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I. Program Information
Purpose: This section will identify basic information about your program. Program reviews
can be found at: http://www.merritt.edu/wp/institutional-research/program-review/
Program Name: English as a Second Language (E.S.L.)
Date: 10-7-16
Program Type (circle or highlight one): Instructional Non-Instructional
Student Services or Special Programs Administrative Unit
College Mission Statement: The mission of Merritt College is to enhance the
quality of life in the communities we serve by helping students to attain knowledge,
master skills, and develop the appreciation, attitudes and values needed to succeed and
participate responsibly in a democratic society and a global economy.
Program Mission:
The goal of the English as a Second Language Department (ESL) is twofold: 1) to help
students communicate with clarity and precision in reading, writing, and speaking
English; 2) to assure that students are successful in academic, vocational and/or personal
endeavors.
The ESL Department places high value on maintaining a rigorous program of study.
Courses are offered in the Fruitvale District at Merritt College’s Fruitvale site. Counseling
and financial aid services are available to assist students when in the process of
completing beginning to intermediate courses.
The ESL Department anticipated offering the Pre-level 1 Basic English course as noncredit
and implementing a series of noncredit vocational courses. Beginning January 2015 a group
of faculty and staff who work at the Fruitvale site met with the Dean regularly in dialogue
about opportunities to improve the delivery of services. AB86, which allows for the
planning and implementation grant to be used for classes and courses for immigrants
eligible to education services in citizenship and English as a second language and workforce
preparation classes in basic skills, and the increased funding for noncredit courses, as well
as the focus on building career pathways the group decided to pursue the noncredit option.
The Dean and fulltime ESL instructor engaged the Peralta ESL Advisory Council (PEAC) for
district wide support and was received with interest and opportunities for collaboration.
The Dean launched an AB86 committee including the Oakland Adult School, Alameda Adult
School, representatives from the PEAC, and child development. This led to curriculum
development opportunities. During the summer of 2015, three faculty members received
stipends for collaboration and development of a noncredit skills based vocational ESL
(VESL) curriculum, linking child development and ESL with the goal of a lead into credit
programs. Courses went through the curriculum committee approval process, and the
Merritt College noncredit ESL-Child development pathway will launch in spring 2017. The
possibility of adding additional content ESL classes such as ESL for Child Development, and
ESL for Health Services is also under consideration, as well as linking communities with
these departments.
Date of Last Comprehensive Program Review: 2/5/16
Date of Comprehensive Program Review Validation:
II. Reporting Progress on Attainment of Program Goals
Purpose: In this section, you will look at your goals stated in the last program review, align the
program goals with the District and College Goals, and report on the progress, revision, or
completion of the program goals.
Program Goal
*Copy the Goals
Reported from
Program Review
Question 10 or
Appendix B, or
input the revised
goal.
Which
institutional goals
will be advanced
upon completion?
(PCCD and MC
Goal Mapping)
Progress on Goal
(indicate date next to the
appropriate status for the
goal)
Goal Detail
(Describe how the goal
was met, or is still
being pursued. If a goal
is new or revised,
explain the revision.)
Assessment
No goal listed in
Program Review
for Assessment
New Goal:
Develop
Communities of
Practice within
the department
and with
programs and
departments
across campus.
Revised:
Expand and
strengthen
curriculum by
engaging in
regular and
ongoing
department-wide
dialog about
assessment.
1. PCCD
Goal:_D______
Strengthen
Accountability
2. Merritt
Goal___D____
Through the
collegial
governance,
support institutional
communication,
innovation and
interdisciplinary
collaboration.
Completed:
____2/16__________
(date)
Revised:
________________
(date)
Ongoing:
________________
(date)
New Goal
___10/6/16_______
(current date)
The College SLOAC
Committee in
conjunction with the
department co-chairs
will need to ensure
that ESL instructors
participate in the
assessment process in
order to maintain the
integrity and
consistency of the
program’s academic
standards. The
College provided the
adjunct with a
monetary stipend to
participate in district-
wide professional
development that
focuses on ESL
instruction.
Curriculum (if
applicable)
Add non-credit
course in concert
with the
guidelines from
AB86 to expand
and strengthen the
ESL Program
Revised:
Expand and
strengthen
curriculum by
engaging in
regular and
ongoing
department-wide
dialog about
assessment.
