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.

Cañada College

Mission Statement

It is the mission of Cañada College to ensure that students from diverse backgrounds have the opportunity to achieve their educational goals by providing quality instruction in general, transfer, career, and basic skills education, and activities that foster students’ personal development and academic success. Cañada College places a high priority on supportive faculty/staff/student teaching and learning relationships, responsive support services, and a co-curricular environment that contributes to personal growth and success for students. The College is committed to the students and the community to fulfill this mission.


Cañada College ensures student success through personalized, flexible, and innovative instruction. The College infuses essential skills and competencies throughout the curriculum and assesses student learning and institutional effectiveness to make continuous improvement. Cañada responds to the changing needs of the people it serves by being involved in and responsive to the community, developing new programs and partnerships and incorporating new technologies and methodologies into its programs and services.

Document Map:

0)        Key Findings

1)        Planning group

2)        Authors

3)        Program

4)        Responses to previous Annual Program Plan &Review (APP&R)

5)        Curricular Offerings

6)        Program Level Data

7)        Action Plan

8)        Resource Identification

Note: To complete this form, SAVE it on your computer, then send to your Division Dean as an ATTACHMENT to an e-mail message.

Department/Program Title:
      ESL Department/CBET Program        Date submitted:  March 31, 2012

  1. Key Findings: 

1. Planning Group (include PT& FT faculty, staff, stakeholders)

        List of names and positions:

Jenny Castello (FT):  faculty

Anniqua Rana (FT): faculty

Katie Schertle (FT): faculty

Jeanne Gross (FT): faculty

Alicia Aguirre (FT):  faculty

Linda Haley (FT): faculty

Jacque Phillips (FT): faculty  

2. Writing Team and Contact Person: 

Writing Team:

Jenny Castello (FT):  faculty

Anniqua Rana (FT): faculty

Katie Schertle (FT): faculty

Jeanne Gross (FT): faculty

Alicia Aguirre (FT):  faculty

Linda Haley (FT): faculty

Jacque Phillips (FT): faculty  

3. Program Information  

A. Program Personnel
             Identify all personnel (faculty, classified, volunteers, and student workers) in the program:    

Jenny Castello (FT):  faculty

Anniqua Rana (FT): faculty

Katie Schertle (FT): faculty

Jeanne Gross (FT): faculty

Alicia Aguirre (FT):  faculty

Linda Haley (FT): faculty

Jacque Phillips (FT): faculty  

Natalia Ades (PT): faculty

Abdoubou Traore (PT): faculty

Marina Brodskaya (PT): faculty

Patty Gallagher (PT): faculty

Kathy Haven (PT): faculty

Beth Enthoven (PT): faculty

Linette Escobar (PT): faculty

Andrea Scarabelli (PT): faculty

Alessandra Castello (PT): faculty

Garth Bunse (PT): faculty

Kelly Farrell (PT): faculty

Danielle Pelletier (PT): faculty

Jack Siebert (PT): faculty

Liz Schuler (PT): faculty

Jim Holley (PT): faculty

        Kate Rudnicka (PT): faculty

Diana Espinoza-Osuna (PT): classified

Nooshin Vassei (Volunteer)

    FT Faculty: 7   PT Faculty:     FTE:   FT Classified:

PT Classified (hrs/wk):    Volunteers:   1  Student Workers: 1

B. Program mission and vision  
    Include the purpose of the program, the ideals the program strives to attain, and whom the  

    program serves. The program mission and vision must align with the college’s mission

    and goals. (200 word limit)

The mission of the Canada College ESL Department  is to help students develop the communicative competence to achieve their academic, professional, and personal goals. 



        C. Expected Program Student Learning Outcomes 

  Tool:  TracDAT folders in the SLOAC sharepoint. Click on the link below to access your folder  

  and log in with your complete smccd e-mail  account, and


     List expected Program Student Learning Outcomes (PSLOs) (minimum of 3) and assessment      

     tools for each.

