Path Finders Early Intervention Program

Report
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
 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
Outreach / Testing
Recruitment / Readiness
Retention / Success
•
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.
THECB
DCCCD
ISD’s
Path Finders
High School Outreach Program
THECB & DCCCD rules & regulations
Outreach / Testing
Recruitment / Readiness
Retention / Success
•
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.
THECB
DCCCD
ISD’s
High School Outreach Program
Pilot Opportunity
Outreach / Testing
Recruitment / Readiness
Retention / Success
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.
Path Finders
High School Outreach Program
The Components
Outreach / Testing
Recruitment / Readiness
Early
Intervention
Choices, Early
Admissions &
Concurrent
Enrollment
Diagnostic &
Placement
Testing
Curriculum
Alignment
With
High Schools
Retention / Success
Path Finders
High School Outreach Program
The Operation
• Early
Intervention
• Choices, Early
Admissions &
Concurrent
Enrollment
Assess the data:
ACT, SAT &
approved TSI test
scores to identify
and target
students for
outreach. Contact
to offer program
benefits,
assistance.
Advise and admit:
Present the
choices & options.
(Dual Credit, Early
Admissions,
Concurrent
Enrollment, and
Certificate
programs, etc.)
• Diagnostic &
Placement
Testing
Contact the
prospects: Recruit
students who
need assistance
with diagnosis,
interest & skills
and placement
testing
Offer and provide
coursework that
would meet the
needs of student
development and
graduation
requirements
• Curriculum
Alignment w/ High
Schools
• College Readiness
Path Finders
High School Outreach Program
Testing and Tracking
Accuplacer Placement
Testing and offer
Choices
Diagnostic Testing for
TSI unmet students
ACT, SAT, TAKS &
approved TSI test
scores to identify and
target
Curriculum Alignment
with High School
College Readiness
Accuplacer Testing for
Dual Credit TSI unmet
students
Dual Credit Courses
Path Finders
High School Outreach Program
Readiness & Retention
Accuplacer Testing
for Dual Credit TSI
unmet students
Accuplacer Passed & TSI
met: Admitted & Enrolled
in Dual Credit College
Coursework
Accuplacer Failed &
Need Diagnostics &
Retesting
Diagnostic Testing
for TSI unmet
students
College Readiness
Program
Curriculum
Alignment w/ High
Schools
Retest
College Readiness
Program
Accuplacer
Placement Testing
and offer Choices
Curriculum
Aligned
Coursework
Diagnostic
Testing
Accuplacer
Retesting
Path Finders
High School Outreach Program
Diagnostics & Retesting Centers
EL Centro West Campus Testing Center
All students may test @ West campus or follow the
retest schedule at their high school home campus
Aug. – Sept. ;
Aug. –Sept. ;
Aug. –Sept. ;
Aug. –Sept. ;
Dec. - Jan. ;
Dec. - Jan. ;
Dec. - Jan. ;
Dec. - Jan. ;
May – June
May – June
May – June
May – June
Diagnostic &
Retest Center
Diagnostic &
Diagnostic & Diagnostic &
Retest Center Retest Center Retest Center
@ High School @ High School @ High School @ High School
C
B
A
D
Path Finders
High School Outreach Program
Discovering Deficiencies
Diagnostic
Testing
Aligning Competencies
Needs
Improvement
Score
Report
Diagnostic
Testing
Proficient
Limited
Proficiency
Needs
Improvement
Score
Report
Early Intervention
DMAT 0066
Curriculum
Alignment
Proficient
Limited
Proficiency
Diagnostic Testing
College Course Content
Curriculum
Alignment
DMAT 0090
Curriculum
Alignment
College Readiness
Retesting /TSI met
Path Finders
High School Outreach Program
Advisor Case loads
Dual Credit Transitioning to College
Admissions Advisor one
TSI met
Curriculum Aligned & awaiting retest
Admissions Advisor two
College Readiness / TSI unmet
Choices: Non degree & Certificate
Admissions Advisor three
TAKS passed; TSI unmet
Path Finders
High School Outreach Program
Enrollment; Triple A Process
Admissions, Advising & Assessment (not Colleague system tracking)
• Application w/
Principal, Counselor
& Parental Consent
• Transcripts with
TAKS, SAT or ACT
test scores holding
non-exempt status
• 11TH Grade TAKS
passed
Admissions
• TSI unmet
Assessment
• Data Entry (Database Analyst)
• Assess Test Scores
• Sort TAKS, SAT & ACT Data
• Recommend Diagnostic testing
• Assess Score reports
• Sort & group Competencies
• Re-evaluate new TAKS scores
• Test Accuplacer ; TSI met is the goal
Assess &
Diagnose
Recruitment &
Outreach
• Develop Caseloads
• Early Intervention
• Recommend Tutor
• Recommend Coursework
Advising
• Advise TAKS retesting after Tutorial or
Developmental Studies
• Accuplacer Testing after becoming TAKS
passed
• Dual Credit Coursework by 12th grade
Path Finders
High School Outreach Program
Meetings & Planning Sessions
Instruction & Course offerings
High School Principal &
Counselor Day
•Meeting & Sharing
of the mission,
concerns and make
agreements for
coursework
Deans, Program
Leaders & Instructor
Day
•Determine Dual Credit Courses,
•non degree & certificate Program
•Workforce Education
•Office skills,
•Develop Curriculum Alignment
• Course Competencies & Content.
Admissions, Advising &
Testing Personnel Day
•Plan admissions logistics
•Registration deadlines
• Assign case loads
• Schedule Test, retesting dates
and deadlines
Facility & Room
assignment
•West Campus
•High Scholl Campus
•Downtown Campus
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.
Our Evaluations
Goal 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
Need
Quantity
Position / Title
Part-time
Full-Time
Salary
Testing Recruiter
1
(Director) = Testing
Clerk I
YES
NO
8,476.00
Testing Diagnostic Specialist
1
(Director) = Testing
Assistant I
YES
NO
10,596.00
Offsite Testing Assistant
1
Testing Assistant I
YES
NO
10,596.00
NO
YES
27,197. 00
(Dual Credit, Diagnostic & Retesting)
1
Database Specialist
Tests, Services &
Marketing Tools
Database Analyst
10,000
units
Accuplacer test units
Brochure
&
Mail-outs
Database Program
21,000.00
20,000.00
Not included in
budget total