1. PCCD
Goal:__C_
Build Program of
Distinction
2. Merritt
Goal___C____
Create and
implement effective
innovative
programs that meet
the needs of our
community.
Completed:
___5/16_____________
(date)
Revised:
______10/12016_________
(date)
Ongoing:
__________________
(date)
New Goal ____ (current
date)
Non-credit ESL –
Childhood
Development courses
were approved in
spring 2016 and
launched in fall 2016.
1. In fall 2016, co-chairs
with dean’s support,
offered one additional
section of ESL 284
A/B. Co-chairs and
dean have agreed to
offer ESL 232A/B –
High Beginning
Reading & Writing in
Spring 2017. The
department plans to
adopt more ESL
courses, including
stand-alone non-credit
basic ESL 294 – Basic
ESL Skills -- with the
intent to expand
curriculum so that ESL
students have
increased opportunity
to matriculate into
regular on-campus
English classes.
Offering an entering
level of ESL would
increase the
department’s success
and retention rates
because we would be
offering the population
the level they have
shown to need most.
Instruction (if
applicable)
No goal is listed
in the program
1. PCCD
Goal:_A_
Advance Student
Access, Equity and
Completed:
________________
(date)
Revised:
The department needs
more instructors, full
time and part time, to
participate in the use of
online resources,
instructional methods,
review.
New Goal:
Expand human
resources by
hiring a full time
ESL instructor to
meet the mission
of the program
and the College.
Success
2. Merritt
Goal_E_
Develop human,
fiscal, and
technological
resources to
advance and sustain
our mission.
__________________
(date)
Ongoing:
__________________
(date)
New Goal _______
(current date)
and more. Since the
program only has one
ESL instructor, it is
pertinent that the
College support the
plan to improve
instruction by hiring
instructors who possess
expertise working with
Latino and various
immigrant populations
in Oakland.
Student Success
and Student
Equity
No goal was
stated in the 2015
ESL Program
Review.
New Goal:
Increase student
retention and
successful
completion of
ESL courses by
closely examining
curriculum and
instructional
practices to make
critical
adjustments and
improvements.
1. PCCD
Goal:___A____
Advance
Student Access,
Equity, and
Success
2. Merritt
Goal__A___
Create an
environment of
exceptional student
access, equity, and
success
Completed:
________________
(date)
Revised:
__________________
(date)
Ongoing:
__________________
(date)
New Goal
___10/7/16_______
(current date)
The retention rate for
ESL is 8% below the
College standard. This
indicates that the
department must
closely examine
curriculum and
instructional practices
to make critical
adjustments and
improvements to the
way the department
supports student
learning and
engagement while
minimizing student
attrition. The College is
seeking a new facility
that would allow the
program to expand in
the Fruitvale
Community.
Professional
Development,
Institutional and
Professional
Engagement, and
1. PCCD
Goal:__B_____
Engage and
Leverage Partners
Completed:
________________
(date)
Revised:
Faculty and staff
have collaborated
with the Oakland
Unified School
District and the Adult
Education Office to
Partnerships:
New Goal:
Strengthen
partnerships with
OUSD high
schools and Adult
Education
programs that
support the
success of
disproportionately
impacted
populations: ESL,
Black and Latino
males, and foster
youth.
2. Merritt
Goal:___B____
Engage our
community
through respectful
dialogue to create
partnerships
__________________
(date)
Ongoing:
_________________
(date)
New Goal
____10/6/16______
(current date)
implement the state-
mandated non-credit
ESL classes. The
College currently
rents the ESL facility
from the Unity
Council.
Other Goals 1. PCCD
Goal:_______
2. Merritt
Goal_______
Completed:
________________
(date)
Revised:
__________________
(date)
Ongoing:
__________________
(date)
New Goal __________
(current date)
III. Data Trend Analysis
Purpose: In this section, you will report, review and reflect on your program data since
the last program review (Fall 2015 and Spring 2016). You may copy and paste the tables
that were provided to you in your data packet via email.
Please review and reflect upon the data for your program that was sent via email. You
will be asked to comment on significant changes in the data and/or achievement
gaps. Focus upon the most recent academic year and/or the years since your last
comprehensive program review. *If you have questions or concerns regarding your data,
please contact Samantha Kessler, Research and Planning Officer:
sk essler@peralta.edu.
