Meeting Minutes, ESL Department Meeting Friday, September 9 11:45 – 1:30 in 13-11

Present: Julie Carey,  Ann Cartier, Alessandra Castello,Jenny Castello,, Diana Espinoza, Jeanne Gross, Barbara Hooper,Gerardo Pacheco,  Katie Schertle, Rebecca Taveau

1.       Update on enrollment, especially in off-campus ESL sections:  very strong enrollments, thanks to Diana’s targeted and effective outreach in the community, our meetings with all our community partners, and the work of RCSD Community Schools Socios for Success!

Enrollments are high at all sites. The only cancelled class was one section of ESL 400 on T/R. Talk to Jenny

2.       Discussion about enrollment and number of ESL 400 sections: Need to monitor whether offering three sections of 400 is viable for both semester. Considered offering two sections in evening, instead of morning. Enrollments in 924 and 914 are high in both morning and evening.

  3.       Class size for ESL Grammar and Writing classes on campus (Districtwide discussion)

Strong support for limiting:

  1. Research supports smaller class size for optimal student feedback
  2. Have support from ENG Dept.
  3. Skyline and CSM have class limits of 25 or 26
  4. Curriculum has 3 pilot projects on setting 25 limits
  5. Make as an ACES inquiry project:

4.       Inquiry work about ESL 914 as prerequisite to ESL 400 (Districtwide discussion)- ACES project?

5.       Brainstorm ways to do ESL coordination in Spring 2017- Spring 2018

Jenny will be retiring in two years. Program Services Coordinator might be a job category to replace her position. Meanwhile,  need to institutionalize Coordinator/Retention specialist--do a hiring justification to move from grant funding to fund one. What programs on campus utilize this position? Retention Specialist position is especially unsustainable, consider the number of students we have.

 Other duties: Representing campus for off-site meetings. Sharing a list of coordinator responsibilities would be useful.

Next Steps to develop justification to move Retention Specialist to Fund One:

  1. Jenny will shift to 10 units of teaching. Rebekah will shadow. May split coordination of on and off-site programs.  
  2. Grant writer used for grant for Silicon Valley--shifting positions to fund one makes our grant look stronger. (Perhaps grant funding could be used to support low-enrolled off-campus classes
  3. We have lot of information to include in a hiring justification for shifting to fund one for Retention Specialist

Immediate Next Steps for hiring: ESL Retention Specialist to Fund 1--recruitment, retention and persistence

6.       Tentative ACES Inquiry Project: Start strong, stay strong, finish strong.

7.     ESL Department Meeting dates for Fall 2016: Next on 10/14: 11:45-1:30

8.     Other:

 

Monday, May 16, 2016 ESL and SVIEP Meeting 11:00 - 12:00

Present:  Jenny, Julie, Jeanne, Diana, Derek Banks, Jonathan Bissell, Yuri Goda, Alicia

Congratulations to Supinda on completing and defending her dissertation!

Yuri Goda is the Program Services Coordinator for the SVIEP at Canada; her office is 5-230, which may change, but for now she is located there.

Website is almost finished; SVIEP wants to update the ESL Department.

Agenda

  1.  Introductions
  2. SVIEP
  1. SVIEP I-20 vs Academic

Collaboration:  ESL Dept. and International Student Program will continue to collaborate.  The 480 TOEFL score; students will apply to International Student Program and complete requirements for I-20 (eligibility based on federal requirements DOS and DHS) and they will be approved for I-20.  For our SVIEP, students can apply with a TOEFL of 479 or lower.  They will attend SVIEP and complete their ESL classes, but not as academic students because they are below the TOEFL 480 scores.  SVIEP is not competing with Canada or with the ESL Department for students.  Students who do not have 480 cannot be accepted to the colleges in the District; they are sent away.  Now we will be able to direct them to SVIEP and then transition them to the college/District.  The only international students who are currently students in the District and who may be referred to SVIEF are those who are failing and in danger of being dismissed.  They can choose to move to the SVIEF and improve their language/academic skills and reapply to the colleges/District.

SVIEP classes will be offered at Canada in the afternoon, when there are classrooms available and these students can attend.  Classes are 22 hours per week in 8 week sessions.  Students receive 2 hours per week of American culture.  International students seem to be arriving with more need for ESL and academic skills than in the past; the SVIEP offers the possibility to improve their skills before they enter the colleges/District officially as academic students.  Students may be referred from other colleges who do not offer intensive language programs and/or do not offer the lower level ESL classes.  Recruiting is taking place in Asia, Europe, South America and Mexico and Africa and should create cohorts that are diverse, but it is driven to some extent by visa/political climate in the countries.  There is local marketing as well.  

SVIEP students who transition will take the ESL Placement Test and be placed in the appropriate level in ENGL 100, ESL 400, or lower ESL classes. Prediction is that most students will transition into ESL 400 or possibly  ENGL 100.

International Student Program is providing the academic/support services for the SVIEP students.  International Student Program is very excited about SVIEP and sees how well it can serve international students who want to progress as quickly as possible and can also serve students who did not quite qualify for admission by a few TOEFL points.  International Student Program can support these students to reach the English language that they need to transition to the colleges/District and continue their education.

  1. TOEFL, Admission Fact Sheet
  2. smccd.edu/sviep
  3. Instructional  An important outcome/goal of the SVIEP is that students are well-prepared for academic pathway at college.  SVIEP students will earn grades, and there will be clear SLOs for each course and each level.  Homework will definitely be required, and this requirement will be communicated in the recruiting for this program. SVIEP would like to continue to meet and have conversations, especially on curriculum.  Academic rigor is very important; it distinguishes our ESL program from adult education or possibly other language schools.  
  4. Student support  Is there a possibility to offer embedded tutors or supplement tutoring with international students.  Currently International Student Program uses ambassadors, and the ambassadors each have 10 student mentees.  SVIEP is looking into these options.  SVIEP students with questions and/or concerns should be directed to Yuri.
  5. Faculty $55/hour  8 weeks= 80 hours for two classes; the American Culture class is 2 hours/8 weeks= 16 hours.  Other meetings will be compensated at a lower rate.

Colleges/District adjuncts will be hired to teach in this program, and their experience in the ESL Programs in the District will be beneficial. SVIEP would like to form a work group to continue to inform each other and collaborate to serve the students well.  SVIEP orientation will be similar to the current orientation that the International Student Program offers, in which the ESL Department does a session.  

3.  Work Group

4.  Space

5.  Summary/Questions  We want to be sure that our questions and concerns are addressed.  Derek and Yuri  will be liaisons between SVIEP faculty and ESL faculty.  There is some concern that student support services are not adequate for current ESL students and there may not be enough counseling hours etc. SVIEP will have student advising throughout the program.  The SVIEP program will have a counselor who will teach an American Culture class based loosely on the CRER 401 College Success class with a clear focus on this target audience.

We want to be sure that our community students remain the focus of the ESL Program at Cañada and that we do lose that focus as the number of international students at Canada grows.

Please check out the website and send any comments, suggestions, ideas, etc. to Yuri and Derek.

Friday, May 6, 2016 ESL Department Meeting 10:00 -11:30 AM 13-11

Agenda

Present:  Jenny, Rebekah, Julie, Jeanne, Ann Cartier, Gerardo Pacheco

  1. TLC Ideas:  Diana Tedone and All

TLC means Textbook Loan Collection: students can check out the textbooks for their classes for the entire semester.  This service is available to ensure that students have their textbooks at the beginning of the semester.  There is a form for faculty to complete that recommends that the students participate in TLC.

The Library has not had a great response yet to the TLC Program, so to make it easier for students to borrow the textbooks for their classes for the semester, faculty can now recommend students directly for TLC.  The Retention Specialist step has been removed.  5 textbooks per section of each course. We don’t want to discourage students by emphasizing only the neediest students should participate.  Faculty can try to figure out who needs this service as soon as possible and take the students to the library personally.  Ask students to sign up if they think that they need this service and then work with these students.  It seems a good idea to use this TLC service as a way to get these students to the Library. Faculty would prefer not to decide who gets the books; they prefer to announce the program and have students self-select to participate.   It is more difficult to try these ideas with the off-campus classes.  (Diana lives in HMB; maybe we can work out something for Cunha with HMB Library!)  Maybe for off-campus we can collaborate with our Peninsula Library System partners, for example, the Fair Oaks Library for Fair Oaks and Hoover sites.  Annotation and writing answers to the exercises is a problem, but we want all students to have textbooks.  Borrowing from the Library until they can purchase, borrowing instead of taking pictures with cell phones, borrowing instead of making some copies without all the pages all seem better for student success.  

Renewal is required every three weeks, but for students off campus the renewal process can be modified.  However, teaching students to use the online renewal is a good idea.  Library tours for off-campus ESL students are good activities.  Ann has Treasure Hunt activities from Redwood City Library and from HBM Library.

  1. Spring 2017 ESL Schedule  All

Fulltime ESL present want to continue in the same courses that they are teaching in Spring 2017.  Fulltime ESL faculty send any changes that you want to Jenny.  We need to consider an online section of ESL 400.  Please consider this possibility.  We don’t want to lose enrollment in our 3 face-to-face sections, but an online section should still be discussed.  Hybrid might be the best option.  We may continue to discuss for a possible Spring 2017 offering.The LIBR 100 would also have to be offered online, so the students have a lot of online.  We will continue to discuss.

  1. Recognition Day Updates:  Diana, Jenny, All

Rebekah has created a script for the program.  She will share with everyone via googledocs.  Jenny will contact Rafael about his bio for the introduction.  Please send classroom photos to Diana for the powerpoint.

  1. ACES Inquiry Projects:  Rebekah, Julie, Jeanne

Possible new project around advanced ESL students success in transfer-level classes in general and if there is a need to create a one-unit or half-unit high advanced editing course.  We may want to collaborate with English and other faculty to create the course; grant funds could be used to pay for the course, focused on transfer students/courses. See if it possible to use a LCTR prefix so that faculty in a variety of disciplines can teach it.

  1. DREAMer Task Force Updates:  Julie, All

Julie has the task of organizing an event in the Main Theater for the DREAMers Task Force.  Ask a few faculty to give important background information, such as Alison and/or Kristen (history of immigration), Bob Lee (race, ethnicity in US).  Connect with DACA efforts.  Connect with International Institute of the Bay Area, Sheryl Munoz-Bergman.  Connect with Jasmine Hartenstein at the Office of Immigrant Affairs for San Mateo County.  Provide opportunity for service providers to table in the lobby. Set the date with Mike Walsh to reserve the Main Theater for February or March, day and evening, 10-12 morning and 6-8 PM.  Diana will connect Julie with Angela Chun, PreHealth DREAMers.  

In the Fall 2016 we hope that there will be forums related to the Presidential election and immigration issues.  Maybe a debate organized by the League of Women Voters or IIBA.

  1. Update on SamTrans feedback from students:  Jeanne, Julie, All

Jeanne and Julie has sent feedback from their students to Megan Antone.  Rebekah is involved with the a few community members to suggest additional routes to SamTrans to make it easier for young people and others to use the local bus system.  Please continue to ask our students how many of them take the bus and ask all students what their feedback is to improve the bus service in Redwood City.

