1. ESL & Citizenship Program

2. 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

4. Student Demographics

5. Student Demographics

6. Student Demographics

7. Student Attendance

8. Student CASAS Outcomes

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

19. 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)

20. S.W.O.T Analysis

21. 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

22. 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

23. 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

24. 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

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