Alp presentation

Developmental Education Redesign Decision Making Implementation Planning


ALP Presentation, Developmental Education Redesign Decision Making

Transcript of Alp presentation

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Developmental EducationRedesign Decision MakingImplementation Planning

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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

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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

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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.

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The RecommendationsGoal 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.

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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

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The Models: CCR

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The Models: MAT

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Implementation A redesign advisory group will be 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 should 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 need to ensure 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.

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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

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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

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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

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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.

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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


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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.

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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.

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Proposed Implementation Timeline Fall 2013

Scale up existing courses

Spring 2014Introduce new courses Continue to scale upStop offering past sequence

Fall 2014Full implementationExisting sequence gone from CCNS

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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?

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Choices Soft landing?

Credit or non credit?

Which models?

TestingDiagnostic/Secondary assessments?

Current to scale New ways to approach new curriculum?

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Staffing How will the college staff the new

models? Resources Space Time

Who will work with the CITs to develop the new curriculum?

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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?

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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?

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What is your timeline?Introduction to the campus

Catalog and schedule changes

Curricular development


Steps to full implementation

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What are the barriers? Identify roadblocks

State statute CCCS Institution

Banner issues and planning

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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

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Resources What resources does the college need to

allocate for implementation?

How will TAA funds be used for the process?

How will the college plan for the fiscal changes in the first three years of implementation?

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Training What are the immediate training needs?

Faculty Staff Students

What needs to be developed for ongoing training and orientation?

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Partnerships How will the redesign influence your

relationships with K-12 Workforce Center Four year institutions Adult Education/Literacy programs

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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?

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Training Plan Online course

Visits to colleges

Facilitate/deliver PD State Region Campus

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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 beyond the scope of this license may be available at