what do you think el civics is?. our logo! elc what do e l and c stand for?
TRANSCRIPT
What do you think EL Civics is?
Our LOGO! ELC
What do E L and C stand for?
What do you know?
Time to take a pre-test!
English Literacy Civics Education Grant in Oregon
Regional Meetings PresentationFall 2007
Sponsored by theDepartment of Community Colleges and
Workforce Development
What is EL/Civics?
EL/Civics stands for English Literacy and Civics Education
What is the federal definition of EL/Civics?
The Federal Registry, November 17, 1999 defined civics education as: “an educational program that emphasizes the contextualized instruction on the rights and responsibilities of citizenship, naturalization procedures, civic participation, U.S. history, and government to help students acquire the skills and knowledge to become active and informed parents, workers, and community members.”
What is the purpose of EL/Civics?
The intention of EL/Civics is to provide integrated English literacy and civics education to immigrants and other limited English proficient populations to promote effective participation in the education, work, and civic opportunities of this country.
Activities funded through the EL/Civics allocation will extend instructional services; funds are to be used to supplement, not supplant, adult education programs.
What is required of Oregon grantees to fulfill the purpose of EL/Civics?
Incorporate Crossroads Café and/or On Common Ground into instruction.
Incorporate innovative instructional strategies by using distance education and/or technology.
Expand educational services.
Demonstrate strong community support and partnerships.
What else is required?
Participate in professional development training and activities that focus on civics curriculum development, including contributions to the EL/Civics listserv.
Utilize the state approved assessment tools.
Utilize TOPS data system.
Meet or exceed statewide performance levels for federal reporting.
Additional Requirements in Oregon Annual End-of-Year EL/Civics reports
Executive Summary of program year highlights, challenges, outcomes (both anticipated and unanticipated), and impact of program based on previous year Continuation Application
Annual Continuation Applications Reflection on program implementation Future strategies, including use of program
guides Budget
EL/Civics in Oregon
ABS programming administered through 17 community colleges and the Dept. of Corrections in Oregon
12 community colleges administer EL/Civics grant program Urban & rural Small & large Campus-based & community-focused
EL/Civics 2001-2004:
Overview of our beginnings
Each college interpreted grant requirements differently
Different levels of participation across the state
Program implementation was not cohesive or very systematic
EL/Civics 2001-2004
Professional Development
Listserv administered by one state-contracted faculty from a participating college
Website administered by one state-contracted faculty from a participating college
Quarterly trainings led by two state-contracted faculty from participating colleges
EL/Civics 2001-2004
Curriculum
Crossroads Café video series
On Common Ground video series
2002, Companion workbooks for use with On Common Ground created by Susan Gelder & Melanie Holland of Mt. Hood Community College, for CCWD
EL/Civics 2001-2004
Standardized Assessment CASAS and/or BEST Plus
Program Evaluation & Improvement End-of-Year Report/Continuation
Application Program Review AIDDE model
(Analyze, Identify, Design, Document, Evaluate)
EL/Civics 2004-2005
A Year of Renewal & Reflection
Hired state EL/Civics Coordinator (external, contracted position)
Re-examined original RFPs Began rethinking our approach to
Professional Development for EL/Civics
EL/Civics 2005-2006
A New Beginning
Created EL/Civics Advisory Group Re-invented Professional Development
offerings EL/Civics State Coordination part of
Education Specialist position (internal) Created EL/Civics Planning Guide
Integrated California Civic Objectives with Crossroads Café and On Common Ground
EL/Civics 2006-2007
Continuous Improvement
Professional Development retreats in October, January, and April Teaching and Learning in Authentic
Contexts study circles Intra- and Inter-program collaborations
EL/Civics Planning Guide: Table 1- Competency and Objective Summary
1 2 3 4 5 6 7
CO#
Competency Area
(Chose 3)
Civic Objective
Language and Literacy Objectives(Choose 5)
InstructorsResponsible for Implementation
Implementation Structure
Date Implemented
EL/Civics Planning Guide: Table 2 – Integrating Objectives into Instruction
1 2 3 4 5 6 7
CO#
Language/Literacy Objectives Covered
Corresponding Basic Skills(R, W, S, L)
Instructional Activities
Indicate with an * those activities which specifically include authentic content and contexts as described in the 2006-07 study circles training.
Integrating Crossroads Café or On Common
Ground into Civics
Instruction (Episode/Title)
Student Skill Level(s)
(Educational Functioning
Levels)
Assessment Skill Area and Tool
(R, W, S, L) CASAS FWA,
CASAS R, CASAS L, BEST Plus
EL/Civics Planning Guide: Table 3 – Instructor Needs Assessment
1 2 3 4 5
CO#
Professional Development Resources
Instructional Resources Data Resources Other Resources
EL/Civics Planning Guides: Definitions and Instructions
Definitions and Instructions for EL/Civics Planning Guides are available electronically CCWD Adult Basic Skills website
http://www.oregon.gov/CCWD/ABE Click on Title II, Compliance Calendar
Program Reports.
Questions?
What else would you like to know?
Who do you contact for local program information?
At CCWD contact Jenni Newby, ABS Leadership Specialist
[email protected] 503-378-8648 ext 234
Answers to the pre-test