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2016-17 Dean’s Program Review Summary – English as a Second Language, Year 1
Submitted by:
Marcia Corcoran
Date: November 6, 2015
Find below goals, progress, accomplishments, and new initiatives in each category, aligned with the Accrediting Commission for Community and Junior Colleges
(ACCJC)i Standards indicated, as documented in the Program Reviews. Please refer to the Excel spreadsheets for specific resource requests in these areas.
Progress/Needs on
Instructional Programs
Library/Learning &
Human Resources
Physical & Technology
Financial Resources
Student Learning/Service
Student Support
(FT fac, reassigned,
Resources
(Services, Contracts,
Area Outcomes
classified, student assts)
Conferences)
Standards IIA and IIB
Standard IIA
Standards IIB and IIC
Standard IIIA
Standards IIIB and IIIC
Standard IIID
 100% of courses
assessed with Closing
the Loop forms for ESL
108, (Spelling), 109
(Vocabulary), 112
(Grammar), 116A/B
(Review of Basic English)
 All other courses
assessed last year or 2
years prior
 Discussions resulted in
recommendations for
spending more
classroom time on
dictionary skills or nonconventional spelling
 Need program-wide
meetings to review
assessment results and
recommend changes
 Program Learning
Outcomes discussion
resulted in
recommendation to
better integrate spelling,
vocabulary, and
grammar into core
courses and to expand
entire ESL curriculum
 4 levels of reading,
 Tutoring and
writing, and grammar
supplemental
core curriculum and
instruction in Learning
support courses
Center, especially
 Writing Workshop offers pronunciation,
computer literacy,
writing instruction to
guided skills lab
support academic
writing in all Chabot
 Project Excel, TRIO
courses
federal funds, provides
support for low-income
 Bridge-to-college ESL
or disabled 1st116 support for Early
generation non-native
Childhood Development
speakers of English –
and for other pre-ESL
uses 50% reassigned
110A students
full-time faculty
 Bridge curriculum from
ESL 110D to ENGL 1A:
ESL 15A/B Advanced ESL
Reading and
Composition in progress,
with English
 Discussions to improve
assessment and
placement in
collaboration with
Counseling and English
 Collaboration with Adult
School on addressing
community needs (AB
86 and AB104 and
developing an
Requests for:
 2 full-time faculty
 Reassigned time for ESL
Coordinator (3.5 CAH)
 Reassigned time for
Curriculum Revision (6
CAH)
 Instructional Assistant
(50%) as part of
Learning Connection
 Assessment
Coordinator (reporting
to Counseling Division)
 Learning Assistant (20
hours per week) for
Learning Center,
Guided Skills Lab,
Pronunciation Lab, and
Writing Workshop
 Pay for 12 part-time
faculty to participate in
program-wide meetings
at 6 hours a year
 5 new software
 Cost of Online
programs purchased
Accuplacer Test (as a
and installed for 16 ESL
contract or service)?
computers for students  Professional conference
 Need for more
attendance for ESL fullcomputers, including
time faculty
laptops for Guided Skills
lab and a classroomsized lab for holding
classes
 Need to purchase and
customize Accuplacer
as Online Placement
Test aligned with
English placement test
to reduce numbers of
students misplaced
 Need to create a single
start page for the ESL
and English
assessments to direct
students to appropriate
placement test
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articulated throughline
from adult school to
Chabot
 Exploring adding lab
hours to core courses
 Used Equity funds to
explore curricular
options and in progress
on solutions – need to
explore curricula at
other colleges, align
with adult schools, reevaluate and improve
entire curriculum
i
See Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges (Adopted June 2014). Accreditation standards. Available:
http://www.accjc.org/wp-content/uploads/2014/07/Accreditation_Standards_Adopted_June_2014.pdf