Spring 2014 ESL Department Meetings

 

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.