EAP RIAP Introduction 2007 Recruiting

Slide1: 

Developing Student Readiness for University Work The Early Assessment Program and The Reading Institute for Academic Preparation Kathleen Dudden Rowlands Ph.D. California State University, Northridge krowlands@csun.edu

The Situation:: 

The Situation: In 2005, 45.2% of regularly admitted first-time freshmen at the CSUs needed remediation in English system wide.

Put another way…: 

Put another way…

The Situation: Fall 2005 First-time Freshmen: 

The Situation: Fall 2005 First-time Freshmen

The Importance of Being College Ready: 

The Importance of Being College Ready Only 24% of students who take remedial reading earn a degree. Only 37% of students who take remedial math earn a degree. BUT 65% of students who take no remedial courses earn a degree!

The Costs: Human and Financial: 

The Costs: Human and Financial Expensive for the student Time Remedial courses don’t count toward graduation Self-confidence Expensive for the system Remedial courses take resources needed for advanced courses Drop out rate Expensive for the state

Expensive for the StateReady for College = Ready for Workforce Training: 

Expensive for the State Ready for College = Ready for Workforce Training A new study from ACT shows that high school students who plan to enter workforce training programs after they graduate need academic skills similar to those of college bound students. The math and reading skills needed to be ready for success in workforce training are comparable to those needed for success in the first year of college.

The Goals: 

The Goals Develop a CSU system-wide plan to reduce remediation for regularly admitted freshmen. To improve student literacy and numeracy skills To develop student and parental awareness of college requirements. To reduce the need for remediation in English and mathematics to 10% by 2007 (CSU Board of Trustees).

The Tools Are in Place…: 

The Tools Are in Place… The Early Assessment Program is a collaborative academic preparation initiative developed and supported by the: California State University Office of the Chancellor Professional development coordinated by the Center for the Advancement of Reading All 23 CSU campuses State Board of Education California Department of Education California County Superintendents Educational Services Association

Three Components of the EAP Initiative: 

Three Components of the EAP Initiative College Readiness Information and Testing at 11th Grade (Augmented CST) The 12th Grade Expository Reading and Writing Course (ERWC): Curriculum (a-g approved) and professional development Reading Institutes for Academic Preparation (RIAP): Professional Development for English and Content Area Teachers, 9-12

The Reading Institute for Academic Preparation: 

The Reading Institute for Academic Preparation Focuses on reaching students through the professional development of teachers and university faculty. 9-12 English and content area teachers. Community College teachers.

Background: 

Background Lack of proficiency in reading has been identified as a major reason for students needing remediation in English. By providing professional development to high school teachers (both English and content area) in reading instruction, the hope is to give students the reading skills they need for university level work.

Slide13: 

“Regardless of a student’s major, the ability to formulate and analyze arguments, both orally and in writing, is absolutely essential to academic success … . We can develop these skills at the postsecondary level, but students need to get a solid foundation in these basics when they are in high school, or they will fall behind quickly in college.” --an English professor, University of Nevada, Las Vegas From Ready or Not: Creating a High School Diploma that Counts. (2004). The American Diploma Project

Slide14: 

“It is a myth that mathematics and math-dependent majors in college do not require strong reading and writing skills. Students have to be able to comprehend complex informational text so they can identify which mathematical operations and concepts to apply to solve a particular problem.” --An economics professor, San Francisco State University From Ready or Not: Creating a High School Diploma that Counts. (2004). The American Diploma Project

The RIAP Curriculum: Academic Literacy: 

The RIAP Curriculum: Academic Literacy The inseparable skills of critical reading, writing, listening and thinking depend upon students’ ability to postpone judgment and tolerate ambiguity as they honor the dance between passionate assertion and patient inquiry. Academic Literacy: A Statement of Competencies Expected of Students Entering California’s Public Colleges and Universities, page 12.

Curriculum: 

Curriculum Strategies for reading comprehension and critical analysis Rhetorical reading and writing Strategies of language acquisition Academic habits of mind Standards-based planning, classroom instruction, and assessment School leadership

RIAP: Reaching ALL Students: 

RIAP: Reaching ALL Students Understanding the theory behind best practice enables teachers to adjust curriculum to suit their particular student populations. Range of pedagogies built into the ERWC curriculum encourages differentiation. Scaffolding and strategic instruction embedded in the curriculum. Focus on teaching processes along with content to support less experienced readers and writers.

Participant Obligations: 

Participant Obligations 80 professional development hours including a two week summer Institute (60 hours), 5 hours of independent study, and a case study (15 hours)

Participant Benefits: 

Participant Benefits $750 honoraria Selection of books and articles regarding vocabulary development, reading strategies, and writing instruction (provided to participants at no cost) University credit available (for a fee)

Statewide Evaluation: 

Statewide Evaluation Done by PERC Evaluation group at CSULA in fall 2005 Looked at 64 high schools: RIAP teachers and 12th Grade Expository Reading and Writing trained teachers independently and together, plus control group schools (none of either).

Findings: Gain Scores: 

Findings: Gain Scores The improvement in the percent of students deemed proficient in English (2003-2005) in high intensity RIAP + ERWC schools was more than FOUR times the rate of improvement of all California high schools (13.6% vs. 3%).

Teacher Survey Findings: 

Teacher Survey Findings Major Impact: teachers’ ability to prepare students for college, to use new instructional strategies, to improve student preparation, to change curriculum, and to help students improve their EPT performance.

Response to the Institute : 

Response to the Institute

Response to Institute: 

Response to Institute

Response to Institute: 

Response to Institute

Final thoughts from teacher respondents about the impact of RIAP…: 

Final thoughts from teacher respondents about the impact of RIAP… “RIAP has definitely changed who I am and what I do as a teacher.” “Although my student population would not be considered college-bound, I now teach as though they are college-bound.”

Join us on these dates for RIAP!: 

Join us on these dates for RIAP! Saturday, June 16th 9-12 Monday-Thursday August 13th-16th 9-3 Monday-Thursday August 20th-23rd 9-3 Saturday, September 22nd 9-2 Saturday, October 20th 9-12 Saturday, November 3rd 9-12 Saturday, January 29th 9-12 Saturday, February 16th 9-12

Contact Information: 

Contact Information reading.institute@csun.edu www.csun.edu/~rinstitute 818-677-2534 RIAP Department of Secondary Education California State University, Northridge 18111 Nordhoff Street Northridge, CA 91330-8265