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Crossing the Equity Chasm through FYE and Acceleration

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Sarah Antinora

on 16 June 2017

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Transcript of Crossing the Equity Chasm through FYE and Acceleration

Initiative #1: First Year Experience Course
Cross curricular
Can be taught by all educators with an MA or MS
Grounded in Reading Apprenticeship, Habits of Mind, Growth Mindset, and Culturally Responsive Teaching and Learning
UC and CSU transferable; degree applicable
Providing skills and behaviors that build successful students
Crossing the Equity Chasm through FYE and Acceleration
Theory of Change
Logic Model
Critical Equity Data
Initiative #2: Scaling up the English Composition Sequence
Professional Learning Component
Co-Req 1A allows students designated one-level below transfer level access to 1A

Eng 77D/94 allows basic skills students practice with college reading and writing tasks. Students exit into 1A.
English Placement (Fall 2016):

White students are twice as likely to be placed in transfer level English as African American students.
African American students are twice as likely to be placed in two levels below transfer as white students.
For every 5 white students placed in transfer level English, 3 Hispanic students are placed.
Math Placement (Fall 2016):

2.4% of African American students place into transfer level math and 71.4% are placed 3+ levels below.
51.7% of all incoming students place into 3+ levels below.
When we provide professional learning opportunities and spaces to question and reflect, community college professionals will transform our environment and identities to create communities of practice that will produce powerful learning and working across our campus. This will lead to greater student success and a more thriving community.
Degree and Certificate Completion (2014-2015):
African Americans 16.4%
*12.4% of African American males
American Indian/ Alaska Native 19.8%
White 24.3%
Hispanic 25.6%
Asian 26.8%
Course Completion Rate (2014-2015):
African American 52.8% (13.6% less than campus average)
Foster youth 37.9% (28.5% less than campus average)

Campus-wide course completion rate: 66.4%
Fall 2017--Continue offering 5 sections of Co-Req 1A and launch 5 sections of Eng 77D (pre-transfer level accelerated course); scale up the embedded tutor program in both accelerated courses

Fall 2018--Full-scale implementation of the acceleration sequence in English
Fall 2017--Form the Focus Inquiry Group
Spring 2017--Create and propose the topics course
Fall 2018--Launch 5+ pilot sections of FYE
Regional and State-wide Professional Learning
The Northern California Habits of Mind Community of Practice (CoP) and an SJDC hosted regional workshop (FYE and Accel).

The Equity CoP and on-site learning (FYE and Accel).

The Northern California Growth Mindset CoP and an SJDC hosted regional workshop (FYE and Accel).

The Learning Assistance Project CoP (Accel).

Reading Apprenticeship CoP (FYE and Accel).


On-Site Communities of Practice
Reading Group centered on Pedagogy

English Acceleration CoP

Best Practices Focus Inquiry Group

Reading Apprenticeship
Expected Outcomes

and

Aspirational Goals
Create opportunities for our community members to gain financial stability.

Nurture a Stocktonian population of civically and socially minded citizens who are ready to contribute to their economy and community.
Close equity gaps
Increase student retention rates

Increase completion and success rates
Increase transfer rates

Create a campus climate in which professional learning is valued and sought
Full transcript