The program is specifically designed for both native and non-native students needing individualized, self-paced instruction in elementary reading, writing and math. The classes are divided into three levels: Beginning, Intermediate, and Advanced, which span grade levels 0.0 to 8.0. The classes are open enrollment and noncredit with an emphasis on lifelong learning skills necessary to function in work, school and other situations. Ability is determined at entry whereupon a customized course of study is created for each student at the appropriate grade level. Students work at mastering grade level competency and moving up to the next level by passing level tests. Students who reach a 7.0 reading level in ABE are encouraged to continue on in the High School Diploma (HSD) or General Education Diploma (GED) Programs.

Since the adult education population is diverse and the ABE department assists such a broad spectrum of students, the computer courseware for these classes must be varied to service the different learning styles. The ABE classroom has newly installed IBM computers that access the main academic packages: PLATO Learning Systems, Computer Curriculum Corporation (CCC), and the Internet. Power PC Systems are available to the students in the ABE classroom to run additional specialty software.

ABE classrooms contain a wide array of materials reflecting the different learning modes: auditory, kinesthetic, and visual. The classrooms at IAC are equipped with computers for Computer Aided Instruction (CAI). Software has been carefully selected to meet the needs of adult learners at elementary levels. Attempts are being made to install computers at Andrew Hill (AH) and Overfelt Adult Center (OAC).

Prominent classroom displays of student work and individual portfolios of academic achievement are maintained in the belief that developing pride in one’s academic accomplishments is a vital component for ABE student success, retention and advancement. Expected Schoolwide Learning Results (ESLRs) are consistently incorporated into both individualized and group lesson plans (see course outline).

Evidence

Student folders

Teachers manual

Student portfolios

Computer Curriculum Corporation teacher’s manual

Classroom displays

Course outlines

Books, tapes, and software

In the Adults With Disabilities Program, curriculum is challenging, coherent and relevant. Classes are student-centered, driven by their personal interests, physical/emotional health, abilities, limitations, self-esteem, and a need for continued independence. For example, a money management component was added to the offerings at one psychiatric facility at the request of students who were unsure how to handle finances upon release.

Concerned care providers impact the curriculum. At the request of the care providers a personal grooming class was added to the offerings at the same psychiatric site. This type of targeted instruction results in usable life skills for students and a relevant curriculum.

The program offerings are designed with community input. Representatives of the disabled community relate changing educational needs as they serve on the Advisory Committee of the adult school.

Achievement of the ESLRs is aided by using adaptive skills and materials that enhance student success. Students acquire and apply skills using adaptations such as large print, and devices to hold art projects in place at workable level. Vision impaired students may learn new ways to feed themselves, enhancing student independence. Students use technology materials and techniques to promote communication or overcome difficulties caused by strokes, injury or neurological disorders.

Evidence

AwD Schedule of Classes

Examples from personal grooming and money management

Clothespin art

Communication pictures

Advisory Committee minutes

Students in the ESL/Citizenship program prepare to take the citizenship interview test given by the Bureau of Citizenship and Immigration Services (BCIS). The program addresses the community needs by providing prospective citizens two avenues to prepare for citizenship. Citizenship classes are designed for students who are primarily interested in obtaining their citizenship and who have already achieved a higher level of English language acquisition. The classes focus on engaging students in activities directly related to the N-400 application and the list of 100 history and government questions. The ESL/Citizenship classes couple English language acquisition with preparing students for their role as American citizens. There are five class levels available for students who improve their English while learning about American society, culture, history and the requirements for citizenship.

The Citizenship Program seeks to meet student needs for improving their knowledge of U.S. government, history and the requirements for U.S. citizenship. The ESL Citizenship Program developed its own online citizenship website in 2001-02 through a CDE grant. This website is used as curriculum in the computer labs as well as being available online for home use by students and anyone else who is interested in preparing for the INS Interview. The use of technology in the Citizenship Program is recognized as innovative and progressive within the adult education community and the program is committed to upgrading it as needed and as funding allows.

Evidence

N400 applications

BCIS 100 questions and answers

Website

Multiple class levels

Computer labs

Textbooks

The success of the Community Education Program depends on how well it focuses on the needs of the community and embodies the East Side Mission Statement. The Program strives to provide a learning environment which fosters student success, encourages lifelong education, and meets changing community needs. Community Education students control their own learning objectives by registering for classes that are relevant to their interests. Instruction in a wide variety of life skills, interests, and activities is offered through these fee-based classes. Classes are offered in various formats and locations in an effort to meet the constantly changing and expanding needs of this diverse community. Over four hundred classes and an additional 290 online courses are offered each year. The Program attempts to anticipate student needs by offering courses that will spark interest and encourage lifelong learning in the community. Decisions over where, when and what classes are offered are made mindful of potential community response.

Community Education is linked to the community. It draws its instructors from the community and places its classes in local business, historical sites, parks, community centers, and high schools to provide classes pertinent to the needs of local populations. Student response indicates that their needs are being met. Students register for classes early, attend regularly, practice skills outside of class, and take classes more than once. Decisions over what classes to offer and where and when to offer them are made in response to community wishes.

Evidence

Community Survey

In an ongoing effort to assure the program provides challenging curriculum that addresses the objectives of the ESLRs while promoting student success, the English as a Second Language Program continuously explores new ways to make coursework relevant to the needs of the student. This is done by implementing community resources, program appropriate technology, up-to-date classroom materials, and course outlines that are derived from the State Model Standards.

Curriculum guides for five learning levels derived from the State Model Standards are the core of what students learn. The Expected Schoolwide Learning Results are represented in the various components contained in each level’s curriculum. Vocational Curriculum Guides and a Secretary’s Commission on Acquiring Necessary Skills (SCANS) component have been added to help instruct students in life and work competencies. The Program Curriculum Guides not only direct teachers in what to teach, but include suggestions on methods of teaching, which directly relate to the ESLRs. Communication, higher thinking skills and collaborative learning are evident in the suggested teaching methods found in the course outlines. Class Information Sheets distributed at the beginning of the semester explain the course descriptions and objectives to students. Even though teachers have a structured curriculum, two resource centers are available on the main campuses for supplemental materials. Computer software and labs support classroom instruction at all sites.

The ESL Program has the unique quality of staffing Community Resource Teachers who provide support to the students and teachers by serving as liaisons between the program and community organizations. Community Resource Teachers ensure relevancy with direct community contact by circulating to the different sites bringing teachers and students information on support services. They connect the community to the classroom by arranging presentations by Green Team (City of San Jose Recycling Program), Asian Law Alliance, San Jose Police Department Crime Prevention, and other community agencies. Students learn firsthand and can ask questions about real issues that concern their daily lives. Students can seek assistance for a personal problem and are given the information that directs them to the proper resource person or agency. This allows students to find answers to their questions or solutions to their problems. Making this successful contact improves critical thinking and decision-making skills that are reflected in the objectives of the ESLRs.

Distance Learning (Study At Home) delivers instruction to ESL and ESL/Citizenship students whose access to the traditional classroom is limited by economic, employment, personal, and family considerations. Students studying in classrooms can also use distance learning to accelerate their language acquisition. ESL/Citizenship students can pace their study to prepare them for their INS interviews.

ESL instruction is delivered primarily via videotapes with supporting workbooks, work packets, and websites. The scope and sequence of each video series corresponds to the language functions and competencies outlined in the Model Standards. ESL/Citizenship students complete work packets created in-house which are based on the 100 INS history and government questions. ESL/Citizenship activities include viewing videotapes, listening to audiotapes, and interactive lessons on the Internet. The Distance Learning curriculum is carefully sequenced to promote student success and confidence and is highly structured to facilitate independent study.

Students are in charge of their own learning in Study at Home. They demonstrate the ESLRs by working independently at their own pace, on their own schedule, and in any place. Students communicate effectively to convey needs and seek clarification over the telephone and in one-on-one meetings with teachers. Students learn to apply learned skills by scheduling and keeping appointments, following through on their assignments, and handling borrowed material responsibly.

