OVERVIEW OF REMEDIATION Two-Year College Perspective.
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Transcript of OVERVIEW OF REMEDIATION Two-Year College Perspective.
![Page 1: OVERVIEW OF REMEDIATION Two-Year College Perspective.](https://reader036.fdocuments.in/reader036/viewer/2022083006/56649f345503460f94c520df/html5/thumbnails/1.jpg)
OVERVIEW OF REMEDIATION
Two-Year College Perspective
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Basic Skills as a Foundation for Student Success in California Community Colleges In-depth study of
remedial/developmental programs in California Community Colleges
Extensive review of literature and best practices
Found effective developmental education programs characterized by a consistent set of elements.
http://www.cccbsi.org/Websites/basicskills/Images/Lit_Review_Student_success.pdf
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Organizational/Administrative Practices Developmental education a clearly stated
priority Discounted Dreams: Remedial education must be
the community college’s first priority First Achieving the Dream indicator of success:
Completing developmental courses and moving on to credit-bearing courses
Comprehensive system of support services exists Career Pathways model
Wrap-around support services Case-manager approach
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Program Components
Mandatory orientation, assessment, and placement
Program evaluations conducted and data used to improve practice Noon Achieving the Dream data discussions Achieving the Dream data summit
Financial aid widely used to support developmental students Career Pathways model (tuition and book
scholarships, gas and childcare vouchers)
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Instructional Practices
Design and delivery of courses based on sound principles of learning theory Self-directed learning ineffective Developmental students need structure
I CAN LEARN model Effective curricula and practices employed
Reading and writing courses linked Emphasis on reading and writing across the
curriculum Reading and writing centers
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Instructional Practices
All aspects of student addressed Attention paid to social, emotional, and
personal development of learner Self-esteem and self-confidence issues
addressed Bridges Out of Poverty
High degree of structure provided Organizational skills taught Courses follows step-by-step sequence
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Instructional Practices
Variety of instructional methods employed Student-faculty contact Cooperation among students Active learning Prompt feedback High expectations Time on task
Alignment of entry/exit skills among program levels