Innovations 2014 Anaheim March 2014

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

» 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.

Self-Confidence Personal Responsibility Self-MotivationSelf-DisciplineSelf-AwarenessInterdependence Emotional Intelligence Lifelong Learning Time Management

California Department of Education, 2012 The Beginning of the Conversation…

School Year UCCSU *SCCCD NA45%70% NA47%75% NA47%74% NA53%79% NA45%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

11/12 CA State Standards English 125 Outcomes 11/12 Common Core Standards Write narratives by significantly sequencing events Write reflective compositions that explore significant experiences Respond 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

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

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

» 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?

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

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 Grade 12

» 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)

Student post-secondary readiness Student academic performance Student academic behaviors Collaboration between secondary and post-secondary institutions Formative Assessment Focus vs. Summative Assessment Focus Concurrent Remediation vs. Prerequisite Remediation Teacher-Student-Parent Relationships vs. Teacher-Student Relationships

Collegiality Assessment Norming and Calibration Open to “the Possible” Partnership Commitment Domain Skills Non-Fiction Text focused on Global Issues Guided Practice Teacher Input Cooperation Academic Writing Oral Presentation Student Production

CW Increase Freshman English 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

High SchoolCommunity 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

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

Placement Test Date ESLC 250/260 (Grade 11) 125/126 (grade 12) 1A (College English) % 1A (College English) May % May 2012 (237) May 2013 (209) % May 2014 (221) Prediction Up to 81%

» 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.

235/237 RespondentsAgreeDisagree 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

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.

» Partnering with High Schools ˃Jeff Burdick: » Revising ELA Curriculum for Behavior, Content, and Performance ˃Dr. Ellen Melocik: » Navigating through District Policy and Personnel ˃Karen Boone: