This document outlines recommendations from a Developmental Education Task Force (DETF) for redesigning developmental education programs in Colorado community colleges. It identifies issues like students not completing developmental sequences and recommends accelerating students through reducing time, credits, and courses. The recommendations include curriculum redesign using reverse design principles, guided pathways like Corequisite Remediation and Math Achievement Tracks, increased use of multiple measures for placement, enhanced student support, faculty professional development, and regular assessment of student outcomes. Colleges are asked to develop implementation plans addressing curricular changes, staffing, resources, training, partnerships, and evaluation. The goal is to improve developmental education and increase student completion rates.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
Describes the implementation of the Grade 4 Basic Competence Tests Programme in Zambia focussing on setting learning targets and training teachers in assessment. Also focussed on the develeopment of valid assessment materials.
How do you think naac is ensuring external and internal quality at higher edu...Abhishek Nayan
National Assessment and Accreditation Council (NAAC) was established by the UGC in September 1994 at Bangalore for evaluating the performance of the Universities and Colleges in the Country. NAAC's mandate includes the task of performance evaluation, assessment and accreditation of universities and colleges in the country. Since its eastablishment, NAAC is working towards quality enhancement in Higher education. Check the slides to know more.
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA. The pros and cons of this process are also highlighted. Academic and Administrative Audit is the process of evaluating the efficiency and effectiveness of the administrative procedure. It includes assessment of policies, strategies & functions of the various administrative departments, control of the overall administrative system, etc. This checklist gives an overview what the audit committee members may look into while visiting an institution for this purpose. It invariably follows the Quality Indicators Framework prescribed by Accreditation Council in India.
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Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
Describes the implementation of the Grade 4 Basic Competence Tests Programme in Zambia focussing on setting learning targets and training teachers in assessment. Also focussed on the develeopment of valid assessment materials.
How do you think naac is ensuring external and internal quality at higher edu...Abhishek Nayan
National Assessment and Accreditation Council (NAAC) was established by the UGC in September 1994 at Bangalore for evaluating the performance of the Universities and Colleges in the Country. NAAC's mandate includes the task of performance evaluation, assessment and accreditation of universities and colleges in the country. Since its eastablishment, NAAC is working towards quality enhancement in Higher education. Check the slides to know more.
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA. The pros and cons of this process are also highlighted. Academic and Administrative Audit is the process of evaluating the efficiency and effectiveness of the administrative procedure. It includes assessment of policies, strategies & functions of the various administrative departments, control of the overall administrative system, etc. This checklist gives an overview what the audit committee members may look into while visiting an institution for this purpose. It invariably follows the Quality Indicators Framework prescribed by Accreditation Council in India.
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If one seeks to eliminate achievement gaps at elementary, middle, and secondary school levels, then it is essential that improvement efforts focus on implementing a series of initiatives. The initiatives must aim to achieve a targeted degree of implementation in a focused and progressive effort. Periodic evaluations of progress in reaching new standards help determine when the various elements of the plan are in place and functioning reasonably well. Periodic visits to the schools enable superintendents and central office staff to estimate the extent to which work has been undertaken in each area. For example, if a district already has implemented a curriculum that aligns instruction and instructional materials, the superintendent may feel additional work is currently not needed. On the other hand, if the curriculum has been aligned, but no calendar or schedule of topics and skills to be taught has been established and implemented, this might appear under the "Next Steps Action Plan".
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
Source: https://ezinearticles.com/?Improved-Classroom-Management-and-Instructional-Skills&id=10176958
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
Academic audit in a higher education institution in India are carried out to assess its Organization and management,Human resources management, Financial management and Role of non-teaching staff.
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA.
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Ofsted Update 2015 School Improvement Solution for Secondary & Primary Senior and Middle Leaders (Part 1) An overview of current and expected changes to how schools will be inspected. For further information help and support please contact www,rhinoss.co.uk or email info@rhinoss.co.uk
Task force recommendations including Multiple placement criteria - assessments, secondary diagnostics, HS transcripts, compression of English and Reading, contextualized curriculum – learning communities, writing across the curriculum, curriculum at all levels customizable to student needs – hybrid formats, modular labs, cognitive and non- cognitive supports, faculty Professional Development
T-TEL Challenge FUND Info Session PresentationEnock Gyan
T-TEL aims to incentivise performance improvements and encourage innovation across the teacher education sector. It is doing this by investing significant resources into two funds.
