cassc research and testing committeecampus cassc feedback form: minor editing changes were needed....

CASSC Research and Testing Committee

M I N U T E S Meeting: Wednesday, April 20, 2005

Wolfson Campus, Room 5507

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Present: Barbara Bonallo, Ian Cobham, Juan Carlos Meza, Cathy Morris (Chair), Georgette Perez, Silvio Rodriguez, John Vassiliou

Guest: Cynthia Shuemann Not Present: Karin Alderfer, Eurie Davis, Rene Garcia, Sheri Goldstein, Caroline Izquierdo,

Rulx Jean-Bart, David Kaiser, Sean Madison, Pavlov Rameau, Ivo Rokovich, Deborah Smith, Milagros Stoff, Jose Tavarez, Ronald Walker.

Recorder: S. Rodriguez for R. M. Zaragoza I. Review of Minutes

Minutes of the meeting of March 16, 2005 were approved with the following change. In the Testing Directors Report the section named Testing Departments Web Pages: should include the name of J. Vassiliou and not S. Rodriguez.

II. Reports

A. Testing Directors Georgette Perez reported on the following items: Virtual College (VC): Issues related to scheduling VC testing for the upcoming academic year, which would assist faculty to plan their curriculum in advance are being addressed, as well as other issues related to testing VC students through the campus Test Centers. Service Area Report: This report is almost completed and will be submitted in time.

B. Applications Development

No report was submitted by David Kaiser, but Cathy Morris reported that he was absent so he could assist the College with getting the EIS system back in production mode after it crashed.

Silvio Rodriguez then reported on two items that were provided by Harold Harper as follows: -Still working on revamping registration holds and edits - attempt to reduce some holds and moving to a philosophy of a "timed hold" (where student would be allowed to register with a hold, but must resolve it by a certain date or their schedule will be voided). -Working on programming to capture LCPs for Adult Education using post-test scores.

C. IR Activities

Highlights of Institutional Research activity include: - Data for College Preparatory Reading/Writing Research agenda (posted to the IR website) - Summarizing campus enrollment projections for 2005-06 for budget projections - Updating the Campus Briefing Packets for the IR website - Enrolled student survey results and report - Data capture issues for the Closing Spring Term




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D. Enrollment Management

No report.

E. Area Report for R & T Representatives: Deans, College Prep, ESL, English, Math, Occupational/Vocational. -Discipline Data: Mathematics, College Prep Reading, College Prep Writing No reports.

III. Follow-up Items

A. Placement Criteria 2004-2006 Review Process – Draft #3r & Campus CASSC Reports Silvio Rodriguez reported that draft #3r (04-14-2005), which was approved by the academic deans on April 14 was scheduled to be presented at the Campus CASSC Meetings of April 18-19. He then distributed the document and discussed the minor changes that were recommended by the academic deans. The presentation and discussion was followed by Campus CASSC reports of the 2005-2006 Placement Criteria agenda item as follows: North Campus: Georgette Perez reported that no recommendations were made by her Campus CASSC Committee. Kendall Campus: Juan Carlos Meza reported that minor editing changes were needed. The attached Placement Criteria document includes the suggested changes that were supported by this Committee. Wolfson Campus: Silvio Rodriguez reported that the College Prep and English discipline need to revisit the inclusion of REA 1125 as a course that could be used for satisfying the reading placement area.

Medical Center Campus: No report was provided. Subsequent to this meeting the following

feedback was included in their Campus CASSC Feedback Form: The writing sample should not prevent students from being placed in ENC1101 if they received an 83 or higher on the writing placement test.

Homestead Campus: No report was provided and no feedback was included in their Campus CASSC Feedback Form.

InterAmerican Campus: John Vassiliou reported that his campus did not have the document on their agenda. Subsequent to this meeting the Campus CASSC members were in the process of reviewing the document via email. The following was included in their Campus CASSC Feedback Form: Minor editing changes were needed. The attached Placement Criteria document includes one of the suggested changes. The following were not included: Add a footnote (#1) to ENC0002 as is used for REA001 (see page 3 of the attached Placement Criteria document) and add the new ENC1101 footnote to all the ENC college




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preparatory courses, since faculty may recommend alternative placement based on a writing sample in those courses too (see page 3 of attached Placement Criteria document). Silvio Rodriguez then informed the Committee that College CASSC would be reviewing the attached Placement Criteria document on May 17, 2005 and he expected that any concerns related to the document would be resolved at that meeting.

B. Test Preparation Resources and Campus Assignments Silvio Rodriguez that no changes were received from the campus Testing Directors, who serve as the campus representatives for the website review process. He then reminded the Committee members to follow up on their assignments of contacting their respective areas that the Test Preparation Campus Resources webpage http://www.mdc.edu/clast/default.asp should be reviewed and suggestions for revisions/changes should be sent to the Campus Testing Directors.

