Pellissippi State Community College

 Original Tennessee Board of Regents (TBR) mandate ◦ Skills based ◦ Textbook driven ◦ Began transition to learner-centered, strategy- based program applied to whole texts for authentic purposes

 Data collection  Theoretically coherent

Socio/Linguistic Contexts Purposes Schema, Beliefs, Emotions Moods Strategies for Orchestrating Skills in Constructing Meaning  Adapted from Reading Process and Practice, 3 rd edition by Constance Weaver

 Invaluable for future redesigns  Guides needed changes  Provides background for new faculty  Helps all faculty maintain the vision

 2008 ◦ Acceleration mandate from TBR ◦ Use of technology required ◦ Students would not have to repeat mastered competencies ◦ Placement retesting before registration (33% of READ students tested out)

 REDESIGN 1 ( ) ◦ READ/ENGL combo for lowest students (5 credit hrs.) ◦ One semester READ course for other students  REDESIGN 2 ( ) ◦ 5 one hour modules ◦ Students tested into 1 st or 2 nd module ◦ Could complete all or part

 REDESIGN 3 ( ) ◦ Two one-semester courses  READ 0800 (5 hrs.)  READ 0810 (4 hrs.)  Co-Requisite Mandate from TBR for Fall 2015

 Limited samples—Tried only with developmental students with high ACT scores  No reading models  No community college trials and data in TN, only university  Suggestions from TBR: Reading/History, Reading/Psychology  1 year time frame

 College Success—traditionally, study skills are part of reading curriculum  Reading faculty qualified to teach both linked courses  Self-management elements of College Success critical success skills essential for developmental students

Stand our ground!

 Researched models  Found College One course at Pasadena City College  Produced phenomenal success rates

Student Success Course Using Reading Apprenticeship Strategies

 WestEd-Strategic Learning Initiative (SLI)  Instructional framework using metacognitive routines within a safe learning environment

 Compatible with socio-psycholinguistic theory (learner centered, metacognitive/cognitive strategies/engagement, authentic purposes)  Strategies applied to disciplinary texts  Remediation for developmental students AND Continuous Literacy Development for all students

 Equity—all students regardless of their literacy development are invited into a community of practice  Community of practice model—Interested faculty become campus coaches to lead professional development and workshops on their own campuses  Transforms the role of the teacher and the student  Potential SAILS model

Effort Good Strategies Help from others Intelligent Practice

 Growth Mindset  Active/passive  Self-assessment ◦ Grit ◦ Locus of Control ◦ VARK ◦ Personality  Neuro-plasticity

 Cognitive/Metacognitive RA Routines ◦ Think Aloud ◦ Talk to the Text ◦ Double Entry Journals ◦ Think Pair Share

 Before Reading  During Reading  After Reading

 Teacher modeling  Projects  Share/Discuss ◦ Partners ◦ Small group ◦ Share out  Large group practice of routines

 Cognitive Modeling  Self-discovery  Social interaction  Reflections  Literature circle logs  Reader response journals  Scaffolding

 CERA ◦ (Curriculum-Embedded Reading Assessment)  Self-assessment survey of good reader strategies  MARSI ◦ (Metacognitive Awareness of Reading Strategies Inventory)

n=46 Hardin Valley Campus Division Street Campus Total Retention Rate 87%74%80.5% College Success 74%56.5%65.25% READ 0800/ %61%67.5% READ %61%63%

College SuccessRA Routines Self-Assessment Time Management Group Project Career Research Academic Plan Financial Literacy Study Skills Double-Entry Journals Text Sets Think Aloud Talk to the Text Final Word Think-Pair-Share

 Lora Bagwell ◦  Pamela Smith ◦  Mary Monroe-Ellis ◦