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Rachel ankney Susan achziger Brandon feres Ashley Moorshead The Community College of Aurora

Rewriting the Story for ACE Students: Tales of Integrating and Accelerating ENG and REA 060 Accelerating ENG 90 Redefining REA 90. Rachel ankney Susan achziger Brandon feres Ashley Moorshead The Community College of Aurora. Overview. Where we were 3 years ago

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Rachel ankney Susan achziger Brandon feres Ashley Moorshead The Community College of Aurora

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  1. Rewriting the Story for ACE Students: Tales of Integrating and Accelerating ENG and REA 060 Accelerating ENG 90Redefining REA 90 Rachel ankney Susan achziger Brandon feres Ashley Moorshead The Community College of Aurora

  2. Overview • Where we were 3 years ago • Integrating English/Reading 060 • Structural/Scheduling Changes • Curricular/Instructional Changes • Changes to English 090 • Structural/Schedule Changes • Curricular/Instructional Changes • Changes to Reading 090 • Curricular/Instructional Changes • Structural Changes

  3. The Traditional Approach Messages of Marginalization The majority of these students needed a developmental sequence with more time and less rigor because they needed to be fixed. “Insanity: doing the same thing over and over again and expecting different results.” – Albert Einstein

  4. John Goodlad: The “crucial difference between high and low groups constituted a marked inequality in access to knowledge,” and tracking creates an “instructionally disadvantaged subclass of students (since we set a different course content, encourage different behaviors and attitudes and relate and respond differently as teachers).”

  5. Treat ‘EmLike It’s Harvard…..Rethinking Dev. Ed. Instruction • Philosophy, approaches to learning, and teaching methods • Structure and language around our courses • Assumptions of and orientation toward our students • Message of ‘College Material’ • Students are valued members of academic community from the moment they step on campus • We expect them to get a college degree and we will provide the necessary support to realize this….

  6. Revised Guiding Assumption about Students and Instruction The majority of these students remain out of educational and socioeconomic mainstreams not because they are deficient, lack ability, or will to succeed, rather because they have been directly marginalized by limited types of learning opportunities or have internalized messages of marginalization from previous academic experiences. Focus is on transformation NOT remediation • Students do not need increased quantity of instruction…. They need increased quality of instruction. • Students are on a never ending continuum of learning and sophistication. There is nothing to fix.

  7. Changes for Students Testing into 060 Structural/Schedule changes Curricular changes

  8. Traditional Sequence Four Distinct 15 week Courses Totaling 12 Credits Semester 3 Semester 2 Semester 1 ENG 090 3 Credits ENG 060 3 Credits ENG 121 Freshman English REA 090 3 Credits REA 060 3 Credits Students could complete series in 2-4 semesters.

  9. Change 1:We Integrated Lowest Levels of English and Reading TraditionalIntegrated Semester 1 ENG 060 3 Credits ENG/REA 060 3 Credits + REA 060 3 Credits

  10. Change 2: Shortened the Length of the Semester

  11. Change 3: Offered an Accelerated Option: Students Could Complete All of Dev. Ed. in One Semester Non-PACE Option PACE Option Semester 3 Semester 2 ENG 121 Freshman English REA 90 3 Credits Semester 1 ENG 060/REA 60 3 Credits ENG 90 3 Credits Semester 1 Semester 2 ENG 060/REA 60 3 Credits ENG 121 Freshman English REA 90 3 Credits ENG 90 3 Credits

  12. Why Integrate Reading and English? It just makes sense English and Reading are two subjects which are inherently intertwined

  13. How Did We Integrate REA/ENG? • Patterns of Organization/Text Structure: • Both subjects are focused on recognizing relationships within information • Both TEACH students how to process and organize information around these patterns • i.e. Compare and Contrast • Facebook • Running late to class

