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Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
Detf recommendations feb 2013 for cacta
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Detf recommendations feb 2013 for cacta

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    • 1. Developmental Education Redesign
    • 2. Overview  Redesign  Math  College Reading and Composition (English & Reading)  Administrative – Student supports & testing  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. Traditional Colorado course pipeline MAT 030 MAT 060 MAT 090 MAT 099 ENG 030 ENG 060 ENG 090 REA 030 REA 060 REA 090
    • 5. The goal of our recommendations Move students quickly and effectively through their first college level course.
    • 6. National and local models considered  Washington State - iBest  Tennessee – modules and math emporium  Los Medinos - acceleration in math  CCBC - Accelerated Learning (ALP)  Chabot College – Acceleration  University of Texas - new mathways project  APSU– mainstreaming  Aurora – Integrated English and Reading  Denver – Fast Start  Front Range – ALP learning communities
    • 7. 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
    • 8. Math
    • 9. Math recommendations
    • 10. College Reading and Composition (English & Reading)
    • 11. CRC recommendations First Term Leads to 1A) Soft Landing Accuplacer test 1B) CRC 092 + CRC 091 Completion of all REA and ENG developmental requirements CRC 092 Completion of all REA and ENG developmental requirements 2A) CRC 093 Studio D Completion of all REA and ENG developmental requirements 2B) CRC 094 Studio 121 Completion of all REA and ENG developmental requirements
    • 12. Administrative
    • 13. Testing and placement  Colorado specific Accuplacer with ―strands‖  Uniform multiple measures built into Accuplacer system  Consistent test administration statewide  Validate Accuplacer scores every 3-5 years – are we using the right cut scores  To accomplish these goals use a system level institutional administrator (IA) in addition to college site administrators for local control
    • 14. 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
    • 15. 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
    • 16. 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.
    • 17. What happens next?
    • 18. Implementation teams  Core implementation team  Faculty  Focused on curriculum, content, training, and professional development  Redesign advisory group  Administrative (Banner, Business officer, Advising, financial aid…)
    • 19. Timeline  Spring/summer 13 CIT 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
    • 20. Questions?
    • 21. 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).

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