Open internet Wifi marriot conference success13 OR 4G fine Socrative student msocrativecom YOU ARE A STUDENT room code 246978 Transforming the ESL Sequence A Report from the First Year ID: 755399
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Slide1
Everyone needs a device (or share)
Open internet (
Wifi
:
marriot
conference
success13
OR 4G fine)
Socrative
student
m.socrative.com
YOU ARE A STUDENT
room code
246978Slide2
Transforming the ESL Sequence:
A Report from the First YearSlide3
Why the Change?Slide4
External PressuresSlide5
Budget CutsSlide6
Financial Aid Cuts and RestrictionsSlide7
District-Wide ESL Faculty Retreat March 2011Slide8
The New Peralta ESL CurriculumSlide9
Combined Reading and WritingSlide10
Change from 6 levels to 4:
old
new
(6)
advanced
5
high
intermediate
4
3
intermediate
2
high
beginning
1Slide11
Change from 4 to 3 Skill Areas
High
Beginning
Intermediate
High
Intermediate
Advanced
Grammar
(4 Units)
284A/B
215A/B
216A/B
217A/B
Listening & Speaking
(4 Units)
283A/B
232A/B
233A/B
50A/B
Reading & Writing
(6 Units)
285A/B
222A/B
223A/B
52A/BSlide12
The Strands
6 skill strands in addition to language objectives
run through all main courses at all levelsSlide13
Critical ThinkingSlide14
Information Literacy: Computer Skills/ResearchSlide15
Intercultural Communication
and U.S. CultureSlide16
Sentence Level AccuracySlide17
Comprehension (Reading/Listening) and Production (Writing/Speaking)Slide18
4-8 level A/B system
for flexible accelerationSlide19
Visualization #1 of the A/B plan: AccordionSlide20
Visualization #1 of the A/B plan: Accordion
HIGH BEG A
INT A
HIGH INT A
ADV A
HIGH BEG B
INT B
HIGH INT
B
ADV B
STUDENT ADVANCING FASTSlide21
Visualization #1 of the A/B plan: Accordion
HIGH BEG A
INT A
HIGH INT A
ADV A
HIGH BEG B
INT B
HIGH INT
B
ADV B
STUDENT ADVANCING SLOWERSlide22
Visualization #1 of the A/B plan: Accordion
HIGH BEG A
INT A
HIGH INT A
ADV A
HIGH BEG B
INT B
HIGH INT
B
ADV B
STUDENT ADJUSTING TO PROGRESSSlide23
Visualization #2 of the A/B plan:
Stairs
ADV B
ADV A
HIGH INT B
HIGH INT A
INT B
INT
A
HIGH BEG
B
HIGH BEG A
STUDENT ADVANCING FASTERSlide24
Visualization #2 of the A/B plan:
Stairs
ADV B
ADV A
HIGH INT B
HIGH INT A
INT B
INT
A
HIGH BEG
B
HIGH BEG A
STUDENT ADVANCING SLOWERSlide25
Visualization #2 of the A/B plan:
Stairs
STUDENT ADJUSTING TO PROGRESS
ADV B
ADV A
HIGH INT B
HIGH INT A
INT B
INT
A
HIGH BEG
B
HIGH BEG ASlide26
Other features of A/B system:
All students initially test into an A level
B levels are only for those who have passed A and are not ready for the next A level
Students taking A and B of a level are in class together and are only identified on the rosterAttempt to alternate, not repeat instructors/ materials if possibleSlide27
I worked hard and even got a C+, but I can’t really perform all of the SLOs.
Wow! That was too hard! I got a D or an F.
Got it! Ready to move ahead!
Example: 3 students toward the end of High Intermediate A
Advanced A
High Intermediate B
High Intermediate A
Slide28
June/August 2011: mapped out levels and strandsSlide29
August 2011-February 2012:
wrote 24 new course outlines, entered in
Curricunet, and passed them through all relevant committeesSlide30
Fall 2012Slide31
Report from the 1
st Year: Data
The new curriculum was implemented at all Peralta Colleges in Fall 2012All ESL students started out in an A course at one of four levels:
High-BeginningIntermediateHigh-IntermediateAdvanced
All students participated in a common assessment used to determine placement for Spring 2013 Slide32
Questions
How many students accelerated at each level?
How many students progressed to the B course?When students accelerated, how did they do?Slide33
None
B course
of same level
A
Course of next level
accelerated
A course 2
levels
super
accelerated
High-Beginning
285A students (229 total)
38%
25%
36%
1%
Intermediate
222A students (200 total)
36%
22.5%
41.5%
0%
High-Intermediate
223A
(215
total)
38.6%
22.8%
38.6%
0%
Advanced
52A
(171
total)
57.3%
17.5%
25.1%
0%
Laney College
Fall 2012 R/W Students R/W Courses Taken Spring 2013 Slide34
How did the students who accelerated in Spring 2013 do?
