common core and partnering with K12

Jon Drinnon Micah Jendian Sonia Ortiz-MercadoASCCC Spring 2012 Plenary Session

Better Together: Equity, Access, and SuccessApril 19, 2012 Burlingame, CA

Dean, Student Services and Special Programs Division, Chancellor’s Office of the California Community Colleges, Matriculation and Early Assessment

sortiz@CCCCO.edu

Associate Professor of English, Grossmont College

ERWC Advisory Committee Member, English Council of California’s Two Year Colleges (ECCTYC) Liaison

micah.jendian@ gccccd.edu

English Instructor / Co-Chair: English, Humanities, ESL, and Languages, Merritt College

ASCCC Chair, Standards and Practices Committee

ASCCC Area B Representative

ERWC Advisory Committee Member, ASCCC Liaison

jdrinnon@peralta.edu

PLENARY SESSION FACILITATORS

increasing college readiness:a collaborative effort

Jon Drinnon Micah Jendian Sonia Ortiz-Mercado

to generate support for and inspire efforts to increase college readiness and success

in this session, we will . . .provide a context for the session

enumerate the reality of the college readiness gap highlight the significance of efforts to increase college readiness

illuminate two prominent efforts to increase college readiness the recently adopted K-12 California Common Core State Standards

the various components of CCC-CSU Early Assessment Program (EAP)

outline opportunities for your engagement

note similar CCC reform efforts

provide a forum for discussion

AIM

some existing efforts to increase college

readiness

The recently adopted California Common Core Standards

The Early Assessment Program

o the augmented cst/eapo the erwc

? What are these efforts?

What are the implications on the California Community Colleges?

How Can We Maximize Their Positive Impact on the California Community College?

• Nationally, over 30% of high school freshman drop out before earning their high school diploma

• Of the 70% of high school students who do earn high school diplomas, only 32% graduate prepared to go to college

• The graduation rates of Latino and African-American students are 52% and 51% respectively.

• Of those that graduate, the college readiness rates of Latino students is only 16% and only 20% for African-American students.

The Broken Educational Pipeline

• Nationally, 30%-60% of college freshmenrequire remedial education.

• Roughly 50% of CSU students need English remediation.• In the CA Community College system, remediation rates

range between 70-90%

• $3.7 billion per year = cost estimate of poor HS preparation and need for college remediation (Alliance for Excellent Education, 2006).

Impact of Poor College Preparation

• 86% of CA’s 11th grade HS students took the English EAP. (382,917 out of 446,861 students)

• 23% demonstrated readiness for college• 77% did not demonstrate readiness for college

0%

20%

40%

60%

80%

100%

23%12% 12%

77%88% 88%

Ready for CollegeNot Yet Demonstrating Readiness

Student 2011 English EAP Outcomes

• Only those 11th grade students who have completed or are enrolled in Algebra II qualify to take the EAP math test, fewer students take this assessment.

• 190,917 of 239,913 students took the math EAP:• 15% were determined as college ready• 43% were identified as conditional• 42% not yet college-ready.

0%

20%

40%

60%

15%

43% 42%

5%

33%

62%

7%

38%

56%

All 11th Grade Stu-dents Who Took the EAPAfrican-American StudentsLatino Students

Student 2011 Math EAP Outcomes

The K-12 California Common Core State

Standards

“To be ready for college, workforce training, and life in a technological society, students need the

ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer

questions or solve problems.”

Common Core Standardsadopted by the CA State Board of Education 8-02-10

At the heart of the

Common Core

Standards

• Rigorous, research-based standards for English-language arts and mathematics for grades K-12

• Designed to prepare students with the knowledge and skills needed for success in college and the workforce

• August 2010: State Board of Education adopted the CCSS

• September 2010: Two assessment consortia funded• Partnership for Assessment Readiness for College & Career• Smarter Balanced Assessment Consortia

• May 2011: State Board of Education joins the Smarter Balanced Assessment Consortia as a governing state

The Common Core State Standards

Common Core State Standards

Source: www.corestandards.org

• Define the knowledge and skills students need for college and career success

• Provide clear, consistent and rigorous standards in English language arts/Literacy and mathematics

• Developed voluntarily and cooperatively by states with input from teachers and college faculty; more than 40 states have adopted

Common Core State Standards: An Essential Component of the College Completion

Agenda

Research has consistently

shown that the single most

powerful predictor of

student success in college is the

rigor of academic preparation.

Common Core standards and assessments:• Anchor K-12 experience in real-world

expectations for success in college and careers.

• Remove the guesswork for teachers and schools.

• Allow schools, parents and students to track progress.

• Identify students who need additional assistance while still in high school.