  1. ACCEL and ALLIES Updates:  Jenny and Diana

ACCEL is hiring three Transition Coordinators, one at each college, and all 5 adult schools are hiring Navigators/Transition Advisors (not sure of the title).

At the last ALLIES ESL Provider Network (EPN) we made a connection with Santa Clara Adult School.  ALLIES has a new initiative in the area of immigration integration to ensure that we can continue to serve all immigrants, even if they do not indicate that they are interested in college or career pathways; in other words, ALLIES supports linguistic, economic and civic integration for all immigrants, not just linguistic and economic.

  1. Other?

April 8, 2016 ESL Department Meeting 10:00 -11:30 AM 13-11

Tentative Agenda

  1. ESL 914 Discussion continued

All ESL faculty teaching ESL 924, ESL 923, ESL 913 need to explain the importance of ESL 914 to our students.  We may do an inquiry project during the summer with the data on ESL students who completed ENGL 100 successfully and see how many students took or did not take ESL 914.

Rebekah has created with some talking points about ESL 914:

ESL 914

We highly recommend taking ESL 914 Speaking, Listening, and Writing before 400, or, if that is not possible, then during ESL 400. ESL 914 will prepare you for the rigorous academic reading, participation, and presentation demands of ESL 400 and other future courses. It will also assist you with academic listening tasks needed for college and professional level work.

  1. Use of E-Portfolios

        Garth’s comment:  I really support the use of some kind of 21st century medium for recording portfolios. I think we could find a more user friendly interface for recording e portfolios. The current sign-up process alone gives our low-level computer users the impression that its difficult. Can we search out an easier method? Creating a simple Blog maybe? I'd be happy to be part of a work group to find another way to do it.

Students’ my.smccd email accounts are gmail accounts.  We use googlesites.    E-portfolios and blogs serve  different purposes.  

Use the ESL Department E-Portfolio  template; it works better for our students than the College template.  The Learning Center teaches only the College templates, so we have to learn how to use and teach our ESL students how to use the ESL Department template ourselves.  During the summer we may arrange our own informal workshop for all ESL faculty who want to learn.  Jenny will be teaching ESL 922 in the Fall and will have all the students create and upload at least one signature assignment to their e-portfolio.  If you are interested in teaching or learning about ESL Department E-Portfolios,, let Jenny know.

  1. ESL Recognition Day updates

        Mistresses of Ceremonies:  Rebekah Taveau and Andrea Scarabelli

        Speakers:  Rafael Rivera and Zucely Guzman

        Entertainment:  Yanqin Zhao

        Welcome:  Jennifer Hughes, Interim President of Canada College

        EFW Awards Reader:  Jeanne Gross

        ACE Awards Reader:  Julie Carey

        Awards Presenter:  Jenny Castello

        Awards Presenter:  Dean David Johnson

        

ESL SLAMmers 2015-2016:  Yahosca Torres, Elizabeth Sosa Cornelio ,Maria Delgado, Vianey Alarcon, Leslie Herrera, Katherine Ramos, Sydney Ramos

        Jose Salas, Erika Segura, Cristhel Gomez

Academic Excellence Awards name collection:  Katie Schertle

We are going to change the wording on the awards from The English Institute  to The ESL Department.

  1. ACCEL updates

        Meeting May 6 12-4pm

  1. ACES Projects updates

Dreamers Group: Working on survey to find out what services students are using, using Gerardo’s inspiring story.

April 20 Freedom of Expression Event

  1. Announcements:

Silicon Valley Intensive English Program (SVIEP):  The US Department of Justice  has approved the addition of the Intensive English Program at Cañada College and we can now start issuing I-20's for international students to join SVIEP at Cañada College.

We are glad that there is another option for students who need to improve their English language skills in order to attend college, but we always want to be sure that our ESL program continues to focus on our community of immigrant students.

  1. Other?

March 18, 2016 ESL Department Meeting 10-12:00 in 13-11

  1. ESL 914 Discussion

All four sections of Level 4 (ESL 914 and ESL 924 day and evening) will be part of the ProActive Registration on campus.  Level 4 faculty need to sign up to take their classes to the Learning Center for the ProActive Registration events on Wednesday, May 10 and Thursday, May 11.

We will get the data to evaluate whether ESL 914 should be a prerequisite for ESL 400.  If the data supports the benefit of ESL 914, which we believe it will, we will prepare the curriculum to take it to the Curriculum Committee early in Fall 2016.

For now, we will inform all the counselors, retention specialists and others at ProActive Registration that ESL 924 students should be directed to register for ESL 914 if they have not taken it.  

We will invite Supinda and Monica to our next ESL meeting on April 15 to discuss the pros and cons for students of taking ESL 914 with them.  Jeanne and Rebekah will poll their current ESL 400 to get more information about the numbers of students who have taken ESL 914 and more importantly, the benefits of taking ESL 914 according to the students.

However, there will always by the option for students to complete a prerequisite challenge with ESL faculty recommendations and/or take the ESL Placement Test and Word Jam to test into ESL 400 without taking ESL 914.

  1. BOG Fee Waiver changes

GPA or less than 50% completion (too many Ws) for two consecutive semesters will cause students to lose their BOG fee waiver for the next semester.  

If they register for the next semester before final low grades are posted, the loss of the BOG may be scheduled for the following semester.

There is a petition (currently in draft form) for students to petition to have their BOG status reinstated for several reason; extenuating circumstances:  accident, illness, etc. with written proof; academic improvement; no accommodation for verified disability; UNABLE TO OBTAIN ESSENTIAL SUPPORT SERVICES (our off-campus students); part of special program (EOPS, TRiO and others) .

Diana and Jenny will be sure to include this information at all the registration workshops when we have students complete the 2016-2017 BOG forms.  All faculty should pay close attention so that they also understand these new BOGFW regulations.

Jenny will send out a summary of these new regulations to all ESL faculty.

  1. ACES Projects updates

CTE/ESL Off-campus:  Need to get a focus group together of all constituencies who are involved in off-campus instruction.  The optimal number is 10 people.

Dreamers:  narrow focus to the self-identified DREAMers and see which services they are using.

  1. ACCEL update

The most effective ways to infuse college and career readiness into the ESL curriculum of the 5 Adult Schools in San Mateo County is part of the plan for the next academic year.  There will be an all Collaborative Action Teams (CATs)  ACCEL meeting on Friday, May 6 12:00 -4:00 PM.  Transitions Implementation Framework (TIF), Career Foundation Curriculum are two of several ideas being discussed.  It would be great to have ESL faculty participate in this meeting to engage in this discussion with our Sequoia Adult and La Costa Adult School partners.  Please plan to come and join the discussion.  Jenny has sent the TIF to ESL 800 faculty and will send to all other interested faculty.  Gerardo is currently using part of the Career Foundations curriculum for the ESL 901 class in Pescadero.

  1. Recognition Day Planning

Monday, May 16 7:00 -9:30 PM in the Main Theater

Host:         Jenny will contact Andrea Scarabelli.

Speakers: Brenda Canchola

Entertainment:  Alicia will follow up with Martha Chavez and her dance group; Julie will follow up with her student musician.

EFW Award Readers:  Jeanne Gross

ACE Award Readers:  Julie Carey

Academic Excellence Awards name collection:  Katie Schertle  (Faculty can decide to choose one student from either the Fal l2015 or the Spring 2016 semester.)

  1. Textbooks for Summer and Fall 2016

        Jenny will follow up with Jai on the less expensive loose-leaf binder version of the Longman Academic Reading and Writing series

  1. Debrief on Careers and Majors for ESL Students:  Focus on CTE Event

Diana will create a Novi Survey Questions:  

The Careers and Majors Event for ESL Students:  Focus of CTE provided useful information.

The information at the event was clear and easy to understand.

I heard about a career that I want to learn more about.

Strongly agree, Agree, Neutral, Disagree, Strongly disagree

Which career is the most interesting to you? ___________________________________

  1. Reminder to complete Flex Day survey for ESL Faculty and SLAMmer Training

        Jenny will resend the link for the survey.

  1. Redwood City School District SparkPoint Community Outreach Internship position information

        Jenny will send the job description to the ESL faculty and SLAMmers.

  1. Computer Lab Reservation and Use

        It is imperative that the ESL Grammar and Writing classes have regular, consistent access to computer labs during class time.  Faculty will continue to contact the Learning Center/Library and request computer labs during class hours.  The number and persistence of requests will emphasize the need for more computerized classrooms.

December 4, 2015 ESL Department Meeting 10-11:30 AM in 13-11

Tentative Agenda:

  1. Meet Jonathan Fu, ESL Coordinator at Sequoia Adult School

Lionel De Maine and Jonathan Fu came to the meeting to introduce Jonathan and to give updates on the Adult School.  Jonathan shared a resource for special needs students, Golden Gate Resource Center in San Mateo.  There has been the situation with native speakers with special needs being placed into ESL classes.  We learned more about the Literacy class at SAS.  The students have very low literacy in their native languages; some students repeat the Literacy class many times.  The teachers are bilingual in Spanish and English and there is some work in Spanish, and there are tutors/volunteers to help the students.  After Literacy the levels are Beginning, High Beginning, Intermediate

  1. Meet Elsa Aispuro, RCSD SparkPoint Program Services Coordinator

  1. Meet Jonathan Bissell and the new director and get an update on SVIEP
  2. Spring 2016 Schedule Update
  3. Program Review Spring 2016:  All
  4. Respond to Course Identification Numbering System (C-ID); information below

C-ID information :

Dear English faculty and faculty in related disciplines,

I am contacting you from the Course Identification Numbering System (C-ID).  Please read the following announcement regarding the 2nd vetting of the English 90X and 95X basic skills descriptors.

Current assessment tests generate a single score for each student and students are placed into courses based upon locally determined cut scores. The new Common Assessment test will not generate a single score like current assessment tests, instead it will generate a skills report based upon a set of assessment competencies in English, English as a second language (ESL), and mathematics.

To assist with placement into courses, faculty in English, English as a second language (ESL), mathematics, and reading were brought together to develop C-ID descriptors for basic skills courses that are commonly taught at community colleges. These descriptors will then be mapped to the competency maps to assist college with placement decisions and to simplify movement between colleges for students.

You can now provide your feedback on the English basic skills descriptors by logging on to the C-ID website.  Feedback is due by  December 31, 2015.

Go to www.c-id.net 

  1. Select the “Descriptors” page from the menu on the top of the website.
  2. Choose the "Comment on Descriptors" link.
  1. Click the “Register Here” link if you haven't already registered for access to the review area.
  2. After registration, a confirmation email with your password will be emailed to you immediately. You must click the confirmation link contained in that email message to enable your password so that you can log in to C-ID’s review area. Your e-mail message will be sent by noreply@c-id.net, so please check your spam mailbox if you do not receive it and add this address to your safe sender list.  
  1. Use your email address (username) and password to login to the review area.
  2. Select “English – Basic Skills” on the drop down list and click “Show”.  A separate drop down list will appear where you can select which descriptor you wish to review. There are 2 available for review for English- click the descriptor drop down again to reveal all descriptors available for vetting.
  3. Comment on the draft descriptors, indicating what you feel could use improvement, or any other feedback you think would be relevant or useful. Please note it is just as important that you comment when you are in agreement with the descriptors.
  4. We will keep your email address on file and send you email updates when additional or revised descriptors become available for comment in your discipline.

