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Early Pilot Experiences with NROC English
Thanks for joining us! The webinar will begin promptly at 1 pm ET.
• Please use the “questions” area to submit questions as they arise
• This webinar will be archived at http://NROCnetwork.org.
Today’s Featured Presenters:
Emily Andersen Mountain Heights Academy
Utah
Beth Picke3 NROC Editorial Project Manager
Carrie Kirk Jacksonville State University
Alabama
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Project Goal: Increase the number of students prepared with required English skills for college or career.
Audience: • College-bound adults, ages 16-80 (average 28)
• High School students needing remediation
• Adult Basic Education students
Funding: The Bill & Melinda Gates Foundation
Sustained by: NROC members
Approach: • Integrated Reading and Writing
• Authentic Texts
• Paragraph Level Writing and beyond
• A range of rich-media instructional approaches that will prepare students for college-level reading, writing, grammar, and study skills in an engaging and efficient environment.
Objectives: • Accelerate the path through
remediation
• Leverage the power of digital media
• Offer multiple modes of instruction
• Support multiple curricular standards
• Allow for flexible course configuration
NROC DEVELOPMENTAL ENGLISH: AN INTEGRATED PROGRAM
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Two Ways to Access NROC English
Fully functioning course in your
LMS
Select elements at
HippoCampus
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Developmental English Preview & Pilot Sites—Spring/Summer 2015
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How Summer Pilots Used NROC English • Credit Recovery for fully online high school students • College Success class • For-credit 1:1 Dev. English course (traditional classroom) • For-credit, self-paced Dev. English writing course for ABE,
HS, and college students (fully online) • Not-for-credit Dev. English course for ESL and ABE students • Extra Credit option for college students in Dev. English • Independent study and review for adults returning to college,
ELL students, and under-prepared HS grads • ACT Prep for Trio/Upward Bound HS students • GED, HSE, and Compass Writing Skills Prep (ABE) • COMPASS Placement prep class • COMPASS Placement Boot Camp
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Developmental English Pilot Summer 2015 Emily Andersen [email protected]
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OVERVIEW
Credit recovery for English Language Arts, grades 9-12
Heavily used modules 1-7 and moderately used modules 8-10.
Students worked independently in a completely online setting with teacher support offered on an as-needed basis.
Credit recovery session spanned 9 weeks in July 2015.
50+students signed up to recover 80 sections of .25 ELA credit.
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GOALS
1. Add depth and relevance to our English Language Arts credit recovery program.
2. Provide students skills that they can use post high school at a community college, in a certificate program, or as a skilled employee.
3. Provide students with meaningful credit recovery that is scaffolded and still rigorous.
4. Focus on reading and writing skills that would benefit student post high school.
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IMPLEMENTATION & CLASS FORMAT
Some students were invited to participate based on their ELA credit recovery needs; some students signed up to participate on their own in order to solve credit deficiency.
Students had a teacher to use as a resource but primarily worked independently through assigned modules and foundational lessons.
Students were issued a pass/fail grade and had to meet a 70% proficiency on module assessments.
Student who met with teacher at least once were more successful.
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OUTCOMES
50+ students signed up to recover over 80 sections of .25 English Language Arts credit. On average, students were assigned 2 modules to earn .25 of credit.
42 of 80 sections of .25 ELA credit were passed and earned credit recovery credit. This was a 53% passing rate.
6 of the 42 (14%) sections of credit that were passed were seniors who needed this credit to graduate.
17 of 42 (40%) passed sections were 11th grade students entering 12th grade.
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FEEDBACK
I have to admit I am really unhappy about having to do school in the summer but at least this class is really good!--Frost, 9th grade
Our strugglers need to know how to write a paragraph and read a piece of informational text to be successful post high school, and I feel like Dev English really supports this goal. --Emily Andersen
These modules forced me to slow down while I read and wrote stuff.--Emma, 11th grade
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LESSONS LEARNED
Go through all modules as a student. You will know where students get stuck and how to quickly help them.
IEP/504 students need more handholding to understand initial navigation.
Use and require use of Foundational Lessons.
Don’t allow summer school students to take more than .50 of ELA credit recovery.
Manage expectations of time upfront. Example: most students take between 3-5 hours to complete a module. (These are at-risk and struggling students!)
Grade watching the initial video on how to navigate and anything else that you can think of.
Be aware that you may need to scaffold topics (traditions in Module 2) so that all students can access.
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WHAT’S NEXT...
For the 2015-2016 school year, Mountain Heights will be adding 3 NROC Dev English modules to English 12 Basic (Tier 1 and 2 intervention class) and English 11 Basic (Tier 1 and 2 intervention class).
We will continue to use Dev English modules as the backbone of our ELA credit recovery program and increase the directed and assigned use of the Fundamental lessons.
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QUESTIONS FOR EMILY?
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NROC Webinar
September 24, 2015
REDESIGNING DEVELOPMENTAL STUDIES AT JSU BASIC ALGEBRA, READING, AND WRITING
SUPPLEMENTAL USE OF NROC ENGLISH IN SUMMER 2015 INTEGRATED “ACADEMIC SUCCESS” COURSE
Carrie Kirk, M.S., BCBA Jacksonville State University, AL
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Thank You Learning Services
Applied Behavior Analysis - Direct Instruction - Precision Teaching
JACKSONVILLE STATE UNIVERSITY, AL
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SKINNER AND PT QUANTIFICATION GRAPHICS
Context - learning in proportion to previous responding
Standard in the ‘meaning of the slope’ (Lindsley 257)
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Celeration less than X 2
The SCC is a: “Semilogarithmic graphic transforms learning curves into projectable straight-line trends (Koenig, 1972; Tukey, 1977).
