Developmental Education Redesign in the Colorado Community College System

Overview History of developmental education in CO Our 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.

Colorado percent of enrollment in developmental education

CCCS students

Traditional Colorado course pipeline ENG 030 ENG 060 ENG 090 REA 030 REA 060 REA 090 MAT 030 MAT 060 MAT 090 MAT 099

Current course completion 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 5 “exit points” 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 7 exit points.

Why high attrition rates are a structural problem Do they pass the first course 63% Do they enroll in the next course? 80% Do they pass the second course? 63% Do they enroll in the college-level course? 80% Do they pass the college-level course? 63% 63% x 80% x 63% x 80% x 63% .63 x .8 x .63 x .8 x .63 = 16%

Why high attrition rates are a structural problem CCCS pipeline example for students who completed ENG 030 - fall 2010 Completed 030(538) 100% Do they enroll and complete 060 (189) 35% Do they enroll in and complete 090 (32) 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 our recommendations Move students quickly and effectively through their first college level course.

National models considered Washington State - iBest Tennessee – modules and math emporium Los Medinos - shortening the developmental pipeline and acceleration in math CCBC - Accelerated Learning (ALP) Chabot College – Acceleration and engaging faculty to dive into pedagogy and practice University of Texas - new mathways project APSU– mainstreaming

A video www.cccs.edu/DETF

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 - One size does not fit all STEM Non-STEM Non-Transfer Engineering Journalism Radiology Life and Physical Science History Automotive Tech Computer Science Education Medical Office Tech

College Composition and Reading (English & Reading)

CCR recommendations Placement Score(s) First Term Leads to 1A) RC 0-39 and/or SS 0-49 Soft Landing Accuplacer test 1B) CCR 092 + CCR 091 Completion of all REA and ENG developmental requirements RC40-61 and/or SS 50-69 CCR 092 2A) RC62-79 and/or SS 70-94 CCR 093 Studio D 2B) CCR 094 Studio 121 Review handout

Administrative

Testing and placement Colorado specific assessment with “strands” Uniform multiple measures built into assessment system Consistent test administration statewide Validate assessment scores every 3-5 years To accomplish these goals use a system level assessment administrator 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.

Implementation teams Core implementation team Redesign advisory group Faculty Focused on curriculum, content, training, and professional development Redesign advisory group Administrative (Banner, Business officer, Advising, financial aid…) Testing – work with College Board and our testing center directors

Timeline  Spring/summer 13 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 and for more information Casey Sacks Casey.sacks@cccs.edu Bitsy Cohn Bitsy.cohn@cccs.edu Marilyn Smith Marilyn.smith@cccs.edu Developmental Education Website www.cccs.edu/DETF