- While we're waiting for folks to finish rolling in here, we had a great registration rate for this. So I wanna let everyone arrive before we begin, but just a couple of housekeeping things we will be using that chat area where you're telling us your whereabouts, we're gonna be using that area for conversation throughout. We encourage you to share things that inspire you, to share some thing about your stories at your schools. Let's use the chat area for all of that. We'll try and keep an eye on questions in the chat and the panelists will help moderate those as, and I will is to the best of my abilities. And, but if you have questions for the Q and A periods, if you can try and put those in the Q and A, that helps us track those questions and ensure they get addressed a little more readily, but we will try and keep an eye on it in the chat as well. If you are on Twitter and you're following along, it's #NROCpd to participate in the conversation there. We do have closed captions available so you can click that more dot, dot, dot button to turn on the live transcript as we work through this. My colleague, Jill Sunrock is here. If you have particular technical questions, Jill will reach out to help you if you share that in the chat or reach out to her directly. And with that, I think people are still rolling in. Hi, Rose, you're somewhere pretty, tell us where you're at. You have to turn on your mic. - Hello, Good afternoon, everyone. I'm actually at the park with my son and I'm so glad to be here, but you know how it goes when the day care is closed, you must be ready to have your child with you. My son, Xander is five years old and so he'll be running around here. I'm so excited, Humboldt, California, Arcata, specifically and zooming in from Cal Poly Humboldt, TRIO Educational Search Program. - Thank you, Rose, I'd love for the other partners to quickly say hi and tell 'em where you're from. You might actually even wanna change on your name to remind folks where you're from. Sam, you wanna take it from there? - Hi, so I'm also from Cal Poly Humboldt from TRIO Talent Search from TRIO Educational Talent Search. I'm TRIO tutor coordinator and I am technically in Humboldt County, but I'm in Lolita I'm not on campus. It's nice to see everyone. - Thanks Sam, Gwenn. - Hey, good afternoon, everyone. Gwenn Eldridge from Ivy Tech Community College in Indiana. I work in the provost office in a number of areas, including the K12 connection with our K12 team and also in academic placement policy and multiple measures are some of my biggest areas that I work with so really excited to join today. - And Robyn. - Hi there, I'm Robyn Toman. I'm in Maryland close to Annapolis, Maryland. I'm from Arundel Community college, and it's gonna snow here on Saturday, which I can't believe it was 70 last weekend. So there's our weather report. - Thank you for that and thanks to all of you for sharing where you're from in the chat. We hope this will be a conversation we're gonna share three short stories about what's happening, what kind of partnerships are serving these three different programs? We'll pause for a few questions after each story, but we're really trying to reserve the end of the session for more of a conversation with everyone. A lot of you submitted questions in advance. We'll tackle of those as well as the questions that you share here in the Q and A area. And we'll try and pull those out of the chat as well. So with that, we're going to... I'm gonna go off screen and hand it over to Rose and Samantha. - Wonderful, thank you so much. We're excited to share out some of the successes we had with the summer Algebra Institute this past summer using the NROC, NdReady program. First I wanna give you some context of what our program does and who we work with. We are a TRIO Educational Talent Search Program in Humboldt County. We serve three counties, Del Norte, and now Mendocino County as well. We work with students grade 6 through 12 in removing barriers to college access as well as career access. At this point in time, really helping students think about their careers and mapping their education to coincide with their career goals is absolutely critical. Really academic strengths, college readiness, and career preparedness are our focuses and we're federally funded. And as part of the Economic Opportunities Act, Higher Education Act. programs, which also included Upward Bound and Student Support Services. And we really like to use the words TRIO works in our program. Now, the beautiful thing is once you're in TRIO, you stay in TRIO until you graduate high school, Okay, hold on just a moment. Thank you so much for your patience. And really once you're in TRIO, we work through students with students through high school and we help connect them with college level support programs. So we're helping to remove barriers for students who are socioeconomic disadvantaged, historically underrepresented in the college environment, as well as first in their family to earn a college degree. And the college level programs are McNair and student support services. There are now eight TRIO programs and we're one of 475 talent search programs throughout the country. And we really like to use the motto Trio Works, and it works because we work for our students. We work in partnership with school districts, with families and post-secondary institutions, but really we work for the student in supporting them in shaping their future. This slide really shows just a glimpse of where our graduates end up attending, and we always celebrate our students and where they go and then celebrate again once they earn their post-secondary, whether it's a certificate, a trade school certificate, or a university degrees, two year college, four year college, all the way up to a PhD. This last summer, the summer programs on edReady, we had to find funding sources and create partnerships. And so I wanted to make sure to go over a couple partnerships. We had to look at creating a summer program that would offer school credit, supporting students, basically coming out of the COVID pandemic to progress towards graduation and remediate learning loss and create math enrichment, making math fun. The partnerships with the CSU external relations office, and then additional funding sources were specifically, right. So I'm gonna pass it over to my colleague. I see in the chat that the audio keeps cutting out. So Sam, thank you so much for stepping in and taking over. - Yes so thank you guys. If you