California Educational Research Association Secondary English - - PowerPoint PPT Presentation

California Educational Research Association

Secondary English Language Arts & College Preparation December 1, 2011

CSU Expository Reading and Writing Course English Curriculum Alignment Project Expository Literacy Grant – California Academic Partnership Program

Presenters:

Nancy Brynelson, Center for the Advancement of Reading, CSU Chancellor’s Office Cindi Davis-Harris, Grossmont Community College Cali Linfor, San Diego State University, Cal-PASS Micah Jendian, Grossmont Community College Katrine Czajkowski, Sweetwater Union High SD Alice Kawazoe, CA Academic Partnership Program Tracy Huebner, WestEd

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California State University

• Executive Order 665 in1997: Reduce remediation

to 10% by 2007

• Precollegiate Academic Development (PAD)
• Collaborative Academic Partnership Initiative

(CAPI)

• Reading Institutes (CAPI-CPDI, RICAP, RIAP)

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Policy Context: College Readiness Initiatives

California State University

• Early Assessment Program (EAP)
• Expository Reading and Writing Course
• Graduation Initiative

– Raise 6-year graduation rates by 8%by 2016 to 54% & reduce existing gap in degree attainment by underrepresented students by 50%

• Early Start

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Policy Context: College Readiness Initiatives

California Community Colleges

• Basic Skills Initiative
• Early Assessment Program

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Policy Context: College Readiness Initiatives

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Expository Reading and Writing Course

(ERWC)

• Designed for students in grades 11 and/or 12
• Emphasizes in-depth study of expository, analytical,

and argumentative reading and writing

• Approved to fulfill the “b” English requirement of the

UC and CSU “a-g” college entrance requirements

• Intended for broad usage (not as an honors or

remedial course and not necessarily tied to EAP results)

• Developed by CSU English faculty and high

school teachers and administrators

• Aligned with 1997 ELA content standards & 2010

CA Common Core State Standards

• Structured around assignment template

addressing reading and writing

• Emphasizes nonfiction texts (some literature

included) and includes two full-length works

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Expository Reading and Writing Course

(ERWC)

Modules

Semester One

• Fast Food: Who’s to Blame?
• Going for the Look
• Rhetoric of the Op-Ed Page:

Ethos, Pathos, and Logos

• The Value of Life
• Racial Profiling
• Juvenile Justice
• The Last Meow
• Into the Wild

Semester Two

• Bring a Text You Like to Class
• Language, Gender, and Culture
• Left Hand of Darkness
• The Politics of Food
• Justice: Childhood Love

Lessons

• Bullying at School: Research

Project

Expository Reading and Writing Course

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Key Principles

Relentless focus on the text

1. The integration of interactive reading and writing processes 2. A rhetorical approach to texts that fosters critical thinking 3. Materials and themes 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 writers 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. Alignment with standards (1997 ELA & 2010 CCCSS)

Expository Reading and Writing Course

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Elements of the Assignment Template

READING RHETORICALLY Prereading

• Getting Ready to Read
• Introducing Key Concepts
• Surveying the Text
• Making Predictions & Asking Questions
• Introducing Key Vocabulary

Reading

• First Reading
• Looking Closely at Language
• Rereading the Text
• Analyzing Stylistic Choices
• Considering the Structure of the Text

Postreading

• Summarizing & Responding
• Thinking Critically

Expository Reading and Writing Course

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Elements of the Assignment Template

CONNECTING READING TO WRITING Writing to Learn Using the Words of Others Negotiating Voices

Expository Reading and Writing Course

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Elements of the Assignment Template

WRITING RHETORICALLY Prewriting

• Reading the Assignment
• Getting Ready to Write
• Formulating a Working Thesis

Writing

• Composing a Draft
• Organizing the Essay
• Developing the Content

Revising & Editing

• Revising the Draft
• Revising Rhetorically
• Editing the Draft
• Reflecting on the Writing

Evaluating & Responding

• Grading Holistically
• Responding to Student Writing
• Using Portfolios

Expository Reading and Writing Course

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Adoption

• 305 high schools in CA have formally adopted the ERWC

– Most of these schools have adopted ERWC as a full-year course in 12th grade

• 125 additional high schools in Los Angeles USD have

adopted ERWC as the curriculum for their one-semester 12th grade Expository Composition course.

