I. Program Information

Purpose: This section will identify basic information about your program. Program reviews

can be found at: http://www.merritt.edu/wp/institutional-research/program-review/

Program Name: English as a Second Language (E.S.L.)

Date: 10-7-16

Program Type (circle or highlight one): Instructional Non-Instructional

Student Services or Special Programs Administrative Unit

College Mission Statement: The mission of Merritt College is to enhance the

quality of life in the communities we serve by helping students to attain knowledge,

master skills, and develop the appreciation, attitudes and values needed to succeed and

participate responsibly in a democratic society and a global economy.

Program Mission:

The goal of the English as a Second Language Department (ESL) is twofold: 1) to help

students communicate with clarity and precision in reading, writing, and speaking

English; 2) to assure that students are successful in academic, vocational and/or personal

endeavors.

The ESL Department places high value on maintaining a rigorous program of study.

Courses are offered in the Fruitvale District at Merritt College’s Fruitvale site. Counseling

and financial aid services are available to assist students when in the process of

completing beginning to intermediate courses.

The ESL Department anticipated offering the Pre-level 1 Basic English course as noncredit

and implementing a series of noncredit vocational courses. Beginning January 2015 a group

of faculty and staff who work at the Fruitvale site met with the Dean regularly in dialogue

about opportunities to improve the delivery of services. AB86, which allows for the

planning and implementation grant to be used for classes and courses for immigrants

eligible to education services in citizenship and English as a second language and workforce

preparation classes in basic skills, and the increased funding for noncredit courses, as well

as the focus on building career pathways the group decided to pursue the noncredit option.

The Dean and fulltime ESL instructor engaged the Peralta ESL Advisory Council (PEAC) for

district wide support and was received with interest and opportunities for collaboration.

The Dean launched an AB86 committee including the Oakland Adult School, Alameda Adult

School, representatives from the PEAC, and child development. This led to curriculum

development opportunities. During the summer of 2015, three faculty members received

stipends for collaboration and development of a noncredit skills based vocational ESL

(VESL) curriculum, linking child development and ESL with the goal of a lead into credit

programs. Courses went through the curriculum committee approval process, and the

Merritt College noncredit ESL-Child development pathway will launch in spring 2017. The

possibility of adding additional content ESL classes such as ESL for Child Development, and

ESL for Health Services is also under consideration, as well as linking communities with

these departments.

Date of Last Comprehensive Program Review: 2/5/16

Date of Comprehensive Program Review Validation:

II. Reporting Progress on Attainment of Program Goals

Purpose: In this section, you will look at your goals stated in the last program review, align the

program goals with the District and College Goals, and report on the progress, revision, or

completion of the program goals.

Program Goal

*Copy the Goals

Reported from

Program Review

Question 10 or

Appendix B, or

input the revised

goal.

Which

institutional goals

will be advanced

upon completion?

(PCCD and MC

Goal Mapping)

Progress on Goal

(indicate date next to the

appropriate status for the

goal)

Goal Detail

(Describe how the goal

was met, or is still

being pursued. If a goal

is new or revised,

explain the revision.)

Assessment

No goal listed in

Program Review

for Assessment

New Goal:

Develop

Communities of

Practice within

the department

and with

programs and

departments

across campus.

Revised:

Expand and

strengthen

curriculum by

engaging in

regular and

ongoing

department-wide

dialog about

assessment.

1. PCCD

Goal:_D______

Strengthen

Accountability

2. Merritt

Goal___D____

Through the

collegial

governance,

support institutional

communication,

innovation and

interdisciplinary

collaboration.

Completed:

____2/16__________

(date)

Revised:

________________

(date)

Ongoing:

________________

(date)

New Goal

___10/6/16_______

(current date)

The College SLOAC

Committee in

conjunction with the

department co-chairs

will need to ensure

that ESL instructors

participate in the

assessment process in

order to maintain the

integrity and

consistency of the

program’s academic

standards. The

College provided the

adjunct with a

monetary stipend to

participate in district-

wide professional

development that

focuses on ESL

instruction.

Curriculum (if

applicable)

Add non-credit

course in concert

with the

guidelines from

AB86 to expand

and strengthen the

ESL Program

Revised:

Expand and

strengthen

curriculum by

engaging in

regular and

ongoing

department-wide

dialog about

assessment.