• Reduce remediation and increase college success

A New Vision for Assessing ReadinessReadiness Testing Today

• Each college or system sets its own standards and selects its own measures.

• K-12 has no information about the standards.

• Students don’t know about tests and don’t prepare for them.

• Predictive validity of tests is unknown.

• Students who “played by the rules” end up in remediation.

Smarter Balanced Vision

• Assessments designed around a known, agreed-upon set of content standards (Common Core).

• Proficiency standards set through an open process with substantial higher education involvement.

• Everyone (students, teachers, parents, etc.) knows the expectations.

• Students address deficiencies in high school.

Common Core Advances in English Language Arts

Reading

Progression of text

complexity

Balance of fiction and non-fiction

text

Writing

Argument and

explanatory writing

Research and writing from

sources

Speaking & Listening

Academic discourse

One-on-one and small groups in

addition to presentation

Language

Vocabulary and

conventions

Reading & Writing Across

Curriculum

Shared responsibility

with social sciences and

sciences

Common Core Advances in Mathematics

Focus and coherence

Focus on key topics at each

grade level.

Coherent progressions across grade

levels.

Balance of concepts and

skills

Require both conceptual

understanding and procedural

fluency.

Integration of knowledge and skills to solve

real-world problems.

Mathematical practices

Foster reasoning and sense-making in

mathematics.

College and career

readiness

Level is ambitious but

achievable.

Common Core Standards Implementation: Important Roles for Higher Education

Teacher and School Leader Preparation and Professional Development

Clearly Articulated Expectations (Assessments, Course Requirements)

Aligned Curricula (adult, developmental, and general education)

High School Interventions (early college, dual enrollment, etc.)

New Curricular Materials

A National Consortium of States

• 27 states representing 43% of K-12 students

• 21 governing, 6 advisory states

• Washington state is fiscal agent

A Balanced Assessment System

Common Core State Standards specify

K-12 expectatio

ns for college and

career readiness

All students

leave high

school college

and career ready

Teachers and schools have information and tools

they need to improve

teaching and learning

Interim assessments Flexible, open,

used for actionable feedback

Summative assessments

Benchmarked to college and career

readiness

Teacher resources for

formative assessment

practicesto improve instruction

Summative Assessment: Two-pronged Approach

Computer Adaptive Test• Assesses the full range of

Common Core in English language arts and mathematics for students in grades 3–8 and 11 (interim assessments can be used in grades 9 and 10)

• Measures current student achievement and growth across time, showing progress toward college and career readiness

• Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced

Performance Tasks• Extended projects

demonstrate real-world writing and analytical skills

• May include online research, group projects, presentations

• Require 1 to 2 class periods to complete

• Included in both assessments of English language arts and mathematics

• Applicable in all grades being assessed

• Evaluated by teachers using consistent scoring rubrics.

Emphasis in Common Core Standards for English Language Arts & Literacy History/Social Studies, Science, and Technical Subjects in Key Design Considerations on “Shared responsibility for students’ literacy development”:

a cross-disciplinary responsibility

The standards insist that instruction in reading, writing, speaking, listening and language be a shared responsibility within the school. The K-5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6-12 are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.

California Community College Involvement with the K-12 California Common Core Standards & Assessments

CCC Representation on CA CCSS State Implementation Team & Smarter Balanced Higher Education Advisory Committee

CCC Faculty, Assessment, and Technology Staff Input on Development of New Assessments (test items, performance expectations, and specifications)

EAP Transition to New 11th Grade College Readiness Assessment in 2014-2015

12th Grade Curriculum Aligned with CCSS

Analysis of CCSS College Readiness Standards in Comparison to ICAS Competencies

The CCC-CSUEarly Assessment Program

(EAP)

EarlyAssessment

Program(EAP)

Collaborators

California State Board of Education

California Department of Education

California State University

California Community Colleges

County Offices of Education

the early assessment program

ENGLISH

Purpose of EAP

Early WarningIdentify students before their senior year who need additional work in English and/or Mathematics before entering collegeIdentify Student ReadinessInform students, families, and high schools of students’readiness for college-level work in English and Mathematics12th Grade InterventionsMotivate students to take needed steps in 12th grade to improve college readiness

Early Indicator of College Readiness

Augmented

CST

Expository Reading

and Writing Course

(ERWC)

ERWC3-4 day Training

Reading Institute for Academic

Preparation

Faculty Professional LearningFor Students

The Early Assessment Program

The Exposito

ry Reading

and Writing Course(ERWC)

originally created in 2004; published in 2008 approved by the University of California and the

CSU as a year-long college-preparatory English course in 2006

designed to improve the academic literacy of high school seniors in preparation for college

over 6,000 California educators have participated in professional development for the ERWC

