Desert Vista Campus
1 Accuplacer is piloted at the Pima Partnership Academy and High School, Catalina Magnet High School, and local public high schools within the Desert Vista Campus area, Sahuaro, Sunnyside and Cholla, as well as Northwest Campus High Schools, Mountain View and Marana.
Sophomores and Juniors are tested on-site to identify basic competencies for the purpose of preparing them for admission to college. Over 1,000 students have been assessed in each of the past three years. Mountain View High School utilizes Accuplacer results to determine course offerings for the year. Proper placement into high school math has resulted in fewer student failures. (DC, DV, NW, J. Haynes, VP of Student Development)
2.2.3 Develop and deliver an orientation that prepares students to take an assessment test.
Vice Presidents of Student Development
All Campuses
1 An orientation and tutorial for Basic Skills assessment will be available online at www.pima.edu in PDF format. A PowerPoint presentation is available for use by Student Services and Outreach staff. (All, L. Menchaca, N. Sorenson, VPs of Student Development)
Community Campus
A fully standardized and centralized student orientation was implemented at the Community Campus for all ABE/ASE students wishing to enter the program. GED 101 is an eight-hour intake that includes information on program offerings, transitioning to higher education or career training, suggestions for being a better student, placement test, and one-on-one advising and class scheduling. (CC, R. Suitt, K. Rose)
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2 A standardized orientation for all ELAA students was also implemented. (CC, A. Hostetter)
2.2.4 Evaluate available assessment tools and identify ways to provide additional information about student skill levels and areas for improvement.
Vice Presidents of Instruction, and Vice Presidents of Student Development
All Campuses
1 Seven assessment tools were evaluated. Included in these were tools for basic skills, study behaviors, learning styles, talent and strengths, technology and internet skills, information literacy, and student engagement assessment. Each tool provides expanded information about student skills and abilities that could be delivered in a variety of methods by faculty, staff and the College. Information about delivery formats, costs, content and assessment publisher were provided. (All, VPs of Instruction and VPs of Student Development)
Community Campus
The Arizona Department of Education implemented the use of the TABE-CLAS-E for all ELAA students. Unlike the previous test, this test provides instructors with individual diagnostic profile containing additional information about the students’ skill levels and areas for improvement. The test evaluates a student’s skills in reading, writing, listening, and speaking. (CC, L. Hernandez) 1
Desert Vista Campus
Requests from high schools in the Desert Vista service area for data regarding student performance have been forwarded to PIR. (DV, B. Miller, Advanced Program Manager) 1
2.2.5 Establish an optional 'Readiness Academy' for students to prepare for mathematics, reading, and writing instruction.
Vice Presidents of Instruction, and Vice Presidents of Student Development
All Campuses
1 Students placing into developmental courses in mathematics, reading, and writing can be offered an optional Readiness Academy designed to help improve their scores on the placement tests.
Students can take one hour Academic workshops in each discipline; these are taught by faculty members experienced in teaching developmental courses. In addition, students can take Student Success workshops in Study Skills, Time Management, Note Taking, and Basic Computer Skills and will also utilize computer-based practice modules that identify which skills the student needs to build. After completing the Academic Workshop, students will retake the appropriate
assessment test; students who do not place into college-level classes will be directed to additional one-hour Academic Workshops. (All, VPs of Instruction and VPs of Student Development) Community Campus
Adult Education has submitted a proposal to offer College Readiness Academies. Adult 1
Desert Vista Campus
Math faculty member Darla Aguilar provided leadership for the development of a workshop series called Math Brush-up Seminars. The seminars assisted students with math problems to help them with classes that they were enrolled in and to prepare for assessment tests. (DV, D.
Aguilar, Math Faculty) 1
East Campus
Over 50 East Campus Upward Bound students prepare for college entry with semester coursework in Mathematics, English and Science. (EC, C. Fugett, President)
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West Campus
A GEAR UP Math Academy focusing on Algebra and Geometry skills for Tucson and Cholla High School Students was created and scheduled June 1 to 26, 2009 and attended by
approximately 80 students. (WC, N. Sorenson, WC Vice President of Student Support Learning Services, M. K. Gilliland WC Division Dean Science and Technology)
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2.2.6 Review and revise placement procedures for English as a second language (ESL) students.
Vice Presidents of Instruction
All Campuses
1 ESL CDAC recommended "Ability to Benefit" tests and passing scores. Passing scores were identified for the following assessment tools: Asset, COMPASS, Accuplacer (CPT) and CELSA.
