Spring Registration PPT Day 1 Oct 4

TRAINING FOR SPRING TERM REGISTRATIONSession 1: October 1-3, 2013

Session 2: October 8-10, 2013

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Spring Term Registration

Day One Training

October 1-3, 2013

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Spring Term RegistrationObjectives for Day OneKey objectives for Day One training include• Review new legislative rules that permit some students to

skip placement testing and Dev Ed courses• Learn how to determine if a student is Exempt from

placement testing and Dev Ed courses• Learn how to determine what advice to give Exempt

students about Dev Ed vs college-level course options• Practice having conversations with students about their

course options

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Overview

• SB1720 allows Exempt students to skip placement testing and developmental education instruction

• Exempt students must have• Started 9th grade in a Florida public high school or public charter

school in 2003 or later, and• Graduated from a Florida public high school or public charter

school, and • Earned a standard high school diploma, or• Active military status

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Overview (2)

• Exempt students can choose to “opt-in” to testing and developmental education.

• Exempt students can choose to • Take placement tests: the Testing Department will continue to

administer PERT• Enroll in developmental courses: MDC will continue to offer

developmental reading, writing and mathematics courses for both students who are NOT exempt and exempt students who “opt-in”• More information about developmental courses in next week’s Spring

Registration Training on October 8-10

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Overview (3)

• Exempt students can also choose to take college-level courses in spring term 2013/2, but they must• Self-identify: there is no “Master List” of eligible Exempt students• Seek an override: the MDC registration system will not let them

register for college-level courses without an override

• Not clear how many students will self-identify and seek overrides for college-level classes• Academic Deans and Chairs planning for significant increases in

enrollment in• Gateway courses (ENC1101, MAT1033)• Other popular college-level courses (e.g., HUN1201, PSY2012,

HUM1020, CLP1006)

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Overview (4)

Students will likely reach out to many different people at MDC for overrides

• Student Services advisors• Others in Student Services• Academic Chairs• Assistants to the Chairs• Maybe even faculty

All these people are hereafter referred to as “SPRING TERM ADVISORS”

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Spring Term Registration Options

• MANDATORY NEW PROCESS FOR ALL EXEMPT STUDENTS

• Three Step Process implemented the same way by all SPRING TERM ADVISORS on all campuses• Step One: Verify Exempt Eligibility• Step Two: Advise about Course Options• Step Three: Assist course selection and reinforce

learning support and engagement

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Spring Term Registration Process

• ALL Exempt students who want to take college-level courses must• Self-identify with a SPRING TERM ADVISOR• Complete a Mandatory Student Questionnaire• Receive appropriate advising• Acknowledge in writing that they

• Have given MDC accurate information on the Mandatory Student Questionnaire

• Been advised of their options

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• All SPRING TERM ADVISORS must• Review information on Mandatory Student Questionnaire• Verify eligibility • Advise student of course options• Provide override(s) and help with course selection for Exempt

students who choose college-level option(s) after advisement• Provide help with developmental course selection for Exempt

students who choose developmental option(s) after advisement

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• Mandatory Student Questionnaire has two sections• Eligibility: this information will be used to determine if a student is

Exempt and can take college-level courses• But, all SPRING TERM ADVISORS will also need to verify type of

high school diploma using Odyssey (screen: AD CR HS)

• Advising: this information will be used to determine which advising conversation to have with a student• Conversation 1: support choice of college level courses and reinforce

importance of using supplemental resources• Conversation 2: explain benefits of and recommend developmental

education courses

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Spring Term Registration Q&A• Why are we using a Mandatory Student Questionnaire?

• Simple way to collect important information consistently and in one place

• When does the student complete the Mandatory Student Questionnaire? • When s/he comes in to see an advisor. The student completes the

questionnaire before meeting with the advisor.

