|DETF Process Narrative||Adobe pdf|
The Developmental Education Redesign
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. The following five principles are to be applied to curricular work:
Purpose Statement: Prepare students testing into Reading, Writing, and/or Math at the high school level or higher to enter and succeed in 100 level or above classes. Students who do not test into at least high school level will be offered independent opportunities to remediate and reassess for placement (referred to in this document as Assessment Prep and Soft Landing).
English and Reading
Colleges will offer the following accelerated model which provides students with the opportunity to enter a 100 level class no later than their second term in enrollment.
Soft Landing. Colleges may offer a non-credit option for students who assess at RC 0-39 and/or SS 0-49 to prepare to reassess. The method of delivery is an institutional decision and may include, but is not limited to, referral to Adult Basic Education programs, boot camp, Core Skills Mastery, Assessment preparation, My Foundations Lab (MFL), Aleks, MOOC’s, or tutoring, all leading to reassessment for placement.
College Reading and Composition (CCR) Lab (CCR 091). Co-requisite credit-based support for CCR coursework.
CCR (CCR 092). Integrated reading and writing across the disciplines. Prepares students for college-level courses.
CCR (CCR 092) + Lab (CCR 091). Integrated reading and writing across the disciplines with co-requisite lab. Colleges may enroll students with RC 0-39 and/or SS 0-49 placement scores directly in CCR with a co requisite lab experience. This is designed to be a one semester experience that prepares students for college-level courses.
Studio D (CCR 093). Integrated reading and writing with co-requisite or linked 100-level courses within one or more of the four discipline strands.
Studio 121 (CCR 094). Co-requisite integrated reading and writing support paired or linked with ENG 121.
Discipline Strands. Discipline specific content in new CCNS courses would allow colleges to use reverse design to any of four groups of courses i.e. Communication, Arts and Humanities, Social Sciences, and Science depending on student’s completion goals.
Placement and transition. If students have taken any 100-level course in the 4 (four) discipline strands and passed it, they are finished with REA/ENG sequence. If they have taken and passed ENG 121, they have also completed their needed developmental courses. Students who have completed neither must take the appropriate CCR course based on their Sentence Skills score, or they can retest.
Colleges will offer students pathways to 100 level Math courses. Students will choose their path based on their career or major area of interest. Students should receive advising to help them choose the appropriate path and initial math course for their career and/or transfer goals.
Assessment Prep and Skill Refresher. Students who have an Assessment EA ≤ 29 and an AR ≤ 39 should be offered non-credit options for improving their Assessment score that might include and are not limited to referral to Adult Basic Education programs, boot camp, Core Skills Mastery, Assessment preparation programs, My Foundations Lab (MFL), Aleks, MOOC's, or tutoring. Additionally, students with any developmental placement score have the option to do this same kind of preparation and re-test into the appropriate class.
Quantitative Literacy. Students who assess at EA 30-84 or AR ≥ 40 who are interested in taking a 100 level Non-Transfer or Non-STEM math course should enroll in Quantitative Literacy. This course will be reverse designed to include only content necessary for success in Non-STEM and Non-Transfer math courses. It is possible that a student who successfully completes this course may change their mind from a non-STEM or non-transfer path to a STEM path. If that is the case, the next course they should enroll in is the STEM prep course after successful completion of the Quantitative Literacy course.
STEM Prep. Students with an EA score 60-84 who choose the STEM pathway should enroll in this course. STEM Prep will be reverse designed to include only content necessary for success in MAT 121 and MAT 123.
Non-Transfer Math. Students who have an EL ALG ≥ 60 may enroll in MAT 103, 107, 108, 109, or 112.
Non-STEM. Students who have an EA score ≥ 85 may enroll in MAT 120, 135, 155, or 156.
STEM. Students with an EA score ≥ 85 may enroll in MAT 121 or MAT 123.
Math Learning Support Co-Req. Colleges may decide to offer a co-requisite learning support class for students with an EA score of 45 – 59 in STEM Prep, EA 30 – 60 or AR ≥ 40 in Non-Transfer and EA 80 – 85 in Non-STEM and STEM. This learning support co-requisite provides additional structured support to students who are close to the placement score and would like to enroll in the next course.
Math delivery: Courses at any point in the sequence may be delivered face to face, via modules, or online depending on space and staffing needs at the college.
Placement and transition. Before the CCCS Assessment can be developed, the following testing sequence will be given to all students who complete math placement exams: the elementary algebra exam (EA) should be given first. Students will only take the arithmetic (AR) exam if they score below a 30 on the EA. The AR exam should be used as a secondary measurement to allow students to place into Quantitative Literacy or a math learning support co-requisite with a non-transfer math course.
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.
Faculty Development and Staff Support
CCCS will fund a system of faculty and staff support to carry out the developmental education redesign. Colleges can choose from a number of strategies to facilitate successful implementation of the new models.
These strategies include the following:
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.
Measures of Success and Assessment
Successful developmental students and programs should be measured in the following ways: