Presentation on theme: "CCC-CIO Fall 2011 Conference: A Call to Action Jeff Burdick, M.A. English faculty, Willow International Ellen Melocik, Ed. D. English department chair,"— Presentation transcript:
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 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 12 th grade curriculum, have been established and are in the process of implementation.
Introduction Problem IdentificationProblem AnalysisDiscussionCall to ActionIssues for Further Discussion
Problem Identification Stakeholder IssuesInstitutional PracticesFocus 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 UCCSUSCCCD NA45%70% NA47%75% NA47%74% NA53%79% NA45%67% NANO REMEDIATION OFFERED 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 DataAcademic PracticesFocus Strategies
Comparison of English Remediation ( California Department of Education, 2010; CW Counseling Office, 2010; WI Counseling Office, 2010; )
October Senior Pre-Assessment SeniorsNon- AP Comp SeniorsAP Comp Seniors Total Number of Students 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% ) Percentage Placed 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 WritingWorld Literature/Composition AP Literature /Composition Grade 12
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 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 (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)Soft Skills (Behavior)
Top Two Feeder Schools for WI (CW Counseling Office, 2011)
English 1A Statistics
Exit Points WI % 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 % 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 OutcomesInstitutional PracticesKey Academic Behaviors
Standards and Outcomes 11/12 CA State Standards English 125 Outcomes 11/12 Common Core Standards … 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 Student post-secondary readiness Student academic performance Student academic behaviors Collaboration between secondary and post-secondary institutions Common Goals Formative Assessment Focus vs. Summative Assessment Focus Concurrent Remediation vs. Prerequisite Remediation Teacher-Student-Parent Relationships vs. Teacher-Student Relationships Divergent Practices
Key Academic Behaviors Self-control Time managementPersistence to complete complex tasks Self-monitoring Ability to identify and select appropriate strategies Content mastery Self-awareness Understand what does and doesn’t work Positive class contributions (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 CurriculumMonitor and Review
Academic Behaviors Time Management Persistence Common Policies Online Dialogue Revision Grading Policy Make-up Policy Mastery Policy Weekly Agenda Due 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 Gender Race and Ethnicity Philosophies Age Community Education Crime War Environment Politics
Guided Practice Philosophical Chairs Background Activity State and Support Summarize Rebuttal and Support Reflection Graphic Organizers Pre-Writing Outlines Thesis Support Syllogism Fallacies Structure and Style Conclusion Socratic Seminar Pre-Reading Reading Question Generation Discussion Evaluation
Supplementary Activities Technology Research Tool Bar Grammar Revision Editing Vocabulary Academic Content College and Career Application Navigation
Rhetorical StrategyDue Dates Introduction to Rhetorical StrategiesSeptember 2 NarrationSeptember 20 ExemplificationOctober 11 DefinitionOctober 25 DescriptionNovember 8 ArgumentationDecember 13 Synthesis ResearchJanuary 10 Division and ClassificationFebruary 7 Cause and EffectFebruary 21 Compare and ContrastMarch 6 Process AnalysisMarch 27 Synthesis ResearchMay Culminating Essays for Each Unit
Issues for Further Discussion ObservationsResistanceAdministrative 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 Support Professional Development ERWC Initiatives On-Staff Coach Discrepancies Benchmark Protocol Essay Norming Essay Assignments Data Support Individual (Edusoft) Teacher Meetings Parent Meetings Student Meetings Twisting Information Classroom Lectures Parent Notifications Lame Duck PLTs District Support District grade 12 Initiative Revised Curriculum Reorganized 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 WI Norm assignments Norm assessments Increase 1A success CW/WI Continued dialogue Shared Data Public Relations Presentations Grades = Placement
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, Reading For Writers. Boston, MA: Wadsworth, Cengage Learning.
Pre-Assessment Senior Statistics: 66% on track Placement Results FreshmanGrade 12Grade 11ESLTest Not Taken TOTAL Numbers Percentage 29.1%36.5% %4.0%100.0% CST Results AdvancedProficientBasicBelow BasicFar Below Basic TOTAL Numbers Percentage 25.9%41.1%21.8%9.4%1.6%100.0%
Projected Outcomes 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 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
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.
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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: California Department of Education. (2010) Assessment, Accountability, & Awards Division. 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 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: 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 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.