Please send general questions to support@c-id.net .

Thank you

Krystinne

--

Best Regards,

Krystinne Mica, M.Ed.

Program Manager

Academic Senate for California Community Colleges

One Capitol Mall, Suite 340

Sacramento | CA | 95814

916 445 4753 x 108 | ph

916 323 9867 | fx

www.c-id.net

www.asccc.org

2.

November 6, 2015 ESL Department Meeting 10 -11:30 AM in 13-11

Present: Jenny Castello, Jeanne Gross, Katie Schertle, Julie Carey, Garth Bunse, Elizabeth Weal

Agenda:

  1. Collaboration with SASS:  Elizabeth Weal and All

Elizabeth explained the support services that SASS offers to their students; in addition to the financial help, SASS is now offering tutoring for the students.  It seems to be very successful because the students can meet with the tutors at a lot of times when on campus tutoring is not available and at places that are closer to where the students live.  It is important to help students manage their time to be able to incorporate the tutoring into their already very busy schedules. The new faculty reporting process will be one progress report per semester instead of two.  

We need more information about the hours and tutors available in the evening.  Jenny will contact the Learning Center to find out more and share the information with the ESL faculty.  Is tutoring available all the hours that the Learning Center is open?

This discussion about promoting tutoring and making tutoring accessible for our ESL students dovetails with the work of the ACES HOPE project.  Jenny will send the handout on What Successful ESL Students Say to Elizabeth and the ESL faculty.

  1. Fall 2016 ESL Schedule:  

Jenny has spoken to David about taking on the ACCEL Coordinator. (The consortium between 5 adult schools and our District.) The position might be full-time. Jenny will work on configuring the position because our program is a model for the state. Jenny wants to see this work go forward and may put her name forward. Perhaps she could continue to coordinate our ESL program at least for some time. The ACCEL budget was sent forward with this position. (There are 3 units for coordinating the on-campus program. In the past there were 7 units for the off-campus coordination.) The Coast recently lost their funding so this position is very relevant. Would there be a possibility to have Jenny continue in this position while taking on the ACCEL position. Pescadero wants a class in the spring.

For on-campus classes, Jenny may give up her ESL 912 to Julie, so she doesn’t have to teach 4 nights a week. Perhaps Rebekah could teach the ENG 100 and do some of the coordination responsibilities.

The International Students program is expected to bring students who will be enrolling in spring classes.

For the on-campus ProActive registration event, Monica is arranging the details. ESL 400 and 924 will be participating. Jenny wants us to be advocates and resources for the event. Take note of any challenges or issues so the process can be improved so our students have a smooth transition to the rest of the campus.

All

  1. Program Review Spring 2016:  All
  2. Sustainability Blitz:  All
  3. ACES Project Report:  

We expressed desire to revisit data. Rebekah reviewed the posits and found working in the Learning Center and rewriting essays were helpful. Rebekah shared a document about what Successful Students do. There are conversations about having a version of the form in the classes in the beginning of the semester and at the end to gather some qualitative data. Each class could focus on using study strategies, including some kind of midterm evaluation, that we identify and then evaluate how their pre and post responses and progress compared.

Jeanne suggested that we review the transcripts of students that the PRIE office shared. Julie reviewed the Excel spreadsheets. She noticed how much students needed reinforcement regarding fear, the importance of gaining tutors. She is interested in pursuing in encouraging students to use office hours. Julie is concerned about how some of the international students are doing. Diana is available to help work on worksheets.

Rebekah has been asked to share quantitative and qualitative data at the ACES meeting. For quantitative data, there were 73 students who completed ENG 100 over an academic year. For qualitative data, she will share the handout about successful students.

  1. ACCEL update:  Jenny, Rebekah, Julie
  2. ALLIES update:  Jenny
  3. Academic Senate Area D Resolution about Credit for ESL:  All
  4. Other

October 2, 2015 ESL Department Meeting 10 -12 noon in 13-11

Tentative Agenda

  1. ACES Committee Student Voices for HOPE Inquiry Project Data Analysis

We will spend at least the first hour looking closely at the data from the interviews of our ESL students who successfully completed ENGL 100.  We have the recordings, the video clips, the post-its and the notes from the focus groups and interviews.  

Links:

Analyze:

We will report at our next ESL Department Meeting, Date TBD

Jeanne Gross suggested it would be interesting to identify those ESL students who took English 100 and identify the following patterns:

2.  Transfer Discipline Parade:  We need to update this event.  I have some ideas and I would like to hear your ideas about how to make this event better.

ID Night Event: In the next ID Event, have templates of assignments that can be used to have students reflect on the event. If you have any templates you would like to share, please email them to Diana Espinoza-Osuna at espinozaosunad@smccd.edu A meeting to debrief about ID Event will be happening soon, more information to follow.

Career Goal Event? (replacing Transfer Discipline Parade):

Jenny will work with Mallory (CTE) Bob Haick (Career Center) and Cathy Lipe (STEM) in creating a new way to do our ESL Transfer Discipline Parade. An email will be sent out to start the coordination process. More information to follow.

3. Other?

We must identify students who don't have a support network and create these assignments/activities during class time to provide that support.

Assignments/Handouts:

Other Activities:

If you would like to share any teaching materials, please email them to Diana Espinoza-Osuna at espinozaosunad@smccd.edu The materials will be uploaded to our ESL Department Collaborative Website.

Reading and Listening and Speaking

https://sites.google.com/a/my.smccd.edu/esl-department-collaborative-reading-listening-speaking-site/

Grammar and Writing

https://sites.google.com/a/my.smccd.edu/esl-department-collaborative-grammar-writing-site/ 

ESL Club (Julie Carey): The idea of starting an ESL Club was brought up, Professor Julie Carey is willing to take the lead on the creation of the club. Identify successful ESL students who may be interested in becoming a part, if you know of anyone please email Julie Carey at careyj@smccd.edu Diana will email Julie a list of names of former and current ESL students who may be interested in helping with the creation of the club. If you are interested in becoming a part of the club as an advisor or officer please inform Julie.

September 4, 2015

Agenda ESL Department Meeting 10:00 -11:30 am 13-11

ACCEL updates

(The South San Mateo County and Coastside ACCEL teams are meeting from 1:00 -3:00 on Friday at Cañada; I hope that you can attend.

ESL 800 Collaborative Welcome, Assessment and Placement with Sequoia  

Adult School Project:  Rebekah and Diana

SAS Union Cañada College for Exito y Success (SUCCESS)

ESL Diagnostic test was created to assess ESL 800 students at Fair Oaks School and determine if ESL 800 was a good fit or ESL classes at Sequoia Adult School (SAS). A total of 2 students were referred to the adult school to take their Literacy class. Rebekah and ESL 800 Faculty will continue to work to implement the SUCCESS Project with all ESL 800 course.

Jenny will continue to work with SAS to align their calendar with Cañada College and RCS District.

Coastside Adult School news:  Jenny

Adult school semester will begin October 5, 2015

Medical Assisting Pathway:  Jenny and Jeanne

Requirement to enter Medical Asst. pathway TBD

Create a student survey to get students feedback about Medical Asst. pathway  and other pathways.

 

ACES Project Update:  Jeanne and Rebekah

                Next Steps - analysis of data

                Contact Jose Colocho to get master copy of the SUCCESS video- Diana

                Next ESL Meeting, plan to spend 1 hour to review HOPE Project Data- All

See the updated Logic Model for the HOPE Project at the end of these meeting notes.

                

Silicon Valley Grant Proposal:  Jenny

                    East Palo Alto Ravenswood/Nuestra Casa Collaboration

                Coastside Adult School/Puente Collaboration

                    

Fall Events and Dates

                    CBET/Off-Campus ESL College Info and ID Night:  Jenny and Diana

                Tuesday, September 22nd, evening session (SAS, Taft)

Wednesday, September 23rd, morning and evening session (Fair Oaks, Hawes, Hoover, Cunha)

                    Transfer Discipline Parade? Probably will not happen, TBD      

                    On- and Off-Campus Spring 2016 Registration Events

 COMPASS Test news:  All

Cover in next ESL Meeting

SLAMmers Training Ideas:  Jenny, Diana and All

Refunded for 1 year 2015-2016, $27k

New SLAMmers: Katherine Perez, Jose Salas, and Christel Gomez

Ret. SLAMmers: Elizabeth Sosa, Yahosca Quezada, Maria Delgado, and Erika Segura

Training for SLAMmers and Faculty will be set up in October, more information coming soon.

ESL Department is still hiring for SLAMmers!

SLAMmer Survey: Add to next ESL Meeting

ESL Conversation Circle:  All, Add to next ESL Meeting

On-campus class visits from New Basic Skills and ESL Counselor: Jenny will send an email will be sent out to all on-campus ESL Faculty.

Visits from SparkPoint: Diana will send an email to all on-campus ESL Faculty

Student Voices for (HOPE) High Opportunity Practices for Equity

Spring 2015

Situation

Inputs

Activities

Outputs

Outcomes/impacts

What problem are you trying to solve?

What resources go into the program?

What activities will the program undertake?

What is produced through those activities?

The changes or benefits that result from the program?

We know multiple challenges hinder ESL students from reaching and completing English 100, but we don’t have data on ESL student success that would enable us to see what has the highest impact in ESL student completion up to this transfer level.

We want to solve the problem of students not progressing and persisting through the levels of ESL to ENGL 100.

Faculty

ESL students who made through Eng 100

Retention specialists

Visual Communications Coordinator

Quantitative and qualitative data on ESL students who complete English 100.

Funding to compensate student interviewees.

Consent forms for interviewees.

Media specialist  to create student HOPE videos: Digital Media Faculty and students

Compile quantitative and qualitative data on ESL students who enter at beginning and intermediate levels, reach, and complete transfer level English 100 courses, their:

 

Age

Ethnicity

Language

Income status

Course sequence

Time line

 

Conduct focus group of students who successfully complete English 100

Conduct 10 in depth interviews with ESL students who have completed transfer level English 100 courses at Cañada.

Create student HOPE videos.

Identify patterns and trends in the quantitative data

 

Analyze interviews in order to identify key factors ESL students report in their success.*

 

Report orally and in writing HOPE factors that were identified as making the biggest difference in ESL student completion to English 100.

Disseminate information to Cañada Community in faculty/staff and student friendly forms.

 

 

FALL 2015

Situation

Inputs

Activities

Outputs

Outcomes/impacts

What problem are you trying to solve?

What resources go into the program?

What activities will the program undertake?

What is produced through those activities?

The changes or benefits that result from the program?

We want to solve the problem of students not succeeding and persisting through the levels of ESL to ENGL 100.

information from focus groups in Spring 2015 (impact of student services and pedagogy)

Eng/Other Faculty input on analysis

discussions on how to incorporate HOPE success and strategies into all ESL classes

Invite ENG 100 faculty to ESL 400 classrooms

methods to expose all ESL students to HOPE

information to ESL faculty about HOPE success and persistence strategies

plan to include HOPE strategies in all ESL classes

SPRING 2016

Situation

Inputs

Activities

Outputs

Outcomes/impacts

What problem are you trying to solve?

