developmental education taskforce update for regional meetings november 2012

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Update: CCCS Developmental Education Taskforce Recommendations to Date

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Page 1: Developmental Education Taskforce Update for regional meetings November 2012

Update: CCCS Developmental Education Taskforce

Recommendations to Date

Page 2: Developmental Education Taskforce Update for regional meetings November 2012

Overview

Why the SBCCOE formed the DETF. What is the current status of the task force

work?What is the timeline for implementation?

Page 3: Developmental Education Taskforce Update for regional meetings November 2012

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.

Page 4: Developmental Education Taskforce Update for regional meetings November 2012

Colorado percent of enrollment in developmental education

27%

73%

Enrollment

Students enrolled in at least one DE courseAll other students

Page 5: Developmental Education Taskforce Update for regional meetings November 2012

CCCS students

MAT ENG REA0

10

20

30

40

50

60

70

61.6

25.3

13.1

Percent of total remedial enrollment

Percent of total remedial place-ment

Page 6: Developmental Education Taskforce Update for regional meetings November 2012

Traditional Colorado course pipeline

MAT 030

MAT 060

MAT 090

MAT 099

ENG 030

ENG 060

ENG 090

REA 030

REA 060

REA 090

Page 7: Developmental Education Taskforce Update for regional meetings November 2012

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%

Page 8: Developmental Education Taskforce Update for regional meetings November 2012

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.

Page 9: Developmental Education Taskforce Update for regional meetings November 2012

Why high attrition rates are a structural problem

CCCS pipeline example for students beginning in MAT090

Enroll in remedial math (6933) 100%Do they complete MAT 090 (3053) 44%Do they enroll in college math (1746) 25%Do they complete college math (1239) 18%Do they graduate (558) 8%

Nawrocki, Baker, & Corash (2009). Success of remedial math students in the Colorado community college system: A longitudinal study.

Page 10: Developmental Education Taskforce Update for regional meetings November 2012

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%

Page 11: Developmental Education Taskforce Update for regional meetings November 2012

The goal

Move students quickly and effectively through their first college level course.

Page 12: Developmental Education Taskforce Update for regional meetings November 2012

Some of the possibilities

Compression models that combine existing levels

Mechanisms for bypassing remedial levelsMainstreaming students into college-level

coursesIntegrated reading and writing courses that

replace multiple levels of reading and writingPre-statistics courses that replace the

traditional algebra sequence Contextualized instruction in career-technical

programs

Page 13: Developmental Education Taskforce Update for regional meetings November 2012

Some of the national models and ideas considered

Washington State - iBestTennessee – modules and math emporium Los Medinos - shortening the developmental

pipeline and acceleration in mathCCBC - Accelerated Learning (ALP)Chabot College - engaging faculty to dive into

pedagogy and practiceUniversity of Texas - new mathways projectAPSU– mainstreaming

Page 14: Developmental Education Taskforce Update for regional meetings November 2012

Local innovations and successes

Aurora Integrated curriculum A move from stand alone DE reading or English – at

the highest DE levels (old 090) all are paired with college courses

Denver Fast Start - compression and paired learning

communities with DE English and reading and math Additional student support structures

Front Range Learning communities & ALP

Page 15: Developmental Education Taskforce Update for regional meetings November 2012

Themes

Key metric is success in college coursesTime is the greatest barrier to student

success in a college courseUse evidence based practiceContinuous improvement is essential to long-

term successDevelopmental curriculum should be

transformative and have college preparatory skills imbedded in it

Page 16: Developmental Education Taskforce Update for regional meetings November 2012

What do the recommendations look like right now?

Page 17: Developmental Education Taskforce Update for regional meetings November 2012

Goal statement

Reduce the amount of time, number of credits, and number of classes

Curriculum redesign Reverse design What do students really need to know for success in

college and careers One semester for MOST students. Two semesters or

less for any student in developmental education There should be an active learning experience

included with each lessonThis is an ongoing process

Page 18: Developmental Education Taskforce Update for regional meetings November 2012

Math

Page 19: Developmental Education Taskforce Update for regional meetings November 2012

Currently in the recommendationsSoft Landing

EA < 45MAT107EA ≥ 45

Non-Transfer Path(060ish & nec 090)

EA ≥ 45

MAT108EA ≥ 60

MAT112EA ≥ 45

MAT109EA ≥ 60

MAT103EA ≥ 60

Non-STEM Path(060ish & nec 090/099)

EA < 85

MAT120EA ≥ 85

MAT155EA ≥ 85

MAT135EA ≥ 85

STEM Path(090 & heavy 099)

EA < 85

MAT121EA ≥ 85

MAT123EA ≥ 85

Page 20: Developmental Education Taskforce Update for regional meetings November 2012

Multiple pathways

Each course in each developmental sequence should be redesigned to only cover content necessary for the college level course.

Multiple developmental sequences/paths/branches available to students based on their career/major interest. Non-transfer Non-STEM STEM

Page 21: Developmental Education Taskforce Update for regional meetings November 2012

Student advising as part of placement

Work with advisors to help students make informed choices that realistically reflect their academic preparation, abilities, and interests

Page 22: Developmental Education Taskforce Update for regional meetings November 2012

Soft landing

Non-credit prerequisite options leading to re-test: AAA Accuplacer preparation Referral to ABE programs Boot camp NROC MFL, Aprion, Aleks, Enhanced web assign MOOC’s Tutoring

For credit – Co-requisite support with chosen pathway course

Page 23: Developmental Education Taskforce Update for regional meetings November 2012

Co-requisite soft landing

Instead of non-credit, students with lowest placements could enroll in a AAA math course designed to provide them with tutoring, college readiness, career counseling, and support structures to promote success. Instructed by the same person who is teaching their

math course Learning community format Co-enrolled with the same cohort of students

