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ENGLISH AS A SECOND LANGUAGE COMPREHENSIVE

PROGRAM REVIEW

2011

Riverside Community College District Office of Institutional Effectiveness

English as a Second Language Full-time Faculty

Doug Bowen Miguel Reid

Carla Reible Margaret Tjandr

Web Resources: http://www.rccdfaculty.net/pages/PR_status.htm

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Table of Contents

A. Mission and Relationship to the College 3

B. History 3

C. Data and Environmental Scan 5

D. Programs and Curriculum 12

E. Student Outcomes Assessment 15

F. Collaboration with Other Units 15

G. Outreach 16

H. Long Term Major Resource Planning 17

I. Summary 17

Appendix A 20

Appendix B 21

Appendix C 23

Appendix D 27

Appendix E 29

Appendix F 38

Appendix G 39

Appendix H 40

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ENGLISH AS A SECOND LANGUAGE COMPREHENSIVE PROGRAM REVIEW 2010-11

A. Mission and Relationship to the College(s)

ESL Mission StatementThe English as a Second Language Program in the Riverside Community College District serves the diverse student population of the surrounding communities-- Norco, Moreno Valley, and Riverside-- as well as international students by providing affordable education in academic English to students limited in their English proficiency. Through a variety of credit classes, ESL offers instruction in the many language skills necessary to succeed academically at the college level or to gain more proficiency for employment or job advancement. The ESL program promotes self-reliance, cross-cultural awareness, and critical and independent thinking through three constituent colleges.

B. History

In the beginning, ESL was not a separate discipline of the English and Speech Communication Department. As a result, the first program review for the discipline was produced in 2002. Since 2002, the ESL discipline has been restructuring and building up the ESL program to meet the needs of underserved and underrepresented student populations in the District. Due to the changes within the English Discipline curriculum and changes to the graduation requirements, the ESL discipline has had to realign its writing curriculum. We have also realigned the ESL reading/vocabulary courses with the Student Learning Outcomes (SLO) of the Reading discipline’s courses. In the academic year 2010-2011, the ACCJC granted independent status to Moreno Valley College and Norco College creating a three-college system

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within the district. Norco College and Moreno Valley College are in the process of developing an intensive ESL program.

2007-2011 updateProgram staffing has shrunk from eight to six full-time faculty members teaching an average of 7.517 FTE per semester. In the same time period (from Fall to Fall), student enrollment in ESL courses decreased by 17% from 888 to 737 after hitting a high of over 1,000 students in 2005. We believe that our enrollment numbers were affected by an overall downturn in community college enrollment statewide due to a cut in the number of sections offered. Nevertheless, overall efficiency has increased in ESL courses.

During the years of 2007-2011, the ESL faculty accomplished the following goals:• Start-up of newly approved course;• offering of a pronunciation/accent reduction course in Moreno Valley College and Riverside City College on a regular basis;• yearly collection of tracking and demand data from all ESL courses/students at all three colleges for purposes of determining number and type of courses to be offered, as well as preferred times and locations;• providing assistance for Admissions, Counseling, DSPS, Nursing, and Community Services Programs;• expansion of laboratory resources for ESL students and faculty.

The following chart briefly summarizes comparative changes from 2007-2011 in the areas of curriculum (number of different ESL courses offered by the college), number of part-time ESL faculty, number of students served per semester, and number of sections offered district-wide and on a per-college basis. All course offerings have decreased due to state-wide cuts. The number of part-time faculty teaching classes has increased due to full-time faculty reassigned time. The FTEF in 2007 was 743.73 and decreased to

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721.21 in 2009 (latest figures available). At the same time, the efficiency level, 508.63 for 2007 and 588.13 for 2009, increased significantly.

Areas/Loci of Growth in ESL Discipline2007 2011 % Change (2007-

2011)

Number of separate courses offered

(total from each college)

36 28 -22%

Number of part-time faculty teaching

ESL classes

16 20 +25%

Number of students enrolled in ESL

classes, academic year

2943 2442 -17%

Number of sections of ESL offered

(total), fall semester

68 51 -25%

Number of sections

Riverside City College

47 37 -21%

Number of sections

Moreno Valley College

14 8 -42%

Number of sections

Norco College

7 6 -14%

C. Data Analysis and Environmental scan

In 2007 as the economy took a downturn, many new students enrolled in RCCD ESL classes. Many of these new students were not prepared for the rigor of academic classes. As a result, although enrollment increased, both the retention and success rates decreased. In 2008 and 2009 as enrollment

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decreased, due to reduced class offerings, success and retention rates increased. In 2009 (latest data available), the success rate was 71.1% and the retention rate was 88.3%. Since 2000, the retention rate has decreased approximately 6.5%; however, the success rate has increased almost 8%. The discipline revised the ESL course SLOs to better align with the English department SLOs for smoother student matriculation. The discipline instituted a writing sample in the first week of classes to verify correct course placement.

Table 1.5 ARCC Report 2011 Riverside Community College District

2005-20062007-2008

2006-2007 to2008-2009

2007-2008 to2009-2010

ESL Improvement Rate

46.1% 45.2% 48.9%

Conclusions from the Environmental Scan data:

ESL course offerings have decreased by 28% over the recent four-year period, due to the forced cuts in offerings.

A 2010 program survey stated that one in 7 ESL students was international, with the rest being citizens or permanent residents/refugees. Among this latter group, a “surprisingly high eighty-two percent had high school degrees or beyond.” Again, this is an indication of inadequate language competency of generation 1.5 students, which led to their placement into ESL classes; this fact is no longer a surprise for ESL instructors.

Area demographics have changed dramatically since 1990. In 2002, Hispanics made up 3/4 of enrollments in RCCD ESL classes and

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Asians/Filipinos/Pacific Islanders were another 1/5 of the students. Since then, the Hispanic population in the Inland Empire area has increased from one in every four residents in 1990 to 45% in 2006 and was forecast (by Geolytics, Inc.) to comprise 48%, nearly half, by 2011. The area’s Asian population has also grown rapidly, and at one in every ten residents by 2011, the Asian population is expected to nearly equal the area’s Black population.

