English as a Second Language

Our ESL faculties have been working together to review assessments, rubrics, and student learning outcomes. We are addressing students' needs and gaps and want all ESL students who move from adult schools into the colleges to be prepared to be successful. Successful work for the 16-17 year include the development of a groundbreaking Memorandum of Understanding outlining articulation between the adult schools and colleges. The proposed MOE will use completion of an ESL in an adult schools as one of multiple measures to place a student in the college system.

Working together with innovative ESL practices to fill gaps, better align the systems, and help more students succeed.

NEWS for Summer 2017: The Alliance for Language Learners' Integration and Educational Success (ALLIES) has worked with the SBCAE to develop a framework for Immigrant Integration. has just been released here. The 17-18 school year will see more work in using the framework to support students and measure their success.

Also, recently data have shown how English learning adults have been not had access to Federal job training programs. Currently in California, approximately one-third of the workforce is foreign born. Although over 6.2 million individuals in the state are identified as English Language Learners (ELLs), as of PY 2014, this population represents only 3.7 percent of those exiting the WIOA Title I training program. This suggests that individuals who are ELLs need to be better served by the workforce system. This brief offers best practices to assist in delivering services to this population.

October 5, 2018 Faculty Work Group Meeting 1:00 p.m. – 4:00 p.m.
Overfelt Adult Center (Directions),1901 Cunningham Ave., San Jose, CA 95122

Nine Project Plans Summary for 2018-2019

Project 2 – ESL (PDF)

1. Establish multiple measures MOU among all Adult Schools /Community Colleges

2. Align curriculum (and support instructional strategies) with Immigrant Integration Framework (i.e. mapping EL Civics to 8 goal areas)

3. Align curriculum to English language proficiency standards – Develop Certificates of completion or competency

4. Recruit and support student ambassadors from 9 schools (adult schools and colleges) for a panel for Q&A

a.Stronger student councils/student leadership

5.Schedule additional separate adult ed and colleges work time

a.Focus groups of teachers

6. Develop resources and courses of contextualized instruction.Develop Integrated English Training models per the WIOA 224 program specs.

7. Align ESL to career pathways/Bridge programs

8. Explore expanding WIOA/CASAS assessment and data collection at all nine institutions.

Organization Faculty
East Side Adult Education Kathy Frye, SC Support Shawn Tran Mali Vafai
Campbell Adult and Community Education Leslie Johnson-Tatsuta, Co-chair Usha Narayana, SC Support
Milpitas Adult Education Patti Gairaud - Co-Chair Reva Larson
Santa Clara Adult Education Bill Kyle
Silicon Valley Adult Education Kitty Stenson
San Jose City College Leslie Rice
Evergreen Valley College Lana Strickland Kathy Jasper, Co-chair
West Valley College Ellen Goldman - Co-Chair
Mission College Amelia Akers-Martin
SBCAE Bob Harper, SC Support

In addition to the many ESL classes at the colleges and adult school in our region, many of our community-based organizations offer ESL services.

The County of Santa Clara’s Office of Immigrant Relations and Integration Services has supported the following website which can be searched for ESL classes in all communities.



Migration Policy: Tuesday, 10/30/18, 4 P.M. ET / 3:00 P.M. CT / 2:00 P.M. MT / 1:00 P.M. PTP.M. ET / 3:00 P.M. CT / 2:00 P.M. MT / 1:00 P.M. PT

October 5, 2018 Faculty Work Group Meeting 1:00 p.m. – 4:00 p.m.
Overfelt Adult Center (Directions), 1901 Cunningham Avenue, San Jose, CA 95122

Faculty Work Group Meeting Agenda 10-05-2010 (.pdf)

Project 6 – Immigrant Integration Framework/Metrics (PDF)

/ IDATA – Building the capacities of the data systems to capture and report IIF outcomes

1.1 In all Data Systems Activities act as a support and guide to the SBCAE’s Data Team – studying and reporting capacity of current systems and providing support to enhance Data Team’s own capacity as a part of the Immigrant Integration Framework (IFF) Project 6.2 Sustainability Plan (including meeting regularly with Chairs and SBCAE Data Team, facilitating research, connecting to resources for professional development)

