1. 2010 ASCCC Curriculum Institute Santa Clara Marriott July 8-10, 2010 Navigating by the Stars: Content Review… Zerryl Becker, Curriculum Committee Richard Mahon, Curriculum Committee o Key Reference: Model District Policy (1993)

2. 2010 ASCCC Curriculum Institute Santa Clara Marriott July 8-10, 2010 Navigating by the Stars: Content Review… What is “content review”? What kinds of prerequisites can be established on the basis of content review? How do colleges use content review in conjunction with course outlines and other documents to place students into classes in which they have the greatest likelihood of success?

3. 2010 ASCCC Curriculum Institute Santa Clara Marriott July 8-10, 2010 Navigating by the Stars: Content Review… The status quo: Model District Policy (1993): Has your college/district adopted it? “Content Review” is already used for: sequential courses in a discipline CSU/UC comparable prerequisites prerequisites for health, safety, required by contract or regulation

4. 2010 ASCCC Curriculum Institute Santa Clara Marriott July 8-10, 2010 Navigating by the Stars: Content Review… Model District Policy describes content review… i. Involvement of faculty with appropriate expertise ii.Consideration of course objectives set by relevant department(s) … iii.Be based on a detailed course outline of record, including detailed methods of instruction and methods of evaluation iv.Specification of the body of knowledge and/or skills which are deemed necessary at entry and/or concurrent with enrollment v.Identification and review of the prerequisite or corequisite which develops the body of knowledge and/or measures skills identified under iv. vi.Matching of the knowledge and skills in the targeted course (identified under iv.) and those developed in or measured by the prerequisite or corequisite (i.e., the course or assessment identified under v.)…

5. 2010 ASCCC Curriculum Institute Santa Clara Marriott July 8-10, 2010 Navigating by the Stars: Content Review… Content Review: is based on the approved/proposed Course Outline of Record should not be based on the syllabus aligns exit/entry skills; perhaps aligns the objectives/outcomes of the proposed prerequisites with the topics (for knowledge) or methods of evaluation (for skills) of the course seeking the prerequisite should be based on formal consensus/recommendations of the disciplines involved, not on individuals should be separately approved by the local curriculum committee

6. 2010 ASCCC Curriculum Institute Santa Clara Marriott July 8-10, 2010 Navigating by the Stars: Content Review… What might change? Use of content review for basic skills (English, math, reading) courses used as prerequisites in other disciplines, e.g. English composition prerequisite for history math prerequisite for economics reading prerequisite for sociology with Requirement for local training Requirement for college plan for phase in Requirement to monitor for disproportionate impact Requirement to provide quantitative analysis of impact

7. 2010 ASCCC Curriculum Institute Santa Clara Marriott July 8-10, 2010 Navigating by the Stars: Content Review… The state of the art… What do you need to be able to proceed?

8. Content Review – the good and the bad… Content Review involves faculty members in the discipline assessing the material used to teach the course and deciding on a list of skills without which the students would be highly unlikely to succeed. (Prerequisite) or with which the student’s ability to succeed would be strongly enhanced ( Advisory).

9. Content Review – the good and the bad… The next step is to determine how students would acquire those skills. If the skills come from a prerequisite course, the exit skills of the prerequisite course should match the entry skills needed for the next course.

10. Content Review – the good and the bad… Make sure the entrance and exit skills are significant and more specific than generic. “Must be able to read the textbook” is generic. “Must be able to comprehend the main ideas of moderately complex textbooks or articles ( at least 10 th grade level) but with some gaps in meaning.” is specific.

11. Content Review – the good and the bad… “Must be able to add, subtract, multiply, and divide” is generic. “Apply skills of basic arithmetic ( operations of whole numbers and operations of fractions and decimals) to solve numerical problems.” is specific.

12. Content Review – the good and the bad… Determine if the entry skills are REALLY met appropriately by the prerequisite course: are the exit skills much lower, about the same, or much higher than the entering skills of the outcome course?

13. Content Review – the good and the bad… To employ the basic conventions of standard written English, but possibly with a inadequate command of spelling, punctuation, grammar and mechanics.

14. Content Review – the good and the bad… Determine a significant match. If there are 8 exit skills, how many should match? One ? Three or Four?

15. Content Review – the good and the bad… Determine the weight of each entry skill: Critical Important Useful but not important Not important

16. Content Review – the good and the bad… If the entering skills are essentially the same, then the choice is a good once. If the prerequisite exit criteria are greater or more diverse than the entering expectations, the faculty should consider carefully if requiring the course is justified.

18. English Exit Skills To express a central idea in a thesis statement, although it may be vague and/or may not control the content of the essay. To demonstrate some understanding of organization, but possibly with flaws in logic or coherence. To develop the central idea with some but limited analytical thinking. To write paragraphs, although they may be underdeveloped or repetitive. To demonstrate sentence variety, although there may be awkwardness in syntax. To show awareness of good diction, but possibly with some awkward or simplistic vocabulary. To employ the basic conventions of standard written English, but possibly with a inadequate command of spelling, punctuation, grammar and mechanics. Critical/Important – Useful but not necessary – not necessary

19. Reading Exit Skills To comprehend the main ideas of moderately complex textbooks or articles ( at least 10 th grade level) but with some gaps in meaning. To have a moderate general vocabulary ( 10 th grade level) but tending to ignore difficult words. To distinguish between major and minor details, but possibly weak in interpreting or evaluating. To employ some basic reading/study techniques( reviewing, outlining) although these may be in need of further development. To recognize weakness in their comprehension, but at times failing to correct them. To persist with difficult text, but often needing assistance and guidance. To make appropriate connections between texts and/or lectures, but these associations may lack depth. Critical/Important – Useful but not necessary – not necessary

20. Math Exit Skills Demonstrate skills in addition, subtraction, multiplication, and division of whole numbers. Apply skills of basic arithmetic ( operations of whole numbers and operations of fractions and decimals) to solve numerical problems. Demonstrate skills in addition, subtraction, multiplication, and division of fractions and decimals. Solve basic ratio ad proportion problems. Solve basic percent problems and word problems involving percents. Convert between different units of measurement using the English and metric systems. Solve simple geometric problems involving perimeters, areas, and volumes. Critical/Important – Useful but not necessary – not necessary