appendix b request form: approval of state aid for a non ... documents/2014_08_28 - august 28... ·...

Appendix B

Request Form: Approval of State Aid for a Non-Credit Remedial Course

Campus

1. Name: Erie Community College City, North, South Campuses and off-campus locations at Buffalo Adult Education, Ken-Ton Community Education, Maryvale Community Education, Erie I BOCES, Erie II BOCES, and Orleans-Niagara BOCES.

Program Contact

2. Name: Justin J. Kiernan

3. Email: [email protected]

4. Phone: 716-851-1242

Chief Academic Officer

5. Name: Richard Washousky


7. Signature:

8. Date

Note: Signature of the Chief Academic Officer assures that the proposed course or program is consistent with SUNY policy and affirms full academic oversight by the campus. Signature also verifies that quality controls, including assessment and reporting requirements are in place and satisfy §602.5 and MSCHE accreditation standards. The signature also affirms that the proposal has met all applicable campus administrative and shared governance procedures for consultation.

About the Course

9. Designation & no. (eg. CTE 151):

ESL001 Note: Specific partnership course numbers are as follows: BPESL-001 E1ESL-001 E2ESL-001 KCESL-001 MCESL-001 ONESL-001

10. Course title: English as Second Language (TOEFL)

11. Course Description: This course is designed to prepare students for the TOEFL exam and measures ability

mailto:[email protected]


to use and understand English in a college or university classroom. It measures how well the student can listen, read and write in English while performing academic tasks.

12. Please separately attach to this form a course syllabus.

• See attached course outline (Course Outline – ESL001)

Alignment with Credit- Bearing

Coursework

13. Identify the credit-bearing course and/or program for which the proposed non-remedial course or program is designed to prepare students. a. Designation & no.

(eg. CTE 151): EN110

b. Course title: College Composition

14. Is this course equivalent to any financial aid-eligible course offered on a semester basis—for imputed credit or equivalent credit? If so, identify course designation, number and title in the boxes below a. Designation & no.

(eg. CTE 151): EN132 EN142

b. Course title: Reading/Writing II Oral/Aural II

Alignment with Guidelines/

Campus/SUNY Priorities

15. Describe how the course or program is consistent with the Non-credit Remedial Course Aid: Program Guidelines as well as with campus and SUNY mission/priorities:

This Program is aligned to be consistent with Non-Credit Remedial Course Aid: Program Guideline §601.7:

Participation in cooperative educational programs, services and arrangements. Subject to approval of the local sponsors, the board of trustees of a community college may participate in cooperative educational programs, services and arrangements with colleges, universities, school districts, board of cooperative educational services through contract or otherwise, and join any cooperative association of such educational institutions formed as a corporation pursuant to section 216 of Educational Law.

The mission of the Pathways to Success Department is to increase the successful movement of students from basic educational programs to college completion through partnerships between Erie Community College, Buffalo Public Schools Adult Education Division, Erie 1 BOCES, Kenmore-Tonawanda School District, Maryvale Community Education Erie 2-Chautauqua-Cattaraugus BOCES and Orleans-Niagara BOCES. These partnerships include a common design of student intake, seamless education services and timely connections between the participating institutions.

These goals help satisfy ECC’s Mission Statement – calling for access to education for all students in our service area – and the following Strategic Initiatives from the ECC Strategic Plan:

• Strategic Initiative 1.6: Refine and continuously improve the curriculum development process through the New Curriculum Development Committee (NCDC) and the College Wide Curriculum Committee (CWCC), and with SUNY/NYSED.

• Strategic Initiative 1.7: Continuously emphasize curriculum development, course redesign, and improved learning outcomes in all areas of the college. Concentrate especially on Developmental Education, Math, and English in order to improve student learning outcomes and to minimize the time-to-degree completion.

• Strategic Initiative 1.8: Assess, refine, and upgrade clear career hierarchies including academic and career paths. This includes Pathway GED to pre-collegiate to workforce development leading to college enrollment in courses, certificates, and degrees.

Faculty

16. Describe requirements for faculty credentials and experience. All faculty are approved as ECC adjuncts to instruct at Erie Community College. This process follows the same practices as are followed by courses offered for credit.

Course Schedule 17. No. of meetings per week: 5

18. Hours per meeting: 3

19. How many weeks: 10

Course Location 20. Buffalo Adult Education

Enrollment/Fees

21. Confirm that course is open admission (y/n):

Yes

22. Estimated semester / annual enrollment (headcount):

50

23. Estimated annual avg. course FTE:

16.67

24. Course tuition per student:

$0. 00

25. Course fees per student:

$0.00

26. Co-sponsor, if any: Buffalo Adult Education

27. Funding sources other than non-credit remedial State aid if applicable:

Educational agencies receive reimbursement based on a state aid formula that establishes a contact hour rate. EPE funds must be spent on the EPE program. EPE aid is received by Partnership to support educational

programs for adults. This funding is for partnership only and is not shared with Erie Community College. To be eligible to generate EPE aid, a student must be 21 years of age or over without a diploma.

Assessment

28. Please separately attach to this form an Assessment Plan. • See attached file: Assessment Plan – ESL001

Please submit form and required attachments via e-mail to: [email protected].


Erie Community College

Course Outline Non-Credit Remedial Courses

A. Unit Code and Suggested Course Title: ESL001 - English as Second Language

(TOEFL). Note that course numbers receive a prefix in accordance with the partnership for which the course is offered. E.g., E2ESL001 would be this course offered in partnership with Erie II BOCES, ONESL001 would be this course offered in partnership with Orleans-Niagara BOCES.

B. Curriculum/Program: Pathways to Success C. Catalog Description: This course is designed to prepare students for the TOEFL

exam and measures ability to use and understand English in a college or university classroom. It measures how well the student can listen, read and write in English while performing academic tasks.

D. Duration of Instructional Period: The course runs 10 weeks and a total of 150 hours.

E. Academic Credit/Contact Hours: NA. This is a non-credit course. F. Suggested Text/Course Materials:

1. Talk it Over! Listening, Speaking and Pronunciation by Joann Rishek Kozyrev.

ISBN-13: 978-0618144037. 2. Developing Composition Skills by Mary K Ruetten. ISBN-13: 978-1111220556. 3. Strategic Reading 2 by Jack C. Richards and Samuela Eckstut-Didier. ISBN-13:

978-0521281119.

G. Course Outcomes: Learners will increase specific skills to become collegiate learners. The content will be directly related to what the learner needs to know in order to be successful when taking the TOEFL test. All students will be able to:

1. Demonstrate 90% accuracy in comprehension of modified standard American

conversational English. Modified is defined as follows: a. spoken very slowly (appropriately 100 words per minute) clearly b. containing only about the 2,500 most common words of the language c. spoken with only the occasional use of idioms or figurative language d. spoken with more instances of repetition and paraphrase than would

normally occur in spoken English 2. Speak English using at least the 2000 most common words in the language with a

fluency approaching 100 words per minute and a rate of comprehensibility of at least 90%

3. Question an English speaker about words or phrases which were not understood 4. Guess the meanings of unfamiliar English words and phrases from context clues 5. Listen to spoken English with an ear not only to meaning, but also grammar,

usage, and pronunciation 6. Undo bad speaking and listening habits in English 7. Know how to correctly use a variety of English phrases in both every day and

academic situations such as questioning a professor, participating in class discussions, making friends with other students, etc.

8. Be aware of some basic differences and similarities between the grammar and pronunciation of English, and the grammar and pronunciation of his/her native language

9. Use a computer to access English language learning materials for self-study and practice

H. Program Competencies:

1. To assist high school students and adults with their transition into college. I. SUNY General Education Knowledge and Skills Areas: NA.