What resources go into the program?

What activities will the program undertake?

What is produced through those activities?

The changes or benefits that result from the program?

A low percentage of ESL students complete transfer level English 100 courses.

Analysis of data on students who succeed

Implementation of strategies that reflect factors of success

TBA

 

Increase percentage of ESL students who complete transfer level English 100 courses.

See increase reflected in the data by the 2017 academic year.

Friday, May 1, 2015

Tentative Agenda ESL Department Meeting

1.        ESL Recognition Ceremony Update:  Diana, Jenny, and All

2.        Textbooks for Fall 2015 and use of Collaborative Sites for textbook and course materials sharing: All

3.        SLOs for Spring 2015:  All

4.        Goals for 2015-2016 academic year:  All

ESL Department Meeting

January 30, 2015

  1. Curriculum Updates:  ESL 836 and ESL 837 were updated and sent to the Dean for his review and approval.  These courses will be presented at the 2/27/15 Curriculum Committee meeting.
  2. The ESL Fulltime, Tenure-Track Faculty position hiring committee should begin its work soon.  As soon as the job position is posted, Jenny will email all the ESL adjunct faculty.
  3. ACES Project, Student Voices for HOPE update:  contact has been made with the PRIE (Planning and Research for Institutional Effective Office) on the type of data needed for the project.  Lorraine Barrales-Ramirez has joined the project team.
  4. The next ESL Department Meeting is Friday, March 6, 10:00 - 12:00 noon in 13-11.

ESL Department Meeting – Flex Day Spring 2015

January 21, 2015

 

1. Introductions and Welcome Back!

·         New ESL Adjunct Faculty: Paula Lee and Vicki Vozza – Welcome!

 

2. Monica Malamud:

·         CFT (California Federation of Teachers)

·         Statewide ELL Committee member – working on issues related to language learning, curriculum issues, statewide standards, high school/college/adult school language learning issues, etc. – CA Seal of Biliteracy for High School (related to Cañada’s Certificate of Achievement in Bilingualism and Biliteracy in Spanish and English)

·         Here to make a connection to ESL Department

·         Contact her with questions or ideas

·         Possible connection to ACCEL/ALLIES (ESL Provider Network); meeting on Friday, March 23 from 12:30 to 3:30 in Santa Clara

 

3. Overview of ESL Program:

·         Courses On Campus:

o   ESL 400 (Transfer Level)

o   ESL 914/924 (Level IV)

o   ESL 913/923 (Level III)

o   ESL 912/922 (Level II)

·         Courses Off-Campus:

o   CBOT + ESL 911 (EFW-English for Workforce)/921 (Level I)

o   ESL 800 (“Prep” Level)

·         Support Courses:

o   ESL 836/837/808/901

 

·         PASS Certificate: Preparation for Academic Scholarship and Success – State recognized/transferrable

·         ACE Certificate: Academic Command of English (complete ESL 914/924 – Level IV classes) – not State recognized/transferrable

 

4. Curriculum – Course Outlines

·         ESL 836, 837, 808, 901

·         ESL 836/837 are on the Curriculum Committee Agenda for Friday, February 27th – need to finish these ASAP – work on them on Friday 30th meeting (see below)

 

5. Meeting Schedule for Spring 2015

·         Friday, January 30th  for next meeting

·         First Friday of every month (before each Division Meeting) for all future meetings

o   February 6, March 6, April 3, May 1

o   10:00 a.m. to noon

o   Room 13-11? (check availability)

 

6. ACCEL/ALLIES

·         ESL Provider Network - meeting on Friday, March 23 from 12:30 to 3:30 in Santa Clara

 

7. Student Voices for HOPE

 

8. Annual Program Plan

·         We don’t have to do one until next year. Woo-hoo!

 

9. Hiring Updates

·         New ESL Full-Time Position Committee: David Johnson, Alicia Aguirre, Jeanne Gross, Elizabeth Terzakis, Denise Hum

·         Meetings and schedule will be established for this spring.

 

10: ESL Recognition Day Ceremony

·         Thursday, May 7th from 7:00 – 9:00 p.m. in the Main Theater

 

11. Registration/Full Sections

·         Encourage students to register for ESL 836/837 if they cannot get into a full course.

·         Another option for Spanish-speakers is ESL 840+ECE 210 (in Spanish). These are evening courses from 7 to 9 and 7 to 10 p.m. on Wednesday and Tuesday respectively.

·         Get their contact information and send them to Diana Espinoza, our ESL Retention Specialist, for help (Room 3-147).

·         Try not to let them disappear without signing up for another course!

 

12. e-Portfolios

·         Encourage all faculty to establish e-Portfolios for their classes.

o   For reluctant faculty,  try one assignment and one reflection to begin with.

·         Jonathan in the Learning Center has a Power Point presentation about this that he can show students. Bring your classes into the Learning Center so they (and you) can learn how to set up and use e-Portfolios.

Fall 2014 ESL Department Meeting

Friday, November 7, 2014 10:30 -12:00  in 13-11

  1.  CAI Common Assessment Initiative and review of ESL competencies
  2. ESL textbooks for Spring 2015
  3. Fall 2015 ESL Schedule discussion
  4. Curriculum updates for ESL 836, ESL 837

Fall 2014 ESL Department Meeting

Friday, October 3, 2014 10:30 - 12:00 in 13-11

 

1.        Updates

·         ACCEL Work

·         ACES Committee and Cañada’s Student Equity Plan

·         ESL Fulltime Replacement Hire

 

2.       Update curriculum

·         ESL 924 Course Outline of Record

·         ESL 914 Course Outline of Record

 

3.        Other?

Fall 2014 ESL Department Meeting

Friday, September 19, 2014 10:30-12:30 in 13-11

1.        ESL Replacement Hire Discussion:  I spoke to Doug Hirzel, our Academic Senate President and we need to discuss the following questions.

·         Do we need to update or change the job announcement in any way?

·         Should we put the job announcement out in December and have the Hiring Committee begin to meet in late January/early February?

·         Should we have the same committee?  If so, we need to contact the other members to see if they are willing to serve again?  If not, then whom should we ask to be on the committee?

·         Whether we have the same committee or a new committee, we need to inform the Academic Senate about the committee, so we need to get onto their calendar/agenda.

 

2.       Curriculum work on ESL 400, ESL 924 and ESL 914

3.       Other?

 

Minutes, ESL Department Meeting 9/6/14

Present: Ann Cartier, Jenny Castello, Jeanne Gross, Katie Schertle, Rebekah Taveau

Agenda for Friday, September 6, 2014

 

 

ESL SLAMmers and Faculty Training and Professional Development Session:  Saturday, September 6, 2014 9:00 AM – 12:00 noon. $50 faculty stipend. Light Breakfast and Pizza. RSVP.

Enrollment Issues:

Language Tutoring needs: Evening tutoring NEEDED. Diva Ward informed Anniqua that drop in tutoring is available in the Learning Center and will include evening tutoring for ESL students. Confirm that there is evening tutoring for language needs!

Common Assessment Work: Ask Alessandra to come and update us regarding the state-wide efforts. Match score on common assessment to our levels.

Review the CB21 coding for ESL and Basic Skills courses. ESL 400 is coded as one level transfer (even though it is transferable as an elective), Eng 100 is defined as transfer.

Basic Skills CB 21 Rubric. Include link. For Data Mart, 800 is 6 levels below transfer. Refer to these rubrics as we do curriculum work. (Bring level 1 back? May have adult schools deal with the two lowest levels, while we concentrate on levels 1, 2, 3, 4. Issues of completion come up with non-credit courses.

Non-Credit Courses: There have been discussions concerning this possibility. There are union issues to be resolved. ACCEL and AB 86 work--adult schools would be handling non-credit level would be hindered. Our efforts to collaborate to provide pathway between ESL and career/academic programs would be hindered. Our job is to inform our students about college opportunities.

Data Mart calculations: Our program has 11% persistence rate. This pattern doesn’t represent the pathway of our students since students may shift from the Grammar/Writing sequence to Reading/Listening-Speaking, etc. or to CBOT, etc. Their enrollment would not be counted as persistence.  Jenny will check in with Chailin regarding how data calculated? For example, what is a cohort and how are they formulated?  See Student Success Scorecard Report 2014. One other factor: What about economic status factors. Important data: Brandon sent Jenny information that 16% of graduating students had taken some kind of ESL classes.

CATESOL: 23-26 October. Rebekah is doing a presentation there on Saturday: Effective, Efficient and Enjoyable Feedback for Student Writing. ESL student preference. Rebekah welcomes our attendance and will do a mini-conference for us the meeting before.

Opportunities for Success/Retention Interventions: Need time at a future meeting to do brainstorming about additional ways to support our students. New HSI Grant: What plans are in place to support ESL students? We should work closely with Anniqua since this is an Institutional grant. Another possibility is the Puente program, which President Buckley is interested in pursuing and in expanding. Perhaps we could modify Puente curriculum to include ESL 924?

Additionally, the new Resource Allocation Model will give the College an additional 1.3 million per year. One possibility is to bring back learning communities with CRER 401, 407.

Curriculum Plans: Next meeting is 3rd Friday of the month, 9/19, then go to lunch afterwards.Start with 400 and go down and do a level per meeting. Bring textbook catalogues. Jeanne will investigate whether we need to add an Honors Addendum for 400. We considered making ESL 839 Effective Communication and making it 3 units, but may not do so because it might appear to be a “stand-alone” course.

Curriculum Issues:

We discussed possible modifications to curriculum so that full-time ESL faculty would not have to have a day/evening load. It seemed difficult to make curriculum changes without losing the gains we have made in enhancing pathways for students to other courses. However, we did explore possibilities to alter faculty load including: Reading/Writing Lab Coordination, Friday late start offerings and Hybrid ESL 400 development.

Confirmed: Next meeting, 9/19: 400, 924, 914, then do a level at each meeting.

 

Spring 2014 ESL Department Meetings

 Monday, April 21, 2014 ESL Dept. Meeting

ESL Recognition Ceremony Tuesday, May 13, 7:30 PM, Main Theater

We expect about 100 students will be receiving awards, so we have to keep the ceremony moving at a good pace to complete the process.  We talked about breaking up the award giving between the speakers, for example, first the PASS Awards, then a speaker, then the Acce Awards, and then a speaker, then the EFW Awards and then the Academic Excellence Awards.  We need to recognize our ESL SLAMmers in some way, too.

Mistress/Master of Ceremonies:  maybe Adoubou Traore; he hasn’t been the Master of Ceremonies as far as Katie and Jenny can remember.  Jenny will contact him and see if he is available and willing.  Any other suggestions?

