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Welcome to Transforming Developmental Math to Eliminate Equity Gaps and Facilitate Student Completion. Please silence your phone. LAND ACKNOWLEDGEMENT.

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  1. Welcome to Transforming Developmental Math to Eliminate Equity Gaps and Facilitate Student Completion Please silence your phone.

  2. LAND ACKNOWLEDGEMENT We acknowledge the land on which we sit and occupy today as the traditional home of the Chitimacha and Houma tribal nations. Without them, we would not have access to this gathering and to this dialogue. We take this opportunity to thank the original caretakers of this land. The Chitimacha are a federally recognized tribe with a reservation in Charenton, La (recognized in 1916). The Houma are a state recognized tribe (recognized in 1972). “Houma" means Red, as in Okla-homa "red people."

  3. Our Goal

  4. The Leadership Imperative “We need to have the right people and the right consciousness.” Dr. Cindy Miles, Chancellor Grossmont-Cuyamaca Community College District

  5. GCCCD Commitment • Governing Board commitment • California Leadership Alliance  for Student Success  (CLASS) project  • Diversity, Equity & Inclusion Councils (DEI) • Student Success & Equity Committee • Achieving the Dream • Hispanic-Serving Institution • Cultural Competency

  6. Higher Education Excellence in Diversity Award Dr. John W. Rice Diversity & Equity Award

  7. Hearts and Amens

  8. Setting the stage

  9. Michael Smith, 20-year Navy Veteran Prior to the implementation of Math Pathways, Michael would have had to enroll in four semesters of math to meet his degree requirements, instead of one… “I wouldn’t have done it. I would have dropped out and not gone to school.”

  10. The Problem: Placement Only1in4 Students Place into Transfer-Level Math Source: GCCCD Information System (Fall 2016 Entering Students)

  11. The Problem: Placement Only1in10Black Students Place into Transfer-Level Math Only1in5 Latinx Students Place into Transfer-Level Math Source: GCCCD Information System (Fall 2016 Entering Students)

  12. Placement is an equity issue Across CA, more than half of Black and Latinx students in remedial math begin here Source: Statewide data, Basic Skills Cohort Tracker, Fall ‘09-Spring ‘12

  13. The Problem: Developmental Sequence Only1in7Students Make It Through the Developmental Math Sequence Source: CCCCO Basic Skills Cohort Tracker, Fall 2010 –Spring 2013 cohorts; students tracked for 5 primary terms after their initial course enrollment

  14. The Problem: Developmental Sequence Only1.5in10Black/Latinx Students Make It Through the Developmental Math Sequence Source: CCCCO Basic Skills Cohort Tracker, Fall 2010 –Spring 2013 cohorts; students tracked for 5 primary terms after their initial course enrollment

  15. Inequitable, Ineffective Placement Practices Abysmal Developmental Sequence Completion Rates + = Time for a Change

  16. A Formula for Transformational Change Culture Change Institutional Practitioner Program

  17. Optimal Conditions for Transformational Change • Faculty-driven inquiry • Faculty-led conversations about department approaches, structures, and processes • Data-informed culture • Faculty-led conversations between and among different departments • Support from college and district leadership teams • Tolerance for risk-taking • Commitment to continuous improvement

  18. Your Turn … • How does your college place students into math? • Are you familiar with the percentage of first-time students who place into a gateway math class at your institution? Are there differences by race/ethnicity (equity gaps)? • Are you familiar with the throughput rates at your institution? Are there differences by race/ethnicity (equity gaps)?