IV. New Business

A. ESL Discipline Subcommittee on Placement Testing Cynthia Shuemann reported on the following: -Recommended changes to Placement Criteria During a College-wide EAP discipline committee held on Conference Day 2005, the faculty approved minor changes to the ACT/ESL cut scores so that placement distribution percentages per level would better reflect patterns observed with the EPT-Michigan test. The group approved a composite cut score of 93 on the ACT/ESL exam for exemption from EAP courses. In addition, they voted for common writing evaluation scores to include two new categories: below level 1 and exempt. These recommendations were then supported by the Deans. After the presentation, a discussion was initiated by John Vassiliou regarding the revised ACT-ESL Course Placement Guide and the inclusion of a passing writing sample requirement for exempting students from EAP. The Committee concurred that this additional requirement may make it difficult for students to be exempted from ESL and that achieving the required composite score was sufficient for exemption purposes. Cynthia Schuemann offered to report the Committee’s concerns to the ESL Chairs and the Discipline Sub-committee on ESL Placement Testing. Note: Subsequent to this meeting Cynthia Schuemann reported the Committee’s concerns and the Chairs’ replies indicated that they support a ‘See Chair’ statement in the document, rather than ‘Exempt’. -ESL Testing and Statewide initiatives updates The FL-CC EAP Consortium is continuing work toward proposing a state standard for cut scores on the ACCUPLACER-ESL (formerly known as LOEP) and the ACT-ESL-Compass exams. These two instruments have been recommended for placement use statewide. In addition, Pat Windham (DOE) is moving forward with a recommendation for state support of a five-six member EAP standards committee to add EAP definition, competencies, and specific CPT testing procedures for this student population to DOE administrative rules document Chapter 6A-10. At present, there are institutional differences as to when EAP students take the CPT due to differing interpretations of the statute.

http://www.mdc.edu/clast/default.asp




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V. Information Items(s)

A. Community College Faculty Survey of Student Engagement (CCFSSE) Highlights of Pilot Results - 2004

Silvio Rodriguez presented the attached CCFFSE summary that was prepared for Dr. Padron and informed the Committee that the results from this pilot was for informational purposes only due to the small number of MDC faculty who responded.

B. Grade 14 Assessment

Silvio Rodriguez informed the Committee that the Florida Department of Education is considering developing a rising junior test focused on general education to replace CLAST. He also informed the Committee that this is at the earliest stages of discussion, MDC will be included as a pilot site in the 2006-2007 academic year, and that Dwight Smith, Associate Provost for Academics is representing the College on a State of Florida Grade 14 Assessment Committee.

Next Meeting: The next meeting of the Research & Testing Committee is Wednesday, May 18, 2005 at 1:30 p.m., Bonnie McCabe Hall, Room 5507, Wolfson Campus Distribution: CASSC Research & Testing Committee CASSC Chair Campus President responsible for Testing Associate Provost of Institutional Effectiveness Associate Provost for Academics Associate Provost for Student Support

MIAMI DADE COLLEGE PLACEMENT CRITERIA FOR ACADEMIC YEAR 2005-2006

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The State of Florida requires entry-level testing for students seeking Associate in Arts and Associate in Science degrees. Students whose native language is not English may be required to take another test to measure their English proficiency before entry-level testing is permitted. The State also requires institutions offering Postsecondary Vocational Certificate Education to test vocational students entering their programs. Miami Dade College (MDC) may accept official test scores from certified academic institutions and approved regional workforce boards. Parameters for testing will be established between coordinating agencies. This year's Placement Criteria Document is divided into five parts: I. Placement Criteria for Degree and College Credit Certificate Programs; II. Criteria for Degree and College Credit Certificate-Seeking Students with Limited English Proficiency; III. Procedures for Testing and Placement Criteria for Vocational Credit Certificate Programs; IV. Procedures for Testing and Placement Criteria for Adult General Education Programs; and V. Procedures for Testing and Placement Criteria for Dual Enrollment Seeking Students. Note: Students (including Dual Enrollees) must have active MDC student numbers, e-mail addresses, and present two forms of valid identification (ID) prior to taking any placement examination. The first ID must be a recent official photo bearing ID, such as a driver license, unexpired passport, alien residency card, Florida State ID, or Military ID. The secondary ID must include one of the following: MDC card, social security card, voter registration card, credit card or other official ID bearing the student’s name and signature. Both ID’s must match the name in MDC’s record system. I. PLACEMENT CRITERIA FOR DEGREE AND COLLEGE CREDIT CERTIFICATE PROGRAMS The State of Florida requires each public college and university to have scores on one of the following test batteries for degree-seeking students prior to registration: Scholastic Assessment Test (SAT), American College Testing (ACT), or the Florida College Entry-Level Placement Test. The Florida College Entry-Level Placement Test consists of the Computerized Placement Test (CPT) and a paper-and-pencil version of the CPT. The term CPT will be used in this document to designate both forms of this test. The State sets minimum scores below which college preparatory work is required in reading, writing, and algebra. MDC requires additional testing in mathematics depending on the score received on the algebra section of the CPT. Placement scores are valid for two years. A registration hold is in place to prevent student registration until scores are presented. Further assessment may be conducted in courses. Students may retest once on each subtest of the CPT for initial placement. Retesting in any subtest area must occur prior to enrollment in that area or by the 100% refund date. REQUIRED TO TEST: 1. All degree-seeking first-time-in-college students and all college credit certificate-seeking students in

programs with more than 12 credits. Such students may not register for any credit course at MDC until they have a set of complete scores on file. Note: This includes students who hold only a vocational credit certificate.