Student Enrollment Demographics:(Copy/paste enrollment tables from
data file)
A. Student Demographics (headcount)
Fall
2014 Fall
2015 Fall % Chg
Spring 2015
Spring 2016
Spring % Chg
TOTAL 35 30 -14.3% 28 38 35.7%
Female 26 27 3.8% 23 32 39.1%
Male 9 3 -66.7% 5 6 20%
Age <20 1 0 -100% 1 0 -100%
Age 20-24 2 6 200% 5 5 0%
Age 25-39 18 15 -16.7% 12 24 100%
Age >=40 14 9 -35.7% 10 9 -10%
African American 2 1 -50% 1 0 -100%
American Indian/Alaskan 0 0 0% 0 0 0%
Asian 1 2 100% 5 5 0%
Hispanic 32 26 -18.8% 17 32 88.2%
Pacific Islander 0 0 0% 0 0 0%
White 0 0 0% 3 1 -66.7%
Two or more Races 0 0 0% 0 0 0%
Unknown 0 1 - 2 0 -100%
1. What changes have occurred in enrollment since 2015-2016 program review? Generally there seems to be a decrease in students who attended Merritt College
who are between the ages of 16 to 18. There was a slight increase in the number of
students who are age 65 and older, and a small decrease in attendance of students
younger than 16. In Spring 2016, ESL experienced the greatest increase in
enrollment for the last two years.
Course Sections and Productivity: (Copy/paste Fall 15 and Spring 16 tables
from data file) ***Is this the right table here??***
Fall
2014 Fall
2015 Fall % Chg
Spring 2015
Spring 2016
Spring % Chg
TOTAL - - - - - -
Sections 3 2 -33.3% 2 2 0%
Course Enrollment 51 54 5.9% 43 63 46.5%
Productivity 8.5 13.5 58.8% 10.75 15.75 46.5%
1. Please comment on changes that have occurred in productivity since the 2015-
2016 program review. (e.g. increase, decrease or no change)
According to the data provided on this chart, there seems to be little change since the 2015-2016
program review. Productivity rate is considerably lower than the College standard. More data is
needed to evaluate how to address this critical issue as it impacts the program’s ability to expand
and hire a full time instructor.
Student Success: (copy/paste the course retention and course (successful)
completion tables.
C. Student Success
Fall
2014 Fall
2015 Fall % Chg
Spring 2015
Spring 2016
Spring % Chg
TOTAL - - - - - -
Course Completion Rate* 0.73 0.8 0.07 0.77 0.65 -0.1
Course Success Rate** 0.63 0.67 0.04 0.58 0.57 -0.01
* A,B,C,D,F,W, P,NP, CR, NCR
** A,B,C,P, CR
1. Describe the course retention and successful course completion rates and any changes since the 2015-2016 program review. (Note: Course retention is the % of
students who finish the course – any grade other than W. Successful course completion is
the % of students earning a grade C or better in the course. )
ESL course completion and successful course completion is approximately 8% below the College standard. It has been generally steady but the department needs to integrate
strategies for improving successful course completion. The standard completion rate
for ESL is 59.3%,. The poor completion rate may be due to a wide variety of
reasons including delivery of curriculum content, class scheduling, and lack of
resources and functional facility.
Student Success in Distance Education/Hybrid classes versus face-to-
face classes: (copy/paste the Distance Ed retention and course completion data
here.)
D. Student Success in DE/Hybrid, Face-to-Face
Fall 2014 Fall
2015 Fall % Chg
Spring 2015
Spring 2016
Spring % Chg
TOTAL - - - - - -
100% DE 0 0 0 0 0 0
Hybrid 0 0 0 0 0 0
100% Face-to-Face 0.63 0.67 0.04 0.58 0.57 -0.01
The ESL Department does not currently offer distance education courses.
1. Describe any difference in the Retention and Success of face-to-face and
distance education courses.
Other program specific data. Other data could include: departmental research via
survey or special projects that significantly supports the goals or future plans for the
program.
