Peralta Community College District
Annual Program Update Template 2010-2011
Each discipline will complete this form to update program reviews developed in 2009-2010. These will
be reviewed at the college level and then forwarded to the district-wide planning and budgeting
process. The information on this form is required for all resource requests – including faculty staffing
requests – for the 2011-12 budget year.
I.
Overview
Date Submitted:
Oct. 15, 2010
Dean:
Linda Sanford
BI Download:
10/07/2010
Dept. Chair:
Zujian Zhang
Prepared by Arturo Davila S.
Discipline:
SPAN
Campus:
Laney
Mission
The mission of the Spanish Program has been to provide courses that comply with:
• Requirements for Language Arts, Arts & Humanities and Liberal Arts.
• The completion of AA Majors
• It satisfies the foreign language requirement and / or humanities requirement of
four-year colleges and universities
• It serves the Latino Community and has created a “Spanish for Bilingual
Students” articulated and transferable with 4-year colleges to serve heritage
students in the Latino Community
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II.
Student Data
A. Enrollment
Fall 2008
Fall 2009
Fall 2010
Census Enrollment (duplicated)
343.0
391.0
300.0
Sections (master sections)
13.0
13.0
9.0
Total FTES
52.28
62.0
49.7
Total FTEF
3.84
4.06
2.87
FTES/FTEF
13.6
15.26
17.34
Enrolled
326.0
336.0
N/A
Retained
241.0
237.0
% Retained
73.0
70.0
N/A
N/A
326.0
170.0
52.0
85.0
26.0
336.0
179.0
53.0
99.0
29.0
B. Retention
C. Success
Total Graded
Success
% Success
Withdraw
% Withdraw
III.
N/A
N/A
N/A
N/A
N/A
Faculty Data (ZZ assignments excluded)
Fall 2010
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
1.0
1.87
0.0
2.87
34.88
IV. Faculty Data Comparables F2010 (ZZ assignments excluded) (Z assignments excluded)
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
Alameda
Berkeley
Laney
Merritt
0.9
0.33
0.1
1.33
67.49
2.35
3.8
0.18
6.33
37.1
1.0
1.87
0.0
2.86
34.88
0.0
0.67
0.0
0.67
0.0
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V.
Qualitative Assessments
CTE and Vocational: Community and labor market
relevance. Present evidence of community need
based on Advisory Committee input, industry need
data, McIntyre Environmental Scan, McKinsey
Economic Report, licensure and job placement rates,
etc.
Transfer and Basic Skills: Describe how your
course offerings address transfer, basic skills, and
program completion.
Spanish is the language spoken by the fastest
growing population in the US. Immigration is
still very large in the Bay Area.Our program is
particularly relevant to serve the Latino
Community.
New courses like Spanish 22 A-B “Spanish for
Bilingual Students” are growing steadily and
are designed to serve “heritage” students and
English speaking advanced students from
elementary and intermediate Spanish courses.
5 credits of language are required by the State
of California to transfer to a 4 year college or
university. We offer Spanish 1A and receive
many students. Every Spanish 1A has received
40 students or more in the last three years.
Ideally, we would like to contact the State
Board of Education and extend this
requirement to 10 credits or one year of foreign
language courses. Such policy would increase
our numbers and would help us to accomplish
our mission. One semester is not enough to
cover the basics of a foreing language.
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VI. Strategic Planning Goals
Check all that apply.
Describe how goal applies to your program.
Advance Student Access, Success & Equity
Engage our Communities & Partners
Build Programs of Distinction
Create a Culture of Innovation & Collaboration
Develop Resources to Advance & Sustain Mission
Spring 10 we will keep assessing the SLOs
included in all our course syllabi.
Our courses 22 A and 22 B “Spanish for
Bilingual Students” are stronger and have
received many new heritage students from the
Latino Community.
The Curriculum Committee accepted the
implementation of hybrid and online Spanish
1A, 1B, 22A, and 22B courses. Spring 2011 we
will start offering these courses
Our program is closely attached to the Oakland
community where almost a third of the
populatin speaks Spanish. It also serves the
rest of the population to improve their service
and business with Spanish speaking
customers.
We would like to create a Latino Center to
recruit, educate and retain students
For five consecutive years LASA and MECHA
(Student Latino Clubs) have worked together
with Prof. Leslee Stradford (Art Dept.) director
of the Julia Steingard Gallery, and counselor
Manuel Alcala, to prepare the altars exhibit for
Day of the Dead. We also put together the 5 de
Mayo celebration.September 2010 we started
with a Latin American Celebration of
Independence Day.
In collaboration with Dean Linda Sanford and
the Oakland City Supreme Court
representatives, the “Spanish Language Legal
Interpretation Program” is already in motion
and several courses have been offered since
Spring 09.
The PACLA (Peralta Association of Chicano
/Latinos de Aztlan) collected $ 15 000 dollars
for student scholarships. Fall 2010, five
students will receive a scholarship.
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VII. College Strategic Plan Relevance
Check all that apply
New program under development
Program that is integral to your college’s overall strategy
Program that is essential for transfer
Program that serves a community niche
Programs where student enrollment or success has been demonstrably affected by extraordinary
external factors, such as barriers due to housing, employment, childcare etc.
Other
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VIII. Action Plan
Please describe your plan for responding to the above data. Consider curriculum,
pedagogy/instructional, scheduling, and marketing strategies. Also, please reference any cross district
collaboration with the same discipline at other Peralta colleges.
Include overall plans/goals and specific action steps.
 Spring ’10 we will keep assessing the SLOs included in all our course syllabi.
 At present we are strenghtening our Spanish 1A courses. All of them have 40 students or more. We
are offering only one Spanish 1B and no second level courses. Due to the finalncial crisis we have
preferred to strenghten the courses that are in demand.
 We will keep strengthening our courses 22 A and 22 B “Spanish for Bilingual Students” that serves
heritage students in the Latino Community.
 We are working with Prof. Fabian Banga at Berkeley City College to strenghten our programs with
new courses --hybrid and online. We are in contact during scheduling time not to replicate courses
and / or teaching schedules
 The Curriculum Committee accepted the implementation of hybrid and online Spanish 1A, 1B, 22A,
and 22B courses. Spring 2011 we will start offering these courses.
 The PACLA (Peralta Association of Chicano / Latinos de Aztlan) collected $ 15 000 dollars for
student scholarships. Fall 2010, five students will receive a scholarship.
 We would like to create a Latino Center to recruit, educate and retain students
 We will continue to work for the implementation of a Spanish conversation club on the campus and a
Spanish lunch table at the Cafeteria
 We have already chartered LASA (Latin American Student Association) a club that brings together
Latino students from all different countries.
 For five consecutive years LASA has worked together with Prof. Leslee Stradford (Art Dept.), director
of the Julia Steingard Gallery,and counselor Manuel Alcala to prepare the altars exhibit for Day of the
Dead. We also put together the 5 de Mayo celebration.September 2010 we started with a Latin
American Celebration of Independence Day.
 We are planning to get funds to continue with our tutoring system. We would like to have a tutor
available 5-10 hours per week.
 In collaboration with Dean Linda Sanford and the Oakland City Supreme Court representatives, the
“Spanish Language Legal Interpretation Program” is already in motion and several courses have
been offered since Spring 09.
 We would like the school to help us contact the State Board of Education and try to extend the
Language requirement form 5 to 10 credits or one year of Foreign Languge. Such policy would
increase our numbers and would help us to accomplish our mission. One semester is not enough to
cover the basics of a foreing language.
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IX. Needs
Please describe and prioritize any faculty, classified, and student assistant needs.
We have lost 4 courses in the last two years. We would like to keep as many sections as possible to keep
our instructors and serve the needs of our strudents. Spanish has excellent numbers in the first year
clases. We want to keep serving students at the introductory level.
Please describe and prioritize any equipment, material, and supply needs.
In lack of a Language Laboratory, we need to create smart classrooms with an LCD proyector, an overhead
projector, a central computer, an electronic board, and video equipment.
Please describe and prioritize any facilities needs.
Smart classrooms will help us improve our mission.
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X.
Course SLOs and Assessment
Fall 2010
Number of active courses in your discipline
10
Number with SLOs
10
% SLOs/Active Courses
50% /10
Number of courses with SLOs that have been assessed
10
% Assessed/SLOs
50%
Describe types of assessment methods you are using
Two SLO's were assessed in Spring 2010 (Results available on TaskStream):
Sp 1A Elementary Spanish, Sp 1B Elementary Spanish (part II) & Sp 30 A Beginning Conversational
Spanish
1.- Recognize the Spanish Sound Systen.
After hearing the explanation of the different sounds of Spanish Phonetic System, students have to repeat
sentences and then write them on the board.
 4.- Respond appropriately to questions in Spanish. After having oral drills,
listening & comprehension practice, reading exercises, and grammar tests during one semester, students
have started to internalize the Spanish language. They are be able to speak, asking and answering simple
questions without translating and having simple conversations.
Describe results of your SLO assessment progress
Sp 30 A Beginning Converstional Spanish.
 SLO 1 Recognize the Spanish Sound Systen.