2. All students who register for any English or mathematics course.

3. All students who register beyond 12 cumulative credits.

4. All students seeking dual enrollment. Note: Refer to page 8, Section V for placement guidelines.

5. All students who took a placement examination more than two years ago, and whose scores have not been used for placement decisions.

6. All students who took a placement examination more than two years ago, whose scores were used for placement, but who have not yet passed a course in the corresponding subject area. Note: Students who placed into the lowest levels (REA 0001, ENC 0002, or MAT 0002) need not retest in that area.

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EXEMPTED FROM TESTING: 1. Students who have earned an associate degree or higher from a regionally accredited institution.

Official documentation is required.

2. Students who have earned the required course grade based upon the chart below. Any course grade presented which is below that needed for exemption will require the student to be tested on the appropriate CPT subtest(s). Note: Exemption for courses not on the chart must be approved by the appropriate department chairperson. Official documentation is required.

3. Students who attend another college or university, provide appropriate documentation, and are

enrolling for courses to transfer to their primary institution (and who are not seeking a degree at MDC) are exempt from basic skills testing.

4. Students who present SAT-I/SAT Reasoning Test (also known as SAT) or ACT scores meeting State requirements (see table below). If multiple test results are on record, the highest subtest scores are used. Any score presented which is below that needed for exemption will require the student to be tested on the appropriate CPT subtest(s). For students presenting passing mathematics scores in specific score ranges*, the College-Level Mathematics subtest of the CPT will be used to determine placement into advanced mathematics courses (e.g. MAC 1105, MGF 1106, MGF 1107, etc.).

5. Students who present a “college ready” high school diploma from a Florida public school are exempt from basic skills testing for two years following award of diploma. However, the College-Level

Skill Area Course Grade Writing ENC 0021 S

Any ENC 1000 or 2000 Level A, B, C, S Any LIT 2000 Level A, B, C, S SPC 1026 A, B, C, S

Reading REA 0003* S REA 1105 or REA 1125 A, B, C, S ENC 1101 A, B ENC 1102 A, B, C, S

Mathematics MAT 0020 or 0024 S MAT 1033** A, B, C, S QMB 2100 A, B, C, S Any (MAC, MAD, MAP, MAS,

MGF, STA) A, B, C, S

*Course number change from REA 0010 effective June 6, 2003. **MAT 1033 is a bridge course and does not count toward graduation.

ACT◊ SAT-I/SAT◊

Skill Area Subtest Score Subtest Score Reading Reading >18 Verbal/Critical Reading◊ >440 Writing▲ English >17 Verbal/Critical Reading◊ >440 Mathematics* Math >19 Math >440

◊SAT Verbal (Critical Reading after March 2005). New SAT writing, essay, and grammar usage scores are not used. New ACT English-essay combined and essay scores are not used.

*Placement into MAT 1033 if ACT score is 19-20 or SAT-1/SAT score is 440-499 or refer for CPT College-Level Mathematics subtest. If ACT score is 21 or higher or SAT-1/SAT score is 500 or higher, placement into MAC 1105 or refer to Mathematics Department advisor for placement into other advanced mathematics courses (e.g. MAC 1105, MGF 1106, MGF 1107, etc.).

*MAT 1033 is a bridge course and does not count toward graduation.▲Faculty may recommend alternative placement based on a required writing sample. Notes:

Students who have already registered in a mathematics course (and are past the 100% refund deadline) are not eligible to take the College-Level Mathematics subtest without permission from the chairperson of the Mathematics Department. If combined SAT-I SAT score is 1200 1800 (1200 is used if test date is prior to March, 2005) or more, or composite ACT score is 26 or more, student may be eligible for Honors College.

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Mathematics subtest of the CPT will be used to determine placement into advanced mathematics courses (e.g. MAC 1105, MGF 1106, MGF 1107, etc.).

2005-2006 COURSE PLACEMENT GUIDE

Reading* Writing*

20 - 50 REA 0001(1) 20 - 50 ENC 0002 51 - 70 REA 0002 51 - 70 ENC 0020 71 - 82 REA 0003(2) 71 - 82 ENC 0021

83 - 120 None Required 83 - 120 ENC 1101▲

1Students scoring at this level must see an advisor prior to registering. 2Course number change from REA 0010 effective June 6, 2003. *Students who have not satisfied college preparatory reading requirements may not enroll in college-level English even if their writing test

score is 83 or higher. Students who have not satisfied college preparatory reading and writing requirements may not enroll in any Gordon Rule course, except mathematics. Students may select from a list of courses maintained by the Academic Advisement office and approved by the pertinent academic department, for co-enrollment with college prep courses.