  19. the choice

  20. Accept that students who assess three levels below transfer cannot succeed in a college-level math course without multiple layers of decontextualized remediation. OR • Recognize student capacity to do college-level work with a little extra support and provide students with an achievable pathway to attaining their educational goals. The Choice

  21. “Every system is perfectly designed to achieve the results it gets.” – Edward Demings, Paul Batalden Institute for Healthcare Improvement

  22. Change placement policies to allow more incoming students to enroll directly in transfer-level math • Accelerate remediation • Design and implement concurrent-enrollment support models (a.k.a. co-requisite models) High-Leverage Strategies

  23. One- or Two-course Sequences • No math below Intermediate Algebra • Place students in the appropriate Math Pathway by Meta-Major or Area of Interest • Pre-Statistics followed by transfer-level statistics • Intermediate Algebra with or without corequisite support followed by a transfer-level course • First-tier transfer course with or without corequisite support

  24. making changesin the classroom

  25. Paradigm Shift in Teaching & Learning • The activity-based math classroom • Ongoing formative assessment • Intentional support for the affective domain • Change expectations: students, teachers, staff, and administrators • Faculty Training

  26. A Faculty perspective “In this kind of collaborative learning, I see my students thinking in deeper ways. They are articulating math in ways I never saw in traditional classes. … I am happy to be part of a path that doesn’t bog them down, that provides a way for students to get through the system.” – Scott Eckert, Intermediate Algebra with support instructor

  27. A Counseling perspective “It gives me the chance to talk about what they want to do for a career and other opportunities that would get them there faster.” – Melanie Davidson (Part-Time Counselor)

  28. Student Perspectives The goal of these pedagogical reforms is to engage students in the process of productive struggle so that they embrace learning from their mistakes… “This class if very different from other math classes I have taken. We help each other. We share answers and approaches. It helps people who are shy and afraid to ask for help … I used to be trying to get an A to be ‘smart.’ Now I’m more open to getting a wrong answer, because I know I will learn from it.” – Lizbeth Bueno, Intermediate Algebra with support student

  29. Student Perspectives • Students enrolled in concurrent support courses were significantly more likely to… • feel more comfortable making mistakes in class • agree the course provided them with more opportunities to receive guidance from other students • believe the instructor did a good job of managing the classroom • feel the in-class activities helped them master the course material and complete homework

  30. Cuyamaca College Offers Case Study In Eliminating The ‘Math Pipeline Of Doom’ https://www.youtube.com/watch?time_continue=81&v=BlFid2z_rII

  31. results

  32. Gateway Access in Math: Cuyamaca College

  33. Gateway Momentum in Math:Cuyamaca College

  34. Gateway Momentum in Math:Cuyamaca College

  35. Gateway Math Completion in One Year • Six times higher for B-STEM students (10% to 59%) • Seven times higher for students taking Statistics to meet program requirements (10% to 69%) • Overall success in transfer-level math unchanged (69% vs 64%) • Four times higher for Latinx (15% to 65%) • Five times higher for Whites (16% to 76%) • Nine times higher for Blacks (6% to 55%)

  36. Caleb Rendon-Guerrero “I was just starting to turn my life around, after spending years on the streets and in the criminal justice system. I was ready to be the solution, not the problem, for my family, and I felt like I was spinning my wheels just trying to get started.”

  37. Karly Franz Karly was a returning adult who had been away from school for 5 years. She had previously studied fashion design and worked as a historical costumer. Now she wanted to be a HS Biology Teacher. Karly was placed one-level below a gateway class but was allowed to enroll directly in Pre-Calculus with corequisite support “I enjoyed the course’s intensity and, despite challenges outside the classroom, earned a B+. I’m now on my way to becoming a high school biology teacher.”

  38. Your Turn … • In light of what you’ve heard today, what high-leverage strategies can you employ to transform developmental math to eliminate equity gaps? • How do you think it will be received? • Who are your biggest advocates? • What are some of the challenges at your institution you need to consider? • Who should be part of the conversation?

  39. https://app.box.com/s/vkpu5kutm8lz5ozm65flpjcbvug8vpfs resources

  40. Questions/Thank You! Julianna Barnes President Julianna.Barnes@gcccd.edu Brianna Hays Sr. Dean, Institutional Effectiveness, Success & Equity Brianna.Hays@gcccd.edu Tammi Marshall Chair, Math Department Tammi.Marshall@gcccd.edu

  41. SESSION EVALUATION Thank you for attending this session. We kindly request that you evaluate this session using our Guidebook application. Please find this session and click on it. Below the description there is a section labeled “Forms.” Click on “Evaluate this Session.” Your feedback is valuable to our presenters and shapes future programming.

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