could go to the next slide for me, that would be great. So what we did for the summer program for the asset is for the Summer Algebra Institute is originally it's funded through the CSU program and you write a grant to be able to participate. And last year was our first time participating. And the program uses EdReady as its math component within this program. The idea is that this math component is to help reduce those gaps for students going into college. In particular, those students who are part of the BIPOC community. Now, of course, with the CSU system, they had certain requirements that had to be met. Part of that was a 3.0 GPA and a C in your math class as the lowest acceptable grade. And you were only able to participate if you were an eighth grade rising student or going into 12th grade. So what we did through TRIO is we created two cohorts students and we ran the program together where we had the CSU students that met those requirements. And then we also did it through the HSU cohort, which was our TRIO Talent Search and the surrounding areas. For any of our students that had a GPA lower than a 3.0 any grade within math and any students that were go into seventh grade or their first semester into college. The idea was that we wanted to not only help students have a better chance at succeeding going into college in high school, but because of the COVID situations, a lot of students needed to make up lost math credits. And so we partnered with the surrounding schools to be able to offer a program where kids were eligible to receive credits through their school system. So we ran the program as a required 57 hours of actual class time, which is the requirements for our County, for the summer programs, if they were going straight into summer school. So we also had a lot of great activities. If you look to the left, that is one of the activities that is related to our cultural component. And one of our other slides goes into this a little farther in depth later on. So could you hit the next slide please? So why was it really important? Like I said previously, we're trying to get rid of those equity gaps. We wanted to have students within our County having the opportunity to go into college, regardless of what their ethnicity, financial status or hardships are, which is really important for us. We were really targeting our underrepresented BIPOC youth in Humboldt County for us. We actually have many native Americans in our community from the Yurok tribe, from Hupa. Rose can give you a little bit more information with that later on with all of the tribal people that we have in our community. And if you look the graph to your right, shows the number of students that identified as BIPOC within our program, we had an 81.3% of attendance for BIPOC students, which was a really great outcome for us. So this part of this incentive for CSU system was aiming to increase students going in and getting a degree by 2025. And we also are trying to do things to increase that for our personal students locally. So for us, the Cal Poly Humboldt and TRIO Talent Search is committed to locally getting our students into HSU, Cal Poly, HSU, sorry, we just changed the name three weeks ago, trying to get used to the name change. So that would be Humboldt County, Del Norte and Mendocino County, which are our service areas. So next slide please. BIPOC, that would be Black Indigenous People Of Color, good question. So this is what our program actually entailed. So we had the Mathematics component, which was what we used the EdReady for. So we had math instructors, so we had our three math instructors leading math courses based around the components that were in the EdReady. So we were using the back EdReady information to have the teachers create assignments related to where students were struggling in different math components. We also did a steam component. So students were actually actively exploring supplemental instruction to use real world application of mathematics and science. So this included our robot, which is Sir Vernie to our right, all of our students got a robotics coding kit, which was really great. We also had indigenous basket design, we had geometric shapes. We had one of our teachers who is of Asian descent. He actually went in depth about different types of science that comes from places like China, which was really very interesting. And then we had a very important cultural component. So we wanted to have our STEAM be culturally relevant, but more than that, we wanted our students to have a chance to explore people in science that are part of the BIPOC community to see their relevance and what they've done for our world, and to really get that acknowledgement for achievements. And then lastly, we did our college activities. So we actually did virtual college tours through Cal Poly Humboldt we had financial aid workshops. We also had a partnership where the financial aid department actually came and spoke to our students and to our parents about what it means to go into college. So they had chances to learn about financial aid. They had chances to learn about scholarships, how to apply to college was really important for our students. So in the end, we had three math teachers, 15 teaching assistants and 75 students to participate it. And this next year, we're hoping to have more than a hundred students participate, at least a hundred is our goal for this summer. So yes, any questions, let me know. - [Terri] I don't see any coming through so far, but just a reminder, folks can type those in the chat or in the Q, A area . And we will continue the conversation with all of the folks. I am gonna get you one though Sam, that we got from the folks who registered early, "Is your program available to students with intellectual and developmental disabilities as well? - So we really strive through TRIO Talent Search and through our summer program to have it open for different types of students. And there was discussions about making sure that we fit requirements for student who might have disabilities. And especially now that we're looking to have an in-person component, we're going to better able to serve different students of different diversities. So we find it important to have a lot of students acknowledging that if they have disabilities, we worked with the college and had meetings discussing if students had, for example, being deaf or blind, how we would deal with those situations so that those students could participate. - [Terri] And