• Are we allowing students to self-report? Yes, but• We require them to acknowledge they are giving us accurate

information, and• We will verify eligibility using the Degree Audit

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Spring Term Registration Process Q&A

• When does the student sign the acknowledgements on the questionnaire?• Student can sign to acknowledge accuracy either before or during

his/her meeting with the SPRING TERM ADVISOR• Student MUST sign to acknowledge receiving advising about

options at the end of his/her meeting with SPRING TERM ADVISOR

• What does SPRING TERM ADVISOR do with the questionnaires?• Give them to Student Services Advisement Director or Academic

Chair at the end of every day

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• What does Student Services Advisement Director or Academic Chair do with Mandatory Student Questionnaires?• Give them to the campus Directors of Admissions and Registration

on a WEEKLY basis. Each questionnaire will be scanned and included in students’ files for future reference

• What should I do if a student refuses to sign one or both acknowledgments? • Refer student to Director of Advisement of Academic Chair• NO OVERRIDES CAN BE GIVEN WITHOUT BOTH

ACKNOWLEDGMENTS

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• How does the SPRING TERM ADVISOR provide overrides?• There are NO blanket overrides• ADVISOR must discuss EACH developmental placement with

student • Student may be ready for college-level English but not yet ready for

college-level math

• ADVISOR uses “Override Screen” and overrides EACH developmental placement hold separately, based on outcome of advising conversation• Outcome 1: student decides to take college-level course(s)• Outcome 2: student decides to take developmental-level course(s)

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• How does SPRING TERM ADVISOR provide overrides (continued)?• ADVISOR enters comments that explain reason(s) for any override

• Student has strong high school record• Student has strong MDC record• Student insists on taking college-level course(s)

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Step 1: Verify Exempt Eligibility

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Spring Term Registration ProcessStep 1: EligibilityUsing the Mandatory Student Questionnaire, check for• Student Name: this should be the same as it appears in

student’s MDC record• Student MDID: Important to track future student

performance• Question 1: High school attended in 9th grade

• Must be a Florida public high school or public charter school• Must have started in 2003 or later

• Question 2: High school graduated from in 12th grade• Must be a Florida public high school or public charter school

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Spring Term Registration ProcessStep 1: Eligibility• Resources to help with Questions 1 and 2 available in Tab 3 of Spring Term

Registration binder• List of all public high schools and public charter schools in Miami Dade

County• List of all public high schools in Florida outside of Miami Dade County• Private and out of state schools are NOT eligible

• Question 3: type of high school diploma• Only STANDARD high school diplomas (code W06) are eligible• GED and Certificate of Completion are NOT eligible • Diploma type MUST be verified in Odyssey (AD CR HS)• Withdrawal/graduation codes available in Tab 3

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Spring Term Registration ProcessStep 1: Eligibility• Question 4: military status

• Only active military status is Exempt. This includes• Full-time training duty per section 329(a)• Active duty in Coast guard during period of hostility• Annual training duty and attendance while in active military status at a

service school• Active duty National Guardsmen• Active duty reservists• Active duty in non-combatant capacity

• Veterans are NOT exempt unless they meet other eligibility criteria

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Spring Term Registration ProcessStep 1: Eligibility• What to say in conversation with student who is not

Exempt• Legislation clearly defines who is Exempt and who is not. “We

have no authority or flexibility to make any exceptions to the rules.”• Explain why this student is not Exempt

• Did not start in or graduate from public high school in Florida• Does not have standard diploma

• “Let’s discuss course options for spring term so you can build a schedule and register for classes”• Dev Ed course options will be explained in more detail in Training

Session B on October 8-10

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Spring Term Registration ProcessDecision Tree to Determine Exempt Eligibility

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Spring Term Registration ProcessStep 1: Eligibility• Hands-on practice with real-world scenarios

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Step 2: Advising

Determining What Advice to Give Student

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Spring Term Registration ProcessStep 2: Advising—What Advice to Give• Use the Mandatory Student Questionnaire to learn

more about the students’ history• in high school (if they are relatively new to MDC), • at MDC (if they have been here for more than 1 semester), and • their current situation

• Questions prompt discussions with students to get more information to provide advising support• Based on historical student performance• Ask about attributes that predict success at MDC• Enable broader discussion of options

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Spring Term Registration ProcessStep 2: Advising—What Advice to Give• The information on the questionnaire will help you decide

to have Conversation 1 or Conversation 2• Conversation 1: support choice of college-level courses and

reinforce importance of using supplemental resources like labs, tutoring, extra help, after class support groups, etc.

