college and career readiness

College and Career Readiness

Part I: Welcome


Introductions


~Charlene Reader, English Teacher at Somonauk High School and Co-Chair of the College

and Career Readiness English Team

~Kim Livingston, Assistant Professor of English at WCC and College and Career Readiness

Advocate

~Teri Fuller, Assistant Professor of English at WCC and Co-Chair of the College and Career

Readiness English Team


Enough about us...


Finding a Framework:David Conley on College and

Career Readiness


Yesterday’s Students1. Work for large company2. One job for life3. Steadily increasing pay 4. Secure retirement5. No real international competition for good jobs


Today’s Students1. Work for small company2. Multiple jobs3. Pay freezes/cuts4. Move for work/career5. Uncertain retirement6. Tough international competition for good jobs


Interesting Findings*~1 in 3 students who enroll in 2 or 4-year college will transfer~65-85% of students will change their majors at least once~Young adults change jobs an average of seven times from 20-29Sources: National Association for College Admission (2010); ACT (2005); US Department of Labor Statsitics (2010)


Our Question:

Do the Core Standards prepare our postsecondary

students for learning beyond high school? If so, how?


Part II Preparing the High School Student for Postsecondary

Success: A Process of Alignment

Charlene Reader--District 432


The High School Journey:~Illinois Learning Standards

~Professional Learning Communities~Atlas and backward design

~Aligning to the Common Core Standards


PLC Process: Professional Learning Communities

“Dedicated to the idea that their organization exists to ensure that all students learn essential knowledge, skills, and dispositions” (DuFour 3).


PLC Process: Professional Learning Communities

-Learning for All: the collaborative nature of the group-Collective Inquiry: curiousity and openness-Learning by Doing: action orientation-Continuous Improvement:

-gathering evidence-developing strategies

-implementing strategies-analyzing impact

-applying to new knowledge-Results Orientation


SAC WorkDivided into subject areas to meet on Fridays-Initially K-12-K-5-6-12

Atlas and Backward Design


Where Are We Now?The Unpacking Process


Common Core Standard

Student-Friendly “I Can” Statement

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RL.9-10.1)

-I can cite textual evidence to support answers.-I can make inferences based on information in the text.-I can evaluate the quality of textual evidence.

Cite strong and thorough textual evidence to support analysis of what the text says explicity as well as inferences drawn from the text, including determining where the text leaveds matters uncertain. (RL.11-12.1)

-I can use textual evidence to support a thesis.-I can use primary sources to support textual evidence.


Making Decisions


For your fourth quarter book report, you will be answering one of the following questions in an essay format. TURN THIS PAPER IN WITH YOUR BOOK REPORT!

How do the main character’s traits relate to one of the themes of the novel?

If you decide to answer this question, consider the following as you read:Who is the character being discussed?What traits does he or she have?What are the themes of the novel? How do the symbols in the novel relate to the theme?If you decide to answer this question, consider the following as you read:What are the symbols?What do the symbols mean?What is the theme?Common CoreOutcomes - Reading (RL.9-10.3, RL.9-10.1)Outcomes – Writing (W.9-10.1a., W.9-10.1c., W.9-10.1d., W.9-10.1e,

W.9-10.2b, W.9-10.2c, W.9-10.4, W.9-10.5, W.9-10.9)


Core Standard Unit(s) AssessmentRL.9-10.1 Book Report Q4 BRRL.9-10.2RL.9-10.3 Book Report Q4 BRRL.9-10.4RL.9-10.5RL.9-10.6Rl.9-10.7RL.9-10.8RL.9-10.9

RL.9-10.10


Works Cited

Common Core State Standards: English Language Arts & Literacy in History/Social Studies Science, and Technical Subjects. CCSSO, 2011. Web. 18 April 2012. <http://www.corestandards.org/>.

