Contact Julie Nellis and Aliscia Niles with questions.
Before the break, the MC full-time faculty met to evaluate the new CASAS score conversations in addition to classroom performance and make the following changes to placement CASAS scores.
The purpose of these updates is to improve outcomes, as students who are placed in the most optimal learning environment offered, have a higher chance of performing. While Reading and Math CASAS scores have some correlation with a student’s placement level, individual needs and complexities of a student's life, coupled with their past experience as a student, are also important for determining appropriate placement. When in doubt, please consult with faculty as it is more difficult to move students after they have been placed. We can arrange to have a point faculty oncall in order to support registration if this would be helpful.
GED Strategic 235 - 243
GED Focused 244+
Goal of GED in order to enter the workforce or College
Fundamentals of R/W 223 - 235 or 239
Goal of GED or Enter College
Ss to secure accommodations through CAR if needed
Ss should be able to complete the program application and CASAS
College Ready Cohort: Reading: 239+ Math: Enrolled in CRRW and have not placed into their program level math
Goal: Enter College in 1 Term
This is a fast-paced accelerated class, not intended to be repeated term after term.
Students experiencing barriers that might interfere with meeting the above requirements should talk with the CR instructor for recommended placement
Attendance, homework, classwork, and completion of Steps to Enrollment including FA are requirements of the class
No mid-term enrollment unless approved by instructor
As a reminder, it is also important to communicate to students that their classroom placement is not good or bad, high or low, but, rather, where the student has the best chance of success. Fundamentals, for example, isn't a "low" placement, and College Ready "high" as we have had students with a CASAS reading score of 225 successfully complete College Ready and enter credit, and students with a 245+, not complete, and found Fundamentals a better learning environment for their needs.
It's best practice in assessment to limit qualitative language when meeting with students. Students interpret CASAS language (scores, level gains, diamond scores) based on their own past experiences, confirming what they already believe to be true: I'm not good at math/reading or I don't need math/reading. A single measure cannot make this determination, but students will interpret CASAS as truth about their skills, similar to what is happening with Accuplacer in the college credit arena.
As a reminder for faculty...
Standard Practice:
Within the first week, preferably by Wednesday, it is important that instructors give assessments (formal and informal) to identify student movement. Most moves can be done informally by discussing your recommendation with the student and instructor of the class you are referring the student to. However, there is also a more formal approach for movement recommendations when needed.
Refer to the following:
What to do if you think a student is too high or too low for a class?
New students will be placed into classes based on placement assessments including CASAS reading, math and a departmental math assessment. Returning student progress and class placement is based on a combination of student behaviors and formal assessments. The Reading and Math CASAS scores have some correlation with a student’s placement level but should not be used as the only measurement for movement, either up or down the sequence. Informal and formal assessments within the first day or two help identify whether or not a student is placed correctly. Use cognitive and noncognitive measures of assessment to determine a student’s best placement and collaborate with the instructor of the next level in order to best move a student. It is helpful to assess and share the following in addition to any other concerns:
What are the student's goals, attendance, engagement in learning activities and completion of work?
What are your instructor observations, beyond CASAS, that show a higher or lower level performance in your class?
What differentiated instruction have you tried and what have been the results?
What is the timeline that you wish to move the student?
What expectations should be communicated to the student about the level change?