1. PCCD

Goal:__C_

Build Program of

Distinction

2. Merritt

Goal___C____

Create and

implement effective

innovative

programs that meet

the needs of our

community.

Completed:

___5/16_____________

(date)

Revised:

______10/12016_________

(date)

Ongoing:

__________________

(date)

New Goal ____ (current

date)

Non-credit ESL –

Childhood

Development courses

were approved in

spring 2016 and

launched in fall 2016.

1. In fall 2016, co-chairs

with dean’s support,

offered one additional

section of ESL 284

A/B. Co-chairs and

dean have agreed to

offer ESL 232A/B –

High Beginning

Reading & Writing in

Spring 2017. The

department plans to

adopt more ESL

courses, including

stand-alone non-credit

basic ESL 294 – Basic

ESL Skills -- with the

intent to expand

curriculum so that ESL

students have

increased opportunity

to matriculate into

regular on-campus

English classes.

Offering an entering

level of ESL would

increase the

department’s success

and retention rates

because we would be

offering the population

the level they have

shown to need most.

Instruction (if

applicable)

No goal is listed

in the program

1. PCCD

Goal:_A_

Advance Student

Access, Equity and

Completed:

________________

(date)

Revised:

The department needs

more instructors, full

time and part time, to

participate in the use of

online resources,

instructional methods,

review.

New Goal:

Expand human

resources by

hiring a full time

ESL instructor to

meet the mission

of the program

and the College.

Success

2. Merritt

Goal_E_

Develop human,

fiscal, and

technological

resources to

advance and sustain

our mission.

__________________

(date)

Ongoing:

__________________

(date)

New Goal _______

(current date)

and more. Since the

program only has one

ESL instructor, it is

pertinent that the

College support the

plan to improve

instruction by hiring

instructors who possess

expertise working with

Latino and various

immigrant populations

in Oakland.

Student Success

and Student

Equity

No goal was

stated in the 2015

ESL Program

Review.

New Goal:

Increase student

retention and

successful

completion of

ESL courses by

closely examining

curriculum and

instructional

practices to make

critical

adjustments and

improvements.

1. PCCD

Goal:___A____

Advance

Student Access,

Equity, and

Success

2. Merritt

Goal__A___

Create an

environment of

exceptional student

access, equity, and

success

Completed:

________________

(date)

Revised:

__________________

(date)

Ongoing:

__________________

(date)

New Goal

___10/7/16_______

(current date)

The retention rate for

ESL is 8% below the

College standard. This

indicates that the

department must

closely examine

curriculum and

instructional practices

to make critical

adjustments and

improvements to the

way the department

supports student

learning and

engagement while

minimizing student

attrition. The College is

seeking a new facility

that would allow the

program to expand in

the Fruitvale

Community.

Professional

Development,

Institutional and

Professional

Engagement, and

1. PCCD

Goal:__B_____

Engage and

Leverage Partners

Completed:

________________

(date)

Revised:

Faculty and staff

have collaborated

with the Oakland

Unified School

District and the Adult

Education Office to

Partnerships:

New Goal:

Strengthen

partnerships with

OUSD high

schools and Adult

Education

programs that

support the

success of

disproportionately

impacted

populations: ESL,

Black and Latino

males, and foster

youth.

2. Merritt

Goal:___B____

Engage our

community

through respectful

dialogue to create

partnerships

__________________

(date)

Ongoing:

_________________

(date)

New Goal

____10/6/16______

(current date)

implement the state-

mandated non-credit

ESL classes. The

College currently

rents the ESL facility

from the Unity

Council.

Other Goals 1. PCCD

Goal:_______

2. Merritt

Goal_______

Completed:

________________

(date)

Revised:

__________________

(date)

Ongoing:

__________________

(date)

New Goal __________

(current date)

III. Data Trend Analysis

Purpose: In this section, you will report, review and reflect on your program data since

the last program review (Fall 2015 and Spring 2016). You may copy and paste the tables

that were provided to you in your data packet via email.

Please review and reflect upon the data for your program that was sent via email. You

will be asked to comment on significant changes in the data and/or achievement

gaps. Focus upon the most recent academic year and/or the years since your last

comprehensive program review. *If you have questions or concerns regarding your data,

please contact Samantha Kessler, Research and Planning Officer:

sk essler@peralta.edu.