Student use of technology is inherent in distance learning from the use of videotapes to completion of lessons on the Internet. ESL/Citizenship students use a variety of resources, including the web site created for them by East Side and referrals to local agencies like the Services, Immigrant Rights and Educational Network (SIREN) and the Asian Law Alliance.

ESL Technology has contributed to making the ESL coursework versatile and challenging since the beginning of the English as a Second Language Program. Courseware has been selected that enhances classroom objectives by having students apply newly learned skills with software that has relevance to everyday life situations. Students build English vocabulary skills using Rosetta Stone and grammar skills with the Focus on Grammar series, develop keyboarding skills using Type To Learn, practice word processing with MS Word, and sometimes use the internet for email or to do Citizenship or English lessons. Students explore new resources by recording their own speech in order to practice pronunciation, keyboarding, learning basic word processing and sometimes using the Netscape browser to access the Internet. The use of the computer lab during a class session promotes both student independence and collaborative learning. Students share computers and take turns working on the program. Peer work results in better language understanding while students working independently build confidence working at their own pace.

The ESL program currently maintains two computer labs at the adult center sites (OAC Room 5 lab and IAC Room 201 lab) as well as having access to high school computer labs at three evening sites, (Andrew Hill, Yerba Buena, and Oak Grove). The ESL students have indicated enthusiasm for computer training by requesting classes in computer literacy apart from the use of labs for language acquisition. The ESL and ESL/Citizenship programs have provided computer lab sessions for all students and in some cases also provided computers in the classroom to meet the need of students for computer access.

The last three years have seen the ESL and ESL/Citizenship program expand the computer labs from four sites to five (adding a computer lab at Oak Grove High School). Equipment has been upgraded in the Overfelt Adult Center lab and, most recently, at the Independence Adult Center ESL Lab (Room 201).

The "Digital Adult School" (see glossary) concept is guiding the current expansion of access to computers. Purchase of equipment, training of staff and development of technology curriculum is all directed toward integrating technology into the ESL and ESL/ Citizenship curriculum. 2003 has been a year of considerable change with the purchase of new equipment, providing training for teachers and clerical staff and developing new lessons that make effective use of technology.

The program is structured on a tiered system. A large base of remedial classes has been developed: Transitional English, Reading Lab, English Review, Language Arts and English Composition (see English sequence ladder). These classes were developed in response to the large population of English as a Second Language students and students who were unable to complete their requirements in high school. The classes address these students’ basic and remedial needs in spoken English, writing, vocabulary acquisition, and fundamentals of grammar, reading comprehension, and critical thinking skills. Students entering the HSD/GED program at this level can follow a path of incremental steps towards mastering language and communication fundamentals. Students in these classes have the opportunity to polish their speaking skills, enlarge their vocabularies, attain and solidify a knowledge of grammar fundamentals, begin to learn to write with precision and clarity, and read with understanding and critical thought (acquire and apply learned skills). These classes (many of which employ instructional aides) are attentive to the students’ needs and tailored to fill the gaps in their learning with a combination of traditional, individualized, and peer-to-peer instruction (work independently and collaboratively).

The recent purchase of PLATO, an extensive and cutting edge software program, promises to greatly enrich this part of the curriculum. It has components to bolster instruction in all areas, assess student needs accurately and effectively, and provide instructional material which will help prepare students for the California High School Exit Exam (CAHSEE). Instructors in all HSD/GED classes have knowledge of and access to materials in the Resource Center that are geared towards helping students pass the CAHSEE. Additionally, a CAHSEE prep class is being developed and will be piloted in January 2004.

In addition to its own H.S. Diploma Program, East Side Adult Education provides concurrent high school classes to the district’s high school students who require after-hours instruction to make up credits. Instructors are fully credentialed and come from high schools in the district.

GED has revamped its entire curriculum including the CAI portion to prepare students to pass the new GED tests. Instructors have familiarized themselves with the new tests and preparatory materials by attending workshops and keeping abreast of the latest literature. Instructors in GED provide students with a sound footing in the specific subject areas. At the same time, test-taking techniques are integrated into instruction at every phase. By taking an extensive series of practice tests under simulated conditions and reviewing results under the tutelage and guidance of instructors, students are well prepared when they are scheduled for the actual tests at the County Office. GED instructors work closely with students and counselors in monitoring credits needed for the High School Diploma. As a result, many students who pass the GED with high scores (which can translate into high school credits) are able to obtain a diploma and take part in graduation.

All classes in the HSD/GED program have regularly updated course outlines based on State Model Standards, integrated with SCANS and now integrated with the ESLRs. Curriculum is designed to meet the objectives and goals of the course outlines. HSD and GED students have access to computers in the main computer lab and in many of the classrooms. The computer programs automatically adjust to the students’ strengths and weaknesses, so students don’t waste time on previously learned materials.

As part of a constant effort to update computer systems and software new systems were installed in the ABE, GED and Math classrooms (as funds permit). The new computers afford students and teachers the opportunity to use the latest software and web-based tutorials. The Program has purchased the initial licenses of a new academic package from PLATO Learning Systems. At the many PLATO in-services that followed the installation of the Program, teachers were able to augment their lesson plans with the new software and its flexible structure.

GED students work on a compressed timeline. It is important that all the technology they use is completely customized to focus on the areas of study they need to complete. The software reassures students that if they pass a specific package, they will also pass a specific GED test.

Evidence

The Lifelong Learning Program does an exceptional job of fulfilling the school’s mission of fostering student success, encouraging lifelong education and meeting changing community needs. Classes are structured to provide a safe and comfortable learning environment, and curriculum is developed with strong, ongoing feedback from students, faculty and various community partners and advisories. Courses reflect current standards that emphasize cognitive thinking, promote physical and mental health, and encourage social interaction and community participation.

The program provides a wide variety of classes with stimulating content to meet the above standards. Students can choose from various classes that address intellectual, physical, technological, creative or community resource-based needs.

The hands-on approach used in the Lifelong Learning Program insures that the students achieve the ESLRs as part of the natural flow of the class. Students acquire and apply skills as they write, explore the Internet, paint in class, and practice body conditioning. Students use higher level thinking skills and communication skills when they write and participate in discussions. Class participants evaluate individual and class progress and critique projects. This can result in student modification or development of the class curriculum.

Students work both independently and collaboratively. They are encouraged to assist each other in understanding class material, information and in completing class projects. Thirteen percent of the classes in the program are technology courses. Other classes, such as Family History, utilize both local information resources (museums and archives) and those available on the Internet and in software to do their research and writing. Curriculum stays exciting and relevant because of the dedicated students and instructors and the variety of sources which provide feedback and curriculum suggestions.

Evidence

Schedule of classes and Program Weekly Calendar of Classes

The Vocational Education Program provides coursework to meet the dictates of its mission, goals, purpose, ESLRs, and objectives. Workplace objectives are taught in the classroom to enable students to learn the skills they will need.

Much of what Vocational Education does is centered around increasing each student’s knowledge of technology. For this purpose, ten year-old machines are being replaced with thirty new stations. A new teacher’s station will be attached to a LCD projection system permanently mounted to the ceiling. By loading the latest software on these systems and improving the Internet access, the students will be able to power-surf the web.

Students utilize hands-on methods to apply varied skills. The ongoing classes are taught during both day and evening times to meet the schedules of the students. Curriculum is based on State Model Standards, State Framework, Industry Standards, SCANS competencies and other research-based materials. The presentation of the curriculum demonstrates the most innovative and updated professional practices and is evaluated continually by the community, students, staff, and administration. Students learn the Internet, Microsoft Office 2000, computer keyboarding, accounting, and office skills to meet individual course requirements and earn certificates that list their proficiencies.

Evidence

• Curriculum is challenging and consistent being continually reviewed to meet varying student needs.

