ESL Program Review: A Community College Self Study

Nancy Frampton, ESL InstructorTESOL 2010 � Boston

Friday, April 26, 2010

ESL Program

� Credit program � 5 levels � 150-300 students� 90% Hispanic � 90% Hispanic � 70% female� Rural college� Additional USAID-funded program

Program Review Process

� Five-year review cycle� Cycle 1: Spring 1998-Fall 2002� Cycle 2: Spring 2003-Fall 2007� Plus three semesters (overlap)� Plus three semesters (overlap)

� data collection� documentation (feedback) � final report/presentation (feedback)

Program Review Cycle 1 (Fall 2002)

� Quantitative Analysis� Qualitative Analysis� Conclusion� Recommendations� Recommendations

Pre-Cycle 1

ESL 265

Advanced Intensive English8.0 units

ESL 266

English for Bilingual Students

3.0 units

Cycle 1: Fall 2002…..

ESL 269C

Acad. Pronunciation & Oral

Communications Skills

ESL 265

Advanced Intensive English8.0 units

ESL 266

English for Bilingual Students4.0 units

Cycle 1 Course

Offerings

ESL 260

Beginning Intensive English

0.5 – 3.0 units

ESL 261

Basic Reading &

Writing1.0 – 3.0 units

ESL 264

Intermediate Intensive English8.0 units

8.0 units

ESL 260

Beginning Intensive English

0.5 – 3.0 units

ESL 261

Basic Reading &

Writing1.0 – 3.0 units

ESL 269A

Basic Pronunciation & Oral

Communications Skills

3.0 units

ESL 269B

Intermediate Pronunciation & Oral

Communications Skills

3.0 units

Skills3.0 units

ESL 264

Intermediate Intensive English

8.0 units

Cycle 1: Quantitative Analysis

Quantitative Data� Total Enrollment� Enrollment by Demographics: Age, Gender, &

EthnicityEthnicity� Retention, Success & Attrition� FT/PT Enrollment Status� WSCH/FTEF (Weekly Student Contact

Hours/ Full Time Equivalency Faculty)

Cycle 1: Quantitative Analysis

Reedley College ESL Program

Enrollment Trends

Cycle 1: Quantitative Analysis

Findings� 500% enrollment increase

� corresponding increase in certificates/degrees

� Persistence and success� Persistence and success� 79% to 87%� consistent with the college average

Cycle 1: Qualitative Analysis

Student Survey � More ESL sections� Additional lab/ computer time� More beginning level instruction� More beginning level instruction� No mixed levels

Cycle 1: Qualitative Analysis

Strategic Planning RecommendationsCurriculum:� More lab hours� More ESL-designated facilities� More ESL-designated facilitiesSupport Services:� Full-time ESL counselor� TransportationOther Findings:� Student placement

Cycle 1: Conclusion

Problems and Issues� Low number of contact hours � Entry-level language learning� Full-time enrollment across levels� Full-time enrollment across levels� Streamline curriculum

Cycle 1: Recommendations

� Entry-level language learning � Full-time enrollment opportunities � Expanded curricular opportunities to ensure

student retention and persistencestudent 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

ESL 269C

Acad. Pronunciation & Oral

Communications Skills

3.0 units

ESL 265

Advanced Intensive English8.0 units

ESL 266

English for Bilingual Students4.0 units

Cycle 1 Course

Offerings

ESL 260

Beginning Intensive English

0.5 – 3.0 units

ESL 261

Basic Reading &

Writing1.0 – 3.0 units

ESL 269A

Basic Pronunciation & Oral

Communications Skills

3.0 units

ESL 269B

Intermediate Pronunciation & Oral

Communications Skills

3.0 units

ESL 264

Intermediate Intensive English

8.0 units

Program Review Cycle 2 (Fall 2007)

� General Information � Quantitative Analysis� Student Learning Outcomes� Qualitative Analysis� Qualitative Analysis� Conclusions

Cycle 2: General Information

Recommendations � Status � Outcome

Cycle 2: General Information

Recommendation Status Outcome

Entry-level language learning

Achieved SP 2005

12 units at lowest two levels

Cycle 2: General Information

Recommendation Status Outcome

Full-time enrollment opportunities

Achieved FA 2004-SP 2005

12 units at all levels

SP 2005

Cycle 2: General Information

Recommendation Status Outcome

Expanded curricular opportunities to ensure student

Achieved FA 2004-SP 2005

(Significant findings in quantitative analysis section)ensure student

retention and persistence

SP 2005 section)

Cycle 2: General Information

Recommendation Status Outcome

A bridge to English language competency for

AchievedFA 2004-FA 2006

12 units instruction at highest level offered

competency for academic and/or vocational study

FA 2006

Cycle 2: General Information

Recommendation Status Outcome

Optimal access to computer-assisted learning

Ongoing 2004-2005: ESL software installed onto 20 stations in Library learning 20 stations in Library Computer Lab