According to these findings, the population of potential ESL students will continue to grow rapidly in RCCD’s area which means that enrollment demand in ESL at RCCD will continue to grow, and unfortunately, an increasing number of students will be turned away due to lack of classes. The number of course offerings at Riverside City College dropped from 72 to 52; a decrease of 28%. The number of course offerings at Moreno Valley College dropped from 29 to 12; a decrease of 58%. The number of course offerings at Norco College dropped from 16 to 11; a decrease of 31%.

Recognizing the need for a student centered program, the ESL faculty developed a questionnaire which has been administered in all ESL classes every spring semester since 1994. This questionnaire has been a useful tool in developing new courses to meet student needs, assessing different student populations and growth of ESL population, and determining college and community awareness of the ESL program at RCCD. In Spring 2011, this questionnaire was revised (see Appendix C).

The most recent data includes analysis of ESL student characteristics in the following areas for students taking one or more ESL classes in the Spring Semester of 2011. The data were collected for RCCD as a whole and for the three colleges separately.

Average enrollment in ESL courses in the Riverside Community College District has decreased by 17% from 2007-2010:

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Moreno Valley College enrollment was down 23%; Norco College enrollment was down 34%; Riverside City College enrollment was down 11%;

Student enrollment in ESL courses averages about 21% international students (almost all on the Riverside City College campus), while the majority of students enrolled (79%) have citizenship or permanent resident/refugee status;

Hispanics continue to be the largest group at almost 50%, but that percentage has decreased significantly (-36%) over the last four-year period;

Vietnamese represent the largest group with 29% of the student population. Koreans are at 16%, followed by Chinese speaking students at 12%, Southeast Asians also represent 12%, Middle Easterners at 12%, Japanese students at 7%. Western Europeans at 4%, and Eastern Europeans at 3%.

Of the 82% of enrolled ESL students who have a high school diploma or education beyond that level, 12% already hold a college degree. Only 3% of our students have not finished or attended high school;

About 5% of enrolled students are taking ESL classes in order to improve basic skills for work, 11% are taking classes just to improve their English, 15% want to get a certificate, another 19% plan to obtain an AA, and 47% plan to transfer to finish a BA degree or higher;

45% of our students receive financial aid, and 2% have scholarships; 37% of our students have a job while taking classes, 16% work 40 hours a

week or more, 12% work between 20 and 39 hours a week, and 13% of them work less than 20 hours a week;

66% of our students take other non-ESL classes at RCC; 37% of students are between 17 and 22 years old, 29% are between 23

and 29 years old, 17% are between 30 and 39 years old, 11% of our students are over 40 years old and 5% are over 50 years of age;

International students (on temporary or student visas) uniformly test into higher level, required grammar/writing courses (ESL 54 and 55), they take

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reading/vocabulary classes less frequently, and they rarely take oral skills courses (ESL 91-93);

The program has phenomenal retention overall at 90%; successful completion of courses averages 68%;

As expected (due to visa requirements), international student retention is nearly 100%; this includes those with both F-1 and temporary visa status;

Successful course completion rates vary by course across the program, showing no relationship to student resident status.

Use and approval of the various writing lab resources (writing center computers, computer programs, directed learning activities, instructor conferences, tutoring, etc.) ranged from 63% to 67%;

Approval and use of the new ESL lab space and times was 75% with the time range of 11:00 am to 2:00 pm rated as the most desirable;

88% of ESL students say that RCC ESL classes have helped them better understand American culture especially in the college environment;

Most of the students have met with an RCC counselor (77%) and 21% planned to meet with a counselor in the next semester;

Strengths:All ESL sections have high efficiency with wait lists. Riverside City College has been able to maintain a full spectrum of course offerings for day-time students in all skill areas. The student population continues to include international scholars, matriculating high-school students (Generation 1.5), and immigrants, so we have maintained service to a diverse population even with the dramatic cuts in class offerings.

Riverside College has four full-time instructors, all of whom participate in ongoing SLO assessment. Our discipline meetings include invitations to all part-time instructors and target activities that appeal to faculty such as book fairs, topic discussions and assessment discussion. While maintaining our commitment to classes, faculty actively participate in projects, committees,

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and clubs that impact the discipline and our students such as international club, ESL Writing Center Lab, acceleration projects, and CAP.

In Spring 2011, the Writing and Reading Center reinstated the ESL Lab, allowing the students to use software specifically for ESL learners including programs requiring headphones and a microphone. When asked in the Spring 2011 Student Survey, 88% of students rated the programs as “helpful” or “very helpful.” The students also have access to ESL instructors, ESL DLAs, worksheets, websites, and text-based software. This dedicated lab time and space has improved the student participation in courses that require the lab and has expanded the lab services to students who have ESL issues, but are not enrolled in a class requiring the lab. As of this time in the Fall 2011 semester, over 90 students are enrolled in the ILA 800 for ESL allowing access to the lab. Reading paraprofessionals available to ESL students are also strength to the discipline.

The ESL discipline has also been piloting innovative courses to support non-native speakers in content-area courses and professional programs. In Spring 2011, we piloted ESL 801, a non-credit class which was paired with an Auto 50. We have also participated in learning communities with the counseling department through CAP, and have been offering accelerated ESL 55 and 54 courses for the past three years with great success. No matter the mode of delivery, the success rate of those students who enroll in English 50 remains high.

Weaknesses:Some of the weaknesses of the ESL program are beyond our control as they are institutional problems. The discipline considers the following points to be internal weaknesses:

Course reductions have resulted in jeopardizing the intensive ESL program.

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Lack dedicated resources/budget for Supplemental Instruction(SI) or Supplemental Group Instruction (SGL)

All ESL Community for Academic Progress (CAP) courses have been cancelled due to budget cuts from another discipline, so ESL students are not able to access the benefits of this program.

