1. OVERVIEW OF REMEDIATION Two-Year College Perspective

2. Basic Skills as a Foundation for Student Success in California Community Colleges  In-depth study of remedial/developmental programs in California Community Colleges  Extensive review of literature and best practices  Found effective developmental education programs characterized by a consistent set of elements.  http://www.cccbsi.org/Websites/basicskills/Images /Lit_Review_Student_success.pdf http://www.cccbsi.org/Websites/basicskills/Images /Lit_Review_Student_success.pdf

3. Organizational/Administrative Practices  Developmental education a clearly stated priority  Discounted Dreams: Remedial education must be the community college’s first priority  First Achieving the Dream indicator of success: Completing developmental courses and moving on to credit- bearing courses  Comprehensive system of support services exists  Career Pathways model Wrap-around support services Case-manager approach

4. Program Components  Mandatory orientation, assessment, and placement  Program evaluations conducted and data used to improve practice  Noon Achieving the Dream data discussions  Achieving the Dream data summit  Financial aid widely used to support developmental students  Career Pathways model (tuition and book scholarships, gas and childcare vouchers)

5. Instructional Practices  Design and delivery of courses based on sound principles of learning theory  Self-directed learning ineffective  Developmental students need structure I CAN LEARN model  Effective curricula and practices employed  Reading and writing courses linked  Emphasis on reading and writing across the curriculum  Reading and writing centers

6. Instructional Practices  All aspects of student addressed  Attention paid to social, emotional, and personal development of learner  Self-esteem and self-confidence issues addressed Bridges Out of Poverty  High degree of structure provided  Organizational skills taught  Courses follows step-by-step sequence

7. Instructional Practices  Variety of instructional methods employed  Student-faculty contact  Cooperation among students  Active learning  Prompt feedback  High expectations  Time on task  Alignment of entry/exit skills among program levels