Developmental Education Taskforce Update for regional meetings November 2012
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Developmental Education Taskforce Update for regional meetings November 2012

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  • Remind people this is a draft and a work in progress. Part of the reason we are sharing it before the board votes on it is so we can hear other perspectives and think through possible problems now and address those.

Developmental Education Taskforce Update for regional meetings November 2012 Developmental Education Taskforce Update for regional meetings November 2012 Presentation Transcript

  • Update: CCCS Developmental Education Taskforce Recommendations to Date
  • Overview  Why the SBCCOE formed the DETF.  What is the current status of the task force work?  What is the timeline for implementation?
  • 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.
  • Colorado percent of enrollment in developmental education 27% 73% Enrollment Students enrolled in at least one DE course All other students
  • CCCS students 61.6 25.3 13.1 0 10 20 30 40 50 60 70 MAT ENG REA Percent of total remedial enrollment Percent of total remedial placement
  • Traditional Colorado course pipeline MAT 030 MAT 060 MAT 090 MAT 099 ENG 030 ENG 060 ENG 090 REA 030 REA 060 REA 090
  • Current course completion Course 2010-2012: 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%
  • 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.
  • Why high attrition rates are a structural problem  CCCS pipeline example for students beginning in MAT090  Enroll in remedial math (6933) 100%  Do they complete MAT 090 (3053) 44%  Do they enroll in college math (1746 ) 25%  Do they complete college math (1239) 18%  Do they graduate (558) 8% Nawrocki, Baker, & Corash (2009). Success of remedial math students in the Colorado community college system: A longitudinal study.
  • Why high attrition rates are a structural problem  CCCS pipeline 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 Move students quickly and effectively through their first college level course.
  • Some of the possibilities  Compression models that combine existing levels  Mechanisms for bypassing remedial levels  Mainstreaming students into college-level courses  Integrated reading and writing courses that replace multiple levels of reading and writing  Pre-statistics courses that replace the traditional algebra sequence  Contextualized instruction in career-technical programs
  • Some of the national models and ideas 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 - engaging faculty to dive into pedagogy and practice  University of Texas - new mathways project  APSU– mainstreaming
  • Local innovations and successes  Aurora  Integrated curriculum  A move from stand alone DE reading or English – at the highest DE levels (old 090) all are paired with college courses  Denver  Fast Start - compression and paired learning communities with DE English and reading and math  Additional student support structures  Front Range  Learning communities & ALP
  • Themes  Key metric is success in college courses  Time is the greatest barrier to student success in a college course  Use evidence based practice  Continuous improvement is essential to long-term success  Developmental curriculum should be transformative and have college preparatory skills imbedded in it
  • What do the recommendations look like right now?
  • Goal statement Reduce the amount of time, number of credits, and number of classes  Curriculum redesign  Reverse design  What do students really need to know for success in college and careers  One semester for MOST students. Two semesters or less for any student in developmental education  There should be an active learning experience included with each lesson  This is an ongoing process
  • Math
  • Currently in the recommendations Soft Landing EA < 45 MAT107 EA ≥ 45 Non-Transfer Path (060ish & nec 090) EA ≥ 45 MAT108 EA ≥ 60 MAT112 EA ≥ 45 MAT109 EA ≥ 60 MAT103 EA ≥ 60 Non-STEM Path (060ish & nec 090/099) EA < 85 MAT120 EA ≥ 85 MAT155 EA ≥ 85 MAT135 EA ≥ 85 STEM Path (090 & heavy 099) EA < 85 MAT121 EA ≥ 85 MAT123 EA ≥ 85
  • Multiple pathways  Each course in each developmental sequence should be redesigned to only cover content necessary for the college level course.  Multiple developmental sequences/paths/branches available to students based on their career/major interest.  Non-transfer  Non-STEM  STEM
  • Student advising as part of placement  Work with advisors to help students make informed choices that realistically reflect their academic preparation, abilities, and interests
  • Soft landing  Non-credit prerequisite options leading to re-test:  AAA Accuplacer preparation  Referral to ABE programs  Boot camp  NROC  MFL, Aprion, Aleks, Enhanced web assign  MOOC’s  Tutoring  For credit – Co-requisite support with chosen pathway course
  • Co-requisite soft landing  Instead of non-credit, students with lowest placements could enroll in a AAA math course designed to provide them with tutoring, college readiness, career counseling, and support structures to promote success.  Instructed by the same person who is teaching their math course  Learning community format  Co-enrolled with the same cohort of students