Lack of norming sessions for part-time faculty to maintain consistency in writing courses except ESL 55;

Inadequate tutorial and student assistant support for ESL students. Tutors in the WRC are required to pass English 1A, which excludes many ESL students who could otherwise tutor their peers, especially at the lower levels of ESL. These tutors also are trained only in writing and some grammar, but do not tutor for listening, speaking, pronunciation, reading, or vocabulary development. When the Tutoring Center (for the entire campus) was asked to expand general services for ESL students, they declined because of the assumption that the tutors in the WRC are adequate and due to financial limitations.

Improvements/Accomplishments:Aligning the Discipline’s goals with the District’s Strategic Initiatives, we have changed the program in the following ways:

ESL Lab for non-native students

o Developed material for the ESL labo Trained instructors on the use software and lab materials

ILA 800 has opened the ESL lab to the college at large Course-level and program-level assessment projects ESL 801 vocational course Computerization of PTESL Revision of 51-55 courses Offered accelerated courses for ESL 54 and 55

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D. Programs and Curriculum

ESL discipline’s goal is to provide the community and international students with an intensive English language program, allowing students to maintain a full load of ESL classes (12 units.)

To date, the program has served three distinct student populations: international, immigrant, and generation1.5 students (those who have graduated from American high schools). Data from Spring of 2010: 21% international students, 79% immigrant ESL, which includes American citizens, permanent and temporary residents, and refugees.

The program offers the following:

o five levels of core courses in academic Writing and Grammar skills (ESL 51-55), Placement and/or admission to ESL 52-55 is decided by mandatory testing upon enrollment.

o a three-level sequence of recommended co-requisite courses in Reading and Vocabulary (ESL 71-73) and;

o Oral Skills (ESL 91-93). The ESL program also offers support courses in specialized academic topics. (see Appendix B)

o The discipline no longer offers any special topics courses (1 unit series).

An unintentional consequence of course cuts has been a dramatic reduction of courses in specific areas. For instance, at the Riverside College only one section remains of the following courses: 71, 72, 73, 91, 92, 93, and 51. Therefore, the majority of the students taking the writing & grammar series are not able to augment their reading or oral skills. This makes the inclusion

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of reading and vocabulary content in the 55, 54, 53, and 52 classes a necessity to ensure student success as they matriculate to English courses.

Additions: ESL 801 has been implemented to provide ESL student support to

complete vocational certificates. In the Spring semester 2011, a place and time was specifically

reserved for ESL students in the Writing/Reading Center. The software and on-site instructors were well utilized. (see appendix H)

Deletions: There have been no deletions, but the specialized academic course offerings have not been offered since 2008.

Revisions:* ESL 51-55 have been approved by discipline and department. They were sent forward to the technical review committee of Curriculum Committee, who recommended that the revised PTESL cut scores be put in place prior to implementing the new course sequence. Therefore, these courses are pending completion of the PTESL revision, validation of new cut scores, and approval of the curriculum committee. The course outlines of record currently on CurricuNet reflect the old CORs. However, the SLOs, text books, and assignments have been updated for all courses.

The PTESL is currently being revised to include writing, reading and vocabulary as well as grammar and listening skills. It is in the process of being computerized to allow students better access to scheduling of testing and to streamline the process, which is linked to Accuplacer. The test must complete an item analysis and cultural bias study, after which new cut scores can be validated.

1. The reduction of ESL courses has minimized the access that non-native 13

speakers have to vocational certificates, degree completion, and transfer to other institutions.

2. All course SLOs and course outlines have been reviewed annually on a rotating schedule since 1994. Recommended texts for all courses are updated on a rotation schedule.

Course Outlines of Record and Date Last Reviewed : * ESL 51 Basic Writing and Grammar—April, 2007 (pending courses approved in 2010)* ESL 52 Low-Intermediate Writing/Grammar—April, 2007 (pending courses approved in 2010)* ESL 53 Intermediate Writing/ Grammar—April, 2007(pending courses approved in 2010)* ESL 54 High-Intermediate Writing/Grammar—April, 2007(pending courses approved in 2010* ESL 55 Advanced Writing/Grammar—April , 2007(pending courses approved in 2010)

ESL 65 American Classroom Culture—February 17, 2011 ESL 71 Basic Reading/Vocabulary—February 17, 2011 ESL 72 Intermediate Reading/Vocabulary—February 17, 2011 ESL 73 High-Intermediate Reading/Vocabulary—February 17, 2011 ESL 90A Improving Note taking in College Classes—February 17, 2011 ESL 90C Preposition Review—February 17, 2011 ESL 90D Verb Tense Review—April, 2007 ESL 90E Academic Vocabulary—February 17, 2011 ESL 90G Mastering Articles: A, An, and The—February 17, 2011 ESL 90H Phrases and Clauses—April, 2007 ESL 90I Punctuation Review—February 17, 2011 ESL 90J Spelling Review—February 17, 2011

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ESL 90K Introduction to Using the Internet—February 17, 2011 ESL 91 Beginning Oral Communication —January 21, 2011 ESL 92 Intermediate Oral Communication January 21, 2011 ESL 93 Advanced Oral Communication—June 13, 2011 ESL 95 Pronunciation and Accent Reduction—February 17, 2011 ESL 801 ESL Support for Career and Technical Programs—2011

E. Student Learning Outcomes Assessment

The ESL faculty has been actively involved in assessment of students at the entry/proficiency stage since 1993. Due to the limitations of commercial placement instruments, we created our own placement test (PTESL), applied for, and received full approval from the state of California. The PTESL is currently being computerized for greater accuracy in placement and ease of testing.