IV. Aligning Program Goals, Activities and Planning
Purpose: In this section, you will align your program, department or unit goals with the
Educational Master Plan goals. You will also be asked to comment on how your
department, unit or program is helping the College to achieve the targets set by the
Equity, SSSP and Basic Skills Plans.
1. Educational Master Plan Alignment: Please use the following matrix to
demonstrate how your program goals align with the 2015-2020 Educational
Master Plan Goals.
2015-2020 EMP Goals
Foundations: 1. Assess students’ strengths and needs thoroughly to accelerate completion of
certificates, degrees and transfer readiness. 2. Support and develop programs, curriculum and services that increase completion of
courses, certificates, degrees and transfer. 3. Establish an organizational structure that promotes coordination, innovation, and
accountability, and which embeds basic skills development across the campus. Transfer:
1. Establish fully functioning transfer center. 2. Acquire more and better data (Higher granularity) on transfer rates. Collect transfer
data to include UC, State, and Private institutions. 3. Augment and strengthen specific partnerships with academic departments in CSUs,
UCs, and privates to develop transfer pipelines. 4. Augment and strengthen support services for transfer students campus-wide.
Career Technical Education:
1. Develop opportunities for CTE students to engage in campus and community experiences that enhance learning and student success (program-level clubs/enterprises, activities that develop soft skills, etc.) by contextualizing and proactively engaging students.
2. Create a Merritt-wide infrastructure that streamlines and develops employer partnerships, including offering High quality internships, serving on advisory boards, and engaging in curriculum development.
3. Strengthen Merritt College’s “on ramps” to our CTE pathways by enhancing distance education, dual enrollment, adult education, contract education, etc., and provide differentiated supports that ensure student success for targeted population.
4. Create proactive strategies to engage faculty, students, and employers to support program success and sustainability that increase student-level academic and career outcomes.
5. Augment and strengthen support for transfer students within academic programs.
Directions: 1) input your program and department goals. 2) Identify which area of the Ed
Master Plan this Goal aligns to – Foundations, Transfer and/or CTE. 3) Identify the goal
number in that area the department goals aligns to. (Goal 1-5) 4) Describe the activities
your department or program will complete to meet the goal. 5) What standard or goal do
you think the activities will help the college achieve as a measurable outcome
(Completion rate, degree/cert completion, transfer, remedial rates). Place and X in the
standard(s) and/or goal(s) your program activity will impact.
Program/ department or unit Goal
Fo
un
da
tio
ns
Tra
nsf
er
CT
E
How does this goal or
the program activities
align with the Educational Master Plan
Strategic Directions and Goals?
Measurable Outcomes: Institution Set Standards and IE Goals
Successful Cour
se Completio
n Rate
Retention Rate (F to
F Persistenc
e)
Degree or Cert.
Completion
Transfer
Remedial Rate Math
(Basic Skill
Success)
Remedial Rate English (Basic Skills
Success)
Goal 1
X x X X
1. Assessment:
No goal listed
in Program
Review for
Assessment
New Goal:
Develop
Communities of
Practice within
the department
and with
programs and
departments
across campus.
1
By developing a
community of
practice within
the department,
we expect that
retention and
successful course
completion will
increase for
Latinos.
X X
X
2. Curriculum:
Add non-credit
course in
concert with the
guidelines from
AB86.
Revised:
Expand and
strengthen
curriculum by
engaging in
regular and
ongoing
department-
wide dialog
about
assessment.
1
3
By expanding
the curriculum,
the department
will be engaged
in reflective
assessment; this
should result in
an increase in
retention and
success rates.
X X
X
3. Instruction:
No goal is listed
in the program
review for
Instruction.
New Goal:
Expand human
resources by
hiring a full
time ESL
instructor to
meet the
mission of the
program and
the College.
1
The program
needs to meet the
demand of the
community; with
only two
adjuncts, the
program is
unable to grow; a
full time new
hire with
expertise in ESL
instruction and
who understands
the needs of the
ESL community
is necessary to
carry out the
mission of the
program and the
College.
X X
4. Student
Success and
Student Equity:
No goal was
stated in the
2015 ESL
Program
Review.
New Goal:
Increase student
retention and
successful
completion of
ESL courses by
closely
examining
curriculum and
instructional
practices to
make critical
adjustments and
improvements.
