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The New Peralta ESL Curriculum
…coming to colleges
near you
Fall 2012
Why the change? Some issues with the current curriculum:
• Vulnerable to arbitrary class cuts that destroy program integrity based on scheduling, enrollment, other factors not in our control
• Lockstep 5-6 levels not responsive enough to individual rates of progress, both faster and slower
• “Cafeteria Model” resulted in students taking too many units at lower levels and getting “stuck,” running out of financial aid, not getting enough reading, etc.
• College/career skills not consistently scaffolded through the levels/skill areas
How did we create the new curriculum?
• August 2010: district discipline meeting with administrator
• March 2011: district-wide ESL meeting to agree on components of new curriculum
• June/August 2011: mapped out levels and strands
• August 2011-February 2012: wrote 24 new course outlines, entered in Curricunet, and passed them through all relevant committees
What’s new about the new curriculum?
• Responds strategically to program cuts by changing unit values to prioritize our core classes while still offering a variety of electives
• Offers a flexible, accelerated progression to better meet individual student needs
• Streamlines pathways to student goals by consolidating course offerings and integrating more reading into the writing classes
• Scaffolds U.S. college/career skills more consistently at all levels
Overview of Main Features• 4-8 level A/B system for flexible acceleration
• Main new classes offered at each level:
– Reading & Writing (6 units) (adv level transferable)
– Listening & Speaking (4 units) (adv level transferable)
– Grammar (4 units)
• 6 skill strands in addition to language objectives (technology, study skills, US culture, etc.) run through all main courses at all levels
• Existing electives still offered (vocabulary, CTE, workshop, etc.)
• Other new electives (reading topics, U.S. culture, content support, and more) under development
How do the levels correspond?
old new
(6) advanced5
high intermediate4
3 intermediate2
high beginning1
Levels of Difficulty
High
BeginningIntermediate
High
IntermediateAdvanced
Grammar
(4 Units) 284A/B 215A/B 216A/B 217A/B
Listening &
Speaking
(4 Units) 283A/B 232A/B 233A/B 50A/B
Reading &
Writing
(6 Units) 285A/B 222A/B 223A/B 52A/B
Students who complete this
course in Spring 2012:Should go to this course in Fall 2012:
252A (Grammar 1) 284A (High Beginning Grammar)
252B (Grammar 2) 215A (Intermediate Grammar)
203A (Grammar 3) 216A (High Intermediate Grammar)
203B (Grammar 4) 217A (Advanced Grammar)
250A (Speaking 1) 283A (High Beginning Listening/Speaking)
250B (Speaking 2) 232A (Intermediate Speaking/Listening)
200A (Speaking 3) 233A (High Intermediate Speaking/Listening)
200B (Speaking 4) 50A (Advanced Speaking/Listening)
251A (Writing 1) 285A (High Beginning Reading/Writing)
251B (Writing 2) 222A (Intermediate Reading/Writing)
201A (Writing 3)223 A (High Intermediate Reading/Writing)
201B (Writing 4)
21A (Writing 5) 52A (Advanced Reading/Writing)
New Placement Scores for Grammar and Listening & Speaking Classes:
CELSA
scoreRecommended Courses
60-75217A: Advanced
Grammar
50A: Advanced
Listening & Speaking
48-59216A: High Intermediate
Grammar
233A: High Intermediate
Listening & Speaking
35-47215A: Intermediate
Grammar
232A: Intermediate
Listening & Speaking
20-34284A: High Beginning
Grammar
284A: High Beginning
Listening & Speaking
New Placement Scores for Reading & Writing Classes:
Essay Placement Score Recommended Course
Category 2 (may have minor errors,
but shows mastery of essay)Refer to English Assessment
Category 1 (may have errors, but same
errors as native speakers)
6 52A: Advanced
Reading & Writing5
4223A: High Intermediate
Reading & Writing
3222A: Intermediate
Reading & Writing
2 285A: High Beginning
Reading & Writing1
Variable 4-8 level A/B plan at a glance:READING/
WRITING
6 UNITS
HIGH
BEG
A
HIGH
BEG
B
INT
A
INT
B
HIGH
INT
A
HIGH
INT
B
ADV
A
ADV
B
LISTENING/
SPEAKING
4 UNITS
HIGH
BEG
A
HIGH
BEG
B
INT
A
INT
B
HIGH
INT
A
HIGH
INT
B
ADV
A
ADV
B
GRAMMAR
4 UNITS
HIGH
BEG
A
HIGH
BEG
B
INT
A
INT
B
HIGH
INT
A
HIGH
INT
B
ADV
A
ADV
B
Visualization #1 of the A/B plan: Accordion
Visualization #1 of the A/B plan: Accordion
HIGH BEG A
INT A
HIGH INT A
ADV A
HIGH BEG B
INT B
HIGH INT B
ADV B
STUDENT ADVANCING
FAST
Visualization #1 of the A/B plan: Accordion
HIGH BEG A
INT A
HIGH INT A
ADV A
HIGH BEG B
INT B
HIGH INT B
ADV B
STUDENT ADVANCING
SLOWER
Visualization #1 of the A/B plan: Accordion
HIGH BEG A
INT A
HIGH INT A
ADV A
HIGH BEG B
INT B
HIGH INT B
ADV B
STUDENT ADJUSTING
TO PROGRESS
Visualization #2 of the A/B plan: Stairs
ADV B
ADV A
HIGH INT B
HIGH INT A
INT B
INT A
HIGH BEG B
HIGH BEG A
STUDENT ADVANCING
FASTER
Visualization #2 of the A/B plan: Stairs
ADV B
ADV A
HIGH INT B
HIGH INT A
INT B
INT A
HIGH BEG B
HIGH BEG A
STUDENT ADVANCING
SLOWER
Visualization #2 of the A/B plan: Stairs
STUDENT ADJUSTING
TO PROGRESS
ADV B
ADV A
HIGH INT B
HIGH INT A
INT B
INT A
HIGH BEG B
HIGH BEG A
Other features of A/B system:
• All students initially test into an A level
• B levels are only for those who have passed A and are not ready for the next A level
• Students taking A and B of a level are in class together and are only identified on the roster
• Attempt to alternate, not repeat instructors/ materials if possible
Other features of A/B system:
• Students assessed toward end of semester to determine their best next class:
• Students finishing A level:– If failing, repeat the A level
– If marginal, advance to the B level
– If proficient, advance to the next A level
• Students finishing B level:– If failing, repeat the B level
– If proficient, advance to the next A level
I worked hard and even got a C+, but
I can’t really perform all of the
SLOs.
Wow! That was too hard! I got
a D or an F.
Got it! Ready to move ahead!
Example: 3 students toward the end of High Intermediate A
Advanced A
High Intermediate B
High Intermediate A
What are the “strands”?
• 6 sets of skills we build consistently in all of the main classes at all levels
• Introduce/expose at high beginning level
• By advanced level, students are ready for transfer/career in these areas
What are the “strands”?
• U.S. College, Classroom, and Study Skills
• Information Literacy: Computer Skills/Research
• Intercultural Communication and U.S. Culture
• Sentence-Level Accuracy
• Comprehension (Reading/Listening) and Production (Writing/Speaking) Processes
• Critical Thinking
Questions/suggestions?