Laney College
High-Beg. Students who accelerated to Intermediate
(Success rate in Intermediate Fall 2012= 83.16%)
Intermediate Students who accelerated to High-Intermediate
(Success rate in High-Intermediate Fall 2012 = 79.07%)
Total Graded
Success
Success Rate81
6276.54%
Total
Graded
Success
Success Rate
78
63
80.77%Slide35
How did the students who accelerated in Spring 2013 do?
Laney College
High-Int. Students who accelerated to Advanced
(Success rate in Advanced Fall 2012= 77.84%)
Berkeley City CollegeHigh-Int. Students who accelerated to Advanced
(Success rate in Advanced Fall 2012 = 83.6%)
Total Graded
Success
Success Rate
716388.73%
Total
Graded
Success
Success Rate
21
15
71.43%Slide36
How did the students who accelerated in Spring 2013 do?
Laney College
Advanced Students who accelerated to English 1A
(Success rate in English 1A Fall 2012= 62.16%)
Berkeley City CollegeAdvanced Students who accelerated to English 1A
(Success rate in English 1A Fall 2012 = 64.05%)
Total Graded
Success
Success Rate
292689.66%
Total
Graded
Success
Success Rate
12
11
91.67%Slide37
So, how many students accelerated?
At all levels, more students accelerated than did not
More students accelerated at the first three levels than did at the highest levelA significant number of students did not continue in the sequence in Spring 2013 (averaging around 37% for the first three levels and increasing to 57% one level below transfer)Slide38
When students accelerated, how did they do?
The success rates for students who accelerated into the the A course of the next level in Spring 2013
for the three levels below English 1A (transfer) are pretty consistent with the success rates for those courses in Fall 2012 at both colleges
The success rates of the students who accelerated from Advanced A to English 1A were exactly 28 percentage points higher at both colleges than the respective success rates in English 1A for Fall 2012 Slide39
BCC Portfolio Assessment Results
All Reading & Comp classes
Pieces scored together:
Short (3-5pp) research paper using “Academically Acceptable Sources,” including databases2 hour in-class essay: summary/response to a short, college-level essay or excerpt
“Dead Week” Scoring sessions with extensive normingSlide40
First Portfolio Assessment ResultsSlide41
The Old
ESL Program
Writing Focus by Level
Writing 3:
paragraphs
short essays
Writing 4:
essays in different rhetorical modes
Writing 5:
summary/responsequoting/paraphrasing
Writing 6:
persuasive essays
research paper
English 1A:
College-level persuasive essays
One 10-page research paperSlide42
% of students scoring Acceptable-Excellent on the English/ESL Common Portfolio Assessment Spring 11 vs. Spring 13Slide43
top level of ESL (1-below transfer) spring 11 vs. spring 13Slide44
What were the outcomes of integrating reading & writing?
88% faculty said integrating r/w increased intellectual rigor to a moderate degree or more
61% positive 17% neutral and 12% negative experience overall new curriculumSlide45
Student perception:Slide46
Instructor perception
88% faculty said integrating r/w increased intellectual rigor to a moderate degree or more
“Allows for more interesting and meaningful assignments that engage students better and more opportunities for recycling target skills.” Slide47
Language learning is a spiral, not a
pyramidC
ontextualization and acceleration go hand-in-handSlide48
How Did Faculty Respond
to the District-Wide Redesign?
Most satisfied; some: just
too much workmost: students benefit greatly from being allowed to progress at their own speed; some: students learn less well when they are being “pushed” to accelerateSlide49
Positive
Outcomes: Professional Development/Collaboration
PD in-housePD well attended
70% of faculty say quality of PD has increased a moderate amount or moreCollaboration among faculty has increased: 79% say “a great deal or a lot”
“I learn from my colleagues and students benefit from multiple teachers’ experience in collaborative assignments”Being held to standards and collaborating “has made me a better teacher
”Slide50
Positive
Outcomes in the classroom
Faculty say they are more excited about and stimulated by teaching now
Integrating skills is a more realistic college experience Slide51
Challenges: time and $
Extensive collaboration is difficult for part-time faculty-they are not compensated
A feeling among some faculty that non-academic and lower level students are being left behindFaculty stressed from trying to improve on multiple fronts
Impression that we are cramming more into a shorter period of time.Frustration with lack of automatic alignment between textbooks and course outlinesSlide52
Challenges for evaluation
A disconnect between faculty impressions of students and what students report about their experiences
Confounding factors: budget cuts, other acceleration initiatives, Adult School closing
Confusion/miscommunication about terms, goalsSlide53
Remaining Questions
Are we serving both
academic and non-academic students? Is there a true distinction?
Student goals can change: who knows what students will decide to do given the chance?How do we better support faculty as they make changes in pedagogy and honor those who feel they have always been doing a “good job”?