• Conversation 2: explain benefits of and recommend developmental education courses

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Spring Term Registration ProcessStep 2: Advising—What Advice to Give• No one question alone provides enough information to

advise students—consider the answers to multiple questions and provide individualized advice and guidance

• There is NO ONE RIGHT ANSWER• You will have to base your recommendations on the student’s

responses and your conversation with the student

• Advising questions are #5-14 on the Mandatory Student Questionnaire

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Spring Term Registration ProcessStep 2: Advising—What Advice to Give• Question 5: current developmental course placement

• Students taking these lower level dev ed courses should be encouraged to complete the dev ed sequence(s) • REA0007 to REA0017 • ENC0015 to ENC0025• MAT0018 to MAT0022c (all modules which may require 2 semesters)

• Why? Because the courses build on and reinforce each other to prepare students for success in college-level courses

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Spring Term Registration ProcessStep 2: Advising—What Advice to Give• Question 6: early performance indicators in math

• Students experiencing early difficulties in MAT0022c should be encouraged to complete all the modules, which may require a second semester in the course

• Why? Because the content of MAT0022c includes basic skills building blocks that are fundamental to success in college-level math courses. Students who are struggling to master them will benefit from additional skill development and reinforcement

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Spring Term Registration ProcessStep 2: Advising—What Advice to Give• Questions 7 & 8: academic probation and MDC GPA

• This question is not relevant for incoming students (FTIC 2013/2)or students who started in Fall Term 2013/1

• Students may not know they are on academic probation or know what their cumulative GPA is, so you may need to probe by asking them questions such as “are you taking or did you recently take SLS1125,” or asking them if they have failed any courses at MDC

• Students may be on academic probation for many reasons but all will benefit from additional time to develop and reinforce basic skill development in reading, writing and mathematics

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Spring Term Registration ProcessStep 2: Advising—What Advice to Give• Questions 9 & 10: grade performance in developmental

courses• Students who have not passed or who withdrew from

developmental courses and didn’t complete the course sequences should be encouraged to complete them

• Why? These students will benefit from the development and reinforcement of basic skills that are the foundation of college-level success

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Spring Term Registration ProcessStep 2: Advising—What Advice to Give• Question11: high school math courses and grades

• Analysis shows that students who completed Algebra 2 Honors, Pre-Calculus and Calculus in and earned a ‘C’ or higher in the course have a high probability of success in MAT1033

• However, students who took Intensive Math or College Readiness Math, even if they earned a ‘C’ or better in the course, do not have a high probability of being successful in MAT1033• These students would benefit from additional skill development in Dev

Ed courses at MDC

• ADVISORS may be able to look at the actual high school transcripts (SR TR EX HS, enter, F11) but are not required to do so. You can use the information the student has given you on the Questionnaire

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Spring Term Registration ProcessStep 2: Advising—What Advice to Give• Question 12: high school English courses and grades

• Analysis shows that students who completed any English course in 12th grade (English 4, English 4 Honors, or any AP course) and earn a ‘C’ or better in the course have a high probability of success in ENC1101.

• However, students who did not take English in the 12th grade or did not earn a ‘C’ or better grade, do not have a high likelihood of success in ENC1101

• These students would benefit from additional development work in College Prep Reading and/or Writing

• ADVISORS may be able to look at actual high school transcripts (SR TR EX HS, enter, F11) but this is not required. You can use the information the student has given you on the Questionnaire

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Spring Term Registration ProcessStep 2: Advising—What Advice to Give• Question 13: high school course performance

• This is an opportunity to determine why a student failed course(s), if s/he did, and whether these failures were key math or English courses

• Probing questions will add information, such as • Course too hard• Didn’t do homework• Time management problems• Study skills issues• Work commitments• Personal issues• Other

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Spring Term Registration ProcessStep 2: Advising—What Advice to Give• Question 14: boot camp attendance

• This question is relevant only for students who started at MDC in 2012 or 2013

• Boot camp attendance was especially important for students whose placement scores put them in the lower levels of developmental education (REA0007, ENC0015, MAT0018, MAT0022c)

• If a student attended boot camp, but his/her placement didn’t change, this student would benefit from additional skill development and reinforcement in Dev Ed course(s)

• If a student did not attend boot camp, this fact raises questions about motivation and persistence

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Spring Term Registration ProcessStep 2: Advising—What Advice to Give• Hands-on practice with real world-examples

• Decision tree for advising is more complicated than eligibility• No one question alone is enough to decide which advice to give

student• But, taken together, answers to Questions 5-14 provide a solid

overview of a student’s likelihood of success in college-level courses

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Spring Term Registration ProcessWhat Advice to Give?

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Spring Term Registration

Step 2: Advising

Having the Conversation with the Student

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Spring Term Registration ProcessStep 2: Advising—Having the Conversation• Two different discussions with students based on the

information from the Mandatory Student Questionnaire and follow-up questions when you meet with them• Conversation 1: SPRING TERM ADVISOR supports student’s

choice of college-level courses and reinforce importance of using supplemental resources like labs, tutoring, extra help, after class support groups, etc.