▲Faculty may recommend alternative placement based on a required writing sample.

Mathematics Placement may be based on a combination of tests. Arithmetic scores are required for students scoring below the noted score on the Algebra subtest.

Algebra Score Arithmetic ScoreCollege-Level

Mathematics Score Required Placement20 – 71 20 - 29 Not Required MAT 0002 20 – 71 30 - 64 Not Required MAT 0020 20 – 71 65 - 120 Not Required MAT 0024

Recommended Placement72 – 89 Not Required Not Required(1) MAT 1033 (2)

90 – 120(3) Not Required 20 – 39 MAT 1033 (2)

90 – 120 Not Required 40 – 62 MAC 1105, or MGF 1106, or MGF 1107

90 – 120 Not Required 63 – 120 Refer to Math Department 1College-Level Mathematics subtest available upon request. Students who have already registered in a mathematics course (and are past the 100% refund deadline) are not eligible to take the College-Level Mathematics subtest without permission from the chairperson of the Mathematics Department.

2MAT 1033 is a bridge course and does not count toward graduation. 3An algebra score in this range without a college-level mathematics subtest score of 40 or higher places a student in MAT 1033.

COURSE PLACEMENT GUIDE NOTES:

Further assessment may be conducted in courses.

If scores on one or more of the subtests require college preparatory placement, students must enroll in at least one college preparatory course during their first term.

Students placing into college preparatory course work in one skill area are required to enroll concurrently in SLS 1505; students placing in two or more skill areas are required to enroll concurrently in SLS 1535.

If CPT scores are college-level in all skill areas, students may be eligible for Honors College.

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II. CRITERIA FOR DEGREE AND COLLEGE CREDIT CERTIFICATE-SEEKING STUDENTS WITH LIMITED ENGLISH PROFICIENCY

Students without sufficient English proficiency in English to take the CPT are required to take an MDC approved English placement test (EPT or ACT-ESL) and be placed in the designated English as a Second Language (English for Academic Purposes (EAP)) course. This includes students with foreign degrees that were earned from an accredited institution where the official language of instruction is not English. A documented score of 550 on the paper-and-pencil Test of English as a Foreign Language (TOEFL) or a 213 on the computerized TOEFL exempts a student from English proficiency testing (see table below). Note: Institutional TOEFL scores are not used for exemption purposes. CPT testing is required following EPT or ACT-ESL testing and/or completion of EAP courses. The table below indicates the Test of English as a Foreign Language (TOEFL) scores used to exempt students from English placement testing. REQUIRED TO TAKE AN ENGLISH PLACEMENT TEST:

1. All students who graduated from a non-English speaking high school.

2. All students who took ESOL during their eleventh or twelfth grade years at any English speaking high school.

3. All students who earned a GED in Spanish.

4. All students who took an MDC approved English placement test more than one year ago and whose scores were not used for placement decisions.

5. Students transitioning from Adult Education VESOL C or ESOL 6 to degree or college credit certificate programs are required to take an MDC approved limited English proficiency test in order to determine eligibility.

The following placement scores are in use for EPT and ACT-ESL (page 5):

TOEFL Exam Total Score Paper-and-pencil 550 or higher Computer-based 213 or higher Internet-based* 79 or higher

*Effective 9/24/2005 Note: Institutional TOEFL scores are not used for

exemption purposes.

Course Placement Guide – EPT: EPT

Raw Score EAP

Course Placement 0 – 10 Level 1* 11– 30 Level 1 31 – 44 Level 2 45 – 58 Level 3 59 – 72 Level 4 73 – 86 Level 5 87 – 95 Level 6

96 – 100 Exempt from EAP *Students scoring at this level will be strongly advised to enroll in alternative English language programs.

Campus department may adjust initial placement based on a writing sample and/or oral interview. Further testing may be done in classrooms.

Course Placement Guide – EAP Writing: EAP Writing

Sample Score EAP

Course Placement 0.1 Pre-Level 1 1 Level 1 – EAP 1141 2 Level 2 – EAP 1241 3 Level 3 – EAP 1341 4 Level 4 – EAP 1441 5 Level 5 – EAP 1540 6 Level 6 – EAP 1640 7 Exempt from EAP

NEW

NEW

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Course Placement Guide – ACT - ESL Composite Grammar Subtest Reading Subtest Listening Subtest

ACT-ESL Scale Score

EAP

Course Placement

ACT-ESL

Scale Score

EAP Course

Placement Grammar

ACT-ESL

Scale Score

EAP Course

Placement Reading

ACT-ESL

Scale Score

EAP Course

Placement Listening

25–30 Level 1* 64–72 Level 4 77–84 Level 4 68–77 Level 4 31–44 Level 1 73–82 Level 5 85–91 Level 5 78–88 Level 5 45–55 Level 2 83–95 Level 6 92–97 Level 6 89–95 Level 6 56–66 Level 3 96–99 Exempt 98–99 Exempt 96–99 Exempt 67–73 Level 4 74–99 use subtest scores *Students scoring at this level will be strongly advised to enroll in alternative English language programs. Campus department may adjust initial placement based on a writing sample and/or oral interview. Further testing may be done in classrooms.

