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Developmental Education Recommendations for CCCS Board Presentation February 2013tion
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- 2. Overview History ofdevelopmental education in CO Our recommendations Math College Reading and Composition (English & Reading) Administrative Proposed timeline
- 3. The problem ―The morelevels 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. Colorado percent ofenrollment in developmental education 27% 73% Enrollment Students enrolled in at least one DE course All other students
- 5. CCCS students 61.6 25.3 13.1 0 10 20 30 40 50 60 70 MAT ENGREA Percent of total remedial enrollment Percent of total remedial placement
- 6. Traditional Colorado coursepipeline MAT 030 MAT 060 MAT 090 MAT 099 ENG 030 ENG 060 ENG 090 REA 030 REA 060 REA 090
- 7. Current course completion Course2010-2012: 3 year average ENG 030 61.6% ENG 060 63.2% ENG 090 63.5% REA 030 64.0% REA 060 68.1% REA 090 63.8% MAT 030 60.8% MAT 060 66.3% MAT 090 60.1% MAT 099 57.9% Total Average 62.9%
- 8. Why high attritionrates are a structural problem For students who place two levels below a college course there are 5 ―exit points‖ Do they pass the first course Do they enroll in the next course? Do they pass the second course? Do they enroll in the college-level course? Do they pass the college-level course? Students placing three levels down have 7 exit points.
- 9. Why high attritionrates are a structural problem CCCS pipeline example for students who completed ENG 030 - fall 2010 Completed 030(538) 100% Do they enroll and complete 060 (189) 35% Do they enroll in and complete 090 (32) 6%
- 10. Student Voice Angela McAllister,RRCC student
- 11. Student Voice Duane Hansen,FRCC student
- 12. The goal ofour recommendations Move students quickly and effectively through their first college level course.
- 13. National models considered Washington State - iBest Tennessee – modules and math emporium Los Medinos - shortening the developmental pipeline and acceleration in math* CCBC - Accelerated Learning (ALP)* Chabot College – Acceleration and engaging faculty to dive into pedagogy and practice* University of Texas - new mathways project* APSU– mainstreaming * Indicates projects that heavily influenced CO recommendations
- 14. Our recommendations Reducethe 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
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- 16. Math - Onesize does not fit all STEM Non-STEM Non- Transfer Engineering Journalism Radiology Life and Physical Science History Automotive Tech Computer Science Education Medical Office Tech
- 18. College Reading andComposition (English & Reading)
- 19. CRC recommendations Placement Score(s)First Term Leads to 1A) RC 0-39 and/or SS 0-49 Soft Landing Accuplacer test 1B) RC 0-39 and/or SS 0-49 CRC 092 + CRC 091 Completion of all REA and ENG developmental requirements RC40-61 and/or SS 50-69 CRC 092 Completion of all REA and ENG developmental requirements 2A) RC62-79 and/or SS 70-94 CRC 093 Studio D Completion of all REA and ENG developmental requirements 2B) RC62-79 and/or SS 70-94 CRC 094 Studio 121 Completion of all REA and ENG developmental requirements
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- 21. Testing and placement Colorado specific assessment with ―strands‖ Uniform multiple measures built into assessment system Consistent test administration statewide Validate assessment scores every 3-5 years To accomplish these goals use a system level institutional administrator (IA) in addition to college site administrators for local control
- 22. Student support UseCCCSE 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
- 23. Faculty support anddevelopment 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
- 24. 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.
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- 26. Implementation teams Coreimplementation team Faculty Focused on curriculum, content, training, and professional development Redesign advisory group Administrative (Banner, Business officer, Advising, financial aid…) Testing – work with College Board and our testing center directors
- 27. Timeline Spring/summer 13discipline 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
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- 29. Creative Commons Attribute Thiswork 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.
Editor's Notes
- #20 Review handout