• Combining both groups, the total number is 430

representing roughly 34% of the 1,264 comprehensive high schools in CA (some alternative schools are part of the 430).

• Many other schools have adopted the curriculum

informally by integrating it within existing English courses across grades 9-12.

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Expository Reading and Writing Course

RECONCEPTUALIZING SECONDARY ENGLISH INSTRUCTION

A NEW PROFESSIONAL DEVELOPMENT MODEL

A Cal-PASS / GUHSD partnership

with the support of San Diego State University and Grossmont-Cuyamaca Community College District An innovative professional development program with college and high school teachers aligning high school English curriculum with college entrance expectations Cali Linfor

coordinator english curriculum alignment project rhetoric faculty san diego state university

Micah Jendian

lead college mentor english curriculum alignment project english faculty grossmont college

Cindi Davis Harris, EdD

assistant coordinator english curriculum alignment project english faculty grossmont college

Our Claim

we hope for a paradigm shift in how post secondary and secondary teachers conceptualize language arts. . . a paradigm shift in how professional development is typically conducted must also occur

IF THEN

WHY WAS A PARADIGM SHIFT NECESSARY?

Traditional English Instruction

• Content centered instructional

methodology

• Emphasis on literary texts
• Text selection based on theme
• r content.
• Student as learner

The Shift

• Skills centered instructional

methodology

• Emphasis on expository text
• Texts selected with skill

instruction in mind

• Teacher as continual learners

and co-inquirers.

Common Professional Development Models

Administrative choices

ADMINISTRATIVE CHOICES

• One or two day staff development

workshops

• Content of workshop selected by

administrators

• Textbook publishers’ workshops that

accompany the adoption of new texts

• Professional Learning Communities

INDIVIDUAL CHOICES

• Credits or degrees earned to boost

salary

• National board certifications
• Subject-matter associations

Sawchuk, 2010

ENGLISH CURRICULUM ALIGNMENT PROJECT [ECAP]

Characteristics

• Regional Dialogues
• Initially informed by CAPI & Cal-

PASS PLCs; advanced by Cal- PASS in 2004

• Inter-Segmental Leadership Team
• Development of Teacher Leaders
• High School / College Site Mentor

Teachers

• Administrative Collaboration
• ERWC curricular emphasis and

methodology

Commitment

• Six years per site
• Entire English Faculty

(incl. EL and Special Ed) engaged

• Four Day Reading Institute for

new sites & new faculty each summer

Increasing college readiness by creating strong curricular alignment between Secondary and Post-secondary instruction.

STRUCTURE AND PROCESS OF ECAP ALIGNMENT WORK

collaboration

monthly meetings facilitated by college and high school faculty mentors grade level teams

curriculum development

four ECAP Assignment Types use of ERWC template vertical alignment

continued professional learning

• ngoing support in identified areas of need

reflection

informing improvement and further development

4 teacher developed, implemented, and revised

Vertically Aligned Modules at Each Grade Level and Every Classroom At the End of Six Years

ECAP IMPLEMENTATION PLAN

Developing teacher awareness of the need for increased college readiness, skill instruction, knowledge of reading and writing rhetorically, and backward planning Developing Teacher Leaders and Creating Vertical Alignment

Pre-year

• Joining the local Cal-PASS PLC
• Attend the Summer Reading Institute
• Attend ERWC workshops

Year 3

• Vertical Skills Grid
• Scope and Sequence
• Develop new sequences as needed
• Present at Symposium.

Year 1

• Implement one pre-written assignment

sequence

• Develop one assignment sequence

Year 4

• Refine Vertical Skills Grid & Scope and

Sequence documents

• Present at at Symposium.

Year 2

• Refine existing assignment sequence;
• Develop one new assignment

sequence; Implement two assignment sequences

Years 5 & 6

• Lesson Study
• Further refinement of curriculum and

instruction;

• Present at Symposium.

The Outcome

This scaffolded and intense professional development is producing a professional cycle that deepens knowledge and promotes innovation. We are creating a culture with tangible artifacts identifying a change in institutional thinking and preliminary results suggesting increased student achievement.

