1. FACULTY TRAINING FOR
DEVELOPMENTAL
EDUCATION ADVISEMENT
Saturday, November 16, 2013

2. Objectives
Key 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
• Develop talking points to use with your students regarding
their course options
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3. 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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4. 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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5. 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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6. 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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7. 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: Recommend courses for enrollment
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8. Spring Term Registration Process
• In your courses, you do not need to verify eligibility, but
you do need to be able to help your students identify their
eligibility for the exemption
• When students see an advisor to register, 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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9. Spring Term Registration Process
• 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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10. Spring Term Registration Process
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11. 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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12. Spring Term Registration Process Q&A
• 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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13. Spring Term Registration Process Q&A
• 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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14. SPRING TERM REGISTRATION PROCESS
STEP 1: VERIFY EXEMPT ELIGIBILITY
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15. Spring Term Registration Process
Step 1: Determine Eligibility Using the Mandatory
Student Questionnaire
• 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
• 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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16. Spring Term Registration Process
Step 1: Determine Eligibility Using the Mandatory
Student Questionnaire
• 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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17. Spring Term Registration Process
Step 1: Determine Eligibility Using the Mandatory
Student Questionnaire
• 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”
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18. 18

19. SPRING TERM REGISTRATION PROCESS
STEP 2-ADVISING: DETERMINING WHAT
ADVICE TO GIVE A STUDENT WHO IS IN YOUR
COURSE
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20. Spring Term Registration Process
Step 2: Advising—What Advice to Give
• You can use questions 5-14 on the student questionnaire
as a guide when you speak to your students
• 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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21. Spring Term Registration Process
Step 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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22. Spring Term Registration Process
Step 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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23. Spring Term Registration Process
Step 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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24. Spring Term Registration Process
Step 2: Advising—What Advice to Give
• Questions 11-14 can assist you in using multiple
measures with your conversations
• Students who performed well in certain courses in high
school have a high likelihood of being successful in
certain college-level courses
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25. Spring Term Registration Process
Step 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
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26. Spring Term Registration Process
Step 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
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27. Spring Term Registration Process
Step 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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28. Spring Term Registration Process
Step 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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29. Spring Term Registration Process
Step 2: Advising—Having the Conversation
• Two different discussions with students based on their
high school and MDC course performance:
• Conversation 1: Support 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: Explain benefits of and recommends
developmental education courses
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30. Spring Term Registration Process
Step 2: Advising—Having the Conversation
• Hands-on exercise: Practice using student‟s progress in
your course to have conversations with students
• Get comfortable “making the pitch”
• Break out into smaller groups of 6
• Choose an advising scenario
• Partner 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 faculty; the other is the student
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31. SPRING TERM REGISTRATION PROCESS
STEP 3: ADVISING
DETERMINING WHICH DEV ED COURSES TO RECOMMEND
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32. Spring Term Registration Process
Review of New Dev Ed Modalities
• Modularized instruction: customized and targeted to address specific
skills gaps, based on course diagnostic. Students taking modular
courses
• must have basic knowledge of computers and be comfortable
learning with an on-line program
• need reliable access to computers outside the classroom (at home,
at the library, in a lab, etc.)
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33. Spring Term Registration Process
Review of New Dev Ed Modalities (2)
• Compressed (or accelerated) courses: accelerated student
progression from developmental instruction to college-level
coursework, typically in one semester. Students who take
accelerated courses
• should not take more than one accelerated course per 8 week
term—but can take back to back (Term A and Term B) accelerated
courses within a semester
• must have access to course materials in the first week of the term
• need reliable transportation to campus to attend course every day