  14. How Did We Address Affective Issues In our Curriculum? • We recognized that if we didn’t change beliefs, we couldn’t change behaviors. • We chose academic texts that addressed the most common misconceptions about success, work, practice etc. that often led to academic failure • i.e.CarolDweck’sMindsets

  15. Sample Integrated Assignment- Compare and Contrast Reading Activity • Section of “The Mindsets” – “The Two Mindsets,” pages 39-41. • Annotate • Circle Signal Phrases • Annotate key concepts and factors that make them similar and different • Chart Similarities/Differences English Prompt • Compare/Contrast: “Mindsets"-students are asked to analyze the fixed mindset versus the growth mindset. Typically, they can choose to compare/contrast themselves to another person. They could also choose to do a self-analysis, comparing/contrasting a mindset they had earlier in life to the one they now possess. • Paper is to be 2-pages in length and in MLA format. It must contain a complete introduction, relevant body paragraphs, and a complete conclusion.

  16. Instructor as Academic Coach • Coaching • Treating “whole” student • Lack of confidence/Lack of expectations • Life “issues” • Lack of role models • Beyond academic issues • Homelessness/Unemployment • Domestic Abuse • Single-Mom/Dad

  17. Were the Same Level Students in the Integrated Courses as in the Traditional Courses? Fall 2006, Fall 2007, and Fall 2008 Fall 2009, Fall 2010, Fall 2011 Placement levels determined by taking the average of SS + RC. All students placed two levels below transfer level in English or reading. Most students tested below in both reading and English.

  18. THE DATA • Belief: Students testing 2 levels below college need more coursework to be successful in transfer courses. • Reality……. • % of Successful Students in ENG 60 • % of Successful Students in ENG 121 • % of Successful Students compared to average ENG 121 student

  19. How Did Students Perform in the Integrated Course Compared to Traditional Courses? 6 credits N= 842 N=719

  20. How Did Students Perform in College English? 68.53% N= 143 N= 138

  21. How Did Students Perform in College English Compared to the Average English Student? 6 Credits 3 Credits

  22. Integrated vs. Traditional Course Data • Belief: Students testing 2 levels below college need multiple semesters to be prepared for college level coursework • Reality…… • % of Successful PACE students in ENG/REA 60 • % of Successful PACE students in ENG 121

  23. How do PACE Students Perform in Integrated REA/ENG 60? N=138 PACE students, 581 non-PACE students

  24. How do PACE Students Perform in College-Level English? N= 74 PACE students, 92 non-PACE students

  25. How Does this Compare to Other Nationally Recognized Integrated Programs?

  26. How Many Students Persisted Through College English Within 2 years (7 semesters)? *Students had 4 semesters to complete 121

  27. How Many PACE Students Complete College English? N= 74 PACE students, 92 non-PACE students

  28. BOTTOM LINE: Myrna Snell, March 9th We will never significantly increase completion rates of college English and Math unless we reduce the length of our developmental sequences and eliminate the many exit points where students fall away.

  29. Common Concerns about Developing an Integrated Class • But, I’m not a reading instructor; I’m not a writing instructor….. • Role of Reading Professor • “Intimidation”/ “Fear” of such a new class • Role of Writing Professor • “Trial by Fire” • Mentoring • Is this a program that can work for any institution?

  30. Common Concerns about Developing an Integrated Class Job loss due to integration?

  31. ENG 090 Structural/Schedule changes Curricular/Instructional changes

  32. Accelerated ENG 90: Writing Workshop Semester One ENG 90 7.5 Weeks MWF 3 credits ENG 121 7.5 Weeks MWF 3 credits Courses are now co-requisites

  33. Donald Graves: “If students are not engaged in writing at least four days out of five…they will have little opportunity to learn to think through the medium of writing. Three days a week are not sufficient. There are too many gaps between the starting and stopping of writing for this schedule to be effective. Only students of exceptional ability who can fill the gaps with their own initiative and thinking can survive such poor learning conditions. Students from another language or culture, or those who feel they have little to say are particularly affected by this limited amount of time for writing. . . .Teaching requires us to show students how to write and how to develop the skills necessary to improve as a writer. And showing students how to write takes time. They need daily writing time to be able to move their pieces along until they accomplish what they set out to do.”

