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Appendix 9

Guide for Proper CB 21 Coding of READING Courses below Transfer-Level

Step 1: Begin with Curriculum for Developmental Reading Sequences – Start with your highest course in those sequences of courses that lead to English 1A . While there are transferable reading courses, the most common goal of transfer students among the community colleges was English 1A, therefore the rubric was created with that in mind, acknowledging transferable reading courses with specific functions.

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 some details found in reading courses. 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 attempt to include best pedagogical practices (such as strategies or processes), these robust discussion should occur in local departments. This rubric was created after review of ICAS competencies, CRLA documents, Reading Apprenticeship program standards and rubrics, and state and national reading standards.

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.

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. You need not have a course in every level but they should be numbered sequentially as they prepare students for transfer. If the reading sequence is contains more than (and perhaps many more than) four courses, each level may contain one, two, or more courses. Use the outcomes rubrics to match the courses to the level.

Chapter 12                                                                                                                                 31

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