Program:  Gloria and Diana, and Anniqua if needed

Awards Information:  collecting names

        EFW Awards:  Diana

        ACE Awards:  Diana

        PASS Certificates:  Diana and Jenny

        Academic Excellence:  Katie

Hand out Awards:  Dean David and other faculty as indicated

        EFW:  Liz Schuler

        ACE:  Jeanne

        PASS:  Anniqua

        Academic Excellence:  individual faculty

RSVP for faculty:  so that we know whose awards need to be read by someone else: Diana

Speakers:  Jenny will contact these two speakers and buy  the flowers for them

        Gerardo Barragan, former ESL student and graduate, now a social worker

Claudia Galvin, former ESL student, graduate with ECE Certificate, volunteer at the Sheriff’s Dept., John Gill ELAC and RCSD DELAC,

other possible speakers:

Invitations to Administrators:  Alicia

Entertainment?  Does anyone know of students who sing, dance, play musical instruments?

March 5 Flex Day Agenda 1:00-3:00 PM in 13-11

1.       work on SLOs from Fall 2013 and put in TracDat: Katie has been collecting data for Fall 2014 from faculty; we need to get the data into TracDat, and get ready to collect the data for Spring 2014.

2.       complete 2013-2014 Annual Plan:  DONE!

3.       remove of TBA Hours from ESL CORs: DONE!

4.       create ESL 850 companion course for ECE 211 Early Childhood Education Curriculum:  need to schedule next ESL Department meeting to get this work done; also need to begin updating all ESL CORs.

5.       ESL companion course for HMSV needed for Spring 2015 if Fall 2014 Learning Community is successful: need to schedule next ESL Department meeting to get this work done.

6.       have brief presentation by Elizabeth Weal on Sequoia Adult School Scholars Foundation:  Elizabeth told us that there are currently 78 students who transitioned from Sequoia Adult School who are receiving Sequoia Adult School Scholars (SASS) Foundations scholarships, which pay for bus passes or parking permits and all textbooks for the students.  SASS Foundation will be participating in the Silicon Valley Community Foundation Gives fundraising event; Jenny will forward a message about how you can donate to SASS.

 

Spring 2014 January Flex Day

1/9/14 notes

Conversation with Supinda:

International Advisory Plan contains professional development plans. CIETL is interested in providing professional development needs that might not be currently met. Are there activities that would focus on the needs of international students in the classroom? International student sense of achievement may need analysis. Oral language needs are important and students may need assistance seeing the usefulness of this training. International Office supports deep language development and proficiency. TOEFL results may not reflect actual language abilities.

Need links to International programs, beginning with internet connections. Establish a link on the ESL

resources page.

Enrollment issues, class sizes?  Shadow sections?

Retention is connected to instructor preparation. Programmatically as a department, it is important to support adjuncts and to share materials. Web resources for all classes would be valuable to faculty. Web portfolios for department use. Dedicate a meeting to build the site. Begin by using ESL Professor, open to all, making each of us editors. WebAccess resources are useful, but need clean-up.

Curriculum: post that TBA requirements have been eliminated from course outlines because current requirements had become an obstacle to student success. State requirements were prohibitive to student completion. However, the Department faculty are encouraged to use technology resources in  course assignments.

Replacement Hire: The paperwork is different than for a new hire. Coordinator Castello has paperwork prepared to turn in to President Buckley. Many of the arguments for new faculty are

appropriate for the replacement hire rationale. The focus of the position needs definition. Full time presence in the community is needed. Off campus classes are taught by part-time faculty. A full-time faculty could anchor institutional links. The loss points that were mentioned in the Completion by Design presentation could be addressed more effectively with a full-time person. The full-time faculty who left had deep connections within the community. A faculty person who utilizes technology effectively will help our students. The Workforce aims and contextualized ESL would also be strengthened with a full-time hire. Tie the Replacement Hire with Completion by Design presentation, highlighting the loss points and momentum points. Many of the faculty in our Department utilize practices that address loss points. Compiling and documenting these practices would be useful.

Ambassador training: On Saturday, 1/18, there is a training day on how to use student learning assistants in class. There are eight students who will be working in the off-campus classes. Faculty and students will receive stipends and food. Childcare is available. Staff from the Learning Center may be present. The SLAs will be enrolled in the Learning Center tutor training class, LCTR 100. The students who have been recruited have connections to the classes. Technology support is an important. The work should be shared with the Basic Skills Committee, and perhaps the Student Equity Plan, Including assessment of the training would be useful. This work could be folded into the College Educational Master Plan. Are on-campus faculty interested in having an SL? Professional Training to use SLAs effectively should be part of our Program Plan.

Document with hiring information by Jenny mo

https://www.box.com/s/ptfz5iwaiphn2rz0fr3d

Writing Cafe: Writing area development and need should be part our Program Plan. There is a need to articulate clearly. In part, the plan should based on the MESA model should utilize SLAs. Student employment as tutors or instructional aides support student success.

Reskill Conference: There is growing support to provide education for unskilled population. Population is large and includes youth, immigrants, displaced, the incarcerated. Representatives from state and federal agencies, community colleges and community attended. Networking with these groups may result in new programs. Castello made a connection with IBEST, which is working on using Smart phones as part of educational work. The Bay Area workforce must be well-trained. ed CIETL providing a grant-writing workshop on January 31, there is a Basic Skills Retreat from 9-1. Review of state-level work and Success Redefined (RP Initiative).  Technology  sharing among faculty would be helpful. WebAccess now has effective grading capacity. There are textbooks that include technology, for example, there is a Spanish textbook that has multiple useful feature. There are publishers using open source materials.

Data packets:  Dean Hsieh could provide guidance in how to utilize the packets effectively. For example, the Program Plan should analyze how and when students take ESL courses. Certificates and Degrees, have students taken ESL classes? Meaningful data around successful ESL students is useful. Previously the Department made changes based on data provided indicating that students in other classes simultaneously with ESL were more successful. Doing follow up assessment would be helpful. Two methodologies: original data follow up and course taking history of students graduating--did those students take ESL courses along the way? Were there points at which interventions could have been more useful. Math and ESL data has been difficult to gather. Separating on-campus and off-campus data. would be useful. What “other “ classes are ESL students taking and at what levels?

Program Plan meeting: Monster Session on Wednesday, 1/29, 11:15-3:00 pm.

Dean Johnson would like to use the template that Doug Hirzel presented to brainstorm during the Division Meeting, for example, how can classes be connected to Psych Services.

Technology Training for teaching and learning needs to be provided.

ESL 807 is being deleted at Curriculum. Work with ALLIES has been to coordinate levels, so there are no plans to offer courses this low in the future.

WORD Jam--is growing. Evening Word Jam is mostly ESL students. Free food, parking, etc. Coordinator Castello and Retention Specialist Espinoza attended to connect with the students. The program has existed at least four semesters. There have not been assessments to analyze effectiveness. It is possible to analyze student rosters. There is a suggestion for ESL Jam in middle of semester to reach out to students who are struggling. Progress points (Completion by Design). Take the idea to Basic Skills? Deliberate in how we look at points in the semester? Funding for focused inquiry is available through CIETL.

Retention Specialist--include assessment in PP.

Develop rationale for Language person for Writing Cafe -- especially for evening tutoring.

Develop workshop for academic skills--test taking skills, studying for testing.

Using class time for extending involvement--combining family tie with learning practices. Family Literacy program through Project READ? Bringing off-campus students to the campus--there are ways to maximize the trip for the student ID.

The purpose of this document is to collect information to be used by the college planning bodies IPC (Instruction Planning Council), APC (Administrative Planning Council), SSPC (Student Services Planning Council), Budget Planning Committee, and CPC (College Planning Council) and may be used for Program Improvement and Viability (PIV). Through this process, faculty have the opportunity to review the mission and vision of their department/program. Then, using multiple measures and inquiry, faculty will reflect on and evaluate their work for the purposes of improving student learning and program effectiveness.  This reflection will identify steps and resources necessary to work towards the program vision including personnel, professional development, facilities, and equipment. Faculty should use their judgment in selecting the appropriate level of detail when completing this document.

 

The deadline for submission of the Annual Program Plan to the IPC is March 31. Complete this document in consultation with your Dean who will then submit a copy to IPC. Members of the IPC review the document and return their comments to the author for use in the next annual program plan.

 

 

 

 

 

Fall 2013 ESL Meetings

ESL Department Meeting

 

Enrollment issues, class sizes?  Shadow sections?

Retention is connected to instructor preparation. Programmatically as a department, it is important to support adjuncts and to share materials. Web resources for all classes would be valuable to faculty. Web portfolios for department use. Dedicate a meeting to build the site. Begin by using ESL Professor, open to all, making each of us editors. WebAccess resources are useful, but need clean-up.

Curriculum: post that TBA requirements have been eliminated from course outlines because current requirements had become an obstacle to student success. State requirements were prohibitive to student completion. However, the Department faculty are encouraged to use technology resources in  course assignments.

Replacement Hire: The paperwork is different than for a new hire. Coordinator Castello has paperwork prepared to turn in to President Buckley. Many of the arguments for new faculty are appropriate for the replacement hire rationale. The focus of the position needs definition. Full time presence in the community is needed. Off campus classes are taught by part-time faculty. A full-time faculty could anchor institutional links. The loss points that were mentioned in the Completion by Design presentation could be addressed more effectively with a full-time person. The full-time faculty who left had deep connections within the community. A faculty person who utilizes technology effectively will help our students. The Workforce aims and contextualized ESL would also be strengthened with a full-time hire. Tie the Replacement Hire with Completion by Design presentation, highlighting the loss points and momentum points. Many of the faculty in our Department utilize practices that address loss points. Compiling and documenting these practices would be useful.

Ambassador training: On Saturday, 1/18, there is a training day on how to use student learning assistants in class. There are eight students who will be working in the off-campus classes. Faculty and students will receive stipends and food. Childcare is available. Staff from the Learning Center may be present. The SLAs will be enrolled in the Learning Center tutor training class, LCTR 100. The students who have been recruited have connections to the classes. Technology support is an important. The work should be shared with the Basic Skills Committee, and perhaps the Student Equity Plan, Including assessment of the training would be useful. This work could be folded into the College Educational Master Plan. Are on-campus faculty interested in having an SL? Professional Training to use SLAs effectively should be part of our Program Plan.

Document with hiring information by Jenny mo

https://www.box.com/s/ptfz5iwaiphn2rz0fr3d

Writing Cafe: Writing area development and need should be part our Program Plan. There is a need to articulate clearly. In part, the plan should based on the MESA model should utilize SLAs. Student employment as tutors or instructional aides support student success.

Reskill Conference: There is growing support to provide education for unskilled population. Population is large and includes youth, immigrants, displaced, the incarcerated. Representatives from state and federal agencies, community colleges and community attended. Networking with these groups may result in new programs. Castello made a connection with IBEST, which is working on using Smart phones as part of educational work. The Bay Area workforce must be well-trained. ed

CIETL providing a grant-writing workshop on January 31, there is a Basic Skills Retreat from 9-1. Review of state-level work and Success Redefined (RP Initiative).  Technology  sharing among faculty would be helpful. WebAccess now has effective grading capacity. There are textbooks that include technology, for example, there is a Spanish textbook that has multiple useful feature. There are publishers using open source materials.

