CCC-CIO Fall 2011 Conference: A Call to Action Jeff Burdick, M.A. English faculty, Willow...
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Transcript of CCC-CIO Fall 2011 Conference: A Call to Action Jeff Burdick, M.A. English faculty, Willow...
CCC-CIO Fall 2011 Conference:A Call to Action
Jeff Burdick, M.A.English faculty, Willow International
Ellen Melocik, Ed. D.English department chair, Clovis West
College Readiness Partnership between
Post-Secondary and Secondary Institutions
Abstract
• Clovis West High School (CW) and Willow International Community College (WI) entered into a partnership during the 2010-2011 school year to examine: • student performance data, • share resources and experiences, and • determine ways to increase student college and career
readiness.
• Specific goals and strategies, including a revision of 12th
grade curriculum, have been established and are in the process of implementation.
Introduction
Problem Identification
Problem Analysis
Discussion
Call to Action
Issues for Further Discussion
Problem Identification
Stakeholder Issues
Institutional Practices
Focus Questions
Institutional Observations
Secondary Institutions place too
few students into College Freshman
English classes
Post-Secondary Institutions allocate too many funds to remediate students
Post-Secondary Institutions
graduate/transfer too few students
Secondary Institutions do not
necessarily promote the academic behaviors and
curriculum required for post-secondary
success
(Alliance for Excellent Education, 2006; Darlaston-Jones, et. al., 2003; League for Innovation in the Community College, 2010; Parker, 2007 )
Field Stakeholder Observations
Too many college/university instructors complain that their students aren’t prepared well enough to succeed in post-
secondary classes
Too many high school teachers insist they are teaching exactly what they should be teaching and should not have to
change class content
Too many parents are confused and angry that their student is failing in college/university
Too many students struggle in post-secondary classes and accuse the educational system of being unfair
CW Graduates Needing Remedial English
School Year UC CSU SCCCD
2005-2006 NA 45% 70%
2006-2007 NA 47% 75%
2007-2008 NA 47% 74%
2008-2009 NA 53% 79%
2009-2010 NA 45% 67%
2010 - 2011 NA NO REMEDIATIONOFFERED
54% after starting the conversation
(CW Counseling Office, 2011)
Focus Questions
• Leading Question:• What should students be able to do when they leave high
school?
• Sub-Questions:• Why are good high schools with good teachers producing
so many graduates who struggle with post-secondary reading and writing?
• Is the current high school English curriculum preparing students to be college and career ready?
Problem Analysis
Shared Data
Academic Practices
Focus Strategies
Comparison of English Remediation
National 4 year
National 2 year
CSUF All HS
CSU CWHS
WI All HS
WI CWHS
71%57%
35%55%
17%33%
29%43%
65%45%
83%67%
Remediation Rates
Freshman English Remedial English
(California Department of Education , 2010; CW Counseling Office, 2010; WI Counseling Office, 2010; )
October 2010-2011 Senior Pre-Assessment
Seniors Non- AP Comp Seniors AP Comp Seniors
Total Number of Students
563 429 134
Total Tested out of Total Number
410 ( 73.8% ) 276 (64.3% ) 114 (85.0%)
Percentage Tested
410/410 (100%) 276/410 (67.3%) 114/410 (27.8% )
PercentagePlaced from Number Tested
192/410 (46.8%) 99/276 (35.9% ) 93/114 (81.6% )
CW Counseling Office, 2010; WI Counseling Office, 2010)
Previous Course Offerings
•English 9 •Honors 9 Grade 9•English 10 •Honors 10 Grade 10•English 11 •American Literature •AP Language /Composition Grade 11•Bible as Literature Contemporary Cultures •Creative Writing World Literature/Composition •AP Literature /Composition Grade 12
CW Demographics: 2010-2011
Cont C
ultu
res
Creati
ve W
ritin
g
Bible
Lit/Con
t Issu
es
Wor
ld L
itera
ture
AP Lite
ratu
re
63
3829
50 49
Percentage of minorities in senior course offerings
Africa
n Am
erica
nAsia
n
Hispan
ic
Whi
te
Mul
tiple
614
29
48
3
Senior class percentages by ethnicity
Current Course Offerings
•English 9 •Honors 9 Grade 9•English 10 •Honors 10 Grade 10•American Literature and Composition •AP Language and Composition Grade 11•World Literature and Composition •AP Literature and Composition Grade 12
WI Data Sharing
• For the 2010-2011 school year:• Willow International has been tracking Clovis West
students on our college campus, gathering data and instructor impressions on student achievement and problems. • Some data relies on qualitative research questions:• What do you think is the cause of student failure? • What problems are common for this failing student?