• Technology provides relevant and challenging assignments with activities that motivate students to learn.

• Broader access to and training in state-of-the-art technology are needed.

The Adult Basic Literacy Program has close ties to the East Side Union High schools and the District Office Department of Curriculum Development. Whenever a new program in reading or writing instruction is piloted or adopted by a school in the district, ABE seeks information on it and takes a firsthand look at the curriculum in operation to see if it might be suitable for use in the ABE classroom. The program keeps abreast of what other Adult Education programs are utilizing in their curricula. Adoption of learning software was a direct result of cooperative efforts with neighboring Metropolitan Education. Close ties are also maintained with publishers who give presentations and workshops on the latest cutting edge materials in literacy development.

All curricula in ABE are based on the State Model Standards and incorporate both SCANS and the ESLRs. Although ABE has amassed a large and varied collection of materials, instructors are constantly seeking new, effective resources for the classroom. Learning disabilities are of great relevance and interest to ABE teachers who make a point of tracking the latest research in addressing students’ needs through workshops and visiting Special Education classrooms.

Evidence

Course Outlines

The course curriculum follows current thinking about the functional use of skills and is life skills based. Courses are developed to increase independence, self-determination and life enrichment. New skills are often divided into small steps to foster student success.

Staff development opportunities enrich teacher expertise. East Side is a founding member of the Adults with Disabilities Network, which meets six times per year. Teachers are encouraged to attend the meetings where they learn cutting edge methods. The Network ensures that there are three offerings for Adults with Disabilities teacher at the annual California Council for Adult Education (CCAE) Bay Section Conference. Recently, one of East Side’s Adults with Disabilities teachers made a presentation at the conference. Teachers employ the Internet for research, current teaching strategies, materials and current trends provided by Outreach and Technical Assistance Network (OTAN). They consult periodicals for updates on specific curriculum areas. Close networking with East Side's Older Adult (Lifelong Learning) Program keeps teachers up to date on age related disabilities, learning needs and research on aging.

The departmental material library has several current books on teaching special populations including Crafts for the Disabled. Many instructors in this program teach in two school districts, so they have a wider access to information on teaching strategies and evaluation techniques. The teachers’ materials library provides many resources on teaching strategies as well as materials to be used by students in class. Books such as Alzheimer's & Low Functioning Activities and Sensory Stimulation Thru Imagination Vacations help teachers with ideas for class activities such as "hands-on" and "how-to". The student materials are also a big hit. For example, stroke patients who can no longer talk use the rhythm band instruments to develop a new avenue for communication. The materials library provides a complete line of Thera-band stretch resistance bands that allow the physical fitness classes opportunities to target specific muscle groups.

Societal trends reflect changing needs and influence program design. As society has developed more options for persons with Alzheimer's, East Side Adult Education has followed the trend. Classes have expanded to be held in newly developed assisted living programs and adult day care programs.

Networking in the community helps keep school staff apprised of new service possibilities. Two classes at the newly built East Valley Pavilion psychiatric facility were developed in this manner.

The Citizenship Program has access to updated catalogs and teachers may request materials to use in their classrooms. Current textbooks are used to meet the diverse needs of the students. The department chair attends the CASAS Summer Institute annually and California Teachers of English to Speakers of Other Languages (CATESOL) and California Council for Adult Education (CCAE) conferences when possible. Information is disseminated to teachers and students through memos and personal contact. Teachers are encouraged to attend conferences and workshops. Money is budgeted for this purpose.

The department chair is continually seeking researched-based updated materials by reviewing newly published sample materials. New materials are purchased and placed in the Resource Center for teacher use.

Community Education instructors are professionals from all walks of life and have expertise in their respective fields. Although a credential is not required to teach these classes, many instructors hold advanced degrees or professional certification. They keep up with the trends and skills of their professions and frequently change or propose new courses on this basis. Community Education staff attend Learning Resource Network and regional conferences, attend seminars given by CALPRO, and network with other providers regarding course offerings and content. Teacher responses to a survey show that most are constantly evaluating their content and delivery.

Due to frequent staff changes based on community needs and the lack of funding, staff development is a challenge in the Community Education Program. Staff training is most often addressed on an individual basis during session planning. The Community Education News, a newsletter for the program, was recently launched as a vehicle to highlight Program practices and inform staff of the latest teaching methods and resources.

Evidence

Teachers in the English as a Second Language Program are kept abreast of the latest ESL teaching methods and materials through a variety of resources available to them through the program. The ESL program schedules two general staff developments a year for teachers that provide professional speakers and presenters on various subjects relevant to ESL teachers. Many teachers are members of CATESOL, TESOL, and the California Council for Adult Education (CCAE) and are encouraged to attend the yearly conferences by receiving partial reimbursement for their attendance expenditures from the district. During the year, CALPRO workshops are hosted at East Side’s facility, and teachers are kept informed of other upcoming California Adult Literacy Professional Development Project (CALPRO) workshops throughout the area. Publishers are invited to staff development sessions to display their books and materials, and special workshops are held on newly published books to help teachers use materials effectively. Subscriptions to trade periodicals are maintained in the resource centers at the primary sites, and the resource centers have staff to assist teachers in finding specific research or classroom materials. A textbook committee meets on a yearly basis to consider new resources and review instructional needs of the teachers.

Distance Learning (Study At Home) instructors participate in staff development meetings with the greater ESL program as well as smaller bimonthly meetings of the Study at Home staff. As a result of teachers working closely with a variety of students and materials, the program is able to make improvements in assessment and student assignments. Program coordinators attend CATESOL and CCAE conferences, CALPRO workshops, and bimonthly meetings of regional Distance Learning providers to stay current on materials and practices.

The ESL program seeks to provide staff with technology training that will allow them to fulfill their mission of meeting the student technology needs by integrating technology into the curriculum. In some cases, the program will sponsor staff training, and in other cases will direct staff to local opportunities to attend workshops, seminars, and useful courses. The ESL program has provided technology workshops for teachers, and curriculum development time to develop lessons that incorporate technology into the ESL and Citizenship curricula. All teaching staff are able to access the Internet in the computer labs and find relevant material for ESL curriculum development; thus, integrating technology into the curriculum.

Evidence

The HSD and GED teachers look to many of the same resources that provide knowledge regarding teaching and learning that influence the ABE program. The HSD/GED program is also closely tied to the District Office Curriculum Development and Revision Committee, which consists of all district subject area coordinators. Through this committee, various, new reading programs based on current research have been reviewed by the HSD/GED program. An in-service was held for staff to present Reciprocal Reading as a potential strategy for improving student reading.

HSD/GED also keeps abreast of what other Adult Education Programs are utilizing by active participation in local networking meetings. From communication and observation of Metro Ed’s newest curriculum software acquisition, PLATO, the agency is moving forward with the purchase of this cutting edge program. All curricula in HSD/GED are based on the State Model Standards and incorporate both SCANS competencies and ESLRs. (Note reference in all course outlines to SCANS and ESLRs through goals and objectives).

Instructors attend workshops offered through CALPRO, take professional development classes through the local LEA, and attend conferences offered through ACSA and CSEA. In-services offered to staff on the use of Outreach and Technical Network (OTAN) have provided an electronic resource for teachers with up-to-date information. Some topics have included changes in government policy, procedures that affect the program, information on current practices, programs of excellence, and websites from various organizations that offer professional support and development.

The Program provides staff workshops on lesson planning and teaching higher level thinking skills. All staff receives a lesson plan book and is required to keep lesson plans for each course taught. A standard lesson plan format has been developed to provide staff with a consistent, uniform means of lesson presentation and cues for incorporating various instruction strategies in their lesson presentations.

Evidence

East Side is a founding member of the South Bay Older Adult Education Network. This network provides a quality annual in-service for teachers which highlights current research in the field. The department chair provides written information to teachers on relevant new ideas, techniques, materials and research in the form of memos or reprints. Also, faculty attends and present at CCAE where they acquire and share ideas and techniques.