4
ESL plays a
critical role in
our basic skills
program. This
goal will help
improve ESL
student
matriculation
into regular
college courses,
which will
increase student
enrollment.
X X
X
5. Professional
Development,
Institutional and
Professional
Engagement,
and
Partnerships:
New Goal:
Strengthen
partnerships
with OUSD
high schools
and Adult
Education
programs that
support the
success of
disproportionat
ely impacted
populations:
ESL, Black and
Latino males,
and foster
youth.
3
By
strengthening
partnerships
with OUSD
high schools
and AE
programs,
student
retention and
course
completion will
increase.
X X
X
2015-16 Student Equity Plan, Student Success and Support Program Plan
(SSSP), and Basic Skills Goal Summary
*S = SSSP, E=EQUITY, B=BASIC SKILLS
Directions: 1) Describe a challenge, achievement gap or observation you made in your
program data. 2) Describe an activity or intervention your program does to address the
data. 3) Note which student populations this activity or intervention targets. 4) describe
the intended measurable outcome of the activity. Think about which indicator, from the
summary chart below, this activity will help to impact. 5) Note which Plan and Goal this
activity aligns to (SSSP, Equity, or Basic Skills)
To be completed by the Program, Department or Unit:
Problem,
Achievement
Gap or
Observation
Activity/Intervention Target Student
Population
Outcome (or
intended outcome
from the list of
indicators above:
access, course
completion, retention,
Relevant
College
Equity/SSSP/BS
Goal
BS course
completion, degree,
cert. transfers)
Example: Lack of program diversity
Looking at diversity partnering with Oakland unified for pathways
African American and Hispanic/Latinos
Increase headcount/enrollment of these populations
SSSP and Equity Plan – Access for African Americans and Latinos
Currently we
have only one
adjunct
instructor
teaching four
sections per
semester.
Hire one full time
instructor.
Latinos Increase enrollment
and course offerings.
SSSP and
Equity for
Latinos
We currently
do not offer
any summer
sections due to
lack of space
in the Fruitvale
facility.
Secure a larger
facility for the
Fruitvale ESL
Program
Latinos, low-
income Increase enrollment
and access.
Equity for
Latinos
1. Lack of
assessment/
placement for
ESL at Merritt
College
prevents the
College from
finding out
how to expand
the program
since the
College does
not know
which
population it
needs to serve
most.
2. If an ESLassess-
3. Ment/placement is
offered (on campus
AND at Fruitvale) the
College will know what
levels are at a higher
demand for the
population it serves. In
addition, if the College
offers ESL assessment
the department will
increase its success
rates because it will
provide the appropriate
curriculum and support
services to the
population that seeks
the College’s
services/classes.
Latinos Increase enrollment
and access
SSSP for
Latinos
4. Provide incentives for
faculty to participate in
district-wide
professional
development
opportunities that focus
on innovative ways to
integrate and deliver
culturally competent
curriculum for second
language acquisition.
Hire instructors who
are willing to engage in
PEAC activities to help
keep our department
updated.
Increase retention and
successful course
completion
To be completed by the Program, Department or Unit: How did you participate in the plan activities outlined above? (Use N/A if not
applicable)
Student Equity
Plan
SSSP Plan
Basic Skills Plan
V. Curriculum and Assessment Status
Purpose: In this section, you will review your curriculum changes and improvements
and assessment plans and findings. If your Program, Department or Unit does not have a
curriculum component, please put N/A. You should reference the Assessment Completion
Report, Curriculum Update Report, CurricUNET META, and Takstream. If you have
questions about curriculum or assessment, please contact Clifton Coleman, Curriculum
and Assessment Specialist, ccoleman@peralta.edu.
1. Use the following table to document the curricular, pedagogical or other
changes your department made since the most recent program review, and the
planned changes for the upcoming year. Note, curriculum updates are
required every two years for CTE, every three years for non-CTE. Identify if
the changes were based on course or program level assessment, or other
data/evidence collected by the program or other requirements like Title 5,
certification or accreditation requirements. Attach evidence (Curriculum
Update report, the assessment report from TaskStream, departmental meeting
notes, etc).
Change or Planned Improvement Identify the Data,
Assessment results or
Evidence that support the
change or plan for
improvement
Status:
Completed
or Ongoing
and Planned
date of
completion.