• Some data relies on quantitative research questions:• What is the success rate for students enrolled in 1A and 125? • At what point do students drop or fail a class?
Top Two Feeder Schools for WI - 2010
State Buchannan Clovis West
16
4036
Ready for College?
EAP Freshman Placement %
(Willow International Counseling Office, 2010)
15.6% of 1A Students failed at the 9-Week Point; (currently 13.5%) at the six-week
Hard Skills (Academic)
12%9%
5%
25%25%
25%
UnpreparedWriting DeficiencyReading DeficiencyCritical AnalyisisTopic OrganizationTopic Limiting
Soft Skills (Behavior)
4%22%
26%16%
16%
16%
AttendancePersonal ResponsibilityTime ManagementStudy SkillsProfessional Interactions
Top Two Feeder Schools for WI - 2011
State Buchanan Clovis West
16
32
46
Ready for College?
EAP Freshman Placement %
(CW Counseling Office, 2011)
English 1A Statistics 2010-2011
All WI Students CWHS Students at WI
7067
3033
Pass 1A Fail 1A
Exit Points
WI 252•43% will successfully complete the course•60% of those students will have success in 125•If 30 students begin the class, 8 will succeed in 125
WI 125•52% will successfully complete the course•68% of those students will have success in 1A•If 30 students begin the class, 10 will succeed in 1A
Nationally •58% of high school students who initially place into freshman English actually complete a college degree•64% of students who pass ELA AP exams complete a college degree having placed into freshman or sophomore English
Dougherty, Mellor, & Jian, 2006; Schneiders, 2010; WI Counseling Office, 2010)
Focus Strategies: Ways to Measure College Readiness
• 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
(Conklin & Sanford, 2007; Conley, 2007; Tell & Cohen, 2007)
Discussion
Standards and Outcomes
Institutional Practices
Key Academic Behaviors
Standards and Outcomes
… respond to literature by identifying significant ideas, analyzing imagery, diction, and theme, supporting ideas and viewpoints through accurate and detailed textual references, demonstrating an appreciation of the effects caused by an author’s stylistic devices, and assessing the impact of perceived textual ambiguities, nuances and complexities
… produce expository, analytical, and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary sources, cogent explanations, and clear transitions;
… Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly; write arguments to support claims in an analysis of substantive topics or texts; Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively
Institutional Practices
Common Goals
•Student post-secondary readiness •Student academic performance•Student academic behaviors•Collaboration between secondary and post-secondary institutions
Divergent Practices
•Formative Assessment Focus vs. Summative Assessment Focus•Concurrent Remediation vs. Prerequisite Remediation•Teacher-Student-Parent Relationships vs. Teacher-Student Relationships
Key Academic Behaviors(Conley, 2007; Kirst & Venezia, 2004; Tell & Cohen, 2007)
Implications for Change
Secondary Schools need to ask:
•How many students need English remediation in college?•How many students take AP/concurrent college classes?•How many students have appropriate academic behaviors?
Post-Secondary Schools
need to ask:•Are students successfully completing freshman English? •Are students successfully navigating through registration systems and research mediums?•Are students adding value to their educational community?
Call to Action
Reversed Engineered Articulation
Revised Curriculum
Monitor and Review
Reverse Engineering
ContentAssignmentsAssessments
Behaviors
ContentAssignmentsAssessments
Behaviors
Academic Behaviors
Time Management
Persistence
Common Policies
Online DialogueRevision
Grading PolicyMake-up PolicyMastery Policy
Weekly AgendaDue Date Calendar
Units based on Rhetorical Strategies
Initial Instruction
Themed Model Texts
Guided Practice
Supplementary Activities
Mastery and Intervention
Culminating Essays and
Presentations
Building Global Awareness vs Literary Canon
• Poverty• Health• Technology• Consumerism
Economics
Guided Practice
Philosophical Chairs
Background ActivityState and Support
SummarizeRebuttal and Support
Reflection
Graphic OrganizersPre-Writing Outlines
Thesis Support
SyllogismFallacies
Structure and StyleConclusion
Socratic Seminar
Pre-ReadingReading
Question GenerationDiscussionEvaluation
Supplementary Activities
Technology
•Research•Tool Bar
Grammar
•Revision•Editing
Vocabulary
•Academic •Content
College and Career
•Application•Navigation
Mastery
Revision
Intervention
Rubrics
Rhetorical Strategy Due Dates
Introduction to Rhetorical Strategies September 2
Narration September 20
Exemplification October 11
Definition October 25
Description November 8
Argumentation December 13
Synthesis Research January 10
Division and Classification February 7
Cause and Effect February 21
Compare and Contrast March 6
Process Analysis March 27
Synthesis Research May 22
12 Culminating Essays for Each Unit
Issues for Further Discussion
Observations
Resistance
Administrative Support
All stakeholders need to take responsibility for student success
Colleges need to be accountable
for degree completion
High schools need to be
accountable for teaching to
college readiness standards
Parents need to promote positive attitudes about
education
Students need to accountable for
positive academic
contributions
There is a disconnect between secondary and post-secondary academic goals
Secondary state assessments are not aligned with
college placement
assessments
There is little longitudinal data that analyzes how post-secondary student
performance compares to secondary student
performance
There are few conversations
between secondary and post-secondary
teachers
Link high school juniors and seniors to college activities
Promote AP and concurrent enrollment
opportunities
Create initiatives that target college
readiness
Share data on specific student
populations
Initiate and promote college visitations and
college presentations
Many students cannot navigate a post-secondary culture
Knowledge varies by student group;
College preparatory opportunities have been inequitable
There is a lack of college
counseling for all students.
