2. The Problem
Students stop out or drop out of the
developmental sequence before they complete
Students who begin at the developmental level in
one or more subjects complete college at
significantly lower rates
Time, not student learning, is the greatest barrier to
3. The DETF Charge
Review and clarify the purpose of developmental
education and analyze implications for policy and
practice resulting from a clarified purpose.
Review current system policies and practices
related to developmental education and propose
revisions that will promote greater student success
in alignment with sound academic principles and
4. On the basis of a comprehensive review, recommend
broad strategies and specific initiatives related to
developmental education that should be pursued by
Colorado's Community College System Colleges, leading
to enhanced outcomes for student learning and
Investigate and analyze measures of success, data
reports and studies on success of developmental
Examine structures for developmental education,
highlighting innovative and successful strategies,
improving the student experience and identifying
barriers to success.
5. The Recommendations
To accelerate students by reducing the amount of
time, number of developmental credits, and
number of courses in the developmental
sequence so students can be successful in a
college level course. Accelerated learning will
require a curriculum redesign.
6. 5 Principles: Curricular work
Use reverse curriculum design to redesign courses
Design courses for what students need to know for
success in college
Encourage active learning by including active and/or
experiential learning experiences with each lesson
Make curriculum design and assessment of student
learning and success a continuous process (see
National Center for Academic Transformation work)
Provide students with individualized assistance through
embedded affective skills, professionalism, and support
services as much as possible in the process
7. The Models: CCR
8. The Models: MAT
A redesign advisory group will be formed to address the
administrative issues and ensure smooth implementation, i.e.
BANNER, Business Officers, Advising, Financial Aid.
To ensure effective implementation of the DETF
recommendations, CCCS should provide a line item budget
developed in consultation with individual colleges, the
Redesign Implementation Team, and functional groups to
accomplish tasks outlined in this document.
The State Faculty Curriculum Committee and Educational
Services need to ensure an expedited curriculum approval
process for the new courses being developed. Additionally,
campus curriculum review processes must be expedited to
allow colleges to adopt new courses as they become
A CCCS specific Accuplacer
Use uniform, weighted, multiple measures
Test scores should be validated every three to five
Calculators should be allowed to appear on the
elementary algebra exam
11. Testing: State-wide Institutional
Provide training and resources for Testing Center staff,
Ensure consistency of standardized test
Create, in conjunction with the appropriate
functional teams, uniform test delivery and scoring
practices (i.e. ensure that all colleges administer the
EA test before the AR test in math),
Pull data from the system and provide regular reports
and presentations to CCCS functional groups and
constituency groups, and
Ensure the Accuplacer is normed on a regular basis
12. Student Support
CCCS colleges will provide students with access to
academic success strategies, college readiness skills,
and career counseling.
Each college will adopt a plan that addresses planning
for success, initiating success, and sustaining success for
developmental students using these CCSSE
strategies. Minimally the college plan should address
the three points - planning, initiating, and sustaining
success - by using three different strategies
13. Student Support Plan
Each College will develop a plan that engages developmental students from
their first contact with the College through the completion of their remedial
sequence and their entry into college level work.
Colleges will identify how they are helping students plan for success through their
assessment and placement, through their orientations, through academic goal setting
and planning and/or through the registration process.
Colleges will also demonstrate how they initiate success for students by providing
accelerated or fast track developmental education, a first year experience, a student
success course, and/or learning communities.
The Colleges will also describe the intentional strategies they have in place to sustain
success such as class attendance, alert and intervention programs, experiential learning
beyond the classroom, tutoring, and supplemental instruction.
14. Faculty Professional
Colleges will create a professional development plan to
give current faculty the opportunity to improve their skills
to meet the requirements of the new courses.
Particularly in areas where it might be a preferable
delivery strategy to train current developmental and
college level faculty to teach the same content, the
professional development plan should address how that
training will happen on each campus.
15. Faculty Support: Some strategies
Offer limited full time positions to current adjunct instructors during the
implementation phase of this work to stabilize our workforce to allow for program
adoption to scale on an accelerated pace.
Provide release time to current full time faculty and pay to adjunct faculty so they
can work with the implementation team to prepare to offer new courses and
Offer course release opportunities and reassigned time to faculty and staff to
develop and implement student success strategies.
Offer other functional work groups on campus—like BANNER, Advising, Testing—time
to address the issues of the implementation process.
Provide, in partnership with CCCS, continuing professional development for all
faculty and staff focusing on research-based student success strategies.
Offer transfer level faculty the opportunity to train and understand the same delivery
models that will be used in developmental education.
16. Measures of Success
Math – Successful completion of any college level
(100+) math course.
College Composition and Reading – Successful
completion of ENG121 or other 100 level discipline
17. Proposed Implementation
Scale up existing courses
Introduce new courses
Continue to scale up
Stop offering past sequence
Existing sequence gone from CCNS
How will the college introduce the
redesign and the work that will be done
on the campus?
How will the college involve students in
Credit or non credit?
Current to scale
New ways to approach new curriculum?
How will the college staff the new
Who will work with the CITs to develop the
21. Student Services
What are the implications for
Admissions and Records
Who will need to be involved in the
planning and implementation?
What involvement will your Testing Center
personnel have in the State Accuplacer
What are the policy and financial
How will your Director work with the rest of the
State Directors to support the new system?
23. What is your timeline?
Introduction to the campus
Catalog and schedule changes
Steps to full implementation
24. What are the barriers?
Banner issues and planning
How will Developmental Education
faculty be involved in the planning and
How will the college involve transfer
Are there any credentialing issues?
Institutional decision making
What resources does the college need to
allocate for implementation?
How will TAA funds be used for the
How will the college plan for the fiscal
changes in the first three years of
What are the immediate training needs?
What needs to be developed for ongoing
training and orientation?
How will the redesign influence your
Four year institutions
Adult Education/Literacy programs
How will the college assess the redesign
on their campus?
Staffing and resource allocations
How will the college use data to continue
to improve student outcomes?
30. Training Plan
Visits to colleges
32. Creative Commons
This work by Colorado Community College System COETC Grant is licensed under a Creative Commons Attribution 3.0
Unported 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).Based on a work at
www.cccs.edu.Permissions beyond the scope of this license may be available at www.cccs.edu.