Course Placement Guide – ACT - ESL Composite Grammar Subtest Reading Subtest Listening Subtest

25–30 Level 1* 31–45 Level 1 46–58 Level 2 59–69 Level 3

70–78 Level 4 70-80 Level 4 79-86 Level 4 72-82 Level 4 79–92 use subtest scores 81-88 Level 5 87-92 Level 5 83-91 Level 5

88-97 Level 6 93-97 Level 6 92-97 Level 6 93–99 Exempt if writing sample passes 98-99 See chair 98-99 See chair 98-99 See chair

*Students scoring at this level will be strongly advised to enroll in alternative English language programs. Campus department may adjust initial placement based on a writing sample and/or oral interview. Further testing may be done in classrooms.

NEW

III. PROCEDURES FOR TESTING AND PLACEMENT CRITERIA FOR VOCATIONAL CREDIT CERTIFICATE PROGRAMS

Depending on the vocational program, MDC administers the TABE Complete Battery or Survey, Level A, Forms 9 and 10 (Fire Science, currently uses the Complete Battery). Completion of a prescribed remediation program is suggested prior to retesting with a minimum 30-day period between retests. An alternate form of the TABE is used for retests. Note: Level D may be used if the completion level of the program is at the 9th grade level or less. Minimum basic skills grade levels in mathematics, language, and reading are defined in each vocational program description adopted under Rule 6A-6.0571, and published annually by the Commissioner of Education in the document entitled, "Vocational Education Program Course Standards." Refer to this document for minimum required basic skills grade levels to earn a certificate by program. Agencies sponsoring Vocational Credit Certificate seeking students may set higher requirements and exemptions for testing. Students without sufficient English proficiency in English are referred to Adult or Vocational English for Speakers of Other Languages (ESOL/VESOL) programs. Refer to Section IV-C (page 7).

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REQUIRED TO TEST:

1. All first-time-in-program students who designate themselves as certificate-seeking in a vocational program of 450 hours or more. Such students must complete an entry-level examination within the first six weeks of admission into the program.

2. All students whose TABE (or other approved examination) scores are more than two years old and have not been used for placement.

3. All students whose TABE (or other approved examination) scores are more than two years old and who have had a break in their enrollment of more than one year.

EXEMPTED FROM TESTING:

1. Students who have earned an associate degree (e.g. Associate in Arts, Associate in Science, Associate in Applied Science, etc.) or higher recognized by MDC. (Exception Note: Except in specific situations such as certain programs sponsored by external funding agencies.) Official documentation is required.

2. Students who present SAT-I, ACT, or CPT scores which exempt them from college preparatory placement as outlined in Section I, Exemptions From Testing, Item #4 are exempt from testing for Vocational Credit Certificate programs. The student must have passing scores in all three subject areas.

3. Students who have completed the College-Level Academic Skills Test (CLAST) requirement pursuant to Section 1008.29 F.S. are exempt from testing for Vocational Credit Certificate programs.

4. Students who present official scores on any of the state-approved examinations (including the CPT) which demonstrate the skill level required by the specific program. The scores must have been obtained within the past two years.

5. Students seeking entrance into the MDC School of Criminal Justice. Note: Section 943.17(6) F.S. effective July 11, 2003.

EXEMPTED FROM EXIT TESTING ONLY:

Students who have earned a license from an approved national, state, or industry agency are exempt from the TABE exit testing requirement. The license has to be specific to the career and must be necessary in order to work in that field. Official license and documentation is required. (Note: Initial testing is required.)

IV. PROCEDURES FOR TESTING AND PLACEMENT CRITERIA FOR ADULT GENERAL

EDUCATION PROGRAMS MDC administers the TABE Survey, Level D, Forms 9 and 10 with Locator. The TABE retesting guidelines in Section III are also followed for Adult Basic Education (ABE) and General Education Development (GED) programs. Students without sufficient English proficiency in English are referred to Adult or Vocational English for Speakers of Other Languages (ESOL/VESOL) programs. Refer to Section IV-C (page 7). A. Placement Guide for Adult Basic Education (ABE): The following placement scores are required for placement in the ABE programs:

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ABE and PRE-GED Placement Guide TABE Grade Equivalent * Required Placement

