CSU Early Assessment Program

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CSU Early Assessment Program
California State University Zulmara
Cline zcline_at_calstate.edu
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EAP Professional Development

• A strong component of the EAP is teacher
  professional development. CSU faculty
  collaborating with K-12 Educators have developed
  PD in both English and mathematics to support a
  path to proficiency in both reading and math.
• In English we have
• The Expository Reading and Writing Curriculum
• In Mathematics we have
• Strengthening Mathematics Instruction

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How CSU Supports Students to Gain Proficiency in
English and Math

• Advise students and families on how to meet CSU
  expectations
• Provide educational tools and planning resources
  to help students improve their English and math
  skills
• CSU English and Math Success Web sites
• Provide teacher/administrator professional
  development programs
• Support high school adoption of specific
  curricula
• ERWC
• Specialized support for alternative math offerings

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Supplemental High School Preparation CSU
Success Web Sites http//www.csusuccess.org/sho
me
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EAP Professional Development

• including community college instructors

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Supplemental High School Preparation
English-Language Arts

• Expository Reading and Writing Course (ERWC) for
  students in grades 11 and/or 12
• Emphasizes in-depth study of expository,
  analytical, and argumentative writing
• Approved to fulfill the b English requirement
  of the UC and CSU a-g college entrance
  requirements
• Intended for broad usage (not as an honors or
  remedial course)
• Eligibility to enroll in the course is not
  dependent on the results of the EAP
• Approximately 400 high schools have adopted the
  ERWC

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Supplemental High School Preparation
English-Language Arts

• Calibrated Peer Review
• http//www.csuenglishsuccess.org/practice_ept_essa
  ys
• Online Practice EPT Essay Assignments
• Using an online tool known as Calibrated Peer
  Review (CPR), students respond to retired EPT
  essay prompts and engage in an online peer review
  process where they will learn to evaluate writing
  samples using the EPT scoring rubric.

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Expository Reading and Writing Course
ERWC

• Developed by CSU English faculty and high school
  teachers
• Aligned with ELA content standards for 11th and
  12th grades
• Structured around assignment template addressing
  reading and writing
• Engages students in a study of rhetoric and
  composition
• Enables students to read and write academic prose
  effectively and strategically

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Expository Reading and Writing Course
ERWC

• Increases students mastery of academic language
• Emphasizes in-depth study of expository,
  analytical, and argumentative writing
• Deepens students critical reading, writing, and
  thinking skills

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Modules
ERWC

• Semester One
• Fast Food Whos to Blame?
• Going for the Look
• Rhetoric of the Op-Ed Page Ethos, Pathos, and
  Logos
• The Value of Life
• Racial Profiling
• Juvenile Justice
• The Last Meow
• Into the Wild

• Semester Two
• Bring a Text You Like to Class
• Language, Gender, and Culture
• Left Hand of Darkness
• The Politics of Food
• Justice Childhood Love Lessons
• Bullying at School Research Project

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Key Principles
ERWC

• The integration of interactive reading and
  writing processes
• A rhetorical approach to texts that fosters
  critical thinking
• Materials and themes that engage student interest
  and provide a foundation for principled debate
  and argument
• Classroom activities designed to model and foster
  successful practices of fluent readers and
  writers
• Research-based methodologies with a consistent
  relationship between theory and practice
• Built-in flexibility to allow teachers to respond
  to varied students' needs and instructional
  contexts and
• Alignment with English-Language Arts Content
  Standards.

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ERWC
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ERWC
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How are High Schools Implementing the ERWC

• 12th grade adoptions for a full year
• 11th and 12th grade semester adoptions
• We are developing modules specifically for Middle
  School and 9th, 10th, and 11th grades to help
  schools with a college readiness curriculum and
  an intense 12th grade experience.

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Early Assessment Program Professional
Development
ERWC

• Historically offered to educators in
  English-language arts and mathematics
• Community college faculty regularly participate
  as leaders and participants (as space is
  available)

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Professional Development in English
ERWC

• Expository Reading and Writing Course (ERWC)
  Workshops 20 hours
• Provide teachers with skills necessary to teach
  ERWC
• Offered by County Offices of Education and CSU to
  high school English teachers
• Reading Institutes for Academic Preparation
  (RIAP) 80 hours
• Funding for Reading Institutes for Academic
  Preparation suspended in 2011-2012

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ERWC Online Community
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Online Registration for ERWC Workshops
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What Happens During ERWC Workshops

• CSU EAP Coordinator introduces EAP program.
• Participants experience two modules from Semester
  One Binder.
• Participants become familiar with the ERWC
  Template.
• An overview of the EPT scoring guide and how to
  score student papers and develop prompts is
  presented.

