This document summarizes recommendations for redesigning developmental education in the Colorado Community College System. It proposes reducing the time and credits needed to complete remedial requirements through curriculum redesign, co-requisite courses, and math pathways tailored to students' majors. Recommendations also include uniform placement testing, consistent student supports, and faculty training. The goal is to move students more quickly into college-level courses and completion of developmental prerequisites in one semester. A task force will oversee implementation teams to transition all colleges to the new models by Fall 2014. Success will be measured by completion of gateway math and English courses.

1. Developmental Education
Redesign in the Colorado
Community College System

2. Overview
 History of developmental education in CO
 Our 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. Colorado percent of enrollment 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 ENG REA
Percent of total remedial enrollment
Percent of total remedial
placement

6. Traditional Colorado course pipeline
MAT 030
MAT 060
MAT 090
MAT 099
ENG 030
ENG 060
ENG 090
REA 030
REA 060
REA 090

7. Current course completion
Course 2010-2012: 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 attrition rates 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 attrition rates are a structural problem
 Do they pass the first course 63%
 Do they enroll in the next course? 80%
 Do they pass the second course? 63%
 Do they enroll in the college-level course? 80%
 Do they pass the college-level course? 63%
63% x 80% x 63% x 80% x 63%
.63 x .8 x .63 x .8 x .63 = 16%

10. Why high attrition rates 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%

11. Creation of a task force
 College representation
 Faculty + others (student services, administration,
testing, advising…)
 Charged with creating policy for the system

12. The goal of our 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

14. A video
http://www.cccs.edu/developmental-
education/overview.html

15. 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

16. Math

17. Math - One size 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

19. College Composition and Reading
(English & Reading)

20. CCR 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
CCR 092 + CCR 091 Completion of all REA
and ENG developmental
requirements
RC40-61 and/or SS 50-69 CCR 092 Completion of all REA
and ENG developmental
requirements
2A)
RC62-79 and/or SS 70-94
CCR 093
Studio D
Completion of all REA
and ENG developmental
requirements
2B)
RC62-79 and/or SS 70-94
CCR 094
Studio 121
Completion of all REA
and ENG developmental
requirements

21. CCR Courses
 CCR 091 + 092
 Co-requisites
 6 credits
 CCR 092
 5 credits
 CCR 093 and 094
 Studio courses
 Co-requisite with ENG 121 or discipline strands course
 3 credits
 All are one semester
 After successful completion = successful completion of
all developmental Reading and English prerequisites

22. Administrative

23. 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
assessment administrator in addition to college site
administrators for local control

24. 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

25. 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

26. 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.

27. Enrollment projections
 Refer to excel handout

28. Revenue and expenses
 Expenses tied to sections = $1950 per section
 Revenue tied to credit hours for FY13 = $174.75 per
credit
 This only accounts for instructional expenses

29. Implementation teams
 Core implementation 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

30. Timeline
 Spring/summer 13 discipline 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

31. Questions and for more
information
Casey Sacks
Casey.sacks@cccs.edu
www.cccs.edu/DETF

32. 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).