AB 705 & Students with Disabilities

1. College of the Siskiyous AB 705 & Students with Disabilities

2. Siskiyous County Demographics • Northernmost county in California • In Shasta Cascade region along Oregon border • 6,347 square miles, 5th largest county by area in CA • 2010 Census- Pop. 44,900 • County Seat: Yreka, CA (Pop. 7,765 2010 census) • City of Weed-population in 2014- 2,865 (93% urban, 7% rural)

3. College of the Siskiyous • Established in 1957 • Located in Weed, between Hwy I-5 & 97, base of Mt. Shasta • Satellite campus, located 26 miles north in Yreka • One of 11 CCCs with residence halls • 1718 FTES- 2,453.91 • Students recruited from all over country: Washington, Oregon, Nevada, Texas, Florida, Carolinas, and more • Closest Transfer Institutions are private or out-of-state, 1 hour away

4. MIS Data • 117 DSPS Students, Fall 2018 • Mental Health Disability: 33 • Learning Disability: 22 • Other Health Conditions & Disabilities: 21 • Physical Disability: 15 • ADHD: 11 • Autism Spectrum: 6 • Intellectual Disability: 6 • DHH: 2 • ABI: 1

5. Transition to Early Adoption of AB 705 Math • Pre Fall 2016 • Numerous basic skills classes in math sequence • Ranging from Arithmetic to Beginning Algebra I and II (4-9 classes, which included a self-paced 6 modular pre-algebra sequence) • Placement: Multiple Measures, focus on COMPASS • Eventual changes to Math sequence prior to MMM and AB 705 curricular changes: reduction of course sequence, archived Arithmetic and Pre-Algebra, blending Algebra

6. College of the Siskiyous Math • Spring 2016 • Team of Math & English Faculty, Counselor, and Administrator attended California Acceleration Project workshop at Shasta College • Discipline faculty meetings/discussions • Stipend for Lead Math Faculty to overall Stats curriculum keeping in mind the principles of the Acceleration Project • Revamped Stats courses starting Fall 2016

7. MATH 1050-Statistics Revamp • Lecture/Lab with same instructor, same classroom, and embedded tutor • All class sections used same book • All class sections provided “just in time” remediation of algebra concepts for those who needed it • Only F2F, no online • Discussions with Counseling and creation of Multiple Measure Data Sheets

8. Math Multiple Measure Data Sheet Math 0850 – Elementary Algebra Review (Check all that apply) ___ COMPASS Score ___ STEM Major ___ 11th or 12th grade high school GPA is 2.0 or better ___ Student confidence/student choice (self- placement) ___ Successful completion of Pre- Algebra at an accredited college ___ Currently enrolled in Math 0830 and instructor reports passing (C or better) ___ Faculty Recommendation ___ Prerequisite course not offered Math 0980 – Intermediate Algebra (Check all that apply) ___ COMPASS Score ___ STEM Major ___ 11th or 12th grade high school GPA is 2.8 or better ___ Successful completion (C or better) of Algebra II/Integrated Math 2 or better (High School) ___ Studentconfidence/student choice (self-placement) ___ Faculty Recommendation

9. Math Multiple Measure Data Sheet- Cont. 1 Math 1050 – Elementary Statistics (Check all that apply) ___ COMPASS Score ___ Non-STEM Major ___ Eligibility for, or completion of, English 0900 (Introduction to College Reading & Writing) or higher ___ 11th or 12th grade high school GPA is 3.0 or better ___ 11th grade high school GPA is 2.3 or better and Pre-Calculus with C or better ___ 12th grade high school GPA is 2.6 or better and Pre-Calculus with C or better ___ Successful completion (C or better) of Elem. Algebra, Beg. Algebra or Algebra 1 or higher (High School or College) ___ Successful completion (C or better) of Integrated Math 2 or higher (High School) ___ Successful completion (C or better) of Math 0830 or Pre-Algebra and instructor recommendation ___ Successful completion of AP Statistics ___ Successful completion of AP Calculus ___ Currently enrolled in Math 0830 (Pre Algebra) and instructor reports passing ___ Currently enrolled in Math 0850 (Elementary Algebra Review) or 0852 (Beginning Algebra II) & instructor reports passing ___ Student confidence/student choice (self-placement) ___ Faculty recommendation

10. Math Multiple Measure Data Sheet- Cont. 2 Math 1100 – College Algebra (Check all that apply) ___ COMPASS Score ___ STEM Major ___ 11th or 12th grade high school GPA is 3.2 or better ___ Successful completion of AP Statistics ___ Successful completion of AP Calculus ___ Studentconfidence/student choice (self-placement) ___ Faculty Recommendation