278 schools (22.3% of the state’s 1,246 comprehensive high schools) have adopted the ERWC as a full-year course

data linking the use of the ERWC with increased college readiness has been derived from evaluation studies that examined quantitative and qualitative outcomes for schools with large numbers of teachers participating in ERWC professional development

The Exposito

ry Reading

and Writing Course(ERWC)

the course emphasizes the in-depth study of expository, analytical, and argumentative reading and writing.

the curriculum contains 14 modules divided into two semesters

each module is structured by a central Assignment Template composed of a sequence of integrated reading and writing experiences that begin with prereading activities, move into reading and postreading activities, and continue through informal and formal writing assignments

includes text-based grammar lessons supplement the first semester of the course

standards-based curriculum (E/LA and Common Core)

7 KEY PRINCIPLES OF THE ERWC

1. The integration of interactive reading and writing;

3. Materials that engage student interest and provide a foundation for principled debate and argument;

4. Classroom activities designed to model and foster successful practices of fluent readers and practice;

2. A rhetorical approach to texts that fosters critical thinking;

5. Research-based methodologies with a consistent relationship between theory and practice;

6. Built in flexibility to allow teachers to respond to varied students’ needs and instructional contexts;

7. Aligned with English-Language Arts Content Standards AND the recently adopted Common Core State Standards

The Exposito

ry Reading

and Writing Course(ERWC)

i3 grant recipient (with Fresno County Office of Ed)

enhanced and revised course materials to be rolled out in spring 2013/Fall 2014o revised assignment templateo transfer and engagement pd articleo formative assessmentso scaffolding for ELso Correlations with Common Core State Standards and ICAS

Statements

developing modules for grades 7-11 with ERWC emphasis and methodology

resolution passed in CCC Academic Senate and article to be published in Senate Rostrum encouraging increased awareness of ERWC and promotion of ERWC adoption in feeder high schools

Latest Developments

MORE INFORMATION ABOUT THE [English] EAP

General Website for the Early Assessment Program (EAP)Overview of the EAP program, test scores, and test blueprintswww.calstate.edu/eap/ AND http://www.collegeeap.org/

CSU English Success WebsitesInformation for students, parents, counselors, and teachers on the EAP, the EPT, student personalized road maps, and other advising features for all 23 CSU campuses www.csuenglishsuccess.org and www.csumathsuccess.org

Home Page for the Expository Reading and Writing Course (ERWC)

General information on ERWC professional development and course materials with links for registering for Teacher Workshops www.calstate.edu/eap/englishcourse

ERWC Online Community (Password Protected)Access to updated copies of the 14 original modules, the assignment template, discussion boards, and community news; for teachers who have participated in ERWC professional developmenthttp://writing.csusuccess.org

RESEARCH BASED CCC REFORMSLos Medanos CollegeChabot College

Correlations with ERWC• Focus on modular approach

• Inquiry topics (George Hillocks)

• Teacher Training• Combining reading and writing instruction• Using exposition to teach exposition• English as gateway to college readiness

• Preparing students for the reading and writing demands in their other courses

OPPORTUNITIES FOR YOUR INVOLVEMENT

how can we maximize the positive impact of this effort?

Encourage your CCC campus to consider accepting EAP Test Results, including the new “Conditionally College Ready” designation in English

Encourage local feeder high schools to adopt the full ERWC course

Invite local high school faculty to attend ERWC professional learning workshops

Increase awareness of the ERWC among CCC English (composition and reading) faculty AND encourage them to attend to attend ERWC professional learning workshops to:

facilitate their support of local high school college readiness efforts stimulate reflection on their own curriculum and pedagogy support their own efforts to integrate reading and writing and to reinforce

their focus on the transferability of cross-disciplinary academic literacy tools

One of the most frequently assigned writing tasks = “critically analyze the ideas or arguments of others.”

College /University faculty (across disciplines AND at all three institutions of higher education in California) expect academic rigor of entering students and their ability to do the following: determine major and subordinate ideas in passages identify key examples that attempt to prove the thesis anticipate the direction of the argument or narrative identify appeals made to the readers' emotion [pathos] and logic [logos], and on the basis of the author's self-presentation [ethos] predict the intention of the author from extratextual cues summarize information argue with the text

CORRELATIONS WITH COLLEGE READINESS AS DEFINED INAcademic Literacy: A Statement of Competencies Expected on Students

Entering California’s Public Colleges and Universitiespublished by the Intersegmental Council of Academic Senates (ICAS) – UC, CSU, and CCC

questions discussion

Please make sure that you:1. Receive the one-pager session

takeaways2. Complete the evaluation form

thank you!

How Can We Maximize the Positive Impact of These Two Efforts to Increase

College Readiness?