Transcript Clovis West HS Willow International CC Ben Drati, Ed. D

College Readiness Partnership
between
Post-Secondary and Secondary Institutions
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
• Clovis West High School (CW) and Willow International
Community College (WI) entered into a partnership
during the 2010-2011 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 12th
grade curriculum, have been established and are in the
process of implementation.
Abstract
Problem Identification
Problem Analysis
Discussion
Call to Action
Issues for Further Discussion
Introduction
Stakeholder Issues
Institutional Practices
Focus Questions
Problem Identification
Secondary
Institutions do not
necessarily promote
the academic
behaviors and
curriculum required
for post-secondary
success
Secondary
Institutions place too
few students into
College Freshman
English classes
Post-Secondary
Institutions
graduate/transfer too
few students
Post-Secondary
Institutions allocate
too many funds to
remediate students
Institutional Observations
(Alliance for Excellent Education, 2006; Darlaston-Jones, et. al., 2003; League for Innovation in the Community
College, 2010; Parker, 2007 )
Too many college/university instructors complain that their
students aren’t prepared well enough to succeed in postsecondary 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
Field Stakeholder Observations
School Year
UC
CSU
SCCCD
2005-2006
NA
45%
70%
2006-2007
NA
47%
75%
2007-2008
NA
47%
74%
2008-2009
NA
53%
79%
2009-2010
NA
45%
67%
2010 - 2011
NA
NO
REMEDIATION
OFFERED
54% after starting
the conversation
CW Graduates Needing Remedial English
(CW Counseling Office, 2011)
• 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?
Focus Questions
Shared Data
Academic Practices
Focus Strategies
Problem Analysis
Remediation Rates
Freshman English
29%
43%
Remedial English
45%
65%
83%
71%
57%
55%
35%
17%
National 4
year
National 2
year
67%
CSUF
All HS
CSU
CWHS
WI
All HS
33%
WI
CWHS
Comparison of English Remediation
(California Department of Education , 2010; CW Counseling Office, 2010;
WI Counseling Office, 2010; )
Seniors
Non- AP Comp Seniors
AP Comp Seniors
Total Number
of Students
563
429
134
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% )
October 2010-2011 Senior Pre-Assessment
CW Counseling Office, 2010; WI Counseling Office, 2010)
Grade 9
• English 9
• Honors 9
Grade 10
• English 10
• Honors 10
Grade 11
• English 11
• American Literature
• AP Language /Composition
Grade 12
• Bible as Literature
• Creative Writing
• AP Literature /Composition
Previous Course Offerings
Contemporary Cultures
World Literature/Composition
Percentage of minorities in
senior course offerings
63
50
Senior class percentages by
ethnicity
48
49
38
29
29
14
6
CW Demographics: 2010-2011
3
Grade 9
• English 9
• Honors 9
Grade 10
• English 10
• Honors 10
Grade 11
• American Literature and Composition
• AP Language and Composition
Grade 12
• World Literature and Composition
• AP Literature and Composition
Current Course Offerings
• For the 2010-2011 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?
WI Data Sharing
Ready for College?
EAP Freshman Placement %
40
36
16
State
Buchannan
Clovis West
Top Two Feeder Schools for WI - 2010
(Willow International Counseling Office, 2010)
Hard Skills (Academic)
Unprepared
Writing Deficiency
Reading Deficiency
Critical Analyisis
Topic Organization
Topic Limiting
12%
8%
5%
25%
25%
25%
Soft Skills (Behavior)
Attendance
Personal Responsibility
Time Management
Study Skills
Professional Interactions
0% 4%
16%
16%
16%
22%
26%
15.6% of 1A Students failed at the 9-Week Point; (currently 13.5%) at the six-week
Ready for College?
EAP Freshman Placement %
46
32
16
State
Buchanan
Clovis West
Top Two Feeder Schools for WI - 2011
(CW Counseling Office, 2011)
Pass 1A
70
Fail 1A
67
33
30
All WI Students
CWHS Students at WI
English 1A Statistics 2010-2011
WI 252
• 43% 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 125
• 52% 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
Exit Points
Dougherty, Mellor, & Jian, 2006; Schneiders, 2010; WI Counseling Office, 2010 )
• 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
Focus Strategies: Ways to Measure College Readiness
(Conklin & Sanford, 2007; Conley, 2007; Tell & Cohen, 2007)
Standards and Outcomes
Institutional Practices
Key Academic Behaviors
Discussion
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
Standards and Outcomes
Common
Goals
Divergent
Practices
•
•
•
•
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
Institutional Practices
Self-awareness
Understand what does and
Positive class contributions
doesn’t work
Self-monitoring
Ability to identify and select appropriate
strategies
Content mastery
Self-control
Time management
Persistence to complete complex tasks
Key Academic Behaviors
(Conley, 2007; Kirst & Venezia, 2004; Tell & Cohen, 2007)
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?
Implications for Change
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?