Michael asked if there's again, the age spread of the students. - So what we're doing is our students are going into... So students going into seventh grade. So just having finished sixth grade, 'cause it's a summer program. So just having finished sixth grade all the way through students that have just graduated high school. So going into their first semester of college are able to participate in our program. - [Terri] Great, one of the other questions was about, what do you do when you have some that are just not quite ready to succeed in seventh grade and others that are super advanced and ready to graduate? How do you deal with those discrepancies? - That's a really good question. So what we had, we had split up our groups into the two cohorts, the green and gold cohorts and the students in the cohort for the CSU were the students that had a better prep for mathematics. So all of our students took the diagnostic for EdReady, and those students were going into those, that cohort as a total. And then we also had that for the students that were failing math, that didn't meet the requirements for the CSU. And then we had it split up to each of those teachers taking students. We had the cohort split smaller to students that were struggling more than others. And we also tried to make it towards age groups. So we were trying to have our students in smaller cohorts, able to work together that were at a similar mathematical strength, so that we wouldn't have students that got left behind while participating. - [Terri] Nice, the beauty of an adaptive technology, right. - Yes. - [Terri] Helped you do that. Thanks. Great if you have more questions for Sam, add them to the Q and A or in the chat and she'll be watching, keeping an eye on that. Rose is still here in the background watching those as well, but I'm gonna move on and have Gwenn share a little bit about what's happening at Ivy Tech. - Thanks Terri, so I'm excited to share some of the things we're doing at Ivy Tech to support our K12 partners. If you don't know, Ivy Tech is Indiana's statewide community college system. We have 19 campuses over 40 sites, so really have just a great way for students to connect with us through dual enrollment. We are the largest dual enrollment provider in the state. So that gives us a lot of opportunity to explore new ways to support students while they're coming up to see that they're thinking about college early on, and also that they're more prepared for college. You can go ahead advance Terri. I tried to advance it myself. So we've used to EdReady in a number of ways, really over about the last 10 years, the first way that we used it was as a remediation tool for students who did not place with standardized testing. And then we began to do some pilots with using it for placement on a very small scale. And we actually accelerated the pilots when COVID hit. And we scaled that use across the state. I can share that with you offline, or I know Terri has more webinars coming up so I'm sure it will pop up again. But when the pandemic hit us, we started thinking, how can we better support our K12 partners? Our president and provost came to us and said "What can we do for our schools, what can we do for our students, for our partners and the students that would come to us or to the four year universities later on" So we created what we're branding as LevelUp. We tried to think of our audience and we know students like gaming so we tied that terminology to it, but we created a platform using EdReady that we aligned with the Indiana core standards. So rather than with our placement tool, we of course align it with our course objectives. But with this usage, we thought we wanted to help schools to address any learning loss that may have happened because of COVID or as even just a classroom tool to supplement their curriculum. Many schools say, well, can we use this instead of our curriculum and we say, no, it's used to enhance your curriculum. So we designed it around the math topical or subject areas, and then in ELA or English, it's aligned with the grade level. So this slide shows you just a kind of a broad, these are the units and topics that we cover in the mathematics area. And then in the English side it is divided into the grade level reading and language arts. So what we did with the program was we started talking to schools about it. You can go ahead and advance Terri. We started talking to schools about it as a solution, and we like to call EdReady, a learning solution, it's not just a test, it's not just an assessment tool. And we started talking to the early college schools in Indiana and really just networking with superintendents and principals and counselors and teachers to share with them this possibly new way of supporting their student learning. So today we have around 20 school systems using it throughout the state of Indiana. And they're using it in many ways, which we love, because they're tailoring it to what their school needs. Some schools use it as a summer bridge program, some schools use it in a prep time, as a course instructional tool, many schools are using the SAT prep modules. So Indiana recently began requiring all juniors to take the SAT. So schools must address, how can they help students be prepared for that? So unlike other tools that they may purchase, some of you that have been around NROC for a while, know that they are an educational partner, they truly are working alongside us as we are working alongside our schools in a true partnership to promote student learning. And we also knew as we started designing this, that data security is a huge issue for schools. So what we've done is we designed a private goal or a place in our site where each school's students go into work. And that way the teachers, we train them, we support them, but they can go in and see how their students are doing and really identify for even differentiated instruction where those students need assistance, where they might use small group, where they might use study time or lab time tutors all to help the students increase their skills. You can go ahead and advance Terri. So we've been up, we're about a year into this initiative so it's very new still. We're getting a lot of positive feedback. We had a couple of schools contact us recently who are using it to help students increase their scores on a state test that I believe has been phased out, but we're kind of in the tail end of it. So seniors are still able to increase that state test score