Many instructors are retired teachers or are well known experts in their fields. Teachers use conferences, workshops and the annual multi-district workshop to keep current in their subjects and in the field of older adult research and education.

Teachers attend an annual multi-district in-service that informs them of the latest research in the fields of gerontology and older adult education. Recent in-services have had experts presenting on topics such as education for the aging brain and safety for older adults. Also, the Program receives input from the school advisory.

The Vocational Education Program teachers meet the industry standards as demonstrated by the professional organizations and conferences that they attend, to keep abreast of all the current teaching strategies, trends, and materials. Meetings are held in order for teachers to be apprised of the most innovative trends, which they review and share with their peers. Course content is continually being upgraded to keep it relevant with the current job skills requirements. All vocational instructors are credentialed according to the requirements and regulations of the Commission on Teacher Credentialing.

Evidence

Although ABE students enter with elementary skills, every effort is made by instructional staff to design and implement a program that is relevant to adult needs in today’s society, and which respectfully recognizes the students as responsible parents, homemakers and employees. This is accomplished through a variety of learning experiences. Students read and discuss current events in News For You, an adult education newspaper. Large and small group activities address a whole host of literacy based life skills such as preparing resumes, understanding food and nutritional labels, deciphering graphs, charts and maps, and maintaining personal finances. Peer-to-peer instruction has proven to be a valuable motivational tool.

Above all, each student’s progress is personally monitored by the teacher, who, in concert with the student’s needs and input, develops a customized plan of individual study that is personally monitored by the instructor. The participation of the students in selecting materials, assessing progress, and making changes in their program of study is continually sought and encouraged.

Evidence

Lesson Plans

A competent teaching staff enriches the Adults with Disabilities Program. An Adults with Disabilities teacher was chosen as East Side's "Teacher of the Year" in 2001 and 2002, and the 2001 representative became the CCAE mid-peninsula chapter’s "Teacher of the Year".

The award-winning, teaching staff designs class activities which foster success by adapting curriculum and class materials for use by students of varying abilities. Instructors design, implement, and review a variety of classes and techniques to engage students. These class designs and techniques include modeling and "hands-on" instruction. Inclusion of a wide variety of activities to practice or include new skills over a long period of time insures skill retention. In a multi-sensory approach, the information is delivered in auditory, visual, or tactile modes for classes with students who have visual and/or hearing deficits. Instruction, which incorporates adaptive skills, makes impossible tasks into achievable tasks.

Participation is encouraged with a comfortable, supportive class atmosphere. Two years ago, program planners decided to redesign a set of classes to increase the duration and intensity of instruction and see if additional class time and training would reap the reward of a higher level of learning. Departing from the traditional adult school model of several weekly one or two hour classes offered by different teachers on different topics at one site, a set of classes was opened at a supported living site for Alzheimer’s patients. These classes meet with the same teacher for fifteen hours per week. The results were amazing with students rapidly acquiring new skills, including communication and collaborative working skills. New skills and projects are often divided into small steps creating a class format that fosters success over a period of time.

Students connect with the school’s ESLRs by activities that motivate student interest and keep students in contact with the community. Students collaborate on changes in curriculum and class activities, as well as on ideas for new classes. Problem solving, higher thinking skills and self-advocacy are all areas that are emphasized.

Physically limited students use and apply newly developed skills to accomplish activities of daily living, shopping, and communication with less assistance. Effective communication is practiced in discussions of family holidays, current events, arts and crafts material used for projects, and presentation of ideas for activities of interest to the student. Art, craft, and cooking projects are often done on a collaborative basis, but students also work independently on individual artistic creations.

Many forms of technology are used in the classes. Presenting information on audio or video tape, using a computer to attain effective communication, still photos and video pictures are just a few ways students can review their activities and enjoy them again.

Evidence

Instruction is provided through the use of teacher-selected textbooks, an additional set of classroom textbooks, filling out a practice N-400 application, dictation, computer-assisted instruction, PowerPoint lessons, videos, and mock interviews.

The Resource Centers provide staff with additional materials and a website has been developed for students to use at home. Outside resources include speakers from Asian Law Alliance and SIREN (Services, Immigrant Rights & Education Network). A Mock Interview Day is scheduled annually to provide students with an opportunity to experience an actual interview. Students who have passed the INS Interview are encouraged to return and share their INS experiences with their classmates. A community volunteer works with students to prepare them for their BCIS interview.

The staff is constantly attempting to improve the program through the use of technology and community resources. A Citizenship website has recently been developed that includes resources and study guides for students studying citizenship.

Evidence

The wide variety of classes offered in the program dictates that each teacher find the most suitable learning experience for their class. Due to the "how to" nature of most of these classes, demonstration is the preferred method of teaching for many teachers. Some note that they use all the learning styles; for example, the herb teacher uses the sense of smell to teach. Many note that the practicality of their classes allows them to use real-life situations to make learning relevant.

Because the classes are fee-based, students come to class committed to the class and self-motivated. They remain with the Program because they encounter instructors who are enthusiastic about their subject. Instructors provide class outlines, called "Snapshots", and prepare for their class on their own time. Handouts, manuals, food preparation, personalized consulting, and availability via e-mail are done outside class hours. Instructors observe students and alter their course content and delivery method as needed. They teach the basics and encourage creativity.

Evidence

The ESL Program not only promotes and utilizes a variety of teaching methods necessary for the acquisition of reading, writing, listening, and speaking skills, but always explores new avenues of teaching methods that may help students accomplish the school purpose and the objectives in the ESLRs. In the classroom, teachers are prompted to teach English through various methods. TPR (Total Physical Response), group work, pair practice, videos, tapes, class sets, peer interaction, computer lab time, and field trips are some of the tools that help students achieve language acquisition. Materials from different subject areas such as math, history, geography, and civics are available to teachers interested in trying different approaches in their teaching.

Teaching ESL, however, is unique in its limitless subject areas in the classroom. Teachers engage students in higher level thinking skills, communication, collaborative interaction, and individual success by using language to acquaint them with the world around them. Students work together to plan International Day at the Independence Adult Center. Food drives are organized where students learn the importance of community service. Classroom presenters are scheduled by the CRTs (Community Resource Teachers) and the class teacher to help orient students to the importance of community organizations. SCANS skills are implemented when students work together as a community in the classroom assuming classroom responsibilities and designating individuals for leadership. Students from all levels of instruction are elected from the classrooms to serve on the Student Council, which meets to discuss school and classroom issues.

Computers in the classroom and the labs contribute greatly to exposing students to new learning experiences that are beneficial to their personal and professional lives. Many teachers use computers for innovative projects that include e-mail pals (where students communicate with students of other programs), classroom biographies and fashion show videos. Through the constant efforts of the teachers and program leaders, new ways of using technology, materials, and community resources have contributed to the accomplishment of the school purpose and the Expected Schoolwide Learning Results.

Distance Learning (Study At Home) classes are unique because of their individualized curriculum delivery method. Lesson plans are customized for each student based on their placement testing. Students are responsible for assignments to be completed at home through the use of videos, web-based lessons, audiotapes and accompanying texts. The multimedia materials provide activities for all learning styles. Reading, writing, listening, and speaking activities effectively engage students in learning while exposing them to cultural information. Activities suggested in the study material encourage students to use their acquired language skills in the community. Students are required to be responsible in scheduling appointments and collaborating with the instructor during appointments. During weekly appointments with teachers, students discuss the language and cultural questions that arise from their studies. Reference books and computers are available in the room for use by students.

ESL Technology staff have worked tirelessly to integrate technology into the ESL curriculum. Students benefit from a comfortable, self-paced, individualized method to practice their listening, speaking, reading and writing skills during their computer lab times. Students can increase their proficiency without feeling the pressure of how they compare to their classmates. Students improve their knowledge of English grammar by writing and doing grammar exercises arranged in an organized, sequential manner.