11. Why high school grades? • AB 705 requires colleges to use one or more of the following when placing students into courses in math and English: • High School GPA • High School Coursework (which courses, how far you’ve gotten) • High School Grades • If official grades are unavailable, colleges may use self reported grades or guided placement. • Why is the use of high school grades required? • Everyplace anyone looks they are the strongest, most reliable predictor of college performance, including students’ first courses in English and math http://bit.ly/PPIC-on-MMAP

12. Adapting MMAP to AB 705 • MMAP decision trees were based on identifying students who were highly likely to be successful • At least 70% probability of success in transfer-level • Now, students can only be assigned to developmental education if: • They are highly unlikely to succeed at the transfer-level class • AND • Developmental education maximizes probability of successful completion of transfer-level coursework in one year. http://bit.ly/PPIC-on-MMAP

13. Increased access to transfer-level math http://bit.ly/PPIC-on-MMAP

14. Excerpt from “Remedial Education Reforms at California’s Community Colleges” “Only seven colleges registered an increase of 10 percentage points or more in the share of first-time math students going directly in transfer-level math in 2016–17. Three of those colleges—Siskiyous, Cuyamaca, and Los Medanos—had increases of 20 percentage points or more; with the majority of students now starting in a transfer-level math course ( Technical Appendix B, Table 1 ).12 All three have made substantive reforms in assessment and placement by systematically using high school records for placement. Both Cuyamaca and Los Medanos have also implemented self-reported GPA cut-offs that are lower than the MMAP cutoff for placement into transfer-level statistics (e.g., 2.8 vs. 3.0 GPA). Cuyamaca and Los Medanos colleges further broadened access to transfer-level math by using co-requisite courses. Siskiyous implemented a slightly different model, providing additional instruction and support for math student by lowering the lecture units in their elementary statistic course and increasing the lab units. During lab time, all students receive the extra support and tutoring.” (pg. 11) http://bit.ly/PPIC-on-MMAP

15. Excerpt from Table 2: “Early implementers saw major gains in access to and throughput in transfer-level courses” SOURCES: Authors’ calculations using COMIS data NOTES: The Authors restricted their sample to students who started in transfer-level and took the course for the first time. To calculate throughput rates they restricted their sample to transfer-seeking students.

16. How Did COS Do? • Fall 2016-2018 • 129 Attempts MATH 1050-Statistics • 86 Attempts earned A, B, C = 67% • (includes 6 of 13 students who repeated) • 34 Attempts earned D, F, FW, EW/W= 26% • Of 34, 11 attempts earned D or F (9% of 129) • Of 34, 22 attempts were FW, EW/W (17% of 129)

17. Table 1: Grade Marks Totals By Disabilities (old & new categories)

18. Table 1: Grade Marks Totals By Disabilities –Continued (old & new categories)

19. Table 2: Attempts Made & Accommodations Given to the 13 Students Who Repeated

20. Table 2: Attempts Made & Accommodations- Cont. 1

21. Table 2: Attempts Made & Accommodations-Cont. 2

22. Table 2: Attempts Made & Accommodations- Cont. 3

23. Table 2: Attempts Made & Accommodations- Cont.

24. Table 3: GPAs & General Information

25. Table 3: GPAs & General Information-Cont. 1

26. Table 3: GPAs & General Information-Cont. 2

27. Siskiyous Math Themes • Most students with disabilities benefitted from revamped Stats course & Multiple Measure placement • Students who repeated typically used same accommodations during each attempt • Students who repeated typically had overall GPAs over 2.0 • Students who repeated typically repeated 1X (two total attempts) • Some of the students who repeated benefitted from reducing their class load to help focus on the math and/or other classes • Students who withdrew typically withdrew due to personal/disability concerns, not due to the inability to do the math

28. Next Steps • Continue with current placement process with students • Add a check in with students who do not request one (several but not all students are EOPS) mid-semester who are taking Stats (and/or English Composition) • Have Math (and English) Faculty alert our office for students who may not be showing up for follow up contact

29. What Questions Do You Have? Please introduce yourself and tell us which director you are posing your question to!

30. Thank you! Sunny Greene, PhD Director/Counselor, Disabled Student Programs & Services College of the Siskiyous Phone: 530-938-5297Email: greene@siskiyous.edu Facilitator- Linda Vann, MBA Specialist, Educational Services & Support Division California Community Colleges Chancellor’s Office lvann@cccco.edu Virginia Richards Manager, Disability Support Services Los Medanos College Phone: 925-473-7470 Email: vrichards@losmedanos.edu Celeste Ryan Instructor/Coordinator, Special Programs and Services Coastline College Phone: 714-241-6214 x 17217 Email: cryan@coastline.edu