to fulfill one of their graduation components. And in one school they had, I think it was around 20 students who used EdReady to increase their skills and all, but two of them significantly increased their scores. So they're just super excited. I think the teachers are still identifying ways that they can use it so I asked some of our principals and counselors for feedback, and one of them said, they're just excited to see how they might think about using technology in a more differentiated way and possibly in new ways than they've used before. And I keep coming back to the idea of partnership because it truly is one of the strengths, I think, of a higher ed, a post secondary institution, being able to partner with our secondary schools and providing that support that they need. We know resources are so limited and Ivy Tech is providing those free of charge to our schools, which is another great plus. So if you're thinking about this usage, you might obviously, you're going to think about financing it, but what partnerships could you create to help you be able to do something like this? Some of our challenges are we're still looking at how can we best show, demonstrate the growth, demonstrate what's working with students. So we'll be working with our principals to see what types of reporting are they already doing, that we can maybe put a tag or an identifier on the students so that we can see, well what percentage of students, for example, increased their mask score that they're already reporting. So just, I think a lot of opportunity for us as an institution to support schools, but also for schools to really dig in there and look at how they can support students differently. That may be my last slide Terri. - [Terri] Last Gwenn. So we'll ask folks have questions for Gwenn about how they've scaled this across to the community college system. I'm gonna ask you a couple of questions, too. - Sure. - [Terri] So have you found that this has led to some conversations between secondary and post-secondary faculty in ways that you hadn't had before? - I think it does, we've done many things also of course, innovations don't happen in isolation, right? We're doing many things. And in this past year we have been working on our NACEP accreditation and just to introduce dualenroll.com as one of our tools that we use. So I think any of those initiatives that get that conversation going and looking at our systems to better help each other, I think will ultimately help students succeed more. - [Terri] Jennifer asked a question about how the program is incentivized, but I don't know if she means student participation or school participation. Maybe you wanna talk about both. - Yeah, I'm wondering if she means students because we know students don't often do optional, let's see if she, no- - [Terri] She didn't clarify yet, no. - So it depends on how the school wants to do it. I think a lot of it is educating the students on whatever goal they're trying to accomplish, whether they're trying to increase their SAT scores. So sometimes it's more what their goals are and how this type of system might help them to achieve those goals. We are giving a lot of swag away. That says LevelUp on it. So students and teachers alike, like a lot of swag, some schools, I think, are even doing some giveaways of their own or some extra credit points, but we really leave that a up to the schools to decide how will they motivate students to use EdReady LevelUp. And as far as incentives for the schools, I think that's still a growing conversation. It is optional, I was sharing with Terry earlier that our team meets with the Indiana Department of Education and commission on higher education by weekly. And we have these conversations all the time about not only how can we help schools or support schools, but how can we help schools to understand the benefit for them. So I think it is still a growing thing. We know, even as adults, we don't of often do optional, but I think if folks can see the value in something, they do wanna be a part of it. - [Terri] Thanks, Gwenn and there's a question about whether or not there's been any interaction or initiatives related to the learners with a high school equivalency, which is what HSE stands for, is that part of this conversation at all? - It's real, not this one in particular, because this is targeted for eight through 12th graders who are in a school. We've had a lot of interest from private schools, charter schools, homes schoolers. So just a variety of folks. We do use EdReady for placement at Ivy Tech and students who don't wish to self place into a co-req can take, the EdReady for their placement. And I think a lot of adult learners are interested in, even if it's just them realizing that they do remember some things about algebra, so that they can get started into college. - [Terri] Can be encouraging and are there any ongoing additional staffing costs that Ivy Tech has incurred with this model? - We are doing this all with our existing staff, we have K14 directors in every campus. So they work very closely with the school and we do provide onboarding and technical support for the school staff that's working on the program as well. So really no additional cost for them, and really we're using it with our existing cost other than the cost of supplying EdReady, which the college is absorbing into its budget. - [Terri] Thank you Gwenn, its an interesting model. So we've got summer program, we've got LevelUp that serves a whole different kinds of ways of incorporating the materials. And next we're gonna hear from Anne Arundel, Robyn. - Well, good afternoon, thank you for joining us today. I've been teaching math at Anne Arundel Community College for about oh 23 years now it's been half my life, more than half. And recently in the past few years, I became the director of the Mathematics Partnership Programs where we're working with the County schools and Maryland is a unique state because we have a very large statewide math group. It's an organized group with representation from all 16 community colleges in the state and from the 12 four year public colleges that are a part of the university of Maryland system. And we meet several times of year to work on problems, to make sure classes articulate from the two year schools to the four year schools and to help solve problems that are going on in secondary school as well. So our state passed a college and career readiness and completion act. As I know, many of the people I saw on the