1. An Introduction to Developmental Reading and English
Kris DeAngelis

2. Session Goals
Learn about the Developmental Reading and English (DRE) course sequence
Become familiar with the DRE student population
Understand that support systems in place to help students succeed in an accelerated learning environment (at CPCC)

3. Goal 1: Learn about the DRE Sequence

4. DRE 096: Integrated Reading and Writing I
DRE Course Sequence
DRE 096: Integrated Reading and Writing I
Reading and interpreting approx. 6th -8th grade texts
Writing effective sentences and paragraphs
DRE 097: Integrated Reading and Writing II
Reading and interpreting 8th - 10th grade texts
Writing five paragraph essays
DRE 098: Integrated Reading and Writing III
Reading 11th -12th grade texts
Writing: 3-5 page documented essays

5. Hallmark 1: Accelerated
8 week courses
Five sets of DRE courses offered each year
Fall 1st SS, Fall 2nd SS, Spring 1st SS, Spring 2nd SS, Summer
3.5 credit hours
2.5 lecture
1 lab
7 classroom hours for 8 weeks

6. Hallmark 2: Integrated Reading and English skills taught together
Cyclical approach
Readings inform writings
Writing leads into readings

7. Hallmark 3: Technology-Enhanced
Acceleration plus integration requires individualization
Technology fills the gap

8. Hallmark 4: Mastery-Based
80% threshold
Students who demonstrate mastery proceed to next level
Mastery determined by institutions

9. Hallmark 5: Pass / Retake
Students who demonstrate mastery at 80% or higher earn P (Pass) and proceed to next course
Students who do not demonstrate mastery earn R (Retake) and reregister for the same level

10. Hallmark 6: Contextualized
Reading and writing skills are standard
Reading passages geared toward specific programs and areas of study
Writing assignments geared toward specific programs and areas of study

11. Pros of DRE Classes Save financial aid money for college level courses
Use an accelerated 8 week format
Provide quick preparation for college classes
Integrate reading and writing
Give more individualized instruction
Provide fewer exit opportunities for students

12. DRE 099 2 credit hour support course for ENG 111
Taken concurrently with ENG 111
Replaces DRE 098
Allows students to immediately enter college-level ENG course while providing necessary support to ensure success

13. Goal 2: Become Familiar with the DRE Population

14. Developmental Student Demographics
“It is estimated that nearly 60 percent of students enrolling in community college must take remedial classes to build their basic academic skills. For low-income students and students of color, the figure topped 90 percent at some colleges.” (Truheart and Dodson, 2012)
72% - students whose placement test scores indicate need for remediation (CCSSE, 2012)

15. Students’ Perception and Reality
86% of students believe they are academically prepared.
67% of students are required to take at least one Developmental Education course.
*Data from “Expectations Meet Reality”, CSSSE, 2016

16. Demographics - English as a Foreign Language Courses
College Level #
College Level %
Developmental #
Developmental %
I have not taken nor plan to take an EFL course.
197, 023
94.2
152, 481
73.1
I plan to take an EFL course.
4, 072
1.9
19, 548
9.4
I have taken an EFL course.
7, 973
3.8
36, 533
17.5
Total
209, 069
100.0
208, 562
*Data from CCSSE – 2016 Cohort

17. Demographics - English as Native Language
College Level #
College Level %
Developmental #
Developmental %
English is native language.
182, 350
88.8
164, 112
79.4
English is not native language.
24, 280
11.8
42, 495
20.6
Total
206, 630
100.0
206, 607
*Data from CCSSE – 2016 Cohort

18. Demographics – Students with Disabilities
College Level #
College Level %
Developmental #
Developmental %
N/A
112, 006
55.1
107, 227
53.4
I rarely/never use disabilities services.
77, 440
38.1
65, 198
32.5
I sometimes use disabilities services.
7, 747
3.8
14, 523
7.2
I often use disabilities services.
5, 959
2.9
13, 823
6.9
Total
203, 152
100.0
200, 772
*Data from CCSSE – 2016 Cohort

19. Demographics – Withdrawal Due to Full-Time Employment
College Level #
College Level %
Developmental #
Developmental %
Not Likely
84, 110
40.8
72, 510
35.1
Somewhat Likely
44, 935
21.8
44, 900
Likely
35, 900
17.4
40, 782
19.8
Very Likely
41, 194
20.0
48, 158
23.3
Total
206, 139
100.0
206, 350
*Data from CCSSE – 2016 Cohort

