‘What Does College and Teaching Readiness Look Like in English Language Arts?’ A Conversation with Models of Leadership and Instructional Practices for Student Success [Session B.4] 2011 Annual Convention, Theme: Leadership Matters Presenters R. Joseph Rodríguez, The University of Texas at Austin Pamela T. Doiley, John W. McCormack Middle School, Boston, Massachusetts Tom O. McCulley, Heartland Community College, Illinois Missy Nieveen Phegley, Southeast Missouri State University Monday, 21 November 2011, 11:15 AM – 12:15 PM

1.Welcome 2.Introductions 3.Learning Outcomes and Guiding Questions 4.Activity I 5.Dimenions 6.Viewing of Clip 7.Key Principles (1-7) 8.Model Programs 9.Evaluation Agenda 3 2

Participants will:  Review definitions of college and teaching readiness for English language arts,  Learn about college preparation programs and research-based findings,  Focus on content and cognitive complexity for college readiness standards, and  Discuss leadership as the means to increase college and teaching readiness. Learning Outcomes 3 3

Guiding Questions 4  What does college readiness look like at my school or university?  How have college readiness standards been developed and implemented at my school or university?  What leadership practices have I adopted to promote college, career and/or teaching readiness?

Identify one dimension or principle for English language arts college readiness. Activity I 3 5

The four dimensions of college and career readiness are as follows: 1.Key cognitive strategies 2.Key content knowledge 3.Academic behaviors 4.Contextual skills and awareness Conley (2012) Four Dimensions 3 6

Viewing of Clip 7 Clip from Murray’s Diploma Matters: A Field Guide for College and Career Readiness (2011)  Reflect on the ways we define college readiness.  Comment on the speakers’ perspectives on college readiness and pathways.

1.Create and maintain a college-going curriculum. 2.Create a core academic program aligned with and leading to college readiness by the end of 12 th grade. 3.Teach key self-management skills and academic behaviors and expect students to use them. 4.Make college and careers real by helping students manage the complexity of preparing for and applying to postsecondary education. Key Principles (1-4) 3 8

5.Create assignments and grading policies that more closely approximate college expectations each successive year of high school. 6.Make the senior year meaningful and appropriately challenging. 7.Build partnerships with and connections to postsecondary programs and institutions. (Conley, 2012) Key Principles (5-7) 3 9

Model Programs 10  Boston Public Schools  Heartland Community College  San José Unified School District  Southeast Missouri State University  The University of Texas at Austin

Recommended Readings 11  Balfanz, R. (2009). Putting middle grades students on the graduation path: A policy and practice brief. Westerville, OH: National Middle School Association.  Celio, M. B., and Leveen, L. (2007). The fourth R: New research shows which academic indicators are the best predictors of high school graduation—and what interventions can help more kids graduate. Portland, OR: Connected by 25.  Dougherty, C. (2010). Using the right data to determine if high school interventions are working to prepare students for college and careers. Washington, DC: American Institutes for Research.  Rolfhus, E., Decker, L. E., Brite, J. L., & Gregory, L. (2010). A systematic comparison of the American Diploma Project English language arts college readiness standards with those of the ACT, College Board, and Standards for Success (Issues & Answers Report, REL 2010 No. 086). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.  The Education Trust‐West. (2010). San Jose Unified School District: A case study: Preparing students for college and career. Oakland, CA: Author.

References 12  ACT. (2010). The condition of college & career readiness, In ACT Profile Report--National: Graduating Class Retrieved from Eric database. (ED511409)  Byrd, K. L., & MacDonald, G. (2005, Fall). Defining college readiness from the inside out: first-generation college student perspectives. Community College Review, 33(1). Retrieved from Academic Search Premiere database. ( )  Conley, D. T. (2012). College and career ready: Helping all students succeed beyond high school. Hoboken, NJ: Wiley.  Hooker, S., & Brand, B. (2010, Fall). College knowledge: A critical component of college and career readiness. New Directions for Youth Development, 2010(127), doi: /yd.364  Michael, A. E., Dickson, J., Ryan, B., & Koefer, A. (2010, December). College prep blueprint for bridging and scaffolding incoming freshman: practices that work. College Student Journal, 44(4). Retrieved from Academic Search Premier database. ( )  Murray, L. (2011). Diploma matters: A field guide for college and career readiness.. Hoboken, NJ: Wiley,  Spence, D. (2009, Spring). State college readiness initiatives and community colleges. New Directions for Community Colleges, (145), doi: /cc.358

Contact 13  R. Joseph Rodríguez Center for Teaching and Learning, The University of Texas at Austin  Pamela T. Doiley Department of English, John W. McCormack Middle School, Boston, Massachusetts  Tom O. McCulley Department of English, Heartland Community College, Illinois  Missy Nieveen Phegley Department of English, Southeast Missouri State University