(All, VPs of Instruction)
2 Revised cut scores and placement recommendations for the CELSA (Combined English as a Second Language Skills) test are in place at all Assessment and Testing Centers. (All, VPs of Instruction, VPs of Student Development)
3 The ESL CDAC has suggested using a series of basic questions before assessment, rather than relying on self-identification. (All, VPs of Instruction)
Community Campus
The Arizona Department of Education implemented the use of the TABE-CLAS-E for all ELAA students. Unlike the previous test, this test provides instructors with individual diagnostic profile containing additional information about the students’ skill levels and areas for improvement. The test evaluates a student’s skills in reading, writing, listening, and speaking. (CC, S. Lee)
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Downtown Campus
ESL Orientation. The ESL CDAC developed a standard ESL orientation that could be
customized for each campus. This orientation was offered over several semesters at WC and at DC. (WC, DC, VPs of Instruction)
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West Campus
ESL Orientation. The ESL CDAC developed a standard ESL orientation that could be
customized for each campus. This orientation was offered over several semesters at WC and at DC. (WC, DC, VPs of Instruction)
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2.2.7 Develop an early intervention plan to identify and assist students having difficulties in developmental courses.
Vice Presidents of Student Development
All Campuses
1 Basic Skills Assessments are required for all students entering the College for the first time.
Students who place into two or more developmental education classes have a College Preparation (CP) hold placed on their accounts. The hold stays on until they have successfully passed the developmental education classes. Students with CP holds need to meet with an advisor or counselor to have the hold removed once they have successfully passed their developmental education classes or assess at a higher level. Students designated with a CP hold are strongly encouraged at their New Student Orientation or first advising meeting to register for STU 100:
College Success Skills and to take STU 109a: Career Choices class. (All, VPs of Student Development)
2 Counselors or advisors have been assigned for designated initiatives such as high school dual enrollment and Adelante. Title V and Upward Bound programs provide unique support to students before entering the College. (All, VPs of Student Development)
3 Forms are available online and in the faculty and adjunct faculty handbooks called the "campus early alert form" and the "student referral form" that faculty can utilize to refer students to Student Services staff for academic assistance. This support can come in the form of: 1.
One-on-One counseling sessions to examine particular challenges the individual student may be having; 2. Make suggestions or referrals for internal support services, such as: Study Skills Workshops, Computer Literacy Workshops, Disabled Student Resources (DSR), Code of
Conduct review and reinforcement, Library Skills, Personal Finance and Budgeting etc.; 3. Make suggestions or referrals to outside agencies such as: DES, Catholic Community Services, WIC, ACCESS, Child Family Connections, etc. (All, VPs of Student Development)
4 The Department of Athletics utilizes a Student-Athlete Progress Report on a quarterly basis (minimum) to check academic progress; intervention strategies are prescribed depending on need. Student Athletes are required to spend 2-4 hours per week in the Campus Learning Centers.
(All, E. Soto, Athletic Director) Community Campus
PCC ESL CDAC and Adult Education staff have met to begin development of plans to assist students with more correct placement in low level developmental education ESL classes. (CC, N.
Reeder, M. Gromyko, K. Rose) 1
Downtown Campus
Counseling liaisons make classroom visits to developmental education courses to provide an overview of the support services available in the Student Service Center to enhance student success. The classroom visits also provide faculty with useful tools for students they work with, in order to eliminate the need to spend long hours with students outside of the classroom in addition to the amounts of time required for instructional preparation, delivery, and assessment of students. Student Development Center liaisons with instructional faculty have been
established to support and enhance development education students' experiences. The liaisons from student development that are responsible for forging relationships with faculty members are the Student Development counselors. Through this relationship, the faculty is made aware of the services that the Student Development counselors provide. Faculty members are encouraged to refer students in developmental education who are having difficulties in their academic progress to seek counseling services in order to improve their performance before or as soon as they experience any academic challenges. (NW, DC, D. Zirbes, J. Haynes, VPs of Student Development)
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East Campus
East Campus has been awarded a Student Support Services grant for $1.1 million, Student Opportunities in Achievement and Retention (SOAR), from the US Department of Education.
The grant will provide specialized academic support the East Campus' disabled student population. (EC, C. Fugett, President)
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2 From November 2010 through May 2011, Project SOAR selected and hired a Program Manager, Retention Specialist and Support Specialist. 100 students have been admitted to this selective program and have successfully completed the Spring 2011 semester. Student have received over 320 hours of tutoring and participated in over 300 hours of programs and activities. Outreach has been conducted at all campus locations, agencies and K-12. (EC, C. Fugett)
Northwest Campus
Counseling liaisons make classroom visits to developmental education courses to provide an overview of the support services available in the Student Service Center to enhance student success. The classroom visits also provide faculty with useful tools for students they work with, in order to eliminate the need to spend long hours with students outside of the classroom in addition to the amounts of time required for instructional preparation, delivery, and assessment of students. Student Development Center liaisons with instructional faculty have been
established to support and enhance development education students' experiences. The liaisons from student development that are responsible for forging relationships with faculty members are the Student Development counselors. Through this relationship, the faculty is made aware of the services that the Student Development counselors provide. Faculty members are encouraged to refer students in developmental education who are having difficulties in their academic progress to seek counseling services in order to improve their performance before or as soon as they experience any academic challenges. (NW, DC, D. Zirbes, J. Haynes, VPs of Student Development)
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