Developmental Education RedesignAN OVERVIEW

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.

Traditional Colorado course pipeline

MAT 030

MAT 060

MAT 090

MAT 099

ENG 030

ENG 060

ENG 090

REA 030

REA 060

REA 090

Why high attrition rates are a structural problem

• For students who place two levels below a college course there are five “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.

Why high attrition rates are a structural problem

• CCCS 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%

The goal of the redesign

Move students quickly and

effectively through their first

college level course.

Board adopted policy in February 2013

To accelerate students by reducing the

amount of time, number of developmental

credits, and number of courses in the

developmental sequence so students can

have access to and be supported for success

in a college level course.

The new design

• Math – pathways at the developmental level

• Algebra

• Non-Algebra (statistics and math for liberal arts)

• Non-transfer (career math, clinical calculations)

• College Composition and Reading (formerly reading and English)

• Integrated disciplines

• Tiers of student support in classrooms

Affective Support

• Use CCCSE practices: Examples

• Orientation

• Goal setting and planning

• No late registrations

• First year experience

• Student success course

• Tutoring

• Supplemental instruction

• Case management/academic advising/career coaches

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.

Outcomes

• How many students successfully complete college English or college math?

• Used to only measure course completion

• Cohort tracking – how many are completing college courses?

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

The Models

College Composition and

Reading: CCR

Adult Ed

Option

Soft Landing and Assessment Prep

• Non credit options for students with placement scores beneath entry levels

• Multiple options – institutional choice

• Some current choices - ABE/GED programs, MFL, NROC labs, independent work

• Cannot be used as a pre-requisite course

• Must lead to re-assessment

Course Content• Prepare student to retest in Accuplacer

• Designed to be short term/remedial

• Use differentiated placement in non-credit supports

• Secondary assessment

• Multiple choices for students

• Reverse Design

Accuplacer

• Arithmetic

• AR = <30

• Reading Comprehension

• RC <39

• Sentence Skills

• SS <49

Reverse Design

•Accuplacer Proficiency Statements•Arithmetic• Sentence Skills•Reading Comprehension

Decisions/Ideas

• How will you work with your community college?

• How will you track referrals?

• How will you get students BACK to the college?

• Will this be a separate class?

• What will you charge?

• How will you evaluate the effectiveness of your course?

Questions?

Creative Commons AttributionThis 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.