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DSPS Webinar - Shared screen with speaker view
Thad Selmants, Sierra College
31:28
Yay!
Craig Hayward
31:31
Yes, it is being recorded.
Ann Marie Breslin
39:06
The numbers at the bottom represent what?
Craig Hayward
39:20
Number of students
Ann Marie Breslin
39:33
only 1068 statewide?
Craig Hayward
39:41
First series is for the overall math line.
luis.flores
39:47
Numerator : DSPS who take MATH or ENGL, Denominator: ALL DSPS ?
Craig Hayward
39:47
Yes.
Craig Hayward
40:11
All DSPS who took math
Craig Hayward
40:30
The percentage is calculated as follows:
John Hetts
40:54
Numerator = DSPS students who attempted transfer-level math as first attempt
John Hetts
41:10
Denominator = DSPS students who attempted math as a first attempt
luis.flores
41:14
thx
Indra Liauw
41:22
Is Business Math course more similar to STEM math course, than SLAM?
colleen brannon
41:49
Was this pulled statewide, or is this sample from a college or a few colleges?
John Hetts
41:55
Statewide.
colleen brannon
41:59
thx
Craig Hayward
41:59
Number of DSPS students whose first math course was at transfer level in that term divided by the total number of DSPS students who took their first math in that term.
asala
42:26
Can you disaggregate the disabilities?
Craig Hayward
42:48
The data file has the code for primary disability.
Ann Marie Breslin
43:42
I don't understand how these numbers (especially on the previous slides) can be so small if they are statewide.
asala
43:44
Are you considering the increase of student enrollment over the years?
Na
44:27
We started to offer Bus Stat this semester. Would you you say this BUS stat more aligned with SLAM (including PSY 5)? We view this BUS Stat different from other traditional Bus Math classes, like Applied CALC.
dscott
44:43
Disaggregated data by disability would be more meaningful-- particularly for students with intellectual, LD and /or other cognitivie disabilities.
asala
44:59
We're concerned with our ID and ASD students.
Rachel Goodwin
47:07
Do we know how these successful completions relate to the number attempting these courses?
Ann Marie Breslin
47:34
So, only 102 DSPS students completed transfer level math in Fall 2018 statewide??!
lyates
47:38
So if not disaggregated then these are probably students who could have succeeded in college level math anyway, without AB 705
Terrence Willett
47:47
@asala, yes the ASD in particular is a newer category in the COMIS system and has a significant volume
Rachel Goodwin
47:58
yes
Ann Marie Breslin
47:59
This number seems very small. I feel like I have at least 20 or so students at my college alone
dscott
48:22
You may have already said this but what is 'successful' completion-- a C grade or better?
lyates
49:05
The problem with discussing the disaggregated student populations at the college level is that it wont do any good if the college has gotten rid of the developmental classes students with LD/ADHD/ASD need.
Linda
49:10
yes, C or better
Craig Hayward
49:15
@dscott -- Yes, C or better.
asala
49:45
Have you identified the reason for the decrease in success rate?
sfernandez
51:11
Our Math and English professors are indicating the main issue they have are a significant larger number of behavioral isssues in their classes. Any thoughts??
cheryl.miller
51:46
How were DSPS students identified? Those included in MIS?
Linda
52:11
Addressing metacognition and affective domain in class really helps w/ classroom management issues. This requires PL for faculty.
Craig Hayward
52:26
@Ann Marie -- I understand that feeling that the numbers are small. One thing to keep in mind is that these are not total DSPS population numbers but only those DSPS students who are taking a math (or English) course for the FIRST TIME in a given term. That may help contextualize the numbers.
Terrence Willett
52:31
@sfernandez, I've heard that from my faculty as well and one thought is that the students on average are younger and more likely to be taking these classes as their first college course and have not yet learned "studentness" as it relates to college
asala
52:38
Interested in knowing if you have identified the reasons for the decrease in success rate?
Craig Hayward
54:41
@Cheryl.Miller -- Yes, MIS data was used to identify DSPS students.
Rachel Goodwin
54:58
And do we know if those students who started below had a goal that required transfer level math?
Teresa Ishigaki
55:41
Is there a copy of this report available online?
