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March 1, 2012
Linda M. Wallinger, Ph.D
Kimberly Bovee, Ph. D
Jane Serbousek
• Demand for a more educated, credentialed
workforce
–Governor’s commitment for 100,000 additional
degrees in 15 years
–Commitment to student success Achieve 2015
– Increase the number of students graduating,
transferring or completing workforce credential
• Developmental students face significant barriers in
completing college programs
K-12 College and Career Readiness
• Ensure that college-ready standards in reading, writing
and mathematics are taught in each Virginia high school
classroom.
• Strengthen students’ preparation for college and the
work force before leaving high school.
• Reduce the overall need for
developmental education
(DE)
• Design DE to reduce time to
complete in 1 year
• Increase number of DE
students graduating or
transferring
2004
The Virginia Community College System (VCCS)
became part of Achieving the Dream.
• five round 1 colleges in 2004
• one additional college in 2007
2007
• Virginia joined Achieve’s American Diploma Project
(ADP) network to support its work related to
revision of the Mathematics and English Standards
of Learning (SOL).
–Under the leadership of the Virginia Secretary of Education,
K-12 and higher education faculty collaborated to identify
strengths and weaknesses of Virginia’s K-12 Standards of
Learning as they related to college and career readiness.
• Virginia’s College and Career Readiness Initiative
(CCRI) emerged from the ADP work.
2008
• Alignment studies conducted by ACT, The College
Board, and Achieve, the American Diploma Project
(ADP).
• Indicated that Virginia’s Mathematics and English
SOL showed strong alignment with the respective
postsecondary readiness standards of each of the
organizations.
2009
• Virginia State Board of Education adopted revised
Mathematics SOL that reflected recommendations
from the ADP and alignment studies.
• The Board also adopted a Mathematics Curriculum
Framework that provided greater detail on the
mathematics content that teachers in Virginia are
expected to teach and students are expected to
learn.
2009
• Virginia’s Community College System joined the
Developmental Education initiative.
• The Virginia Community College System’s
Developmental Education Task Force published
The Turning Point defining the goals for
developmental education.
2010
• VDOE Common Core State Standards (CCSS)
became available for review.
• VCCS Developmental Math Redesign Team
published The Critical Point defining a plan.
2011
• Virginia DOE adopted a Mathematics Curriculum
Framework Supplement to align the SOL with the
CCSS.
• Virginia DOE adopted revised English SOL that are
aligned with the CCSS.
2011
• K-12 education and higher education faculty developed
reading, writing, and mathematics high school exit
“performance expectations.”
– The expectations define the level of performance students must
reach to be academically prepared to enter and successfully
complete credit-bearing courses in English and mathematics in
college.
• The DOE, Virginia Community College System (VCCS) and
the State Council for Higher Education signed an
agreement that all three agencies recognize these
expectations represent college and career readiness.
2011
• VDOE worked with four institutions of higher
education to develop instructional materials and
curriculum for senior “capstone” courses in English
and mathematics.
–Capstone courses are intended for 12th-grade students who
have passed required courses and SOL tests but may not be
prepared for the amount of reading, research, writing, and
mathematical analysis required during the first year of
college.
2012
• Virginia’s revised Mathematics SOL will be tested for
the first time.
– New technology enhanced items will permit assessment in
formats other than multiple choice.
• VCCS Developmental Math Redesign implemented.
• Virginia Placement Test for mathematics
implemented.
2013
• Virginia’s revised English SOL will be tested for the
first time.
– All K-12 writing assessments will be administered on line.
• Virginia Placement Test for English will be
implemented in Fall 2012.
• VCCS Developmental English redesign will be
implemented in Spring 2013.
Campus Implementation Leads
2012-2013
Placement Test Team
Spring 2012
Go Live!
Spring 2013
Dev Ed Task Force
2009
Dev Math Redesign
Team
Spring 2010
Dev Eng Redesign
Team
Fall 2011
Dev Math Curriculum
Team
Fall 2010
Dev Eng Curriculum
Team
Fall 2011
Go Live!
