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Developmental EducationRedesign Decision MakingImplementation Planning
The Problem Students stop out or drop out of the
developmental sequence before they complete the gateway
Students who begin at the developmental level in one or more subjects complete college at significantly lower rates
Time, not student learning, is the greatest barrier to student success
The DETF Charge
Review and clarify the purpose of developmental education and analyze implications for policy and practice resulting from a clarified purpose.
Review current system policies and practices related to developmental education and propose revisions that will promote greater student success in alignment with sound academic principles and practice
On the basis of a comprehensive review, recommend broad strategies and specific initiatives related to developmental education that should be pursued by Colorado's Community College System Colleges, leading to enhanced outcomes for student learning and success.
Investigate and analyze measures of success, data reports and studies on success of developmental education students.
Examine structures for developmental education, highlighting innovative and successful strategies, improving the student experience and identifying barriers to success.
The RecommendationsGoal Statement
To accelerate students by reducing the amount
of time, number of developmental credits, and
number of courses in the developmental
sequence so students can be successful in a
college level course. Accelerated learning will
require a curriculum redesign.
5 Principles: Curricular work Use reverse curriculum design to redesign courses
Design courses for what students need to know for success in college
Encourage active learning by including active and/or experiential learning experiences with each lesson
Make curriculum design and assessment of student learning and success a continuous process (see National Center for Academic Transformation work)
Provide students with individualized assistance through embedded affective skills, professionalism, and support services as much as possible in the process
The Models: CCR
The Models: MAT
Implementation A redesign advisory group will be formed to address the
administrative issues and ensure smooth implementation, i.e. BANNER, Business Officers, Advising, Financial Aid.
To ensure effective implementation of the DETF recommendations, CCCS should provide a line item budget developed in consultation with individual colleges, the Redesign Implementation Team, and functional groups to accomplish tasks outlined in this document.
The State Faculty Curriculum Committee and Educational Services need to ensure an expedited curriculum approval process for the new courses being developed. Additionally, campus curriculum review processes must be expedited to allow colleges to adopt new courses as they become available.
Testing A CCCS specific Accuplacer
Use uniform, weighted, multiple measures
Test scores should be validated every three to five years
Calculators should be allowed to appear on the elementary algebra exam
Testing: State-wide Institutional Administrator
Provide training and resources for Testing Center staff,
Ensure consistency of standardized test administration,
Create, in conjunction with the appropriate functional teams, uniform test delivery and scoring practices (i.e. ensure that all colleges administer the EA test before the AR test in math),
Pull data from the system and provide regular reports and presentations to CCCS functional groups and constituency groups, and
Ensure the Accuplacer is normed on a regular basis
Student Support CCCS colleges will provide students with access to
academic success strategies, college readiness skills, and career counseling.
Each college will adopt a plan that addresses planning for success, initiating success, and sustaining success for developmental students using these CCSSE strategies. Minimally the college plan should address the three points - planning, initiating, and sustaining success - by using three different strategies
Student Support Plan Each College will develop a plan that engages developmental students from
their first contact with the College through the completion of their remedial
sequence and their entry into college level work.
Colleges will identify how they are helping students plan for success through their
assessment and placement, through their orientations, through academic goal setting
and planning and/or through the registration process.
Colleges will also demonstrate how they initiate success for students by providing
accelerated or fast track developmental education, a first year experience, a student
success course, and/or learning communities.
The Colleges will also describe the intentional strategies they have in place to sustain
success such as class attendance, alert and intervention programs, experiential
learning beyond the classroom, tutoring, and supplemental instruction.
Faculty Professional Development Colleges will create a professional development plan
to give current faculty the opportunity to improve
their skills to meet the requirements of the new
courses. Particularly in areas where it might be a
preferable delivery strategy to train current
developmental and college level faculty to teach the
same content, the professional development plan
should address how that training will happen on each
campus.
Faculty Support: Some strategies 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 and reassigned time to faculty and staff to develop and implement student success strategies.
Offer other functional work groups on campus—like BANNER, Advising, Testing—time to address the issues of the implementation process.
Provide, in partnership with CCCS, continuing professional development for all faculty and staff focusing on research-based student success strategies.
Offer transfer level faculty the opportunity to train and understand the same delivery models that will be used in developmental education.
Measures of Success Math – Successful completion of any college level
(100+) math course.
College Composition and Reading – Successful completion of ENG121 or other 100 level discipline strands course.
Proposed Implementation Timeline Fall 2013
Scale up existing courses
Spring 2014Introduce new courses Continue to scale upStop offering past sequence
Fall 2014Full implementationExisting sequence gone from CCNS
Culture How will the college introduce the
redesign and the work that will be done on the campus? Faculty Staff
How will the college involve students in the process?
Choices Soft landing?
Credit or non credit?
Which models?
TestingDiagnostic/Secondary assessments?
Current to scale New ways to approach new curriculum?
Staffing How will the college staff the new
models? Resources Space Time
Who will work with the CITs to develop the new curriculum?
Student Services What are the implications for
Advising/Educational Planning Admissions and Records Financial Aid Supplemental services
Who will need to be involved in the planning and implementation?
Testing What involvement will your Testing Center
personnel have in the State Accuplacer rollout process?
What are the policy and financial implications?
How will your Director work with the rest of the State Directors to support the new system?
What is your timeline?Introduction to the campus
Catalog and schedule changes
Curricular development
Training
Steps to full implementation
What are the barriers? Identify roadblocks
State statute CCCS Institution
Banner issues and planning
Faculty How will Developmental Education
faculty be involved in the planning and implementation?
How will the college involve transfer faculty?
Are there any credentialing issues? Institutional decision making
Resources What resources does the college need to
allocate for implementation?
How will TAA funds be used for the process?
How will the college plan for the fiscal changes in the first three years of implementation?
Training What are the immediate training needs?
Faculty Staff Students
What needs to be developed for ongoing training and orientation?
Partnerships How will the redesign influence your
relationships with K-12 Workforce Center Four year institutions Adult Education/Literacy programs
Evaluation How will the college assess the redesign
on their campus? Student outcomes Staffing and resource allocations Qualitative feedback
How will the college use data to continue to improve student outcomes?
Training Plan Online course
Visits to colleges
Facilitate/deliver PD State Region Campus
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.