Preparing Our Students for College

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Preparing Our Students forCollege
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Literacy in the New Millennium

• New technology inspires a new set of skills
• -reading purposefully
• -figure out meanings of unknown words
• -resolving conflicting content in diff. texts
• -differentiate fact from opinion
• -recognize the perspective of the writer
• COMPREHEND
• Preparing students for the unknown

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What do we need to know?

• What is the EAP? (Early Assessment Program)
• -CSU Program which determines whether or not
• student is ready for college-level work
• -Math AND English test for high school juniors
• What is an EPT? (English Placement Test)
• -Test given by college to students accepted to
  that college (test does not affect acceptance)
• -Used to determine readiness for college-level
  classes
• -Different tests/Different colleges
• ERWC (Expository Reading Writing Course)
• -Course designed for Nonfiction preparation

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Purpose of the EAP Assessment

• Provides an early signal to students, parents
  and teachers about a students preparedness for
  college
• Alerts students to what they can can not do
• Encourages 12th grade intervention
• Can prevent students from being required to
  take remedial courses in college

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What is the EPT Requirement??

• We must clear the confusion among parents
  students regarding the EPT Requirement
• -EDUCATION COMMUNICATION ?working as a
  team
• ?working across the curriculum

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Meeting the EPT requirement

• Testing Out
• SAT I score of 550 or more
• ACT score of 24 or more
• AP Lit Composition score of 3 or higher
• AP Language Composition score of 3 or higher
• Passing the EAP English test
• Unless a student meets one of the
• above criteria, the must take an
• EPT (English Placement Test)

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How can we help??

• 1. Introduce students to reading they will do
• in college.
• 2. Many students lack successful reading
  strategies are not prepared for the demands of
  college reading.
• 3. Students need help learning to read difficult
  texts
• 4. Do not know how to adjust reading strategies
  for different purposes (different subjects)
• -have difficulty understanding the structure of
  argument
• and do not understand rhetorical
  context

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What do we need to teach??

• stop relying on authority
• -rely on themselves.
• learn to ask questions
• look to writing to aid understanding
• must understand how analysis works
• -take apart the whole explore the individual
  pieces

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Collegiate Writing Expectations

• I. Amount of Writing
• Quarter classes
• -2 short 1000-1500 word essays OR one short essay
  and one long research paper
• -A midterm exam with short answer essay questions
  and a longer final exam with longer questions
• Semester Courses
• -Two midterm exams
• -Final exam
• -Long analytical, research paper of at least 8
  pages

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What students can not do

• Only 1/3 of students are prepared for the two
  most frequently assigned writing tasks
• Analyzing information or arguments
• Synthesizing information from several sources

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AVHS ERWCStudents will
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Learn to write according to collegiate
expectations

• This class will teach students to write in a
  college English, Science, History, Math or
  Business class.

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Learn to take a systematic approach to vocabulary

• Learning to understand words by using context,
• --as opposed to passing over word and
  missing the meaning of the sentence.
• We dont memorize vocab. words

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Focus

• We will read current event articles that contain
  content designed to stimulate studentsie. Global
  warming, steroids in sports, juvenile justice,
  politics of food, etc.
• ?The goal is to prepare students for the reading
  and writing demands of their college professors

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Natl Recommendations

• Direct, Explicit Instruction
• Motivation Self-directed learning
• Text-based collaborative learning
• Diverse texts topics
• Intensive writing
• Extended time for Literary Development
• Professional Development
• Teacher Teams
• Comprehensive Coordinated Literacy plan

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Questions??????