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)
ACCUPLACER
Uses of Diagnostic Tests
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
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.
ACCUPLACER®
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
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
Arithmetic
Elementary Algebra
• Computation with
Integers and Fractions
• Computation with
Decimal Numbers
• Problems Involving
Percent
• Estimation, Ordering, and
Number Sense
• Word Problems and
Applications
• Real Numbers
• Linear Equations,
Inequalities, and Systems
• Quadratic Expressions
and Equations
• Algebraic Expressions
and Equations
• Word Problems and
Applications
Diagnostic Tests - Domains
Reading Comprehension
• Passage-Based Reading:
Main Idea
• Passage-Based Reading:
Supporting Detail
• Sentence Relationships
• Passage-Based Reading:
Inference
• Passage-Based Reading:
Author's purpose/Rhetorical
Strategies
Sentence Skills
•
•
•
•
•
Agreement
Modifiers
Diction/Logic
Sentence Structure
Sentence Boundaries
For more details on each domain, see the Program Manual
found under the Resources tab.
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.
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 scores assess 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
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.
Test Settings for Diagnostics
ACCUPLACER
Score Reports
Diagnostic Test Score Roster Report
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 Report
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
Name:
M. E. Francis
By mail: El Centro Community College
801 Main Street
Dallas, TX 75202
By phone: 214-860-2245
By email: [email protected]
for general questions
Contact Information
By mail: College Board – ACCUPLACER
45 Columbus Ave
New York, NY 10023
By phone: 866-607-5223
By email: [email protected] for general
questions or technical support
To order tests:
[email protected]

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