Departmental SLO Process
The English As a Second Language Department SLO process is implemented at the Department,
Program and Course levels. The process we have meets the challenges that exist because of the
wide scope of the student goals we address as well as communication challenges due to our multiple
campus locations.
What is our process?
Program/Course Outcomes
Students develop literacy, general language, vocational, civic engagement
skills and citizenship preparation in non-credit ESL. In credit ESL, they
demonstrate the ability to read critically and efficiently a variety of genres
of texts, compose a range of academic essays, and orally communicate
effectively and appropriately in everyday conversations, and academic and
work-related situations.
Multiple Measure Assessments
Plans for Change
Department-wide promotion
tests, in-class and out-of-class task
and homework completion, civic
module completion, daily
performance tasks, informal and
formal testing, self-evaluation
surveys, progress indicators
Course revisions, course offerings and
improvement of this process are based
upon assessment analysis, student
interest surveys, industry and academic
demand, and professional standards
Analysis of Assessment Results
Publication of tests and other assessments: rubrics, graphs and narrative summaries of
progress indicators and other forms of data are discussed in campus, faculty,
department committee and campus coordinator meetings.
Analysis of assessment Results Publication of tests and other assessments: rubrics, graphs and
narrative summaries of progress indicators and other forms of data are discussed in campus, faculty,
department committee and campus coordinator meetings.
I. Program/Course Outcomes
A: The Credit English as a Second Language (ESL) program has developed student learning
outcomes (SLOs) for each of its course offerings. These SLOs are derived from the course
outlines, which in turn align with state standards. Data gathered from individual faculty, the
credit curriculum committee, the ESL department assessment coordinator, campus coordinator
meetings and department-wide assessments, which are the common composition, grammar
and reading finals, is regularly analyzed to ascertain that the state standards are being
adhered to and that the SLOS on the course outlines are being achieved.
B: Our Noncredit English As a Second Language (ESL) program is based upon the 1992
California Noncredit and State Adult Education Program Model Standards. The City College of
San Francisco (CCSF) ESL Program has developed student learning outcomes (SLOs) for
each of our nine levels. In addition, our English for specific purposes classes, that is our
Academic, Bridge, Citizenship, Focus and Vocational ESL classes, also have SLOs that align
with state standards.
We regularly analyze data gathered from individual faculty, campus committees, campus
coordinator meetings, and department-wide assessment results to determine whether we are
effectively adhering to these state standards and whether or not noncredit ESL students are
successfully achieving stated outcomes.
II. Multiple Measure Assessments
For the credit courses, our faculty has primary responsibility for developing authentic
assessment tools. These tools include written and oral exams and assignments based on
rubrics such as writing, oral presentations and group work. Additionally, the composition
course sequence includes a common final consisting of a composition, reading and grammar
component. These exams were created by the Credit Curriculum Committee and are used for
both grading and to determine whether course SLOs are being achieved.
In the noncredit program, which is an open entry/exit program, multiple measure assessments
are ongoing and based upon comprehension of materials, a student's ability to be a self-learner
and the student's ability to appropriately and accurately complete a variety of language tasks
and skills. These assessments, as in credit ESL, are developed primarily by our faculty. In
addition, the Noncredit Program administers department-wide promotion tests to Low
Beginners, High Beginners, and Intermediate Low students which tests their cumulative
knowledge of English at these levels. A Noncredit Assessment Resource Instructor leads the
faculty in administering the tests and posts test results once every semester for all of the ESL
faculty to view. At the High Beginner level, students are tested in all four skills, listening,
speaking, reading, and writing, as one way of indicating whether students are ready for the
Intermediate level of English language learning.