The English as a Second Language discipline has engaged in several ongoing, district-wide assessment projects since Spring 2005: rubric development and first-week writing samples for ESL 51, 52, 53, 54, and 55; and the ESL 54 & ESL 55 Common Final Projects. SLOs are regularly assessed for any ESL course offered. Assessment has led to significant changes in how instructors approach teaching the courses

F. Collaboration with other units including Instructional, Student Services or Administrative Units (Internal)

The ESL discipline has been maintaining dialogue with the English and Reading disciplines for better alignment of course offerings. The ESL faculty is active in providing counseling, information, and in-service workshops to other units in the college which deal frequently with non-native speakers of English. The following activities occur on an ongoing basis:

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FLEX training for faculty concerning non-native speakers’ needs; Consultation with International Student Office as needed; ongoing coordination with department chairs and/or assistant chairs at

all three colleges in scheduling ESL courses; regular observation and mentoring of part-time faculty; collaboration with other disciplines in the Community for Academic

Progress (CAP) program in an effort to provide learning communities that help students make connections between different classes by joining the courses and integrating the curricula;

Collaboration with Technical Career departments in order to offer support courses for ESL students enrolled in the programs;

At Riverside City College, an ESL lab in a specific location in the Writing/Reading Center provides students access to ESL computer programs with an ESL instructor present.

G. Outreach Activities (External)

Since 2002, the ESL faculty has intermittently engaged in outreach to the Riverside, Moreno Valley, and Norco/Corona adult and high school communities. However, there is need for greater collaboration with Student Services regarding:

orientation of incoming ESL students; Identification of which college documents could be usefully translated into

Spanish or other languages; the role of Student Ambassadors in outreach to prospective ESL students

currently in high school or adult school. The ESL discipline also participates in several programs that serve a

variety of ESL students within the college and community: Title V individual grant (Moreno Valley and Norco); Title V cooperative grant (Moreno Valley and Norco);

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Student Success Committee

H.Long Term Major Resource Planning

Dedicated space for an ESL lab. Consolidated office space for full-time and part-time faculty

I. Summary

Recently, Institutional Research finished the “ESL Sequence Completion Patterns, 2000-2010.” The data in the report confirmed the faculty’s observations over the years that there are basically two different types of students in our courses.

At the lower levels are those students just beginning to learn English. The overall sequence completion rate (from ESL 51 to ESL 55) is 3.7%. The pass rate for students in ESL 51 is also the lowest of all the courses – 55%. This confirms the anecdotal information that the majority of students at the lower level have the goal of improving their language skills for personal or professional reasons. These personal goals may require that they progress through only one or two levels of ESL before they achieve the goal. Since their goals are undefined, they are difficult to measure. Only a few of the younger students in the lower levels seem to be seeking a college degree.

After discussion regarding this distinction between student goals at these different entry points and the change in repeatability that will occur in Summer 2012, the discipline has concluded that it would be best for students to provide ESL 51 and possibly ESL 52 in a non-credit format. This would allow students entering this course sequence to repeat the courses to fulfill non-academic goals while shortening the “pipeline” of the academic sequence. This would also provide an area for students to develop their

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academic language skills when they are not ready for the rigors of the academic program.

On the other hand, those students who test into ESL 53 or higher usually have specific goals that include a certificate or degree from an institution of higher learning. The higher the entry level, the higher the completion rate. From ESL 53 to ESL 55, the completion rate is 25%. The pass rate for the students in ESL 53 was between 74% and 86% depending on the semester. Those students who started our program at ESL 54 had a completion rate of 49.7% and course pass rates in the 80 percentiles.

According to Dr. Koh’s December 8, 2009 report studying the success of ESL students matriculating to English 50 between Spring 06-08, students who enrolled in subsequent courses had high pass rates. However, the number of students who chose not to enroll in the subsequent courses decreased as the level of course increased. (i.e. 58 students enrolled in ESL 54 (46 of the 58 passed), 25 of those who passed enrolled in ESL 55 (21 of the 25 passed), 8 out of the 21 who passed enrolled in English 50 (7 of the 8 passed), 3 of the 7 who passed enrolled in English 1A (3 of 3 passed).

With this in mind, the discipline would like to shorten the sequence of academic courses that students must take to progress to certificate or degree completion. A first step in doing this is to create a locally approved certificate program for ESL students completing a series of ESL courses. This would create a motivation for students to complete the sequence, take reading courses that will help them when they enroll in English 50/English 1A and give them documentation of their coursework completion for the workplace.

Where we are as a Discipline in 2011 depends upon the District’s vision in regard to the growing second language community in Riverside County. The ESL Discipline desires to be of service to the non-native English speaking

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community in terms of facilitating equality of access and enabling parity of success in ESL students’ particular choice of vocational, transfer, certificate, special program, and/or career plans. The discipline also wishes:

to serve the District as an information resource for second-language issues;

to serve vocational, transfer, and special programs/faculty as an information resource and support program;

to provide assistance as needed to Student Services, Counseling, and matriculation programs and staff in matters related to ESL students/programs.

In order to reach its goals, the Discipline needs assistance in the following areas:

reassign time for program development etc.; allocate budget to continue offering a full range of courses increase access for part-time instructors to lab, media, and other

resources during evening hours. continue outreach activities in local high schools and adult schools provide training for tutors with an emphasis on ESL

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APPENDIX A

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APPENDIX B

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ENGLISH AS A SECOND LANGUAGE - SPECIAL TOPIC COURSES

ESL 90A Outlining and Note-taking for College Classes I 1 unitThis course teaches students how to listen to lectures and organize their notes in order to improve their grades.

ESL 90C Preposition Review 1unitThis course reviews prepositions with lectures and practice exercises. Phrasal verbs (which use prepositions) and idioms that include prepositions will also be studied.

ESL 90D Verb Tense Review 2 unitsThis course will review all the basic verb tenses regularly used in academic English.

ESL 90E Academic Vocabulary 1 unit

This course provides instruction and practice in communicative activities to understand and use high-frequency academic vocabulary.

ESL 90G Mastering Articles: A, An, and The 1 unitThis course provides a review of and practice with using articles.

