Hillsborough Community College. Developmental Education Implementation Plan

Transcription

1 Hillsborough Community College Developmental Education Implementation Plan January 2014

2 Table of Contents Executive Summary... ii Section (s.) , Florida Statutes (F.S.) excerpt... iii Developmental Education Plan...1 I. Comprehensive Advising Plan...1 a. Connection/Entry/Progress/Completion...1 b. Advising Matrices...5 c. Future Plans II. Documented Student Achievements III. Developmental Education Strategies a. Modularized b. Compressed c. Contextualized d. Co-Requisite IV. Description of Student Costs V. Student Success Data Collection VI. Additional Components HCC Developmental Education Plan: Page i

3 Executive Summary Senate Bill 1720 required each Florida College System institution to develop a plan to implement developmental education strategies and to adopt eight meta-majors (discipline groupings). HCC s proposed plan follows the state prescribed format and includes six sections: 1. Comprehensive Advising Plan: A procedure has been developed for advising students into appropriate developmental education strategies. Students will complete an online orientation, meet with an advisor, complete a registration workshop and register for classes. Students will attend an advising workshop by the end of the first semester, and will complete an online degree completion/transfer workshop prior to graduation or exiting HCC. 2. Documented Student Achievements: As advisors meet with students during the procedure described in the first section, they will review transcripts with students against the advising matrices. Student information regarding the student achievements (high school GPA, military experience, degree and major intent, program of study intent, achievement on other assessments) will be captured on a student worksheet and recorded in electronically in the student record. 3. Developmental education strategies: these strategies specify each type of course available to students. Four strategies are available: modularized instruction, compressed course structures, contextualized developmental instruction and co-requisite developmental instruction. HCC has developed modularized instruction and compressed course structures for math, reading, and writing courses. HCC has developed contextualized courses for the math and reading disciplines, and co-requisite developmental courses for the reading and writing disciplines. 4. Description of student costs and financial aid opportunities. This section notes that the cost for each credit hour remains the standard tuition rates, and it provides the institutional costs associated with implementing the plan. 5. Student Success Data Collection. This section describes the process by which HCC is identifying students by their status, and how HCC is planning on collecting student success data. 6. Additional components. This final section includes success strategies currently being deployed at HCC, including the requirement that developmental students take SLS 1501, College Success. This course is associated with increased retention rates and will allow HCC to move FTIC students into academic pathways early on. Before Senate Bill 1720 All entering students take common placement test unless college-ready scores are presented Developmental education required for all students without college-ready scores Students enrolled in developmental education eligible to enroll in college-level coursework in other areas (as long as the coursework does not require college level reading, writing, or math skills) Florida College System institutions exploring developmental education reform, including modularization, compression and contextualization After Senate Bill 1720 Major reforms to advising, placement and instruction Certain students exempt from common placement test and developmental education o Entered public high school and thereafter; graduated with standard high school diploma o Active duty military All other students required to take common placement test unless college-ready scores presented (ACT, SAT, CPT, PERT) Developmental Education Plan pertains to non-exempt students HCC Developmental Education Plan: Page ii

4 Section (s.) , Florida Statutes (F.S.), excerpt: (6)(a) Each Florida College System institution board of trustees shall develop a plan to implement the developmental education strategies defined in s and rules established by the State Board of Education. The plan must be submitted to the Chancellor of the Florida College System for approval no later than March 1, 2014, for implementation no later than the fall semester Each plan must include, at a minimum, local policies that outline: 1. Documented student achievements such as grade point averages, work history, military experience, participation in juried competitions, career interests, degree major declaration, or any combination of such achievements that the institution may consider, in addition to common placement test scores, for advising students regarding enrollment options. 2. Developmental education strategies available to students. 3. A description of student costs and financial aid opportunities associated with each option. 4. Provisions for the collection of student success data. 5. A comprehensive plan for advising students into appropriate developmental education strategies based on student success data. HCC Developmental Education Plan: Page iii

5 COLLEGE: Hillsborough Community College SUBMITTED BY: Ken Atwater TITLE: President BOARD OF TRUSTEES APPROVAL DATE: Developmental Education Plan I. Comprehensive Advising Plan Enter a description of your comprehensive plan for advising students into appropriate developmental education strategies based on student success data. Also, include a description of policies that notify students about developmental education options and include details about the availability of opportunities for tutoring, extended time in gateway courses, free online courses, adult basic education, adult secondary education, or private provider instruction (s , F.S.). Students who are not college ready based on common placement test scores must be informed of all the developmental education options and shall be allowed to choose a developmental education option (s (4)(b), F.S.). HCC is dedicated to increasing student success. Over the 2012/2013 academic year, College leadership endorsed a completion agenda that addresses the student educational pathway from connection to entry to progress to completion. HCC follows the completion agenda format in its comprehensive advising plan (note that for this plan, the term Advisor refers to Academic Advisors, Generalists, and Counselors): Connection/Entry/Progress/Completion Plan 1. Connection: a. Step 1: Apply or Re-apply to HCC Upon receipt of the application, a welcome letter and are sent to the student that outlines i. official transcript requirements, ii. Financial Aid deadline, iii. residency, iv. username and register NetID information and v. Next Enrollment Steps: 1. Connection Orientation-online 2. Meet with Advisor-in-person 3. Registration Workshop-in person for FTIC and online for transfer and former students returning 4. HawkNet WebAdvisor Registration b. Step 2 Complete the online Connection Orientation i. FTIC/Former Students Returning/Transfer students - mandatory completion of Connection Orientation in order to meet with Advisor HCC Developmental Education Plan: Page 1

