detf update for president's dec 12
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TRANSCRIPT
Update: CCCS Developmental Education Taskforce
Recommendations to Date
The goal
Move students quickly and effectively through their first college level course.
What do the recommendations look like right now?
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 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
Overall Math
Colleges will offer an accelerated model that provides students with the opportunity to enter a 100 level class after a single developmental course
Students should be advised into a pathway appropriate to their career interest
Mainstreaming should be an option for colleges
There are a variety of possible delivery strategies to achieve these goals
English and Reading
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
Sequence should be compressed and accelerated
Integrate Reading and EnglishThere are a variety of possible delivery
strategies to achieve this goal
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%
College Reading and Composition
Review handout
Other items of interest
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
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.
Testing and placement
Colorado specific Accuplacer with “strands”Uniform multiple measures built into
Accuplacer systemConsistent test administration statewideValidate Accuplacer scores every 3-5 years –
are we using the right cut scoresTo accomplish these goals use a system level
institutional administrator (IA) in addition to college site administrators for local control
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
Compare old and new models
CRC Enrollment comparisons
Historical
(3 yr avg)
Proposed Year 1
Proposed Year 2
Headcount
DE and ENG121
26,347 21,950 24,500
Sections 1,436 1,219 1,361
Credits 78,119 88,914 101,488
Revenue and expenses
Expenses tied to sections = $1950 per section
Revenue tied to credit hours for FY13 = $174.75 per credit
Even if everyone picks learning communities for all new classes where expenses are $3250 per section (6 credit courses where faculty are paid for 10 credits)
CRC
Old model New model
Expenses 1,436$2,800,200
1,361$4,423,250
Revenue 78,119$13,651,295.2
5
101,488$17,735,028
Difference $10,581,095.25
$13,311,778
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
Questions?
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).