Ozarka College is redesigning its developmental education programs to accelerate student completion. The redesign includes integrating reading and writing courses, using a modularized emporium model for math, and adding supplemental instruction for English Composition I. Early results show improved retention rates compared to traditional courses. Ozarka will continue evaluating placement measures, instructional methods, and student outcomes to further improve the redesign in supporting student success.

1. OZARKA COLLEGE
...providing life-changing experiences
through education
Creating Pathways to Student Success:
Accelerating Developmental Education
in the
Community College
Holly Ayers, Division Chair
Anthony Burkhammer, Mathematics Instructor
Brandy Gore, Developmental Instructor

2. Why Redesign?
Developmental Education Redesign
 Motivators  Barriers to Student Success
 Open Enrollment Admissions  Traditional Developmental
 Shrinking Resources Education
 Enrollment Growth  Cost Incurred During DE
 Retention and Completion  Time Spent During DE
Emphasis  Student Demographics
 Arkansas Developmental  SOS/Income/Debt
Education Initiative  Weak Academic Skills
 PACE (Pathways to Accelerated  Expectations
Completion Initiative) Grant  Self-Management
 Time-Management
 Goal Setting

3. How Do We Get Started?
Foundations of Literacy: English Composition I
Integrated Reading with Supplemental “Simply ask: how
and Writing Instruction Lab
would we do
Ozarka College things differently if
Redesign we put learning
Components
first? Then do it.”
Foundations of Foundations of
Mathematics: Mathematics: -Barr & Tagg
NCAT Emporium Model Integrated Math for
with College Algebra Allied Health and
Co-Enroll Business Technology

4. Program Characteristics
Developmental Education Redesign
Goals
• Acceleration to Completion
• Decreased Cost to Student and Institution
• Best Practice Scaling
• Research/Inquiry
• Policy Development

5. Elements of a Successful
Developmental Education Redesign
Comprehensive Assessment and Rigorous
Research
Integration: Remedial and College Level
Accelerated Remediation
Contextualized Basic Skills in Remediation
Bailey, T. (2008). Challenge and opportunity: Rethinking the role and function of developmental education in community college
(CCRC Research Brief No. 40).New York, NY: Community College Research Center, Teachers College, Columbia University.
Bailey, T., Jeong, D., & Cho, S.W. (2009). Referral, enrollment, and completion in developmental education sequences
in community colleges. New York, NY: Community College Research Center, Teachers College, Columbia University.

6. Program Characteristics
Developmental Mathematics
• Acceleration of Developmental Math
• NCAT Emporium Model Utilization
• Modularization
• Mastery-Based
• Computer Lab Utilization
• Standardized Curriculum
• Qualified Math Instructor Utilization
• Curriculum Alignment

7. Project Overview
Developmental Mathematics
Fall 2011 Spring 2012 Fall 2012
• Foundations of Math • Foundations of Math • Foundations of Math
• 3 credit hours with 1 hour lab • 3 credit hours with 1 hour lab • 4 credit hours
• 3 modules equivalent to 3 • 3 modules equivalent to 3 • 2 modules (splitting the 2nd
traditional levels traditional levels original module)
• Pacing guides provided • 2 books aligned with • 1 book (Developmental
• 2 books aligned with traditional courses Mathematics)
traditional courses • 4 instructional sites • Student guide
• 1 instructional site • Enrollment: 11 sections, 138 • Attendance
• Enrollment:3 sections, 51 students requirements/weight
students, • Instruction: 5 full-time, 2 part- • 4 instructional sites
• Instruction: 2 full-time time • Enrollment: 13 sections
• Instruction: 5 full-time, 2 part-
time

8. So What Does The Data Tell Us?
FALL 2011 FALL 2011
Level 1 Dev Ed Cohort Redesign Cohort
115 Enrolled 51 Enrolled
Retention: 69.71% Retention: 50.98%
Spring 2012 Spring 2012
Re-Enrolled: 50 Re-Enrolled:31
Retention: 43.47% Retention: 60.78%
College Math: 0.9% College Math: 19.6%
Fall 2012 Fall 2012
Re-Enrolled:20 Re-Enrolled: 1
Retention:17.39% Retention: 62.74%
College Math:.0.9% College or Tech Math: 29.41%
Completed Degree: 0 Completed Degree: 1

9. Next Steps
Developmental Mathematics
Changes for Spring 2013
 Three Courses, One Room Schoolhouse Approach
 Foundations of Math
 Math for Allied Health
 Math for Business Technology
 Transcripting
 3 credit hours
 Integrated diagnostics for module requirements (technical and
developmental)
 Co-enroll option to all sites
 Decreased module layout

10. Program Characteristics
Foundations of Literacy
 Four credit hours  Standardized pre and post
 Integrated reading and writing assessments
 Mastery based  Foundations of Literacy Rubric.
 Capstone Grading
 Computer facilitated
 Evaluation Procedures:
 Full length, non-fiction readings
 Capstone Essay – 30%
 Thematic units
 Weekly Reading and Writing
 Full-time/Adjunct Pairing Assignments-20%,
 Placement:  Major Essays – 30%
 Initial: Compass 0-50 on either  Pre-writing and Rough Drafts –
reading or writing sections 20%
 Post: Determined by capstone  Attendance policy

11. Course Outcomes Guide
Foundations of Literacy
Process Skills
Apply reading and Demonstrate proper Apply oral, written and Organize thoughts into a
critical thinking skills writing mechanics communication skills basic writing template
Assessment Tasks
Demonstrate proficiency in Demonstrate reading and critical
Produce a well-written essay in
editing and revising written thinking skills through various
multiple styles
submissions methods
Course Outcomes
Apply reading and critical thinking skills through Apply editing and revision skills in order to improve
evaluation of various written works written communication

12. Program Characteristics
Foundations of Literacy
Thematic Units
 My Compass, My Life: Charting the Course
 Shake Those Haters: Inequality and Locus of Control
 School Teachers, Sumo Wrestlers, and Soda – Food for Thought
 You Mad?

