1. ESL Program Review:
A Community College Self
Study
Nancy Frampton, ESL Instructor
TESOL 2010 Boston
Friday, April 26, 2010

2. ESL Program
Credit program
5 levels
150-300 students
90% Hispanic
70% female
Rural college
Additional USAID-funded program

3. Program Review Process
Five-year review cycle
Cycle 1: Spring 1998-Fall 2002
Cycle 2: Spring 2003-Fall 2007
Plus three semesters (overlap)
data collection
documentation (feedback)
final report/presentation (feedback)

4. Program Review Cycle 1 (Fall 2002)
Quantitative Analysis
Qualitative Analysis
Conclusion
Recommendations

5. Pre-Cycle 1 Cycle 1: Fall 2002…..
ESL 266 ESL 266
English for English for Bilingual Cycle 1
Students
Bilingual
4.0 units
Course
Students Offerings
3.0 units
ESL 265
ESL 265 ESL 269C
Advanced Advanced Intensive Acad. Pronunciation
Intensive English & Oral
8.0 units Communications
English Skills
8.0 units 3.0 units
ESL 264
ESL 264 ESL 269B
Intermediate Intermediate Intermediate
Intensive Intensive English Pronunciation & Oral
8.0 units Communications
English Skills
8.0 units 3.0 units
ESL 260 ESL 261
ESL 260 ESL 261 ESL 269A
Beginning Basic Beginning Basic Basic Pronunciation
Intensive Reading & Intensive Reading & & Oral
English Writing English Writing Communications
0.5 – 3.0 units 1.0 – 3.0 units 0.5 – 3.0 units 1.0 – 3.0 units Skills
3.0 units

6. Cycle 1: Quantitative Analysis
Quantitative Data
Total Enrollment
Enrollment by Demographics: Age, Gender, &
Ethnicity
Retention, Success & Attrition
FT/PT Enrollment Status
WSCH/FTEF (Weekly Student Contact
Hours/ Full Time Equivalency Faculty)

7. Cycle 1: Quantitative Analysis
Enrollment Trends
Reedley College ESL Program

8. Cycle 1: Quantitative Analysis
Findings
500% enrollment increase
corresponding increase in certificates/degrees
Persistence and success
79% to 87%
consistent with the college average

9. Cycle 1: Qualitative Analysis
Student Survey
More ESL sections
Additional lab/ computer time
More beginning level instruction
No mixed levels

10. Cycle 1: Qualitative Analysis
Strategic Planning Recommendations
Curriculum:
More lab hours
More ESL-designated facilities
Support Services:
Full-time ESL counselor
Transportation
Other Findings:
Student placement

11. Cycle 1: Conclusion
Problems and Issues
Low number of contact hours
Entry-level language learning
Full-time enrollment across levels
Streamline curriculum

12. Cycle 1: Recommendations
Entry-level language learning
Full-time enrollment opportunities
Expanded curricular opportunities to ensure
student retention and persistence
A bridge to English language competency for
academic and/or vocational study
Optimal access to computer-assisted learning
Feasibility of an ESL certificate of
achievement and/or completion

13. ESL 266
English for Bilingual Cycle 1
Students
4.0 units
Course
Offerings
ESL 265 ESL 269C
Advanced Intensive Acad. Pronunciation
English & Oral
8.0 units Communications
Skills
3.0 units
ESL 264 ESL 269B
Intermediate Intermediate
Intensive English Pronunciation & Oral
8.0 units Communications
Skills
3.0 units
ESL 260 ESL 261 ESL 269A
Beginning Basic Basic Pronunciation
Intensive Reading & & Oral
English Writing Communications
0.5 – 3.0 units 1.0 – 3.0 units Skills
3.0 units

14. Program Review Cycle 2 (Fall 2007)
General Information
Quantitative Analysis
Student Learning Outcomes
Qualitative Analysis
Conclusions

15. Cycle 2: General Information
Recommendations
Status
Outcome

16. Cycle 2: General Information
Recommendation Status Outcome
Entry-level language Achieved 12 units at lowest two
learning SP 2005 levels

17. Cycle 2: General Information
Recommendation Status Outcome
Full-time enrollment Achieved 12 units at all levels
opportunities FA 2004-
SP 2005

18. Cycle 2: General Information
Recommendation Status Outcome
Expanded curricular Achieved (Significant findings in
opportunities to FA 2004- quantitative analysis
ensure student SP 2005 section)
retention and
persistence

19. Cycle 2: General Information
Recommendation Status Outcome
A bridge to English Achieved 12 units instruction at
language FA 2004- highest level offered
competency for FA 2006
academic and/or
vocational study

20. Cycle 2: General Information
Recommendation Status Outcome
Optimal access to Ongoing 2004-2005: ESL
computer-assisted software installed onto
learning 20 stations in Library
Computer Lab

21. Cycle 2: General Information
Recommendation Status Outcome
Feasibility of an ESL Complete Determined not feasible
certificate of
achievement and/or
completion

