ࡱ>  pbjbj 7eeg>2 2 8NR3|43 7!D3F3F3F3F3F3F3,I79Jr3!!!r3$3$$$!`D3$!D3$$/h0UOh#/03303/E:$E: 0$040d!!!r3r3$!!!3E:!!!!!!!!!2 :    Note: The first column below matches the list of requested information as indicated on TracDat. The second column is where you can input your data at this time. The third column represents the information you would see if you pressed the help button (a question mark). You will be able to copy and paste or type in your information from the center column directly into the CPR boxes on TracDat under Department Tab -> General Subtab. Save this word doc in the following format: s14cpr_deptname. Last steps, remember, you will be uploading this copy in to the Trac Dat, Documents file. ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. Please refer to your workshop handout or contact:  HYPERLINK "mailto:pappemary@fhda.edu" pappemary@fhda.edu if you have questions. Information RequestedInput your answers in columns provided. Use word wrap. Note: reference documents can also be attached. Make sure to note the name of any reference documents in your explanations.  ? Trac Dat Help button will reveal (sorry no hyperlinks) I.A Department Name: English As A Second LanguageI.A Program Mission Statement: The mission of the ESL Department is to provide immigrant, international and other students whose first language is not English with a strong foundation in English language skills, critical thinking and multicultural understanding that will promote their success and enhance their lives academically, professionally, socially and personally. You may create a new one or copy from your 2008-09 comprehensive program review.I.A What is the primary mission of your program? Basic Skills, TransferBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Choose a secondary mission of your program. Personal EnrichmentBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement Awarded Not applicable to our programIf applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to:  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your programI.B.1 Number Certificates of Achievement-Advanced awarded: Not applicable to our programIf applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html leave blank if not applicable to your programI.B.1 Number AA and/or AS Degrees awarded: Not applicable to our programIf applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html leave blank if not applicable to your programI.B.2a Academic Services and LR: # Faculty Served Not applicable to our programOnly for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Student Served Not applicable to our programOnly for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Staff Served Not applicable to our program Only for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programII.A.1-Growth and Decline of targeted student populations The ESL Department plays an integral role in the Colleges mission to address student diversity and equity. The program offers courses to over 25 different ethnically diverse student populations. The department serves 20% of the students on campus with 16 courses. We serve the Colleges many non-native, underserved/under-represented students as well as international students. Many students start with ESL to build their foundation in English language skills. For these students, the ESL department is the gateway to other college courses. They progress to certificate, workforce readiness, GE, major and transfer courses and programs. Without ESL, student success in these courses and programs would be significantly impacted. These courses and programs would also experience higher attrition rates. The overall course success was 79% and the Targeted Ethnic Groups success was 73%. Our overall success rate was higher than the Colleges overall success rate by 3%, and our Targeted Ethnic Groups success rate was higher than the Colleges Targeted Ethnic Groups success rate by 6%. Moreover, the ESL Program is essential to the success of our huge immigrant population in GE and transfer courses. Our department serves as a pathway for literacy, economic stability and mobilization, transfer, personal enrichment, integration into communities, and civic engagement. Briefly, address student success data relative to your program growth or decline in targeted populations (Latina/o, African Ancestry, Pacific Islander, Filipino) refer to the sites: (Program reviews 2008-09 through 2012-13 available at:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html )II.A.2 Trends in equity gap: The Targeted Ethnic Group success rate in the ESL department increased by 6%. This increase comes in spite of budget reductions, class cancellations, and the closing of the Readiness Lab. With the restructuring of the Student Success Center (SSC), many students did not get the support they needed because of the change in the number of staff, hours of operation and the location of service. Even with these challenges, the ESL department has made progress to meet College expectations in closing the equity gap by working with the integrated instructional support programs under the SSC. Refer to  HYPERLINK "http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf" http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf , p.16. II.A.3 Closing the student equity gap: To close the student equity gap, in 2010 we started and have continued to have discussions and workshops, including our ESL Department Share Fair, and committees to norm standards at and between levels. As a result, we created the ESL Norming Handbook containing standards, rubrics, and normed student work for eight out of our 13 course offerings, which has enhanced student success in our program. At our ESL Department Share Fair, we have had workshops on teaching and learning, shared materials and techniques, and discussed how we can