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

2. 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

3. 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

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

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

6. Courses not offered
due to low enrollment

7. 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)

8. 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

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

10. 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

11. 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

12. 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

13. 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

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

15. 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

16. 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

17. 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

18. 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

19. 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)

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

21. 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

22. 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

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

24. Q & A Rebecca Al Haider (RC) rebecca.alhaider@reedleycollege.edu
Nancy Frampton (MC)
David Nippoldt (RC)