ESL & Citizenship Program

Types of Classes & Locations 65-80 classes total Five levels of ESL ESL Multilevel classes at off site locations Citizenship 3 main locations: Edward Shands in east Oakland Chinatown locations (Lincoln Elementary, CP Church, Asian Res Center) 750 International and Clinton Park in the Eastlake area 8 off-site locations

Student Demographics

Student Demographics

Student Demographics

Student Attendance

Student CASAS Outcomes

Standards for Instruction State of California, Model Program Standards for ESL, published in 1992 2007 Draft version of the revised Model Standards were used for our current syllabi

Outcomes Envisioned for Students Improved reading, writing, listening and speaking skills Demonstrated gains in CASAS scores and promotion to higher levels Completing a minimum of 100 hours of instruction Improved ability to gain better employment

Outcomes (cont.) Improved ability to function in the community Attainment of U.S. Citizenship and engagement in civic and community life Transition to other OACE programs or classes Transition to higher education

Program Plan Where We’ve Been Student Persistence Aligning Levels - focusing on state standards in level groups Assessments - the development of system of common formative assessments Creation of syllabi for all levels for teachers and students Piloting core textbooks Training for teachers on integrating technology into their curriculum

Program Plan Where We’re Going Development of pathways into OACE Integrated Programs and higher education Transition from focus on attendance hours to focus on student outcomes Development of PLC-style collaborative teacher teams

Recent Successes Participation in Adult ESL Literacy Impact Study Hired and trained staff of 13 Instructional Assistants New Teacher Support & Development Cohort New Distance Learning models

Recent Successes (cont.) New intake and Orientation Models Orientation (Shands & Chinatown) Systematic assessment process Initiated alignment process adopted Syllabus Development Guides Creating & piloting common exit assessments adopted Student Performance Worksheets

Challenges Differing opinions about Open Entry and Managed Enrollment Finding time for teachers to work together in PLC-style collaborative groups Developing a uniform system for collecting and analyzing outcome data (aside from CASAS test scores)

S.W.O.T Analysis

Strengths Diversity of assumptions and expectations among faculty (see also weaknesses) Many strong, effective, talented teachers Long history in the community, well known Accessible locations and times of class offerings

Weaknesses Diversity of assumptions and expectations among faculty (see also strengths) The program has struggled to find an effective venue for teacher input into program planning Levels and curriculum are not consistently aligned and articulated effectively

Weaknesses (cont.) No consensus on the appropriate pace for average students to move through levels A lack of focus on student outcomes Lack of connection to opportunities outside the ESL program

Opportunities Create bridges for students to other OACE programs, outside agencies and higher education Meet in PLC-style collaborative groups Work with faculty from other OACE programs for the greater good of student achievement

Threats Ongoing budget crisis in California Limited ability to get non-anecdotal data on student outcomes (other than CASAS scores)