1. Industry/sector recommendation.
Planned date of completion: Fall 2017.
Need to improve vocabulary instruction.
Students need more time and support for
building their English vocabulary.
ESL 283A/B/Cycle
2012-2013
Ongoing
The department adopted the new district wide
ESL courses so that the program could be in
alignment with the other colleges. The
outdated curriculum was deactivated. The
new curriculum was developed to be more
useful to the students and to take into account
changing state guidelines. The College will
need to ensure that ESL instructors continue
to participate in the assessment process in
order to maintain the integrity and
consistency of the program’s academic
Non-Credit/ Adult
Education
Ongoing
standards.
2. Attach the Assessment Completion Report (Clifton provides this report at Flex
Day), and the completed Fall Schedule Assessment Planning Template (due to
CDCPD mid-September) Please evaluate your program’s progress on
assessment. ESL has grown more actively engaged in dialogue about assessments in the last
two cycles since the inception of SLOAC; evidence of this can be found in
department agendas and minutes as well as in the Status Reports found in the
TaskStream. What meaningful dialogue takes place in both shaping and
assessing course and program level outcomes? Where can one find the
evidence of the dialogue? The College SLOAC team, in conjunction with department co-chairs, are working to
assist ESL instructors are engaged in reflective dialogue about course assessments.
Meaningful dialogue about shaping and assessing course and level outcomes is evident
from reviewing the English/ESL/Philosophy/ESL meeting minutes for the past two years.
Growing, modifying, and assessing course outcomes is a regular topic at most department
meetings.
VI. Additional Questions for CTE, Counseling, Library and Student Services/Admin Units
Purpose: In this section, certain programs or departments will answer questions specific
to the program. Leave the section blank if your program, department or unit
is not CTE, Counseling, Library or Student Services/Administration.
For CTE:
1. Please describe any recommendations resulting from advisory
committee meetings that have occurred since your last program
review.
2. Did your program work with a Deputy Sector Navigator and if so, how
did this lead to program changes or improvements?
3. Is your discipline/department/program currently participating in any
grants specific to the program? Please discuss your progress in
meeting the stated goals in the grant.
For Counseling:
1. What has the counseling department done to improve course
completion and retention rates? What is planned for the future?
2. What has the counseling department done to improve SSSP counseling
services? Please discuss your progress in improving SSSP counseling
services.
For Library Services:
1. Please describe any changes in the library services, collections or
instructional programs since the last program review or APU and fill
in the information below:
For Student Services and/or Administrative Units:
1. Briefly describe the results of any student satisfaction surveys or
college surveys that included evaluation and/or input about the
effectiveness of the services provided by your unit. How has this
information informed unit planning and goal setting?
This Academic Year Previous Academic Year (s) Explanation of Changes
Library Open Hours Per Week
Library Visits (gate count) Other Library Usage
Total Library Materials Expenditures
Total Print Book Collection (Titles)
Total E-book Collection (Titles)
Total Database Subscriptions
Total Media Collection (Titles)
Total Print Periodical Subscriptions
General Circulation Transactions
Reserve Circulation Transactions
In-house circulation Transactions (optional)
Media Circulation Transactions (optional)
E-book Circulation Transactions Describe (optional)
Other circulations Transactions – Describe – (optional)
Total circulation Transactions
2. Briefly describe any changes that have impacted the work of your unit.
VII. New Resource Needs Not Covered by Current Budget
Purpose: In this section, programs will documents new and repeat resource
requests, and document the support of the request with data or evidence.
Human Resources: If you are requesting new or additional positions, in any job
classification, please explain how new positions will contribute to increased student
success.
Human
Resource
Request(s)
Already
Requested
in Recent
Program
Review?
(YES/no)
Program
Goal
(cut and
paste from
program
review)
Connect
ed to
Assessm
ent
Results
and
Plans?
(List the
course
and
SLO or
PLO
and
Academi
c Year)
Does
other
data
support
your
resource
requests?
If so,
explain
the
metric
and trend
or result.
(1-3
sentences
)
How will this resource
contribute to student
success? (1-3 sentences)
Alignm
ent
with
College
(List
Goal A-
E)
Alignm
ent
with
PCCD
Goal
(List
Goal A-
E)
One full
time hire
Yes
though
not as a
specific
goal, but
as a
required
action to
expand
the
program.