  • English and Reading
  • Overall ENG/REA  Colleges will offer an accelerated model that provides students with the opportunity to enter a 100 level class no later than their second term in enrollment  The sequence should be compressed and accelerated  Reading and English should be integrated  There are a variety of possible delivery strategies to achieve this goal
  • Multiple placements REA030 REA060 REA090 None ENG030 3% 2% 1% 0% ENG060 2% 6% 6% 3% ENG090 0% 5% 14% 20% ENG121 0% 0% 4% 34%
  • Currently in the recommendations College Course College Reading and Composition (CRC) Soft landing (non credit) College Course CRC + Recitation College Course + Mainstream
  • Placement Entry Level Course Entry Level Course Description Next step RC 0-39 and/or SS 0- 49 Soft landing Non-credit, institutional choice on design Accuplacer re-test RC 0-39 and/or SS0- 49 or any level Recitation Reading and writing across the disciplines curriculum to include at least one of the discipline groups: Communication, Arts and Letters, Science, Social Science RC 0-39 and/or SS 0- 49 CRC + Recitation Integrated REA/ENG with co- requisite reading and writing across the disciplines support Any transfer level course or ENG 121 as needed. Meets requirements for all pre-college REA/ENG RC 40-61 and/or SS 50-69 College Reading and Composition (CRC) Integrated REA/ENG reading and writing across the disciplines Any transfer level course or ENG 121 as needed. Meets requirements for all pre-college REA/ENG Either RC 62-79 or SS 70-94 or both Mainstream Integrated REA/ENG with co- requisite gateway level course. Could be ENG 121 or any Arts and Letters, Science, or Social Science 100 level course. Any transfer level course or ENG 121 as needed. Meets requirements for all pre-college REA/ENG
  • Soft landing  Non-credit. Goal would be to raise entry level assessment scores.  AAA Accuplacer preparation  Referral to ABE programs  Boot camp  MFL  Tutoring  Recitation. Credit based co-requisite reading and writing in the disciplines
  • Comp  Comp. Integrated REA/ENG (old 060/060 and 090/090). This would prepare students in all ENG and REA prerequisites in one semester.  Comp w/ Co-requisite Recitation. This option is designed to support schools that want to offer a credit option to students who assess at the lowest RC and SS levels to allow them to meet scholarship, athletics, and housing eligibility.
  • Mainstreaming  Integrated REA/ENG (old 090/090), Co-requisite with ENG 121 or Arts and Letters, Science, or Social Science 100 discipline strands.  Discipline strands – discipline specific content in new courses to allow colleges to reverse design to any of four groups of courses i.e. Communication, Arts and Letters, Social Sciences, and Science depending on student’s completion goals.
  • Other items of interest
  • Student support  Case management/academic advising/career coaches for developmental students. Minimum 400:1.  Co-registration with AAA. Could be extended orientation, intensive advising, Core Skills Mastry, more traditional classroom experience… Aim to address academic success strategies, college readiness, career counseling.
  • Faculty development  State funded system of faculty and staff support to carry out developmental education redesign.  Colleges shall incorporate a number of strategies to facilitate successful implementation:  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 formats.  Offer course release opportunities to faculty in an ongoing way to promote student success strategies including advising and case management of developmental education students.
  • Testing and placement  An institutional administrator (IA) for Accuplacer at the system level  Monitor common multiple measures,  Consistent placement scores,  Ensure consistent training for testing center directors,  Create uniform test delivery and scoring practices,  Standardize and norm Accuplacer scores,  Prepare all new Accuplacer testing platforms,  Implement best practices for National College Testing Association (NCTA) standards
  • Testing and placement  CO Accuplacer scores should be validated every 3-5 years  Once the curriculum is developed for each area change the strands for a CO Accuplacer  Have testing center directors/designated experts meet with a system IA to determine processes and procedures that will be standardized across colleges. To include but not limited to: retakes, common non- cognitive questions, and test cost
  • 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
  • Timeline  Some colleges are starting on implementation work now with TAA grant money support  February policy recommendations to SBCCOE  After policy is adopted  Spring/summer 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
  • CONTACT YOUR COLLEGE REPRESENTATIVE(S). FOR A COMPLETE LIST SEE WWW.CCCS.EDU/DETF OR CONTACT CASEY SACKS CASEY.SACKS@CCCS.EDU 720-858-2841 Questions or for more information
  • Creative Commons Attribution 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.