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What Happens in ERWC Workshops? (continued)

• Rhetorical analysis and argument introduced
• Participants receive Semester One Binder and
  Focus on English.
• Participants are encouraged to administer the CSU
  assessments, to teach ERWC modules of their
  choice, and to come prepared to share student
  work on Day Three.

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What Happens in ERWC Workshops? (continued)

• Participants share assessment results, classroom
  experiences, and student work.
• Scoring session using student work that
  participants provide.
• Participants receive Semester Two Binder. Reading
  Rhetorically, and They Say, I Say.
• Participants experience two modules from the
  Semester Two Binder.
• Participants present mini-lesson plans based on
  modules they have created themselves.

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Evaluation of Expository Reading and Writing
Course
ERWC

• Annual evaluation studies of ERWC and RIAP from
  2005 to 2010.
• Studies included analysis of curriculum
  implementation, professional development, student
  performance, and student, teacher and
  administrator attitudes.

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Qualitative evaluation methods included
ERWC

• Web surveys of teachers, administrators, and CSU
  faculty
• Observations and interviews of teachers
• Surveys, interviews, and focus groups of high
  school student
• Surveys of college students in first-year
  composition classrooms

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Quantitative student outcome variables included
ERWC

• Percent of CSU freshmen proficient in English,
  fall 2004-fall 2008
• Gain in percent proficient in English 2004-08
• California Standards Test (CST)-English language
  arts 11th grade scale scores 2004-08
• Gain in CST-ELA scale scores, 2004-08
• CSU English Placement Test (EPT) results from
  2002 to 2008
• Student participation rates and results from the
  EAP program from 2004, 2005, 2008, and 2010

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Findings
ERWC

• Summative findings provide encouraging results,
  e.g., authors reported that the ERWC schools
  significantly outperformed the state-level
  proficiency rate (7 percentage point gain vs. 4
  gain statewide) for incoming students.
  Large-scale experimental or quasi-experimental
  studies have not been conducted, however.

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Findings
ERWC

• Effect on Students
• Increased skills in reading comprehension,
  expository writing, and independent thinking
  according to teacher surveys
• Analyzed text material more thoroughly
• Reexamined ideas in text
• Read text with different/multiple purposes
• Evaluated and analyzed strength of writers
  arguments
• Read more, including more complex texts by choice
• Applied skills learned with expository texts with
  traditional English language arts texts

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Findings
ERWC

• Effect on Teachers
• Experienced strong success with curricular
  materials
• Found material academically rigorous and engaging
• Systemic changes in teaching
• Observed that . . .
• Depth, rigor, and intensity contributed to
  strong, positive outcomes for students
• College expectations increased
• Students experienced increased confidence as
  writers and readers
• Worked well for English language learners

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Implications
ERWC

• Studies illustrate strong support from
  educational professionals on the content richness
  of the ERWC and the associated engagement of
  students. Initial non-experimental studies and
  opportunistic matched-case designs suggest some
  promising indications of student gains associated
  with the intervention. A rigorous
  quasi-experimental design, or an experimental
  design, would be needed in order to make an
  inferential statement on the gains associated
  with the ERWC curriculum.

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Supplemental High School Preparation CSU
Success Web Sites http//www.csusuccess.org/sho
me
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Mathematics
Professional Development in Mathematics begins
with an online component that provides an
overview of EAP.
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Supplemental High School Preparation
Mathematics

• Strengthening Mathematics Instruction (SMI)
• Identify instructional strategies that will help
  students organize and solidify conceptual
  understanding
• Identify characteristics of cognitively complex
  problems
• Locate standards based cognitively complex
  problems within participants classroom texts
• Practice writing standards based cognitively
  complex problems
• Supervised e-learning course in mathematics
  (ALEKS) for students who were identified as
  conditionally ready
• Online test preparation in mathematics
• http//www.csumathsuccess.org/exam_prep

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Characteristics of the SMI Workshop
Mathematics