J. ECC Learning Outcomes:

1. Communication (LV1)

K. Student Learning:

K1. Evaluation of Student Learning: Among the possible evaluation methods are periodic exams, papers, research projects, capstone activities, collaborative assignments, laboratory work, portfolios, and oral presentations. Students are also evaluated according to NRS (National Reporting System) Levels as measured by the TABE (Test for Adult Basic Education) Exam. Attendance Policy Students are expected to attend class regularly in every course for which they have registered. Attendance regulations for specific courses are established by the course instructor, announced and distributed in writing at the beginning of the semester, and may have a bearing on the student’s grade. Additional requirements are found in individual course syllabi. Students are obligated to contact their instructors if they are unable to attend class during the first week. Students not attending class during the first week may be dropped from the class by the instructor. Absences from Class Students who anticipate an absence should contact the appropriate instructor(s) in advance. In the case of an unexpected absence, students should speak to the instructor(s) as soon as they return to campus or during their absence. Of course, in either case, the student is responsible for all material covered. As required by law, instructors are responsible for keeping accurate attendance records. Absences Due to Religious Observances No student will be penalized for missing classes and/or examinations due to the observance of a religious holiday, as prescribed by Section 224 of the State Education Law. Course Repetition Course repetition policy is governed by the College Catalog and is as follows:

Students may repeat a course for which credit has been received with a grade of “F” through “B+.” Exceptions to this policy will be contained in individual departmental policies and procedures.

Only the higher of the two grades will be counted in the computation of a cumulative quality point average. While a student may repeat a course at another college, only the course taken at ECC can be used in computing the GPA.

K2: Assessment of Student Learning/Outcomes Measurement: This course is assessed in accordance with the assessment policy on file with the Academic Assessment Committee.

L. Library Resources: Students will complete practice activities related to and/or housed in the Learning Resources Center.

1. Beginning Level: Ventures, Foundations, Word by Word Basic, and Picture

Stories (textbooks) and Rosetta Stone 2. Intermediate and Advanced Levels: Ventures, Side by Side, Word by Word,

English in Action, Let's Talk, Heinle Picture Dictionary, True Stories (textbook series)

3. Our English for Academic Purposes class (TOEFL prep) uses a variety of teacher-generated materials and TOEFL prep books.

4. NorthStar: Building Skills for the TOEFL IBT Intermediate and Advanced Levels Longman Introductory Course for the TOEFL Test Longman Preparation Course for the TOEFL Test Writing Skills Success in 20 Minutes a Day.

M. Topical Outline:

1. How a reader approaches a text (50 hours) a. Background knowledge b. Monitoring/self - checking comprehension c. Metacognitive Strategies d. Inferential thinking/critical reading

2. How a writer writes (100 hours) a. Paragraphs – topic, main idea, supporting details b. Organizational patterns c. Transition devices d. Articles – topic controlling idea, organization of main thoughts e. Vocabulary f. Context clues g. Affixes & roots h. Glossary and dictionary skills

N. Outline Prepared by: Patricia A. Ziolkowski

Date Prepared: July 2, 2014 Last Updated: 7/29/2014 1:37:18 PM, Fabio Escobar

u:\e c c\non-credit\pathways\cwcc submissions - july 29 2014\course outline - esl001.docx

ESL Assessment Plan – ESL001 – English as Second Language (TOEFL)

For purposes of consistency, the term “evaluation” refers to evaluation of the student’s progress toward meeting course outcomes. The term “assessment” refers to the assessment of the program or course’s success in helping students meet those outcomes.

Student Evaluation Process:

All ESL students will be evaluated using BEST PLUS. This will be used as a Pre-Test and a Post Test.

BEST Plus Test

The BEST Plus is an individually administered face-to-face scripted oral interview designed to assess the English language proficiency of adult English language learners. This test is for non-native English speakers who may or may not have received an education in their native language, but who need to use English to function in day to day life in the United States.

Best Plus scores can be converted to Student Performance Level (SPL) descriptors and the National Reporting System (NRS) ESL functioning levels.

There are several levels of ESL Instruction and students are tested every 30 to 50 hours of instruction:

1. Level1A: Best Plus Score between 0-400 (or SPL0-1) 2. Level 1B: Best Plus Score between 401-438 (or SPL 2-3) 3. Level 2: Best Plus Score between 439-506 (or SPL 4-5) 4. Level 3: Best Plus Score between 507-598 (or SPL 6-7) 5. Level 4: Best Plus Score between 598 (or SPL 8 or above) 6. Low Level ESL Classes: Best Plus Score between 0-506 7. High Level ESL Classes: Best Plus Score 507 and Above

Program Assessment:

Students’ demographic information is reviewed using verifiable identification and one-on-one interviews. All information is housed by Xenegrade online database system. The Xenegrade Database insures creditable data to support Erie Community College FTE funding and partnership EPE funding. Partners, stakeholders, and constituents are served, and measurements are evaluated, analyzed, and reviewed by ECC and partnerships on a regular basis.

Student success is monitored by using a department database which was developed in order to provide staff with the most updated information regarding the completion of students’ educational journey at ECC. Datatel is also used to monitor GPAs of students who successfully completed their goals with the Pathways to Success Department at ECC. Course Assessments: All course assessments in the ESL/TOEFL program are performed as follows: (1) BEST Plus exams are given at the following checkpoints:

a. Course Entry – Pre-tests are given to all students to establish baselines

b. Students are tested every 30 to 50 hours c. After 100 Instructional Hours

(2) Data on all test administrations are collected by all faculty and communicated to program administration for central storage;

(3) Exam scores are analyzed once per year to determine student improvement rates between the 1st, 2nd, and (if necessary) 3rd administrations;

(4) Program faculty meet once per year to: a. Review past year assessment reports; b. Determine whether improvement rates between all three checkpoints increased or decreased

in the past year compared to previous year results; c. Identify any trends in the multi-year result data; d. Determine the corrective actions necessary to increase improvement rates and student NRS

level gains; e. Write an assessment report covering items (4.a) through (4.d)

(5) Reports are submitted to the Academic Assessment Committee (AAC) and the Office of the Executive Vice President of Academic Affairs. The AAC reviews the reports and makes recommendations to the EVP-AA for additional corrective actions as needed.

Created: July 2, 2014, Pat Ziolkowski Last Updated:8/18/2014 11:31:45 AM, Fabio Escobar

u:\e c c\non-credit\pathways\cwcc submissions - july 29 2014\assessment plan - esl001.docx

Appendix B


Campus


Program Contact



4. Phone: 851-1242




7. Signature:

8. Date


About the Course


ESL002 Note: Specific

partnership course numbers are as follows:

BPESL002 E1ESL002 E2ESL002 KCESL002 MCESL002 ONESL002

10. Course title: English as a Second Language (ESL)

11. Course Description: This course addresses literacy and English Literacy (EL) – Civics skills for students who speak English as a second language. This class helps students develop English vocabulary, grammatical, oral language and listening knowledge, so they can successfully communicate within the community. Students will develop literary and



analytical skills, which will support their learning across disciplines.


• See attached course outline (Course Outline – ESL002)


Coursework

13. Identify the credit-bearing course and/or program for which the proposed non-remedial course or program is designed to prepare students.

a. Designation & no.

EN110


14. No. Is this course equivalent to any financial aid-eligible course offered on a semester basis—for imputed credit or equivalent credit? If so, identify course designation, number and title in the boxes below a. Designation & no.

