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 pipeline
MAT 030
MAT 060
MAT 090
MAT 099
ENG 030
ENG 060
ENG 090
REA 030
REA 060
REA 090
4. Why high attrition rates are a structural
problem
• For students who place two levels below a college course there are
five “exit points”
• 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 7 exit points.
5. Why high attrition rates are a structural
problem
• CCCS example for students who completed ENG 030 - fall 2010
• Completed 030 (538) 100%
• Do they enroll and complete 060 (189) 35%
• Do they enroll in and complete 090 (32) 6%
6. The goal of the redesign
Move students quickly and
effectively through their first
college level course.
7. Board adopted policy in February 2013
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.
8. The new design
• Math – pathways at the developmental level
• Algebra
• Non-Algebra (statistics and math for liberal arts)
• Non-transfer (career math, clinical calculations)
• College Composition and Reading (formerly reading and English)
• Integrated disciplines
• Tiers of student support in classrooms
9. Affective Support
• Use CCCSE practices: Examples
• Orientation
• Goal setting and planning
• No late registrations
• First year experience
• Student success course
• Tutoring
• Supplemental instruction
• Case management/academic advising/career coaches
10. 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.
11. Outcomes
• How many students successfully complete college English or
college math?
• Used to only measure course completion
• Cohort tracking – how many are completing college courses?
12. Timeline
• Spring/summer 13 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
16. Soft Landing and Assessment Prep
• Non credit options for students with placement scores beneath
entry levels
• Multiple options – institutional choice
• Some current choices - ABE/GED programs, MFL, NROC
labs, independent work
• Cannot be used as a pre-requisite course
• Must lead to re-assessment
17. Course Content
• Prepare student to retest in Accuplacer
• Designed to be short term/remedial
• Use differentiated placement in non-credit supports
• Secondary assessment
• Multiple choices for students
• Reverse Design
20. Decisions/Ideas
• How will you work with your community college?
• How will you track referrals?
• How will you get students BACK to the college?
• Will this be a separate class?
• What will you charge?
• How will you evaluate the effectiveness of your course?
22. 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 www.cccs.edu.Permissions beyond the scope of
this license may be available at www.cccs.edu.