6 ii. Non-degree seeking for general HCC information recommended completion of Connection Orientation prior to meeting with Advisor iii. Key components of Connection Orientation: 1. Covers institutional information (what is currently being covered in Orientation up until the WebAdvisor demonstration); 2. Notifies students of developmental education options (remediation resource menu and types of remediation options available) 3. Advises students of opportunities for tutoring and academic supports available on each campus 4. Advises students of Operation College (adult education) that allows students to earn a GED at HCC. 5. Advises students of private provider instruction. 2. Entry: a. Step 1: Meet with an Advisor Mandatory in-person meeting before obtaining access to Registration Workshop i. FTIC students identify if Exempt or Non-Exempt ii. Transfer iii. Former Students Returning iv. Non-Degree Seeking v. Key Components of Advisor meeting: For all students, the meeting with the advisor helps the student declare a meta-major and establish an educational plan. These educational plans ultimately allow the student to identify a program of study that outlines coursework in a sequential term-by-term pattern, including developmental coursework. On an increasing basis, FTIC students will enroll in SLS 1501, College Success, to help develop the educational plans and establish successful student behaviors. Specific details of the Advisor meeting for each type of student follows. 1. FTIC: a. SB 1720 identification, b. review of HS transcripts and test scores, c. discussion of schedule options, d. advisor recommendation, e. appropriate coding in student record, f. confirmation of and review of intended degree requirements via Advising Guide or Program of Study HCC Developmental Education Plan: Page 2

7 2. Former Students Returning and Transfer Students: a. SB 1720 review as (if applicable), b. review of any previous HCC coursework and/or previous college coursework, c. advisor course selection recommendation, d. confirmation of and review of intended degree requirements via Advising Guide or Program of Study; e. appropriate coding in student record 3. Non-degree Seeking students: a. review of previous college coursework, b. appropriate coding for registration of intended courses b. Step 2: Complete Registration Workshop i. FTIC students-mandatory in-person attendance ii. Former Students Returning and Transfer Students-eligible for online completion iii. Key Components: Demonstration of ALL parts of HawkNet/FLVC/course delivery formats HCC Developmental Education Plan: Page 3

8 c. Step 3: Student registers for classes in WebAdvisor i. FTIC students register at Registration Workshop through WebAdvisor with Registration Workshop presenter available for assistance/guidance ii. Former Students Returning and Transfer students register on own through WebAdvisor 3. Progress: a. Step 1: Online Advising Workshop i. By the end of the first semester and before second term registration, students will attend an advising workshop offered either in conjunction with their SLS 1501 course or separately (if the student has not enrolled in an SLS 1501 course in his/her first term). ii. Key Components of Advising Workshop 1. reviews information from Connection Orientation 2. provides detail on the following: a. degrees, b. meta-majors, c. Programs of Study/Advising Guides, d. third attempts, e. petitions, f. excessive hours, g. h. HawkNet resources, i. developmental education options and resources, j. Academic Success resources b. Step 2: Mandatory Contact/Meeting with Advisor at 30 credit hours earned or before third semester registration i. Can be done in-person or online ii. Key Components of 30-Hour Contact with Advisor 1. Identifies degree intent and Meta-Major, 2. reviews requirements of intended degree and gateway coursework progress, 3. requires completion of semester by semester education plan approved by Advisor; 4. reviews use of Advising Guides or Programs of Study and Progress to Degree Requirements (Degree Audit)in WebAdvisor 5. Comments are provided on the appropriate screen to indicate educational plan completion and approval HCC Developmental Education Plan: Page 4

