Results are (coming) in: First Look at Colorado’s Scorecard for Developmental Education Redesign Presentation at NADE by Marilyn Smith

1. NADE 2015

2. 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. Traditional Colorado Course Sequence
MAT 030
MAT 060
MAT 090
MAT 099
ENG 030
ENG 060
ENG 090
REA 030
REA 060
REA 090

4. The Old Colorado Model
Too many exits points
Too many courses
Too many semesters
Reading and writing taught in separate courses
Math pathway focused on college algebra (MAT
121) as the college level course

5. The Goal of the Redesign
.
A developmental education redesign that
will move students quickly and
effectively (and successfully) through
their first college level course.

6. What “Redesign” Looks Like
 Math – pathways at the developmental level
 Algebra
 Non-Algebra (statistics and math for liberal arts)
 Non-transfer (career math, clinical calculations)
 Mainstreaming with supplemental instruction when possible
 College Composition and Reading (formerly reading and
English)
 Integrated disciplines
 Options for delivery (CCR 092 0r CCR 093 or CCR 094)
 Mainstreaming when possible
 Tiers of student support in classrooms

7. The Math Pathway Model
MAT 050
Quantitative
Literacy
MAT 103
MAT 108
MAT 109
MAT 112
MAT 055
Algebraic
Literacy
MAT 120
MAT 135
MAT 155
MAT 156
MAT 121
MAT 123
MAT 025
Algebraic
Literacy Lab
MAT 093
Algebra Lab
MAT 091
Applied Quant
Lab
MAT 092
Quant Lab

8. New English and Reading Courses
New Developmental Education Courses
 CCR091
 CCR 092
 CCR 093
 CCR 094
CCR = College Composition and Reading
All courses integrate reading and writing

9. Overall Strategies
 Courses embody specific principles
 Acceleration
 Mainstreaming
 Contextualization
 Career Pathways (Programs of Study)
 Integration of English and reading
 Professional development for faculty and staff
 Plan for ongoing assessment built into model

10. 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.
 Cohort tracking – how many are completing college
courses?

11. System Outcomes – College
Composition and Reading
Course Students enrolled …successfully completed college English
BASELINE COURSES 08-09 academic year
3 Levels below College 464 3 (.6%)
2 Levels below College 2,167 110 (5.1%)
1 Level below College 6,147 1,459 (23.7%)
REDESIGN COURSES Fall 2013 pilot
2 Levels below College as co-
requisite with 1 Level below
68 14 (20.6%)
1 Level below College 757 174 (23%)
Co-requisite with College
Course
286 100 (35%)
Co-requisite with College
English
724 526 (72.6%)

12. System Outcomes - Math
Course Students enrolled …successfully completed college
math
BASELINE COURSES 08-09 academic year
4 Levels below 5,244 93 (1.8%)
3 Levels below 5,801 303 (5.2%)
2 Levels below 5,225 465 (8.9%)
1 Level below 636 159 (25%)
REDESIGN COURSES Fall 2013 pilot
Leads to Stats, LA math,
CTE
1955 163 (8.3%)
Leads to Algebra 1145 213 (18.6%)

13. SAI Math
Course Students enrolled …successfully completed college
math within one year
Fall 2013 SAI pilot
SAI with CTE 70 37 (52.9%)
SAI with LA math 4 4 (100%)
SAI with algebra 19 13 (68.4%)

14. Initial Findings Suggest
 CCR redesigned developmental course had a higher
success rate in the college level writing course than
students enrolled in separate ENG and REA courses
 Highest success rate for those students who took the
developmental course concurrently with the college
level writing course
 Students enrolled in MAT redesigned courses achieved
similar success rates to those who enrolled in the old
math sequence; however, they achieved those results
in one semester rather than three years

15. Initial Findings Suggest Continued
 CCCS data mirror national data around corequisite
instruction
 Students enrolled in one of the supplemental
academic instruction math courses had higher success
rates than other developmental students
 Developmental education students appear to have a
better chance of being successful in a college course if
they take the developmental course they need
concurrently with a college level course

16. Rutgers Evaluation
 Qualitative and Quantitative
 Experimental phase for TAACCCT
 State redesign
 Implementation
 Outcomes
 Report to be released Spring 2015

17. DE Taskforce
 Top down and bottom up
 Supported by previous innovation
 TAACCCT dollars were useful
 Ground-up process of exploration and decison
making (faculty led)
 Exploration of innovative models from across the
nation; opportunities to share information and to
learn from other colleges to focus in on specific
subjects