  34. Philosophical Comparison Traditional English 090 Writing Workshop 25% Grammar Instruction (often more) Grammar taught mostly in isolation 75% Traditional Writing Instruction Grade of “C” moves students to English 121 Grammar taught only through context of student writing Writing is focused Student exits with successful portfolio completion (3 essays) at a standard of 80% or better (as students who get a “C” generally are not successful in Eng121)

  35. Guiding Principles for Good Writing Programs Students write every day (and come planning to write every day) Students have the freedom to choose topics Students have time to exercise that freedom Students need response (feedback; one-on-one) to support and extend student writing The individual’s rigorous pursuit of his/her own ideas in writing is the main course content

  36. Shift in Focus • Want students and teachers to focus only on writing. • Want students to see this as something different from a “Dev. Ed Class” to avoid marginalization. • Students work must receive an 80% or better on each category of the rubric • All time spent in class should be time for development of writing skills.

  37. Grammar Instruction When students turn in their essays, the instructor will identify no more than 2 skills to teach to the student in an editing conference. Skills taught are recorded by both the student and the teacher. Skills taught must be edited by the student on the next essay, or it will be returned to be reworked. If student needs more instruction, it will be provided (either by teacher or through software).

  38. E.F. Haynes: “…traditional grammar has been shown by an overwhelming number of studies to be of little or no benefit.”

  39. 7 Principles for Good Practice in Undergraduate Education Encourages student/faculty contact Encourages cooperation among students Encourages active learning Gives prompt feedback Promotes time on task Communicates high expectations Respects diverse talents and ways of learning

  40. Organization of Actual Class Session • Class lasts 2 hours each day (3 days a week) • Mini-lesson (10-15 minutes or less) • Student check-in • Workshop time • Writing • Conferencing • Genre study • Work on editing skills

  41. Students Produce a Portfolio Must produce 3 successful essays in different genres All three essays must meet established criteria successfully before exiting.

  42. Percentage of Successful (ABC) Students in Traditional and Accelerated English 090 Spring 2010, 2011, 2012

  43. Comparison to National ProgramsSuccess in Accelerated/ALP/Chabot ENG 90 or Equivalent ALP Data: http://alp-deved.org/ccbc-faculty-accelerated-learning/what-results-has-alp-produced/ Chabot Data: Myrna Snell March 2012 Presentation; Slide 25- Students 1 Level below 72-94

  44. Percentage of Successful (ABC) Students in ENG 121 Spring 2010, 2011, 2012

  45. % of Students that start in ENG 90 and Enroll and Complete ENG 121

  46. % of Students That Start in Accelerated Dev. Ed. English and Complete Freshman English Compared to ALP Model ALP Data: http://alp-deved.org/ccbc-faculty-accelerated-learning/what-results-has-alp-produced/

  47. BOTTOM LINE: Myrna Snell, March 9th We will never significantly increase completion rates of college English and Math unless we reduce the length of our developmental sequences and eliminate the many exit points where students fall away.

  48. Changes for REA 90 Curricular changes Future Structural/Schedule changes

  49. Out With the Old: Goodbye SQ3R “Several researchers have reviewed the theoretical and empirical foundations used to support the use of SQ3R for college developmental readers. These reviewers conclude that although some individual steps may have merit, little evidence validates the use of the entire system designed by Robinson (1946). Further, their analyses found little empirical evidence to suggest that SQ3R is more effective than reading or rereading. Nevertheless, it is still one of the most prevalent study-reading strategies.” pg. 126 Handbook of College Reading and Study Strategy Research

  50. Goodbye Outmoded View of Reading Reading Comprehension is a set of skills that transcends all texts, tasks, and can be generally applied to all subjects

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