Guide for Proper CB 21 Coding of ENGLISH Courses below Transfer-Level
Step 1: Begin with Curriculum for Developmental English Sequences – Start with your highest course in the sequence that leads to Freshman Composition/English 1A . The transfer level writing course description was developed primarily from the IMPAC English Composition/English 1A descriptor, however, ICAS competencies and other English state and national standards also contributed to the rubric development.
Step 2: Understanding the Contents of the Rubric - The descriptions in the rubric represent the exit skills or outcomes for the courses indicated. The purpose of this project is to direct coding, not to comprehensively cover all curricular components; the rubric is both simplified and universal, so every course will not fit perfectly on the rubric. There will be nuances in local institutional practices. Therefore, courses should be coded where they mostly fit; realizing they may not fit entirely into a specific level. The goal is to code the courses in order to capture student success and progress in each higher level course prior to transfer.
Because the rubrics are not prescriptive we have not included details such as grammar and word count. This rubric is intended to guide coding based on general curricular outcomes, not as rubrics to grade students or to change curriculum. The rubric does not does not attempt to include best pedagogical practices (such as reading strategies and the writing process), these robust discussion should occur in local English departments.
Step 3: The Rubric for Coding Developmental Sequences. The purpose of properly coding these developmental sequences is to promote meaningful ARCC data comparisons among community colleges, whether a college has a two-stage or an eight-stage developmental sequence. Proper coding will contribute to more accurate ARCC data reports about student progress from one level to the next at among the California Community Colleges, presently there is no comparison and the data fail to accurately indicate what levels and progress students are attaining in their mathematical development. Yet we are required to report this data to the legislature, so this process will create more accurate reporting.
You need not have a course in every level; it is acceptable to have two courses on one level. It is acceptable to have fewer levels of English courses than described. About 50% of the institutions surveyed have fewer levels, but we wanted to give every opportunity to track student success in the other 50% of institutions that have 4 levels. Sample course titles were used, but titles for reading vary between the 110 community colleges. These names were used in an attempt to clarify the process. In some institutions ESL courses lead into the developmental English courses, these ESL courses will be coded using the ESL rubrics by ESL instructors.
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