9 4. Completion: a. Step 1: Online Degree Completion/Transfer Workshop i. Notification and link to Workshop ed to student upon completion of 45 credits ii. Key Components of Degree Completion/Transfer Workshop: 1. reviewing Progress to Degree Requirements in WebAdvisor, 2. outline general transfer process to university, 3. review of excessive hours, 4. overview of Career Centers for resume, interview, and job application resources Advising Matrices All academic advisors will be trained in the connection-entry-progress, completion pathway. Advising matrices are being prepared to assist advisors in their initial meeting with students. These matrices are duplicated below. Mathematics Effective Fall 2014, all developmental education options will be modularized, compressed, or contextualized. Developmental Education options: 1. For students whose pathway (a.k.a. meta-major ) does not require MAC 1105: MAT 0029, Developmental Math for Statistics and Liberal Arts a. offered in 16 week lecture format b. The developmental pre-requisite to MGF 1106, MGF 1107, and STA For students whose pathway does require MAC 1105 a. MAT 0018: PreAlgebra,, 8 week lecture format. b. MAT 0028: Beginning Algebra,, 8 week lecture format. c. MAT 0022: Integrated Arithmetic and Algebra. Combines 0018 and 0028 into a 5 credit, 16 week course. d. MAT 0055: Modular course covering as needed topics of 0018 and credit hour course offered in 5 week increments. Students only complete modules they are assessed to need. May be repeated up to 9 times until objectives are completed. 3. Math Placement: Choosing the appropriate math course placement will depend on the student s meta-major and whether they are exempt/non-exempt from placement testing and developmental education. HCC Developmental Education Plan: Page 5

10 For Pathways that do not Require MAC 1105: Placement Using Test Scores Placement Using last High School Course (Exempt Students Only) Course PERT CLM SAT ACT Low Risk A/B in high school course (past 2 years) Medium Risk C in high school course (past 2 years) or A/B in high school course (3 years old) High Risk High School course completed taken more than 3 years ago MAT Algebra I/1A&1B Algebra I/1A&1B Use placement test only MGF 1106 or MGF 1107 or STA Algebra II Algebra II Honors Use placement test only For Pathways that require MAC 1105: Placement Using Test Scores Placement Using last High School Course (Exempt Students Only) Course PERT CLM SAT ACT Low Risk A/B in high school course (past 2 years) Medium Risk C in high school course (past 2 years) or A/B in high school course (3 years old) High Risk High School course completed taken more than 3 years ago MAT 0018 or MAT By placement test only By placement test only By placement test only MAT 0022 or MAT By placement test only By placement test only By placement test only MAT 0028 or MAT Algebra I, 1A/1B Algebra II Use placement test only MAT Algebra II or Advanced Topics Algebra II Honors Use placement test only MAC Algebra II Honors Analytic Geometry or Analysis of Functions or Precalculus MAC Algebra II Honors Analytic Geometry or Analysis of Functions or MAC Analytic Geometry or Analysis of Functions or Precalculus MAC Analytic Geometry or Analysis of Functions or Precalculus MAC Trigonometry or Analysis of Functions Precalculus AP Calculus AB AP Calculus AB AP Calculus AB Use placement test only Use placement test only Use placement test only Use placement test only Use placement test only MAC Analysis of Functions AP Calculus AB Use placement test only MAC AP Calculus AB MAC 2312 AP Calculus BC HCC Developmental Education Plan: Page 6

11 Sequence of Mathematics Courses by Pathway Liberal Arts and Statistics Pathways MAT 0029 Developmental Mathematics for Statistics and Liberal Arts MAT0028 or higher may be used as a prerequisite instead of MAT0029. MGF 1106 Topics in Mathematics MGF 1107 Explorations in Mathematics STA 2023 Elementary Statistics HCC Developmental Education Plan: Page 7

12 Sequence of Mathematics Courses by Pathway Business Pathway MAT 0022 Integrated Arithmetic & Algebra 5 credits This course is a combination of MAT0018 and MAT0028. MAT 0018 Pre-Algebra (8 weeks) MAT 0028 Beginning Algebra (8 weeks) MAT 0055 Developmental Mathematics Module 1 credit (5 weeks) This option may be taken multiple times up to a maximum of nine. MAT 1033 Intermediate Algebra MAC 1105 College Algebra MAC 2233 Calculus for Business and Social Sciences 4 credits HCC Developmental Education Plan: Page 8

13 Sequence of Mathematics Courses by Pathway Science, Technology, Engineering, and Mathematics Pathway MAT 0022 Integrated Arithmetic & Algebra 5 credits This course is a combination of MAT0018 and MAT0028. MAT 0018 Pre-Algebra (8 weeks) MAT 0028 Beginning Algebra (8 weeks) MAT 0055 Developmental Mathematics Module 1 credit (5 weeks) This option may be taken multiple times up to a maximum of nine. MAT 1033 Intermediate Algebra MAC 1106 Combined College Algebra / Pre-Calculus 5 credits This course is a combination of MAC1105 and MAC1140. Requires B or better ( A preferred) in MAT The following science courses have required math prerequisites: CHM 2045 (General Chemistry I) requires MAC 1105 or higher PHY 1053 (General Physics I) requires MAC 1114 PHY 2048 (Physics w/ Calculus I) requires MAC 2311 MAC 1105 College Algebra MAC 1140 Pre-Calculus Algebra AND MAC 1114 Trigonometry MAC 2311 Calculus I 5 credits MAC 2312 Calculus II 5 credits MAC 2313 Calculus III 5 credits MAC 1147 Pre-Calculus Algebra / Trigonometry 5 credits This course is a combination of MAC1140 and MAC1114. Requires B or better ( A preferred) in MAC 1105 and high school trigonometry. MAP 2302 Differential Equations HCC Developmental Education Plan: Page 9

