OhioWINS

OhioWINS prepares students for the rigors of college and workplace writing: 

OhioWINS prepares students for the rigors of college and workplace writing Magnitude of the problem Ohio finding solutions Professional development for teachers Positive results in the classroom

The Magnitude of the Problem: 

The Magnitude of the Problem NCES, 2003 “In 2001, colleges [nationally] required nearly one-third of first-year students to take remedial courses in reading, writing, or mathematics.”

The Magnitude of the Problem: 

The Magnitude of the Problem In Ohio… 21% of incoming freshmen take remedial English courses. Ohio Board of Regents, 2006

The Magnitude of the Problem: 

The Magnitude of the Problem ACT, 2005 College instructors estimate that 50% of high school graduates are not ready for college-level English composition courses.

High Cost of Remediation: 

High Cost of Remediation In Ohio… public colleges spent approximately $15 million teaching 260,000 credit hours of high-school level courses to freshmen in 2000; another $8.4 million was spent on older students. OBR, 2001

Student Costs: 

Student Costs OBR, 2001 “The cost of remediation for the 20,000 freshman in the state amounted to an additional $15 million in tuition. Remedial courses account for 3.6% of total undergraduate costs.”

Difficulty of Earning a Degree: 

Difficulty of Earning a Degree “Only 27% of students who took remedial courses earned an associate degree or higher within six years, compared to “54% of students who did not take remedial courses.” “Non-remedial students are three times as likely to earn a bachelor’s degree (47%) as remedial students (15%).” OBR, 2006

Likelihood for Reduced Earnings: 

Likelihood for Reduced Earnings Usual Weekly Earnings of Wage and Salary Workers: Fourth Quarter 2006" http://www.bls.gov/opub/ted/2007/jan/wk5/art01.htm Weekly Earnings and Education Fourth Qtr. 2006 Less than a high school diploma High school graduates, no college Some college or associate degree College graduates, total

What are students lacking?: 

What are students lacking? “… some [applicants] don't have a college education and lack the basic foundation for the business world: basic business writing communication organizational skills.” Yolanda Garcia, project manager of security at Schlumberger Network Solutions, Houston

Ohio finding solutions to eliminate need for remediation: 

Ohio finding solutions to eliminate need for remediation Ohio Core legislation Fully preparing high school graduates to succeed in post-secondary opportunities Completion of the Ohio Core curriculum impacts graduating class of 2011 Ohio Writing Institute Network for Success (OhioWINS) Preparing high school students for college and workplace writing Created by the Ohio Board of Regents; funded by the State of Ohio

Success in higher education is an achievable goal by improving student skills : 

Success in higher education is an achievable goal by improving student skills OhioWINS was created to respond to Ohio's need to better prepare students to be proficient writers.

What is OhioWINS?: 

What is OhioWINS? Brings college English department faculty together with K-12 teachers Prepares students for the challenges of higher education and the workplace Reduces the need for remedial English coursework in college

How does OhioWINS work?: 

Website Resources Summer Writing Institutes Adult Workforce Education How does OhioWINS work? OhioWINS Instructional Content Assessment Professional Online courses For teachers For students

Summer Writing Institutes: Network for Success: 

Summer Writing Institutes: Network for Success Research-based professional development for teachers Immersion into the process of writing teaching of writing research base of writing Summer Writing Institutes

Eleven summer writing institute sites: 

Eleven summer writing institute sites Cuyahoga Community College Kent State University Miami University The Ohio State University Ohio University Shawnee State University University of Akron University of Cincinnati University of Toledo Wright State University Youngstown State University Summer Writing Institutes OSU Ohio U.

Professional Development for Teachers: 

Professional Development for Teachers Conducted by college English faculty to meet the professional development needs of K-12 Ohio teachers Summer Writing Institutes

Benefits to Teachers: 

Benefits to Teachers Learn freshman composition expectations Join a network of college English faculty and K-12 English language arts teachers Engage in writing processes Develop and identify best-practice lesson plans for teaching writing Write assessment items, including prompts and rubrics Receive training in the evaluation of writing Summer Writing Institutes

Reinforces College Readiness Expectations: 

Reinforces College Readiness Expectations Increased teacher awareness: Summer Writing Institutes High school-to-college academic transition Ohio’s English Expectations for College Readiness Ohio’s English Language Arts Content Standards

Provides Teachers with Best Practices for Teaching Writing: 

Provides Teachers with Best Practices for Teaching Writing Writing process Writing skills Theoretical underpinnings of writing Practical strategies to use in the classroom Summer Writing Institutes

Positive Results in the Classroom: 

Positive Results in the Classroom Noticeable improvement in writing Students assess their own work; they apply the elements of good writing Students gain opportunities for success in college and the workplace Summer Writing Institutes

Making a Difference: 

“I’ve managed to make good use of what I learned while still adhering to what CPS [Cincinnati Public Schools] requires of me. And I have seen the changes in my teaching affect my students’ writing for the better.” Making a Difference “Nowhere else has there been a platform for writing educators to have continued discussions about the best practices for teaching writing and preparing our students for their college careers.” “My classes at the institute had much to do with my success as a teacher and my students’ success on the OGT.”

Applying for Writing Institutes: 

Applying for Writing Institutes

Ongoing Impact of OhioWINS Program: 

Ongoing Impact of OhioWINS Program Creation of professional learning communities within regions Use of student data to guide instructional goals and decisions Professional development tools found on OhioWINS website

What’s on the OhioWINS website?: 

What’s on the OhioWINS website? Website Resources

Instructional Resources: 

Instructional Resources Best practice lessons and units from the Ohio Resource Center collection Website Resources

Professional Resources: 

Professional Resources Journal articles Professional reading Website Resources

Content Resources: 

Content Resources Find activities for use with writing Find out more about instructional practice Website Resources

Assessment Resources: 

Assessment Resources OGT items NAEP items Website Resources

Remediation for Adult Workforce: 

Remediation for Adult Workforce National Commission on Writing, 2004 Writing remediation costs American businesses as much as $3.1 billion annually.

Course for Adult Workforce: 

Course for Adult Workforce Helps returning students or older students prepare for college placement test Determines readiness to take placement test for admission to college-level writing class Includes reading assignments, exercises, and other resources Aligns resources to College Readiness Expectations. Adult Workforce Education

OhioWINS resourcesprovide lessons and activities for course.: 

OhioWINS resources provide lessons and activities for course. Website Resources

Adult Workforce Course: 

Adult Workforce Course Assignments based on writing needs of students

OhioWINS: The strategy is simple, and it’s working!: 

OhioWINS: The strategy is simple, and it’s working! Access to peer-reviewed, standards-aligned resources Share best practices in the field Show results in the classroom High-quality professional development programs in writing instruction