3. What do the recommendations look
like right now?
4. Goal statement
Reduce the amount of time, number of credits, and
number of classes
ï Curriculum redesign
ïĄ Reverse design
ïĄ What do students really need to know for success in college
ïĄ One semester for MOST students. Two semesters or less for
any student in developmental education
ïĄ There should be an active learning experience included with
each lesson
ï This is an ongoing process
6. Overall Math
ï Colleges will offer an accelerated model that provides
students with the opportunity to enter a 100 level
class after a single developmental course
ï Students should be advised into a pathway
appropriate to their career interest
ï Mainstreaming should be an option for colleges
ï There are a variety of possible delivery strategies to
achieve these goals
9. Overall ENG/REA
ï Colleges will offer an accelerated model that provides
students with the opportunity to enter a 100 level
class no later than their second term in enrollment
ï Sequence should be compressed and accelerated
ï Integrate Reading and English
ï There are a variety of possible delivery strategies to
achieve this goal
13. Student support
ï Use CCCSE practices
ïĄ Orientation
ïĄ Goal setting and planning
ïĄ No late registrations
ïĄ First year experience
ïĄ Student success course
ïĄ Tutoring
ïĄ Supplemental instruction
ïĄ Case management/academic advising/career coaches
ï College develop a plan to use for
planning, initiating, and sustaining success for
developmental students
14. Faculty development
ï State funded system of faculty and staff support to carry
out developmental education redesign.
ï Colleges shall incorporate a number of strategies to
facilitate successful implementation:
ïĄ 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.
ïĄ 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.
ïĄ Offer course release opportunities to faculty in an ongoing way to
promote student success strategies including advising and case
management of developmental education students.
15. Testing and placement
ï Colorado specific Accuplacer with âstrandsâ
ï Uniform multiple measures built into Accuplacer
system
ï Consistent test administration statewide
ï Validate Accuplacer scores every 3-5 years â are we
using the right cut scores
ï To accomplish these goals use a system level
institutional administrator (IA) in addition to college
site administrators for local control
16. Measures of success
ï Successful developmental students and programs
should be measured in the following ways:
ïĄ In Math â Successful completion of any college level (100+)
math course
ïĄ In English and Reading â Successful completion of any college
level (100+) English course
18. CRC Enrollment comparisons
Historical
(3 yr avg)
Proposed
Year 1
Proposed
Year 2
Headcount
DE and
ENG121
26,347 21,950 24,500
Sections 1,436 1,219 1,361
Credits 78,119 88,914 101,488
19. Revenue and expenses
ï Expenses tied to sections = $1950 per section
ï Revenue tied to credit hours for FY13 = $174.75 per
credit
ï Even if everyone picks learning communities for all
new classes where expenses are $3250 per section (6
credit courses where faculty are paid for 10 credits)
20. CRC
Old model New model
Expenses 1,436
$2,800,200
1,361
$4,423,250
Revenue 78,119
$13,651,295.25
101,488
$17,735,028
Difference $10,581,095.25 $13,311,778
21. Timeline
ï Some colleges are starting on implementation work
now with TAA grant money support
ï February policy recommendations to SBCCOE
ï After policy is adopted
ïĄ Spring/summer discipline team work to develop curriculum
and to create professional development training for faculty and
staff
ïĄ Fall of 13 schools that are already working on redesign will
ramp up projects
ïĄ Spring 14 all colleges should transition to the new models
ïĄ Fall of 14 all colleges should be operating with the new models
in place
23. 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.
Hinweis der Redaktion
Expense on LC $1,898,000 90/90 121Expense on remaining 777 straight $1950/section $1515150