1

EAP Coordinators’ Meeting

Cal Poly PomonaAugust 8, 2018

2

• Questions for Today• Priorities for 2018-19• List of Adopting Schools• Grant & ERWC 3.0 Updates• Letter to Principals • Examining Your Course Enrollment Data (on your own)

Today’s Topics

3

What questions do you have today?

4

If the CSU has eliminated remediation, why should we still teach ERWC?

Reasons to Teach

ERWC!

Categories I & II

ERWC

ERWC

ERWC

ERWC

Categories III & IV

Campuses offering Directed Self-Placement

(DSP) may permit students to opt for

different coursework.

Students benefit from keeping an ERWC

portfolio

7

• Provide outreach• Build relationships & bridges• Offer up-to-date information • Encourage, recruit, & help problem solve• Gather information• Focus on certifying teachers who are teaching ERWC• Prepare schools for upcoming changes

• Present college readiness at ERWC workshops• Help coordinate ERWC workshops

Promoting ERWC with Your High Schools

8

School Lists• Review your most current report of schools that list ERWC in the

A-G Course Management Portal & the status of their CSU course adoption application.

• Make notes for any school for which data may be inaccurate.

• What do you plan to do to try to increase the number of applications on file? The number of schools adopting the course? The correct course name and transcript abbreviation?

9

Investing in Innovation (i3) Validation Grant LEA is Fresno County Superintendent of SchoolsCA [43 schools] & WA [6 schools] 10 summer institutes, most were 5 days each

National Professional Development GrantSacramento State [7 schools] & Fresno State [5 schools] 2 summer institutes, 4 days each

Grant Activities

13

ERWC 3.0Key

Concepts

Key Principles Theoretical Foundations Assignment Template

1. The integration of interactive reading and writing processes

2. A rhetorical, inquiry-based ap-proach that fosters critical think-ing and engagement through a relentless focus on the text

3. Materials and themes that engage student interest

X. A student-centered approach that emphasizes student agency & metacognition

4. Classroom activities designed to model and foster successful prac-tices of fluent readers and writers

5. Research-based methodologies with a consistent relationship between theory and practice

6. Built-in flexibility to allow teach-ers to support students’ develop-ment as expert learners & respond to instructional contexts

7. Alignment with State Standards for English Language Arts/ Literacy & English Language Development

The ERWC “Arc”

Questioning Responding

Understanding Writing

Preparing Revising Professional Text Student Text

Broadening Notions of “Reading” and “Literacy”: Facilitating College-Readiness through a Rhetorical, Inquiry-based Approach

Reading and Writing as Social Practices

Integrating Reading and Writing Enhancing Reading Comprehension

and Literacy through Inquiry-based Discussions

Enacting Rhetorical Literacies: Dialogue among Students, Teachers, and Texts

The Roles of Engagement and Motivation in the ERWC’s Rhetorical Approach

Developing a Literate Identity: Bridging In-School and Out-of-School Literacies

Building on Students’ Strengths to Support the Development of Academic Literacy

Topics to Be Added/Amplified • Equity • Universal Design for Learning • Student Agency • Independent Reading • Teaching for Transfer - Conditions for transfer - Detect, elect, connect - Looking backward - Looking forward

Setting Teaching Goals for this Module

Setting Learning Goals for the Module

READING RHETORICALLY

Preparing to Read • Getting Ready to Read • Exploring Key Concepts • Surveying the Text • Making Predictions and Asking

Questions • Understanding Key Vocabulary • Creating Personal Learning Goals

Reading Purposefully • Reading for Understanding • Annotating and Questioning the

Text • Negotiating Meaning • Examining the Structure of the

Text • Considering the Rhetorical

Situation • Analyzing Rhetorical Grammar • Analyzing Stylistic Choices

Questioning the Text • Summarizing and Responding • Thinking Critically • Synthesizing Multiple Perspectives • Reflecting on Your Reading

