Update: CCCS Developmental Education Taskforce

Recommendations to Date

The goal

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

What do the recommendations look like right now?

Goal statement

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

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

college One semester for MOST students. Two semesters or

less for any student in developmental education There should be an active learning experience

included with each lessonThis is an ongoing process

Math

Overall Math

Colleges will offer an accelerated model that provides students with the opportunity to enter a 100 level class after a single developmental course

Students should be advised into a pathway appropriate to their career interest

Mainstreaming should be an option for colleges

There are a variety of possible delivery strategies to achieve these goals

Math Graphic

English and Reading

Overall ENG/REA

Colleges will offer an accelerated model that provides students with the opportunity to enter a 100 level class no later than their second term in enrollment

Sequence should be compressed and accelerated

Integrate Reading and EnglishThere are a variety of possible delivery

strategies to achieve this goal

Multiple placementsREA030 REA060 REA090 None

ENG030

3% 2% 1% 0%

ENG060

2% 6% 6% 3%

ENG090

0% 5% 14% 20%

ENG121

0% 0% 4% 34%

College Reading and Composition

Review handout

Other items of interest

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 development

State funded system of faculty and staff support to carry out developmental education redesign.

Colleges shall incorporate a number of strategies to facilitate successful implementation: Offer limited full time positions to current adjunct instructors

during the implementation phase of this work to stabilize our workforce to allow for program adoption to scale on an accelerated pace.

Provide release time to current full time faculty and pay to adjunct faculty so they can work with the implementation team to prepare to offer new courses and formats.

Offer course release opportunities to faculty in an ongoing way to promote student success strategies including advising and case management of developmental education students.

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

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

Compare old and new models

CRC Enrollment comparisons

Historical

(3 yr avg)

Proposed Year 1

Proposed Year 2

Headcount

DE and ENG121

26,347 21,950 24,500

Sections 1,436 1,219 1,361

Credits 78,119 88,914 101,488

Revenue and expenses

Expenses tied to sections = $1950 per section

Revenue tied to credit hours for FY13 = $174.75 per credit

Even if everyone picks learning communities for all new classes where expenses are $3250 per section (6 credit courses where faculty are paid for 10 credits)

CRC

Old model New model

Expenses 1,436$2,800,200

1,361$4,423,250

Revenue 78,119$13,651,295.2

5

101,488$17,735,028

Difference $10,581,095.25

$13,311,778

Timeline

 Some colleges are starting on implementation work now with TAA grant money support

February policy recommendations to SBCCOEAfter policy is adopted

Spring/summer discipline team 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?

Creative Commons Attribution

Unless otherwise specified, this work by the Colorado Community College System http://www.cccs.edu is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States 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).