Data packets:  Dean Hsieh could provide guidance in how to utilize the packets effectively. For example, the Program Plan should analyze how and when students take ESL courses. Certificates and Degrees, have students taken ESL classes? Meaningful data around successful ESL students is useful. Previously the Department made changes based on data provided indicating that students in other classes simultaneously with ESL were more successful. Doing follow up assessment would be helpful. Two methodologies: original data follow up and course taking history of students graduating--did those students take ESL courses along the way? Were there points at which interventions could have been more useful. Math and ESL data has been difficult to gather. Separating on-campus and off-campus data. would be useful. What “other “ classes are ESL students taking and at what levels?

Program Plan meeting: Monster Session on Wednesday, 1/29, 11:15-3:00 pm.

Dean Johnson would like to use the template that Doug Hirzel presented to brainstorm during the

 

 

 

 

 

 

 

 

Division Meeting, for example, how can classes be connected to Psych Services.

Technology Training for teaching and learning needs to be provided.

ESL 807 is being deleted at Curriculum. Work with ALLIES has been to coordinate levels, so there are no plans to offer courses this low in the future.

WORD Jam--is growing. Evening Word Jam is mostly ESL students. Free food, parking, etc. Coordinator Castello and Retention Specialist Espinoza attended to connect with the students. The program has existed at least four semesters. There have not been assessments to analyze effectiveness. It is possible to analyze student rosters. There is a suggestion for ESL Jam in middle of semester to reach out to students who are struggling. Progress points (Completion by Design). Take the idea to Basic Skills? Deliberate in how we look at points in the semester? Funding for focused inquiry is available through CIETL.

Retention Specialist--include assessment in PP.

 

 

December 3, 2013

 

Agenda for December 3, 2013 ESL Department Meeting

 

1.       TBAs on ESL courses

2.       Update on new SSN screen for continuing students

3.       Update on AB 86

4.       Update on E-portfolios

5.       Update on Off –Campus ESL sites

6.       Update on ESL SLA Tutors/Campus Ambassadors

7.       Update on SVCF grant (if we have any news)

8.       Update on ESL enrollment for Spring 2014

9.       Plan to complete Annual Program  Plan for 2013-2014

10.   Meeting dates and times for Spring 2014

11.   Non Credit ESL Program

12.   Summer 2014 and Fall 2014 Schedules

13.   Other….

Link to flyer for ESL 400 https://app.box.com/s/p1gqkq25v9das506jlt9 

Minutes from December 3 meeting

 

Attendees: Jeanne Gross, Jennifer Castello, Alicia Aguirre, Nooshin Vassei, Janet Wyer, Anniqua Rana, VPI Gregory Anderson, Diana Espinoza-Osuna and Susan Ambriz

 

Absent: Katie Schertle, Amira Abedrabbo, Natalia Ades, Marina Brodskaya, Garth Bunse, Ann Cartier, Alessandra Castello, Elizabeth Enthoven, Patricia Gallagher, Kathy Haven, Danielle Pelletier, Gloria Peña, Andrea Scarabelli, Elizabeth Schuler, Adoubou Traore

 

1. TBAs on ESL Courses: Jenny Castello was informed by Dean Johnson and Jose Peña that our current online TBAs are not compliance. The ESL Department will be removing TBAs starting Fall 2014.  Jenny Castello will communicate with Dean Johnson so remove the TBAs immediately. ESL Faculty will continue to use websites, webaccess for assignments and extra credit.

 

2. Update on new SSN screen for continuing students:  Jenny Castello spoke to President Buckley in regards to the new SSN screen that appears on websmart when continuing students want to enroll for the spring 2014 semester. The answer that was given to Jenny Castello was that the IRS is fining our district thousands of dollars because many students do not have a SSN on file. We are aware that this issue can affect our enrollment for the spring 2014 semester college wide. Students will be intimidated to provide such personal information and this will affect our enrollment. We have to be prepared to guide students step by step to teach them how to register or to tell them to meet with our ESL Retention Specialist, Diana Espinoza-Osuna to get assistance with the process.

 

3. Update on AB 86: Career Technical and Adult Education for more information check out this link: http://ab86.cccco.edu/  Jenny Castello is working closely with the administrators.         

4. Update on E-portfolios: A total of 7 faculty members attended the training.  A total of 100 E-portfolios were submitted by students.  Grant is requesting one story for their final report. Jeanne Gross will work closely with Nooshin Vassei to get a story from a student. Jeanne and Kathy Haven will work on doing training on E-portfolios in the CIETL room.  In this new training we plan to include how to upload your E-portfolios to your Google site and learn how to share using Google.

5. Update on Off-Campus ESL sites: Jenny and Diana attended all off-campus ESL sites and did registration for continuing students via websmart. It was a great success.

6. Update on ESL SLA Tutors/Campus Ambassadors: The ESL Office is working on starting our Tutoring Training through the Learning Center and our Campus Ambassador Training in January 2014. We have a total of 7 ESL SLA Tutors/Campus Ambassadors and we are in need of 3 more to cover our Half Moon Bay Locations. Please spread the word and have students email Jenny or Diana if they are interested in becoming an ESL SLA Tutor/Campus Ambassador. We will also be providing training for faculty to understand the responsibilities of an ESL SLA Tutor/Campus Ambassador.

7. Update on SVCF grant (if we have any news):  We are awaiting a response from Silicon Valley for the new grant proposal for year 2014. We should be getting a response this month of December.

8. Update on ESL enrollment for spring 2014: Over 50% of the on-campus ESL students are not enrolled. Please remind students to register for spring and if they need assistance to come to the ESL office or contact Diana Espinoza Osuna.

9. Plan to complete Annual Program Plan for 2013-2014:  Jenny will follow up on a meeting to discuss the Annual Program Plan.

10. Meeting dates and times for spring 2014: Our first meeting of the year will take place on Tuesday, January 21, 2014 from 11:00-12:30 p.m.

11.  Non Credit ESL Program: Non Credit ESL Courses were discussed during the meeting. We are looking into this further.

12. Summer 2014 and Fall 2014 Schedules: Preference sheets for summer/fall 2014 are due very soon. We decided to offer the same courses that were offered last summer. We also plan to promote the ESL 400 in the summer to high school students and International students. Jenny and Diana plan to work closely with the high school counselors and Supinda to promote the ESL 400 and other ESL classes for summer 2014. Summer 2014 ESL Course Offerings (tentative): ESL 809 AM/PM session, ESL 836, ESL 837, and ESL 400.

13. Other: Invite VPI Gregory Anderson to our future ESL meetings.

 

Fall 2013 ESL Meetings

Agenda for September ESL Department Meeting

1.  SLOs for Fall 2013 - need help to get better organized  in  preparing faculty, collecting and recording  data

2.  ESL Speakers for Transfer Discipline Parade?

3.  E-Portfolios work

4.  Adjunct faculty evaluations

 

 

 

Agenda for Cañada ESL Meeting; Thursday, August 15; 2:35-3:35 PM; Cañada 13-114

 

1. Update on E-Portfolios:  Jeanne Gross, Kathy Haven, and others

2. SLOs for Fall 2013:  Jenny and all

3. Pathway Projects:  Jenny

PASS, ACE, EFW

ECE

Human Services

Learning Communities

 

4. Other?

 

 

Spring 2013 Meetings

Notes from PLO Assessment

PLO Assessment 5/20/2013

Assessment Team:  Jeanne Gross, Jenny Castello, Anniqua Rana,

Section 1

Section 2

Reflection: Students demonstrate an understanding of placing the main idea (thesis statement) in the beginning of the essay.  Some struggle with the level of sophistication in how they accomplish this, sometimes because of their topic choice.

The more advanced are taking informed risks in writing, demonstrating language acquisition and mastery.  Mechanical errors continue to be challenge for  the students; however, they are able to communicate their ideas.

PLO

0

1

2

3

PLO #1: Produce and interpret oral and written English at an advanced level in order to successfully enter academic or career pathways.

Not submitted

Not satisfactory:

weak thesis, inadequate support, global mechanical errors throughout,

incorrect format

Satisfactory:

clear thesis, adequate support, limited mechanical errors,

limited formatting errors

Excellent:

sophisticated thesis, strong support, few mechanical errors,

few formatting errors

Number of students

0

4

4

4

 

 

 

Tuesday, May 7, 2013 1:30 -3:30

Tentative Agenda

·             1. SLO data gathering

                Spring SLOs are #3 and #4

                Jeanne will send Jenny the format that she uses to send her SLO data to kathy Smith and Jenny will send this format to all the ESL faculty along with the list of SLOs for all ESL courses.

 

·             2. Spring 2014 ESL class schedule and faculty assignments

                ESL faculty at the meeting said that they want the same classes that they have this Spring; Katie and Linda were not present to express their preferences; Jenny needs to see what happens with the ESL Coordination and also how the calendars of  Sequoia Adult School and the College align in Spring 2014 in order to choose her classes

 

·             3. PLO assessment with e-portfolios

                Jeanne and Anniqua will look for a date before May 24 to assess the last essay for a sample of ESL 400 students day and evening, using the rubric that was developed and used to assess the ESL PLOs for Fall 2012.

 

·             4.  Update on ESL coordination and program service coordinator position for Fall 2013

                No official update on the ESL Coordination and the Program Services Coordinator support position

 

·             5. Textbooks for Fall 2013

                Textbooks for Fall 2103 were not discussed.

 

                6.  ESL Recognition Ceremony

                Changes were made to the order of events at the Ceremony.  The  Academic Excellence Awards will be first, followed by the entertainment, followed by the EFW Awards.  ACE Awards will be last.  The ipad will be given to a student who has earned the EFW Award and is present to receive the ipad.  The name will be chosen from a drawing of all names of the EFW awardees and the winner must be present to claim the ipad..

 

 

 ESL Department Meeting Tuesday, April 9 1-3 PM CIETL Room

Tentative Agenda

1.        Spring 2013 Annual Program Plan Comments

                No comments

2.        Meeting with President Larry Buckley Wednesday, April 10 12:30 -2 PM

Our community partners

Immigration reform - we need to be prepared with ESL courses              

ESL offerings in East Palo Alto, Half Moon Bay

Jenny will email more complete list to full time faculty

3.        ESL Recognition Event May 8 7:30-9:00 PM Main Theater

                Need to know how many students for EFW (50 students, ACE to put chairs on the stage

Jenny will send an email message to Level 4, 400 faculty to remind them about ACE

Speakers:  Maricela Molina, Juan Camarena

Musician:  Pianist Ting Sui (ESL 400) Jeanne Gross (Jenny will follow up on the piano on stage)

Programs:  Gloria

Invitations to administrators:

Academic Excellence awards:  Katie Schertle (faculty must respond by April 26 - send reminders on April 12 and April 19)

Mistress/Master of Ceremony:  Alicia Aguirre

Welcome:  ask Larry tomorrow

Slide show:  ask Anniqua to update

EFW Presenter:  Linda Haley with Jim Holley

ACE Award presenter:  Jeanne Gross with Alessandra Castello

Flowers for speakers:  Jenny

 

4.        Other

5.        Document for ESL students post-Assessment

                

 

Tentative Agenda for March 5, 2013

1.        ESL Support and Coordination for Fall 2013 Update

There seems to be support for a Program Services Coordinator  position for the ESL/CBET  Program and a faculty coordinator.  There still need to be discussions  about the  program needs.  We should draft a hiring justification for the classified position to clarify exactly the duties that  the ESL/CBET program needs.

