Logo

CATESOL and RP Group: College Composition - Shared screen with speaker view
Bita Bookman
43:07
Yes
Megan Leonard
43:10
yep!
Kate Hey
43:12
yes
Kristina Oganesian
43:13
yes
Luis Enrique Flores
43:14
oui!
Jennifer Escobar
43:16
Yes
Mai Ackerman
43:18
yes
Sofia Cook
43:19
yes
Erik Armstrong
43:37
Nope. I see the ppt version, from your point of view, not presentation mode, but I can still see the slide :)
Loris Fagioli
43:45
I see slide not presentation mode ..
Cindy Luis
43:54
me too - I see PPT version
Wilbert Francis
44:05
It is in presentation mode, but not slide show. We see six slides
David Nippoldt
44:41
Overview of AB 705 with respect to eSL
David Nippoldt
50:39
??Craig, to be clear, you are speaking now only of CREDIT ESL, right?
Melissa Reeve
52:13
David et al: AB705 is silent on non-credit, and does not impose a timeline to transfer-level English for non-credit ESL.
Terrence Willett
55:08
Thx all, took me a sec but think i have it now
Melissa Reeve
57:56
Reagrding articulating ESL for CSU area C2 credit (I think); I head that a college can determine this locally for the local degree requirement, and that CSU will adopt the local decision. Is this correct?
Bita Bookman
58:20
Could you please give an overview of Common Assessment as well?
L. Jacob Skelton
01:01:20
Does the lowest level course of the ESL Credit program have to be open entry (i.e. open to all proficiency levels), or can colleges require lower-proficiency students to place into ESL Credit (i.e. low intermediate proficiency) or complete a certain level of ESL Non-Credit?
Bita Bookman
01:12:04
Than you!
L. Jacob Skelton
01:13:33
Thank you
Melissa Reeve
01:14:19
If a college can place a student into non-credit as a pre-req to the lowest credit ESL level, does that non-credit semester count toward the 3-year limit?
Erik Armstrong
01:14:44
^^Ditto to that question.
Melissa Reeve
01:16:44
Ok thanks-- I didn't think it was decided but this is the first I had heard about requiring non-credit pre-reqs (as you are saying too).
Erik Armstrong
01:16:48
Thanks!
Priscilla Mora
01:18:00
Per the prior question, the July 20 CO Guidance document says "six primary terms . . .as it relates to credit ESL." Doesn't that mean that noncredit courses can not be counted?
Luis A. Gonzalez
01:18:13
additionally, if noncredit courses dont show up on a transcript how would we know that the requirement was met. and with open entry, open exit non credit
Luis A. Gonzalez
01:18:36
might it take longer to complete that co-req
Priscilla Mora
01:19:10
About 10 years ago, we were told that A and B were not an allowable structure.
Melissa Reeve
01:19:48
Cuyamacca, Woodland, and the whole Peralta district use the A-B structure
David Nippoldt
01:24:41
What are the implications of AB 705 for mirrored ESL programs? Our college has six levels of Credit/Noncredit mirrored classes with the highest at two levels below transfer.
Erik Armstrong
01:25:10
Yes ^
Daniela Guevara
01:25:24
I'm still not sure what the A-B structure is. Can you explain a bit further?
Priscilla Mora
01:27:31
The A/B sequence, if many students end up taking both, becomes a way around six primary terms. Isn't this a problem unless the vast majority of students don't have to take B?
Melissa Reeve
01:27:32
To supplement what Terrance is saying: A-B structure is a mecchanism some programs have used to accelerate their ESL sequence while still allowing for different rates of language acqisition.
Daniela Guevara
01:28:14
Thank you so much! I got it now
Melissa Reeve
01:28:22
Is students take A and B, that's two terms per level
Priscilla Mora
01:34:22
Could you speak more about corequisites? For example, can we have different corequisites for the same class, depending on student MMs? For example, could ESL students taking Freshman Comp have a different corequisite than other students?
Sara Behseta
01:37:40
Re co-reqs, is it possible to have a 3-unit co-req for ESL transfer level that is not required — would it still be called a “co-req” or is it automatically called an “advisory”?
Melissa Reeve
01:42:55
I'm having a hard time reconciling the AB705 language that colleges "may require" support such as co-reqs, but at the same time this idea that if students "don't want to" they don't have to. Isn't that what it means to "require" something?
Daniela Guevara
01:43:17
Can an ESL student choose to be on an English track rather than an ESL track? Or do ESL students get automatically placed in an ESL track? I've heard that ESL programs may lose students because they will just take English classes to get their requirements done sooner
Erik Armstrong
01:43:52
Sara and Melissa, I think this is why the language is shifting to "concurrent support."
Erik Armstrong
01:44:30
Craig, are you saying then that the challenge process might be guided self-placement?
Daniela Guevara
01:49:19
Thanks!
Melissa Reeve
01:49:42
ESL students have already been able to choose English track, s Craig is saying. I actually think this is a good readon in favor of guided self-placement, because if we do a good job of informing students of the value of ESL instruction, they may be more likely to choose it. Also this will now be the only change most students have to do something below transfer-level English, which many students who identify as non-native speakers may actually want.
Melissa Reeve
01:50:10
* only chance (not change)
Bita Bookman
01:53:27
Is there any law regulating how many credits ESL credits should be? For example can colleges make their ESL courses 9 or 12 credits to require students work and more hours per week?
Bita Bookman
01:53:42
*ESL courses
Bita Bookman
01:57:22
I see. Thanks!
Connie Olsen
01:57:54
How can we better understand the financial aid implications of ESL courses that are 5 or 6 units each? We're getting some resistance for higher level unit courses at my college.
Connie Olsen
01:59:59
Thanks!
Melissa Reeve
02:01:32
Re: course unit values, program structure etc., is the AB705 groups going to study what structure "amximizes the probability" of throughput through transfer-level ENGL?
Melissa Reeve
02:01:45
sorry for my terrible typing
L. Jacob Skelton
02:05:54
Yes, very helpful. Thank you!
Cindy Luis
02:06:04
Thank you
Kate Hey
02:06:07
Thank you!
Bita Bookman
02:06:07
Thank you very much for the very helpful webinar!
Megan Hansen
02:06:10
Thank you!
Sara Behseta
02:06:16
Yes, Thank you!
Daniela Guevara
02:06:19
Thank you! It was very informative
Melissa Reeve
02:06:20
Thanks, Craig & Terrance!
Terrence Willett
02:06:33
Thanks all!
Mai Ackerman
02:06:49
could we please get these powerpoints?
Terrence Willett
02:07:00
Yes, we will send this out
Cynthia Herrera
02:07:12
Thank you!
Erik Armstrong
02:07:12
Thank you all!
Mark Katayama
02:07:13
Thank you everyone! That was great!
Mai Ackerman
02:07:14
Thank you!
Hai Hoang
02:07:15
I wonder if this session was recorded? I missed the first half of it! Thank you!
Felipe Salazar
02:07:20
Can you send the flyer via the chat as an attachment
Erik Armstrong
02:07:22
Yes, it is
Erik Armstrong
02:07:24
recorded
Hai Hoang
02:07:36
Thank you!
Christina Yanuaria
02:08:11
twillett@rpgroup.org
Christina Yanuaria
02:08:18
cyanuaria@catesol.org