14 Reading Advising Script for Non-Exempt Students If a student is non-exempt, then s/he must take the placement test. Depending on the student s placement test reading scores, s/he will have a few options as indicated below. The risk level of the student, based on their PERT scores as well as possible other tests scores (e.g. SAT, ACT, or FCAT) and the high school transcript, will determine which reading courses are recommended to help that student complete the required developmental education. There will no longer be two levels of developmental reading; all students needing developmental reading will be required to take only one developmental reading course. (Also, to clarify, FCAT scores were changed to a different scale in the last few years, which is why there are two different FCAT READING score columns that depend on when the student graduated.) Risk Level Test Scores Placement PERT READING SAT-I VERBAL ACT READING Using High School Transcript* Low Risk Medium Risk 106 and and And 19 and 18 And FCAT READING 2.0 (2014 graduates & later) 262 and FCAT READING (2013 graduates & earlier) 355 and None to 1 of these courses High Risk 83 or less below below 244 or less below 3-4 of these courses And 2 of these courses Recommendation Students can select one of the options provided below, based on their risk level. REA 0055 (Modules) REA 0019 (Compressed and Contextualized) REA 0054 (Co-requisite) REA 0055 (Modules) REA 0019 (Compressed and Contextualized) REA 00XX (Co-requisite) REA 0055 (Modules) REA 0019 (Compressed and Contextualized) *COURSES ON HIGH SCHOOL TRANSCRIPT: INTENSIVE LANGUAGE ARTS INTENSIVE READING OR INTENS READ (could appear multiple years count each time it appears) READING: 9-12 DEVELOPMENTAL LANGUAGE ARTS THROUGH ESOL (Reading) LIFE SKILLS READING: 9-12 READING FOR COLLEGE SUCCESS (For 11th and 12th grade students only) ENGLISH 4: FLORIDA COLLEGE PREP (For 12th grade students scoring Lvl 2 on FCAT Reading) HCC Developmental Education Plan: Page 10

15 The reading faculty have also developed advising scripts for students who are exempt but who may wish to avail themselves of options tailored for their needs and skill levels. These options are duplicated below. Reading Advising Script for Exempt Students All exempt students should still be strongly encouraged to take the placement test if they do not have current test scores (PERT, SAT, ACT, FCAT) within the last 2 years. The test scores can be used to help identify where they may need additional preparation. If students elect not to take placement tests, then their high school transcript will provide insight into that student s likelihood of success in reading college-level material. If any of the risk indicators below, whether in the test scores or transcripts, are noticed, the student should be strongly encouraged to take a college-level reading course that will teach them skills to be successful in their college career. The higher the student s risk level, the more imperative it is they take a college-level reading course, if they hope to be successful in their college academics. Risk Level Test Scores Placement PERT READING SAT-I VERBAL ACT READING Using High School Transcript* No to Minimal Risk Medium Risk 106 and 440 and 19 and FCAT READING 2.0 (2014 graduates & later) 262 and FCAT READING (2013 graduates & earlier) 355 and None to 1 of these courses 2 of these courses High Risk or less 439 And Below 18 And below or less 354 And below 3-4 of these courses Recommendation Depending on the risk level, students are strongly encouraged to select one of the options provided below. REA 1105, or REA 1106, or REA 2205 REA 1105, or REA 1106 REA 1105, or REA PREP COURSES ON HIGH SCHOOL TRANSCRIPT: INTENSIVE LANGUAGE ARTS INTENSIVE READING OR INTENS READ (could appear multiple years count each time it appears) READING: 9-12 DEVELOPMENTAL LANGUAGE ARTS THROUGH ESOL (Reading) LIFE SKILLS READING: 9-12 READING FOR COLLEGE SUCCESS (For 11th and 12th grade students only) ENGLISH 4: FLORIDA COLLEGE PREP (For 12th grade students scoring Lvl 2 on FCAT Reading) HCC Developmental Education Plan: Page 11

