Who are we? ESL teachers, advisors, and administrators from: - - PowerPoint PPT Presentation

ESL teachers, advisors, and administrators from:

• Burbank Adult School
• Culver City Adult School
• LAUSD/Division of Adult and Career Education
• Montebello Adult School
• LACCD – LA Community Colleges

Who are we?

What is our guiding goal?

BRIDGES & PATHWAYS Focus on assessment integration and alignment, curriculum alignment, industry/sector specific pathways and course articulation, and strategies for accelerated student progress

CURRICULUM ASSESSMENT ACCELERATED PATHWAYS PROFESSIONAL DEVELOPMENT

What are we doing to achieve our goals?

1.Curriculum Alignment 2.Assessment Alignment and Integration

• Completely USD

Aligned

• Individually

LACCD Articulated Burbank Culver City LAUSD Montebello

Alignment and Articulation

Two components:

• 1. ORAL (listening/speaking):

Most important; common set of prompts and common rubric

• 2. WRITING: Two prompts
• 1. Low level = picture-based
• 2. High level = Written prompt with rubric

Grammar would be embedded in oral and writing tasks CASAS TEST: Should not be used to ascertain placement level, but

may be administered upon intake.

Curriculum/Competency-based Blended Approach/Multiple Assessment System Tests all four language skill proficiencies Teacher Observation & comments Student Self-Evaluation component Receptive Skills (Reading & Listening) Productive Skills (Speaking & Writing)

May be assessed by demonstration of competencies during course term:

* Performance-based speaking tasks * Group projects * Written assignments * Portfolios * Unit/Chapter tests, * Other classwork or homework

• 1. Align K-12 Curriculum with Community Colleges
• 2. Course Outline Field Testing
• 3. Student Focus Groups
• 4. Modularized VESL Curriculum
• 5. Modularized ESL Curriculum
• 6. PD plan for Course Outline Implementation
• 7. Pilot Program Evaluations

 Spirit of collaboration & complimentary systems,

not competition

 The 9 Community Colleges in process of

aligning/standardizing among themselves

 Crosswalk being developed from Adult School

programs into Community College programs

 Community Colleges emphasize:

Higher level ESL Academic focus Accuplacer passage

All K-12 adult school districts participating:

• Burbank
• Culver City
• LAUSD – 6 schools
• Montebello

Fall 2016 & Spring 2017 Input & Feedback Findings by June 30

PROCESS

 Representative students from all 4 adult school districts

participated (approximately 70 total)

 24 nationalities  Set of 9 questions  One-hour group sessions  Spanish translation/interpretation provided  Conducted with moderator & notetaker  Some sessions were audio-recorded

: RESULTS

RESEARCH HIGHLIGHTS

 73% Spanish-speaking

 Purpose for learning English:

• 41% to keep or get a job
• 26% to help children in school
• 22% to get HS diploma
• 18% to get college degree

 66% preferred 20-week class length  28% wanted shorter duration of classes to move up faster  30% liked combination of traditional and modular approaches  Many wanted Saturday classes  29% would like educational videos/games in class and to take home for learning

RESULTS

CONCLUSIONS

 Survey class participants to determine student needs:

• Career or academic
• Family and/or personal

 Offer modular classes for students with emphasis on listening/speaking and reading/writing  Keep traditional classes for lower levels, but offer more modular for upper-level students.  Offer ESL for Success (children) so parents can communicate better with their school-age children

 Offer educational programs for students to access at home (Distance Learning)

Integrated Education & Training (I.E.T.)

:

Contextualized Learning

The ESL Program starts the same as it does now

“Basic ESL” (ESL 1 – 3):

Integrated Skills (Listening, Speaking Reading, Writing, Grammar, Thinking) and Family Literacy (all levels)

Targeted Audience: ESL teachers in LARAEC participating member schools; approx. 350 total Objectives - ESL teachers will be able to:

1.

Implement new course outlines in conjunction with new standards: CCRS & ELPS

(College & Career Readiness Standards & English Language Proficiency Standards)

• 2. Plan for modular courses focused on student-identified pathways
• 3. Conduct in-class needs/interest & skills assessments to meet student goals

Delivery Providers (to hold sessions regionally):

* CALPRO: CCRS 1, CCRS 2, 3 ELPS webinars, Managing the Multi-level Class * LARAEC ESL Workgroup: Face-to-Face Course Outline Roll-Out Sessions

Delivery Methods:

* Establish Communities of Practice * Blended: Online & in-person training * Digital tools: Schoology, Moodle and/or Googledocs, etc.

• 1. Burlington English for CASAS Preparation
• 2. Hybrid EL Civics for Promotional Test Portion
• 3. VESL/VABE Medical Careers
• 4. EL Civics – ESL Conversation Class
• 5. “Let’s Talk” Phonics/Reading Program
• 6. Rosetta Stone
• 7. VESL Medical Careers and other CTE Programs
• 8. Course Outline Field Testing