The document provides recommendations for redesigning developmental education programs based on research and best practices. It recommends reducing the time and credits needed for remediation through curriculum redesign informed by reverse design principles. Proposed redesigns include accelerating math pathways, integrating reading and English courses, implementing multiple measures for placement, and providing increased academic and student supports. A timeline is outlined for implementation teams to work with faculty and staff over the next year to transition all colleges to the new models by Fall 2014. Standardized measures of success focus on completion of gateway college-level math and English courses.

1. Developmental Education
Redesign Recommendations

2. Overview
 The DETF recommendations
 Math
 College Reading and Composition (English & Reading)
 Administrative
 Proposed timeline

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. The goal of the redesign
Move students quickly and effectively through their
first college level course.

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. 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. Math

8. Math recommendations

9. College Reading and Composition
(English & Reading)

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. Administrative

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. 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. 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. 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. What happens next?

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. 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. Questions?

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. 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. System Support
 Faculty Professional Development
 Online courses
 Regional/state workshops
 Campus workshops
 Resource support
 Ongoing Technical Support

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. Creative Commons Attribution
Unless otherwise specified, this work by the Colorado Community College System http://www.cccs.edu 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).