(eg. CTE 151): EN132 EN142

b. Course title: Reading/Writing II Oral/Aural II




This Program is aligned to be consistent with Non-Credit Remedial Course Aid: Program Guideline §601.7:

Participation in cooperative educational programs, services and arrangements. Subject to approval of the local sponsors, the board of trustees of a community college may participate in cooperative educational programs, services and arrangements with colleges, universities, school districts, board of cooperative educational services through contract or otherwise, and join any cooperative association of such educational institutions formed as a corporation pursuant to section 216 of Educational Law.

The mission of the Pathways to Success Department is to increase the successful movement of students from basic educational programs to college completion through partnerships between Erie Community College, Buffalo Public Schools Adult Education Division, Erie 1 BOCES, Kenmore-Tonawanda School District, Maryvale Community Education Erie 2-Chautauqua-Cattaraugus BOCES and Orleans-Niagara BOCES. These partnerships include a common design of student intake, seamless education services and timely connections between the participating institutions. These goals help satisfy ECC’s Mission Statement – calling for access to education for all students in our service area – and the following Strategic Initiatives from the ECC Strategic Plan:




Faculty 16. All faculty are approved as ECC adjuncts to instruct at Erie Community College. This process follows the same practices as are followed by courses offered for credit.




Course Location 20. City, North, South Campuses and off campuses locations at Buffalo Adult Education, Ken-Ton Community Education, Maryvale Community Education, Erie IBOCES, Erie IIBOCES, and Orleans-Niagara BOCES.

Enrollment/Fees

21. Confirm that course is open admission (n):

Yes

22. Estimated semester / annual enrollment:

1500


500


$1.00


$0.0

26. Co-sponsor, if any: Buffalo Adult Education, Ken-Ton Community Education, Maryvale Community Education, Erie IBOCES, Erie IIBOCES, and Orleans-Niagara BOCES.


Educational agencies receive reimbursement based on a state aid formula that establishes a contact hour rate. EPE funds must be spent on the EPE program. EPE aid is received by Partnership to support educational programs for adults. This funding is for partnership only and is not shared with Erie Community College. To be eligible to generate EPE aid, a student must be 21 years of age or over without a diploma.

Assessment

28. Please separately attach to this form an Assessment Plan. • See attached file: Assessment Plan – ESL002





A. Unit Code and Suggested Course Title: ESL002 - English as Second Language (ESL).

Note that course numbers receive a prefix in accordance with the partnership for which the course is offered. E.g., E2ESL002 would be this course offered in partnership with Erie II BOCES, ONESL002 would be this course offered in partnership with Orleans-Niagara BOCES.

B. Curriculum/Program: Pathways to Success C. Catalog Description: This course addresses literacy and English Literacy (EL) – Civics skills

for students who speak English as a second language. This class helps students develop English vocabulary, grammatical, oral language and listening knowledge, so they can successfully communicate within the community. Students will develop literary and analytical skills, which will support their learning across disciplines.

D. Duration of Instructional Period: The course runs 10 weeks and a total of 150 hours. E. Academic Credit/Contact Hours: NA. This is a non-credit course. F. Suggested Text/Course Materials: Buffalo Public Schools manual/work books. G. Course Outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate understanding of culturally relevant narrative or expository English prose. 2. Write a paragraph in English of at least 100 words in length in 75 minutes. 3. Look up words and phrases correctly in a bilingual dictionary. 4. Use library resources. 5. Demonstrate understanding of basic grammar terms. 6. Notice some basic differences and similarities between English and the student’s native

language. 7. Increase specific skills to become collegiate learners. The content will be directly related

to what the learner needs to know in order to be successful in a college environment. H. Program Competencies:

1. To assist high school students and adults with their transition into college; I. SUNY General Education Knowledge and Skills Areas: NA. J. ECC Learning Outcomes:



K1. Evaluation of Student Learning: Among the possible evaluation methods are periodic exams, papers, research projects, capstone activities, collaborative assignments, laboratory work, portfolios, and oral presentations. Students are also evaluated according to NRS (National Reporting System) Levels as measured by the TABE (Test for Adult Basic Education) Exam. Attendance Policy Students are expected to attend class regularly in every course for which they have registered. Attendance regulations for specific courses are established by the course instructor, announced and distributed in writing at the beginning of the semester, and may have a bearing on the student’s grade. Additional requirements are found in

individual course syllabi. Students are obligated to contact their instructors if they are unable to attend class during the first week. Students not attending class during the first week may be dropped from the class by the instructor. Absences from Class Students who anticipate an absence should contact the appropriate instructor(s) in advance. In the case of an unexpected absence, students should speak to the instructor(s) as soon as they return to campus or during their absence. Of course, in either case, the student is responsible for all material covered. As required by law, instructors are responsible for keeping accurate attendance records. Absences Due to Religious Observances No student will be penalized for missing classes and/or examinations due to the observance of a religious holiday, as prescribed by Section 224 of the State Education Law. Course Repetition Course repetition policy is governed by the College Catalog and is as follows:

Students may repeat a course for which credit has been received with a grade of “F” through “B+.” Exceptions to this policy will be contained in individual departmental policies and procedures. Only the higher of the two grades will be counted in the computation of a cumulative quality point average. While a student may repeat a course at another college, only the course taken at ECC can be used in computing the GPA.


L. Library Resources: Students will complete practice activities related to and/or housed in the Learning Resources Center.

1. Beginning Level: Ventures, Foundations, Word by Word Basic, and Picture Stories

(textbooks) and Rosetta Stone 2. Intermediate and Advanced Levels: Ventures, Side by Side, Word by Word, English in

Action, Let's Talk, Heinle Picture Dictionary, True Stories (textbook series) 3. Our Computer Instruction classes use "Computers for ESL Students" textbook, Mavis

Beacon and Microsoft Office. M. Topical Outline:

1. How a reader approaches a text (50 hours) a. Background knowledge b. Monitoring/self - checking comprehension c. Metacognitive Strategies d. Inferential thinking/critical reading

2. How a writer writes (100 hours) a. Paragraphs – topic, main idea, supporting details b. Organizational patterns c. Transition devices d. Articles – topic controlling idea, organization of main thoughts e. Vocabulary

f. Context clues g. Affixes & roots h. Glossary and dictionary skills



u:\e c c\non-credit\pat - july 2 documents\revised documents\course outlines - first review not completed\1 course outline - non-credit courses (esl).docx

ESL Assessment Plan – ESL002 – English as Second Language (ESL)


Student Evaluation Process:

All ESL students will be evaluated using BEST PLUS. This will be used as a Pre-Test and a Post Test.

BEST Plus Test

The BEST Plus is an individually administered face-to-face scripted oral interview designed to assess the English language proficiency of adult English language learners. This test is for non-native English speakers who may or may not have received an education in their native language, but who need to use English to function in day to day life in United States.

Best Plus scores can be converted to Student Performance Level (SPL) descriptors and the National Reporting System (NRS) ESL functioning levels.