Student Enrollment Demographics:(Copy/paste enrollment tables from

data file)

A. Student Demographics (headcount)

Fall

2014 Fall

2015 Fall % Chg

Spring 2015

Spring 2016

Spring % Chg

TOTAL 35 30 -14.3% 28 38 35.7%

Female 26 27 3.8% 23 32 39.1%

Male 9 3 -66.7% 5 6 20%

Age <20 1 0 -100% 1 0 -100%

Age 20-24 2 6 200% 5 5 0%

Age 25-39 18 15 -16.7% 12 24 100%

Age >=40 14 9 -35.7% 10 9 -10%

African American 2 1 -50% 1 0 -100%

American Indian/Alaskan 0 0 0% 0 0 0%

Asian 1 2 100% 5 5 0%

Hispanic 32 26 -18.8% 17 32 88.2%

Pacific Islander 0 0 0% 0 0 0%

White 0 0 0% 3 1 -66.7%

Two or more Races 0 0 0% 0 0 0%

Unknown 0 1 - 2 0 -100%

1. What changes have occurred in enrollment since 2015-2016 program review? Generally there seems to be a decrease in students who attended Merritt College

who are between the ages of 16 to 18. There was a slight increase in the number of

students who are age 65 and older, and a small decrease in attendance of students

younger than 16. In Spring 2016, ESL experienced the greatest increase in

enrollment for the last two years.

Course Sections and Productivity: (Copy/paste Fall 15 and Spring 16 tables

from data file) ***Is this the right table here??***

Fall

2014 Fall

2015 Fall % Chg

Spring 2015

Spring 2016

Spring % Chg

TOTAL - - - - - -

Sections 3 2 -33.3% 2 2 0%

Course Enrollment 51 54 5.9% 43 63 46.5%

Productivity 8.5 13.5 58.8% 10.75 15.75 46.5%

1. Please comment on changes that have occurred in productivity since the 2015-

2016 program review. (e.g. increase, decrease or no change)

According to the data provided on this chart, there seems to be little change since the 2015-2016

program review. Productivity rate is considerably lower than the College standard. More data is

needed to evaluate how to address this critical issue as it impacts the program’s ability to expand

and hire a full time instructor.

Student Success: (copy/paste the course retention and course (successful)

completion tables.

C. Student Success

Fall

2014 Fall

2015 Fall % Chg

Spring 2015

Spring 2016

Spring % Chg

TOTAL - - - - - -

Course Completion Rate* 0.73 0.8 0.07 0.77 0.65 -0.1

Course Success Rate** 0.63 0.67 0.04 0.58 0.57 -0.01

* A,B,C,D,F,W, P,NP, CR, NCR

** A,B,C,P, CR

1. Describe the course retention and successful course completion rates and any changes since the 2015-2016 program review. (Note: Course retention is the % of

students who finish the course – any grade other than W. Successful course completion is

the % of students earning a grade C or better in the course. )

ESL course completion and successful course completion is approximately 8% below the College standard. It has been generally steady but the department needs to integrate

strategies for improving successful course completion. The standard completion rate

for ESL is 59.3%,. The poor completion rate may be due to a wide variety of

reasons including delivery of curriculum content, class scheduling, and lack of

resources and functional facility.

Student Success in Distance Education/Hybrid classes versus face-to-

face classes: (copy/paste the Distance Ed retention and course completion data

here.)

D. Student Success in DE/Hybrid, Face-to-Face

Fall 2014 Fall

2015 Fall % Chg

Spring 2015

Spring 2016

Spring % Chg

TOTAL - - - - - -

100% DE 0 0 0 0 0 0

Hybrid 0 0 0 0 0 0

100% Face-to-Face 0.63 0.67 0.04 0.58 0.57 -0.01

The ESL Department does not currently offer distance education courses.

1. Describe any difference in the Retention and Success of face-to-face and

distance education courses.

Other program specific data. Other data could include: departmental research via

survey or special projects that significantly supports the goals or future plans for the

program.

