marilyn smith developmental education coordinator cccs
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Marilyn Smith Developmental Education Coordinator CCCS. Developmental Education Redesign in Colorado Community Colleges CACTA 2014. 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.” - PowerPoint PPT PresentationTRANSCRIPT
Marilyn SmithDevelopmental Education
CoordinatorCCCS
Developmental Education Redesign in Colorado Community Colleges
CACTA 2014
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 SequenceMAT 030
MAT 060
MAT 090
MAT 099
ENG 030
ENG 060
ENG 090
REA 030
REA 060
REA 090
Current course completionCourse 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 problemFor students who place two levels below a college course
there are 6 “exit points”Do they enroll in the first course?Do they pass the first courseDo 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 8 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%
.63 x .8 x .63 x .8 x .63 = 16%
A Colorado Example
Number of Students Who:
Number of students enrolled in ENG 030 fall 2010
Enrolled in
ENG030 Fall 2010
Completed ENG030 Fall 2010
Enrolled in
ENG060Completed ENG060
Enrolled in ENG090
Completed ENG090
Enrolled in
ENG121Completed ENG121
537 308 274 176 145 106 83 53
53757% 51% 38% 27% 20% 15% 10%
The Context
National dialogue on developmental education within the Completion Agenda
Collaborative effort CDHE, Complete College America (CCA) $1.0 million dollar grant, and CCCS
History of foundation funding (Lumina, Breaking Through, Scaling Up, OVAE, Bridges to Opportunity)
Round One TAACT grant, designating $5.1 million for developmental education redesign
Creation of a task force
College representationFaculty + others (student services, administration, testing,
advising…)Charged with creating policy for the system
The goal of the redesign
.A developmental education redesign that will move
students quickly and effectively (and successfully) through their first college level course.
National models considered
Washington State - iBestTennessee – emporium Los Medinos - acceleration in mathCommunity College Baltimore County - ALPChabot College – Integrated reading and EnglishUniversity of Texas - new mathwaysAustin Peay State - mainstreaming
February 2013CCCS Board approves the
Task Force recommendations
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 likeMath – pathways at the developmental level
AlgebraNon-Algebra (statistics and math for liberal arts)Non-transfer (career math, clinical calculations)Mainstreaming with supplemental instruction when possible
College Composition and Reading (formerly reading and English)Integrated disciplinesOptions for delivery (CCR 092 0r CCR 093 or CCR 094)Mainstreaming when possibleTiers of student support in classrooms
Testing New placement tool is at least a year out
Working with Pearson but also exploring other vendors Developing a specification list to post as an RFPPARCC
Student supportUse CCCSE practices
OrientationGoal setting and planningNo late registrationsFirst year experienceStudent success courseTutoringSupplemental instructionCase management/academic advising/career coaches
College develop a plan to use for planning, initiating, and sustaining success for developmental students
Overall Strategies Courses embody specific principles
Acceleration Mainstreaming Contextualization Career Pathways (Programs of Study) Integration of English and reading
Placement New test, aligned with curriculum Non-cognitive questions System administrator for norming and for consistency of testing policies
Student Services—CCCSE plan of promising practices Professional development for faculty and staff Plan for ongoing assessment built into model
Math All students in college algebra track Four course, four semesters, 13 credits in MAT
English and Reading Three courses, three semester, 8 credits in ENG Three courses, three semesters, 8 credits in REA Courses taught separately
Math Students choose math pathway based on career
choice—algebraic literacy with path to college algebra, quantitative literacy with path to statistics, math for liberal arts, or career math,
One developmental course before the college level course for most students
Some students mainstreamed into college level course with just-in-time remediation through support courses
English and Reading Composition and reading integrated into one course One developmental course before the college level
course Many students mainstreamed into college level
course using the ALP model
Before After
Student Services Many distinct, unconnected services made
available for students
Testing Test not connected to Colorado content Local administration of tests—different policies
about number of times, cost etc Placement determined only by content questions
Student Services Services provided to students within the
framework of a plan —intentional intervention
Testing Content aligned to course taught at Colorado
community colleges System level administrator to allow norming of
test and consistence of testing practices Addition of non-cognitive questions to content
questions
Before After
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 courseIn English and Reading – Successful completion of any
college level (100+) English course or any college level discipline strands course.
Cohort tracking – how many are completing college courses?
Implementation teamsCore implementation team
Faculty Focused on curriculum, content, training, and professional
developmentRedesign advisory process
Administrative (Banner, fiscal, advising, financial aid)Testing – faculty for content. Testing center directors when
we have a platform to experiment with.
Timeline Spring/summer 2013: discipline team developed
curriculum and created professional development training for faculty and staff
Fall of 2013: schools who were already working on redesign ramped up projects
Spring 2014: all colleges transition to the new modelsPCC, TSJC, NJC, CNCC, LCC, and OJC are in full
implementation for spring 2014Fall of 2014: all colleges will be operating with the new
models in place
Places to go and people to see for more informationDE site http://www.cccs.edu/developmental-education/
index.htmlWeebly http://cccscoetc.weebly.com/D2L shells
For Math go to https://ccd.desire2learn.com/ The username is “math” and the password is “31415161” to access the course. Once there, use the drop down at the top of the screen to choose the CCCS Developmental Math Resources.
For College Reading and Composition (CCR) go to https://ccd.desire2learn.com/ The username is “english” and the password is “31415161” to access the course.
College DepartmentsCCCS Contacts
Contact us…Casey [email protected]
Bitsy [email protected]
Elaine DeLott [email protected] 720.858.2807
Marilyn [email protected]
Creative Commons AttributionThis Workforce Solution and Open Educational Resource by Colorado Online Energy Training Consortium is licensed under a Creative Commons Attribution 3.0 Unported License. Permissions beyond the scope of this license may be available at www.cccs.edu.