III. Analysis of Assessment Results
Analysis of assessment data is done continually on an individual level as well as a campus
and department level. On the individual level, bi-monthly non-credit campus faculty meetings
discuss student outcomes class by class to help determine the needs of a campus with regards
to class offerings, use of new equipment or technology, best practices in teaching
methodology, etc. Credit faculty meet at least once a semester in level meetings to discuss
course SLOs and results of assessments. Campus Coordinators meet weekly to discuss
students’ success and departmental concerns, including scheduling, student progress data,
etc. Campus representatives to the Credit Curriculum Committee, Noncredit Curriculum
Committee, ESL Technology Committee, ESL Personnel Committee, and Staff Development
Committee discuss student achievement of stated outcomes and faculty ability to align
outcomes with state standards in monthly committee discussions and reports. Test results as
well as summaries of individual faculty assessment results are discussed on a campus and
department level.
Credit Curriculum Committee: Determines final composition exam topics; analyzes the results
of the final composition, reading and grammar finals; analyzes student pass rates and exam
rubrics; and makes revisions to course outlines.
Noncredit Curriculum Committee: Analyzes promotion test results, progress indicator data,
individual campus reports on student success, successful teaching techniques and
methodology. Members are primarily responsible for evaluating the ESLA, ESLF, and ESLN
student learning outcomes and course outline revisions.
ESL Technology Committee: Analyzes faculty and student use and abilities to learn language
assisted by a variety of media in the classroom or language lab. Each campus has a minimum
of two faculty members designated for staff development in technology in the classroom based
upon successful models brought to the committee from CCSF or outside sources. Holds a
yearly professional development day to share information about language learning using
technology - lessons and techniques. Members are primarily responsible for evaluating the
ESLF computer-assisted language courses (CALL) and student outcomes related to keeping
current with technology in ESL teaching.
ESL Personnel Committee: Members identify personnel issues that may include ESL faculty
qualifications and requirements. Members evaluate our faculty evaluation process.
ESL Staff Development Committee: Disseminates information about a variety of professional
development opportunities and holds a yearly ESL Colloquium in which members of the ESL
Department hold an independent professional day to share curriculum ideas, technology
practice, best practices in methodology, latest teaching research, etc. not only to CCSF faculty,
but to all Bay Area ESL instructors.
The Noncredit ESL Department has Resource Instructors to help gather data and lead
discussions of SLOs in Citizenship Preparation and Vocational ESL. The Noncredit SLO
Coordinator is specifically responsible to lead the Noncredit faculty in closing the SLO
Assessment Loop. Our Committee system enables our Department leaders to have the
maximum amount of input to make informed decisions about the direction of the ESL
Department.
Built into the promotion testing activity week are "level" meetings in which faculty compare and
discuss student outcome data to determine whether a noncredit student is ready to be
promoted to the next level or not. Faculty are asked to complete feedback forms to evaluate
test items and test week activities. Noncredit ESL faculty are major contributors to CCSF's
regular flex staff development programs to share best teaching practices, assessment methods
and resources with colleagues.
IV. Plans for Change
Committee reports, Campus Coordinator meetings and Noncredit Teacher Resource Instructorposted results from testing and other assessment determine topics of discussion in regards to any
change in the ESL Department Student Learning Outcomes, Course Scheduling, and Faculty
classroom support (technology or other supply needs). As a result of practice and analysis, the
Department found that students responded well to visual learning techniques. In Spring 2012, there
was department-wide training on the new document reader that every campus has been equipped
with. The Technology Committee members led the professional development training. Also, as a
result of campus discussion and assessment results, it was determined that there was a need for
students to acquire more vocabulary. Also, Noncredit ESL students are being assessed effectively;
however, it was discovered, that the course outlines needed to improve the alignment of assessment
tasks with course SLOs; therefore, course outlines were revised to reflect this. Credit ESL course
outlines were also revised for the listening/speaking sequence in order to more fully encompass the
SLOs that are desired from the completion of these courses.
Plans for change are usually agendized at the end of every semester and used as goals for the
following semester. Reports and department metrics are gathered early in the following semester for
program review. Plans for changes in course outlines, program scheduling, and budget allocation are
made at these times.
