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Reading Competency – where does it stand? . Barbara Illowsky (chair), De Anza College illowskybarbara@deanza.edu Anne Argyriou, Reading, De Anza College argyriouanne@deanza.edu Tim Brown, Reading, Riverside City College tim.brown@rcc.edu Dianne McKay, Mission College

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reading competency where does it stand

Reading Competency – where does it stand?

Barbara Illowsky (chair), De Anza College

illowskybarbara@deanza.edu

Anne Argyriou, Reading, De Anza College

argyriouanne@deanza.edu

Tim Brown, Reading, Riverside City College

tim.brown@rcc.edu

Dianne McKay, Mission College

dianne_mckay@wvm.edu

outcomes at the end of this session we will
Outcomes:At the end of this session, we will:
  • understand various current practices across the state
  • grasp the implications of the survey results
  • determine next steps for reading competency statewide
agenda
Agenda:
  • Welcome, Introductions & Background: Title 5, Res. 9.08 Sp06, Survey (15 minutes)
  • Survey results (5 minutes)
  • Implications of survey results (25 min.)
  • Next steps (30 min.)
  • Wrap up (5 minutes)
introductions
Introductions
  • Name & College
  • What is your interest in attending this session?
title 5 education
Title 5: EDUCATION

DIVISION 6. CALIFORNIA COMMUNITY COLLEGES

CHAPTER 6. CURRICULUM AND INSTRUCTION

SUBCHAPTER 1. PROGRAMS, COURSES AND CLASSES

ARTICLE 6. THE ASSOCIATE DEGREE

55063 minimum requirements for the associate degree
§ 55063. Minimum Requirements for the Associate Degree

“The governing board of a community college district shall confer the associate degree upon a student who has demonstrated competence in reading, in written expression, and in mathematics, …”

resolution 9 08 spring 2006
Resolution 9.08, Spring 2006

Resolved, That the Academic Senate for California Community Colleges research current practices and the need for reading competency systemwide to develop a position paper on this topic.

survey results
Survey Results
  • 61 colleges represented (out of 110)
  • Not all numbers add to 110 as some questions were skipped
  • Question 1: name & college
slide9

Q2: Does your college have an EXPLICIT reading proficiency graduation requirement stated on the graduation checklist and fulfilled by reading coursework or a specific reading assessment?

yes: 25/57 (43.9%)

no: 32/57 (56.1%)

q3 for yes on 2 what is the requirement check all that apply
Q3: For “yes” on 2: What is the requirement? (Check all that apply)

Successful completion of a specific reading course: 16/24

Successful completion of a specified ESL course: 2/24

Minimum score on a college level reading assessment: 15/24

Other: 13/24

slide11

Q4: For “no” on 2: Does your college have an IMPLICIT reading proficiency graduation requirement that is subsumed in an English or ESL course?

yes: 23/29 (79.3%)

no: 6/29 (20.7%)

q5 what assessment test does your college use to measure reading achievement
Q5: What assessment test does your college use to measure reading achievement?

Accuplacer: 20/37 (54.1%)

ACT Compass: 11/37 (29.7%)

CTEP (College Tests for English Placement – Reading Comprehension): 5/37 (13.5%)

Locally developed: 1/37 (2.7%)

Other: 3/37 (8.1%)

slide13
Q6: Do you offer specific reading courses (meaning not embedded in nor integrated with a writing course)?

yes: 34/46 (73.9%)

no: 12/46 (26.1%)

q7 what are the different levels of reading you offer select all that apply
Q7: What are the different levels of reading you offer? (Select all that apply)

CSU transferrable – meets CSU Critical Thinking requirement: 7/30 (23.3%)

CSU transferrable – CSU elective units only: 11/30 (36.7%)

Credit non-transfer – associate degree applicable: 18/30 (60.0%)

Credit non-transfer – non-associate degree applicable: 26/30 (86.7%)

Non-credit: 4/30 (13.3%)

q8 do you have a specific reading prerequisite for english 1a freshman composition
Q8: Do you have a specific reading prerequisite for English 1A (freshman composition)?

yes: 9/30 (30.0%)

no: 21(70.0%)

slide16
Q9: Does your college have a reading program with full-time faculty whose primary assignment is teaching reading courses?

yes: 19/39 (48.7%)

no: 20 (51.3%)

q10 do you have a reading advisory for your transfer courses
Q10: Do you have a reading ADVISORY for your transfer courses?

Yes, a specific reading course (or reading placement score) for ALL transfer courses: 6/39 (15.4%)

Yes, a specific reading course (or reading placement score) for SOME transfer courses: 6/39 (15.4%)

Yes, subsumed in a specific English course (or placement score) for ALL transfer courses: 3/39 ( 7.7%)

Yes, subsumed in a specific English course (or placement score) for SOME transfer courses: 7/39 (17.9%)

No: 17/39 (43.6%)

q11 do you have a reading prerequisite for your transfer courses
Q11: Do you have a reading PREREQUISITE for your transfer courses?

Yes, a specific reading course (or reading placement score) for ALL transfer courses: 3/39 (7.7%)

Yes, a specific reading course (or reading placement score) for SOME transfer courses: 2/39 (5.1%)

Yes, subsumed in a specific English course (or placement score) for ALL transfer courses: 3/39 (7.7%)

Yes, subsumed in a specific English course (or placement score) for SOME transfer courses: 7/39 (17.9%)

No: 24/ 39 (61.5%)

q12 is your college tracking reading achievement level as it contributes to transfer course success
Q12: Is your college tracking reading achievement level as it contributes to transfer course success?

Yes, we are tracking reading achievement levels for ALL of these courses: 3/37 (8.1%) 3

Yes, we are tracking reading achievement levels for SOME of these courses: 4/37 (10.8%)

No, but we have been discussing the need to track reading achievement level: 11/37 (29.7%)

No, because we are not currently able to track reading achievement level: 17/37 (45.9%)

No, because we do not have the need to track reading achievement level: 2/37 (5.4%)

slide20
Q13: Is your college tracking reading achievement level as it contributes to Career Technical Education course success?

Yes, we are tracking reading achievement levels for ALL of these courses: 0/35

Yes, we are tracking reading achievement levels for SOME of these courses: 5/35 (14.3%)

No, but we have been discussing the need to track reading achievement level: 11/35 (31.4%)

No, because we are not currently able to track reading achievement level:13/35 (37.1%)

No, because we do not have the need to track reading achievement level: 7/35 (20.0%)

q14 what is your college doing to account for reading competency in your graduates
Q14: What is your college doing to account for reading competency in your graduates?

We have a plan in place that accounts for reading competency for graduation: 12/38 (31.6%)

We are discussing the need for reading competency through our local Academic Senate and/or in our Curriculum Committee: 7/38 (18.4%)

We have not been discussing this need but may in the future:18/38 (47.4%)

We do not have the need to address reading competency for graduation at our college: 2/38 (5.3%)

implications discussion
Implications Discussion
  • What are the implications of the survey results for the state?
  • What are the implications of the survey results for your college?
  • Break into group
  • Report out
next steps
Next steps:
  • Now what? In other words, are there any steps that ASCCC should take? Any resolutions?