Page 24: Developmental Education Taskforce Update for regional meetings November 2012

English and Reading

Page 25: Developmental Education Taskforce Update for regional meetings November 2012

Overall ENG/REA

Colleges will offer an accelerated model that provides students with the opportunity to enter a 100 level class no later than their second term in enrollment

The sequence should be compressed and accelerated

Reading and English should be integratedThere are a variety of possible delivery

strategies to achieve this goal

Page 26: Developmental Education Taskforce Update for regional meetings November 2012

Multiple placementsREA030 REA060 REA090 None

ENG030

3% 2% 1% 0%

ENG060

2% 6% 6% 3%

ENG090

0% 5% 14% 20%

ENG121

0% 0% 4% 34%

Page 27: Developmental Education Taskforce Update for regional meetings November 2012

Currently in the recommendations

College Course

College Reading and Composition (CRC)

Soft landing (non credit)

Page 28: Developmental Education Taskforce Update for regional meetings November 2012

Placement Entry Level Course Entry Level Course Description

Next step

RC 0-39 and/or SS 0-49 Soft landing Non-credit, institutional choice on

designAccuplacer re-test

RC 0-39 and/or SS0-49 or any level Recitation Reading and writing across the

disciplines curriculum to include at least one of the discipline

groups: Communication, Arts and Letters, Science, Social Science

RC 0-39 and/or SS 0-49 CRC +

RecitationIntegrated REA/ENG with co-requisite reading and writing across the disciplines support

Any transfer level course or ENG 121 as needed. Meets

requirements for all pre-college REA/ENG

RC 40-61 and/or SS 50-69 College

Reading and Composition

(CRC)

Integrated REA/ENG reading and writing across the disciplines

Any transfer level course or ENG 121 as needed. Meets

requirements for all pre-college REA/ENG

Either RC 62-79 or SS 70-94 or both Mainstream Integrated REA/ENG with co-

requisite gateway level course. Could be ENG 121 or any Arts and Letters, Science, or Social Science

100 level course.

Any transfer level course or ENG 121 as needed. Meets

requirements for all pre-college REA/ENG

Page 29: Developmental Education Taskforce Update for regional meetings November 2012

Soft landing

Non-credit. Goal would be to raise entry level assessment scores. AAA Accuplacer preparation Referral to ABE programs Boot camp MFL Tutoring

Recitation. Credit based co-requisite reading and writing in the disciplines

Page 30: Developmental Education Taskforce Update for regional meetings November 2012

Comp

Comp. Integrated REA/ENG (old 060/060 and 090/090). This would prepare students in all ENG and REA prerequisites in one semester.

Comp w/ Co-requisite Recitation. This option is designed to support schools that want to offer a credit option to students who assess at the lowest RC and SS levels to allow them to meet scholarship, athletics, and housing eligibility.

Page 31: Developmental Education Taskforce Update for regional meetings November 2012

Mainstreaming

Integrated REA/ENG (old 090/090), Co-requisite with ENG 121 or Arts and Letters, Science, or Social Science 100 discipline strands.

Discipline strands – discipline specific content in new courses to allow colleges to reverse design to any of four groups of courses i.e. Communication, Arts and Letters, Social Sciences, and Science depending on student’s completion goals.

Page 32: Developmental Education Taskforce Update for regional meetings November 2012

Other items of interest

Page 33: Developmental Education Taskforce Update for regional meetings November 2012

Student support

Case management/academic advising/career coaches for developmental students. Minimum 400:1.

Co-registration with AAA. Could be extended orientation, intensive advising, Core Skills Mastry, more traditional classroom experience… Aim to address academic success strategies, college readiness, career counseling.

Page 34: Developmental Education Taskforce Update for regional meetings November 2012

Faculty development

State funded system of faculty and staff support to carry out developmental education redesign.

Colleges shall incorporate a number of strategies to facilitate successful implementation: Offer limited full time positions to current adjunct instructors

during the implementation phase of this work to stabilize our workforce to allow for program adoption to scale on an accelerated pace.

Provide release time to current full time faculty and pay to adjunct faculty so they can work with the implementation team to prepare to offer new courses and formats.

Offer course release opportunities to faculty in an ongoing way to promote student success strategies including advising and case management of developmental education students.

Page 35: Developmental Education Taskforce Update for regional meetings November 2012

Testing and placement

An institutional administrator (IA) for Accuplacer at the system level Monitor common multiple measures, Consistent placement scores, Ensure consistent training for testing center directors, Create uniform test delivery and scoring practices, Standardize and norm Accuplacer scores, Prepare all new Accuplacer testing platforms, Implement best practices for National College Testing

Association (NCTA) standards

Page 36: Developmental Education Taskforce Update for regional meetings November 2012

Testing and placement

 CO Accuplacer scores should be validated every 3-5 years

Once the curriculum is developed for each area change the strands for a CO Accuplacer

Have testing center directors/designated experts meet with a system IA to determine processes and procedures that will be standardized across colleges. To include but not limited to: retakes, common non-cognitive questions, and test cost

Page 37: Developmental Education Taskforce Update for regional meetings November 2012

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

Page 38: Developmental Education Taskforce Update for regional meetings November 2012

Timeline

 Some colleges are starting on implementation work now with TAA grant money support

February policy recommendations to SBCCOEAfter policy is adopted

Spring/summer 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

Page 39: Developmental Education Taskforce Update for regional meetings November 2012

CONTACT YOUR COLLEGE REPRESENTATIVE(S). FOR A

COMPLETE LIST SEE WWW.CCCS.EDU/DETF

OR CONTACT CASEY [email protected]

720-858-2841

Questions or for more information

Page 40: Developmental Education Taskforce Update for regional meetings November 2012

Creative Commons Attribution

This 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.