1. Twelfth Grade Expository Reading and Writing Course
November 2, 2011
Dr. Mary Adler
CSU Channel Islands

2. First, some background…
1995: CSU focuses on remediation
1996: Trustees set 10% goal
2001: CSU faculty develop CST items
2003: 186,000 pilot the augmented CST
: Develop, pilot & refine modules
2007-current: Train & implement program
2012: Require pre-enrollment remediation
2012: Develop & pilot new modules, grades 7-11
1995: CSU begins work to reduce remediation among its first year students
1996: trustees’ goal for 2007: reduce freshmen remediation to 10%
2001: CSU faculty develop math/English items to add to the existing CST.
Fall 2003:48% of entering freshmen need remediation in composition
Spring 03: 186,000 HS juniors piloted the augmented CST.
: A task force led by the CSU English Council meets.
: Developed and piloted 14 modules.
CST=California Standards Test.
Fall 2003: this is a statistic to give a sense of the progress toward the goal. It is not new…the CSU has been aware of this problem for years. Consequently, in 2001, they began a more systematic program to meet the goals set by the regents.
In English, 15 items + an essay were added
Per new executive order, EO 1048, Charles Reed, June 11, 2010: This executive order establishes a program for CSU admitted freshmen who have not demonstrated proficiency in mathematics and/or English as established by CSU faculty. As of summer 2012, incoming freshmen who have not demonstrated proficiency in English and/or mathematics will be required to begin remediation prior to the term for which they have been admitted, e.g., summer prior to fall. All students will be required to have achieved proficiency in English and/or mathematics on or before the end of their first year of enrollment at a CSU campus, as directed by Executive Order 665.

3. Purpose of the Current Program
Identify HS juniors who need additional work in English/Math
Advise these students to improve their skills via ERWC in senior year
Avoid students spending time & money on college remediation
Provide an entry exam exemption to those students who are ready as juniors
College remediation does not count toward General Education units or toward graduation

4. Who stands to benefit from EAP?
High School Students and Teachers
Standards-based template
Expository, analytical content
State Board of Ed—Course is highly aligned with CA State Standards
High schools--students are prepared for college critical reading assignments; costs them less in college; teachers have opportunity to communicate with college faculty in a goal-oriented partnership
College--Success on EPT & less remediation in the CSU
Or, in other words, this is exciting because everyone stands to benefit.
State Board of Education
Articulation & Collaboration
Universities

5. Review of Data EAP Results http://eap2011.ets.org State of California
2009: Ready for College—16%
2010: Ready for College—21%
2011: Ready for College—23%
Ventura County
2009: Ready for College—22%
2010: Ready for College—28%
2011: Ready for College—29%
EAP Results for Spring 2006
State Results
Ready for College--25%
Ventura County
Ready for College--30%
Conejo Valley
Ready for College--29%
Did not demonstrate college readiness--71%

6. Goals for this training
Day 1, November 2
Develop context & rationale
Explore template & modules, vol. 1
Day 2, November 4
Connect concepts to teaching & template
Resources: grammar, ELLs, writing, web
Day 3, March 16
Reflect on teaching & analyze student work
Explore modules, vol. 2
Day 1: Context of the ERWC—what is it, where did it come from, what are its goals;
Rationale: why it’s important, how it’s relevant to both high school and college and state standards;
Modules: what it is and how it’s put together. Really exciting to get the actual materials.
HW: Reading assignment to share tomorrow.
Day 2: Understanding the framework that underlies the template—using particular resources that teachers find extremely valuable: Reading Rhetorically, They Say I Say, Vocabulary;
Template: Making the connections between this framework and the template and seeing how it’s put together;
Resources: Access to valuable online resources for instructors and students
HW: Try out a module in your class, bring student work back with you to examine.
Day 3: Reflection on what worked as you tried out a module in your classroom. Analysis of student work. New Modules—a second binder—more modules to use in teaching.
Ask for questions!

7. The Great Divide…or is it?
Considering differences between
high school & college

8. A textbook survey
What are the major differences between the high school and college texts?
In what ways do the texts encourage a particular way of teaching the material?
What are the assumptions about reading and writing suggested by these texts?
Discuss these answers. Type answers on next page.

9. Your Observations
Assumptions—high school; answer questions, need support, lots of context. College—find information on own, independent thinking, question material, bring ideas to class to discuss. Generate questions on own.
Previous group observations:
C: Fewer pictures, colors, paperback, longer, less scaffolding, asks for S opinion. No comprehension checks as you read. Asks for integration across texts. More white space. Analysis at beginning; not scaffolded.
H: Visual, graphic org., print is diff. Uses words like describe, consider. Pushes literature. “Sensory overload.” Must teach how to read it. Analysis at end.
Audience: C written for academia not to students
H: Assumption of short attention span. Short in-class time frame. Priority: Comprehension. T editions.
C: Assumption that we can read long chapters without stopping. Boring?? Done outside of class. Competency in student notetaking/analysis of reading.

10. “Academic Literacy”
Make a list of skills that you emphasize with high school students to ensure academic success in college
Compare our responses to those in the Academic Literacy (2002) report (developed from surveys of faculty at the community colleges, the CSU’s, and the UC’s)
Generate on OH or post-it paper

11. Top 10 list of important or essential literacy skills in college:
Exhibit curiosity (80%)
Experiment with new ideas (79%)
See other points of view (77%)
Challenge their own beliefs (77%)
Engage in intellectual discussions (74%)
Ask provocative questions (73%)
Generate hypotheses (72%)
Exhibit respect for other viewpoints (71%)
Read with awareness of self and others (68%)
From Academic Literacy (2002), pg. 13.

12. ERWC as a Bridge Between HS and College
Use of high interest, expository texts
Multiple texts examined in tandem
Explicit discussion of rhetorical choices
Rereading and annotation practices
Consistent literacy strategies for reading, writing, and speaking
Common framework for all modules (“The Template”)
If time: What non-fiction do you teach?
What do you find effective about it?
How is it integrated into your literature and writing study?
What challenges or concerns do you have about non-fiction?

13. Time for a break!