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AEFLA program directors conference july 2013
 

AEFLA program directors conference july 2013

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Presentation to the directors explaining the new design ...

Presentation to the directors explaining the new design
Math – pathways at the developmental level
Algebra, Non-Algebra (statistics and math for liberal arts), Non-transfer (career math, clinical calculations)

College Composition and Reading (formerly reading and English), Integrated disciplines, Tiers of student support in classrooms

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    AEFLA program directors conference july 2013 AEFLA program directors conference july 2013 Presentation Transcript

    • Developmental Education Redesign AN OVERVIEW
    • 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 pipeline MAT 030 MAT 060 MAT 090 MAT 099 ENG 030 ENG 060 ENG 090 REA 030 REA 060 REA 090
    • Why high attrition rates are a structural problem • For students who place two levels below a college course there are five “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 • CCCS 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%
    • The goal of the redesign Move students quickly and effectively through their first college level course.
    • Board adopted policy in February 2013 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.
    • The new design • Math – pathways at the developmental level • Algebra • Non-Algebra (statistics and math for liberal arts) • Non-transfer (career math, clinical calculations) • College Composition and Reading (formerly reading and English) • Integrated disciplines • Tiers of student support in classrooms
    • Affective Support • Use CCCSE practices: Examples • Orientation • Goal setting and planning • No late registrations • First year experience • Student success course • Tutoring • Supplemental instruction • Case management/academic advising/career coaches
    • 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.
    • Outcomes • How many students successfully complete college English or college math? • Used to only measure course completion • Cohort tracking – how many are completing college courses?
    • 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
    • The Models
    • College Composition and Reading: CCR
    • Soft Landing and Assessment Prep • Non credit options for students with placement scores beneath entry levels • Multiple options – institutional choice • Some current choices - ABE/GED programs, MFL, NROC labs, independent work • Cannot be used as a pre-requisite course • Must lead to re-assessment
    • Course Content • Prepare student to retest in Accuplacer • Designed to be short term/remedial • Use differentiated placement in non-credit supports • Secondary assessment • Multiple choices for students • Reverse Design
    • Accuplacer • Arithmetic • AR = <30 • Reading Comprehension • RC <39 • Sentence Skills • SS <49
    • Reverse Design • Accuplacer Proficiency Statements • Arithmetic • Sentence Skills • Reading Comprehension
    • Decisions/Ideas • How will you work with your community college? • How will you track referrals? • How will you get students BACK to the college? • Will this be a separate class? • What will you charge? • How will you evaluate the effectiveness of your course?
    • Questions?
    • Creative Commons Attribution Unless otherwise specified, this work by the Colorado Community College System http://www.cccs.edu is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 United States License. The material was created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant awarded to the Colorado Online Energy Training Consortium (COETC).