13. Instructional Cycle
Grammar
Post-
and
reading
Structure
Reading
Reading
Response
Prewriting
Pre- Rough Reading
reading Draft Quiz
Essay

14. Next Steps
Foundations of Literacy
Changes for Spring 2013
 Rubric revisions
 Thematic unit assessment
 Article and full-length readings assessment
 Placement and advising
 Instruction with Ipads

15. Program Characteristics
Supplemental Instruction for English Composition I
 One credit hour  Supplemental Instruction
 Linked with English Composition I Enrollment
 Maximum 50% of enrollment
 Both courses facilitated by the
 Assessment
English Composition instructor
 Weighted portfolio
 Computer facilitated  Evaluation Procedures:
 Full-time/Adjunct pairing  Capstone Essay – 30%
 Placement:  Weekly Reading and Writing
 Initial: Compass 51-79 on both Assignments-20%
reading and writing sections  Major Essays – 30%
 Post: Determined by capstone  Pre-writing and Rough Drafts –
20%
 Proceed to English Comp II with C
or higher
 Attendance policy

16. Course Outcomes Guide
Supplemental Instruction for English
Composition I
Use writing to influence diverse audiences in various
rhetorical situations for various purposes
Develop flexible strategies (including collaborative
writing) for generating, revising, editing, and proof-
reading
Write effective essays that exhibit appropriate unity,
coherence, support, vocabulary, and the conventions of
standard written English
Demonstrate the correlation between critical reading
skills and effective writing
Correctly cite a source to support a point

17. Next Steps
Supplemental Instruction
Changes for Spring 2013
 Evaluate the cut score for the COMPASS pre-test
 Examine the effectiveness of activities implemented in the SI
portion
 Extra grades for SI students?
 Changes to the core Comp. I course?
 Number of sections? Times for SI?
 Advising procedures
 Evaluate student performance in Comp. II

18. Mathematics Redesign
Placement: Before and After
Level Course Name Course Length Placement
1-Developmental Fundamentals of Arithmetic 16 week/1 semester Placement Exam
2-Developmental Fundamentals of Algebra 16 week/1 semester Placement Exam OR
Completion of Level 1
3-Developmental Intermediate Algebra 16 week/1 semester Placement Exam OR
Completion of Level 2
1-College College-level Mathematics 16 week/1 semester Placement Exam OR
Completion of Level 3
Level Course Name Course Length Placement
1-Developmental Foundations of Mathematics 16 week/1 semester Placement Exam or Diagnostic Exam
1-College College-level Mathematics 16 week/1 semester Placement Exam, Co-Enroll with
Developmental OR Completion of
Level 3 (traditional)

19. Reading/Writing Redesign
Placement: Before and After
Level Course Name Course Length Placement
Reading
1-Developmental Reading Improvement 16 week/1 semester Placement Exam
1-College College-level Writing 16 week/1 semester Placement Exam OR Completion of
Level 1 Reading AND Level 2 Writing
Writing
1-Developmental Beginning Writing 16 week/1 semester Placement Exam
2-Developmental Practical Writing 16 week/1 semester Placement Exam OR Completion of
Level 1
1-College College-level Writing 16 week/1 semester Placement Exam OR Completion of
Level 1 Reading AND Level 2 Writing
Level Course Name Course Length Placement
1-Developmental Foundations of Writing 16 week/1 semester Placement Exam or Diagnostic
Exam
1-College College-level Writing with or without 16 week/1 semester Placement Exam, Diagnostic
Supplemental Instruction Exam OR Completion of Level 1
Integrated Writing/Reading

20. Transcripting
 Transcripting: Developmental and Technical Math Modules
Student Mid-term Mid-Term Progress Final Final Progress
Student Name Complete DE Module 1 Complete DE Module 1
Complete DE Module 2 Complete DE Module 2
A Co-Enroll Qualified A Co-Enroll Qualified
B Complete BT Math B Complete BT Math
C Complete AH Math C Complete AH Math
D D
F F

21. Transcripting: Writing Redesign
Student Mid-term Mid-Term Progress Final Final Progress
Student Name Notes: Re-Enroll PCEN0033
Enroll in PCEN0001
A A Enroll in ENGL1013
B B Notes:
C C
D D
F F
Student Mid-term Mid-Term Progress Final Final Progress
Student Name Notes: Re-Enroll in PCEN0001
Re-Enroll in ENGL1013
A A Enroll in ENGL1023
B B Notes:
C C
D D
F F

22. Outcomes Assessment
Course Level Outcomes
Student
Identifier

23. Outcomes Assessment
Attendance, Demographics and Early Alerts
Student Identifier

24. Future Implications and Conclusions
Ozarka College Student Success Plan
 Diagnostic testing  Innovative instruction
 Academic advising  Assessment of student
 New Student learning
Orientation  Faculty professional
 Academic support development
 Annual student
success plan
evaluation

25. OZARKA COLLEGE
...providing life-changing experiences
through education
Q & A?
OZARKA COLLEGE Holly Ayers
218 College Drive hayers@ozarka.edu
Anthony Burkhammer
Melbourne, AR 72556 aburkhammer@ozarka.edu
1-800-821-4335 Brandy Gore
bgore@ozarka.edu
www.ozarka.edu