 

Sample job description

Adheres to strict student confidentiality guidelines. Provides academic advisement/planning to specific student population assigned utilizing a variety of resources provided by the district, community organizations, and other colleges, universities and related organizations. Advising of students may be inclusive of one-on-one interaction, phone, and/or online advising. Interviews students to gather information to assess service needs; plans and implement special projects and coordinates a variety of department activities and services to better serve and extend existing services to specific student population served (e.g. advising, enrollment, book loans, child care vouchers, tutoring, etc.). Coordinates and provides program introduction meetings, workshops and/or seminars which include developing associated material to promote and inform as they relate to the specific student population served. Participates in recruitment activities, registration, drop/add/withdrawal functions, and coordinates new student orientations and/or orientations as they relate to the department's purpose and services. Acts as liaison with external location personnel (e.g. provides program information packets; off-site registration, attends information sessions, etc.). Gathers and analyzes data and prepares reports related to the assigned student population caseload. Monitors specific budget allocations, including grant budgets; assists in seeking and the solicitation of grant funds to further extend services to the specific student population served. Hires, trains, supervises, and evaluates assigned staff. Performs related duties as assigned.

 

 

experience planning and delivering technical assistance initiatives to bilingual, mainstream, and ESL teachers;

 

knowledge of Program Quality Assurance (PQA) process and English language acquisition;

 

proven experience in planning and implementing complex initiatives;

 

proven ability to supervise staff in the development and implementation of educational programs;

 

knowledge of current scientifically-based research in the instruction and education of ESL students

 

ability to understand and explain the laws, rules, regulations, policies, procedures, guidelines etc., governing assigned unit activities; and

 

proven ability to oversee program details and budgets.

 

 

 

 

 

2.                Accreditation Work - ESL and CBET

ESL Program is one example in the Accreditation Report on using data to make program changes. Everyone in the ESL Department agrees that the example  presented  is good description of the process.

 

Jenny will draft a short paragraph about CBET/ESL outreach  and send it out for feedback.

 

3.       CBET and Off-Campus ESL Update

Linda is still sorting through problems with applications from Spring 2013; all ESL faculty  should be familiar with the application and the application process, especially faculty who teach at off-campus sites.  Giving students accurate, up-to-date information so that  students can make the best choices .

Discussions happening in Half Moon Bay about our ESL students can use the portable  classroom buildings.  There is a great need for GED instruction in Half Moon Bay.

In EPA, we are involved in a mini-ALLIES  for San Mateo County, which landscapes all ESL providers to align curriculum and offerings and create pathways between CBOS, adult school, and community college for students.

 

 

4.       Math and ESL Update

Previous data on the Math and ESL collaboration has been positive. (See chart below.)

 

Term

ESL, also in Math

F 09

9 (1%)

S 10

24 (4%)

F 10

28 (6%)

S 11

47 (11%)

 

However, It has been difficult to get current data from the Office of Research.  We may try to get this information ourselves from the survey that we have created for all the students in our ESL/CBET Department, or through a question posed to Grammar/Writing instructors, but we also need to be able to get current data in a timely manner from the  Office of Research if we are going to make changes to improve our Program.  We  should pursue all the avenues to get the data.

Michael and Jeanne meet weekly to plan and review how the learning community is working, to see how math and language overlap, to synthesize what they are learning.

Tentative dates for Math and You Presentations  in Grammar and Writing classes on campus are  Wednesday, April 17 for both day and evening classes.  Jeanne will find out when the Math  Placement Test should be scheduled for our Grammar and Writing students.

The question was asked, would it be possible to teach these classes in Spanish?  Many of the in-class students  are  Spanish  speakers. At this time, Math in Spanish may not be a viable option; however,

we should talk to the Math Department about offering a Math 811  section at Sequoia Adult.  This would be a great way to get students started on ESL and Math .

 

5.       Outreach and Campus Ambassador Update

Jeanne, Anniqua, and Jenny met with Ari and the campus ambassadors to explain  the benefits of  high school students taking the ESL Placement Test and placing into  ESL 400.  We also explained the different awards and certificate:  ACE, EFW, and PASS.

Should we explore offering ESL 400 at Sequoia or one of the other high schools in addition to East Palo Alto Academy.

DACA has complicated the application process at high school, and our CBET faculty  are being asked questions about the application process.  We need to know who  is handling the AB 540 students at the front door.

We need to help our ESL students on campus  establish a  relationship with a counselor , especially  Michelle Mendoza, who is our Basic Skills Counselor.

Linda Haley will share the information that CBET uses to  inform students about the College.  We will post this information on the ESL Website and on the Basic Skills  Website.  We can review and add more information and share this information with the counselors also for their presentations to ESL classes on and off campus.

 

 

6.       Other Updates

Survey of ESL students will be discussed in April to be finalized for use in the Fall 2013 semester.  We will also discuss Recognition Day at our April meeting, which is April 9, the second Tuesday of the month.

 

7.       ESL Department Annual Program Plan

8.                Ipad award for ESL student - Alicia

Ipad donated by Rocketfuel of Redwood City, we are considering  choosing a Level  4 student  who is an ACE Award earner. What criteria  should we use to choose the student?  Should we choose a  former ESL student who is graduating?  transferring?   Should Level 4 faculty  suggest  candidates?  Should the Level 4 student be one who started in CBET /Sequoia Adult School?  A student in CBET who is earning the English for the Workforce Award?  Alicia will try to get another ipad donated so that we can give two ipads as awards.

 

 

ALLIES’ Recommendations to the California Legislature on the Reform of Adult Education

ALLIES is a regional coalition of community colleges, adult schools, and community-based organizations in Santa Clara and San Mateo counties. Our mission is to implement research-based best practices to help English-learner adults gain the skills necessary to fully engage in civic and economic life. Our central approach is to coordinate education and support services across institutions.

Governor Brown’s budget proposal would shift primary responsibility for adult education to the community colleges from the adult schools. Also, the Legislative Analyst’s Office has made other recommendations regarding reform of adult education in both the community college and adult schools.

ALLIES does not support or oppose a structural change of governance such as that called for by the Governor. Rather, ALLIES strongly supports a systematic effort, informed by best-practices, to strengthen California’s adult education system, which includes basic skills at the community colleges and the CDE administered adult education program delivered primarily through adult schools.

Since 2008, over 80 members of the ALLIES coalition from 15 adult schools, 10 community colleges and numerous CBO’s have demonstrated innovative collaborative solutions that offer an alternative that should guide policy decisions. ALLIES’ experiences are congruent with a significant policy literature.

ALLIES recommends that reform to adult education be guided by the following policy principles:

Implement reforms that promote the coordination among all adult education providers including coordinating and aligning the programs and services currently provided by the community college basic skills program and the adult school’s education programs.

Establish shared goals for all adult education providers based on the needs of students and the economy that are developed collaboratively by and binding on all providers collectively.

Clearly establish California’s commitment to low-skill adults recognizing that shifting responsibility to the community colleges while leaving adult school funding in “flexibility” could result in a major defunding of adult education by local decision makers and less access for students.

Ensure pathways exist between basic skills programs and college transfer and vocational courses based on best practices that have demonstrated improvements in program completions and earnings.

Provide adequate funding recognizing that over 79% of the need for adult education services was not being served in 2008 when state funding for K12 based system was $720 million, much higher than the $300 million allocated in the Governor’s budget.

Ensure access for low-skill adults recognizing that the types of services provided by the current adult school system provide a high degree of access and supportive learning environments for students who have not previously succeeded in education and hold multiple responsibilities as workers and parents.

Address the needs of English language learners recognizing that the overwhelming majority of net workforce growth from 2010 to 2030 in California will be from immigrants and their children, many of whom need English language acquisition. (USC Demographic Futures Project.)

Implement an accountability framework for all basic skills programs and develop a unified data system.

Current policy proposals focus on changes in governance and the definition of distinct roles for the levels of education provided by adult schools and community colleges. Governance changes may help, but if addressed without the principles above, would likely worsen system outcomes. Similarly, strict distinction of roles without a robust reform framework would likely create barriers for best practices such as contextualized and integrated education. A poorly defined and underfunded reform would have severe consequences for the promise of full participation in society and the future of the California economy.

Relevant Policy Studies

ALLIES recommendations reflect the research and findings of the following reports:

Gateway to the Future: Creating a Basic Skills System for California, California Budget Project, May 2011

Beyond Basic Skills: State Strategies to Connect Low-Skilled Students to an Employer-Valued Postsecondary Education, CLASP – The Center for Law and Social Policy, March 2011

Restructuring California’s Adult Education System California Legislative Analyst’s Office, December 2012

LAO’s Report on Adult Education Shines Light on Urgent Problem: Some Recommendations Hit the Mark, While Others Miss It, Policy Brief, California EDGE Campaign, December 2012

 

The ALLIES Steering Committee

Anniqua Rana

Cañada College, ESL Faculty

 

Bob Harper

Director

Campbell Adult and Community Education

Jenny Castello

Cañada College

Humanities and Social Science

Kara Rosenberg

Principal

Palo Alto Adult School

Lionel de Maine

Sequoia Adult School,

Chief Operations Officer

Paul Downs

PDC Consulting

Rachel Perez

Gavilan College

Associate Dean, Community Development and Grants Management

Mayra Cruz  (ALLIES Co-Founder and former Steering Committee member)

San Jose/Evergreen Community College District Trustee

De Anza College, Child Development Faculty

 

Tuesdays:  Feb. 5, March 5, April 9, May 7, 2013

Fall 2012  Agendas and Minutes

II.ESL Department Meetings for Spring 2013T

1.  Time of ESL Department meetings is changed to 1:00-3:00 PM on the first Tuesday of the month (except 2nd Tuesday in April); dates are shown above.  Meeting place is CIETL Room 9-154.

2.  At our February meeting we will work on our Annual Program Plan.  Jenny will send the 2011-2012 Annual Program Plan to everyone to review before the February meeting.

3.  At March 2013 ESL Department meeting we will use the PLO Rubric to evaluate the Spring 2013 e-portfolios of students in ESL 400.  See  below for the PLO Rubric developed at the Flex Day meeting.

 

ESL Flex Day Meeting – January 11, 2013

 

ESL e-Portfolio Rubric

 

·             PLO #1: Produce and interpret oral and written English at an advanced level in order to successfully enter academic or career pathways.

o   Use of the e-portfolio and posting of the signature assignment.

o   The signature assignment is an essay which meets the following criteria:

§  clear thesis

§  coherent paragraphs  with adequate support for thesis

§  limited mechanical errors

§  correct format

§  some basic MLA citations

·             PLO #2: Use academic skills and study skills to succeed at the transfer level.

o   Inclusion of reflection assignment which demonstrates these skills.

§  What study/academic skills helped you with this assignment?

§  What skills do you need to improve?

·             PLO #3: Use technology skills and information competency skills to succeed at the transfer level.

o   Use of the e-portfolio and posting of the signature assignment.

 

 

PLO

0

1

2

3

PLO #1: Produce and interpret oral and written English at an advanced level in order to successfully enter academic or career pathways.