There are several levels of ESL Instruction and students are tested every 30 to 50 hours of instruction:

1. Level1A: Best Plus Score between 0-400 (or SPL0-1) 2. Level 1B: Best Plus Score between 401-438 (or SPL 2-3) 3. Level 2: Best Plus Score between 439-506 (or SPL 4-5) 4. Level 3: Best Plus Score between 507-598 (or SPL 6-7) 5. Level 4: Best Plus Score between 598 (or SPL 8 or above) 6. Low Level ESL Classes: Best Plus Score between 0-506 7. High Level ESL Classes: Best Plus Score 507 and Above

Program Assessment:


Student success is monitored by using a department database which was developed in order to provide staff with the most updated information regarding the completion of students’ educational journey at ECC. Datatel is also used to monitor GPAs of students who successfully completed their goals with the Pathways to Success Department at ECC. Course Assessments: All course assessments in the ESL/TOEFL program are performed as follows: (1) BEST Plus exams are given at the following checkpoints:

a. Course Entry – Pre-tests are given to all students to establish baselines b. Students are tested every 30 to 50 hours c. After 100 Instructional Hours

(2) Data on all test administrations are collected by all faculty and communicated to program administration for central storage;

(3) Exam scores are analyzed once per year to determine student improvement rates between the 1st, 2nd, and (if necessary) 3rd administrations;

(4) Program faculty meet once per year to: a. Review past year assessment reports; b. Determine whether improvement rates between all three checkpoints increased or decreased


level gains; e. Write an assessment report covering items (4.a) through (4.d)


Created: July 2, 2014, Pat Ziolkowski Last Updated:8/18/2014 11:31:58 AM, Fabio Escobar

u:\e c c\non-credit\pathways\cwcc submissions - july 29 2014\assessment plan - esl002.docx

Appendix B


Campus


Program Contact



4. Phone: 851-1242




7. Signature:

8. Date


About the Course


HSE001 Note: Specific

partnership course names are as follows:

BPHSE001 E1HSE001 E2HSE001 KCHSE001 MCHSE001 ONHSE001

10. Course title: High School Equivalency Test Preparation

11. Course Description: This course addresses the TASC (Test Assessing Secondary Completion) exam and its five subject areas including Reading, Writing, and Mathematics. The test has been nationally-normed and measures one’s level of achievement relative to that of graduating high school seniors and readiness for college and the workforce as outlined by the Common Core State Standards. This class is designed to help students increase basic literacy, math, and critical thinking skills towards preparation for the TASC exam. All coursework will be geared towards individual student needs.




• See attached course outline (Course Outline – HSE001)


Coursework


a. Designation & no. EN110 MT111 MT112 MT116

b. Course title: College Composition Math of Dosage Survey of Math Algebra in the Real World

14. No.

a. Designation & no. (eg. CTE 151):

b. Course title:



15. Describe how the course or program is consistent with the Non-credit Remedial Course Aid: Program Guidelines as well as with campus and SUNY mission/priorities: This Program is aligned to be consistent with Non-Credit Remedial Course Aid: Program Guideline §601.7: Participation in cooperative educational programs, services and arrangements. Subject to approval of the local sponsors, the board of trustees of a community college may participate in cooperative educational programs, services and arrangements with colleges, universities, school districts, board of cooperative educational services through contract or otherwise, and join any cooperative association of such educational institutions formed as a corporation pursuant to section 216 of Educational Law. The mission of the Pathways to Success Department is to increase the successful movement of students from basic educational programs to college completion through partnerships between Erie Community College, Buffalo Public Schools Adult Education Division, Erie 1 BOCES, Kenmore-Tonawanda School District, Maryvale Community Education Erie 2-Chautauqua-Cattaraugus BOCES and Orleans-Niagara BOCES. These partnerships include a common design of student intake, seamless education services and timely connections between the participating institutions. These goals help satisfy ECC’s Mission Statement – calling for access to education for all students in our service area – and the following Strategic Initiatives from the ECC Strategic Plan:


• Strategic Initiative 1.7: Continuously emphasize curriculum development, course redesign, and improved learning outcomes in all areas of the college. Concentrate especially on Developmental Education, Math, and English in order to improve student learning outcomes and to minimize the time-to-degree

completion. • Strategic Initiative 1.8: Assess, refine, and upgrade clear career hierarchies

including academic and career paths. This includes Pathway GED to pre-collegiate to workforce development leading to college enrollment in courses, certificates, and degrees.





Course Location 20. City, North, South Campuses and off campuses locations at Buffalo Adult Education, Ken-Ton Community Education, Maryvale Community Education, Erie IBOCES, Erie IIBOCES, and Orleans-Niagara BOCES.

Enrollment/Fees


Yes


1500 PER YEAR


850


$1.00


$0.0

26. Co-sponsor, if any: Buffalo Adult Education, Ken-Ton Community Education, Maryvale Community Education, Erie IBOCES, Erie IIBOCES, and Orleans-Niagara BOCES.



Assessment

28. Please separately attach to this form an Assessment Plan. • See attached file: Assessment Plan – HSE001





A. Unit Code and Suggested Course Title: HSE001- High School Equivalency Test

Preparation. B. Curriculum/Program: Pathways to Success C. Catalog Description: This course addresses the TASC (Test Assessing Secondary

Completion) exam and its five subject areas including Reading, Writing, and Mathematics. The test has been nationally-normed and measures one’s level of achievement relative to that of graduating high school seniors and readiness for college and the workforce as outlined by the Common Core State Standards. This class is designed to help students increase basic literacy, math, and critical thinking skills towards preparation for the TASC exam. All coursework will be geared towards individual student needs.

D. Duration of Instructional Period: 17 weeks for 15 hours per week for 255 contact hours per semester.


1. Steck-Vaughn (Reading, Vocabulary and Mathematics, Science, Social Studies)

G. Course Outcomes: Students will be able to…

1. Identify and correct errors in pieces of writing using conventions of standard written English.

2. Compose a well-organized, 200 word essay on assigned topic within allotted time period.

3. Apply key concepts and vocabulary in Social Studies. 4. Demonstrate understanding of key vocabulary and apply science concepts. 5. Interpret and analyze popular and classical literature and commentary about

literature and the arts. 6. Apply mathematical concepts from algebra and geometry.




1. Communication (LV1) 2. Quantitative Reasoning (LV1) 3. Critical Analysis and Reasoning (LV1)

K. Student Learning: K1. Evaluation of Student Learning: Among the possible evaluation methods are periodic exams, papers, research projects, capstone activities, collaborative assignments, laboratory work, portfolios, and oral presentations. Students are also evaluated according to NRS (National Reporting System) Levels as measured by the TABE (Test for Adult Basic Education) Exam. Attendance Policy Students are expected to attend class regularly in every course for which they have registered. Attendance regulations for specific courses are established by the course instructor, announced and distributed in writing at the beginning of the semester, and may have a bearing on the student’s grade. Additional requirements are found in individual course syllabi. Students are obligated to contact their instructors if they are unable to attend class during the first week. Students not attending class during the first week may be dropped from the class by the instructor. Absences from Class Students who anticipate an absence should contact the appropriate instructor(s) in advance. In the case of an unexpected absence, students should speak to the instructor(s) as soon as they return to campus or during their absence. Of course, in either case, the student is responsible for all material covered. As required by law, instructors are responsible for keeping accurate attendance records. Absences Due to Religious Observances No student will be penalized for missing classes and/or examinations due to the observance of a religious holiday, as prescribed by Section 224 of the State Education Law. Course Repetition Course repetition policy is governed by the College Catalog and is as follows:



L. Library Resources: NA M. Topical Outline:

1. Language Arts- Reading

Reading- Informational + Language (Vocabulary Acquisition) Reading- Literary + Language (Vocabulary Acquisition)

2. Language Arts- Writing

Language Writing (Essay)

3. Mathematics

Number and Quantity Algebra Functions Geometry Statistics and Probability Calculator Usage

4. Social Studies United States History World History Civics and Government Economics Geography 5. Science Life Science Earth and Space Science Physical Science 6. Utilization and confidence in using computers and the internet for research and leisurely

learning N. Outline Prepared by: Patricia A. Ziolkowski


u:\e c c\non-credit\pat - july 2 documents\revised documents\course outlines - first review not completed\1 course outline - non-credit courses (esl).docx

High School Equivalency Assessment Plan – HSE001 – High School Equivalency Test Preparation


Student Evaluation:

Student evaluation begins at the student’s initial point of contact with program and continues throughout the student’s involvement with the program.