Program Level Outcomes:

  1. Students can produce and interpret oral and written English at an advanced level in order to successfully enter academic or career pathways.
  2. Students can use academic skills and study skills to succeed at the transfer level.
  3. Students can use technology skills and information competency skills to succeed at the transfer level
  4. Students will develop a Student Educational Plan by identifying and assessing educational opportunities at Cañada College.

Program Level Assessment:

A departmental  e-portfolio will be required of all student who complete ESL 400, which will be assessed to demonstrate successful completion of Program Level Outcomes #1, #2, #3.

Successful completion of Program Level Outcome #4 will be assessed with quantitative data from Counseling demonstrating the number of ESL students with Student Educational Plans.

Notes from Flex Day:

ESL Program Assessment:

Process and Needs for Program Assessment:

Next Steps - Timeline:


4. Response to Previous Annual Program Plan & Review


   (log in with your complete smccd e-mail account, ex: and password)

    List any recommendations  for  the program and your responses to  these recommendations based on    

    previous Annual Program Plan and/or CTE Professional Accreditation report.

There were no recommendations for the program from our Comprehensive Program Review in Spring 2011.

Guideline: Original documents can be linked or attached, as needed.


5. Curricular Offerings (current state of curriculum and SLOAC)

 All curriculum and SLOAC updates must be completed when planning documents are due.  

    SLOAC = Student Learning Outcomes Assessment Cycle  

    Tools:  TracDAT folders in SLOAC sharepoint   

            Curriculum Committee

A. Attach the following TracDat and Curriculum data in the appendix:

In Fall 2011, assessment data from each course was entered into TracDAT. The challenge for our department is that we have multiple sections of almost all of our courses, and TracDAT does not easily allow multiple submissions for a given course. One solution is to aggregate the data from multiple sections before entering it into TracDAT. This requires multiple TracDAT leads who are trained and responsible for collecting, aggregating, and entering the data.

ESL 805 Advanced Grammar Review is the only COR that is over 6 years old.  This COR has been taken to the Curriculum Committee, where it was tabled for further discussion, and discussed with the Technical Review Committee, but it has not yet been approved.


B. Identify Patterns of Curriculum Offerings

Guidelines: What is the planning group’s 2-year curriculum cycle of course offerings by certificates and degrees? What is the ideal curriculum cycle? Discuss any issues.


The core curriculum offered on campus has been reduced to Levels 2, 3, and 4.  Core curriculum for Level 1 is now offered at our off-campus sites through CBET and our connection to Sequoia Adult School.  The core curriculum is offered in Fall and Spring semesters; ESL 836 and ESL 837 are also offered every Fall and Spring.

In the Summer semesters, a day section of ESL 400 is offered; ESL 805 and ESL 836 are offered in the evening.  This is the current pattern, but other patterns of offerings have been tried in the past.  The department would like to offer an ESL and Math learning community in summer based on the work of the ESL and Math Focused Inquiry Group.

6.  Program Level Data

A. Data Packets and Analysis from the Office of Planning, Research & Student Success  and  

     any other relevant data.


        Describe trends in the measured parameters.

1. Enrollment Patterns and Course Offerings:

ESL Course enrollments and section offerings have been closely related during each of the academic years 2006/07 through 2010/11. As student headcount decreased, there were fewer course offerings from 46 in 2006/07 to 30 in 2010/11. Section offerings went down accordingly from 149 in 2006/07 to 75 in 2010/11, with the most significant decrease from 2009/10-2010/11 when the ESL Department modified their curriculum from a potential full ESL load of 16 units per level to 10 units and integrated skills development. The average enrollment per section has shifted , with an increase in average enrollment per section from 25.6 in 2006/07 to 29.6 in 2010/11. Current average enrollment per section of 29.6 is lower than the college average of 49.0. I

Student Headcount was approximately 1,700 during the three academic years 2006/7 through 2008/09. There was a drop of 228 students in academic year 2009/10 and another drop of 197, for a total drop from 2008/09 of 425 students. One major cause for this enrollment dip is computerized prerequisite blocking, which went into effect in the Fall 2010 semester.

