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Esl Program Review A Community College Self Study Tesol 2010 Final [Compatibility Mode]

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  • 1. ESL Program Review: A Community College Self Study Nancy Frampton, ESL Instructor TESOL 2010 Boston Friday, April 26, 2010
  • 2. ESL Program Credit program 5 levels 150-300 students 90% Hispanic 70% female Rural college Additional USAID-funded program
  • 3. Program Review Process Five-year review cycle Cycle 1: Spring 1998-Fall 2002 Cycle 2: Spring 2003-Fall 2007 Plus three semesters (overlap) data collection documentation (feedback) final report/presentation (feedback)
  • 4. Program Review Cycle 1 (Fall 2002) Quantitative Analysis Qualitative Analysis Conclusion Recommendations
  • 5. Pre-Cycle 1 Cycle 1: Fall 2002….. ESL 266 ESL 266 English for English for Bilingual Cycle 1 Students Bilingual 4.0 units Course Students Offerings 3.0 units ESL 265 ESL 265 ESL 269C Advanced Advanced Intensive Acad. Pronunciation Intensive English & Oral 8.0 units Communications English Skills 8.0 units 3.0 units ESL 264 ESL 264 ESL 269B Intermediate Intermediate Intermediate Intensive Intensive English Pronunciation & Oral 8.0 units Communications English Skills 8.0 units 3.0 units ESL 260 ESL 261 ESL 260 ESL 261 ESL 269A Beginning Basic Beginning Basic Basic Pronunciation Intensive Reading & Intensive Reading & & Oral English Writing English Writing Communications 0.5 – 3.0 units 1.0 – 3.0 units 0.5 – 3.0 units 1.0 – 3.0 units Skills 3.0 units
  • 6. Cycle 1: Quantitative Analysis Quantitative Data Total Enrollment Enrollment by Demographics: Age, Gender, & Ethnicity Retention, Success & Attrition FT/PT Enrollment Status WSCH/FTEF (Weekly Student Contact Hours/ Full Time Equivalency Faculty)
  • 7. Cycle 1: Quantitative Analysis Enrollment Trends Reedley College ESL Program
  • 8. Cycle 1: Quantitative Analysis Findings 500% enrollment increase corresponding increase in certificates/degrees Persistence and success 79% to 87% consistent with the college average
  • 9. Cycle 1: Qualitative Analysis Student Survey More ESL sections Additional lab/ computer time More beginning level instruction No mixed levels
  • 10. Cycle 1: Qualitative Analysis Strategic Planning Recommendations Curriculum: More lab hours More ESL-designated facilities Support Services: Full-time ESL counselor Transportation Other Findings: Student placement
  • 11. Cycle 1: Conclusion Problems and Issues Low number of contact hours Entry-level language learning Full-time enrollment across levels Streamline curriculum
  • 12. Cycle 1: Recommendations Entry-level language learning Full-time enrollment opportunities Expanded curricular opportunities to ensure student retention and persistence A bridge to English language competency for academic and/or vocational study Optimal access to computer-assisted learning Feasibility of an ESL certificate of achievement and/or completion
  • 13. ESL 266 English for Bilingual Cycle 1 Students 4.0 units Course Offerings ESL 265 ESL 269C Advanced Intensive Acad. Pronunciation English & Oral 8.0 units Communications Skills 3.0 units ESL 264 ESL 269B Intermediate Intermediate Intensive English Pronunciation & Oral 8.0 units Communications Skills 3.0 units ESL 260 ESL 261 ESL 269A Beginning Basic Basic Pronunciation Intensive Reading & & Oral English Writing Communications 0.5 – 3.0 units 1.0 – 3.0 units Skills 3.0 units
  • 14. Program Review Cycle 2 (Fall 2007) General Information Quantitative Analysis Student Learning Outcomes Qualitative Analysis Conclusions
  • 15. Cycle 2: General Information Recommendations Status Outcome
  • 16. Cycle 2: General Information Recommendation Status Outcome Entry-level language Achieved 12 units at lowest two learning SP 2005 levels
  • 17. Cycle 2: General Information Recommendation Status Outcome Full-time enrollment Achieved 12 units at all levels opportunities FA 2004- SP 2005
  • 18. Cycle 2: General Information Recommendation Status Outcome Expanded curricular Achieved (Significant findings in opportunities to FA 2004- quantitative analysis ensure student SP 2005 section) retention and persistence
  • 19. Cycle 2: General Information Recommendation Status Outcome A bridge to English Achieved 12 units instruction at language FA 2004- highest level offered competency for FA 2006 academic and/or vocational study
  • 20. Cycle 2: General Information Recommendation Status Outcome Optimal access to Ongoing 2004-2005: ESL computer-assisted software installed onto learning 20 stations in Library Computer Lab
