When will my faculty teammate be assigned?
Teams have been assigned! You can check the teams out on Slide 3 of the October 6 Training.
Why do we need to teach the essay units in the four genres for 1A and the three claims for 1B? What if my partner and I want to do something different?
Meeting the curriculum COR requirements for English 1A is essential to our students receiving transfer credit for the course. Should a university ever request a copy of a student's syllabus, we want to leave no doubt that the class satisfies transfer requirements and at the same time also meets the ERWC requirements. We've selected the expository genres that we feel best meet those aims for this pilot program. While there are many ways teams can interpret the essay genres, we would ask that teams please teach these four unit/essays. If partnerships have ideas for other essay units or genres that they feel would meet both 1A, 1B, and ERWC goals, please share these ideas with Leona for possible use in future semesters.
How do we decide who does what on a given day?
This is largely up to you. Leona has shared a sample calendar to the Teaching Resources space in the handbook, but as you can see, there is a lot of blank space. Talk to your partner to determine the kinds of activities they have found successful in the past. You may decide on the days the college faculty member is there that they should lead the discussions and activities, but no faculty member should ever feel side-lined or unable to participate in the classroom space. You will have time to plan your schedule during our trainings, but most lesson plans and activities will be designed outside of formal trainings. Shared folders and documents (such as Google docs or sheets) may assist teams in collaboratively planning daily lessons and activities.
How do we decide who grades what?
If you are teaching the class on your own, that will be you. If you are working with a teammate, you may want to refer to the guidelines is the Faculty Responsibilities page of this handbook. Because the primary responsibility for grading essays rests with the college faculty member, you may decide to make this the college colleague's job, while the high school faculty member handles recording scores for homework and class activities. You may construct smaller writing activities as part of the essay units that are graded jointly (i.e., I grade half; you grade half); the student's final grade should reflect a consensus between faculty teammates.
What if my partner and I don't agree about a grade?
It has long been the philosophy of the English Department at Chaffey College to give our students the benefit of the doubt and do everything we can to help them to be successful; and this reflects the ethos of CJUHSD as well. Where there is an irreconcilable difference of opinion between instructors, the benefit of the doubt should go to the student. If I think it’s a D, and my partner thinks it’s a C, the student should get the C. Especially in the case of students who are close to the passing line but not quite there, every effort should be made to allow that student opportunity to pass, including but not limited to extra credit, re-evaluating previously submitted work, and/or waiving lower-stakes assignments/missing grades. Please note Chaffey College does not give a C-, only a C.
How will high school students equitably meet the supplemental instruction (Success Center) requirement in the English 1A COR?
Discussions for how to more fully integrate Success Center support in this program are ongoing. Students will have access to the Online Success Center, which is evolving over summer of 2025. Students may also have the opportunity to come to the Rancho campus for a Success Center fieldtrip, in which they would complete one of their activities.
I am a Chaffey College faculty member who loves the textbook I assign for English 1A. Can I order that textbook for my class?
We are asking participants in this pilot program to use the resources available in the English 1A and English 1B Textbook Transformation Hubs and (where applicable) to work with their CJUHSD partner in selecting readings. This reflects our department's wider commitment to Zero Textbook Cost resources and also reduces logistical issues in this pilot. You will, however, receive a copy of the single-author text (a requirement for ERWC) that your students already have received.
What about students with disabilities?
The regulatory requirements for accommodating students with disabilities is different in college than it is in high school. At the college level, we can only make so many accommodations or the student is not meeting the minimum requirements of the course. At the high school level, we must accommodate all learners. Our dual-enrollment students with IEP plans will have a special meeting with Chaffey College's DPS staff to go over which accommodations can be made and which can't. At that point, the student and their parents will decide whether or not to proceed with Dual Enrollment. The faculty members (college and high school) will be given the list of the student's approved accommodations. Non dual-enrollment students in the classroom with IEPs would not be subject to the college course's requirements. During one of our summer 25 trainings, Jacob Peck, from Chaffey's DPS Center will be coming to speak with us.