Language Arts Senate Report:Student Learning Outcomes• SLO Process => Inquiry

• Inquiry => What We Do Well vs. What Needs to Improve

• Inquiry = Faculty Dialogue

The SLO Process: Key Questions

• Why SLOs? (To Increase Student Success)• • What is the SLO Process? (SLO Creation, Assessment, Evaluation,

Revision)• • Who Should be Involved? (Full-Time and Adjunct Faculty)• • Where Does the SLO Process Take Place? (In the Classroom, During

Faculty Meetings, etc.)• • When Are SLOs Created and Assessed? (The SLO Calendar)• • How Can Faculty Follow Up on SLO Evaluations? (Ongoing Dialogue

Among Faculty)

Overview of Presentation• 1. The SLO Process• 2. Communication Studies 101• 3. Re-imagining English 21• 4. English 101 Assessment Phase 2• 5. ESL 8 • 6. Reading Apprenticeship• 7. Reading for Understanding Video• 8. SLO Big Picture in Language Arts

Language Arts: Communication Studies 101 (Oral Communication)• Course SLO: Persuasive Speech (preparation and delivery)

• Assessment: Speech Content and Delivery

• Target Criterion Level for SLO Achievement: 70%

Re-Imagining English 21

• Success rates in English 21 continue to be low• Monthly discussions• Full-time and part-time faculty participation; faculty in

other disciplines in the division joined the conversation• Intervention Strategies• Growth Mindset• Habits of Mind• ACE Program• Embedded Tutoring/Supplemental Instruction• Acceleration• Reading Apprenticeship

ENGLISH 101 Assessment Phase 2• English 101 SLO Assessment Phase 2• All but one of the sections assessed in Fall 2013 met the target

criterion level• On-Campus Meeting to Discuss SLO Assessment Phase 1• Created an Etudes Shell for Online Discussion of SLO

Assessment• Discussion of effective teaching practices and interventions to

increase student success

ESL 8-Advanced Academic WritingSLO calendarFall 2013 Phase 1Course administered and assessed

Discussed results in phase 1• The ESL District Discipline Committee has been working on

coherence among all 9 colleges in ESL for 3 years. Coherence sought.

• We aligned with suggested district outcomes.• We aligned with English 28 at West.• SLO= Argue a point and support it in a works cited paper

Phase 2 Spring 2014• We discussed implementing changes early.• Changes:• 1. Library orientation earlier in semester• 2. 2 research papers required• 3. Second library visit for in text citing• 4. “Turnitin” piloted for support with citing• 5. Reading Apprenticeship framework • practiced starting first week of class.

Reading Apprenticeship• All disciplines in Language Arts are integrating RA.• English 101, English 28, Communication Studies, ESL• Other Disciplines: Humanities, Counseling/PD,• Psychology, Biology.• What is Reading Apprenticeship and how can others get

involved?

Reading for Understanding• Framework, not a skill box.West has an RA FIG-Faculty Inquiry GroupMath, English, Communication Studies, Science, Humanities,

Counseling/PD, Student Services, Tutoring, Psychology, Anthropology involved.

We meet once a month-Free LUNCHHow do you know if you need it? Do your students read your

assignments?

Reading for Understanding

SLO Big Picture in Language Arts

• Course level data will help us target equity and learning gaps.• Dialogue is permitting meaningful analysis for all LA courses.• Documentation is creating positive transparency and

uniformity across our disciplines.• We are assessing English 94, 28, 103, 206, and 219 this

semester and continue working towards student success.