Read it or Weep!

Making Reading Essential

Purpose: 

• Target Groups: 

– high school students; – teachers from partner high schools; and – WKU faculty who teach “text-heavy” general education

courses.  • The hypothetical stance is that student success hinges on all three

target groups being better prepared to address the lag in reading comprehension, vocabulary, fluency and critical thinking skills that indicates students are underprepared to be successful with text at the university level. The purpose is to ensure cohesive connections among students, high school teachers, and WKU faculty who teach freshmen level courses. 

Processes of Professional Development

A successful plan requires the understanding of 3 things:

A Model of Change

Five Factors in the Acceptance of ChangeLinks between Change and Teacher Characteristics and Beliefs

MODEL OF CHANGE

3 stages of change:

Confronting a new idea

Resisting but examining the idea

Negotiating and adapting the idea to your belief system

Five Factors in the Acceptance of Change

1. New Idea Has A Distinct Advantage

2. Change Is Compatible With The Teacher’s Beliefs

3. New Idea IS NOT Too Complex or Exhaustive Intellectually

4. Teacher Can Try It Or Observe It and THEN Make Judgment

5. Teacher Has Opportunity to COMMIT, MODIFY, OR REJECT

• CPE shall participate with KDE, KBE, and the postsecondary institutions, to assure that the academic content requirements for successful entry into postsecondary education programs are aligned with high school content standards and that students who master the high school academic content standards shall not need remedial courses. (Section 13(35)(a))

Senate Bill 1 (2014)

• Within 30 days from the effective date of the act, each postsecondary institution shall plan and implement a process to develop core academic content standards for reading and mathematics for introductory courses. This process shall include secondary educators to ensure vertical alignment between high school courses and introductory college courses. CPE, KDE, and the postsecondary institutions are to work collaboratively on this process. (Section 15(1)-(3)-FCCR)

Senate Bill 1 (2014)

• All core academic standards for mathematics and reading shall be completed by December 15, 2009. (Section 15(4)-FCCR)

•  

• CPE, KDE, and KBE are directed to develop a unified strategy to reduce college remediation rates by at least 50% by 2014 from what they are in 2010 and increase the college completion rates of students enrolled in one or more remedial classes by 3% annually from 2009 to 2014. A written plan shall be prepared no later than May 15, 2010 and submitted to the Interim Joint Committee on Education and the Interim Joint Committee on Appropriations and Revenue. (Section 19(1)-(3))

Senate Bill 1 (2014)

LTCY 199 Reading Power

June 19 – June 16 – July 10 – July 17 – 9:00 – 4:00 Tate Page Hall

WKU Professional Development Academies• Pilot School: Warren East High School • 1 year – Courses in Disciplinary Literacy

Preparing 4 the Final 4: Getting Your Head in the Game

July 15 – July 17, 2009 History – Dr. Robert Dietle Sociology – Dr. Amy Krull Political Science – Dr. Saundra Ardrey Psychology – Dr. Andrew Mienaltauski

Purpose of Study

• Discern perceived strengths and weaknesses in reading comprehension and study skills between high school teachers and Western Kentucky University faculty who teach freshman level courses

Research Questions:

• What reading skills are important for success in college?

• What skills or strategies do exiting high school students lack that would be beneficial to college success?

• What can/should be done at the high school level that can prepare students better for the rigors of reading and comprehending college textbooks and related print?

Take a moment to reflect on your experience with text in your courses. level.

Put words to your MAIN concern. What are the barriers that keep you from getting your needs as an instructor met?

Participants

• high school teachers from the Warren County school district and Western Kentucky University (WKU) faculty who teach freshman– Greenwood High, Warren East High, and Warren Central High.

– 79 participating teachers in: mathematics, science, economics, business, English/language arts, special education, social studies, music, English as a second language, computer programming, French, family and consumer sciences, Spanish, P.E, health, band, agriculture, career and technical education, arts and humanities, and driver’s education.

– 66 participating university faculty ranged from academic disciplines such as: geography, science, theatre, modern languages, introduction to nursing, communication, writing, geology, history, design theory, nutrition, developmental reading, analysis and comprehension, physics, astronomy, social work, biology, sociology, English, linguistics, chemistry, agriculture, meteorology, French, western civilization, music appreciation, psychology, community health, public health, mechanical engineering, information literacy, business, mathematics, interior design, and art.

Note to Pam: Follow the Reader!

Almost All

Initiatives to promote College Readiness

• Pilot of testing – Nelson Denny – High School Juniors • Warren County and Bowling Green Independent

• Summer Intervention: “Preparing 4 the Final 4: Getting Your Head in the Game”

• Testing of GRREC high school freshmen – fall 2009

• Professional Developing Academies

Nelson Denny – High School Juniors Warren County and Bowling Green Independent

Total: 732 *

* Warren County only

All scores reported in aggregate.

Comprehension

•Above grade level: 51.62 %

•Below grade level: 48.38 %

•Elem/Middle: 25 %

Vocabulary •Above grade level: 43.95 %

•Below grade level: 56.05

•Elem/Middle: 24.13 %

The Reality: TEXTBOOKS

1st semester – Freshman 12 credit hours

• 262.4 pages per week assigned to read• 22 tests/semester• 20 quizzes/semester• 13 papers/semester• 2 oral reports

TRANSITIONAL PAGEWhat do you want me to be able to do with my “understanding?”

How explicitly have you communicated yourexpectations to students?

Getting the MOST from Textbooks (print)

• Students need to know MORE than how to STUDY

They need to know

HOW TO LEARN

Reading Comprehension

TRUTH

•Most students are drowning in INFORMATION and starved for MEANING.

• IMS – http://www.wku.edu/~pamela.petty/IMS.doc

• Inquiry Chart: http://www.wku.edu/~pamela.petty/Ichart.doc