DuFour, Richard, et al. Learning by Doing. Bloomington, IN: Solution Tree, 2006.

http://www.corestandards.org/


Break-Out Questions(20 Minutes)

1. How is your high school aligning curricula with the Common Core Standards?

2. What challenges are you facing, and who may help you with those challenges?

Please discuss and be prepared to report to the group.


Part III Faculty Expectations of

the Postsecondary Student

Kimberly Livingston, Assistant Professor of English at WCC


Description of an English 101 Semester

Course OutlineStandardizes courses by prescribing goals and requirements (page total, topics covered)Ensures transfer (Illinois Articulation Initiative)Allows for teacher creativity in methods


English 101: My Course

Online Section:http://www5.waubonsee.edu/

http://www5.waubonsee.edu/


Top 5 Characteristics of My Most Successful Students


1. Familiar with the Messiness of Writing

They know how to make their own decisions about a writing project; they don’t expect to just follow the rules

Decisions are made by assessing the requirements of each writing situation Can I use first person?Do you want us to make a works cited page?Are contractions OK?


1. Familiar with the Messiness of Writing Cont.

They have experience shaping a topic

Can turn vague subject into workable thesis (the way it happens in real writing situations)Determined to make it work (because they’ve seen it work before)


1. Familiar with the Messiness of Writing Cont.

They see research as a tool, not as the dreaded Project from HellThey’re Tenacious: trying different databases and search terms, asking for librarians’ help

They understand theory of MLAWhen and why documentation is required (not just for quotes)Why a works cited page without in-text citations does not work


2. They Know the Criteria of An Effective Essay (e.g. Content, Organization, Readability, &

Mechanics) They’ve received structured feedback

from teachers and peers They know how to give helpful feedback to other students.They know their own strengths and

weaknesses as a writer. They know their STRENGTHS as a writer … so they don’t get discouraged right away.


2. They Know the Criteria Cont.

They expect their teacher’s comments on a piece of writing to do the following:identify weaknesses in a way that emphasizes revision (with suggestions and explanation to help) consistently identify strengths; show a positive personal reaction to the ideas or language; show respect for the writer’s attempt


3. They have a sense of Authorship

Audience: They imagine a real reader; they write to communicate

Authentic Voice: They’re not just writing to the vague academic void by imitating the boring, lifeless voice they’ve read in so many textbooks and essays (Ken Macrorie’s “Engfish”)


3. They have a sense of Authorship

Cont.

Topic Choice: The writing tells a truth Comes from a real curiosity or passion (This writer does not want to choose a topic from the teacher’s list)

Rhythm: The writing has the rhythm of real language

Individuality: The writer has a sense of play, or a freedom to express ideas in a unique, personal way (even in 3rd person)


4. Mature Reading Skills

Analysis of Reading MaterialThey can take it apart and put it back together again in an outlineThey explore the writer’s methods and rationaleThey’re used to asking “Why this? Why here?”


4. Mature Reading Skills Cont.

Evaluation of Reading MaterialThey know how to talk about a piece of writing They are critical of what they read They ask, “Is this part effective? Am I convinced?”They know that all writing is similar (because they’ve read all kinds of writing)

(The poetic language in a piece of non-fiction can tell a dramatic story).


5. Punctuation and Grammar (It is NOT hopeless!)

The best students are used to dissecting language (Daily Grammar Dabble)

They know basic grammatical terms (“independent clause,” “comma splice”)

They’ve had LOTS of punctuation drills with feedback

They’re not afraid (Punctuation is not dark magic – the rules are written.)


Break-Out Questions(20 Minutes)

1. Do your high school curriculum and the Core Standards align with college faculty expectations? Why or why not?

2. What gaps exist?

Please discuss and be prepared to report to the group.


Part IV: What’s Next?


4 Domains


• College and Career Readiness English Think Tank (WordPress Blog)

• Feedback Reply Requested • Online Discussion: Defining College

Readiness• H.S./College Survey of 4 Domains

• Relationships with Local Media• Fall 2012 Meeting

• District-wide Report: College and Career Readiness: Helping Our Students Succeed

Beyond High School


Thank You.

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