IV. Aligning Program Goals, Activities and Planning

Purpose: In this section, you will align your program, department or unit goals with the

Educational Master Plan goals. You will also be asked to comment on how your

department, unit or program is helping the College to achieve the targets set by the

Equity, SSSP and Basic Skills Plans.

1. Educational Master Plan Alignment: Please use the following matrix to

demonstrate how your program goals align with the 2015-2020 Educational

Master Plan Goals.

2015-2020 EMP Goals

Foundations: 1. Assess students’ strengths and needs thoroughly to accelerate completion of

certificates, degrees and transfer readiness. 2. Support and develop programs, curriculum and services that increase completion of

courses, certificates, degrees and transfer. 3. Establish an organizational structure that promotes coordination, innovation, and

accountability, and which embeds basic skills development across the campus. Transfer:

1. Establish fully functioning transfer center. 2. Acquire more and better data (Higher granularity) on transfer rates. Collect transfer

data to include UC, State, and Private institutions. 3. Augment and strengthen specific partnerships with academic departments in CSUs,

UCs, and privates to develop transfer pipelines. 4. Augment and strengthen support services for transfer students campus-wide.

Career Technical Education:

1. Develop opportunities for CTE students to engage in campus and community experiences that enhance learning and student success (program-level clubs/enterprises, activities that develop soft skills, etc.) by contextualizing and proactively engaging students.

2. Create a Merritt-wide infrastructure that streamlines and develops employer partnerships, including offering High quality internships, serving on advisory boards, and engaging in curriculum development.

3. Strengthen Merritt College’s “on ramps” to our CTE pathways by enhancing distance education, dual enrollment, adult education, contract education, etc., and provide differentiated supports that ensure student success for targeted population.

4. Create proactive strategies to engage faculty, students, and employers to support program success and sustainability that increase student-level academic and career outcomes.

5. Augment and strengthen support for transfer students within academic programs.

Directions: 1) input your program and department goals. 2) Identify which area of the Ed

Master Plan this Goal aligns to – Foundations, Transfer and/or CTE. 3) Identify the goal

number in that area the department goals aligns to. (Goal 1-5) 4) Describe the activities

your department or program will complete to meet the goal. 5) What standard or goal do

you think the activities will help the college achieve as a measurable outcome

(Completion rate, degree/cert completion, transfer, remedial rates). Place and X in the

standard(s) and/or goal(s) your program activity will impact.

Program/ department or unit Goal

Fo

un

da

tio

ns

Tra

nsf

er

CT

E

How does this goal or

the program activities

align with the Educational Master Plan

Strategic Directions and Goals?

Measurable Outcomes: Institution Set Standards and IE Goals

Successful Cour

se Completio

n Rate

Retention Rate (F to

F Persistenc

e)

Degree or Cert.

Completion

Transfer

Remedial Rate Math

(Basic Skill

Success)

Remedial Rate English (Basic Skills

Success)

Goal 1

X x X X

1. Assessment:

No goal listed

in Program

Review for

Assessment

New Goal:

Develop

Communities of

Practice within

the department

and with

programs and

departments

across campus.

1

By developing a

community of

practice within

the department,

we expect that

retention and

successful course

completion will

increase for

Latinos.

X X

X

2. Curriculum:

Add non-credit

course in

concert with the

guidelines from

AB86.

Revised:

Expand and

strengthen

curriculum by

engaging in

regular and

ongoing

department-

wide dialog

about

assessment.

1

3

By expanding

the curriculum,

the department

will be engaged

in reflective

assessment; this

should result in

an increase in

retention and

success rates.

X X

X

3. Instruction:

No goal is listed

in the program

review for

Instruction.

New Goal:

Expand human

resources by

hiring a full

time ESL

instructor to

meet the

mission of the

program and

the College.

1

The program

needs to meet the

demand of the

community; with

only two

adjuncts, the

program is

unable to grow; a

full time new

hire with

expertise in ESL

instruction and

who understands

the needs of the

ESL community

is necessary to

carry out the

mission of the

program and the

College.

X X

4. Student

Success and

Student Equity:

No goal was

stated in the

2015 ESL

Program

Review.

New Goal:

Increase student

retention and

successful

completion of

ESL courses by

closely

examining

curriculum and

instructional

practices to

make critical

adjustments and

improvements.

