Increasing College Readiness through High School Partnerships: An ELA Model

Innovations 2014 Anaheim March 2014

The Issue of College Readiness

» Comparison of High School and College Standards» Comparison of High School and College Behaviors» Initial College Readiness Data

Top Three

»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.

Academic Behaviors vs Intellectual CapacityDiscussion

Self-Confidence

Personal Responsibility

Self-Motivation

Self-Discipline

Self-Awareness

Interdependence

Emotional Intelligence

Lifelong Learning

Time Management

High Schools were focused on API scores

2006-2007 2007-2008 2008-2009 2009 - 2010

2010 - 2011

0100200300400500600700800900

CA StateCWHS

California Department of Education, 2012

The Beginning of the Conversation…

Colleges were focused on Readiness and Placement

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%

* These numbers include AP students; without AP students, the CSU average falls to an average of 36%

(CWHS Counseling Office, 2010)

Digging Deeper: Percentage of CWHS Graduates Needing College Remedial English

CSU study, 2010

ESLC

2 Years of R

emediation

1 Year of R

emediation

Place in

to Fresh

man Engli

sh

AP or Concu

rrent E

nglish

01020304050607080

8 26 34 49 68

Percentage of non AP-students who complete a college degree as compared to the initial English

placement level

Standards and Outcomes Comparison discussed among Site Administrators English Instructors

Write narratives by significantly sequencing events Write reflective compositions that explore significant experiencesRespond to literature by identifying significant ideas

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

The Work

» Establishing and Maintaining Course Content Rigor» Establishing and Maintaining Academic Behaviors» Student Assessment through Norming and Calibration» Commitment, Support, Dissent

Conclusion: Curriculum was not aligned

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

Focus Questions

» 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?

Previous High School 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 Cultu

res

Creative

Writi

ng

Bible Lit/C

ont Issu

es

World Lit

erature

AP Literat

ure

63

3829

50 49

Percentage of minorities in senior course offerings

African

American

Asian

Hispan

icWhite

Multiple

6

14

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 LiteratureGrade 12

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)

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

Student-focused Decisions

• Collegiality • Assessment Norming and Calibration• Open to “the Possible”

Partnership Commitment

Partnership Goals

CW

Increase Freshman English Placement

Clear curriculum alignment

Increase assignment rigor

Increase assessment rigor

High School Community College» 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

The Results

» Multi-Year Feedback» Student Feedback» Increased Opportunities for Transferable Credits

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

Placement Test Date ESLC 250/260

(Grade 11)125/126

(grade 12)

1A(College English)

% 1A (College English)

May 2006 - 2010 36%

May 2012 (237) 0 19 80 138 58.22

May 2013 (209) 02 45 20 142 67.9%

May 2014 (221) Prediction 03 43 65 + 108 Up to 81%

Initial Student Comments: August 2010

» 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.

Semester 1 Student Survey Course Objectives

235/237 Respondents Agree Disagree

This course is trying to increase academic reading, thinking and writing skills for students.

99.1%(233)

.9%(2)

This course is trying to increase positive academic behaviors for students. 96.9%

(226)3.1%(9)

This course is trying to increase the number of students that place into college freshman English.

98.3%(230)

1.7%(5)

This course is trying to increase the rigor in both the quality and quantity of assignments and assessments.

96.2%(225)

3.8%(10)

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

2013 Graduate e-mail

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.

One of the Partnership Benefits: Concurrent English Credit

2012 (30) 2013 (81) 2014 (127)0

20

40

60

80

100

120

140

English 1A Classes offered at Clovis West

# of Students

Contact Information

» 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