THE ARTIFACTS

• A collection of locally

developed, non-fiction centered assignment sequences

• An English Symposium
• Present and future teacher

leaders

• A department resource

website

• A database of non fiction texts
• New habits and a new culture

lesson study, vertically aligned curriculum development / refinement, and a common skills focus

• A district wide, central

resource website for the teaching of Language Arts

“Teaching non-fiction text and argument engaged my students more and led to the depth of class discussion and writing. I have taught this way all year and have had one of the best years as an English teacher. Most students can benefit from this method as it reflects more of what they will encounter later on and throughout their lives.”

“Our team and school focus is definitely more unified and consistent.”

“While I have been teaching nonfiction for some time, I have changed the way I use this curriculum. I am trying to focus more on analytical skills and less on content.”

TEACHER REFLECTIONS

PILOT RESEARCH PROJECT

Students who earned an “A” or “B” in their final two semesters of English at an ECAP high school (after four years of

intensive curricular alignment work) were able

to enroll directly in Freshman Composition at Grossmont College during the first semester upon high school graduation

assessing and informing ECAP



continuation through fall 2013



possible expansion to include eligible graduates from additional ECAP high schools

FALL 2009 COHORT  83% of the (35) pilot participants were successful* in English 120  70% of the (90) comparison group students were successful  67% of the (1,383) other Freshman Comp students were successful  94% of the (35) pilot participants persisted through Fall 2010  100% of the 7 pilot participants who took English 124 in Spring 2010 were successful FALL LL 2010 2010 COHORT  86% of 86% of t the ( he (14) 14) pi pilot

• t par

participan ants wer ere s e suc ucces essful ul in n Engl nglish h 120 120  68% of 68% of ot

• ther

her Fres eshm hman Com

• mp s

p stude udents were successful * “Success” is defined here as earning an “C” grade or better.

A PRELIMINARY EVALUATION OF EFFICACY

Expository Literacy Grant

California Academic Partnership Project (CAPP)

Three Major Goals

1.

Improve all 11th and 12th grade students’ expository reading and writing skills

2.

Improve teachers’ abilities to teach critical reading and expository writing

3.

Develop practical and effective expository reading and writing units/sequences that are aligned with both postsecondary expectations and the California English Language Arts Standards

Key Project Attributes

 Teacher leadership  Shared accountability for results  Skills-based curricular planning  High expectations  College-preparatory school culture  Ongoing assessment, and  Responsive teaching

Shared expectations

 Revision and maintenance of updated

curriculum maps for all 11th and 12th grade ELA courses at the school

“Map” ≠ “Pacing Guide”

MVH English 10: Common 2010-2011 Assessments Semester 1 Quarter

Skills for Emphasis

Assessment Task m/c Questions Writing Product Menu of Texts/CFA

1 July-Aug

What argument might a text like this make? Gallery of Writing Genres Extras: Language Registers CAHSEE Genre Matrix English Genre Matrix

2 Sept-Oct

CA Standards: RC 2.1, 2.3, 2.7, 2.8, 2.1, 2.7, WS 1.1, 1.2,1.4, WC 1.2, 1.4 WA 2.4, 2.5 Pre-reading Predicting and Annotating:

• Turn title into

question and speculate on answer

• Author
• Publication date
• Publication type
• First and last

paragraph First Read: the “believing game”

• Annotations
• Paraphrase
• QPR
• Using and

referencing the words of others “Talk to the text:” Annotating a new text with consideration for the aspects listed CFA #1: PreReading Skills

• Summary of PreReading

What I think the text will say: Why I think the text will say that: CFA #2:

• Annotations
• Identify claims and

evidence

• Paraphrasing main ideas/

important excerpts of the text Claims Evidence Reasoning CAHSEEE PRACTICE TEST(s) CAHSEE PRACTICE QUESTIONS WITH JUSTIFICATIONS Focus on identification of important information: Questions based on structural features

• f the text (3)

“Right there” question based on “predicting” skills listed to left (5) “Right there” questions based on content of the text (3) Questions addressing audience and purpose

• f text (2)

CAHSEE: P.13-16 Qs 1-9

• P. 17-21 Qs 10-18
• P. 22-26 Q’s 11-25
• P. 27-34 Q’s 26-36

Expository paragraph including:

• Paragraph

summarizing predictions for the text (clear reasons in support of that prediction)

