The Partnership for the Assessment of College and Careers (PARCC) Acceptance Policy Adopted by the Illinois Council of Community College Presidents

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1 The Partnership for the Assessment of College and Careers (PARCC) Acceptance Policy Adopted by the Illinois Council of Community College Presidents This policy was developed with the support and endorsement from the Illinois Community College Chief Academic Officers (ICCCAO) and Illinois Council Community College Chief Student Services Officers (ICCCSSO). Additionally, this policy was developed in consultation with the Board of the Illinois Math Association of Community Colleges (IMACC) and endorsed by the Curriculum Committee of the IMACC. A. On January 29, 2015, after months of deliberation by a working group of the ICCCAO and the ICCCSSO the collective body of both organizations voted to endorse the policy below for implementation at community college across Illinois. B. On January 30, 2015, the Illinois Council of Community College Presidents (ICCCP) voted to endorse the policy for implementation at community colleges across Illinois. C. The following items represent the consensus points reached during discussions: 1. The group believes it would be in the best interests of Illinois community college students that the Illinois Community College System adopts a statewide approach to the utilization of PARCC scores for placement. 2. A PARCC score of 4 or 5 would be accepted for placement of students into college-level courses in Math and English Language arts, as follows. (Note that course descriptions are valid as of 2/23/15. Math Course Descriptions were created under the guidance of the IAI General Education Core Curriculum (GECC) Mathemathics Panel; English Language Arts Course Descriptions were created under the guidance of the IAI GECC Communications Panel). For more information on IAI go to: a. Math: A score of 4 or 5 would allow students to meet the minimum prerequisites as defined by the Illinois Articulation Initiative (IAI) for placement into the following math courses: M1901: Quantitative Literacy (3-4 semester credits): Develops conceptual understanding, problem-solving, decision-making and analytic skills dealing with quantities and their magnitudes and interrelationships, using calculators and personal computers as tools. Includes: representing and analyzing data through such statistical measures as central tendency, dispersion, normal and chi-square distributions, and correlation and regression to test hypotheses (maximum of one-third of course); using logical statements and arguments in a real-world context; estimating, approximating and judging the reasonableness of answers;

2 graphing and using polynomial functions and systems of equations and inequalities in the interpretation and solutions of problems; and selecting and using appropriate approaches and tools in formulating and solving real-world problems. Prerequisite: Intermediate Algebra or PMGE and Geometry, both with a grade of C or better. M1902: General Education Statistics (3-4 semester credits): Focuses on mathematical reasoning and the solving of real-life problems, rather than on routine skills and appreciation. Descriptive methods (frequency distributions, graphing and measures of location and variation), basic probability theory (sample spaces, counting, factorials, combinations, permutations, and probability laws), probability distributions (normal distributions and normal curve, binomial distribution, and random samples and sampling techniques), statistical inference (estimation, hypothesis testing, t-test, and chi-square test, and errors), correlation and regression, and f-test and analysis of variance. Prerequisite: Intermediate Algebra or PMGE and Geometry, both with a grade of C or better. M1903: Mathematics for Elementary Teaching I and II (3-4 semester credits): Focuses on mathematical reasoning and problem solving, by using calculators and microcomputers in problem solving. Topics are selected from: sets, functions and logic, whole numbers, integers, rational numbers, irrational numbers and the real number system (e.g., number theory, probability, statistics, measurement and non-metric geometry). The two-course sequence meets the requirements for state certification in elementary teaching. Fulfills the Illinois Transferable General Education Core Curriculum (itransfer Gen. Ed.) requirement only for students seeking state certification as elementary teachers or special education teachers. Prerequisite: C or better in intermediate algebra and geometry. M1904: General Education Mathematics (3-4 semester credits): Focuses on mathematical reasoning and the solving of real-life problems, rather than on routine skills and appreciation. Three or 4 topics are studied in depth, with at least 3 chosen from the following list: geometry, counting techniques and probability, graph theory, logic/set theory, mathematical modeling, mathematics of finance, game theory, linear programming and statistics. The use of calculators and computers are strongly encouraged. Prerequisite: Intermediate Algebra or PMGE and Geometry, both with a grade of C or better.

3 M1907: Elementary Mathematical Modeling (3-4 semester credits): Focuses on mathematical reasoning through the active participations of students in building a knowledge base of numeric, geometric, and algebraic models. Integrates the use of graphing calculators and personal computers. Includes inductive and deductive reasoning, mathematical proof, mathematical modeling in problem solving, and limitations therein. Topics may include: sequences and series in modeling, variables and functions, graphical, tabular, and formulaic representation of algebraic functions, algebraic functions in modeling logarithmic scales, logarithmic functions and exponential functions in modeling. Prerequisite: Intermediate Algebra or PMGE and Geometry, both with a grade of C or better. College Algebra: A score of 4 or 5 would also place students into a College Algebra course. b. English Language Arts: A score of 4 or 5 would allow students to be placed into courses that have been identified under the IAI as: C1900 Writing Course Sequence (3 semester credits); C1901R: Writing Course Sequence (3 semester credits): The writing course sequence (1) develops awareness of the writing process; (2) provides inventional, organizational and editorial strategies; (3) stresses the variety of uses for writing; and (4) emphasizes critical skills in reading, thinking and writing. The writing course sequence must include production of documented, multi-source writing in one or two papers for a combined total of at least 2500 words in final version. The student is expected to: Comprehend, analyze, and critique a variety of texts including academic discourse; Use various invention, drafting, and revising/ editing strategies depending upon the purpose of the writing, the materials available to the writer, and the length of time available for the task; Engage a topic in which the writer explores writing as a means of selfdiscovery and produces a text that is designed to persuade the reader of the writer's commitment; Demonstrate a theoretical understanding of rhetorical context (that is, how reader, writer, language, and subject matter interact); Establish a voice appropriate to the topic selected and the rhetorical situation;

