The Results of Implementing an ESL Orientation Class

The Results of Implementing an ESL Orientation Class SJSU Action Research Project by Elizabeth Cunningham, Cathy Diaz, Kim Iwasko and Cary Keisler Prepared for the Meeting of the Minds II Saturday, December 2, 2006 Watsonville/Aptos Adult Education

Persistence is adults staying in programs for as long as they can, engaging in self directed study when they must drop out of their programs, and returning to their program as soon as the demands of their lives allow. Persistence is a continuing learning process that lasts until an adult student meets his or her educational goal. (Comings, 1999)

Introduction Watsonville/Aptos Adult Education 31 sites 130 staff members 11,000 students annually 99 % Hispanic/Latino 1 % Other 5,000 students attend ESL classes

Problem Statement Fall 2003 and 2004 Only one third of registered ESL students completed pre and post CASAS exams or paired scores. ESL students did not persist long enough at WAAE to obtain paired CASAS scores.

Out of 1,497 ESL students 490 students 33%, completed both pre and post CASAS exams. Fall 2003 1,500 1,497 Number of ESL Students 1,000 500 490 Total Registered Paired Scores 0 Total Registered Paired Scores

Out of 1,354 ESL students only 436 students, 32%, completed both pre and post CASAS exams. Fall 2004 1,500 1,354 Number of ESL Students 1,000 500 436 Total Registered Paired Scores 0 Total Registered Paired Scores

Research The research identified four principles within the theme of student persistence: student orientation data including assessment student support content standards

Research at least one third of incoming students are at risk of dropping out in the first three weeks of instruction (Comings, J.P., Parrella, A., & Soricone, L., 1999)

Research One of the most effective interventions was a small group approach or orientation that included valuable tools and strategies to produce the greatest persistence. (Comings et al, 1999)

Research Quigley suggests that the intake and orientation processes of the first three weeks are critical to improving persistence. (Quigley, 1998)

Purpose Statement The purpose of this action research project was to create an ESL Orientation class that would potentially Increase hours of attendance Increase CASAS paired scores Increase the number of returning students

Curriculum Content Goal Setting Force Field Analysis Student Success Stories Importance of CASAS Exams Stop Out Forms School Tour and Staff Introductions Program Offerings

Stopping School Form ESL Orientation Curriculum Student ID: Name of Your Teacher: Date of Birth: Apt# First and Last Name: Address: Number Street City: State: Zip Code: Home Phone Number: ( ) Cell Phone Number: ( ) I am stopping out of school because: Estoy dejando la escuela porque: 1. I have a job. I will return to school on. Day Year Tengo un nuevo trabajo. Regresé a la escuela. día año Month mes 2. I am moving to. Estoy mudando a. 3. I am going on vacation. I will be back to school on. Month Day Year Voy de vacaciones. Regresé a la escuela. día año mes 4. I have family problems and need to be home until. Month Day Year Tengo problemas en mi familía. Necesito quedar en casa hasta. mes día año 5. Other/Otra razón Do you want your teacher to contact you at home? Usted quiere que su maestro/a te llame en su casa? Yes Si No Do you want an advisor to contact you at home?

ESL Orientation Curriculum CASAS Exam How to Bubble Norma and Marco are brother and sister. Norma is nineteen years old. Marco is 18 years old. They study English at Watsonville/Aptos Adult Education. They are going to take the CASAS exam. Practice Exam CASAS Exam 1. Maria Garcia needs to buy chicken, strawberries and milk. What does Maria need to buy? A. chicken B. fish C. eggs D. Tuna Answer Sheet CASAS Exam 1. O O O O A B C D 2. O O O O A B C D 2. Luz Martinez works in a store Monday to Saturday. Which days does Luz work? A. Saturday and Sunday B. Monday to Saturday C. Sundays only D. Monday through Friday

Intervention Groups Sixty two students participated in the morning and evening ESL Orientation classes over a three week period at the beginning of the fall 2005 academic year. The control group consisted of the same number of students with similar demographics during the same three week period.

