WIOA Initiatives

Professional Development (PD) Goals

By the end of the 2019-2020 academic year, at least 50 % of the noncredit ESL Instructors, administrators, assessment staff, and advisors will be able to integrate at least two strategies to increase learner attendance and persistence. We aspire to increase the overall attendance rate of the Noncredit ESL students from 52% to 55% for the 2019-2020 academic year.
By the end of the 2019-20 academic year, at least 50 % of the ESL and ASE instructors will be able to implement data-informed instruction by utilizing CASAS and student learning outcomes (SLO) data. 50 % of the instructors will also be able to incorporate 21st-century employability skills into their instruction. We aspire to see an increase in the overall percentage of learners who achieve learning gains within the academic year by at least 10 %. We also aim to increase the number of students who complete level certificates and matriculate to higher-level courses by at least 10 %.

Rationale for Selecting The Above PD Goals

The SBCC noncredit ESL program's priority is that learners complete level certificates and achieve their learning goals. According to our TOPSpro Enterprise (CASAS), the college's student information system (SIS), and instructor-generated course improvement plans, there is a correlation between learners' attendance and course completion and goal attainment. By targeting an increase in attendance, this goal helps our students persist in our program to complete a level, move to the next level, matriculate to post-secondary education, and/or obtain a family-sustaining job. This goal also supports the college's goal to increase our Full-Time-Equivalent student number that is connected to our state funding.
According to our TOPSpro data, only 35 % of the learners achieved learning gains in 2018-19. In order for more students to achieve learning gains and be college and career ready, our instructors need to adjust their instruction based on assessment data and foster 21st-century skills. According to this year's instructor competency self-assessment results, more than 40 % of the respondents (out of 20) would like improve their skills in refining instructional practices through reflection on data. 45-55% of the respondents also indicated that they need to improve their ability to build learners’ digital literacy and higher-order thinking skills.

Activities to Meet Our PD Goals

Conduct a student survey to identify the barriers our learners face regarding their attendance and persistence. A group of administrators, instructors, and support staff (instructional aides, assessment staff, student advisors) will analyze the results and brainstorm solutions.
At least 10 ESL instructors and 5 support staff members will participate in a CALPRO workshop (abbreviated version) on Motivation and Persistence for Adult Learners.
The CALPRO workshop participants and other willing employees will choose 1 evidence-based strategy appropriate for their role to implement in February and March. The student survey results and the solution plans generated previously will guide us when choosing the strategy. At the end of March, the practitioners will meet and analyze the student attendance and course completion data for the Spring 1 term (January-March). We will compare the follwoing data: 2019 vs 2020, Fall vs Spring, classes with vs w/o strategy implementation in Spring 1. We will discuss the challenges and successes and modify the plan if necessary.
The CALPRO workshop participants and other willing employees will choose the second evidence-based strategy that is appropriate for their role to implement in April and May while continuing with the first strategy. The student survey results and the solution plans generated previously will guide us when choosing the strategy. The practitioners will meet in May to analyze the student attendance and course completion data for the entire Spring semester. (January-May). We will analyze the effectiveness of the strategies used, make adjustments if needed, and create an implementation plan/proposal for the next academic year.
The noncredit programs will hold our first bi-monthly data meeting to introduce CASAS content standards and competencies as well as the NRS EFL level descriptors to our faculty team. We will chart the correlation between our course content/SLOs and the NRS/CASAS standards. Instructors will also learn how to interpret CASAS individual skills profile reports and individual profile summary reports. The faculty will examine their students' individual skills profiles and class profiles to create their course maps and lesson plans.
A group of instructors and instructional aides who have access to Burlington English will learn how to utilize Burlington's CASAS Practice tests and the data they provide to increase students' learning gains in our lower-level classes (levels intro-2). The participants will also learn to utilize Burlington English to incorporate digital literacy skills into their lower-level ESL courses. The trainers/support team from Burlington English will be invited. The first training will be during the fall semester (August-December). We will hold training sessions throughout the academic year as needed.
A group of instructors and the noncredit coordinator will meet bi-monthly to analyze the assessment data (CASAS data for EFL Gains, SLO data and other formative and summative data) and brainstorm appropriate instructional strategies. We will continuously discuss ways to incorporate 21st-century skills into our instruction.
A group of instructors will meet the administrators to plan our SLO data collection and course improvement planning cycle in Spring 2020. All the instructors will be trained to record student learning outcomes and course improvement plans in our new student management system.
Lead by the noncredit professional development committee members, faculty communities of practice will meet throughout the academic year to discuss and share best practices for incorporating technology, digital literacy, critical thinking, communication, collaboration, problem-solving, and other 21st-century employability skills to increase students' learning gains. Guest presenters and facilitators such as the authors of the textbook series we use will be invited as needed. This is a faculty-led activity.
A group of instructors and the noncredit coordinator will meet bi-monthly (January, March, and May) to share and analyze the assessment data. This is a cyclical process of planning, implementation, and reflection. The data we examine include the CASAS data for learner needs and EFL Gains, SLO data, and other formative and summative assessment data. The group will brainstorm appropriate instructional strategies according to the data. We will continuously discuss ways to incorporate 21st-century employability skills into our instruction. At each meeting, we will analyze the effectiveness of the instructional strategies implemented and make adjustments as needed.

California Department of Education Technology and Distance Learning Plan Program Year 2018–19

Vision Statement

The Santa Barbara City College Noncredit ESL program will prepare immigrant learners to transition to today’s society and workplaces by promoting the use of technology for effective language acquisition, collaboration, and critical thinking.

Goal 1

What will learners be able to do as a result of this technology integration and/or blended/distance learning delivery model?

By the end of the school year 2018-19, 75% of ESL learners will be able to set their own learning goals, monitor and reflect on their progress, and use technology-enhanced learning tools in order to improve language and career and college readiness skills. This will be measured by in-class assessments, EL Civics assessments, CASAS tests, and teacher observation.

What ISTE-S Standard does this fall under?

Empowered learner
Digital citizen
Knowledge constructor
Innovative designer
Computational thinker
Creative communicator

What professional development will be needed?

ESL instructors will need to learn how to effectively use Chromebook, desktop computers, online software, and other peripherals for instruction. Instructors need training on 1) the use of assistive devices and software, 2) the use of technology-enhanced project-based learning, and 3) teaching online safety. Group workshops on assistive software and online safety will be offered. In-class instructor support, as well as one-on-one training on technology-enhanced project-based learning, will be provided as needed. On a periodical basis, communities of practice will be created where instructors will have opportunities to discuss the implementation, share best practices and suggest ways to improve the technology integration program.