• Conclusion posing a

question to be answered by first reading

• Identify the main

claim of the author’s argument (1 sentence) *Goal Setting Work Sheet *Process Writing: Hip Hop Essay CAHSEE Prep Writing prompts (focus: business letter and persuasive)

• Prewriting:

annotations, do/what strategy, outline

• Write 2 (whole)

essays) with a focus on the introduction (rubric for intro  revision)

• Practice for

business letter Baby RCST Diagnostic

• ERWC: Hip Hop Unit

Pre-reading, annotations (2-3) weeks Baby RCST Pre-test CFA#1 “Don’t Believe the Hype-Rap Anger Isn’t a Meaningful Message.” John McWhorter pre-reading m/c Qs, with justifications predictions chart, summary of predictions

• Public Enemy review (s)

CFA #2 3 album reviews Annotations of main ideas and connections, C.E.R M/C questions (9) (To Prepare for Quarterly) District Quarterly Assessment: Restaurant Reviews Claim/Evidence/Reasoning Chart, M/C Qs CAHSEE- Like Essay Persuasive Business Letter ELA mainstream: Things Fall Apart or another novel ELA Support: The Pearl

Shared expectations

 Pre- and post-testing using revised RCST

and EPT-type writing prompts to include item and strand analysis with disaggregation by teacher and section

Shared expectations

 All teachers of 11th and 12th grade PLCs

(course-alike groups) participate in ongoing collaboration and analysis of results of common formative assessments (CFAs)

Shared expectations

 Teachers of 11th and 12th grade ELA

courses use modules from the ERWC (at least six, total) in their classes

Shared expectations

 Apply the ERWC template to development of

• ne original module using variety of texts

and submit to ERWC website for publication

Shared expectations

 Collect, analyze and discuss a variety of

systemic data in an effort to promote equity and opportunity for all students

ELG Learning Community

 Online collaboration (email and via ERWC

site)

 Regional collaboration  Twice-yearly Project Directors’ meetings  Focused, ongoing professional development

We stE d.o rg

Cha ng ing Pa ra dig ms o f I nstruc tio n: CAPP E xpo sito ry L ite ra c y Gra nt E va lua tio n

Ca lifo rnia E duc a tio na l Re se a rc h Asso c ia tio n Annua l Me e ting De c e mb e r 1, 2011 Ana he im, Ca lifo rnia

We stE d.o rg

F

• c us fo r to da y

Hig hlig hts o f the CAPP E L G e va lua tio n de mo nstra te a n instruc tio na l pa ra dig m shift o f pa rtic ipa ting sc ho o ls.

We stE d.o rg

E va lua tion Que stions

Ho w has the te ac hing o f c r itic al r e ading and e xpo sito r y wr iting, spe c ific ally thr

• ugh

imple me ntatio n o f the E RWC appr

• ac h, c hange d as

a r e sult o f the E L G? Ho w have E L G e ffo r ts influe nc e d the way te ac he r s wo r k to ge the r ?

We stE d.o rg

Da ta sourc e s informing the que stions

Por tfolio a r tifa c ts

• Cur

r ic ulum ma ps a c r

• ss ye a r

s 1-6

• PL

C me e ting note s a c r

• ss ye a r

s 1-6

• Annota te d module s
• Site -g e ne r

a te d module s

• Common for

ma tive a sse ssme nts

• Da ta a na lysis (RCST

a nd E PT

• type a sse ssme nts)

Inte r vie ws

• Pr
• je c t Dir

e c tor s

• T

e a c he r s

• Administr

a tor s

Sur ve ys

• T

e a c he r (N=61 fr

• m a ll six sc hools)

We stE d.o rg

Wha t did we le a rn?

F I NDI NG:

• I

mple me nta tio n o f the E L G o ve r the six-ye a r g ra nt pe rio d yie lde d an E

L A c ur r ic ulum mor e c ohe r e nt ac r

• ss gr

ade le ve ls and aligne d to postse c ondar y e xpe c tations fo r a ll pa rtic ipa ting sc ho o ls.

We stE d.o rg

Wha t did we le a rn?

• Of the te ac he rs surve ye d, 97% o f te ac he rs re po rt

c ur r ic ulum mapping impro ve d the ir instruc tio n o f

re ading and writing e xpo sito ry te xt.

