Dual-listed Credit and Noncredit Community College ESL Rebecca Al Haider, Nancy Frampton and David Nippoldt Reedley College

Reedley College Three-college district (Fresno City College, Clovis Community College, and Reedley College) 300-acre farm 800-acre forest On-campus housing Two centers (Madera and Oakhurst) ~178 FT, 450 PT faculty Average 10,000 students per semester Reedley College Middle College High School

Reedley College Demographics 70% Hispanic 20% White/Non Hispanic Economy Agricultural Unemployment Fresno County 9.6% (California 5.5%; national 4.9%) High poverty rates Characteristics Immigrants with low educational background Transportation

Historical Enrollment Patterns College Enrollment ≠ ESL Enrollment Reedley College ESL Program

of new ESL students placed in the lowest three levels Historically approximately 85% of new ESL students placed in the lowest three levels

Courses not offered due to low enrollment

Low Enrollment Diploma or GED required (Fall 2012) Net decline in immigration to the U.S. State-wide enrollment decline in community college ESL Expanding articulation gap from adult schools Continued impact of a bad economy RC Technology and Linguistic Barriers Change in financial aid eligibility requirements Diploma or GED required (Fall 2012)

Distinct ESL Student Groups International students (SEED)—USAID grant program discontinued SP12 Students from high schools—increasing numbers in ESL Older immigrants (not US high school graduates)—decreasing in number

Institutional Outreach to feeder high schools and adult schools (2012 SP) Identification of articulation gaps Adoption of the AccuplacerESL

Rebuilding Our Program: Action Plan How other colleges were addressing low enrollment Dual roster CR/NC noncredit student enrolls in the credit class as a noncredit student student without diploma/GED can register noncredit student experiences what a credit class is like populate unfilled seats in classrooms maintain the rigor of the credit classes

Aligning of the Stars Receptive New Administration President, VP, Dean, Savvy head of department Justification for lower levels in our sequence Anecdotal evidence—We are turning away potential students. Need for a systematic means to document potential students’ contact information and level of need

Timeline Worked off of existing credit curriculum NC mirrored course catalog, lecture content, and SLO Full-time faculty release time SP15 Career Development and College Preparation (CDCP) Certificate—eligibility for “enhanced apportionment” Dual-roster program begins FA15 Revised curriculum and certificate SP16

Fall 2015 Five levels of instruction including beginning level Enrollment Increase 713 duplicated enrollment 876% increase over the previous four-year average Noncredit enrollment option dual roster same course content and instructor

Revised Curriculum (Effective SP16) Levels Below Transfer 1 2 3 4 5 6

Outreach &Planning: Facilitating ESL Pathways* High school Topics ESL curriculum at RC ESL placement test Pathway from ESL to English Adult school Course offerings at both schools Identify articulation gaps Community-based organizations Example: Proteus, Inc., Dinuba *One full-time instructor release time

Counselor Familiarization of New Curriculum AccuplacerESL (language questions) Parallel Pathways to 1-below transfer English (degree applicable) Familiarization with Generation 1.5 continuum Materials for counselor advising binders

Students enroll in credit or noncredit to… Complete a certificate or degree Transfer to another college or university Obtain official transcripts of grades Improve English language skills for their jobs Experience what credit ESL classes are like Participate in a low cost, low risk option

Changes for Teachers Keep positive attendance for NC students Report grades and attendance separately Online learning management systems (Canvas) dual-listed capability-no difference in entering grades Maintain rigor, students treated equally

Limitations for NC Students Services on campus: RWC 0.5 unit course (can do drop in tutoring) Co-curricular course offerings (counseling course) Not eligible for programs on campus (financial aid, EOPS, CalWorks)

Funding Sources to Support NC Students BSI (Book vouchers) Student Equity WIOA Workforce Innovation and Opportunity Act Funds (not currently utilized) Other?

Essential Steps for Creating CDCP Certificates NC course outlines need approval through local curriculum committee and approval by Chancellor’s Office CDCP certificates need approval through local curriculum committee and approved by Chancellor’s Office (288-hour minimum; 2 levels) Offer NC courses for enhanced apportionment

Recommendations Primary justification-NC students fill empty seats in credit courses Importance of ESL Counselor Explicitly state dual-listed in college course catalog description Maintain rigor and instructional integrity

Concerns Minimum qualifications for NC instructors Workload for NC instructors Impact of CAI and acceleration Changing financial aid landscape

Q & A Rebecca Al Haider (RC) rebecca.alhaider@reedleycollege.edu Nancy Frampton (MC) nancy.frampton@scccd.edu David Nippoldt (RC) david.nippoldt@reedleycollege.edu