call, Virginia has won several states, have the same idea, and it's to generally reduce the number of students who have to take a developmental mathematics course. They also focused on developmental English, but ours was on developmental math. And one of the parts of our legislation is to try to get students in that first year of college through any developmental math requirement and through their credit bearing general education math course. So in that first year, they managed to tackle a credit math course. Now, that's a very different model that has been around in community colleges, for the past 20 years where students would come through and take three or four developmental math courses prior to getting to their credit math. Yes, many colleges are, it's exactly right. So for the past 10 years, we have pretty much been focused on reforming developmental mathematics that has led to all sorts of initiatives in the state. We have alternative placements now in place, we developed common math pathways. Generally there are three, we have students who head towards statistics, students who head towards college algebra and students who head towards the STEM fields who need calculus. And we have statewide agreements on the common learning objectives in the prerequisite courses, as well as the credit courses. So if a student takes the developmental class at the community college and then transfers to the four year school, they're able to go right in into that credit bearing course. So placement, state wise, there was a question that came up in the chat. Maryland used to have a common placement of Accuplacer. Every school in the state used Accuplacer. We had common cut scores and about 10 years ago, we shifted that when this new legislation came into place. So now we used ACTs, SATs, high school GPA, the courses that students take in college and high school and the grades that they get. And algebra one and algebra two, we also use, some of the schools have an Alex component that they use for placement. Some schools have something similar to that that they've homegrown themselves. We at the community college that I'm at still use the next gen Accuplacer. We're using the new one along with the multiple measures. And the nice thing about the statewide math group is that we're now focusing on high schools and taking these math pathways back to the secondary schools that's being sponsored by the conference board of mathematical sciences. And there's about 20 colleges across the country, 20 states that are working on this idea of getting the high schools into a pathway program, very similar to what happens in the colleges now. So we have a partnership, our community college Anne Arundel Community College. We have a partnership with our local school system, Anne Arundel County Public Schools where we're really trying to work on college readiness and helping students come right into college, ready to take that credit math course, no developmental math required. So we work right now with about seven of our high schools, it's not quite half, almost half of the county. We have about 550 students who are in the program this year. The high schools have a course called Foundations of College Algebra. They have an acronym FOCA that they use for that and it's a whole year course that students often take in their senior year. So we aligned our upper level developmental courses that take students to college algebra with their FOCA parts one and two. So we have a MAT 036, a Foundations of College Algebra. We aligned to FOCA part one and a MAT 037 at the college level, Introduction to College Algebra that we aligned with the secondary FOCA part two. So the students in high school that do this are dually enrolled at the college. So if they complete this course, they leave with a college transcript that shows the grades that they earned for those two developmental courses at the college that allows them to go to any of the schools in the state that are in the statewide math group and skip placement testing, go directly into a credit bearing general education course. If they come to our college, we put them right into college algebra. Some of the four year schools at the state, they don't offer traditional college algebra. They do it more like a college algebra part one, part two, which is really just sort of a slower version of pre-calculus and the students can do that as well. Now you can go to the next slide thank you, Terri. At our college at Anne Arundel back in 2009 was when we first redesigned our developmental math. We went to sort of an Emporium style model with students in computer labs, mastery based. We gave it a name we called it Math FIRS3T, and the FIRS3T stands for an acronym Focused Individualized Resources that Support Student Success with Technology. So our goal is really to leverage the technology, to help students accelerate through their developmental courses, to reach credit bearing mathematics. We still use this model and many of our developmental courses today. And so when we started this partnership with the county, we wanted to model the exact same environment in the public high schools. So now this is the days before COVID. So you either had to have the class scheduled in a computer lab, or you had to find a cart of Chromebooks that could be put into a classroom. So this is a picture of one of those where students are using the Chromebooks in their classroom. The teachers moving around helping them, it's a mastery based sort of program. We really tried to mimic everything that happens at the college, and that was going wonderfully because the teachers could pull students out and do small group lessons. They could help people individually. They had some student tutors who help them and that worked great until the pandemic hit and suddenly all the high schoolers went at home. They didn't have the teachers to help them because it's mastery based, students were all over the place. You teach a mastery based course, you're gonna have people that accelerate through the material and are several chapters ahead of the schedule that's prepared for students to follow. You'll have some people that are on track and then you'll have a group of people who are behind. You just have not learned those skills previously. So it was very difficult for the teachers to try to figure out how they were gonna manage all of these different groups online. They couldn't go around and just cluster people together in a zoom meeting or their Google meet. So we decided