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Thank you Mary for sharing your cutoffs and courses information.  I am
relatively new at this and appreciate any help I can get.  Mary 


Mary Greiss-Shipley, Ed.D.
Director, Student Success Programs
Georgia Gwinnett College
1000 University Center Lane
Lawrenceville, GA 30043
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678-407-5234 work phone
678-407-5318 fax

 
-----Original Message-----
From: Open Forum for Learning Assistance Professionals
[mailto:[log in to unmask]] On Behalf Of Leahy, Mary
Sent: Friday, February 09, 2007 10:12 AM
To: [log in to unmask]
Subject: Re: Low literacy levels in developmental reading and writing
courses

Sure. I'd be happy to share with the whole list. I'm not sure if what we
do at COD will be relevant to all of you, but I'll send it out anyway.
The first document attached to this e-mail is a section from my
dissertation (in progress)which describes our Reading Competency
Requirement. The other two documents are our placement charts for
reading and writing based on the results of the ACT Compass Tests. We
don't think it's a perfect system and are always trying to refine it. We
will learn what we can do better as we progress through the NADE
Certification process for our developmental English program. Hope this
helps.

Mary

Mary C. Leahy
Associate Professor, English
Coordinator, Developmental Reading and Writing College of DuPage
425 Fawell Blvd.
Glen Ellyn, IL 60137
630-942-3607
Fax: 630-942-3711
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-----Original Message-----
From: Open Forum for Learning Assistance Professionals on behalf of
Susan Jones
Sent: Thu 2/8/2007 6:04 PM
To: [log in to unmask]
Subject: Re: Low literacy levels in developmental reading and writing
courses
 
I can't believe this isn't a topic worthy of discussion on the whole
list.. we have the same issues and are currently/constantly trying to
figure out how to address this issue.

One serious difficulty is ascertaining which students really aren't
going to be served by our facility and which ones could be reached
across the yawning gap of the assorted obstacles to their success,
because it goes well beyond literacy skills. 

It's time to go HOME for me... but I was afraid this would be one of
those awful posts that had forty-five replies saying "send it to me,
too!"  Would you be up for emailing on the list about what you do?  

Susan Jones
Academic Development Specialist
Academic Development Center
Parkland College
Champaign, IL  61821
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Webmastress,
http://www.resourceroom.net
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>>> "Leahy, Mary" <[log in to unmask]> 2/8/2007 5:36 AM >>>
Geoff,

We've had a reading and writing competency requirement in place at COD
since 1995. We continually work to improve this process and are now in
the process of applying for NADE Certification of our Developmental
English Program. I'd be happy to share the particulars of what we do
with you, if you'd like to e-mail me or give me a call. You could even
stop by to visit one day, especially since you are so close! 

In a nutshell, all credit-seeking students are required to take
placements tests before registering for classes (we do have a strict
prerequisite system in place). Students take the ACT Compass Reading
Placement Test for reading, and the ACT Compass English Test. If
students score below a certain level on the English test, we ask them to
write and essay, which faculty scores with rubrics for further
placement. Students are then placed into appropriate courses to meet
their literacy needs. Students need to pass these courses with a "C" or
better, and pass an exit test (the same types of tests they previously
took) before they may register for 100 level courses and above. 

Mary



Mary C. Leahy
Associate Professor, English
Coordinator, Developmental Reading and Writing College of DuPage
425 Fawell Blvd.
Glen Ellyn, IL 60137
630-942-3607
Fax: 630-942-3711
[log in to unmask] 



-----Original Message-----
From: Open Forum for Learning Assistance Professionals on behalf of
Geoffrey Krader
Sent: Thu 2/8/2007 12:40 AM
To: [log in to unmask]
Subject: Low literacy levels in developmental reading and writing
courses
 
A colleague of mine who teaches English initiated an online discussion
at our college about the literacy level among students placing into our
lowest level developmental reading and writing courses (his note is
appended to this message).  He asked me to share the note with all of
you to see if we could learn from experiences and insights at other
colleges.  In particular, do you see similar issues in your
developmental reading and writing courses and, if so, do you have any
recommendations for dealing with these issues?

Here is the note:

Within the English dept. over the past few months we have been taking a
hard look at the two lowest levels of developmental reading & writing.
After a good deal of discussion, here is our consensus, very much
condensed:

*       Students at these levels demonstrate sub-high-school literacy
(first 
on standardized placement tests, later verified via classroom
assessment).

*       We question whether it is appropriate to admit students with
this 
literacy level as regular, matriculated college students.

*       We also are very concerned about the phenomenon of very low
literacy 
students taking college-level courses at the 100 and even 200 level.

*       We question whether the current system is best for these
students, 
regarding their academic progress and related to other issues such as
expenses and financial aid.

We would like to talk about other approaches to meeting the needs of
very low literacy students which might improve upon current practices.
Some possibilities that have come up include non-credit
college-literacy-prep courses, expanding academic ESL offerings,
identifying community resources for referrals, etc.

Thanks for your comments and insights,

Geoff Krader
Morton College
Cicero, Illinois

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