1. LEARNING COMMUNITIES AND CURRICULUM ALIGNMENT DEBORAH J. IKEDA, VICE PRESIDENT SCCCD NORTH CENTERS MARIA ESMINGER, MADERA CENTER COUNSELOR GREGORY RAMIREZ, MADERA CENTER ENGLISH INSTRUCTOR JEFF BURDICK, WILLOW INTERNATIONAL CENTER ENGLISH INSTRUCTOR ELLEN MELOCIK, CLOVIS WEST HIGH SCHOOL ENGLISH INSTRUCTOR Transition from High School to College 1

2. RESEARCH OF BEST PRACTICES  Seven Principles for Good Practice by Chickering and Gamson  How People Learn: Brain, Mind, Experience and School by Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice, National Research Council  Basic Skills Initiative by the California Community Colleges 2

3. Encourages student-faculty contact Encourages cooperation among students Encourages active learning Gives prompt feedback Communicates high expectations Respects diverse talents and ways of learning Learner-centered instruction also includes a sensitivity to the cultural practices of students and the effect of those practices on classroom learning D.7 Programs align entry/exit skills among levels and link course content to college-level performance requirements. D.4 Culturally Responsive Teaching theory and practices are applied to all aspects of the developmental instructional programs and services. Key Points 3

4. State Center Community College District Madera Center Making Every Transfer Attainable 4

5. Is Your GOAL To Transfer To A University? Do You Have An Interest In Learning About Topics With A Chicano-Latino Emphasis? Join The META Program, Today !! 5

6. META The learning community provides students with accelerated writing instruction and sustained academic counseling 6

7. META will help students Transfer to a four year college or university Build a cohort who can serve as supportive networks Participating in extra-curricular activities and field trips that promote transfer opportunities Have a sense of belonging 7

8. Students participate in the program for two consecutive semesters. Fall Semester English 125- Writing Skills for College Counseling 3A- Understanding Transfer: California State University Spring Semester English 1A- Reading and Composition Counseling 3B-Understanding Transfer: University of California 8

9. Greg Ramirez’s Presentation 9

10. META’s first student cohort Spring 2010 10

11. From The Student View  2010 Survey of META’s first Cohort students  Asked- How did META help prepare you for transfer? 11

12. “The English and Counseling combination helped with my transfer transition.” “It helped me learn and connect with the Chicano-Latino culture.” “The META program helped me connect with my community and peers. The English sequence prepared me for Critical Thinking. ” 12

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15. DISCUSSION AND REFLECTION JANUARY 13, 2011 JEFF BURDICK AND ELLEN MELOCIK College Readiness 15

16. Clovis West Graduates Needing Remedial English School Year UCCSUSCCCD 2005-2006NA45%70% 2006-2007NA47%75% 2007-2008NA47.1%74% 2008-2009NA52.9%79% 2009-2010NA45.3%67%

17. SCCCD Faculty Observations Too many students require remediation  Weak English Conventions Skills  An inability to read non-fiction texts, which are the basis of our classes  A habit of personal expression and personal narratives  The expectation of “second chances, extra credit, and leeway on due dates.” Good will and dialogue  Looking for ways to cooperate  Sharing data  Focusing on student success

18. October 2010-2011 Senior Pre-Assessment SeniorsNon- AP Comp Seniors AP Comp Seniors Total Number of Students 563429134 Total Tested out of Total Number 410 ( 73.8% )276 (64.3% )114 (85.0%) Percentage Tested 410/410276/410 (67.3%)114/410 (27.8% ) Total Students Placed 19299/192 (51.6% )93/192 (48.4% ) Percentage Placed from Number Tested 192/410 (46.8%)99/276 (35.9% )93/114 (81.6% )

19. CWHS Reflection and Study From Freshmen Placement Results and SCCCD Observations, we need to examine:  Post-secondary course outcomes versus state standards  Non-fiction versus fiction curriculum  Number and length of assigned texts  Number and type of essays assessed  Mastery versus “Second Chance” behaviors  Professional development for secondary teachers