1 of 12

ESL Department Program Review 2018

Julie Carey, Rebekah Taveau, Katie Schertle, Alicia Aguirre , and Diana Espinoza-Osuna

2 of 12

I

ESL DEPARTMENT

Insert picture from ESL Recognition day here

3 of 12

4 of 12

ESL Brings Students from the Community to Cañada College

We are constantly nurturing our connections through out SM county and neighboring commmunities in order to bring students to Canada college. We have close connections with RWC district where we offer courses in the community, as well as with SAS. We work to prepare adult students to enter the college. We have classes and partnerships in East Palo Alto as well as along in coast in Half Moon Bay and Pescadero. We work closely with the international office that brings students from around the world. We are always at the orientation welcoming those students and we prepare many of them to enter into their other college courses. Many of our students transfer to universities.

RWC: Hoover, Hawes, Mckinley Institute of Tech., formerly Fair Oaks and Hawes

Puente de la Costa Sur is the rural San Mateo County South Coast community Resource Center, Puente serves the San Mateo County South Coast communities of Pescadero, La Honda, Loma Mar, and San Gregorio.

Nuestra Casa is a community education organization dedicated to increasing civic participation and promoting economic self-sustainability of the Latino immigrant population of East Palo Alto and the area served by the Ravenswood City School District.

La Costa Adult School Half Moon Bay and Pescadero

5 of 12

60.4% of Students transferred from off campus ESL to on campus classes 2015-2017

6 of 12

ESL has Clear Successful Pathways

One reason for our students success, is our clear pathways. Students who pass level 1 grammar, writing, reading, listening, and speaking and two computer courses in keyboarding and basic computer applications are eligible for a workforce award, students who complete their advanced academic level 4 can apply for the ACE Award, and after completing ESL and English 100, students can be eligible for the state recognized PASS certificate. This sequence can take 3 years or less or more but that is exceptionally fast. If you know the solid long-term research on ESL and second language acquisition, you know that most students children and adults take a lot longer to reach advanced academic proficiency in a second or third language.

https://canadacollege.edu/esl/ESL%20Pathways%202016-2017.pdf

CLEAR SUCCESSFUL PATHWAYS FOR OFF CAMPUS TO ON CAMPUS TO CERTIFICATES AND DEGREES

7 of 12

ESL Faculty and Staff are Involved Across Campus & State

LEADERSHIP:

ACES
DREAMers
IPC
Accreditation
Curriculum
Guided pathways
ACCEL
CATESOL
3CSN
Flex Presentations and publications�

COLLABORATION:

Business
Counseling
DREAMers Task force
LIbrary
STEM
SparkPoint
EOPS
ECE
!ESO Adelante!
CWA, and much more

8 of 12

Strong ESL Retention, Success, and Completion. High Representation in Graduates

2016- 2017	11, 020	1,053	72.1%	72.1%	84.7%	85.6%	Coming soon!

70.6%

84.1%

67.6%

The success and completion rate of ESL students is equal and better than the college average and has been increasing consistently. We are also very proud of the fact that when you go to commencement, 17.5% or higher of the students earning degrees and certificates are former ESL students. The ESL Department has matched the success and retention rates of the college very closely, which is a quite an accomplishment considering the high percentage low-income and first-generation students in the ESL Department.

in Spring 2017; in Fall 2016 the Department met its goal of 70% success and has continued to meet and exceed this success goal. In terms of retention rates, the Department has met and exceeded the retention goal of 84% 4 out of the 5 past academic years. The ESL Department has matched the success and retention rates of the college very closely, which is a quite an accomplishment considering the high percentage low-income and first-generation students in the ESL Department.

Just as the college enrollments have declined over the past 4 academic years, so have the ESL Department enrollment declined; however, the

ESL enrollment has consistently remained 5% of the annual census headcount.

ESL class fill rates have been higher than the college fill rates since

9 of 12

Equity gaps

10 of 12

Challenges, Opportunities, Action Plans

https://www.google.com/search?q=digital+divide&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiRnKreutvaAhXk7oMKHQ4nCZ8Q_AUICygC&biw=1019&bih=514#imgrc=ukR3_AsLUs-VfM:
https://www.google.com/search?biw=1019&bih=514&tbm=isch&sa=1&ei=pZ3jWsqeHqi0jwTX9KWoCw&q=anti-immigrant+&oq=anti-immigrant+&gs_l=psy-ab.3..0l3j0i30k1l7.21489.22669.0.23245.8.8.0.0.0.0.138.830.0j7.7.0....0...1c.1.64.psy-ab..1.1.114....0.OLNmPZOFpx8#imgrc=x-GWryCAit_6EM:
https://www.google.com/search?q=affordable+housing&source=lnms&tbm=isch&sa=X&ved=0ahUKEwirmdPtutvaAhXhzIMKHQ4KAnoQ_AUICygC&biw=1019&bih=514#imgrc=qZW5-ichfstIhM:

The ESL department has a legacy of seeing challenges as opportunities and turning those into action plans. The work of retention specialist and coordinator have been critical in this innovation and that is why one action plan is to continue working towards stable funding for our retention specialist and coordinator.

Our community connections with campus partners present unique challenges, especially b/c there have been high turnover rates with the principals. Luckily, our coordinator, Alicia Aguirre, is able to leverage established relationships and is currently working to explore and establish new off campus sites
Our proximity to Silicon Valley makes the digital divide impacting many of our students stand out as a challenge to overcome. Last semester, our retention specialist, Diana Espinosa piloted tech workshops to support students in navigating websmart, Canvas, and google apps; We also plan to begin developing an advanced grammar hybrid course to not only provide additional grammatical support at the advanced level, but also to provide scaffolded support for students to enroll and succeed in online courses in other disciplines.
And of course, we cannot talk about challenges without addressing the current anti-immigrant rhetoric and policy that our immigrant students live with every day. We have seen an increase in students reporting discrimination and harassment -- though there is no easy solution, continuing our connection work with the DREAM Center, and ensuring that we are connecting students to resources such as legal clinics and psychological services has been key
Finally, the cost of living and lack of affordable housing continue to impact and push out our students--Because of this crisis, we have worked and will continue to collaborate with Sparkpoint to embed financial literacy into our curriculum. We also use career exploration as content and are regulary considering how we can support students in preparing for for family sustaining jobs

11 of 12

Questionnaire results (ESL 924 Fall 2017)

· Though some of our students come with very specific ideas of their future goals, it is more common for students to come for ‘better work opportunities’ and our students have a wide variety of interests as seen here.

· STEM and CWA have taken advantage of this large pool of students waiting to fill your programs, and we want to take this opportunity to encourage collaboration on inreaching into our program.

· In line with that, please look out for our upcoming flex day in which we will facilitate a discussion to learn more from all of you about how we can prepare our students for your classes. We are currently beginning work with English around increased grammatical support in the writing center that will benefit many students, especially in light of AB 705 and the CA acceleration project, and we want to know what other ways we can prepare students from formatting styles (MLA or APA, types of tests to prepare for, genre specific writing styles…)

12 of 12

Our Students Become Your Students

Of 5,813 students at Cañada in Fall 2017, 1,087 were in ESL classes, or had taken an ESL course in the past (18.7% of total enrollment).