Read it or Weep

1
Read it or Weep!

• Making Reading Essential

2
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. 

3
Processes of Professional Development

• A successful plan requires the understanding of 3
  things

A Model of Change
Five Factors in the Acceptance of Change
Links between Change and Teacher Characteristics
and Beliefs
4
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
5
Five Factors in the Acceptance of Change

• New Idea Has A Distinct Advantage
• Change Is Compatible With The Teachers Beliefs
• New Idea IS NOT Too Complex or Exhaustive
  Intellectually
• Teacher Can Try It Or Observe It and THEN Make
  Judgment
• Teacher Has Opportunity to COMMIT, MODIFY, OR
  REJECT

6
(No Transcript)
7
Senate Bill 1 (2014)

• 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))

8
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)

9
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))

10
LTCY 199 Reading Power
11
(No Transcript)
12
June 19 June 16 July 10 July 17 900
400 Tate Page Hall
13

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

14

• 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

15
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?

16
Opening Question

• 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?

17
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 drivers 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.

18
Almost All
19
Almost All
20
Almost All
21
Almost All
22
Almost All
23
Almost All
24
Almost All
25
Almost All
26
Almost All
27
Almost All
28
Almost All
29
Almost All
30
Note to Pam Follow the Reader!
Almost All
31
Almost All
32
Almost All
33
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

34
Nelson Denny High School Juniors Warren
County and Bowling Green
Independent
Total 732 Warren County only
All scores reported in aggregate.
35
Comprehension

• Above grade level 51.62
• Below grade level 48.38
• Elem/Middle 25

36
Vocabulary

• Above grade level 43.95
• Below grade level 56.05
• Elem/Middle 24.13

37
The Reality TEXTBOOKS
38
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

39
(No Transcript)
40
TRANSITIONAL PAGE
How explicitly have you communicated
yourexpectations to students?
Know enough to pass a quiz?
Summarize orrestate?
Answer questionsin class?
Enough to followyour lecture?
What do you want me to be able to do with my
understanding?
41
Getting the MOST from Textbooks (print)
Reading Comprehension

• Students need to know MORE than how to STUDY

They need to know
HOW TO LEARN
42
TRUTH

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

43

• IMS http//www.wku.edu/pamela.petty/IMS.doc
• Inquiry Chart http//www.wku.edu/pamela.petty/I
  chart.doc