Transition from High School to
College
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LEARNING COMMUNITIES
AND
CURRICULUM ALIGNMENT
DEBORAH J. IKEDA, VICE PRESIDENT SCCCD NORTH CENTERS
MARIA ESMINGER, MADERA CENTER COUNSELOR
GREGORY RAMIREZ, MADERA CENTER ENGLISH INSTRUCTOR
JEFF BURDICK, WILLOW INTERNATIONAL CENTER ENGLISH
INSTRUCTOR
ELLEN MELOCIK, CLOVIS WEST HIGH SCHOOL ENGLISH
INSTRUCTOR
RESEARCH OF BEST PRACTICES
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 Seven
Principles for Good Practice by Chickering
and Gamson
 How People Learn: Brain, Mind, Experience and
School by Committee on Developments in the
Science of Learning with additional material
from the Committee on Learning Research and
Educational Practice, National Research Council
 Basic Skills Initiative by the California
Community Colleges
Key Points
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 Encourages student-faculty contact
 Encourages cooperation among students
 Encourages active learning
 Gives prompt feedback
 Communicates high expectations
 Respects diverse talents and ways of learning
 Learner-centered instruction also includes a sensitivity to the cultural
practices of students and the effect of those practices on classroom
learning
 D.7 Programs align entry/exit skills among levels and link course
content to college-level performance requirements.
 D.4 Culturally Responsive Teaching theory and practices are applied
to all aspects of the developmental instructional programs and
services.
State Center Community College
District
Madera Center
Making Every Transfer Attainable
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Is Your GOAL To Transfer To A
University?
Do You Have An Interest In Learning
About Topics With A Chicano-Latino
Emphasis?
Join The META Program, Today!!
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META
The learning community
provides students with
accelerated writing instruction
and sustained academic
counseling
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META will help students
•Transfer to a four year college
or university
• Build a cohort who can serve as
supportive networks
•Participating in extra-curricular
activities and field trips that
promote transfer opportunities
•Have a sense of belonging
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Students participate in the program
for two consecutive semesters.
Fall Semester
English 125- Writing Skills for
College
Counseling 3A- Understanding
Transfer: California State University
Spring Semester
English 1A- Reading and Composition
Counseling 3B-Understanding
Transfer: University of California
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Greg Ramirez’s Presentation
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META’s first student cohort
Spring 2010
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From The Student View
2010 Survey of META’s first
Cohort students
Asked- How did META help
prepare you for transfer?
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“The English and Counseling combination
helped with my transfer transition.”
“It helped me learn and connect with the
Chicano-Latino culture.”
“The META program helped me connect with
my community and peers. The English
sequence prepared me for Critical
Thinking.”
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13
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College Readiness
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DISCUSSION AND REFLECTION
JANUARY 13, 2011
JEFF BURDICK AND ELLEN MELOCIK
Clovis West Graduates Needing Remedial English
School Year UC
CSU
SCCCD
2005-2006
NA
45%
70%
2006-2007
NA
47%
75%
2007-2008
NA
47.1%
74%
2008-2009
NA
52.9%
79%
2009-2010
NA
45.3%
67%
SCCCD Faculty Observations
 Too many students require remediation
 Weak English Conventions Skills
 An inability to read non-fiction texts, which are the basis of
our classes
 A habit of personal expression and personal narratives
 The expectation of “second chances, extra credit, and
leeway on due dates.”
 Good will and dialogue
 Looking for ways to cooperate
 Sharing data
 Focusing on student success
October 2010-2011 Senior Pre-Assessment
Seniors
Non- AP Comp
Seniors
AP Comp Seniors
Total Number
of Students
563
429
134
Total Tested
out of Total
Number
410 ( 73.8% )
276 (64.3% )
114 (85.0%)
Percentage
Tested
410/410
276/410 (67.3%)
114/410 (27.8% )
Total Students
Placed
192
99/192 (51.6% )
93/192 (48.4% )
Percentage
Placed from
Number
Tested
192/410 (46.8%) 99/276 (35.9% )
93/114 (81.6% )
CWHS Reflection and Study
 From Freshmen Placement Results and SCCCD
Observations, we need to examine:
Post-secondary course outcomes versus state standards
 Non-fiction versus fiction curriculum
 Number and length of assigned texts
 Number and type of essays assessed
 Mastery versus “Second Chance” behaviors
 Professional development for secondary teachers