22. Fall 2004

23. Cycle 2: General Information
Learning Communities

24. Learning Community Fall Sp Fall Sp Fall Sp Fall Sp Fall Sp
History 02 03 03 04 04 05 05 06 06 07
*Caring for Children in Our
Community
X
ESL 206 (2 units), CD 206 (2 units) and CD
207 (2 units)
**Information Is Power
ESL 266W (4 units) and Litec 258 (1 unit) X X
Career Opportunities for the
English Language Learner X
ESL 269C (3 units) and GS 34 (2 units)
*ESL Computing/Breaking the
Language Barrier through
X X X X X X X X X
Technology
ESL 264 (8 units) and IS 10 (2 units)
ESL Re-Entry
ESL 260 (3 units) and ESL 261 (3 units) X
VESL Learning Community
ESL 269A (3 units), ESL 260 (3 units), ESL X
261 (3 units) and GS 264 (2 units)
*First Year Experience/
Orientation
X X X X X X X X
ESL 269A (3 units) and GS 264 (2 units)

25. Cycle 2: Quantitative Analysis
Retention, Success & Attrition
FT/PT Enrollment Status

26. Cycle 2: Quantitative Analysis
Retention, Success & Attrition
Term 02FA 03SP 03FA 04SP 04FA 05SP 05FA 06SP 06FA 07SP
Success 70% 67% 67% 67% 75% 81% 81% 73% 85% 76%
Retention 87% 90% 92% 90% 91% 92% 95% 89% 95% 97%
Attrition 13% 10% 9% 10% 9% 8% 5% 11% 5% 3%

27. Cycle 2: Quantitative Analysis
Retention, Success & Attrition
FT/PT Enrollment Status

28. Cycle 2: Quantitative Analysis
FT/PT Enrollment Status
02FA 03SP 03FA 04SP 04FA 05SP 05FA 06SP 06FA 07SP
Full Time
(12 Or
More 55% 45% 37% 35% 61% 69% 65% 68% 69% 73%
Units)
Part
Time
(11 Or 45% 55% 63% 65% 39% 31% 35% 32% 31% 27%
Less
Units)
Totals 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
276 271 215 275 272 270 240 232 279 255

29. Cycle 2: Student Learning Outcomes
Student Learning Outcomes (SLO)
A Plan to Develop and Assess SLOs

30. Cycle 2: Student Learning Outcomes
Fifteen SLOs of the Highest Level Courses
Upon completion of this program, students will be able
to:
Write an essay with a discernable structure and clear
style.
Take accurate notes on salient features of academic
lectures.
Interact orally in impromptu situations using effective
communication strategies and compensatory skills.
Read academic passages of various lengths and
recognize main idea and various details.

31. Cycle 2: Student Learning Outcomes
Plan to Develop and Assess SLOs
Timeline of 07 08 08 09 09 10 10 11 11 12
FA SP FA SP FA SP FA SP FA SP
Activities
Program Learning Outcome
Evaluation X X
A. Develop competency test
B. Implement competency
X X
test
C. Evaluate competency
X
results

32. Cycle 2: Qualitative Analysis
Program Promotion
Funding Patterns
Future Trends in Community College Adult
ESL
Anticipated Changes in Curriculum
Departmental changes or needs over the next
five years

33. Cycle 2: Qualitative Analysis
Future Trends
A growing “digital divide” for Hispanic
students
based on family income
parental educational background
home-language of students
Computer and Internet Use by Students in 2003:
Statistical Analysis Report, Mathew DeBell and Chris
Chapman, September 2006

34. Cycle 2: Qualitative Analysis
Future Trends
California High School Exit Exam (CAHSEE)
Basic Skills Initiative
effective practices
orientation, assessment, and placement
Vocational ESL

35. Cycle 2: Conclusions
Major conclusions
Student Learning Outcomes
Course/ Program Offerings
Staffing and Staff Development
Supplies, Materials, and Facilities
ESL Students, Recruitment, and Student
Services
Goals needed to improve the program
Summary of activities required to reach goals

36. 07 08 08 09 09 10 10 11 11 12
Timeline of Activities FA SP FA SP FA SP FA SP FA SP
Course outline review X X
Program Learning Outcome
X X X
Evaluation
Student Survey X
New Curriculum Development X X X
Optimal access to computer
X X X
assisted language learning
Institutional Outreach X X X X
Professional Development for
X X X X
ESL Adjunct Faculty
Consider the feasibility of
release time for an ESL X X
program coordinator

37. ESL Program Review: Final Thoughts
Common Threads
Assessment inconsistencies
VESL
CALL
Student Services Support (counseling,
tutoring)
Expanded enrollment; expanded curriculum

38. ESL Program Review: Final Thoughts
Reflections and Insights
The power of numbers
Planting of seeds, watching them grow
Windfalls and spin balls
A five-year process, not once every five years

39. ESL Program Review:
A Community College Self Study
Questions and Discussion

40. ESL Program Review:
A Community College Self
Study
Nancy Frampton, ESL Instructor
TESOL 2010 Boston
Friday, March 26, 2010