16 Writing Advising Script for Non-Exempt Students If a student is non-exempt, then s/he must take the placement test. The risk level of the student, based on their PERT scores as well as possible other tests scores (e.g. SAT, ACT, or FCAT) and the high school transcript, will determine which writing courses are recommended to help that student complete the required developmental education. Risk Level Test Scores Placement Using High PERT SAT-I ACT FCAT FCAT School Transcript* English Verbal (2014 graduates & later) (2013 graduates & earlier) Recommendation Students can select one of the options provided below, based on their risk level. Low Risk and 17 and 262 and 262 and AP/ Honors with A or B ENC 0055 (modular) taken as co-requisite to ENC 1101 provided placement scores are within 3 points of cut-off Medium Risk and below 16 and below and below AP/Honors with B or C OR Regular with A or B ENC 0022 High Risk or less Regular with C, D, or F OR English 4 ENC 0022 *COURSES ON HIGH SCHOOL TRANSCRIPT: ENGLISH 4: FLORIDA COLLEGE PREP (For 12th grade students scoring Lvl 2 on FCAT Reading) INTENSIVE LANGUAGE ARTS Future Plans The comprehensive advising plan described is predicated on six principles, which were developed following guidance provided by Terry O Banion and Davis Jenkins. Each principle is listed below. HCC Developmental Education Plan: Page 12

17 1. Every student enrolled in the A.A. degree or an A.S. degree program will undergo mandatory orientation. 2. Every FTIC student will be enrolled in a section of SLS 1501, College Success, which will require the development of an academic plan. The academic plan will be a formal, structured procedure by which the student will undertake his or her proposed program of study. 3. Every degree-seeking student will be placed in a program of study from day one. 4. Every student will be monitored throughout the first term, and interventions will occur to help students be successful in their first-term courses. 5. All decisions regarding policies, programs, practices, processes and personnel will be based on evidence to the extent possible 6. Professional development will focus on providing opportunities for faculty to learn new strategies and strengthen existing approaches to maximize student success and completion as the highest priority. In keeping with these principles, HCC is undergoing extensive changes to its connection and entry processes, including the provision of more structured pathways to students upon entry to the college. HCC is in the process of integrated an online student academic planning system, Student Planner, into its Enterprise System. Upon recruitment, students will be invited to select a meta-major area of interest and, through the pre-orientation session, be initially sorted as exempt or non-exempt and by meta-major. Upon application and after meeting with an advisor, the student will be able to have his or her schedule pre-populated with a program of study designed around his or her declared pre-major. More than 40 programs of study already have been prepared and will be published for student use as advising guides. HCC also intends to increase the number of advising staff as well as hire retention specialists who will work in collaboration with advising staff. Advising staff will build a relationship with the student that results in an educational plan; retention specialists with work with students to ensure that they are staying with their educational plans and are able to navigate their educational paths with minimal difficulties. HCC Developmental Education Plan: Page 13

18 II. Documented Student Achievements Enter local policies that utilize documented student achievements in addition to common placement test scores (i.e., PERT, SAT, ACT, ACCUPLACER, FCAT 2.0 Reading) for advising students regarding enrollment options. Please check the boxes for student achievements that apply and add additional achievements in the space provided. High School Grade Point Average, Cumulative High School Grade Point Average, Subject Area Work History Military Experience Participation in Juried Competitions Career Interests Degree Major Declaration Meta-Major/Program of Study Declaration Achievement on an assessment other than a common placement test Other Student Achievements: N/A Local Policies that Utilize Documented Student Achievements for Advising Students As advisors meet with students during the procedure described in the first section, they will review transcripts with students against the advising matrices. Student information regarding the student achievements marked will be captured on a student worksheet and recorded in electronically in the student record. III. Developmental Education Strategies Enter local policies specifying developmental education strategies to be implemented. S , F.S., defines developmental education strategies in terms of modularized instruction, compressed course structures, contextualized developmental instruction and co-requisite developmental instruction. Please check the boxes for developmental education strategies that apply and add information in the space provided. Modularized instruction Compressed course structures Contextualized developmental instruction Co-requisite developmental instruction Please provide specific details about the use of each strategy identified. For example, if you selected modular instruction, please enter details about the modularization implementation, including specifics regarding course placement advising and registration, course numbers, targeting specific skill gaps, opportunities to quickly transition to gateway courses, etc. HCC Developmental Education Plan: Page 14

19 Modularized Instruction Modularized instruction will be available for all three areas: math, reading, and writing. 1. Math: MAT 0055 Developmental Mathematics Module (1 Credit) a. Course placement advising: Non-exempt students will be advised of this option in their meeting with their advisors. b. Course numbers and skills covered: MAT 0055 combines the arithmetic and algebra skills of MAT 0018 PreAlgebra and MAT 0028 Beginning Algebra in a modular format. Students will be given a diagnostic test to identify skills in the sequence that have not been mastered. An individual learning plan will be established, and students will be assigned objectives relating to the identified competencies. Specific topics for study will be determined by the student s diagnostic test results. It is a onecredit hour online course using ALEKS and offered in 5 week increments. Students only complete modules they are assessed to need. The course may be repeated up to 9 times until objectives are completed. c. Transition to Gateway: Students will transition immediately into MGF 1106 Topics in Mathematics, MGF 1107 Explorations in Mathematics, or STA 2023 Elementary Statistics upon successful completion of MAT 0055 or they will be eligible to enroll in MAT 1033 Intermediate Algebra if they are pursuing a meta-major requiring MAC 1105 College Algebra. 2. Reading: REA 0055 Developmental Reading Module (1 Credit) a. Course placement advising: Non-exempt students will be advised of this option in their meeting with their advisors. b. Course numbers and skills covered: REA 0055 combines the course outcomes previously covered in two levels through the modular approach. These modules are taught in face-to-face instruction in five-week increments. Three modules are proposed (note that these modules may require separate course numbers): i. Module 1 1. Stated Main Ideas 2. Implied Main Ideas 3. Supporting Details ii. Module 2 1. Relationships (Transitions, Patterns of Organization) 2. Purpose 3. Tone HCC Developmental Education Plan: Page 15