18. How Did Change Happen on
Campuses?
 Colleges each chose their pace and a process for
implementation based on guidelines
 Implementation varies by college and sometimes by
campus
 Tools for success:
- Creation of college level committtees
- Involving student services
- Involving the registrar’s office
- Looking at pre and co reqs

19. Challenges
 Implementation and delivery varies colleges by college
 Integration of English and reading “made sense.” Yet,
there were also real concern, “quite a bit of fear,”
and/or anxiety, about the changes to come and how
they would affect employment, teaching assignments
and teaching loads.
- Identifying roles for reading faculty who did not have a masters
in English
- Reading faculty’s concern about how reading would be taught
in CCR and who would teach it
 Advising students on best math pathway
 Soft landing

20. Select Quantitative Findings Math
 Students taking the Algebra pathway course were just
slightly more successful at completing the DE course
when the class was paired with Algebraic literacy lab.
 For the DETF fall redesign cohort we observe that
approximately 67% of Math 050 students who enrolled
in a 100 level passed it. About 62% of the Math 055
students who enrolled in a 100 level course passed it.
These are slightly lower rates than the historic
comparison group.

21. Select Quantitative CCR Findings
 Students in CCR 094 Studio121 (Co‐requisite integrated reading and
writing support paired or linked with ENG 121) are more successful
than CRC 092 College Reading and Composition students.
- Passing DE
- Passing 100 level
 CCR 092 students had higher rate of enrollment in a 100 level course
than their historic counterparts in 030 and 060. This suggests that the
new CCR 092 may improve students’ chances of students enrolling in
100 level courses

22. Demographics Matter
 Race
 Ethnicity
 Age
 Gender
 Enrollment status

23. The Idea
 A collection of faculty reflections on the
developmental education redesign called— Faculty
Voices— can be that more.

24. Faculty Voices Publication

25. What They are Saying….
This was actually a terrific opportunity to pair some new
instructors with experienced ones, and some adjunct
faculty with regular faculty. We saw a marked increase in
faculty communication because of these pairings, and
from that came some valuable discussions about what was
working and what would need to be adjusted for the next
semester.

26. Faculty A
On the first day, and often for the rest of the semester, no
one in the 121 classroom knows who is "ready" for it and
who isn't. There is no great divide, either socially or
academically. If one were to look at our 121 grade books
or an average day in class, it would be hard to tell which
students are also in the Studio class because they are rising
to the challenge. They are performing as well as their 121
peers, and often are even outperforming them, both in
classroom participation and assignment quality.

27. Faculty B
Students who were working on fractions, decimals, and unit
rate were assigned a problem …. building a deck of a
certain size. [They had]to determine how much lumber to
buy of what size so they could complete the project within
the set budget. Consistently, the older students were better
able to figure out how to solve the complex problems
while the younger students were better at working the
mathematical operations that allowed the group to find the
solution.

28. Faculty Voices
Facutly Voices Publication
The remaining 14 essays and the supporting class
materials can be found at Faculty Voices Essay

29. Reflections…
 Review and revision of college level courses necessary.
 Loss of energy once The Task Force ended.
 Acceleration works. Mainstreaming works best!
 These changes in the structure reduced the number of
classes taught which affected FTE.
 Student Support Services must be expanded.
 Traditional pedagogy for teaching math challenged by
the math redesign.
 Breaking down of silos and starting conversations.

30. Next Steps
 Continuing data collection
 Student Services Voices and Student Voices
 Plan for building sustainability by
continuing support—five year plan
 Explore Student Services model
 Implement new basic skills assessment
 Continuing professional development

31. Places to go and people to see for
more information
 DE site
https://resources.cccs.edu/education-
services/developmental-education-task-force/
 Weebly
http://cccscoetc.weebly.com/

32. Contact us…
Brandon Feres
brandon.feres@ccaurora.edu
303.340.7563
Linda Sue Hoops
Linda..hoops@ccd.edu
303.556.3581
Marilyn Smith
marilyn.smith@cccs.edu
720.858.2328
Heather McKay
hmckay@work.rutgers.edu

33. This Workforce Solution and Open Educational Resource by Marilyn Smith of
the Colorado Online Energy Training Consortium is licensed under a
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beyond the scope of this license may be available at www.cccs.edu.
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