• Involves both formal and informal evaluation of student progress and mastery of content. • Provides program, instructor and the student with tools needed to make decision

regarding educational progress.

Types of Student Evaluations:

o Placement Evaluation – Diagnostic testing administering a standardized test to determine the student’s NRS (National Reporting System) Functioning Level. Students receive this testing during their student orientation.

o Every student is required to be tested on a monthly basis using alternating FORM and appropriate LEVEL of the TABE (Test of Adult Basic Education) Complete Battery (Reading, Math Computation and Applied Mathematics), Form 10 TABE exam. The information achieved during this evaluation process is important to both student and instructor.

o Upon completion of the program students take the Erie Community College ACCUPLACER exam for placement determination into degree-credit-bearing mathematics.

Student Learning Goals Include:

1. Students can identify and correct errors in pieces of writing using conventions of standard written English.

2. Students can use writing process to compose a well-organized, 200 word essay on assigned topic within allotted time period.

3. Learners can read and develop an understanding of key concepts and vocabulary in Social Studies.

4. Students can understand key vocabulary and applications of science concepts. 5. Learners will be able to understand, interpret, and analyze popular and classical literature

and commentary about literature and the arts. 6. Students will understand applies mathematical concepts, algebra, and geometry.

7. Student will complete these classes with the goal of entering MT112 – Survey of Mathematics – and EN110 – College Composition.

Program Assessment:

Students’ demographic information is reviewed using verifiable identification and one-on-one interviews. All information is housed by Xenegrade online database system. The Xenegrade Database ensures creditable data to support Erie Community College FTE funding and partnership EPE funding. Partners, stakeholders, and constituents are served, and measurements are evaluated, analyzed, and reviewed by ECC and partnerships on a regular basis.

Student success is monitored by using a department database which was developed in order to provide staff with the most updated information regarding the completion of students’ educational journey at ECC. Datatel is also used to monitor GPAs of students who successfully completed their goals with the Pathways to Success Department at ECC.

Course Assessment: (1) Data on all test administrations are collected by all faculty and communicated to program

administration for central storage; (2) Exam scores are analyzed once per year to determine student improvement rates. (3) Program faculty meet once per year to:

a. Review past year assessment reports; b. Determine whether improvement rates between all three checkpoints increased or

decreased in the past year compared to previous year results; c. Identify any trends in the multi-year result data; d. Determine the corrective actions necessary to increase improvement rates and student

NRS level gains; e. Write an assessment report covering items (3.a) through (3.d)


Created: July 2, 2014, Pat Ziolkowski Last Updated: 8/18/2014 11:32:11 AM, Fabio Escobar

u:\e c c\non-credit\pathways\cwcc submissions - july 29 2014\assessment plan - hse001.docx

Appendix B


Campus

1. Erie Community College City, North, and South campuses and off-campus locations at Buffalo Adult Education, Ken-Ton Community Education, Maryvale Community Education, Erie I BOCES, Erie II BOCES, and Orleans-Niagara BOCES.

Program Contact



4. Phone: 851-1242




7. Signature:

8. Date


About the Course


HSEM001 Note: Specific


BPHSEM001 E1HSEM001 E2HSEM001 KCHSEM001 MCHSEM001 ONHSEM001

10. Course title: Mathematics for Adults

11. Course Description: This course addresses the TASC (Test Assessing Secondary Completion) exam in the area of Mathematics. The test has been nationally-normed and measures one’s level of achievement relative to that of graduating high school seniors and readiness for college and the workforce as outlined by the Common Core State Standards. This class is



designed to help students increase basic literacy, math, and critical thinking skills towards preparation for the TASC exam. All coursework will be geared towards individual student needs.


• See attached course outline (Course Outline – HSEM001)


Coursework


a. Designation & no.

MT111 MT112 MT116

b. Course title: Math of Dosage Survey of Math Algebra in Real World

14. No.


b. Course title:











Course Location

20. City, North, South Campuses and off campuses locations and Partnerships locations which include Buffalo Adult Education, Ken-Ton Community Education, Maryvale Community Education, Erie IBOCES, Erie IIBOCES, and Orleans-Niagara BOCES.

Enrollment/Fees


Yes


150


85


$1.00


$0.0

26. Co-sponsor, if any:

Buffalo Adult Education, Ken-Ton Community Education, Maryvale Community Education, Erie IBOCES, Erie IIBOCES, and Orleans-Niagara BOCES.



Assessment

28. Please separately attach to this form an Assessment Plan. • See attached file: Assessment Plan – HSEM001





A. Unit Code and Suggested Course Title: HSEM001 – Mathematics for Adults.

Note: course unit codes for this course receive a prefix in accordance with the partnership through which the course is offered. E.g., E2HSEM001 would be this course if offered through Erie II BOCES, ONHSEM001 would be this course if offered through Orleans/Niagara BOCES, etc.

B. Curriculum/Program: Pathways to Success C. Catalog Description: This course addresses the TASC (Test Assessing Secondary

Completion) exam in the area of Mathematics. The test has been nationally-normed and measures one’s level of achievement relative to that of graduating high school seniors and readiness for college and the workforce as outlined by the Common Core State Standards. This class is designed to help students increase basic literacy, math, and critical thinking skills towards preparation for the TASC exam. All coursework will be geared towards individual student needs.



1. GED Mathematics, Steck-Vaughn (Author/Publisher). ISBN-13: 978-

0739828359.

G. Course Outcomes: Learners will increase specific skills to become high school equivalency graduates and eventual college students. The content will be directly related to what the learner needs to know in order to be successful on the TASC exam, within the college and in life. Specifically, students will:

1. Perform fundamental operations (addition, subtraction, multiplication, division)

with real numbers. 2. Demonstrate an understanding of absolute value, inequalities, additive and

multiplicative inverse, associate, commutative distributive properties, and order of operations.

3. Evaluate formulas; solve linear equations, linear inequalities, and ratio proportion problems.

4. Apply the properties of exponents. 5. Perform fundamental operations with polynomials. 6. Perform common, trinomial, and perfect square factoring. 7. Demonstrate a "sense of numbers" by determining if a mathematical solution is

"reasonable." 8. Present organized written work and show a check to avoid careless mistakes. 9. Perform mental arithmetic, use a calculator effectively to solve and check

mathematical calculations and determine when each is appropriate. 10. Read critically and think logically when solving application problems.




1. Quantitative Reasoning (LV1) 2. Critical Analysis and Reasoning (LV1)


K1. Evaluation of Student Learning: • Students are assessed on their progress using the TABE (Test for Adult Basic

Education). Students will be tested every 50 & 100 hours until they make at least 1 NRS (National Reporting System) level gain.

• Students will take and pass the Official Practice Test (OPT) before taking the official TASC exam.

• There are no grades since the class is non-credit.

Attendance Policy Students are expected to attend class regularly in every course for which they have registered. Attendance regulations for specific courses are established by the course instructor, announced and distributed in writing at the beginning of the semester, and may have a bearing on the student’s grade. Additional requirements are found in individual course syllabi. Students are obligated to contact their instructors if they are unable to attend class during the first week. Students not attending class during the first week may be dropped from the class by the instructor. Absences from Class Students who anticipate an absence should contact the appropriate instructor(s) in advance. In the case of an unexpected absence, students should speak to the instructor(s) as soon as they return to campus or during their absence. Of course, in either case, the student is responsible for all material covered. As required by law, instructors are responsible for keeping accurate attendance records.