20 iii. Module 3 1. Inferences 2. Argument 3. Critical Reading c. Transition to Gateway: Students will transition immediately into gateway courses upon successful completion of REA Writing: ENC 0055 Developmental Writing Module (1 Credit) a. Course placement advising: Non-exempt students will be advised of this option in their meeting with their advisors. b. Course numbers and skills covered: Conducted in a lab setting, ENC 0055 is a self-paced modular course designed to allow students to focus on their individual grammar, punctuation, mechanics, and language usage needs to prepare for or to supplement college-credit English courses. This modular course is not applicable for degree completion. A student is administered a diagnostic test to identify skills for an individualized learning plan so that he or she works on only the skills not yet mastered. Possible topics in the learning plan include basic grammar, sentence skills, mechanics and spelling, and language usage and style. While addressing specific skills utilized in ENC 1101 English Composition I, this course may be taken prior to, in conjunction with, or independently from that course. The course may be repeated as necessary for successful completion of the individualized learning plan. This course will be available to non-exempt students who test within three points of the cutoff score for ENC 1101 and exempt students who are identified by their instructors in ENC c. Transition to Gateway: Students who are on the cusp of the college-level placement score in English (within three points of college-level) may enroll in ENC 1101 if they enroll in ENC 0055 as well. Students who enroll in ENC 0055 alone will transition immediately into gateway courses upon successful completion of ENC HCC Developmental Education Plan: Page 16

21 Compressed Course Structures Compressed Course Structures will be available for all three areas: math, reading, and writing. 1. Math: MAT 0018 PreAlgebra (3 Credits) MAT 0028 Beginning Algebra () a. Course placement advising: Non-exempt students will be advised of this option in their meeting with their advisors. b. Course numbers and skills covered: Math has developed options for students whose pathway requires MAC 1105 College Algebra and for students whose pathway does not require MAC For students who intend to pursue a pathway requiring MAC 1105, they will be advised of the eight-week, three-credit versions of MAT 0018 and MAT These courses have been compressed from their original 16-week, four-credit versions. For students whose pathway does not require MAC 1105, students will be advised of the MAT 0029 Developmental Math for Statistics and Liberal Arts option, which is a contextualized option described in greater detail in the next section. a. Transition to Gateway: Students will transition immediately into MGF 1106, MGF 1107, or STA 2023 upon successful completion of MAT 0028 or they will be eligible to enroll in MAT 1033 upon successful completion of MAT 0028 if they are pursuing a metamajor requiring College Algebra. 2. Reading: REA 0019 Developmental Reading Combined (3 credits) a. Course placement advising: Non-exempt students will be advised of this option in their meeting with their advisors. b. Course numbers and skills covered: REA 0019 combines the course outcomes previously covered in two levels through the compressed approach. This course will be three credit hours offered in sixteen weeks and will be advised for low-to-medium risk students. Upon completion of the course the student should be able to: i. Identify the topic and stated/implied main idea in a multiparagraph selection. ii. Identify specific information in a multi-paragraph selection. iii. Distinguish between major and minor details in a multiparagraph selection. iv. Identify relationships between and/or within sentences. v. Determine the primary and secondary patterns of organization for a paragraph or multi-paragraph selection. HCC Developmental Education Plan: Page 17