RESULTS Gender Chart Male AM Control 11 15 AM Orientation 7 19 Female Student Group PM Control 8 28 PM Orientation 8 28 0 5 10 15 20 25 30 Number of Students

RESULTS ESL Orientation Class & Control Group Comparison Total Attendance Hours for all students 7000 6391 Hours of Attendance 6000 5000 4000 3000 3479 ESL Orientation 2000 1000 Control Group 0 ESL Orientation Control Group Students

RESULTS Comparison of Average Hours per student for ESL Orientation & Control Group 120 100 80 103 56 ESL Orientation Class Students ESL Control Group Number 60 40 20 0 ESL Orientation Average Hours per student Student Groups ESL Control Average Hours per student

RESULTS Average Attendance Hours for Fall 2005 Semester AM Orientation Hours 164 AM Control Hours PM Orientation Hours 59 74 AM Orientation Hours AM Control Hours PM Orientation Hours PM Control Hours PM Control Hours 43 0 20 40 60 80 100 120 140 160 180 Average Hours for Semester

RESULTS 80% 70% 60% 50% 40% 73% Percentage of CASAS Paired Scores 53% ESL AM Orientation ESL AM Control 30% 20% 10% 0% 23% 11% ESL AM Orientation ESL AM Control ESL PM Orientation ESL PM Control ESL PM Orientation ESL PM Control Student Groups

RESULTS Students Completing Paired CASAS Scores 40 35 Total num ber of Orientation Paired scores Number of Students 30 25 20 15 10 7 19 20 17 19 32 Total num ber Control Group Paired scores 5 0 AM Orientation Paired Scores 6 ESL AM Control Group ESL PM Orientation 4 ESL PM Control Group Student Groups

RESULTS CASAS Point Gain Difference between ESL Orientation Class & Control Group AM Orientation 7 AM Control Group 6 AM Orientation AM Control Group PM Orientation 5 PM Control Group 1 PM Orientation PM Control Group Student Group 0 2 4 6 8 Point Gain

RESULTS Spring 2006 Student Returnees 40 35 30 Non Returnees Num ber of Students 25 20 15 15 21 32 35 Returnees Returnees 10 5 0 11 5 4 1 AM Orientation AM Control PM Orientation PM Control Student Groups

Teacher Surveys Four common themes emerged from teacher discussions and surveys: an orientation class would benefit students the hours for an orientation varied administration of CASAS exams varied hours of attendance as related to persistence

Teacher Focus Groups Students could benefit from such a class because they could get acquainted with school language, objectives, information, schedules, organization, and classroom procedures.

Teacher Focus Groups The orientation class was a positive new beginning for WAAE. It established a baseline for instruction and was good for students to adjust to a new system. Students were more organized and they seemed to know what to do and how to do it.

Teacher Focus Groups I never thought about it before, but now that I see it all together, I see the impact; I think there is a sense of community among orientation students. They are the ones who have the best attendance.

Student Focus Groups the orientation will make students feel more secure and confident. The orientation helped me feel more secure in order to enter school. I like English; I like the security that I have when I am in the class.

Student Focus Groups The students reported that they felt more prepared, oriented and confident for their regular English class. The orientation made their transition into their regular classes easier and they didn t feel lost.

Recommendations as of May 2006 Present results to WAAE committees and staff For the fall of 2006 all new and twelve hour or less returning ESL students attend a nine hour Orientation class prior to entering ESL classes. All entering students complete a pre CASAS exam at time of registration. Familiarize the staff to the orientation curriculum

Implementations as of November 2006 Cohort presented to various committees at WAAE ( Leadership, ESL, Administration) Modified model of ESL orientation implemented Cohort presented results and curriculum best practices at various conferences and schools

Thanks to all of those who contributed to this project and supported the research team. A special thanks to Dr. Marty Krovitz and Bob Harper. May 11, 2006