Spring 2012
Placement Test Team Spring 2011
Campus Implementation Leads
2011-2012
Implementation Support Team Spring 2012
• Content revised to reflect
what is needed to be
successful in college courses
• Content organized into units
• New, customized placement and diagnostic
instruments, together with practice tests
• Tests for placement in credit classes
• Diagnostic and Prescriptive for developmental
• Identifies deficiencies by unit
• Reports the units the student may need
• Depends on required entry credit course
Presidents
Academic Vice Presidents
Academic Deans
Student Services
K-12 Representative, VDOE
Faculty: Discipline and nonDiscipline
Work Force
Tech Prep/Dual Enrollment
Placement and
Diagnostic Tests
STEMBusiness
Administration
Liberal Arts
Career Technical Education
Precollege Units 1-5
Precollege Units 1-5
Precollege Units 6 - 9
Curriculum-Specific Credit
Courses
Curriculum-Specific
Precollege Units
• Unit Description
• Student Learning Outcomes
• Broad Learning Outcomes
• Specific Learning Objectives
• Suggested Timeline
• Sample Assessments
• Sample Syllabi
• Teaching Tips
• Structural changed to prevent loss
of students in between courses
• Content revised to integrate
reading and writing curricula
• A new placement test currently being developed that
includes writing diagnostic
FLOOR
ENF 2: Preparing for College English II • Integrated reading and writing
• Credit Hours: 4
• The curriculum for students in the ENF 2 pathway to
ENG111 is based upon a subset of ENF 1 student learning
outcomes because students would have placed higher on
the placement instrument than ENF 1 students.
• Faculty will have the option of recommending that students
who have successfully completed ENF 2, but require
additional support to achieve success in college level
English, enroll in ENF 3.
ENF 1: Preparing for College English I • Integrated reading and writing
• Credit Hours: 8
• The curriculum for students in the ENF 1 pathway to ENG111 is based upon a large
number of student learning outcomes because students would have placed at the lowest
range on the placement instrument and therefore would require more remediation than
students in ENF 2 and ENF 3.
• Faculty will have the option of recommending that students who have successfully
completed ENF 1, but require additional support to achieve success in college level
English, enroll in ENF 3.
ENF 3: Preparing for College English III • Integrated reading and writing
• Designed for students testing near college level English
• Credit Hours: 2
• The curriculum for students in the ENF 3 to ENG111 is based upon a subset of ENF 1 and ENF 2
student learning outcomes because students would have placed higher on the placement
instrument than ENF 1 and ENF 2students.
Co-enrolled with
ENG111
ENG111 Faculty
Recommendation
• Broad Student Learning Outcomes- the same for each Tier
• Entry level competencies for each Student Learning Outcome
for each Tier
• Suggested Instructional Time for each Student Learning
Outcome for each Tier
• Sample Assessments
• Sample Syllabi
• Teaching Tips
• Permits tracking of student success from high school into college
• Postsecondary Enrollment Reports
• Use data from the National Student Clearinghouse
• Provide the number and percent of Virginia high school graduates who enrolled in a
public or private college or university anywhere in the US within 16 months of
graduation
• Postsecondary Achievement Reports
• Use state data linked between the Virginia Department of Education and the State
Council of Higher Education for Virginia
• Present the number and percent of Virginia high school graduates who enrolled in a
public Virginia college or university and earned at least one year of college credit (30
credits applicable to a college degree) within two years of postsecondary enrollment
Linda M. Wallinger, Ph.D
Assistant Superintendent For Instruction
Virginia Department of Education
Virginia Department of Education
Career and College Readiness Initiative
http://www.doe.virginia.gov/instruction/college_career_readiness/index.shtml
Virginia Community College System
Developmental Education
www.vccs.edu/deved Email: [email protected]
Innovation at Scale http://www.jff.org/sites/default/files/ATD_InnovationAtScale_101411.pdf
written by Rose Asera for Jobs for the Future—describes Virginia’s process
of redesigning developmental education to increase college readiness and
student success across the state’s 23 community colleges and 40 campuses.
Video of students from a VCCS college http://youtu.be/_k57CJv_nEQ
Kimberly Bovee, Ph. D
Associate Vice President for Strategic Learning
Initiatives
Tidewater Community College,
Virginia Beach
Linda M. Wallinger, Ph.D
Assistant Superintendent For Instruction
Virginia Department of Education
Jane Serbousek
Assistant Professor of Mathematics
Northern Virginia Community College,
Loudoun Campus
