2. 1 ESL/Civics Education Special Project Year 2 Basic Skills Department Caldwell Community College and Technical Institute October, 2003

3. 2 Am I having a déjà vu experience?!?!?

4. 3 What’s the difference between year 1 and year 2 of the ESL/Civics Education Special Project?

5. 4 Year 1  for beginning learners  has over 80 lesson plans for beginners Year 2  for intermediate learners  has over 110 lesson plans for intermediate learners  has over 20 PowerPoint Presentations

6. 5 Reasons for the project  ESL students need skills that allow them to be contributing members of the community.  Intentional instruction in the area of civics must occur.  Instructors often lack civics education training and planning time.  There is currently no well-developed civics education curriculum.

7. 6 What is Civics Education?  Government  Citizenship  Consumer Education  Community Resources  Money Management  Legal System  Personal Information  American Culture  Parenting  Employment  Forms  More

8. 7 Objectives of the Project

9. 8 Objective #1 Identify the specific skills required for ESL students to be able to fully participate as members of their communities, state, and country.

10. 9 Objective #2 Develop an adjunct ESL/Civics education curriculum. Year 1—Beginning level Year 2—Intermediate Level

11. 10 Objective #3 Implement beginning ESL/Civics Education curriculum in at least two (2) pilot sites during year one.

12. 11 Objective #4 Implement intermediate ESL/Civics Education curriculum in at least two (2) pilots sites during year 2.

13. 12 The Process

14. 13 Working with current ESL staff, community agencies, and ESL students, we solicited input as to the competencies whose mastery is necessary for increased civic awareness and participation.

15. 14 Using this information, a cross-section of ESL students were asked to rate the competencies in order of importance to them.

16. 15 Competencies were identified from this aggregated information.

17. 16 Concurrently, “best practices” in ESL instruction were explored.

18. 17 The most current and effective instructional materials were researched and critiqued.

19. 18 We communicated with ESL service providers all over the country and, in some cases, in other countries such as the United Kingdom and Australia.

20. 19 Pilot sites were identified based on… –the number of intermediate ESL students being served. –the willingness of the instructional staff to be active participants in field-testing.

21. 20 With this information in hand, work began on the development of the ESL/civics curriculum. –Each competency was examined and skills necessary for mastery were identified. –Lesson plans were developed based on each of the specific skills identified. –Instructional resources necessary to support the lesson were created and/or purchased. –Lesson plans and materials were assembled into instructional packets.

22. 21 Once the instructional packets were completed, they were field-tested at the pilot sites. –All plans and resources were in the instructional packet and ready for use. –Minimal out of class planning on the part of the instructor was required.

23. 22 Field-tested lesson plans were then evaluated. Changes and adaptations were made as indicated.

24. 23 Instructor Participation and Training

25. 24 Instructors at the pilot locations were trained in the implementation of the ESL/civics curriculum by the project director. u staff development u staff meetings u newsletters u e-mails

26. 25 Once the ESL/civics curriculum was in place, the pilot site instructors participated in staff development activities with the entire ESL staff on curriculum implementation.

27. 26 Evaluation

28. 27 Evaluation and revision was concurrent with the development and implementation of the curriculum.

29. 28 Evaluation methods  Instructor feedback in various forms including an Lesson Plan Evaluation Form  Student feedback  Instructor designed assessments  Self-reporting

30. 29  At the end of the second year, a fully developed, comprehensive ESL/civics curriculum for beginning and intermediate ESL instruction will be available for implementation in any ESL class.

31. 30 Project Dissemination

32. 31  The project can be replicated by other ESL programs  Sharing the methodology, curriculum competencies, lesson plans, and resource material inventories with other ESL providers  Presentation at conferences, local, regional, and statewide

33. 32 Today you will receive...  Project Summary  Beginning Level CD

34. 33 Project Summary  As a means of accomplishing Goal 4 (project dissemination), we prepared a summary of the materials you will receive.

35. 34 ESL/Civics Education Curriculum, Beginning Level CD  Lesson Plan Folder  Blank Lesson Plan  Lesson Plan Evaluation Form  ESL Special Project Flowchart  PowerPoint Presentations  Staff Development Announcements  Staff Development Calendar  ESL Materials Listing  Lesson Plan Listing  ESL/Civics Education Project Summary

36. 35 Example of Technology Integration 1.Supermarket Family Feud 2.Wordsheets 3.Amusement Parks

37. 36 For information  Contact Melinda Hefner, ESL Special Project Director  726-2245  Mhefner@cccti.edu OR  Contact Mandy Williams, ESL Special Project Curriculum Developer  726-2274  Mwilliams@cccti.edu