LEARNING COMMUNITIES AND

CURRICULUM ALIGNMENT

DEBORAH J. IKEDA, VICE PRESIDENT SCCCD NORTH CENTERS

MARIA ESMINGER, MADERA CENTER COUNSELORGREGORY RAMIREZ, MADERA CENTER ENGLISH INSTRUCTORJEFF BURDICK, WILLOW INTERNATIONAL CENTER ENGLISH

INSTRUCTORELLEN MELOCIK, CLOVIS WEST HIGH SCHOOL ENGLISH

INSTRUCTOR

Transition from High School to College

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RESEARCH OF BEST PRACTICES

Seven Principles for Good Practice by Chickering and Gamson

How People Learn: Brain, Mind, Experience and School by Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice, National Research Council

Basic Skills Initiative by the California Community Colleges

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Encourages student-faculty contact Encourages cooperation among students Encourages active learning Gives prompt feedbackCommunicates high expectationsRespects diverse talents and ways of learningLearner-centered instruction also includes a sensitivity to

the cultural practices of students and the effect of those practices on classroom learning

D.7 Programs align entry/exit skills among levels and link course content to college-level performance requirements.

D.4 Culturally Responsive Teaching theory and practices are applied to all aspects of the developmental instructional programs and services.

Key Points3

State Center Community College District

Madera CenterMaking Every Transfer Attainable

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Is Your GOAL To Transfer To A University? Do You Have An Interest In Learning About Topics With A Chicano-Latino Emphasis? Join The META Program, Today!!

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META

The learning community provides students with accelerated writing instruction and sustained academic counseling

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META will help students • Transfer to a four year college or university

• Build a cohort who can serve as supportive networks

• Participating in extra-curricular activities and field trips that promote transfer opportunities

• Have a sense of belonging

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Students participate in the program for two consecutive semesters.

Fall Semester English 125- Writing Skills for College Counseling 3A- Understanding Transfer: California State University

Spring SemesterEnglish 1A- Reading and CompositionCounseling 3B-Understanding Transfer: University of California

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Greg Ramirez’s Presentation

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META’s first student cohort Spring 2010

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From The Student View

2010 Survey of META’s first Cohort students

Asked- How did META help prepare you for transfer?

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“The English and Counseling combination helped with my transfer transition.” “It helped me learn and connect with the Chicano-Latino culture.” “The META program helped me connect with my community and peers. The English sequence prepared me for Critical Thinking.” 

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DISCUSSION AND REFLECTIONJANUARY 13 , 2011

JEFF BURDICK AND ELLEN MELOCIK

College Readiness15

Clovis West Graduates Needing Remedial English

School Year UC CSU SCCCD

2005-2006 NA 45% 70%

2006-2007 NA 47% 75%

2007-2008 NA 47.1% 74%

2008-2009 NA 52.9% 79%

2009-2010 NA 45.3% 67%

SCCCD Faculty Observations

Too many students require remediation Weak English Conventions Skills An inability to read non-fiction texts, which are the

basis of our classes A habit of personal expression and personal narratives The expectation of “second chances, extra credit, and

leeway on due dates.”Good will and dialogue

Looking for ways to cooperate Sharing data Focusing on student success

October 2010-2011 Senior Pre-Assessment

Seniors Non- AP Comp Seniors

AP Comp Seniors

Total Number of Students

563 429 134

Total Tested out of Total Number

410 ( 73.8% ) 276 (64.3% ) 114 (85.0%)

Percentage Tested

410/410 276/410 (67.3%) 114/410 (27.8% )

Total Students Placed

192 99/192 (51.6% ) 93/192 (48.4% )

PercentagePlaced from Number Tested

192/410 (46.8%)

99/276 (35.9% ) 93/114 (81.6% )

CWHS Reflection and Study

From Freshmen Placement Results and SCCCD Observations, we need to examine: Post-secondary course outcomes versus state

standards Non-fiction versus fiction curriculum Number and length of assigned texts Number and type of essays assessed Mastery versus “Second Chance” behaviors Professional development for secondary teachers