ESL 90H Phrases and Clauses 1 unitThis course provides instruction and practice in writing well-structured sentences by learning how to use phrases and clauses with proper punctuation.

ESL 90I Punctuation Review 1 unit22

This course covers all of the rules and applications of punctuation in order to improve the students’ understanding and use of punctuation.

ESL 90J Spelling Review 1 unit

This course reviews the basic spelling rules in English as well as the exceptions to those rules. It also covers the most common problem words.

ESL 90K Introduction to Using the Internet 1 unitThis course is designed to familiarize students with the functions of the internet including using search engines, email, uploading, downloading, and how to participate in on-line classes.

APPENDIX C 23

ESL Student Questionnaire

All of this information is confidential (private), and the answers are optional (you can choose to

answer or not).

General Information Questions

1. What is your native language? If you do not speak one of these languages, leave this question blank and go to question 2.

a. Spanish b. Vietnamese c. Japanese d. Korean e. Chinese (any dialect)

2. What is your native language group? Leave this question blank if you answered the question above.

a. Middle Eastern (Farsi, Arabic, Hebrew, etc.)b. Eastern European (Russian, Polish, Armenian, Turkish, etc.)c. Western European (French, German, Italian, Portuguese, etc.)d. Southeast Asian (Indonesian, Hindi, Urdu, Malay, Cambodian, etc.)e. Another language (African, Polynesian, etc.)

3. How many hours per week do you work at your job(s)?

a. 0 hours --I don’t have a job.

b. 1-20 hours (part time)

c. 21-39 hours (part time) d. 40 hours (full-time)e. More than 40 hours per week

4. What is your age?

a. 16- 21 b. 22 - 29 c. 30 - 39 d. 40 - 49 e. 50 or older

5. How long have you studied English in your life (in school or with a tutor or private teacher, etc.)?

a. 0 - 6 months b. 6 months - 2 years c. 3 - 5 years d. 6 - 8 years e. 9 or more years

6. How long have you been living in the United States?

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a. 0 - 6 months b. 6 months - 2 years c. 3 - 5 years d. 6 - 10 years e. 11 or more years

7. What is the highest level of school you had completed before starting classes at RCC? (If less than elementary school, leave this question blank.)

a. Elementary (primary school)b. Junior high (middle school)c. High school (secondary school)

d. Some college, not finishede. Completed a college degree

8. How many years did you attend American high school?

a. I didn’t attend American high school b. Less than one year c. 1 - 2 yearsd. 2 - 3 years e. 4 years

9. What do you plan to do in the future? If you have no plan for college classes after studying ESL, leave this question blank. Otherwise, please choose one answer.

a. Get a certificate from RCC—Career and Technical Education (Early Childhood Education, Cosmetology, Welding, Automotive, Dental Assistant)

b. Get an AA degree from RCC

c. Transfer to a university or other college

d. College classes for my current job

e. College classes to improve my English

10. What kind of fees are you paying for your classes? Pick one or more answers.

a. I am paying international fees.

b. I am paying California resident fees.

c. I have a scholarship.

d. I have some financial aid

11. How many units of college classes in other areas (non-ESL) are you taking this semester?a. 1/2 - 1 unit b. 2 - 5 units c. 6 - 9 units d. 12 or more units e. None

Technology Questions

12. Do you need to improve your typing to do your college work?a. Yes b. No

13. How often do you use the Internet?a. Never b. rarely c. Often d. Every day

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Resource Questions

14. Have you met with an RCC counselor to develop a student educational plan?a. Yes b. No c. I plan to meet with a counselor next semester.

If you have used these resources, please indicate how helpful they were.If you have NOT used these resources, skip that question.

15. ESL Lab in the Writing Center a. Very helpful b. Helpful c. Somewhat helpful c. Not helpful

16. Directed Learning Activities in the ESL Laba. Very helpful b. Helpful c. Somewhat helpful c. Not helpful

17. Computer programs in the ESL Laba. Very helpful b. Helpful c. Somewhat helpful c. Not helpful

18. Instructor conferences in the ESL Laba. Very helpful b. Helpful c. Somewhat helpful c. Not helpful

19. The main Writing and Reading Center (WRC)a. Very helpful b. Helpful c. Somewhat helpful c. Not helpful

20. Instructor conferences in the main Writing and Reading Centera. Very helpful b. Helpful c. Somewhat helpful c. Not helpful

21. Tutoring in the main Writing and Reading Centera. Very helpful b. Helpful c. Somewhat helpful c. Not helpful

22. What would be the best time for you to use the ESL Lab? a. 8:00 a.m. -11:00 a.m. b. 11:00 a. m. -2:00 p.m. c. 2:00 p.m.- 5:00

p.m. d. evening

23. How did you hear about RCC’s ESL program?

a. Class schedule or advertisement.b. My friends told me.c. My employer suggested it.d. Adult school or high schoole. Internet (RCC Website)

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24. Have the ESL courses you have taken at RCC helped you understand American culture, especially in the college environment?