Cycle 2: General Information

Recommendation Status Outcome

Feasibility of an ESL certificate of achievement and/or

Complete Determined not feasible

achievement and/or completion

� Fall 2004

Cycle 2: General Information

Learning Communities

Learning Community History

Fall02

Sp03

Fall03

Sp04

Fall04

Sp05

Fall05

Sp06

Fall06

Sp07

*Caring for Children in Our CommunityESL 206 (2 units), CD 206 (2 units) and CD 207 (2 units)

X

**Information Is PowerESL 266W (4 units) and Litec 258 (1 unit) X X

Career Opportunities for the English Language LearnerESL 269C (3 units) and GS 34 (2 units)

X

*ESL Computing/Breaking the *ESL Computing/Breaking the Language Barrier through TechnologyESL 264 (8 units) and IS 10 (2 units)

X X X X X X X X X

ESL Re-EntryESL 260 (3 units) and ESL 261 (3 units) X

VESL Learning CommunityESL 269A (3 units), ESL 260 (3 units), ESL 261 (3 units) and GS 264 (2 units)

X

*First Year Experience/ OrientationESL 269A (3 units) and GS 264 (2 units)

X X X X X X X X

Cycle 2: Quantitative Analysis

� Retention, Success & Attrition� FT/PT Enrollment Status

Cycle 2: Quantitative Analysis

Term 02FA 03SP 03FA 04SP 04FA 05SP 05FA 06SP 06FA 07SP

Success 70% 67% 67% 67% 75% 81% 81% 73% 85% 76%

Retention, Success & Attrition

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%

Cycle 2: Quantitative Analysis

� Retention, Success & Attrition� FT/PT Enrollment Status

Cycle 2: Quantitative Analysis

FT/PT Enrollment Status

02FA 03SP 03FA 04SP 04FA 05SP 05FA 06SP 06FA 07SP

Full Time (12 Or

55% 45% 37% 35% 61% 69% 65% 68% 69% 73%(12 Or More Units)

55% 45% 37% 35% 61% 69% 65% 68% 69% 73%

Part Time

(11 Or Less Units)

45% 55% 63% 65% 39% 31% 35% 32% 31% 27%

Totals 100% 276

100% 271

100% 215

100% 275

100% 272

100% 270

100% 240

100% 232

100% 279

100% 255

Cycle 2: Student Learning Outcomes

� Student Learning Outcomes (SLO) � A Plan to Develop and Assess SLOs

Cycle 2: Student Learning Outcomes

Fifteen SLOs of the Highest Level CoursesUpon completion of this program, students will be able

to:� Write an essay with a discernable structure and clear

style.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.

Cycle 2: Student Learning Outcomes

Plan to Develop and Assess SLOs

Timeline of Activities

07FA

08SP

08FA

09SP

09FA

10SP

10FA

11SP

11FA

12SP

Program Learning Outcome Evaluation X XEvaluation

A. Develop competency testX X

B. Implement competency test

X X

C. Evaluate competency results

X

Cycle 2: Qualitative Analysis

� Program Promotion� Funding Patterns � Future Trends in Community College Adult

ESLESL� Anticipated Changes in Curriculum� Departmental changes or needs over the next

five years

Cycle 2: Qualitative Analysis

Future Trends� A growing “digital divide” for Hispanic

students� based on family income

parental educational background � 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

Cycle 2: Qualitative Analysis

Future Trends� California High School Exit Exam (CAHSEE)� Basic Skills Initiative

� effective practices effective practices � orientation, assessment, and placement

� Vocational ESL

Cycle 2: Conclusions

� Major conclusions� Student Learning Outcomes� Course/ Program Offerings� Staffing and Staff Development� 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

Timeline of Activities07FA

08SP

08FA

09SP

09FA

10SP

10FA

11SP

11FA

12SP

Course outline review X X

Program Learning Outcome Evaluation

X X X

Student Survey X

New Curriculum Development X X XNew Curriculum Development X X X

Optimal access to computer assisted language learning

X X X

Institutional Outreach X X X X

Professional Development for ESL Adjunct Faculty

X X X X

Consider the feasibility of release time for an ESL program coordinator

X X

ESL Program Review: Final Thoughts

Common Threads� Assessment inconsistencies� VESL � CALL� CALL� Student Services Support (counseling,

tutoring)� Expanded enrollment; expanded curriculum

ESL Program Review: Final Thoughts

Reflections and Insights � The power of numbers� Planting of seeds, watching them grow� Windfalls and spin balls� Windfalls and spin balls� A five-year process, not once every five years

ESL Program Review: A Community College Self Study

� Questions and Discussion

ESL Program Review: A Community College Self Study

Nancy Frampton, ESL Instructor

TESOL 2010 � BostonFriday, March 26, 2010