22 vi. Identify the transition words that are associated with each pattern. vii. Analyze the author s primary purpose. viii. Analyze the author s tone. ix. Analyze the details to infer what the author is implying and draw logical conclusions in a paragraph or multi-paragraph selection. x. Synthesize the information in a text in order to make inferences and draw logical conclusions. xi. Determine whether an argument is logical, relevant, and adequate based on the evidence provided in a passage. xii. Evaluate the author s use of facts and opinions. xiii. Detect bias. xiv. Use contextual clues and structural analysis to clarify meanings and broaden academic vocabulary. a. Transition to Gateway: Students will transition immediately into gateway courses upon successful completion of REA Writing: ENC 0022 Developmental Writing I and II () a. Course placement advising: Non-exempt students will be advised of this option in their meeting with their advisors. b. Course numbers and skills covered: ENC 0022 will cover the skills previously covered in the first and second levels of preparatory writing courses. The course is designed to provide instruction in written communication skills. Basic grammar and rhetorical skills including parts of speech, sentence structure, mechanics, and word choice will be introduced. Emphasis is placed on learning to express ideas in clear, logical, standard English and on paragraph and essay development as well as developing argument and research skills. This class does not satisfy general education requirements and generates compensatory credit only. Prerequisite for students deemed non-exempt from placement testing: appropriate placement score. c. Transition to Gateway: Students will transition immediately into gateway courses upon successful completion of ENC Contextualized Developmental Instruction 1. Math: MAT 0029 Developmental Math for Statistics and Liberal Arts () a. Course placement advising: Non-exempt students will be advised of this option in their meeting with their advisors. b. Course numbers and skills covered: Math has developed options for students whose pathway does not require MAC 1105 College HCC Developmental Education Plan: Page 18

23 Algebra and for students whose pathway requires MAC For students whose pathway does not require MAC 1105, students will be advised of the MAT 0029 option which will consist of three credits offered in a 16 week lecture format. MAT 0029 is now the developmental pre-requisite to MGF 1106, MGF 1107, and STA For students who intend to pursue a pathway requiring MAC 1105, they will be advised of the eightweek, three-credit versions of MAT 0018 and MAT 0028 (compressed versions of the courses, which were previously 4 credit hours and 16 weeks). b. Transition to Gateway: Students will transition immediately into MGF 1106, MGF 1107, or STA 2023 upon successful completion of MAT Reading: REA 0019 Developmental Reading Combined (3 credits) a. Course placement advising: Non-exempt students will be advised of this option in their meeting with their advisors. b. Course numbers and skills covered: REA 0019, described in the previous section, will be three credit hours offered in sixteen weeks and will be advised for low-to-medium-to-high risk students. The course will be linked to a credit-level study skills course. c. Transition to Gateway: Students will transition immediately into gateway courses upon completion of REA Writing: No contextualized options are currently available. Co-requisite Developmental Instruction Co-requisite developmental instruction courses are based developmental instruction or tutoring that supplements credit instruction while a student is concurrently enrolled in a credit-bearing entry level gateway Math or English course (Writing or Reading). The co-requisite approach uses a companion course or instructional activity to provide extra support. Co-requisite activities provide additional time on task to assist in the mastery of course materials. Although co-requisite courses have not been proposed for math yet, one is being developed related to STEM majors. Ample co-requisite support is available for all three disciplines (math, English, and reading) in the form of tutoring and other academic supports, which will be provided in more detail in the last section. HCC Developmental Education Plan: Page 19

24 1. Reading: REA 0054 Developmental Reading (2 credits) a. Course placement advising: Non-exempt students will be advised of this option in their meeting with their advisors. b. Course numbers and skills covered: REA 0054 is a 16-week, two-credit hour course that can be paired with any college-level general education course. The course targets low-risk students. c. Transition to Gateway: Students will transition immediately into gateway courses upon successful completion of REA Writing: ENC 0055 Developmental Writing Module (1 credit) a. Course placement advising: Non-exempt students will be advised of this option in their meeting with their advisors. b. Course numbers and skills covered: ENC 0055, described in the modular section, can be paired with ENC 1101 if non-exempt students score within three points of the college-ready score in writing. The course targets low-risk students. c. Transition to Gateway: Students will transition immediately into gateway courses upon successful completion of ENC 0055 or will be enrolled in ENC 1101 concurrently with ENC 0055 with the appropriate placement score. IV. Description of Student Costs and Financial Aid Opportunities Enter local policies related to student costs associated with enrollment options. Also include financial aid opportunities that may be available for each enrollment option. Examples of student costs are: tuition and fees disaggregated by developmental education strategy; laboratory fees; costs associated with online options and/or tutoring; textbook costs; local scholarships/grants for students who demonstrate a financial need; and emergency, time-limited financial assistance. 1. Tuition and Financial Aid. Financial aid will cover developmental education regardless of the status of the student, exempt or not. Each developmental education option will be offered in credit hours, and the cost for each credit hour will be $ Tutoring. Costs associated with tutoring include the following: a. Smarthinking: $160,000 to $200,000 annually. Smarthinking is an online tutoring program that connects students on demand to an experienced educator. b. National Repository of Online Courses (NROC): $17,360 annually (initiated fall 2013). NROC has high-quality content that is media-rich, adaptable, and affordable. The content is mapped to state and federal standards, and it can be used with or without a textbook. The content can enhance online, blended, and face-to-face learning environments. The content can also be used for co-requisite, remedial, or modularized courses. HCC Developmental Education Plan: Page 20

