colorado community college systems coetc presentation at accelerated learning program conference...
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Colorado Community College Systems COETC presentation at Accelerated Learning Program Conference June 2014 by Marilyn SmithTRANSCRIPT
Developmental Education
Redesign in Colorado Community Colleges
ALP at BCCC 2014
The problem “The more levels of developmental courses a student
needs to go through, the less likely that student is to ever complete college English or math.”
- Thomas Bailey (2009) CCRC Brief.
Traditional Colorado Course Sequence MAT 030
MAT 060
MAT 090
MAT 099
ENG 030
ENG 060
ENG 090
REA 030
REA 060
REA 090
A Colorado Example
ENG Cohort Fall2010
Number of students enrolled in ENG 030 fall 2010
Enrolled in
ENG030 Fall 2010
Completed ENG030 Fall 2010
Enrolled in
ENG060 Completed ENG060
Enrolled in ENG090
Completed ENG090
Enrolled in
ENG121 Completed ENG121
537 308 274 176 145 106 83 53
537 57% 51% 38% 27% 20% 15% 10%
A Colorado Example
MAT Cohort Fall 2010
Number of students enrolled in MAT 030 fall 2010
Complete MAT 030
Enroll in MAT 0600
Complete MAT 060
Enroll in MAT 090
Complete MAT 090
Enroll in MAT 099
Complete MAT 099
Enroll in College Level math
course
Complete College
level math
course
3926
2245 1896 1521 1113 827 476 319 194 182
57% 48% 39% 28% 21% 12% 8% 5% 4.6%
Creation of a task force
College representation Faculty + others (student services,
administration, testing, advising…) Charged with creating policy for the system
The goal of the redesign
.
A developmental education redesign that will move students quickly and
effectively (and successfully) through their first college level course.
National models considered
Washington State - iBest Tennessee – emporium Los Medinos - acceleration in math Community College Baltimore County - ALP Chabot College – Integrated reading and English University of Texas - new mathways Austin Peay State - mainstreaming
February 2013 CCCS Board approves the
Task Force recommendations
To accelerate students by reducing the amount of time, number of developmental credits, and number of courses
in the developmental sequence so students can have access to and be supported for success in a college level course.
Timeline Spring/summer 2013: discipline team developed curriculum
and created professional development training for faculty and staff
Fall of 2013: schools who were already working on redesign ramped up projects
Spring 2014: all colleges transition to the new models PCC, TSJC, NJC, CNCC, LCC, and OJC are in full
implementation for spring 2014 Fall of 2014: all colleges will be operating with the new
models in place
What “Redesign” looks like Math – pathways at the developmental level
Algebra Non-Algebra (statistics and math for liberal arts) Non-transfer (career math, clinical calculations) Mainstreaming with supplemental instruction when possible
College Composition and Reading (formerly reading and English) Integrated disciplines Options for delivery (CCR 092 0r CCR 093 or CCR 094) Mainstreaming when possible Tiers of student support in classrooms
Implementation teams Core implementation team
Faculty Focused on curriculum, content, training, and professional
development Redesign advisory process
Administrative (Banner, fiscal, advising, financial aid) Testing – faculty for content. Testing center directors when
we have a platform to experiment with.
The Math Pathway Model MAT 050
Quantitative Literacy
MAT 103 MAT 108 MAT 109 MAT 112
MAT 055 Algebraic Literacy
MAT 121 MAT 123
MAT 025 Algebraic
Literacy Lab MAT 120
MAT 135 MAT 155 MAT 156
MAT 093 Algebra Lab
MAT 091 Applied Quant
Lab
MAT 092 Quant Lab
Why Two Pathways?