Applied to a sample of 17 students (only one course was offered):
 Pronunciation
 Average 8.6 /10 or 86% correct
 SLO 4: Respond appropriately to Oral Question/ Answer.
 Applied to a sample of 17 students (only one course was offered):
 Understanding and Answering correctly
 Average 8.76 / 10 or 87% correct








Spanish 1 A Elementary Spanish
SLO 1 Recognize the Spanish Sound Systen.
Applied to a sample of 75 students:
Pronunciation
Average 8.2 /10 or 82%
SLO 4: Respond appropriately to Oral Question/ Answer.
Applied to a sample of 75 students
Page 8 of 9


Understanding and Answering correctly
Average 8.1 / 10 or 81%










Spanish 1 B Elementary Spanish (part II)
SLO 1 Recognize the Spanish Sound Systen.
Applied to a sample of 18 students (only one course was offered):
Pronunciation
Average 9 /10 or 90%
SLO 4: Respond appropriately to Oral Question/ Answer.
Applied to a sample of 18 students (only one course was offered)
Understanding and Answering correctly
Average 8.8 / 10 or 88%




Results show that students succeeded and were able to learn the Spanish Sound System and correct
Pronunciation. They answer simple questions in Spanish and start a conversation using basic but
grammatically correct sentences.
Implementation Plan: completed in Spring 2010 according to timeline
Key / Responsible Personnel: Spanish 1A instructors: Arturo Davila-Sanchez, Juan Calvo, Victoria
Robertson. Spanish 1B: Lourdes Parra. Spanish 30 Instructor: Jann Sweenie
XI. Program Learning Outcomes and Assessment
Fall 2010
Number of degrees and certificates in your discipline
Number with Program Learning Outcomes
Number assessed
% Assessed
Describe assessment methods you are using
Describe results of assessment
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