2. Overview
Why the SBCCOE formed the DETF.
What is the current status of the task force work?
What is the timeline for implementation?
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. Colorado percent of enrollment in developmental
education
27%
73%
Enrollment
Students enrolled in at
least one DE course
All other students
6. Traditional Colorado course pipeline
MAT 030
MAT 060
MAT 090
MAT 099
ENG 030
ENG 060
ENG 090
REA 030
REA 060
REA 090
7. Current course completion
Course 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%
8. Why high attrition rates are a structural problem
For students who place two levels below a college
course there are 5 “exit points”
Do they pass the first course
Do 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 7 exit
points.
9. Why high attrition rates are a structural problem
CCCS pipeline example for students beginning in
MAT090
Enroll in remedial math (6933) 100%
Do they complete MAT 090 (3053) 44%
Do they enroll in college math (1746 ) 25%
Do they complete college math (1239) 18%
Do they graduate (558) 8%
Nawrocki, Baker, & Corash (2009). Success of remedial math students in the
Colorado community college system: A longitudinal study.
10. Why high attrition rates are a structural problem
CCCS pipeline example for students who completed
ENG 030 - fall 2010
Completed 030(538) 100%
Do they enroll and complete 060 (189) 35%
Do they enroll in and complete 090 (32) 6%
11. The goal
Move students quickly and effectively through their
first college level course.
12. Some of the possibilities
Compression models that combine existing levels
Mechanisms for bypassing remedial levels
Mainstreaming students into college-level courses
Integrated reading and writing courses that
replace multiple levels of reading and writing
Pre-statistics courses that replace the traditional
algebra sequence
Contextualized instruction in career-technical
programs
13. Some of the national models and ideas
considered
Washington State - iBest
Tennessee – modules and math emporium
Los Medinos - shortening the developmental
pipeline and acceleration in math
CCBC - Accelerated Learning (ALP)
Chabot College - engaging faculty to dive into
pedagogy and practice
University of Texas - new mathways project
APSU– mainstreaming
14. Local innovations and successes
Aurora
Integrated curriculum
A move from stand alone DE reading or English – at the
highest DE levels (old 090) all are paired with college courses
Denver
Fast Start - compression and paired learning communities
with DE English and reading and math
Additional student support structures
Front Range
Learning communities & ALP
15. Themes
Key metric is success in college courses
Time is the greatest barrier to student success in a
college course
Use evidence based practice
Continuous improvement is essential to long-term
success
Developmental curriculum should be transformative
and have college preparatory skills imbedded in it
16. What do the recommendations look
like right now?
17. Goal statement
Reduce the amount of time, number of credits, and
number of classes
Curriculum redesign
Reverse design
What do students really need to know for success in college
and careers
One semester for MOST students. Two semesters or less for
any student in developmental education
There should be an active learning experience included with
each lesson
This is an ongoing process
19. Currently in the recommendations
Soft Landing
EA < 45
MAT107
EA ≥ 45
Non-Transfer Path
(060ish & nec 090)
EA ≥ 45
MAT108
EA ≥ 60
MAT112
EA ≥ 45
MAT109
EA ≥ 60
MAT103
EA ≥ 60
Non-STEM Path
(060ish & nec 090/099)
EA < 85
MAT120
EA ≥ 85
MAT155
EA ≥ 85
MAT135
EA ≥ 85
STEM Path
(090 & heavy 099)
EA < 85
MAT121
EA ≥ 85
MAT123
EA ≥ 85
20. Multiple pathways
Each course in each developmental sequence should
be redesigned to only cover content necessary for the
college level course.
Multiple developmental sequences/paths/branches
available to students based on their career/major
interest.
Non-transfer
Non-STEM
STEM
21. Student advising as part of placement
Work with advisors to help students make informed
choices that realistically reflect their academic
preparation, abilities, and interests
22. Soft landing
Non-credit prerequisite options leading to re-test:
AAA Accuplacer preparation
Referral to ABE programs
Boot camp
NROC
MFL, Aprion, Aleks, Enhanced web assign
MOOC’s
Tutoring
For credit – Co-requisite support with chosen
pathway course
23. Co-requisite soft landing
Instead of non-credit, students with lowest
placements could enroll in a AAA math course
designed to provide them with tutoring, college
readiness, career counseling, and support structures
to promote success.