we would use EdReady. We've been using EdReady at the college for several of our developmental courses. And it was the perfect solution to provide the learning resources that the students really needed once they went home. And here in Maryland, that going home lasted for two years, we just went back this past fall. And there were some schools in the state who didn't go back until January. So, we've been using it now for about two years in the program and it's made a huge difference to the students. We actually wrote a note taking guide because this was so different and the students just went home and now they're having to learn a new software. So we said, let's write, 'em a note taking guide So they know how to use the EdReady and what we want them to focus on. And these are just some samples of the notes that students take. We often tell them to go find the presentation video, because those are excellent and to watch it, and then we'll ask them questions about it. Or if there's a graph in the video, we just copied it out of the video, pasted it on the page, 'cause we didn't want students to spend time trying to draw the graph. We want 'em to pay attention to what they're learning in the video. And if we didn't ask questions about presentation videos, we would go to the worked examples. And we actually picked out the worked example problems that correlated with their high school curriculum. And we would have those written out for them. So all they could do is focus on watching the example and solving it. And then we also used the topic textbook. I often think that's one of the least used parts of EdReady when we do it in our developmental classes. Lots of times our students don't even quite realize it's there they don't click on it, but that's a fantastic resource. So the topic text also has a Spanish button in it. I don't know if you've ever tried that before, but you can change the topic text and read it in Spanish. And several of our high schools have a very large Hispanic population. And since we have swapped to this and they can read that book in Spanish, one of the high schools had a 90% completion rate this year for the first part for FOCA part one that has never happened. If we hit 65% completion for the first course, we were thrilled, but to hit 90 was a real achievement. And I credit that Spanish version of the topic text with that, that's very popular at that school. So that note taking guide was kind of the crux of really what helped students focus on the EdReady since it was a shift midyear and they were at home doing it on their own. One fantastic thing about EdReady is it works on Chromebooks. When students go home and they've got Chromebooks, there's all different types of mass software they we're using in the high schools that does not necessarily load on that Chromebook that they've been given from the County schools. So there's no problems getting to any of the EdReady resources and using the materials on the Chromebooks. The parents were very pleased with it. We got a lot of positive feedback from the principals for kind of saving the day 'cause the teachers didn't know what to do with the students being at all these different levels and the teachers enjoy it as well. They liked the diagnostic tools that are in EdReady to help them stay on track of student progress. The students overall have a positive feeling about the math. They often tell us, "I feel like I'm becoming a college student. Is this what it's gonna be like when I take an online class, when I get to college." The note taking guide has really helped them learn how to take notes and how to be organized in a class. And the whole mastery based part of the program has helped the students learn to be successful. Even though we're back in person, we have continued using, I thought perhaps we would stop, but the teachers like it so much and the students, we are continuing to use the EdReady with the note taking guide to support the in person instruction. And this young lady who's in the... We can go right back to that one second, Terri. This young lady who's in the photograph there, Tiffany in that pink AAC sweatshirt, she's one of our students at a county STEM County school. And she came through the program so as a duallu enrolled student, she finished both of the courses the MAT 036 and the MAT 037, this February. She's now enrolled in a college algebra course, dually enrolled, while she's sitting in high school, she's almost with it in one month, she's almost finished. She's planning on being done with it by the end of March and then taking a second eight week business statistics class at the college. So we are starting to see more and more students who are in the program that accelerate through the materials and then they already knock out a college credit math class while they're in high school as being dually enrolled so that's very exciting. So we use EdReady at several other places in our campus. So we've got two of our main developmental courses that use EdReady and we charge the students a small fee, course fee that it's tagged on that fee is basically what pays for EdReady and all of the other uses in our college and in the county schools. So that covers the institutional fee. We use it on Dev Math courses we have placement prep opportunities that we're in the process of working on. So Gwenn, I'll be talking to you about that to find out how that works we're just starting to develop it. Our continuing education department is currently using EdReady for GED prep courses. I know somebody had asked about the HSE, the GED prep courses, and they're getting very good results with the students using that. We also use it to support our students that are in the nursing program. So we have a very large nursing program at Anne Arundel Community College. And the students in this program have to be able to do arithmetic and dosage calculations without a calculator. So they have an arithmetic test they have to pass to even get into the nursing program. And then once they're in the nursing program, every semester, they only get two attempts to pass a dosage calculation test or they're out of the nursing program. It's very competitive and EdReady is being used to support all of those skills with fractions, decimals, percents, ratios, proportions, that the students likely have not done since upper elementary, middle school by hand. So that's exciting to see it being used in our nursing department. So what questions do you have? - [Terri] There's a couple floating