a. A lot b. Some c. A little d. Not at all

THANK YOU FOR GIVING US THIS INFORMATION

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APPENDIX D

Course Placements for 3/1/10 through 9/1/10FTCS* that enrolled in Fall 2010

DistrictMoreno Valley Norco Riverside

ESL Assessed

Assessed and Enrolled

Assessed and

Enrolled

Assessed and

EnrolledAssessed

and EnrolledESL 51 42 6.4% 12 4.2% 1 1.9% 4 8.5% 7 3.8%

ESL 52 110 16.8% 33 11.5% 8 14.8% 7 14.9% 18 9.7%

ESL 53 141 21.6% 60 20.9% 8 14.8%

10 21.3% 42 22.6%

ESL 54 144 22.1% 84 29.3%

12 22.2%

13 27.7% 59 31.7%

ESL 55 216 33.1% 98 34.1%

25 46.3%

13 27.7% 60 32.3%

Total: 653100.0

% 287100.0

%54 100.0%

47 100.0%

186 100.0%



ESL Assessed


Assessed and

Enrolled

Assessed and

EnrolledAssessed

and EnrolledESL 51 49 5.3% 20 4.7% 5 6.8% 2 2.9% 13 4.3%

ESL 52 124 13.5% 44 10.4% 6 8.1%

17 24.3% 25 8.3%

ESL 53 138 15.0% 67 15.9%

11 14.9% 6 8.6% 53 17.6%

ESL 54 187 20.4%

102 24.2%

12 16.2%

18 25.7% 77 25.6%

ESL 55 420 45.8%

189 44.8%

40 54.1%

27 38.6%

133 44.2%

Total: 918 100.0%422 100.0%

74 100.0%

70 100.0%

301 100.0%

28



ESL Assessed


Assessed and

Enrolled

Assessed and

EnrolledAssessed

and EnrolledESL 51 92 9.4% 35 7.9% 13

11.9% 6

10.5% 16 5.3%

ESL 52 122 12.5% 38 8.6% 14

12.8% 5 8.8% 20 6.6%

ESL 53 147 15.1% 51 11.6% 11

10.1% 11

19.3% 33

10.9%

ESL 54 183 18.8% 85 19.3% 15

13.8% 7

12.3% 68

22.4%

ESL 55 430 44.1% 232 52.6% 56

51.4% 28

49.1% 166

54.8%

Total: 974100.0

% 441 100.0% 109100.0

% 57100.0

% 303100.0

%

29

Appendix E Rubrics ESL 51-55 ESL 51 GRADING GUIDELINES

A B C D FCONTENT Good development on

the assigned topic Good development on

the assigned topic Basic development

on the assigned topic

Inadequate development on the assigned topic

Failure to communicate on the assigned topic

ORGANIZATION Basic organization Attempted organization Attempted organization

No organization (little distinction between a list and a paragraph)

No organization

LANGUAGE/ VOCABULARY

Clear sentence structure

Appropriate vocabulary for the topic with minimal word form errors

Few subject/verb agreement

Use of simple and compound sentences

Awareness & control of simple tenses that have been taught in the class

Clear sentence structure Appropriate vocabulary

for the topic with some word form errors

Some s/v agreement errors

Attempted use of compound sentences

Basic awareness of simple tenses that have been taught in the class

with some errors in use

Minor errors in sentence structure

Attempted use of vocabulary for the topic with word form errors


Little sentence variety

Basic awareness of simple tenses that have been taught in the class

with some errors in use

Errors in sentence structure

Misused vocabulary for the topic

Multiple s/v agreement errors

No sentence variety

No awareness of tenses


Misused vocabulary for the topic


No sentence variety No awareness of

tenses

MECHANICS Proper use of basic punctuation that has been taught in class (periods, commas, question marks)

Correct spelling

Few errors in use Correct spelling

Some errors in use Some spelling

Irregular use Spelling errors

significantly obscure the meaning

Irregular use or lack of use

Spelling errors significantly obscure the meaning

FORMAT Correct visual aspects of homework (name, date, class, page orientation…)

Correct visual aspects of homework

Minor errors in visual aspects of homework

Multiple errors in visual aspects of homework

Lack of awareness of visual aspects of homework

ESL 52 GRADING GUIDELINES

30

A B C D FCONTENT Clear, appropriate opening

sentence on assigned topic Sufficient development Clear and appropriate

concluding sentence

Appropriate opening sentence on assigned topic

Relatively clear support sentences

Concluding sentence

Basic opening sentence on assigned topic

Minimal support for the topic sentences

Concluding sentence

No opening sentence on assigned topic

Insufficient or unrelated support sentences

Weak concluding sentence

Failure to communicate on the assigned topic

ORGANIZATION Logical organization General coherence

Attempted organization Attempted organization

No organization No organization

LANGUAGE/ VOCABULARY

Clear sentence structure Appropriate vocabulary for

the topic Correct subject/verb

agreement Use of simple and

compound sentences Attempted use of complex

sentences Basic awareness & control

of tenses discussed in class with minor errors in use

Minor errors in sentence structure

Generally appropriate vocabulary for the topic with minimal word form errors

Few s/v agreement errors Use of simple sentences

and attempted use of compound sentences

Basic awareness & control of tenses discussed in class with some errors in use

Some errors in sentence structure

Attempted use of vocabulary with some word form errors



Basic awareness & control of tenses discussed in class with some errors in use

Repeated errors

Errors in sentence structure (fragments & run-ons)

Basic vocabulary with word form errors



No awareness of tenses & multiple errors


Misused vocabulary Multiple s/v agreement

errors Little or no sentence

variety Little or no awareness of

tenses & multiple errors

MECHANICS Proper use of punctuation as studied in class

Correct spelling

Few errors in punctuation use

A few spelling errors


errors





FORMAT Correct visual aspects of homework



Errors in visual aspects of homework


31


A B C D FCONTENT Clear, appropriate

opening sentence on assigned topic

Strong support of topic sentence

Effective development Clear and appropriate

concluding sentence

Appropriate opening sentence on assigned topic

Relative, clear support of topic sentence

Adequate development Appropriate concluding

sentence

Basic opening sentence on assigned topic

Basic support of topic sentence

Adequate development

Basic concluding sentence

No or weak opening sentence on assigned topic

Insufficient or unrelated support sentences

Weak concluding sentence

Failure to communicate adequately on the assigned topic

Not enough to evaluate

ORGANIZATION Strong focus Logical, effective

organization Effective transitions

Strong focus Attempted organization Effective transitions

Adequate focus Attempted

organization Adequate

transitions

Weak focus Lack of or weak

organization Weak transitions

Weak focus Lack of organization Weak transitions

LANGUAGE USE/ VOCABULARY

Effective word choice & usage

Effective use of basic & complex construction

Few errors of agreement, tense, number, word order/function, etc.

