Year One Work Plan
Prior to submission to Local Advisory Panel or State Portability Panel:
- First meeting: In consultation with high school leadership, invite all relevant administrators and teachers with a stake in transitional English for a general introduction to the course.
- Prior to the meeting, provide all invitees with web links and other materials to help orient them to transitional English recommendations, processes, and best practices.
- Note: This may be done in conjunction with a transitional math meeting, allowing some teachers with transitional math experience to share insights with future transitional English teachers and administrators.
- Second meeting: Once you have identified key players for each high school, schedule individual meetings with each high school’s administrators and teachers.
- Individual meetings may be helpful in gauging interest and urgency levels of different schools and for answering more specific questions.
- Individual meetings are also useful for recruiting volunteers for the Local Advisory Panel.
- Third meeting: Bring back together the key players from each high school in partnership with the college English faculty for PD on transitional English syllabus/curriculum development.
Ongoing/Continued Work Plan
Suggested partnership activities include:
- Review data from transitional English courses (student surveys, success and completion rates, or other locally identified success criteria) at the conclusion of each academic year
- Problem-solve barriers to implementation
- Problem-solve recruitment needs or challenges
- Calibration of scoring — student writing samples
- Share instructional strategies
- Provide guidance to schools/districts on unit/course development prior to development and submission to the Local Advisory Panel
- Onboard and support new transitional English instructors
- Calibrate scoring and feedback of student writing using a rubric that is aligned to transitional English competencies and key performance indicators
Data Collection and Sharing
Per the MOU, partners will collaborate annually to gather and share student success data, broken down by high school, in transitional English and credit-level English. To promote alignment, secondary and postsecondary English faculty will work together to assess transitional English and similar postsecondary English writing samples during the initial years of the course’s implementation and periodically afterward. These data, along with relevant qualitative information, must be used to guide ongoing adjustments to the transitional English courses.