The Opportunity for this Year: Funding cuts have reduced RIAP statewide. During the last funding cycle the Chancellor was able to fund the program for 600 teachers. During the current year, funding is available for only 100 statewide. We are very fortunate here at Cal State Northridge to have received support for 25 teachers (However, we were able to accommodate 40 participants in the past.)
Limited numbers means that our application process will be more selective and that potential participants should make their decisions early. An Application is available HERE.
The 2008-2009 Participants: The participants from the 2008-2009 Institute are a diverse group. In addition to twenty-five English teachers, three math teachers and two science teachers are participaing. Most of our teachers come from Districts 1 and 2 in LAUSD, although several commute from Districts 3 and 5. Two participants have joined us from Santa Ana High School, and drive up from Orange County for our meetings! We have teachers who teach several subjects, some who work in Special Education and others who teach at continuation schools. All understnad the importance of literacy for their students and each is determined to develop the pedagogies that will help their students learn to read and write more effectively in academic situations.
The Curriculum: The curriculum weaves strands of academic reading, academic writing, vocabulary development, and academic language together with the academic "habits of mind" that constitute rich academic literacy. Using the Expository Reading and Writing Course (ERWC) materials--especially the Assignment Template--developed by the CSU Task Force, participants learn to plan instruction that provides rich experiences in rhetorical reading, rhetorical writing, and academic language for their students at all grade levels. Teachers from schools that have adopted the course for one or two semesters leave RIAP fully trained to implement the materials in their classrooms.
Using the Expository Reading and Writing Course Assignment Template, singley or in groups teachers develop curriculum-specific modules to use with their students. Before teaching the modules they assess student reading and writing skills. After teaching the module, they provide students with opportunities to demonstrate their improved proficiencies. The results of their work are compiled in a College Access Study and submitted at the end of the Institute.
Participants are introduced to information regarding the college-readiness of students from their schools. They use this information with materials from the Early Assessment Program to support the development of a college-going culture at their schools.
The Calendar: Orientation for the 2009-2010 Institute is in mid-May. Participants met again in June and early July and complete their coursework with a series of Saturday meetings in August, October, November, January and February. See the full Calendar HERE.