The CCCS Developmental Education Taskforce has made recommendations to accelerate student progress through developmental education courses. For math, the recommendations include offering accelerated courses allowing students to enter college-level math after one semester. For English and reading, the recommendations are to integrate these subjects and allow students to enter college-level English within two semesters. The recommendations also include compressing curricula, using student supports like tutoring and advising, conducting faculty development, and evaluating programs based on student completion of college-level courses. Colleges aim to implement new accelerated models by Spring 2014.

1. Update: CCCS Developmental
Education Taskforce
Recommendations to Date

2. The goal
Move students quickly and effectively through their
first college level course.

3. What do the recommendations look
like right now?

4. 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
 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

5. Math

6. Overall Math
 Colleges will offer an accelerated model that provides
students with the opportunity to enter a 100 level
class after a single developmental course
 Students should be advised into a pathway
appropriate to their career interest
 Mainstreaming should be an option for colleges
 There are a variety of possible delivery strategies to
achieve these goals

7. Math Graphic

8. English and Reading

9. 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
 Sequence should be compressed and accelerated
 Integrate Reading and English
 There are a variety of possible delivery strategies to
achieve this goal

10. Multiple placements
REA030 REA060 REA090 None
ENG030 3% 2% 1% 0%
ENG060 2% 6% 6% 3%
ENG090 0% 5% 14% 20%
ENG121 0% 0% 4% 34%

11. College Reading and Composition
 Review handout

12. Other items of interest

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 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.

15. 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

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

17. Compare old and new models

18. CRC Enrollment comparisons
Historical
(3 yr avg)
Proposed
Year 1
Proposed
Year 2
Headcount
DE and
ENG121
26,347 21,950 24,500
Sections 1,436 1,219 1,361
Credits 78,119 88,914 101,488

19. Revenue and expenses
 Expenses tied to sections = $1950 per section
 Revenue tied to credit hours for FY13 = $174.75 per
credit
 Even if everyone picks learning communities for all
new classes where expenses are $3250 per section (6
credit courses where faculty are paid for 10 credits)

20. CRC
Old model New model
Expenses 1,436
$2,800,200
1,361
$4,423,250
Revenue 78,119
$13,651,295.25
101,488
$17,735,028
Difference $10,581,095.25 $13,311,778

21. 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

22. Questions?

23. 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).