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El Centro Community College * Title V Testing Component Outreach through Testing: Early Intervention to Achieve College Readiness By Monty Francis, Director of Testing . Path Finders : Improving the Quality of Our Services. Our Mission, Strategy and Goal.

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El Centro Community College * Title V Testing ComponentOutreach through Testing: Early Intervention to Achieve College ReadinessBy Monty Francis, Director of Testing

Path Finders: Improving the Quality of Our Services

our mission strategy and goal
Our Mission, Strategy and Goal
  • The mission of Path Finders is " Early Intervention to Achieve College Readiness" (EIACR)
  • The main strategy is to provide diagnostic testing and tailored content -instruction to students

whose deficiencies and competencies have been measured.

  • The goal is to lead each student to a path of:
    • College Ready status
    • Minimum need for Developmental Education 
    • Career choice
path finders high school outreach program
Path FindersHigh School Outreach Program
  • DCCCD guidelines address remedial instruction provided to high school students for either remedial work to prepare students to pass the TAKS test or to prepare students to pass TSI test.
  • Path Finders is a High School Outreach Program designed to identify those students who have potential; yet who may potentially fall through the cracks. The aim is to place these students on a path for which their " at risk status" renders impossible. The mission of Path Finders is " Early Intervention to Achieve College Readiness" (EIACR) The main strategy is to provide diagnostic testing and tailored content instruction to students whose deficiencies and competencies have been measured. The goal is to lead each student to a path of career choice, College Ready status and minimum need for Developmental Education.  
path finders high school outreach program thecb dcccd rules regulations
Path FindersHigh School Outreach ProgramTHECB & DCCCD rules & regulations
  • DCCCD guidelines address remedial instruction provided to high school students for either remedial work to prepare students to pass the TAKS test or to prepare students to pass TSI test.
  • The college may contract with school districts as outlined in the DCCCD GUIDELINES to provide remedial courses for students enrolled in public secondary school in preparation for graduation from High School. Such courses are not eligible for state formula funding. High school students who passed all sections of the 11th grade exit-level TAKS test may be permitted to enroll in state-funded developmental courses offered by the college at the college’s discretion if a need is indicated by a student performance on a TSI- associated assessment instruments. Such courses may not be offered for Dual Course Credit. The college may not waive tuition for remedial courses unless approved by the DCCCD Board.
high school outreach program pilot opportunity
High School Outreach ProgramPilot Opportunity

The College Board is looking for some model programs that use the new ACCUPLACER Diagnostic tests. To participate in the ACCUPLACER Diagnostic Pilot they ask that we send us a proposal that describes our proposed pilot including

  • how diagnostics will be use
  • your intervention strategy
  • number of students to be tested
  • the purpose (expected outcomes)

If your proposal is approved, the College Board will provide you with up to 4000 test units to use in the pilot.

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Path FindersHigh School Outreach ProgramEnrollment; Triple A ProcessAdmissions, Advising & Assessment (not Colleague system tracking)
launching an effective outreach retention effort
Launching an effective Outreach & Retention effort

Develop a program that has the following in mind:

  • Participate in Student Success & Retention efforts of the college and DCCCD through our effort to manage data through a database in conjunction with the use of Colleague. We will do Outreach & Retention through utilizing the duties of a Database Analyst. Students often need a follow-up effort from the college to introduce choices.
  • We will make better use of ACT & SAT national scores from students who do not proceed in entering college. Likewise, we will follow-up after we test students who do not proceed into college after testing Accuplacer or other TSI instruments. Student Success and Retention would be emphasized through a systemic program which tracks and facilitates outreach and follow-up efforts.

Our aim is to do the following :

  • The Staff: Offsite Testing Assistant, Database Analyst and Program Director
  • A Database Analyst whose task is to track students by test-type and pass or fail cut scores. The task includes queries and follow-up with students whose test scores reveal a need to do so and with students who have not proceeded to enroll in coursework.
  • The Program:
  • Outreach through Testing
    • Identify those students whose SAT & ACT scores are received and who are not TSI met
    • Identify those students who after testing Accuplacer or any other TSI instrument but have not proceeded into Credit or non-credit coursework.
    • Identify students who have tested for Continuing Education, Workforce Education and Certificate programs, but have not proceeded into coursework or a program.
  • Retention through Testing: Follow-up with students through student contact
    • Mail-outs: Provide Marketing Brochures on Testing: brochures that explain test scores and help identify programs of interest which students test performance indicate eligibility to enter.
    • E-mails: Communication that provides information and website links that explain test scores and help identify programs of interest which student test performances indicate eligibility to enter.
    • Phone calls: Speak with students when this is the most efficient and accurate means of contact; referring the student to advising for an explanation of test scores and help in identifying programs of interest which test performance indicate eligibility to enter.
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Our EvaluationsGoal Three Provide a Student Services program that would launch an effective Outreach & Retention effort

We will track the following quantitative data elements:

  • Utilization Reports:
    • We will measure the number of contacts made through follow-up.
    • We will measure the percentage of contacts that resulted in student retention.
    • We will measure the number of students that resulted in success

We will assess the following qualitative measures of success or completion of tasks:

  • Statistical Data to measure Responses, Outcomes and & Benchmarks as students are recruited to
    • Continuing Education
    • Developmental Education
    • Credit Coursework
    • Health Occupations
    • No Enrollment

What will improve through this proposed goal? How will this goal makes a difference?

