1. Developmental Education Redesign

2. Overview Redesign Math College Reading and Composition (English & Reading) Administrative Student supports & testing 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. Traditional Colorado course pipeline MAT 030 MAT 060 MAT 090 MAT 099 ENG 030 ENG 060 ENG 090 REA 030 REA 060 REA 090

5. The goal of our recommendations Move students quickly and effectively through their first college level course.

6. 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

7. 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

8. Math

9. Math recommendations

10. College Reading and Composition (English & Reading)

11. 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. Administrative

13. 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

14. 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

15. 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 campusi.e. BANNER, Advising, Testingaddress the issues of the implementation process Provide, with CCCS, continuing professional development focusing on research-based strategies Train transfer level and developmental faculty

16. 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. What happens next?

18. Implementation teams Core implementation team Faculty Focused on curriculum, content, training, and professional development Redesign advisory group Administrative (Banner, Business officer, Advising, financial aid)

19. 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. Questions?

21. 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).