  • 21. Cycle 2: General Information Recommendation Status Outcome Feasibility of an ESL Complete Determined not feasible certificate of achievement and/or completion
  • 22. Fall 2004
  • 23. Cycle 2: General Information Learning Communities
  • 24. Learning Community Fall Sp Fall Sp Fall Sp Fall Sp Fall Sp History 02 03 03 04 04 05 05 06 06 07 *Caring for Children in Our Community X ESL 206 (2 units), CD 206 (2 units) and CD 207 (2 units) **Information Is Power ESL 266W (4 units) and Litec 258 (1 unit) X X Career Opportunities for the English Language Learner X ESL 269C (3 units) and GS 34 (2 units) *ESL Computing/Breaking the Language Barrier through X X X X X X X X X Technology ESL 264 (8 units) and IS 10 (2 units) ESL Re-Entry ESL 260 (3 units) and ESL 261 (3 units) X VESL Learning Community ESL 269A (3 units), ESL 260 (3 units), ESL X 261 (3 units) and GS 264 (2 units) *First Year Experience/ Orientation X X X X X X X X ESL 269A (3 units) and GS 264 (2 units)
  • 25. Cycle 2: Quantitative Analysis Retention, Success & Attrition FT/PT Enrollment Status
  • 26. Cycle 2: Quantitative Analysis Retention, Success & Attrition Term 02FA 03SP 03FA 04SP 04FA 05SP 05FA 06SP 06FA 07SP Success 70% 67% 67% 67% 75% 81% 81% 73% 85% 76% Retention 87% 90% 92% 90% 91% 92% 95% 89% 95% 97% Attrition 13% 10% 9% 10% 9% 8% 5% 11% 5% 3%
  • 27. Cycle 2: Quantitative Analysis Retention, Success & Attrition FT/PT Enrollment Status
  • 28. Cycle 2: Quantitative Analysis FT/PT Enrollment Status 02FA 03SP 03FA 04SP 04FA 05SP 05FA 06SP 06FA 07SP Full Time (12 Or More 55% 45% 37% 35% 61% 69% 65% 68% 69% 73% Units) Part Time (11 Or 45% 55% 63% 65% 39% 31% 35% 32% 31% 27% Less Units) Totals 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 276 271 215 275 272 270 240 232 279 255
  • 29. Cycle 2: Student Learning Outcomes Student Learning Outcomes (SLO) A Plan to Develop and Assess SLOs
  • 30. Cycle 2: Student Learning Outcomes Fifteen SLOs of the Highest Level Courses Upon completion of this program, students will be able to: Write an essay with a discernable structure and clear style. Take accurate notes on salient features of academic lectures. Interact orally in impromptu situations using effective communication strategies and compensatory skills. Read academic passages of various lengths and recognize main idea and various details.
  • 31. Cycle 2: Student Learning Outcomes Plan to Develop and Assess SLOs Timeline of 07 08 08 09 09 10 10 11 11 12 FA SP FA SP FA SP FA SP FA SP Activities Program Learning Outcome Evaluation X X A. Develop competency test B. Implement competency X X test C. Evaluate competency X results
  • 32. Cycle 2: Qualitative Analysis Program Promotion Funding Patterns Future Trends in Community College Adult ESL Anticipated Changes in Curriculum Departmental changes or needs over the next five years
  • 33. Cycle 2: Qualitative Analysis Future Trends A growing “digital divide” for Hispanic students based on family income parental educational background home-language of students Computer and Internet Use by Students in 2003: Statistical Analysis Report, Mathew DeBell and Chris Chapman, September 2006
  • 34. Cycle 2: Qualitative Analysis Future Trends California High School Exit Exam (CAHSEE) Basic Skills Initiative effective practices orientation, assessment, and placement Vocational ESL
  • 35. Cycle 2: Conclusions Major conclusions Student Learning Outcomes Course/ Program Offerings Staffing and Staff Development Supplies, Materials, and Facilities ESL Students, Recruitment, and Student Services Goals needed to improve the program Summary of activities required to reach goals
  • 36. 07 08 08 09 09 10 10 11 11 12 Timeline of Activities FA SP FA SP FA SP FA SP FA SP Course outline review X X Program Learning Outcome X X X Evaluation Student Survey X New Curriculum Development X X X Optimal access to computer X X X assisted language learning Institutional Outreach X X X X Professional Development for X X X X ESL Adjunct Faculty Consider the feasibility of release time for an ESL X X program coordinator
  • 37. ESL Program Review: Final Thoughts Common Threads Assessment inconsistencies VESL CALL Student Services Support (counseling, tutoring) Expanded enrollment; expanded curriculum
  • 38. ESL Program Review: Final Thoughts Reflections and Insights The power of numbers Planting of seeds, watching them grow Windfalls and spin balls A five-year process, not once every five years
  • 39. ESL Program Review: A Community College Self Study Questions and Discussion
  • 40. ESL Program Review: A Community College Self Study Nancy Frampton, ESL Instructor TESOL 2010 Boston Friday, March 26, 2010

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