Early Pilot Experiences with NROC English

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•  Please use the “questions” area to submit questions as they arise

•  This webinar will be archived at http://NROCnetwork.org.

Today’s Featured Presenters:

Emily  Andersen  Mountain  Heights  Academy  

Utah  

Beth  Picke3  NROC  Editorial    Project  Manager  

Carrie  Kirk  Jacksonville  State  University  

Alabama  

Project Goal: Increase the number of students prepared with required English skills for college or career.

Audience: • College-bound adults, ages 16-80 (average 28)

• High School students needing remediation

• Adult Basic Education students

Funding: The Bill & Melinda Gates Foundation

Sustained by: NROC members

Approach: • Integrated Reading and Writing

• Authentic Texts

• Paragraph Level Writing and beyond

• A range of rich-media instructional approaches that will prepare students for college-level reading, writing, grammar, and study skills in an engaging and efficient environment.

Objectives: • Accelerate the path through

remediation

• Leverage the power of digital media

• Offer multiple modes of instruction

• Support multiple curricular standards

• Allow for flexible course configuration

NROC DEVELOPMENTAL ENGLISH: AN INTEGRATED PROGRAM

Two Ways to Access NROC English

Fully functioning course in your

LMS

Select elements at

HippoCampus

Developmental English Preview & Pilot Sites—Spring/Summer 2015

How Summer Pilots Used NROC English •  Credit Recovery for fully online high school students •  College Success class •  For-credit 1:1 Dev. English course (traditional classroom) •  For-credit, self-paced Dev. English writing course for ABE,

HS, and college students (fully online) •  Not-for-credit Dev. English course for ESL and ABE students •  Extra Credit option for college students in Dev. English •  Independent study and review for adults returning to college,

ELL students, and under-prepared HS grads •  ACT Prep for Trio/Upward Bound HS students •  GED, HSE, and Compass Writing Skills Prep (ABE) •  COMPASS Placement prep class •  COMPASS Placement Boot Camp

Developmental English Pilot Summer 2015 Emily Andersen eandersen@mountainheightsacademy.org

OVERVIEW

Credit recovery for English Language Arts, grades 9-12

Heavily used modules 1-7 and moderately used modules 8-10.

Students worked independently in a completely online setting with teacher support offered on an as-needed basis.

Credit recovery session spanned 9 weeks in July 2015.

50+students signed up to recover 80 sections of .25 ELA credit.

GOALS

1. Add depth and relevance to our English Language Arts credit recovery program.

2. Provide students skills that they can use post high school at a community college, in a certificate program, or as a skilled employee.

3. Provide students with meaningful credit recovery that is scaffolded and still rigorous.

4. Focus on reading and writing skills that would benefit student post high school.

IMPLEMENTATION & CLASS FORMAT

Some students were invited to participate based on their ELA credit recovery needs; some students signed up to participate on their own in order to solve credit deficiency.

Students had a teacher to use as a resource but primarily worked independently through assigned modules and foundational lessons.

Students were issued a pass/fail grade and had to meet a 70% proficiency on module assessments.

Student who met with teacher at least once were more successful.

OUTCOMES

50+ students signed up to recover over 80 sections of .25 English Language Arts credit. On average, students were assigned 2 modules to earn .25 of credit.

42 of 80 sections of .25 ELA credit were passed and earned credit recovery credit. This was a 53% passing rate.

6 of the 42 (14%) sections of credit that were passed were seniors who needed this credit to graduate.

17 of 42 (40%) passed sections were 11th grade students entering 12th grade.

FEEDBACK

I have to admit I am really unhappy about having to do school in the summer but at least this class is really good!--Frost, 9th grade

Our strugglers need to know how to write a paragraph and read a piece of informational text to be successful post high school, and I feel like Dev English really supports this goal. --Emily Andersen

These modules forced me to slow down while I read and wrote stuff.--Emma, 11th grade

LESSONS LEARNED

Go through all modules as a student. You will know where students get stuck and how to quickly help them.

IEP/504 students need more handholding to understand initial navigation.

Use and require use of Foundational Lessons.

Don’t allow summer school students to take more than .50 of ELA credit recovery.

Manage expectations of time upfront. Example: most students take between 3-5 hours to complete a module. (These are at-risk and struggling students!)

Grade watching the initial video on how to navigate and anything else that you can think of.

Be aware that you may need to scaffold topics (traditions in Module 2) so that all students can access.

WHAT’S NEXT...

For the 2015-2016 school year, Mountain Heights will be adding 3 NROC Dev English modules to English 12 Basic (Tier 1 and 2 intervention class) and English 11 Basic (Tier 1 and 2 intervention class).

We will continue to use Dev English modules as the backbone of our ELA credit recovery program and increase the directed and assigned use of the Fundamental lessons.

QUESTIONS FOR EMILY?

NROC Webinar

September 24, 2015

REDESIGNING DEVELOPMENTAL STUDIES AT JSU BASIC ALGEBRA, READING, AND WRITING

SUPPLEMENTAL USE OF NROC ENGLISH IN SUMMER 2015 INTEGRATED “ACADEMIC SUCCESS” COURSE

Carrie Kirk, M.S., BCBA Jacksonville State University, AL

Thank You Learning Services

Applied Behavior Analysis - Direct Instruction - Precision Teaching

JACKSONVILLE STATE UNIVERSITY, AL

SKINNER AND PT QUANTIFICATION GRAPHICS

Context - learning in proportion to previous responding

Standard in the ‘meaning of the slope’ (Lindsley 257)

Celeration less than X 2

The SCC is a: “Semilogarithmic graphic transforms learning curves into projectable straight-line trends (Koenig, 1972; Tukey, 1977).