around here. And then I also invite everybody to just share questions for all three presenters. Sam's been actively working in the chat, responding to a question about how your program helps students work against financial barriers. And I think it was probably summer employment, scholarship applications. Other things are busy with in the summer. Sam, do you wanna say anything about that? - Yeah so actually through TRIO Talent Search for the Educational Talent Search, I actually started as a tutor as a college student and I'm just now finishing my thesis as a college student. And I'm now working a different position, but TRIO actively hires college students as its tutors as a program overall, which is really great. You don't necessarily have to go in with lots of experience as a tutor, you get to learn. And as you go through your education, you get to work with students in those skills that you're building in your classes, which is really great. During the program, we also offer full TRIO Talent Search and for the summer program, we are offering scholarship workshops. We help students fill out for scholarships and fill out for fast, but to help cover financial burdens going into college, which is really important. We also really focus in on local scholarships. We have a lot of great local fundings available for students and we actively encouraged those students to apply and for the talent search students. So we did have students that were part of Trio Talent Search, but we also had students that are not qualifying for Trio Talent Search, but did have the ability to participate in our summer program, which was slightly different. And so what we did was for TRIO Talent Search students, they were able to get a $100 stipend if they actively participated in our program, this helped keep our enrollment and engagement up while also giving some of the students some money that they probably desperately needed during the situations with COVID, which was really nice. So yeah. - Robyn, there were a couple of questions to follow up on the AAC scenario. So does the Dev Ed course count as a high school class for graduation? - Yes, it does so, and then high school, they call it FOCA part one and two. So they get high school credit for FOCA part one and two, and they get college credit for MAT 036 and MAT 037. - And does the state of Maryland allow the high school to pay for dual enrollment, Dev Ed dual enrollment? - Yes. We actually have a contract with the county, so it just, it's a flat rate contract that covers the students. - Great. And you know this question was gonna come up, which is that note taking guide you created, is there any chance that you might consider sharing that? - Well, I'd be happy to, it's a very big file. So, but if somebody would like some of it, you're welcome to it, yeah. - We heard that in... And we share links to some of the resources people have shared in the webinar archive. So we'll see if that's how Rob likes to do that, or if there's another way, but we have heard this from other members over the years that that asking students to take notes about the learning resources is a such a terrific way to engage them in the learning path. 'Cause their temptation to test themselves is just so grand, unless they're incentivized in notable ways. There are a number of questions that we received in advance and here about sort of career oriented paths that people are taking. So you shared the nursing example, Robyn and Sam of course your program on the robotics side, someone asked about cybersecurity or any other ways that you're incenting students on career pathways through these programs, that question's for anyone. - I would say chime in and say in Indiana, we are trying to start, or we are starting that conversation earlier and earlier with students and that's part of our work with the higher Ed commission and the DOE in helping students sooner to start thinking about the direction they might like to go. And even at the college, we have our math pathways as Robyn mentioned and from early in their time with us, the students know what they're going to major in which really makes our multiple measures placement work well. We actually are able to assign in EdReady through the auto magic as the IT guys like to say, their math and English goals are assigned as they are needed for each major. But I think again, it's having those conversations early and often with students and parents and schools so that we all are creating those pathways for our students. That's so important to help them find their direction and go in that direction. - There were also some questions, I'm glad Rose is coming back on. There are also some questions about how, and I know this is a big part of TRIO, how you incorporate some of those first year experience orientation what colleague's gonna be like? You all sort of touched on pieces of that, but does anybody wanna expound upon what kinds of those experiences are most meaningful to students? - I could share a little bit on this question and the last question as well. Our student population, many of the students are really looking towards trades and really highlighting community colleges as trade schools, and then bringing our students to campus, to the college campus when they are eighth grade is strategic to really start to envision themselves as college students so that they engage in their acts during the high school years, as deeply as they possibly can, heard a lot of incredible dialogue from our colleagues on the call about support as they're coming through school, through tutoring. And but really getting the students onto the college campuses before they are gonna apply, I think is critical. And a lot of our students don't have a idea what they want to do and helping them explore different careers. And one of the things I find to be extremely helpful is to bring all of this career technical education, college knowledge, university degrees, and pathways and then really an exercise where we have students look at the colleges, both community colleges and universities and all of the degree options and start and have dialogues in their classrooms amongst the peers. And I've seen students really start to conceptualize and really start to make plans, even those who had no idea prior as to what they might wanna do when they have that college knowledge workshop, and then access to university and community college trade school, basically the list of degree options, and then time to speak to their peers about