Basic awareness & control of tenses with minor errors in use

Effective word choice & usage

Use of basic & complex construction with minor errors


Basic awareness & control of tenses with minor errors in use

Adequate word choice and usage

Limited use of basic & complex construction with some errors

General errors of agreement, tense, number, word order/function, etc

Basic awareness & control of tenses with some errors in use



Inadequate word choice and usage

Multiple word form errors

Multiple errors of agreement, tense, number, word order/function,

No awareness of tenses & errors


Little or no sentence variety

Misused vocabulary Multiple word form

errors Multiple errors of

agreement, tense, number, word order/function, etc.

Little or no awareness of tenses & multiple errors

MECHANICS Proper use of punctuation Correct spelling

Few errors in use Minor spelling


errors










32


A B C D FCONTENT Engaging opening

on assigned topic

Thesis or topic sentence (w/ controlling idea)

Through and knowledgeable development of thesis

Clear and appropriate conclusion/ sentence

Appropriate opening on assigned topic


Through development of thesis

Clear and appropriate conclusion/ sentence

Basic opening on assigned topic


Adequate development

Appropriate conclusion/ sentence

No or weak opening

Insufficient or unrelated support

Inadequate development

Weak conclusion/ concluding sentence

Failure to communicate adequately on the assigned topic (non-substantive)

Not enough to evaluate

No or weak opening



Weak conclusion/ concluding sentence

ORGANIZATION Strong focus

Logical, effective sequencing

Strong unity & coherence

Effective & fluent transitions

Strong focus

Logical sequencing


Effective transitions

Adequate focus

Attempted organization & sequencing

Adequate transitions

Weak focus

Lack of or weak organization & sequencing

Weak transitions

Weak focus

Lack of organization

Weak transitions

ESL 54 GRADING GUIDELINES Continued

33

LANGUAGE USE/ VOCABULARY

Clear word/idiom choice & usage

Clear expression

Adequate range

Use of complex construction


Control of tenses with minor errors in use

Clear word/idiom choice & usage

Clear expression

Adequate range

Use of complex construction w/ few errors



Adequate word/idiom choice & usage

Basic fluency

Limited use of complex construction w/ some errors in sentence structure

General errors of agreement, tense, number, word order/function, etc.


Inadequate word/idiom choice & usage

Lack of basic fluency



Some word form errors

Some errors of agreement, tense, number, word order/function, etc.

Errors in verb tense usage

Inadequate word/idiom choice & usage




Misused vocabulary


Multiple errors of agreement, tense, number, word order/function, etc.


MECHANICS Proper use of punctuation

Correct spelling


Some errors in use

Some spelling errors





FORMAT Correct visual aspects of homework (such as MLA)






34

A B C D FCONTENT Relevant to

assigned topic

Engaging opening

Well-developed thesis

Through and knowledgeable development of support

Substantive

Logical and relevant conclusion

Relevant to assigned topic

Adequate opening

Well-developed thesis

Clear development of support

Substantive

Logical and relevant conclusion

Relevant to assigned topic

Adequate opening

Clear thesis

Development of support

Appropriate conclusion

Tangential to topic

Weak opening



Weak conclusion

Failure to communicate adequately on the assigned topic (non-substantive)

Tangential to or off topic

Weak opening

Insufficient and unrelated support


Weak conclusion

ORGANIZATION Strong focus

Logical, effective sequencing

Well-organized


Effective & fluent transitions

Strong focus

Logical sequencing


Organized

Effective transitions

Adequate focus

Attempted organization & sequencing

Minor errors in unity & coherence

Adequate transitions

Weak focus

Lack of or weak organization & sequencing

Weak unity and lack of coherence

Weak transitions

Weak focus

Lack of organization

Weak transitions

LANGUAGE USE/ Effective Effective word/idiom Adequate Inadequate Inadequate

35

VOCABULARY word/idiom choice & usage

Fluent expression

Sophisticated range

Effective use of complex construction



choice & usage

Fluent expression

Adequate range

Use of complex construction w/ few errors



word/idiom choice & usage

Basic fluency

Limited use of complex construction w/ some errors

General errors of agreement, tense, number, word order/function, etc.






Some word form errors

Some errors of agreement, tense, number, word order/function, etc.

Errors in verb tense usage





Misused vocabulary


Multiple errors of agreement, tense, number, word order/function, etc.


MECHANICS Proper use of punctuation

Correct spelling


Some errors in use

Some spelling errors










ESL 55 GRADING GUIDELINES Continued

36

HOLISTIC SCORING CRITERIA

ESL 51 ESL 52 ESL 53 ESL 54 ESL 55Sentences & basic

paragraphs(6-10 short writings)

Basic paragraphs(6-10 short paragraphs

& in-class writing)

Structured paragraphs(5-7 paragraphs & in-

class writing)

Basic Essays(1-3 paragraphs, 4-6

essays & in-class essays)

Advanced Essays(6-8 essays and in-class

essays)