The Challenge Fund directed at innovation in teaching practice and experience, tutor professional development, College management, gender and inclusion and improved partnership working. The Payment by Results Fund. The Challenge Fund is subject to an application process open to Colleges of Education, their partner and model schools, universities, civil society organisations (CSOs) and non-governmental organisations (NGOs) working both at the local and national level. The Payment by Results Fund is designed to incentivise the improvement management of Colleges of Education, by aligning with their College Improvement Plans (CIPs) and incentivise their successful implementation.
Improved Classroom Management and Instructional Skillsnoblex1
If one seeks to eliminate achievement gaps at elementary, middle, and secondary school levels, then it is essential that improvement efforts focus on implementing a series of initiatives. The initiatives must aim to achieve a targeted degree of implementation in a focused and progressive effort. Periodic evaluations of progress in reaching new standards help determine when the various elements of the plan are in place and functioning reasonably well. Periodic visits to the schools enable superintendents and central office staff to estimate the extent to which work has been undertaken in each area. For example, if a district already has implemented a curriculum that aligns instruction and instructional materials, the superintendent may feel additional work is currently not needed. On the other hand, if the curriculum has been aligned, but no calendar or schedule of topics and skills to be taught has been established and implemented, this might appear under the "Next Steps Action Plan".
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
Source: https://ezinearticles.com/?Improved-Classroom-Management-and-Instructional-Skills&id=10176958
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
Academic audit in a higher education institution in India are carried out to assess its Organization and management,Human resources management, Financial management and Role of non-teaching staff.
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA.
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Ofsted Update 2015 School Improvement Solution for Secondary & Primary Senior and Middle Leaders (Part 1) An overview of current and expected changes to how schools will be inspected. For further information help and support please contact www,rhinoss.co.uk or email info@rhinoss.co.uk
Task force recommendations including Multiple placement criteria - assessments, secondary diagnostics, HS transcripts, compression of English and Reading, contextualized curriculum – learning communities, writing across the curriculum, curriculum at all levels customizable to student needs – hybrid formats, modular labs, cognitive and non- cognitive supports, faculty Professional Development
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There are countless resources that define competency-based education. This is not one. This step-by-step guide can help any educator who is considering or currently developing competency-based education programs. Learn directly from an experienced expert who has developed and launched programs all over the country for several institutions, including Western Governor's University.
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2. The Problem
Students stop out or drop out of the
developmental sequence before they complete
the gateway
Students who begin at the developmental level in
one or more subjects complete college at
significantly lower rates
Time, not student learning, is the greatest barrier to
student success
3. The DETF Charge
Review and clarify the purpose of developmental
education and analyze implications for policy and
practice resulting from a clarified purpose.
Review current system policies and practices
related to developmental education and propose
revisions that will promote greater student success
in alignment with sound academic principles and
practice
4. On the basis of a comprehensive review, recommend
broad strategies and specific initiatives related to
developmental education that should be pursued by
Colorado's Community College System Colleges, leading
to enhanced outcomes for student learning and
success.
Investigate and analyze measures of success, data
reports and studies on success of developmental
education students.
Examine structures for developmental education,
highlighting innovative and successful strategies,
improving the student experience and identifying
barriers to success.
5. The Recommendations
Goal Statement
To accelerate students by reducing the amount of
time, number of developmental credits, and
number of courses in the developmental
sequence so students can be successful in a
college level course. Accelerated learning will
require a curriculum redesign.
6. 5 Principles: Curricular work
Use reverse curriculum design to redesign courses
Design courses for what students need to know for
success in college
Encourage active learning by including active and/or
experiential learning experiences with each lesson
Make curriculum design and assessment of student
learning and success a continuous process (see
National Center for Academic Transformation work)
Provide students with individualized assistance through
embedded affective skills, professionalism, and support
services as much as possible in the process
9. Implementation
A redesign advisory group will be formed to address the
administrative issues and ensure smooth implementation, i.e.
BANNER, Business Officers, Advising, Financial Aid.
To ensure effective implementation of the DETF
recommendations, CCCS should provide a line item budget
developed in consultation with individual colleges, the
Redesign Implementation Team, and functional groups to
accomplish tasks outlined in this document.
The State Faculty Curriculum Committee and Educational
Services need to ensure an expedited curriculum approval
process for the new courses being developed. Additionally,
campus curriculum review processes must be expedited to
allow colleges to adopt new courses as they become
available.
