Developmental education redesign: Update and progress

Student Services Conference - June 2013

Creative Commons AttributeUnless 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).

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

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%

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.

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%

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%

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%

Creation of a task force

College representation Faculty + others (student services,

administration, testing, advising…) Charged with creating policy for the

system

The goal of the redesign

Move students quickly and effectively through their first college level

course.

National models considered

Washington State - iBest Tennessee – emporium Los Medinos - acceleration in math Community College Baltimore

County - ALP Chabot College – Integrated reading

and English University of Texas - new mathways Austin Peay State - mainstreaming

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.

What “Redesign” looks like

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

Testing

Working with Pearson on a diagnostic Likely will get MFL in addition to the

diagnostic allowing students to work through mastery before any retest

Tentative timeline – we still don’t have a product or contract Item analysis fall 13 Test analysis spring 14 Test pilot fall 14 Test implementation spring 15

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

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?

Implementation teams

Core implementation team Faculty Focused on curriculum, content, training,

and professional development Redesign advisory group

Administrative (Banner, fiscal, advising, financial aid)

Testing – faculty for content. Testing center directors when we have a platform to experiment with.

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

College planning

Campus advisory CCR Math Student services Faculty and staff development Resources Program evaluation

Example from Lamar Community College

College Composition and Reading

Soft landing and/or CCR092 with CCR 091 co-requisite Both the CCR 091 and CCR 092 courses

will be offered during the fall 2013 semester.

Students who are required to take the CCR 091 lab will be using the same program that LCC will be piloting for use in the Fast ForWord Soft Landing

Studio courses

Studio D and/or Studio 121 Studio 121 will be offered in the fall 2013

semester CCR courses will be offered on opposite days

from co-enrolled ENG 121 sections For example:

If a student is in Studio 121 on MW at 11:00 a.m. they will also be in ENG 121 on TR at 11:00 a.m.

Instructors in both courses will collaborate weekly on student progress and instructional needs.

Math: Assessment Prep Delivery

LCC is exploring the Core Skills Mastery (CSM) in addition to essential skills labs developed using NROC content

Essential skills will include topics like order of operations and organization of work, fractions, decimals and percents

Math: Co-requisite Labs LCC will offer at least one section of each

co-requisite lab MAT025: co-requisite to MAT055 MAT091: co-requisite to MAT107 MAT 092: co-requisite to one section of MAT

120 MAT 093: co-requisite to one section of MAT

121 All co-requisites will be taught by the

same instructor and scheduled to meet immediately following the college course

Student Services

CCSSE strategies for planning, initiating, and sustaining success. All developmental education students will: Required to seek academic advising prior to the

start of each semester Required to meet with the career advisor at least

once each semester Students who are in both math and CCR courses

will be required to enroll in an academic success course

Strongly encouraged to enroll in an academic success course

Evaluation

In addition to the successful completion of a 100 level college course, how are you going to evaluate the redesign on your campus? Students will be surveyed in all DE courses

each year. Questions specific to the redesign will be included in the survey. The instructional team will use this data to modify courses to be offered in future semesters.

Are there goals or outcome measures your faculty have set on your campus? “Good idea. We will do that next.”  

Big areas for immediate campus decisions

CCR Math Student services Timing

Places to go for more information

DE site Word Press site D2L shells Campus teams Regional training Invited presentations 2:2 sharing

Upcoming training

Respond to the survey – what do you want to focus on?

Student services regional workshops July 9 – Arapahoe July 12 – Front Range July 15 - Pueblo

Questions

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.