4

ESL plays a

critical role in

our basic skills

program. This

goal will help

improve ESL

student

matriculation

into regular

college courses,

which will

increase student

enrollment.

X X

X

5. Professional

Development,

Institutional and

Professional

Engagement,

and

Partnerships:

New Goal:

Strengthen

partnerships

with OUSD

high schools

and Adult

Education

programs that

support the

success of

disproportionat

ely impacted

populations:

ESL, Black and

Latino males,

and foster

youth.

3

By

strengthening

partnerships

with OUSD

high schools

and AE

programs,

student

retention and

course

completion will

increase.

X X

X

2015-16 Student Equity Plan, Student Success and Support Program Plan

(SSSP), and Basic Skills Goal Summary

*S = SSSP, E=EQUITY, B=BASIC SKILLS

Directions: 1) Describe a challenge, achievement gap or observation you made in your

program data. 2) Describe an activity or intervention your program does to address the

data. 3) Note which student populations this activity or intervention targets. 4) describe

the intended measurable outcome of the activity. Think about which indicator, from the

summary chart below, this activity will help to impact. 5) Note which Plan and Goal this

activity aligns to (SSSP, Equity, or Basic Skills)

To be completed by the Program, Department or Unit:

Problem,

Achievement

Gap or

Observation

Activity/Intervention Target Student

Population

Outcome (or

intended outcome

from the list of

indicators above:

access, course

completion, retention,

Relevant

College

Equity/SSSP/BS

Goal

BS course

completion, degree,

cert. transfers)

Example: Lack of program diversity

Looking at diversity partnering with Oakland unified for pathways

African American and Hispanic/Latinos

Increase headcount/enrollment of these populations

SSSP and Equity Plan – Access for African Americans and Latinos

Currently we

have only one

adjunct

instructor

teaching four

sections per

semester.

Hire one full time

instructor.

Latinos Increase enrollment

and course offerings.

SSSP and

Equity for

Latinos

We currently

do not offer

any summer

sections due to

lack of space

in the Fruitvale

facility.

Secure a larger

facility for the

Fruitvale ESL

Program

Latinos, low-

income Increase enrollment

and access.

Equity for

Latinos

1. Lack of

assessment/

placement for

ESL at Merritt

College

prevents the

College from

finding out

how to expand

the program

since the

College does

not know

which

population it

needs to serve

most.

2. If an ESLassess-

3. Ment/placement is

offered (on campus

AND at Fruitvale) the

College will know what

levels are at a higher

demand for the

population it serves. In

addition, if the College

offers ESL assessment

the department will

increase its success

rates because it will

provide the appropriate

curriculum and support

services to the

population that seeks

the College’s

services/classes.

Latinos Increase enrollment

and access

SSSP for

Latinos

4. Provide incentives for

faculty to participate in

district-wide

professional

development

opportunities that focus

on innovative ways to

integrate and deliver

culturally competent

curriculum for second

language acquisition.

Hire instructors who

are willing to engage in

PEAC activities to help

keep our department

updated.

Increase retention and

successful course

completion

To be completed by the Program, Department or Unit: How did you participate in the plan activities outlined above? (Use N/A if not

applicable)

Student Equity

Plan

SSSP Plan

Basic Skills Plan

V. Curriculum and Assessment Status

Purpose: In this section, you will review your curriculum changes and improvements

and assessment plans and findings. If your Program, Department or Unit does not have a

curriculum component, please put N/A. You should reference the Assessment Completion

Report, Curriculum Update Report, CurricUNET META, and Takstream. If you have

questions about curriculum or assessment, please contact Clifton Coleman, Curriculum

and Assessment Specialist, ccoleman@peralta.edu.

1. Use the following table to document the curricular, pedagogical or other

changes your department made since the most recent program review, and the

planned changes for the upcoming year. Note, curriculum updates are

required every two years for CTE, every three years for non-CTE. Identify if

the changes were based on course or program level assessment, or other

data/evidence collected by the program or other requirements like Title 5,

certification or accreditation requirements. Attach evidence (Curriculum

Update report, the assessment report from TaskStream, departmental meeting

notes, etc).

Change or Planned Improvement Identify the Data,

Assessment results or

Evidence that support the

change or plan for

improvement

Status:

Completed

or Ongoing

and Planned

date of

completion.