The drop in enrollment can also be attributed to the economic crash of 2008; although the college experienced an increase in enrollment during the same period of time, the immigrant/low-income population, which constitutes the bulk of the ESL student population, is more significantly impacted by economic and political trends than the overall college population, as evidenced throughout the state.

While the overall student head count has decreased, the average enrollment per section has increased, which reflects a higher-level of departmental efficiency.

In terms of enrollment goals, we’ve eliminated some off-campus ESL sites in Redwood City in order to maintain a site in East Palo Alto and add sites at Sequoia Adult School and in Half Moon Bay.  The Half Moon Bay site started at Cunha Intermedicate in January of 2012, currently serves 110 students alone . This off-campus ESL presence has a positive impact on enrollment by making the college known in the service communities and providing clear pathways to our on-campus programs.

Off-Campus ESL Program Success and Retention Data:

Fall 2012 Success Rates: 57%* (up from 48%)

Fall 2012 Retention Rate: 82% (up from 73%)

Participant Data:

2. Department Efficiency:

ESL Department FTES has decreased from 567.6 in 2006/07 to 365.2, with the most significant shift from 2009/10 to 2010/11. This can be attributed to the program planning and improvement process of integrating skills and reducing units in Spring 2010 and took effect in Fall 2010. Load has gone up from 433 in 2006/07 to 527 in 2010/11. The increase has been steady, with a slight drop in the overall load increase in 2009/10 of 539 to 527 in 2010/11. Even though our load is lower than the college average of 602 for 2010/11, at 527, ESL Department efficiency has increased. At 527, ESL Department efficiency has increased, but is lower than the college average of 602 for 2010/11. The ESL Department will continue to try to be as efficient as possible.


3. Student Performance Profile:

The student success rate for ESL students has remained relatively constant from 61.9% in 2006/07 to 59% in 2010/11, with some increase in 2007/08 to 63.4%, with a shift back to 61.2% in 2008/09 and then to the current 59%.  ESL student retention has also been relatively constant, from 80.7% in 2006/07 to 78.5% in 2010/11 and slight variations in the years between.  The trends in student GPA from 2.13 in 2006/07 to .86 in 2010/11 are reflective of department discussions of mastery learning, which encourage passing grades being based on a solid command of course learning outcomes.

Although the ESL Department monitors this success/retention/persistence data, we have found the data about enrollment patterns to be far more significant. Data from the college researcher indicates that when ESL students take non-ESL courses concurrently with ESL courses, retention, success, and persistence rates are higher than those of ESL-only students. This data was a significant factor in the evolution of the ESL Department course configuration and the collaborations that have followed with ECE, CBOT, CRER, and Math. Related ESL - Math Enrollment Data:  

ECE and ESL Collaboration

The unit load has decreased in units attempted in 2006/07 of 8.2 to 7.27 in 2010/11, with a units attempted load in the years in between of 8+. This can be attributed to the program planning and improvement process of integrating skills and reducing units in Spring 2010 and took effect in Fall 2010. The units earned in the academic year have varied slightly from 5.74 in 2006/07 to 5.12 in 2010/11, with an increase to 6.29 in 2009/10. The units attempted and units earned are comparable to the College average. The continued work of the ESL Department in collaborating with other departments such as CBOT and Math addresses the goal of offering students other enrollment options while taking ESL.

Related ESL - Math Collaborations and Pathways:


4. Student Enrollment Status Profile:

The student enrollment status profile shows significant changes from 2006 to 2011. There has been a decrease in first time students, from 43% to 28%. On the other hand, the percentage of continuing students has increased from 42% to 54%, and this increase is double that of the College. The increase in continuing ESL students may be due to the work the ESL Department has done to collaborate with other departments  and or due to the practice of contacting by phone all students who do not re-enroll in the courses (off-campus ESL only).

In terms of response strategy, the ESL Department should continue its push to coordinate with other departments, including the counseling department, to increase student awareness of certificates and degrees. Deeper collaborations will help accomplish enrollment in other courses to get  students started on various pathways.