better serve the targeted populations in order to promote their success. With proposed full-time hires, we are optimistic that we can achieve equity within the department. Furthermore, we seek to achieve gender balance, promote ethnic and LGBTQ equality, and express cultural diversity. With the understanding of cultural competencies, we have the ability and skills to work with the targeted populations. To meet these goals, our requests for new full-time faculty need to be a priority with the College. We have provided a variety of ways to deliver instruction, including creating an advanced hybrid reading course and adding new language learning software. We have also created a new course ESL 280English As a Second Language for Child Development and Education By working closely with the Placement Office, we have improved the accuracy of placement so that students are properly placed. We have also been working closely with the Placement Testing Committee and the English Department to ensure that students with ESL needs take the ESL Placement Test. We will continue to use Placement Test Readers, who play a key role in the success of the placement process. We have worked closely with the integrated instructional support programs, such as the Listening and Speaking Center, the Writing and Reading Center, the Cross Cultural Partners Program, the ESL computer Lab and the LinC Program. We are exploring Communication/Writing across the Curriculum (WAC) with other programs such as Nursing, Business, Child Development, etc. WAC is discipline-specific writing, which will help non-native speakers succeed in their disciplines/majors. What progress or achievement has the program made relative to the plans stated in your programs 2008 -09 Comprehensive Program Review, Section III.B, towards decreasing the student equity gap? See IPBT website for past program review documentation:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html If a rationale for your strategies was not stated in the 2008-2009 CPR, then briefly explain now. II. A.4.a.Plan if success rate of program is below 60% Not applicable to our program. Course success rate 2012-2013 was 78%.In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf If course success rates in your program fall below 60%, what are the departments plans to bring course success rates up to this level?II. A.4.b. Plan if success rate of ethnic group(s) is below 60% Not applicable to our program. Course success by targeted ethnic groups in 2012-13 was 73%.In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf Are success rates by ethnicity at or above 60%, if not, what are the departments plans to bring the success rates of the ethnic group(s) up to this level?II. A.4.c.Resources needed to reach institutional standard Not applicable to our program.In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf What resources may you need to bring the success rates of the program or ethnic group(s) up to the institutional standard?II.A.5 Overall growth/decline in # students: Enrollment has remained relatively steady (decreased by 1%, from 6,329 in fiscal year 2010-2011 to 6,294 in fiscal year 2011-2012). This decrease can be attributed to the cancellation of ESL classes due to budget cuts. The ESL classes we offer are in high demand by both non-native and international students. Roughly one third of our students are international students who bring in substantial revenue for the College. The International Student Program (ISP) plans to increase enrollment by 25%. Thus, the demand for ESL classes is expected to increase. With the federal immigration reform, K-12 budget constraints, and reduction of classes in adult education programs in the Bay Area, we can anticipate an influx of non-native speakers into community colleges. According to the Public Policy Institute of California, the enrollment for the Bay Area adult non-credit ESL programs averages over 30,000 per year. In fact, we have created ESL 200 to meet the needs of these adult learners at the beginning levels. Briefly address the overall enrollment growth or decline of a comparison between all student populations and their success.II.B Changes imposed by internal/external regulations  In response to State Accreditation requirements, the program is implementing SLO and the SLOAC as necessary. The implementation of both has led to department discussions and an increased articulation between classes at a given level and the requirement of completion of all courses at a given level before advancement onto the next one. In addition, a portfolio process was instituted for ESL 263 four years ago. This was done to assist in both standardization and assessment. Through the new portfolio process, the department has realized that lower levels within the program must be refined and modified to meet new needs of higher levels. Thirdly, out of the SLOAC process and the loss of the Readiness Lab, support workshops have been developed for ESL 251 and 253 from Title III funds. The development of these workshops has helped student success, but the loss of Readiness Lab has left other gaps within the program that have not been filled. The adverse effects caused by the loss of co-requisites and support classes have been verified by the SLOAC process. With new full-time hires, the department will have the faculty needed to (1) work collaboratively with other disciplines both here and across campuses. (2) The department will also have the human capacity to create fresh innovative programs, implement IT (Information Technology) into the curriculum, and apply current pedagogies and methodologies. (3) With new full time hires, the department will be in a better position to include into our curriculum the ý College's vision of equity, social justice, and multicultural education. The department will have the staff/resources