70%.

Fall 2011- 3 sections offered, 66 students enrolled. Completion rate was 88% and success rate was 84%.

Spring 2012 – 3 sections offered, 45 students enrolled. Data will be evaluated in summer 2012.
29
Integrated Reading and
Writing - Data: Persistence
Completion and Success ENGL 1301
by Successful Completion of ENGL 0309 in Prior Term-Spring 2011
Fall 2011
Cohort
309
Comparison
Total
Enrolled
#
10
2,635
2,645
Completion
#
%
9
90%
2,381
90%
2,390
90%
Success
#
7
1,860
1,867
%
78%
78%
78%
Ws
#
1
254
255
Question: Are we helping or hurting students via accelerated and integrated course delivery?
Response:
• Although the pilot is small, initial data appears to show that students in the accelerated courses are
maintaining the same completion and success rate as those who are completing DE ENGL through
separate, semester long, reading and writing courses.
30
Integrated / Fast Tracked
Classes – Skip-A Level (Cont.)
Skip-a-Level – THEA-IBT Retesting
Activities:
• Case managers and instructors recommend students retake THEA-IBT.
• DEDP funds used to purchase THEA-IBT units.
Outcome: (Summer and fall 2011)
• 16 students skipped 1 DEV ED course
• 2 students skipped 2 DEV ED courses
• $2,862 = Total tuition savings of 18 students*
• Time Saved-Opportunity for students to enroll
immediately into college level courses
THEA-IBT ReTesting Pilot Summer and Fall
2011
Referred-Did
not test
28
60
ReferredTested
Other Considerations:
• Retention Rate
• Operational cost savings
• Cost = $812 ($29/unit * 28)
*based on in-district tuition $159 per 3 credit hours, page 39
of LSCS 2010-2011 catalog.
31
Sustainability
32
Sustainability
• Two full-time Developmental English, grant-funded faculty
moved to hard money (optimally)
• Professional Development
•
–
–
–
–
As a cohort, faculty have pursued 9 hours of graduate coursework in Developmental Reading /
Developmental Education from Texas State University - San Marcos; some of the coursework applies to a
Certificate in Developmental Education offered by TSU-SM.
• Five ENGL faculty completed RDG 5320 Foundations of Literacy Instruction Summer 2010
• Five ENGL faculty completed READ 5324 Content Literacy Fall 2011
• Three ENGL faculty enroll in DE 5324 Teaching Learning Strategies and Critical Thinking Spring
2012
Strategies learned through the graduate coursework are shared with FT and PT faculty through Dev. English
workshops
Dev. Education experts have been brought-in to provide workshops to FT and PT faculty concerning critical
thinking, student engagement, and active learning
Over a dozen Faculty attended a week-long TIDE (Technology in Developmental Education) conference in
San Marcos, TX in summer 2010 and summer 2011
Faculty have receiving training on the lab software used in Dev. English classes
Sustainability
(Cont.)
• Integrated Reading and Writing I and II will become the only
Dev. English curriculum options in fall 2012 and beyond
• Developmental English is pursuing NADE Certification
• Intrusive advising will be attached to Education 1300 (Study
Skills) course
– Part-time advisors attached to Integrated Reading and Writing I and II
courses
• Use of online lab in all Dev. English courses (Aplia [Cengage])
standard starting in fall 2012
Sustainability
(Cont.)
• Integrated Reading and Writing I and II will be linked to EDUC
1300 (Study Skills) courses
• Continue to encourage students to Skip-a-Level by retesting on
THEA-IBT
• Develop a dedicated, Dev. English lab to serve students by
supporting practice outside of the classroom environment
Works Cited
•
Alverman, D., Phelps, S., & R. Gillis. (2010). Content Area Literacy and
Reading. 6th ed. Boston: Allyn & Bacon.
•
Langer, J.A . (1986) Reading, writing, and understanding: An analysis o f
the construction of meaning. Written Communication, 3(2), 219-267.
•
Tierney, R. J. (1985). Reading Writing Relationships: A Glimpse at Some
Facets. Reading Canada Lecture, 3(2), 109-116.
36
Questions?
Thank you for your time!
Barbara.L.Buchanan@lonestar.edu
Deirdre.R.Hayes-Cootz@lonestar.edu
Lana.C.myers@lonestar.edu