Developmental Education Redesign Recommendations

Overview

The DETF recommendations Math College Reading and Composition (English & Reading) Administrative

Proposed timeline

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.

The goal of the redesign

Move students quickly and effectively through their first college level course.

National and local models considered

Washington State - iBestTennessee – modules and math emporium Los Medinos - acceleration in mathCCBC - Accelerated Learning (ALP)Chabot College – AccelerationUniversity of Texas - new mathways projectAPSU– mainstreamingAurora – Integrated English and ReadingDenver – Fast Start Front Range – ALP learning communities

Our recommendations

Reduce the amount of time, number of credits, and number of classes

Curriculum redesign Reverse design What students need to know for success in college

class Active learning experiences

Ongoing process

Math

Math recommendations

College Reading and Composition(English & Reading)

CRC recommendationsFirst Term Leads to

1A) Soft Landing

Accuplacer test

1B)CRC 092 + CRC 091

Completion of all REA and ENG developmental requirements

CRC 092 Completion of all REA and ENG developmental requirements

2A)CRC 093Studio D

Completion of all REA and ENG developmental requirements

2B)CRC 094

Studio 121

Completion of all REA and ENG developmental requirements

Administrative

Testing and placement

Colorado specific Accuplacer with “strands”Uniform multiple measures built into

Accuplacer systemConsistent test administration statewideValidate Accuplacer scores every 3-5 years –

are we using the right cut scoresTo accomplish these goals use a system level

institutional administrator (IA) in addition to college site administrators for local control

Student support

Use CCCSE practices Orientation Goal setting and planning No late registrations First year experience Student success course Tutoring Supplemental instruction Case management/academic advising/career coaches

College develop a plan to use for planning, initiating, and sustaining success for developmental students

Faculty support and development

Colleges create a professional development plan Offer limited full time positions to current adjunct

instructors during implementation Provide release time for implementation Course release and reassigned time to develop and

implement student success strategies Functional work groups on campus—i.e. BANNER,

Advising, Testing—address the issues of the implementation process

Provide, with CCCS, continuing professional development focusing on research-based strategies

Train transfer level and developmental faculty 

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.

What happens next?

Implementation teams

Core implementation team Faculty Focused on curriculum, content, training, and

professional developmentRedesign advisory group

Administrative (Banner, Business officer, Advising, financial aid…)

Timeline

 Spring/summer 13 CIT work to develop curriculum and to create professional development training for faculty and staff

Fall of 13 schools that are already working on redesign will ramp up projects

Spring 14 all colleges should transition to the new models

Fall of 14 all colleges should be operating with the new models in place

Questions?

Workshop

You are being given a handout with a series of questions.

Arrange yourselves into small groups. These can be by discipline, or not, whatever works best for you.

You will work in 15 minute increments to brainstorm responses to each question. At the end of the 15 minutes, all groups will report out.

As you move through the questions, note common themes, concerns and emergent needs to discuss with the larger group

Discussion Questions

What are the implications of the DE redesign for… Faculty? Student Services? Testing?

What are the barriers to implementation?

What kinds of training and support do you need?

How will this affect your partnerships with K-12 and four year institutions?

System Support

Faculty Professional Development Online courses Regional/state workshops Campus workshops

Resource support

Ongoing Technical Support

Contact us

Bitsy Cohn bitsy.cohn@cccs.edu (720) 858-2883

Elaine Baker elaine.baker@cccs.edu (720) 858-2807

Marilyn Smith marilyn.smith@cccs.edu (720) 858-2328

Creative Commons Attribution

This work by Colorado Community College System COETC Grant is licensed under a Creative Commons Attribution 3.0 Unported License. The material was created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant awarded to the Colorado Online Energy Training Consortium (COETC).Based on a work at www.cccs.edu.Permissions beyond the scope of this license may be available at www.cccs.edu.