  • As a result of this goal we expect to:
    • Establish the method of monitoring student success rates and reporting of our findings
    • Improve the success rate of students in general
    • Become a service unit involved in the retention of students as encouraged by DCCCD.
outreach through testing budget budget 77 865 or less 19 072 58 793 00
Outreach through Testing Budget Budget = 77,865. or less 19,072. = 58,793.00

Outreach through Testing Budget

  • Personnel and Job description:
  • Full-Time Staff: $27,197.00 annual
  • Part-time staff: $29,688.00 annual or 10,596.
  • Tests & Testing Services: $17,000.00 annually
  • Marketing tools: $4,000.00 annual
  • Purchase of Database “Who’s Next” or Estudias: $5,000.00 to $15,000.00

( contingent upon which database program)

using diagnostic tests in high schools
Using Diagnostic Tests in High Schools

Administer the diagnostic tests:

  • to students in the 11th or 12th grade as a tool to assess academic skills,
  • to students enrolled in academic intervention programs,
  • to student preparing for placement tests,
  • to prepare students for dual-enrollment courses or middle college programs,
  • to students in GEAR UP or Curriculum Alignment programs.
using diagnostic tests in college
Using Diagnostic Tests in College

Administer the diagnostic tests:

  • after taking the placement tests to identify areas of strengths and weaknesses,
  • in preparation for the placement tests,
  • in the summer months between academic years,
  • in collaboration with your ABE, GED or ESL programs.
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ACCUPLACER®

Diagnostics

why diagnostics
Why Diagnostics……
  • To serve a growing demand for solutions to the need for student remediation in college.
  • To provide an analysis of a student’s strengths and weaknesses so that targeted study can be prescribed.
  • To provide information for curriculum analysis.
diagnostic tests
Diagnostic Tests

The ACCUPLACER diagnostic tests are designed to provide detailed information about students’ skills in reading, English and mathematics.

  • Tests: Reading Comprehension, Sentence Skills, Arithmetic and Elementary Algebra
  • Items: 40 items per test – 5 domains, 8 items per domain
  • Time: Untimed (designed for less than 1 hour)
  • Design: Computer Adaptive
  • Cost:2 units
diagnostic tests domains
Diagnostic Tests - Domains

Arithmetic

Elementary Algebra

Real Numbers

Linear Equations, Inequalities, and Systems

Quadratic Expressions and Equations

Algebraic Expressions and Equations

Word Problems and Applications

  • Computation with Integers and Fractions
  • Computation with Decimal Numbers
  • Problems Involving Percent
  • Estimation, Ordering, and Number Sense
  • Word Problems and Applications
diagnostic tests domains25
Diagnostic Tests - Domains

Reading Comprehension

Sentence Skills

Agreement

Modifiers

Diction/Logic

Sentence Structure

Sentence Boundaries

  • Passage-Based Reading: Main Idea
  • Passage-Based Reading: Supporting Detail
  • Sentence Relationships
  • Passage-Based Reading: Inference
  • Passage-Based Reading: Author's purpose/Rhetorical Strategies

For more details on each domain, see the Program Manual found under the Resources tab.

domain scores range from 1 to 15
Domain Scores Range from 1 to 15

It was determined that a score scale of 1 to 15 would be used in order to emphasize the difference in the two assessment types. (Placement vs. Diagnostic)

The information provided by the diagnostic domain scores is not comparable to corresponding placement test scores.

It was visually different than ACCUPLACER placement test scores.

It provided sufficient score points to accommodate the number of items that are administered for each diagnostics test domain.

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A Total Score Is Not Reported

  • The five diagnostic test domains are distinct skill sets.
  • Items were written specifically to each domain to enable the reporting of the five diagnostic scores.

Domain Scores Cannot Be Used In Placement Rules Or As A Condition In A Branching Profile

  • Diagnostic domain scoresassess proficiency in a single domain.
  • ACCUPLACER placement scores provide an estimate of students’ ability within a larger context measuring a number of skills within a content area.
individual score report
Individual Score Report

Category scores

  • Needs Improvement (1-4)
  • Limited Proficiency (5-9)
  • Proficient (10-15)

Standard Error of Measure (SEM)

SEM’s can be reported for each domain, or they may be turned off in Test Settings.

Proficiency Statements

See the ACCUPLACER Program Manual for complete list of proficiency statements for each diagnostic test.

diagnostic test score roster report32
Diagnostic Test Score Roster Report
  • Provides a roster of students’ domain scores.
  • Report can be exported using various formats:

Delimited Text,

CSV,

Excel,

XML.

diagnostic test summary report34
Diagnostic Test Summary Report

Shows the percent of students by domain who scored in each of the categories.

Provides mean and standard deviation of domain scores.

Results can be used

  • to analyze the need for curriculum changes,
  • to design intervention programs.
contact information
Contact Information

Name: M. E. Francis

By mail: El Centro Community College

801 Main Street

Dallas, TX 75202

By phone: 214-860-2245

By email:MEFrancis@dcccd.edu

for general questions 

contact information36
Contact Information

By mail: College Board – ACCUPLACER

45 Columbus Ave

New York, NY 10023

By phone: 866-607-5223

By email:info@accuplacer.org for general questions or technical support

To order tests: accuplacerorder@collegeboard.org