Instructed by the same person who is teaching their math
course
Learning community format
Co-enrolled with the same cohort of students
25. Overall ENG/REA
Colleges will offer an accelerated model that provides
students with the opportunity to enter a 100 level
class no later than their second term in enrollment
The sequence should be compressed and accelerated
Reading and English should be integrated
There are a variety of possible delivery strategies to
achieve this goal
27. Currently in the recommendations
College Course
College
Reading and
Composition
(CRC)
Soft landing
(non credit)
College Course
CRC +
Recitation
College Course
+ Mainstream
28. Placement Entry Level Course Entry Level Course
Description
Next step
RC 0-39 and/or SS 0-
49
Soft landing
Non-credit, institutional choice on
design
Accuplacer re-test
RC 0-39 and/or SS0-
49 or any level
Recitation
Reading and writing across the
disciplines curriculum to include at
least one of the discipline groups:
Communication, Arts and Letters,
Science, Social Science
RC 0-39 and/or SS 0-
49
CRC +
Recitation
Integrated REA/ENG with co-
requisite reading and writing
across the disciplines support
Any transfer level course or ENG
121 as needed. Meets
requirements for all pre-college
REA/ENG
RC 40-61 and/or SS
50-69
College
Reading and
Composition
(CRC)
Integrated REA/ENG reading and
writing across the disciplines
Any transfer level course or ENG
121 as needed. Meets
requirements for all pre-college
REA/ENG
Either RC 62-79 or SS
70-94 or both
Mainstream
Integrated REA/ENG with co-
requisite gateway level course.
Could be ENG 121 or any Arts and
Letters, Science, or Social Science
100 level course.
Any transfer level course or ENG
121 as needed. Meets
requirements for all pre-college
REA/ENG
29. Soft landing
Non-credit. Goal would be to raise entry level
assessment scores.
AAA Accuplacer preparation
Referral to ABE programs
Boot camp
MFL
Tutoring
Recitation. Credit based co-requisite reading and
writing in the disciplines
30. Comp
Comp. Integrated REA/ENG (old 060/060 and
090/090). This would prepare students in all ENG
and REA prerequisites in one semester.
Comp w/ Co-requisite Recitation. This option is
designed to support schools that want to offer a
credit option to students who assess at the lowest RC
and SS levels to allow them to meet
scholarship, athletics, and housing eligibility.
31. Mainstreaming
Integrated REA/ENG (old 090/090), Co-requisite
with ENG 121 or Arts and Letters, Science, or Social
Science 100 discipline strands.
Discipline strands – discipline specific content in
new courses to allow colleges to reverse design to any
of four groups of courses i.e. Communication, Arts
and Letters, Social Sciences, and Science depending
on student’s completion goals.
33. Student support
Case management/academic advising/career
coaches for developmental students. Minimum
400:1.
Co-registration with AAA. Could be extended
orientation, intensive advising, Core Skills
Mastry, more traditional classroom experience… Aim
to address academic success strategies, college
readiness, career counseling.
34. Faculty development
State funded system of faculty and staff support to carry
out developmental education redesign.
Colleges shall incorporate a number of strategies to
facilitate successful implementation:
Offer limited full time positions to current adjunct instructors during
the implementation phase of this work to stabilize our workforce to
allow for program adoption to scale on an accelerated pace.
Provide release time to current full time faculty and pay to adjunct
faculty so they can work with the implementation team to prepare to
offer new courses and formats.
Offer course release opportunities to faculty in an ongoing way to
promote student success strategies including advising and case
management of developmental education students.
35. Testing and placement
An institutional administrator (IA) for Accuplacer at
the system level
Monitor common multiple measures,
Consistent placement scores,
Ensure consistent training for testing center directors,
Create uniform test delivery and scoring practices,
Standardize and norm Accuplacer scores,
Prepare all new Accuplacer testing platforms,
Implement best practices for National College Testing
Association (NCTA) standards
36. Testing and placement
CO Accuplacer scores should be validated every 3-5
years
Once the curriculum is developed for each area
change the strands for a CO Accuplacer
Have testing center directors/designated experts
meet with a system IA to determine processes and
procedures that will be standardized across colleges.
To include but not limited to: retakes, common non-
cognitive questions, and test cost
37. 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
38. Timeline
Some colleges are starting on implementation work
now with TAA grant money support
February policy recommendations to SBCCOE
After policy is adopted
Spring/summer discipline team 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
39. CONTACT YOUR COLLEGE
REPRESENTATIVE(S). FOR A
COMPLETE LIST SEE
WWW.CCCS.EDU/DETF
OR CONTACT CASEY SACKS
CASEY.SACKS@CCCS.EDU
720-858-2841
Questions or for more information
40. 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.
Notas del editor
Remind people this is a draft and a work in progress. Part of the reason we are sharing it before the board votes on it is so we can hear other perspectives and think through possible problems now and address those.