Improving student success in developmental education across an entire state's community college system is an ambitious plan. This report explains how a participatory process involving teachers and administrators as stakeholders, enabled developmental education reform in the Virginia community college system. The author discusses how the reform initiative began with using the statewide student data system to identify the issues: reduce the need for remediation, shorten the time spent in developmental education, and increase college completion rates for students who start out in developmental education. The author describes how redesign teams dramatically reconceived developmental mathematics and developmental English and implemented a common placement assessment that yielded formative data aligned with the new courses to increase college readiness for students.