Reading 6.0 – 8.9 EDU 090, and EDU 063▲, and EDU 089▲

Language 5.0 – 5.9 EDU 083 6.0 – 8.9 EDU 080

Math 4.0 – 4.9 EDU 0735.0 – 5.9 EDU 073 6.0 – 8.9 EDU 076

*Students whose TABE scores are below the minimum required levels are referred to other adult basic education programs or to other remediation programs offered by MDC. Information about these options will be provided to the student during the placement interview. ▲TABE Reading score is used for placement into EDU 063 – Pre-GED Social Studies and EDU 089 – Pre-GED Science. B. Placement Guide for General Education Development (GED) Preparatory Courses: GED students should obtain a minimum 9.0 grade level equivalent on the TABE for each subject area in order to gain the most benefit from the GED preparatory courses. If a student scores a 9.0 grade equivalent or higher in reading and less than 9.0 in mathematics and/or language, the student can be enrolled in both GED and ABE programs of study. Students are registered in EDU 075 – GED Preparatory – Comprehensive (Literacy Completion Point A-E) if they lack a State of Florida recognized high school diploma and meet one of the following criteria:

1. Have never taken the GED test. 2. Have taken the GED test, but have not passed any of the subtests. 3. Passed all of the subtests of the GED test without obtaining an overall passing score of 2250.

A student who has taken the GED test and failed at least one, but not all of the subtests, is enrolled in one or more of the following courses: C. Placement Guide for Adult and Vocational English for Speakers of Other Languages (ESOL and VESOL): MDC administers the Comprehensive Adult Student Assessment System (CASAS) – Life Skills (reading forms 27, 28, 33, and 34 and listening forms 53 and 54) for initial placement. The writing sample is used to determine literacy in the student’s native language. Students are placed in ESOL or VESOL courses based on the lower of the Reading and Listening scores. An appropriate form of the CASAS is used for post-testing students transitioning to their next level of courses and for completion of ESOL-6 or VESOL-C. Students transitioning from ESOL-6 or VESOL-C to Vocational Credit Certificate programs are tested on the TABE following the testing guidelines in Section III in order to determine program eligibility. A four

GED Prep Courses Placement Guide EDU 085 GED Preparatory – Language/Writing LCP - A EDU 078 GED Preparatory – Social Studies LCP - B EDU 079 GED Preparatory – Science LCP - C EDU 095 GED Preparatory – Literature/Reading LCP - D EDU 077 GED Preparatory – Mathematics LCP - E

LCP = Literacy Completion Point

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month waiting period is required for retesting students who did not enroll in ESOL/VESOL courses. Students who enrolled in ESOL/VESOL courses must follow the approved post-testing procedures. MDC administers the TABE Survey (Reading and Language only) Forms 9 and 10 with Locator to place students into VESOL. Students will be placed based on the average of their reading and language scores on the TABE test as follows: Eligible students who do not meet the minimum placement criteria listed below above for the VESOL program will be referred to other programs offered by the College (REVEST, non-credit intensive English, etc.) or to programs offered by Miami-Dade County Public Schools. Students transitioning from VESOL C to Vocational Credit Certificate programs are retested on the TABE following the testing guidelines in Section III in order to determine program eligibility. *Students must be literate in their native language.

VESOL Placement Guide CASAS Score TABE Grade Equivalent Course Placement Level

<191* Below 2.0 EDU 057 – ESOL-1 (Foundations) 191 – 200 2.0 – 2.9 EDU 068 – VESOL-A (Beginning) 201 – 220 3.0 – 5.9 EDU 069 – VESOL-B (Intermediate) 221 – 245 6.0 – 8.9 EDU 070 – VESOL-C (Advanced)

ESOL Placement Guide CASAS Score Course Placement Level

<171 EDU 048 – ESOL Literacy-A 171 – 180 EDU 049 – ESOL Literacy-B 181 – 190 EDU 050 – ESOL Literacy-C

<191* EDU 057 – ESOL-1 (Foundations) 191 – 200 EDU 059 – ESOL-2 (Low Beginning) 201 – 210 EDU 060 – ESOL-3 (High Beginning) 211 – 220 EDU 061 – ESOL-4 (Low Intermediate) 221 – 235 EDU 062 – ESOL-5 (High Intermediate) 236 – 245 EDU 058 – ESOL-6 (Advanced)

All new

*Students must be literate in their native language. V. PROCEDURES FOR TESTING AND PLACEMENT CRITERIA FOR DUAL ENROLLMENT

SEEKING STUDENTS

Florida Statute, Section 1007.271 describes the dual enrollment program as the enrollment of an eligible secondary student or home education student in post secondary courses creditable toward a career and technical certificate, or an Associate or Baccalaureate degree. The credits that students earn must be used toward both high school graduation and be acceptable toward the Technical Certificate, Associate or Baccalaureate degree. Dual enrollment students must pass the appropriate sections of the CPT, ACT or SAT, to enroll in college credit courses. Dual enrollment students who plan on enrolling in vocational credit courses must pass the

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TABE and meet the minimum basic skills grade levels in mathematics, language and reading as defined by the vocational/technical program. REQUIRED FOR DUAL ENROLLMENT COLLEGE CREDIT STUDENTS: 1. Students must pass the English and reading sections of the CPT, ACT, or SAT prior to registering for

courses not related to mathematics, performing arts, and visual arts.

