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Developmental Education Redesign Decision Making
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Developmental Education Redesign Recommendations
Overview
The DETF recommendations Math College Reading and Composition (English & Reading) Administrative
Proposed timeline
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.
The goal of the redesign
Move students quickly and effectively through their first college level course.
National and local models considered
Washington State - iBestTennessee – modules and math emporium Los Medinos - acceleration in mathCCBC - Accelerated Learning (ALP)Chabot College – AccelerationUniversity of Texas - new mathways projectAPSU– mainstreamingAurora – Integrated English and ReadingDenver – Fast Start Front Range – ALP learning communities
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
Math
Math recommendations
College Reading and Composition(English & Reading)
CRC recommendationsFirst 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 093Studio D
Completion of all REA and ENG developmental requirements
2B)CRC 094
Studio 121
Completion of all REA and ENG developmental requirements
Administrative
Testing and placement
Colorado specific Accuplacer with “strands”Uniform multiple measures built into
Accuplacer systemConsistent test administration statewideValidate Accuplacer scores every 3-5 years –
are we using the right cut scoresTo accomplish these goals use a system level
institutional administrator (IA) in addition to college site administrators for local control
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
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
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.
What happens next?
Implementation teams
Core implementation team Faculty Focused on curriculum, content, training, and
professional developmentRedesign advisory group
Administrative (Banner, Business officer, Advising, financial aid…)
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
Questions?
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
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?
System Support
Faculty Professional Development Online courses Regional/state workshops Campus workshops
Resource support
Ongoing Technical Support
Contact us
Bitsy Cohn [email protected] (720) 858-2883
Elaine Baker [email protected] (720) 858-2807
Marilyn Smith [email protected] (720) 858-2328
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.