1. Industry/sector recommendation.

Planned date of completion: Fall 2017.

Need to improve vocabulary instruction.

Students need more time and support for

building their English vocabulary.

ESL 283A/B/Cycle

2012-2013

Ongoing

The department adopted the new district wide

ESL courses so that the program could be in

alignment with the other colleges. The

outdated curriculum was deactivated. The

new curriculum was developed to be more

useful to the students and to take into account

changing state guidelines. The College will

need to ensure that ESL instructors continue

to participate in the assessment process in

order to maintain the integrity and

consistency of the program’s academic

Non-Credit/ Adult

Education

Ongoing

standards.

2. Attach the Assessment Completion Report (Clifton provides this report at Flex

Day), and the completed Fall Schedule Assessment Planning Template (due to

CDCPD mid-September) Please evaluate your program’s progress on

assessment. ESL has grown more actively engaged in dialogue about assessments in the last

two cycles since the inception of SLOAC; evidence of this can be found in

department agendas and minutes as well as in the Status Reports found in the

TaskStream. What meaningful dialogue takes place in both shaping and

assessing course and program level outcomes? Where can one find the

evidence of the dialogue? The College SLOAC team, in conjunction with department co-chairs, are working to

assist ESL instructors are engaged in reflective dialogue about course assessments.

Meaningful dialogue about shaping and assessing course and level outcomes is evident

from reviewing the English/ESL/Philosophy/ESL meeting minutes for the past two years.

Growing, modifying, and assessing course outcomes is a regular topic at most department

meetings.

VI. Additional Questions for CTE, Counseling, Library and Student Services/Admin Units

Purpose: In this section, certain programs or departments will answer questions specific

to the program. Leave the section blank if your program, department or unit

is not CTE, Counseling, Library or Student Services/Administration.

For CTE:

1. Please describe any recommendations resulting from advisory

committee meetings that have occurred since your last program

review.

2. Did your program work with a Deputy Sector Navigator and if so, how

did this lead to program changes or improvements?

3. Is your discipline/department/program currently participating in any

grants specific to the program? Please discuss your progress in

meeting the stated goals in the grant.

For Counseling:

1. What has the counseling department done to improve course

completion and retention rates? What is planned for the future?

2. What has the counseling department done to improve SSSP counseling

services? Please discuss your progress in improving SSSP counseling

services.

For Library Services:

1. Please describe any changes in the library services, collections or

instructional programs since the last program review or APU and fill

in the information below:

For Student Services and/or Administrative Units:

1. Briefly describe the results of any student satisfaction surveys or

college surveys that included evaluation and/or input about the

effectiveness of the services provided by your unit. How has this

information informed unit planning and goal setting?

This Academic Year Previous Academic Year (s) Explanation of Changes

Library Open Hours Per Week

Library Visits (gate count) Other Library Usage

Total Library Materials Expenditures

Total Print Book Collection (Titles)

Total E-book Collection (Titles)

Total Database Subscriptions

Total Media Collection (Titles)

Total Print Periodical Subscriptions

General Circulation Transactions

Reserve Circulation Transactions

In-house circulation Transactions (optional)

Media Circulation Transactions (optional)

E-book Circulation Transactions Describe (optional)

Other circulations Transactions – Describe – (optional)

Total circulation Transactions

2. Briefly describe any changes that have impacted the work of your unit.

VII. New Resource Needs Not Covered by Current Budget

Purpose: In this section, programs will documents new and repeat resource

requests, and document the support of the request with data or evidence.

Human Resources: If you are requesting new or additional positions, in any job

classification, please explain how new positions will contribute to increased student

success.

Human

Resource

Request(s)

Already

Requested

in Recent

Program

Review?

(YES/no)

Program

Goal

(cut and

paste from

program

review)

Connect

ed to

Assessm

ent

Results

and

Plans?

(List the

course

and

SLO or

PLO

and

Academi

c Year)

Does

other

data

support

your

resource

requests?

If so,

explain

the

metric

and trend

or result.

(1-3

sentences

)

How will this resource

contribute to student

success? (1-3 sentences)

Alignm

ent

with

College

(List

Goal A-

E)

Alignm

ent

with

PCCD

Goal

(List

Goal A-

E)

One full

time hire

Yes

though

not as a

specific

goal, but

as a

required

action to

expand

the

program.

