2. Overview
The DETF recommendations
Math
College Reading and Composition (English & Reading)
Administrative
Proposed timeline
3. 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.
4. The goal of the redesign
Move students quickly and effectively through their
first college level course.
5. National and local models considered
Washington State - iBest
Tennessee – modules and math emporium
Los Medinos - acceleration in math
CCBC - Accelerated Learning (ALP)
Chabot College – Acceleration
University of Texas - new mathways project
APSU– mainstreaming
Aurora – Integrated English and Reading
Denver – Fast Start
Front Range – ALP learning communities
6. Our recommendations
Reduce the amount of time, number of credits, and
number of classes
Curriculum redesign
Reverse design
What students need to know for success in college class
Active learning experiences
Ongoing process
10. CRC recommendations
First Term Leads to
1A)
Soft Landing
Accuplacer test
1B)
CRC 092 + CRC 091
Completion of all REA and ENG
developmental requirements
CRC 092 Completion of all REA and ENG
developmental requirements
2A)
CRC 093
Studio D
Completion of all REA and ENG
developmental requirements
2B)
CRC 094
Studio 121
Completion of all REA and ENG
developmental requirements
12. Testing and placement
Colorado specific Accuplacer with ―strands‖
Uniform multiple measures built into Accuplacer
system
Consistent test administration statewide
Validate Accuplacer scores every 3-5 years – are we
using the right cut scores
To accomplish these goals use a system level
institutional administrator (IA) in addition to college
site administrators for local control
13. 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
14. Faculty support and development
Colleges create a professional development plan
Offer limited full time positions to current adjunct instructors
during implementation
Provide release time for implementation
Course release and reassigned time to develop and implement
student success strategies
Functional work groups on campus—i.e.
BANNER, Advising, Testing—address the issues of the
implementation process
Provide, with CCCS, continuing professional development
focusing on research-based strategies
Train transfer level and developmental faculty
15. 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.
17. Implementation teams
Core implementation team
Faculty
Focused on curriculum, content, training, and professional
development
Redesign advisory group
Administrative (Banner, Business officer, Advising, financial
aid…)
18. Timeline
Spring/summer 13 CIT 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
20. Workshop
You are being given a handout with a series of
questions.
Arrange yourselves into small groups. These can be
by discipline, or not, whatever works best for you.
You will work in 15 minute increments to brainstorm
responses to each question. At the end of the 15
minutes, all groups will report out.
As you move through the questions, note common
themes, concerns and emergent needs to discuss
with the larger group
21. Discussion Questions
What are the implications of the DE redesign for…
Faculty?
Student Services?
Testing?
What are the barriers to implementation?
What kinds of training and support do you need?
How will this affect your partnerships with K-12 and
four year institutions?
22. System Support
Faculty Professional Development
Online courses
Regional/state workshops
Campus workshops
Resource support
Ongoing Technical Support
23. Contact us
Bitsy Cohn bitsy.cohn@cccs.edu
(720) 858-2883
Elaine Baker elaine.baker@cccs.edu
(720) 858-2807
Marilyn Smith marilyn.smith@cccs.edu
(720) 858-2328
24. 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).