Absences Due to Religious Observances No student will be penalized for missing classes and/or examinations due to the observance of a religious holiday, as prescribed by Section 224 of the State Education Law. Course Repetition Course repetition policy is governed by the College Catalog and is as follows:

Students may repeat a course for which credit has been received with a grade of “F” through “B+.” Exceptions to this policy will be contained in individual departmental policies and procedures.

Only the higher of the two grades will be counted in the computation of a cumulative quality point average. While a student may repeat a course at another college, only the course taken at ECC can be used in computing the GPA.


L. Library Resources: Instructors will define a suite of library resources appropriate to the students’ career interests.

M. Topical Outline: The above topics (G.1 to G.10) will each receive equal

instructional time: N. Outline Prepared by: Patricia A. Ziolkowski


u:\e c c\non-credit\pathways\cwcc submissions - july 29 2014\course outline - hsem001.docx

High School Equivalency Assessment Plan – HSEM001 – Mathematics for Adults


Student Evaluation:

• Student evaluation begins at the student’s initial point of contact with program and continues throughout the student’s involvement with the program.





o Every student is required to be tested on a monthly basis using alternating FORM and appropriate LEVEL of the TABE (Test of Adult Basic Education) Complete Battery (Math Computation and Applied Mathematics), Form 10 TABE exam. The information gained during this process is important to both student and instructor.


Program Assessment:









Created: July 2, 2014, Pat Ziolkowski Last Updated: 8/18/2014 12:05:37 PM, Fabio Escobar

u:\e c c\non-credit\pathways\cwcc submissions - july 29 2014\assessment plan - hsem001.docx

Appendix B


Campus


Program Contact



4. Phone: 851-1242




7. Signature:

8. Date


About the Course


HSER001 Note: Specific


BPHSER001 E1HSER001 E2HSER001 KCHSER001 MCHSER001 ONHSER001

10. Course title: Reading and Writing Basics for Adults

11. Course Description: This course addresses the TASC (Test Assessing Secondary Completion) exam areas of Reading and Writing. The test has been nationally-normed and measures one’s level of achievement relative to that of graduating high school seniors and readiness for college and the workforce as outlined by the Common Core State Standards. This class is designed to help students increase basic literacy and critical thinking skills towards preparation for the TASC exam. All coursework will be



geared towards individual student needs.


• See attached course outline (Course Outline – HSER001)


Coursework


a. Designation & no. EN110


14. No.


b. Course title:





• Strategic Initiative 1.7: Continuously emphasize curriculum development, course redesign, and improved learning outcomes in all areas of the college.

Concentrate especially on Developmental Education, Math, and English in order to improve student learning outcomes and to minimize the time-to-degree completion.






Course Location

20. City, North, South Campuses and off campuses locations and Partnerships locations which include Buffalo Adult Education, Ken-Ton Community Education, Maryvale Community Education, Erie IBOCES, Erie IIBOCES, and Orleans-Niagara BOCES.

Enrollment/Fees


Yes


150


85


$1.00


$0.0

26. Co-sponsor, if any:

Buffalo Adult Education, Ken-Ton Community Education, Maryvale Community Education, Erie IBOCES, Erie IIBOCES, and Orleans-Niagara BOCES.



Assessment

28. Please separately attach to this form an Assessment Plan. • See attached file: Assessment Plan – HSER001





A. Unit Code and Suggested Course Title: HSER001 - Reading and Writing Basics

for Adults. Note: course unit codes for this course receive a prefix in accordance with the partnership through which the course is offered. E.g., E2HSER001 would be this course if offered through Erie II BOCES, ONHSER001 would be this course if offered through Orleans/Niagara BOCES, etc.

B. Curriculum/Program: Pathways to Success C. Catalog Description: This course addresses the TASC (Test Assessing Secondary

Completion) exam areas of Reading and Writing. The test has been nationally-normed and measures one’s level of achievement relative to that of graduating high school seniors and readiness for college and the workforce as outlined by the Common Core State Standards. This class is designed to help students increase basic literacy and critical thinking skills towards preparation for the TASC exam. All coursework will be geared towards individual student needs.



1. Ten Steps To Improving College Reading Skills, Fifth Edition, by John Langan,

Townsend Press. ASIN: B004QPJXCQ. 2. Improving Vocabulary Skills, 4/e, short version, Fourth Edition, by Sherrie L.

Nist. ASIN: B00BQ1OC2Y.

G. Course Outcomes: Students will be able to:

1. Identify and correct errors in pieces of writing using conventions of standard written English.

2. Use writing processes to compose a well-organized, 200 word essay on assigned topic within allotted time period.

3. Read and apply key concepts and vocabulary in Social Studies. 4. Apply key vocabulary and applications of science concepts. 5. Interpret and analyze popular and classical literature and commentary about

literature and the arts.





2. Critical Analysis and Reasoning (LV1) K. Student Learning:

K1. Evaluation of Student Learning: • Students are assessed on their progress using the TABE (Test of Adult Basic

Education). Students will be tested at 50-hour intervals until they make at least 1 NRS (National Reporting System) level gain.

• Students will take and pass the Official Practice Test (OPT) before taking the official TASC exam.

• There are no grades since the class is non-credit.

Attendance Policy Students are expected to attend class regularly in every course for which they have registered. Attendance regulations for specific courses are established by the course instructor, announced and distributed in writing at the beginning of the semester, and may have a bearing on the student’s grade. Additional requirements are found in individual course syllabi. Students are obligated to contact their instructors if they are unable to attend class during the first week. Students not attending class during the first week may be dropped from the class by the instructor. Absences from Class Students who anticipate an absence should contact the appropriate instructor(s) in advance. In the case of an unexpected absence, students should speak to the instructor(s) as soon as they return to campus or during their absence. Of course, in either case, the student is responsible for all material covered. As required by law, instructors are responsible for keeping accurate attendance records.

Absences Due to Religious Observances No student will be penalized for missing classes and/or examinations due to the observance of a religious holiday, as prescribed by Section 224 of the State Education Law. Course Repetition Course repetition policy is governed by the College Catalog and is as follows:




M. Topical Outline: The following topics will each receive equal instructional time:

1. Background knowledge 2. Monitoring/self- checking comprehension 3. Inferential thinking/critical reading 4. Paragraphs – topic, main idea, supporting details 5. Organizational patterns 6. Transition devices 7. Articles – topic controlling idea, organization of main thoughts 8. Vocabulary 9. Study Skills 10. Timed Readings



u:\e c c\non-credit\pathways\cwcc submissions - july 29 2014\course outline - hser001.docx

High School Equivalency Assessment Plan – HSER001 – Reading and Writing Basics for Adults


Student Evaluation:






o Every student is required to be tested on a monthly basis using alternating FORM and appropriate LEVEL of the TABE (Test of Adult Basic Education) Complete Battery (Reading), Form 10 TABE exam. The information achieved during this evaluation process is important to both student and instructor.


Student Learning Goals Include:

1. Students can identify and correct errors in pieces of writing using conventions of standard written English.

2. Students can use writing process to compose a well-organized, 200 word essay on assigned topic within allotted time period.

3. Learners can read and develop an understanding of key concepts and vocabulary in Social Studies.

4. Students can understand key vocabulary and applications of science concepts. 5. Learners will be able to understand, interpret, and analyze popular and classical literature

and commentary about literature and the arts. 6. Students will complete these classes with a goal of entering EN110 – College

Composition.