The New

Goal:

Expand

human

resources

by hiring

Request a

full-time

faculty,

qualified in

ESL so that

there is a

lead faculty

in ESL with

expertise to

spearhead

the expected

growth.

The

program’

s

retention

and

success

rates are

7% lower

than the

College

standard.

A full

time

instructor

would

help

ensure

that

Currently we have

only one adjunct

instructor teaching

four sections per

semester.

More instructors hired

for the ESL

department results in

increased access for

students, particularly

for Latinos since the

majority of ESL

students are Latino.

a full

time ESL

instructor

to meet

the

mission

of the

program

and the

College.

instructor

s are

engaged

in active

and

meaningf

ul

dialogue

about

teaching

and

learning.

*New faculty requests must be listed here.

Technology and Equipment: How will the new technology or equipment

contribute to student success?

Technology and

Equipment

Already

Requested in

Recent

Program

Review?

(yes/NO

Program Goal

(cut and paste

from program

review)

Connected to

Assessment Results

and Plans?

(List the course

and SLO or PLO

and Academic

Year)

Does other data support

your resource requests?

If so, explain the metric

and trend or result. (1-3

sentences)

How will this resource

contribute to student

success? (1-3 sentences)

Alignment

with College

(List Goal

A-E)

Alignment

with PCCD

Goal (List

Goal A-E)

Updated software for

30 desktop computers

in the classroom at the

Fruitvale Site.

No Secure a larger

facility ESL 284AB/Cycle

2016-2017:

ESL instructors

would benefit

from updated

software that helps

students expand

their vocabulary

and build

integrated reading,

writing, and

listening skills.

N/A N/A

Facilities: Has facilities maintenance and repair affected your program in the past

year? How will this facilities request contribute to student success?

Facilities Already

Requested in

Recent

Program

Review?

(YES/no)

Program Goal

(cut and paste

from program

review)

Connected to

Assessment Results

and Plans?

(List the course

and SLO or PLO

and Academic

Year)

Does other data support

your resource requests?

If so, explain the metric

and trend or result. (1-3

sentences)

How will this resource

contribute to student

success? (1-3 sentences)

Alignment

with College

(List Goal

A-E)

Alignment

with PCCD

Goal (List

Goal A-E)

1. Secure a new

facility that is

large enough

to grow the

program.

Yes, though

not as a

specific goal

but rather a

Connected to

assessment results

in that results

demonstrate that

students are

successfully

completing the

courses we are

currently offering

but are not able to

advance or

matriculate into

regular English

since the program

does not offer

enough courses.

Best teaching practices

cannot always be

implemented when

students are seated in

such a tight space. As

evident in data indicated

in the BI Tool, the

retention rate for ESL is

75.6%, more than 7%

below the College

standard.

A larger space for Esl

classes will result in more

availability for students to

take ESL clases.

Professional Development or Other Requests: How will the professional

develop activity contribute to student success? What professional development

opportunities and contributions make to the college in the future?

Professional

Development

Already

Requested in

Recent

Program

Review?

(yes/no)

Program Goal

(cut and paste

from program

review)

Connected to

Assessment Results

and Plans?

(List the course and

SLO or PLO and

Academic Year)

Does other data support

your resource requests? If

so, explain the metric and

trend or result. (1-3

sentences)

How will this resource

contribute to student

success? (1-3 sentences)

Alignment

with College

(List Goal

A-E)

Alignment

with PCCD

Goal (List

Goal A-E)

N/A

N/A N/A N/A N/A N/A

Endorsed by the District Academic Senate May 17, 2016

SLO Three-year Cycle Report

Fall 2013-Summer 2016

Tuesday, September 06, 2016

5:29:35 PM

Disc # Course Title # of

SLOs

SLO NotesSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 SLO 8 SLO 9

ESL 283A ESL 283A HIGH BEGINNING

LISTENING AND SPEAKING

3 15-16 15-16

ESL 284A ESL 284A HIGH BEGINNING

GRAMMAR

3 15-16

ESL 284B ESL 284B HIGH BEGINNING

GRAMMAR

3

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