1. Developmental Education Redesign in the Colorado Community College System

2. Overview History of developmental education in CO Our recommendations
Math
College Reading and Composition (English & Reading)
Administrative
Proposed timeline

3. 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.

4. Colorado percent of enrollment in developmental education

5. CCCS students

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

7. Current course completion
: 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%

8. 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.

9. Why high attrition rates are a structural problem
Do they pass the first course 63%
Do they enroll in the next course? %
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%

10. Why high attrition rates are a structural problem
CCCS pipeline example for students who completed ENG fall 2010
Completed 030(538) %
Do they enroll and complete 060 (189) 35%
Do they enroll in and complete 090 (32) 6%

11. Creation of a task force
College representation
Faculty + others (student services, administration, testing, advising…)
Charged with creating policy for the system

12. The goal of our recommendations
Move students quickly and effectively through their first college level course.

13. 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

14. A video

15. 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

16. Math

17. 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

19. College Composition and Reading (English & Reading)

20. CCR recommendations Placement Score(s) First Term Leads to 1A)
RC 0-39 and/or SS 0-49
Soft Landing
Accuplacer test
1B)
CCR 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

21. Administrative

22. 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

23. 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

24. 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 

25. 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.

26. 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

27. 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

28. Questions and for more information
Casey Sacks
Bitsy Cohn
Marilyn Smith
Developmental Education Website