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Freshman College Students
Conditionally Admitted based upon: - GPA - Composite Score of ACT / SAT
STUDENT POPULATION
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Assessments Individualize Learning Path Nelson Denny Diagnostic: The Reading Edge NROC Placement
INDIVIDUALIZED LEARNING
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Comparison between NROC Assessment and Diagnostic
INDIVIDUALIZED LEARNING
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Hybrid Supplemental NROC English
Classroom and computer lab
IMPLEMENTATION DETAILS
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COURSE GOALS
Calculate and increase reading rate and comprehension
Apply SQ3R method
Identify and use Latin and Greek word parts
Use collegiate vocabulary
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COURSE GOALS
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ADAPTATIONS TO COURSE
Foundation Material Adapted Format PowerPoint
Fade Toward Full Text
Foundations
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ADAPTATIONS TO COURSE
Foundation Material
Accompanying Guided Notes
Accompanying Practice Exercises
Multiple cited sources: The Confident Student by Carol C. Kanar, NROC Developmental English, ereadingworksheets.com, SRA Read to Achieve, Mastering Reading Through Reasoning and Keys to Quick Writing Skills by Dr. Arthur Whimbey
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Duration to Complete Too long to finish
Work Repetition Repetition answer similar responses
Enjoy Tips button in writing center
STUDENT REACTION
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Multimedia Content Excellent Close caption available Audio option per reading selection
Utility Lay out is superb
Partnership support exceptional
FACULTY REACTION
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Organize and state relation between Course Content NROC Content Embed book passages
LESSONS LEARNED
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Assign Points: Developed resource content My journal notes
Final content combined average: Second draft Final draft
LESSONS LEARNED
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Currently: 44 Students in 14-Week Semester (10 Units)
Future: Train additional instructors implement NROC content and collaborate with others to edit the developed resource supports.
Offer NROC English to all incoming freshmen students before or during their first semester at JSU
WHAT’S NEXT
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REFERENCES
Beck, R., & Clement, R. (1991). The Great Falls Precision Teaching Project: A historical examination. Journal of Precision Teaching, 8(2), 8-12.[a.k.a.“Sacajawea Project”] Binder, C. (1988). Precision teaching: Measuring and attaining exemplary academic achievement. Youth Policy Journal, 10(7), 12-15. Engelmann, S., Haddox, P., Bruner, E. (1986). The Proven SRA DISTAR Reading Program Adapted for Parent and Child Teach Your Child To Read In 100 Easy Lessons, New York, Science Research Associates Inc.
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REFERENCES
Johnson, B.E. (2001). Diagnostic Tests: The Reading Edge Thirteen Ways to Build Reading Comprehension. Boston, MA: Houghton Mifflin Company. Kanar, C.C. (2013). The Confident Student Custom Edition for Jacksonville State University 8th Ed. Mason, Ohio: Cengage Learning. Kubina, R.M., & Morrison, R.S. (2000). Fluency in education. Behavior and Social Issues, 10, 83-99. Kubina, R.M., & Yurich, K.L. (2012) The Precision Teaching Book. Lemont, PA: Greatness Achieved Publishing Company.
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REFERENCES Lindsley, O.R. (1991). Precision Teaching’s Unique Legacy from B.F. Skinner. Journal of Behavioral Education, 1(2), 253 - 266. Pennypacker, H.S., Koenig, C.H., & Lindsley, O.R. (1972). Handbook of the Standard Behavior Chart. Kansas City, KS: Precision Media. Whimbey, A. (1995). Mastering Reading Through Reasoning. Raleigh, NC: Innovative Learning Group, a Division of Innovative Sciences, Inc. Whimbey, A., Williams, E., Linden, M.J. Keys to Quick Writing Skills: Sentence Combining and Text Reconstruction. EBSCO Curriculum Materials.
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QUESTIONS FOR CARRIE?
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NROCenglish.org
Access: • Fact sheet about the curriculum • Course Overview video • Unit 1 Preview • Full program preview (with registration)
Unit 1 Preview: • Detailed Scope & Sequence • Orientation Video (student facing) • Instructor Guide – Course Overview • Unit 1: Intro to College Reading and Writing
• Review student experience of My Journal, Active Reader, and Writing Center (work will not be saved)
Teachers may now explore the full course
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Members ready to take the next step? 1. Teachers who want to use English in January 2016
– Complete the contact form at NROCenglish.org to request installation help – (ideally, sharing the name of your LMS administrator)
2. Access the following training resources to prepare: – Read the “Instructor Guide – Course Overview”
– Go through several units (as a student) and read the associated unit Instructor Guide
– Review FAQs at our Help Center
– Join the English group at the NROC Community: members.nrocnetwork.org/community/groups/nroc-‐
english/
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www.NROCnetwork.org
Visit NROC member services site for more:
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Special thanks to our presenters!
Carrie Kirk from Jacksonville State University [email protected]
Emily Andersen from Mountain Heights Academy [email protected]
ConBnue the conversaBon and access the archived webinar at NROCnetwork.org.
Mark your calendars for our next webinar on Math Readiness for Career Pathways on October 22 at 2pm ET.