The Technology Committee has developed the concept of Portable Presentation Kits that can be wheeled into the classroom. The Kit can include a video projector, laptop computer, document camera, digital camera, or VHS tape player. The portable kit allows many pieces of equipment formerly available only in the computer lab to be brought into the classroom. ESL classes at all sites have access to TV/VCR units, overhead projectors and audio tape players. The ESL Resource Centers make ESL audio and videocassettes available for checkout to ESL staff. The ESL program has two video camcorders (one digital) available for projects that involve recording student speeches, interviews, role-plays, dramatic skits or special program events. Digital still cameras provide teachers with an opportunity to photograph students and class activities for use in class projects or postings on the Program web page.

Evidence

At the East Side Adult Education Program (ESAEP), the High School Diploma and GED Program students are actively engaged at a high level of learning in a variety of subjects dictated by state requirements. ESAEP offers traditional classes and lab classes in which students and teachers develop individual contracts for achieving course goals in English, math, and social sciences.

The ESAEP Program provides opportunities for learners at many skill levels. Remedial courses in math, writing, reading, and speaking are available in ABE, Transitional English, Reading, and English Review classes. Course offerings covering a wide range of skill levels successively build on student achievement. This provides the maximum opportunity for students to experience academic success, culminating in a high school diploma or GED certificate.

Teachers, instructional aides, and counselors help students with issues like time management, stress management, record keeping, organization, test taking, academic planning, and career planning. In addition, a program coordinator and five department chairs are available to help teachers in creating a maximally effective learning environment consistent with the ESLRs and the school’s mission statement.

The philosophy of instruction seeks fulfillment of the ESLRs and school mission statement through the attainment of useful life skills and critical thinking. Coursework is presented using real-life examples and with emphasis on current events. This approach enables students to attain basic skills, such as reading, writing, and math, while developing the ability to apply those skills in their lives and communities.

Examples of real-life instruction and learning include the following:

• A lifescience class where students design a community service leaflet about heart disease.

• An English class where students learn to research jobs on the Internet and write resumes.

• A fine arts class where students create weekly art projects using computer software.

• GED classes in which students take responsibility for learning by scheduling their practice tests, recording their scores and doing research assignments that require use of multiple resources both inside and outside of class.

• An ABE class that instructs students how to read and analyze newspaper articles written at an appropriate level.

As a part of a varied learning experience, teachers implement instruction through individual assignments, peer-to-peer instruction, small group projects, and general class participation. Together, these strategies encourage development of individual initiative, collaborative ability, and communication skills. A fully staffed computer lab, as well as computers in the classroom, supplements instruction and is an integral part of student portfolio work and contracts. PLATO software has recently been purchased and will be phased in as the principal software program for all HSD and GED classes. The breadth and scope of this cutting edge software program represents a significant upgrade in the CAI portion of the curriculum.

Technology is only one component of the program’s instructional resources. Many classes include guest speakers and field trips. Students are actively engaged through a wide variety of materials including CDs, tapes, videos, computers, science labs, textbooks, newspapers, maps, and globes. The combination of these modalities addresses all learning types including auditory, visual, and kinesthetic.

Students make meaningful contacts and friendships with one another in class, share points of view, and learn about a wide array of cultures represented in the student body. Every year the ESAEP sponsors a schoolwide International Day at IAC in which students perform music and dance from their native cultures, prepare traditional food, and wear traditional clothing. The multicultural experience available at the ESAEP helps students develop mutual understanding and respect for each other and for various cultures.

Evidence

The lifelong learning instructors have developed a variety of learning experiences for students in the classroom. Most class time involves hands-on learning allowing active engagement and application of new skills. Effective communication and collaboration is practiced in class discussions, the execution of class activities and projects, and in the development of class plans or trips.

Independent learning is prominent. Students tailor their learning experiences to meet personal needs. Online lessons are available through some technology classes and the creative writing class. Brief lecture formats are used in various classes to reinforce learning.

The strong collaboration between students and the program’s emphasis on community ties means that the educational experience is often taken beyond the classroom. Students display works at community centers, participate in center events, and attend community cultural events, They also join related guilds, conduct research in community locations and online, and share new knowledge and skills with families, churches and clubs. This means that students are strongly motivated by the connections between their learning experiences and real life.

Evidence

The Vocational Education Program offers great opportunities for students’ personal, academic, and professional needs. Teachers incorporate the ESLRs into their curriculum. Classes are taught with the express needs of the students in mind. Students utilize many different resources with an emphasis on computer technology. The assignments encourage students to use higher level thinking skills. Lessons require students to work collaboratively, as well as independently. As the students learn to communicate effectively, they also become more involved in the learning process. The students are rated on their knowledge and their ability to communicate effectively. The SCANS guidelines are used to prepare them for the workforce. The certificates that they earn at the end of the class rate the students as to how well they have accomplished these guidelines.

Evidence

• Teachers use a wide range of instructional practices to help a diverse student population achieve the ESLRs.

• Experienced and credentialed instructors keep abreast of current trends in their respective fields and include this information in their classroom.

• Programs align course outlines to meet Model Standards, Scans, and the ESLRs.

• Students have enjoyed wider access to technology in computer labs and the classrooms.

• The ESAEP needs to explore ways of making staff development available to all teachers.

It is the belief of the ABE department that students need direction and realistic goals at all times while in class so they have an understanding of the progress they are making. The teachers’ close monitoring of student progress and the continual recording of achievement is maintained in student folders and helps achieve this goal. Every student entering ABE is given a progress folder that clearly delineates short and long-term goals within customized lesson plans. Both instructor and student make entries whenever assignments are completed and, based on results, mutually decide upon the next step. When students are ready to move to the next level, they take the appropriate reading, writing or math level exam. These exams are created by the ABE department and are customized to assess the very skills the student has been working on at that level.

Thus, every student has in their progress folder a complete history of all work, scores, teacher comments, test results, and level progress from the time they first enter class. Additionally, each student completes a Progress Update Form at the midpoint of the semester in which they rate their satisfaction with progress and materials in all areas. This affords the teacher and student a chance to mutually assess progress to date. CASAS Reading Tests are administered at three-month intervals to assess progress in life skills reading comprehension. Post-tests indicate progress gains in these areas.

A natural benefit of academic software is that the reports can be used as an ongoing assessment tool. Teachers receive regular printed reports of their students’ progress through their computerized tutorials. How a student demonstrates mastery of different concepts within the courseware can immediately help the teacher decide what remediation may be needed for that learner.

Evidence

Assessment is observational, the method suggested in the new CASAS POWER series. Teachers begin by collecting baseline data of the skills for each student. Command of skills vary widely in this population due to different disabilities. Psychiatric limitations, Alzheimer's, developmental disabilities, strokes and accidents leave students with an assortment of splinter skills and lack of skills, both physically and cognitively. Once the baseline is determined, targeted instruction begins. Assessment is frequent, and students are given feedback on their progress. "Now, you've got it" or "Yes, that's right!" let students know they are on the right track. For some classes, work product evaluation is part of the observational method of assessment. Frequently the artist, the class peers and the teachers critique the item in a gentle, encouraging style.

The ESAEP Adults with Disabilities program contributes to the statewide efforts to improve assessment tools for this population. The program piloted the POWER tests the first two years they were available and staff continues to serve on the CASAS Focus Group to develop new POWER tests for community access and independent living. The East Side Adults with Disabilities Program was awarded the Promising Practices Award by CASAS and CDE in 2002 for its collaboration with other adult schools on assessment of special populations.

Assessment guides assist with lesson planning. By regularly assessing the rate of student learning, the teacher is able to allow more or less time for activities, adjust the difficulty of tasks within student skill limits, and determine if the students need a more auditory or visual focus.

