Leading Through Innovation EL Civic IET- College Integration Leading Through Innovation

Who is this Model for- ESL Population to Increase Amarillo College Enrollment Intermediate/High Level ELL TSI Low Skilled Dev ED

High Level Remediation

Model One Selection- Intermediate/High Level ELL 1 Selection- Survival ESL 2 Support IET Classes 3 Increased Remediation All though Amarillo College’s approach was proactive we faced many hurdles during our piolet. Increased remediation, expensive model, and uncertain student results. 60% Successful Student Completion

Back to the drawing board 2016/2017 TWC Targets 54 EL Civic First Cohort Expected 9 Total Received 2 Changed Direction Back to the drawing board Our first Transition class we expected 9 strong students ready to enroll into college after the first transition class. We only received 2 students.

What is the problem that is being solved for low-skilled students Increasing college enrollment in spite of low TSI scores Decreasing failure rates among ELLs Setting short-term attainable goals for lower skilled students to achieve a credential.

Model TWO Selection- TSI Low Skilled Dev ED 1 Testing Center Collaboration 2 Data Mining 3 Road Blocks Testing center gave us a list of students that self identified as ELL. By three data points. The criteria are- First language Language Read Language Spoken Once receiving the list of students we began data mining. During this time we came across names from AEL’s 2015/2016 piolet cohort. We expected to enroll these students back into our program because they are continuing to work toward their certificates. We hit a road block based on TWC’s eligibility requirements for an eligible EL Civic participant. Student must use an approved ESL assessment and have room to show a gain. The former students that preformed well last program year we encouraged them to enroll into GED classes along with their current certificate program. We could no longer use these students any longer, so we hit a road block. We knew others would test too high for the TABE Clas-E in our pursuit to serve low skilled Dev ED student. Additional road blocks, we encountered our TSI Student contact information was outdated or had changed. We requested a list from our current date to the previous 9 months. We are not ditching this model. We just came to a wise decision, until guidance has been established for us to serve self identifying ELL we have to implement referral systems so we are not reaching out to students and then turning them away. And those meeting eligibility requirements we will serve them.

What was the tipping point where the collaboration moved from “making the case” to making the class”?

Building Strong Partnerships 70% Those that do not meet our eligibility requirements, we have begun a cross referral system with our tutoring department and English department. Matthew will also provide these departments with professional development. This will ensure properly trained staff are ready to serve our ESL population and AEL is assisting our college toward our strategic plan- 70% completion rate by 2020! During this time we have built partnerships with our Testing center department that sends us a monthly report of TSI data meeting the criteria I stated previously, additionally, partnerships with Dev Ed writing and reading department, English department, certificate programs, and tutoring departments to refer students directly to our support labs. Building Strong Partnerships

Current Partnerships Negotiations With Faculty Win Win Data Analyst Cross Referrals System Clear Delineation of Services between Departments Win Win Data Analyst Creating Google Docs Assist with data collection Testing Center Provides Data IT Department May Build Forms In Colleague VPAA Brokering the deal Strategically Provides Opportunities Faculty- cross referrals Data Analyst- google docs to collect data, Testing Center providing data IT department may build us a form in colleague, AC’s data management system, for future data collections VPAA- We have strategically been given opportunities to speak and share with faculty because of our VPAA’s close relationship and affinity for Adult Education.

The Presently INNOVATION

Model THREE Selection- INNOVATION 1 Instructor Student Referrals 2 Building Bilingual Early Childhood Education Certificate Program 3 Building Co-requisite CNA Course

The Near Future INNOVATION (2)

Model THREE Selection- INNOVATION (2) Collaborate with local businesses to design and deliver onsite or campus-based Vocational English as a Second Language (VESL) courses in order to develop a more capable workforce.

Future AC Adult Education - EL Civics Integration Meeting 54 Student Target Building Successful, Strong & Lasting IET Models Continually Creating Strong Lasting Partnerships Continually Achieving College Integration The future of EL Civics- We have ground to cover, however we plan to successfully meet our targets, and continue to Future AC Adult Education - EL Civics Integration

Michelle Lamons Director of Instruction- AC Adult Education Program dmlamons@actx.edu Matthew Piech ESL Coordinator- Amarillo College m0588600@actx.edu THANK YOU