4 Clarify major aims, arrange material to support aims, and provide sufficient materials to satisfy expectations of readers; Select, evaluate, and interact effectively with sources, subordinating them to the writer's purpose and creating confidence that they have been represented fairly; Demonstrate satisfactory control over the conventions of edited American English and competently attend to the elements of presentation (including layout, format, and printing); and Recognize the existence of discourse communities with their different conventions and forms. C2900 Oral Communication (3 semester credits): The oral communication course, either a traditional public speaking or a hybrid content course, combines communication theory with the practice of oral communication skills. The oral communication course: (1) develops awareness of the communication process; (2) provides inventional, organizational and expressive strategies; (3) promotes understanding of and adaptation to a variety of communication contexts; and (4) emphasizes critical skills in listening, reading, thinking and speaking. Students are expected to prepare and deliver at least three substantive speeches, including both informative and persuasive assignments delivered extemporaneously. To be substantial, these speeches should be of sufficient length to allow for careful development of thought (an individual presentation of at least five continuous minutes and requires significant attention to invention and organization). The face-to-face performance of the three substantial speeches with the class and the instructor serving as an in-class audience is the preferred method of instruction. Institutions that need to accommodate students who cannot attend on campus courses may offer online sections or courses of C2 900 to supplement their face-to-face offerings. This accommodation requires that a fully online C 2900 course meet all IAI oral communication guidelines and must also meet or exceed the following criteria: 1. VENUE: Face-to-face performances (speaker and audience) are required of the three substantial speeches in an appropriate setting for a public speech, such as a workplace or community venue. 2. AUDIENCE: At least 8 individuals, aged 16 and over, must be present for the entire presentation and must be seen on camera for each performance. Audience members must be aware that they will be

5 recorded or streamed live. Video will be viewed by the instructor and the online class. Students must define their audience (demographics and psychographics). 3. TECHNOLOGY: Technology requirements must be clearly explained to students at the beginning of the course. Students taking the fully online course are expected to utilize appropriate technology despite the challenges of access. The quality of the recording must permit clear sound and video. Speeches may not be edited. Student privacy must be protected by the institution. Upon successful completion of the oral communication course, students should have attained at least the competencies in both theory and practice listed below. Communication Theory--The student is expected to: have a theoretical understanding of communication; understand the relationships among self, message and others; and understand the process of effective listening. Communication Practice--The student is expected to: phrase clear, responsible and appropriate purpose statements; develop specific, wellfocused thesis statements; analyze an audience and situation, and then adapt a message to those needs; generate ideas and gather supporting material; incorporate material from various appropriate sources, using proper verbal citations; use evidence, reasoning and motivational appeals in persuasive speaking; prepare and use visual aids that promote clarity and interest; organize and outline an effective message; use language that is appropriate to enhance understanding and affect the desired result; establish credibility by demonstrating knowledge and analysis of topic; use extemporaneous delivery with reasonable fluency, expressiveness and comfort; cope effectively with the tensions involved in public speaking; demonstrate acceptable ethical standards in research and presentation of materials; and listen to, analyze and critique oral communication. 3. An institution may elect to accept a PARCC math score of 3 for placement into a collegelevel general education math course as described above when the student has demonstrated other indicators of readiness, such as having earned a grade of C or better in a post-algebra II course (Algebra III, Pre-Calculus, Calculus, etc.) during the senior year and/or when the institution provides significant assistance and supports to such students.

6 4. Scores from a PARCC test taken by a high school student should be considered valid for placement purposes for 18 months from the time the student graduates from high school. After 18 months, the college may require placement testing. 5. Dual Credit courses would continue to be treated in the same manner as all other college courses. In other words, a sufficient PARCC score would allow a student placement into a dual credit course. 6. The group anticipates the continued administration of other placement and diagnostic tests, such as Compass, Accuplacer, and Aleks, for use with pre-traditional students, post-traditional students, and students who have not achieved a high enough score on the PARCC test. 7. The group urges the state to ensure that the PARCC administrators provide ongoing examinations of success rates from PARCC placements to ensure cut scores are fostering the greatest level of success while also providing for the greatest level of opportunity for students to quickly enter into college-level work.

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