Ann Marie Breslin
56:02
Thank you, Craig. Those numbers are so shockingly low that I was concerned that not all DSPS students were captured, but if MIS was used, then it seems they were
Craig Hayward
56:18
@sfernandez -- one of the things we have been actively advocating for is a dedicated funding source for professional development and technical assistance related to the curricular and pedagogical changes that are necessary to adapt successfully to the requirements of the new law.
Craig Hayward
56:52
It's a big change.
Rachel Goodwin
57:25
@ Teresa http://bit.ly/AccessEnrollmentSuccessRP
dscott
57:26
We are seeing students withdraw from Math and English... a colleague from another campus says that large groups are simply disappearing...
Ann Marie Breslin
57:50
We are seeing a lot of drops and withdrawals as well
Teresa Ishigaki
58:02
@Rachel thank you
Craig Hayward
58:14
@Teresa -- All of our recorded webinars are also availalbe from the MMAP resource page at https://rpgroup.org/All-Projects/ArticleView/articleId/118
lyates
01:00:08
Problem is for ALL goals, the requirement will be college level english and math since lower levels are disappearing at my college
pwendt
01:01:14
So all this data is only for students who received a letter grade for the class and it does not take into factor those who drop/withdraw? If so, this data needs to be included for future discussion.
John Hetts
01:01:33
It includes withdrawals as a non-success/non completion.
Truglioj
01:02:03
are we counting withdraws pre-census?
John Hetts
01:02:04
As typical with success rates
John Hetts
01:02:25
Drops aren’t counted because they’re not recorded and sent to the Chancellor’s Office as part of the MIS reporting.
Craig Hayward
01:02:44
Direct link to full report: https://rpgroup.org/Portals/0/Documents/Projects/MultipleMeasures/Publications/AccessEnrollmentSuccess.pdf?ver=2019-10-07-074817-793
Craig Hayward
01:03:26
Transcriptable grade notations are included in the analysis (but not pre-census drops).
Craig Hayward
01:03:50
Withdrawals, though, yes.
Ann Marie Breslin
01:08:59
Could you share some of the workshop topics?
dscott
01:09:06
We are seeing faculty and tutoring frustration with working with specific students with disabilities who often required more individualized help and/or repetitive directions.
asala
01:09:36
Are your tutors faculty or students? Are you providing specialized tutoring strategies for our students with LD, cognitive disabilities?
Ann Marie Breslin
01:09:47
Ok, sorry! Got ahead of you
cheryl.miller
01:10:37
How is attendance at workshops?
Ann Marie Breslin
01:11:03
How awesome!
lyates
01:11:23
Does BSI fund the embedded tutors?
lyates
01:12:19
Great!
dscott
01:15:52
Can you speak to what happens with the embedded tutoring. Students are reporting to counselors that our embedded 'tutoring' really isn't helpful...
Ann Marie Breslin
01:16:17
Any tips for getting that crucial faculty buy-in to implement the workshops?
cheryl.miller
01:16:36
data on success/completion data for DSPS students at Antelope Valley?
dscott
01:17:11
Are students actually tutoring in the classroom or are students simply spending additional hours with the instructor/tutor?
Ann Marie Breslin
01:17:58
:)
Ann Marie Breslin
01:18:28
thank you!
Linda
01:18:39
can't hear her
Linda
01:18:48
no
lcurtis
01:19:05
can't hear at all
Linda
01:19:09
still not loud enough
llucero
01:19:42
Embedded Tutors working in groups, one on one, and floating around helping/tutoring students.
Ann Marie Breslin
01:22:31
For STEM, does anyone have any materials to use with students to help them see what each level entails?
Ann Marie Breslin
01:23:02
As a counselor, not being a math person myself, I find it hard to help STEM students choose between say Trig or Pre-Calc
dscott
01:24:07
Who facilitated your UD training?
ccisneros
01:24:11
What textbooks did you use for the Universal Design conference?
lyates
01:24:24
I use Khan Academy show them how to search for specific types of problems and use pretests to determine their learning gaps. they can also sign up as a learner and it will assess them
Ann Marie Breslin
01:30:14
Thank you to all!
fortej
01:30:27
Thanks!