2. Students must pass the reading and college-level mathematics section of the CPT, or meet MDC’s required ACT/SAT scores prior to registering for MAC 1105 or higher, or any course that requires mathematics as a pre-requisite.

3. Students must pass the reading and elementary algebra section of the CPT, or pass the required reading and mathematics section of the ACT or SAT prior to registering for accounting courses.

4. Students must pass all sections of the CPT, ACT, or SAT for science (biology, chemistry, physics, earth science) and engineering courses.

REQUIRED FOR DUAL ENROLLMENT VOCATIONAL CREDIT STUDENTS:

Students must pass the TABE at the grade level required by the program to which they are applying. CASSC Research and Testing Committee Effective June 1, 2005

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Community College Faculty Survey of Student Engagement (CCFSSE) Highlights of Pilot Results - 2004

In Fall 2004, Miami Dade College participated in the pilot administration of the Community College Faculty Survey of Student Engagement (CCFSSE). The CCFSSE, designed as a companion to the Community College Survey of Student Engagement (CCSSE), elicits information from faculty about their teaching practices, the ways they spend their professional time, both in and out of class, and their perceptions regarding students’ educational experiences. What is the CCFSSE? The Community College Faculty Survey of Student Engagement (CCFSSE) is a web-based survey designed to mirror the CCSSE in an effort to facilitate comparisons between student and faculty responses. In Fall 2004, all institutions that participated in the 2004 CCSSE survey administration were invited to participate in the CCFSSE pilot project. The survey was conducted online from October 29 through December 31, 2004. All faculty members whose courses were selected for the 2004 CCSSE survey administration were invited to participate. Who responded in the 2004 CCFSSE Pilot? The CCFSSE pilot survey was completed by 23 of 60 eligible MDC faculty members, including 17 full-time and 6 part-time faculty. The average institutional response rate for the 2004 CCFSSE pilot was 37% (MDC=38%). This is a very small number of faculty responses. Survey results are presented for information only. Highlights of Results: How do faculty ratings compare with student ratings from the 2004 CCSSE results? The following graphs present how the faculty responded to the CCSSE associated benchmark items in the survey and also include how students responded to the similar items on the 2004 CCSSE survey. Response information is only included if the items ratings differ by at least three percentage points. Faculty Perceptions about Active & Collaborative Learning Faculty members were asked how active students are in their education and how much they apply what they are learning in different settings. The following table shows how students responded to similar items on the 2004 CCSSE survey. On most items, faculty report higher rates of active and collaborative learning than students.

Faculty Perceptions about Active & Collaborative Learning

37%

50%

27%

63%68%

27%

14%

28%

52%

11%

31%

45%

0% 10% 20% 30% 40% 50% 60% 70%

Discuss ideas from their readings or classes with othersoutside of class (students, family members, co-workers, etc.)

Tutor or teach other students (paid or voluntary)

Work with classmates outside of class

Work with other students during class

Make a class presentation

Ask questions in class or contribute to class discussions

Student

Faculty

Response of “Often” or “Very Often”

CCFSSE Highlights.doc 1 lc | 4/15/2005

Faculty Perceptions about Student Effort Faculty members were asked how much effort students contribute to their own learning and education. The following graphs show how students responded to the similar items on the 2004 CCSSE survey. Faculty report lower student effort than students.

Faculty Perceptions about Student Effort

64%

50%

32%

18%

56%

54%

0% 10% 20% 30% 40% 50% 60% 70%

Come to class without completingreadings or assignments

Work on a paper that requiresintegrating ideas or information from

various sources

Prepare two or more drafts of a paperor assignment before turning it in

Student

Faculty


Faculty Perceptions about Academic Challenge Faculty members were asked how challenged students are academically. The following graph includes students’ ratings on similar items from the 2004 CCSSE survey. Faculty report higher levels of academic challenge than students.

Faculty Perceptions about Academic Challenge

77%

73%

68%

81%

53%

55%

59%

67%

0% 20% 40% 60% 80% 100%

Applying theories or concepts to practical problemsor in new situations

Making judgments about the value or soundness ofinformation, arguments, or methods

Synthesizing and organizing ideas, information, orexperiences in new ways

Analyzing the basic elements of an idea,experience, or theory

Student

Faculty

Response of “Quite a bit” or “Very Much”


Faculty Perceptions about Student-Faculty Interaction Faculty members were asked how often students interact with them, in and out of class. The following graph shows how students responded to similar items on the 2004 CCSSE survey. Faculty report higher rates of interaction than students, most notably with respect to prompt feedback (written and oral) and discussing grades or assignments.

Faculty Perceptions about Student-Faculty Interaction

90%

37%

55%

91%

59%

51%

14%

25%

47%

40%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Receive prompt feedback (written or oral) from you abouttheir performance

Discuss ideas from their readings or classes with yououtside of class

Talk about career plans with you

Discuss grades or assignments with you

Use e-mail to communicate with you Student

Faculty


Faculty Perceptions about Support for Learners Faculty members were asked how much the College commits to providing students with academic, financial, and social support. The following graphs show how students responded to similar items on the 2004 CCSSE survey. Faculty report higher levels of support than students.

