Developmental Education Taskforce Update for December 2012


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  • Expense on LC $1,898,000 90/90 121Expense on remaining 777 straight $1950/section $1515150
  • Developmental Education Taskforce Update for December 2012

    1. 1. Update: CCCS Developmental Education Taskforce Recommendations to Date
    2. 2. The goal Move students quickly and effectively through their first college level course.
    3. 3. What do the recommendations look like right now?
    4. 4. 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  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
    5. 5. Math
    6. 6. Overall Math  Colleges will offer an accelerated model that provides students with the opportunity to enter a 100 level class after a single developmental course  Students should be advised into a pathway appropriate to their career interest  Mainstreaming should be an option for colleges  There are a variety of possible delivery strategies to achieve these goals
    7. 7. Math Graphic
    8. 8. English and Reading
    9. 9. 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  Sequence should be compressed and accelerated  Integrate Reading and English  There are a variety of possible delivery strategies to achieve this goal
    10. 10. 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%
    11. 11. College Reading and Composition  Review handout
    12. 12. Other items of interest
    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 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.
    15. 15. 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
    16. 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
    17. 17. Compare old and new models
    18. 18. CRC Enrollment comparisons Historical (3 yr avg) Proposed Year 1 Proposed Year 2 Headcount DE and ENG121 26,347 21,950 24,500 Sections 1,436 1,219 1,361 Credits 78,119 88,914 101,488
    19. 19. Revenue and expenses  Expenses tied to sections = $1950 per section  Revenue tied to credit hours for FY13 = $174.75 per credit  Even if everyone picks learning communities for all new classes where expenses are $3250 per section (6 credit courses where faculty are paid for 10 credits)
    20. 20. CRC Old model New model Expenses 1,436 $2,800,200 1,361 $4,423,250 Revenue 78,119 $13,651,295.25 101,488 $17,735,028 Difference $10,581,095.25 $13,311,778
    21. 21. 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
    22. 22. Questions?
    23. 23. 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 beyond the scope of this license may be available at