1. What is ALP? Writing Teachers’ Workshop 2016
Jennifer Garner
Coordinator, ALP

2. History and Background
Completion Agenda
Only 44 percent of students placed into developmental reading completed the required sequence of courses within three years. The number drops to 22 percent when 3 or more levels are required. -CCRC
“At minimum, acceleration involves reducing the length of English and Math sequences and eliminating the exit points where students are lost by not passing, or not enrolling in, courses in the pipeline.” – California Acceleration Project

3. Various models There are many models for achieving this:
Mainstreaming Students into College-Level Courses
Open-Access Integrated Reading and Writing Courses
Pre-Statistics Courses that Bypass the Traditional Algebra Sequence
Contextualized Instruction Embedded in Career- Technical Programs
Mechanisms for Bypassing Levels
Compression Models that Combine Levels of Existing Sequence
-California Acceleration Project

4. Acceleration at HCC Started with a Question in the spring of 2010:
Can some students who place into developmental writing but do not need developmental reading succeed in College Composition if they have additional time and support?

5. Placement
Students who place into ENGL 121on Reading or Sentence Skills placement test
AND
who also score in the high developmental range on the other placement test
 Reading placement scores above 79 with Writing placement scores of 73-89 OR
 Reading placement scores between or Writing placement scores of 90 or better. 

6. ALP vs. Traditional 121 ENGL 121 with Extra Time and Support
small classes (18 capacity)
4 hours per week (traditional classes are 3 hours)
lab assistant for 2 hours to provide extra support and individual attention
Same requirements as ENGL 121
syllabus
assignments
grading standards

7. Benefits to students Bypass developmental class
saves time
saves money
Eliminates exit points
Eligible to take other ENGL 121 co- requisite courses
Pay for 3 credits for 4 hours of instruction
More time and support!

8. How we have grown 2010FA – a pilot with 2 sections
2012FA – expand to 8 sections
2013SP – add RALP
2015FA
15 sections
2016SP
6 sections
Over 300 students served each year
Over 1000 students have benefitted

9. Assessment Learning Outcomes Assessment 2013SP and 2013FA
Review 117 final in-class essays
Argumentative, documented essay
Group Norming and Grading
a blind sampling of essays from various sections
rater rubric developed based on course objectives
Jen

10. What did we measure? 14 ENGL-121 Course Objectives Organization skills
Critical Thinking Skills
Information Literacy Skills
Jen

11. Are ALP students successful?
Jen

12. How about retention?
Jen

13. Shift in thinking: ALP as ENGL-121 (not developmental)
Laura

14. Continued Success
ALP students are completing degrees at a higher rate than the college average. (Fall 2012, 2013 cohorts)
Through Fall 2015, ALP students continue to have success rates similar to traditional 121 students.
Next assessment Spring 2017 with 121 course review

15. Teaching ALP Integrated Reading and Writing = latest pedagogy
ALP uses Everything’s an Argument With Readings
It’s a 121 course – same syllabus, same objectives…
But, with more time and support

16. Integrated Reading and Writing

17. What do I do with the extra time/person?
Use all of the 50 minutes
Have “lab” activities
Be flexible
Timely feedback/Touches
Think of the cohort model

18. Ideas for lab Outlining Finding/printing sources Structured reading
Writing Introductions/conclusions
Building arguments
Incorporating source information (in-text citations)
Documenting sources (works cited)
Peer Review
Faculty/Student Conferences
Address Non-Cognitive issues
Grammar
Workshops
Do homework in class with support

19. Resources California Acceleration Project - http://cap.3csn.org/
Community College Research Center -academic-achievement-developmental- education.html?UID=867
CCBC ALP -
IRW Webinar - ce- spec/txcrla_brown_bag_webinar_integrated _reading_writing