Faculty Perceptions about Support for Learners

47%

56%

91%

78%

83%51%

46%

25%

62%

32%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Providing the financial support students need to affordtheir education

Providing students the support they need to thrivesocially

Helping students cope with their non-academicresponsibilities (work, family, etc.)

Encouraging contact among students from differenteconomic, social, and racial or ethnic backgrounds

Providing students the support they need to help them tosucceed at this College

Student

Faculty

Response of “Quite a bit” or “Very Much”


Additional Results: The CCFSSE also has many items related to educational and personal growth that are not included in any of the five benchmark groups, but for which comparative information is available. Statistically significant highlights from these items follow:

• MDC faculty are less likely to say that the College contributed to their students ability to write clearly and effectively (52% said “quite a bit” and “very much” compared to 67% of MDC students).

• MDC faculty are less likely to say MDC contributed to their students ability to speak clearly and effectively (61% answered “quite a bit” and “very much” compared to 65% of MDC students).

• MDC faculty are more likely to say that the College contributed to their students understanding of themselves and their understanding of people of other racial and ethnic backgrounds (70% and 61%, respectively said “quite a bit” and “very much” compared to 60% and 53%, respectively for MDC students).

• MDC faculty are more likely to say that the College helped their students develop clearer career goals (82% said “quite a bit” and “very much” compared to 57% of MDC students).

• MDC faculty are more likely to say that the College helped their students develop a personal code of values and ethics (61% said “quite a bit” and “very much” compared to 47% of MDC students).

How do MDC faculty responses compare with national CCFSSE results? How Faculty Spend Their Time The table below displays the amount of time faculty report spending on teaching-related and other professional activities on a typical week. MDC faculty reported spending more hours teaching students than their national counterparts, as well as working on ways to improve their teaching. Both groups spent limited time on other professional activities. Hours Spent on Selected Activities during 7-day Week

All faculty 1 to 10 11 - 20 21+

MDC ALL MDC ALL MDC ALL Teaching-related activities Teaching students in class 17% 30% 61% 53% 21% 17% Grading papers 82% 77% 9% 16% 4% 6% Giving other forms of written and oral feedback to students 87% 90% 4% 5% 4% 3%

Preparing for class 83% 81% 13% 14% 4% 5% Reflecting and working on ways to improve my teaching 83% 90% 13% 5% 4% 3%

Other professional activities Research and scholarly activities 69% 74% 4% 4% 8% 2% Working with honors’ projects 17% 15% 0% 0% 0% 0% Advising students 79% 76% 13% 3% 4% 2% Supervising internships or other field experiences 39% 21% 0% 2% 0% 1%

Working with students on activities other than course work (committees, organizations, student life activities, orientation, intramurals, etc.)

52% 45% 4% 2% 0% 1%

Involved in other activities with students outside the classroom 91% 71% 5% 1% 0% 2%

Conducting service activities 61% 40% 0% 1% 0% 0%


Class Time The table below displays the percent of class time faculty spent on activities such as lecture, teacher-led discussion, and in-class writing. Thirty-nine percent of the MDC faculty respondents reported spending between 20-39% of their class time on “teacher-led discussions” compared to 31% of faculty respondents nationally. Seventeen percent of the MDC faculty respondents reported spending between 75-100% of their class time on “lecture” compared to 8% of faculty respondents nationally. Percent of Class Time Spent on Various Activities (All Faculty)

0% 1-19% 20-39% 40-49% 50-74% 75-100% MDC ALL MDC ALL MDC ALL MDC ALL MDC ALL MDC ALLLecture 0% 2% 26% 27% 31% 27% 9% 14% 17% 22% 17% 8% Teacher-led discussion 13% 4% 39% 48% 39% 31% 0% 7% 9% 8% 0% 3% Teacher-student shared responsibility 30% 24% 35% 48% 30% 18% 4% 4% 0% 3% 0% 2%

Student computer use 43% 49% 26% 31% 9% 8% 9% 3% 4% 4% 9% 5% Small group activities 30% 21% 46% 55% 18% 16% 0% 4% 0% 2% 9% 1% Student presentations 45% 38% 36% 49% 14% 9% 0% 2% 5% 2% 0% 0% In-class writing 43% 47% 34% 45% 22% 6% 0% 1% 0% 1% 0% 0% Testing and evaluation 4% 4% 82% 79% 9% 13% 4% 1% 0% 1% 0% 1% Performances in applied and fine arts 78% 92% 13% 5% 0% 2% 4% 1% 0% 1% 4% 1%

Experiential 52% 66% 39% 18% 0% 8% 0% 3% 0% 3% 9% 1% Hands-on practice 22% 25% 30% 35% 22% 18% 4% 6% 4% 8% 17% 7%

Silvio Rodriguez:lc


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