Process

PREPARING TO RESPOND

Discovering What You Think • Considering Your Task and Your

Rhetorical Situation • Gathering Relevant Ideas and

Materials • Developing a Position

WRITING RHETORICALLY

Composing a Draft • Making Choices about Learning

Goals • Making Choices as You Write • Negotiating Voices

Revising Rhetorically • Analyzing Your Draft Rhetorically • Gathering and Responding to

Feedback

Editing • Editing Your Draft • Preparing Your Draft for

Publication • Reflecting on Your Writing

Process

Reflecting on Your Learning Goals

Reflecting on Your Teaching Process

Revisions in red

14

ERWC 3.0Key

Concepts

Universal Design for Learning ERWC with Integrated and Designated ELD Instruction

Success Criteria/Introduction Essential Pedagogies

Curriculum and pedagogy designed to address the broad range of learners in a classroom; UDL advocates for a strong link between the expert learner and a flexible, accessible, and challenging curriculum.

General Classroom Supports • Provide multisensory options • Offer choices via self-assessment and planning • Include collaborative learning • Provide scaffolds and supports • Use technology

Reading • Prepare students for a reading • Teach students to assess their abilities with a reading • Consider choices for readings • Provide supplements to a reading

Writing / Representation of Learning • Prepare students for writing • Give students choices for writing/representations of

learning • Create materials for more support and more challenge

Processes • Find opportunities to help students to plan and set goals

for their reading and writing processes • Help students cultivate persistence through difficult

tasks • Teach students to use feedback to improve

Assessment • Teach students how to assess their own writing • Teach students how to assess others' writing

Inquiry-based and Student-centered: Activities are designed to allow students to explore social issues, rhetorical practices, and language of complex texts and to generate their own ideas through interaction, collaboration, and equitable discussion; explicit guidance for teachers is provided.

Text-based Goals and Tasks: All activities are grounded in a central text, connect clearly to module goals, and build towards the final assignment.

Purposeful Language Learning: Language learning and language analysis activities support meaning making and rhetorical analysis and are linked to students’ own writing during Composing a Draft, Revising Rhetorically, and Editing. Opportunities occur throughout the module to develop advanced academic language at multiple levels (word, clause, sentence, paragraph, whole text) by connecting language in texts to language in students’ writing.

ELA and ELD Standards-based: Both integrated and designated ELD are aligned to ELA and ELD standards; both Part I and Part II of ELD standards are addressed.

Formative Assessment: Opportunities and practices are built into all learning activities, are connected to module learning goals, and promote useful feedback, self-reflection, and autonomy.

Before Teaching

Planning Based on Backward Mapping

Planning Based on the Profiles of EL Students

Planning Based on Formative and Summative Assessment

Planning Based on Text Complexity Analysis

Setting Teaching Goals

During Teaching

A Culturally and Linguistically Responsive and Sustaining Classroom

Collaborative Learning

Listening and Speaking

Equitable Discussion and Grouping

Scaffolding and the Gradual Release of Responsibility

Academic Vocabulary

Rhetorical Grammar, Text Structure, and Cohesion

Writing to Learn

Independent Reading

15

ERWC 3.0Modules

Module TypeModule

Sub-TypeGrade 11

Module Sub-Type

Grade 12

Becoming Assessment Savvy Final Reflection on Learning: The ERWC 12 Portfolio

Classical Pattern of Persuasion, The Introducing ERWC 12: Reflecting on Learning & Using Portfolios

Email, Text, or Call? Learning to Write through Genre Awareness

Kairos & the Rhetorical Situation

Final Reflection on Learning: The ERWC 11 Portfolio Pathos as Inquiry: Knowing Your Audience

Introducing ERWC 11: Reflecting on Learning & Using Portfolios

Power of Curiosity: Using Inquiry Questions to Improve Writing, The

Introducing the Rhetorical Situation Reviewing the Rhetorical SituationLearning for Fun & Future Stasis Theory: Finding Common Ground and Asking

Pertinent QuestionsThree Ways to PersuadeToulmin Model of Argumentation, TheBoy Who Harnessed the Wind, The 1984

I/D ELD Distance Between Us, The Brave New WorldGreat Gatsby, The CTE Curious Incident of the Dog in the Night-Time, The

