DETFupdate for regional meetings


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Developmental Education Task Force Update for Regional Meeting

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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.
  • One of the reasons for sharing the draft while it’s still a work in progress is so departments can talk through the ideas and give their representatives feedback. The PPCC developmental math group is a good example. They’ve looked at this proposal in light of their current enrollments and at our next meeting requested we discuss some other course options for students who test into developmental at the lowest levels. Particularly in math, the DETF has the goal of addressing the sequence but that things like credit hours and content will need to happen with an implementation team of math faculty.
  • Pedagogical approach
  • DETFupdate for regional meetings

    1. 1. Update: CCCS Developmental Education Taskforce recommendations to date
    2. 2. What’s 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.
    3. 3. Colorado Percent of 09-10 Enrollment in Developmental Education 27% 73% Enrollment Students enrolled in at least one DE course All other students
    4. 4. CCCS Students 61.6 25.3 13.1 0 10 20 30 40 50 60 70 Students who place into Dev MAT Students who place into Dev ENG Students who place into Dev REA Percent of total 09-10 remedial enrollment Percent of total remedial enrollment
    5. 5. Traditional Colorado Course Pipeline MAT 030 MAT 060 MAT 090 MAT 099 ENG 030 ENG 060 ENG 090 REA 030 REA 060 REA 090
    6. 6. Current Course Completion Course Spring 2010 Completion ENG 030 59.6% ENG 060 60.9% ENG 090 60.5% REA 030 56.2% REA 060 62.9% REA 090 62.4% MAT 030 58.7% MAT 060 62.3% MAT 090 56.7% MAT 099 53.7% Total Average 59.3%
    7. 7. Why high attrition rates are a structural problem For students placing two levels below a college course in English/Math, there are 5 “exit points”  Do they pass the first course?  If they pass, do they enroll in the next course?  If they enroll, do they pass the second course?  If they pass, do they enroll in the college-level course?  If they enroll, do they pass the college-level course? Students placing three levels down have 7 exit points.
    8. 8. 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%  If they pass, do they enroll in college math (1746) 25%  If they enroll, do they pass the course (1239) 18%  If they complete, do they graduate (558) 8% Nawrocki, Baker, & Corash (2009). Success of remedial math students in the Colorado community college system: A longitudinal study.
    9. 9. The goal Move students quickly and effectively through their first college level course.
    10. 10. 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
    11. 11. Some of the national models and ideas considered  Washington State - I-Best  John Squires, Tennessee - Redesign modules  Myra Snell, Los Medinos - shortening the developmental pipeline and acceleration in math  Betty Frost, Jackson State - math modules  Peter Adams, CCBC - Accelerated Learning (ALP)  Tom Dewit, Chabot College - engaging faculty to dive into pedagogy and practice  Uri Treisman & Amy Getz, University of Texas - new mathways project  Tristan Denley, APSU– mainstreaming
    12. 12. Local innovations and successes  Aurora  Integrated reading and English curriculum  A move from stand alone DE reading or English – at the highest DE levels (old 090) all are paired as one credit courses with college courses.  Denver  Fast Start - compression and paired learning communities with DE English and reading  Additional student support structures  Front Range  Learning communities & ALP
    13. 13. 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
    14. 14. What do the recommendations look like right now?
    15. 15. Goal statement To accelerate students so they can be successful in a college level course by allowing students to reduce the amount of time, the number of developmental credits and number of classes. Our overall goal is for students to be successful in college level work.  This does mean a curriculum redesign. These principles should be applied to curricular work:  Reverse design  What do students really need to know for success in college and careers  Two semesters or less for any student in developmental education – 1 semester for MOST students  There should be an active learning experience included with each lesson  This is an ongoing process
    16. 16. Math
    17. 17. 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.
    18. 18. Student advising as part of placement  Work with advisors to help students make informed choices that realistically reflect their academic preparation, abilities, and interests  Rather than making the STEM transfer path the default for all students, support students with lower academic skills or different career goals to help make decisions about courses that match both their interest and skill levels
    19. 19. Quantitative literacy prep  Non-credit “soft landing” including options for colleges to deliver depending on student and staffing needs –  AAA Accuplacer preparation,  Referral to ABE programs,  Boot camp,  MFL,  Aleks,  MOOC’s,  Tutoring.
    20. 20. Co-requisite AAA with Math  Students at the QL level should be required to co- register for a AAA course designed to provide them with tutoring, college readiness, career counseling, and support structures to promote success.  The AAA course could be instructed by the same person who is teaching their math course or in a learning community format so content in AAA is aligned with MAT content.  Students should be co-enrolled with the same cohort of students from their MAT course in their AAA course.
    21. 21. Delivery strategies  MAT103, 107, 108, 109, 112 could have an iBEST type model linked for technical classes. In this option students could integrate “soft landing” skill building with contextualized program content.  Math faculty instructing these courses need to have additional prep/plan time and tutoring support structured into their schedules and classes.  Courses at any point in the sequence could be delivered via modules, face to face, or online depending on space and staffing needs at the college.
    22. 22. English and Reading
