1. ASHLEY MOORSHEAD THE COMMUNITY COLLEGE OF AURORA ASHLEY.MOORSHEAD@CCAURORA.EDU Integrating and Accelerating English and Reading for Students Testing Two Levels Below Transfer Courses

2. Who Were Our Students? Fall 2006, 2007, 2008 Placement Level and Cut Scores Number of Students % of Total Students in Traditional 060 Transfer level: 95 or Above7.83% 1 level below: 72-949110.81% 2 levels below: 41-7161372.80% 3 levels below: 40 or lower586.88% No Accuplacer Score/ACT Placement 738.67% TOTAL842 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.

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

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

5. Change 2: Shortened the Length of the Semester SemesterPacing Year 1 Fall 2009-Spring 2010All Courses Were 10 Weeks Met on M/W OR T/R Year 2 Fall 2010-Spring 2011All Courses Were 10 Weeks Met on M/W OR T/R Year 3 Fall 2011-Spring 2012Courses were 7.5 Weeks Met MWF Courses were 15 Weeks Met TR

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

7. Change 4: Changed our Assumptions These were students that needed a little ‘remediation’ through a lot of classes and a long series of coursework.

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

9. We Now Think of Our Old Approach…. In the…..

10. Treat ‘Em Like 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….

11. Re-examining our Assumptions About Students and Instruction: Focus on Transformation not Remediation We Recognized: The majority of these students needed a developmental sequence with less time, more rigor, and a more thoughtful curriculum. Most of these students needed transformative curriculum that would change their approaches to knowledge and learning. These learners needed to learn the basic principles of analysis through integrated reading and writing instruction. Students needed to read and respond to college texts that enabled them to understand and develop the beliefs and dispositions of successful college students.

12. 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  Making decision to come to school  Evaluating everyday purchases

13. 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.Carol Dweck’s Mindsets

14. 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.

15. Re-Examining our Students Placement Level and Cut Scores Number of Students% of Total Students in Integrated 060 Transfer level: 95 or Above 4.55% 1 level below: 72-9410114.05% 2 levels below: 41-7154876.22% 3 levels below: 40 or lower 121.67% No Accuplacer Score/ACT Placement 54 7.5% TOTAL719 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.

16. 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

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

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

19. How Did Students Perform in College English Compared to the Average English Student? 6 Credits3 Credits

20. 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

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

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

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

24. 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?

25. Common Concerns about Developing an Integrated Class Fall 2007Fall 2008Fall 2009Fall 2010 Sections 060151413 ENG 9016152019 REA 9068914 Total37 4246 Job loss due to integration?

26. The PACE Program ENG 060/REA 60 3 Credits REA 90 3 Credits ENG 90 3 Credits ENG 121 Freshman English