1 / 27

Increasing College Readiness through High School Partnerships: An ELA Model

Innovations 2014 Anaheim March 2014. Increasing College Readiness through High School Partnerships: An ELA Model. Comparison of High School and College Standards Comparison of High School and College Behaviors Initial College Readiness Data. The Issue of College Readiness.

callie
Download Presentation

Increasing College Readiness through High School Partnerships: An ELA Model

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Innovations 2014 Anaheim March 2014 Increasing College Readiness through High School Partnerships: An ELA Model

  2. Comparison of High School and College Standards • Comparison of High School and College Behaviors • Initial College Readiness Data The Issue of College Readiness

  3. What do students need to succeed in college? • Place post-it notes on the posters you deem have the three most important attributes for academic success. Then we’ll tally. Top Three

  4. Academic Behaviors vs Intellectual CapacityDiscussion

  5. The Beginning of the Conversation… High Schools were focused on API scores California Department of Education, 2012

  6. Digging Deeper: Percentage of CWHS Graduates Needing College Remedial English Colleges were focused on Readiness and Placement (CWHS Counseling Office, 2010)

  7. CSU study, 2010

  8. Standards and Outcomes Comparison discussed among Site Administrators English Instructors

  9. Establishing and Maintaining Course Content Rigor • Establishing and Maintaining Academic Behaviors • Student Assessment through Norming and Calibration • Commitment, Support, Dissent The Work

  10. CWHS Observations SCCCD Observations Too many students require remediation: Post-secondary course outcomes versus state standards College Non-fiction versus High School fiction curriculum Number, type, length of assigned and assessed texts Mastery versus “Second Chance” behaviors Professional Development for secondary teachers of English Too many students require remediation: Weak English Conventions Skills overall An inability to read non-fiction texts A habit of personal expression and personal narratives The expectation of second chances, extra credit, and leeway on due dates An inability to manage time for assignments Conclusion: Curriculum was not aligned

  11. Do you know what English courses are offered at your feeder high schools? • Do you know how they align with your college English offerings? • How successful are your college freshman English students? • Percentage of students who successfully complete freshman English? • Percentage of students who successfully complete other content area classes? • Percentage of students who complete an Associate’s Degree? • Percentage of students who transfer to a four-year college/university? Focus Questions

  12. Previous High School Course Offerings

  13. CW Demographics: 2010-2011

  14. Current Course Offerings

  15. Ways to Measure College Readiness (Conklin & Sanford, 2007; Conley, 2007; Tell & Cohen, 2007) • Key Cognitive Strategies (formative) • Learning activities and tasks deeply embedded in the course • Collection of classroom evidence collected over time • Reasoning; argumentation and proof; interpretation, precision and accuracy; problem-solving; and research • Key Content Knowledge • College admissions tests • Final exams; AP exams • California State exams (district benchmarks would be here as well) • Academic Behaviors • Student surveys that measure methods, tools, and strategies in areas such as study skills, time management, and self-management • Discussions between teachers and/or advisors concerning students professed and actual behaviors • Contextual Skills and Awareness • Assessing student understanding of the entire process of college admissions, financial aid, registration, course selections, and the overall function of college

  16. Institutional Practices

  17. Student-focused Decisions

  18. Partnership Goals

  19. Community College High School Placement Tests/Benchmarks Administer Professional Development Teacher Standards/Evaluation ERWC Meetings: Running Interference Team Staff Parent Board Conferences Attend Senior Team and Textbook Selection Built-in Time for PLT Placement Tests/Benchmarks Fund Deliver Retrieve and score Meetings: Support Team Staff Parent Board Conferences Suggest Attend Administrative Support

  20. Multi-Year Feedback • Student Feedback • Increased Opportunities for Transferable Credits The Results

  21. The original 36% of college ready studentshas significantly increased by 89% in just two years.

  22. I was looking forward to an easy senior year. • Push me – push me hard. I need to go to college. What ever that takes to get me there I am willing to do. Initial Student Comments: August 2010

  23. Semester 1 Student Survey Course Objectives

  24. I believe that this class can help prepare high school students to transition to college. The earlier that this type of teaching and learning is started, the better it will show in the results. January 2011 Student Survey Written Responses I am definitely ahead of the game and already know how to write anything that has been thrown at me. While the other students are asking how to do this or that, I already have it nailed in my brain and can just start writing without worrying about researching how to do it. It is especially helpful that I know what a "credible source" is and how I have to make sure that person is an expert on that subject before I can reference them. September 2012 Graduate E-mail

  25.  I have to say the class last year definitely prepared me for college as far as in the English world. I wouldn't change a thing! As for me, I am loving Arizona State. Although it is the biggest college in the nation as far as enrollment, I somehow have managed a schedule with no more than 30 people in any of my classes.  I am happy to say that school is doing well! I am actually enjoying school. I've gotten A's on every written assignment I've had so far, and I haven't failed anything yet (knock on wood!). Taking the new senior English class was the best decision I made in high school – I almost get my work done before my roomies, and have way more time to get involved on campus I am currently enjoying my first semester at Fresno State. I am taking 15 units and working part time (very busy!). I currently have 2 essays due this week, 2 exams, and a speech next week. I feel totally at ease knowing I have the skills to accomplish what is ahead. I am totally confident in knowing I am prepared.   2013 Graduate e-mail

  26. One of the Partnership Benefits: Concurrent English Credit

  27. Partnering with High Schools • Jeff Burdick: jeff.burdick@scccd.edu • Revising ELA Curriculum for Behavior , Content, and Performance • Dr. Ellen Melocik: drellenmelocik@gmail.com • Navigating through District Policy and Personnel • Karen Boone: karenboone@cusd.com Contact Information

More Related