A Good development on assigned topic

Clear language Application of rules

taught in the class

Good development on assigned topic

Clear language & some organization

Few errors in spelling, vocab., sentence, and tense

Application of rules taught in the class

Clear structure Good

development on assigned topic

Clear language Sentence variety Fluent

vocabulary use Minor errors in

mechanics/form

Clear thesis Complete

development Clear command

of discourse type

Clear writing & sentence variety

Fluent vocabulary use

Minor errors in mechanics/form

Clear thesis Complete development

with clear command of discourse type

Near native fluency & vocabulary

Sophisticated sentence structure

Minor errors in mechanics & form

B Good development on assigned topic

Some language, spelling & sentence boundary errors

Application of rules taught in the class

Good development on assigned topic

Generally clear language with some spelling, vocab., sentence, & tense errors

Application of rules

Clear structure Good

development on assigned topic

Clear writing & use of sentence variety/transitions

Good vocabulary use

Limited errors in mech/form

Clear thesis Strong control

of discourse Clear writing &

use of sentence variety/transitions

Good vocabulary use

Limited errors in mech/form

Clear thesis Strong control of

discourse type Good fluency Good use of sentence

variety, transitions, and vocabulary

Limited errors in mechanics & form

C Development of Development of Basic structure Clear thesis Clear thesis

37

topic Some language,

spelling & sentence boundary errors

Application of rules taught in the class with some repeated errors

topic Generally clear

language with some spelling, vocab., sentence, & tense errors

Application of rules with some repeated errors

& some development of topic

Generally clear language & attempted use of sentence variety/transitions

Some errors in mech/form

Basic control of discourse

Clear writing & attempted use of sentence variety/transitions

Some errors in mech/form

Minimal control of discourse type

Good fluency Good sentence variety,

transitions, and vocabulary

Some errors in mechanics & form

D Inadequate development of topic

Many language, spelling & sentence boundary errors

No application of rules taught in the class

Inadequate development of topic

Unclear language with multiple spelling, sentence, vocabulary, & tense errors

No application of rules taught in the class


Unclear language

Weak sentence variety, transitions

Severe grammar problems

Errors in mechanics & form

Inappropriate thesis

Inability to apply discourse

Limited development

Weak sentence variety, transitions

Severe grammar problems

Errors in mech/ form

Lack of appropriate thesis Inability to apply

discourse type Limited development and

communication Weak sentence variety,

transition, and vocabulary Severe grammar

problems Errors in mechanics &

form

F Failure to communicate on assigned topic (blank, unintelligible or inappropriate writing)

38

Appendix FESL 55 Common Final Test Bank SummarySpring 2006, Fall 2006, and Spring 2007 (Or Spring 2006 – present)

Type of Questions Grammatical Focus Required

Number

Number in

Test Bank

Multiple Choice 25 @ 2 pts

each

130

Gerunds & Infinitives 8 59

Connectives 5 24

Adverb Clauses 3 12

Appositives & Adjective

Phrases

3 10

Conditional sentences 6 25

Error Correction 10 @ 2 pts

each

44

Noun Clauses 2 10

Adjective Clauses 3 10

Gerunds & Infinitives 3 10

Conditionals 2 14

Sentence Combination 7 @ 2 pts

each

17

Adjective Clauses 7 17

Sentence Completion 8@ 2 pts each 27

Noun Clauses 2 8

Adverb Clauses 4 12

Combination Clauses 2 7

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Appendix GScoring Rubric: ESL 55 Common Final

Outstanding Evidence

(A-4)

Clear Evidence(B-3)

Adequate Evidence

(C-2)

Inadequate Evidence

(D-1)

Little or No Evidence

(F-0)Content(SLO #3)

This essay clearly responds to the reading with a well-developed thesis, thorough and knowledgeable development of support, and a logical and relevant conclusion.

This essay responds to the reading with a clear thesis, logical development of support, and an adequate conclusion.

This essay responds to the reading with a clear thesis, development of support with minor errors, and an adequate conclusion.

This essay does not clearly respond to the reading or is missing an essential component of content: a clear thesis, development of support or a conclusion.

This essay does not respond to the reading and does not adequately develop content.

Organization (SLO # 2)

This essay has a strong focus and an engaging opening. It uses effective evidence from the text and demonstrates strong unity and coherence in the thorough development of ideas.

This essay has a strong focus and adequate opening. It uses limited evidence from the text and demonstrates unity and coherence in the development of ideas.

This essay has a clear focus and adequate opening. It uses minimal evidence from the text but demonstrates unity and coherence in development of ideas.

This essay may lack an opening or clear focus. It uses minimal or no evidence from the text or misuses the evidence. Generally, it lacks unity and coherence or development of ideas.

This essay lacks the structure of an essay. It uses no evidence from the text or misuses evidence. It fails to have a clear focus and may lack any substantive development.

Language Use/Vocabulary (SLO #1 & 3)

This essay uses effective and fluent language that is almost entirely free from errors and demonstrates complex construction.

This essay uses effective and fluent language with minor errors and some complex construction.

This essay uses clear language with minor errors and limited use of complex construction.

This essay does not use clear language or includes frequent errors that obscure the meaning of the language.

This essay demonstrates a lack of vocabulary and ability to create clear sentences.

Mechanics (SLO #1)

This essay is almost entirely free from spelling, punctuation and syntax errors.

This essay contains few errors in spelling, punctuation, and syntax, but the meaning remains clear and easy to read.

This essay contains frequent minor and a few major errors in spelling, punctuation and syntax but the meaning remains clear.

This essay contains frequent minor and major errors in spelling punctuation and syntax that interfere in the clarity of the language.

This essay contains frequent minor and major errors in spelling punctuation and syntax that make it unintelligible.

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Appendix H ESL Lab Usage for Fall 2011

ESL LOG IN TOTALSCLASS: # OF STUDENTS: APPROX. LENGTH OF

SESSIONS:ESL 51 41 2,579 MinutesESL 52 74 4,738 MinutesESL 53 135 10,193 MinutesESL 54 158 9,919 MinutesESL 55 104 7,968 MinutesEng 1A 3 210 MinutesEng 50 14 416 MinutesEng 60AB 3 28 MinutesRea 887 1 43 MinutesNC 22 1,236 MinutesTOTAL: 555 37,330 Minutes

INSTRUCTOR CONFERENCE CONFIRMATIONCLASS: # OF STUDENTS: APPROX. LENGTH OF

SESSIONS:ESL 51 2 15 MinutesESL 52 15 161 MinutesESL 53 22 250 MinutesESL 54 63 703 MinutesESL 55 32 330 MinutesESL 65 2 12 MinutesESL 91 19 139 MinutesESL 92 60 536 MinutesESL 93 7 165 MinutesEng 1B 4 50 MinutesEng 1A 31 326 MinutesEng 50 37 250 MinutesEng 60AB 14 102 MinutesEng 85 2 40 MinutesEng 885 1 02 MinutesN/C 3 35 MinutesTOTAL: 314 3,116 Minutes

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