to help achieve the Colleges goals to better prepare and serve the targeted populations in order to promote their success. Address program changes implemented as a response to changes in College/District policy, state laws, division/department/program level requirements or external agencies regulations? How did the change(s) affect your program? (e.g. any curriculum, program reorganization, staffing etc.)II. C Progress in Main Areas of ImprovementBased on the 2008-09 Comprehensive Program Review, Section I.C. "Main Areas for Improvement", briefly address your program's progress in moving towards assessment or planning or current implementation of effective solutions.II. D CTE Programs: Impact of External Trends:Career Technical Education (CTE) programs, provide regional, state, and labor market data, employment statistics, please see "CTE Program Review Addenda" at: www.deanza.edu/gov/IPBT/resources.html Identify any significant trends that may affect your program relative to: 1) Curriculum Content; 2) Future plans for your program e.g. enrollment management plans.II. E CTE Programs: Advisory Board Input:Career Technical Education (CTE), provide recommendations from this year's Advisory Board (or other groups outside of your program, etc.) Briefly, address any significant recommendations from the group. Describe your program's progress in moving towards assessment or planning or current implementation of effective solutions.III.A. 1 PLOAC Summary 100% of ESL Program Level Outcomes have been assessed. 0% of Cross Cultural Partners (CCP) CCP is under Student Success. CCP is a resource for ESL.Give the percentage of Program Level Outcome statements assessed to date. Run report entitled XXX PLOAC work and scroll to the bottom of the report for counts. Then calculate #Reflections & Analysis/#PLO statement times 100. This percentage may be over 100% or 0%. All courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.A.2 Enhancement based on PLOAC assessment PLO1 Instructing pronunciation more after accessing ESL 261. PLO2 Student are having difficulties improving their critical thinking skillsbecause they are still having problems with vocabulary and comprehension skills. To build these skills, we need in-class tutors to help facilitate student learning and success. The one-on-one help is critical. Resources are needed to implement this plan. PLO3 Now students have to complete ESL 263 before entering ESL 272.State an enhancement that was enacted this year as a direct result of an assessment of a program level outcome. State PLO statement, enhancement and reason for choosing this enhancement. If none, write NONE.III.B.1 SLOAC Summary SLOAC: 69/30 (43%) (note: there are 24 SLOs that have been dormant since the restructuring of the Listening Speaking Center two years ago. These lab classes are no longer taught but the ESL department decided not to eliminate them in case they may be activated in the future.) Give the percentage of Student Level Outcome statements assessed to date. Run report entitled CIS SLOAC work and scroll to the bottom of the report for counts. Then calculate #(Reflections & Analysis + #Archived from ECMS) /#SLO statement times 100. This percentage may be over 100% or 0%. All courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.B.2 Enhancement based on SLOAC assessment ESL 234 SLOAC faculty designed an excellent evaluation rubric for the assessment, which we now use as a standard in the department. This will improve our grading consistency, which will ultimately improve student success at the next ESL level. ESL 261 SLOAC faculty identified student needs and designed an excellent evaluation rubric for assessment, which we will now use as a standard in the department. This will improve our grading consistency, which will ultimately improve student success at the next ESL level. ESL 263 SLOAC resulted in improvements in the portfolio process and norming of instruction. State an enhancement that was enacted this year as a direct result of an assessment of a student learning outcome. State course, SLO statement, enhancement and reason for choosing this enhancement. If none, write NONE.IV. A Budget Trends We have added sections in order to satisfy student demand, which also helps the college increase its much needed FTES. On average, we offer 75 sections per quarter and have around 220 total students waitlisted. In Fall 2012, the Department wait lists had 153 students. In Spring 2013, 131 students were on the waitlists. The differences may be due to reduction in the number of sections offered. In addition, to help increase revenue for the college, the International Student Program has been asked to increase its enrollments by 25%, which will in turn increase ESL enrollment. However, due to budget concerns, we have not been granted our requests for the much needed full-time positions (3 retirements and 1 growth) in order to meet the increased demands. Assess the impact of external or internal funding trends upon the program and/or its ability to serve its students. If you dont work with Budget, please ask your Division Dean to give you the information. IV.B Enrollment Trends Between 2010-2011 and 2011-2012, enrollment in the ESL program decreased by 1% because the number of ESL sections offered decreased by 1%, from 252 sections to 249 sections. It is obvious that the college reduced sections due to budget cuts. Assess the impact of external or internal funding changes upon the programs enrollment and/or its ability to serve its students. If you dont work with Enrollment Trends, please ask your Division Dean to give you the information.V. A.1 -Faculty Position Needed Four FT faculty positions: three retirements and one growth. A drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyV. A.2 Justification for Faculty/Staff Positions: The ESL Department