• 18-24 hours of professional development 8
  modules to allow for flexibility in scheduling
• Standards based and tied to the CSTs and CSU
  placement standards
• Includes content and activities for teachers of
  Algebra 1 Geometry, Algebra 2, Pre-Calculus
• Draws on problems and lessons from major
  textbooks
• Designed for teacher practice and implementation
  between workshop sessions based on lesson study
  model
• Reflective of the national mathematics standards
  under development
• At no cost to the school(s) involved (except for
  substitutes)

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Outcomes of the SMI Workshop
Mathematics

• Identify instructional strategies that will help
  students organize and solidify conceptual
  understanding
• Identify characteristics of cognitively complex
  problems
• Locate standards-based cognitively complex
  problems within participants classroom texts
• Modify standards-based textbook problems to
  increase the level of cognitive complexity
• Practice writing standards-based cognitively
  complex problems
• Experience the varying roles in the
  teacher/learner continuum
• Model a variety of student engagement strategies

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Purpose of SMI Workshops
Mathematics

• To enhance student mathematics proficiency and
  understanding by
• Highlighting and encouraging use of
  research-based best instructional strategies
• Developing a common emphasis on infusing SMI
  strategies across same-level courses (horizontal)
  and among sequential courses (vertical)
• Providing a forum to plan implementation of SMI
  strategies in order to achieve systemic growth in
  mathematics teaching and learning at the site
  and/or district level.

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Design of SMI Workshops
Mathematics

• Key features of SMI design
• Bring together an entire mathematic department
  and/or a critical mass of teachers within a
  district to plan the systemic implementation of
  the instructional strategies contained within the
  SMI modules.
• Provide time in between each module to enable
  teachers to work together to
• implement SMI strategies into their classroom
  instruction
• discuss and evaluate the efficacy of those
  efforts
• Provide regular, on-site mini-workshops over an
  extended period to support on-going and
  sustainable changes in teacher behaviors and
  expectations.

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Format of the SMI Workshop Series
Mathematics

• The SMI Workshop Series consists of 8 modules and
  an online tutorial
• The online tutorial must be completed prior to
  the first workshop meeting
• Welcome, Setting the Stage, Deconstructing, and
  Integrating modules must be done first and in the
  specified order.
• Order of the remaining modules may be adjusted in
  consultation with the participants/site/district.
• A workshop series may cover fewer modules
  according to the special circumstances of the
  site and/or district.

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The 8 Modules
Mathematics

• Setting the Stage
• Deconstructing
• Integrating
• Multiple Representations

• Extending Procedures
• Flexibility
• Strategic Thinking
• Roadblocks

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Cognitively Complex Problems
These types of problems require students to

• Extend previously encountered tasks
• Integrate several topics and/or concepts
• Recognize and use underlying mathematical
  structures
• Use multiple representations
• Consider multiple approaches to the problem
• Identify patterns
• Be flexible and strategic in their mathematical
  thinking

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Example 3 The Real Numbers
Arrange the numbers in increasing order from
smallest to largest
If 0 lt x lt 1, arrange the terms in increasing
numerical order from smallest to largest
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Locating Cognitively Complex Problems
Activity

• Choose a section or chapter in your textbook that
  you will be teaching in the next few weeks.
• Use post-it notes to indicate any problems that
  are cognitively complex.
• At your table, discuss the following questions
• Where did you find these problems?
• Compare the number of complex problems to the
  number of standard problems in your textbook.
• How often do you assign these problems for
  homework?
• How often do you include these problems in your
  section/chapter assessments?

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What teachers said about a pilot workshop

• It gave me a starting point to improve
  instruction
• Working with my fellow teachers and having time
  to explore complexity was most valuable
• Learning about cognitive layering in problems is
  very important
• I learned to ask more open-ended questions and
  use what if to explore mathematics without fear
• This showed me strategies to make students think
  mathematically

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Region Map Click on a county in the map or
select from the menu below to view contact
information and link to the county office of
education website.
Professional Development Partners
11 Regions of the California County
Superintendents Educational Services Association
(CCSESA)
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Resources

• Expository Reading and Writing Course Web Site
• www.calstate.edu/eap/englishcourse
• English Success
• http//www.csuenglishsuccess.org/eshome
• Mathematics Professional Development Web Site
• http//pd.csusuccess.org
• Math Success
• http//www.csumathsuccess.org/mshome?time527205

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www.calstate.edu
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