6 0 5 0 4 0 3 0 2 0 1 0 0 6 0 5 0 4 0 3 0 2 0 1 0 0 Number Number 120 100 80 60 40 20 0 ESL Orie ntation Aver age Hour s p er stude nt AM Orien tat ion AM Control Gro up PM Orien tat ion PM Control Gro up 120 100 80 60 40 20 0 40 35 30 25 20 Nu m b er o f S tu d e nt s 15 10 5 0 Student Groups ESL Contro laver ag e Hours pe r stud ent CASAS P oin t Gain Dif ference betw een ESL Orien tat io n class & Co ntrol Group 1 0 1 2 3 4 5 6 7 8 ESL Orie ntation Aver age Hour s p er stude nt 2 6 11 Student Groups ESL Contro laver ag e Hours pe r stud ent 3 6 4 A M O ri e nt a t i o n AM C o n t ro l PM O ri e nt ati o n PM Co nt r o l S tu d e nt Gr o u ps 2 6 5 5 6 3 6 1 7 AM Orient at io n AM Co ntrol Group P M Orientation P M Contro l Group A M Orientation Hours A M Control Hour s PM Orientation Hours PM Control Hour s 0 2 0 4 0 6 0 8 0 1 0 0 1 2 0 1 4 0 1 6 0 1 8 0 A v e ra g e H o u rs f o r Se me s t e r Ser ies 1 43 59 74 164 A M Orientation Hours A M Control Hour s PM Orientation Hours PM Control Hour s 0 2 0 4 0 6 0 8 0 1 0 0 1 2 0 1 4 0 1 6 0 1 8 0 A v e ra g e H o u rs f o r Se me s t e r Ser ies 1 43 59 74 164 AM Orien tat ion AM Control Gro up PM Orien tat ion PM Control Gro up CASAS P oin t Gain Dif ference betw een ESL Orien tat io n class & Co ntrol Group 1 5 6 ES L AM Orientation ES L AM Control ES L PM Orientation ESL PM Control 0 1 2 3 4 5 6 7 8 7 AM Orient at io n AM Co ntrol Group P M Orientation P M Contro l Group AM Orien tat ion AM Control Gro up PM Orien tat ion PM Control Gro up 40 35 30 25 20 Nu m b er o f S tu d e nt s 15 10 5 0 CASAS P oin t Gain Dif ference betw een ESL Orien tat io n class & Co ntrol Group 1 0 1 2 3 4 5 6 7 8 2 6 11 3 6 4 A M O ri e nt a t i o n AM C o n t ro l PM O ri e nt ati o n PM Co nt r o l 5 S tu d e nt Gr o u ps 2 6 5 6 7 ES L AM Orientation ES L AM Control ES L PM Orientation ES L PM Control ES L AM Orientation ES L AM Control ES L PM Orientation ES L PM Control 3 6 AM Orient at io n AM Co ntrol Group P M Orientation P M Contro l Group 1 Action Research Project Condensed C ompariso n of Ave ra ge Hours p er student for ESL Orientation Class & Control Group Comparison Total Atte ndance Hours for all students E SL Orie ntation & Contro l Group Ave rage Atten dan ce Ho urs for Fall 2005 Semeste r Percentage of CASAS Paired Scores 7000 6000 5000 Ho urs of 4000 A tte ndan ce 3000 2000 1000 6391 3479 ESL Orientation Control Group 103 56 Comparison between ESL Orientation Class & Control Group 74 59 43 164 AM Orienta ti on Hours AM Control Hours PM Orienta ti on Hours PM Control Hours 73% 23% 53% 0 ESL Orie ntation C ontr ol Gro up Stud en ts 11% Students Completing Paired CASAS Scores Percentage of CASAS Paired Scores Nu m be r of Stu de n ts 26 19 A M O ri e nt ati on 36 26 19 6 ES L PM O ri e nt atio n 36 4 Student Group 73% 23% 53% Student Group P ai r e d Sc or e s Stu de n t Gr o ups Point Gain 11% Point Gain C ompariso n of Ave ra ge Hours p er student for ESL Orientation Class & Control Group Comparison Total Atte ndance Hours for all students E SL Orie ntation & Contro l Group Ave rage Atten dan ce Ho urs for Fall 2005 Semeste r Percentage of CASAS Paired Scores 7000 6000 5000 Ho urs of 4000 A tte ndan ce 3000 2000 1000 6391 3479 ESL Orientation Control Group 103 56 Comparison between ESL Orientation Class & Control Group 74 59 43 164 AM Orienta ti on Hours AM Control Hours PM Orienta ti on Hours PM Control Hours 73% 23% 53% 0 ESL Orie ntation C ontr ol Gro up Stud en ts 11% Students Completing Paired CASAS Scores Spring 2006 Stud en t Return ees Spring 2006 Stud en t Return ees Nu m be r of Stu de n ts 26 19 A M O ri e nt ati on P ai r e d Sc or e s 36 26 19 6 ES L PM O ri e nt atio n 36 4 Student Group Point Gain Stu de n t Gr o ups