• Conversation 2: SPRING TERM ADVISOR explains benefits of and recommends developmental education courses

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Spring Term Registration ProcessStep 2: Advising—Having the ConversationIn addition to Questionnaire answers, consider/probe other areas, including• Does student have assigned advisor (typically student

who started in 2012 or 2013)?• Why? Students told us they “respect” advice from assigned

advisors

• Does student receive financial aid? How much of his financial aid eligibility has he used already?• Why? Reinforce financial aid limits and risks of failing courses

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Spring Term Registration ProcessStep 2: Advising—Having the ConversationOther areas to consider/probe (continued)• Does student understand impact of ‘D’ or ‘F’ grade in

college level course? Why? Explain impact on • Transcript• Financial aid• Time to complete

• Does student understand risk of changing IEP if she is on academic probation?• Why? Reinforce downsides to making changes, especially financial

aid implications

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Spring Term Registration ProcessStep 2: Advising—Having the ConversationOther areas to consider/probe (continued)• Has student “stopped out” before?

• Why? Does this have a potential impact on course schedule now?

• Is student working full time?• Why? Impact on time management

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Spring Term Registration ProcessStep 2: Advising—Having the Conversation• Approximately 70% of potential Exempt students started

at MDC in 2012 or 2103• In focus groups, some of these students told us they

• Got mixed messages in high school about impact of FCAT and didn’t take it seriously

• Didn’t prepare for or take PERT as seriously as they wish they had • Didn’t understand importance for course placement

• Were surprised when they learned they had to take dev ed courses• Went to boot camp in significant numbers (2013 students)—and

thought it was helpful

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Spring Term Registration ProcessStep 2: Advising—Having the Conversation• Students in focus groups also told us they

• Now understand better what’s required to succeed in college• “College is like ‘NO RULES’ and you have to be self-independent”• “I learned to make my schedule in Excel”

• Realize they were not ready for college-level courses• Some based on self-awareness: “I know what I’m weak at and it’s math”• Some based on MDC PERT and/or course diagnostics

• Find dev ed courses “helpful”• “I’d rather take a math course I understand well”• “I don’t want to waste money on failure”

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Spring Term Registration ProcessStep 2: Advising—Having the Conversation• For newer students, most compelling reasons to chose

dev ed option(s) are• “…if assigned advisor I respect tells me I should take or continue to

take dev ed to stay on track and be successful, I will listen…”• “respect” defined as “caring” and “advising from the heart”

• “I worry about not having enough financial aid,” or “I worry about using too much financial aid, but if taking dev ed means I don’t have to worry as much about that, that’s good…”

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Spring Term Registration ProcessStep 2: Advising—Having the Conversation• Focus group students also said

• “I hadn’t thought about the impact of getting a ‘D’ or a ‘F’ on my transcript or GPA

• “You have to do what you have to do…I have a plan and want to be successful. If it takes longer because I have to take a dev ed course, that’s ok.”

• “The test on the first day of class made it clear where I need to improve.”

• We will practice how to put these arguments into your own words

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Spring Term Registration ProcessStep 2: Advising—Having the Conversation• Arguments that didn’t work with focus group students:

• “Data shows that students who took the same classes in high school, got the same grades, or got the same PERT scores do better if they take and complete dev ed courses first”• “I’m not like everyone else”• “I’m in developmental math because I don’t understand how to use data

so how is this going to persuade me?”

• Financial aid arguments may not work at all campuses

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Spring Term Registration ProcessStep2: Advising—Having the Conversation• Talking points for students who started at MDC prior to

2012 are probably different• Financial aid eligibility and amount used to date• Period of time since student took last took math course?

• Realistic to assume student can succeed in college level math without refresher?

• Time to completion

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Spring Term Registration ProcessStep 2: Advising—Having the Conversation

• Hands-on exercise: Practice using the talking points to have conversations with students

• Get comfortable “making the pitch”• Break out into smaller groups of 6• Each person chooses one of the Advising scenarios (what color

page??)• Each person partners with one other person• Each person takes 10 minutes to make the pitch to the other

person using your scenario and receive feedback on the pitch• One of you is the advisor; the other is the student

Education

Spring Registration PPT Day 1 Oct 4