Marilyn Smith Developmental Education Coordinator CCCS

1. Marilyn SmithDevelopmental Education CoordinatorCCCS Developmental Education Redesign in Colorado Community Colleges CACTA 2014

2. 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.

3. Traditional Colorado Course Sequence

4. Current course completion

5. Why high attrition rates are a structural problem • For students who place two levels below a college course there are 6 “exit points” • Do they enroll in the first course? • 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 8 exit points.

6. Why high attrition rates are a structural problem • Do they pass the first course 63% • Do they enroll in the next course? 80% • Do they pass the second course? 63% • Do they enroll in the college-level course? 80% • Do they pass the college-level course? 63% 63% x 80% x 63% x 80% x 63% .63 x .8 x .63 x .8 x .63 = 16%

7. A Colorado Example

8. The Context • National dialogue on developmental education within the Completion Agenda Collaborative effort CDHE, Complete College America (CCA) $1.0 million dollar grant, and CCCS • History of foundation funding (Lumina, Breaking Through, Scaling Up, OVAE, Bridges to Opportunity) • Round One TAACT grant, designating $5.1 million for developmental education redesign

9. Creation of a task force • College representation • Faculty + others (student services, administration, testing, advising…) • Charged with creating policy for the system

10. The goal of the redesign . A developmental education redesign that will move students quickly and effectively (and successfully) through their first college level course.

11. National models considered • Washington State - iBest • Tennessee – emporium • Los Medinos - acceleration in math • Community College Baltimore County - ALP • Chabot College – Integrated reading and English • University of Texas - new mathways • Austin Peay State - mainstreaming

12. February 2013CCCS Board approves the Task Force recommendations To accelerate students by reducing the amount of time, number of developmental credits, and number of courses in the developmental sequence so students can have access to and be supported for success in a college level course.

13. What “Redesign” looks like • Math – pathways at the developmental level • Algebra • Non-Algebra (statistics and math for liberal arts) • Non-transfer (career math, clinical calculations) • Mainstreaming with supplemental instruction when possible • College Composition and Reading (formerly reading and English) • Integrated disciplines • Options for delivery (CCR 092 0r CCR 093 or CCR 094) • Mainstreaming when possible • Tiers of student support in classrooms

16. Testing New placement tool is at least a year out • Working with Pearson but also exploring other vendors • Developing a specification list to post as an RFP • PARCC

17. 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

18. Overall Strategies • Courses embody specific principles • Acceleration • Mainstreaming • Contextualization • Career Pathways (Programs of Study) • Integration of English and reading • Placement • New test, aligned with curriculum • Non-cognitive questions • System administrator for norming and for consistency of testing policies • Student Services—CCCSE plan of promising practices • Professional development for faculty and staff • Plan for ongoing assessment built into model

19. Before After Math • All students in college algebra track • Four course, four semesters, 13 credits in MAT English and Reading • Three courses, three semester, 8 credits in ENG • Three courses, three semesters, 8 credits in REA • Courses taught separately Math • Students choose math pathway based on career choice—algebraic literacy with path to college algebra, quantitative literacy with path to statistics, math for liberal arts, or career math, • One developmental course before the college level course for most students • Some students mainstreamed into college level course with just-in-time remediation through support courses English and Reading • Composition and reading integrated into one course • One developmental course before the college level course • Many students mainstreamed into college level course using the ALP model

20. Before After Student Services • Many distinct, unconnected services made available for students Testing • Test not connected to Colorado content • Local administration of tests—different policies about number of times, cost etc • Placement determined only by content questions Student Services • Services provided to students within the framework of a plan —intentional intervention Testing • Content aligned to course taught at Colorado community colleges • System level administrator to allow norming of test and consistence of testing practices • Addition of non-cognitive questions to content questions

21. 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. • Cohort tracking – how many are completing college courses?

22. Implementation teams • Core implementation team • Faculty • Focused on curriculum, content, training, and professional development • Redesign advisory process • Administrative (Banner, fiscal, advising, financial aid) • Testing – faculty for content. Testing center directors when we have a platform to experiment with.

23. Timeline • Spring/summer 2013: discipline team developed curriculum and created professional development training for faculty and staff • Fall of 2013: schools who were already working on redesign ramped up projects • Spring 2014: all colleges transition to the new models • PCC, TSJC, NJC, CNCC, LCC, and OJC are in full implementation for spring 2014 • Fall of 2014: all colleges will be operating with the new models in place

24. Places to go and people to see for more information • DE site http://www.cccs.edu/developmental-education/index.html • Weebly http://cccscoetc.weebly.com/ • D2L shells • For Math go to https://ccd.desire2learn.com/ The username is “math” and the password is “31415161” to access the course. Once there, use the drop down at the top of the screen to choose the CCCS Developmental Math Resources. • For College Reading and Composition (CCR) go to https://ccd.desire2learn.com/ The username is “english” and the password is “31415161” to access the course. • College Departments • CCCS Contacts

25. Contact us… Casey Sacks casey.sacks@cccs.edu 720.858.2841 Bitsy Cohn bitsy.cohn@cccs.edu 720.858.2883 Elaine DeLott Baker elaine.baker@cccs.edu 720.858.2807 Marilyn Smith marilyn.smith@cccs.edu 720.858.2328

26. Creative Commons Attribution This Workforce Solution and Open Educational Resource by Colorado Online Energy Training Consortium is licensed under a Creative Commons Attribution 3.0 Unported License. Permissions beyond the scope of this license may be available at www.cccs.edu.