Students pursuing Non-STEM majors need different math skills than students pursuing STEM majors
Examples of Career and Technical: Medical Office Technology, Automotive Tech, Radiology Examples of Non-STEM: Journalism, Communications, Education Examples of STEM: Engineering and the Sciences
As a result of these different needs, the learning objectives for the new courses were created using reverse design and overlap was removed
Assessment Prep Non-credit, low-cost to the student, not
Financial Aid eligible
Expected outcomes: Students re-test to place into chosen
pathway Refresh to raise placement
Suggested topics
Institutional choices
MAT050 Quantitative Literacy EA >30-84 or AR >40 4 credit course
Expected Outcome:
Students are prepared to succeed in the college-level non-STEM or career and technical math course that is part of their career pathway
Institutional choices
MAT 055 Algebraic Literacy EA 60-84 4 credits
Expected Outcome:
Students are prepared to succeed in MAT 121 or MAT 123
Institutional choices
Co-Requisite Labs MAT 025 Algebraic Literacy Lab EA 45 - 59 Supports MAT 055 Algebraic Literacy
MAT 091 Applied Quant Lab EA 30 - 84 or AR >40 Supports MAT 103, 107, 108, 109, 112
MAT 092 Quant Lab EA 80 - 84 Support MAT 120, 135, 155, 156
MAT 093 Algebra Lab EA 80 - 84 Supports MAT 121, 123
New English and Reading Courses New Developmental Education Courses CCR091 CCR 092 CCR 093 CCR 094
CCR = College Composition and Reading
All courses integrate reading and writing
• CCR 092, CCR 093, and CCR 094 are NEW paths to help students become confident readers and writers.
• CCR courses are not an attempt to condense several classes into one; each CCR course serves a unique purpose.
• The colleges and universities who saw the most success with these new developmental courses cited a focus on soft or affective skills as a crucial element of their success.
– Time Management – Accountability – Motivation – Goal Setting – Relationships – Professionalism
CCR 091 •1 credit •Co-requisite w/CCR092 •Lab Support
CCR 092 •5 credits •Integrated reading and writing •College ready
CCR 093 (Studio D) •3 credits •Link with Discipline or CTE course •Contextualized and mainstreamed
CCR 094 (Studio 121) •3 credits •Linked with ENG121 •Mainstream
Overall Strategies Courses embody specific principles Acceleration Mainstreaming Contextualization Career Pathways (Programs of Study) Integration of English and reading
Professional development for faculty and staff Plan for ongoing assessment built into model
Math All students in college algebra track Four course, four semesters, 13 credits in MAT
English and Reading Three courses, three semester, 8 credits in ENG Three courses, three semesters, 8 credits in REA Courses taught separately
Math Students choose math pathway based on career
choice—algebraic literacy with path to college algebra, quantitative literacy with path to statistics, math for liberal arts, or career math,
One developmental course before the college level course for most students
Some students mainstreamed into college level course with just-in-time remediation through support courses
English and Reading Composition and reading integrated into one
course One developmental course before the college
level course Many students mainstreamed into college level
course using the ALP model
Before After
Measures of success Successful developmental students and programs should be
measured in the following ways: In Math – Successful completion of any college level (100+)
math course In English and Reading – Successful completion of any
college level (100+) English course or any college level discipline strands course.
Cohort tracking – how many are completing college courses?
Math 2008 fall
15,633 registered 59 % passed
8,701 in college math 67 % passed
2013 fall 15,118 registered
58 % passed 12,976 in college math
66 % passed • 67% more students registering for college math • 8,564 passing college math in 2013
• To achieve that in 2008 we would have needed a 98% pass rate!
English/Reading 2008 fall
10,389 registered 67 % passed
47,998 college gt course 72 % passed
2013 fall 10,299 registered
66 % passed 63,201 college gt course
72 % passed
• 75% more students enrolled in college level courses • 45,504 students passing college courses in 2013
• To achieve that in 2008 we would have needed a 94% pass rate!
