This document provides recommendations for redesigning developmental education programs in Colorado community colleges. It recommends reducing the time, credits, and number of classes required for developmental education to move students more quickly into college-level courses. The redesign would involve curriculum changes using a reverse design approach focused on what students need to know to succeed in college classes. Specific recommendations are provided for redesigning developmental math, English, and reading courses. The document also outlines plans for testing and placement, student support services, faculty support/development, implementation teams and timelines, and measures for assessing success. The overall goal is to improve student completion of developmental requirements and subsequent college-level courses.
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. 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
9. 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. 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
12. 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
13. 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
14. 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. Implementation teams
Core implementation team
Faculty
Focused on curriculum, content, training, and professional
development
Redesign advisory group
Administrative (Banner, Business officer, Advising, financial
aid…)
College visits
FPD
Implementation Planning and support
17. 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. 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).