• Of the te ac he rs surve ye d, 93% o f te ac he rs re po rt

E RWC mo dule s c hang e d the ir te ac hing o f rhe to ric al

re ading and writing

• Of the te ac he rs surve ye d, 91% o f te ac he rs re po rt the

de ve lo pme nt o f c o mmo n fo r

mative asse ssme nts

impro ve d the ir te ac hing o f rhe to ric al re ading and writing skills.

We stE d.o rg

Wha t did we le a rn?

F I NDI NG:

• Susta ine d te a c he r pa rtic ipa tio n in the E

L G pro duc e d

positive outc ome s for te a c he rs.

• 100% o f te a c he rs re po rte d the E

L G fo ste re d me a ning ful te a c he r c o lla b o ra tio n. “I think that o ur who le c limate has kind o f c hang e d, and we c an e asily talk to e ac h o the r…T

hr

• ugh o ur

PL C me e tings, we talk ve r y fr e que ntly…T hat allo ws us to c o llabo r ate e asily

so that if so me thing didn’ t wo rk o r the le sso n was just te rrib le , we c an q uic kly c o rre c t thing s no w, whic h was no t the c ase b e fo re .”

We stE d.o rg

E le me nts to T ra nsform Instruc tiona l Pra c tic e

I nstruc tio na l c ha ng e c a n ha ppe n thro ug h a c o mb ina tio n o f

r e sour c e s: time , fina nc ia l c o mpe nsa tio n,

instruc tio na l ma te ria ls e .g ., c urric ulum, c urric ulum ma ps, c o mmo n fo rma tive a sse ssme nts, stra te g ie s fo r c o nsiste nt a nd c o mmo n da ta use

human c apital: suppo rt fro m a dministra tio n,

te a c he r le a de rship

• r

ganize d time : pro fe ssio na l le a rning c o mmunitie s

We stE d.o rg

Pa rting thoug ht…

“[H]aving the str

uc tur e whe r e [we ] ar e wo r king to ge the r , te ac hing the same things and c o mpar ing r e sults and lo o king at tho se r e sults to ge the r ho ne stly [has] had a ve r y, ve r y po sitive e ffe c t o n the quality o f instr uc tio n in o ur c lassr

• o ms.”

Evaluation of Expository Reading and Writing Course

• Annual evaluation studies of ERWC done from

2005 to 2010

• Studies included analysis of curriculum

implementation, professional development, student performance, and student, teacher, and administrator attitudes

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Summative findings provide encouraging results

• Schools with large numbers of teachers

participating in ERWC professional development significantly outperformed the statewide proficiency rate for incoming students from 2004 to 2008 – 7% point gain vs. 4% gain statewide

• Schools implementing ERWC across grades 9-12

from 2006 to 2010 outperform statewide rates – 7.6% gain on EAP vs. 6% gain statewide – 2.74% gain on EPT vs. 4% loss statewide

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Qualitative Findings

Effect on High School Students

• Increased skills in reading comprehension, expository

writing, and independent thinking according to teacher surveys

– Analyzed text material more thoroughly – Reexamined ideas in text – Read text with different/multiple purposes – Evaluated and analyzed strength of writers’ arguments – Read more, including more complex texts by choice – Applied skills learned with expository texts with traditional English language arts texts

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Effect on High School Teachers

• Experienced strong success with curricular materials
• Found material academically rigorous and engaging
• Systemic changes in teaching
• Observed that . . .

– Depth, rigor, and intensity contributed to strong, positive

• utcomes for students

– College expectations increased – Students experienced increased confidence as writers and readers – Worked well for English language learners

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Effect on First-Year College Students

• The type of English class attended in senior year

was a good predictor of whether students ended up in a remedial course at the university. Only 35% of students who reported taking ERWC were placed in remedial English, compared to 50% of students from other types of courses

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Effect on First-Year College Students

• Students who had taken AP English or ERWC

reported that these courses required that students write more essays, with 69% of AP students and 63% of ERWC students reporting two to four essays a month

• Students who wrote at least two essays or more

a month were much more likely to report being well prepared for college than students who wrote one essay or less a month

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i3 Grant Funded

• A large-scale, quasi-experimental study of ERWC
• Regression-discontinuity analysis of 6,000

students

• Intensive implementation classrooms, specialized

professional development, & coaching

• Students followed during 12th grade, 1st year of

college, & into 2nd year of college

• Outcome & implementation measures

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