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CRI

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  • 1. College Readiness Initiative at Wright College Bridging the Gap
  • 2. Discussion 1: College Readiness  What does it mean to be ready for college?  Where do we think our students struggle with college readiness?  As educators, what challenges do we face in getting our students ready for college and/or ensuring that they are successful in college? 2
  • 3. Discussion 2: What others are saying about “college readiness” After reading the article… How does the article contribute to the “college readiness” discussion? Which points do you agree/disagree with? How does the article connect to your classroom/school? 3
  • 4. The Issue  According to the National Education Longitudinal Study, three in five community college students require at least one remedial course  Evidence suggests there are large discrepancies between state testing standards of college readiness skills and the skills colleges actually require for placement into an entry-level course  Secondary and postsecondary institutions often operate as separate entities. Our initiative hopes to bridge this separation. 4
  • 5. CRI:  Research indicates that college readiness can be improved through partnerships with secondary institutions such as dual enrollment, early assessment, summer bridge programs, and curricular alignment.  Numerous initiatives indicate that early assessment alone is insufficient. We envision a more robust program that encompasses pedagogical discussion and faculty collaboration  We have gleaned collaborative practices from other postsecondary institutions, especially Elgin Community College, in order to create a unique model for Wright College, its students, and our top feeder high schools  We aim to build crucial relationships that are imperative for a sustainable program 5
  • 6.  Facilitate conversations between secondary and postsecondary faculty regarding curriculum, college readiness, and vertical integration  Ensure that more students experience a college going culture and enter college ready to earn full credit  Support faculty-driven discourse that connects directly back to classroom practices in order to achieve a meaningful and lasting impact  Develop mechanisms for collaboratively assessing the program and partnership CRI Mission: Collaborative not Prescriptive 6
  • 7. Research: We are not alone- At a recent ICCB meeting, 30 community colleges in Illinois discussed their collaborations with high school counterparts in either math or English. Many teachers expressed enjoyment of the “professional learning communities” established through collaboration. Locally, Harper College in Palatine and Elgin Community College have two of the longest established high school partnerships. 7
  • 8.  "Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has." -  Margaret Mead "Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has." -  Margaret Mead 8
  • 9. Anticipated Practices? 9
  • 10. Thank you so much for coming! Please fill out an ‘exit’ sticky note with:  Your name and school  1-2 burning questions or issues that you would like to pursue at our next meeting …OR… 1-2 preferences for projects or topic ideas for our continuing work (assessment, curriculum alignment, bridge programs, Common Core, classroom pedagogy, research, etc.). 10

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