Assessment is frequent and ongoing in the Citizenship classes. In-house pretest, midterm tests, and posttests are given each semester. CASAS pretests and posttests are also administered each semester. The new CASAS Citizenship Reading Tests are now being used when appropriate. Scores are recorded on a Class Performance Report (CPR) to determine a student’s level of progress. Daily dictation is provided to prepare students for the written part of the BCIS interview. A computer program of multiple quizzes has been designed to enable students to self-assess their progress.

In addition, a community volunteer works with students in pairs, groups or individually to review their N-400 application.

Evidence

Since many of the Community Education classes (dance the swing, create a pasta, design a spreadsheet) are results-oriented, observation is a constant source of assessment. Feedback from the observation allows the student to self-correct and the teacher to adjust the range or rate of teaching. The limited time frame in which classes are offered make it imperative that student comprehension and mastery are quickly assessed and met with review or further challenge. Students work together to do peer evaluations while applying their skills in computer or performance classes. They challenge each other by critiquing work in creative arts classes. Students monitor their own ability by watching themselves in the mirrors of the dance, yoga, and martial arts classes.

Instructors use observation of performance and projects to indicate the need to change curriculum. They note increased skill and confidence as an indicator of progress. Student challenges are used to point out room for improvement in the teacher’s content or delivery. Sometimes the feedback indicates the need for a more advanced level of the subject area. Teachers use class evaluation responses to address areas of improvement in the curriculum and instruction. Administration monitors these evaluations to intercede with mentoring or congratulations, as appropriate.

Assessment results are used to make future plans for classes. Those classes where students achieve goals and respond with positive feedback are continued and expanded. Specialty rooms, such as computer labs and kitchens, are allocated to those classes that successfully meet the needs of students as indicated by high registration numbers.

Evidence

In the ESL Program, assessment begins with the student Placement Test. This test is given before a student can enter the ESL Program. This assessment consists of listening, grammar, and reading components. In the past year, the department has added a much-needed writing component.

After the student is placed at the appropriate level, he/she is given a writing and speaking assessment. From the results of these assessments, the teacher can determine whether the student has been accurately placed. The teacher is then able to make placement corrections by moving the student up or down a level if necessary.

After the student is in class, standardized pre/post assessments are given. The pretests are the writing and speaking assessment, and the CASAS Reading test. The results from the pretests can guide the teacher to what learning areas should be emphasized in the class. Each teacher is given several CASAS TOPSpro reports. These are the CASAS Reading test scores, which include the Class Profile by Competency and the Class Performance by Competency Reports. The results of the Reports indicate to the teacher particular weaknesses or strengths which help the teacher focus on subject areas that need special attention in class.

Teachers in the classroom also use daily evaluation techniques. Teacher are reassured that lesson objectives are being understood by checking for correct verbal, written, and listening responses. Periodic dictation, peer interaction, reading exercises, and boardwork are a few ways teachers assess achievement.

Toward the end of the semester, teachers administer a battery of posttests to the students. They are given several tests depending on their level. All students are given a CASAS Reading test, a writing test, and a speaking assessment. The Beginning High students are given the CASAS Level Completion test. The Intermediate Low, Intermediate High, and Advanced Low students are given a grammar test and the CASAS Listening test. The Assessment Committee gives those students who might be exiting the program a speaking/listening interview.

After the teachers receive the results from the battery of tests student take during the semester, the teacher enters the scores on the Class Progress Report (CPR). The CPR is used to place students for the next semester. In each class, the students are assessed by the teacher using textbook and teacher generated assessments. These tests are based on the Expected Schoolwide Learning Results (ESLRs).

Assessment results indicate student language acquisition as well as ability to problem solve, communicate, and use a variety of technologies. Student performance on unit tests can indicate need for adjustment in either the placement of the student or realignment of the test. Assessment results are the basis for allocating time and materials. Students who do not test or achieve well in this program tend to drop out or not attend regularly. Long waiting lists dictate that these students be replaced with those who have been waiting.

ESL Technology students using the Rosetta Stone courseware fill out a lab pass to keep track of their progress. As students finish each unit, a test is given before they go on to the next unit. Teachers use the lab passes to prescribe which language skills individual students should work on. The Focus on Grammar courseware has quizzes integrated into the lessons so that the students can assess their progress. For computer literacy material, there are checklists that can be used to identify the skills that have been demonstrated.

Evidence

Assessment is woven into the fabric of the curricula in the High School Diploma Program. Prior to entrance into the program, each student takes placement tests to determine grade level in reading, math, language and listening. Testing is followed by a counseling appointment during which the student and counselor discuss the student’s goals, evaluate the student’s transcripts and develop a plan for the semester. Based on placement scores, units earned and student goals, the counselor enrolls the student into courses for the semester.

Assessment in the classroom is a daily and ongoing process with teachers and students using an array of informal and formal assessment methods. In the first days of class, a teacher uses student information sheets, the first conversation, and the first assignment to make an initial evaluation of a student. These initial impressions are used to validate the appropriate placement of the student. Throughout the semester teachers use observation, one-on-one conversations, verbal feedback, quizzes, unit tests, midterms, rubrics for projects, individual portfolios, and oral presentations to determine their students’ progress. Students assess themselves by revising assignments, selecting classroom materials to meet their objectives and participating in the referral process. Students evaluate each class they take each semester by rating the effectiveness of the course in a number of areas and writing their comments on a computerized evaluation form developed by the Program.

The Computer Curriculum Corporation Programs (CCC) used in Computer Aided Instruction (CAI) record student scores in all areas lesson by lesson and are furnished weekly to teachers by computer printout. The Fast Track Assessment component of the newly purchased PLATO software appears to be an outstanding assessment tool for placing students appropriately within that program and may prove to have usefulness beyond placement. This program will commence in all classes in January 2004.

High School Subject Area CASAS Tests are administered at the beginning and end of each semester to selected classes. U.S. History, Government, Language Arts, Physical Science, Economics and Integrated Math comprise the areas tested. The pretests results furnish the instructors with a printout of areas that need targeted instruction.

The GED program is assessment driven. Placement and diagnostic tests are used to appropriately direct students. They identify strengths, weaknesses, and areas of instruction to target as well as aid in developing study plans and time lines. Ongoing testing determines if identified instructional goals are being met and if adjustments are needed. Posttesting and official GED practice tests are used to confirm that students have completed each area of study. Students participate in monitoring their progress by scoring their own assignments and conferring periodically with the teacher to assess progress. Group collaboration in solving word problems and evaluating each other’s essays give students further opportunity for self-assessment.

Evidence

Because most classroom time is devoted to hands-on learning, each instructor/class conducts an ongoing assessment. Teachers observe in-class performance and completed student projects. Weekly reviews and oral questions are used for assessment. Teacher observation of individual or group dynamics in attacking problems is routine and followed by teacher feedback.

The teachers in the Vocational Education Program do an initial evaluation to assess each student’s needs and abilities. Students with special needs are given additional aid and instruction. Teachers give students with more advanced knowledge additional, challenging assignments. Observations, quizzes, checks for understanding, assignments, one-on-one time with the instructor, portfolios, projects, and tests are all used to assess the students’ overall performance.

The SCANS competencies are printed on the back of the certificates that students earn in order to demonstrate the degree to which the students have mastered the subject. An evaluation form is given at the end of the course so the students may assess the course goals, content, and teacher.

Evidence

Assessment results are ready indicators of student progress towards the ESUHSD ESLRs in ABE classes. Students demonstrate their ability to apply learned skills when they take level tests that assess the very skills they have been studying. Students apply learned skills when they read aloud to each other and when they submit written work, two important areas of assessment. During large and small group interactive work and during peer to peer instruction, instructors and students are able to make assessments as to how well students communicate effectively. Students demonstrate their abilities in using higher level thinking skills when they tackle reading assignments requiring them to draw conclusions, identify inferences, use context, and get main ideas. With an emphasis on cooperative learning, group activities and peer help, teachers are readily able to assess their students’ abilities in working collaboratively while individual work affords a chance to see how effectively students can manage their time and work independently. Computers in the classroom as well as tape players augment a large and varied collection of resources which students utilize.