has had three retirements and has not hired a FT faculty member since 2007. With the help of adjunct faculty, we have been able to maintain excellence and contribute to student success. However, for the 2011-2012 year, the ESL Departments full and part-time faculty load was 38% (FT) versus 57% (PT), far below the 75% standard for full-time load in California community colleges. Because of a faculty shortage, FT faculty members are overburdened with an unreasonable workload. The shortage of faculty to do the needed work threatens the continuity and quality of instruction, the ability to norm courses and meet standards, and the means to address the SLOs. We need new faculty, so we can maintain professional excellence in the work we do. More importantly, we can find the time to cultivate leadership skills among the faculty, so we can participate and contribute to the Department, the College and District-wide organizations, programs and initiatives, and the local community(s). New faculty positions are urgently needed to meet the growth in both immigrant and international student enrollment. These positions are vital to ensure professional standards, deliver sound pedagogy, and meet the Colleges ICC (Institutional Core Competencies). If there is a request for one or more new faculty state the SLO/PLO assessment data, reflection, and enhancement that support this need.V. A.3 Staff Position NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless Vacancy Only make request for staff if relevant to your department only. Division staff request should be in the Deans summary. V. A.4 Equipment Request  Request a computer, a projector and white boards for meetings, committee work, placement readings, portfolio readings, etc. for Division Conference room. Request 100 SANS SHS-100 headphones (~ $1400 including tax) for ATC 305. Request ESL software Pearsons English Interactive and Focus on Grammar @ ~$40,000/2000 students; Pronunciation Power 1 & 2 @ ~$6000/60 students for ATC 305. Request all classrooms in L-Quad (L31-36) be smart classrooms, have high chairs for computer stations, mac adaptors for PCs, and working podiums that will last more than a year (same for L63 and S41). Install white boards in 5 out of 6 classrooms in the L Quad. Lastly, add a second Internet line for laptops and change hook ups to longer ones in all the rooms. A drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested V. A.5 Equipment Title and Description, QuantityDescription should identify if the item(s) are new or replacement(s), furniture/fixtures, instructional equipment, technology related, expected life of item, recommended warrantees etc. Did this request emanate from a SLOAC or PLOAC process? Does this item require new or renovated infrastructure (eg wireless access, hardwire access, electric, water or heat sources . . . ) V. A.6 Equipment Justification The equipment will enhance the processes and efficiency of teaching and learning and reduce health hazards for instructors: allergy problems caused by white chalk and back-pain issues if instructors dont have the proper seating support when using the computer. Who will use this equipment? What would the impact be on the program with or without the equipment? What is the life expectancy of the current equipment? How does the request promote the college mission or strategic goals? Etc. V. A.7 Facility Request ESL faculty are requesting one to two small meeting rooms that fit four to six students and equipped with a computer, white board, and document camera, on the third floor of the ATC building, where instructors could meet students in small groups, outside office and class hours. Name type of facility or infrastructure items needed. Renovation vs new. Identify associated structures needed to support the facility e.g. furniture, heat lamps, lighting, unique items above and beyond what is normally included in a similar facility V. A.8 Facility Justification Instructors could meet students in small groups, outside office and class hours. Having more personal contact with students will improve student success and retention.Who will use this facility? What would the impact be on the program with or without the facility? What is the life expectancy of the current facility? How does the request promote the college mission or strategic goals? Etc. V.B.1 Budget Augmentation Material Fees for the ESL Department: (20)pages X per number of students in a class (27) X number of sections (249) X 7 cents (.07) per copy= 20 x 27 x 249 x .07= $9,412.20. Please refer to the Deans summary. How much? Who/what could be supported if this additional funding was awarded? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? If you do not deal with the B budget directly, you can use the comment: please refer to the Deans summary.V.B.2 Staff Development Needs The department needs stipends for full-time coordination of 263 and 273 portfolio processes. Adjunct faculty members need stipends for portfolio norming sessions, portfolio readings, and for their participation in department workshops and faculty development retreats. A $150 compensation for adjunct faculty for each of the SLO/PLO SLOAC/PLOAC, and/or Comprehensive Program Review Process they do. What assessment led to this request? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? V.B.3 Future plans In June 2014, Veronica Neal will facilitate an equity workshop for the departments retreat. With this training, we can be better prepared to serve the targeted populations in order to promote their success. We will also meet the Colleges requirement to address ý College's vision of equity, social justice, and multicultural education. In addition, Jackie Reza will facilitate an inventory workshop. How do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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