Freshman College Students

Conditionally Admitted based upon: - GPA - Composite Score of ACT / SAT

STUDENT POPULATION

Assessments Individualize Learning Path   Nelson Denny   Diagnostic: The Reading Edge   NROC Placement

INDIVIDUALIZED LEARNING

Comparison between NROC Assessment and Diagnostic

INDIVIDUALIZED LEARNING

Hybrid Supplemental NROC English

Classroom and computer lab

IMPLEMENTATION DETAILS

COURSE GOALS

Calculate and increase reading rate and comprehension

Apply SQ3R method

Identify and use Latin and Greek word parts

Use collegiate vocabulary

COURSE GOALS

ADAPTATIONS TO COURSE

Foundation Material Adapted Format PowerPoint

Fade Toward Full Text

Foundations

ADAPTATIONS TO COURSE

Foundation Material

Accompanying Guided Notes

Accompanying Practice Exercises

Multiple cited sources: The Confident Student by Carol C. Kanar, NROC Developmental English, ereadingworksheets.com, SRA Read to Achieve, Mastering Reading Through Reasoning and Keys to Quick Writing Skills by Dr. Arthur Whimbey

Duration to Complete Too long to finish

Work Repetition Repetition answer similar responses

Enjoy Tips button in writing center

STUDENT REACTION

Multimedia Content Excellent Close caption available Audio option per reading selection

Utility Lay out is superb

Partnership support exceptional

FACULTY REACTION

Organize and state relation between   Course Content   NROC Content Embed book passages

LESSONS LEARNED

Assign Points: Developed resource content My journal notes

Final content combined average: Second draft Final draft

LESSONS LEARNED

Currently: 44 Students in 14-Week Semester (10 Units)

Future: Train additional instructors implement NROC content and collaborate with others to edit the developed resource supports.

Offer NROC English to all incoming freshmen students before or during their first semester at JSU

WHAT’S NEXT

REFERENCES

Beck, R., & Clement, R. (1991). The Great Falls Precision Teaching Project: A historical examination. Journal of Precision Teaching, 8(2), 8-12.[a.k.a.“Sacajawea Project”] Binder, C. (1988). Precision teaching: Measuring and attaining exemplary academic achievement. Youth Policy Journal, 10(7), 12-15. Engelmann, S., Haddox, P., Bruner, E. (1986). The Proven SRA DISTAR Reading Program Adapted for Parent and Child Teach Your Child To Read In 100 Easy Lessons, New York, Science Research Associates Inc.

REFERENCES

Johnson, B.E. (2001). Diagnostic Tests: The Reading Edge Thirteen Ways to Build Reading Comprehension. Boston, MA: Houghton Mifflin Company. Kanar, C.C. (2013). The Confident Student Custom Edition for Jacksonville State University 8th Ed. Mason, Ohio: Cengage Learning. Kubina, R.M., & Morrison, R.S. (2000). Fluency in education. Behavior and Social Issues, 10, 83-99. Kubina, R.M., & Yurich, K.L. (2012) The Precision Teaching Book. Lemont, PA: Greatness Achieved Publishing Company.

REFERENCES Lindsley, O.R. (1991). Precision Teaching’s Unique Legacy from B.F. Skinner. Journal of Behavioral Education, 1(2), 253 - 266. Pennypacker, H.S., Koenig, C.H., & Lindsley, O.R. (1972). Handbook of the Standard Behavior Chart. Kansas City, KS: Precision Media. Whimbey, A. (1995). Mastering Reading Through Reasoning. Raleigh, NC: Innovative Learning Group, a Division of Innovative Sciences, Inc. Whimbey, A., Williams, E., Linden, M.J. Keys to Quick Writing Skills: Sentence Combining and Text Reconstruction. EBSCO Curriculum Materials.

QUESTIONS FOR CARRIE?

NROCenglish.org

Access: •  Fact sheet about the curriculum •  Course Overview video •  Unit 1 Preview •  Full program preview (with registration)

Unit 1 Preview: •  Detailed Scope & Sequence •  Orientation Video (student facing) •  Instructor Guide – Course Overview •  Unit 1: Intro to College Reading and Writing

•  Review student experience of My Journal, Active Reader, and Writing Center (work will not be saved)

Teachers may now explore the full course

Members ready to take the next step? 1.  Teachers who want to use English in January 2016

–  Complete the contact form at NROCenglish.org to request installation help – (ideally, sharing the name of your LMS administrator)

2.  Access the following training resources to prepare: –  Read the “Instructor Guide – Course Overview”

–  Go through several units (as a student) and read the associated unit Instructor Guide

–  Review FAQs at our Help Center

–  Join the English group at the NROC Community: members.nrocnetwork.org/community/groups/nroc-­‐

english/    

www.NROCnetwork.org  

Visit NROC member services site for more:

Special thanks to our presenters!

Carrie Kirk from Jacksonville State University ckirk@jsu.edu

Emily Andersen from Mountain Heights Academy eandersen@mountainheightsacademy.org

ConBnue  the  conversaBon  and  access  the  archived  webinar  at  NROCnetwork.org.    

Mark your calendars for our next webinar on Math Readiness for Career Pathways on October 22 at 2pm ET.