Evidence

Because of the hands-on nature of the classes, assessment is an ongoing part of class. Students demonstrate their skills, communication abilities, and work either collaboratively or independently toward class goals. The ESLRs are needed to perform in class and are observed by teachers in the course of instruction. As noted above, these observations and the class work product are used to measure and refine the class curriculum and to track individual student progress.

Assessment results are used to measure student progress toward the ESLRs. Students work in pairs, groups and individually to develop skills for the workplace. Teachers also assess their students’ progress by observation. Assessment results reflect student language acquisition, as well as the ability to problem solve, communicate, and use a variety of technologies.

ESLRs are posted in each classroom and taught to all students. Teachers focus on the ESLRs that relate to their daily lesson plans with the students.

Evidence

Students measure their own progress toward meeting expectations and choose to attend or not attend each class meeting. Students communicate effectively when they work together to do peer evaluations in computer or performance classes. They work independently when they monitor their own ability in the mirrors of the dance, yoga, and martial arts classes. They challenge each other with critiques of their work in creative arts classes. Where appropriate and available, students use resources, including technology.

The assessments are geared to measure the students’ progress toward the Expected Schoolwide Learning Results (ESLRs). The standardized assessments (CASAS Reading and Listening tests) test the student’s acquisition and application of the learned skills and assess their higher level thinking skills. The assessments (writing and speaking) given by the teacher in class are used by the teacher to see if the students can communicate effectively and work collaboratively and independently. Each teacher employs many methods to teach and assess their students. The class textbooks reflect the State Modal Standards. The ESL Curriculum Guide further instructs the teacher as to what should be taught and covered at each level. The teacher uses the Class Profile by Competency Report and the Class Performance by Competency Report to decide which competencies need emphasis in their class.

Distance Learning (Study At Home) assessment results measure student progress toward the ESLRs in that they indicate student language acquisition and development of life skills. The standardized CASAS test measures knowledge and application of the English language. The weekly unit tests indicate student ability to problem solve in the target language. Each unit test includes a writing portion and an interview with the teacher. These serve to indicate the student’s progress toward effective communication. To study and test successfully in a distance learning program, students must use a variety of technologies. ESL students prepare for tests using videotapes and VCRs. ESL/Citizenship students take quizzes online. They also use audiotapes to take vocabulary tests.

ESL Technology - Both language courseware and computer literacy assessment contribute toward gauging the students’ progress in English language acquisition as well as in building computer skills. Assessment of technology skills often is project-based in that students improve their skills while doing a class project in the computer lab.

Evidence

Ongoing assessment leads to continuous measurement of students’ progress in the High School Diploma/GED Programs. The results of varied assessment methods determine how well a student is acquiring and applying learned skills, to what degree a student is communicating more effectively, whether a student uses higher level thinking skills, a student’s ability to work both collaboratively and independently while using a variety of resources. Tests and quizzes demonstrate the acquisition of learned skills. Projects are designed to apply the skills. Rubrics for oral and written reports measure communication skills and show students the specific areas of needed improvement. Having students evaluate their own work requires them to reflect and use higher level thinking skills. The completion of contracts demonstrates a student’s ability to work independently. Participation in small and large group discussions display students’ ability to work collaboratively. Students demonstrate their ability to independently use resources by utilizing the Internet, local libraries, and other community resources.

In several entry-level classes, teachers meet with each student in the middle of the semester to evaluate the student’s progress and needs. The teacher fills out a referral form recommending that the student either continues in the same class the following semester or move onto other HSD, GED, or vocational classes. The referral process offers an invaluable opportunity for both student and teacher to reflect on progress.

Evidence

Student Contracts

Because student participation and "real-life" application of knowledge and skills are so integral to the Lifelong Learning classes, assessing the achievement of ESLRs becomes an integral part of attending class. Students will naturally demonstrate their higher thinking skills and improving communication skills in class, as they collaborate with each other in the process of using technology, doing class projects, and critiquing and displaying class work.

Progress by Vocational Education students toward the ESLRs is made through oral and written projects, class participation, good attendance, testing, self-evaluations, peer evaluation, and portfolios. Students are engaged in progressive learning and develop varied approaches to problem solving that can be put to use in work environments. Various components of the curricula help them to become better communicators in job settings and in their personal lives. By learning Microsoft Office, Word, Excel, and PowerPoint application as well as having access to the Internet, students become proficient with the major technology applications in today’s market place.

The curricula incorporates SCANS skills, group activities, office experience and peer teaching thereby enabling students to demonstrate responsibility in completing projects individually and as a team.

Evidence

Every few months, the ABE department administers the CASAS reading tests to its students. Results are carefully monitored in order to measure progress from pre to posttesting. These results serve as an important indicator of the effectiveness of various parts of the ABE curriculum. An emphasis on life skill materials and associated vocabulary was included in the curriculum as a result of these tests.

As ABE teachers monitor and assess the results of students’ assigned work, they make adjustments accordingly. In point of fact, each new assignment is based on the assessment results of the last one. This flexibility is possible due to the wide range of remedial materials available in the classroom. When materials are found lacking in addressing student needs, instructors take action in seeking new materials. When it comes to the acquisition of new materials and improvements in the curriculum, the ABE program is always a work in progress.

Evidence

Assessment directs lesson planning, student outcomes and expectations. By regularly assessing the rate of student learning, the teacher is able to allow time for activities and adjust the difficulty of tasks according to students’ skills. These tests are used by the program to modify class offerings. The structure of offerings at an Alzheimer’s residential facility was changed to increase the intensity and duration of student contact with outstanding results and enhanced student progress.

Because the curriculum of the Citizenship classes is based on the mandates of the Immigration and Naturalization Service (INS), there is little room for flexibility in the curriculum and instruction. The assessment results, however, serve as guideline for the most important component of student success, language acquisition. Each semester Citizenship students take a battery of tests that help teachers adjust their resources and teaching methods to the needs of prospective citizens.

As a result, practice quizzes are available on the computer, and a web site has been designed to provide additional practice for students studying at home or in class. Materials that are language appropriate can be used in the classroom to help explain difficult concepts often found in the N400 questions. This provides students with an opportunity to learn both English and Citizenship at their own pace.

Evaluations of student progress are used to adjust the pace and content of the curriculum. Program evaluations by students are used to make future plans for classes. Those classes in which students achieve goals and give good feedback are continued and expanded as necessary. Specialty rooms, such as computer labs and kitchens, are allocated to those classes that successfully meet the needs of students as indicated by high registration numbers and positive feedback from students. In an effort to capture student evaluation responses more quantitatively, the program plans to create a form that can be scanned. This way, data can expeditiously compared throughout the program.

The assessment results are the basis for regular evaluation and improvement of curriculum and instruction. At the pre-test level the teachers use the CASAS Reading test scores and the speaking and writing scores to make sure the students are placed in the correct ESL class level. At the end of the semester, the post-tests assess whether the students can be moved up a level or whether they should stay at the same level the following semester.

A recent survey of the teachers was taken to evaluate the strengths and weaknesses in the program. This survey provided the Assessment Committee with important data on classroom and schoolwide assessments. In response to this survey and past input from the teachers, the Assessment Committee has revised the writing assessment, added a placement writing assessment and instructed the teachers through staff development opportunities on the use of the CASAS Reports. The teachers have asked for and gotten curriculum to help the students prepare for the various assessments.

ESL Technology surveys of teachers include questions about teacher satisfaction with current courseware:

"In what areas do you think computer-delivered instruction can best help students?"