• 8 week term so 1 lost day equals as much as a week of lost time in
traditional course
• should not work FULL time outside of college
• some accelerated math courses meet 4-5 times per week
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34. Spring Term Registration Process
Review of the New Dev Ed Modalities (3)
• Contextualized instruction: course material related to student‟s
program of study (soon to be his/her meta-major)
• Co-requisite instruction or tutoring: supplements instruction while a
student is concurrently enrolled in a credit-bearing course
• Sometimes called “just in time remediation”
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35. SPRING TERM REGISTRATION PROCESS
DEV ED COURSE PLACEMENT RECOMMENDATIONS:
COLLEGE PREP READING AND WRITING
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36. Spring Term Registration Process
College Prep Reading/Writing Recommendations
• Accelerated and modular courses will be offered at all campuses
• If course is full, student should take traditional format course in
Spring Term
• General course placement rules:
• Student should start with reading/writing area with greatest skill gap
• PERT scores are a reliable indicator
• High school grade in English important if student relatively new
to MDC
• Student self-reporting/assessment is also helpful, as is intended
program of study
• If student needs both reading and writing, start with reading
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37. Spring Term Registration Process
College Prep Reading/Writing Recommendations
• General course placement rules
• PERT score guidance for student placement in reading and writing
• REA 0007: score of 50-83
• REA0017: score of 84-105
• ENC0015: score of 50-89
• ENC0025: score of 90-102
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38. Spring Term Registration Process
College Prep Reading/Writing Recommendations
General course placement rules
• If student needs both REA0007 and ENC0015, (s)he should be
advised to take REA0007 first
• If student needs both REA0007 and ENC0025, (s)he should be
advised to take REA0007 first
• If student needs both REA0017 and ENC0015, (s)he should be
advised to take ENC0015 first
• If student needs both REA0017 and ENC0025, (s)he should be
advised to take REA0017 first
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39. Spring Term Registration Process
College Prep Reading/Writing Recommendations
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40. SPRING TERM REGISTRATION PROCESS
DEV ED COURSE PLACEMENT RECOMMENDATIONS:
MATHEMATICS
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41. Spring Term Registration
Mathematics Recommendations
• Accelerated, modular and co-curricular (Math to Stats) course options
will be offered at all campuses
• Accelerated track has two options based on student‟s starting
proficiency level
• MAT 0022c plus MAT 1033 (8 credits)
• MAT 0028 plus MAT 1033 (7 credits)
• Modular track has three options
• MAT 0022c is 5 credit course first offered in Fall Term
• MAT 0028 (4 credits) will be offered in modular form in Spring
Term; can be used for students who did not complete all modules
in MAT0022c
• Math to Stats track is 6 credit combination of MAT 0029 and MGF
1106
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42. Spring Term Registration
Mathematics Recommendations
• General course placement rules
• Math to Stats is good fit for students whose academic pathway
does not require algebra
• Criminal justice, hospitality, social science, etc.
• Math to Stats should be the default pathway for any student
whose program of study does not require algebra
• Modular math is best fit for students who will also take accelerated
reading and/or writing
• Modular math is good fit for students who do not want to take
MAT0018
• Combines both arithmetic and algebra
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43. Spring Term Registration Process
Mathematics Recommendations
• Modular math courses are designed to support students individually
by including
• A credentialed faculty member in the classroom at all times with
regular office hours every week to provide additional assistance
• 216 different topics covered separately with video vignettes, each
presented by a member of the math faculty
• Guided instruction using small groups to support computer learning
• Embedded tutors to assist students in the classroom, at least one
hour per week
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44. Spring Term Registration
Mathematics Recommendations
• Students should be advised to match career interests and skill gaps with
appropriate math courses based on
• PERT scores
• High school math performance
• Students who took rigorous math course like Algebra 2 Honors, PreCalculus or Calculus and earned „C‟ grade or better have high
probability of success in MAT1033
• Other students do not have high probability of success, regardless of
grade in 12th grade math course
• Student‟s self-reporting and self-assessment of math proficiency
• Multiple course options at each level of proficiency
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45. Spring Term Registration Process
Mathematics Recommendations
• Course placement based on mathematics PERT scores
Score
50-74
MAT0018
75-95
MAT0022C—Modular or Accelerated Options
96-113
MAT0028—Modular, Accelerated or Math to
Stats Options
114-122
MAT1033
123-134
MAC1105 / STA2023 / MGF1106 / MGF1107
135-150
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Placement
Refer to Math Department/CLM Test

46. Spring Term Registration Process
Mathematics Recommendations Summary
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47. Spring Term Registration Process
Mathematics Recommendations Summary
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48. Creating talking points
• Break out into groups of 6 based on your discipline
• Identify 5 talking points to use with your students in your
course that include:
• Who is eligible for exemption
• What factors students should consider when deciding whether or
not to continue in dev ed
• Your specific recommendations (including course options for
students who are:
• Lagging behind (especially in modular courses)
• Performing poorly on assignments and exams
• Excelling in your course
• Post your flipchart pages along the wall
• Use your dots to vote for the most compelling talking points on all
the flipcharts around the room
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