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What is ALP? Writing Teachers’ Workshop 2016

What is ALP? Writing Teachers’ Workshop 2016. Jennifer Garner Coordinator, ALP. History and Background. Completion Agenda

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What is ALP? Writing Teachers’ Workshop 2016

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  1. What is ALP?Writing Teachers’ Workshop2016 Jennifer Garner Coordinator, ALP

  2. History and Background • Completion Agenda • Only 44 percent of students placed into developmental reading completed the required sequence of courses within three years. The number drops to 22 percent when 3 or more levels are required. -CCRC • “At minimum, acceleration involves reducing the length of English and Math sequences and eliminating the exit points where students are lost by not passing, or not enrolling in, courses in the pipeline.” – California Acceleration Project

  3. Various models There are many models for achieving this: • Mainstreaming Students into College-Level Courses • Open-Access Integrated Reading and Writing Courses • Pre-Statistics Courses that Bypass the Traditional Algebra Sequence • Contextualized Instruction Embedded in Career-Technical Programs • Mechanisms for Bypassing Levels • Compression Models that Combine Levels of Existing Sequence -California Acceleration Project

  4. Acceleration at HCC • Started with a Question in the spring of 2010: Can some students who place into developmental writing but do not need developmental reading succeed in College Composition if they have additional time and support?

  5. Placement • Students who place into ENGL 121on Reading or Sentence Skills placement test AND • who also score in the high developmental range on the other placement test •  Reading placement scores above 79 with Writing placement scores of 73-89 OR •  Reading placement scores between 65-79 or Writing placement scores of 90 or better.

  6. ALP vs. Traditional 121 • ENGL 121 with Extra Time and Support • small classes (18 capacity) • 4 hours per week (traditional classes are 3 hours) • lab assistant for 2 hours to provide extra support and individual attention • Same requirements as ENGL 121 • syllabus • assignments • grading standards

  7. Benefits to students • Bypass developmental class • saves time • saves money • Eliminates exit points • Eligible to take other ENGL 121 co-requisite courses • Pay for 3 credits for 4 hours of instruction • More time and support!

  8. How we have grown • 2010FA – a pilot with 2 sections • 2012FA – expand to 8 sections • 2013SP – add RALP • 2015FA • 15 sections 2016SP • 6 sections • Over 300 students served each year • Over 1000 students have benefitted

  9. Assessment • Learning Outcomes Assessment • 2013SP and 2013FA • Review 117 final in-class essays • Argumentative, documented essay • Group Norming and Grading • a blind sampling of essays from various sections • rater rubric developed based on course objectives

  10. What did we measure? • 14 ENGL-121 Course Objectives • Organization skills • Critical Thinking Skills • Information Literacy Skills

  11. Are ALP students successful?

  12. How about retention?

  13. Shift in thinking: ALP as ENGL-121 (not developmental)

  14. Continued Success • ALP students are completing degrees at a higher rate than the college average. (Fall 2012, 2013 cohorts) • Through Fall 2015, ALP students continue to have success rates similar to traditional 121 students. • Next assessment Spring 2017 with 121 course review

  15. Teaching ALP • Integrated Reading and Writing = latest pedagogy • ALP uses Everything’s an Argument With Readings • It’s a 121 course – same syllabus, same objectives… • But, with more time and support

  16. Integrated Reading and Writing http://thetexasnetwork.org/index.php/resource-spec/txcrla_brown_bag_webinar_integrated_reading_writing

  17. What do I do with the extra time/person? • Use all of the 50 minutes • Have “lab” activities • Be flexible • Timely feedback/Touches • Think of the cohort model

  18. Ideas for lab • Outlining • Finding/printing sources • Structured reading • Writing Introductions/conclusions • Building arguments • Incorporating source information (in-text citations) • Documenting sources (works cited) • Peer Review • Faculty/Student Conferences • Address Non-Cognitive issues • Grammar • Workshops • Do homework in class with support

  19. Resources • California Acceleration Project - http://cap.3csn.org/ • Community College Research Center http://67.205.94.182/publications/accelerating-academic-achievement-developmental-education.html?UID=867 • CCBC ALP - http://alp-deved.org/ • IRW Webinar - http://thetexasnetwork.org/index.php/resource-spec/txcrla_brown_bag_webinar_integrated_reading_writing

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