Program Assessment:









Created: July 2, 2014, Pat Ziolkowski Last Updated: 7/31/2014 4:03:28 PM, Fabio Escobar

u:\e c c\non-credit\pathways\cwcc submissions - july 29 2014\assessment plan - hser001.docx

Appendix B


Campus


Program Contact



4. Phone: 851-1242




7. Signature:

8. Date


About the Course


PCMTH001

10. Course title: Pre-Collegiate Mathematics

11. Course Description: This course is a non-credit level for adult learners seeking developmental mathematics skills. Developmental mathematics preparation is designed to assist adults and GED completers with general study concepts and patterns to promote success in college level learning. By studying the following topics, students will develop, refine, and strengthen problem solving skills and be able to: perform operations on real numbers and algebraic expressions including polynomials; solve linear equations, inequalities, systems of linear equations, basic square root equations, and quadratic equations (quadratic formula); define and apply the properties of exponents; define and evaluate functions; graph linear equations with emphasis on slope as a rate of change and intercepts. Real world applications will be introduced throughout the course.


• See attached course outline (Course Outline – PCMTH001)




Coursework


EN110


14. No.


b. Course title:










19. How many weeks: 10 weeks

Course Location

20. City, North, South Campuses and off campuses locations at New Hope, Ken-Ton Community Education, City of Buffalo and City of Niagara Falls Court Buildings, and City Mission.

Enrollment/Fees

21. Confirm that course is open admission.

Yes

22. Estimated semester / annual enrollment.

200


26.67


$1.00


$0.0

26. Co-sponsor, if any: 27. Funding sources other than non-credit remedial State aid if applicable:

Assessment

28. Please separately attach to this form an Assessment Plan. • See attached file: Assessment Plan – PCMTH001




Course Outline

Non-Credit Remedial Courses

A. Unit Code and Suggested Course Title: PCMTH001- Pre-Collegiate

Mathematics. B. Curriculum/Program: Pathways to Success C. Catalog Description: This course is a non-credit level for adult learners seeking

developmental mathematics skills. Developmental mathematics preparation is designed to assist adults and GED completers with general study concepts and patterns to promote success in college level learning. By studying the following topics, students will develop, refine, and strengthen problem solving skills and be able to: perform operations on real numbers and algebraic expressions including polynomials; solve linear equations, inequalities, systems of linear equations, basic square root equations, and quadratic equations (quadratic formula); define and apply the properties of exponents; define and evaluate functions; graph linear equations with emphasis on slope as a rate of change and intercepts. Real world applications will be introduced throughout the course.

D. Duration of Instructional Period: 6 hours per week for 10 weeks for a total of 60 instructional hours.


1. Developmental Mathematics – 4th Edition, Johnston-Willis-Hughes

G. Course Outcomes: Upon completion of this course a student will: 1. Perform fundamental operations (addition, subtraction, multiplication, division) with real

numbers. 2. Demonstrate an understanding of absolute value, inequalities, additive and multiplicative inverse,

associate, commutative distributive properties, and order of operations. 3. Evaluate formulas; solve linear equations, linear inequalities, and ratio proportion problems. 4. Apply the properties of exponents. 5. Perform fundamental operations with polynomials. 6. Perform common, trinomial, and perfect square factoring. 7. Demonstrate a "sense of numbers" by determining if a mathematical solution is "reasonable." 8. Present organized written work and show a check to avoid careless mistakes. 9. Perform mental arithmetic, use a calculator effectively to solve and check mathematical

calculations and determine when each is appropriate. 10. Read critically and think logically when solving application problems.



J. ECC Learning Outcomes: 1. Quantitative Reasoning (LV1) 2. Critical Analysis and Reasoning (LV1)


K1. Evaluation of Student Learning: Within 10 weeks of instruction students are pre-tested using TABE (Test of Adult Basic Education) to ascertain what competency needs improving and student’s work with instructor to improve mathematics skill sets. In week 10 students will be given a post-test (TABE) to document progress. Instructors may also test students based on syllabus provided to students at beginning of session. Students who successfully complete Pre-Collegiate Mathematics; are then able to successfully complete ACCUPLACER and place into credit bearing coursework at college level. Students are referred to ECC Admission office and will enter ECC for next semester. Attendance Policy Students are expected to attend class regularly in every course for which they have registered. Attendance regulations for specific courses are established by the course instructor, announced and distributed in writing at the beginning of the semester, and may have a bearing on the student’s grade. Additional requirements are found in individual course syllabi. Students are obligated to contact their instructors if they are unable to attend class during the first week. Students not attending class during the first week may be dropped from the class by the instructor. Absences from Class Students who anticipate an absence should contact the appropriate instructor(s) in advance. In the case of an unexpected absence, students should speak to the instructor(s) as soon as they return to campus or during their absence. Of course, in either case, the student is responsible for all material covered. As required by law, instructors are responsible for keeping accurate attendance records. Absences Due to Religious Observances No student will be penalized for missing classes and/or examinations due to the observance of a religious holiday, as prescribed by Section 224 of the State Education Law. Course Repetition Course repetition policy is governed by the College Catalog and is as follows:



L. Library Resources:

1. www.khanacademy.org M. Topical Outline: All topics listed above (Sec. G.1 to G.10) receive equal class time

allotment. N. Outline Prepared by: Patricia A. Ziolkowski

Date Prepared: July 2, 2014 Last Updated:7/21/2014 4:28:15 PM, Fabio Escobar

u:\e c c\non-credit\pathways\cwcc submissions - july 29 2014\course outline - pcmth001.docx

http://www.khanacademy.org/

Pre-Collegiate Assessment Plan – PCMTH001 – Pre-Collegiate Mathematics For purposes of consistency, the term “evaluation” refers to evaluation of the student’s progress toward meeting course outcomes. The term “assessment” refers to the assessment of the program or course’s success in helping students meet those outcomes.

Student Evaluation:


• Involves both formal and informal evaluation of student progress and mastery of content. • Provides program, instructor and the student with tools needed to make decision regarding

educational progress.


o Placement Evaluation – Students are assessed using TABE (Test of Adult Basic Education), within the first week of instructions to ascertain what competency needs improving and student’s work with instructor to improve mathematics skill sets.

o Students are evaluated again using TABE at the end of this program to ascertain the grade level increase.


Program Assessment:

The Pre-Collegiate Program is designed to assist High School Equivalency qualifiers and adult learners with their transition into college.

Students’ demographic information is reviewed using verifiable identification and one-on-one interviews. All information is housed by Xenegrade online database system. The Xenegrade Database insures creditable data to support Erie Community College FTE funding. Students are served, and measurements are evaluated, analyzed, and reviewed by ECC and partnerships on a regular basis.

Student success is monitored by using a department database which was developed in order to provide staff with the most updated information regarding the completion of students’ educational journey at ECC. Datatel is also used to monitor GPAs of students who successfully completed their goals with the Pathways to Success Department at ECC. Course Assessment: (1) Data on all test administrations are collected by all faculty and communicated to program


a. Review past year assessment reports;

b. Determine whether improvement rates between all three checkpoints increased or decreased in the past year compared to previous year results;

c. Identify any trends in the multi-year result data; d. Determine the corrective actions necessary to increase improvement rates and student NRS

(National Reporting System) level gains; e. Write an assessment report covering items (3.a) through (3.d)



u:\e c c\non-credit\pathways\cwcc submissions - july 29 2014\assessment plan - pcmth001.docx

Appendix B


Campus


Program Contact



4. Phone: 851-1242




7. Signature:

8. Date


About the Course


PCRLT001

10. Course title: Pre-Collegiate Reading and Writing

11. Course Description: This course is non-credit level designed for adult learners seeking developmental English skills in reading and writing. This course provides adult learners with general study concepts and patterns to promote future educational experiences. Students will increase reading skills with in-depth understanding of the main idea, inference, recalling facts, vocabulary in context, summarizing and paraphrasing, critical thinking, and authors approach to content. Students will increase their writing skills by brainstorming with graphic organizers, utilizing basic styles of writing, creating sentence and paragraph structure, sequencing, using descriptive writing, diverse vocabulary, basic editing skills, and use of computer. These skills will better prepare students for proficiency in college coursework. This course is designed to prepare students for college placement test ACCUPLACER and entrance into EN110.