Assessment Prep Lab at Community College of Denver Enrollment
Fall 2012 77 Spring 2012 137 Summer 2012 81 Fall 2013 144 Spring 2014 190*
* Note 28 retook the Accuplacer
Scores Our students retaking the Accuplacer had average score CHANGES of: Arithmetic: +28.5 Elementary Algebra: +26.7 Reading: +17.8 Sentence Skills: +1
Intermediate Algebra with Supporting Lab at Community College of Denver Higher Pass rates Lower Failure and Withdrawal Rates Higher Rates of A’s and B’s
FALL 2013 Pass Rate DFW Rate
MAT 055 without support 54.9% 45.2%
MAT 055 with MAT 025 lab 67.9% 32.2%
SPRING 2014 Pass Rate DFW Rate
MAT 055 without support 52.9% 46.7%
MAT 055 with MAT 025 lab 72.4% 27.7%
Spring 2014 (201430) MAT 055 Online and Traditional
MAT 055 S/A S/B S/C U/D U/F W I IP Total Pass Online 2 4 10 8 3 27 59.2% In Class 81 124 146 40 201 72 2 1 667 52.6% Total 83 128 156 40 209 75 2 1 694 52.9%
12.0% 18.4% 22.5% 5.8% 30.1% 10.8% 0.3% 0.1% 100.0%
Spring 2014 (201430) MAT
025 & 055 Learning Communities
MAT 055 MAT 025 S/A S/B S/C U/D U/F W Total Pass
S 39 24 26 6 6 101 88.1% U 1 3 1 1 16 22 W 7 7
Total 40 27 27 7 22 7 130
% Total 30.8% 20.8% 20.8% 5.4% 16.9% 5.4% 100.0%
Fall 2013 Community College Denver
Fall 2013 Community College of Denver Fall 2013 (201420) MAT 055 (no support)
S/A S/B S/C U/D U/F W Total
Consort 50 71 51 13 84 269
HS 2 2 1 5
CCD 58 63 78 23 79 62 363
% Total 16.0% 17.4% 21.5% 6.3% 21.8% 17.1% 100.0%
Fall 2013 (201420) MAT 055/025 (with support)
S/A S/B S/C U/D U/F W AW Total
Consort 13 14 10 2 22 1 62
HS
CCD 14 22 21 5 15 7 84
% Total 16.7% 26.2% 25.0% 6.0% 17.9% 8.3% 0.0% 100.0%
What faculty are saying… Just as important as the data are the responses of the faculty and staff who work with these students. A faculty member teaching a CCR 094 course commented: What has been fascinating to watch is how seamlessly this has played out in the classroom. On the first day, and often for the rest of the semester, no one in the 121 classroom knows who is "ready" for it and who isn't. There is no great divide, either socially or academically. If one were to look at our 121 grade books or an average day in class, it would be hard to tell which students are also in the Studio class because they are rising to the challenge. They are performing as well as their 121 peers, and often are even outperforming them, both in classroom participation and assignment quality. They are often leaders in class discussions, do the most valuable process work, and show the most awareness of the course's goals. More often than not, the Studio students are the first in English 121 to volunteer to share their essay drafts with the class and to ask productive questions.
What faculty are saying… So it is interesting to see that although a lot of the 146 students were required to take the MAT 025 class, due to lower accuplacer scores, as a group they performed better than the overall group. Some of the 146 students self-enrolled in MAT 025 and were not required, so there may be some extra motivation for those students. It is also worth noting that the dropout rate was lower for the MAT 025 group versus the overall group.
Places to go and people to see for more information DE site https://resources.cccs.edu/education-
services/developmental-education-task-force/developmental-education-redesign//
Weebly http://cccscoetc.weebly.com/ D2L shells
For Math go to https://ccd.desire2learn.com/ The username is “math” and the password is “31415161” to access the course. Once there, use the drop down at the top of the screen to choose the CCCS Developmental Math Resources.
For College Reading and Composition (CCR) go to https://ccd.desire2learn.com/ The username is “english” and the password is “31415161” to access the course.
College Departments CCCS Contacts
Contact us… Brandon Feres [email protected] 303.340.7563 Linda Sue Hoops [email protected] 303.556.3581 1 Marilyn Smith [email protected] 720.858.2328
This Workforce Solution and Open Educational Resource by Colorado Online Energy Training Consortium is licensed under a Creative Commons Attribution 3.0 Unported License. Permissions beyond the scope of this license may be available at www.cccs.edu.