5. Student Goal Orientation 

Comparison of student-goal orientation data between the college and the ESL Department indicates that a higher percentage of ESL students identify educational development as their goal on their applications. This is not surprising as it reflects the advice they receive from those assisting with the application process because the 7300 code indicates ESL. It is a program SLO for the ESL Department to introduce students to the variety of career and transfer options available to them and to require students to begin their SEPs.

6. Student Demographics - Ethnicity

The ESL student population remains primarily Latino, and we are proud of our college’s continuing designation as a Hispanic-Serving Institution. Recent semesters have seen a slight increase in Asian, Multi-race, Unknown, and White/Non-Hispanic. The ESL Department collaborates with the International Studies Program to welcome visiting international students and promote their Inter-Cultural Awareness Club.

7. Student Demographics - Age and Gender

The male-female percentages are almost identical to those of the College, and the ESL population is trending toward slightly older students.

8. Student Education Attainment Level

The number of students with foreign secondary degrees has increased, while the number of students with no high school degree has decreased. Concurrent enrollment hit a peak in 2008/2009 but has gone down since then, given the district policy not to allow concurrent enrollment in non-transferable/non-degree applicable courses. The ESL Department’s response has been to engage in outreach to high-school students to inform them about Word Jam, ESL 400, and the PASS Certificate.

NOTE: Reflection and analysis of trends has been integrated in the above sections.



B.   Analyze evidence of Program performance. Explain how other information may impact

       Program (examples are business and employment needs, new technology, new transfer


The ESL Department has identified its program- and course-level SLOs and assessments. The Department will use TracDAT as soon as it becomes available.


C. Other Considerations
N/A at this time.

7.  Action Plan
         Revising our assessment of our PLOs has resulted in the opportunity to reflect on the relevance of our course and program level SLOs.  In creating and using the e-portfolio assessment, the department will be able to assess both course and program level outcomes more consistently and effectively.

Topics of discussion for action in our department include:


8.  Resource Identification

        A. Faculty and Staff hiring requests

Explain clearly and with supporting data showing how hiring requests will serve  

Full-time support staff:

Students transitioning from the community to classes on campus require guidance which is specific to the needs of immigrant populations. To meet this need, the department will need to hire a full-time support staff to provide wraparound services supporting the needs of first-time college attendees. For those students who have a high level of academic learning from the countries of origin, this kind of service is not needed. However, for the majority of our students who are new to the language and the culture needed to succeed in the college environment, it is important that the college provide  direct bilingual support on a regular basis.

From Comprehensive Program Plan

Student Assistant for technology support:

To help implement the department Program Assessment Outcome, a student needs to be trained and made available to assist faculty and students in class and in the learning center.

        B. Professional Development needs

List faculty and staff professional development activities.   

Describe faculty and staff professional development plans for next year.

Explain how professional development activities improved student learning outcomes.

        C. Classroom & Instructional Equipment requests

List classroom & instructional equipment requested, including item description.

Jeanne Gross’ computer was originally purchased for another faculty member in 2007. Currently it must be plugged in at all times and only works with its mouse.

Anniqua Rana has been using her own personal laptop for two years.

A computerized classroom

 On Campus:



Total cost

Monitor Inspiron 2305 Touchscreen




Workstation Precision T3500




Dell 5330dn Workgroup Laser Printer   Price                     SMART Board SBX885ix  87”




Low-Gloss Surface Interactive Whiteboard with UX60 Network-Enabled Projector





  • 57 896.75

vendor, number of items, and total cost.

Explain how it will serve Department/Program/Division/College needs.

List the requests (item description, suggested vendor, number of items, and total cost).

List special facilities and equipment that you currently use and require.

        D. Office of Planning, Research & Student Success requests

List data requests for the Office of Planning, Research & Student Success.

Explain how the requests will serve the Department/Program/Division/College needs.

        E. Facilities requests

List facilities requests.

Explain how the requests will serve the Department/Program/Division/College needs.

Revised March 25, 2011; links updated 12/12/11                                                                                              Page  of