1. Rebecca Kaminsky, Assistant Professor of English, Irvine Valley College Summer Serpas, Associate Professor of English, Irvine Valley College

2. 1. Describe your process of developing/updating lesson plans, assignments, and activities for a class. 2. What are some of the obstacles you face when doing so? Pair and Share

3. Five Years and Counting

4. TRADITIONAL SEQUENCE (SINCE LONG AGO) ACCELERATED SEQUENCE (SINCE FALL 2015) Writing 1: College-Level Writing (4 units--.5 unit lab optional) Writing 201: 3 units plus a.5 unit lab Writing 301: 3 units plus a.5 unit lab Reading 370: 3 units plus a.5 unit lab Writing 1: College Level Writing (4 units--.5 unit lab optional WR 399 (Formerly EXP 389): A 5 unit, one-semester course plus a.5 unit lab Reading 370: 3 unit class plus a.5 lab ESL Sequence (since Fall 2015) Writing 1: College-Level Writing (4 units--.5 unit lab optional) ESL 201: 5 units plus a.5 unit lab ESL 301: 5 units plus a.5 unit lab ESL 370: 5 units ESL SEQUENCE (SINCE FALL 2015)

5. Writing 1 Transfer-Level Writing 4 units Optional.5 unit Writing Center Writing 1 Transfer-Level Writing 4 units Optional.5 unit Writing Center Writing 201 One-Level-Below 3 units.5 unit Writing Center co-requisite Writing 201 One-Level-Below 3 units.5 unit Writing Center co-requisite Writing 399 Two-Levels-Below (Open Access) 5 units.5 unit Writing Center co-requisite Writing 399 Two-Levels-Below (Open Access) 5 units.5 unit Writing Center co-requisite

6. We participated in: California Acceleration Project’s Community of Practice (team of 3) We focused on: Building curriculum Using high-challenge, high-support pedagogy Reflecting on and sharing our experiences Collecting data Surviving Fall 2012-Spring 2013: 2 sections per semester Taught at the same time

7. We developed: A local faculty training program Goals: Recreate our experiences in CAP Expand our accelerated offerings This forced us to: Reflect Refine our assignments Clearly define our instructional cycle Determine best practices This helped us: Get feedback Work collaboratively with a larger group Make our course even stronger Collect more data Year 2: Spring 13-Fall 14: 5 sections in the fall and spring 4 new instructors

8. Year 3: We continued our professional development program to continue to train and support faculty in the classroom. 6 sections in the fall 8 sections in the spring 2 new instructors Year 4: We pushed for a larger scale-up. 14 sections in the fall (6 sections traditional) 14 sections in the spring (0 sections traditional!) This involved: Sharing our data Sharing larger statewide studies Bringing our 2-levels below director through CAP As we prepared to scale up, we: Clearly defined our pedagogical principles Solidified our instructional cycle Created a clear semester-long plan

9. In year 5, our accelerated program will be at full scale!! This means: In Fall 2016, our accelerated course will be an open-access course (no more pre-reqs). No student will be required to take more than one semester of writing remediation at IVC as of Fall 2016 (yay!). As we prepare to go full scale, we: are working closely with other departments on campus, such as counseling, ESL, and DSPS are preparing to implement other high-leverage strategies.

10. Local Faculty Development

11. The collaborative training model includes both new and experienced faculty to reinforce the history of the program, increase mentorship opportunities, and to share collective wisdom. While we have designated course leads, this is a collaborative group first and foremost, and all are encouraged to contribute to revise course materials to strengthen assignments a Summer Training: Day One Intro to acceleration Instructional cycle and backwards design Just-in-time remediation Day Two Addressing affective issues Case studies Monthly Meetings: “Group Therapy” Norming and group grading Class visits and shared observations Classroom spotlights and shared activities Exchange prompts and revise Winter Break: One day to focus on pressing program needs. For example, this winter break, we spent most of the day revising our rubric.