Evidence

Teachers are evaluated by students, department chairs, their peers, and themselves. In all programs, teachers use student course evaluations (including a statistical report and anonymously written comments) to consider changes to the curriculum or classroom practices. Each class is observed yearly by a department chair, and a formal written evaluation is provided to each teacher. Teachers participate annually in a cross-pollination program in which they observe their colleagues teaching and use this experience to assess and improve their own teaching. Teachers regularly evaluate their activities and lessons, fine-tuning or altering them as necessary to meet the needs of their students.

In an effort to find a meaningful standardized assessment vehicle, the ABE/HSD/GED programs adopted North West Evaluation Association (NWEA) computer based tests as a method for assessing student progress in reading and math over the course of each semester. After two years, it was determined that the tests did not provide enough useful information to warrant the effort extended towards their administration and the time taken away from the classroom curricula.

In preparation for the CAHSEE the HSD faculty has attended a number of in-services, which have provided methods and materials for incorporating test-taking strategies into weekly classroom lessons. For two years, the East Side Adult Education Program has administered the "practice" CAHSEE and benchmarked the results against high schools in the district and state averages. While some of the results have been promising, student surveys indicated a need for intensive CAHSEE preparation. In response, a two-week pullout class has been created and will be offered to potential graduates prior to the CAHSEE dates in 2003-2004.

CASAS High School Diploma exams in specific subject areas are administered at the beginning and end of each semester in selected classes. Teachers are provided with a computer printout of class results, indicating areas of strength and weakness. Pretest results give teachers direction in assessing student needs and formulating appropriate curricula. The usefulness of these tests is currently under evaluation. This is a good example of how staff researches and evaluates new resources to make sure they are current, are adult student based, accommodate different learning styles, service the broadest number of departments/students and improve the curriculum. Teachers visited different school sites to evaluate software and its competitors before settling on the package.

Evidence

The results of the assessment form the basis for modifying classes and the curriculum. Teachers use their observations of students and feedback (both written and verbal) from students to modify, expand or create curriculum.

Students collaborate with each other and their instructors to influence the curriculum. Teachers will often spend more time on a skill or introduce new content as suggested or provided by students.

The program uses its departmental/school-wide assessment tools and feedback from community centers to determine curriculum changes and directions. For example, if more computer classes are needed in an identified area of the district, the department will shift resources to that area.

Evidence

Assessment results are the basis for regular evaluation and improvement of curriculum and instruction in the Vocational Education Program. Lesson Plans are fluid and changing to meet the needs of students. Student feedback from surveys and assessments give teachers information, which is used for future lesson planning.

Evidence

CASAS test results in ABE classes have a very direct impact on the allocation of resources for the ABE program. Student gains from pre to post testing are awarded monies reflected in benchmarks that are funded through 231 Grant. Funds have been used to purchase computers and software for the ABE classrooms as well as textbooks. When areas of need have been identified through assessment, such as the need for more phonics materials for auditory learners, resources have been allocated toward these ends. Allocation of resources in ABE often comes down to areas of most common need and these are identified through the assessment of student performance.

Evidence

The program uses assessment results to determine the allocation of resources. Because teachers gave positive reports about individual and group progress in the San Jose Care and Guidance, more classes have been scheduled at this facility. Students in this locked psychiatric site who become more skilled and better able to channel frustration are moved to an unlocked board and care home, where they may be able to continue their adult education. When East Valley Pavilion opened, classes were scheduled there to allow these students to continue with the adult school program. When an Alzheimer's day program site went out of business, departmental staff found out that many of the students were transferred to Catholic Charities Daybreak (a Lifelong Learning site) and arrangements were made to increase class offerings there so student progress could continue. Classes, primarily those in convalescent settings, are monitored carefully to insure that the enrollees are suitably placed.

Evidence

The CASAS pre and posttests are used to determine students’ growth. These are given each semester and the results help determine placement and the allocation of resources in the Program.

Students’ testing results are used to determine the use of resources. The teacher uses the Class Profile by Competency Report and the Class Performance by Competency Report to decide which State Model Standard Competencies need emphasis in class. Teachers requisition materials to augment instruction as determined by test results.

Evidence

Assessment results are used to make future plans for classes. Those classes in which students achieve goals and give good feedback are continued and expanded as necessary. Specialty rooms, such as computer labs and kitchens, are allocated to those classes that successfully meet the needs of students as indicated by high registration numbers.

Evidence

The High School Diploma/GED programs are under constant assessment and revision. The many assessment tools used are reviewed and evaluated on a regular basis by department chairs, coordinators, and administrators at bimonthly meetings. A collaborative approach is taken in the analysis of student needs and the allocation of resources.

Class student counts are often used to determine addition and/or deletion of specific course offering. The evaluation of student performance helps determine what additional resources are needed in certain courses. The availability of WIA 231 funds for the High School Diploma/GED program make it possible to provide supplemental materials, hardware, and software to areas determined most in need. The English and Math curriculum have been under constant revision in an attempt to meet the requirements of the California High School Exit Exam. This stimulated the search for an effective computer software program that could be used to help students improve in what were determined to be needed areas of growth.

Assessment of current curriculum software and computer hardware revealed a great need for updating. Assessment of student needs based on reading test scores, competency test scores, California High School Exit Exam and new GED requirements resulted in the comprehensive computer software PLATO Learning Program being acquired. It will be networked in order to allow access and use in Math, Reading, ABE, and GED and in the Computer Lab pullout program.

The program and student assessment directs future planning and class offerings. The purchase of materials, staffing, staff training, and methods of meeting student needs are all based on these assessments and determined needs.

Evidence

The assessment results in the Vocational Education Program provide a basis for allocating resources and updating the program in order to keep pace with industry demands. Hardware and software updates are mandatory so that Independence Adult Education can stay current with industry trends. Monthly technology meetings have been held in order to decide the needs of the department.

The ESL program uses assessment to allocate the distribution of students to the proper levels and supply teachers with staff development and resources in the areas indicated by student testing results. At the end of each semester class levels are realigned depending on testing outcome. As a result, materials are requisitioned according to the needs of the teachers at the various levels. The focus of staff development may directly be related to the needs of the teachers as indicated in the students’ test results.

Distance Learning (Study At Home) assessment results allow the student to stay in the program. Students who do not test or achieve well in this program tend to drop out or not attend regularly. Long waiting tests dictate that these students are being replaced with those who have been waiting.

ESL Technology assessment in the form of teacher surveys, helps direct what technologies become expanded with new purchases of equipment and what technology skills training is made available to teachers. Teacher input has helped launch the development of portable presentation kits that can be wheeled into the classroom. The portable kit can include a video projector, laptop computer, document camera, digital camera or VHS tape player. Many pieces of equipment formerly, available only in the computer lab, can be brought into the classroom.

The "Digital Adult School" concept is guiding the current expansion of access to computers. Purchase of equipment, training of staff, and development of technology curriculum is all directed toward integrating technology into the ESL and ESL/Citizenship curriculum. 2003 has been a year of considerable change in the form of purchasing of new equipment, providing training for teachers and clerical staff, and developing new lessons that make effective use of technology.

Evidence

• Assessment is aligned with the curriculum to show student outcomes and progress.

• Assessment tools are researched, given trial usage, and carefully evaluated.

• The Technology Plan has resulted in upgrades and standardization of computers, scanners and software, which has strengthened the assessment process.

• Explore ways to create a placement and transfer assessment process usable across the program.

• Technology provides relevant and challenging assignments and activities that motivate students to learn.

• Teachers use a wide range of instructional practices to help a diverse student population achieve the ESLRs.

• Experienced and credentialed instructors keep abreast of current trends in their respective fields and include this information in their classroom.

• Programs align course outlines to meet Model Standards, Scans, and the ESLRs.

• Students have enjoyed wider access to technology in computer labs and the classrooms.

• Assessment is aligned with the curriculum to show student outcomes and progress.

• Assessment tools are researched, given trial usage, and carefully evaluated.

• The Technology Plan has resulted in upgrades and standardization of computers, scanners and software which has strengthened the assessment process.

• The Program needs to explore ways of making staff development available to all teachers.