Colorado Developmental Education Redesign Decision Making. Dr. Kim Poast, CDHE Dr. Geri Anderson, CCCS

Transcription

1 Colorado Developmental Education Redesign Decision Making Dr. Kim Poast, CDHE Dr. Geri Anderson, CCCS

2 The Problem Students stop out or drop out of the developmental sequence before they complete the gateway Students who begin at the developmental level in one or more subjects complete college at significantly lower rates Time, not student learning, is the greatest barrier to student success

3 The DETF Charge Review and clarify the purpose of developmental education and analyze implications for policy and practice resulting from a clarified purpose. Review current system policies and practices related to developmental education and propose revisions that will promote greater student success in alignment with sound academic principles and practice

4 On the basis of a comprehensive review, recommend broad strategies and specific initiatives related to developmental education that should be pursued by Colorado's Community College System Colleges, leading to enhanced outcomes for student learning and success. Investigate and analyze measures of success, data reports and studies on success of developmental education students. Examine structures for developmental education, highlighting innovative and successful strategies, improving the student experience and identifying barriers to success.

5 The Recommendations Goal Statement To accelerate students by reducing the amount of time, number of developmental credits, and number of courses in the developmental sequence so students can be successful in a college level course. Accelerated learning will require a curriculum redesign.

6 5 Principles: Curricular work Use reverse curriculum design to redesign courses Design courses for what students need to know for success in college Encourage active learning by including active and/or experiential learning experiences with each lesson Make curriculum design and assessment of student learning and success a continuous process (see National Center for Academic Transformation work) Provide students with individualized assistance through embedded affective skills, professionalism, and support services as much as possible in the process

7 Models Examined Integrated Basic Education and Skills training (IBEST) program in Washington Emporium model of Tennessee Developmental Studies redesign Accelerated Learning Program (ALP) of Community College of Baltimore County California Acceleration Project (CAP) at Los Medanos Community College and Chabot College SMART (Survive, Master, Achieve, Review, Transfer) Math at Jackson State Community College, Jackson, TN Acceleration in Context from Chabot College Pathways project at the Dana Center at the University of Texas at Austin Mainstreaming at Austin Peay State University

8 The Models: CCR (College Comp & Reading Placement Score(s) First Term Leads to 1A) RC 0-39 and/or SS B) RC 0-39 and/or SS 0-49 Soft Landing CRC CRC 091 Accuplacer test Completion of all REA and ENG developmental requirements RC40-61 and/or SS CRC 092 Completion of all REA and ENG developmental requirements 2A) RC62-79 and/or SS B) RC62-79 and/or SS CRC 093 Studio D CRC 094 Studio 121 Completion of all REA and ENG developmental requirements Completion of all REA and ENG developmental requirements

9 The Models: MATH

10 Implementation A redesign advisory group formed to address the administrative issues and ensure smooth implementation, i.e. BANNER, Business Officers, Advising, Financial Aid. To ensure effective implementation of the DETF recommendations, CCCS will provide a line item budget developed in consultation with individual colleges, the Redesign Implementation Team, and functional groups to accomplish tasks outlined in this document. The State Faculty Curriculum Committee and Educational Services ensured an expedited curriculum approval process for the new courses being developed. Additionally, campus curriculum review processes must be expedited to allow colleges to adopt new courses as they become available.

11 Testing A CCCS specific Accuplacer Use uniform, weighted, multiple measures Test scores should be validated every three to five years Calculators should be allowed to appear on the elementary algebra exam

12 Testing: State-wide Institutional Administrator Provide training and resources for Testing Center staff, Ensure consistency of standardized test administration, Create, in conjunction with the appropriate functional teams, uniform test delivery and scoring practices (i.e. ensure that all colleges administer the EA test before the AR test in math), Pull data from the system and provide regular reports and presentations to CCCS functional groups and constituency groups, and Ensure the Accuplacer is normed on a regular basis

13 Student Support CCCS colleges will provide students with access to academic success strategies, college readiness skills, and career counseling. Each college will adopt a plan that addresses planning for success, initiating success, and sustaining success for developmental students using these CCSSE strategies. Minimally the college plan should address the three points - planning, initiating, and sustaining success - by using three different strategies

14 Student Support Plan Each College will develop a plan that engages developmental students from their first contact with the College through the completion of their remedial sequence and their entry into college level work. Colleges will identify how they are helping students plan for success through their assessment and placement, through their orientations, through academic goal setting and planning and/or through the registration process. Colleges will also demonstrate how they initiate success for students by providing accelerated or fast track developmental education, a first year experience, a student success course, and/or learning communities. The Colleges will also describe the intentional strategies they have in place to sustain success such as class attendance, alert and intervention programs, experiential learning beyond the classroom, tutoring, and supplemental instruction.

15 Faculty Professional Development Colleges will create a professional development plan to give current faculty the opportunity to improve their skills to meet the requirements of the new courses. Particularly in areas where it might be a preferable delivery strategy to train current developmental and college level faculty to teach the same content, the professional development plan should address how that training will happen on each campus.

16 Faculty Support: Some Strategies 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 and reassigned time to faculty and staff to develop and implement student success strategies. Offer other functional work groups on campus like BANNER, Advising, Testing time to address the issues of the implementation process. Provide, in partnership with CCCS, continuing professional development for all faculty and staff focusing on research-based student success strategies. Offer transfer level faculty the opportunity to train and understand the same delivery models that will be used in developmental education.

17 Measures of Success Math Successful completion of any college level (100+) math course. College Composition and Reading Successful completion of ENG121 or other 100 level discipline strands course.

18 Proposed Implementation Timeline Fall 2013 Scale up existing courses Spring 2014 Introduce new courses Continue to scale up Stop offering past sequence Fall 2014 Full implementation Existing sequence gone from CCNS

19 Culture How will the college introduce the redesign and the work that will be done on the campus? Faculty Staff How will the college involve students in the process?

20 Choices Soft landing? Credit or non credit? Which models? Testing Diagnostic/Secondary assessments? Current to scale New ways to approach new curriculum?

21 Staffing How will the college staff the new models? Resources Space Time

22 Student Services What are the implications for Advising/Educational Planning Admissions and Records Financial Aid Supplemental services Who will need to be involved in the planning and implementation?

23 Testing What involvement will your Testing Center personnel have in the State Accuplacer rollout process? What are the policy and financial implications? How will your Director work with the rest of the State Directors to support the new system?

24 What is your timeline? Introduction to the campus Catalog and schedule changes Curricular development Training Steps to full implementation

25 What are the barriers? State statute CCCS Institution Banner issues and planning Faculty Buy-In

26 Faculty How will Developmental Education faculty be involved in the planning and implementation? How will the college involve transfer faculty? Are there any credentialing issues? Institutional decision making

27 Training What are the immediate training needs? Faculty Staff Students What needs to be developed for ongoing training and orientation?

28 Partnerships Department of Higher Education K-12 Workforce Center Four year institutions Adult Education/Literacy programs

29 Evaluation How will the college assess the redesign on their campus? Student outcomes Staffing and resource allocations Qualitative feedback How will the college use data to continue to improve student outcomes?

30 Training Plan Online course Visits to colleges Facilitate/deliver PD State Region Campus

31 Questions?