• See attached course outline (Course Outline – PCRLT001)


Coursework


MT111 MT112 MT116

b. Course title: Math of Dosage Survey of Math Algebra in the Real World

14. No.


b. Course title:




This Program is aligned to be consistent with Non-Credit Remedial Course Aid:

Program Guideline §601.7: Participation in cooperative educational programs, services and arrangements. Subject

to approval of the local sponsors, the board of trustees of a community college may participate in cooperative educational programs, services and arrangements with colleges, universities, school districts, board of cooperative educational services through contract or otherwise, and join any cooperative association of such educational institutions formed as a corporation pursuant to section 216 of Educational Law.

The mission of the Pathways to Success Department is to increase the successful movement of students from basic educational programs to college completion through partnerships between Erie Community College, Buffalo Public Schools Adult Education Division, Erie 1 BOCES, Kenmore-Tonawanda School District, Maryvale Community Education Erie 2-Chautauqua-Cattaraugus BOCES and Orleans-Niagara BOCES. These partnerships include a common design of student intake, seamless education services and timely connections between the participating institutions.

These goals help satisfy ECC’s Mission Statement – calling for access to education for

all students in our service area – and the following Strategic Initiatives from the ECC Strategic Plan:

• Strategic Initiative 1.6: Refine and continuously improve the curriculum

development process through the New Curriculum Development Committee (NCDC) and the College Wide Curriculum Committee (CWCC), and with SUNY/NYSED.



Faculty

16. All faculty are approved as ECC adjuncts to instruct at Erie Community College. This process follows the same practices as are followed by courses offered for credit.



19. How many weeks: 10 weeks

Course Location

20. City, North, South Campuses and off campuses locations at New Hope, Ken-Ton Community Education, City of Buffalo and City of Niagara Falls Court Buildings, and City Mission.

Enrollment/Fees

21. Confirm that course is open admission.

Yes

22. Estimated semester / annual enrollment

200


26.66


$1.00


$0.0

26. Co-sponsor, if any: 27. Funding sources other than non-credit remedial State aid if applicable:

Assessment

28. Please separately attach to this form an Assessment Plan. • See attached file: Assessment Plan – PCRLT001





A. Unit Code and Suggested Course Title: PCRLT001 – Pre-Collegiate Reading

and Writing.

B. Curriculum/Program: Pathways to Success

C. Catalog Description: This course is non-credit level designed for adult learners seeking developmental English skills in reading and writing. This course provides adult learners with general study concepts and patterns to promote future educational experiences. Students will increase reading skills with in-depth understanding of the main idea, inference, recalling facts, vocabulary in context, summarizing and paraphrasing, critical thinking, and authors approach to content. Students will increase their writing skills by brainstorming with graphic organizers, utilizing basic styles of writing, creating sentence and paragraph structure, sequencing, using descriptive writing, diverse vocabulary, basic editing skills, and use of computer. These skills will better prepare students for proficiency in college coursework. This course is designed to prepare students for college placement test ACCUPLACER and entrance into EN110.

D. Duration of Instructional Period: 2 days per week for 3 hours per class over 10 weeks equals 60 hours of instruction.

E. Academic Credit/Contact Hours: NA. This is a non-credit course.

F. Suggested Text/Course Materials: 1. Improving Vocabulary Skills – SHORT Version/Third Edition. ASIN:

B0038DJ2GO. 2. Ten Steps to Advancing College Reading Skills – 5th Edition. ISBN-13:

9781591942009. 3. Now and Then – Current Issues in Historical Context. ISBN-10: 0072981210.

G. Course Outcomes: Upon completion of this course a student will be able to: 1. Read for meaning and understanding. 2. Apply effective reading, thinking and studying strategies. 3. Increase vocabulary, grammatical knowledge and word use. 4. Apply effective note taking and test skills strategies. 5. Critically assess the relevance of available information in online library databases.


1. To assist high school students and adults with their transition into college.

I. SUNY General Education Knowledge and Skills Areas: NA.

J. ECC Learning Outcomes: 1. Communication (LV1) 2. Critical Analysis and Reasoning (LV1)


K1. Evaluation of Student Learning: Tests, papers, and quizzes are given in addition to other assessments in line with experiential learning activities. Attendance policies are created by the instructor and are in line with ECC’s Attendance Policy statement in the College Catalog as follows: Attendance Policy Students are expected to attend class regularly in every course for which they have registered. Attendance regulations for specific courses are established by the course instructor, announced and distributed in writing at the beginning of the semester, and may have a bearing on the student’s grade. Additional requirements are found in individual course syllabi. Students are obligated to contact their instructors if they are unable to attend class during the first week. Students not attending class during the first week may be dropped from the class by the instructor. Absences from Class Students who anticipate an absence should contact the appropriate instructor(s) in advance. In the case of an unexpected absence, students should speak to the instructor(s) as soon as they return to campus or during their absence. Of course, in either case, the student is responsible for all material covered. As required by law, instructors are responsible for keeping accurate attendance records. Absences Due to Religious Observances No student will be penalized for missing classes and/or examinations due to the observance of a religious holiday, as prescribed by Section 224 of the State Education Law. Course Repetition Course repetition policy is governed by the College Catalog and is as follows:




M. Topical Outline: All topics listed above (Sec. G.1 to G.5) receive equal class time

allotment. N. Outline Prepared by: Patricia A. Ziolkowski


u:\e c c\non-credit\pathways\cwcc submissions - july 29 2014\course outline - pcrlt001.docx

Pre-Collegiate Assessment Plan – PCRLT001 – Pre-Collegiate Reading and Writing For purposes of consistency, the term “evaluation” refers to evaluation of the student’s progress toward meeting course outcomes. The term “assessment” refers to the assessment of the program or course’s success in helping students meet those outcomes.

Student Evaluation:


• Involves both formal and informal evaluation of student progress and mastery of content. • Provides program, instructor and the student with tools needed to make decision regarding

educational progress.


o Placement Evaluation – Students are assessed using TABE (Test of Adult Basic Education), within the first week of instructions to ascertain what competency needs improving and student’s work with instructor to improve reading/writing skill sets.

o Students are evaluated again using TABE at the end of this program to ascertain the grade level increase.

o Upon completion of the program students take the Erie Community College ACCUPLACER exam for placement determination into degree-credit-bearing English.

Program Assessment:

Students’ demographic information is reviewed using verifiable identification and one-on-one interviews. All information is housed by Xenegrade online database system. The Xenegrade Database ensures creditable data to support Erie Community College FTE funding. Students are served, and measurements are evaluated, analyzed, and reviewed by ECC and partnerships on a regular basis.

Student success is monitored by using a department database which was developed in order to provide staff with the most updated information regarding the completion of students’ educational journey at ECC. Datatel is also used to monitor GPAs of students who successfully completed their goals with the Pathways to Success Department at ECC. Course Assessment: (1) Data on all test administrations are collected by all faculty and communicated to program


a. Review past year assessment reports; b. Determine whether improvement rates between all three checkpoints increased or decreased


(National Reporting System) level gains;

e. Write an assessment report covering items (3.a) through (3.d) (4) Reports are submitted to the Academic Assessment Committee (AAC) and the Office of the

Executive Vice President of Academic Affairs. The AAC reviews the reports and makes recommendations to the EVP-AA for additional corrective actions as needed.


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