10. Testing
A CCCS specific Accuplacer
Use uniform, weighted, multiple measures
Test scores should be validated every three to five
years
Calculators should be allowed to appear on the
elementary algebra exam
11. Testing: State-wide Institutional
Administrator
Provide training and resources for Testing Center staff,
Ensure consistency of standardized test
administration,
Create, in conjunction with the appropriate
functional teams, uniform test delivery and scoring
practices (i.e. ensure that all colleges administer the
EA test before the AR test in math),
Pull data from the system and provide regular reports
and presentations to CCCS functional groups and
constituency groups, and
Ensure the Accuplacer is normed on a regular basis
12. Student Support
CCCS colleges will provide students with access to
academic success strategies, college readiness skills,
and career counseling.
Each college will adopt a plan that addresses planning
for success, initiating success, and sustaining success for
developmental students using these CCSSE
strategies. Minimally the college plan should address
the three points - planning, initiating, and sustaining
success - by using three different strategies
13. Student Support Plan
Each College will develop a plan that engages developmental students from
their first contact with the College through the completion of their remedial
sequence and their entry into college level work.
Colleges will identify how they are helping students plan for success through their
assessment and placement, through their orientations, through academic goal setting
and planning and/or through the registration process.
Colleges will also demonstrate how they initiate success for students by providing
accelerated or fast track developmental education, a first year experience, a student
success course, and/or learning communities.
The Colleges will also describe the intentional strategies they have in place to sustain
success such as class attendance, alert and intervention programs, experiential learning
beyond the classroom, tutoring, and supplemental instruction.
14. Faculty Professional
Development
Colleges will create a professional development plan to
give current faculty the opportunity to improve their skills
to meet the requirements of the new courses.
Particularly in areas where it might be a preferable
delivery strategy to train current developmental and
college level faculty to teach the same content, the
professional development plan should address how that
training will happen on each campus.
15. Faculty Support: Some strategies
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 and reassigned time to faculty and staff to
develop and implement student success strategies.
Offer other functional work groups on campus—like BANNER, Advising, Testing—time
to address the issues of the implementation process.
Provide, in partnership with CCCS, continuing professional development for all
faculty and staff focusing on research-based student success strategies.
Offer transfer level faculty the opportunity to train and understand the same delivery
models that will be used in developmental education.
16. Measures of Success
Math – Successful completion of any college level
(100+) math course.
College Composition and Reading – Successful
completion of ENG121 or other 100 level discipline
strands course.
17. Proposed Implementation
Timeline
Fall 2013
Scale up existing courses
Spring 2014
Introduce new courses
Continue to scale up
Stop offering past sequence
Fall 2014
Full implementation
Existing sequence gone from CCNS
18. Culture
How will the college introduce the
redesign and the work that will be done
on the campus?
Faculty
Staff
How will the college involve students in
the process?
19. Choices
Soft landing?
Credit or non credit?
Which models?
Testing
Diagnostic/Secondary assessments?
Current to scale
New ways to approach new curriculum?
20. Staffing
How will the college staff the new
models?
Resources
Space
Time
Who will work with the CITs to develop the
new curriculum?
21. Student Services
What are the implications for
Advising/Educational Planning
Admissions and Records
Financial Aid
Supplemental services
Who will need to be involved in the
planning and implementation?
22. Testing
What involvement will your Testing Center
personnel have in the State Accuplacer
rollout process?
What are the policy and financial
implications?
How will your Director work with the rest of the
State Directors to support the new system?
23. What is your timeline?
Introduction to the campus
Catalog and schedule changes
Curricular development
Training
Steps to full implementation
24. What are the barriers?
Identify roadblocks
State statute
CCCS
Institution
Banner issues and planning
25. Faculty
How will Developmental Education
faculty be involved in the planning and
implementation?
How will the college involve transfer
faculty?
Are there any credentialing issues?
Institutional decision making
26. Resources
What resources does the college need to
allocate for implementation?
How will TAA funds be used for the
process?
How will the college plan for the fiscal
changes in the first three years of
implementation?
27. Training
What are the immediate training needs?
Faculty
Staff
Students
What needs to be developed for ongoing
training and orientation?
28. Partnerships
How will the redesign influence your
relationships with
K-12
Workforce Center
Four year institutions
Adult Education/Literacy programs
29. Evaluation
How will the college assess the redesign
on their campus?
Student outcomes
Staffing and resource allocations
Qualitative feedback
How will the college use data to continue
to improve student outcomes?
30. Training Plan
Online course
Visits to colleges
Facilitate/deliver PD
State
Region
Campus
32. 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.