20. Demographics – Withdrawal Due to Dependent Care
College Level #
College Level %
Developmental #
Developmental %
Not Likely
107, 662
52.4
89, 722
43.6
Somewhat Likely
44, 769
21.8
48, 825
23.7
Likely
30, 634
14.9
37, 773
18.4
Very Likely
22, 589
11.0
29, 389
14.3
Total
205, 654
100.0
205, 709
*Data from CCSSE – 2016 Cohort

21. Demographics – Withdrawal Due to Lack of Finances
College Level #
College Level %
Developmental #
Developmental %
Not Likely
67, 488
32.8
54, 586
26.6
Somewhat Likely
46, 373
22.6
47, 134
22.9
Likely
38, 218
18.6
42, 079
20.5
Very Likely
53, 458
26.0
61, 595
30.0
Total
205, 537
100.0
205, 393
*Data from CCSSE – 2016 Cohort

22. Demographics – FGS in DevEd Reading
Non-FGS #
Non-FGS %
I have not taken nor plan to take DevEd Reading.
73, 278
68.3
174, 621
78.2
I plan to take DevEd Reading.
11, 466
10.7
14, 482
6.5
I have taken DevEd Reading.
22, 535
21.0
34, 296
15.4
Total
107, 278
100.0
233, 401
*Data from CCSSE – 2016 Cohort

23. Demographics – FGS in DevEd Writing
Non-FGS #
Non-FGS %
I have not taken nor plan to take DevEd Writing.
67, 099
62.5
162, 361
72.7
I plan to take DevEd Writing.
13, 694
12.7
17, 259
7.7
I have taken DevEd Writing.
26, 553
24.7
43, 835
19.5
Total
107, 335
100.0
223, 464
*Data from CCSSE – 2016 Cohort

24. Demographics Summary
A large percentage of college students are required to take DevEd coursework.
DevEd students are more likely to be non-native English speakers
DevEd students are more likely to utilize Disabilities Services
DevEd students are at higher danger of dropping out due to full-time employment, lack of dependent care, and lack of finances.
DevEd students are more likely to be First-Generation Students.

25. Goal 3: Understand Support Systems

26. Support Systems – College Resources
English as a Foreign Language courses
ACA 090: Student Success Strategies
ACA 118: College Study Skills

27. Support Systems – for Faculty
Standard curriculum
Prepopulated Blackboard shells
Blackboard resource repository
DRE – specific training
DRE Open Labs prior to each short session

28. Support Systems – for Students
Retakes and revisions
Focus on process
DRE / DMA orientation
Dedicated DRE tutors
Technology workshop
MLA format workshop

29. Bonus!: CPCC Data

30. DRE Course Success Fall 2014 Spring 2015 Fall 2015 Course Total
Fall 2014
Spring 2015
Fall 2015
Course
Total
P Grades # %
DRE096
228
106
46.5%
147 54
36.7%
117 55
47.0%
DRE097
830
526
63.4%
411
189
46.0%
544
340
62.5%
DRE098
1676
1120
66.8%
1116
604
54.1%
1228
868
70.7%
DRE Totals
2734
1752
64.1%
1674
847
50.6%
1889
1263
66.9%

31. DRE Student Success in ENG 111
2015FA and 2015SP
ENG 111 Attempts
ENG 111 Success
% Success
Students Placed Directly into ENG 111
3234
2344
72.4%
Students Completing DRE 098
943
742
78.7%

32. DRE Student Success in ENG 111 (with Attrition)
2015FA and 2015SP
ENG 111 Attempts
ENG 111 Success
% Success
Students Placed Directly into ENG 111
3234
2344
72.4%
Students Completing DRE 098
1119*
742
66.3%
*Number of students who passed DRE 098 and were eligible for ENG 111
15.7% of students eligible for ENG 111 did not take it within two semesters

33. Summary of CPCC Data Grades in spring terms are lower than fall.
Grades in first short session are consistently lower than second short session grades.
Student success increases as level of DRE course increases.
Grades improving each year.
Almost 85% of DRE 098 students continue to ENG 111 within two terms.
DRE 098 completers do well in ENG 111.

34. Works Cited
Center for Community College Student Engagement. (2012). A matter of degrees: Promising practices for community college student success. Retrieved from ccsse.org/docs/Matter_of_Degrees.pdf
Center for Community College Student Engagement. (2016). Cohort Data Standard Reports – Frequencies by Developmental Education. Retrieved from
Center for Community College Student Engagement. (2016) “Expectations Meet Reality: The Underprepared Student and Community Colleges.” Retrieved from
Trueheart, W., & Dodson, D. (2012). Developmental education initiative: Accelerating achievement – about us. Retrieved from deionline.org

35. Contact Information
Dr. Kris DeAngelis DRE Discipline Chair and Faculty Central Piedmont Community College