Clovis Community
College Partnership
Clovis West High School
College Readiness of Clovis West Students
Prior to Partnership:
• From 2005 – 2010, the college readiness of Clovis West
senior students averaged 36%.
• For minority and socio-economically disadvantaged
students, the college readiness of senior students ranged
from as low as 21% to a high of 33%.
Percentage of non AP-students who complete a college
degree as compared to the initial English placement level
80
70
60
50
40
30
20
10
0
8
26
34
ESLC
2 Years of
Remediation
1 Year of
Remediation
49
68
Place into
AP or Concurrent
Freshman English
English
Clovis West English Offerings Prior to Partnership
Grade 9
• English 9
• Honors 9
Grade 10
• English 10
• Honors 10
Grade 11
• English 11
• American Literature
• AP Language /Composition
Grade 12
• Bible as Literature
• Creative Writing
• AP Literature /Composition
Contemporary Cultures
World Literature/Composition
CW Demographics: 2010-2011
Percentage of minorities in
senior course offerings
Senior class percentages by
ethnicity
63
38
50
49
48
29
29
6
14
African Asian
American
3
Hispanic
White Multiple
Change Became a Necessity
The beginning of the CCC/CW Partnership
Initial Observations of the Partnership
 Too many students require remediation:
 Post-secondary course outcomes
versus state standards
 College Non-fiction versus High School
fiction curriculum
 Number, type, length of assigned and
assessed texts
 Mastery versus “Second Chance” behaviors
 Professional Development for secondary
teachers of English
 Too many students require remediation:
 Weak English Conventions Skills overall
 An inability to read non-fiction texts
 A habit of personal expression and personal
narratives
 The expectation of second chances, extra
credit, and leeway on due dates
 An inability to manage time for assignments
Clovis West Course Offerings
beginning in 2010 – 2011 School Year
Grade 9
• English 9
• Honors 9
Grade 10
• English 10
• Honors 10
Grade 11
• American Literature and Composition
• AP Language and Composition
Grade 12
• English 12
• AP Literature
• Collegiality
• Assessment Norming
and Calibration
• Open to “the
Possible”
Partnership
Commitment
Teacher Input
• Domain Skills
• Non-Fiction Text
focused on Global
Issues
• Guided Practice
• Cooperation
• Academic Writing
• Oral Presentation
Student
Production
2011 – 2012
First Year of Implementation
• Created a PLT of AP Composition and English 12
• Normed and calibrated essays between Clovis West and the college.
• CW was offered opportunity to teach English 1A on campus
• 30 students took after school class
• All students passed with a grade of “A” or “B”
• 54% of the class members were minorities
At Conclusion of Year One we had
Increased College
Readiness to
58%
I believe that this class can help
prepare high school students to
transition to college. The earlier that
this type of teaching and learning is
started, the better it will show in the
results.
Student, 1st year of new curriculum
2012 – 2013:
Second Year of Implementation
• Increased the number of 1A classes offered at CW to 3
• Increased the number of students taking 1A to 83
• 56% of the class members were minorities
• Continued to norm and calibrate essays between Clovis West and
the college.
At Conclusion of Year Two we had
Increased College
Readiness to
69%
I am definitely ahead of the game and already
know how to write anything that has been
thrown at me. While the other students are
asking how to do this or that, I already have it
nailed in my brain and can just start writing
without worrying about researching how to do
it. It is especially helpful that I know what a
"credible source" is.”
2012 Graduate
2013 – 2014:
Third Year of Implementation
• Increased the number of 1A classes offered at CW to 4
• Increased the number of students taking 1A to 123
• 51% of the class members were minorities
• Continued to norm and calibrate essays between Clovis West and
Willow International
At Conclusion of Year Three we had
Increased College
Readiness to
79%
I am currently enjoying my first semester at
Fresno State. I am taking 15 units and working
part time (very busy!). I currently have 2 essays
due this week, 2 exams, and a speech next
week. I feel totally at ease knowing I have the
skills to accomplish what is ahead. I am totally
confident in knowing I am prepared.
2013 Graduate
2014 – 2015:
Fourth Year of Implementation
•
•
•
•
•
•
•
CW offered 4 sections of English 1A (3 Fall Semester; 1 Spring Semester)
CW offered 3 sections of English 3 Spring semester
48% of the English 1A classes and English 3 classes are minority students
Continued to calibrate with Willow International instructors
Have built-in schedule for deployment and RtI
Have team-shared curriculum design
Share data between college and high school
At Conclusion of Year Four we
predict Increased College
Readiness of
89%
I believe that this class can help
prepare high school students to
transition to college. The earlier that
this type of teaching and learning is
started, the better it will show in the
results.
Where do we stand today?
Six years ago, more than 70% of Clovis West’s graduating seniors
had to enroll in remedial courses prior to being eligible to take
college freshmen English.
Today, more than 70% of our graduating seniors leave Clovis West
having already fulfilled their college freshmen English requirement
through the concurrent courses we offer on our campus.
Participation in the program by minorities
actually exceeds the campus demographic.
College
Readiness of
non-AP
Students
# of English 1A
classes offered
concurrently on
Clovis West
Campus
Class of 2011
(Pre-partnership)
36%
N/A
Course not
offered
Class of 2012
(Year 1)
58%
1
Class of 2013
(Year 2)
68%
3
Class of 2014
(Year 3)
79%
4
Class of 2015
(Year 4)
85%
projection
4
# of English 3
classes offered
concurrently on
Clovis West
campus
N/A
Course not
offered
3
% of
minorities
taking oncampus
college
courses
%of
minorities
enrolled at
CWHS
N/A
Course not
offered
49%
52%
47%
56%
53%
51%
54%
48%
48%
The partnership has proven to be a great equalizer: minority and economically
disadvantaged students are performing much higher than they did before this
program.
GPA
Success
Cohort
Others
Retention
Cohort
Others
Cohort
Others
African-American/non-Hispanic
3.21
1.45
87.50%
42.36%
100.00%
88.18%
American Indian/Alaskan Native
2.75
1.6
100.00%
50.00%
100.00%
88.06%
Asian/Pacific Islander
1.87
2.36
47.06%
71.93%
94.12%
96.26%
Hispanic
3.07
1.94
90.32%
58.47%
100.00%
91.17%
-
1.69
-
50.87%
-
89.60%
2.84
2.35
80.90%
69.35%
93.26%
94.23%
Race/ethnicity unknown
White/non-Hispanic
Partnership Accolades
California Community
Colleges Academic
Senate Honorable
Mention
Spring 2014
California School
Board Association’s
Golden Bell Award
December 2014
California Gold
Ribbon Schools
Program
May 2015
Next Steps
• We’ve successfully completed our first semester partnering with Clovis East
– 60 students have completed English 125 and 58 will go on to 1A.
• The testing and placement process will begin at all five Clovis Unified High
Schools in the Spring semester.