Into the Wild (still in development)I/D ELD Cambodia Remembers (Never Fall Down)

Crucible, The HamletZoot Suit Othello

I/D ELD Chance Me Bored & BrilliantI/D ELD Changing Minds: Thinking About Immigration Brace for Impact

Civil Disobedience Daily Me, TheDanger (& Power) of a Single Story, The I/D ELD Detecting & Limiting the Spread of Fake NewsGeneration to Generation From Hip-Hop to Mash UpWorking Class Hero: Hawkeye Island CivilizationHeadache Becomes a Death Sentence, A I/D ELD Juvenile Justice

I/D ELD Human Impact on Climate Language, Gender, & Culture

What's the Problem? Defining Exigence

Things They Carried, The

Drama

Book

Concept Mini

Issue

16

ERWC 3.0Modules

Nonconformity: Yay or Nay? CTE Narrative MedicinePoetry Among Us (still in development) New Space Race, The: Traveling to MarsRacin’ America I/D ELD On Leaving | On Staying BehindReally Big One, The Racial ProfilingRhetoric of the Op-Ed Page, The Ready to LaunchShort Stories (still in development) CTE Value of Life, The (still in development)Teenage Sleepers What’s NextWhat’s Next Who Is Diversity For?Daily Challenge – Mental Health Community Activism

I/D ELD Politics of FoodI/D ELD Waste More, Want More

Big Breakup, The: Declaration of IndependenceMarch and Civil RightsSegregation, Integration, JusticeSpeech in America

Grade 11 = 9 Concept Mini-Modules; 28 Full Modules

Module TypeModule

Sub-TypeGrade 9

Module Sub-Type

Grade 10

Conscious Hip Hop Age of ResponsibilityGood Food/Bad Food Citizen YouthRemembering Injustice Things Fall Apart (Book Module)Free Speech (still in development) We Should All Be Feminists

Grade 9 = 4 Full Modules Grade 10 = 4 Full Modules

8/6/2018

I/D ELDI/D ELDIssue

Grade 12 = 8 Concept Mini-Modules; 26 Full Modules

Research

Foundational Documents

Service and Sacrifice

Issue (cont.)

17

Possible Issues• Transitioning to the third edition

• Refresher sessions

• Change in production of student readers

Letter to Principals• Read the letter.

• If you were a school principal or district administrator, what questions would you have?

• How would you answer them?

• What changes, if any, should be made to the letter?

18

Examining Your Course Enrollment Data (on your own)

19

20

CALPADS ReportingLook up a school in the A-G Course List:https://hs-articulation.ucop.edu/agcourselist#/list/search/institutionDoes the school offer ERWC? What is the course title? Is it accurate?

Look up the school’s enrollment data in DataQuest:https://dq.cde.ca.gov/dataquest/dataquest.aspDoes the school report enrollment for ERWC under course code 2118? If not, what course codes does it report?

21

Search for a school in the A-G Course List

22

Review courses offered by a school

23

Determine if a school offers ERWC. What is the course title? What is the transcript abbreviation?

24

Look Up School Enrollment Using DataQuest

25

Look Up School Enrollment Using DataQuest

26

Bella Vista High School

27

Bella Vista High School Report

28

Bella Vista High School Report – Is course code 2118 reported? Does it look accurate?

29

James Garfield High School Report – What do you notice?

30

Rio Americano High School Report – What do you notice?

31

Look Up School Enrollment Using DataQuestDataQuest http://dq.cde.ca.gov/dataquest/1. Level = School; 2. Subject = Other > Subject Area Courses; 3. Click “Submit.”1. Time Frame = 2016-17 (most recent data); 2. Type portion of school name; SubmitSelect the school from the drop down menu; Choose Enrollment in Courses Taught by Subject; Submit.Select All under Teaching Assignments by Subject Area; Submit.

• Navigate to English Language Arts & check to see if Expository Reading & Writing Course is listed with code 2118. The number of courses = number of sections. Is this consistent with what the school says it is teaching?

32

CALPADS Reporting

• How will you address the issue of the schools that have not reported course enrollments correctly?

33