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Detf recommendations cmc 2013

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Developmental Education Redesign Decision Making

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Detf recommendations cmc 2013

  1. 1. Developmental Education Redesign Recommendations
  2. 2. Overview  The DETF recommendations  Math  College Reading and Composition (English & Reading)  Administrative  Proposed timeline
  3. 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. 4. The goal of the redesign Move students quickly and effectively through their first college level course.
  5. 5. 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
  6. 6. 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
  7. 7. Math
  8. 8. Math recommendations
  9. 9. College Reading and Composition (English & Reading)
  10. 10. 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
  11. 11. Administrative
  12. 12. 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
  13. 13. 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
  14. 14. 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
  15. 15. 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.
  16. 16. What happens next?
  17. 17. Implementation teams  Core implementation team  Faculty  Focused on curriculum, content, training, and professional development  Redesign advisory group  Administrative (Banner, Business officer, Advising, financial aid…)
  18. 18. 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
  19. 19. Questions?
  20. 20. Workshop  You are being given a handout with a series of questions.  Arrange yourselves into small groups. These can be by discipline, or not, whatever works best for you.  You will work in 15 minute increments to brainstorm responses to each question. At the end of the 15 minutes, all groups will report out.  As you move through the questions, note common themes, concerns and emergent needs to discuss with the larger group
  21. 21. Discussion Questions  What are the implications of the DE redesign for…  Faculty?  Student Services?  Testing?  What are the barriers to implementation?  What kinds of training and support do you need?  How will this affect your partnerships with K-12 and four year institutions?
  22. 22. System Support  Faculty Professional Development  Online courses  Regional/state workshops  Campus workshops  Resource support  Ongoing Technical Support
  23. 23. Contact us  Bitsy Cohn bitsy.cohn@cccs.edu  (720) 858-2883  Elaine Baker elaine.baker@cccs.edu  (720) 858-2807  Marilyn Smith marilyn.smith@cccs.edu  (720) 858-2328
  24. 24. 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.

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