ESL

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ESL Citizenship Program
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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

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Student Demographics
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Student Demographics
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Student Demographics
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Student Attendance
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Student CASAS Outcomes
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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

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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

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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

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Program PlanWhere Weve 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

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Program PlanWhere Were 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

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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

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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

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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)

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S.W.O.T Analysis
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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

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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

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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

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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

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Threats

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

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