their possible pathway and then... - A punchline we lost her, Sam, can you read her mind? - Trying to be psychic here? I can't necessarily read her mind, but I can comment a little bit more about what Jackie had written in the questions while waiting for Rose to be able to come back Rose Oh, Rose, are you back? Can you talk now? Is it working? - Left us on a cliff hanger there? - [Sam] Yeah. - You might have to turn your video off, to be able to keep the connection we'll see. - [Rose] Yes one thing for our listeners, I wanna make sure that our region we're in the far north of California, we're literally, we're not in big cities. We work with about two different school districts in very remote communities. And so the exposure to trades, careers and pathways and college knowledge is really quite limited. So our visits to the schools and workshops that we deliver at the school sites are really critical. And then following up with bringing students to the college campuses, we have done virtual tours and those are effective. But now that things are starting to open back up here in the far north of California and throughout the country, really getting our students into the classrooms and to meet the college level support folks, I think helps land college going for our students. - Thank you Rose there's also a question and this is probably maybe directed to you Robyn, whether there was pushback from the schools about using yet another technology, when you introduced EdReady as a new tool for those teachers. - There was a moment of panic because all the teachers are at home and nobody really knew what to do. And they thought this was gonna to make their life worse. But when they tried to figure out how to manage all the different places where students were, and they were like, oh, then I don't have to make like 10 little Google videos for all the chapters my students are in this will do it. Then they were happy to take on and we trained the teachers, we had to go swap to zoom 'cause we couldn't do it in person. But yeah, we have a very active group that works with the teachers and trains them, the county math coordinator for the secondary schools has a wonderful team of people that also supports the teachers in the program. So it's a really, really good partnership. - I agree and what about English learning, English learners? Do any of you see the impact of this on ELL learners? You mentioned the Spanish version Robyn. I didn't know if anyone else is sort of tracking the success of those learners in any other ways. - I can say that we do service a lot of English learners in our program and for a lot of our situations for trying to help with outreach, for college knowledge and careers, we often will offer a Spanish seminar. We will offer in English and Spanish for our people that need somebody to translate so that they can get their kids the best help as well. Even if we don't have all English speaking parents or family members, we also do have tutors that speak Spanish, we have some students that require tutoring with the Spanish component because they are not native speakers in English. And that's really important to us as well. - Great oh gosh. I can't believe we're getting here on the time. James I love that suggestion about an interest profiler being used early with students to try I mean, that has ramifications both for the career pathways and for those math pathways, right. Gwenn, you also have math pathways at Ivy Tech, right? - We do, sorry turned on mute. We do have math pathways and I think that has helped students also to kind of know their path. And we do have a very robust student success seminar that all students take at the college. So I think it has some career exploration, although our current thought is that's even a little bit late and that's why we're having more of those conversations even as early as middle school into secondary. So I think anything we can do to help students focus in on, as the question illustrated, what are their interests, help them explore that earlier. - And now Mike's asked an important question that might take a little more time. Does anyone wanna talk about the data that you're tracking in terms of student success on specific learning objectives and the reporting you're able to gather or is that something we wanna do as a follow up? Anybody wanna tackle a data question? Mike I promise we'll circle back to you on that one. I think it's a really important question. How you're tracking student success, especially when in, like in Robyn's case, when you're working in tandem with the high school program, I think it's really important for the teachers to know how to use that data and provide additional dimensions. - I know we're short on time, but we will be, I do, I would appreciate a follow up webinar. We will be looking at with LevelUp what was the success, but I will say on our next multiple measures webinar, we have a lot of exciting data that shows that students who placed with EdReady do much better in their gateway courses than any other type of placement. So super exciting things happening there. - Great. Yeah Gwenn has suggested we have kind of an open office hours on people that have these deeper questions about how we're using the tool to actually support specific initiative like that, so that's a great suggestion. Everyone's been very generous to share their emails. If you'd like to reach out for additional information, we'll try and talk to Robyn about that note taking guide, at least sharing examples of how that might work and these slides and this recording will be at our website. You'll all receive a link to it because you registered for the event. I did wanna share one little plug for, because a lot of you were asking questions about career pathways for April, we're doing a similar sessions in the similar format, highlighting three different programs that are refreshing foundational skills specifically on career pathways. And I think what Robyn shared about what they're doing in nursing is an example of that. What Sam shared about the robotics model in the TRIO program is also model of that. So we'll dive into three different programs in April as well. So I hope you'll come back for that. With that, I'd like to really thank our presenters as always, you were stellar appreciate. We're just a tool, it's what you do with the tool and how it's implemented that makes all the difference for the students. And we thank you so much for that. Take care everyone, hope to see you next month.