California Acceleration Project @ Irvine Valley College

7/30/2019 California Acceleration Project @ Irvine Valley College

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S U M M E R S E R P A S , I R V I N E V A L L E Y C O L L E G ES S E R P A S @ I V C . E D U

THE CALIFORNIA

ACCELERATION PROJECT


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WHAT PROBLEM DOES

ACCELERATION ADDRESS?


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RETENTION IN THE TRADITIONAL

SEQUENCE AT IVC

49%

60%

0%

10%

20%

30%

40%

50%

60%

70%

Two levels below One level below

Percent of students making it through English sequence by

starting level (Fall 2009 - Spring 2012)


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WHAT PROBLEM DOES

ACCELERATION ADDRESS?

According to the California AccelerationProject (CAP) website, Large researchstudies inside and outside California have

established that the more levels ofdevelopmental courses a student musttake, the less likely the student is to evercomplete college courses in English and

math. In other words, the problem lies in the

structure, not in the student.


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WHAT IS ACCELERATION?

Accelerated classes reduce the numberof exit points at which students can slip

out of the system and fail to completecollege-level courses.

Not only do more students make it to

college-level English in the acceleratedmodel, but they are also more successfulin that class.


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College-LevelEnglish Pass Ratefor Accelerated

Students

College-Level PassRate for Non-Accelerated

Students

Fall 2000 Cohort 80% 76%




Director of the California Acceleration Project Katie Hernsstudy at Chabot College found that students who takeaccelerated courses pass college-level English at higher ratesthan students who took the non-accelerated path.


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ACCELERATION AT IVC

Traditional

Sequence

Reading 370:

3 units plus a .5 unit lab

Writing 301:


Writing 201:


Writing 1:

College-Level Writing

Accelerated

Sequence

Reading 370:

3 unit class plus a .5lab OR test into WR 301

EXP 389:

A 5 unit, one-semester

course plus a .5 unit lab

Writing 1:

College Level Writing


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WHAT IS THE CALIFORNIA

ACCELERATION PROJECT?

The California Acceleration Project is anextended professional development programthat supports faculty piloting new accelerated

courses in math and English.

As participants in the project, faculty from 29colleges attend 3 in-person intensive

workshops and receive ongoing coachingfrom Katie Hern in English and Myra Snell inmath.


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WHAT IS THE CALIFORNIA

ACCELERATION PROJECT?

At these workshops, we work as a whole groupto discuss ways to help students in anaccelerated classroom in general and in

discipline groups to discuss discipline-specificstrategies.

There are currently 29 colleges participating in

the project, including 6 who are offeringaccelerated pilots in both English and math.

Website: cap.3csn.org


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THREE PRINCIPLES OF ACCELERATION

Backwards Design Students should be doing college-level work

with support from their instructors at alllevels, including pre-college levels.

Just-in-Time Remediation Instructors should provide help for students

when the need arises as they work throughcollege-level reading and writingassignments.

Support Students Affective Needs Instructors should help students through

emotional or psychological barriers thatblock learning and have nothing to do with

their cognitive ability.


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BACKWARDS DESIGN


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Writing 301Serpas

Spring 2012

WA 3: Friends, Good Friends, and Very Good Friends

Final Draft Due Date: Thursday, April 5th

Context

In her essay Friends, Good Friends, and Very Good Friends , Judith Viorst categorizes the various types of friends

she has. She writes, [T]he friendships I have and the friendships I see are conducted at many levels of intensity,serve many different functions, meet different needs and range from those as all-the-way friendship of the soul

sisters [] to the most nonchalant and casual playmates (150).

Assignment

For this assignment you will write three paragraphs. The first paragraph will be a summary of Viorsts essay. Thisparagraph will serve as an introduction and should end with a thesis statement in which you mention the two types

of friends you plan to discuss in your two subsequent paragraphs. The next two paragraphs should each describe

one type of friend and provide an example from your experience. You must choose one of Viorsts categories andcreate one of your own.

Developing your paragraph In your first (introductory) paragraph, you will be summarizing Viorsts essay. This means you shouldbegin with a TAG statement that introduces Viorsts thesis and move to a discussion of her main points anda few key supporting examples. You should mostly use your own words, but you can use brief quotations

if you would like. Be sure to cite quotations properly with a page number citation. Your introductory paragraph should end with a thesis statement in which you introduce the two types offriends you plan to discuss in the following two paragraphs. You should connect your thesis statement to

your summary with a transition. In your two subsequent paragraphs, you should begin with a topic sentence that names the type of friendyou will discuss in that paragraph. You should develop your paragraph by beginning with an explanation of the friendship type you plan todiscuss in that paragraph. In your paragraph in which you use one of Viorstss friendship types, you should

summarize her explanation of that type of friend. In your paragraph in which you introduce a type of friendthat you made up, you should explain that type of friendship in your own words. You should then move

into a fully-developed example or examples from your own life of one or more friends who fit into that

category. Be sure to explain why the friend fits in the category as you explained it. For the closing of these paragraphs, you should evaluate why that type of friend is important in your life.Be sure to incorporate the word because into this portion of your analysis. For example, My special-interest friend is important because


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EXP 389Fall 2012

Essay 5

For this assignment, you will argue whether Angie Bachmann, whose story is described in Chapter 9 The

Neurology of Free Will: Are We Responsible for Our Habits? inThe Power of Habit

, should be held accountablefor her gambling debts based on what you know about addictions from Rat Park: The Radical AddictionExperiment by Lauren Slater and habits from The Power of Habit by Charles Duhigg.

You should write your essay for people who are NOT in this class and are not familiar with Duhiggs book orSlaters text. This means youll need to spend some time summarizing key ideas, defining any terms that mightbe unfamiliar, and choosing short quotations from the original reading to help your reader get a sense of whatthe author is talking about. This includes

The traditional views on addiction (as represented by the opinion of former assistant drug czar Herb Kleberand the studies done by Olds and Milner) as described in Slaters text

Bruce Alexanders two main findings in his Rat Park studies, including his study called The Seduction andhis study on the role of withdrawal on already-addicted rats, as described in Slaters text

Angie Bachmanns story as described in Chapter 9 of The Power of Habit Any information you know about habit formation and habit change based on your readings from The

Power of Habit (feel free to go back to earlier chapters if you think that will help you make your argument)

A few things to remember:

Id like you to include details, examples, and quotations from the reading to help you develop yourargument.

Talk about complexitiesfor example, you might think the casinos encouraged Bachmanns habits, but inthe end, you might believe she is ultimately responsible.

Use your critical voice to explain WHYyou think Bachmann is or is not responsible for her debts.


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JUST-IN-TIME REMEDIATION


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SUPPORT AFFECTIVE NEEDS


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SUPPORT AFFECTIVE NEEDS

Create a comfortable classroom where its okay tostruggle, ask for help, and even fail.

Assign readings that address affective needs.

Work one-on-one with students. Create an opportunity for group work.

Allow for a fess up.

Rethink grading strategies.

Reach out to students who miss class, dontcomplete assignments, or who seem to bestruggling.

Express worry to students on your worry list.

California Acceleration Project @ Irvine Valley College

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