 

Not submitted

Not satisfactory:

weak thesis, inadequate support, global mechanical errors throughout,

incorrect format

 

Satisfactory:

clear thesis, adequate support, limited mechanical errors,

limited formatting errors

 

Excellent:

sophisticated thesis, strong support, few mechanical errors,

few formatting errors

 

PLO #2: Use academic skills and study skills to succeed at the transfer level.

 

Not submitted

Not satisfactory:

Does not identify academic/study skills.

Satisfactory:

Clearly identifies academic/study skills used.

Excellent:

Clearly identifies and elaborates on academic/study skills used.

PLO #3: Use technology skills and information competency skills to succeed at the transfer level.

 

Not submitted

Not satisfactory:

incomplete or disorganized, incorrect MLA citations

Satisfactory:

complete and organized, some correct MLA citations

Excellent:

complete, well-designed and visually engaging, several correct MLA citations

 

 

 

 

December 4, 2012 Meeting

We have chosen to meet from 1:30-2:30 in CIETL and then go to the College Holiday party.

Present:  Anniqua Rana, Jeanne Gross,  and Jenny Castello

 

1.           SLO and PLO Assessment and recording the results on TracDat

                    We need to collect data on our SLOs for SLOs #1 and #2 for Fall 2012..

https://docs.google.com/document/pub?id=1NqNAaRq3CcmqvmJD_wYhQ9eqY3DJtpyitBIwu3BMhHw

 

Contact Kathy Smith smithka@smccd.edu.  She will input your SLO data to TracDat.  Send her your complete course number, the SLOs you have assessed (#1 and #2), the assessment, the results with numbers and percentages, and your reflection on the results.  Please send this information by the end of November.

 

Make sure you include the following to Katy Smith : smithka@smccd.edu.

                    Course information

                    SLO information

                    Semester information

                    Criterion met of 70% success

Plan for the future

ePortfolios

                    Jeanne’s ESL 400 class has already created the portfolio to assess program level work.  Anniqua will try to get students to create ePortfolios before the end of the semester.

 

Where do we include links to program level portfolios?  We  don’t have to post them in a public space.

ESL Department will create a rubric

Number of portfolios

Connect with Program level outcomes

 

Discussion about ESL Schedule Spring 2013

                    Jack and Ann will be teaching in Spring 2013

                    Pronunciation teacher needed

                    How often should pronunciation classes be offered every semester?

GED requirements for students

 

Alicia will be on the ALLIES steering committee Spring 2013

 

 

2.           Math and ESL Update

a.           Working to get students to take the Math placement test 35  students from ALicia’s class took the test.  After the results, students met with Michael Hoffman, who has decided that whoever takes MathJam will take  his Math class in the Spring .  Of t the 35 students who took the test, 20 students placed in 811.

b.          Students need to be encouraged at lower levels to check the  classes  that they can take and be successful.  Self-efficacy has to be built.

c.           Two more students had been in a group needing overrides .

d.          Some overlapping students, but they need to be increased.

e.          Reference to Greg’s presentation about assessing learning communities.  Linked and supported classes lead to student success.  It’s a challenge to link curriculum  for loosely linked courses.  

f.        Basic skills needs to find more creative ways to support students who are working in Learning Communities.

g.           Anniqua will send the request that Michael sent out  for student support.

h.          Jeanne shared data about ESL student enrollment in Math classes

i.         F 09-1%

ii.           S10-4%

iii.          F10-6%

iv.         S11-47-11%

 

3.           CBET Update

                    In-process

Uriel Mendoza is on committee for EOPS.  ESL students need to be supported through EOPS.  Lorraine will be presenting in classes in Spring 2013.

 

Collaboration with Scholarship committee

 

 

November 6, 2012 ESL Department Meeting Notes 1:30-3:00 PM CIETL Room 9-154

 

1. ESL Portfolio Template Feedback:  https://sites.google.com/site/esldepartmentcanada/

Start with ESL 400 in Fall 2012 to collect ESLO PLO assessment. Students create their ESL Department Portfolio using the template created by the Department. Students choose an essay and reflection to post in their portfolios; they also start their Goals. Since this is a pilot and there is no official District e-portfolio, we will need to collect the urls for the students’ portfolios.

 

Link to ePortfolios https://docs.google.com/spreadsheet/viewform?formkey=dGFQdFNEVmlZVm1KWHJZZmUxSndiWkE6MQ#gid=0

  When we have student e-portfolio information, we will post it here.  Click here for student responses

 

We would like to plan to have students in ESL Level 4 classes create their e-portfolios in Spring 2013, ESL Level 3 in Fall 2013, and ESL Level 2 in Spring 2014.  We are brainstorming ways for students in the higher levels to help the students in the levels below to create their e-portfolios.  We may be able to get some supplemental instruction funding to hire our students to help other ESL students to create their e-portfolios.  We can also have Ricardo Flores come to our Level 4 classes to show the students how to create their e-portfolios.

 

We need to work intrusively with our students to make sure that they take computer keyboarding CBOT 415 and CBOT 430/431 Computer Applications when they are in Levels 2 and Levels 3 so that they are able to do the work in and on their portfolios.

 

 

 

2. TracDat data collection for Fall 2012

We need to collect data on our SLOs for SLOs #1 and #2 for Fall 2012..

https://docs.google.com/document/pub?id=1NqNAaRq3CcmqvmJD_wYhQ9eqY3DJtpyitBIwu3BMhHw

 

Contact Kathy Smith smithka@smccd.edu.  She will input your SLO data to TracDat.  Send her your complete course number, the SLOs you have assessed (#1 and #2), the assessment, the results with numbers and percentages, and your reflection on the results.  Please send this information by the end of November.

 

3. ACE and PASS petition reminders for Level 3 and 4 students

 

Please remind your students in Levels 3, 4 and 400 about ACE Award and PASS  Certificate.  The forms are available on the ESL Department website.

 

4. ESL and Math FIG Update

 

Michael Hoffman and Jeanne Gross are still working on the Math and ESL FIG; the latest work is to create an unlinked ESL 924 and Math 110 learning community in Spring 2013.  Students in ESL 924 took the Math Placement Test, and the students in ESL 923 will take the Math Placement Test on November 14.  Some ESL 400 students will take the Math class in this learning community.

 

We need to work intrusively with our students to be sure that after CBOT classes and Word Jam, they take the Math Placement Test and Math Jam and start the Math sequence.

 

5. CBET Update

 

There is a new principal at Cunha Middle School in Half Moon Bay, so we are making a connection with him.  There are some discrepancies in the class times and start and end dates  for the CBOT classes in the Spring 2013, and these will be addressed and resolved before the Spring 2013 semester.  Linda Haley will be back doing CBET Coordinator part time in the Spring 2013 with Heather Irani.

 

Registration for CBET students for Spring 2013 starts at the different sites in the next weeks.

 

6.  Other

 

We need to work intrusively with our students to be sure that they register for the Spring 2013 semester and that they pay their fees with 24 after they register.  We need to make sure that our students know how to check their student accounts so that they know what their fees are and how to pay them on time.

 

On the ESL Department website we will post documents under both the Faculty Resources and Student Resources on how to activate student email, how to check their Student Accounts, how to create their e-portfolios.  Faculty can make copies to show students how to do these very important and necessary tasks.  Here is a link to some of the information:  http://canadacollege.edu/registration/pdfs/NewStudentHowToInstructions.pdf.

 

7.  English and ESL Connections

 

The English Department will decide tomorrow about which handbook they will use.  We would like for our students to use the same handbook so that they buy and use only one.  The handbook being considered is Everyday Writer.

 

8.  Basic Skills and ESL Counselor Position

 

There was a discussion about hiring a Basic Skills and ESL Counselor.  We have had a Basic Skills Counselor funded with the BSI money, but we need to move to institutionalize this position.  In our ESL Department Annual Plan we need to advocate for this position, and we need to discuss this position with the other Basic Skills Departments and ask them to also advocate for this dedicated Basic Skills and ESL Counseling position.

 

 

 

October 2, 2012  ESL Department Meeting  1:30-3:00 PM CIETL Room 9-154

 

TracDat work for Spring 2012 and Summer 2012 courses:

Quick update on CBET/VESL in HMB and EPA

Please bring your laptops or use the computers in CIETL to put the data into TracDat

SLOs

Use the California Pathways Document 2000 descriptors for our SLOs.

Reword SLOs to be 2 SLOs.

Need to identify the study skills and academic skills at each level for the #2 SLO.

1              Level 4: students type and submit essays to turnitin.com

2              Level 4: students research Library database, find articles that meet the assignment criteria, attach them to an email messages to the professor

3              Level 3: students type all paragraphs and essays

4              Level 3:

5              Level 3: students log into WebSmart to make tutoring appointments

6              Level 2:  students complete Time Management Activity

7              

8              Level 2: students type some paragraphs

9              Level 2: students attach documents to my.smccd email messages to professor

10   Level 2: students log into WebAccess for ESL TBA

11   Level 1:  student activate and use my.smccd to write and reply to professors

12   Level 1:  students complete Time Management Weekly Schedule

13   Level 1:  students log into WebSmart

14   Level 1:  students log into WebAccess

 

 

September 11, 2012 ESL Department Meeting  2:00 -3:30 PM CIETL Room 9-154

Tentative Agenda:

Confirmed:  English Institute ESL Recognition Ceremony, Wednesday, May 7, 2013 Main Theater - Please mark your calendars

Update on Course Enrollments and Cancellations Fall 2012 - Jenny

                ESL 922 WLB, ESL 901, ESL 860

Update on PLOs and Signature Assignments Workshop - Katie

Update on Basic Skills - Anniqua

Update on CBET- Heather

Update on Math and ESL - Jeanne

TracDat, SLOs and PLOs discussion - All

 

 

 

 

August 16, 2012 Flex Day  ESL Meeting to Discuss E-Portfolios and Other Program Assessments

 

Katie Schertle and Sarah Harmon created the first draft of Signature Assignments for our ESL Program Level Outcomes for E-Portfolios.  We discussed many preliminary ideas related to the use of signature assignments for e-portfolios and reached consensus on the ideas below.

 

·             We need to look at the College’s institutional SLOs, align our ESL Program PLOs, and then align our ESL course SLOs.  We think that our ESL course SLOs need a lot of tweaking now that we have a better understanding of signature assignments that address PLOs.

 

·             We will use the California Pathways document to help us identify and assess the Grammar and Writing course SLOs for all the levels.

 

·             We will begin in Level 2 courses (ESL 912 and ESL 922), to have students create e-portfolios.  The creation of the e-portfolio may be the signature assignment for these courses; it assesses PLO #1.  In Level 3, 4 and 400 students will add other signature assignments.

 

·             We will use the workshops planned for the Fall semester to improve our understanding of e-portfolios and signature assignments.

 

·             We will use the Fall semester to revisit our ESL course SLOs, ESL PLOs, starting with the College’s institutional SLOs.

 

·             We will use the Spring semester to identify the signature assignments for Level 2, 3, and 4 courses.

 

We will begin using e-portfolios with signature assignments with our Level 2, 3, 4 and 400 students in Fall 2013.  Although we have decided to begin e-portfolios with our core ESL courses on campus, Level 1 faculty are encouraged to use e-portfolios with signature assignments if they think it is feasible with their students.