1.2 In all Data Systems Activities to achieve Project 6.2 objectives, observe all applicable rules and best practices of privacy in data sharing.Build common understanding about data sharing principles in the SBCAE aa a part of the Project 6.2 Sustainability Plan

1.3 Monitor and report regularly to SBCAE Chairs, Steering Committee and Data Team the evolving directives and policy of the state AEBG office and other state and federal agencies around data and immigrant integration metrics

1.4 Work with CASAS/TE to produce and review queried reports from current TOPSEnterprise (TE) system identifying cohorts of immigrant students, tracking IIF metrics in both the demographic fields, the outcome/update fields, and the aggregation and reporting of EL Civics assessments

1.5 Work with CASAS/TE to identify new protocols for capturing and reporting IIF metrics (new fields, redefined fields, proxy markers delivering new reports).

1.6 Work with CASAS/TE to track support services referrals in fields in the current systems (in TE/WIOA data dictionary identified as Support Services, Transition Services, Career Services and Training Services)

1.7 Study current SBCAE practices to report and assess how Support Services are delivered, how data are captured and reported, and assessed as to their impact on student persistence and outcomes.

1.8 Work with CASAS/TE to identify additional data tracking to be added to the system to track support services and referrals

1.9 Study and report on the use of COMIS Services Data Elements (the CC MIS system) to report metrics aligned to the IIF, including but not limited to CalWORKS, Student Matriculation, Disabled Student Services, Student Success, Economic Opportunity Program and Financial Aid Status elements

1.10 Explore how the Community Pro case management/referral system and TE systems can complement, share data, and identify and report metrics for the IIF

1.11 Examine other data systems in the region that track metrics aligned to the IIF goal areas:e.g. CalWorks, county social services, homeless and criminal justice systems, and other community-based organizations’ data elements and reporting

1.12 Explore and report to the SBCAE how data in these other systems could be captured and reported in the SBCAE’s assessment of IIF progress and program effectiveness

1.13 Direct and support the collaborative project with the Stanford Immigration Policy Lab’s Immigrant Integration Survey Tool: both as a general generator of baseline II data and possible assessment of SBCAE effective practices to achieve immigrant integration

1.14 In support of the SBCAE Data Team, aggregate, analyze and report all relevant IIF data for the SBCAE’s 18-19 Annual Plan and the Three Year Regional Plan including but not limited to regional and demographic data, and adult education outcomes data and trends.

1.15 Provide a comprehensive quarterly report on Data Systems’ Activities to the SBCAE Chairs to review progress and make possible amendments or additions to this list of Data Systems Deliverables, with the expectation that current movement in state legislation, state office policy, federal funding policies, and regional needs and opportunities may demand new priorities

2 Community Connections

2.1 Resource Bank & Asset Mapping

2.2 Identify gaps and opportunities for reciprocal referral networks and prepare Adult Schools to operate reciprocal referrals

2.3 Prepare reciprocal referral networks to operate through the 2018-19 school year

2.4 Finalize and deploy CACE pilot evaluation strategy for school year 2018-19

2.7 Monitor student/client progress through 2018-19 school year

3 Curriculum

3.1 Map existing curricula to the eight goal areas of the II Framework

3.2 Identify gaps in curriculum - locate/create new curriculum to fill gaps

3.3 Identify promising instructional strategies and program design for teachers and CBOs to use the framework

3.4 Provide professional development opportunities

4 Sustainability Plan: facilitate production of a strategic outline of sustaining the project beyond FY 2018-2019

4.1 Track roles, functions and outcomes of current SBCAE member personnel and practices that already support the achievement of IIF outcomes

4.2 Map suggested changes that would need to happen to continue the work of achieving Immigrant integration metrics in the eight goal areas of the framework

4.3 Vet proposed draft of sustainability plan with SBCAE Co-Chairs, Steering Committee and other appropriate SBCAE staff to modify as needed

4.4 Continuously connect findings with the SBCAE's Three Year Regional Plan so that it anticipates the changes suggested by the Sustainability Plan

4.5 Present the finished Sustainability Plan concurrently with the SBCAE's Submission of it Three Year Regional Plan