12.  Attend all workshops (summer, monthly during the academic year, and winter break)  Follow our program’s pedagogical principles (based on CAP’s 5 principles of acceleration)  Follow IVC’s instructional cycle with the freedom to innovate within that cycle  Use established curriculum for a minimum of one semester  Stick to the general timeline of the semester

13.  Essay prompts  Models of all class documents (including syllabi, detailed class calendars for each unit, prompt packets for each essay, in-class activities, reading quizzes, and rubrics)  Weekly lesson plans (as a model, but instructors are not required to follow them exactly)  Access to the WR 399 Blackboard site, which includes an archive of all WR 399 materials, articles and information about acceleration, and other related materials.

14. Compensation: Participants receive a $500.00 stipend per semester Coordinator is paid to organize and facilitate workshops and share weekly lesson plans Curriculum coordinator is paid to create/share a second set of curriculum and weekly lesson plans Food and materials are provided at trainings/meetings. Our training program has been funded by BSI and SEP. It could also be written into a Basic Skills Transformation grant application. Number of participants: Year 2: 4 Year 3: 5 Year 4: 13 Year 5: Expecting 15+

15.  Clearly defining (in writing!) pedagogical principles  Clearly defining (in writing!) instructional cycle  Developing your own course organization tool (aka Grid of Gold)

16. For us, this began with our participation in the California Acceleration Project (CAP) in 2011- 2012. Through CAP, we learned about the five principles of acceleration upon which we built our program.

17. Backwards Design : Instruction should be aligned with students’ educational pathways, with pre-college writing courses focused on teaching the same kinds of reading, writing, and thinking skills students will use in college-level writing. Relevant, Thinking-Oriented Curriculum: Curriculum should engage students with issues that matter and provide thought- provoking, open-ended problems.

18. Just-In-Time Remediation: Instructors should provide help for students when the need arises as they work through college- level reading and writing assignments. Low-Stakes, Collaborative Practice: Students should participate in in-class activities that give them practice with the most high priority skills and content needed for the later graded assignments. Support for Student’s Affective Needs: Instructors should help students through emotional or psychological barriers that block learning and have nothing to do with their cognitive ability Taken from “Toward a Vision of Accelerated Curriculum & Pedagogy: High Challenge, High Support Classrooms for Underprepared Students” by Katie Hern and Myra Snell

19. Think, Pair, Share 1. Jot down 2-3 pedagogical principles that you believe are the most important. 2. With a partner, share the principles and explain why you selected them. 3. Share with the room.

20. Back at your campus… 1. Articulate your pedagogy in writing (or find a resource that does it for you). 2. Have colleagues review the pedagogy. 3. Meet - use activities that allow for processing, discussion, and application.

21.  A little bit of foundational lecture  Poster sessions  Speed dating  Think/Pair/Share  Open discussion Discussion question: What activity might work well for teaching one of your pedagogical principles?

22. Again, we used the CAP instructional cycle model with a few modifications. This cycle has undergone changes, especially in the early pilot semesters. Within the instructional cycle, we worked together to create a class theme and assignments.

23. 1. Pre-Reading Activities: In-Class Preview 2. Reading Activities: At-Home Strategies 3. Post-Reading Activities: In-Class Collaboration 4. Open Book Quiz: In-Class or Take- Home 5. Essay Writing Workshops: Peer Reviews, “Troubleshooting,” Conferences, Just-in-Time Remediation, and Self-Evaluation 6. Evaluation Process: Focus on Strengths and Future Assignment Goals

24.  Describe a typical class session. Do you notice any patterns?

25.  What are the typical steps you take to complete a unit? For example, in an English class, this would mean writing an essay from preview activities to final draft. Do you notice any patterns?

26.  Why is it important for both students and faculty to have a clearly defined instructional cycle?

28. Review materials from established curriculum, and translate information from established curriculum into a usable format.

30. Use your grid/organizational tool to develop materials for each unit. Think about: relationships segues unit goals semester goals

32. Why is a grid of gold- like tool important for scaling up new programs?

34. Accelerated students were tracked for a minimum of two terms.

35. Fall 2013 and Spring 2014 cohorts tracked through Fall 2015 using the Basic Skills Cohort Tracker

36. Powerpoint inspired by John Hetts’ presentation titled “Let Icarus Fly: The Four Cornerstones of Gateway Course Completion and the Re-Imagination of Student Capacity” from CADE 2015