The New
Goal:
Expand
human
resources
by hiring
Request a
full-time
faculty,
qualified in
ESL so that
there is a
lead faculty
in ESL with
expertise to
spearhead
the expected
growth.
The
program’
s
retention
and
success
rates are
7% lower
than the
College
standard.
A full
time
instructor
would
help
ensure
that
Currently we have
only one adjunct
instructor teaching
four sections per
semester.
More instructors hired
for the ESL
department results in
increased access for
students, particularly
for Latinos since the
majority of ESL
students are Latino.
a full
time ESL
instructor
to meet
the
mission
of the
program
and the
College.
instructor
s are
engaged
in active
and
meaningf
ul
dialogue
about
teaching
and
learning.
*New faculty requests must be listed here.
Technology and Equipment: How will the new technology or equipment
contribute to student success?
Technology and
Equipment
Already
Requested in
Recent
Program
Review?
(yes/NO
Program Goal
(cut and paste
from program
review)
Connected to
Assessment Results
and Plans?
(List the course
and SLO or PLO
and Academic
Year)
Does other data support
your resource requests?
If so, explain the metric
and trend or result. (1-3
sentences)
How will this resource
contribute to student
success? (1-3 sentences)
Alignment
with College
(List Goal
A-E)
Alignment
with PCCD
Goal (List
Goal A-E)
Updated software for
30 desktop computers
in the classroom at the
Fruitvale Site.
No Secure a larger
facility ESL 284AB/Cycle
2016-2017:
ESL instructors
would benefit
from updated
software that helps
students expand
their vocabulary
and build
integrated reading,
writing, and
listening skills.
N/A N/A
Facilities: Has facilities maintenance and repair affected your program in the past
year? How will this facilities request contribute to student success?
Facilities Already
Requested in
Recent
Program
Review?
(YES/no)
Program Goal
(cut and paste
from program
review)
Connected to
Assessment Results
and Plans?
(List the course
and SLO or PLO
and Academic
Year)
Does other data support
your resource requests?
If so, explain the metric
and trend or result. (1-3
sentences)
How will this resource
contribute to student
success? (1-3 sentences)
Alignment
with College
(List Goal
A-E)
Alignment
with PCCD
Goal (List
Goal A-E)
1. Secure a new
facility that is
large enough
to grow the
program.
Yes, though
not as a
specific goal
but rather a
Connected to
assessment results
in that results
demonstrate that
students are
successfully
completing the
courses we are
currently offering
but are not able to
advance or
matriculate into
regular English
since the program
does not offer
enough courses.
Best teaching practices
cannot always be
implemented when
students are seated in
such a tight space. As
evident in data indicated
in the BI Tool, the
retention rate for ESL is
75.6%, more than 7%
below the College
standard.
A larger space for Esl
classes will result in more
availability for students to
take ESL clases.
Professional Development or Other Requests: How will the professional
develop activity contribute to student success? What professional development
opportunities and contributions make to the college in the future?
Professional
Development
Already
Requested in
Recent
Program
Review?
(yes/no)
Program Goal
(cut and paste
from program
review)
Connected to
Assessment Results
and Plans?
(List the course and
SLO or PLO and
Academic Year)
Does other data support
your resource requests? If
so, explain the metric and
trend or result. (1-3
sentences)
How will this resource
contribute to student
success? (1-3 sentences)
Alignment
with College
(List Goal
A-E)
Alignment
with PCCD
Goal (List
Goal A-E)
N/A
N/A N/A N/A N/A N/A
Endorsed by the District Academic Senate May 17, 2016
SLO Three-year Cycle Report
Fall 2013-Summer 2016
Tuesday, September 06, 2016
5:29:35 PM
Disc # Course Title # of
SLOs
SLO NotesSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 SLO 8 SLO 9
ESL 283A ESL 283A HIGH BEGINNING
LISTENING AND SPEAKING
3 15-16 15-16
ESL 284A ESL 284A HIGH BEGINNING
GRAMMAR
3 15-16
ESL 284B ESL 284B HIGH BEGINNING
GRAMMAR
3
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