A Note about Staff Resistance
Exit, Voice, and Loyalty (Hirschman, 1970), a quintessential business text, outlines three possible responses when an employee is asked to implement a policy with which the employee disagrees. Exit: an employee leaves the organization (retire, teach elsewhere, or
begin a new career) Voice: an employee speaks up about the policy; and Loyalty: an employee quietly or openly fails to conform to the policy.
When Hirsch (1996) uses the term “loyalty” in The schools we need; Why we don’t have them, he is actually referring to the disintegration of loyalty. Token compliance: only some of the policy is carried out Delayed compliance: employees put off carrying out a policy Outright sabotage: employees might fabricate or lose paperwork.
Upping the “Anti”
Curriculum SupportProfessional Development
ERWC9-10-11
InitiativesOn-Staff Coach
DiscrepanciesBenchmark Protocol
Essay NormingEssay Assignments
District SupportDistrict grade 12 Initiative
Revised CurriculumReorganized PLTs
On the Offensive Climate Survey
Petition Job Applications
Community Meetings Former Students
Student Quote (Aug 2011)
• “I feel that this class and the things it has to offer will help me in the long run because it will get me ready for college. I just took the placement test, and without this class which gives me three more chances I would be in the lowest English class they had to offer and would be way behind going into college.”
Student Quotes (August 2011)
• “As in for my educational experience, I still don’t feel ready, even for this class. When I started my freshman and sophomore English, it was really easy with nothing hard to do, and so I wasted like two whole year of learning mainly nothing. I know that I’m not good in English but I still managed to pass those classes.”
Student Quote (August 2011)
• “Push us. Push us till we can all succeed in freshman english. Past english classes were a joke and while that was good for the short term but if that continued then no one would make it to college. I just want to be qualified to get into college. What ever that takes to get me there I am willing to do.”
Student Quote (August 2011)
• “The changes are going to make school more challenging but I’m glad they changed it because I want to be successful. I think we all need to be challenged and pushed more. I don’t want to go into college unprepared. I want to be college ready.”
Student Quote (August 2011)
• “In past classes teachers would have the class read a passage from the text, and then answer a series of questions about what they just read. This made it possible for some people to just pay attention to what was going on during class, and get credit for work they weren’t actually doing. This new way of doing things seems to put more responsibility with the student to actually read and understand the texts provided by the teacher. This change from more traditional styles seems to be a pretty good idea seeing it is that most things in life rely on yourself.”
Continued Administrative Support
CW• Placement Tests/Benchmarks
• Administer• Professional Development
• ERWC• District Curriculum Development• CW/WI Essay Calibration
• Meetings• Team• Staff• Parent• Board
• Conferences• Attend• Present
WI• Placement Tests/Benchmarks• Fund• Deliver• Retrieve and Score
• Meetings• Team• Staff• Parent• Board
• Conferences• Attend• Present
Partnership Goals
CW
Increase 1A Placement
Clear curriculum alignment
Increase assignment rigor
Increase assessment rigor
Current Status
• Clovis West High School is piloting these changes through a PLT • The team teaches the AP Language and Composition Class and the new
World Literature and Composition class in tandem for rigor and consistency
• Each teacher has committed to teaching the same curriculum at the same time using Common Core Standards
• Each teacher has committed to using the same common assessments and analyzing assessment data for student performance comparisons• Comparisons between current students• Comparisons between past students
• The District selected a team of one teacher from each of the five high schools to create a template to be used for each of the 12 units; currently three of those teachers are writing curriculum
• A new writing-based textbook has been District Board-approved• McCuen-Metherell, J. R. & Winkler, A. C.2010, 2007. Reading
For Writers. Boston, MA: Wadsworth, Cengage Learning.