Implementation and who's responsible?
A. Our SLO process is ultimately managed by the Department Chair. Both the Credit and
Noncredit SLO Coordinators report to the Chair. The Department Committees and
Coordinators report to the Chair and the SLO Coordinators carry out vetted tasks and manage
the SLO credit and noncredit assessment processes.
B. After the Chair, the Campus Coordinators and the ESL Curriculum Committees have the
particular responsibility to gather and post SLO discussion summaries on the department
website for the faculty. The SLO Coordinators post abridged information on the CCSF SLO
website.
C. Specific courses are assigned to faculty groups for review and SLO discussions. The
Noncredit curriculum committee has general responsibilities for every noncredit ESL course,
and particular responsibility to manage the SLOs for the ESLA, ESLF, and ESLN courses, and
the Credit Curriculum Committee has responsibilities for the all the credit ESL courses. The
VESL resource instructor has particular responsibilities to monitor the successful outcomes of
students who enroll in ESLV and ESLB courses and to communicate with and provide
assessment assistance for faculty who are assigned these courses. The Technology
Committee's primary responsibility is to review the SLO assessment process of all courses that
use technology as one of the outcomes, in particular, the CALL course outlines, as well as the
ESL department computer lab. Review of the SLO process and the relevant courses are
agendized on a regular basis.
D. Plans for change are noted in course review notes from the Credit and Noncredit Curriculum
Committees and implemented as soon as possible. The SLO Coordinator maintains a
calendar and timeline for curricular changes, as well as other types of changes brought about
by analyzing student data with regular reports to the Department Chair and School Dean.
What resources are available to our students?
1992 California State ESL Adult Program Model Standards
CCSF Noncredit Course SLOs
Student wiki
Open entry/exit Assessment Techniques for Noncredit
1. Needs assessment: Early in the semester, or upon intake, the teacher provides a levelappropriate questionnaire or conducts informal interviews to determine student's prior
exposure to an ESL classroom experience as well as skill level. This tool can help the
teacher determine what outcomes need to be emphasized. It can also help gather
information about a student’s English language learning goals.
2. Successful completion of in-class tasks and assignments. This varies from class to class
and level by level. Since homework is optional, observation of a student’s ability to do inclass assignments is important.
3. Student self-evaluation. At the end of each teaching unit or topic, the instructor provides
students with a checklist to complete or conducts informal interviews in which the student
articulates what has been learned or skill gained. For beginning level students, a simple
checklist is useful:
I can:
___ locate places in my school.
___ give directions.
___ read a map.
4. Portfolio of work. Students enjoy keeping and viewing work that they have finished. Teachers
provide folders or students keep notebooks with completed in-class assignments that both
student and faculty agree are examples of good work. Portfolios also contain examples from
the beginning of the semester and similar assignments from the end of the semester where the
student has evidence of improved English skills.
5. In-class quizzes and performances. Students are not required to have homework or take tests
in noncredit classes, however, faculty members often administer short in-class assessments to
make sure that students are progressing satisfactorily, identify gaps in knowledge, and
evaluate class progress towards course SLOs. Students are asked to give brief oral
presentations, participate in “authentic” conversations, and do a variety of other creative tasks
to show that they have mastered the SLOs for a unit or the course.
6. Daily agendas. Faculty provide a list of daily learning objectives in a prominent place in the
class so that students know the focus of the daily lesson. At the end of class, time is taken for
the students to reflect and articulate what they have successfully mastered. The faculty
member is able to revise or change, if necessary, future lessons based upon this informal
survey.
7. Role-plays. Use of real-world simulations in which students, using models provided through inclass assignments, using critical thinking skills, accurately and appropriately participate and
respond. For example, the call for help for a repair is a common real-world situation that where
the student is required to assess a problem and give accurate descriptive and detailed
information in a non-face-to-face phone call to a possibly unsympathetic listener. Noncredit
ESL students complete civic engagement assessments.