    23. 23. 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.  Mainstreaming, compression, integration, and a combination of integration and compression are all possible models to achieve this goal.
    24. 24. Mainstreaming  Students are co-enrolled in a 100 level course along with a corresponding/ complimentary developmental course.  Examples would be pairing ENG 121 with ENG 090 or HUM 121 with REA 090, utilizing a just-in-time remediation approach in each.  This model could be run with a single instructor teaching both classes, or as a learning community where two instructors (one for each course) collaborate to provide instruction to the same cohort of students.
    25. 25. Compression  Students are enrolled in two sections of developmental coursework in a single semester.  For example ENG 045 (traditionally 030 and 060) followed by enrolling in a mainstreamed 121/090.  Or students could enroll in a compressed 060/090 course followed by a traditional section of 121 the next semester.  In any compressed sequence there is the need for eliminating curricular redundancy.
    26. 26. Integration and Compression  Developmental English and reading curriculum should be integrated. Either together in a single course with a new prefix or in single credit courses paired with college level academic content.  Curriculum is integrated across functional areas.  For example a student would enroll in a single course (to be created ENG/REA prefix) that covers both ENG 060 and REA 060 competencies.  Alternatively a learning community format could be applied here where students enroll in an academic course, i.e. Biology and co- enroll in REA 090 where the reading instructor specifically focuses on skills for reading the college text for Biology.
    27. 27. Improve placement score - options  Options for colleges to deliver depending on student and staffing needs  AAA Accuplacer preparation,  Referral to ABE programs,  Boot camp,  MFL,  Aleks,  MOOC’s,  Tutoring,  Integrated basic skills training with technical programs (iBEST)
    28. 28. Developmental coursework  Integrated ENG/REA course should integrate English and Reading curriculum to eliminate redundancy in a single class. This class could be instructed by current English or current reading faculty.  College discipline course with co-requisite support, i.e.  ENG121 with a co-requisite developmental course. Mainstreaming students at this level for additional support. This could be run as an ALP model or as a learning community.  Biology, History, Philosophy, or Psychology paired with a support course for disciplined reading/writing instruction.
    29. 29. Secondary Assessments  Students will complete the traditional Accuplacer exam (weighted multiple measures should be uniformly applied system wide).  Students may challenge their placement with a secondary writing assessment, either WritePlacer or a writing sample scored with a standardized rubric.
    30. 30. Other items of interest
    31. 31. Faculty development  The state will fund a system of faculty and staff support to carry out developmental education redesign.  We need to address faculty workload compensation,  Allow release time/compensation for development,  To expand advising on some campuses that currently do not have the ability to offer advising to all students who test into developmental math,  Offer limited full time positions during the implementation phase of this work to stabilize our workforce to allow for program adoption to scale.  Reexamine a full time load for developmental education faculty should be redefined to 12 instructional hours instead of 15. The remaining time should be spent doing the supplemental academic support, tutoring, and advising we know developmental students need.
    32. 32. Assessment  An institutional administrator (IA) for Accuplacer is needed at the system level to  Monitor common multiple measures,  Consistent placement scores for all system schools,  Ensure consistent training for testing center directors,  Create uniform test delivery and scoring practices,  Prepare new Accuplacer testing platforms for college use.  Implement best practices for National Council for Curriculum and Assessment (NCCA) standards  Validate scores every 3-5 years consistent with test recommendations from the College Board.
    33. 33. Assessment  Following the revision of developmental education curriculum, develop a Colorado Accuplacer.  Have testing center directors/designated experts meet to determine processes and procedures that can be standardized across colleges. To include but not limited to: Retakes, Common non-cognitive questions, and test cost.  Students who register for ESL courses at the college should be placed there through the testing process.
    34. 34. 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 – Successful completion of ENG121.  In Reading – Successful completion of any college level course.
    35. 35. Contextualized Curriculum  Should be a frequently used teaching/learning method  Need learning community or curricular compensation standards if this is going to be a sustainable method  Professional development is needed for content faculty to collaborate with math and English/reading faculty to use this methodology effectively  Contextualization should be blended with any other acceleration method(s) selected  Infrastructures need to be flexible enough to support contextualization (team teaching, linked courses)
    36. 36. Modularization  This is a delivery model that may be appropriate for some institutions and program areas  Curriculum in all DE areas should be able to be customizable to student needs  Instructional strategies should be able to be flexible enough to differentiate instruction to students based on those needs  Modularization of the math curriculum allows students to get specific instruction in the areas we identify they need most
    37. 37. Student Support  Required orientation, advising, goal setting, or planning before registration  No late registrations  First year experience, student success courses that aren’t optional (compressed/one weekend formats encouraged)  Encourage learning communities  Sustaining tutoring and supplemental instruction in any developmental education model
    39. 39. Creative Commons Attribution Unless otherwise specified, this work by the Colorado Community College System 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).