25 3. Additional advisors. Students will be provided information upfront through an online Connection orientation. However, they will need to meet with advisors in person upon entry into the college (as specified in section I). Once Student Educational Planner is in place (an Ellucian product with an estimated implementation date of spring 2015), fewer staff may be needed. Student Educational Planner will allow students to select their program of study and have their schedules populated with recommended courses. However, we anticipate that we will continue to recommend that First-Time-in- College students meet with a live academic advisor to ensure that they are selecting appropriate courses to meet their needs and educational readiness. Estimates of additional advisors per campus appear below. Campus # of Additional Advisors Total Pay (Base + Benefits) Brandon 4 $155,892 Dale Mabry 7 $272,811 Plant City 2 $77,946 SouthShore 3 $116,919 Ybor City 4 $155,892 Total 20 $779, Additional campus resources. Each campus has identified additional resources, detailed in the table below. Campus Additional Resources Costs Brandon Four work $5,000 = $20,000 $29,200 Four $1,500 = $6,000 Four $300 = $1,200 Four Who s Next $500 = $2,000 Dale Mabry Seven $1,500 = $10,500 $126,100 Seven Who s Next = $3,500 Seven $5,000 = $35,000 Seven $300 = $2,100 Renovation of DSTU 243/248 = $75,000 Plant City Cost estimate is based on a need for additional $10,000 workstations (including computers, monitors, furnishings, phone lines, etc ) in existing advising facility and/or new location on campus SouthShore Renovation of four large advisor offices into six $48,400 moderate offices Ybor City One work $5,000 $14,200 Four $1,500 = $6,000 Four $300 = $1,200 Four Who s Next = $2,000 Grand Total $227,900 HCC Developmental Education Plan: Page 21

26 Summary of Costs: Item Cost Smarthinking $200,000 NROC $17,360 Additional Advisors $779,460 Additional Campus Resources $227,900 Total $1,224,720 20% Indirect Costs (HR, IR, Other Support $244,944 Personnel) Grand Total $1,469,664 V. Student Success Data Collection Enter details about your plan for collecting data related to student success based on your plan. S (6)(b), F.S., requires Florida College System institutions to submit an annual accountability report beginning October 31, 2015 that will include student success data associated with each developmental education strategy implemented by the institution. The Division of Florida Colleges will work with Florida College System institutions to determine an appropriate format that will facilitate analysis and identification of successful strategies. Examples of student success data are: course enrollment disaggregated by exempt or non-exempt status; course enrollment disaggregated by developmental education strategy or option; percentage of successful course completions (grade of C or better) disaggregated by developmental education strategy and gateway course; average time to successful completion of developmental education disaggregated by strategy or option; for those who successfully complete developmental education, average time to completion of gateway course; and average time to degree completion disaggregated by exempt and non-exempt status. HCC is currently in the process of identifying how students will be coded by the following criteria: 1. Exempt/non-exempt status 2. Developmental education option 3. Academic support strategy (e.g., grammar workshop, Smarthinking, NROC, tutorial assistance) HCC already makes use of Who s Next, a proprietary tracking program that allows advisors to record student visits and behaviors. By integrating data HCC Developmental Education Plan: Page 22

27 from Who s Next with the college s ERP, HCC will be able to provide student success data as described in the examples within the parameters of what success strategies and developmental options HCC will be deploying. VI. Additional Components Please enter any additional related policies or procedures. HCC is an ATD Leader College, and as such, has been implementing and assessing student success strategies for more than a decade. Several are described below: 1. SLS 1501 College Success: By fall 2017, HCC will require all first-time-incollege (FTIC) students to take the course during their first term at the College. The intervention currently focuses on students who test into developmental courses. Term-to-term and year-to-year retention data have been collected since fall 2004, and the data clearly demonstrate increased persistence among students who take SLS 1501 versus those who do not. HCC also intends to offer sections that target students with special needs, such as non-native English speaking students. 2. Early Alert: Since fall 2003, HCC has implemented early alert systems intended to target students at risk for dropping or failing their courses at an early enough stage to provide effective interventions. HCC s current Title V grant is deploying an updated version of Early Alert that makes use of a module provided by the College s ERP: Retention Alert. Plans are underway to institutionalize this version. 3. NROC (National Repository of Online Courses): HCC has purchased NROC, which is a database containing learning objects, course materials, and other high-quality, online pedagogical resources that instructors may use as supplements to their courses. 4. Smarthinking: Smarthinking is an online tutoring program that connects students on demand to an experienced educator. 5. Academic Success Centers: On each of its campuses, HCC provides support through tutorial services and access to online resources. 6. Additional Online Resources: The Faculty Expectations of Distance Learning Students Form features a Q & A about typical faculty expectations in an online course. The answer links students to resources that they can use. Students are encouraged to complete the SmarterMeasure Assessment at to determine their readiness, or are referred to the student Distance Learning Page at HCC Developmental Education Plan: Page 23