Reversed Engineered Articulation
Revised Curriculum
Monitor and Review
Call to Action
Content
Assignments
Assessments
Behaviors
Content
Assignments
Assessments
Behaviors
Reverse Engineering
Common
Policies
Grading Policy
Make-up Policy
Mastery Policy
Persistence
Online Dialogue
Revision
Time Management
Weekly Agenda
Due Date Calendar
Academic Behaviors
Initial
Instruction
Themed Model
Texts
Guided
Practice
Supplementary
Activities
Mastery and
Intervention
Culminating
Essays and
Presentations
Units based on Rhetorical Strategies
•
•
•
•
Poverty
Health
Technology
Consumerism
Economics
Community
•
•
•
•
Gender
Race and Ethnicity
Philosophies
Age
•
•
•
•
Education
Crime
War
Environment
Politics
Building Global Awareness vs Literary Canon
Graphic Organizers
Philosophical Chairs
Background Activity
State and Support
Summarize
Rebuttal and Support
Reflection
Pre-Writing Outlines
Thesis
Support
Syllogism
Fallacies
Structure and Style
Conclusion
Guided Practice
Socratic Seminar
Pre-Reading
Reading
Question Generation
Discussion
Evaluation
Technology
• Research
• Tool Bar
Grammar
• Revision
• Editing
Vocabulary
• Academic
• Content
Supplementary Activities
College and
Career
• Application
• Navigation
Rubrics
Intervention
Revision
Mastery
Rhetorical Strategy
Due Dates
Introduction to Rhetorical Strategies
September 2
Narration
September 20
Exemplification
October 11
Definition
October 25
Description
November 8
Argumentation
December 13
Synthesis Research
January 10
Division and Classification
February 7
Cause and Effect
February 21
Compare and Contrast
March 6
Process Analysis
March 27
Synthesis Research
May 22
12 Culminating Essays for Each Unit
Observations
Resistance
Administrative Support
Issues for Further Discussion
Students need to
accountable for
positive academic
contributions
Colleges need to
be accountable for
degree completion
Parents need to
promote positive
attitudes about
education
High schools need
to be accountable
for teaching to
college readiness
standards
All stakeholders need to take responsibility for student success
There are few
conversations
between
secondary and
post-secondary
teachers
Secondary state
assessments are
not aligned with
college placement
assessments
There is little longitudinal
data that analyzes how postsecondary student
performance compares to
secondary student
performance
There is a disconnect between secondary and post-secondary academic goals
Initiate and
promote college
visitations and
college
presentations
Promote AP and
concurrent
enrollment
opportunities
Share data on
specific student
populations
Create initiatives
that target college
readiness
Link high school juniors and seniors to college activities
There is a lack
of college
counseling for
all students.
Knowledge
varies by
student group;
College preparatory
opportunities have
been inequitable
Many students cannot navigate a post-secondary culture
 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.
A Note about Staff Resistance
District Support
Curriculum Support
Professional Development
ERWC
9-10-11 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
Upping the “Anti”
District grade 12 Initiative
Revised Curriculum
Reorganized PLTs
On the Offensive
Climate Survey
Petition
Job Applications
Community Meetings
Former Students
• “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 Quote (Aug 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 Quotes (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.”
Student Quote (August 2011)
CW
WI
•
• Placement Tests/Benchmarks
• Fund
• Deliver
• Retrieve and Score
• Meetings
• Team
• Staff
• Parent
• Board
• Conferences
• Attend
• Present
•
•
•
Placement Tests/Benchmarks
• Administer
Professional Development
• ERWC
• District Curriculum Development
• CW/WI Essay Calibration
Meetings
• Team
• Staff
• Parent
• Board
Conferences
• Attend
• Present
Continued Administrative Support
CW
WI
CW/WI
Increase 1A Placement
Norm assignments
Continued dialogue
Clear curriculum alignment
Norm assessments
Shared Data
Increase assignment rigor
Increase 1A success
Public Relations
Increase assessment rigor
Presentations
Grades = Placement
Partnership Goals
• 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, 2007. Reading
For Writers. Boston, MA: Wadsworth, Cengage Learning.
Current Status
Placement
Results
Freshman
Grade 12
Grade 11
ESL
Test Not Taken
TOTAL
Numbers
75
94
59
18
11
257
Percentage
29.1%
36.5%
22.9
7.0%
4.0%
100.0%
CST
Results
Advanced
Proficient
Basic
Below Basic
Far Below Basic
TOTAL
Numbers
63
100
53
23
4
243
Percentage
25.9%
41.1%
21.8%
9.4%
1.6%
100.0%
2011-2012 Pre-Assessment Senior Statistics: 66% on track
2009-2010 School Year
2011-2012 School Year
• No Partnership
• Continued Partnership
•
•
•
•
•
•
•
•
33% place into 1A
Literature-based units
Negligible nonfiction texts
0-6 processed essays per year
No benchmark assessments
Inconsistent classroom policies
•
•
•
•
•
Scarce dialogue, data sharing
Inconsistent evaluations
Negligible RtI
Revisions
Extra credit
Projected Outcomes
•
•
•
•
•
•
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
6-Week Progress
80
70
60
50
40
6-Week Progress
30
20
10
0
A
B
C
D
F
11.2% failing to turn in work
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.
Why Does This Matter?
• If you would like a copy of this presentation or have
questions, contact either:
• [email protected]
• [email protected]
Questions
• 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:
http://administration.ucok.edu/good2great/pdf/Scans/wp003Reader.pdf
• California Department of Education . (2010) Assessment, Accountability, &
Awards Division. http://star.cde.ca.gov/star2010/
• 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. 2006. 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:
www.league.org/significantdiscussions.
• 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. 2010. 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.
References