2011-2012 Pre-Assessment Senior Statistics: 66% on track
PlacementResults
Freshman Grade 12 Grade 11 ESL Test Not Taken TOTAL
Numbers 75 94 59 18 11 257
Percentage 29.1% 36.5% 22.9 7.0% 4.0% 100.0%
CST Results
Advanced Proficient Basic Below Basic Far Below Basic TOTAL
Numbers 63 100 53 23 4 243
Percentage 25.9% 41.1% 21.8% 9.4% 1.6% 100.0%
Projected Outcomes
2009-2010 School Year• No Partnership
• Scarce dialogue, data sharing• Inconsistent evaluations
• 33% place into 1A• Literature-based units• Negligible nonfiction texts• 0-6 processed essays per year• No benchmark assessments• Inconsistent classroom policies
• Negligible RtI• Revisions • Extra credit
2011-2012 School Year• Continued Partnership
• Consistent dialogue, data sharing• Normed evaluations
• 66% place into 1A• Writing-based units• 80% nonfiction texts• 12 processed essays per year• 3 benchmark assessments• Consistent classroom policies
• Built-in RtI• Mastery • No extra credit
11.2% failing to turn in work
A B C D F0
10
20
30
40
50
60
70
80
6-Week Progress
6-Week Progress
Why Does This Matter?
These are kids who have dreams and we are teachers who want to lead them to their dreams.
A college-ready high school curriculum will allow many more young people to achieve their goals.
It is simply the right thing to do.
Questions
• If you would like a copy of this presentation or have questions, contact either:
References
• Alliance for Excellent Education. (2006). "Paying Double: Inadequate High Schools and Community College Remediation." Alliance for Excellent Education.
• Borden, V. M., Coles, A., Conley, D. T., Lindholm, J. A., McDonogh, P. M., Schneider, B., & Tell, C. A. (2006). Fostering access and persistence in higher education. Wisconsin Center for the Advancement of Postsecondary Education, Retrieved from: http://administration.ucok.edu/good2great/pdf/Scans/wp003Reader.pdf
• California Department of Education . (2010) Assessment, Accountability, & Awards Division. http://star.cde.ca.gov/star2010/
• Conklin, K. D., & Sanford, S. (2007) A College‐Ready Nation: An Idea Who Time Has Come. Chapter 5 of Minding the Gap – Why Integrating High School with College Makes Sense and How to Do It. Hoffman, N., Vargas, J., Venezia, et al., eds. Harvard Education Press. Cambridge, Mass.
• Conley, D. T. (2007). Redefining college readiness. Eugene, OR: Educational Policy Improvement Center.
References
Darlaston-Jones, D., Pike, L., Cohen, L., Young, A., Haunold, S., & Drew, N. (2003). Are they being served? Student expectations of higher education. Issues In Educational Research, 13(1), 31–52.
Dougherty, C., Mellor, l., Jian, S. 2006. The Relationship between Advanced Placement and College Graduation. Austin, TX. The National Center for Educational Responsibility.
• Hirsch, Jr., E. D. (1996). The schools we need: Why we don’t have them. New York: Doubleday.
• Hirschman, A. O. (1970). Exit, voice, and loyalty. Cambridge, MA: Harvard University.
• Kirst, M., & Venezia, A. (2004). From high school to college: Improving opportunities for success in postsecondary education. San Francisco: Jossey-Bass.
• Larose, S., & Boivin, M. (1998). Attachment of parents, social support expectations, and socioemotional adjustment during the high school-college transition. Journal of Research on Adolescence, 8(1), 1–27.
References
• League for Innovation in the Community College. (2010). Significant Discussions: A Guide for Secondary and Postsecondary Curriculum Alignment. Produced with a grant from MetLife Foundation. Laurance J. Warford, Principal Investigator, and Marsha VanNahmen, Project Assistant. Phoenix: League for Innovation in the Community College. Available: www.league.org/significantdiscussions.
• Parker, T. L. (2007). Ending college remediation: Consequences for access and opportunity. (ASHE/Lumina Policy Briefs and Critical Essays No. 2). Ames: Iowa State University, Department of Educational Leadership and Policy Studies.
Schneiders, R. 2010. Remedial College Courses: A Point of No Return. Chicago. The University of Chicago Urban Education Institute.
• School Innovations and Advocacy. (2010). Single Plan for Student Achievement. Fresno, CA: Clovis West High School.
• Tell, C. & Cohen, M. (2007). Alignment of High School Expectations to College and Work. Chapter 7 of Minding the Gap – Why Integrating High School with College Makes Sense and How to Do It. Hoffman, N., Vargas, J., Venezia, et al., eds. Harvard Education Press. Cambridge, Mass.