Developmental Education Resdesign M.Smith
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Transcript Developmental Education Resdesign M.Smith
Developmental Education
Redesign in Colorado
Community Colleges
CACTA 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
ENG 030
REA 030
ENG 060
REA 060
ENG 090
REA 090
MAT 060
MAT 090
MAT 099
Current course completion
Course
2010-2012: 3 year average
ENG 030
61.6%
ENG 060
63.2%
ENG 090
63.5%
REA 030
64.0%
REA 060
68.1%
REA 090
63.8%
MAT 030
60.8%
MAT 060
66.3%
MAT 090
60.1%
MAT 099
57.9%
Total Average
62.9%
Why high attrition rates are a
structural problem
For students who place two levels below a college course
there are 6 “exit points”
Do they enroll in the first course?
Do they pass the first course
Do they enroll in the next course?
Do they pass the second course?
Do they enroll in the college-level course?
Do they pass the college-level course?
Students placing three levels down have 8 exit points.
Why high attrition rates are a
structural problem
Do they pass the first course
Do they enroll in the next course?
Do they pass the second course?
Do they enroll in the college-level course?
Do they pass the college-level course?
63% x 80% x 63% x 80% x 63%
.63 x .8 x .63 x .8 x .63 = 16%
63%
80%
63%
80%
63%
A Colorado Example
Number of Students Who:
Number
of
students
enrolled
in ENG
030 fall
2010
537
Enrolled
in
ENG030
Fall 2010
Complete
d ENG030
Fall 2010
Enrolled
in
ENG060
Complete
d ENG060
537
308
274
176
145
57%
51%
38%
27%
Enrolled
in
ENG121
Complete
d ENG121
106
83
53
20%
15%
10%
Enrolled in Complete
ENG090
d ENG090
The Context
National dialogue on developmental education within the
Completion Agenda
Collaborative effort CDHE, Complete College America (CCA) $1.0
million dollar grant, and CCCS
History of foundation funding (Lumina, Breaking Through,
Scaling Up, OVAE, Bridges to Opportunity)
Round One TAACT grant, designating $5.1 million for
developmental education redesign
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.
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
Testing
New placement tool is at least a year out
Working with Pearson but also exploring other vendors
Developing a specification list to post as an RFP
PARCC
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
Overall Strategies
Courses embody specific principles
Acceleration
Mainstreaming
Contextualization
Career Pathways (Programs of Study)
Integration of English and reading
Placement
New test, aligned with curriculum
Non-cognitive questions
System administrator for norming and for consistency of testing policies
Student Services—CCCSE plan of promising practices
Professional development for faculty and staff
Plan for ongoing assessment built into model
Before
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
After
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
Student Services
Many distinct, unconnected services made
available for students
Student Services
Services provided to students within the
framework of a plan —intentional intervention
Testing
Test not connected to Colorado content
Local administration of tests—different policies
about number of times, cost etc
Placement determined only by content questions
Testing
Content aligned to course taught at Colorado
community colleges
System level administrator to allow norming of
test and consistence of testing practices
Addition of non-cognitive questions to content
questions
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?
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.
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
Places to go and people to see for
more information
DE site http://www.cccs.edu/developmental-
education/index.html
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…
Casey Sacks
[email protected]
720.858.2841
Bitsy Cohn
[email protected]
720.858.2883
Elaine DeLott Baker
[email protected]
720.858.2807
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.